Polytechnic University of the Philippines

College of Architecture and Fine Arts

Department of Architecture
Sta. Mesa, Manila

PROPOSED REDEVELOPMENT OF SILANG CENTRAL SCHOOL THROUGH

INTERGRATING ELEMENTARY AND SECONDARY LEVEL WITH ADAPTABLE

DESIGN

THEME: DIVERSIFYING FOR INNOVATIVE TRANSFORMATION

PROPOSED BY:

ASAYAS, BRIAN C.
LEONARDO, ANGELA MAE T.
MARIANO, REA JOYCE T.
NAVAL, MAXINE L.
NECOSIA, LOUISE VITCOR
NUGUID, FAYE D.
SANTIAGO, ANGELU JANE D.
SILO, MC ENROE A.

PROFESSOR:

ARCH. MICHAEL JOHN MANALO

 CHAPTER 1

INTRODUCTION

Silang Central Elementary School also known as Silang Central School, established since
1915 is a public educational institution registered under the Department of Education. It is
located at P. Montoya St., Silang, a rural municipality in Cavite. It is adjacent to another public
school, Silang West Elementary School and a High school extension of Munting Ilog National
High School now renamed as Silang West Annex. Residential houses, subdivisions, minor food
establishments, cafeteria, and school supplies store are located outside its vicinity.

The school provides free education for nursery, kinder, and Grade Levels 1-6. There are eight
sections per grade level and per pilot section, there is only an estimated population of 30-35
students. Pilot sections thereof, have an estimated population of 210 students. The school’s
sections are organized and filtered through academic standings, and with each class, has a
capacity of 40-50 students. The estimated population of the school is around 2100-2300 students.

Silang is in the highlands, since it is near Tagaytay City. It is not prone to any floods and or
any natural disasters during heavy rains. Unfortunately, the conditions of retained old buildings
are widely affected during rainy situations in the school because of its outmoded design. These
old classrooms were established since 1915, and some were Marcos’ Pre-Fab Buildings whereas
not conforming to the standards of an ideal classroom for natural ventilation, safety and lighting.

The researchers came across this study to make the redevelopment a diverse and integrated
form of learning through spaces. Being mindful on the provided advantages of an efficient
architectural design of a school, finding a resolution regarding the issues of the structural and
functional adequacy of Silang Central School is needed. Beside the usage of standardized and
typical design of structures and classrooms, these factors shall not hinder the site’s potential to
provide an innovative transformation.

A. STATEMENT OF THE PROBLEM:

This study aims to reconstruct the said educational institution to provide a High school in
the site. With the preliminary observations, the school lacks development and flexibility of
spaces:

MAJOR PROBLEM: INEFFICIENCY OF SPACES RESULTING TO ACCESS AND

SEQUENTIAL FLOW DIFFICULTIES.

 One of the primary problems with the school is retaining of the old buildings. Such
old buildings were only renovated and reconstructed partially but concerning with its
aesthetics, the design is outmoded. It’s only one-storey and has not maximized the
available space. Its structural and functional adequacy is suggested to be developed
over time. The condition widely affects students during classes especially water
leakages when raining, or the lack for efficient natural ventilation.
  Since the classrooms and buildings are located around the oval/playground, the
sequential flow will be longitudinal. Students experience struggle in getting to their
classrooms by taking longer walks carrying their bags.
 The clinic’s location in the school is oriented at the center but you should take a long
walk for its accessibility if you are on the other side of the playground. An observed
disadvantage is its location – the main stage of the school could disturb the patients
inside the clinic whenever main activities are held. This is primarily because of the
noises which is an important consideration.
 The Library of the school is in an old building (Building B) and at the same time it
has been out of date for several years and has lost its efficiency because of its
condition. It has not been frequently opened or used by students. The structure of the
old building affects the library’s upgrade to a more updated resource facility. As a
primary observation to their library, its room is adjacent to classrooms which could be
a disadvantage because of the sequential flow, specifically the noises created in the
rooms would not be a considerable situation since the library should maintain an
orderly and silent regulation inside the building. The facility’s usage has been limited.
 The population of students exceeds the carrying capacity per classroom.
Overcrowded rooms serve as a disadvantage because this widely affects the
convenience in accessibility and sequential flow inside the school.
 The school has only one Computer Laboratory which has only a capacity of 40-50
students, a cafeteria which has only a capacity of 100 individuals, a Home Economics
room which has a capacity of 30-40 students. The school has no Science Laboratory
but it is known for being well competitive in Science Competitions, Investigatory
Projects and other academic related activity and outside competitions.

In summary, the site is 28, 917 square meters and has qualifications for the addition
of High school buildings, but at the same time integrated buildings should be provided
such as libraries, laboratories, and learning studios. It is important to consider the proper
location of facilities for a more convenient access and a more productive learning
environment.

B. SIGNIFICANCE OF THE STUDY

The researchers believed that this paper will be productive and will be beneficial to many
individuals specifically the students and teachers of Silang Central School.

1. Youth. First and foremost, the study primarily prioritizes the students’ learning
environment. It is an important consideration to give priority to their safety,
integrated education, academic learning and extra-curricular.
 2. Teachers. Teachers will also be benefited on this study for them to give their students
to nurture their potentials and maintain a balance in advanced technology-oriented
learning and nature-friendly learning.
3. Future Researchers. Future researchers can use our work and data to come up with
much persistent systematic investigations.
4. Parents. Parents play an important role in a student’s life. Parents can read our work
to guide their son/daughter and will be much more aware of the considerable
standards in public schools.
5. Government officials. Government officials can make use of our study for the
upgrade of public schools in rural areas.

C. GOALS AND OBJECTIVES

 Study the site and re-allocate classrooms, and other buildings inside the school.
 Identify a more efficient distribution of areas with purposes.
 Prioritize the safety of every student in every building and re-sequence the access to
every facility and adjacent facilities inside the School.
 Suggest practical measure to provide efficient and nature-friendly learning spaces in
all parts of the said educational institution.
 Provide a fully-integrated learning system as an upgrade in every building
(specifically the use of libraries, laboratories and other learning studios) including the
open and social spaces through using Howard Gardner’s Multiple Intelligence
approach.
 CHAPTER 2

REVIEW OF RELATED LITERATURE

To establish a comprehensive background for this research, this chapter discusses the

reviews of selected literature and studies related to the present study.

Foreign Study

Standford Study Finds Walking Improves Creativity

Stanford researchers found that walking boosts creative inspiration. They examined creativity
levels of people while they walked versus while they sat. A person's creative output increased by
an average of 60 percent when walking. Creative thinking improves while a person is walking
and shortly thereafter, according to a study co-authored by Marily Oppezzo, a Stanford doctoral
graduate in educational psychology, and Daniel Schwartz, a professor at Stanford Graduate
School of Education.

The study found that walking indoors or outdoors similarly boosted creative inspiration. The act
of walking itself, and not the environment, was the main factor. Across the board, creativity
levels were consistently and significantly higher for those walking compared to those sitting.

“Many people anecdotally claim they do their best thinking when walking. We finally may be
taking a step, or two, toward discovering why,” Oppezzo and Schwartz wrote in the study
published this week in the Journal of Experimental Psychology: Learning, Memory and
Cognition.

Walking vs. sitting; The study also found that creative juices continued to flow even when a
person sat back down shortly after a walk.

Gauging creative thinking; The research comprised four experiments involving 176 college
students and other adults who completed tasks commonly used by researchers to gauge creative
thinking. Participants were placed in different conditions: walking indoors on a treadmill or
sitting indoors – both facing a blank wall – and walking outdoors or sitting outdoors while being
pushed in wheelchair – both along a pre-determined path on the Stanford campus. Researchers
put seated participants in a wheelchair outside to present the same kind of visual movement as
walking.

Different combinations, such as two consecutive seated sessions, or a walking session followed
by a seated one, were also compared. The walking or sitting sessions used to measure creativity
lasted anywhere from 5 to 16 minutes, depending on the tasks being tested.

Three of the experiments relied on a “divergent thinking” creativity test. Divergent thinking is a
thought process or method used to generate creative ideas by exploring many possible solutions.
In these experiments, participants had to think of alternate uses for a given object. They were
given several sets of three objects and had four minutes to come up with as many responses as
possible for each set. A response was considered novel if no other participant in the group used
it. Researchers also gauged whether a response was appropriate. For example, a “tire” could not
be used as a pinkie ring.

Most of the participants in these three experiments were more creative while walking than
sitting, the study found. In one of those experiments, participants were tested indoors – first
while sitting, then while walking on a treadmill. The creative output increased by an average of
60 percent when the person was walking, according to the study.

A fourth experiment evaluated creative output by measuring people’s abilities to generate

complex analogies to prompt phrases. The most creative responses were those that captured the
deep structure of the prompt. For example, for the prompt “a robbed safe,” a response of “a
soldier suffering from PTSD” captures the sense of loss, violation and dysfunction. “An empty
wallet” does not.

The result: 100 percent of those who walked outside could generate at least one high-quality,
novel analogy compared to 50 percent of those seated inside.

No link to focused thinking; Oppezzo said that they already know that physical activity is
important and sitting too often is unhealthy. The study is another justification for integrating
bouts of physical activity into the day, whether it’s recess at school or turning a meeting at work
into a walking one. They’d be healthier, and maybe more innovative for it.

(http://news.stanford.edu/2014/04/24/walking-vs-sitting-042414/)

Multiple Intelligence: Case Study

Multiple intelligence theory was first proposed by Harvard University Professor, Howard
Gardner in 1983. He underlined eight intelligences, namely, bodily–kinaesthetic, visual–spatial,
logical–mathematical, verbal–linguistic, musical–rhythmic, intrapersonal, interpersonal, and
naturalistic (Gardner, 1983). The Multiple Intelligences theory are formed on three bases, there
are variations in intelligences, different people have different minds and thinking process and it
is important to recognize the differences in students’ intelligence to provide them better
education (Gardner, 1999).

Bodily-kinaesthetic intelligence is comprehensive of the capacity to unite body and psyche to

immaculate physical execution. Starting with control of programmed and willful developments,
kinaesthetic sagacity advances to utilizing our bodies as a part of exceptionally separated and
gifted ways. Physical exercises centre student consideration in the classroom and support
memory by encoding adapting all through the body's neuromusculature. We all have 'muscle
memory', which can be successfully connected to the learning of scholarly subjects. With fewer
opportunities for active, participatory learning, many become apathetic due to passive and
abstract instruction. Physical education in the fullest sense belongs in every classroom.
Kinaesthetic individuals learn through “doing” and through multisensory experiences.
Multisensory learning is sometimes overlooked in classrooms, since such processes are
unfamiliar. Kinaesthetic learning is the one that frequently offers the most potent, enjoyable and
memorable educational experience for all learners.

Changing the present education framework calls for coordinating various intelligences that
reflects such an extensive amount of Gardner’s (1993, and 2004) multiple intelligences theory
into instructional practice. Multiple intelligences teaching approach (MITA) gives educators a
chance to instruct in a mixed bag of ways and teach students the by paying little mind to their
distinctive capacities and hobbies (Shearer, 2009). The work teachers have already done in the
classroom has been affirmed by Gardner’s theory of multiple intelligences (Mckenzie, 2005).
Truth to be told, some teachers have already been teaching for many years through experience of
encountering students with different capabilities without even knowing Gardner’s theory
(Mckenzie, 2005). From numerous points of view, the lessons which are intended to consolidate
various intelligences and innovation do help different learning styles (Rosen, 1997). Student
accomplishments in classroom evaluation has also improved by educating through intelligences
(Campbell & Campbell, 1999; Greenhawk, 1997; Kornhaber, Fierros, & Veenema, 2003).
Notwithstanding that, educating with innovation has been found to enhance perception,
vocabulary, fluency and syntax abilities (Case & Truscott, 1999; Lewis, 1997). The majority of
the instructional exercises focused around multiple intelligences hypothesis had a decent impact
on students and enhanced their accomplishment (Yilmaz & Fer, 2003).

Expeditionary Learning emerged from the Outward-Bound program created by Kurt Hahn. It
defies students with scholastic and physical difficulties to succeed. Generally, as in wilderness
projects, students figure out how to cooperate in groups, are tested to achieve more than what a
solitary individual could and utilize their endeavors to profit a neighborhood group. The centre
of expeditionary learning methodology are individual and teamwork as well as utilization of field
work (e.g. definite perceptions about how things are and how they function is made by
questioning group parts). Expeditionary learning influences instructional method, benchmarks,
appraisal, educational program, and school association. In a fruitful expeditionary learning
environment, parents, educators, staff, and studies cooperate to make a school society of
appreciation, cooperation and elevated standards (Berger, 1996).

(http://www.academia.edu/19514418/Multiple_Intelligence_Case_Study)

Local Study

A Child’s Daily Journey to School in the Philippines

A child's daily journey to school: The face of reality in the Philippines is an article about a young
boy experiences and journey going to school. Miljhon at the age of 9 has already seen some of
life's harsh realities. Growing up in poverty, this young boy, his sister, and his classmates face
significant hardships just to get to school every day. The flag ceremony starts at 7:30 a.m., and
class follows shortly thereafter. Miljhon, his sister and their schoolmates walk over a stream and
through the woods to get to school, which is located on top of the mountain. While walking
through the woods, they share laughter so they do not have a tiring walk to school.

Every day, they cross six mountains by foot. They are uncertain about what they’ll meet along
the way, such as snakes, which they often see. Miljhon said “We are more afraid of destroying
our slippers than seeing snakes,” For these children and their parents, buying a pair of slippers is
expensive. When asked about the most challenging part of going to school, Miljhon says, “When
heavy rains come, we can’t go home. We need to wait for the floodwaters to subside, and the
mountains are very slippery”. The school has two classrooms for almost 100 children:
Preschoolers and grades 1, 2, and 3 shares one classroom, while grades 4, 5, and 6 share the
other. The children sit at old wooden desks -- each shared by three students in the same grade,
and each row a different grade level.

(http://blog.worldvision.org/sponsorship/a-childs-daily-journey-to-school-the-face-of-reality-in-
the-philippines)

CASE STUDY

Foreign Case Study

New City School in St. Louis City, Minnesota

Upon planning an opening of a school, a group of neighbors dreamed of a unique school that
would provide opportunities for a diverse group of children to be creative, and to develop a sense
of independence and confidence.

The theory of multiple intelligence by Harvard University Professor Howard Gardner has been
used as a tool for teaching and learning at New City School in 1988. The multiple intelligence
(MI) develops each student's strengths and creates a deep level of understanding that allows
children to use what they’ve learned in new and different situations.

At New City, they innovate the conventional teaching and learning approaches and used the
Howard Gardner’s theory of multiple intelligences (MI) such as the eight intelligences:
linguistic, logical-mathematical, spatial, musical, bodily-kinesthetic, naturalist, interpersonal, and
intrapersonal. In multiple intelligence, each person has his/her own unique MI profile. MI is a
tool which allow teachers to expose students to new concepts and skills in multiple ways and
allow students to demonstrate their understanding in multiple ways as well.
The New City School Library designed for multiple intelligences

The New City School mini court

The New City School track field

School Theatre
 Corridor

Activities during MI centers at school library

School’s other indoor and outdoor

The New City School, upon the researcher’s observation divided their spaces to create a
functional space according to the multiple intelligence of a student. A space for sports, for
technical and computer related, a place for performances, and learning. They also create a
movement called the “Green effort”, the green effort started with the students recycling program.
Teachers and students at The New City School have worked to be environmentally aware. Aside
from recycling program, the school progressed with the installation of green roof and recently
the installation of their solar panels.

The New City School, has its world’s first multiple intelligence library for children who
possessed the eight intelligences, for them it is important to expose the students in different ways
of learning. It is not only an aesthetically pleasing environment, but is also a place full of
learning, and exploring. The library is very flexible in handling multiple intelligences. The
important aspect of the library program are the weekly MI centers that are set up in the library to
expose students to activities that will have them actively involved in games, projects, book, art
activities, role-playing, writings, and reflections within the library setting. The school,creates a
diversifying learning and turn specific learning spaces into a flexible learning space.

Local Case Study

Cavite Institute/ Elisea School of Creative Learning - EKB Heights, Iba, Silang Cavite

As setting education to provide both relevance to the needs of people and having adaptive
educational program that helps the students to enhance their keenness in creativity in their own
forte but at the same time, it develops the individual behaviour that makes them be diverse.
Elisea Kiamzon Belamide founded Cavite Institute in June 1947. It is one of the private schools
located in Silang, Cavite, Philippines.

The educational format of the Institute is based on Howard Gardner's 1983 book Frames of Mind:
The Theory of Multiple Intelligences which the school applies on its lessons and school activities. Not
only that the school enforces the idea of core values but also an idea that basically focuses on good
behavior and attitude.
 Cavite Institute was known to be a vocational school for those who can’t afford a college education.
The environment of the school is more on a landscape than structure which is good for the school is also
known to be environmental friendly that assist students in their education through waste management.
Upon this method, Students improve their behaviour then adapt it and eventually practice this in their
daily lives.

The students from CIVAO Cavite Institute Visual Arts Organization integrated art with nature
through applying their creativity in chalk murals. In this picture, it is observed that these ordinary walls
and bleachers can be transformed into an efficient learning space.

The Visual-Spatial intelligence is developed in the activity. There is a creative interaction between the
students and the spaces where nature is involved.
 MAIN STAGE LOCATED IN THE COVERED COURT
The covered court has dual purposes such as for sports & recreation, and also for event performances.
 Cavite Institute strives to keep up with the time and remain relevant through a threefold
approach. First, It provides a modern and progressive education with the Multiple Intelligence
approach which strikes the perfect bounce between IQ and EQ. Facilities such as music rooms,
dance studio, computer and science laboratories, and other social spaces are located in the school
and is open for all the students. All areas serves as an efficient learning space because it
considers MI as an innovation. The second approach focuses on saving the environment by
turning trash into tuition through its award-winning WISHCRAFT program (We Integrate
Scholarship Through The Collection of Recyclables and Frequently Generated Trash). CI has
incorporated environmental preservation to its curriculum. Third, the values formation is the
school’s priority for the students.

According to Jude Mallari, a CI graduate as interviewed from the school’s most recent
documentary, the outlook is a satisfactory because it is environmental friendly- comprising
different types of nature such us trees and plants.Unlike other schools, it not just more of a
structure but it represents a harmonious balance between man-made and nature. Cavite Insitute
also receaived a recommendation from Jim Paredes, a member of APO Hiking Society and an
active Filipino environmentalist. Later explained from an interview, he was impressed about how
the students are genuinely concerned for the environment and because of integrating the MI
approach to the spaces, students creatively express themselves and develop their instincts.
 CHAPTER 3

SITE ANALYSIS

A. INFRUSTRUCTURAL CONTEXT

Provided below is a map satellite view of the site with corresponding legends discussing the
types conditions of every spaces.

4 6
3 5
7

8
2 9
1

B C
A

Legend:

A. Gate One nearest facility: Gabaldon Hall, English Garden, Nursery and Grade 1-2
classrooms
B. Gate Two (not accessible) nearest facility: Cafeteria, Old Stage, Building B, Science
Garden
C. Gate Three nearest facility: Covered Court, Old Classrooms –Grade 6, Newly
Reconstructed Classrooms- Grade 4 &5
1. Gabaldon Hall Type: One-story; highly elevated
2. Old Buildings type: One-story; longitudinal flow; outdated; 14 classrooms
3. Nepthali Building Type: Two- Story; six classrooms
4. Grade 5 Buildings Type: One-Story; renovated; 5 classrooms; adjacent to the
agriculture section and planting.
5. Agriculture/Planting Section type: Open Space; 1 open space activity area; partially
renovated; adjacent to Silang West Annex and provides view from the other side
6. Entrance to Silang West Annex
7. Newly constructed building Type: Two Story; Adjacent buildings; Total of 12
classrooms
8. Old buildings Type: One-Story; partially renovated; 6 classrooms
 9. Covered Court and School Canteen

Name of Building/Structure Function Type of Building Dimension in

Meters

1. Covered Pathwalk Pathwalk towards - 2 x 89

o School Garden Classrooms
2. Municipal School Board One (1) Classroom One Storey 7x6
Building
3. DepEd Standard School One (1) Classroom One Storey 7x9
Building
4. Marcos Pre-Fab Building Three (3) Classrooms One Storey 7.50 x 18
5. Industrial Arts Building Two (2) Classrooms One Storey 7 x 15
6. Bagong Lipunan Building Three (3) Classrooms One Storey 7.50 x 18
7. Brgy Health Center School Clinic One Storey 2.40 x 7
8. Marcos Pre-Fab Building Three (3) Classrooms One Storey 7.50 x 18
9. Marcos Pre-Fab Building Six (6) Classrooms One Storey 7 x 36
10. Marcos Pre-Fab Building Three (3) Classrooms One Storey 7.50 x 18
11. Nepthali Gonzalez Six (6) Classrooms Two Storey 24 x 9
12. Others Two (2) Classrooms One Storey 17 x 8.50
13. JICA (EFIF) Bldg. Three (3) Classrooms One Storey 10 x 21.50
14. Comfort Room 7x7
15. Covered Path 46.40
o Garden
o Gulayan
o Agri section
16. Garden House 6x4
(Existing Structure)
o High School Bldg. 16 x 7
Existing Structure
o Gate/HS
17. Public Private Partnership Four (4) Classrooms Two Storey 10 x 26
Bldg. (Existing Bldg.)
18. Comfort Room 3 x 3.5
19. Public Private Partnership Eight (8) Classrooms Two Storey 10 x 38
Bldg. (Existing Bldg.)
20. Maliksi Bldg. (Existing Four (4) Classrooms Two Storey 9 x 18
Bldg.)
21. DPWH BOD Bldg. Four (4) Classrooms Two Storey 9 x 18
(Existing Bldg.)
22. PTA Bldg. (Existing Bldg.) Four (4) Classrooms One Storey 7 x 30
23. Others One (1) Classroom One Storey 8x8
24. Others Two (2) Classrooms One Storey 7.5 x 11.32
25. Covered Court 30 x 18
26. Gabaldon Bldg. Six (6) Classrooms One Storey 15 x 38
27. Covered Pathwalk
o School Garde
28. DepEd Standard Bldg. One (1) Classroom One Storey 9x7
29. Flag Pole 9 x 3.10
30. School Stage
31. Comfort Room 8.80 x 4.60
32. Municipal School Bldg. Four (4) Classrooms One Storey 7 x 23
33. Existing Shed
34. School Stage 9.5 x 5.90
35. School Clinic 5.9 x 12.9
36. Gabaldon Bldg. Seven (7) Classrooms One Storey 18 x 54.60

Structural Condition Population

Name of Building/Structure Functional Condition and Aesthetics Capacity

1. Covered Pathwalk Poor drainage Existing , Lacks of 20-30

 School Garden No vegetation soft and hard
landscape materials
2.Municipal School Board With proper ventilation Existing; Typical 30-40
Building (Rooms for and lighting
Nursery and Kinder)
3. DepEd Standard School With proper ventilation Existing; Typical 35-45
Building and lighting
4. Marcos Pre-Fab Building Poor ventilation/ Poor Outmoded 30-40
lighting and ceiling (3 classrooms)

5. Industrial Arts Building Poor ventilation Renovated;Typical 35-45

6. Bagong Lipunan Building Artificial ventilation Renovated/Typical/ 35-45
Flooring:Tiles/Low (3 classrooms)
Elevation
7. Brgy Health Center Typical/ Newly 10
Constructed
8. Marcos Pre-Fab Building Poor ventilation/ Poor Outmoded; Existing 35-45
lighting and ceiling (3 classrooms)

9. Marcos Pre-Fab Building Poor ventilation/ Poor Outmoded; Existing 35-45

 lighting and ceiling (6 classrooms)

10. Marcos Pre-Fab Poor ventilation/ Poor Outmoded; Existing 35-45

Building lighting and ceiling (3 classrooms)
(Uninhabited)
11. Nepthali Gonzalez Good ventilation and Installed grills on 30-40
(dedication) lighting corridors (for safety (6 classrooms)
purposes)
12. Others Good ventilation and Typical 45-55
lighting
13. JICA (EFIF) Bldg. Poor ventilation/ Poor Typical 45-55
lighting and ceiling (3 classrooms)

14. Comfort Room Occassionally used Old 2

15. Covered Pathwalk Rugged terrain Typical 30
 Garden Non- forested vegetation
 Gulayan
 Agri section
16. Garden House Natural ventilation and 20
lighting
 High School Bldg.
Existing Structure
 Gate/HS
17. Public Private Typical/ Newly 35-45
Partnership Bldg. (Existing constructed/ Installed (4 classrooms)
Bldg.) grills on corridors
(for safety purposes)
18. Comfort Room Newly constructed
19. Public Private Typical/ Newly 35-45
Partnership Bldg. (Existing contsructed/ Installed (4 classrooms)
Bldg.) grills on corridors
(for safety purposes)
20. Maliksi Bldg. (Existing Typical; Old
Bldg.)
21. DPWH BOD Bldg. Typical;Old
(Existing Bldg.)
22. PTA Bldg. (Existing Typical (4 classrooms)
Bldg.)
23. Others
24. Others
25. Covered Court Multi-purpose
26. Gabaldon Bldg. Outmoded
27. Covered Pathwalk
  School Garden
28. DepEd Standard Bldg.
29. Flag Pole
30. School Stage
31. Comfort Room
32. Municipal School Bldg.
33. Existing Shed
34. School Stage
35. School Clinic
36. Gabaldon Bldg.
VISUAL ANALYSIS/ OBSERVATIONS
First gate (circa 2010) and is now being reconstructed:
Newly Constructed/Air-
conditioned
Unused/ Retained Old
Structure
Unused/ Retained Old
Structure
New Structure/
Frequently Used/
Accessible
Reconstructed/Frequently
Used
Outmoded/ Poor
Ventilation/Seldom/ Not
Accessible
Reconstructed/ With
Proper Ventilation/
Frequently Used
 s

Exterior of the Gabaldon Hall and a small botanical pond/ water garden that welcomes
every visitor in the first gate (circa 2010) The Gabaldon Hall is a multi-pupose hall and
where usually seminars, workshops, recognitions are usually held. It is adjacent to the
District Supervisor’s office(picture in the right side).

Nepthali building – consists of six classrooms formerly intended for the pilot sections in
every Grade Level. (Left Picture: 2010, Right Picture: 2017)

This is how the current grills are installed in the Nepthali Bldg.
A view of the school’s oval/ playground with Nepthali building and adjacent classrooms
in the background

Building B (Gabaldon Building) is a one-story building, which is outdated but has

undergone renovations. It consists of their Library which has not been frequently used by
students because of its condition. It is comprised of 4 classrooms, enough to hold a
capacity of 50 students per room.

This is the oldest stage of Silang Central School retained until 2016 and has now been
destroyed in 2017 for reconstruction purposes.
This is the old stage oriented in the center of the school and is adjacent to the clinic.

(Left Picture: 2010, Right Picture: 2017)

This is the covered court which is adjacent to the main stage of the school (where flag
ceremonies are held). If it’s raining, the covered court becomes the substitute for the
students’ flag ceremony/ morning activities. Second, it is adjacent to the canteen and the
one storey classrooms (Building B)

Orchidarium (Non-existing; The area is now converted into the school’s computer
laboratory)
This is the English Garden, located in the first gate and is in front of the Gabaldon Hall. It
serves also, as an open learning space for students especially the Nursery and Grade 1
students whose rooms have the nearest access to this location. (Non-existing)

An interior and exterior view of the school’s Gabaldon Hall

The school’s cafeteria adjacent to the Gabaldon hall

 Interior view of the Canteen

B. GEOGRAPHY

Silang Central School is located at Silang Cavite which has a topography includes steep
hills, ridges and elevated inland valley. The plateau is characterized with ground
elevation ranging from 30m to nearly 400m. Its ground slope ranges from 0.5 to 2%.
The site of the school itself is relatively flat.