PRIMARY SCHOOL CASE STUDY AND

LITERATURE REVIEW

Name: Yuthica Adhikari

Roll no: 02

Date of submission: 2020/07/17

TABLE OF CONTENTS

 INTRODUCTION
 LITERATURE REVIEW
• TYPES OF SPACES
• DESIGN CONSIDERATION
 BYLAWS
 COMPARISION BETWEEN NEPAL AND INTERNATIONAL
DATA
 CASE STUDY
• KOPILA VALLEY SCHOOL
• THE HERITAGE SCHOOL
• MAIDENHILL PRIMARY SCHOOL
 LOCATION CHARACTERSTICS
 FEATURES 2

 COMPARITIVE ANALYSIS

PRIMARY SCHOOL
A primary school is for children from about
four to eleven years old, in which they
receive primary education.
Development through emotions, creativity
and feelings.
CONTRIBUTION OF PRIMARY EDUCATION IN CHILDREN’S
DEVELOPMENT
• Mental Aspect – Acquired knowledge contributes to future
thought process
• Social Aspect – Empathy, friendship, participation, assistance
• Physical Aspect – channelize their energy into social avenues
Why Primary School?
 To provide children with right
environment to establish a
foundation for learning and to
achieve full potential.
• According to Waldorf Education,  based on
the educational philosophy of Rudolf Steiner,
 We need to focus on: Comfort, Harmony
between Arts, Rythemic Elements, Nature
inside and outside, Natural lighting, Color
(The younger children's classrooms use
warm and light colors), Flexibility,
Geometric Perception,
 According to anthroposophical philosophy,
human development can be subdivided
into stages occurring every seven years.
 7 to 14 years: Need for development
through emotions, creativity, and feelings.
Arts and crafts contribute greatly to this
increased search for sensitivity.
3
EVOLUTION OF SCHOOL DESIGN
PAST
• The first educational institution
schools for priests, scribes, and other  friendly buildings.
social classes
• The development of different types of
 school buildings prior to the beginnin
g of the 20th century .
• School buildings were organized in a
very structured plan.
•  Departments were compartmented
based on sound and proximities.
• Student and faculty circulation was
through double-loaded corridors lined
with lockers.
• Common areas etc. were all
connected by corridors.
PRESENT
• Very Dynamic, environmental
• Focuses on Creative learning
methods.
• More interactive spaces, outdoor
spaces, green indoor spaces, lobbies,
outdoor amphitheaters.
• Connects Children to environment.
• Classrooms for disable pupils.
• Corridors no longer exist.
• Every space in the building is a place
for learning.
• Digitalized method of learning
FUTURE
• Creative and Digital Method of
learning
•  Early childhood education
• Emphasis on multi functional
areas.
• Use of flexible furniture,
display areas, meeting spaces,
hallways as classroom spaces,
alternative sports, classroom
on wheels, ecology areas.
4
DESIGN CONSIDERATION
SCHOOL PLANNING • High celling and clerestory windows
• Classrooms informally located around library and town hall
• Open floor plans: better lighting and views
• Courtyard: natural light, ventilation, pleasant interior spaces
• the architecture should be welcoming and extroverted

SITE AND SUSTAINABILITY • Study such as orientation, climate, topography, and natural
features
• The aesthetics of the project’s form, massing and roof scape
should reflect the identity of the surrounding community,
building and site affect human experience
• On large sites, consider providing designated walking trails
and variety of outdoor gathering areas
6
DESIGNING PRIMARY SCHOOL
1.Good use of the site
2.Good organization of spaces
3.Sustainable approach
4.Welcoming, safe and secure
5.Good lighting and acoustic
6.Well-designed external spaces
7.Well proportioned, fit for purpose, meet the needs of
the curriculum.

LITERATURE REVIEW
TYPES OF SPACES

PRIMARY SPACES SECONDARY SPACES

• CLASSROOM SIZE • OUTDOOR SPACES
• CLASSROOM SPACES o PLAY SPACES
o INTERACTIVE SPACES
• LIBRARY • SOCIAL SPACES
• LABRORATRY o ART ROOM
o MUSIC ROOM
• SCHOOL ADMINISTRATION o HALL/AUDITORIUM
• TEACHER/STAFF ROOM • HEALTH SERVICIES
• • VISITORS SPACE
SANITARY FACILITIES
• RESTING ROOMS FOR STAFFS
• STORE
• PARKING
 • GOOD USE OF SITE
• ACCESSIBILITY
o VERTICAL ACCESS
o HORIZONTAL ACCESS
• CIRCULATION
• BUILDING ORIENTATION
• MULTI STORIES
• MAIN ENTRANCE
• BOUNDARY WALL
DESIGN CONSIDERATION • PARKING
• SITE SELECTION
o ENVIRONMENT
o LOCATION
o TOPOGRAPHY
• SUSTAINABILITY
• SAFTEY
o PUBLIC SERVICES
• COLORS
• LIGHT AND VENTILATION 9
• ACOUSTIC
PRIMARY SPACES

• Classrooms can vary in size and serve different

CLASSROOM SIZE functions
• The width to length ratio should be in between
1:1 and 1:2.
• Min. area required per student -1.6m2
Max. area required per students -2m2
• More than 50 students need 2 door in class.

10
PRIMARY SPACES

• Maximum distance between white board and Last row

of benches is 7 m
• minimum distance between white board and the first
row of benches is 2 m.
• Minimum floor to ceiling height should be 2.75 m in
hill/mountain belt and 3.6 m in terai belt.
• All the rooms and facilities should have visibility
• All doors should open outwards towards the nearest
exit
• At least one door need to make wider for easy access
for wheel chair.

CLASSROOM SPACES
• Classroom furniture layout should be considered to have a 11

number of flexible layout options

CLASSROOM STANDARDS

12

BY: School Design Guidelines

PRIMARY SPACES

• Mandatory for every school with 500 or more

students
• Min. capacity : 10% of the total students at a given
time
• 2.4 sq.m per student
• Ceiling height 2.75 m in hill/mountain and 3.6m in
terai
• Natural daylight avoiding glare
• Min. pupil book ratio 1:5
• Should be away from canteen, common room,
play ground and parking area

LIBRARY
13
LIBRARY FURNITURE DIMENSIONS

Anthropometric data
14
- From Neufert’s
PRIMARY SPACES

• 4 sq.m per student

• Minimize any accidents : fire extinguisher,
first aid, eye and face spray
• For no of users 25 : Area =50 SCIENCE LABROTARY

COMPUTER LABROTARY
• Other lab such as computer lab should be
around 2.4 sq.m per student
• Tilting of pupils head to 15-20degree to the
monitor
• North facing and not on the ground floor

15
ANTHROPOMETRY OF LAB

16
PRIMARY SPACES
NAME NO OF AREA NO
USERS SQ.M
PRINCIPAL’S ROOM 1 20 1
TEACHER’S ROOM 12 16 1
GENERAL OFFICE 3 15 2

• The General Office should be located

adjacent to the main entrance of the
school
• The Principal’s Office should be located
near the General Office but need not be
accessed directly from it.
• It should afford the Principal a level of
security and seclusion from visitors.
• Adequate acoustic separation of the
School Administration General Office and Principal’s Office from
adjacent rooms, circulation, etc., must be
provided. 17
Administrators : Principal , Vice principal, Accountants
PRIMARY SPACES

TEACHERS/ STAFF ROOM

• The Teachers/Staff Room may be located adjacent to the
Administration Area or may be located to overlook the play
areas for supervision purposes.
• It should be located near the reception/general office area.
• Members of the public should not be able to gain direct
access to this room
• Provide seating for at least 30.
• Teacher room 3 sq.m per teacher excluding cupboard
• Should be professional work space with areas to keep
personal belongings.

• The emphasis on the design and furniture layout is

relaxation and an area with easy chairs etc, should be
provided.
PRIMARY SPACES

SANITARY FACILITIES

• Separate toilets must be provided for boys

GIRLS TOILET BOYS TOILET
and girls.
• Toilets should be adequately and naturally WC One per 20 pupils One per 20 pupils
ventilated to the external air directly or
ducted. Squatting 1 unit/ 40 girls + lady 1 unit/ 80 boys +
• Toilets for use by the disabled should be pan teacher male teacher
facilitate the movement of wheelchairs and Ventilation 1 in each of 450*450 1 with 450*450 mm
capable of accommodating a changing bench mm
and a lifting hoist. Urinal 1 per 20 girls with 1 per 20 boys with
• Septic tank at least 30m away from ground partition partition
water resource Lintel (Door 2100mm with child 2100 mm with child
• Min. 500 litres upto 100 children i.e 5 litre height) accessible latching accessible latching
per children

19
LAYOUT OF WC

20
SECONDARY SPACES

OUT DOOR SPACES

PLAY SPACES
 Both non-structured play areas and play equipment areas be provided
 All play equipment should meet the guidelines following public safety measures
 Consider providing play areas for non-structured play by means of landscaping
 From the school building the school grounds must be accessible
 Floor and ground surfaces shall be stable, firm, and slip resistant and surfacing
materials should be of organic, inorganic or synthetic type
 At least one turning space shall be provided on the same level as
 Play components; where swings are provided, the turning space
 Shall be located immediately adjacent to the swing 21
 DIMENSIONS

PLAY GROUNDS

FOOTBALL GROUND BASKETBALL COURT

 6 TO 7 years: 30*20m, 4 TO 6 PLAYERS

 A lower basket height of 8 feet is
 8 TO 9 years: 40*30m, 7 TO 9 PLAYERS
recommended for 6-to 9-year and 9 ft for 10-
 10 TO 12 years: 70*50m, 9 TO 12 12 years
PLAYERS

 Basketball court measures 74 feet by 42 feet

22
SECONDARY SPACES

OUTDOOR TEACHING
• Paved area with enough teaching space
for two classroom at a time.
INTERACTIVE SPACES
• Improve mood of students connects
children with environment

MULTI-PURPOSE ROOMS
• teaching and learning of physical education as
well as the creative activities.
• This room may also be used for general school
assembly and occasionally for other functions.
• The minimum floor to ceiling height Is 4.2m.
• Room should be properly ventilated.

• The minimum space per student for playing

purposes should be 7 square meters for 1
elementary school student
• Garden of minimum size 20.2 square meters 23
SECONDARY SPACES

ART ROOM
:35-36 students :
:1200 sq.ft for a typical classroom and storage (840 -900 sq ft for
classroom).
: natural light facing north
:1 large 2.4*1.4m white board for art instruction
MUSIC ROOM
: sound insulating materials
:acoustical treatment to avoid sound “bleeding.”

KITCHEN AND DINING ROOM

•Serving capacity: 5-25 meals per min
•Space 40-60 sq.m
•Dining room : min. 1.2 –1.4 sq.m per seat

SOCIAL SPACES
SECONDARY SPACES

AUDITORIUM
Used for special lectures, theatres, assemblies,

conferences and external examinations.

Seating capacity : Max capacity depends on the format selected,

circulation and seating density.
Size of auditorium: 0.5 sqm area is to be used per sitting
spectator.
Row spacing : atleast 0.45 sqm per seat with additional
0.05 sqm per seat.

Length of rows: Max of 16 seats per aisle.

25 seats per aisle is permissible if only one side Exit
door of 1m width is provided per 3-4 rows.
Exits escape routes: 1m wide per 150 people (min width 0.8 m)
25
SECONDARY SPACES

• Proper lighting and Ventilation

• Providing a comfortable reception
area.
• Creating parent facilities within
the school, such as a dedicated
room for adult education classes
other community activities,
• About 2m is to be seperated in
the back of the class room for
Parent's observation and learning
space.

VISITORS SPACE
• Proper circulation space
• Wider space for disabled peoples
• Not in reach of children walking and
playing area
• Parking space : 1 for 1 classroom
• A minimum size of parking space
would be about 9feet by 18feet i.e
15 sq.m for 1 car
• AVG: of 33-38 sq.m per automobile
• Separate parking should be provided for
Students.
Staff.
Visitors.
• Area must be decided as per vehicle and the no. of

PARKING students and staff.

• Should be placed away from school complex which
restricts noise pollution
• Wide area of parking for disabled person. 27
 NAME OF PARKING AREA/ NUMBER REQUIRED AREA
VEHICLE VEHICLE (sq. m) OF VEHICLE FOR PARKING (sq.
m)

Bike 3 5 15
Car 15 5 75
Bus 50 3 150

WHEEL CHAIR
PARKING

CAR TURNING RADIUS

28
 NAME NO OF USERS AREA
SQ.M
CLASSROOM 1 2.5
LIBRARY 1 3
ADMINISTRATIVE OFFICE 1 3
CAFETERIA 1 0.7

AREA PER PEOPLE SCIENCE LAB

WATER SUPPLY
1
1
4
5LT
OTHER LAB 1 2.4
MULTIPURPOSE ROOM 72 m2
/room
SICKROOM 18 m2
/rooM
TEACHERS ROOM 1 3
PRINCIPAL OFFICE 20
SECURITY ROOM 1 12
OUTDOOR SPACE (MIN) 1 7
INDOOR SPACE(MIN) 1 1
MEETING ROOM 1 3
STORE ROOM 24 m2
/room
HALL WAY 1 3

29
 DESIGN CAPACITY

30

BY: School Design Guidelines (http://www.moepiu.gov.np/downloadfile/School%20Design%20Guidelines_FINAL_1474869069.pdf

Bylaws of Nepal 2064
S.N Building Max. FAR Buildable Parking According to NEPAL NATIONAL
type Ground square area
coverage footage coverage BUILDING CODE 206
1 School 40% 2.00 Area of 40% of Educational building is divided into 2
plot * FAR total categories
(2.00)
- Sub Group C1 : Primary Schools (up to
standard 5)
• Should have setback min of 3 m around the - Sub Group C2 : Secondary Schools (beyond
building
standard 5)
• Should have room height of min 2.7m
• Boundary wall must be of max 2.4 m
Education Class Age Group (yrs)
• Staircase min of width : 1.5 m
tread : 30 cm Primary 1-5 6-11
riser : 15 cm Middle 6-8 12-14
• 15 stairs a flight
Secondary 9-10 15-16
• Parking space should cover 15% of the area
of plot
31
 NATIONAL AND INTERNATIONAL

• REQUIREMENT FOR LABS AND LIBRARY

TYPE NEPALI STANDARD 1 INTERNATIONAL STANDARD

Design capacity 40 occupants/class 25 occupants/class
Library 30 sq. m 82.5 sq. m
Music room 30 sq. m 50 sq. m
Drawing room 30 sq. m 50 sq. m
Labs 30 sq. m 50 sq. m

• REQUIREMENT FOR OFFICES

TYPE NEPALI STANDARD 1 INTERNATIONAL STANDARD
Design Capacity 40 occupants/class 25 occupants/class
Principal 20 sq. m 20 sq. m
Teacher 20 sq. m 20 sq. m
Store 20 sq. m 20 sq. m 32
 • REQUIREMENT FOR TOILET FACILITIES

TYPE NEPALI STANDARD 1 INTERNATIONAL STANDARD

Design Capacity 40 students/class 25 students/class
Water closet 1 1 per classroom
Urinal 1 1 per classroom
Wash Basin 1 1 per classroom

• REQUIREMENT FOR CIRCULATION

TYPE NEPALI STANDARD 1 INTERNATIONAL STANDARD

Design capacity 40 students/class 25 students/class
Single loaded corridors 1.8 m >2.5 m
Minimum open assembly 60 sq. m 50 sq. m
space

33
STUDY ON PRIMARY SCHOOL
 DESIGN CONSIDERATION

GOOD USE OF SITE

• The location of the school must not be near
commercial or industrial sites, and
hazardous locations like petrol station.
• Minimum space :2750m2
• Built up area of a school should not exceed
25% of the site area
• The remaining area should be used for
34
sports field and garden
DESIGN CONSIDERATION

SITE SELECTION
A SITE SHOULD BE SELECTED W.R.T.
• Safety
• Location
• Environment
• Soils
• Topography
• Size and Shape
• Accessibility
• Public Services
• Utilities
• Cost
• Availability
• Public Acceptance
35
 DESIGN
DESIGN CONSIDERATION
CONSIDERATIONInsert Your Picture Here

• All new school buildings and new extensions

TYPES OF ACCESS:
1. Vertical Access
o Primary buildings should not exceed more than 2
storey, so, Stairs are preferred with width min.1.2m.
o Stairs more than 2m should be divided into flights of
no less than 1m.
o Handrail should be provided for both kids (0.23m
min)) and staff friendly (0.71m min)
should be designed so as to provide equal
access for all including people with special
need at least at ground floor.
• Building should have suitable emergency
and fire exit
• As per NBC 206 , stairs with 2 or more risers
need to have minimum clear width
(unobstructed by projection or handrails) of
2,000mm.
• Maximum travel distance to exits shall not
exceed 30m (NBC 107).

2. Horizontal Access
o Corridor
o Corridor with minimum of 1.5 m clear in width

ACCESSIBILITY
36
DESIGN CONSIDERATION

VERTICAL ACCESS

STAIRCASE RAMPS

 Riser: not more than 16 cm  Less than 6% gradient (5

degree)
 Treads: 30-32 cm
 The slopes should not exceed
 Width : 125 cm (min) 1:12 (5%)
 Handrail : 0.9m for adult 0.7  With a level landing area after
for children each 9 m length of ramp.
37
DESIGN CONSIDERATION

• The total number of persons that may occupy a building or

certain area is occupant load.
• Calculation :
max. area per occupant : 1.8 sq.m
Then,
Occupant Load =Net or gross area /Area per occupant
• Minimum 2 doors in case of having more than 50 students
• The minimum exit width is 1m.

EXIT Exit dimension for disable people is given in fig.4

DESIGN CONSIDERATION
ZONES ON PRIMARY SCHOOL
Public zone:- parking, reception, toilet,
Semi private zone:- library, principal room,
• Eliminate or minimize cross traffic meeting hall, auditorium
between pedestrians and vehicles Private zone:- class room, staff room, canteen
• Differentiate and provide for the three
types of automobile traffic : faculty,
student, and visitor or parent
• Sequence from public to semi-public to
private
• Circulation and Social Areas are generally
calculated on the basis of 18% of the total
area of teaching and non-teaching space

CIRCULATION
 DESIGN CONSIDERATION
• Schools in rural areas may be a maximum of 2
stories.
• In urban areas schools may be a maximum of 3 MULTI STORIES
stories.
• Within the Kathmandu Valley, schools may be
up to 5 stories

BOUNDARY WALL
• Permanent boundary wall for the school
• Shall be strong enough to resist seismic and other
natural forces
• maximum height -1.8 meters (6 feet) ;maximum 1.2
meters (4 feet) of its lower portion

MAIN ENTRANCE
•Main entrance gate should be high enough, adequate width
and operational by all types of children
•Shall have easy access for the children and other people with
40
disability,
 BUILDING ORIENTATION

N
 School building shall be oriented in
accordance with the sun path.

 Variations in the sun path on certain season of

the year is negligible.
W E
 To prevent the direct entry of the sunlight into
the instructional spaces, the building shall be BUILDING ORIETATION TO CATCH PREVAILING WINDS

laid out along the east-west axis.

41

S
• Providing safe schools should be a high priority.
• Maximize visual access to corridors and school
grounds. SAFTEY
• Emergency Exit.
• proximity to high-voltage power transmission
lines
• Should have nurse room with first
• aid equipment
• Non-metallic toys without sharp
• edges should be provided
• Fire and police protection, including fire lines .

SUSTAINABLE
• Designing sustainable high performance
green schools.
• Use energy, water, and other resources
efficiently.
• Availability of water, electricity, gas, sewer 42
DESIGN CONSIDERATION

• According to Waldorf Education,  based on

IN CLASS ROOM
the educational philosophy of Rudolf
Steiner,
 The younger children's classrooms use
warm and light colors.

USE OF COLORS
▪ Power supply provided by a main source
(government), not a generator
▪ Generator (if used) in a closed and safe room away
from students
▪ Weather proof electrical switches

ELECTRICAL SYSTEM REQUIREMENTS

LIGHT AND VENTILATION
Windows:
1. Large windows with heads close to the
ceiling are always desirable.
2. Glazing ratio (glazing area/wall area) of
40% is recommended for south, east and
west facing windows, 55% is for north
facing ones.
3. Small windows at the top can allow air
circulation.
LIGHTING SYSTEM
• Natural day lighting should be exploited when designing
rooms to minimize the dependence on artificial lighting
• Minimum area of openings for natural light 1/10th of
the room area and Where possible, north facing
windows should be preferred to increase diffuse light.
• Lighting provision within each room shall be functional
with switching provision allowing for separate control of
perimeter lighting.
45
 DAY LIGHTING SYSTEM IN SCHOOLS

NATURAL LIGHTING
SYSTEM

COMBINED LIGHTING STRATEGY

46
ACOUSTIC
• In the wall common to a classroom and its
resource area, relaxations on room-to-room
sound transmission limits will apply
• Or the same class group, should have a value
of tmf, max W of 25db or greater, between
the resource area and the classroom.
• Larger resources areas of this type, an
amount of absorbing material should be
specified such that the estimated
reverberation time using the sabine formula
would be <=0.4s.

47
ASPECT REQUIREMENT NATIONAL CASE

Wall Durable, low Use of brick

finishes maintenance/ blocks, low
Brick blocks, maintenance and
washable paints cost effective
etc
Ceiling Durable, low Use of false
maintenance/ ceiling, gypsum
Plaster board, board
tiles, concrete
Floor Non slippery Use of slippery
floors with timber marble floor/
flooring only in unsuitable for
sports hall children

USE OF MATERIAL
 CASE STUDY

KOPILA VALLEY SCHOOL THE HERITAGE SCHOOL MAIDENHILL PRIMARY SCHOOL

SURKHET, NEPAL PUNE, INDIA NEWTON MEARNS, UNITED KINGDOM
49
 WHY?
KOPILA VALLEY SCHOOL
• “GREENEST SCHOOL IN NEPAL.”
passive solar design, passive
ventilation strategies , active
solar power and solar cooking,
rainwater harvesting, and
black and grey water recycling.
• Natural lighting and ventilation
• Construction material and
construction techniques have
been chosen to suit the local
climate and geology.
MAIDEN HILL THE HERITAGE SCHOOL
• Design focuses on providing spaces that • Built on a contour without changing
connects children and nature its landscape
• Creative learning method and Flexible • Passive solar architecture is used
learning areas are created • Divided into two parts ie. residence
• Form used is unique and academic cluster
• Proper lighting • Large open space
• Designed on the base of age groups • Use of curved spaces in roads to
• For nursery students, there is a circular give necessary volume
form filled with natural elements • “GREEN” is the main feature of
• Open plan playroom building
• Focuses on outdoor teaching • Proper Lighting
50
• Also used sedum as roofing plant and
solar panels
 KOPILA VALLEY SCHOOL

• LOCATION:SURKHET, NEPAL
• ARCHITECT: PRABAL THAPA
• AREA: 2043.86 m2
• ESTABLISHED: 2010
• TYPE: Nursery through 12th grade
“GREENEST SCHOOL IN NEPAL.”
• CLIMATE:

Goal : To reduce the carbon footprint and make the whole

51
campus sustainable .
 LOCATION
DETAILS
 School is built on a slope land which is surrounded
by hills.
 The planted slopes are meant to fortify the hillside
and more effectively manage storm water.
 Located near the Karnali Highway.
 Planting helps to control flooding and erosion but
useful for ground water recharge
 The planting scheme also provides fodder for the
campus’ adjacent animal husbandry programs.
GENERAL FEATURES
• School serves more than 400 students from
nursery through 12th grade
• The campus was built to expand on the nonprofit’s
existing primary school
• The school employs more than 100 Nepalese
teachers and administrators.
• Types of spaces that are critical for development:
active, experimental, gathering, individual, and
ecological. accessed .
• The campus also includes a Mental Health and
Counseling Center, Health Clinic, a tutoring room,
a computer lab, a stage and a small library. 52
VISION OF AR. PRABAL THAPA:
DESIGN THINKING AND PROCESS
Working with the principles of energy efficiency design
Ar.Prabal Thapa began with a plan that would utilize the
site’s solar orientation, wind movement, the natural
terrain and addressing the client’s need at the same time.
After the years of struggle She says” When I look back
and think of how far we’ve come, I’m so amazed and
proud. I can’t believe that our students are learning in
these beautiful rammed earth classrooms, eating
organic food from our sustainable farm, and exploring
these outdoor spaces that we’ve created for them. It’s
incredible to see this dream come to life. ”
• FOUNDED BY MAGGIE IN 2001
• According to Maggie “ THE FIRST AND
FOREMOST, CHILDERN SHOULD HAVE TO
ACCESS TO NATURE”
• She wants to create, something sturdy, low-
cost and low maintance.
• She was very inspired by Nepali Architecture.
• SO the solution was Rammed Earth.
• According to Principal of the School “During
10-12 years in school, every child should learn
a life skill per year: from cooking, welding,
planting, whatever interests the children”
SOLUTION:
• Create an environment that connects Children
with nature.
• RAMMED EARTH BUILDING, symbolizes Nepali
Architecture which is exactly what she wanted.
• Use of Bamboo, Green Building features. 53
 The administration offices
and cafeteria block are
positioned as a visual and
acoustic buffer  .
 The classroom blocks are
placed to create a sense of
enclosure for the campus.
 The upper block with
optimal solar exposure and
views down into the valley,
the lower block favoring
prevailing winds
 The library and computer
lab is positioned more
centrally,
 The science lab and open
air classroom is tucked to
the south
 This single story rammed
earth and open-air first
floor classroom is concealed ZONING
in a green shroud of papaya
54
and mango.
 SPACES
COMPUTER LAB
GAZEBOS

RAMMED EARTH
CLASSROOM
ADMINISTRATiVE BLOCK

55

FOOTBALL GROUND
BAMBOO STRUCTURE
• The classrooms feature load-bearing rammed
earth walls(18 inches thick) with a diaphragm
consisting of steel i-beams and c-channels
• The architects and project team focused on
reducing the amount of concrete and
cement use.
• Construction material and construction
techniques have been chosen to suit the
local climate and geology.
• After structural timber was priced out, steel
was preferred to concrete.
• Ensure a responsible and safe stance towards
the region’s well-known seismic potential.
• Focus on energy efficiency and management
of waste and water
• The campus is a leader in sustainable
construction and quality education,

STRUCTURE
56
 The school combines passive solar design,
passive ventilation strategies , active solar GREEN BUILDING
power and solar cooking, rainwater
harvesting, and black and grey water FEATURES
recycling.

WASTEWATER TREATMENT RAIN WATER HARVESTING ACTIVE SOLAR ENERGY BIOGAS

• Constructed wetland,  Rain from the roof of • Using solar panels, school • The solid waste from the
• Water from the sinks and the school through a generates all of its own wastewater treatment
showers (greywater) filtration system and to electricity,. system is used to create
passes through two a 300,000 liter cistern  Producing about 150 kwh biogas.
vertical flow wetlands  under our cafeteria of power a day with a 20 • Biogas is used to power the
 Water from toilets  Biosand filters that kva off-grid battery bunsen burners in the
(blackwater) passes perform both biological system which powers the science lab classroom. 
through a separate and physical filtration campus during the night. • Biogas-slurry is used as
horizontal flow wetland, are used.  It has installed a fertilizer for the school
 Robust root system, concentrated solar gardens.
which also stores water cooking system.
 Enough for meal for 500 57
 people
 RAIN WATER HARVESTING
SOLAR PANELS AND SOLAR COOKING PANELS

SOLAR MIRROR PANELS

WASTE WATER
TREATMENT
USE OF BAMBOO STRUCTURE 58

VENTILATION SYSTEM
MAIDENHILL PRIMARY SCHOOL

59
LOCATION: NEWTON MEARNS, 
UNITED KINGDOM
ARCHITECT: BDP
AREA: 4725 m²
ESTABLISHED: 2019
TYPE: NURSERY AND ELEMENTARY SCHOOL

• The School Achieved Energy Performance

Certificate (EPC) rating A (most efficient). 60
 • Located in a flat land
• A completely new neighborhood, comprising more than
800 homes

LOCATION
CHARACTERSTICS
• The landscaping is an essential part of this project.
• The structure of the buildings, the greens of the space
help create a continuity of nature that makes the
landscaping a very important part of the project.
• Outdoor space is frequently used by the children
• Sustainability has driven its design and construction

61
 CONSTRUCTION MATERIALS

•
GENERAL INFORMATION •
Zinc and timber-clad
 Glass
• Timber
• PLY wood
• Concrete

• Accommodates over 400 pupils plus a nursery for 120 children.

•  This design focuses on providing spaces which encourage children’s
curiosity and create a learning landscape enriched with ‘play’
elements and natural forms.
• Set over two floors, the school is organized around a central atrium
which contains interactive zones including science, performance,
music, technology, library, art, storytelling and play. 
• The early years facility has a circular form, filled with natural
light, with a central treetop snug for storytelling and quiet time.
• Primary and early years facility is connected by landscaped
pathways to the new community. 62
 CONCEPT

• This ‘learning landscape’ continues the theme beyond

the building where the design of the outdoor spaces
integrate the concept of ‘natural play’. 

• The theme of nature permeates throughout the

school and is reflected in furniture, materials, shapes,
colours and graphics.

• Colours and materials are restrained, softening the

space and providing a tranquil background.
63
CONCEPT SKETCH
CIRCULATION:
• Vertical : Half turn stairs and
Straight Run stairs
• Horizontal: No corridors, Use of
large open spaces
 FEATURES (CONCEPT)

• The external environment encourages children to engage with the

four essential life elements of earth, air, fire and water with less
focus on typical play equipment.
• A growing garden for food production has been created.
• Water harvesting is used in the water play areas of the playground
and is used as a learning tool for the children.
• The roof of the school contains over 400sqm of Solar Panels. 
• Low energy emittance lights and low water use fittings are applied
throughout the school.
• An intentionally calming internal environment has been designed to
accommodate sensory difference. 
65
• Well ventilated and proper lighting using clerestory.
 PRIMARY AUDITORUM
PLAYGROUN
D

NURSERY
ENTRANCE

PARKING
GARDEN

SITE PLAN
LEVEL 0 LEVEL 1
 LEVEL 0 AND LEVEL 1 SPACE

LEVEL 1
LEVEL 0
68
 ROOM TYPE (IN PRIMARY) NO AREA IN METRE

CLASSROOM SIZE 1 13*13

SPACE TYPE AREA (m2)
TOTAL 23000 AUDITORIUM SIZE 1 33*40

BUILDING AREA 4750 TIERED SPACE(MULTI 260

PURPOSE)
OUTDOOR PLAY SPACE 4200
OPEN PLAY AREA 1200
PARKING 4000
OUTDOOR GREEN SPACE 11000 TOILET AREA 1GENTS/ 30/30 (2Teachers,
1LADIES 2tudents)
NURSERY SPACE 1500
LABORATORY 1 150
PRIMARY SPACE 3250
TEACHER’S ROOM 1 250

HALF TURN STAIRS 1 8*6

STRAIGHT RUN STAIRS 1 17*3

CAFETERIA 1 300

APPROX. AREA OF SPACE

TOTAL SPACE
DISTRIBUTION

SPACES

16%
30% GREEN SPACE
18% BUILDING AREA
PLAY SPACE
20%
CIRCULATION
PARKING
18%

70
 PRIMARY AND NURSERY SPACE

PRIMARY SPACE NURSERY SPACE

4% 3%
6%
5% OPEN SPACE OPEN
27% 2%
10% AUDITORIUM 7% 6% CLASSROOM
9% EXTRA BUILD
CLASSROOM AREA
12% LABROTARY
75% CAFETERIA
24%
12% TEACHER'S TOILET
ROOM STAIRS
TIERED SPACE
STAGE
TOILET
STAIRS 71

FEATURES OF NURSERY BUILDING
• There are open plan playrooms with central dining
and performance space.
• A sedum roof covers the early years building and
the low level storage units in the playground are
covered with sedum plants. 
• The nursery, circular in form and filled with natural
light, is designed around a central ‘treehouse’
storytelling snug that’s elevated above the central
dining and performance space.
• Flexible learning areas
72
INTERIOR

• Proper lighting in classrooms using artificial lighting and

natural lights
• Use of clerestory windows for better natural lighting

73
Central tree house
• The main playground contains a water pump and weirs,
play tunnels, bouldering wall, mud kitchen and fire pit.
• This wooden structure contains storage for tools and
materials provided by the contractor and other creatures of
a child’s imagination
• It has tiered outdoor teaching and social space..
• An internal climbing wall, also known as the maidenhill
provides scope for high energy activity.
• This learning lab is fitted with curiosity cabinets, modular
furniture and smart screen technology which enables active
pupil collaboration throughout the school grounds.
• Flexible learning areas include cosy snugs, a birdhouse
hideaway, and a larger auditorium. 

FEATURES OF PRIMARY BULDING

INTERIOR

This wooden structure for storage Tiered outdoor teaching and social
space

75
internal climbing wall
THE HERITAGE SCHOOL

• LOCATION:PUNE, INDIA
• ARCHITECT: Madhav Joshi and Associates
• AREA: 6200 m²
• ESTABLISHED: 2005
• TYPE: Day-cum-boarding School
• BOARD: CBSE (nursery through class XII)

76
 GENERAL INFORMATION

 This project is a co-ed residential school with a CBSE curriculum

educating 240 students per year.
 The school has two parts; RESIDENTIAL CLUSTER AND ACADEMIC
CLUSTER.
 RESIDENTIAL CLUSTER : 10 dormitories, 5 studio apartments for
warden, residence for the principal and student's centre.
 ACADEMIC CLUSTER: 14 classrooms, 3 laboratories, 2 teacher's
rooms and 2 toilet blocks.
  Catering Center with dining hall & adequate service areas have been
provided
 This project is Green building by design where ‘solar passive
architecture’ has been celebrated with aesthetic sense. 77
LOCATION
CHARACTERSTICS

•  Objects placed in the landscape - an organizing principle

sensitively followed while laying varied built forms on a
sloping terrain.
• Omnipresent hillock and the rolling landforms remain the
constant point of reference while perceiving this school
campus.
• The land is fairly barren.
• The contours are very well used in placing structures
according to hierarchy.
FEATURES OF BUILDING

  The concept of 'serial vision' is an inherent part of the

campus design and one can explore the sequence of the CONSTRUCTION MATERIALS:
spaces differently on each visit. • load bearing composite stone
 The angular geometry induces oblique movement creating wall
an eventful journey.   • form finish concrete
• infill of brick walls with
 System of parallel bays grows in one direction suitably to aggregate plaster
contain different functions and curved roof forms give the • Glass
necessary volume.    
  Low volumes are essentially the ‘servant areas’ and
movement areas whereas the high volumes are ‘main 79
areas’.
  GREEN BUILDING
‘SOLAR PASSIVE ARCHITECTURE’

• Positioning of buildings respecting the terrain.

• parceling the building into small foot prints. LAND SCAPING:
• Landscaping has been integral
• Creating mutual shading building surfaces,
part of space making.
• Thick building envelope, • The sun, shade, shadow, rain,
• Natural ventilation using ‘stack effect’. breeze, trees, fruits, flowers,
• Maximizing daylight using skylights. fragrances, birds and now pets
• Thermally insulated roofs with terracotta tiles has been set forth a pleasant interactive
incorporated right from the design inception stage.  ambience for ‘a complete
learning' experience of the
student.
80
 SPACE AREA (M2)
ACADEMIC CLUSTER 3000
RESEDENTIAL CLUSTER 2500
OUTDOOR SPACE 6000
CLASS ROOM 8*8
LABORATORY 15*9
TEACHER’S ROOM 66
TOILET 40
CAFETERIA 600
MULTIPURPOSE HALL 800
UTILITY SERVICES(1) 45

MASTER PLAN AND

APPROX. AREA OF SPACES
SPACE DIVISION

SPACE ACADEMIC SPACES

LABROTARY
CLASSROOM
OUTDOOR SPACE
TEACHER'S
ACADEMIC CLUSTER ROOM
RESIDENTIAL TOILET
CLUSTER
CAFETERIA
MULTIPURPOSE HALL
UTILITY SERVICES
SWIMMING POOL
82

Open big windows for proper natural
lighting.
Well ventilated room with
The curvilinear roofs which are
proper lighting.
roofs are thermally insulated
with terra cotta tiles

FEATURES
 Fruit trees and flowers ensure that the students will have a
well-rounded learning experience

RECESSED WINDOW
• Opening to views and day lights WEAKNESS
• Helps to reduce thermal heat gain • Lack of creative spaces such as music
• Clear accessible spaces along the room, art room, etc.
building facade. • No Library 84
• Lack of sufficient outdoor activates
ELEVATIONS

WARDEN ELEVATION CLASSROOM ELEVATION

LABORATORY ELEVATION

CATERING ELEVATION

85
 COMPARATIVE ANALYSIS: INTRODUCTION
TYPE KOPILA VALLEY SCHOOL MAIDEN HILL THE HERITAGE

Location Surkhet, Nepal Newton mearns, United Kingdom Pune, India

Project year 2010 2019 2005

Area 2043m2 4725  m2 6200 m2

Site coverage More landscape, More landscape, Less landscape

less building less building
Number of 1&2 2 1&2
Storey

No. of students 400 (Nursery to 12) 400 Primary and 12O Nursery 210 ( Nursery to 12)

Parking No Parking Separate Parking Separate Parking

Green Building Feature: passive solar design, passive
ventilation strategies , active solar
power and solar cooking,
rainwater harvesting, and black
and grey water recycling.
400sqm of Solar Panels, Use Passive Solar Architecture
of sedum roof. Connects
children with nature by
using natural elements

86
COMPARATIVE ANALYSIS:AREA

TYPE REQUIRED MAIDEN HILL THE HERITAGE SCHOOL

STANDRED
Area per 1.6 - 2 m2 4.2m2 2.1m2
student in class
Classroom sizes 40 m2 130 m2 64 m2
Toilet 18m2 per 30 m2 20m2
gender
Staff room 20m2 66m2 250m2
Laboratory 38m2 120m2 150m2
Multipurpose 30m2 800m2 1320m2
hall
Playground 7m2/student 4200m2

87
COMPARATIVE ANALYSIS: Site Selection
TYPE REQUIRED KOPILA VALLEY MAIDEN HILL THE HERITAGE SCHOOL
SCHOOL
SITE SHAPE Regular Irregular Irregular Irregular
GROUND TYPE Levelled Sloped Leveled Sloped
ROAD FRONTAGE Pitched and not disturbed by Road adjacent to Fulfils the requirement Fulfils the requirement
busy traffic the building
COMMERCIAL ZONE Away from industrial areas Near warehouse In residential area In residential area
and construction
site
SITE USAGE Maximum utilization of Building covering Building covering 25% Less coverage by
landscapes, less coverage by 40% of the site of the site, maximum building, maximum
building utilization of site utilization of site
DIRECTION AND Milestones in regular intervals Fulfils the Fulfils the requirement Fulfils the requirement
VISIBILITY OF ENTRANCE and entrance clearly visible requirement
LANDSCAPE FEATURES Simple, cost effective, low High maintenance Leveled land, simple High maintenance and
maintenance and cost cost
SURFACE COVERAGE Less hard surface coverage Less hard surface Hard surface covers 50-50
and more soft surface and more soft most of the area
coverage surface

88
COMPARATIVE ANALYSIS: Zoning
TYPE REQUIRED KOPILA VALLEY MAIDEN HILL THE HERITAGE SCHOOL
SCHOOL
PARKING Separate from rest of the Near the building Fulfils the requirement Fulfills the rewuirement
building in less children’s
circulation zone
RECEPTION Adjacent to main entrance Fulfils the Fulfils the requirement Fulfils the requirement
requirement
TOILET Naturally lit, well ventilated Fulfils the Fulfils the requirement Fulfils the requirement
requirement
LIBRARY Free from excessive noise In built in classroom In built in classroom In built in classroom

PRINCIPAL’S ROOM 10-15 sq. m coverage Near Reception Near Reception

CLASSROOM Barrier free access for disabled Not disabled friendly Not disabled friendly Not disabled friendly
children
2 doors if students> 50

AUDITORIUM Acoustically sound Noise barriers’ use Use of sound absorbing

material in walls and
ceiling

89
COMPARATIVE ANALYSIS: Use of Materials

TYPE REQUIRED KOPILA VALLEY MAIDEN HILL THE HERITAGE SCHOOL

WALL FINISHES Durable, low maintenance/
Brick blocks, washable paints
etc
SCHOOL
Ramp earth wall Non washable paints Use of stone, low
and Use of zinc timber maintenance and cost
clad, low maintenance effective
and cost effective

CEILING Durable, low maintenance/ Less concrete and Use of false ceiling, Terracotta tiles
Plaster board, tiles, concrete cement gypsum board and
ceiling of bamboo mats

FLOOR Non slippery floors with Tactile flooring Slippery marble floor Tactile flooring with
timber flooring only in sports with pavered and tiles flooring pavered blocks
hall blocks
COLOR Use of calm colors as green, Fulfils the Fulfils the requirement Fulfils the requirement
blue, yellow requirement as pale yellow color is as pale yellow color is
used throughout the used throughout the
interior interior

90
Thank You

91