Professional Documents
Culture Documents
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Acknowledgments
We are grateful to the following individuals Linton Ross, Feilden Bradley Clegg Architects
and organisations that have contributed to Peter Clegg, Feilden Bradley Clegg Architects
this document: Paul Hetherington, Alumasc
Richard Parker, AMEC
Bea Etayo, Fulcrum Consulting
Andrew Williams, BRE
Christina Skandali, Fulcrum Consulting
Bill Healy, Build Offsite
Ian Morris, Atkins
Richard Ogden, Build Offsite
Iain Macrae, Thorn Lighting
Mike Entwisle, Buro Happold
Daniel Glynn, CP Electronics
Rita Singh, Construction Products Association
Chris Grabe, EC Harris
Michael Ankers,
Mark Cleverly, EC Harris
Construction Products Association
Joanne Martin, Thorn Lighting
Bea Etayo, Fulcrum Consulting
Peter Blunt, Mtech Group
We are also grateful to the following members Martin Goss, Mtech Group
of the Standard Specifications, Layouts and David Mackness, SCAPE System Build Ltd
Dimensions (SSLD) Forum who have helped Martin Lipson, 4Ps
shape the broad approach to standardisation Mairi Johnson, CABE
in this and other guidance documents in Richard Saxon, CBE
this series: Peter Woolliscroft, OGC
Richard Brindley, RIBA
Mukund Patel, DCSF (SSLD Chair) Vic Ebdon, Devon County Council
Alan Jones, DCSF (SSLD Policy Lead) Don Bryson, D B Consultancy
Ian Morris, Atkins (SSLD Project Manager) Kevin Kendall, Nottinghamshire County Council
Beech Williamson, Partnerships for Schools
Paul Foster, EC Harris
Michal Cohen, Walters and Cohen Architects
Karen Rogers, Walters and Cohen Architects
Christian Held, Penoyre and Prasad Architects
Sunand Prasad, Penoyre and Prasad Architects
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Contents
1 Introduction 2 3 Performance specifications
Who this guidance is for 2 and examples 24
How the guidance should be used 2 Space and lighting types 25
Background to Standard Specifications, Performance specifications 27
Layouts and Dimensions (SSLD) 4 TYPE A – General (for most teaching
Aims and scope of this guidance 5 and non-teaching areas) 27
TYPE B – Practical (where more light
2 Key performance requirements 6 is required) 30
Lighting to support teaching and learning 7 TYPE C – Performance (stage lighting and
Health and safety 9 lighting to enhance performing arts) 31
Disability issues 10 TYPE D – Sports (for sports and multi-
Sustainability 10 purpose halls) 32
Energy efficiency 12 TYPE E – Reception/social (for non-teaching
Lamps 13 areas where lighting can be more diverse) 33
Luminaires 16 Type F – Circulation 35
Controls 19 Type G – Service areas (non-teaching
Maintenance 20 spaces such as storage areas and toilets) 36
Emergency lighting 21
Cost comment 22 4 References and Glossary of terms 38
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Introduction
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2
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Standard specifications, layouts and dimensions
Department for Children, Schools and Families
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4
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Standard specifications, layouts and dimensions
Department for Children, Schools and Families
Provided by Accuris Licensee=UNIVERSITY COLLEGE LONDON/8213316001, User=Hamadeh, Samer
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examples to help with the choice of
lighting systems in BSF secondary schools.
Specifically it:
A glossary of terms.
The following key performance This document is not a lighting design guide.
requirements set the minimum Its purpose is to make clear the client
requirements, the minimum standards to be
standards that DCSF would expect to reached or exceeded and what is expected to
be adopted in BSF schools wherever provide the best lighting environments for BSF
it is reasonable and appropriate. and other school projects. More detailed
Section 3 defines the specific lighting information is available in DCSF Building Bulletin
90 Lighting Design for Schools1 and further
requirements for each space and references listed in Section 4. While technical
provides some examples that terms are explained in the Glossary in Section 4,
address them. it may be helpful to explain some of the terms
here to assist understanding of the subject:
• Illuminance
Average light level required which makes
it easy and comfortable to carry out school
activities. This is the minimum illuminance
that should be provided on the activity area.
• Uniformity ratio
Excessive variation of illuminance across
the area where activities take place
can be distracting and reduce visual
performance. Uniformity ratio establishes
minimum value in order to avoid excessive
contrast and distraction.
1 www.teachernet.gov.uk/lighting
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6
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Standard specifications, layouts and dimensions
Department for Children, Schools and Families
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• Limiting glare rating
For electrical lighting installations, in order to
avoid bright sources in the line of view, the
limiting glare rating indicates its maximum
value permitted.
• Colour rendering
Colour plays an important role in learning; a
good colour rendering performance enables
accurate colour judgements to be made.
This value indicates the minimum colour
rendering value of the lamps to be used.
8
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schools. Yet it can result in slower reading, poor • the correct choice, orientation and positioning
posture, diminished concentration and long- of the room furniture
term weakened vision. • the use of internal or external blinds, which
Lighting in schools is required not only can reduce problems caused by excessive
for general safety but also for visual tasks. sunlight or daylight
The two main issues to guard against are glare • the use of louvres on fluorescent luminaires
and flicker. and/or the use of indirect lighting solutions,
which will help reduce direct vision of
Glare the light source and therefore the instance
Glare is a common problem in the classroom. of glare
It occurs when a bright image (which is not the
• correct choice of computer screen with
object one is trying to see) is seen either directly
anti-glare filters if necessary, together
or by reflected light. This can cause significant
with orientation to avoid sunlight and
difficulty with visual tasks.
daylight reflection
Although pupils try to compensate for glare by • careful design of the illuminance of the
turning their heads or squinting, glare causes whiteboard relative both to sunlight and
eyestrain and headaches and can sometimes be daylight glare and glare from luminaires.
disabling. It can also cause loss of concentration
and reduced productivity. Flicker
Flicker can cause discomfort or annoyance to
Glare can be divided into two types:
some people. It can also produce stroboscopic
• Discomfort glare is not necessarily effects with moving objects, which can be
detrimental to vision but it produces dangerous. For example, rotating machinery
feelings of visual discomfort. in a workshop can appear to be stationary.
Epilepsy can be triggered by low frequency
• Disability glare occurs when a bright light
flashes of light, which can occur with some
source is close to the line of vision and
compact fluorescent lamps at ignition, or with
makes the task more difficult to see.
discharge lamps towards the end of their life.
Problems relating to balance, and some brain
disorders, can also be exacerbated. All these
can be avoided by using high frequency
control gear.
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revealing good visual contrast and colour door and is non-reflective will also make it
rendering. Light levels should be adequate easier to distinguish.
on the working plane and for people to clearly • Students with visual impairment often require
see the teacher’s face, the whiteboard and higher than normal levels of illuminance. It is
computers without creating reflections, not necessary to install this as a feature of the
shadows and harsh contrasts. For an even primary lighting system but provision should
better effect, light sources should not be visible, be available for supplementary task lighting.
flicker should be avoided and uplighters should
be used. There is more detailed information in Building
Bulletin BB 772 and Building Bulletin 90.
Hearing impaired people need to be able to see
lip movements clearly, so the correct lighting Sustainability
level and direction are crucial. For example, if The Sustainable Development Commission
light is directed too much in a downward estimates that schools contribute 2% of the
direction, it will produce harsh shadows, UK’s overall carbon emissions, with around half
which will make lip reading difficult. of this arising from the use of electricity and
fossil fuels within school buildings. It is
The design of specialist accommodation for important that we take action to reduce this.
pupils with SEN and/or any disability is beyond The Government has allocated an additional
the scope of this document and specialist investment of £110 million over the next three
advice should be sought. However, there are years to test the aim of reducing carbon
relevant design issues that should be emissions by 60% in new schools built in
considered for all schools: the BSF programme.
• The colour rendering of the light source To meet this aim it will be necessary to use
and the extent of contrast are particularly the most energy-efficient lighting and to use
important. Some visual impairments involve a lighting controls wherever there is a whole-life
degree of colour blindness and it is important cost justification for doing so. Designers must
that contrast of tone as well as colour should consider the specification of lamps, luminaires,
be produced on the objects illuminated. control systems, and illuminance levels in
conjunction with optimum daylighting design
to deliver significant energy savings over
current practice.
2 www.teachernet.gov.uk/management/resourcesfinanceandbuilding/schoolbuildings/designguidance/SENanddisabilities
Artificial lighting currently accounts for the b) For spaces not included above, “it may
highest proportion of all energy costs in be appropriate to provide luminaires for
schools, at around 28%. For this reason, which photometric data is not available or
the lighting installation offers the greatest luminaires that are lower powered and use
potential for saving energy by applying less efficient lamps. For such spaces, the
good management, design, specification requirements would be met if the installed
and controls. The use of automatic lighting lighting has an average initial (100 hour)
controls can save as much as 30 to 40% of lamp plus control gear efficacy of not less
electricity consumption when compared to than 50 lamp-lumens/circuit watt5.”
manual switching3.
c) For display purposes, “reasonable provision
Most electricity is generated by burning fossil would be to demonstrate that the installed
fuels, which cause carbon dioxide emissions, display lighting has an average initial
contributing to climate change. Schools must (100 hour) efficacy of not less than 15
now comply with Part L of the Building lamp-lumens per circuit-watt6. In calculating
Regulations and will need to use carbon this efficacy, the power consumed by any
calculations as prescribed in the approved transformers or control gear should be taken
document. Part L2 (2006) states: into account.”
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a) For classrooms, seminar rooms, conference Building Bulletin 87, 2nd Edition Version 1
rooms and office areas, “reasonable provision (May 2003) Guidelines for Environmental
would be to provide lighting with an average Design in Schools7, states that for school
initial efficacy of not less than 45 luminaire buildings, “A minimum of 65 lamp-
lumens/circuit watt4 as averaged over lumens/circuit watt8 should be adopted.”
the whole area of these space types in For normal types of luminaire this is slightly
the building.” in excess of Building Regulation Standards
but should be attained wherever possible.
9 www.teachernet.gov.uk/energy
10 www.teachernet.gov.uk/lighting
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Lamps Currently the most energy efficient lamps are:
The purpose of a lamp is to convert electrical • Compact fluorescent
power (watts) into visible light (lumens).
The efficacy of the lamp is measured in lumens • Linear fluorescent
of light per watt of electricity (excluding any • High intensity discharge (metal halide or
local losses in lamp control gear). The energy high pressure sodium).
(watts) largely ends up as heat; highly inefficient The table below shows that the common
lamps with excessive lighting will cause the incandescent lamps have low efficacy.
building to overheat. They should not be used except in some
exceptional circumstances for display lighting.
Coloured LEDs are currently used in some
lamps and used for display/accent lighting.
Table 1
Dimming possible
Designations and
Colour rendering
Efficacy (lumens/
Lamp start-up/
lamp re-strike
dimensions
lamp watt)
Lamp type
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T5 (Ø16mm)
10000-
88-104
15000
288mm-1449mm
Linear Yes
T8 (Ø26mm)
10000-
88-100 50-98/
Tubular 15000
590mm-1764mm
2700-6000/ 1-3 seconds Yes Yes
fluorescent
warm to cold
T5C (Ø16mm)
5000-
Circular 60-80 Yes
8000
Ø225mm-Ø375mm
External
control 82-98/
Compact gear Yes 2700-4000/
50-85 10000 1-3 seconds Yes Yes
fluorescent Internal No warm to
control intermediate-cold
gear
Various
60-93/
Metal Various 6000-
70-100 Yes 3000-10000/ 3-6 minutes No No
Halide shapes 20000
warm to cold
Various
High 25-80/
Various 9000-
pressure 65-140 Yes 2000-3000/ 3-6 minutes No No
shapes 28500
sodium warm
Various
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The tables below show various ways of mounting luminaires and types of light distribution.
Ceiling
Wall mounted
semi-recessed
Ceiling
semi-recessed
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Standard
18 Department
Copyright
specifications, layouts and dimensions
for Children, Schools and Families
Provided by Accuris Licensee=UNIVERSITY COLLEGE LONDON/8213316001, User=Hamadeh, Samer
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11 Federation of National Manufacturers Association for Luminaires and Electrotechnical Components for Luminaires in the
European Union.
12 www.celma.org
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There are variuous types of automated lighting • Key or card switches are sometimes used in
controls appropriate for schools: occasionally visited spaces. The key or card
is used to switch the lights on; when it is
Manual – e.g. local switch, wireless control.
removed, the lighting is automatically
Manual switches must be simple, carefully switched off. However, they can cause
considered and conveniently located, usually annoyance if access to the card or key
near the door. is difficult.
Automated – e.g. time switch control,
photoelectric control, occupancy/absence Suitable types of controls for various types
detection and key or card control. of spaces are identified in Section 3.
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and pupils appreciate what is automated and encourage unnecessary use of electric lighting,
why. There are various types of automated so they should be properly maintained and
control appropriate for schools: cleaned regularly to maintain good lighting
levels. A dirty diffuser or reflector can cut light
• Time switch control could be used for
output by 20%, so a regular cleaning
switching off the main lighting outside
programme is also essential for reflectors,
opening hours.
diffusers and lamps, taking advantage of
• Photoelectric control involves the lamps holiday periods to minimise disruption.
being switched or dimmed in response to
daylight. Failed fluorescent lamps should be replaced
promptly. A fluorescent lamp with a blackened
• Occupancy detection sensors can switch end indicates that it has passed its economic
lights on automatically when the sensor life, although it will last a long time before there
detects occupancy. The sensor requires a time is any blackening or other visible indication of a
delay, which can vary from 15 seconds to 30 drop in performance. Regular lamp replacement
minutes. The lights remain on during the time on a planned maintenance cycle is important to
delay, after which, if no-one is detected, lights avoid lamps operating at reduced output but
automatically switch off. These can be infrared still using the same amount of electricity.
or microwave technology. Specialist luminaire maintenance and lamp
• Absence detection systems switch lights replacement contractors can offer an efficient
on manually, switching them off again cost effective service, including disposal of used
automatically after a time delay when no-one lamps. See Building Bulletin 76 Maintenance of
is detected in the space. These can be infrared Electrical Services for detailed information on
or microwave technology. cost effective replacement cycles for lighting.
Discharge light sources (high pressure as well as normal lighting. Standard fittings can
sodium and metal halide) seldom fail outright. be modified to integrate an emergency facility.
The failure is preceded by an increased
Emergency lighting in schools should be
tendency to flicker, and they might flash on
provided on:
and off repeatedly. Teachers and caretakers
should watch for these signs. • Escape routes
• Escape stairways
Sometimes the lamp itself – whether
fluorescent or a discharge light source – is not • Corridors without any windows
the problem. Instead, the control gear may be • Areas with dangerous machinery
faulty. A fail-safe circuit that disconnects the
• Areas accessible to the public during
control gear if the lamp fails is required. An old
the evenings.
lamp should always be replaced with a new
lamp of compatible rating and of the same These include halls and other spaces used for
colour. Discharge lamps must be matched to performances. For details on areas that require
suitable control gear. It is better to keep the emergency lighting, please refer to:
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whiteboard to highlight the area, controlled
the case study below with the cost of current
locally with the facility for dimming.
standard, high frequency, controls.
(For interactive whiteboards, local lighting
should not be necessary.)
Though the initial capital cost is about 20% • the majority of luminaires in teaching areas,
higher than a current high frequency system offices and dining halls are suspended from
of controls, the resultant energy savings of exposed soffits without suspended ceilings.
around 36% will have a payback period of This should generate cost savings, even
10-13 years at current energy prices. What’s allowing for some acoustic treatment to
more, the system should reduce carbon the soffit.
emissions from 448kg to 286kg per classroom
On this basis, the rate of return on the
per year, and the payback period is even
additional investment in a high-efficiency
shorter if the social costs of saving carbon13
system can be justified and supports the
are considered. These benefits assume:
Government’s wider carbon reduction
• the diversity of luminaires is minimised strategies. Furthermore, over time there is
wherever possible. This will help to ensure likely to be scope for efficiencies from the
that contractors obtain good discounts from standardised approach, particularly in large
lighting manufacturers and suppliers for bulk serial programmes like BSF, which will help
orders. It will also simplify maintenance and to offset higher initial costs.
arrangements for holding stocks of spares
Figure 1: Plan view of classroom with luminaires perpendicular to the window, complete
with switching arrangement
13 www.defra.gov.uk/environment/climatechange/research/carboncost/index.html
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Performance specifications
and examples
This section provides performance The types are:
specifications and examples for seven Type A General (for most teaching and
types of lighting in schools. non-teaching areas)
Type B Practical (where more light
is required)
Type C Performance (stage lighting
and lighting to enhance
performing arts)
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Type E Reception/social (for non-teaching
areas where lighting can be more
diverse)
Type F Circulation
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General teaching Performance
Seminar room A Music recital C
Classroom (including open plan A Music classroom C
and small lecture)
Music group/practice rooms C
Small group/interview room A
(FLA etc) Music ensemble rooms C
Recording studio C
Light practical
Recording studio control room C
ICT room A Drama studio C
Science laboratory B A/V studio (incl. video-conferencing) C
Large (textiles or 3D) and general B
(2D) art rooms Halls
Kiln room G 4-court sports hall D
Electronics and control systems B Activity studio (incl. gymnasium) D
Constructional textiles B Main assembly/multi-purpose hall D
Graphics room B Lecture theatre (over 50 people) D
Art/design resource area B Swimming pool D
Heavy practical Resource areas
Food technology B SEN resource base A15
Resistant materials (incl. CADCAM) B Small group room (SEN etc) A
14 www.teachernet.gov.uk/schoolbuildings
15 For further information, please refer to Building Bulletin 77, Designing for pupils with Special Educational Needs and Disabilities
in Schools.
Staff rooms (social and work rooms A Toilets (and personal care)
and reprographics)
Entrance/reception Pupil and staff changing rooms G
E
and hygiene facilities
Storage Pupil and staff showers G
All walk-in stores for basic G Pupil, staff and visitors’ toilets G
teaching areas
Circulation
Science prep room B
Chemical store G Atria and circulation areas F
Multi-materials prep room B Plant
PE store G
Plant rooms G
Non-teaching stores (stock, G
secure, exam, community) Electrical cupboards and ducts G
Wheelchair/appliances ‘lay-bys’ and G Server rooms G
locker areas
Chair store G
Maintenance and cleaners’ stores G
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Standard
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meets the key performance requirements for location. In these rooms the lighting has three
the intended space. principal roles: to light the desks, the speaker
and the board (in new schools there are often
The examples below offer guidelines – interactive whiteboards)
it is for those involved to use their • Interactive learning, where teaching takes
own skills and expertise in deciding what the form of group discussion, where the
will be a reasonable and appropriate final teachers and the students might sit anywhere.
design solution in their particular situation. In these rooms the lighting needs to reveal
the space without creating shadows in any
Please refer to Tables 3 and 4 on pages 17 and part of the room.
18, which show the various ways of mounting The lighting in an informal teaching space
the luminaires and the different types of light should be gentle and unobtrusive. Luminaires
distribution. For more information on lamps, should be carefully chosen to provide a relaxed
please refer to Table 2 on page 15. atmosphere. Light switches should be
Well lit walls and ceilings, in addition to lighting accessible and flexible. In open plan teaching
on the working plane, both direct and indirect areas block switching is not suitable, as it does
lighting, can be achieved in many ways. not give sufficient flexibility. As face-to-face
For example: communication is important, lamps chosen
should be of good colour rendering.
1) a suspended luminaire that has both
upwards and downwards distribution Vertical surfaces should be illuminated as
2) a combination of ceiling luminaires that well as horizontal ones. Desktop illumination
provide upward lighting and wall-mounted should not be over emphasised and a
luminaires that provide downward lighting dedicated dimmable luminaire should be
3) ceiling luminaires that have some reflectors placed above the whiteboard to highlight
or diffusing elements suspended below the the area.
ceiling level that can reflect some light back
up onto ceiling.
Administrative offices and staff areas There is more detailed information in:
A wide range of tasks is carried out in a general
• CIBSE Lighting Guide LG3, for VDU Use
office. Almost any surface might be used for
Environments
reading, so vertical plane illuminance should
be considered as well as the horizontal. • CIBSE Lighting Guide LG7, Lighting for Offices
• BREEAM Schools Assessment Manual,
One of the main problems is unwanted
available from www.breeam.org/schools.html
reflections on computer screens, which can
be bright enough to make it difficult to • CIBSE Lighting Guide LG5, Lecture, Teaching
differentiate between screen characters and and Conference Rooms.
the background. Luminaires in offices with
high computer use should have a louvre or
other suitable type of control, with low
luminance above critical angles to prevent
glare on the screens.
Libraries
The lighting of library spaces must be
co-ordinated with the furniture arrangement
but adaptable to a number of different
functions. As well as general lighting,
lighting for vertical book stacks, for study
and for browsing, and accent lighting for
display purposes may be required.
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Lighting type C: Performance (stage lighting It may be appropriate to install two or more
and lighting to enhance performing arts) independent lighting systems. Alternatively,
Performance spaces can be used for a wide a lighting installation that provides both
variety of activities, so there needs to be upward and downward light from separate
flexibility in their lighting, with the option lamps within the same luminaire could be
of luminaires being switched in groups. used. Switching of upward light can be
independent of downward light switching.
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Performance requirements, type C
* For art rooms there may be a requirement for higher colour rendering than Ra >90.
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Light Mounting type Lamp Control type
distribution
1. Ceiling recessed and wall mounted Linear fluorescent Daylight linking,
and compact absence detection
2. Ceiling semi-recessed
fluorescent and central
3. Ceiling surface and wall mounted manual switches
Both direct
and indirect 4. Pendant (downlighting) and wall mounted
5. Pendant (up and down light)
6. Wall mounted (up and down light)
Lighting type E: Reception/social (for non- Entrance, dining and social areas require 175-
teaching areas where lighting can be 250 lux. If these areas are to be used for reading
more diverse) or discussions 300 lux will be required. In social
Lighting in an entrance area should be inviting areas the walls may be used for display lighting,
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and welcoming. The entrance space usually so a dedicated system to highlight the walls
houses a reception desk and a display area. may be required.
There will need to be dedicated lighting In dining areas, food display lighting is usually
systems for the reception desk and to highlight located in the furniture.
display walls or cabinets. The reception area
will need local and dedicated switches.
Downlighters are not recommended over
reception desks as the lack of a diffuse
component of light makes lip-reading difficult.
1 Maintained illuminance at working plane Entrance, dining and social areas 175-
250 lux Reception area 250-350 lux
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Standard
34 Department
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specifications, layouts and dimensions
for Children, Schools and Families
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2. Ceiling surface
fluorescent or detection
3. Wall mounted metal halide*
Lighting type G: Service areas (non-teaching In kitchens, toilets and changing rooms,
spaces such as storage areas and toilets luminaires should be complete with diffusers
Service areas such as kitchens, storage areas, and should be minimum IP44 rated to avoid
toilets, changing rooms, showers and plant water and/or moisture entering the luminaire.
rooms in secondary schools require different In shower areas, luminaires should be minimum
levels of illuminance and lighting control. IP55 rated. Robust luminaires are required.
In storage areas, luminaires should be complete In plant room areas, luminaires should be
with a prismatic or opal diffuser or wire guard to robust and complete with a prismatic or opal
avoid damage to the lamp. diffuser to avoid damage to the lamp.
Luminaires should be minimum IP65 rated in
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1 Maintained illuminance at working plane 500 lux in kitchens/200 lux in toilets and
plant rooms/100 lux in storage areas
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• The Code of Practice for the emergency lighting Glossary of terms
of premises, BS 5266 Brightness: attribute of the visual sensation
• Code for Lighting, CIBSE, SLL associated with the amount of light emitted
from a given area. It is a subjective correlate of
• Emergency escape lighting systems,
luminance. Technically defined as luminosity
BS EN 50172
(obsolete): attribute of a visual sensation
• Emergency lighting guide, LG12, CIBSE according to which an area appears to emit
• Lighting Guide LG3, for VDU use more or less light.
Environments, CIBSE
Colour rendering: a general expression for
• Lighting Guide LG7, Lighting for Offices, CIBSE the appearance of surface colours when
• Lighting GUIDE LG4, Sports Lighting, CIBSE illuminated by light from a given source
compared, consciously or unconsciously,
• Lighting Guide LG5, Lecture, Teaching and
with their appearance under light from
Conference Rooms, CIBSE
some reference source.
• Lighting Guide LG10, Daylighting and
Window Design, CIBSE Colour rendering index: A measure of the
degree to which the colours of surfaces
• Light and Lighting – Lighting of workplaces.
illuminated by a given light source conform to
Indoor workplaces, BS EN 12464
those of the same surfaces under a reference
• Luminaires for emergency lighting, illuminant, suitable allowance having been
BS EN 60598-2-22:1999 made for the state of chromatic adaptation.
• Part L2A Conservation of fuel and power in new
Colour temperature: all materials emit light
buildings other than dwellings. The Building
when heated. The temperature to which a full
Regulations 2000, edition 2006
radiator (or ‘black body’) would be heated to
• Part L2B Conservation of fuel and power achieve the same chromaticity (colour quality)
in existing buildings other than dwellings. of the light source being considered, defines
The Building Regulations 2000, edition 2006 the correlated colour temperature of the lamp,
quoted in degrees Kelvin.
Contrast: difference in the luminance or colour Illuminance (E): the luminous flux density at a
of two objects and their surroundings. The surface, indicated in lm/m2 or lux.
lower the contrast level the more difficult the
Average illuminance: illuminance averaged
visual task.
over the specified area. Unit: lux.
Daylight factor: the illuminance received at a Note: in practice this may be derived either
point indoors, from a sky of known or assumed from the total luminous flux falling on the
luminance distribution, expressed as a surface divided by the total area of the surface,
percentage of the horizontal illuminance or alternatively from an average of the
outdoors from an unobstructed hemisphere of illuminances at a representative number of
the same sky. Direct sunlight is excluded from points on the surface.
both values of illuminance.
Indirect lighting: lighting in which the greater
Efficacy (lamp): the quantity of light a light part of the flux reaches the surface (usually the
source emits per watt of electrical power of working plane) only after reflection at other
energy consumed. Note that both the lamp surfaces and particularly at the roof or ceiling.
luminous efficacy and the system (lamp and Luminaires with a flux fraction ratio greater than
control gear) luminous efficacy can be specified. 10 are usually regarded as indirect.
The system luminous efficacy is always lower
IP rating (ingress protection number): a two
then the lamp luminous efficacy.
digit number associated with a luminaire. The
Efficiency (luminaire): luminaire light first digit classifies the degree of protection the
output ratio. luminaire provides against the ingress of solid
foreign bodies. The second digit classifies the
Emergency lighting: the lighting provided for
degree of protection the luminaire provides
use when the supply to the normal mains
against the ingress of moisture.
lighting installation fails.
Limiting glare rating: the maximum value of
Glare: the discomfort or impairment of vision
the glare rating which is recommended for a
experienced when parts of the visual field are
specific lighting installation.
excessively bright in relation to the general
surroundings. Maintained illuminance: value below which
the average illuminance on the specified area
Glare rating: A numerical index calculated
should not fall. It is the average illuminance at
according to CIBSE Technical Memorandum
the time maintenance should be carried out.
TM10. It enables the discomfort glare from
Unit: lux.
lighting installations to be ranked in order of
severity and the permissible limit of discomfort Uniformity ratio: ratio of minimum illuminance
glare from an installation to be prescribed to average illuminance on a surface.
quantitively.
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Standard
40 Department
Copyright
specifications, layouts and dimensions
for Children, Schools and Families
Provided by Accuris Licensee=UNIVERSITY COLLEGE LONDON/8213316001, User=Hamadeh, Samer
No reproduction or networking permitted without license from Accuris Not for Resale, 08/05/2023 13:23:29 MDT
3653_SSLD_lighting_AW 17/10/07 12:09 Page 41
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