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Table of Contents
CHAPTER 1. REGIONAL .................................................................................................................... 1
CASE STUDY OF LOVELL INTERNATIONAL SCHOOL ............................................................................. 1
INTRODUCTION ............................................................................................................................... 1
CLIMATE .......................................................................................................................................... 1
DESIGN ............................................................................................................................................ 1
CASE STUDY OF SHIV NADAR SCHOOL FARIDABAD ............................................................................ 2
INTRODUCTION ............................................................................................................................... 2
CLIMATE .......................................................................................................................................... 2
DESIGN ............................................................................................................................................ 2
MATERIALS ...................................................................................................................................... 3
CHAPTER 2: INTERNATIONAL ....................................................................................................... 10
CASE STUDY OF SAINT GENEVIEVE’S SCHOOL .................................................................................. 10
INTRODUCTION ............................................................................................................................. 10
CLIMATE ........................................................................................................................................ 10
DESIGN .......................................................................................................................................... 10
CHAPTER 3 NATIONAL .................................................................................................................... 14
CASE STUDY OF LITTLE FLOWER’S ENGLISH SCHOOL ...................................................................... 14
INTRODUCTION ............................................................................................................................. 14
HISTORICAL BACKGROUND ........................................................................................................... 14
GEOGRAPHICAL CONTEXT............................................................................................................. 14
...................................................................................................................................................... 14
SOCIAL AND CULTURAL ASPECT.................................................................................................... 14
DESIGN DISCUSSION ..................................................................................................................... 14
CONCEPT AND BACKGROUND ...................................................................................................... 15
FLOW AND CIRCULUTATION ......................................................................................................... 15
CASE STUDY OF SOS HERMANN GMEINER SECONDARY SCHOOL .................................................... 16
INTRODUCTION ............................................................................................................................. 16
...................................................................................................................................................... 17
TYPE: - Preprimary, primary, secondary ....................................................................................... 17
STRUCTURE ................................................................................................................................... 17
PROGRAM: - .................................................................................................................................. 17
CLASSROOM .................................................................................................................................. 18
CHAPTER 5: SITE ANALYSIS .................................................................................................................... 19
PROJRCT DESCRIPTION...................................................................................................................... 19
SITE AND SURROUNDING.................................................................................................................. 19

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CLIMATE ............................................................................................................................................ 20
TOPOGRAPHY .................................................................................................................................... 20
CIRCULATION..................................................................................................................................... 20
MAN MADE FEATURES ...................................................................................................................... 20
PHYSICAL ASPECT .............................................................................................................................. 20
• Socio culture Aspect.................................................................................................................. 20
UTILITIES AND SERVICE ..................................................................................................................... 20
.......................................................................................................................................................... 21
SWOT ANALYSIS................................................................................................................................. 21
STRENGTH ..................................................................................................................................... 21
WEAKNESS .................................................................................................................................... 21
OPPORTUNITY ............................................................................................................................... 21
THREAT .......................................................................................................................................... 21

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CHAPTER 1. REGIONAL
CASE STUDY OF LOVELL INTERNATIONAL SCHOOL

INTRODUCTION
Lovell International Kindergarten in Pattaya Thailand,
is where children can play and learn among the trees
where total area is 2800 sq.m. It is located at Pattaya,
Chonburi, Thailand. The existing trees on the site are
aged mature trees, with the owner and designer’s main
intention to keep most of them for the new school.

The layout design schematic started with the option of planning with space and shape that brings up the
potential of the trees on the site and creates a most interesting atmosphere. The tree house concept
matches the design where the little house pops up amidst the forest. The free flow curve building shape
avoids the existing trees and provides the court, separating zoning to match learning age. The building's
ground floor is separated mainly into three wings: the under-3 years children wing, the kindergarten
wing, and the admission wing.

CLIMATE
• This place has a tropical savanna climate, Winters are fairly dry and very warm.
• Temperatures rise until April, which is hot with the average daily maximum at 35.2 °c (95.4
°f)

DESIGN
Having its own court for each wing, together with
outdoor learning space behind the classroom, the
building is surrounded by greens. The indoor play space
in front of each class is linked, which can be used for
many occasions, such as during the PM2.5 situation or
extreme weather like heavy rain and excessive sunlight
due to the tropical climate. On the upper floor, the tree
house pops up for each individual function: the cooking
class, art class, and soft gym, together with the
multipurpose hall. The space under the gable roof
provides spacious space in which many play frames are added to create various play spaces such as
hideout spaces, play structure spaces.

The school's interior provides a cozy wooden

atmosphere to harmonize the mood of a little-house-
in-the-big-wood feeling to all of the hall and indoor
play space, while in the classroom, the white color is
used for pleasant brightness for learning. The
landscape area is separated into many zones in which
the characteristics of each court are based on the
existing trees. Those include the play area for
children under three years old and over three years

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old, while the back of the classroom also links with the green space for learning about agriculture and
waste recycling. The water play area provides a swimming and

splash pool where little kids can play and enjoy many activities. The court with the densest trees
is designed to be a forest-like play area for adventurous activities.

Fig: Sections Fig: Elevation

CASE STUDY OF SHIV NADAR SCHOOL FARIDABAD

INTRODUCTION
The Shiv Nadar School Faridabad (SNSF) is the third school
of the group to open after Gurgaon and Noida. It is located
in Faridabad, Hariyana of india. The SNSF is the largest
campus among the three, built on 13 acres with 2 football
fields, a 400 m running track, and a cricket field. It is located
behind a public green belt 30 to 50 m deep. It is build at 2019
on 41900 square meter area by architects Stephane Paumier,
Shaily Gupta, Adil Abuzar

CLIMATE
The hot season lasts for 2.8 months, from April 15 to July 8,
with an average daily high temperature above 96°F. The
hottest month of the year in Farīdābād is June, with an
average high of 101°F and low of 83°F

DESIGN
As a linear plot of 600m long, separated by a middle road, the
South side is dedicated to pre-primary pavilions of small scale
around a courtyard extending to the primary, middle, and
senior school building as an L shape linear building with
porous qualities on the north side. The orientation of the building is like the Hauz Khas complex that
faces the dominant winds of North and West from October to June for optimal cross ventilation from
the green belt and fields.
The project is based on 15m long modules creating a built/void chess mat pattern of 2 floors high that
can house 4 classrooms, or 2 arts, activities, or laboratories as full modules, otherwise a double height
veranda or a terrace garden when a void. The project is like a long ship with monumental openings on

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the sports fields, having a 6m wide circulation with horizontal cutouts and skylight to create diagonal
views and provide light and ventilation in the heart of a deep building.

The First floor, like a large plinth, offers double height covered playground and verandahs. The
multipurpose hall, used for sports activities as well as 1000 seat auditorium is in a semi-basement, with
a covered pool. The activity rooms such as theater, painting, arts & crafts, and music benefit from direct
access to terrace gardens as these activities can spread outdoors. The indoor-outdoor relation is made
more intricate and tri-dimensional than just classroom- ground floor courtyard dialectic.

The SNS project relooks at the horizontal typology of schools as courtyard buildings or as doubly loaded
dark corridors linear buildings, to offer a porous yet linear building. It has all the facilities in a systemic
yet flexible modular pattern. This concept was possible using pre-stressed double T slabs 15 m long,
2.4 m wide, and 2 feet deep, cast at the site, and lifted with a heavy-duty mobile crane. The use of long-
span pre-cast technology was path-breaking to challenge the typology of the 600 sqft classroom as the
structural grid. It is also addressing the recent development of school buildings that are denser, higher
than before.

MATERIALS
The monochromatic structure is entirely exposed to grey RCC, and clay or concrete bricks are balanced
by the colors from secondary industrial elements such as metallic doors, ceramic tiles, and signag

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 Fig: site plan

Fig: Ground floor

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 CHAPTER 2: INTERNATIONAL

CASE STUDY OF SAINT GENEVIEVE’S SCHOOL

INTRODUCTION
Saint Genevieve’s built by architects Taillandier
Architectes Associés. It was previously located in the
centre of Saint-Jory, France. This school is built on
4949 square meter area. The classes, spanning from
primary school to middle school, where housed in
rundown and restricted buildings no longer conform to
current safety regulations. Urban renewal projects for
the historic centre, as well as the opportunity to move
the town hall into the historic buildings occupied by the
school, cemented the project to relocate the school to a
more modern and Fig: Saint Genevieve’s school
spacious location.
The new site chosen is located within a larger urban project
between the route de Paris and the chemin de Ladoux, two main
axes connecting the south-east of Saint-Jory to the city centre.
The urban project offers new roads, lined with trees and
integrating foot and cycling paths, as well as a vast urban park,
creating a new mixed-use neighbourhood with landscaped
connections and urban spaces.
Fig: Saint Genevieve’s school

CLIMATE
In Saint-Jory, the summers are warm and
mostly clear and the winters are very cold
and partly cloudy. Over the course of the
year, the temperature typically varies
from 36°F to 83°F and is rarely
below 26°F or above 93°F.

DESIGN
The school project is composed of a unique U-shaped
volume, of which two flanks are composed of two
storeys whilst the flank along the main road rises to
three storeys. One of the main concerns in a school
such as this, combining classes of all ages, is
managing the logistics of access and flows of
different age groups, creating two different entrances,
one for primary school and one for secondary school.
Three entities can thus be identified, composed of the
primary school, the secondary school and the shared
areas, all three interconnecting. The proposal of the

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project is to connect the two school units via the common areas through the use of a U-shaped building
offering a sheltered school courtyard for recreational areas whilst creating a compact masterplan.

FIG: landscape of school

The secondary school is thus located in the flank along the route de Paris where the urban façade opens
onto the main road, whilst the primary school is located in the flank set back and opening to the calmer
side of the new neighbourhood. All the common and shared areas are located in the central flank so as
to interconnect the two school units. In the north-east flank, the nursery school is located on the ground
floor and the elementary school on the first floor. In the central north-wets flank, the ground floor is
dedicated to the school canteen whilst the first floor combines the library, the religious study as well as
the administration and teachers’ lounge. The final flank along the main road houses all the classes of
middle and high school.
The two main entrances are located at the junctions of the three wings, and are connected by a covered
walkway creating a visual connection between the two entrances. They are also accentuated by double
height recesses set back in the main volume so as to offer a covered forecourt.
The façades are constituted of concrete strips, of which the horizontality is accentuated by the
continuous concrete window sills. The white concrete brick and openwork allows a soft natural light to
penetrate the building whilst playing with light and shadow on the façade. The consistent repetition of
windows sequencing the facades create a sense of tranquillity and stability.

Fig: Classroom
Fig. corridor

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Fig: staircase
Fig: toilet

Fig: ground floor plan

Fig: first floor plan

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 Elevation

Elevation

Section

Section

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CHAPTER 3 NATIONAL

CASE STUDY OF LITTLE FLOWER’S ENGLISH SCHOOL

INTRODUCTION
Little Flower’s English school is a higher secondary level
boarding school located in Birtamode-3, Jhapa. The school is
on the eastern corner part of the country and is surrounded by
roads on its four sides in birtamode-3 Jhapa

Fig: Location map

HISTORICAL BACKGROUND
The school is currently running on it’s 42th year. Historically, it was
believed that in the 90’ this place used to be jungle area. Gradually
as society began to develop and the animals started to disappear, the
area was redefined to make it as a living place. To see through
this context a huge revolution can be seen as the change of the
particular area into modern forming school.
Fig: Little flower’s English school

GEOGRAPHICAL CONTEXT
The school lies in corner eastern part of the country. The area around the school is classified as warm
and temperate. Huge monsoon is seen in the days of asadh and shrawan. The precipitation here is about
2726 mm/107.3 inch per year. Whereas the least rainfall is seen in the days of mangsir. The average
precipitation at that time is 7mm/0.3 inch. The average temperature is here is about 23.1 degree c/73.7
degree F. The land type is plain and it has the elevation of 300m from the sea level.

SOCIAL AND CULTURAL ASPECT

The people and society around the school is multi- lingual, multi-
cultural etc. The owner of the school is Mr. Rajesh Khadka. The place
was called syaldangi over the time in 2030’s, the foxes were totally
in extinct, many part of the jungle area was demolished. So, land and
trees were the remainings found in 2030’s of the place.

DESIGN DISCUSSION
The school covers a total area of 72,000 sq. ft. The front side
has the main gate and entering through it, a reception is
placed on the right side and on the left side the flooring of
the ground is done using blocks and a monument is
constructed on the left centre on the occasion of silver
jubilee of the school. The classrooms are in a L structure
creating a courtyard in between and the interior space is
surrounded with trees which again creates a healthy
atmosphere. There are uses of façade on building which avoid the direct contact from sunlight inside
class. The walls aren’t painted nor plastered but instead brick itself is polished to create a smooth surface

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which shows a unique representation of brick as a building material. There is also a basketball court
with the proper use of environment without disturbing it’s natural property.There is ECEC (Eary Child
Education And Care Center) The colour of the entire form creates a green atmosphere and aluminum
glass panels are used a building material and a round veranda structure is added infront of every rooms
which also add asthetical point to entire structure.

CONCEPT AND BACKGROUND

The name Little Flower’s English School came with the thought of small children compared with the
little flowers which blooms later creating fragrance in the surrounding . At first there was from classs
nursery to class 2 only. And the school was ruin in a wooden house with 8-10 rooms.

FLOW AND CIRCULUTATION

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CASE STUDY OF SOS HERMANN GMEINER SECONDARY SCHOOL

INTRODUCTION
DATE: 1993
AREA: 8 BIGHA (54181.04 square meter)
ARCHITECT: DEEPAK MAN
SHERCHAN

LOCATION: ITAHARI BALGRAM,

SUNSARI

ABOUT: - School established mainly for orphans and needy students

- provides scholarship, study materials and school uniforms to orphans, poor and needy
background
- Orphanage and school area divided by’ Gadahn River

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TYPE: - Preprimary, primary, secondary

STRUCTURE: - Contemporary vernacular

- extensively exposed bricks in exterior
- bricks of high compressive strength and resistance are used for high load bearing
walls and damp proof courses
- metal roof constructed of steel, aluminum / copper strips (high resistance,
impermeability
- Gable roof and crossed gable roof

PROGRAM: -
Staff rooms - IT room
- classrooms (nursery – 10) - Accommodation
- principal and vice principal - Temple
- Library - laboratory
- Administration - Labs
- Canteen - Laboratory

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CLASSROOM:

- Each classroom consists of 40 seats for 40 students and a teacher table desk,
- Interior: wooden beams with acoustical ceiling tiles for noise cancelation and reduce echo,
- Paint: bright color for juniors and light color for seniors,
- Arrangement of table chair are different for different purpose room,
- Floor plan: 4*4 classroom segment.

FEATURES

- THE CEILING INSIDE THE ROOM HAVE WOODEN BEAMS WITH ACOUSTICAL CEILING TILES
- THE SELECTION OF PAINTS COLOR VARIES WHERE BRIGHT COLOR IS CHOSEN FOR JUNIORS SECTION
CLASS AND LIGHT COLOR FOR OTHER ROOM.

- THE ARRANGEMENT OF TABLES, CHAIRS AND DESKS ARE IN DIFFERENT PATTERNS FOR DIFFERENT

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CHAPTER 5: SITE ANALYSIS

PROJRCT DESCRIPTION
A school is both the educational institution and
building designed to provide learning spaces and
learning environments for the teaching of students
under the direction of teachers. Its design should be
featuring kindergarten , primary level and secondary
school.

SITE AND SURROUNDING

This site is located at jhapa district, mechi zone, mechinagar municipality, itabhata, Nepal. It is lies
between Dhulabari and Kakarvita.

Fig: Location map

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This area is urban area but not so crowd area. This site touch east-west Mahendra highway. Around
the site vegetation are bitternut shisam trees etc.

CLIMATE
Temperature reaches up to 40 degrees Celsius in the summer and falls below 8 degrees in winter.
This city is a summer city and winter lasts only four months. During march and April, high winds are
likely to occurs and moderate rainfall is seen in June and July.

TOPOGRAPHY
This site have plane surface

CIRCULATION
• Access from east-west highway
• Access from two sub roads

MAN MADE FEATURES

• NMC dairy milk
• Bus park
• Garage
• Tea stall
• Mechinagar municipality

PHYSICAL ASPECT
• Shape rectangular
• Orentaion: south

• Socio culture Aspect

• Demography: mixed community
• Religion: hindu, muslim, buddhist, christain

UTILITIES AND SERVICE

• Well managed drinking water supply
• Eaily accessible road connected with site
• Proper education system

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 FIG: SITE

SWOT ANALYSIS
STRENGTH
• Easy access from main road
• Flat land
• Sub urban area
• Well managed water supply

WEAKNESS
• noise pollution
• busy road highways
• accidental area
• unmanaged electric poles

OPPORTUNITY
• the market place can be enlarged
• job opportunity

THREAT
• security problem due to lack of police station
• earthquake prone zone

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