2023 - Studio 3 - REGEN 1 Beyond Net Zero - Project 2 - Brief Commercial Road

REGEN 1 – Beyond net zero
Climate Resilience – Regenerative NetZ-WLC – Biodiversity

Salubritas: Living Well Quarter
AR30019 | Project 2 | 2023-24
1. Introduction
In response to our current climate emergency and urgent need to decarbonise the built environment,
this studio theme investigates approaches to the integration of sustainability and strategies to
decarbonise the built environment. Architectural education has tremendous potential to shift the entire
industry towards zero carbon architecture and built environment. Architects play an important role
particularly in the early design phase when he / she has the greatest opportunity to make design
decisions that directly lead to a reduction in the GHG emissions. However, it is not easy for architects
to easily understand and visualise how their design contributes to the overall GHG emissions for the
built environment. This lack of fundamental knowledge is a result of the traditional lack of integration of
sustainability in the mainstream architectural curriculum.
The studio will use an integrated research and teaching approach to facilitate the development of
concepts and strategies for the design, planning, construction and management of climate resilient, net
zero emission buildings and communities centred along a ‘live’ project with Swindon Borough Council
to develop solutions for a degenerative high street, focused on Commercial Road Swindon. The project
has a strong focus on improving stakeholder engagement and improving the health and well-being of
the citizens, users and neighbouring communities. Such an innovative, challenging, integrated
sustainable teaching and research approach in studio will further enhance and build upon our existing
vibrant cross-disciplinary community of knowledge, skills and research and encourage transfer of
knowledge to the next generation of practitioners.
To achieve this, the studio has a series of weekly regenerative and net zero workshops and ‘plug ins’
to arm the students with knowledge on concepts and strategies for climate resilient, regenerative net
zero emission buildings and neighbourhoods by working in groups of 8 or 9 on a chosen block within
the selected neighbourhood. During these weekly plugins, the students will learn from ‘live’ research
projects and activities, such as, The Research Centre for Zero Emission Neighbourhoods in Smart
Cities (ZEN) in Norway. They will also be involved in workshops with Urban Planners from Swindon
Borough Council in their regenerative NetZ-WLC design solution for this ‘live’ project.
The project is divided into three phases of development: Phase 1 Neighbourhood Concept
Development. The objective being to develop concepts and strategies for a sustainable plus energy
neighbourhood involving enhanced public realm, energy synergies between the buildings in the
neighbourhood including citizen involvement and local communities. In Phase 2, the student
Will develop the project at building level with a focus on the 10 Steps for ZEB including some life cycle
analysis consideration and the use and reuse of materials, Phase 3 will focus on tectonics of the
materials and detailing. The results of the project will deliver concepts and strategies for climate
resilient, regenerative net zero building and neighbourhood proposals feeding into the Swindon
Borough Councils plans to regenerate this part of the city, as well as, providing input to potential policy
change to shift to a low carbon built environment through this partnership. The solutions should be
replicated along Commercial Road and elsewhere in the city.
Aoife Houlihan Wiberg 02.11.2023

2.0 The Brief
2.1 The brief is for a ‘Salubritas - Living Well’ Quarter to be located on a defined site along
Commercial Road in Swindon. This quarter will act as a Living Lab and innovation hub to lighthouse for
climate resilience, regenerative NetZ-WLC building design in a neighbourhood block consisting of eight
to nine new medium scale buildings.
The brief asks you to design a medium scale ‘health and well-being’ building typology which can
operate as a living lab and innovation hub for local citizens and stakeholders and feeds into the
creation of a dynamic LIVING WELL Quarter in Swindon. Together with your other group members
you will respond to each other in the creation of new public realm along the defined section of
Commercial Road and your building design will be responsive to each other to create a mixed use
dynamic and thriving neighbourhood. You should choose the specific client; they may be a real
organisation or a fictional one. It might be a particular group of people (e.g. a community group) or an
organisation involved in public outreach to make health, well-being and sustainability more accessible.
This should be chosen in the first week of the project.
Figure 1 Example of how Individual Building Typologies feed into the new LIVING WELL Quarter
By the end of the first week, each student within the group must pick their specific building type that
address either physical, mental or wider Living Well. Examples may include a thermae spa, hot and
cold plunge pools, sauna + steam rooms, Hamas, meditation, yoga centre, gym, sports centre (define
the sport), rentable workshops, community, living walls, café and community dining etc
2.2. The studio aims are aligned to the current Climate Action Framework
https://www.bath.ac.uk/topics/climate-change-and-the-university-of-bath/ implemented at the
University of Bath and Bath Beacon - Living Well now and by 2050
https://www.bath.ac.uk/campaigns/bath-beacon-living-well-now-and-by-2050/
2.2. The studio will adopt a Living Labs methodology, as used in The ZEB /ZEN pilots, Living Well Bath
Beacon etc, to foster dialogue, engagement and climate action through interdisciplinary,
intergenerational, community and cross stakeholder participation. This innovative way of researching
aims to provoke new insights and solutions for living well now and by 2050.
2.2. As well as the people of Swindon you are asked to consider how your building makes a beneficial
impact to the regeneration of the site, the Quarter and the city. You must consider how you respond to
the natural and artificial systems that interact with the building and the site. These might include the
public realm, transportation, water, biodiversity, energy, food, air and waste. Your building must
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enhance and improve not only the building, the Quarter, the city but the life and well -being of the
citizens on a range of fronts, considering both the natural and the artificial.
2.3 Students will work on their own individual building designs within a collective group proposal
for the shared vision for the new public realm within the Quarter. The proposed building/ will be
responsive to the individual brief which may contain a series of thermae spa, hot and cold plunge pools,
sauna + steam rooms, Hamas, meditation, yoga centre, dodjo, gym, sports centre (define the sport),
rentable workshops, community and well-being education etc. It may even include living walls, café and
community co-living & dining etc for local citizens and communities’.
2.4 Groups can propose suitable partnerships engaging local citizens, health and wellness
practitioners and companies to populate the site as befits each group’s vision for the project and the
broader ongoing regeneration of Swindon. There is a percentage of the brief given over for each group
to assign the vision for the new public realm within the Quarter as they see fit.
2.5 It is for student within the group to decide the building’s organisational logic within the context
of the overall ‘Salubritas - Living Well’ Quarter and its role as a Living Lab and Innovation hub.
 What does it mean to live well within environmental limits and planetary boundaries?
 What do people consider living well to be?
 How is the building and the Quarter representative of the meaning of ‘Salubritas –
Living well’ - responsive to its physical location & future net zero vision for Swindon?
 How are existing modes of health, well-being and sustainability challenged? How
does the architecture embody these new ideas?
2.6 The schedule of accommodation is section 10 of this brief.
2.7 As with all project briefs areas of uncertainty are likely to emerge during the project. If these
uncertainties relate to site or overall brief then a member of the teaching staff will issue a clarification
to the year, much as in a real-life architectural competition. But if the issue relates solely to one
team’s proposal then it will be required to resolve these uncertainties with their group tutor.
………………………………………………………………………………………………………………………
Project 2 in third year continues to explore themes you addressed in project 1 and emphasises a
diverse perspective in addressing the current climate emergency and post-COVID challenges,
particularly in the context of architecture and urban planning, as well as the importance of individual
ethics and personal experiences. Here are some key points you will address in our project:
 Climate Emergency and Post-COVID Challenges: Your project will aim to address both the
climate crisis and the challenges arising from the COVID-19 pandemic. These challenges have
had a significant impact on society, including high streets and urban spaces including a
significant reduction in the number of shops and footfall. This situation calls for innovative
solutions in urban planning and design.
 Climate Responsive and Resilient Urban Planning: You are urged to think beyond avoiding
harm and actively strive to make positive contributions to society and the environment. This
includes adopting a climate-resilient, regenerative, and net-zero approach to urban
development. You have both a professional and moral responsibility to act in addressing the
challenges posed by climate change and the aftermath of the pandemic.
 Living Well, a core concept of University of Bath Beacon – Living Well Now and by 2050, aligns
strongly with three of the UK research council (UKRI) targets with its focus on the transition to
better, more equitable and greener futures in which people and planet can Live Well. Our novel
research approach involves transdisciplinary Living Labs (with their technical-social-ecological
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innovations and participatory and co-creative methods with stakeholders) - add value to this
alignment by providing a testbed for potential transitions.
 Sustainability: Sustainability is a multifaceted concept that goes beyond mere environmental
efficiency and should encompass social justice, cultural considerations, and responsible and
circular material use.
 Community Engagement: The project recognizes the importance of engaging with
communities in the design and development of architecture and public spaces. This
involvement ensures that the solutions align with the specific needs and issues of the people
who will use these spaces.
 Contextual Understanding: You should thoroughly understand the specific context in which
you are working, including the issues faced by the community and the origin and properties of
materials you choose. Designing for the future, from short-term to long-term perspectives, is
crucial.
 Critical Thinking and Innovation: You are encouraged to be critical, question existing norms,
and be inventive in your design approach and challenging outdated agendas.
 Role of ICT: Information and Communication Technology (ICT) is recognized as a critical
component in enabling remote work and communication and has played a crucial role in
adapting to the challenges posed by the pandemic. How can you harness ICT for new ways of
living and working as well as, health and well-being.
 Individual Ethics and Lived Experiences: Each person's values and principles play a
significant role in shaping their perspective on issues like sustainability and climate change.
This diversity of viewpoints can be harnessed to create holistic and socially just design
solutions.
In summary, there is need for a comprehensive and ethical approach to architecture and urban planning
that considers sustainability, community engagement, and responsiveness to current and future global
challenges. You are called upon to be forward-thinking, innovative, and to actively contribute to creating
more resilient and sustainable urban environments.
3. Climate Resilience
The climate crisis is urging us to act fast. Buildings are a key leverage point to reduce greenhouse gas
(GHG) emissions, but the embodied emissions related with their construction remain often the hidden
challenge of any ambitious policy. A Climate Emergency and Biodiversity Crisis has been declared.
Models suggest there are just 12 years to limit warming to 1.5°C. Global surface temperatures already
increased by 1°C compared to pre-industrial values are projected to rise by 1.5°C between 2030 and
2052. Concomitant with this are numerous extreme weather events with increased incidence of
heatwaves, flooding, droughts, wildfires, and storms. Over 32% of global energy use can be attributed
to buildings with a proportional share of the global carbon emissions, reducing which can help mitigate
the climate change. Worsening radical weather events also show an urgent need to design buildings
with higher resilience against extreme weather to help better adapt to climate change. Considering the
rapid increase in climate-related disasters, designing the built environment for regenerative,
environmental sustainability and resilience to extreme weather events is crucial to face the challenges
of the future.
Achieving this, and limiting the impacts on humans and biodiversity, will require fast and strong action
at scales: locally, nationally and globally. The UK Government has committed to net zero emissions by
2050 and the proposed net zero targets in Scotland and Wales. However, this needs to be followed
with immediate, ambitious, and continued action. Models predict that even if drastic action is taken
globally, there is still a 50% chance of exceeding an average temperature rise of 2°C. A recent study
has also found that committed emissions from existing and proposed energy infrastructure represents
more than the entire remaining carbon budget to limit temperature rises to 1.5°C. Due to the existing
and predicted effects this will have on society and biodiversity, there is an urgent need for a both
mitigation to reduce emissions and adaptation to minimise detrimental impacts on the natural world and
society.
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4. UN Sustainability Development Goals, RIBA Sustainable
Outcomes, RIBA Climate Challenge 2030, LETI
Sustainability: the state of the global system, including environmental, social and economic aspects, in
which the needs of the present are met without compromising the ability of the future generations to
meet their own needs (adapted from the definition in ISO 37100 as specified by the United Nation's
(UN) 17 sustainable development goals (SDG) with 169 associated targets. (See Appendix A)These
issues are inherently linked; environmental degradation is often driven by extreme inequalities which in
turn disproportionately impact the most vulnerable in society.
In addition to building environmental sustainability outcomes, the RIBA Sustainable Outcomes include
social sustainability in terms of Health and Wellbeing and economic sustainability in terms of
Operational Cost. It is also important to highlight that the outcomes should not be seen as separate
silos, and instead are inextricably cross-linked. For example, indoor health includes air quality,
daylighting and other environmental variables. For example, Net Zero Operational Carbon and Net Zero
Embodied Carbon should be seen as twin targets under the concept or Whole Life Net Carbon as
defined by the UKGBC Net Zero Carbon Buildings: A Framework Definition (2019) and reported using
the RICS Whole life carbon assessment for the built environment – 2nd Edition (2023). The UK Net
Zero Carbon Buildings Standard that brings together Net-Zero Carbon requirements for all major
building types, based on a 1.5°C trajectory.
RIBA 2030 Climate Challenge Targets The 2030 Climate Challenge targets consider the latest
recommendations from the Green Construction board and have been developed in consultation with
industry experts and UK professional bodies from across the built environment industries. The targets
should be firmly addressed in our design and include:
 Operational energy
 Embodied carbon
 Potable water use
 Health and wellbeing
LETI https://www.leti.uk/
LETI is a network of over 1,000 built environment professionals, working together to put the UK on the
path to a zero-carbon future. The voluntary group is made up of developers, engineers, housing
associations, architects, planners, academics, sustainability professionals, contractors and facilities.
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. What is a Zero Emission Neighbourhood?
A zero-emission neighbourhood (ZEN) aims to reduce its direct and indirect greenhouse gas emissions
towards zero within its life cycle. Nine ZEN pilot projects are currently being developed ad constructed
to act as Living labs and Innovation hubs across Norway https://fmezen.com/ The ZEN definition
considers a series of assessment criteria and key performance indicators (KPI) under seven categories;
GHG emissions, energy, power/load, mobility, economy, spatial qualities and innovation. (ZEN, 2020)
https://fmezen.no/about-us/
Figure 2 Zero emission neighbourhoods in smart cities (www.fmezen.no)
Figure 3 Example of a ZEN pilot Furset Oslo

When defining the concept of zero emission neighbourhoods we have taken inspiration from a range
of sources, including the work of other similar definitions and concepts across Europe and more
specifically, Norway. Some of these sources are:
 FME ZEB – The Research Centre on Zero Emission Buildings https://fmezen.com/
 Syn.ikia Sustainable Plus Energy Neighbourhoods https://www.synikia.eu/
 ARV – Climate Positive Circular Communities https://greendeal-arv.eu/
 CityXChange https://cityxchange.eu/
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6. What is a Zero Emission Building?
A 'zero emission building' as defined by the Norwegian Research Centre on Zero Emission Buildings
(www.zeb.no), the balance is measured in terms of associated greenhouse gas equivalent emissions
during the lifetime of a building instead of on direct energy demand and generation.
Figure 4 Illustration of the emissions balance of a zero emission building Source: www.zeb.no
Fig 5 ZEN pilots projects / Living Labs Source: www.zeb.no and https://fmezen.com/
The ZEB methodology was used in seven building projects developed in The ZEB research centre
including Multikomfort House in Lavik, the Living Laboratory in Trondheim, an office concept building,
Powerhouse Kjorbo in Sandvika, the administration and educational building at Campus Evenstad, the
Visund Office building at Haakonsvern, Bergen, Five dwellings at Skarpnes, Arendal and Heimdal
School in Trondheim. These buildings cover a range of typologies (residential, office and school
buildings). The ZEB pilots will be used as precedent to demonstrate buildings as prosumers producing
more energy than it requires from operational energy use and embodied material emissions, during the
whole lifetime of the building and also showing how the surplus energy is used for charging an electric
vehicle on-site and by creating energy synergies between several ZEB buildings within a ZEN.
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7. Regenerative Design & Biodiversity
Sustaining growth while also adapting to accelerating climate change is our greatest challenge, but also
our greatest opportunity. Regenerative Design can respond to this urgent need for a paradigm shift. To
do so we must prioritise placing humans and biodiversity at the centre of every project and educate
future generations by creating innovative, intuitive, holistic, circular regenerative systems in society.
Regenerative design demands risk resilient, holistic, circular, self-sustaining approaches which
maximise resource use, reduce waste, and designs for resilience resulting in an overall net positive
impact on its surroundings. It addresses how to reconcile climate resilience with net zero GHG
emissions built environment whilst restoring biodiverse ecosystems. Solutions will vary depending on
local, political and social contexts and prevalent local design. It seeks to work with these local contexts
to create sustainable, climate resilient, regenerative and biodiverse systems that tailored to the specific
needs of the communities.
Buildings as Material Banks + Material ‘Diets’

An interesting approach where fast-growing bio-based insulation materials are used to compensate for
building elements driving high GHG emissions is proposed by Guillaune Habert, ETH Zurich. Looking
for analogies with other human activities, different material diets are modelled to reach climate-neutrality
and are defined according to the gradual use of herbaceous materials, from the insulation up to the
structural level: omnivorous, vegetarian and vegan.
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8. Swindon Salubritas et Industria
4.1 Cultural Heritage - Swindon Railway Works & Community Living
Swindon has a remarkable history and unique collection of heritage assets, fuelled largely by the
development of Brunel’s Swindon Railway Works in the 1840s. After years of declining demand and
changes in the railway industry, the works closed in 1986. Since then, many of these historic buildings
have been neglected, becoming a visual impediment to inward investment and frustrating regeneration.
The Swindon Heritage Action Zone (haz) was launched in June 2019, an ambitious five-year plan to
revitalise the town’s unique heritage and unlock its economic potential. The Swindon Heritage Action
Zone will breathe new life into the town’s Railway Village, an area rich in heritage and full of promise,
to make it a more attractive place to residents, businesses, tourists and investors. The HAZ brings
together established groups and partnership who share a passion for the potential of Swindon’s
heritage. The HAZ will pool the skills and resources of a number of these partners to regenerate
Brunel’s 1841 Great Western Railway Works and the village built to house its thousands of employees.
It will restore and repair neglected public buildings and bring them back into use, improve public spaces
and connections between the village and the town centre, and promote and celebrate the area’s special
qualities, helping to instil a sense of local pride.
Figure 6 Salubritas et Industrias – Brunel’s vision including Healthy Hydro, Community Centre,
Workers Cottages and Public Parks. Historic England AA98/10418
The Health Hydro was one of a number of facilities designed to promote good health and a good
standard of living to the Great Western Railway workforce. Now known as the Health Hydro, it
is still in use as a public swimming pool, Turkish baths and a gym. The Heritage Action Zone
initiative aims to improve its condition to increase use of its facilities.
Drawing inspiration from Brunel’s vision and health & well-being cultural norms in other countries, such
as Iceland where, for example, the smaller communities often have a homely feel to them with a sense
of unity. Many of the smallest towns have only one grocery store but most of them have a local
swimming pool or community health related hydo facility. Similar to Brunel’s vision, the ‘pool’ or ‘hydro’
is often the staple of the community, a daily meeting place for people of all ages and a big part of the
community as a whole. In the gym, hot tub, steam baths, sauna, cold tub you can find yourself in a
conversation with the town mayor, discussing everything from local politics to the most casual topics.
Many swimming pools in Iceland now have a cold tub, as it is widely understood that cold therapy is a
fast-growing popular activity and is thought to be great for stress relief, reducing inflammation in the
body, relieving pain and be good for recovering after a physically challenging activity. A quick dip in the
15°c or even colder water for about 10-30 seconds can be revitalising and improve health and well-
being.
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9. Site
Project Context
 The town of ‘New Swindon’ was founded 1841 by the directors of the Great Western Railway
to house and educate a workforce to serve the new Bristol to London rail network. At its peak
the GWR works were one of the largest engineering complexes in the world, employing over
14,000 staff in the construction of railway engines and carriages.
 The reshaping of the nationalised British Rail and rapid technological advances in the 1960’s
saw much of the GWR workshops loss their competitive edge. In 1986, the GWR works
closed with loss of 1,300 staff as a result unemployment in Swindon rose to approximately
15%.
 Growth in the automotive industries in the 1980’s helped Swindon’s transition to high tech
manufacturing with both Honda and Renault establishing works in the town.
 Since the 1990’s much of the former GWR works have undergone a mixed-use
redevelopment providing employment and accommodation for the growing town.
 There are also several significant buildings in the vicinity that should be investigated to better
understand different strategies to address the redevelopment of the former GWR works and
at a larger scale the development of Swindon itself. These include the Mechanics’ Institute,
Historic England Archive and the National Trust Heelis building.
 The Swindon Borough Local Plan 2026 adopted by Swindon Borough Council in 2015 sets
out the future sustainable development plans for the local area.
Figure 7 Connections between Project 1 and 2
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Figure 8Commercial Road – site for regeneration identified by Swindon Borough Council
(Courtesy Peter Garitsis and Thomas Sale)
You will choose your own site within the designated neighbourhood block along Commercial Road. You
should pick your site in the first week of the project. You will do this in collaboration with your tutor and
other members of your group. Sites should be selected from within the boundary of the site (see image
below). Please see below the individual sites (A,B,C,D,E,F,G,H,I) within the defined neighbourhood
block. You are encouraged to re-use a building (or buildings). If you choose to do this, you should
imagine a fire has gutted the building leaving only a maximum of 50% of the façade (it could be 0%).
You will then only need to generate elevations, which can be easily done from photographs.
Figure 9 Site plan of individual sites with a footprint of c. 500 sqm and c. 1500 sq, NIA (guide)
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Figure 10 Site layout of individual building blocks within the defined neighbourhood block.
In the first week, you should work together as a group to complete your site analysis, public realm
and mapping to act as driver to inform your design, as well as, define your own building typology/brief.
You may decide to ‘jobshare’ and assign site analysis tasks to individual members and produce a
group analysis. The design should take a temporal approach in order to be climate resilient, so please
consider the climatic data for 2023, 2050, 2100 where possible:
 Cultural Heritage/historical timeline, Land use, Accessibility (5 min walk radius), public
transport connections, Demographics etc
 Environmental site analysis – wind rose, annual temperature, flood map, solar angles (Dec,
March, June, September @ 09.00/12.00/15.00/18.00)
 Vision for the ‘Living Well Quarter’ - Public Realm (see blue zone below)
A map with all the sites on it will be created so each person can join up with the other people working
on the same site and this can be supplemented by information from Google and Digimaps which
provide comprehensive details of the sites.
Figure 11 Site layout of public realm zones within the defined neighbourhood block
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Figure 12 Dimensions of the individual sites (A-I) within the neighbourhood block
Constraints and opportunities

Design considerations
 Does the design provide a new public realm and special designation of place (or positive
landmark)?
 How does the design integrate structure, urban design, landscape, and the quality of life
contribute to Living Well that should be possible in this area of Swindon and a more healthy,
sustainable world at local, regional and global levels?
How does the design enhance the public realm on and on both sides of Commerical Road
and at both ends of the road (community, commerce, recreation, education)?
 How does the choice of form, materiality, geometry, structure and sustainability of the design
support the programme you have been given and chosen?
 How have you explicitly attempted to achieve climate resilience and regenerative net zero
design including reducing the embodied carbon in the design?
 How have you enhanced biodiversity of the neighbourhood and surrounds?
 How does the bridge respond to the net zero strategy for Swindon? This might including, but
not limited to, consideration of how the bridge is lit in the evening: solar panels, energy
harvesting from the rail line, creating energy from footsteps, cycles? Does your design and
any part of any associated installations in the public realm cool down citizens, biodiversity,
planting, evaporative cooling, using water vaporizers that are activated by sensors to mist
when people cycle or walk past them etc?
 What is the environmental impact on Whole Life Carbon WLC - design and material choices?
Optimisation of the design to use less materials and be lean?
Material circularity – Reuse and recycling of materials
Bio-based materials
As well as the people of Swindon you are asked to consider how your building makes a beneficial
impact to the site and the city. You must consider how you respond to the natural and artificial systems
that interact with the building site. These might include the public realm, transportation, water,
biodiversity, energy, food, air and waste. Your building must enhance and improve the city on a range
of fronts, considering both the natural and the artificial.Your solution should also address and respond
to the following Challenges and Opportunities identified by Swindon Borough Council below.
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You are asked to approach your building typology by placing disabled people in wheelchairs central to
your thinking, rather than merely catering for the disabled. As a starting point, access for all (as defined
by the repealed Disability Discrimination Act 1995, now replaced by the Equality Act 2010) must be
observed throughout your design, although it is likely that you will wish to move beyond statutory
requirements. See the Sensory Trust for guidelines:
https://www.sensorytrust.org.uk/information/factsheets/outdooraccess-3-ramps.html.
 There is no upper height limit for this project but be sensitive to the character of the area.
 More information can be found on Digimap
10. Client and brief

The brief asks you to design a medium scale health and well-being building typology which can
operate as a living lab and innovation hub for local citizens and stakeholders. Together with your
other group members you will respond to each other in the creation of new public realm along this
section of Commerical Road and your building design will be responsive to each other to create a mixed
use dynamic and thriving neighbourhood. You should choose the specific client; they may be a real
organisation or a fictional one. It might be a particular group of people (e.g. a community group) or an
organisation involved in public outreach to make health, well-being and sustainability more accessible.
This should be chosen in the first week of the project.
By the end of the first week, each student within the group must pick their specific building type that
address either physical, mental or wider Living Well. Examples may include a thermae spa, hot and
cold plunge pools, sauna + steam rooms, Hamas, meditation, yoga centre, gym, sports centre (define
the sport), rentable workshops, community, living walls, café and community dining etc
A guide to the relative sizes of spaces is defined below but depending on your brief. However, you may
wish to adapt the generic space schedule to suit you brief and you may wish to redefine the limits,
boundaries and interactions between these spaces. Your building must not exceed the maximum net
internal area specified. This will depend on the specific social and physical characteristics of your
chosen site and client. You should decide this with your tutor.
You are expected to challenge the brief and the programme and try to optimise for using as less
m2 materials as possible, and flexible and adaptable use of space. Extend the usability of the building
for 24 hours. How do you engage the local community in your Quarter.
You are allowed build to any height appropriate to the site. Building underground is not
permitted. You may wish to include some external space in your scheme. You must consider the
whole site in your proposal.
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Space Net Internal Area
Key wellbeing / health space (s) (e.g. gym, pool, collective 300 - 800 sqm (depending on brief)
meditation room, main bath etc.)
Ancillary and storage spaces as required c. 100sqm
Public Restaurant/café (including kitchen) 100-200 sqm
Additional breakout space Self – defined (depending on brief)
Changing facilities and WCs for public c. 200 sqm
Office and administration 100 sqm
Services, plant space and service risers Self-defined
(Optimise passive design strategies + material/construction
first to reduce the need for mechanical – max Renewables)
Circulation Self-defined
Total maximum c. 1500 sqm
Please note: Try and make sure you have scope in your brief to design one large space which can
demonstrate your ability to resolve a large volume with other smaller spaces. You are advised to not
over complicate the brief buy adding loads of programme or subdividing too much, instead focus on
designing a single large volume + ancillary and support spaces to give you enough to work with and
allow yourself time to address some of the wider themes.
Immediately after the site visit, you will need to choose your site within the defined site indicated in
Commercial Road. Each group ll consist of 8/9 students and each of you should choose one site
(A,B,C,D,E,F,G,H,I). Please note:
 Each student must choose a different site in a single tutor group
 As a group, each student within the group will contribute to the design the public realm in their
Wellness Block and produce a site plan and sketches to describe their proposal including any
parklet, pedestrianisation, traffic calming measures etc.
 A class site model has been made with cut-outs where each member of the group can insert
their building design.
 1500sqm is quite a large NIA which may be necessary for some schemes (e.g. pool etc) but
perhaps not for other site blocks which might be more vertical due to the smaller footprint
c500 sqm You can see the varied site dimensions in the diagram below. A ratio of 1:3
(footprint : NIA) should be fine for most briefs and gives a chance to go higher.
 The Design of the public realm for the Quarter will be designed by the group in the first of
week of the project and who have collective responsibility for this work. There will be a group
1:200 drawing of the public realm and the class site model has been designed in such a way
that each group can lay down an extra layer to the base model to showcase their publc realm.
represented? The group has responsibility for the public realm submission drawing/model.
You must understand your client and the nature of the performance for which you are providing a
home. You should use this knowledge to make decisions on what type of building is most
appropriate:
 HOW IS YOUR BUILDING CLIMATE RESILIENT? REGENERATIVE?

 HOW HAVE YOUR ENHANCED BIODIVERSITY?
 HOW IS YOUR BUILDING A ZEB?
 HOW DOES YOUR ZEB FIT IN THE ZEN?
 HOW HAVE YOU CONSIDERE THE BUILDING AS A MATERIAL BANK?
 MINIMISE USE OF MATERIALS (M2)
 ADAPTABILITY AND FLEXIBILITY – LONG LIFE LOOSE FIT?
 DESIGN FOR DISSASSEMBLY? PREFAB OFF SITE?
 CIRCULAR ECONOMY - REUSE/RECYCLING MATERIALS -
 Who are the key users of the building?
 How is it accessible and approachable to the people that engage with the particular
health and well being aspect of the brief?
 How are these ideas reflected in the materials, structure, planning, or even the
environmental strategies?
15
11. Plan and precedent
The plan
The plan is an important part of any design. However, it is not what makes the architecture. Indeed,
many of the greatest buildings have incredibly simple plans. The architecture of a building comes from
many places. It might be through the interplay of structure and materials with volume and space, or
through symbolic meaning, or through a participatory process, or through an attitude to sustainability.
In this project, you will be challenged to make architecture that is not generated from the plan, but
from other areas of architecture. At an early stage, you will need to define your strategies for the
building; its structure, its environmental strategy and its sustainable approach, and this will then help
inform the form of the building and the arrangement of spaces.
Simple planning techniques such as the idea of served and service spaces, or having defined routes
for horizontal and vertical circulation can help to compose legible, and functional spatial arrangements
without over complication.
Use of precedent
Precedent is an essential aspect of any design. It connects contemporary design to a lineage of
architectural thought, building on the efforts of history helping us respond to modern issues. When we
use a building, space, or piece of city as a precedent, we must seek to understand its context (physical
and historical) and speculate why design decisions were made. In this way, we can use precedent to
inform our own design process. This contrasts with a superficial use of precedent, selecting visual
elements without understanding their inherent purpose or meaning.
When using precedent you should interrogate and investigate it. Try to understand the designer’s
intentions and critique the building through making your own drawings, diagrams or analytical sketches.
This will help you to not only enhance your proposal (through understanding what specifically you want
to take from a precedent) but also, and more crucially, your process.
12. Design as a process

A key part of third year is on design as a process. You should focus on developing the tools and skills
you need to create rich design projects. You should embrace an eclectic range of media and techniques
including drawing, making, writing, collage, photography, digital modelling, visualisation and
quantitative assessment. Each technique allows you to explore a different aspect of your project
enabling discovery as you move through the process. Think of everything you create as an artefact
which helps describe the story of your design.
The design process is empirical; an educated guess followed by an evaluation of its success. Your
“guesses” will be in the form of the artefacts you will make. Making mistake will be part of this process.
You should embrace this, and actively learn from what went wrong.
You should see the reviews and final report as an extension of this process; not an act of “drawing up”.
The final report will describe this story, not merely present the design.
DESIGN DIARY – You must include a 1 x A3 per week to your tutor each week - this process is
essential. Throw nothing away, take photographs of everything and assemble your report as you go
along. You should do this on a weekly basis. You could scan in and photograph your drawings, curate
the process and reflect on what you have done. The act of revisiting is a process of conscious reflection
which will reveal new opportunities you may have missed. It will also make the creation of the final
report simple, as you will have done this throughout the project. You should produce half to one
report page each week that captures your process for that week.
16
You should be efficient and focussed throughout the project. This means trying to optimise your
workflow as much as possible. One part of this is being disciplined with your time, especially when
working from home. You should also consider at the start what you are required to produce at the end.
You do not need to design every corner of your building – there simply is not time. Instead, you should
think at the start which drawings and models you will need to produce at the end and list these out.
Then use versions of these drawings and models as vehicles to develop your design. This not only
means there will be no “surprises” when you come “draw up the building” but also means you will spend
time designing aspects of the building that will never be represented. You should also keep the scale
consistent throughout. This list of media will change throughout but having an idea at the start can
structure your working.
Design through making. Image courtesy of Jean Baptiste Gilles.
13. Learning outcomes and assessment criteria

The project will be assessed against six specific learning outcomes. The specific grade descriptors
are on the Moodle page:
Learning outcome Weighting
1 Develop a given brief and meet its requirements 15%
Ensure the brief is understood and re-interpreted creatively including a
cultural and spatial interrogation and a further development of this
document where necessary.
2 Prepare and present a coherent architectural design and its process 40%
Be rigorous and sophisticated in the development and resolution of the
design underpinned by a clear intellectual premise. Demonstrate how the
design emerged as part of a rich and varied design process.
3 Devise and employ a clear ordering system within a design proposal 20%
which integrates organisational, spatial, environmental, and
structural requirements
This must include a coherent environmental and structural strategy to
achieve this ILO. This could be through diagrams or drawings but must
be made explicit.
4 Prepare a building proposal which addresses a specific urban realm 10%
in cultural and physical terms
Demonstrate a thorough understanding of the physical, social and cultural
context and respond to this in your building.
5 Demonstrate an awareness of how the built environment is 15%
experienced by its users
Show how your scheme impacts users, particularly from their perspective.
Failure of any Learning Outcome will result in the failure of the Unit.
17
14. Design report and expectations
Assessment of the project will be by a design report. The report will be an assimilation of your design
diary which will capture your design process. It should use the artefacts you have made (models,
drawings, discussions, calculations, imagery etc.) to develop the proposals to describe a rich design
narrative.
Below are suggested drawings however, you may combine drawings and information or separate it
out, if necessary. It is a guide not an expectation! You may want to think early about what the key
(“killer”) drawing for your scheme may be. What drawing captures the essence of your project
succinctly and eloquently? This could be a big drawing.
Drawing / topic (pages) Primary Review 1 Review 2 Review 3 Design

learning (strategy) (resolution) (tectonic) report
outcomes
Brief and site information 1 Yes Yes Yes Yes
(6 pages) (curated) (curated) (curated)
Process and design 2 Yes Yes Yes Yes
narrative (design diary) (8 (curated) (curated) (curated)
pages)
1 x 1:500 site/location 2/4 Yes Yes Yes (for Yes
plan (1 page) (sketch) information
only)
1 x 200 Public Realm plan 2/4 Yes Yes Yes (for Yes
+ sketches (sketch) information
only)
All 1:100 Plans (up to 4 2 Yes Yes Yes (for Yes
pages) (sketch) information
1 x 1:50/100 section (1 only)
page)
1 x 1:50/100 elevation (1
page)
1 x GROUP Model 2/4 Yes Yes (for Yes

(1:100/200) of whole information (photos)
scheme to ‘plug-in’ the only)
class site model (2 pages)
1 x INDIVIDUAL
Sectional Model (1:50)
1 x 1:20 section (2 pages) 2/3 Yes Yes

1 x 1:20 elevational “slice”
(1 page)
1 x 1:10 tectonic model
(of component / part) (2
pages)
Environmental and 3 Yes

structural strategy
explanation (2 pages)
1x structural axonometric 3 Yes Yes Yes Yes
+ explanation (1 page) (sketch)
3D AXO 3 Yes
Sustainability / net zero
approach / lifecycle
assessment (2 pages)
4x strategy (day, night, 3 Yes Yes Yes Yes
winter, summer) diagrams (sketch)
18
(1 section, heat, light, air)
(2 pages)
1x external image (1 4 Yes Yes Yes (for Yes
page) (sketch) information
1x internal image (1 page) only)
Free / other drawings (4 - Yes Yes Yes Yes
pages) e.g. a “killer” (sketch)
drawing
DESIGN DIARY – You - Yes Yes Yes Yes
must include a 1 x A3 per (sketch)
week to your tutor each
week
The design report can be in any format, carefully curated to best communicate your process but must
be no larger than A3 and no smaller than A4 format. The document should be no more than 40 sides,
(excluding the Cover, Contents page(s) and Reference/Bibliography).
There is no requirement to use a computer to produce any of the work (it can be all hand drawn). There
is no expectation to use Photoshop particularly on 2D drawings. Plans especially tend to work
best without much post production. Sections and elevations may be to show atmosphere but this should
be done discerningly. Please do not waste time laboriously colouring drawings.
The design report needs to be uploaded electronically as a pdf file (50 Mb max.) via Moodle, by 4pm
on Tuesday 24 January, 2023. Any electronic submission after this deadline will be considered
late.
A hard copy of the report needs to be submitted by 4pm Wednesday 25 January (to allow one
day for printing). It should be identical to the uploaded version. This will be submitted to 4ES L2 Bay
A
The self assessment also needs to be submitted via Moodle by 4pm Wednesday 25 January.
Failure to submit on time will mean that the mark will be capped at 40%. If work is still not submitted
5 Working Days after the deadline, then the mark will be 0 (zero). Unit marks are subject to
moderation internally, and approval by the Board of Studies. In instances where a student fails to
achieve a minimum pass mark of 40% in any individual learning outcome, the overall aggregate mark
will be capped at 39%.
15. Assessment
You work will self-assess (i.e. you will assess your own work!). Against each learning outcome
you should decide which grade descriptor best fits your work. These should act as a constant point of
reference.
You will then have a feedback discussion with your tutor about your assessment, after which you are
able to revise your initial grades if you think necessary.
The marks will then be moderated by the studio leader and any student whose final mark is
unexpected can meet with the studio leader to discuss.
More details on this process will be provided closer to the time.
19
16. Timetable
The project is very tight. Your tutors will check you are sticking to the timetable and work activities
below. You will need to make rapid decisions to stay on top of the workload. Do not be afraid of
committing and putting pen to paper. The timetable should be read in conjunction with official
timetable issued as this does not show the lectures or tutorials, only what you should expect to do
each week. You should expect ongoing feedback through tutorials, reviews and peer discussion.
WEEK 5 (31 Oct – 3 Nov): READING WEEK & CLIMATE ACTION

Reading Week & Optional Climate Action Activities
WEEK 6 (6 – 10 Nov): STRATEGIC DEFINITION & DEVELOPMENT
Chose and develop INDIVIDUAL specific brief
Define GROUP Public Realm
Develop cultural understanding of the city and the Swindon Heritage Action Zone
Develop environmental and structural strategy. This should develop from a sustainable
narrative. Use this to inform spatial strategy.
Verbal/drawn feedback from Desktop Feedback
WEEK 7 (13 – 17 Nov): REVIEW FEEDBACK 1 (STRATEGY)
Focus on the articulation of your strategic approach in a single narrative that captures your
environmental, structural, spatial and poetic approaches.
Verbal/drawn feedback from Review Feedback
Review debrief and “feed forward”
WEEK 8 (20 – 24 Nov): RESOLUTION
Work on integrating your strategies into a coherent whole.
WEEK 9 (27 Nov – 1 Dec): RESOLUTION
Work on integrating your strategies into a coherent whole.
WEEK 10 (4 – 8 Dec): REVIEW FEEDBACK 2 (RESOLUTION)
Focus on getting the most feedback on your scheme at a large scale as possible.
Verbal/drawn feedback from Review Feedback
Review debrief and “feed forward”
WEEK 11 (11 – 15 Dec): REFLECTION
Take a step back and reflect on your scheme. Think about the different strategies and
whether they combine into a coherent whole.
Refine scheme and make any suggested changes.
Assimilate all work into curated initial report
WEEKS 12-14 VACATION
WEEK 15 (8 - 12 Jan): TECTONICS & DETAIL
Focus on the detail and making of your project. How does it work at the small scale, its
materiality, embodied emissions and construction. Tectonic & photography workshops. Setting
up booths.
WEEK 16 (16-20 Jan): FINAL FEEDBACK REVIEW
Focus on communicating your scheme and your process. Tectonic & photography workshops.
Review debrief and final “feed forward”
WEEK 17 (22-23 Jan): SUBMISSION & Self Assessment
Complete curating report.
Feedback through self-assessment, reflective conversation with tutor.
All year feedback provided
20
17. References
Hasman, M. (2023). RIBA Climate Guide (1st ed.). RIBA Publishing. (Available at:
https://doi.org/10.4324/9781003382485)
https://www.youtube.com/live/vvkK0QvAybM?si=Ygf3kAEeZP9-8VuJ
RICS Whole life carbon assessment for the built environment – 2nd Edition (2023).
https://www.rics.org/profession-standards/rics-standards-and-guidance/sector-standards/construction-
standards/whole-life-carbon-assessment
PAS2080 2023
RIBA CLIMATE CHALLENGE 2030
https://www.dezeen.com/2019/10/07/michael-pawlyn-architects-declare-interview-regenerative-
architecture-2/
https://living-future.org/
https://store.living-future.org/product/the-regenerative-materials-movement-dispatches-from-
practitioners-researchers-and-advocates/87
Demos, T. J. (2009). The Politics of Sustainability: Contemporary Art and Ecology. In F. Manacorda
(Ed.), Radical Nature: Art and Architecture for a Changing Planet 1969–2009 (pp. 16–30). London:
Barbican Art Gallery.
Hosey, L. (2013). The Fountainhead: Everything That's Wrong with Architecture. Retrieved from
https://www.metropolismag.com/architecture/the-fountainhead-all-over-
again/?cparticle=2&siarticle=1&utm_medium=website&utm_source=archdaily.com
U.N. (2015). Transforming our world: The 2030 agenda for sustainable development. Retrieved from
Zammit-Lucia, J. (2013). The art of sustainability: imagination, not spreadsheets will create change.
The Guardian.
https://www.architecture.com/-/media/GatherContent/Test-resources-page/Additional-
Documents/RIBASustainableOutcomesGuide2019pdf.pdf
https://www.swindon.gov.uk/bethechange
https://cape.mysociety.org/media/data/plans/swindon-borough-council-1f151c3.pdf
https://www.swindon.gov.uk/downloads/file/8904/net_zero_emissions_action_plan_march_2023
https://www.ctc-n.org/technology-library/sustainable-community-design-and-practices
https://issuu.com/kadk/docs/regenerative_design_in_digital_practice_lowres
https://www.dezeen.com/2020/12/19/dezeens-top-10-carbon-neutral-buildings-2020-reviews/
Materials
Self-Healing & Self-Sensing Cement Concrete:
Professor Kevin Paine, University of Bath, UK (ICCMS 2021)
https://youtu.be/iGsiMdddFGQ?si=BFKyTugmW8pNbDmR
https://www.dezeen.com/2022/07/29/algae-grown-limestone-route-carbon-negative-concrete-
architecture-news/?li_source=LI&li_medium=bottom_block_1
21
https://www.dezeen.com/2022/10/17/carbon-neutral-concrete-seratech-obel-award-
2022/?li_source=LI&li_medium=bottom_block_1
Regenerative Design Reading List courtesy of Professor James Norman:
Donella Meadows "Thinking in Systems"

Helps with trying to think through the systems side.
Sarah Ichioka and Michael Pawlyn, “Flourish”
Pamela Mang, Ben Haggard and Regenesis, “Regenerative Development and Design”
Daniel Christian Wahl, “Designing Regenerative Cultures”
Below is the book list we created for the book we have written which contains a large amount of gold
and may also be of interest:
Alan Moore, “Do Build”
Alan Moore explores the role of “beauty” in design and in his definition of beauty he questions can
something beautiful do harm. The following discussion focus’s on many aspects of regenerative
design.
Andri Snær Magnason, “On Time and Water”
Provides a different global perspective on the climate emergency and especially the loss of glaciers.
Ben Law, “Woodsman”
Describes the creation of a house following regenerative practices.
Brené Brown, “Atlas of the Heart”
Brene Browns book explores emotional literacy, which is a key part of observing communities and
understanding our own response to what we observe.
Christiana Figueres and Tom Rivett-Carnac, “The Future We Choose”
This book paints two future, one where we do all we can to avert the climate emergency, and one
where we don’t. This is a very powerful way of presenting the possible outcomes that lie ahead.
Daisy Hildyard, “The Second Body”
Inspired the idea of the “Second Site”.
Daniel Christian Wahl, “Designing Regenerative Cultures”
This is the definitive text on Regenerative Design. It is packed full of wisdom and great questions.
However some understanding of systems thinking and regenerative practice will greatly aid
understanding of the text.
Donella H. Meadows, “Thinking in Systems”
This book is a clear and simple guide to systems thinking and we would highly recommend it as an
accompaniment to this book.
Elizabeth Kolbert, “Under a White Sky” and “The Sixth Extinction”
The Sixth Extinction takes a detailed look at the history of biodiversity loss, and explains why this
extinction event is profoundly different to the previous five. Under a White Sky explores three
22
ecological challenges and examines whether we can solve them at the same level as we created
them.
Emma Dabiri, “What White People Can Do Next”
In section 4.1.3 we discuss inequality and this is a short, readable and helpful guide to what we can
do to address inequality.
Greta Thunberg, “No one is too small to make a difference”
This short and inspiring text captures many of Greta Thunberg’s speeches on the climate emergency.
James Rebanks, “English Pastoral”
This book explores regenerative practice in farming.
Jonathan Franzen, “What if we stopped pretending”
This short essays challenges readers to consider the global challenges beyond climate change.
Kate Raworth, “Donut Economics”
This text sets a new approach to economics that considers the limits of the planet.
Marwa al-Sabouni, “The Battle For Home” and “Building For Hope”
Marwa al-Sabouni’s first book The Battle For Home” explores the challenges of being an architect in
Syria and the impacts of the war. The second book explores solutions from an Islamic perspective.
Both books are beautifully illustrated by Marwa.
Material Cultures, “Material Reform”
This book explores regenerative practice in architecture with a particular focus on questioning the
materials we use.
Michael Pawlyn, “Biomimicry in Architecture”
Explores the connections between nature and design.
Octavia E. Butler, “Kindred”
We have avoided including fiction, but this book is an essential exploration of inequality and slavery.
Pamela Mang, Ben Haggard and Regenesis, “Regenerative Development and Design”
An incredibly practical guide to regenerative architecture with a focus on place based design.
Paul Chatterton, “Unlocking Sustainable Cities”
Explores questions of radical geography and the future of cities, asking many of the questions
engineers are also asking.
Paul Smith, “Trees”
A beautiful exploration of trees, and provided the different forms of symbiosis which we used in the
book.
Rob Hopkins, “From What Is to What If”
23
A hope filled exploration of how to create new futures based on imagination. Rob also hosts a podcast
which is similarly excellent.
Robin Wall Kimmerer, “Brading Sweetgrass”
Explores the tension between different types of knowing and indigenous thought.
Sarah Ichioka and Michael Pawlyn, “Flourish”
Flourish presents regenerative design from an architectural perspective and includes a number of
international case studies. They have also created a number of excellent podcasts to support the
book.
Vanessa Nakate, “A Bigger Picture”
Much of the dialogue around the climate emergency excludes those that will be most impacted by the
change, this book addresses this and provides a different perspective on the climate emergency.
Alexander – A Timeless Way of Building
Magazines
Delayed Gratification: Looks at the news of the last 3 months. By having time to reflect and gather
information they provide a different perspective and deep observation.
Where The Leaves Fall: Explores humankinds connection with nature through a variety of global
perspectives including the voices of many indigenous people.
It’s Freezing in LA: Looks at the climate emergency from a diverse set of perspectives and the lead
editor is a civil engineer.
Other Reading courtesy Rob Grover
 Critical Regionalism: Architecture and Identity in a Globalised World (Liane Lefaivre +

Alexander Tzonis)
 Towards a Critical Regionalism (Kenneth Frampton)
 Studies in Tectonic Culture (Kenneth Frampton)
 Architecture without Architects (Bernard Rudiofsky)
 How Buildings Learn (Stewart Brand)
 Thinking Architecture (Peter Zumthor)
 The Poetics of Space (Gaston Bachelard)
 The Eyes of the Skin: Architecture of the Senses (Juhani Pallasmaa)
 Constructing Place: Mind + Matter, (Sarah Menin, Ed.)
 Collage City (Colin Rowe)
 The Architecture of the City (Aldo Rossi)
 The Death and Life of Great American Cities (Jane Jacobs)
 Cities for a Small Planet (Richard Rogers)
 Silent Spring (Rachel Carson)
 The Sixth Extinction (Elizabeth Kolbert)
 The Wizard and the Prophet (Charles C. Mann)
 Six Degrees (Mark Lynas)
 This Changes Everything (Naomi Klein)
24

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REGEN 1 – Beyond net zero

Climate Resilience – Regenerative NetZ-WLC – Biodiversity

Aoife Houlihan Wiberg 02.11.2023

2.6 The schedule of accommodation is section 10 of this brief.

Figure 2 Zero emission neighbourhoods in smart cities (www.fmezen.no)

Figure 3 Example of a ZEN pilot Furset Oslo

Buildings as Material Banks + Material ‘Diets’

Figure 7 Connections between Project 1 and 2

Constraints and opportunities

10. Client and brief

 HOW IS YOUR BUILDING CLIMATE RESILIENT? REGENERATIVE?

12. Design as a process

Design through making. Image courtesy of Jean Baptiste Gilles.

13. Learning outcomes and assessment criteria

Drawing / topic (pages) Primary Review 1 Review 2 Review 3 Design

1 x GROUP Model 2/4 Yes Yes (for Yes

1 x 1:20 section (2 pages) 2/3 Yes Yes

Environmental and 3 Yes

More details on this process will be provided closer to the time.

WEEK 5 (31 Oct – 3 Nov): READING WEEK & CLIMATE ACTION

RIBA CLIMATE CHALLENGE 2030

Donella Meadows "Thinking in Systems"

Sarah Ichioka and Michael Pawlyn, “Flourish”

Daniel Christian Wahl, “Designing Regenerative Cultures”

Alan Moore, “Do Build”

Andri Snær Magnason, “On Time and Water”

Ben Law, “Woodsman”

Describes the creation of a house following regenerative practices.

Brené Brown, “Atlas of the Heart”

Christiana Figueres and Tom Rivett-Carnac, “The Future We Choose”

Daisy Hildyard, “The Second Body”

Inspired the idea of the “Second Site”.

Daniel Christian Wahl, “Designing Regenerative Cultures”

Donella H. Meadows, “Thinking in Systems”

Elizabeth Kolbert, “Under a White Sky” and “The Sixth Extinction”

Emma Dabiri, “What White People Can Do Next”

Greta Thunberg, “No one is too small to make a difference”

James Rebanks, “English Pastoral”

This book explores regenerative practice in farming.

Jonathan Franzen, “What if we stopped pretending”

Kate Raworth, “Donut Economics”

Material Cultures, “Material Reform”

Michael Pawlyn, “Biomimicry in Architecture”

Explores the connections between nature and design.

Octavia E. Butler, “Kindred”

Paul Chatterton, “Unlocking Sustainable Cities”

Paul Smith, “Trees”

Rob Hopkins, “From What Is to What If”

Robin Wall Kimmerer, “Brading Sweetgrass”

Sarah Ichioka and Michael Pawlyn, “Flourish”

Vanessa Nakate, “A Bigger Picture”

Alexander – A Timeless Way of Building

Other Reading courtesy Rob Grover

 Critical Regionalism: Architecture and Identity in a Globalised World (Liane Lefaivre +

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