Report on School

A REPORT ON
ARCHITECTURE DEPARTMENT
PREMIER UNIVERSITY
ELEMENTARY
SCHOOL
12th Batch

ELEMENTARY SCHOOL
PREPARED BY
GUIDED BY
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A REPORT ON ELEMENTARY SCHOOL
GROUP A
AR. MAINUL HASAN TUHEEN

ELEMENTARY
A better understand aggregate patterns in the way
elementary school students are assigned to classes, the
lowest school giving formal instruction, teaching the
rudiments of learning, and extending usually from six to
twelve years is known as Elementary school . It’s vary
,there is an increasing recognition that children learn
differently, that collaborative teaching across
disciplines is an increasing necessity. We conduct a
careful analysis of observed classroom assignment
outcome in the 5th grade in north Carolina elementary
schools. These findings have important implications for
researchers. Finally, we find that classroom assignment
patterns are generally stable across the racial, income
and geographic characteristics of schools.
ABSTRACT
SCHOOL

CONTENT
2.1 Types of space 14
2.2 Learning environment 15
2.3 Importance of ventilation 16
2.4 Purpose of the ventilation system 16
2.5 Natural ventilation 17
2.5.1 Natural ventilation (section) 18
2.5.2 Seasonal wind circulation 19
2.6 The building environment 20
2.7 Natural light 21
2.7.1 Light effect on learning 22
2.8 Color in the classroom. 23
2.9 Cultural program 24
2.9.1 The value of cultural education 25
2.10 ICT in school 26
2.11 Importance of playground 27
2.12 Yoga in schools 28
2.13 Background noise 29
2.13.1 Noise levels in an urban Asian school 29
1.1 History of education 5
1.1.2 Education in our subcontinent
1.2 What is schools 6
1.3 Types of schools. 7
1.4 Schooling at differentstages 8
1.5 What is elementary school 9
1.6 History of an Elementary school 10
1.7 Benefits Elementary school 11
1.8 Purpose of an Elementary School 11
1.9 The role of the elementary school 12
1.10 Types of elementary 13
1.10.1 Private elementary schools
1.10.2 Public elementary schools
2. STANDARDS & FUNCTIONAL ANALYSIS 14-29
1. LITERATURE REVIEW 5-13
2
PAGE

3.1 Starting 31
3.2 Site selection 31
3.3 Siteplanning 31
3.4 Parking 32
3.4.1 Busing 32
3.5 Buildingorientation 32
3.6 Areas and heights 32
3.7 Circulation 33
3.7.1 Corridors 33
3.8 Safety 33
3.8.1 Drainage 33
3.8.2 School exits 34
3.8.2.1 Stairtreads
3.8.2.2 Doors
3.8.2.3 Handrails
3.9 Planting/landscape 35
3.10 Food service 35
3.10.1 Kitchen space
3.11 Physical education 36
3.12 Multipurpose room 37
3.13 Science lab 38
3.14 Toilets 39
3.15 Classroom design 40
3.15.1 Classroom layout and seating arrangements
3.15.1.1 Orientation 41
3.15.2 Classroom furniture 42
3.15.3 Schoolbags 44
3. DESIGN REQUIRMENTS. 31-44
3
PAGE

4.1 Regional
4.1.1 Fulki 43
4.1.2 SOS 51
4.2 National
4.2.1 Pani community center 54
4.2.2 Handmade School 60
4.2.3 Rishipara Mandir Pathshala 68
4.3 International
4.3.1 The Noor e Mobin G2 Primery School 74
4.3.2 Dps kindergarten school 79
4.3.3 Hakusui nursery School 86
4. CASE STUDY 43-91
4
PAGE
5. FINDINGS 92
6. CONCLUSION 92
5. REFERENCE 92

The Byzantine Empire had an established
schooling system beginning at the
primary level. The concept of grouping
students together in a centralized
location for learning has existed since
Classical antiquity. Formal schools have
existed at least since ancient Greece ,
ancient Rome , ancient India (see
Gurukul), and ancient China.
Islam was another culture that
modern sense of the
developed a school system in the
word. At first,
mosques combined both religious
performance and learning activities, but
by the 9th century, the madrassa was
introduced, a school that was built
independently from the mosque, such as
al-Qarawiyyin , founded in 859 CE. They
were also the first to make the Madrassa
system a public domain under the
control of the Caliph.
Under the British rule in India, Christian
missionaries from England, USA and
other countries established missionary
and boarding schools throughout the
country. Later as these schools gained
in popularity, more were started and
some gained prestige. These schools
marked the beginning of modern
schooling in India and the syllabus and
calendar they followed became the
benchmark for schools in modern India.
Today most of the schools follow the
missionary school model in terms of
tutoring, subject / syllabus, governance
etc. with minor changes. Schools in
India range from schools with large
campuses with thousands of students
and hefty fees to schools where
children are taught under a tree with a
small / no campus and are totally free
of cost. There are various boards of
schools in India, namely Central Board
for Secondary Education (CBSE),
Council for the Indian School Certificate
Examinations (CISCE), Madrasa Boards
of various states, Matriculation Boards of
various states, State Boards of various
boards, Anglo Indian Board, and so on.
The typical syllabus today includes
Language(s), Mathematics, Science —
Physics, Chemistry, Biology, Geography,
History, General Knowledge,
Information Technology / Computer
Science etc.. Extra curricular activities
include physical education / sports and
cultural activities like music,
choreography, painting, theater /
drama etc.
In ancient India, schools were in the form
of Gurukuls. Gurukuls were traditional
Hindu residential schools of learning;
typically the teacher's house or a
monastery. During the Mughal rule,
Madrasahs were introduced in India to
educate the children of Muslim parents.
British records show that indigenous
education was widespread in the 18th
century, with a school for every temple,
mosque or village in most regions of the
country. The subjects taught included
Reading, Writing, Arithmetic, Theology,
Law, Astronomy, Metaphysics, Ethics,
Medical Science and Religion.
1.1 HISTORY OF EDUCATION
1.2.1 EDUCATION IN OUR SUBCONTINENT
.
5
LITERATURE REVIEW

A school is an educational institution
designed to provide learning spaces
and learning environments for the
teaching of students under the
direction of teachers. Most countries
have systems of formal education,
which is commonly compulsory. In
these systems, students progress
through a series of school.
1.2 WHAT IS SCHOOL?
6

1.Traditional School.
2.Charter school
3.Magnet school .
4.Virtual or online school.
5.Traditional private school.
6.Boarding school.
7.Language immersion school.
8.Montessori school.
9.Private special education
school.
10.Parochial school.
11.Religious school.
12.Reggio emilia school.
1.3 TYPES OF SCHOOLS
7
1.4 SCHOOLING AT DIFFERENT STAGES?
01.NURSERYSCHOOLS:
Nursery schools are stand-alone schools
for children aged three and four. They
have their own head teacher and staff.
Some are state-funded, others are
privately run (though your child might be
eligible for a free part-time
place).Nursery classes are attached to
primary schools. They may have a
separate building and playground away
from the main school but share
02.PRIMARY SCHOOLS:
P r i m a r y s c h o o l s cater for children
aged 4-11. While at
children start with the
primary school,
Early Years
(Foundation) curriculum, followed by Key
Stage 1 and Key Stage 2 of the National
Curriculum.
03.SECONDARY SCHOOLS:
S e c o n d a r y schools cater for children
aged 11-16 or 18. They take pupils through
Key Stages 3 and 4 of the National
Curriculum. Sixth form colleges cater for
young people aged 16-19. Students study
for A levels and other qualifications that
you can do after the age of 16, eg BTEC
National Certificates.

Elementary school is a school for students in their first
school years, where they get primary education before
they enter secondary education. The exact ages vary
by country. In the United States, elementary schools
usually have 6 grades with pupils aged between 6 and
13 years old, but the age can be up to 10 or 14 years
old as well. .
In Japan, the age of pupils in elementary school
ranges from 6 to 12, after which the pupils enter junior
high School. Elementary school is usually only one
part of compulsory educational especially in Western
countries
1.5 WHAT IS ELEMENTARY SCHOOL ?
8

1.6 HISTORY OF AN ELEMENTARY SCHOOL?
Elementary schools were the first schools in
England which were funded by taxation.
They operated between 1870 and 1944 and
provided an education for children between
the ages of 5 and 14. In some areas older
children were educated in separate 'higher
elementary schools', which were ruled un-
permissible by the cockerto judgement1899
and regularized by the 1902 education act.
Many of these schools converted to primary
schools after 1944. Elementary schools in
japan were first established by 1875.
9

The role of elementary education is to
ensure the broad-based development of
pupils. This means ensuring that all pupils
are able to develop their cognitive, social,
emotional, cultural and physical skills to the
best of their abilities, preparing them for
their further school career.
1.8 PURPOSE OF AN ELEMENTARY SCHOOL
01. It is a standards-based process
02. Necessitates embracing and implementing
the school’s mission, core
Values, and learning expectations
03. Builds on self assessment rather than
Outside evaluation
04. Creates the blueprint of a self-
Directed school improvement plan
05. Provides direction for a school-
Improvement process
06. Is professional, not personal
07. Is a holistic, self-evaluative, self-
Improvement process
08. involves parents and community
09. is qualitative, not quantitative
10. raises public consciousness and
pride
11. focuses on site-based leadership
1.7 BENEFITS ELEMENTARY SCHOOL
10

1.9 THE ROLE OF THE ELEMENTARY SCHOOL
Elementaryschoolstudents'developmental needs
The elementary years are a time when students begin to develop their academic self-
Concept and their feelings of competence and confidence as learners. They are beginning
to develop decision-making, communication and life skills, as well as character values. It is
also a time when students develop and acquire attitudes toward school, self, peers,
social groups and family. Comprehensive developmental school counseling programs
provide education, prevention and intervention services, which are integrated into all
aspects of children's lives. Early identification and intervention of children's academic
and personal/social needs is essential in removing barriers to learning and in promoting
academic achievement. The knowledge, attitudes and skills that students acquire in the
areas of academic, career and personal/social development during these elementary
years serve as the foundation for future success.
PARENTS
Academic andcareerplanning
Commun ic ation/Netw ork in g (Sch o
o l newsletter, Doughnuts with Dads,
Muffins with Moms,etc.
Interpretationofassessment results
One-on-one parent conferencing;
facilitate parent/teacherconferences
Parent education and presentations
(Bullying Prevention,HomeworkHelp,etc.)
TEACHERS
Academic support to help students
succeed academically
A t - r is k s tu d e n t i d e n ti fi c a ti o n a
n d implementation of interventions to
enhance success
Classroom guidance activities and
lessons Faculty presentations on
counseling initiatives (Bullying
Prevention, Academic and Career
Plan,etc.)
ADMINISTRATORS
Child Study/IEP Teams
School climate
School-wideneedsassessments Student
data and results
Improvement Plan,etc.)
Studentrecognitionprograms(PBIS,etc.)
STUDENTS
Academic support
Bullying Prevention (BP-PBIS Construct)
Career education (Academic and Career
Plan Curriculum)Community service/
Service learning Crisis interventions
Leadership development (SCA Sponsors,
etc.) P e e r e d u c a t i o n Peer support
(Peer Buddies, Circle of Friends, etc.)
School climate Small groups (Anger
Management, Changing Families,
Friendship, Grief, Self- Esteem, Social Skills)
11

Over the last several decades, there has been a big increase in the different types of
elementary schools available for parents and children to consider. Weighing the options can
be a difficult, yet necessary step in ensuring that you, as a parent, are making the best
possible educational choice for your children. We’ve made your research a little bit easier
and by providing you with a list of several types of elementary schools that may be a good fit
for your child.
1.10 TYPES OF ELEMENTARY
1.10.1 PRIVATE ELEMENTARY SCHOOLS
Independent Schools
Parochial Schools
1.10.2 PUBLIC ELEMENTARY SCHOOLS
District-Zoned Schools Charter Schools Magnet Schools
12

2.1 TYPES OF SPACES
 Administrative offices
 Art facility
 Cafeteria -in elementary schools,
the cafeteria often doubles as the
auditorium, aka "cafeteria."
 Classroom-daylighting is most
important in classrooms, where
most teaching and learning
occurs.
 Common areas/courtyards
 Gymnasium
 Health services
 Lobby-schools often showcase
team trophies in the foyer or
feature a colorful display at child's
eye level.
 Media center-schools are
changing traditional libraries into
media centers, adapting to new
technology, as well as to other
issues such as comfort, flexibility
and maximum use of space.
 Multipurpose rooms
 Music education
 Restrooms
Fundamental space types for
elementary schools include, but are
not limited to:
13
2 STANDARDS & FUNCTIONAL ANALYSIS

2.2 LEARNING ENVIRONMENT
Learning environment can refer to an
educational approach, cultural
context, or physical setting in which
teaching and learning occur.
Learning environments are highly
diverse in use, learning styles,
organization, and educational
institution. The culture and context of
a place or organization includes such
factors as a way of thinking,
behaving, or working, also known
as organizational culture. The
student and may also encompass a
variety of learning culture in a
societal sense, learning environment
may refer to the culture of the
population it serves and of their
location
14

Classroom ventilation rates often
do not meet building standards,
although it is considered to be
important to improve indoor air
quality. Poor indoor air quality is
thought to influence both children’s
health and performance. Children
spend much of their time in
schools; it is the indoor
environment where they spend
most of their time besides in their
home. It is therefore important that
schools have a good indoor air
quality.
2.3 IMPORTANCE OF VENTILATION
15
Ventilation is the
intentional introduction
of outdoor air into a
space and is mainly
used to control indoor air
quality by diluting and
displacing indoor
pollutants; it can also be
used for purposes
of thermal comfort or
dehumidification.
2.4 PURPOSE OF THE
VENTILATION SYSTEM

2.5 Natural Ventilation
Ventilation where possible should be
natural ventilation by means of
permanent wall vents and windows
with opening sections. In determining
the way in which a room is ventilated
the design team should also consider
performance and comfort levels,
acoustic factors, safety, ease of
operation and maintenance factors
along with Running costs. The
ventilation through permanent vents
and opening sashes shall exceed the
current building regulation guidelines,
and shall be designed to suit the
class environment having regard to
the high levels of occupancy
generally
16

2.5.1 NATURAL VENTILATION (SECTION)
17

18
2.5.2 SEASONAL WIND CIRCULATION

2.6 THE BUILDING ENVIRONMENT
Basically , thermal comfort in a building is achieved by
maintaining temperature, humidity, air movement and human
activity conditions within a certain range. Space heating
and/or cooling loads, which are required to maintain this
comfort, to some extent, depend on the building’s quality itself
to modify the Eternal conditions the and how far the outdoor
conditions are from acceptable range.
Orientation:
solar heat is the main source to warm the surface of the
whole Earth and every single building anywhere in the world.
Building layout:
links to the building shape, which heavily affects the heat
gains and losses, as the exchange between the outside and
the envelope is directly proportional to the surfacearea.
Windows:
the larger the windows the more the solar gain and the
greater the het loss.
Air quality:
Air quality has become increasingly important nowadays due
to several factors: constant internal conditions, limited fresh
air, absence of daylight and universal use of carpets. They
provide an ideal environment for house mites to damage the
air quality of aroom.
19

Research in the use of light in schools has shown that cool-white fluorescent bulbs, (which are
used in virtually all classrooms) cause: bodily stress, anxiety, hyper-activity, attention problems and
other distress leading to poor learning performance. Many types of fluorescent bulbs have become
the standard by which schools operate lighting. Fluorescent tubes and other lighting that is used in
schools.
2.7 NATURAL LIGHT
20

Lighting is a dominant factor in
the brain's ability to focus.
Studies show that learners in
brightly lit environments got
higher grades than those in
dimly lit classrooms. And full-
spectrum lighting (like
natural light) works best to
improve behavior, create less
anxiety and stress, and
improve overall health.
2.7.1 LIGHT EFFECT ON LEARNING
21

The impact of color is often overlooked, color is an inseparable part of our
everyday lives. It’s inherent in everything we see and do and studies indicate
that it plays a role in emotion, productivity, communication and learning.
Classrooms are used for a variety of purposes, but the main intent is active
learning. For this reason color in a classroom environment should maximize
information retention and stimulate participation. Overstimulation is often
cause by large amounts of bright colors, especially reds and oranges.
Calmness, relaxation, happiness and comfort are feelings elicited by colors
such as green and blue.
2.8 COLOR IN THE CLASSROOM
22

Cultural Program. GOALS. The purpose of
this program is to promote, advocate for and
raise the level of Tribal unity and community
interaction while increasing the degree of
awareness of Tribal Programs, functions and
activities. We define ‘culture’ as being related
to the arts and heritage, embracing artefacts
and works of art, literature and the performing
arts. We are talking about: Culture, in all its
richness and diversity, experienced as:
•listening,
•playing,
•seeing and watching
•interacting, performing and composing,
•making, writing and doing
2.9 CULTURAL PROGRAM
An understanding of culture is important because;
•Children should become capable of producing their own creative work and be
culturally literate, confident and knowledgeable, not only about their own
culture but that of other nationalities. As well as being invaluable and
enjoyable in its own right, participation in cultural activities, also gives young
people the chance to develop important life skills such as creativity,
confidence, self discipline, effective communication and the ability to work in
teams. It widens horizons and can add another dimension to life
•It provides enjoyment and stimulates the mind
•It makes us ready for an increasingly global world
•It develops new ways of thinking and approaching problems It widens
horizons and can add another dimension to life
•It provides enjoyment and stimulates the mind
•It makes us ready for an increasingly global world
•It develops new ways of thinking and approaching problems
2.9.1 The value of cultural education
23

Information and communications technologies (ICT) are now a part of everyday life in schools.
Much has been written about the potential impact of information technology on the organization
of learning and the implications of the increasing use of computer-mediated activities for the role
of the teacher, note that a good deal of the work on the future of teaching and learning is written
from a technological stance, perhaps because technological developments are often seen as
the most obvious and most visible manifestations of change in this context. The authors argue that
the use of ICT will bring increased flexibility in teaching and learning in the future. Pedagogical
innovation demands a space that enables exploration by both teacher and student.
Percentage of teachers who use computers during lessons (2014).
2.10 ICT IN SCHOOL
24

School playground: Its impact on children's
learning and development. Play is the key to
physical, mental, intellectual and social well being
of child. School playgrounds play important role in
their daily life for fulfilling their interest,
development and learning needs. specifically for
children ages 5 to 12 of all abilities, our Play
world School-Age Playgrounds provide the
perfect place for your community’s children to
burn calories, engage their brains and just have
fun. We construct our playgrounds for middle
schools and elementary schools with
uncompromising craftsmanship and with the
safest, most Earth-friendly materials possible —
as well as a passion for preserving the legacy of
play for your community.
2.11 IMPORTANCE OF PLAYGROUND.
25

2.12 YOGA IN SCHOOLS
The problems facing our education system are growing and all too familiar. Obesity, attention
deficit disorders, diabetes, violence, bullying, gun crimes, widening economic gaps, and mental
health disorders and eating disorders. Our children and youth face more challenges and
stressors in life, and as professionals working with children, we must provide them with the tools to
face these growing obstacles in a healthy way so that we can increase academic success,
physical fitness, behavior and self-esteem. When Beloved Yoga is proud to offer a program for
the community of students and teachers at your school.
26

2.13.1 NOISE LEVELS IN AN URBAN ASIAN SCHOOL
2.13 BACKGROUND NOISE
In a classroom, speech is conveyed from the teacher to students through a combination of direct and
reflected sound. Direct sound Travel from its source in a straight line to the listener Without being reflected.
Reflected sound strikes one or more Objects or surfaces in a room before reaching the listener. Direct sound
energy is Most prevalent at distances close to the teacher, and Reflected sound is the major source of
energy at Distances Removed from the teacher . When combined appropriately in a quiet classroom, direct
and Reflected sounds enhance classroom Communication and Enable All students in the Classroom to hear
the teacher
27

School is such a space from where we
can learn everything. So, we must
consider a school in proper way while
designing a school. A design of the
school building can contribute to the
quality of comfort achieved by
following these:
3.1 STARTING
- Present and future environment.
Economic, social, and
housing makeup of community.
- Relationship to high schools and
other elementary schools in same
district.
- Site characteristics (site location-
urban, suburban, rural)
- Soil condition (water table flood
plan, adjacent water
sheds)
- Utility services (utilities- availability
and cost of electrical service,
sanitary service)
PLAN, ORIENTATION, FENESTRATION,
SOLAR CONTROLS, INSULATION, SPACE,
LIGHTING, ACOUSTICS, COLORS and
FORM.
3.3 SITE PLANNING
Site analysis and evaluation:
-Location
-Description
-Zoning
-Environmental conditions
3.2 SITE SELECTION
List of basic items for the selection of a school
site:
3. DESIGN REQUIRMENTS.
28

3.4 PARKING
Parking facilities should be consider for –
visitor, Parents, Faculty or students,
School related or community , Outdoor
athletic events, Collector walks should be
provided and arranged to permit
pedestrians to exit vehicle areas as
directly as possible.
3.4.1 BUSING
Dimensions of buses :
bus length=36ft
bus width =8ft
inside turning radius=45ft
outside turning
radius=60ft
buses should not be required to back up.
Space requirements average 350 to 400
sq ft per automobile, depending on
perking angle. The most efficient is 900
parking.
3.5 BUILDINGORIENTATION
(a)Building Orientation should be
considered in the context of a balance of
requirements including site and building
access, waste management , security ,
natural day-lighting , energy efficiency.
(b)Schools with teaching spaces facing
easterly will benefit from early morning
solar heating and thus have reduced
heating requirements . For solar gain
purposes, teaching spaces should be
prioritized on the east and south
elevations.
(c)Rooms that are at risk of overheating
due to the functionality of the room
should be prioritized on the north or
west elevations, provided they donot
3.6 AREAS AND HEIGHTS
a) The areas of all spaces in the Schedules
of Accommodation are net areas,
measured to the internal faces of the
enclosing walls. The Total Floor Area (area
limit) in the schedules is the “total of all
enclosed floor space measured to the
internal faces of the enclosing walls” and
corresponds with the National Standard
Building Elements definition.
(b) Ceiling heights should be considered in
the context of the size and function of the
space and should take into account the
physical environment within that space. In
larger rooms such as the General Purpose
room the height should be in proportion
to the
29

3.7 CIRCULATION
The design solution for the school should
ensure ease of circulation and orientation
for students, staff and visitors. On accessing
the school via any entrance, it should be
possible to move to any point in the school
without meeting an area of congestion. The
minimum clear width of corridors shall be
1.8m.
.
3.7.1 CORRIDOORS
A well-designed school has corridors that
accommodate the free and informal
movement of students.
3.8.1 DRAINAGE
3.8 SAFETY
Safety is important for designing a school. It
can be define in many ways. And the designer
must aware of safety given below:
-Structural Safety (windstorm,
earthquake resistance)
- Fire Safety (fire detector, alarm system)
-Health Safety ( ventilation, plumbing, lighting)
-Special Emergencies ( radiation
protection)
- Accident Protections (handrails,nonslip
surface)
-Handicapped Provisions ( easily move in
public)
Proper storm drainage is a must to
successful school-site facilities in most
areas of the country. Surface and
subsurface systems or combinations
should be designed to handle the needs
of buildings and site facilities.
30

3.8.2.1STAIR TREADS
Exits and emergency exits should be clearly
marked so that at no time is there any doubt or
hesitation as to there purpose. A well-defined
exit will include lighted red exit sign and a
white security light connected main power
failure.
3.8.2.3 HANDRAILS.
3.8.2 SCHOOL EXITS
Handrails are necessary on both sides of stair
–ways in accordance with the National
Building Coad.
Boys and Girls are not expected to use caution in
opening and closing doors. The hazard of striking
students with doors can be reduced by including a
vision panel in the door.
3.8.2.2 DOORS
31

Plants provide an aesthetic contribution on school site and it can be used to solve many problems
such as sound dampers, sun and light controls, erosion control and air purification.
3.9 PLANTING/LANDSCAPE:
3.10 FOOD SERVICE
DEPARTMENT 500 1000
RECEIVING 50-70 80-100
DRY STORAGE 150-250 300-500
REFRIGERATED STORAGE 160 180
DISHWAHING 120-150 240-480
TRASH-ROOM 90-110 130-150
EMPLOYEE LOCKERS AND
TOILETS
85-80 100-115
MANAGER’S OFFICE 80 80
3.10.1 KITCHENSPACE
150-650 STUDENTS = 3 AND 4 SQ FT
PER STUDENTS
650-2000 STUDENTS = 2 AND 2 ¼ SQ FT
PER STUDENTS
COUNTER = 35-40 LINEAR FEET OF
SERVING EQUIPMENT
32

3.11 PHYSICAL EDUCATION
DIVIDED GYM,SEATING ONE SIDE(TWO
TEACHING STATIONS)
TOURNAMENT COURT : 50’*84’ (50’*94’
POSSIBLE)
TWO CROSS PRACTICE COURT : 50’*84’
WITH MINIMUM END COURTCLEARANCE
FOLDING BLEACHERS : FOLD.PART.SIDE : 2-
16’,2-20’ SEC.WITH 6’ SPAN –ACROSS SEATS
AT PART.PACKET
11 ROWS = 616 SEATS OPPOSITE SIDE : 2-
8’,4-16’ SEC.
11 ROWS = 660 SEATS
CAPACITY : 1276 SEATS AT 16”
33

3.12 MULTIPURPOSE ROOM
The Multi-Purpose Room functions as a assembly hall, lecture hall, testing room, indoor
dining area, performing arts classroom, physical education classroom and as general
activity room. It may also serve community youth groups, civic organizations or
professional events during and after hours of operations.
34

3.13 SCIENCE LAB
LAB LAYOUT
It is imperative for schools to have the latest and high
quality science lab supplies these days. Science is
different from any other subject. In order to understand
its concepts, one has to look beyond the books and
conventional classroom teaching. Effective teaching and
learning of science involves seeing, handling, and
manipulating real objects and materials. The knowledge
that kids attain in classrooms would be ineffectual unless
they actually observe the process and understand the
relationship between action and reaction.
35

3.14 TOILETS
In primary schools, classroom layout increasingly accommodates en-suite toilets (see DES Guidelines
2007 on Ireland). Some studies suggest that poorly managed toilets can be a concern for children and
may have a direct impact on pupil health if pupils refrain from using them for long periods during the
day.
36

3.15 CLASSROOM DESIGN
3.15.1 Classroom Layout and
Seating Arrangements
Few benches and a board do not turn a room into a
classroom, and these rooms cannot make a school
or a place where we are talking about nurturing
tomorrow’s future. A lot of a youngster’s
opportunity is spent sitting in a school classroom.
This is the spot is where they will take in the
different aptitudes esteemed fundamental and
fitting for them to accomplish accomplishment in
the worldwide society. The classroom is the place
they will pick up a comprehension of their place on
the planet and the endowments that they bring to
the table it. It is the place the understudy creates
what they need their future to resemble, and
additionally learning of the abilities expected to
achieve that objective.
With the classroom being such a critical spot in the
development of a tyke it is vital to comprehend the
courses in which to influence this environment
keeping in mind the end goal is to get the greatest
adequacy in guideline.
37

38

3.15.1.1 ORIENTATION
39

3.15.2 Classroom Furniture
Relatively few studies have addressed the impact of classroom furniture on pupil
comfort and engagement.
40

41

3.15.3 SCHOOLBAGS
•Carrying schoolbags may
contribute to low back
pain in children
•The maximum load should be
15% of body
weight
•Secondary school children
carry backpacks
around 7.0kg
•High school students carry
backpacks around
6.3kg
•In one study, musculoskeletal
symptoms were
reported by 77.1% of students
42

4.1.1 FULKI
DC Hill Road, Chittagong
CASE STUDY
4.1 Regional
43

CLASSROOM:
About Fulki
Very good for teaching method and
culture development. There are
600+ students and 40 teachers.
Have play to five classes. Also have
administration, music class, dance
class, poem class, exercise class,
science lab, library, auditorium and
a canteen.
44

Auditorium ScienceLab
Corridor
Canteen
PlayGround
45

Vertical
This school project is a thesis project
done by a student from BUET named
Mukimul Islam Khan
Site and Existing Problem(s): A
1.5 acre of land for school site in
Pallabi Dhaka, Total number of student
is 1500 (Pre-class to class- XII). The
population of Pallabi is almost
412217 with an area
25.28 sq.km and this number is
increasing because of housing and new
development of residential area where
single or two storied buildings are
transforming into six to ten storied
buildings. Studying psychological
pattern of various age groups different
types of crisis came up. As children of
preschool to STD 2 takes initiative to
explore the world by making toys, arts
with raw materials. Immediate senior
students than them from std 2 – 6
participate in exploration with a
competence and students from std 7 –
12 works more with leadership, moral
values, ethics and control. In the event
if they are not given legitimate
environment then they
may experience some negative effects,
for example, guilt, inferiority, confusion
etc. This might cause the end of a
blooming flower.
46

The students’ approach
regarding the project
Different case studies of children from
different income group deliberately
explains their leisure activities,
requirements and imaginations about
their school’s outdoor spaces
which influenced the design part too.
Here we become more acquainted
with primary level which needs their
own particular spaces for exploration,
secondary level is more hopeful about
utilizing the materials around us,
besides they go on experiments and
higher secondary level goes isolated, as
they request space of their own, for
being more objective about
exploration of morals.
47

The whole zoning is based on interaction between clusters and three separate zones
for primary school, Secondary school and Higher-secondary school. First, the primary
School. The interaction between cluster 1(Pre Class to class-2) with cluster 2(Class 3-
5) is informative friendly, So they can interact with in the primary School block where
intellectual spaces are merging each other.
48

Individual cluster provides individual
needs, Such as Cluster-1 provides
Protective ground play area, Basic
material Zone in upper level, Plantation
and sharing area on upper level.
Cluster-2 (Class 3-5) provides, Play-
gathering area, explore area in middle
level, Curiosity zone with connected
with the gallery mass on upperlevel.
A central amphitheater is placed for
open performances. Maximum possible
open area for outdoor games and
experimental park are separated by the
multipurpose with visual clearance.
Cluster can be plugged vertically for
future extension without creating any
problem of lighting and ventilation, So
that the open land must be
uninterrupted from future
constructions.
49

MODEL
50

4.1.2 SOS CHILDREN’S VILLAGE
SCHOOL
CASE STUDY
4.1 Regional Halishahar, Chittagong, Bangladesh
51

52

53

CASE STUDY
4.2.1 PANI COMMUNITY
CENTRE
4.2 NATIONAL
Architects: Schilder Scholte
architects
Location: Rajarhat,Bangladesh
Area: 910.0 sqm
Project Year: 2014
54

From the architect. The Dutch foundation
Pani commissioned SchilderScholte
architects to design an educational building in
the north Bengal town of Rajarhat. The
architects couple embraced this pro bono
assignment coming from ideological motives and
knowledge sharing. The building serves as a
community centre
During the design process attention was mainly focused on locally available materials
and weather conditions. The starting point was to realize a building using materials and
skills from within a 15 miles radius around the site. Bamboo, hand- shaped brick, Mango
wood, reused steel, local mortar and wafer-thin recycled corrugated panels are the
main materials used in the building. The drive was to encourage locals to become aware
on the basic principles of sustainability and durable building concepts. In effect close to
zero electricity or fossil fuels were used during construction and other necessities
required for erecting this building. Thus realizing an environmentally friendly building that
contributes to the community in a significant way. The plan (79x105 ft) is East-West
oriented and consists of two volumes under a large bamboo roof
Pani Community Centre
55

The classrooms and lavatories are positioned on the South side and on the North side
we find the workshop with store. Two sight lines traverse the building in all four directions.
The lifting of the roof high above the volumes has achieved a considerable reduction of heat
build up within the spaces. Further cooling is provided by cross ventilation, surrounding
vegetation and the nearby pond. With the completion of this striking design the architects
have proved that conventional local resources and materials can be used to build successful
environmentally friendly The composition of volumes housed under one big U-shaped roof
creates interspaces that are open for public use. There is no architectural loss. On the ground
floor there is a covered plaza with adjacent collective lavatories. At first level, on top of the
workshop, there is a freely accessible assembly floor for public meetings. This part of the
building is connected by a footbridge coming from the classrooms. Although bamboo is seen
as an inferior material in the region, the architects have chosen to make the whole roof
construction out of it. Even the walls and French doors of the workshop are cladded with it!
Thus being a reference to the bamboo bicycle frames that are made here. The final assembly
of the bikes take place at the backside under the roof. The front of the workshop faces the
main road and houses the bicycle shop.
56

class room
toilet
assembly hall
57

section
58

From a bioclimatic point of view the orientation of the building allows to emphasize the
natural cross ventilation, which prevents costs with electric fans. The roof of the building is
suspended to both sides (East and West) providing shade, protecting the biggest openings
against rain and collecting rainwater into the courtyard. The concept is to combine and
optimize local techniques with local materials. For this the strategy is to participate
in the evolution and modernization of the local construction processes without a
rupture in the ‘’know how’’ofthepopulation.
In the North of Bangladesh buildings are almost all constructed with bricks in
combination with corrugated panels, so we propose also the use of bricks but in an
optimized and locally unknow brickwork bond that doesn’t require whole-brick walls for
stability, minimizing the costs and maintaining the main advantage, the use of local
materials and craftsmanship. U- shaped brick columns support the South facade of the
building, thus creating a row of small vertical windows. Ultimately, this can be understood
as a single stone wall,a great saving on construction costs, time andlabor.
The dimensions are chosen with great care, in such a way that direct sunlight into the
classrooms is minimized still providing in optimal daylight illumination. Also the use of
nearby ponds for natural draft to cool the classrooms was taken into account in the
design. The techniques use for this project are also very easy to learn and diffused by the
main contractor, which will contribute to the local construction modernization. This
application of local bricks is less expensive and reduces the use of construction wood by
combining bamboo with thin concrete floors. This minimizes the shortage of wood in
Bangladesh as well future maintenance costs.
59

Architects
Anna Heringer & Eike Roswag
Location
Rudrapur, Dinajpur district, Bangladesh
Category
Schools
Construction
Dipshikha / METI (Modern Education and Trainig
Institute)
with local labourers and own training workshop
Footprint Area
275 sqm
Area
325.0 m2
Project Year
2007
4.2.2 HANDMADE SCHOOLCASE STUDY
4.2 NATIONAL
60

Context: Bangladesh is a fertile alluvial land in the Gulf of Bengal and the land with the
highest population density in the world. Construction techniques are error-prone and
many buildings lack foundations and damp proof coursing. Such buildings require regular
maintenance, are often prone to damage and last on average only 10 years.
61

.
The construction method used is a
historical earth building technique
similar to cob-walling which is ideal for
‘self building’.
Earth construction: the most
important technical improvement in
comparison to traditional buildings is
the introduction of a damp proof
course and a brick foundation. the
traditional building technique (which
uses very wet earth) has been
replaced by the ‘weller’ technique
that is quite similar to the traditional
one.
Building construction and
techniques
the school building was built by experts
and volunteers from Germany and
Austria along
with craftsmen, teachers, parents and
students from Bangladesh over the
period of
September to December 2005
 The wet earth is mixed with straw
and applied to the wall in layers.
 Each layer is approximately 50-70
cm high, and after a couple of days
drying , it is trimmed on the sides
with a sharp spade to obtain a
regular flat wall surface.
 After a second drying period, a
further layer can be added. the
earth in this region is well-suited for
such construction and the stability
of the mixture was improved by
adding rice, straw and jute. the aim of the project is to improve
existing building techniques, to
contribute to
sustainability by utilizing local materials
and labor and to strengthen regional
identity.
the joints are secured with a steel pin fixed
with a nylon lashing
62

the school building was built by experts
and volunteers from Germany and
Austria along with craftsmen, teachers,
parents and students from Bangladesh
over the period of September to
December 2005
the aim of the project is to improve
existing building techniques, to
contribute to sustainability by utilizing
local materials and labor and to
strengthen regional identity.
the joints are secured with a steel pin
fixed with a nylon lashing
the ceiling consists of three layers of
bamboo poles arranged
perpendicularly to one another with
bamboo boarding and an earth filling as
the surface of the floor. the same
construction in a modified form can be
used for general residential buildings.
63

INTERIOR
PROJECT AIMS
The project’s main strategy is to
communicate and develop knowledge
and skills within the local population so
that they can make the best possible use
of their available resources. Historic
building techniques are developed and
improved and the skills passed on to
local tradesmen transforming in the
process the image of the building
techniques.
Concept and Design: METI
aims to promote individual abilities and
interests taking into account the
different learning speeds of the school
children and trainees in a free and
open form of learning.
64

The metal roof is
supported by purlins
spanning between
bamboo joists
Bamboo members are
used to create struts
spanning from the floor
to the roof
The roof of the upper
level is made of three
layers of bamboo
trapped with a layer of
earth
The earth wall extends
down to the foundations
below
Frame Structure
65

PLAN , ELEVATION
66

ELEVATION , SECTION
67

Architect: Sharek Rouf
LocationRISHIPARA,SONARGAON, , NARAYANGONJ
TYPE - EDUCATIONAL (ELEMENTATARY SCHOOL)
STATUS - BUILT
YEAR - 2011
SIZE – 1000 - 3000 sqft
CASE STUDY
4.2 NATIONAL
4.2.3 RISHIPARA MANDIR SCHOOL
68

MATERIAL
Local material: bamboo & tin
Climate
Road Networking
69

Pedestrian entry Corridor
StairDoor Door 2
70

VENTILATION
71

72

SURVEY ANALYSIS
Advantage:
1.Building elevation is beautiful.
2.The Wall many punches to let the light
pass easily.
3.cross ventilation in the room.
4.Noise less environment in Administrative and
Academic Zone .
5. natural light source.
Disadvantage:
1.Well play ground.
2.Corridor space is very narrow.
3. Stair not safe, very poor railing system .
4.Class rooms are not spacious.
73

The Noor e Mobin G2
Primery School
Architects
FEA Studio
Location
Abarsaj, Semnan Province, Iran
Category
Elementary & Middle School
Lead Architects
Ensieh Khamseh, Arash Nasiri
Area
2500.0 m2
Project Year
2017
CASE STUDY
4.3 INTERNATIONAL
74

The Noor e Mobin G2 Primery School
This school has been designed for
the noor e mobin charity
organization that is a NGO (non-
governmental organization). This
is a charity institute that has
managed to provide the students
with a different educational
atmosphere based on the latest
methods in the world at no
charge. When we think of
education, the classical form of
schools and the educational
system comes into mind. Most of
the people believe that serious
learning only takes place at that
classical system. Some others
believe that learning can take
place anywhere! There is no
single answer to the question of
what Education is, yet we can
consider the ultimate purpose of
education. Noor e mobin
Educational Complex has
emphasized the freedom of
students by providing open
educational space and a
distinctive educational system.
75

The ultimate goal of this group is to
bring up decent citizens and boosting
capabilities and talents. It’s not
important what people know as stored
knowledge, but what they can do and
how they would perform. The whole
site is located in a 20 hectares area, an
outlying district of Bastaam, in Semnan
Province.
The site has a
comprehensive plan
including different
functions that come
together to shape Noor
e mobin Educational
Complex, the specific
plot area for this school
is 7000 sqm that hosts
2200 sqm building for 3
grades of primary
students with their
multipurpose
workshops, atelier and
laboratories for physics
and etc , while every
function has elaborated
in a unique and singular
box. in designing the
school, we came to face
a program, which is
different from the
schools we have
experienced and seen so
far; a distinct
educational structure;
another experience of
building invisibility and
converting a building
into a landscape like a
neighborhood or a city.
76

Site plan
Diagram
77

Plan
Section
78

Architects:
Khosla Associates
Location:
Bengaluru, Karnataka, India
Principal Designers:
Sandeep Khosla and Amaresh
Anand
Design Team:
Sandeep Khosla, Amaresh Anand,
and Bijeta Bachaspati Client:
Annabelle Manwaring
Area:
35000.0 ft2
Project Year:
2013
Photographs:
ShamanthPatil
4.3.2 DPS
KINDERGARTEN SCHOOL
CASE STUDY
4.3 INTERNATIONAL
79

From the architect. “The brief called for
us to design a franchise for a popular
north Indian school chain called Delhi
Public School. Since the model was to be
potentially replicated across several
schools in South India, we were asked to
create a simple and cost effective
language that could be adapted easily to
different site conditions and slightly
varying programs.“While the overall
master plan currently under
construction comprises a kindergarten,
junior, middle and senior school block
that will eventually cater to 4000
children; the current kindergarten facility
has 25 classrooms, and with 40 children
a class, a total strength of 1000. The
corrugated sheets also gave us the
opportunity to play with pattern and use
tropical colours typical of the vernacular
architecture of the region. Other
contextual references are in the
vernacular terracotta jaalis (shading and
ventilation screens used traditionally in
India) that wrap around parts of the
building and are included on both sides
of each classroom to facilitate adequate
cross ventilation from NE to SW. The
jaalis cut down the sun especially on the
western face of the building where we
have effectively used them in breakout
areas.
The central linear open-to –sky court
that runs the entire length of the
building is the soul of the school and
facilitates learning outside the
classroom.
80

SITE PLAN
81

NURSERY
LKG
FIRE EXIT
ADMIRATION
OFFICE
COMPUTER LAB
BOYS TOILET
GIRLS TOILET
ELECTRICAL ROOM
ASSEMBLY AREA
STAGE
SANDPIT
COURTYARD
UKG
CLASSROOM
LABORATORY
STAFFROOM
PLAN
82

In an age of air- conditioned schools becoming increasingly popular, we have
attempted an energy efficient and cost effective approach that utilizes minimal
electrical load during the day due to effective harnessing of breezes and
adequate natural light during the day.
SECTION , ELEVATION A REPORT ON ELEMENTARY SCHOOL
83

INTERESTING VIEW
84

The jaalis cut down the sun
especially on the western face of
the building where they have
effectively used them in breakout
areas.
DETAILS OF JAALI WORK
85

4.3.3 HAKUSUI NURSERY
SCHOOL
Architects : Yamazaki Kentaro
Design Workshop
Location : Chiba, Chiba Prefecture,
JapanArchitect in Charge : Kentaro
Yamazaki Area : 530.0 sqm
Project Year : 2014
CASE STUDY
4.3 INTERNATIONAL
86

This nursery school in Sakura, Chiba
was planned to accommodate 60
pupils. Seiyu-Kai, a local social welfare
firm specializing in elderly care facilities
approached us for this project. The
overarching concept for this plan
started with an idea: “a nursery school
is a large house.” Surrounded by
mountains and forest, the southern
area of the site rests on a gentle slope.
Putting this topography to use, we
designed the school room to resemble
a large set of stairs.
87

One unique feature of this “large
house,” for example, is that a 3-year old
child is in the same room as a 5-year old
and these children of different ages can
interact in the wide, one-room space.
Additionally, should a 3 year-old child
be sleeping while a 5 year old child
plays nearby, these differences in
rhythm reinforce the "domestic"
qualities of this "large house." Keeping
in line with Seiyu-kai's longstanding (26-
year) philosophy, we made it a priority
to minimize the number of blind-spots
within the room in order to keep safety
measures as uninstructive as possible
Utilizing large sliding window frames
along the northern and southern faces,
along with the space created by the
slope, ventilation is created as a breeze
draws in from the south of the
structure, passes through the forest-like
interior pillars making its way upwards
before finally blowing out across the
terrace on the northern side. A small
pond on the southern end which
gathers rainwater as well as water from
sprinklers installed on the southward-
slanted roof also contributes to the
airflow as the water is absorbed into
the wind that blows into the structure.
This was part of a comprehensive plan
to create a space that was inseparable
from the
environment that surrounds it. We
believe that in pursuing the original
concept of a “nursery school as a large
house” we achieved something not
unlike the houses in farming
communities that surroundit.
88

PLAN
89

Surrounded by mountains and forest, the
southern area of the site rests on a gentle
slope. Putting this topography to use, we
designed the school room to resemble a
large set of stairs.
ELEVATION
90

SECTION
91

5. FINDINGS
 Healthy School Environment.
 Indoor Air Quality.
 Make daylighting priority.
 Outdoor open space.
 Avoid direct-beam sunlight.
 Use natural ventilation.
 Ensure acoustical comfort .
 Ensure thermal comfort.
6. CONCLUSION
Elementary school is an exciting period of reform. Technological advances and
improved knowledge about how children learn are being infused into the curriculum
and instructional practices and governance of elementary schools continues in the
same historical tradition. Education and policy-makers throughout the world are
grappling with the determination of the skills and knowledge necessary for effective
citizenship in the twenty-first century.
7. REFERENCE
 Timesaver Standards
 www.archdaily.com
 www.simpli.com
 www.webcrawler.com
 www.wbdg.org
 http://www.access-board.gov/adaag/html/adaag.htm
 http://theverybesttop10.com/smartest-school-uniforms-in-the-world/
 http://education.findlaw.com/student-rights/school-dress-codes.html
92

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