Text description provided by the architects. The school represents the 1st step in a master plan developed in 2013 for a long term enrolment of 450 students and a peak enrolment of 600. The school has been designed as two pairs of learning communities; the schools long term intent is for stage 1 to accommodate 194 (P-2 year) students and future stages to accommodate 256 (3-6 year) students.
As one enters you are greeted by a large welcoming community space encouraging the parents to stay for morning tea and chat. The space is also used by staff as a lounge and the intent is for food preparation demonstration to take place in the space. Once a week selected students have morning tea with the Principal.
The school has been designed without a formal library which is now contained in a collaborative space providing direct access to all resources. The space also connects all spaces from entry through to learning communities and future stages.
Students are grouped “Stage not Age” increasing engagement, they are taught to take increased responsibility for their learning.
A regular floor plan has been pushed and pulled to achieve a variety of spaces internally and externally that features large openings to achieve a highly porous learning environment without losing the sense of intimacy and fun. The overall transparency between spaces connects learners and creates a great sense of community. Each learning space has direct access to the shared activity spaces whether they are small or large breakout spaces.
A series of smaller spaces provide opportunity for informal or group learning including; a tiered seating corner with a curtain for privacy and an organic banquet in the collaborative space. Each learning area has a wet area with benches at varying heights and ample storage for art and craft activities.
The brief originally called for a centrally located staff work and resource space; this has now become a collaborative breakout teaching space to work one on one with teacher or use for small group collaborative activities.
The embedding of High bandwidth IT infrastructure technology in the learning space – smart boards, networked and wireless connection to computers hand held devices adds to the flexibility demanded by the curriculum.
Extensive use of timber for structure cladding both internally and externally provides a welcoming, warm serene backdrop to vibrantly coloured student works. Pin-board material play a key role in the widespread acoustic treatment, applied to walls, floors and ceilings.