ćəsqənelə Elementary School is a joint school and community centre to maximize use of both facilities for the school and community.
Progressive design for learning within nature ćəsqənelə Elementary School is a $22 million school in Maple Ridge, B.C., with a capacity for 650 students plus strong start and early learning services. The site is located within a heavily forested region and abuts a creek and riparian area. School District #42 partnered early on with the City of Maple Ridge to provide a joint school and community centre development to maximize use of both facilities for the school and community. Internal corridors have access to natural daylight through high clerestory windows allowing both south and east light into the spaces. Building height was kept to one storey to give each learning pod direct access to an outdoor learning area. A double-height learning commons greets the students as they approach the front entrance from the exterior. The large southfacing glazing with integrated solar 18
Ops Talk • Spring 2020
shading via trees and building elements allows direct visual access into the space where hexagonal light fixtures designed to mimic a honeycomb beehive pattern can be seen. The design of this school is a direct result of educator, student, community and First Nations consultation. Meetings were held on a wide range of topics to allow CHPA to obtain detailed information and feedback. The efforts of this multidisciplinary
team
enabled
the
school to reflect the visions and priorities of 12 diverse stakeholder groups, including First Nations, sustainability specialists, teachers, students, and librarians. Two of the stakeholder groups, the sustainability team and the outdoor teachers, plan to take one of the learning pods and turn it into an off-the-grid area of the school. This pod will
have solar power, composting, and water recycling incorporated in its design, representing a progressive choice that offers students a learning environment that is completely off-grid. First Nations stakeholders conveyed to CHPA that they wanted the school, which is on traditional land, to reflect the language, history, and culture of its people. This approach would enable all students to gain insight into the rich history and purpose of the land, and those who lived on it before the school was built. In response to this consultation, the design features include a gymnasium influenced by contemporary longhouses, honeycomb lighting fixtures, reading cave spaces, outdoor sheltered classrooms, native exterior plantings, and a trail connecting to the surrounding creek and riparian area for nature learning opportuni-
