SCHOeL : Reclaiming The Right Of Children for Equal Education

SCHOeL Reclaiming The Right of Children For Equal Education

HUSSAIN JAMALULLAIL

MArch Year 6- PRAXXIS 18-19 Helen Aston, Sarah Renshaw, Emily Crompton, Kathryn Timmins

We are, from the debris of the system, from the fallen, the victim of exclusivity.

We are, from the unsound of the products, from the ghetto, the broken and the ill.

We are, . the ‘conflicted’ minds, trying to belong, but never be amongst. hussainjamalullail, 2018

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we are ...

The image is drawn based on the inspiration that children are born free and should be able to be a part of the system equally (source: hussainjamalullail, 2019).

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TABLE OF CONTENTS The Summary

THE RIGHT OF A CHILD

THE CURRENT EDUCATION MODELS

THE ALTERNATIVE MODELS

TOWER HAMLETS AS THE CASE STUDY

SCHOeL

• What feminism means to me all children have the same right

• the system now looking into England’s education system

• the alternative pedagogy the ‘other’ type of education

• THE CHILD POVERTY the poverty & youth deprivation

• SCHOeL the proposed, equal pedagogy

• CHildren and IMPOSITION expectation on children

• The school & provision what does the children do after school?

• The ALTERNATIVE PEDAGOGY II the vocational education

• the demographic the people in Tower Hamlets

• the PLAYHOUSE the initial vision of SCHOel

• the childhood the importance of one’s childhood

• The finnish system what does the children there get?

• the reported crime gangsterism in Tower Hamlets

• the programme the subjects and spaces

• THe education strategy the plan & progress

• THe site strategy inclusivity of the surrounding

• the primary schools below average schools in Tower Hamlets

• the programme strategy plotting the programme on site

• the social system life expectation and social pressure

• thomas buxton primary school the history and progress • the site the building, the location & the area • community cohesion the school as a necleus for positive changes

page 5

page 10

page 14 4

page 16

page 25

The Right of A Child Do the children have their right?

The image is drawn based on the inspiration that the education system should celebrates the children as the centre of curriculum (source: hussainjamalullail, 2019).

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WHAT FEMINISM MEANS TO ME All children have the same right

NON-HOMOGENEOUS VIRTUE

i.All human being has equal right -and the definition of success vary Rather than looking at the others as human being froze at a moment of a time frame, I ought to value everyone as another life-form of a complete cycle; which means they too had come from somewhere with they own set of identities, values and history. They have the needs that might have crossed with mine and I shall respect to that. Which brings me to another position,that is everyone has their own definition of life and success. To create a monolithic world is never right!

ii.Oppression SHOULD NEVER HAPPEN Whatever the term that people might call it, but an oppression (of one on the higher position, authority, power, privilege) towards the group below is never right. Oppression could be in many forms (physical, emotion, age, sex, domestic, institution, government and so many others), yet the condition of imposing one’s own believe into the oppressed group is always the same. A classic example is the one-waypedagogy between a teacher and students, framed by Paulo Freire in 1968 in his book. I always see this as a big part of my social life. Whenever a right and responsibility is bestowed upon me (towards my spouse, friends, family, etc)-I should value the other end as equal and vice versa.

VOICE VALUE HUMANISED

EQUALITY

FREEDOM

RIGHT EQUITY INDIVIDUALITY

iii.Children too have right I believe that, children should get the same (or even more) right that an adult get. His or her voice should be listened as equal and not undermined. Often, what happened throughout the society are the oppression towards their voices and individuality. At home, in school, or even the government ruling often neglected the right that they have to speak up and be heard.

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CHILDREN & IMPOSITION Expectation on the children

Levels of Expectations & Imposition on Children

Children and teenagers are probably the most undermined and oppressed stage of life. We are expected to behave and conduct our life in predetermined conditions, set by different scale of social circle- or to be more precise: the adult. Often the voices of this (smaller size of) human being are shut, unheard or the worst assumed by the people who think they had been on the same stage of life. This project calls to break this cycle of oppression and propose a new form of appreciation towards the individuality of every children. I have listed down 3 level of expectation that is often imposed towards the children:

Domestic Expectation

• Domestic expectation - parents towards the children • Social expectation - school towards students • Political expectation- law and enforcement

on

ti cta pe Ex Social Expectation

of

THE RIGHT OF A CHILD

education place in society play and rest fair treatment equal justice

How much control does the children have over their rights?

social environment

g

domestic care

din

body & mind

un

Identity

rro

Su

life

Political Expectation

Expectation becomes identity

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The importance of one’s childhood

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the right to his

body or mind BE F

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life

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og

D LIFE

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OLD

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4 YRS

ht t g i r e th

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3 YRS O

PTION ER ADO AFT

local’s provision

schools

friends

D OL

family

RS 0 Y

LD O

2Y RS

OD O H D RS 1Y

JOSH’S SURROUDING INFLUENCES

.

To answer the question of what does the children really needs, one way is to look at what is missing in the children’s upbringing, as well as looking closely at the consequence (result) of that. In this case, I used Josh as my case study, an example for the ‘failed’ upbringing. Josh was a boy filmed for a documentary “Last Chance School”, who was expelled from several schools because he was categorised as unfit and having disruptive behaviour (Minnow Films, 2013). The first question that came to me was, what makes him as such?

What happened to his upbring that made him a naughty, rebellious & dangerous as such? Then came the question on the few earlier schools that he went. Rather than appreciating and giving value to him accordingly, he was expelled several times from different schools. All because they are incapable or rather would not want to deal with the situation equally.

vo ice

er a nd g ood edu catio n

THE CHILDHOOD

Mapping on Josh’s upbringing (0- 11 Yrs Old)

CH

I RS 5Y

D OL

JOSH 11 YEARS OLD 11 Y RS O

LD

Pe rm a ne nt Exclu s ion from E ng l a nd’ s s chool

O

S YR

LD

10

ADO

LD

7 YR

A

OL

IT H

ST I PTED P A R E N TS - P H I L &

G

B

SCHO

OL C

From 2015- 2017, a rise of

40

15%

people each day

students expelled

SO

L HO

8 YRS OLD

O

SO LD

O SC

GW

9 YR

H

6

LD

YR S

O

SC

L IV IN

The mainstream schools expel

AN L A ST C H

C

C ES

H

L O O

The childrens living in poverty are

Average no. of students expelled

4x

5,000

Can the schools be the last resort?

A safe place for the children to go to.

A place where they will be celebrated equally.

A place where their voice is going to be heard?

A place that gather people together.

A place where there is love.

Excluded from the mainstream education several times in UK

more likely to be expelled

8

each year

taken from Department For Education figures (Deparment for education, 2018)

THE SOCIAL SYSTEM Life expectation and social pressure

I tried to map the life route that a person might take.

Immediately I realised that to map this route, ideally it would be as according to the expectation of the social surrounding.

From primary school (if managed to ace accordingly) to high school to college to university- all had been set properly by the society. Those who divert from this path are seemed to be following an odd path or worst, as a failed individual. Now, this will cause a lot of other problems to the society. These problems are rooted at the very start of one’s path, which is the primary education. To be able to elevate one’s childhood is to elevate that individual througout his or her life. I believe that the primary education should be taken into serious consideration due to its importance in effecting one’s life.

OUTCOME

Above average Struggling to fit into the community

SOCIAL EXPECTATION The Ideal

WORK

PRIMARY EDUCATION

Below average

Getting good job & salary

Graduating from the universities

design social structure

fall short & inadequate

IN TA S U

D OO

UNIVERSITY

SECONDARY SCHOOL

PRIMARY SCHOOL

expelled from school

commiting crimes

S TO E

IF

TL UL

AD ED

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GE A N

C PE S O E-T

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IN RN

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AGE 0 YRS OLD

4 YRS OLD

8 YRS OLD

12 YRS OLD

16 YRS OLD

20 YRS OLD

24 YRS OLD

28 YRS OLD 9

32 YRS OLD

36 YRS OLD

40 YRS OLD

44 YRS OLD

48 YRS OLD

The Education System The primary education for children

The image is drawn based on the idea that every child has an equal ability to give positive contributions to the society. [ The wall in the image is designed by the children ] (source: hussainjamalullail, 2019).

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ENGLAND NATIONAL EDUCATION SYSTEM

THE EDUCATION SYSTEM LOOKING INTO ENGLAND’S EDUCATION SYSTEM

AGE

I believe that the ideal education is the education that should have celebrated every children’s characteristics and unique differences. I tried to understand the current education structure in England in comparison to the Finnish system (top 5 in the global school ranking).

The current national education, I believed is structured (not in a literal sense) in a way that filtrations can be done to group the children in their competency and ability. While the majority might pass this test, the question is what will happen to the smaller groups who have their own way of defining the world.

KEY STAGES

FINLAND NATIONAL EDUCATION SYSTEM YEAR /GRADE

0-6 Yrs Old

EARLY YEAR EDUCATION

• spending

time outdoor

• exercising

Teacher assessments

EARLY CHILDHOOD EDUCATION & CARE

4 Yrs Old

• playing

KEY STAGE 1

5 Yrs Old

EXAM BASED OUTPUT

YEAR 1

National tests and teacher assessments • english

6 Yrs Old • english

ALL CHILDREN

YEAR 2

reading

6-7 Yrs Old

grammar & reading • mathematics

100%

• social

OUTPUT A FILTRATION

OUTPUT B FILTRATION

10% UNFIT STUDENTS

70%

20% UNFIT STUDENTS

• science • history • design

YEAR 3

• english • mathematics

YEAR 4 • art

education

& design

• religious

• geography

YEAR 5

education

National tests and teacher assessments 10-12 Yrs Old

• foreign

YEAR 6

KEY STAGE 3

• physical

GRADE 1 - 2

• environmental

• design

• computing

and technolgy

• history

• religious

• geography

19

BASIC COMPREHENSIVE EDUCATION

• citizenship

• modern

• social

YEAR 9

education

foreign languages

• home

KEY STAGE 4

education

education

• english

languages

education • geography

• biology

• music • optional

study

Lessons per week at different grades grade lessons per week

• science

• mathematics

Some children take GCSEs YEAR 10

• humanities • modern

• foreign

• history

• art

and technolgy

• chemistry

education

GRADE 3-9

• design

• physics

studies

economics • health

• religious

• mathematics

YEAR 8

• science

• sex

14-17 Yrs Old

or ethics

• mathematics

• music

& design

• religion

• handcraft

YEAR 7 • art

education

arts

studies

• english

education

• visual

tongue and literature

• physical

GRADE 1 & 2

• computing

languages

12-14Yrs Old

• sex

GRADE GRADE GRADE GRADE GRADE

3 4 5–6 7–8 9

22 24 25 29 30

foreign languages

Most children take GCSEs • citizenship

The subjects thought in England’s primary and secondary schools are double the subjects taught in Finland’s school.

I believe that students spend more of their time studying (as according to the assigned subjects) rather than playing or spending on other skills. On the other hand, the Finnish school encourage their students to play as part of the learning process.

• mother

Lessons per week at different grades grade lessons per week

subjects

• self-esteem

7-16 Yrs Old

and technolgy

• music • physical

While mapping the education system in England, I realised that it is rigid and structured with various exams throughout the learning years. Students are binded to sit in the final examination before they continue to the next key stage. In comparison to the Finnish education system, there is only one final examination at the very end of grade 9- that is, just before they leave the school. Teacher’s feedback are emphasised as according to the children’s capability and progress. Various consideration are taken into account when evaluating the students.

PRE-PRIMARY EDUCATION

skills

KEY STAGE 2

7-10 Yrs Old

SUCESSFUL OUTPUT 65%

AGE

3-4 Yrs Old

Phonics screening check

80%

KEY STAGES

YEAR /GRADE

YEAR 11

• computing

16/17 Yrs Old • physical education

UPPER SECONDARY EDUCATION

KEY STAGE 5 17Yrs Old

VOCATIONAL

A-LEVEL/IB/ SCOT-HIGHER

national exams

national exam teacher’s personal feedback 11

ENGLAND

THE SCHOOL & PROVISION

FINLAND

What does the children do daily?

10am

11am

1pm

3pm

2pm

4pm

5pm

typical parent’s working hour

11am

12am

1pm

3pm

2pm

4pm

9.30

10.00

11.00

6 hours 12.00 12.30

11.30

13.00

13.30

14.00

14.30

15.00

15.30

16.00

12 years old YEAR 6

8.00

8.30

9.00

9.30

0700

4 10.00 hours 10.30 11.00

12.00

12.30

13.00

0800

9pm

10pm

13.30

14.30

15.00

9.00

9.30

10.00

10.30

11.00

11.30

12.00

12.30

13.00

62% on average Music Numeracy Physical Education Personal, Social, Health and Economic

14.30

15.30

8.00

16.00

Swanlea School, Brady St, Whitechapel, London

8.30

9.00

9.30

10.00

10.30

up to 5 hours

11.00

13 years old YEAR 7

11.30

12.00

12.30

lunch

period 4

period 3

break

period 2

period 1

school starts

length of stay voluntarily after school 15.00

15.30

16.00

11 hours

school ends

14.00

period 6

period 5

lunch

period 4

period 3

break

period 2

period 1

13.30

0-1 hour

school ends

RE / music / ICT

physical education

14.00

St Paul with St Luke CofE Primary School, Tower Hamlets, London

KEY STAGE 3

registration

8.30

math meeting

lunch

mathematics

11.30

f ree time after school (excluding sleep)

13 years old YEAR 7 English Geography History Inclusion Literacy

8pm

7pm

after working hour

assembly

break

literacy

reading / spelling / homework

school starts

school ends

RE / music / ICT

physical education

math meeting

lunch

mathematics

assembly

break

10.30

AFTER SCHOOL PROVISION Finland England

9 hours

8.00

HOME

6pm

after school hour

typical parent’s working hour

after working hour

5pm

13.00

13.30

14.00

14.30

15.00

school ends

9.00

KEY STAGE 3

OTHERS

SCHOOL

10am

typical school hour

0600

1800

1600

9am

time spends at school daily

0500

2 HOURS

8am

period 6

8.30

HOME

1700

7am

period 5

8.00

4 HOURS

3 HOURS

11pm

KEY STAGE 2

school starts

SLEEP

10pm

St Paul with St Luke CofE Primary School, Tower Hamlets, London

0400

1900

9pm

KEY STAGE 2

12 years old YEAR 6

2000

8pm

7pm

after school hour

0300

2100

6pm

SCHOOL HOUR AND AFTER SCHOOL HOUR

registration

0200

12am

typical school hour

0100

2200

NIG HT

9am

literacy

0000

8am

reading / spelling / homework

2300

7am

school starts

The students in England need to attend school for 6 hours daily which is 1 hour more than the Finnish children. I then studied the daily schedule for the students in both countries.

In Finland, the students voluntarily stay in schools even after the school hour to just play apart from the club and society activities. Although the children here have less after-schoolhour, the school compound is usually inaccessible to the students. These rise the question on what does the children do after school hour? Does the local counsel has the after school provision for them to attend?

SCHOOL HOUR AND AFTER SCHOOL HOUR

15.30

16.00

70% on average

Swanlea School, Brady St, Whitechapel, London

English

Music

Inclusion Literacy

Personal, Social, Health and Economic

Geography Numeracy after school public facilities available (eg: outdoor parks, playgrounds) History Physical Education

6 HOURS

0900

1500

after school private facilities available (e.g: sports centre, dance studio)

1000

1400 1300

£20 on average

1100

1200

mostly f ree cost for after school facilities,

£14

£20

DA Y

TYPICAL TIME SPEND BY A ( 6-14 YRS OLD ) CHILD IN ONE DAY IN ENGLAND

child care benefit weekly

36% on average

46% on average

participation in sport club activities at least once per week 2300

0000

0300

2100

NIG HT

government policies on education and physical activities

0200

2200

70%

unclear

0100

0400

2000

SLEEP

1900

0500

HOME

4 HOURS

0600

1800

OTHERS

HOME

5 HOURS

2 HOURS

1700

0700

SCHOOL

1600

after-school clubs IN ENGLAND: “less play focused and more controlled or ‘school-like’,” (More School, Less Play?, 2006).

After the school hour in Finland: “play and more play - the youth centres are sponsored by local councils” (Stell Simonton, 2015)

0800

4 HOURS

0900

1500 1000

1400 1300

1200

1100

DA Y

TYPICAL TIME SPEND BY A ( 6-14 YRS OLD ) CHILD IN ONE DAY IN FINLAND

12

11pm

THE DIFFERENCE What is it that they do better?

ENGLAND’S EDUCATION SYSTEM If I want to outline one different element between the school here in England and the school in Finland, it must be the way that the education is conducted and is defined. While both are done under a clear intention of providing opportunity for the children to learn, one must remember that the children are never homogeneous. Meaning that there is no a single definition of success and every child should be treated equally.

LINEAR SYSTEM (ENGLAND) VS LATERAL SYSTEM (FINLAND)

CHILDREN

SCHOOL THAT FILTERS

The linear system in England suggests that to complete the education, the children must do well in exam and they must study hard to do so. This create a single definition of success for the children. While on the other hand, the lateral system in Finland suggests that there are multiple ways to achieve so and the routes are different depending on each children.

SINGLE DEFINITION OF SUCCESS

Alternative?

I tried to look for several other alternative to the current education system offered by the government. There are a few other approaces that has got different approach on providing education for the children.

FINLAND’S EDUCATION SYSTEM

CURRENT pedagogy SCHOOL ALLOWING MULTIPLE WAYS OF LEARNING

CHILDREN

ALTERNATIVE pedagogy

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MULTIPLE DEFINITION OF SUCCESS

• teacher and students are

equally important

• teaching environment is

hugely important

MONTESSORI

The alternative approach to the current one way teaching is the pedagogy where the each student are celebrated as equal being. Their voice is a much important as the teacher’s voice and unique to each other. Although this approach might seems chaotic but there is no oppression taking place.

Pedagogical oppression is when the teacher is the only figure who are right and has the control over the whole classroom.

• Zones for learning • Open Storage units holding ‘work’ equipment.

• Floor mats for individual and group learning.

• Tables Group and individual working.

• Numerous techers dotted across the room, observing, offering one to one and group teaching when neccassary.

• Natural, organically designed spaces made from natural materials such as wood and cob.

• Individual work in a group, focussing on the same, shared thing. This may be a sculpture, a still life or a teacher.

• Individual tables and spaces for individuals work.

• Dens, cubby holes, self-built places for rest.

STEINER

The ‘other’ type of education

other METHODS OF TEACHING

• student’s voices inform the

teaching

• interaction is non linear • multiple ways of commu-

nication

• Plants • Outdoor courtyard shared with other classrooms.

• Storage units for group (floor) activities • Circular tables for group activities • Teacher allocated to smaller groups of larger classroom group.

REGGIO

student centred approach

• teacher is the centre of the

teaching

• students seat at designat-

ed table

• teacher’s voice inform the

teaching

• Group table of individuals working on individual work.

• Colour coded group tables for learning ability • ‘special needs’ teaching assistant.

• Teacher being focus of attention, placed at the centre front of the room.

• Teacher dictated learning.

• interaction is linear • one way of communica-

tion

FORMAL

d

ALTERNATIVE PEDAGOGY

conventional one way teacher approach

Drawing were prepared by Benjamin Brakspear, Praxxis 14

ALTERNATIVE PEDAGOGY II The vocational education

digital

Another part of education that I am interested to know more, is the vocational education or technical education. This education prepares the student for work in a specific trade, craft, technition, or in professional vocations such as engineering, accountancy and nursing. Vocational education usually is related to education that involves more of the practical learning.

construction design

childcare catering

PRIMARY EDUCATION

VOCATIONAL EDUCATION

SECONDARY EDUCATION

THEORETICAL CURRICULUM

PRACTICAL CURRICULUM

ACADEMIC EDUCATION

engineering

admin

accounting

VOCATIONAL EDUCATION

food

agriculture

hair & beauty

VOCATIONAL EDUCATION IN ENGLAND Until recently, almost all vocational education took place in the classroom, or on the job site, with students learning trade skills and trade theory from accredited professors or established professionals. In 2020, T- level is about to be introduced providing technical alternative education to children age 1618 yrs old with similar qualification to A-level.

INSTRUCTION

BRIEF

FABRICATION

2/3 of youth said vocational track is less valued by society

APPLICATION

the process of learning become much more engaging

higher graduation rates amongst ‘high risk’ students

‘Anything that we have to learn to do we learn by the actual doing of it… We become just by doing just acts, temperate by doing temperate ones, brave by doing brave ones’ - (Aristotle Niconachean Ethics, Book II, p.91)

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Tower Hamlets, London Looking at Tower Hamlets as a case study

The image is drawn based on the idea that the urban spaces should always encorporate children as on of the user (source: hussainjamalullail, 2019).

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THE CHILD PROVERTY

The poverty & youth deprivation in Tower Hamlets

su Po or he alt h

Tower Hamlets has one of the highest child poverty and economic inequality rate in United Kingdom (Trust for London, 2018). Meaning that, just across the main city of London, about half of the children there are living off the child benefits and food bank. Of all children in poverty in Tower Hamlets, more than half (58 per cent) were known to be in families who were receiving out-of-work benefits (London Borough of Tower Hamlets, 2016). I believe that children living under such consequences are experiencing continuous discrimination and uncertainty in their daily life as well as their future. The economic inequlity in Tower Hamlets are also creating a marginalised community. A situation that gives rises to many more social injustive and oppression.

pe rv isi o

n

VIDEO FOOTAGE OF YOUTH VIOLENce AND GANGSTERISM in tower hamlets

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CHILD POVERTY RATE ACROSS UK

unclear future

Poor fo o

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abs

ent

34.3% Glasgow

liv

ing

Ra s

in

of a

Birmingham 42.3%

le m

es

tic

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6th October 2016: At least six boys wearing hoodies and scarves then drag their victim off his bike and push him to the ground, punching him the face, beating him with a belt and repeatedly kicking him from all sides before fleeing with his bag. (source: Dearden and Baynes, 2016)

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TOWER HAMLETS CHILDREN DEPRIVATION What are the consequences?

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Manchester 43.6%

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The Primary Education: The most important period of one’s life

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Tower Hamlets

53.4%

(Morton, 2018)

Deprivation amongst the youth and child poverty leads to several other consequences. Amongst the community, social problem arises because of the void that the children feel need to be filled. The lack of love, provision and the right education increase the number of crime in the denser populated area.

Gangsterism amongst the youth is another common result of these deprivations. It has been estimated that 6% of young people aged 10 to 19 years are gang members (British Crime and Justice Survey 2006). There were 3,495 gang members and 250 gangs in London. 70% of these members were aged 17-23 years old and two thirds of these members had also been victims of crime themselves.

I believe that there is a strong link between these deprivations and the children’s primary education. The prime period when a human being is developing. A period when the children are most vulnerable and in need of equal attention.

53% of the children live in poverty

Present Teenagers <15 years old

Primary Education 6-11 years old

Early Childhood 0-5 years old

offender

25,620

The offender’s upbringing The victim’s upbringing

20% more than the rate for England

(Butler, 2018) victim

“There can be little doubt that the Government’s policy of maintaining the benefits freeze despite rising prices is a major contributor to the emerging child poverty crisis. No family in modern Britain should be struggling to put food on the table, heat their homes and clothe their children” (Powell, 2018).

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Present Teenagers <15 years old

Primary Education 6-11 years old

Early Childhood 0-5 years old

Drug dealers sentenced to more than 49 years, Monday 20th August 2018

THE REPORTED CRIME

Gangsterism & reported crime in Tower Hamlets

More than 110 crimes are reported each day in Tower Hamlets (Shaw, 2018) and there are several other recorded data showing these statistics. In one of the survey conducted by the Mayor of London, it shows that about 30% of the public think that gangs are a problem in Tower Hamlets. A public perception that the area is not one of the safe area to live in.

PUBLIC ATTITUDE SURVEY (JAN-MARCH 17) % of problem 6

(Towerhamlets.gov.uk, 2018)

29

Serious youth crimes recorded

MAJORITY OF THE GANGS MEMBER WERE AGED

310

17-23

in 12 months (‘16-’17)

years old

“Many young people are lured into drug-dealing for gangs by the promise of status and money or through bullying and coercion” (Gangs and Serious Youth Violence: Scrutiny Review Report, 2018).

Tower Hamlets’ gang territory

As I mentioned earlier in the previous page, 70% of the contributor to these statistics are the youth. If the upbringing of the children is somehow spoiled, neglected or oppressed, then the outcome will be of the same cycle. It is about time that a positive change is brought forward to the table. A nucleus that will give positive impact to the local community in Tower Hamlets especially the children and the youth.

I tried to draw several other diagrams to zoom in an area where the crime and violent occured most often. I realised that the area is concentrated towards the west of Tower Hamlets where the number of population is higher. My focus is then directed towards a few wards namely Whitechapel, Spitalfields & Banglatown, Weavers and Bethnal Green North.

Number of Crime by type in January 2018

Tower Hamlets’ reported anti social behavior in January 2018 The Docklands and East London Advertiser (Shaw, 2018)

Top 10 most reported crime area in Tower Hamlets in 2018 18

THE DEMOGRAPHIC The people in Tower Hamlets

In order to understand the root of these social outcome, I have made an attempt to understand the people of Tower Hamlets itself, starting from the number of population in relation to the whole greater London. Tower Hamlets comprises of 308 000 number of population. That is 3.79% of the population in greater London and is projected to soar rapidly in the next couple of years. Tower Hamlets remains the 2nd most densely populated local authority in the country, which is 15,564 people per km2. The borough has seen a significant increase in the number of young children with the current estimation about 34,200 people, which is 11% of the whole population.

This number is expected to rise about 20% in the next 10 years (Headline Analysis: Population, 2012).

2nd most densely populated

Bangladeshi - 43% White British - 23%

15,564 people per km square Diverse ethnicity

TOWER HAMLETS demographic environment

Bangladeshi - 67.3% White British - 27%

Changing age structure of the population Chinese - 11.4% White British - 31%

High number of short term migrants

64% CITY OF LONDON 7,800 POPULATION

TOWER HAMLETS

308,000 POPULATION

GREATER LONDON 8.136 M POPULATION

are a mix of 17 ethnic groups

Highest percentage is between the age 25-35 years old Average occupancy of households is 2.47 residents per household

“The Bangladeshi population makes up almost one third (32%) of the borough’s population” (Ethnicity in Tower Hamlets: Analysis of 2011 Census data, 2013).

Ethnicity BACKGROUND

THE BACKGROUND OF THE PEOPLE Tower Hamlets has more than 2/3 of its population (69%) belong to the minority ethnic groups. Meaning that, the people there are diverse and multicultural with a lot of historical background.

unemployment - 5.5% unemployment - 11.3%

1) 32% are Bangladeshi The history of Bangladeshi immigrants was stretch back in 1700 when The East India Company established the link between Great Britian, India and Bengal. The first recorded resident was in 1920s in Sandy’s Row, Tower Hamlets.

2) 25% are from various smaller ethnic groups The other quarter of the population consists of a mix of various ethnic group namely: Black African (3.7%), Chinese (3.2%), Indian (2.7%), other Asian(2.3%), Black Carribbean (2.1%) and many more.

unemployment - 2.1%

3) 31% are White British Another quarter of the population consists of the White British people and are scattered accross the borough.

unemployment - 5.4%

Density (number of person per 10000sqm) 19

UNEMPLOYmENT RATE

THE EDUCATION STRATEGY The plan and progress

There are various deprivation appeared to take place in the borough and are affected the people in a lot of aspects. My proposal in this project is to use the education provision as a medium to create a positive change to the society. In this case, I attempted to understand Tower Hamlets’ past scheme and progress on their education provision. Since 1997, Tower Hamlets had been very progressive in providing the best education for their children. However, because the majority of the children there are living below the poverty line, they required exceptional range of additional needs. 7%

1/20/2019

Ambitious leadership at all levels

From fail to world’s best: A lesson from the East End | The Independent

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“Permanent exclusions in secondary schools, albeit reducing, were, however, above national rates.”

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High quality -a decline in the number teaching of schools requiring improvement - an improvement in attendance -raising standards of literacy and numeracy - improving teaching and learning - strengthening leadership - large number of initiatives and activities to support school improvement

News > Education > Education News

From fail to world’s best: A lesson from the East End

- 26% of students gained 5 or more higher-grade GCSEs, compared to a national average of 43%.

- 47% of pupils achieved level 4 in the Key Stage 2 English tests, compared with 63% nationally. ‘

What can we learn from the remarkable 15-year turnaround at Tower Hamlets’ schools?

Richard Garner | Wednesday 11 December 2013 01:00 | 14 comments Like

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effective school improvement

Manorfield Primary School went from an ‘inadequate’ rating to ‘outstanding’ in one year, one of the quickest turnarounds ever seen by inspectors ( David Sandison )

-School standards were now described as mainly Good or Very Good.

-the number of schools in a category of concern had been reduced from 40 in 1995 to 3 in Dec, 2004.

-the proportion obtaining five or more GCSEs at A*-C grades was in line with the national average for the first time

External integrated services

government policies and pressure

Community partnerships

High levels of funding

-no school below the floor standard of 60% in combined English and maths - primary attendance was 94.8%, a new record high for the Borough, just above the London average and just below the national average of 95%.

-Tower Hamlets primary schools in the top third of local authorities.

1997-1998

2000

2005

2008

Unacceptable performance

Sign of improvement

Dramatic improvement

Sustained success

Fifteen years ago, the schools in Tower Hamlets were derided as the worst performing in the country.

Things were so bad that Ofsted, the education standards watchdog, insisted that its damning report on

https://www.independent.co.uk/news/education/education-news/from-fail-to-world-s-best-a-lesson-from-the-east-end-8996454.html

1/5

of a total 2011 school census population of 39,596 – registered as requiring School Action or School Action Plus in response to their educational needs, and a further 1,392 (4%) with a statement of special educational needs (SEN). (Woods, 2013)

From the borough current and future plan, there are 4 criterias that they want to achieve. The criterias are: 1) Excellent curriculum

quality employment

higher education

excellent apprenticeship

excellent curriculum

2) Integrated community

As for my project, I shall allign the aims and objectives with these criteria and work closely with Tower Hamlets’ strategy on education provision.

excellent outside of education

achieve full potential

2018-2023

3) Excellent outside of education 4) Achieve full potential

integrated community

Current & Future Plan £2.8bn has been cut from the government’s school budgets since 2015.

This has given a big impact on the schools including in Tower Hamlets (School Cuts, 2018). “Cuts will widen the gaps between the advantaged and disadvantaged pupils” 20

(Towerhamlets.gov.uk, 2018)

THE PRIMARY SCHOOL The below average schools in Tower Hamlets

I have picked on 9 schools in Tower Hamlets to compare the overall key stage 2 performance in 2018. This list was taken from Ofsted Report and was chosen based on the lowest percentage of students achiving expected national standard. With the exception of the special schools, I tried to understand the framework that had been set to evaluate the performance of the children. For example, about half of the pupils in Thomas Buxton Primary School are rated below the expected standard (and vice versa). The written standard might suggests an aim for the children to achieve but it might as well grouped the ‘below’ average students as an under achieved group.

Thomas Buxton Primary School St Anne’s Catholic Primary School

Osmani Primary School

Primary schools Most reported crime streets Reported crime in Tower Hamlets

I narrowed down my analysis to focus on the Thomas Buxton Primary School as my case study. The school is sonsidered as having one the lowest achievement (refer to the table) in 2017-2018 from the Ofsted report. Situated in the area that is most dense in Tower Hamlets, the surrounding has the most frequent reported crime as compared to the rest. One might argue that there is no correlation on both situation. But as I mentioned earlier, if the marginalised and the disadvantaged children had a proper primary education then the situation might had been different.

21

KW EE

K

Reading Partners

W OR OF

T EN

B CL U

G

N TI U P

CE

CO

national standard curriculum

other inclusion of values

CE WE

Vis it

ED S

NE N

EQ

ED

UC AT IO

IT Y BI L IS A

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4s tud

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te

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SP EC IAL

it

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22

m

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Children’s Rights Alliance For England

nn

Co h

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b le ce

Thomas Buxton Primary school

British Gas company

The school’s partners

ha

ni

H

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mu

co

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to c

Co m

ec o

HOOL

HE SC T D N U

SCIEN

ng

I believe that these activities should be highlighted more rather than becoming just a ‘side’ event in relation to the national curriculum. Something that is more permanent and provides an alternative to the linear curriculum in England’s education. I tried to list down if not all, most of the programmed conducted by the school (refer to the diagram on the right).

Mix

NER

N - BA

Book + picnic

U AL IT Y

ITY L UA Q Y RE IT E L ND UA E G EQ E C RA

currently considered as co-curriculum & ‘other’ activities

gi

The school now has 460 multicultural students. Although 46% of the pupils were considered below the expected standard (based on the national curriculum standard), the schools continue to be progressive in a lot of other co-curriculum activities. A lot of programmes had been planned throughout the year to benefit the children in several other areas.

-

TE T PO

O ITAT AR B A H L’S ANIMA

sin

1973: Children playing in the playground

RY

h Ric

National Literacy Trust

m

TH R A

PE

Herbert Smith Freehills

RSPB

s (u

m ye ak

RS E P OP

AR T

1973: Thomas Buxton’s open plan classroom

ng

i

M

N IE

SC

East School Partnetship

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its k ey k a

FA RM

H

M ST

LIS

SE

S ATIC HEM MAT

AS

UNICEF

G EN

Thomas Buxton Primary School is a two-form community primary school maintained by London Borough of Tower Hamlets. Built initially under the name Robert Montefiore Primary School, the building that stand now was completed in 1971. The school were shut in 1979 due to falling number of students and reopened in 1986 as both Thomas Buxton Junior School and Infant School. Both schools later merged as one in 2011. The school was first as built as an open planned, single storey classrom.

LD

The school history and progress

Barclays

W OR

THOMAS BUXTON

io

n

THOMAS BUXTON

The building, the location and the surrounding area

Spitalfield City Farm

The school is located in the middle of the Whitechapel’s vibrant and multicultural community. It is surrounded with a mix of park, city farm, residences and shops. To the north of the school is the national railway. I find that the location of the school is really interesting and offers a lot more opportunities to become a nucleus to further positive changes in the community over there.

Allen Garden Park Thomas Buxton Primary School

THE school building

Buxton Street

Having look into the site and the building itself, I realised that the building is not competent in relation to the activities of the schools. On one hand, the curriculum and co-curriculum strategies of the school are very progressive, the building still remains as it was completed in 1970’s - a single storey building.

Throughout the decades, a series of plan amendments had been made for the internal of the building but I believe that it is time for the school to make a bigger leap on their future action.

1

2

3

5

shops

4

Residentials St Anne’s Catholic Primary School

Osmani Primary School

Most of the families has one or two dependent child aged 5-11 years old.

Notes This drawing may be scaled for the purposes of Planning Applications, Land Registry and for Legal plans where the scale bar is used, and where it verifies that the drawing is an original or an accurate copy. It may not be scaled for construction purposes.

Always refer to figured dimensions. All dimensions are to be checked on site.

Discrepancies and/or ambiguities between this drawing and information given elsewhere must be reported immediately to this office for clarification before proceeding. All drawings are to be read in conjunction with the specification and all works to be carried out in accordance with latest British Standards / Codes of Practice.

Having look into the plan layout of the school now- it is a very straight forward 70’s design with walls separating the classrooms.

20% of the residents are children aged 5-11 years old.

Approximate position of existing manhole

0300

Estimated drainage run

1 5

All measures are estimates and should NOT be used as survey information

Approximate position of existing manhole

Existing window to be blocked up

2710

950

1710

Resource / ICT Boys WC

Girls WC

Office

5345

Classroom 3

Store 6590

Classroom 2

Cleaners Room

Heads Office

Existing builtin storage to be removed

Staff WC

Store Room

30% of the residents achieved up to level 2 as the highest qualification.

5370 5370 Corridor

Room

Room

5330

5330

Classroom 5

Classroom 6

Staff Room

Classroom 7 2965

Classroom 8

WC

WC







2700

 

2700

3028

WC

Room Types



Classroom Corridor



Office Staff Storage WC



       

   





Plan was taken from Tower Hamlets Council for the planning permission by AWW

  

 











A0

























1 3M fences segregating

2 3M fences segregating 23

3 Buxton street

4 Flat housing

5 Entrance to the school

COMMUNITY COHESION

parents working with children

The school as a nucleus for positive changes

Reading through the schoolâ&#x20AC;&#x2122;s past programme, I realised that they have the capabilties to create a positive change to the society. The changes can happen in various levels which include the involvement of the school pupils, the teacher, the community and the local borough. The diagram on the right portrays the present value of the schools- alligned with the Tower Hamletsâ&#x20AC;&#x2122; education strategy (refer to page 21). I tried to add a few values that need to be teach that allign with the idea of equal right on education. These whole mapping of values and programmes will be the base structure of my forthcoming project.

assemblies

reading , writing & maths literacy

excellent curriculum

integrate into community

s ict tr

alternative to current curriculum

School as a nucleus for changes

excellent outside of curriculum

working in diverse background

groupwork and cooperative

EDUCATION P LAN TS AMLE H R WE O T

children

ty

ne ig

ni

ts en

anti bulliying

The children at school should be taught the values for the benefit of the future and not just to be good in curriculum.

The children should be able to appreciate and respect the individuality of the others in a healthy environment. A harmonised surrounding should be the subsequent result from these mutual interaction. Not all students are designed to ace in the theoretical subjects and thus should be catered their own ability and competency.

There are vast definitions of education and not just to math, language. I would not want to negate the importance of that but to add a more permanent alternative + addition to the current linear education.

community partnerships

Thomas Buxton Primary School

THE STUDENTS as the future hope

alternative education

shared goal and aim

children getting involved early childhood

school

I believe that school should be an active place where parents, teachers and students meet, discuss and conduct activities for the benefit of the community. The voices on both sides (the school and the community) should be shared on the same platform for the mutual benefits of everyone.

parents & school working together

homework

m r com unity & e d di wi s ring comm u o u hb the stud s a

school as a meeting place

future contribution towards local area

achieve full potential

individuality of students are valued

sports music after school clubs

other set of skills technology digital

special needs practicality & curriculum

social skills & self esteem

play sports clubs, breakfast club, art, gardening, chess, cooking and farm clubs.

environment & worldview 24

SCHOeL

An alternative pedagogical approach for the children

The image is drawn based on the inspiration that the undermined children, if given proper value and education would be able to be elevated equally with the adults (source: hussainjamalullail, 2019).

25

SCHOel

The proposed equal pedagogy & the structure

MUSIC

Taking the idea of the alternative approach, and the student centred pedagogy, SCHOel allows the student from the age of 7 - 12 years old to explore themselves and their individuality in a practical and engaging approach. The is an alternative to those whoâ&#x20AC;&#x2122;se ability is more in the hands on rather than theoretical. In here, each student alongside with the tutors explore the practical potential of themselves. Arts, music, pottery, design, digital & technology are few of the fields that the students might explore.

DIGITAL

Learning music promotes craftsmanship, and students learn to want to create good work instead of mediocre work.

As the technology is changing rapidly, learning digital will develop for the students an early interest in this field.

ART

FOOD

Humans interacted with food everyday.

Children will learn the culinary skills of making, experimenting and developing taste on food.

Art is something that distint us from the animal. Our ability to appreciate and produce unique craft .

The school stucture and routine

SCHOeL CURRENT PRIMARY SCHOOL

7am

8am

9am

10am

11am

12am

1pm

2pm

3pm

typical school hour

4pm

5pm

6pm

7pm

8pm

9pm

10pm

11pm

after school hour

The idea is to work together with the current national curriculum and not neglecting it. The students are able to learn an alternative empowering educations rather thanthe current linear pedagogy. SCHOel will operate together with the school system, as well as extending the accessibilty for the students to come during the evening (after school hour).

SCHOel is expected to be the hub for the students to spend their time, learning and playing.

26

The image was taken from my initial model, made on the vision of the schools that celebrated individuality of every child.

THE PLAYHOUSE The initial vision of SCHOel

The playhouse brings together the idea of identity, playfullness, creativity and imagination into a form of architecture. Here, the users are allowed to contribute to the design of the architecture and become a part of the whole identity. The contrast between the use of timber and plaster brings the idea of formality of a school and the different identity of the children.

‘MAKING’ AS THE EMPOWERING TOOLS • Through making, the children will be able to acquire ‘other’ necesscery knowledge and skills to stands on the same level as everyone else.

‘MAKING’ AS THE EMPOWERING TOOLS The process of ‘making’ is a form of communication through which information is conveyed. It is a conduit to cause people to perceive it beyond its expected context. The product and the process of making is expected to become the subject of conversation where the agenda of equality and equity is delivered, thus empowering the voice of each children. There are 4 main agenda that would like to push forward in this idea of ‘making’: 1) Making as empowering tools 2) Creativity and capability through making

Expressing individuality through making • Each individual has in themselves a unique self identity. Equity in this case is letting them to express themselves in any form of built product.

The product will become unique to each individual.

3) Making as an object of social and political agenda 4) Expressing individuality through making

Creativity and capability through making • Perhaps the concern of the public

will be the capability of the children to make something out of nothing.

The idea is to establish a statement that the children are as capable and as creative as the adult!

Making as an object of social and political agenda • The students will be the conduits of

communication, silent but impactfull to the public. This will become the subject of refutation on the generalisation that is often associated with the children.

27

THE PROGRAMME The spaces and the subjects

In the diagram on the left, I listed down SCHOel’s necessary spaces and programmes. The programmes are expected to be connected, intertwined and linked to create an equal and harmonised environment. In these written programmes, students, teachers, parents and local community are proposed to be working together to create a nucleus for positives changes. The school will also become the site where various level of communities meet and discuss about their local condition.

o

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ce spa

meeting room

ot

Notes

r he

c ne

e

s

ssa

admin office

ry

jec b u s

ts

health education toilets

This drawing may be scaled for the purposes of Planning Applications, Land Registry and for Legal plans where the scale bar is used, and where it verifies that the drawing is an original or an accurate copy. It may not be scaled for construction purposes.

Always refer to figured dimensions. All dimensions are to be checked on site.

Discrepancies and/or ambiguities between this drawing and information given elsewhere must be reported immediately to this office for clarification before proceeding. All drawings are to be read in conjunction with the specification and all works to be carried out in accordance with latest British Standards / Codes of Practice.

regenerating the current provision

All measures are estimates and should NOT be used as survey information

ot

he

rn

e ec

ssa

ry

s

admin office 0300

h

n er

e

s ce

sa

ry

sub

art

Estimated drainage run

1 5

meeting room

ot

Approximate position of existing manhole

es pa c

art workshop

parents & community engagement Approximate position of existing manhole

Existing window to be blocked up

jec ts

2710

950

computer room

1710

health education toilets Resource / ICT

Boys WC

5345

Girls WC Classroom 2

Store

Heads Office

Existing builtin storage to be removed

6590

parents & community engagement

digital

Office

3 art Classroom workshop

Staff WC

art

storeroom

computer room Cleaners Room

Store Room

digital

music

storeroom 5370

music 5370 Corridor

student centred classrooms

music studio

bje

c ts

languange

n

su

kitchen

teacher’s room

Room

m

ai

Room

5330

environmental education Classroom 5

Classroom 6

stage

Staff Room

Classroom 7

canteen & kitchen

3028

2965

WC

Classroom 8

WC

garden

WC

social skills & self-esteem 





2700

2700

 

play

Room Types



Corridor



Office

Storage 

       

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student centred classrooms

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teacher’s room

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

The proposal that I am bringing is to demolish the current unfit school and regenerating it with a proper, and more dynamic architecture. Because of the current building is old and unfit, the best option is to create a new architecture that will be the new beacon for the community there.

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

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environmental education stage

canteen & kitchen

garden

social skills & self-esteem

play

library

playground

services

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THE SITE STRATEGY The inclusivity of surrounding

I have divided the site into 3 smaller areas, which indicate the different type of planning. The 3 areas will be merged and inclusive, rather than being segregated and cordon off by fences and boundary. The 3 areas are the current school compound, the farm (to the west of the school) and Buxton Street.

B

A

A C

B

A

B

C

The Main School Compound

The current building will be completely demolished and rejuvenated to a more dynamic and adequate architecture. The main site of the school will remain and construction work should be done within the compound.. b

The Green - farm and garden

The second part of the planning is to connect the school compound with the neighbouring farm and gardenblurring the current boundary. This will provide a bigger learning opportunity to the childrens on daily basis.

c

The Market Street

The Buxton Street will become the place where the wider community meets and exchange values. The street is planned to be the main entrance to the school compound and should be the place where everyone is celebrated equally.

Fences segregating spaces (present)

blurring boundaries

school-surrounding relationship 29

becoming a nucleus

THE PROGRAMME STRATEGY Plotting the programme on site

o

Finally, I tried to plot the programmes onto the site to have an initial view for the arrangement of spaces. These are due to change as the project progresses towards a more refined stages.

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art workshop storeroom social skills & self-esteem

play

art

alt er

health education

tiv

admin office

garden

na e su

student centred classrooms

digital

environmental education music

music studio

toilets

c ts

services

bje

computer room

garden

culinary

playground

languange

kitchen meeting room

stage

library

canteen & kitchen teacherâ&#x20AC;&#x2122;s room

parents & community engagement

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FORTHCOMING PLAN My further plan for this project

SITE

The near future will be the stage where I should understand about the site more thoroughly .

MODEL MAKING

Several models will be made alongside with the progress of the design. (site model and experimental model)

SPACE

An in depth discussion and designing will be made on space arrangement of SCHOel.

MATERIAL

DETAILING

COMPLETION

The part where I love the most is experimenting with the local materials.

Not forgetting the detailing of the design.

The image is drawn based on the idea that the individual passion of the children should be celebrated equally (source: hussainjamalullail, 2019.

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BIBLIOGRAPHY

Architects, M. (2015). Kindergarten in Guastalla / Mario Cucinella Architects. [online] ArchDaily. Available at: https://www.archdaily.com/775276/nido-dinfanzia-a-guastalla-mario-cucinella-architects/> ISSN 0719-8884 [Accessed 30 Nov. 2018].

Frearson, A. (2018). Children Village in Brazilian rainforest named world’s best new building by RIBA. [online] Dezeen. Available at: https://www.dezeen.com/2018/11/21/riba-international-prize-2018-children-village-brazil-aleph-zero-rosenbaum/ [Accessed 30 Nov. 2018].

Architectural Review. (2017). Dachaland: the Russian dacha. [online] Available at: https://www.architectural-review.com/buildings/dachaland-the-russian-dacha/10024068.article [Accessed 30 Nov. 2018].

Headline Analysis: Population. (2012). [ebook] London Borough of Tower Hamlets. Available at: https:// www.towerhamlets.gov.uk/Documents/Borough_statistics/Ward_profiles/Census-2011/RB-Census2011-Headline-analysis-Population-2012-07.pdf [Accessed 20 Jan. 2019].

Butler, P. (2018). Most children in UK’s poorest areas now growing up in poverty. [online] The Guardian.

Available at: https://www.theguardian.com/society/2018/jan/24/most-children-in-uks-poorest-areasnow-growing-up-in-poverty [Accessed 19 Jan. 2019].

London Borough of Tower Hamlets. (2016). Child poverty in Tower Hamlets Analysis of 2014 child poverty statistics. [ebook] Available at: https://www.towerhamlets.gov.uk/Documents/Borough_statistics/ Child_Poverty_Briefing_Final.pdf [Accessed 19 Jan. 2019].

Dearden, L. and Baynes, M. (2016). London gangs filming themselves robbing and beating victims. [online] The Independent. Available at: https://www.independent.co.uk/news/uk/crime/ london-gangs-newham-tower-hamlets-attack-beating-video-footage-police-arrests-teenagers-a7348851.html [Accessed 15 Oct. 2018].

Powell, T. (2018). Third of London children growing up in poverty, new research claims. [online] Evening Standard. Available at: https://www.standard.co.uk/news/london/third-of-london-children-growing-upin-poverty-new-research-claims-a3747906.html [Accessed 19 Jan. 2019].

Deparment for Education (2018). Permanent and Fixed Period Exclusions in England: 2016 to 2017. [ebook] Available at: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/726741/text_exc1617.pdf [Accessed 14 Nov. 2018].

Ethnicity in Tower Hamlets: Analysis of 2011 Census data. (2013). [ebook] The London Borough of Tower Hamlets. Available at: https://www.towerhamlets.gov.uk/Documents/Borough_statistics/Ward_profiles/ Census-2011/RB-Census2011-Ethnicity-2013-01.pdf [Accessed 20 Jan. 2019].

Gangs and Serious Youth Violence: Scrutiny Review Report. (2018). [ebook] Tower Hamlets. Available at: https://democracy.towerhamlets.gov.uk/mgConvert2PDF.aspx?ID=123995 [Accessed 20 Jan. 2019].

GOV.UK. (2018). Claim Child Benefit. [online] Available at: https://www.gov.uk/child-benefit/what-youllget [Accessed 8 Nov. 2018].

kela.en. (2018). Amount of the child home care allowance. [online] Available at: https://www.kela.fi/web/ en/home-care-allowance-amount-and-payment [Accessed 8 Nov. 2018].

Mathsdoctor.co.uk. (2014). The cost of after-school activities in the UK: how much do parents spend?. [online] Available at: https://mathsdoctor.co.uk/downloads/after-school-activities-report.pdf [Accessed 3 Nov. 2018].

Minnow Films (2013). Kids On The Edge: Last Chance School. [video] Available at: https://www.channel4.com/programmes/kids-on-the-edge/on-demand/59713-002 [Accessed 14 Nov. 2018].

More school, Less Play? The role of play in the extended school in Denmark and England. (2006). [ebook] Barnardo’s: Children’s charities. Available at: http://www.barnardos.org.uk/more_school_less_play. pdf [Accessed 19 Jan. 2019].

Morton, S. (2018). More than half of Tower Hamlets children living in poverty. [online] East London Advertiser. Available at: https://www.eastlondonadvertiser.co.uk/news/more-than-half-of-tower-hamletschildren-living-in-poverty-1-5370642 [Accessed 19 Jan. 2019].

School Cuts. (2018). School cuts are damaging our children’s education. [online] Available at: https:// schoolcuts.org.uk/story/school-cuts-are-damaging-our-childrens-education/ [Accessed 7 Jan. 2019].

Shaw, A. (2018). Revealed: The 10 most crime-ridden streets in Tower Hamlets. [online] The Docklands and East London Advertiser. Available at: https://www.eastlondonadvertiser.co.uk/news/crime-court/revealed-the-10-most-crime-ridden-streets-in-tower-hamlets-1-5434989 [Accessed 4 Jan. 2019].

Simonton, S. (2015). After the school day in Finland, play and more play - Youth Today. [online] Youth Today. Available at: https://youthtoday.org/2015/10/after-the-school-day-in-finland-play-and-more-play/ [Accessed 8 Nov. 2018].

Tammelin, T.H., Aira, A., Hakamäki, M., Husu, P., Kallio, J., Kokko, S., Laine, K., Lehtonen, K., Mononen, K., Palomäki, S., Ståhl, T., Sääkslahti, A., Tynjälä, J. & Kämppi, K. (2016). “Results From Finland’s 2016 Report Card on Physical Activity for Children and Youth”, Journal of physical activity & health, vol. 13, no. 11 Suppl 2, pp. S157.

Towerhamlets.gov.uk. (2018). Tower Hamlets Plan: our borough, our plan 2018-2023. [online] Available at: https://www.towerhamlets.gov.uk/Documents/Strategy-and-performance/Tower_Hamlets_ Plan_2018_23_FINAL.pdf [Accessed 28 Dec. 2018].

Towerhamlets.gov.uk. (2018). Drug dealers sentenced to more than 49 years. [online] Available at: https://www.towerhamlets.gov.uk/News_events/2018/August_2018/Drug_dealers_sentenced_to_more_ than_49_years.aspx [Accessed 20 Jan. 2019].

Trust for London. (2018). Tower Hamlets: Poverty and inequality data for Tower Hamlets. [online] Available at: https://www.trustforlondon.org.uk/data/boroughs/tower-hamlets-poverty-and-inequality-indicators/ [Accessed 19 Jan. 2019].

Wilkie, H., Standage, M., Sherar, L., Cumming, S., Parnell, C., Davis, A., Foster, C. & Jago, R. (2016). “Results From England’s 2016 Report Card on Physical Activity for Children and Youth”, Journal of physical activity & health, vol. 13, no. 11 Suppl 2, pp. S143.

Woods, D. (2013). Transforming Education for All : the Tower Hamlets Story - UCL Discovery. [online] Discovery.ucl.ac.uk. Available at: http://discovery.ucl.ac.uk/id/eprint/10018172 [Accessed 28 Dec. 2018].

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SCHOeL Reclaiming The Right of Children For Equal Education Studio 2: Masterplan & Spatial strategy

HUSSAIN JAMALULLAIL

MArch Year 6- PRAXXIS 18-19 Helen Aston, Sarah Renshaw, Emily Crompton, Kathryn Timmins Studio 2

2

TABLE OF CONTENTS The Summary of Studio 2

THE MASTER PLAN

THE SPATIAL STRATEGY

• 6 SPATIAL STRATEGY a summary on equal education

• 1- THE CREATIVE STATION the programme and the spatial strategy

• PUBLIC ENGAGEMENT creating positive changes

• 2- THE ART & POTTERY STATION the programme and the spatial strategy

• THE MASTER PLAN The space and allocation strategy

• 3- THE FACADE exhibiting the student’s individuality

• THE INTERMEDIATE SPACES every moment is a journey • THROUGH THE EYES OF A CHILD on innocent imaginary • ENVIRONMENTAL STRATEGY incorporating the others

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Master Plan Strategy Planning the schoel’s compound In this section, I will explain the overall masterplan strategy, the site strategy and the ‘form’ of SCHOel.

The image of doors to each stations in SCHOeL. Inspired by the colours of the community in Tower Hamlets. (source: hussainjamalullail, 2019.

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6 Spatial Strategies

To begin with, allow me to summarise the studio 1’s conversation into 6 precise strategies. These strategies will become the foundation for my spatial exploration in this studio 2.

SCHOeL As a summary, the aim of SCHOel is to allow a bigger and wider opportunity of learning for students. These children are then empowered by this diverse education and the process of learning that they are having. They will be exploring and expressing their individual self as well as developing multiple practical skills. Schoel will also be the place of public interaction. It will be the nucleus for positive changes within the wider community.

PUBLIC

STUDENTS

INTERACTION AND ENGGAGEMENT BETWEEN LOCAL COMMUNITY AND STUDENTS SHOULD OCCUR

EVERY MOVEMENT SHOULD BE A JOURNEY OF PLAY AND EXPLORE

THE IMAGE OF CHILDHOOD IS CELEBRATED AND RECOGNISED

EVERY CORNER IS AN OPPORTUNITY OF LEARNING

PROGRAMME INTERCONNECTIVITY

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art computer room digital storeroom music student centred classrooms

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EDUCATION SHOULD BE DIVERSE AND DYNAMIC

environmental education stage

canteen & kitchen

garden

social skills & self-esteem

play

library

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THE OBJECT IS THE TOOLS OF COMMUNICATION AND EMPOWERMENT

PUBLIC ENGAGEMENT

In the pursuit for positive changes within the community

For SCHOel to be the nucleus of positive changes, I must first, design a master plan that allow active interaction and engagement between the local community and the students. The design should draw the community (physically and intellectually) into the schoel compound and allow what I call as the public exploration. Throughout the compound, public members are allowed to roam and use the facilities provided.

PUBLIC

PUBLIC CIRCU LA TI

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Spitalfield City Farm

STUDENTS

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THE PIAZZA

THE MARKET STREET

SCHOeL

Buxton Street

Flat Housing

LEARNING FROM PIAZZA & PUBLIC SQUARE What I learnt from urban design is that, piazza and public square is excellent in bringing the public together: e.g. Piazza Navona, Rome (Takemoto, 2019). The open space (with or without seating) is situated in the centre of an enclosure. The space is flexible to accommodate various activities. For this design, I am including a piazza as the centre of the public activities and movements.

MARKET STREET The site model is made as part of the site exploration.

Materials: grey board, MDF & plywood (source: hussainjamalullail, 2019).

Market street would be the place of public interaction and engagement. Occasionally, the students as well the local community would take part for the day market to sell their products (produced at SCHOel). The idea is that, this day market would draw people to the schoelâ&#x20AC;&#x2122;s compound to allow active and positive exchange among the community..

THE MASTER PLAN STRATEGY (the progress)

Public Circulation

Enclosure & massing 6

Connectivity

Division of mass and space

THE MASTER PLAN The space and allocation strategy

Based on the proposal, there are 4 core subjects that will be taught in SCHOel. These 4 subjects are distinctive to each other and thus will be placed in separate blocks. The blocks are then connected through a series of journey and intervention.

The core is the creative station or the student centred classroom , placed in the middle of the site (and next to the public square). The creative station will act as the place where individual creativity is nourished and diverse imagination is celebrated. (I will explain in much details in the later page)

FOOD STATION

MUSIC STATION

SCHOEL’S FARM

CREATIVE STATION

ART & POTTERY STATION

ART & POTTERY

DIGITAL STATION

MUSIC

STUDENT CENTERED CLASSROOM

FOOD

DIGITAL

STUDENTS CIRCULATION

PUBLIC CIRCULATION

SEPARATED YET CONNECTED BLOCKS

FARM & GREEN SPACES

Rather than having every space and programme within one building block (conventional strategy), SCHOel proposed separated blocks for each of the subjects. The blocks then are placed at a distance to each other to stretch the student’s movement and circulation. The movement will become part of the learning process and is as important as the formal teaching-learning process.

The plots are subjected to change in further design iteration.

FOOD STATION

ART & POTTERY STATION

STUDENT CENTERED CLASSROOM

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DIGITAL STATION

MUSIC STATION

This diagram briefly portrays the stretched allocation of each blocks,

INTERMEDIATE SPACES

Every movement should be a journey of play and explore Various park and urban interventions across the world. (source: Archdaily, 2019.

Another big approach in this proposal is to maximised the utility of the spaces in between. By utility, I mean the public community and the students engagement, interaction, play and exploration. These intermediary spaces should become the place of active intervention. I believe that through these intervention, a more healthy exchange will occur amongt the community as well as a positive conversation..

The image is drawn based on the idea that active interventions are crutial to allow play and exploration . (source: hussainjamalullail, 2019.

PLAY IS AN EDUCATIONAL PROCESS “Play is an educational process of fundamental importance and the birthright of every child” (Bengtsson, 1974). Various studies had been made on the benefit of play on children’s upbringing and development. In this proposal, I’m bringing the idea of play as one of the major aspects of learning.

Through play, children acquires experience, skills, creativity and dependency. Through play, the self-esteem in each children will grow. The interventions will be designed under this idea of ‘play’. With each journey made by the students, they are expected to interact and engage with the interventions as part of their learning process.

LEARNING FROM SUPERKILEN, COPENHAGEN Superkilen was designed to bring about an active and positive engagement amongst its diverse neighbouring community, quite similar to the diversity of Tower Hamlets. The idea is to bring people together through a series interventions, play and meeting places. The interventions will be placed in between schoel’s building for students and public to use.

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PRELIMINARY PROPOSAL Masterplan of SCHOel and the allocated areas

As part of the design process, this masterplan is made after all of the fundamental concept had been laid. The plot size is preliminary and is opted to change as the design progresses.

The interventions of play and explore are placed in between stations, integrated as part of the education process.

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1.

CREATIVE STATION

2. PIAZZA 3.

EXTENDED CLASSROOM & HALL

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ART & POTTERY STATION

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DIGITAL STATION

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MULTIPURPOSE PITCH

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FARM AND ANIMAL STATION

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FOOD AND CULINARY STATION

9.

MUSIC STATION

10. PUBLIC SEATINGS 11. PUBLIC ENGAGEMENT STREET 12. ALLOTMENT 13. PARKING LOT PLAY AND EXPLORE 99

THROUGH THE EYES OF A CHILD On innocent imaginary

Another aspects of this design process is the exploration of form and architecture. The approach that I have taken is by looking into the innocent and instinctive imaginary often made by children. The images they produce through drawing or description often fresh and lively, absorbing the world through their own understanding. Opposing the cliché remarks of “a child could have done it”, the design approach that I am proposing is to embrace the “primitivity”, “madness” and “infantile scrawl” in children’s drawing.(Turner, 2010).

THE IMAGE OF HOME Children generally associate a house with a simple gable roofed building. For this proposal, the idea is to celebrate this basic, pure form and extend it to become a more complex design.

THE PLAY OF FORM The basic form of a house (with gable roof) is used as the architecture language of the whole scheme. Some are extruded, stretched and deformed as per design requirement and aesthetic purposes.

The play of form for the Creative Station 10

The model is made as part of the form and material exploration.

Materials: plaster, red coloured powder & plywood (source: hussainjamalullail, 2019).

A part of the design strategy is to celebrate the neighbouring houses. The massing strategy is to respond to the neighboring housing- in the form and scale. Respecting the adjacent flat housing, the scheme starts with a regular and commercial house shape. The scale is also in response to the opposite building. The irregularity & ‘infantility’ of design increases as you walk deeper into the schoel’s compound.

FLAT HOUSING

BUXTON STREET

REGULAR TO IRREGULAR

MARKET STREET

POTTERY STUDIO

Incorporating the other criterias

STUDENT CENTRED CLASSROOMS

ENVIRONMENTAL STRATEGY

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IRREGU

REGULAR

CHILDREN PLAY ENVIRONMENT The idea is that children should be naturally absorbed into the environment - being able to move inside and outside the building without hassle. The scale of the building should not be too tall and the threshold should allow this ‘extension’ of learning space to occur.

The diagram on massing strategy from regular to irregular

ACCEESIBILITY, ENTRANCE AND SUPERVISION Because of the blurred boundary between public and private, specialised supervision needs to be installed in each of the building entrance. In some areas, the members of the public are only allowed to access at a specific period of time. That is, after the schoel’s hour.

Public Students

Supervision SCHOel’s station

This diagram shows the supervision strategy on each buildings- supervising the public accessibility.

The boundary between outside and inside is easily accessible by the students.

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Colour coded scheme will be used throughout the schoel’s compound. This will help to distint the type of buildings and help to highlight the entrance of each building.

The Spatial Strategy SCHOelâ&#x20AC;&#x2122;s system and architecture strategy In this section, I will explain in more detail on each of the subjects, the connecting programmes and the architecture strategy in response to the proposed objective.

1. The Creative Station - The student centered classroom 2. The Art & Pottery Station 3. The Food Station 4. The Music Station 5. The Digital Station

Will be continued in studio 3

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1- THE CREATIVE STATION The programme and the spatial strategy

E IV T AC

The student centered classroom - or what I call as the Creative Station is the core of SCHOel. The place that sparks creativity and imagination. The place of discussion. The place where the value of individual is celebrated, and the virtue of the world is materialised. The place where mistake is not stigmatised but used as the catalyst for improvement and positive changes.

Students will exchange, discuss, communicate and converse their opinion on the object of the world. And most importantly, this is the place where they are going to value themselves as equally capable and equally talented in multiple, diverse area of intellect. On the brief level, the Creative Station is divided into 2 categories. The questioning and the answering. In both categories, specific programmes had been installed to achieved the desired objective.

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THE CREATIVE INTELLIGENCE CYCLE

ANSWERING

THE WORLD’S OBJECT

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Questioning is about finding one’s identity and place in relation to the wider world. It is about discovering the ability and the creativity within oneself, as well as observing the world’s ever-changing situation. It is about connecting the students to the bigger picture and allowing them to question their own finding on the world’s condition

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active communication

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ANSWERING Answering allows the students to create their own narrative (with the help of tutors) on the question that they carry. As they get stimulated through the ‘questioning’ stage, here, they are taught to be critical in analysing their own self and the situation of the world. They will take charge of their own narrative and become the protagonist actor of the story.

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ACTIVE ENGAGEMENT

DISCOVERING THE WORLD’S OBJECTS

THE ROLE PLAY DISCUSSION

THE CONVERSATION CENTER

The objective of this spatial programme is to stimulate the creativity of the students through active engagement. Here, the students are allowed to play, run, jump around the space and interact with the environment.

Here, the students will be introduced to the physical objects (or images) of the world. They are freely to experience the objects- (for example old coin). The objects will be changed weekly according to the theme that SCHOel has set.

Here is the best part. With the objects that they found, so many discussion and lesson can be made. A teacher will assist the class discussion. They can jump into play role to make the scene more interesting. (They can learn math, history etc. using the old coins)

The next step is to carry the idea forward.

Having done the discussions, the students are allowed to express themselves and get ready to move to the next stations ( food/music/ pottery/ digital). This 4 stages is what SCHOel proposes to grow the creative intelligence in the students.

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1- THE CREATIVE STATION The plan strategy

The whole questioning and answering stages is a journey for the students to grow their own creative intelligence. It involves going beyond what is given to generate novel and interesting ideas. Each area will be a learning opportunity for the students either through self discovery or assisted by the tutors. The conventional curriculums are also taught to the students here.

active engagemenet

play area

the conversation centre conversation centre

the role play discussion

entrance & supervision discussion rooms worldâ&#x20AC;&#x2122;s object gallery

enter

PIAZZA

discussion rooms

the worldâ&#x20AC;&#x2122;s object

the role play discussion 1m

The diagram for the learning/discovery opportunity (source: hussainjamalullail, 2019).

5m

10m

The intial ground floor plan for the creative station. (source: hussainjamalullail, 2019).

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1- THE CREATIVE STATION The plan strategy

play area

conversation centre

worldâ&#x20AC;&#x2122;s object gallery

entrance & supervision

play area

entrance & supervision

conversation centre

discussion rooms

worldâ&#x20AC;&#x2122;s object gallery

discussion rooms

play role discussion rooms

discussion rooms

Exploded axonometric drawing on the Creative Station to show the spatial arrangement within. (source: hussainjamalullail, 2019).

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2- THE ART & POTTERY STATION The programme and the spatial strategy

The second station that is forming a part of SCHOel is the Art and Pottery Station (with more focus on the hands-on ceramic pottery making). The process of making pottery is widely recognised as an activity that brings various benefit to the individual and society (Revolution, 2015). From education to health to psychology, it is a new form of meditation, and an exercise for a better social interaction. Here, the students will be exploring the art and the practicality of ceramic and pottery making, as well as other physical activities. After attending the creative station (refer to previous page), students are taught to carry the idea and the expression forward to the other stations.

Hence, the object made in this station become a personal expression, a voice and a story that holds the personal identity of the maker.

PERSONAL EXPRESSION

INTERMEDIATE ENGAGEMENT

GROUP EXCHANGE

INTERMEDIATE ENGAGEMENT

PUBLIC - STUDENT COOPERATIVE

SELF ESTEEM

SOCIAL COMMUNICATION

INTELLECTUAL & MOTOR SKILLS

“The clay things we make with our hands are wonderful and we use them every day” Key Stage 2 School pupil (Britishceramicsbiennial, 2019).

INDIVIDUAL WORKING TABLE

GROUP THROWING (form ceramic ware on a potter’s wheel)

PUBLIC WORKING SPACE

THE PROCESS OF MAKING CERAMIC

wet clay

wedging ceramic throwing glazing firing colouring

PERSONAL EXPRESSION

INTERMEDIATE ENGAGEMENT

GROUP EXCHANGE (THROWING!)

PUBLIC-STUDENT COOPERATIVE

Like an artist (or an architect) the students are capable and encouraged to express their individuality through ceramic making. The product will become their little creation.

In between the pottery making process, students can play, rest, read and get inspired by actively engage in this intermediate area.

The most exciting programme in this art and pottery station is the throwing process. Students would form their pottery while having a group conversation lead by tutors.

This would be the place where public can enter and form their own pottery.

On various occations, students would work together with the local group and exchange ideas about art and pottery making.

16

2- THE ART & POTTERY STATION The plan strategy

As simple and clear as it looks, the plan is divided into 3 parts and is connected through intermediate engagement area.

Each area has its own role in assisting the students to gain as much knowlege (theoretical & practical) as they can.

personal expression

group exchange

public - student cooperative

play area play/ reading area

kiln and storage

individual working area

group throwing area

kiln and storage

1M

play / reading area

5M

entrance and supervision

10M

The intial ground floor plan for the Art and Pottery Station. (source: hussainjamalullail, 2019).

17

play area

public - student working area

2- THE ART & POTTERY STATION

The images on the play and group throwing area. (source: hussainjamalullail, 2019).

Exploded axonometric drawing on the Art and Pottery Station to show the spatial arrangement within. (source: hussainjamalullail, 2019).

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Shelves

Lounge and public area

Intermediate play area

Group throwing area

Intermediate play area

Individual working table

Kiln and storage

The plan strategy

2- THE ART & POTTERY STATION The architectural & atmospheric exploration

ROOF LIGHT Roof light would be installed to allow plenty of light to enter the building.

As part of the design process, I have made a physical model to explore on the architectural strategy of the building. The aims of the model are: a) to explore on the spatial strategy of the pottery station b) to experiment on the architectural form the building c) to explore on the materials and the atmosphere they produce d) to experiment with the natural light and how the space should be lit.

RED PIGMENTED CONCRETE A conventional concrete wall is mixed together with red pigment to create a unique faรงade of the building.

SHELVES The potteries produced will be exhibited throughout the building.

GROUP THROWING AREA The central space is lowered to create the seating for the students to seat.

The idea is that, group throwing activities will enchance the social skills among the students and allow more positive interaction to occur.

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Materials: plaster, red coloured powder & plywood (source: hussainjamalullail, 2019).

play & explore intervention

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FLAT HOUSING

BUXTON STREET

DIGITAL STATION

MARKET STREET

ART AND POTTERY STATION

MUSIC STATION

CREATIVE STATION

FOOD STATION

The design process is currently running in several scales.

From a bigger scope is the master planning and is updated continuously as the design for the each building is refined.

On the smallest scale is the detailing, the faรงade and the material of the building, which will then form the scheme as one whole project.

THE FACADE

Exhibiting the student’s individuality

Running simultaneously with the design process is the exploration on the facade design. The idea is that, each of the student would make one ceramic tile by the end of their study. The tiles then will be attached to the facade of SCHOeL’s buildings as part of it’s design. I would imagine the buildings will be filled with tiles made by each students by the end of a decade or so. It is as if a gallery exhibiting the object that shows that each student is unique and equally capable to be a part of the community. My exploration would be on the mechanism to attach the tiles to the wall of the buildings.

Yardhouse; Assemble Location: London (moved)

STUDENTS MAKING CERAMIC TILES

THE TILES WITH UNIQUE DESIGN

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ATTACHED AS THE FACADE

BIBLIOGRAPHY

Bengtsson, A. (1974). The childâ&#x20AC;&#x2122;s right to play. Sheffield, Eng.: International Playground Association.

Archdaily. (2019). Park | ArchDaily. [online] Available at: https://www.archdaily.com/category/park [Accessed 6 Mar. 2019].

Turner, C. (2010). Through the eyes of a child. [online] Tate.org.uk. Available at: https://www.tate.org.uk/context-comment/articles/through-eyes-child [Accessed 6 Mar. 2019].

Britishceramicsbiennial. (2019). Clay School | British Ceramics Biennial. [online] Available at: https://britishceramicsbiennial.com/content/clay-school-2 [Accessed 9 Mar. 2019].

Revolution, H. (2015). Top 10 Health Benefits of Pottery. [online] Health Fitness Revolution. Available at: http://www. healthfitnessrevolution.com/top-10-health-benefits-pottery/ [Accessed 9 Mar. 2019].

Takemoto, N. (2019). Defining a piazza, and why itâ&#x20AC;&#x2122;s not a plaza. [online] Smartcitiesdive. Available at: https://www. smartcitiesdive.com/ex/sustainablecitiescollective/defining-piazza-and-why-it-s-not-plaza/23003/ [Accessed 10 Mar. 2019].

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EVALUATION ON MY PARTICIPATORY LEVEL

UNLEARNING TO DESIGN Patriarchical design approach: drawing from the ‘divine’ inspiration rather than bottom top neglects so many crucial and real situation on ground. The classic approach of an architect is by creating the narrative based on self reflection. But the reality is- we seldom know the needs of the every user on site.

unlearning

UNLEARNING TO ASSUME Initially, I assume most of the spatial situation based on my own education experience. This assumption is rather faulty and defective as it creates a bias situation towards my own self.

I still get much of the information and ideas through secondary sources rather than get my hand dirty on site- to know about the real situation on ground

LEARNING TO CONVERSE I spoke to a teacher, a mother, a child and a student. I spoke to know the real needs. I spoke to listen. I spoke to evaluate my own understanding on equality and equity. In the end, I leant that they all have a different voices.

learning

LEARNING TO BE CRITICAL, LEARNING TO BE WISE. There is a thin line between those two. But I seek the latter.

A critical person criticise.

A wise person appreciate.

A critical person seeks faulty.

A wise person seeks beauty.

The wise, sees other person as themselves and give love as if they want to be loved.

While the critic, seeks justice and the right they want to receive.

RELEARNING THE IDEA OF EMPOWERMENT Some have louder voice than the others. Some people show it. Some keep it hidden. But on every person, there is a different story. The object of empowerment is unique to each person, unique to different ages. Children might not be eloquent in their speeches, but they do have the same right to be empowered

relearning

RELEARNING TO DESIGN Perhaps a more justice approach (often exhausting) to an architectural design is to observe and communicate with the users on site. With this, we would know the real needs and the right of each type of users.

relfection reflection

REFLECTING ON THE CLICHÉ DISMISSAL One of the biggest aim in this project is to create a humanised relationship not just horizontally across the community but also vertically across all ages. For example, the uses of dismissal word such as ‘childish’- referring to the a child-like behavior should be stopped. The better approach is to listen to the voice (or action) of the child and respond to it wholeheartedly.

Wisdom, is the lost property of humanity. And the sinking ship brings together with it forgiveness and mercy.

project roadmap - studio 1 - NAME XXXXXXXXXX

project roadmap - studio 2 - HUSSAIN JAMALULLAIL

evaluation

EVALUATION ON MY CURRENT DESIGN To me, horizontal approach is also in the teacher students relationship. The ideal is, there is a 2 ways communication between them.

SCHOeL Reclaiming The Right of Children For Equal Education Studio 3: Finalising design & technical strategy

HUSSAIN JAMALULLAIL

MArch Year 6- PRAXXIS 18-19 Helen Aston, Sarah Renshaw, Emily Crompton, Kathryn Timmins Studio 3

2

TABLE OF CONTENTS The Summary of Studio 3

OVERVIEW & MASTERPLAN

POTTERY STATION

CREATIVE STATION

FOOD STATION

MUSIC STATION

PAGE 4

PAGE 6

PAGE 9

PAGE 14

PAGE 17

3

SCHOel

The site plan- roof plan view

This project, under the feminist umbrella has brought me to the last part of the design: of spatial equality. There are basically 2 major moves that I had made for this project. The first is to allow inclusivity of the local community into the schoel compound. The second, which is the main agenda is to widen the definition of success, knowledge and education for the school children. That is, to include various practical educations for the pupils. In between the stations public community are allowed to access freely, and utilised the facilities entirely.

Within the stations, supervision is increased for the safety of the pupils. The public and students engagement is made with an aim to harmonised and humanised the whole social structure.

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R A ILWAY

15

12

8 15

9

14 7 10 14

1 2

3

14

14

6

14 4

1.

VA LL A N C E R O A D

14

5

14

CREATIVE STATION

2. PIAZZA 3.

EXTENDED CLASSROOM & HALL

4.

ART & POTTERY STATION

5.

DIGITAL STATION

6.

MULTIPURPOSE PITCH

7.

FARM AND ANIMAL STATION

8.

FOOD AND CULINARY STATION

9.

MUSIC STATION

11

13

BUXT ON STRE ET

10. PUBLIC SEATINGS 11. MARKET STREET 12. ALLOTMENT 13. PARKING LOT 14. PLAY AND EXPLORE

FLAT HOUS ING

15. MUSIC PARK

4

1:500 on A3 size paper

SCHOel

The inclusive campus overview

The mix & irregular typology

Seating outside of the cafe to allow public engagement to the space.

RA

I LW

AY

The market street will operate occationally depending on the schedule.

BU

XT

ON

ST

RE

To allow people to come in to school compound through Vallance Road

ET

The play of colour on ground covering to suggest threshold and inclusivity

The ‘house’ typology FLAT HOUS ING

Parks are placed throughout the school compound

There are 2 architectural typology of the stations. First is the generic domestic ‘house’ form (gable roof) as always imagined by the children. The construction strategy for this is by using Structural Insulated Panels (SIP) sandwiched by the facade and interior finishing: (refer to detailing in further pages). The second is a mix between SIP and in-situ concrete structure to create various irregular form. The concrete is necessary to achieve the desired height and shape of the form.

5

O ER C LAN L A V

AD

Pottery Station

The design & technical strategy

CREATIVE STATION

PIAZZA

A

The first 3 buildings- the pottery station. the digital station and the extended classroom and hall would have the same design typology, structure and environmental strategy. Using SIP system as the main structure- this is taught to increase the construction speed exponentially as well as cuting the cost down. The are 2 doors for entrance and exit-placed at the corner of the building. Seating corners and play areas are placed in between the main space for the children to get actively engaged. The structure is pushed to just the wall (using SIP system) of the building to have a clear space within.

active play

A MARKET STREET

active play

BUXTON STREET

personal expression

group exchange

public - student cooperative GROUND FLOOR PLAN OF THE POTTERY STATION 6

1:200 on A3 size paper

Pottery Station

The design & technical strategy

TYPE 1 OF THE FACADE : KINGSPAN TEK BUILDING SYSTEM USING 142 MM STRUCTURAL INSULATED PANELS

10mm roofing slate

6000MM

25x50mm aluminium batten Stainless steel ties Opening for ventilation Metal cap 100

Geotextile hydro protection (DPM) 142mm structural insulated panels Purlin connection (Kingspan TEK building sytem details) refer to appendix R-2

25 x 100mm timber rafter precasted concrete facade 50mm cavity Geotextile hydro protection (DPM) 142mm structural insulated panels 10mm interior board: as accordance to architect’s design and specification

scale 1:10 on A3 size paper

PLAY!

PLAY! INDIVIDUAL WORKING AREA

Reconstituted foam is used for some of the play area’s interior finishing. The material is soft yet strong thus making it perfect for adding extra safety for the children while playing. For example of the usage refer to Assemble’s Brutalist Playground project (Winston, 2015).

GROUP THROWING AREA

The flloor finishing will be polished concrete.

Because of the practical nature of the activities (pottery making and crafting): the floor finishing is best to be as raw as possible .

SECTIONAL DRAWING A-A OF THE POTTERY STATION 7

1:20 on A0 size paper

Pottery Station

Child view perspective across the station

Fabric/rope like fences are used in most of schoelâ&#x20AC;&#x2122;s design to increase the safety for the children as well as being materiality friendly (Frederiksvej Kindergarten / COBE, 2016).

To achieve spatial equality (as part of the feminist approach) reconstituted foam is repeatedly used throughout the play area to create a soft and safe space. Several intimate corners are also designed: for example the bay window and the reading corner, for the children to unwind during learning session. After all, play is also a major part of learning!

8

Creative Station The design & technical strategy

FOOD STATION

SIP BUILDING SYSTEM

The creative station typology uses 2 types of constructions.

SIP and in-situ concrete. The main spaces: the play area, the conversation centre, discussion and class rooms and the world object’s gallery. There are 2 access doors- one facing the piazza and the other one towards the food station. Glass openings are introduced throughout the station to allow plenty of light in.

FRAMED GLASS WALL SYSTEM

active engagemenet

CAST IN-SITU CONCRETE the conversation centre the role play discussion

POTTERY STATION

enter

the world’s object

the role play discussion

GROUND FLOOR PLAN OF THE CREATIVE STATION The diagram for the learning/discovery opportunity (source: hussainjamalullail, 2019).

9

1:200 on A3 size paper

GROUND FLOOR PLAN OF THE CREATIVE STATION 10

1:100 on A3 size paper

The Facade & Interior finishing The design & technical strategy

A

B

C

D

E

The facade and interior wall consisted of several precasted systems that are installed throughtout schoelâ&#x20AC;&#x2122;s stations. They consisted of : A- Wall Tiles: clay B- Precasted concrete facade C- Logs / Woven Rattan: as accordance to further details and designs D- Ceramic tiles: as designed by the students E- Timber strips

PLAY AREA

These facade and interior design is proposed in line with the initial idea of allowing learning opportunity on every corner of the schoel. With this, students are expected to discover different textile compositions as they walk across the compound.

ENTRANCE & SUPERVISION

FORMAL CLASSROOM

Yardhouse; Assemble Location: London (moved)

11

wall & facade system

glass

Window frame

Mullions & frame

Venetian blinds

Window system

PLAY AREA 10mm roofing slate Stainless steel ties

25x50mm aluminium batten Gutter system (Kingspan TEK building sytem details)- refer to appendix R-1 Metal apron flashing fixed to face of tiling batten and dressed min 150mm over top course tile Purlin connection (Kingspan TEK building sytem details) refer to appendix R-2

Bay window Glass wall system

Secondary access point

Geotextile hydro protection (DPC) 25x50mm vertical counter battens @ 400 cts precasted concrete tiles as accordance to architectâ&#x20AC;&#x2122;s design and specification

DISCUSSION ROOMS

10mm interior board: as accordance to architectâ&#x20AC;&#x2122;s design and specification 142mm structural insulated panels

prefab concrete cill continuous DPC under window frame venetian blind- to operate manually by occupants

1:10 on A3 size paper

12

Creative Station

Child view perspective across the play area

The play area allows the schoel students to use the space actively.The space is double volume and flexible to change depending on the activity. Schoel believes that the â&#x20AC;&#x2DC;active playâ&#x20AC;&#x2122; is also a part of the learning process. It stimulates the children to discover themselves more.

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Food Station

RAILWAY REQUIREMENT GAP (MINIMUM 2 METRE)

The design & technical strategy

SIP BUILDING SYSTEM

A CAST IN-SITU CONCRETE

INTERMEDIATE OPENING

FRAMED GLASS WALL SYSTEM

The food station is placed next the allotment space where students can grow their own food for the cooking. Several access doors are placed: facing the allotment to link to the kitchen. Public can come for the cafe as well as observing the cooking that is taking place through the intermediate opening. Several discussion areas are placed throughout the station for the students to have the theoretical class instead of cooking.

A

view accross the student-public exchange GASTRONOMY the justice of food & cooking

CULINARY INFORMATION students-public exchange

ENVIRONMENT food chain experience

GROUND FLOOR PLAN OF THE FOOD STATION EDUCATION global-local discussion

view accross the discussion area 1

14

1:200 on A3 size paper

ATMOSPHERIC ILLUSTRATION OF THE FOOD STATION

Another finishing material that is widely used in this project is terrazzo. While some might think that it is purely aesthetic- I would like to argue that terrazzo brings about the characteristic of the building. It is rather subjective than objective.

It creates stories out of its irregularity. It sparks joy (perhaps through childrenâ&#x20AC;&#x2122;s eyes) through its random colours. (Image source: Arnold, 2017).

Timber panelling is also used as the materials for the wall finishing- this is made used to evoke the earthy feeling- being close to the nature.

Gastronomy after all, is being closely related to the surrounding environment.

The kitchen consisted of a double volume- tower like space with a light opening on its top. The double volume allows plenty of sunlight to enter into the space. The other aim is to allow the childrenâ&#x20AC;&#x2122;s imagination to run free- as the light shines to the terrazzo wall and the shadows casted into the space - moving in relation to the direction of sun.

BACK OF THE HOUSE

KITCHEN

SECTION A-A OF THE FOOD STATION 1:50 on A1 paper 15

CAFE

MAIN ENTRANCE

Food Station

Child view perspective across the kitchen area

16

They might be young but one cannot disregard the ability and the capabilty that they have to learn and make changes to the surrounding. The practicality of cooking is thought to increase the childrenâ&#x20AC;&#x2122;s self esteem and allow wider opportunity for them to be a part of the community and to be recognised equally.

Music Station

The design & technical strategy SIP BUILDING SYSTEM

A

CAST IN-SITU CONCRETE

MAIN HALL

The music station consisted of several spaces of which to allow the students to learn and practice music freely. The station is also able to hold public performances in the auditorium.

Therefore, it must have seperated entrances for both the students (private) and the public. Music parks, which consist of music installations and scultures, are placed surrounding the station. The parks will be the place where the students explore the ontology of music as accordance to their imagination.

Open and flexible space is placed at the heart of the station.

Here, the students are able to form smaller or bigger group to share their idea on music.

SCAVENGING the exploration on the ontology of music

A

INTERPRETATION Theory and history of music

PERSONAL EXPRESSION Performing music to the circle

COMPOSE & INVENT Empowering individual through music

EN G pu AG EM bl E in ic te st NT ra ud ct ion ent

GROUND FLOOR PLAN OF THE MUSIC STATION 17

1:200 on A3 size paper

ATMOSPHERIC ILLUSTRATION OF THE MUSIC STATION Acoustic studio foam will be used in the music studios to reduce sounds reverberation and the background noice- keeping the noise just within the studio.

The idea is to create a space within a space. The studios will have their own inclusive spaces thus allow individual/group to practices their musical instuments.

SECTION A-A OF THE MUSIC STATION 18

1:100 on A3 size paper

Music Station

Perspective view across the main hall area

If the children are allowed to explore their potential freely, with enough guidance, each of them will be the protagonist character of their own life- story. Each will carry their own strength while respecting the others. Each will be a part of somthing bigger. Success then becomes something that is shared equally and equitably. Success then becomes something that liberated, not enslaved.

19

Run, Run free my little child, You are born free, Your deserve to be called ME, Let not the cage encamped you, Let not the race entrapped you, Learn the subjects of the world, The metaphysic of objects thatâ&#x20AC;&#x2122;ll make you whole. hussainjamalullail 13/05/19

20

REFERENCE

Arnold, L. (2017). IS THE TERRAZZO TREND DEAD?. [online] WILD & GRIZZLY. Available at: https://www.wildandgrizzly.com/2017/03/terrazzo.html [Accessed 12 May 2019].

Frederiksvej Kindergarten / COBE. (2016). ArchDaily. [online] <https://www.archdaily.com/781669/frederiksvej-kindergarten-cobe/> ISSN 0719-8884 [Accessed 12 May 2019].

Winston, A. (2015). Assemble's Brutalist Playground is a climbable landscape. [online] Dezeen. Available at: https://www.dezeen.com/2015/06/09/assemble-brutalist-playground-climbable-landscape-modernist-shapes-riba-london-simon-terrill-foam/ [Accessed 12 May 2019].

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APPENDIX

22

THE DESTRUCTIVE EMOTION

LEARNING TO SPEAK UP

RELEARNING TO SEE

To be frank, praxxis is more than just a project on paper.

It’s about the discussion between the colleagues and the conversation with the tutors.

It’s about exchanging the bitter truth, unlearn, accept and make changes for a better future.

Justice is about putting the right thing at its proper place.

And it needs people to speak up and move. I’m learning this slowly and I really hate speaking up. In Praxxis, we are pushed to speak the right thing at the right place to the right person.

As my project is about children, I had relearn to see through the eye of a child.

For somebody who advocates subjectivity (claimed) over objectivity, we shouldn’t just seeks the concrete/physical reason of a certain act and but also the feeling part of it.

RELEARNING AND CONTINUOUSLY REFLECTING ON FEMINISM

HAVE MY PROJECT ADDRESS THE INITIAL QUESTION? By the end of the project,this is the question that I keep asking myself. Does it really give right to the people who deserve it. Does the children are treated equally in the design process.

Feminism is about giving right to each person, which includes the minority in the social structure. The first step is perhaps to know who the minority and continoutly searching for the unheard voices.

unlearning

LIFE The past few weeks were the hardest time for me. The burden of work, as well as family increased exponentially as my newborn baby came. Life then constantly redefined itself. I begin to unlearn a lot of things, from prioritising self to always about ‘giving’.

learning

relearning

relfection

IT’S OK TO MAKE MISTAKE

RELEARNING TO DRAW

RESPONSIBILITY COMES TOGETHER WITH RIGHT

EVALUATION ON MY CURRENT SELF

It’s hard for me to admit a mistake. I tend to hide it. But in Praxxis I learn to embrace it. Show it as part of the process of learning.

Everytime a work is to be completed, it becomes a new opportunity to relearning. My drawing is something that is constantly changing- as my experience increases.

We always claim our right but forgot to first make done our responsibility. It is, as what I believe two parts that should come together.

Do i give people their right? Do I exercise my responsibilty accordingly?

By the end or Y6- I’ve learn more than just buildings and architecture. That is to learn about human and their right to life.

LEARNING THE REALITY

PRACTICALITY VS THEORY I read, I talked, I wrote but nothing is the same than practicality of doing. My project is about childrenthe idea of making them equal. They are real, with right. But we always assume.

Therefore I learn then, not to assume.

evaluation

Assumption is merely theory. The reality is on the ground. To be a part of the situation. In order to understand- I must live with the situation. Then I can learn the reality of life.

RELEARNING TO CHANGE It’s hard to amend yourself. But as the project progress- I had learn to make changes to myself with what is necessary .

project roadmap - studio 1 - NAME XXXXXXXXXX

project roadmap - studio 3 - HUSSAIN JAMALULLAIL 23