Proposed International School - Architectural Thesis 2020

Proposed International School at Adadivaram, Visakhapatnam

PROPOSED INTERNATIONAL SCHOOL AT ADADIVARAM, NEAR VISAKHAPATNAM A final year Architectural Thesis

Nayanika Dey 520215013, 5th year, Department of Architecture, Town & Regional Planning IIEST, Shibpur

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Proposed International School at Adadivaram, Visakhapatnam

Acknowledgements I would like to express my sincere thanks to my thesis guide - Prof. Souvanic Roy for his invaluable guidance and inputs during the process. I would also like to extend my thanks to our Head of Department and Thesis coordinator Prof. Subrata Kumar Pal, and Internal Examiner Prof. Parthasarathi Mukhopadhay.

I would also like to thank the externals present in the jury for their insights, and all faculty for their guidance these past years. I am indebted to their counsel and efforts.

I am deeply thankful to my parents for their continued trust and support throughout. Last but not the least, I would like to thank my classmates and juniors - Shruti Sakshi Sinha, Daryna Rajkumari and B. M. Rimil for their help and various inputs.

I extend my deepest thanks to everyone mentioned here. Without their help, this thesis would not have been possible

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Proposed International School at Adadivaram, Visakhapatnam

Table of Contents INTRODUCTION 1 Project Brief...................................................................................................................................................................... 6 1.1 Why an international school?......................................................................................................................... 6 1.2 Target Segment................................................................................................................................................... 7 2 Objectives and Methodology.................................................................................................................................... 8 2.1 Primary Objectives..............................................................................................................................................8 3 Introduction................................................................................................................................................................... 10 3.1 What is an International School?................................................................................................................. 10 3.1.1 An International School In Visakhapatnam...................................................................................11 3.1.2 A Look At Current School Architecture In Visakhapatnam...................................................... 12 3.1.3 Traditional Architecture of The Region........................................................................................... 12 3.2 General School Planning Principles.............................................................................................................13 1) SPINE/ STREET................................................................................................................................................ 13 2) CITY/ TOWN.................................................................................................................................................. 14 3) STRAWBERRY/LEARNING CLUSTER.......................................................................................................... 14 5) COURTYARD................................................................................................................................................. 15 3.3 How Teaching Methods can Influence Architecture............................................................................ 16

DESIGN PROGRAMMING 4 Early Childhood Philosophies.................................................................................................................................... 18 4.1 Functions and their Arrangements.............................................................................................................. 18 4.2 Learning Should Also Transcend School Boundaries..............................................................................19 4.3 What is an Ideal Classroom?......................................................................................................................... 21 5 Understanding School Architecture....................................................................................................................... 22 5.1 Waldorf Philosophy...........................................................................................................................................22 5.2 Montessori Philosophy..................................................................................................................................... 24 6 Primary Case Study - Waldorf-based School....................................................................................................... 27 6.1 South City International School - Introduction......................................................................................... 27 6.2 Site Planning....................................................................................................................................................... 28 6.3 Services and Construction............................................................................................................................. 29 6.4 Floor Planning.................................................................................................................................................... 31 6.5 Spaces................................................................................................................................................................. 33 6.6 Other Elements.................................................................................................................................................. 34 6.7 Classroom Planning......................................................................................................................................... 35 6.8 Inference and Things Learned...................................................................................................................... 35 7 Primary Case Study - Montessori-based School..................................................................................................37 7.1 Pailan World School - Introduction.............................................................................................................. 37 7.2 Site Planning....................................................................................................................................................... 38 7.3 Construction and Services............................................................................................................................. 39 7.4 Floor Planning.................................................................................................................................................... 40 7.5 Spaces and Volumes...................................................................................................................................... 43 7.6 Classroom Arrangements...............................................................................................................................43 7.7 Inferences........................................................................................................................................................... 44 7.7 Connectivity of Spaces.................................................................................................................................. 44 8 Primary Case Study - Montessori Creche.............................................................................................................. 45 8.1 Valley Champs Montessori School - Introduction................................................................................... 45 8.2 Themes Used...................................................................................................................................................... 45 9 Secondary Case Study I.............................................................................................................................................47 9.1 Mirambaika - Free Progress School - Introduction.................................................................................. 47 9.2 Site Plan and Circulation................................................................................................................................ 48 3

Proposed International School at Adadivaram, Visakhapatnam

9.3 Floor Planning - Space Use and Flow......................................................................................................... 50 9.4 Effect of Teaching Methods on Architecture...........................................................................................51 9.5 Classroom Arrangement................................................................................................................................ 52 10 Secondary Case Study II......................................................................................................................................... 53 10.1 Nalanda International School - Introduction......................................................................................... 53 10.2 Spaces and Services..................................................................................................................................... 54 11 Secondary Case Study III.........................................................................................................................................55 11.1 Adani Vidyamandir - Introduction............................................................................................................ 55 11.2 Site Planning and Floor Plans...................................................................................................................... 56 12 Secondary Case Study IV........................................................................................................................................57 12.1 Shanghai United International School - Introduction.......................................................................... 57 12.2 Spatial and Architectural Features........................................................................................................... 57 12.3 Site Planning and Various Zones................................................................................................................ 58 13 Comparison of Schools -..........................................................................................................................................60 13.1 Case Study Framework................................................................................................................................. 60 13.2 Comparison based on Facilities................................................................................................................. 62

DESIGN CONCEPT 14 Rethinking Study Spaces - DESIGN CONCEPT................................................................................................... 63 14.1 Alternative Learning an its Incorporation in a K-12 School................................................................ 63 14.1.1 Division Of Classes Done By Combining NEP 2019 Policy Of 5+3+3+4 and IB Curriculum..... 63 14.1.2 Shortcomings of Alternative Learning........................................................................................... 63 14.2 Effect on Site Planning.................................................................................................................................. 64 14.2.1 LITERATURE STUDY: Learning Spaces SITE LEVEL....................................................................... 64 14.2.2 Design Principles Derived..................................................................................................................65 14.3 Space Planning Principles in Learning Spaces...................................................................................... 66 14.3 Effects of Alternative Learning on Classroom Planning...................................................................... 67

STUDY OF STANDARDS 15 Standards and Specifications for International Schools.................................................................................70 15.1 School Space Specifications...................................................................................................................... 70 15.2 School Building Specifications.................................................................................................................... 70 15.3 Equipment and Facilities Specifications.................................................................................................. 70 15.4 KG School Building Specifications............................................................................................................. 71 15.5 New Educational Facilities Specifications............................................................................................... 71 15.6 Air-Conditioning System Specifications in School Building................................................................. 71 15.7 Electrical System Specifications in the School Building............................................................... 72 15.8 Others.................................................................................................................................................................72 Natural Surveillance....................................................................................................................................... 72 Energy Use......................................................................................................................................................... 72 Materials.............................................................................................................................................................72 Pedestrian / Cycle Access........................................................................................................................... 72 Access and Security....................................................................................................................................... 72 Buses....................................................................................................................................................................73 Drop‐off / Pick‐up Areas.............................................................................................................................. 73 Traffic Calming................................................................................................................................................. 73 Cycle Parking................................................................................................................................................... 73 Universality......................................................................................................................................................... 74 Layouts for Hostels........................................................................................................................................... 74 15.9 Standards and Specifications for Auditoriums....................................................................................... 75 16 Andhra Pradesh Building Rules.............................................................................................................................. 77 17 Area Programming....................................................................................................................................................79 18 Project Brief and Location.......................................................................................................................................82 18.1 Primary Objectives......................................................................................................................................... 82

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Proposed International School at Adadivaram, Visakhapatnam

18.2 The Site and its Surroundings....................................................................................................................... 83 18.3 SWOT Analysis.................................................................................................................................................. 85 18.4 Site Images....................................................................................................................................................... 86 19 Fire Services - Calculation and Compliance..................................................................................................... 88 20 Water Supply Requirements................................................................................................................................... 91 21 Preliminary Zoning......................................................................................................................................................93

DESIGN AND SERVICES 22 DESIGN INTERVENTIONS............................................................................................................................................ 96 22.1 Site Plan............................................................................................................................................................. 96 22.2 Site Services...................................................................................................................................................... 96 22.2 Site Circulation................................................................................................................................................ 96 22.3 Site Plan with Ground floor plans............................................................................................................... 96 22.4 Administrative Block...................................................................................................................................... 96 22.5 Primary Section............................................................................................................................................... 96 22.6 Gymnasium...................................................................................................................................................... 96 22.7 Middle School Section.................................................................................................................................. 96 22.8 High School Section....................................................................................................................................... 96 22.9 Hostels................................................................................................................................................................ 96 22.10 Workshops and Assembly Space............................................................................................................ 96 22.11 Staff Quarters................................................................................................................................................. 96 22.12 Site Section..................................................................................................................................................... 96 21 Area Statement.......................................................................................................................................................... 97 22 Structural System...................................................................................................................................................... 100

CONCLUSION 23 Conclusion................................................................................................................................................................. 101 24 References.................................................................................................................................................102 25 Annexure....................................................................................................................................................103

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Proposed International School at Adadivaram, Visakhapatnam

1 Project Brief Site location: Adadivaram Village, near Visakhapatnam, Andhra Pradesh Site area: 22.2 acres/ 90180 sqm.

Undertaken by: Infrastructure Corporation of Andhra Pradesh Limited (INCAP) Project Brief: The Government of Andhra Pradesh intends to develop international schools in an area of approximately 15-20 acres in each of the cities of Visakhapatnam, Guntur, Nellore, Tirupati, Anantapur and Puttaparthi on Public Private Partnership (PPP) mode.

An International School is a school that promotes school education, in an international environment, either by adopting International Baccalaureate, IGCSE curriculum or by following a national curriculum different from that of the school's country of residence.

International schools provide an opportunity to develop cross cultural understanding, an international outlook and an ability to build quality relationships with people from diverse nationalities.

Student Capacity: Classes:

2000 (25% residency) for 2-18 year old, including KG & Nursery

Reason for this Project: Part of the Government of Andhra Pradesh’s vision is to be among the top 3 states in India by 2022, the top state in India by 2029, and be one of the most preferred global destination by 2050.

1.1 Why an international school?

As we race towards a multicultural and metropolitan world, national curriculum have become increasingly dated. With a choice of several boards, and varying levels of differences and difficulties, transition from one board to another or from one country to country (if the need should arise) may prove to be stressful for children.

As opposed to following an international curriculum such as IB, IGCSE which are followed by schools universally – studying in an international school not only makes it easier for students to adjust in different countries but allows scope for:    

Exploring and understanding multiple cultures Infrastructure to participate in more extracurricular activities Wider stream of career opportunities Easier entry into international colleges

IGCSE Recognized board by foreign universities Schools in 120 countries including India and UK Visakhapatnam The Cambridge IGCSE syllabus was established in 1988 and since then has undergone several rectifications based on experimentation. It is recognized by UNESCO. Syllabus focuses more on practical aspects of each subject.

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Proposed International School at Adadivaram, Visakhapatnam

1.2 Target Segment This type of school focuses on its users to belong to a specific strata that is described as below:

Table 1: Target segment of the school The school aims to provide quality education to students who are more likely to need facilities that will allow them to later pursue a higher education in institutes across the globe. This creates the need to form a world class facility that can allow seamless cultural integration of both the current location and facilities to allow adjustment abroad.

Figure 1: Site Location

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Proposed International School at Adadivaram, Visakhapatnam

2 Objectives and Methodology The design methodology to be followed while carrying out the design project is as shown in the following flow chart:

2.1 Primary Objectives An International School following IGCSE and IB Curriculum and having the following:            

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Classrooms: 80 Staff: 1:20 ratio = 100 Students: 2000 Hostel Capacity: 500 (300 boys, 200 girls) Staff Quarters: 25 Auditorium/ Multipurpose Hall Dining Hall Sports Facilities - Indoor and Outdoor Administrative Facilities Recreational Facilities Other facilities as deemed necessary for an International School School Building of minimum 8500 sqm. ground coverage.

Proposed International School at Adadivaram, Visakhapatnam

The OBJECTIVE is to design a proposed International School with focus on Early Child Care, exploring Alternative Methods of Teaching and allowing smooth transition of teaching methods from lower to higher classes.

The design must encourage all round development with provisions for art, outdoor classes, sport facilities.

Total classes = 80  5 Sections of each class - Creche, LKG, UKG, class 1 - 12  Students in each class: limited to 25

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Proposed International School at Adadivaram, Visakhapatnam

3 Introduction International schools are being promoted to provide world-class education to the students and also as a tool to attract foreign investments to Andhra Pradesh. It is well known that availability of international schools is an important consideration for non-Indian staff of MNCs who come to India.

Continuity of children education is an issue faced by them as they frequently move / transfer between different countries. Also, international schools help in contributing to better standards and quality of education in the region in addition to a multitude of benefits. Thus, one of the flagship projects being taken up in the social infrastructure sectorin Andhra Pradesh includes development of International Schools in Visakhapatnam.

3.1 What is an International School?

An international school is a school that promotes international education, in an international environment, by adopting an appropriate curriculum. The project Student profile in an international school is global, a key differentiating factor. For example, Woodstock school, Mussoorie has children from 26 nationalities.

Another factor is availability of world class level facilities in terms of sports, classroom technology, campus space, hostel facilities and so on.

Figure 2 - Some of the top International Schools in India These schools cater mainly to students who are not nationals of the host country, such as the children of the staff of international businesses, international organizations, foreign embassies, missions, or missionary programs. Many local students attend these schools to learn the language of the international school and to obtain qualifications for employment or higher education in a foreign country.

At a conference in Italy in 2009 the International Association of School Librarianship came up with a list of criteria for describing an international school, including: 

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Transfer-ability of the student's education across international schools

Proposed International School at Adadivaram, Visakhapatnam

A moving population (higher than in state schools or public schools) Multinational and multilingual student body An international curriculum International accreditation (e.g. Council of International Schools, International Baccalaureate, Western Association of Schools and Colleges, etc.)

A transient and multinational teacher population Non-selective student enrollment Usually English or French language of instruction, plus the obligation to take on at least one additional language

      

An international school in France

An international school in India

Figure 3 - International Schools in India 3.1.1 An International School In Visakhapatnam Despite following an international curriculum and standard of education, it is important to retain some local aspects of the spaces where the school is located. Allowing students to form a sense of

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Proposed International School at Adadivaram, Visakhapatnam

identity and imbibing them with respect for a culture forms an important aspect of early childhood learning. Andhra Pradesh has a rich traditional housing technique of using houses with courtyard typologies, wooden beams supporting tile roofs.

3.1.2 A Look At Current School Architecture In Visakhapatnam A high number of schools in Visakhapatnam are founded by Christian missionaries and have an anglo-india architectural style.

Figure 4 - Schools with anglo-Indian architecture   

A majority of the top ranking schools are government public schools. Most are in L-shaped linear form or follow a courtyard typology planning.

Flat roofing is seen in most cases except christian missionary schools. Glazing is minimized, long chajjas are present.

Corridor have classrooms on one side and look towards courtyard/ school field on the other.

3.1.3 Traditional Architecture of The Region A look at most vernacular and traditional designed buildings of the region reveals that they contain several common or used features like:

Figure 5 - Some traditional Homes of Andhra Pradesh  

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Use of yellows, reds and greens. Entrances are auspicious.

Circular planning in rural homes to allow wind to move past. Long eaves on pitched roofs.

Proposed International School at Adadivaram, Visakhapatnam

Cuddapah stone tiles used for flooring. Terraces play an important role as evening gathering spaces.  High ceilings to reduce heat conduction, boundary walls used for shading. Three or more units in a cluster to create shaded zone and facilitate movement of air by creating hot and cold zones.  Presence of huge wide columns with seating at base. Verandahs are lined with wooden columns.

Development mainly along streets of communication. Linear type growth is seen. 

Clusters or circular buildings help in cutting down wind in coastal regions Use of rice paste to create kollam patterns on the floors

Figure 6 - Examples of Vernacular homes

3.2 General School Planning Principles The spatial organization of school responds to teaching methods, pedagogy, student demographics and site restraints. However, most schools exhibit characteristics of one or more of five basic planning typologies: 1) SPINE/ STREET Major school functions are situated along a central linear space (simplifies way finding and reduces secondary circulation). The spine/street is an active, inhabited space - a building focal point rather than a simple conduit.

Figure 7 - Example of Spine or Street type School Planning Principle

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Proposed International School at Adadivaram, Visakhapatnam

2) CITY/ TOWN The urban/city layout is reinterpreted as a loose composition of forms within a matrix of open, flexible social spaces.

Classrooms are informally located around the library and “town hall” . The resultant “plazas”,“streets”, and “parks” create flexible, student-scaled learning and instructional spaces; common In primary schools.

Figure 8 - Street Type School Planning Principle 3) STRAWBERRY/LEARNING CLUSTER Classrooms, support, and flexible spaces are clustered into smaller groups (“strawberries”) and connected by a central core providing circulation, social and shared spaces. Schools are divided into less intimidating faculties.

Figure 9 - Strawberry Cluster style School Planning Principle 4) ATRIUM/OFFICE

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Proposed International School at Adadivaram, Visakhapatnam

Modeled after the “typical” office environment, this scheme is best suited to large multi-storey high schools. A full height atrium serves as the main organizational hub, bringing daylight into deep floor plates and creating a unified, central gathering and circulation node. Open floor plans utilize glazed partitions to access light and views, and to define classroom spaces.

Figure 10 - Atrium style school planning principle 5) COURTYARD Providing security, visual focus, and a sheltered microclimate, courtyards vary in size and shape while offering flexibility for year-round activities. Provision of a courtyard may increase the amount of building envelope and circulation space required but benefits include better access to natural light, views, ventilation and more pleasant interior spaces.

Figure 11 - Courtyard style school planning principle

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Proposed International School at Adadivaram, Visakhapatnam

3.3 How Teaching Methods can Influence Architecture Various teaching philosophies have been generated over the years. These also affect the architecture of the school.

The major different methods of instructions and how they could influence the outcome of a design process are: 1) Active Learning where the instructor provides knowledge and evaluates the students based on standardized procedures. This requires standard spaces like classrooms, lecture halls, irrespective of site size and location:    

Lecturing ---------------------------- Classrooms Demonstrating ---------------------------- Laboratories Collaborating ---------------------------- Workshops Classroom Discussion ---------------------------- Reflected in Seating arrangement  Debriefing  Classroom Action Research

2) Passive learning is a method of learning or instruction where students receive information from the instructor and internalize it, and "where the learner receives no feedback from the instructor". An estimated 60 percent of people are passive learners. Passive learning manifests itself in unique architectural ways for every site.

This makes experiential learning the backbone of architectural designing for educational spaces.

While active engagement with the study material is necessary for learning, active participation is not. However, this is discouraged and is one of the disadvantages of passive learning.

Passive Learning translates into architecture as spaces that themselves teach children via wall paintings, textures, circulation, etc.

Figure 12 - Learning Retention Pyramid

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Proposed International School at Adadivaram, Visakhapatnam

Classroom planning at Shikshantar school, New Delhi (Monstessori). This leads to different shapes and areas than a regular classroom model. Below, open floor plan school

Figure 13 - Images showing how teaching styles can affect interiors and also seating layouts The hexagonal layout of the classrooms adapts to standard and informal instruction configurations , also having the advantage utilizing half the space, i.e three walls as interchangeable teaching boards.

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Proposed International School at Adadivaram, Visakhapatnam

4 Early Childhood Philosophies Various philosophies have emerged over the years related to early childhood education starting from the Montessori Style of Teaching.

Below is a comparison between some well known and widely uses style. The table also looks at some famous schools that have incorporated these alternative teaching styles and how it has affected their interior spaces.

Figure 14 - Early Childhood Philosophies Comparison

4.1 Functions and their Arrangements On comparison of the various styles, it is seen that some ideas are common to all alternative teaching methods. They may be in the form of different activities, but ultimately preach or try to incorporate the same principle in students.

Some of the MAJOR IDEAS PRESENT IN ALL ALTERNATIVE LEARNING are seen as follows: CIRCLE TIME: In the morning, a gathering takes place to share experiences and set goals. An afternoon circle time evaluates the goals and the process.

CHOICE TIME: A time of the day when the child chooses the activity to be done depending on this individual learning pace SMALL GROUP INTERACTIONS: Allow children to accommodate and share each others needs and allow interpersonal relationships to grow MIXED AGE LEARNING: Children of different ages allowed to interact during morning choice time, festivals, etc. This keeps them under supervision and develops inter-community bond.

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Proposed International School at Adadivaram, Visakhapatnam

4.2 Learning Should Also Transcend School Boundaries Alternative Learning models also encourage free movement between indoors and outdoors.

“Art” remains a common factor for students of all ages, and hence this continuity can be used to slowly transition kids from informal to formal education.

VISIT TO VARIOUS PLACES: Tie-ups with various organisations to organise tours, intervews and guided explorations.

LECTURE SPACES: Ecnouraging children to attend lectures by inviting personalities into campus and also sending students to them CAMPING SPACES: Spaces for kids to experience outdoor living. Acts as a method of passive learning.

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Proposed International School at Adadivaram, Visakhapatnam

Figure 15 - A montessori school example that uses a garden divided into various features for learning

Figure 16 - A US High School with Open floor plan

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Proposed International School at Adadivaram, Visakhapatnam

4.3 What is an Ideal Classroom?

MODELS FOR EARLY CHILDHOOD LEARNING WITHIN A CLASSROOM PROVEN TO BE MORE EFFECTIVE THAN GRID SEATING: VARK MODEL Focus on visual, adutiory, interactive and kinesthetic learning HARKNESS MODEL Discards traditional seating norms to adopt one that encourages everyone to interact FLIPPED MODEL Classrooms are mainly play and practical application spaces and studying is done at home On testing two seating arragements – traditional rows and columns and a semicircle.

‘Our results showed that question-asking was more frequent when the children were seated in the semicircular arrangement than in the row-and-column arrangement,’ the researchers report.

Interestingly, in both arrangements, even the rows and columns, they found two ‘action zones’ – one shaped like a T and the other like a triangle. Children in these zones (those with a more central seating location) asked more questions per lesson.

Figure 17 - Maximum response zone Figure 18 - Model showing time spent by students during the day

Students spend the largest time of a day in the class. This is being challenged by more open school and free education models that encourage teachers to take learning outdoors.

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Proposed International School at Adadivaram, Visakhapatnam

5 Understanding School Architecture According to a study condutcted by the School of Built Environment, UK, they tried to assess “The Impact of Classroom Design on a Pupil's Learning: Final results of a Holistic, Multi-level Analysis”:

Table 2 - Table showing the assessments of the research Assessments have been made of 153 classrooms in 27 schools in order to identify the impact of the physical classroom features on the academic progress of the 3766 pupils who occupied each of those specific spaces.

5.1 Waldorf Philosophy Waldorf education, also known as Steiner education, is based on the educational philosophy of Rudolf Steiner, the founder of Anthroposophy. Its pedagogy strives to develop pupils' intellectual, artistic, and practical skills in an integrated and holistic manner. The cultivation of pupils' imagination and creativity is a central focus.

Pre-school and kindergarten: Birth to age 6 The early childhood curriculum therefore centers on experiential education, allowing children to learn by example, and opportunities for imaginative play. Waldorf preschools employ a regular daily routine that includes free play, artistic work (e.g. drawing, painting or modeling), circle time (songs, games, and stories), and practical tasks (e.g. cooking, cleaning, and gardening), with rhythmic variations. Outdoor recesses.

Elementary education: age 7 to 13 Waldorf pedagogues consider that readiness for formal learning depends upon increased independence of character, temperament, habits, and memory, one of the markers of which is the

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Proposed International School at Adadivaram, Visakhapatnam

loss of the baby teeth. Formal instruction in reading, writing, and other academic disciplines are therefore not introduced until students enter the elementary school, when pupils are around seven years of age.

Secondary education: ages 14 and up Secondary education is provided by specialist teachers for each subject. The education focuses much more strongly on academic subjects, though students normally continue to take courses in art, music, and crafts.

Figure 19 - A waldorf school made from shipping containers DERIVED POINTS: Common rooms between classes  Circular space for morning choice time  Rooms for classes other than academic: art, sculpture, woodwork, metalwork, eurythymy.  Space for plays, concerts  Space for seasonal feats (indoors/ outdoors)  Flexible classrooms that can be modified as needed Architectural Translation 

 

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The school buildings. The school buildings contain classrooms and several special rooms for arts and craft classes, among them rooms for song instruction, music, sculpture, painting, woodwork, metalwork (the smithy), eurythmy (a special form of dance/drama invented by Steiner that is an important element in Waldorf pedagogy, and a theatre for regular plays, concerts, and other student performances, as well as for the regular feasts.

Making room for the students. Originally, there were common rooms between the classrooms in this most recent building, for the 8th and 9th stage. These common rooms were intended as a mingling space for the students, but they became overcrowded and noisy, so they were rebuilt and are now being used for other purposes.

Proposed International School at Adadivaram, Visakhapatnam



The rooms at the Waldorf School are not seen simply as given structures; rather, there is an ongoing spatial involvement, during which the classrooms were actively shaped and modified to make room for each class.

Figure 20 - Example of a waldorf school in Germany

5.2 Montessori Philosophy Montessori education offers our children opportunities to develop their potential as they step out into the world as engaged, competent, responsible, and respectful citizens with an understanding and appreciation that learning is for life.

Each child is valued as a unique individual. Montessori education recognizes that children learn in different ways, and accommodates all learning styles.

Students are part of a close, caring community. The multi-age classroom—typically spanning 3 years—re-creates a family structure.

Montessori students enjoy freedom within limits. Working within parameters set by their teachers, students are active participants in deciding what their focus of learning will be.

Students are supported in becoming active seekers of knowledge. Teachers provide environments where students have the freedom and the tools to pursue answers to their own questions.

DERIVED POINTS  Classroom with various zones  Simple classrooms with little distractions  Different activities scattered around for movement during the day  Wide windows

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Proposed International School at Adadivaram, Visakhapatnam



Avoidance of electrical devices

Figure 21 - Images from a Montessori School in Japan

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Proposed International School at Adadivaram, Visakhapatnam

Main Features Simplicity Boys and girls don't need much. It's recommended to prioritize light colors and natural light.

Minimalism Too many options (such as colors or toys) in the same environment can cause confusion. Therefore, it's recommended to select very few options and facilitate the development of decision-making capacities.

Organization When external environments are organized, the internal organization of the child (and their reasoning) tends to flow more easily as well.

Accessibility Everything must be designed so that children can move and interact through space without the intervention of an adult. However, the presence of a conscious adult is always recommended.

Security A well-prepared environment must be explorable. In order for a child to be free to explore without risk, a safe environment must be prepared for them.

Silence A well-prepared environment should favor physical autonomy and emotional autonomy (choices), in addition to encouraging concentration. Therefore, this room should be located in the quietest area of the house. It's recommended to avoid electronic devices to create a quiet environment.

With proper planning and preparation, an outdoor area can be designed to expose students to authentic natural experiences through an environmental education curriculum.

Planning the placement of trees within a courtyard can provide for multiple uses – quiet activities such as reading, or eating under the shade, or more energetic play activities in the open, sunny spaces

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Proposed International School at Adadivaram, Visakhapatnam

6 Primary Case Study - Waldorf-based School 6.1 South City International School - Introduction Architect: Area: Location: Year: No. of students: Grades: Students per class: Typology:

DMA 15,692 m² (3.9 acres) Jadavpur, Kolkata 2009 1700 PG-12 30-32 Multiple Courtyards

Following both ICSE and British Council, SCIS, has a resource centre, gym, cafeteria, dance and music studio, art and craft centre, design technology centre, home economic centre and a multipurpose auditorium for various activities which include debates, dramatics and indoor sports.

Apart from regular studies and extracurricular activities, the school also focuses on traditional Indian disciplines such as yoga, indian classical music and pranayam. It is a G+3 structure with the ground floor at -750 lvl and two seperate lane entries for cars and buses and a sidewalk for pedestrians.

Figure 22 - Site Location and Access; Aerial View of school

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Proposed International School at Adadivaram, Visakhapatnam

6.2 Site Planning The site is almost square and covers 3.9 acres of space. There is a main building with two wings housing the primary and secondary section. Entrance is via a ramp leading to the upper ground floor.

Figure 23 - Site Plan of South City International, Kolkata

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Proposed International School at Adadivaram, Visakhapatnam

6.3 Services and Construction  

Most service rooms - server rooms, electrical control rooms located on lower ground floor. AHU rooms located on top floor above auditorium (central + max load).

Wet riser located near staircases. RCC Construction with brick cladding. 2 nos. lifts with 10 people capacity. Surrounded by washrooms and drinking water facility.

Figure 24 - Sample floor plan showing location of services

Figure 25 - View from entrance ramp showing bus parking

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Proposed International School at Adadivaram, Visakhapatnam

Figure 26 - Entrance via the Upper ground floor 

Sliding Al windows. Column grid of 6m x 9m



Ramps, bright colours for delineaton and tactile flooring is used in adherence to universal accesibility guidelines.



Smoke detectors in home economics room, laboratories and cafeteria.

Figure 27 - Serving Kitchen

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Proposed International School at Adadivaram, Visakhapatnam

6.4 Floor Planning Following are the floor plans of South City International School.

Figure 28 - Plan of Lower Ground floor at -LEV 750

Figure 29 - Ground Floor Plan

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Proposed International School at Adadivaram, Visakhapatnam

Figure 30 - First Floor Plan

Figure 31 - Second Floor Plan

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Proposed International School at Adadivaram, Visakhapatnam

6.5 Spaces A short study on the different spaces within SCI is show below. The data was also used to derive information related to the area programming. The school has a student capacity of 1700, and a waiting area for 150 parents, cafeteria for 300 students, and an auditorium of 750 capacity.

The entrance ramp is 7m wide. Rooms like dance and music rooms are provided for each class, hence hold 30-40 students only. Libraries are provided for 2 classes, hence hold 60-65 students.

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Proposed International School at Adadivaram, Visakhapatnam

6.6 Other Elements Some other elements were noted such as use of materials, textures, colors and other indicative features to make the space child friendly and universally accessible. The entire building is centrally air conditioned and the AHU room is located centrally above the auditorium.

Two OATs are present on either side - one belonging to the primary section and one to the secondary section and are treated differently to appeal to the different age groups. The primary section uses curvilinear lines in both plan and elevation.

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Proposed International School at Adadivaram, Visakhapatnam

6.7 Classroom Planning The interiors of classrooms were different depending on whether it belonged to the primary, middle or high school section.

6.8 Inference and Things Learned Figure 32 - Section showing division of ground floor The positive qualities noted from the above case study can be summarized as follows: 









35

Classrooms cross-ventilated with corridors looking into well maintained courtyard, universally accessible Corridors wide and used as gathering spaces, indoor game activities (near recreational zones). Seating at intervals.

Where classes are present, corridors discourage activity. Straight with little scope for activity.

Using of different materials and differentiation of spaces by many ways colour, spacing, texture Centrally located auditorium allows AHU to be placed above and no other structural load on it.

Division of ground floor into lower and upper ground floor allows both floors to be able to access to grounds beyond on a short distance.

Proposed International School at Adadivaram, Visakhapatnam

FACTORS TAKEN INTO CONSIDERATION: Figure 33 - Space arrangement within SCI The school imbibed several principles from the Waldorf educational style. The different aspects that were found to be present are:  Mixed age learning encouraged to some extent.  Junior classes on ground floor to allow maximum interaction with nature  Senior classes given terraces in some cases.  Tower used as identity for building.

Three storey high auditorium allows for facade.  Activity room with fold-able partition walls to section off as required. Flexible spaces.  Sports field has movable separation for use as required.

The following pie chart show the area distribution of the various spaces.

Figure 34 - Pie chart showing area distribution of SCI

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Proposed International School at Adadivaram, Visakhapatnam

7 Primary Case Study - Montessori-based School 7.1 Pailan World School - Introduction Architect: Area: Location: Year: No. of students: Grades: Students per class: Typology:

161,874 m² (31.2 acres) Pailan, South 24 Parganas 2005 1200 KG-12 30 Courtyard

Following both ICSE and Cambridge curriculum, PWS is located away from the city and has abundant water-bodies and greenery within campus.

It has a separate Heritage Building for activities and all buildings are connected via tiled roof sheds. There is also farming and poultry spaces for organic food provision.

Figure 35 - Map showing site location of PWS The school can be accessed via the Diamond Harbour Road from where it is located 3 kms inwards. It is located in a primarily residential area.

Image 1 - Image of Pailan World School entrance

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Proposed International School at Adadivaram, Visakhapatnam

Image 2 - Image of play field, Site plan showing wind directions

7.2 Site Planning The site is triangular in shape ad has an access road that runs along the western side. There is also a large water-body located on the North-west that cools the winds arriving from the side. The school has completely separate blocks for primary ans high school. Hostel facilities are also available.

Traffic is segregated from the entry. Staff parking is within the gates, but bus and private cars are parked outside. The campus is spread out and movement is encouraged in the way activities are distributed through out the day.

Recreational facilities include a swimming pool, football/ cricket fields and various indoor games.

Private cars not allowed inside. Buses are parked along the road.

92 sqm. per child.

Image 3 - Site Plan of the PWS Campus and images of various places.

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Proposed International School at Adadivaram, Visakhapatnam



School in 2 blocks - senior (6-12) and junior (KG-5) both following similar planning language.

Central atrium with staggered external walls. Buses parked along entrance road.



Total 46 classes along with a library, tea room and laboratories.

7.3 Construction and Services  

RCC structure with stone cladding on columns and some beams, no false ceiling. Sliding Aluminium windows.

Tiled pathways interconnecting all major buildings. Site Planning encourages movement throughout the day.

Image 4 -

A swale runs along the entry road. Two levels of entry gates.



Incorporation of naturally occurring water-bodies



No central Air conditioning system, each class has individual AC.

SERVICES LAYOUT 

Staircases/ vertical circulation on western/ northern face. Staircases with wet risers.



4-5 exits in every building, with 2 staircases. Courtyard covered by corrugated GI sheet ceiling



Electrical Control room on ground floor, Server room - 1st floor



No Central AC, individual air conditioning for spaces



One transformer located outside of gate premises

Surrounding buildings range from G+1 to G+3 and mostly agricultural fields. The place falls under Panchayat jurisdiction.

Image 5 - Surrounding site context

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Proposed International School at Adadivaram, Visakhapatnam

6AM

- 8AM

1PM - 2PM

Figure 36 - Density Mapping of Site throughout the day

7.4 Floor Planning Image 6 - Central Atrium in PWS Junior block The plan of mostly follows a traditional linear arrangement of classrooms around a central covered atrium.

The Junior Block has two storeys with public zones the ground floor. Services are concentrated on the eastern and western side. Corridors are very wide (up to 4m) in some places and only acts as circulation spaces with no secondary function.

40

8AM - 1PM and 2PM - 3PM

3PM - 7PM

Proposed International School at Adadivaram, Visakhapatnam

Image 7 - Ground Floor Plan of PWS Junior Block

Image 8 - First Floor Plan of PWS Junior Block

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Proposed International School at Adadivaram, Visakhapatnam

Ground Floor Plan

First Floor Plan

Second Floor Plan

Image 9 - Floor Plans of PWS Senior Block The activity room is flanked with open courtyards. This layout allows the interspersing of learning spaces with external spaces , creating the possibility for expansion and crisscross of these two individual realms.

It stimulates group dynamics, which are specific of school communities and promotes an informal interaction culture that assumes a significant importance in contemporary educational projects The stair cases have been located in convenient positions, i.e the four corner of the rectangular plan, ensuring easy accessibility and way-finding .

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Proposed International School at Adadivaram, Visakhapatnam

7.5 Spaces and Volumes

7.6 Classroom Arrangements Classroom Arrangement - rectangular with one entrance Size of classrooms: 6m x 8m 1. KG - Class 2 2. Class 2 - 5 3. Class 6 - 12

Image 10 - Difference in classrooms - Junior, middle and high school What's different in the Junior Block?

External facade and floor planning is same as senior block with location of major services (staircases, toilets) in the same places.

Straight internal walls and wide corridors allow long-distance visibility.

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Proposed International School at Adadivaram, Visakhapatnam

Colours & Textures Used: EXTERNAL: White + Complementary colours (Orange + Blue) with red tiles INTERNAL: White walls for common spaces with individual classes painted in different colours, black and reddish-brown granite used with grey stone flooring, for classrooms tiles used - white and orange for recreational spaces

Image 11 - Colours and textures used

7.7 Inferences Image 12 - Primary classroom interiors DISADVANTAGES:  No outdoor class space 

No integration between interior and exterior spaces.

Corridors receive little light and require artificial lighting all day.



Little innovation in junior section, allowing less openings for creativity and fostering curiosity.

ADVANTAGES:  Wide corridors act as congregation spaces, allow distance visibility and reduce corners. 

Use of large windows on eastern facade and smaller on western and northern face.



Extensive landscaping using hedges, types of grass cover, palms, bamboo and shrubs. Allotment of garden spaces to different classes to allow students to learn with nature.

7.7 Connectivity of Spaces Image 13 - Flowchart of space connectivity All spaces join into the corridor running around the atrium.

There is no separate congregational space for students and assembly takes place out in the field at times when it is not raining.

The administrative section is separate for each block, however there is no separator to ensure that waiting people may have limited access to other areas of the school. Hence, movement is not very regulated. The covered atrium has a translucent cover.

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Proposed International School at Adadivaram, Visakhapatnam

8 Primary Case Study - Montessori Creche 8.1 Valley Champs Montessori School - Introduction Area: Location: Year: No. of students: Grades: Students per class: Typology:

126,425 m² (31.2 acres) Joka 2010 30 Playgroup 30 Linear

Open plan in two sections. Different spaces allow children to understand difference in activities according to spaces.   

Use of vivd colours on walls, furniture and mats.

Non-skid tiles used in different colours for space segregation Central air conditioning via ceiling ducts

TOILET PLAY AREA

RECEPTION

ASSEMBLY

CLASS ROOM

AREA

TOILET

OUTDOOR PLAY AREA

Image 14 - Plan of Valley Champs Montessori Creche School

8.2 Themes Used 

Open Plan divided into zones via tile colour - space for removing shoes, space for playing, space for learning.

Image 15 - View of Waiting and Play Area

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Proposed International School at Adadivaram, Visakhapatnam



Flexible space - furniture (chairs, mats, etc) stacked at side after use to teach students cleanliness and to allow different activities. Use of curtains as space separators in some spaces



Furniture - chairs and table of plastic to allow kids to move them. Wooden furniture and in built wall furniture for storage. Also used as separation between two zones



Outdoor space - Enclosed garden attached with plants planted by children that they take care of and learn about the environment.

Image 16 - Interior view of Assembly area and entrance from the main road

Image 17 - Interior spaces showing tiling used, nap area, outdoor garden and study area The open spaces in the centre with classrooms and activity rooms placed around creates interactive atmosphere through visual linkages in same as well as different levels.

The courtyard design type emphasizes how outer spaces facilitate student's cognitive and social development process.

There has been a need for creating formal learning and interaction opportunities between the different members of the community by conceiving premises that are appropriate to non-traditional learning methods.

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Proposed International School at Adadivaram, Visakhapatnam

9 Secondary Case Study I 9.1 Mirambaika - Free Progress School - Introduction Architect: Area: Location: Year: No. of students: Grades: Students per class: Typology:

Sanjay Prakash, Matthijis Cornelisen (SHIFT) 48000 m² (11.8 acres) Delhi 1981 180 Playground - 8 25 (1:8 ratio Courtyard

An experimental, innovative school based on the principles of Sri Aurobindo and the Mother. It addresses the totality of being. Curriculum is not rigid and progress is based on class progress of individual students and their pace.

Image 18 - Site plan of Mirambaika, New Delhi ARCHITECTURE ANALOGY Form consists of one large courtyard and 12 smaller generated ones. Each named after a value: courage, aspiration, etc. Central courtyard tree replaced by water body for cooling. Building resembles Mother's symbol - 12 petals and central fire.

Space allows continuous integration of vegetation and construction with harmonious transition.

Lower floors: recreational, administrative Upper floors: educational Facilities: Library, Art room, Science Laboratory, Music Room, Talk room, computer room, Living Museum, Workshops, Activity Room

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Proposed International School at Adadivaram, Visakhapatnam

The school works on a free progress philosophy that believes in a five fold education system.

Consists of:  Children's Wing  Teachers' Education Wing  Research Wing  Resource Centre

Image 19 - Mirambaika's educational philosophy

Image 20 - Image of Mirambaika Free Progress School

9.2 Site Plan and Circulation VEHICULAR CIRCULATION: The school complex does not allow any vehicular traffic. A green pathways runs towards the southern side.  Buses only allowed into interior of gate to park immediately inside.  A circular pathway named the Sunlit Path goes around the entire compound. Children enter school along this from the southern gate, CONCEPT An extended corridor, as a circle with classrooms as pockets and nature coming through FLEXIBILITY IN USE OF SPACE: 

48

The structural grid consists of a 7.2m module with concrete ribs subdividing the slab into eight or four equal panels.

Proposed International School at Adadivaram, Visakhapatnam



Grid of 7.2m was divided in 8 parts leaving clear of 0.84m. and even furniture.

Doors are planned according to grid

 

Constructed via a participatory process, only the external walls an locations of service area (washrooms, staircases) are indeterminable.

Other that that, walls can be constructed anywhere within the module following the rib lines.



Electrical connections done via ceiling so it can drop down anywhere as required.

Sunlit Path

Field

School

Path Under trees Bus

Basketball

Parking

Image 21 - Site Plan of Mirambaika, New Delhi Ground Coverage: 10% FAR: 0.2 FORM:  12 Dodecahedron overlapping one another  Multiple Courtyard Typology

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Proposed International School at Adadivaram, Visakhapatnam

9.3 Floor Planning - Space Use and Flow The entire school building acts as an extension of a veranda with few internal divides and large windows. Every 5-6 classrooms share on open space, and there is a larger central courtyard shared by everyone. This leads to hierarchy of internal green spaces,

Open Plan with continuity Continuity with nature Passive Cooling



Trees were planted all around and on the facade to minimize dust since the plan was mainly open.



Brief stated that according to principles, sky and vegetation must be visible from each zone. So 12 small courtyards were generated.



Each room must be different. Hence all classrooms have unique shapes. This increases feeling of ownership among students towards their own space.



Art Room given special prominence and provides a continuous line - central courtyard-art room-playground



Display of artwork everywhere.



Each classroom has tables and space for mats on floor, storage. No rectangular grid arrangement in seating.

Image 22 - Concept and Structural Grid of Mirambaika CLIMATE RESPONSE: The structure is extremely climate responsive and despite large open spaces has performed well in the hot, dusty climate. This is partly due to the extensive use of trees and creepers that prevent hot winds and dust from entering. Other factors include: 

Opaque windows on west facade



Two large halls placed on west and east most side to reduce heat . Creepers used to further cut down heat gain. Uses solar heater.

WIND FLOW: Hot winds arrive from North-eastern side of the site. A central water body cools the wind as it moves over the site.

MATERIALS USED: Most materials used are locally sourced. Stone and wood are used extensively. A warm and rustic colour scheme is maintained. 

Stone walls, concrete slabs and columns, with some external columns made from wood. Wood is also used as highlights in cornice, chajja, etc.



The building is furnished with white terrazzo and china mosaic roofs.



Stone wall for greater time lag in heat gain



Mosaic roof reflects off sunlight

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Proposed International School at Adadivaram, Visakhapatnam

al

Classrooms Ancillary Recreation

Public Admin/ Service

Image 23 - Ground and First Floor Plan of Mirambaika, New Delhi

9.4 Effect of Teaching Methods on Architecture The special teaching methods necessitate the need for different types of teaching spaces and characteristics. Some special architectural effects of the teaching methods are seen as follows:        

Open outdoor seating Zone divided classrooms Adjacent open area to each classroom Central area for choice time Spaces for art and craft Space for drama/ stage Space for individual reflection Pathways via both indoors and outdoors

Image 24 - View of activity room; section of ground floor showing wind movement 51

Proposed International School at Adadivaram, Visakhapatnam

9.5 Classroom Arrangement

Playground Classroom

The classrooms surround the central courtyard and each has a unique, eccentric shape. There are permanent display of art and craft.

The walls are made of ashlar stone masonry. Only railing is towards courtyard.

There is no proper wall for separation. The wide corridor prevents sunlight from getting in.

PIT

Art and Craft Area

Some features are different for Junior and Senior (here, middle school) classes.

The school uses alternative teaching and hence only has classes up to 7.

Image 25 - Plan of a classroom. All classrooms have unique plans JUNIOR CLASSES:  Non-rigid arrangement. Space for desks + window seating + space for mats. Irregular classroom shape fosters movement and curiosity.  Central sunken area. Separate area for arts and crafts. All junior classrooms open into play area.  use of primary colours : red, yellow, blue, green  various textures are used, more variety of materials are used - stone, wood, terrazo flooring and colourful carpets SENIOR CLASSES:  Seating in circular fashion. Rearranged as necessary.  Classes separated only by low walls and near workshops.  No specific colours used, texture of wood and stone

Image 26 - Textures used in Mirambaika, New Delhi Use of Nature Mainly eucalyptus and neem trees with swings and slides attached.

Image 27 - Integration of nature, natural textures used in interiors

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Proposed International School at Adadivaram, Visakhapatnam

10 Secondary Case Study II 10.1 Nalanda International School - Introduction Architect: Area: Location: Year: Grades: Students per class: Typology:

Somaya and Kalappa 80937.1 m² (20 acres) Vadodara, Gujarat 2010 K-12 28 Clustered Courtyard

Wide open courtyards, corridor spaces, shaded classrooms, jalis and pergolas offering a seamless harmony between buildings, its environment and the learning facility within.

The building form was inspired by original Nalanda University of 5th century. The plan consists of a central courtyard and four small inner courtyards with classrooms placed linearly around them.

School in two phases: infant school and senior school Total 4 divisions - Preschool, Junior, Middle, Senior School Infant school - exterior brick facade as rest, but interior features playfulness emerges ending with china mosaic sculptural railings, floor patterns and a fish pond, curvilinear railings.

Image 28 - Site Plan and view of Nalanda International School

Image 29 - Interior images of Nalanda International School

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Proposed International School at Adadivaram, Visakhapatnam

10.2 Spaces and Services The building has large open spaces in between supported by circular columns. The two storey high atrium can be accessed from both floors (stairs connected upper floor directly to it) and is used for assembly purposes. There is no other enclosed assembly space.   

Double storey atrium with open coffer ceiling. Large columns with pergola covering above.

Central staircase through atrium used as a focal point and for dividing atrium into two zones for assembly.

Patterns created using brick masonry

MATERIALS AND COOLING TECHNOLOGY:    

Patterned cement flooring and natural stone flooring to keep it cool Exposed brick construction with vaulted ceilings. Brick used as structural elements in some places as piers.

Terracotta tile roofing to keep cool. No air conditioning. Coffer ceiling inside.

Corridors used as heat buffers for classrooms. Classrooms have cavity walls.

COLOURS USED: Building is in brick red, white and cream with blue mosaic tiles as highlight.

Image 30 - Use of bricks and mosaic tiles; interior of a primary classroom The entrance of the school is made through a large public space which is shaped by the boundaries of the lot and the hanging volumes that define the upper level. The cluster approach attempts to translate the need for segregating educational, academic, service and other functions to well define zones.

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Proposed International School at Adadivaram, Visakhapatnam

11 Secondary Case Study III 11.1 Adani Vidyamandir - Introduction Architect: Area: Location: Year: No. of students: Grades: Students per class: Typology:

Apurva Amin Architects 26,833.75 m² (6.6 acres) Ahmedabad 2008 1200 3-12 40 L-Linear Image 31 - Site Plan of Adani Vidyamandir The Adani Vidya Mandir is envisioned as an answer to the growing trends of so called international schools”, providing free education to the adept but deprived classes.

approached from S.G highway in Ahmadabad. It is a G + 1 structure.

The project is located in the vicinity of “The Sarkhej Roza” which is an important historical site, and

The building has an Activity Centre, Multi-Purpose Hall, Library, SMART Lab, Computer Lab, Science Labs, Math Lab, Seminar Halls, Sports facilities, Playground and a Canteen. The campus is fully networked and located in a relatively pollution free zone.

The building is two storey high and utilizes strong horizontal lines in the elevation with the use of primary colours and basic shapes as highlighting features. Skywalks are used to connect various internal corridors. An auditorium is provided with dual access from inside and outside the complex for holding of various functions.

No vehicular movement is allowed inside the site, and bus parking is present separately outside near the gate. Pedestrian entry is from another side altogether.

Image 32 - Elevational views of Adani Vidyamandir

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Proposed International School at Adadivaram, Visakhapatnam

11.2 Site Planning and Floor Plans 

3 Entrances to site



Separation of bus and pedestrian route



All classes have attached outdoor space



Dining Space on entrance pathway

Teacher's Lounge

Teacher's

LIBRARIES

Lounge

Recreational Spaces

Classrooms

DINING KITCHEN

BUS

Admin Section

Recreational Spaces

PARKING

Image 33 - Site Plan of Adani Vidyamandir Interspersed courtyard

Library for primary students

Blend of built

Exposed concrete, exposed brickwork

Activity area

Curvilinear corridors

Image 34 - Images from Adani Vidyamandir 56

Oval shaped activity area

Proposed International School at Adadivaram, Visakhapatnam

12 Secondary Case Study IV 12.1 Shanghai United International School - Introduction Architect: Area: Year: Classes: Students: Curricula: Kitchen Staff: Sport facilities available: Other ECA:

Shixian Architects 72058.0 m² 2019 K-12 2200 IGCSE, UK Curricula and IB PYP 24 Badminton, Dodgeball, Indoor Games Area, Rugby, Hockey, Running Model making, calligrapy, choir, band, drama, coding, etc.

Aerial view

Public passage towards the primary school section

Image 35 - Images of Shanghai United International School

12.2 Spatial and Architectural Features The Shanghai United International School building utilizes several features to promote an educational atmosphere and solidarity among students. The interiors aim to make children feel at home and provide identification and problem solving skills from an early stage onwards by integrating the following features:        

Building shaped like “home” for solidarity among younger kids Gymnasium as focal point. It opens towards the city. All building overhangs point towards the gymnasium Wide entry, following traditional college entries despite being a future- oriented school The shared classrooms are equipped with movable partitions.

Recessed windows and glazing on northern face Library has circular shelves Use of signage on floor The functional areas in the restaurant and the open shelves in the courtyard library form an informal and movable space.

TRANSITION ZONE FOR KIDS : The surrounding circular corridor provides shelter from the wind and rain. The meander corridor symbolizes the transformation of spaces. The entrance plaza is an ideal boundary of the campus. It satisfies the wishes of moms to watch their kids pass through the school gates, which is also the switch that shifts the roles of students.

57

Proposed International School at Adadivaram, Visakhapatnam

Together, the entrance becomes the soft transition from daily lives to education systems.

USE OF COLOURS AS IDENTIFYING FEATURE: Different colors represent different functional units.

For example, blue indicates senior high school, yellow indicates primary school, and red highlights the public passages. Such a color system continues into the interior of buildings.

12.3 Site Planning and Various Zones The site is large hence all educational sections are housed in different buildings. The dormitory is still under construction. The Stadium is located at the back side, while the open sport field is placed at the entrance. The plan has three, huge, central courtyards. The dormitory is to be likewise designed in a C shaped form with a quadrangle in the centre.

Dormitories Secondary

Stadium Kindergarten

Primary

Middle

Teaching Bldng Admin.

Image 36 - Site Plan of Shanghai United International School The areas designated for the various zones is enumerated in the table below. The maximum space is assigned to the outdoors playground, and the main teaching building follows a close second.

ZONES

AREA(sqm)

Dormitory

2075.55

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Proposed International School at Adadivaram, Visakhapatnam

Stadium and canteen

2377.59

Kindergarten

2183.3

Playground

5873.8

Administration

1065

Teaching building

4411

Table 3 - Area of the various sections in Shanghai United International School The stadium and dormitory block are still under construction, however space has been allotted for them on the North-eastern side of the block.

The school uses a white facade, with flat primary colours as highlights. The same scheme is followed in the interior, where curvilinear patterns are incorporated in the walls, library shelves and corridor flooring.

Image 37 - Exterior view of the school; view of library inside - uses curvilinear shelves and walls All the rooms are arranged along the corridor. Hallways without dead ends help the flow of traffic.The creation of a common space along with classroom clusters gives the school a more intimate spatial quality and a greater sense of identity.

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Proposed International School at Adadivaram, Visakhapatnam

13 Comparison of Schools 13.1 Case Study Framework

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Proposed International School at Adadivaram, Visakhapatnam

Table 4 - Comparison on case study framework

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Proposed International School at Adadivaram, Visakhapatnam

13.2 Comparison based on Facilities

Table 5 - Comparison on the basis of facilities provided

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Proposed International School at Adadivaram, Visakhapatnam

14 Rethinking Study Spaces - DESIGN CONCEPT A rethinking and reinvention of study spaces is long overdue. It is paramount we look at schools as ways of holistic development of a child in all spheres, rather than a means of disciplining and educating a child only.

For this, it is necessary we look at the existing definitions of “primary”, “middle”, and “high” schools and redefine them based on the mindset of students rather than the given curriculum.

14.1 Alternative Learning an its Incorporation in a K-12 School Most alternative learning schools do not continue beyond the middle school section due to the disparity between their teaching methods an the stringent competition in higher classes. There needs to be a way to integrate students studying under these methods with the students studying for competitive exams in higher classes.

14.1.1 Division Of Classes Done By Combining NEP 2019 Policy Of 5+3+3+4 and IB Curriculum The current educational division is based on he curriculum given to students. Ages 3 to 8 are under the Primary Years Program, 9 to 15 under Middle Years ad16 to 19 under Career Oriented Program.

The NEP 2019 Policy for a four stage division under 3 to 8 years, 9 to 11 years, 12 to 15 years and 15 to 19 years. This is based on how children absorb and process information during these ages.

YEARS OF AGE

3

4

5

6

7

8

9

10

11

12

13

14

Playschool – LKG/ UKG Primary Years Programme Visual and Experimental Learning Local culture assimilation Gender Socialisation No formal educational methods Flexible, multilevel, play-based, activity-based, and discovery-based learning

15

16

17

18

19

SRI SAI NAGAR Middle Years Concepts, Knowledge, Programme Skills Attitudes, Action Writing and Reading skills Slowly moves towards more formal methods of education Subject oriented

Career Oriented Formal educational pattern Programme Preparation for integration into post-school environment

Table 6 - How different ages assimilate and learn information The NEP 2019 policy places adequate focus on the stages of mind development of students. Based off this, I will be following the 5+3+3+4 policy and creating different architectural sectors for each of the branches.

14.1.2 Shortcomings of Alternative Learning While the merits of alternative learning methods are undeniable, they follow a lighter pace that may not prepare a student for the ardent competition out of the school walls. There are several reasons why alternative methods are not used in all schools over the world. These include, but are not limited to Adjustment Issues: 63

Proposed International School at Adadivaram, Visakhapatnam

Most alternative schools are only till primary classes and students face adjustments issue when shifting to conventional schools Admission: Getting admissions into competitive institutes may be tougher for children brought up on a process of experimental learning Less Sports Facilities: Low population in alternative schools means there is less scope for participating in sports activities on par with national/ international standards.

Hence, in this school the focus shall be on alternative education for Pre-primary and Primary classes, informal education for Middle School and finally formal education systems for High School Seniors.

Image 38 - As students grow, the educational system changes from an informal to a formal mode

14.2 Effect on Site Planning 14.2.1 LITERATURE STUDY:

Learning Spaces SITE LEVEL

Various School Models propose different layouts for maximum effectiveness. This layout is derived from the functions preached by the teaching philosophy they follow. A few examples are shown below for widely accepted methods Monstessori 

Blocks arranged all around green spaces.



Different broken blocks are different activities.

Hence a student will visit the entire zone

“WATER HOLE”

throughout the day. 

Highly encourages mixed age learning.

MONTESSORI PRINCIPLES TRANSLATED TO ARCHITECTURE

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Proposed International School at Adadivaram, Visakhapatnam

Warldorf 

School as a city with functions arranged all around central green spaces.



Mixed age learning around single green space.



Different broken blocks are different classes so

CORE SCHOOL AS A CITY

students have their own zone which is a part of a larger zone. 

Controlled mixed age learning.

WALDORF PRINCIPLES TRANSLATED TO ARCHITECTURE

Free School 

Classrooms connected to intermediate green spaces so that each classroom has a green area adjacent to it.



In upper floors terraces are used.

Congregational spaces are open to sky and in regular use.



Mixed age learning encouraged - informal for early years, formal for latter A COMBINATION OF BOTH

14.2.2 Design Principles Derived



Designing environments for diverse life experiences



Improving facilities such that they strengthen the ties between schools, families and regions



Aiming for smooth transition from kindergarten education to elementary education and to senoir school



Making spaces for child fitness improvement



Considering promotion of special needs education



Considering sustainability in terms of the environment



Community Integration, involvement and identity



Experiential Space Planning

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Proposed International School at Adadivaram, Visakhapatnam

14.3 Space Planning Principles in Learning Spaces LITERATURE STUDY: David Thornbug - Learning Spaces BUILDING LEVEL David Thornbug proposed that all learners require four important learning elements: Campfire: History has used storytelling as a mode of transferring knowledge for ages. At campfires, people learn from experts who discourse on a subject.

ACTIVITY:

Watering Hole: A waterhole represents a space where people interact and exchange information with their neighbors/ peers.

ACTIVITY:

Cave: Occasionally a need for self - reflection arises. The cave represents a space where a man can gain personal insight.

ACTIVITY:

Life: Without actual experimentation or practical application it is impossible to establish insight. Hence, life is where we try out the things learned.

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Proposed International School at Adadivaram, Visakhapatnam

”CAMPFIRE” Space for storytelling

”WATERING HOLE” Space for mixed age interactions

”CAVES” Space for individual refelection

”WORKSHOP” Space for applicable learning

Image 39 - Architectural translations of David Thornbug's principles

14.3 Effects of Alternative Learning on Classroom Planning LITERATURE STUDY: Learning Spaces CLASSROOM LEVEL Most researches conducted on aiming to derive the most sound and effective atmosphere for classrooms have agreed on the following points FROM CLASSROOM STUDY:  Allow maximum natural light and ventilation  Combined spaces for all activities as zones within classroom  Semi-Open floor plan within same department. Division of classes to allow mixed age learning.  Connection with nature especially in lower classes  Informal seating in Junior department, transfer to semi-formal and then formal later  Retain “individual spaces” in higher classrooms as well as space for art and reflecting

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Based, on this AN IDEAL CLASSROOM WOULD BE A SPACE THAT ECOURAGES THE FOLLOWING ACTIVITES: Interaction among students and students and teachers. Can be done via seating arrangement.

Learning Zone. A space for formal classes. For elementary students it mya involve informal seating.

Individual Space. Space for each student to reflect on their own Experimentation Zone. For lower classes this maybe a play zone. For higher classes it maybe a workshop/ laboratory.

Display Zone. For displaying of works of students, learning charts, etc.

Exploration Zone. Connectivity with the outdoors to allow free movement between indoors and outdoors.

Formulating space for Senior Classrooms Individual Learning Zone Play Area Group Interaction

Experimentation

Display Zone Individual Space

Learning Zone

Play

Outdoors

Experime ntation

Display Zone

Trans Zone

Zone Group Interaction

Formulating space for Junior Classrooms

Image 40 - Zoning suggestion for Junior and Senior classrooms Views out to the courtyard from within the school can help orient the students within the building.

Focal points within the courtyard can be seen from different corridors or classrooms, thereby providing a sense of location for the students. Awareness of daylighting and sun orientation with visual reminders encourages a sense of security due to familiarity within the building. Sculptures and eye-catching planters may give visual cues as to one’s location.

When students have developed a little bit of metacognitive language around their learning spaces, they are also able to take control of their learning and their learning spaces – they can move to the space that best fits the type of learning that they are doing.

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Common Spaces Spaced out clusters

(Waldorf)

All classrooms have outdoor space(Free plan)

(Montessori)

Image 41 - Suggestion for clustering of classroom units The classroom units are so clustered so that each classroom shares an immediate green space or leisure space with its neighbour. A group of classrooms then shade a larger green space between them.

This allows various hierarchies of open spaces where children can engage in personal or group activities. Free or open planning with provisions for sectioning off would allow for spaces to be used as needed.

Classroom Planning - Moving on from Informal to Formal One of the ways of moving from informal to formal learning is to change the spaces within which kids study. This will likely also have am effect on their psyche and mindset towards the study material.

In earlier classes, shapes and seating encourage interaction with students and nature. In higher classes, this tends to reduce.

Table 7 - Moving from Informal to formal teaching mindsets

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Proposed International School at Adadivaram, Visakhapatnam

15 Standards and Specifications for International Schools Below are listed the various standards and specifications that all International Schools must adhere to in terms of space available, equipment, facilities, and other services.

15.1 School Space Specifications The specifications regarding area allotted are as follows 1.

2.

3.

4.

The minimum space area for the campus of primary, preparatory and secondary schools should be 8500 square meters.

The location of the school must not be adjacent or close to noise sources, commercial or industrial sites, and hazardous locations like petrol station that might affect the educational process.

It should be in an appropriate, easily accessible location, with entrances not close to highways and main roads. It should also have adequate parking spaces and school buses, and be away from anything that might endanger the safety of students. 4. The school building shall not be used for residential purposes to accommodate school staff and workers. A maximum of two guards can stay in the premises during night shifts.

It should have parking area that is safe and large enough to facilitate easy movement of cars and buses. 6. The school must obtain a certificate form the concerned Authorities that, the building meets the safety and security regulations

15.2 School Building Specifications The specifications for the school building blocks are 5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

Elementary schools should have a minimum of six classrooms, a science lab, art room, gymnasium, praying room, nurse / first aid station, principal office, staff room, storage room, reception area, guard room and toilets.

Preparatory and secondary schools shall have three labs (biology, physics, and chemistry).

Classrooms and educational services halls should be quadrilateral with four parallel sides to allow for good view for all students.

Using wooden structures for educational purposes is prohibited.

It should have activity rooms and halls appropriate to the educational phase.

The number of administrative staff in the school should be proportional to the number of students.

A separate room should be allocated for each of the principal, vice--‐principal, secretary, storekeeper and the social worker.

All classrooms, administration and activity rooms must be clean, appropriately lit, well ventilated, and air-conditioned.

Adequate drinking water coolers should be provided for students away from toilets – one cooler for every 50 students.

The building should have adequate, well--‐ventilated toilets that are built in accordance with health regulations, and should be far from classrooms.

It should have a 15x15 m sunshade made of appropriate material.

There should be more than one emergency exit.

It should have a large praying room to accommodate the students.

Fully equipped cafeteria.

A suitable outdoor waiting area for students.

A minimum of one outdoor sport court (with legal dimensions) for volleyball, basketball, or handball.

15.3 Equipment and Facilities Specifications The specifications for equipment and facilities required in an International School are as follows 20. Each school facility should be equipped with one telephone system (at least), fax and email.

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Proposed International School at Adadivaram, Visakhapatnam

21. Each school facility should be equipped with fire--‐fighting equipment.

22. Schools should have nurse room. The room should be equipped with first aid equipment.

23. School and KG should provide air-conditioned buses with comfortable seats

15.4 KG School Building Specifications The specifications for the Primary or kindergarten section of building in an International School are as follows 24. Each educational facility (KG or primary) should have a garden of minimum size 20.2 m2.

25. Toys should be made of non--‐metal materials and comply with safety and security requirements.

To be maintained regularly.

26. Schools’ play grounds should be cover with soft tartan.

27. Each KG building should have an air--‐conditioned room for games.

28. Each primary or preparatory school should have one science laboratory and drawing room.

(Famine education etc.).

29. Each girl's school should have three rooms for science lab, drawing and ICT laboratory, and an additional room for famine education for girls’ school.

30. There should be (at least) one library, and should be supplied with reference books.

31. School buildings should be made of concrete, not wood rooms and to meet requirements.

15.5 New Educational Facilities Specifications The specifications for new International Schools are as follows 32. The width of hallway should not be less than 2.5m if the class is located from one side, and 3.5m if it's located from both sides.

33. The school building should be characterized by simple design and ease of movement and enable for control and oversee of exits and entrances.

34. Classes and activity rooms should be quadrilateral to allow for good view for all students.

35. Provision of accommodations required for students with special needs (e.g. toilets, ramps, drinking water fountains, lifts and emergency exits etc.).

36. Provision of parking area for cars and buses.

37. There should be a minimum of 2m2 usable space per student based on international standards.

15.6 Air-Conditioning System Specifications in School Building International Schools must adhere to the following rules related to air conditioning systems within the complex 38. Schools should use split units or central air-condition system in classes and other activity rooms.

39. In case split units are installed, the external unit should be placed on concrete foundation or metal base with circuit breaker near each unit.

40. Making concrete foundations and mental cover for water pumps.

41. Air condition pipes should be combined together and to be linked to the nearest drainage point.

42. Providing water coolers with three taps, and allocating one cooler per 50 students, to be placed on iron base with a basin to collect dropping water and to be linked with drainage system.

43. Water coolers should not be placed inside toilets.

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Proposed International School at Adadivaram, Visakhapatnam

15.7 Electrical System Specifications in the School Building International Schools must adhere to the following rules related to power supply systems within the complex 44. Power supply should be provided by a main source, not a generator.

45. In case the school uses a backup generator in addition to the main source, it should be of a muffler type and placed into a closed and safe room and away from students.

46. All electrical panels should be placed inside ventilated closed rooms, or inside key--locked cupboards away from students.

47. All electrical supply panels should be labeled for easier maintenance and repair in case of emergency or disconnection of power.

48. All the lighting units used in bathrooms and kitchens as well as in the building and those units used outside the building or at wall or any external lighting units exposed to weather conditions in addition to electrical switches, should be all weather proof.

49. All electrical wires outside the building that are exposed to weather conditions should be placed into GL PIPE. 50. Electricity room should not be used, as a storage area as to avoid catching fire that will result from short circuit in the panels that are placed inside the room.

15.8 Others Some other specifications related to access, security, material usage and more Natural Surveillance The building and its environs should be designed so as to provide natural surveillance of external areas. Recessed spaces, which are hidden from view, should be avoided. Surveillance provision to use CCTVs/cameras Energy Use The design and orientation of the building should promote energy efficiency through maximizing solar gain and natural lighting, whilst allowing temperature control in south‐facing rooms.

Materials Choice and use of materials should take cognizance of building character in the local area, whilst creating buildings with a contemporary feel. Maintenance free exterior finishes need to be used Pedestrian / Cycle Access There should be a clear strategy for pedestrian and cycle movement into and within the site, which should generally have priority over vehicular movement. This should be based upon a recognition of the surrounding path network and desire lines, the provision of clearly defined access points and safe, direct pedestrian/cycle paths, and the minimization of pedestrian/vehicular conflict.

Access and Security Whilst pedestrian access to the school should be encouraged by providing access points according to identified desire lines, casual access across the site for trips unrelated to the school should be discouraged. Pedestrian entrances should be limited to those necessary to provide convenient access.

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Proposed International School at Adadivaram, Visakhapatnam

Buses Bus access and parking bays should be provided for. Parking should preferably be located within the school site and kept separate from parent drop off/pick up areas. It should connect to safe pedestrian routes to the school building.

Drop‐off / Pick‐up Areas Where opportunities for safe drop‐off/pick‐up on the public road are limited, provision should be made within the site. The location and design of such areas should link to safe pedestrian routes to the school building.

Traffic Calming Traffic calming on adjacent public roads should be considered as part of the strategy for safe pedestrian access to and from the school.

Cycle Parking Cycle parking should be provided in the form of racks. The Standard is 1 space per 10 staff and pupils.

Figure 37 - Norms for bus parking

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Proposed International School at Adadivaram, Visakhapatnam

Universality The maximum gradient of a ramp approach intended for the Differently-Able persons shall not exceed 1 in 10 and shall be finished with approved non-slippery materials.

Every part of a building within a floor shall be accessible by a wheel chair and in case of level difference between parts they shall be connected by ramp/slope ways with minimum specifications as above.

Figure 38 - Toilet facilities for the differently abled

Figure 39 - Facilities to incorporate for universality Layouts for Hostels

Figure 40 - Layout for Hostel shared rooms as taken from Neufert

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Proposed International School at Adadivaram, Visakhapatnam

Figure 41 - Layout for Hostel single rooms, and laundry spaces taken from Neufert

15.9 Standards and Specifications for Auditoriums Special considerations are taken into account while designing an auditorium. An auditorium is a necessary addition for an International School since they often hold workshops, lectures and are centers for national or state-level conventions.

Below are standards and specifications sourced from various accounts.

Figure 42 - Auditorium Standards and Specifications from various sources

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Proposed International School at Adadivaram, Visakhapatnam

Figure 43 -

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Auditorium Standards and Specifications from various sources

Proposed International School at Adadivaram, Visakhapatnam

16 Andhra Pradesh Building Rules Below are listed the bylaws for buildings in Andhra Pradesh.

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Proposed International School at Adadivaram, Visakhapatnam

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Proposed International School at Adadivaram, Visakhapatnam

17 Area Programming

Figure 44 - Area distribution of South City International, Pailan World School and Shanghai United International respectively as pie charts Based on the past areas and their divisions derived from primary and secondary case studies, the average unit area for various functions required was calculated. The area programming was compiled for 2000 students by assuming a base unit for some spaces and multiplying it with the number of users and adding some allowance. For others, the national building code has been referred to for minimum area requirements.

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Proposed International School at Adadivaram, Visakhapatnam

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Proposed International School at Adadivaram, Visakhapatnam

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Proposed International School at Adadivaram, Visakhapatnam

18 Project Brief and Location The project brief calls for the development of an International School with IB or any International curricula on a parcel of land measuring 22 acres.

18.1 Primary Objectives Visakhapatnam has been witnessing a lot of developments in the real estate sector and is being recognized as an attractive destination for IT/ITES development. With the promotion of IT companies

by APIIC at IT & ITeS SEZ in Rushikonda & Madhurawada areas, prominent companies have taken up built to suit spaces.

Some of the major companies which have started operations in this area are: Kenexa Technologies, IICT, Infotech enterprises, Symbiosis Technologies, 2K Technologies, Miracle Software etc. Some of the major IT & BPO’s in these areas are: Satyam and ISB at Satyam Junction, HSBC at Siripuram etc.

Vizag is the one of leading destinations for Industrial investments in the country. In the Real estate sector, prices in Vizag have increased 30-80% over the last 6-7 months, driven by proposed projects like Smart City, metro rail, tourism hub, Signature IT Tower and a railway zone.

Good quality of life and several planned infrastructure development projects are among important reasons attracting national and international corporate entities for focusing their investments in the city. Thus the city has a huge potential to be the next big destination for a large number of white collar jobs.

The Government of Andhra Pradesh intends to develop international schools in an area of approximately 15-20 acres in each of the cities of Visakhapatnam, Guntur, Nellore, Tirupati, Anantapur and Puttaparthi on Public Private Partnership (PPP) model. These international schools will play a key role in not just imparting world-class education to the residents of Andhra Pradesh but also in attracting industrialists, investors, diplomats and students from across the globe.

An International School following IGCSE and IB Curriculum and having the following: Classrooms: 80 Staff: 1:20 ratio = 100 Students: 2000 Hostel Capacity: 500 (300 boys, 200 girls) Staff Quarters: 25 Auditorium/ Multi. Hall Dining Hall, Sports Facilities - Indoor and Outdoor Administrative Facilities Student profile in an international school is global, a key differentiating factor. For example, Woodstock school, Mussoorie has children from 26 nationalities.

Similar Facilities in Vicinity/ Market Landscape As of 2014, Visakhapatnam has a total of about 35 CBSE schools. School enrollment into private (unaided) schools has seen an upward trend in Andhra Pradesh and primarily Visakhapatnam. In 2012, the total number of students enrolled in private schools in Visakhapatnam District were 245,125 which increased to reach 280,652 in 2015, a growth of 14.5%.

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Proposed International School at Adadivaram, Visakhapatnam

18.2 The Site and its Surroundings The identified site location is near Adavivaram Junction at Simhachalam in Visakhapatnam, Andhra Pradesh. The site belongs to Sri Varaha Lakshmi Narasimha Swamy Devasthanams, Simhachalam. The total land area of the identified site is about 22 acres.

VEERA NAGAR

SRI SAI NAGAR

Figure 45 - The Site at Adadivaram The site is located 12kms away from the Visakhapatnam International Airport and 22kms from the Railway Station.

However, since the land belongs to the Endowments Department and as per the provisions of Section 80 of the Andhra Pradesh Charitable and Hindu Religious Institutions and Endowments Act 1987, promotion / propagation of religions / religious activities other than Hindu, Sikh, Jain and Buddhism is prohibited on the project site.

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Proposed International School at Adadivaram, Visakhapatnam

It is at a distance of about 8.5 kms from Sontyam Junction and at a distance of 1.5 kms from Adavivaram Junction.

Figure 46 - Site Location with respect to neighbouring districts and similar International schools Other factors and features surrounding the site: ACCESS ROAD: 7M wide Vizianagaram Simachalam Main Road VEHICULAR TRAFFIC: Intermittent, all vehicles including heavy vehicles like trucks SURROUNDING CONTEXT: Surrounded by green, unbuilt land, small hill on western side and larger hill on eastern side. Mostly dry waterbody to south.

LANDSCAPE: Mainly palm and coconut trees with moderate to light ground cover of shrubs.

SOIL TYPE: Dry and loose reddish clay CONTOUR: Flat land surrounded by terrain NOISE LEVELS: Little vehicular noise, trees act as sound barrier against most HAZARDS: A nala runs along the site in which water flows during the rainy season HTT Power line running through the western side of site Located 106m inwards from highway, road needed CLIMATE AND ARCHITECTURE: Hot and humid climate with four months long monsoon. Vernacular architecture uses bricks, adobe, wood and thatch. Small opening and wrap-around porches and verandahs. High humidity but few sunny days.

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Proposed International School at Adadivaram, Visakhapatnam

Figure 47 - Climatic conditions at Adadivaram Site Contours Figure 48 - Contour present around the site

The site itself is flat apart from the nala running towards the Eastern side. However, it is surrounded by hills and mountainous landscape on either side as shown below.

18.3 SWOT Analysis Strengths  The location is nearer to major residential locations in Vizag when compared to existing international schools and parents will be more willing to send their children to the school to at the current identified location

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Proposed International School at Adadivaram, Visakhapatnam

  

The identified land for the school is reasonably plain land and will optimize the cost of construction of the school The location is well connected by a 2-lane highway and there are plans to widen the road to 4-lane The cost of transportation for children admitted to the school will be lower when compared to the other International Schools in the city

Weaknesses  The market for International Schools at Vizag is at a nascent stage  The cost of running an School with IB / IGCSE curricula is high when compared to schools offering only National Curricula Opportunities  There is a growing awareness of International Schools and their curricula and parents are willing to send their children to the new curricula as it benefits them when they go for higher studies in foreign countries  There is a growing demand for International Schools based on the economic growth profile of Visakhapatnam and renewed focus on Visakhapatnam in the Industrial Sector post the bifurcation of the state  There are very few international schools offering IB / IGCSE curricula in Visakhapatnam and the planned international school can become the market leader in Vizag if suitably marketed due to its inherent locational and other advantages Threats  Location relatively undeveloped and raises security questions

18.4 Site Images The current proposed is already under construction and to be opened in the year of 2022. Some site images are shown as below -

Road running along site

Nalla near side

Figure 49 - Site Images

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Proposed International School at Adadivaram, Visakhapatnam

HTT Lines across Western side

Drainage to south

Figure 50 - Site Images and Drainage lines

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Proposed International School at Adadivaram, Visakhapatnam

19 Fire Services - Calculation and Compliance The school buildings falls under the category of Group B-1 Educational buildings up to senior secondary level. The hostel buildings fall under group A-3 Residential dormitory buildings with group accommodation arrangements.

Table 8: From NBC 2016, Part IV WITHIN THE BUILDING  Refuse chutes, if any provided in a building, shall have opening at least 1 m above roof level for venting purpose and they shall have an enclosure wall of non-combustible material with fire resistance of not less than 120 min. 

For plumbing shafts in the core of the building, with shaft door opening inside the building, the shafts shall have inspection doors having fire resistance rating not less than 30 min.



Areas in substation shall not be used as storage/dump areas or for other utility purposes other than those required for the functioning of the substation.



Transformers located inside a building shall be of dry type and all substation/switch room walls, ceiling, floor, opening including doors shall have a fire resistance rating of 120 min.

AHU  From fire safety point of view, separate air handling units (AHU) for each floor shall be provided so as to avoid the hazards arising from spread of fire and smoke through the air conditioning ducts.

EXIT REQUIREMENTS  Unless otherwise specified, all the exits and exit passagewaysto exit discharge shall have a clear ceiling height of at least 2.4 m. However, the height of exit door shall be at least 2.0 m

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

The dead end corridor length in exit access shall not exceed 6 m for educational, institutional and assembly occupancy.



The unit of exit width, used to measure the capacity of any exit, shall be 500 mm. A clear width of 250 mm shall be counted as an additional half unit.

Clear widths less than 250 mm shall not be counted for exit width.

Proposed International School at Adadivaram, Visakhapatnam



Each revolving door shall be considered as capable of exiting only 50 persons.



The minimum width of tread without nosing shall be 250 mm for staircase of residential buildings.

This shall be minimum 300 mm for assembly, hotels, educational, institutional, business and other buildings



Any changes in travel direction in ramp shall be preceded by landings of 1.5 m × 1.5 m size.



Where gas pipes are run in buildings, the same shall be run in separate shafts exclusively for this purpose and these shall be on external walls, away from the staircases.

FIRE FIGHTING WATER CAPACITY The minimum fire fighting requirements for fire fighting installations are as follows:

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Proposed International School at Adadivaram, Visakhapatnam

Therefore, based on the above table, fire water requirements for the various buildings on the site are as follows: FIRE WATER REQ MIDDLE SCHOOL Height of the building= 18.9m Wet riser= not required Down corner= required Underground static water storage tank= not required Terrace tank= 25,000 L Pump capacity of terrace tank= 900L/min Size of mains= 100mm with single outlet landing valve GIRLS HOSTEL Height of the building= 17.1m Wet riser= not required Down corner= required Automatic sprinkler system= required Underground static water storage tank= not required Terrace tank=25000 L Pump capacity of terrace tank= 900L/min Size of mains= 100mm with single outlet landing valve BOYS HOSTEL Height of building = 17.1m Wet riser = not required Down corner = required Automatic sprinkler system = required Underground static water storage tank = not required Terrace Tank = 25,000 L Pump capacity of terrace tank = 900L/ min Size of mains = 100mm with single outlet landing valve STAFF QUARTERS Not required for less than 15m HIGH SCHOOL Height of building = 13.65 m Wet riser = not required Down corner = required Underground static water storage tank = not required Terrace Tank = 10,000 L Pump capacity of terrace tank = 450L/ min Size of mains = 100mm with single outlet landing valve 90

Proposed International School at Adadivaram, Visakhapatnam

ADMINISTRATIVE BUILDING Height of building = 12.75 m Wet riser = not required Down corner = required Underground static water storage tank = not required Terrace Tank = 10,000 L Pump capacity of terrace tank = 450L/ min Size of mains = 100mm with single outlet landing valve AUDITORIUM BUILDING Height of building = 19.76 m Wet riser = required Down corner = required Underground static water storage tank = 100,000 L Terrace Tank = 10,000 L Pump capacity of terrace tank = 900L/ min Size of mains = 100mm with single outlet landing valve PRIMARY SECTION Height of building = 13.35 m Wet riser = not required Down corner = required Underground static water storage tank = not required Terrace Tank = 10,000 L Pump capacity of terrace tank = 450L/ min Size of mains = 100mm with single outlet landing valve

20 Water Supply Requirements For calculating water demand for visitors, consumption of 15 litre per head per day may be taken.

The water demand includes requirement of patients, attendants, visitors and staff. Additional water demand for kitchen, laundry and clinical water shall be computed as per actual requirements.

WATER TANK CAPACITY MIDDLE SCHOOL Domestic capacity per head per day = 25 L Flushing capacity per head per day = 20 L

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Proposed International School at Adadivaram, Visakhapatnam

Total consumption per head per day = 45 L Total consumption per day = 45 x 735 = 33075 L GIRLS HOSTEL Domestic capacity per head per day = 90 L Flushing capacity per head per day = 45 L Total consumption per head per day = 135 L Water consumption for visitors per head per day = 15 L Total consumption per day = (211 x 135) + (50 X 15) = 29235 L BOYS HOSTEL Domestic capacity per head per day = 90 L Flushing capacity per head per day = 45 L Total consumption per head per day = 135 L Water consumption for visitors per head per day = 15 L Total consumption per day = (311 x 300) + (50 X 15) = 42735 L HIGH SCHOOL Domestic capacity per head per day = 25 L Flushing capacity per head per day = 20 L Total consumption per head per day = 45 L Total consumption per day = 45 x 588 = 26460 L ADMINISTRATIVE BUILDING Domestic capacity per head per day = 25 L Flushing capacity per head per day = 20 L Total consumption per head per day = 45 L Total consumption per day = (45 x 150) + (15 x 550) = 15000 L AUDITORIUM BUILDING Domestic capacity per head per day = 25 L Flushing capacity per head per day = 20 L Total consumption per head per day = 45 L Total consumption per day = 45 x 550 = 24750 L PRIMARY SECTION Domestic capacity per head per day = 25 L Flushing capacity per head per day = 20 L Total consumption per head per day = 45 L Total consumption per day = 45 x 882 = 39690 L SWIMMING POOL Water capacity = 297800 L GYMANSIUM Users = 250 Water capacity = 45 L per person Total water capacity = 11250 L

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Proposed International School at Adadivaram, Visakhapatnam

21 Preliminary Zoning The zoning is done based on climatic analysis, zonal divisions and location of services within site.

Elements to be used

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Proposed International School at Adadivaram, Visakhapatnam

ZONING OF PRIMARY SECTION CLASSES

Figure 51: Zoning of Primary Section

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Proposed International School at Adadivaram, Visakhapatnam

The Primary section encourages interaction with nature, and is arranged in a city like pattern with a central activity area, and smaller green spaces connecting all classrooms. It follows a central as well as linear form on the site.

ZONING OF MIDDLE SCHOOL SECTION CLASSES

Figure 52: Middle School Section Zoning The Middle school section follows a linear and more rigid pattern, and has lesser green space which is replaced on upper floors by play areas.

ZONING OF SECONDARY SECTION CLASSES The secondary sections follows a symmetrical and formal outline, however each classroom has a leisure or lounge space allotted to them. A central library and art studio forms the focus of the institute.

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Proposed International School at Adadivaram, Visakhapatnam

22 DESIGN INTERVENTIONS 22.1 Site Plan 22.2 Site Services 22.2 Site Circulation 22.3 Site Plan with Ground floor plans 22.4 Administrative Block 22.5 Primary Section 22.6 Gymnasium 22.7 Middle School Section 22.8 High School Section 22.9 Hostels 22.10 Workshops and Assembly Space 22.11 Staff Quarters 22.12 Site Section

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sq

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5

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43

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3400 x 3400 RISE R

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NAYANIKA DEY 5TH YEAR, DEPT. OF ARCHITECTURE, T&RP

T 9.3

0

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+ LEV

0

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x 88

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50

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RG OLA

UP 4,58 R

x 55 00 RISE

700 35 WET

0 x 10

WID E PE

RISER

0

75 AD

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+ LEV

X 55

REA HE

DG

1797 ER

+ LEV

150

20 OV

+ LEV 58

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0

0

5675 50

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SEC

6690 x 20

00

61

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600

00

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0

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+ LE V 60

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UP

CR EC HE + LE V1 05 0

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+ LEV 600

+- LEV 00

C'

0

16 50

600

600

00

00

- LEV 600

+- LEV

1:10 Slope

- LEV 900

RAMP with

- LEV 600

+- LEV

- LEV 300

+ LEV

OOM

BEDR

+ LEV

KITCH EN

+ LEV 300

OOM

BEDR OOM

BEDR

DINING

RM.

OOM

LIVING

BEDR

05

50

76

GR EE N 28

6500

+ LEV

PLAY A 0

8650

+ LEV 50

V 45

UP 50

22

33

+ LE

70 5

0

25 17 75

V 45

TOT-LOT Surrounded on 3 sides, under surveillance at all times, while protected from field activities and traffic.

00

+ LE

PRIMARY SECTION Designed like a small city, with a central activity area. Located innermost, away from any possible traffic.

55

+ LE

STAFF QUARTERS The HT line is used as a natural separator between the educational and staff residential zone. Eastern and southern face is maximized. Ground floors feature bungalows for the director and head staff.

RAMP height at this point = 2400mm

BACKSTAGE AND PROP STORA GE

OAT

0

27

WID E

WATER GRATE

+ LEV 600

DN

- LEV 450

UP

- LEV 1500

ROLLING SHUTTER

- LEV 1800

SUNKEN COUR T EATING ZONE

UP

WET RISER

5650 x 6266

CAKE SHOP

3650 x 7750

BAKING

3650 x 6300

MEAT ZONE

UP

+ LEV 600

+ LEV 600

PING

PAVED ENTRA

NCE

14125 X 3265

SERVING ZONE

PANTRY

14125 X 3000

CROCKERY

10400 X 12650

COOKING ZONE

8400 x 4750

CUTTING/ CHOP

- LEV 1800

+ LEV 600

ADMINISTRATION The administrative forms a concave, welcoming zone. Horizontal lines and the ramp lead the viewer to the south where the other functions are located. To prevent an imposing view, the structure begins from -1800mm. The cafeteria on the lower ground floor prevents overloading on upper floors.

5600 X 6600

WASHING

4875 x 3000

COLD STORE

UP

DN

ELECTRICAL

WET RISER

3500 WIDE

UP

DRINK. WATER

4375 x 3400

PWD

)

+ LEV 600

+- LEV 00

TOILET (GIRLS

CAFETERIA 300 SEATS

- LEV 1800

4875 x 3000

DRY STORE

HT LINE - GR

UP

- LEV 450

DN

UP

- LEV 1800

ROLLING SHUTTER

- LEV 1800

+ LEV 600

PWD

TOILET (BOYS )

W AT ER

AT E

GR

+ LEV 600

27 °

+- LEV 00

UP

+ LEV 600

+ LEV 600

WIDE V

29°

UP

EHICU LAR RO AD

38°

UP

66°

UP

(M)

STAGE

+LEV 825

+ LEV 600

+ LEV 600

UP

6510 x 7500

GREEN ROOM

12000 x 8000

(W)

-LEV 225

5860 x 7500

GREEN ROOM

AD

UP

UP

ULAR RO

UP

-LEV 225

UP stairs = 112.5

UP

UP

stairs = 150mm

+LEV 450

7M W IDE VEH IC

UP

+ LEV 600

38.7 sqm.

UP

30 M W I D E

12 M

+- LEV 00

DER

FURNITURE STORE

EEN BELT UN

R ROAD

7 M WIDE VE HICULA

ELECTRICAL

+ LE V 45

°

30

27 75

+LEV 825

BOYS'

GIRLS'

PWD

-LEV 225

4530 x 4000

+- LEV 00

UP

+LEV 225

UP

8450 x 10075

7490 x 3875

GENERATOR

UP

6000 x 6750

PROP STORA GE

7 M WIDE VEHICULAR ROAD

IGHWAY H L A N O I T A N

4530 x 5500

STAGE MANAGER

UP

stairs = 137.5

AUDITORIUM Mainly for holding lectures or workshops in which external public can attend as well. Disconnected from the administrative building to avoid security issues.

29°

+ LEV

SITE WITH GROUND FLOOR PLANS

1900 wide

PUBLIC ZONE The auditorium and administrative block are located near the entrance. The vehicular traffic for the same is also diverted to the north and away from the educational block.

IDE RO A

7MW

7MW IDE RO A

D TO BE

D TO BE

CONST RUCTE D

CONST RUCTE D

SEMI - PUBLIC ZONE The workshop cum assembly hall space acts as a separator between the administrative and educational zones

CENTRAL FIELD Central location from all educational buildings, ongoing games can be observed from the seating on three sides.

MIDDLE SCHOOL The middle school is an extension of the green corridor. The eastern side features a green pathway that intertwines with the ground floor classrooms. The high plinth allows seating on the opposite side to observe games. All staircases are external in accordance with the concept of open plans.

The design is less informal and moves to a more formal disposition in the higher classes.

GYMNASIUM The gymnasium is broken into two parts which are connected on the upper floor. This forms a symmetric framing leading to the extremely formal high school zone.

SECONDARY FIELDS Contains games requiring expertise, hence located near the Higher secondary building

HIGH SCHOOL High school focuses on formal education, hence the plan is also formal and symmetric. Each classroom has an extended leisure space.

The library forms the core and forms a straight view point from the playfield.

1043

FOYE R

20

OPEN FIELD Separation between educational and residential zone. Also acts as camping ground for scouts and guides sessions.

ER

RIS

+- LEV 00

+- LEV 00

+- LEV 00

600

HOSTELS Located farthest from the road, but close by to a secondary entry.

Boys and girls hostel have a common dining area, but the building is separated on the upper floors.

PLAY AREA

7.3 M WIDE VEH ICU

LAR ROAD

INTERNATIONAL SCHOOL AT ADADIVARAM, VISHAKHAPATNAM

00

1M

SITE PLAN WITH GROUND FLOOR PLANS

4.2

5M

10M

DYNAMIC SCALE

20M

SHEET SIZE: A1 SCALE - 1:800 ALL DIMENSIONS ARE IN MM

05

06

Vi ew ofaudi t or i um

07

08

09

+L EV300

+L EV2700 WOODENPL AT F ORM

J AAL IOPENI NG I NT OS HADEDAREA

+l ev5100

+l ev3600 +l ev2700

+l ev300 +-l ev00

10

GYMNAS I UM

11

29700

33150

4520

4500

4500

4500

4500

4500

5800

7000

+ LEV 10400

+ LEV 3750 11875

+ LEV 6625 10100

5000

+ LEV 3900 4500

4500

4500

5800

1800

FIRST AID

CHANING ROOMS

DRINKING WATER

600

4500

PUMP HOUSE

900

4500

600

4500

SWIMMING POOL

+ LEV 600 +- LEV 00 - LEV 500

KIDS' POOL

- LEV 1650 25600

D

4600

D'

GYMNASIUM SECTION D-D'

22560

RCC ROOF ON STEEL SUPPORTS + LEV 10450 + LEV 13350

+ LEV 10650

BOARD GAMES

TABLE TENNIS

15900 x 6550

8165 x 8750

+ LEV 600 +- LEV 00 - LEV 500

7975

9250

+ LEV 7000

DN

- LEV 1650

GYMNASIUM SECTION E-E'

1770

+ LEV 6300

CHANGING 6825 x 3345 7250

7330

4925

GYMNASIUM 24200 x 35600

CHANGING 6825 x 3345

6300

AHU

LOBBY

3950 x 6050

5575 X 6175

7570

11450

7625

GYMNASIUM 24200 x 35600

5000

8350

23540

GYMNASIUM ROADSIDE ELEVATION

9760

RUNNING STEEL TRUSES ABOVE 6290

5000

15275

+ LEV 6300

4045 wide

6650

5660

DN

Backside of the Gymansium E'

7200

35750

E

25450

BASKETBALL COURT BELOW

19600

7200

CHESS

ARCADE ZONE

4475 wide

14695 x 12375

BOWLING ZONE

2100

4940

5820 x 35600

12550

11500

10250

GYMNASIUM FIRST FLOOR PLAN - AT +LEV 9500

Gymnasium frontside

INTERNATIONAL SCHOOL AT ADADIVARAM, VISHAKHAPATNAM NAYANIKA DEY 5TH YEAR, DEPT. OF ARCHITECTURE, T&RP

2M

00

GYMNASIUM

12

5M

1M DYNAMIC SCALE

SHEET SIZE: A1 SCALE - 1:800 ALL DIMENSIONS ARE IN MM

El evat i onofPr i mar yS ect i on

El evat i onofGymnas i um Bui l di ng

BOYSHOS T EL

GI RL SHOS T EL

HI GHS CHOOL

GYMNAS I UM

MI DDL ES CHOOL

WORKS HOPS

ADMI NI S T RAT I VE

AUDI T ORI UM

S i t eEl evat i onf r om Roads i de

Vi ew f r om OATRegi on

Vi ew ofGymnas i um f r ont age

Vi ew ofS wi mmi ngPool Ar ea

13

cur vi l i nearwal l s f orl owercl as s es

f i nsonwes t er ns i de andcommuni t ys paces

us eofbr i ckj aal i ont opf l oor

Vi ew f r om Wor ks hops i deent r ance

14

750

8650

12900

13200

12750

8400

9350

10000

10500

11900

UP CLASS 4.3 CLASS 4.1

2500

+ LEV 8400

12500 x 10350

STORE

DN

12250 x 10350

Y

12500 x 12400

INDOOR GAMES AREA

5775 x 3500

Staff Lounge

UP

ELECTRICAL

10280 x 9350

13275

Y'

8550 x 7450

+ LEV 8400

10280 x 9350

TOILET (GIRLS)

AHU ROOM

DN

STORE

WET RISER

+ LEV 8400

WET RISER

2150 WIDE

COMPUTER LAB. 8550 x 13900

9100 x 13250

UP

8500 x 6000

2500 WIDE

+ LEV 6900

+ LEV 6600

UP

6195

CLASS 4.5

LOBBY

2650 WIDE

7950 x 7700

GREEN WALL

DN

LOBBY

TOILET (BOYS)

UP

STORE 3050 x 3795

LIBRARY 35150 x 8345

+ LEV 6300

GATHERING SPACE

PLANTER + LEV 7050

CLASS 4.2

17250 x 9440

STORE

+ LEV 6300

3050 x 4425

CLASS 4.4

10600 x 12400

12500 x 12400

FIRST FLOOR PLAN OF MIDDLE SCHOOL - AT + LEV 7300 1800

8650

12900

13200

12750

8400

9350

10000

10500

11900

450

15800

1250

UP CLASS 5.5

CLASS 5.4 CLASS 5.1

+ LEV 12600

12500 x 10350

12250 x 10350

DN

CLASS 6.3

9100 x 13250

10000 x 13250

STORE

DN

12500 x 12400

CLASS 6.4

Y

7950

9500 x 12000

5125 X 8250

INDOOR GAMES BELOW

Y'

DN

STORE 5775 x 3500

+ LEV 12600

TOILET (GIRLS) ELECTRICAL

UP 2800 WET RISER

+ LEV 12600

TOILET (BOYS) WET RISER

UP

2150 WIDE

UP CLASS 5.2

2000 WIDE

GREEN WALL

7700

2650 WIDE

4150

DN

LOBBY 7950 x 3650

10600 x 12400

PLAY-PIT

EVS LAB.

CLASS 6.2

5775 x 3500

14350 x 9345

6440

5150 x 9440

DESIGN AND TECHNOLOGY LAB.

+ LEV 10500

17250 x 7100

8500 X 6000

CLASS 6.1 12250 x 8350

CLASS 5.3 1250

12500 x 12400

SECOND FLOOR PLAN OF MIDDLE SCHOOL - AT + LEV 11500

View of the Middle School Building

View of the Middle School Building

INTERNATIONAL SCHOOL AT ADADIVARAM, VISHAKHAPATNAM NORTH LINE

NAYANIKA DEY 5TH YEAR, DEPT. OF ARCHITECTURE, T&RP

2M

00

MIDDLE SCHOOL BUILDING

15

1M

DYNAMIC SCALE

SHEET SIZE: A3 ALL DIMENSIONS ARE IN MM

5M

EL EVAT I ON

16

17

W'

W'

6500

6795

9945

6740

4547

6800

6500

6795

9945

6740

4547

UP

6800

UP

STORE

STORE

3850 x 4000

3850 x 4000

+LEV 2550

UP

UP

WET RISER

WET RISER

CLASS 10.4

CLASS 11.5

12300 x 10625

12300 x 10625

10500

10500

2490 WIDE

CLASS 10.5

CLASS 11.1

12300 x 10625

12300 x 10625

7575 x 8575

CLASS 10.3

CLASS 11.4

12300 x 10625

12300 x 10625

2000 WIDE

3800 WIDE

3800 WIDE

11000

11000

3800 WIDE

3800 WIDE

7600 x 12400

7575 x 5870

BIOLOGY LAB. 12300 x 10625

12300 x 10625

CLASS 11.2 2000 WIDE

7600 x 12400

4700 x 4250

4730

4730

COAT-CHECK CHEMISTRY LAB.

2475 WIDE

11030 x 11325

INDOOR GAMES

CLASS 11.3 11030 x 11325

7570 X 11325

15880 x 11325 7575 x 8575

6350

6350

COAT-CHECK 4700 x 6375

WET RISER

9350 x 6255

10910

DATA CENTRE

10910

DN WET RISER

DN

UP

EXAM PAPER CENTER

UP

9350 x 6255

2200 AHU

AHU

ELEC. DUCT

6000 x 3800

ELEC. DUCT

6000 x 3800

2460 x 3920

2460 x 3920

GREEN WALL

GREEN WALL

4135

4135

DN

+LEV 6750

UP

HOME ECONOMICS 9100 X 13350

3500 WIDE

ART STUDIO

3500 WIDE

A/V ROOM 9100 X 13350

150 sqm.

4550

4550

2200

UP

DN

+LEV 4500

+LEV 4500

2850 wide

WET RISER

TOILET (BOYS)

PWD

UP

+LEV 4500

PWD

DN

4375 x 3400

+LEV 4500

WET RISER TOILET (GIRLS)

10825 WET RISER

UP

PWD

DN

4500 x 11350

4500 x 11350

LEISURE SPACE

LEISURE SPACE

6620

4375 x 3400

2850 wide

PWD

TOILET (BOYS) TOILET (GIRLS)

WET RISER

6620

10825

READING LOUNGE 150 sqm.

7575 x 8575

7570 X 11325 11030 x 11325

CLASS 9.5

12300 x 10625

2075 WIDE

4455

INDOOR GAMES

4455

2075 WIDE

2075 WIDE

15880 x 11325

8150 x 27000

11030 x 11325

CLASS 12.5

12300 x 10625

CLASS 10.2

2000 WIDE

3800 WIDE

3800 WIDE

11000

7575 x 5870

3800 WIDE

2000 WIDE + LEV 4800

3800 WIDE

11000

CLASS 12.1

8150 x 27000 12300 x 10625

12300 x 10625

CLASS 9.4

CLASS 12.4

2000 WIDE

12300 x 10625

7575 x 8575

CLASS 12.2

CLASS 10.1

10500

10500

12300 x 10625

2490 WIDE 12300 x 10625

12300 x 10625

CLASS 12.3

CLASS 9.3 WET RISER

WET RISER

LEISURE SPACE

UP 3850 x 4000

STORE

9800 x 4100

STORE DN

W

W

3850 x 4000

+LEV 6750

DN

FIRST FLOOR PLAN OF HIGH SCHOOL - AT + LEV 5400

LEISURE SPACE

UP

9800 x 4100

SECOND FLOOR PLAN OF HIGH SCHOOL - AT + LEV 9300

INTERNATIONAL SCHOOL AT ADADIVARAM, VISHAKHAPATNAM NAYANIKA DEY 5TH YEAR, DEPT. OF ARCHITECTURE, T&RP

NORTH LINE

HIGH SCHOOL BUILDING

17

2M

00

5M

1M DYNAMIC SCALE

SHEET SIZE: A3 ALL DIMENSIONS ARE IN MM

4500

10625

10875

13825

9984,58

5200

9984,58

5250

8650

2100

5769,22

2100

8387,14

4670,23

3150

500

+ LEV 15600

+ LEV 14100 + LEV 13200 CLASS 12.2

CLASS 12.1

+ LEV 10200 + LEV 9000 CLASS 9.1

CLASS 8.5

INDOOR GAMES

+ LEV 6000 + LEV 4800 CLASS 9.1

CLASS 8.5

LEISURE SPACE

+ LEV 1800 + LEV 600 +- LEV 00

Section W-W' through High School Building + LEV 15600 + LEV 14100 + LEV 13200

+ LEV 10200 + LEV 9000

+ LEV 6000

+ LEV 4800

+ LEV 1800 + LEV 600 +- LEV 00

Elevation of High school Building from Gymnasium side

View of High School Building

View of High School Building

INTERNATIONAL SCHOOL AT ADADIVARAM, VISHAKHAPATNAM NORTH LINE

NAYANIKA DEY 5TH YEAR, DEPT. OF ARCHITECTURE, T&RP

2M

00

HIGH SCHOOL BUILDING

19

1M

DYNAMIC SCALE

SHEET SIZE: A3 ALL DIMENSIONS ARE IN MM

5M

20

11170

WATER CAPACITY FOR BOYS HOSTEL No. of students = 300 No. of caretakers = 11 Visitors = 50 Total number of occupants = 311 + 50

6230

BOYS HOSTEL FIRST FLOOR Dormitory rooms Total student beds - 59 Caretaker beds - 6

750

4250

UP

9250

5925

FIRE WATER RESERVOIR Height of building = 17.1m Wet riser = not required Down corner = required Automatic sprinkler system = required Underground static water storage tank = not required Terrace Tank = 25,000 L Pump capacity of terrace tank = 900L/ min Size of mains = 100mm with single outlet landing valve

GIRLS HOSTEL FIRST FLOOR Dormitory rooms Total student beds - 62 Caretaker beds - 5

DN

DORMITORY

5475

1500 WIDE

5325 X 8750

7054

5475

WATER TANK CAPACITY Domestic capacity per head per day = 90 L Flushing capacity per head per day = 45 L Total consumption per head per day = 135 L Water consumption for visitors per head per day = 15 L

2350

Total consumption per day = (311 x 300) + (50 X 15) = 94050 L

DN

1840

WATER CAPACITY FOR GIRLS HOSTEL No. of students = 200 No. of caretakers = 11 Visitors = 50 Total number of occupants = 211 + 50

9250

WET

RISER

5750

5725

UP

2500

5500

3150

FIRE WATER RESERVOIR Height of building = 17.1m Wet riser = not required Down corner = required Automatic sprinkler system = required Underground static water storage tank = not required Terrace Tank = 25,000 L Pump capacity of terrace tank = 900L/ min Size of mains = 100mm with single outlet landing valve

ELECTRICAL

TRIC

2420 9250

ELEC

1220

WATER TANK CAPACITY Domestic capacity per head per day = 90 L Flushing capacity per head per day = 45 L Total consumption per head per day = 135 L Water consumption for visitors per head per day = 15 L

AL

6725

5630

UP

DN

+ LEV 3900

9250

6375

Total consumption per day = (211 x 135) + (50 X 15) = 29235 L

5500

2750

24

6245

5675

3550

9145

5625

7750

5800

4250

+ LEV

DN

ITORY DORM8750 X

UP

BED BUNK 4375

5425

7625

WID 3600

URT Y CO TO SK N E P O 0 x 2696 9150

E

x

5500

5400

Z'

UP

5500

5325

3900

STORE 4675

0

x 298

9250

AHU

ITORY DORM8750 X

ER

IS WET R

5500

+ LEV

ITORY DORM8750 5325

5475

X

5325 X 8750

5350

5475

5825

ITORY DORM8750

5475 5775

X 5325

5640

5565

5750

Z

DN

5475

DORMITORY

5655

UP

3900

7155

5325

x 4875

5730

4675

5500

2425 WIDE

4000

5997

UP

+ LEV 3900

+ LEV 2250

+ LEV 2250

5475 4250

15400

DN

WET RISER

FIRST FLOOR PLAN OF HOSTELS AT + LEV 5100

INTERNATIONAL SCHOOL AT ADADIVARAM, VISHAKHAPATNAM NAYANIKA DEY 5TH YEAR, DEPT. OF ARCHITECTURE, T&RP

2M

00

HOSTELS

21

1M

5M DYNAMIC SCALE

SHEET SIZE: A1 SCALE - 1:200 ALL DIMENSIONS ARE IN MM

11170

6230

BOYS HOSTEL SECOND FLOOR 47 Nos. 4 seater rooms 2 No.s 2 seater rooms = 192 students accommodated

750

4250

UP + LEV 7200 8072

DN

GIRLS HOSTEL SECOND FLOOR 19 Nos. 4 seater rooms 2 Nos. 2 seater rooms = 84 students accommodated

8075 x 4175 2000

8075

5925

4-BED RM.

5475

5475

5450 X 7770

7054

4-BED RM. 5450 X 7770

2350

DN

1840

9250

WET

RISER

5750

5725

UP

5500

3150

2500

UP

DN

+ LEV 7200

5630

1220

ELECTRICAL

6725

2500

8075

5500

3928

6375

8070

24

1875

6245

5675

8075 9145

5800

5625

1885

4250

7750

DN

00

7200

Z'

UP

5500

72 + LEV

+ LEV

2350

7630

x7

5500

5450

X

+ LEV 7800

4-BED RM.

5425

DRY LAUN 480

RM. 4-BED7770

8075

3995

5400

UP

5450 X 7770

IDE

4575

RM. 4-BED7770 5500

5450

X

+ LEV

5475

5655

RM. 4-BED 5450

0

X 777

x4

5730

400

UP

WET R

7200

ISER

7155

W 2500

STORE750

75 0 X 80

DN

5475

5475

5825

3125

5350

5475

RM. 4-BED7770

5775

5750

Z

5640

X 5450

5565

5500 8075

3675 WIDE

4000

4775

UP

DN

+ LEV 7200

+ LEV 5550

5450 X 7770

+ LEV 5550

5500 5500

4-BED RM.

5475 4250

5615

WET RISER

SECOND FLOOR PLAN OF HOSTELS AT + LEV 8400

INTERNATIONAL SCHOOL AT ADADIVARAM, VISHAKHAPATNAM NAYANIKA DEY 5TH YEAR, DEPT. OF ARCHITECTURE, T&RP

2M

00

HOSTELS

22

1M

5M DYNAMIC SCALE

SHEET SIZE: A1 SCALE - 1:200 ALL DIMENSIONS ARE IN MM

BOYS HOSTEL THIRD FLOOR 14 Nos. 4 seater rooms 29 single rooms = 85 students accommodated 11170

6230

750

GIRLS HOSTEL THIRD FLOOR 19 Nos. 4 seater rooms 2 Nos. 2 seater rooms 1 No. 6 seater room = 90 students accommodated

4250

UP

DN

3440

5475

5925

7353

SINGLE RM. 3900 X 2700

5475

7054

2350

DN

1840

9250

WET

RISER

5725

UP

UP

DN

5500

3150

5750

2500

5630

1220

ELECTRICAL

6725

2500

8075

5500

3928

6375

8070

24

2850

6245

5675

7100 9145

5800

5625

1885

4250

7750

DN

5450

X

10500

Z'

UP

5500

RM. 4-BED7770

+ LEV

MES

5500

A OR G INDO

3210

3995

5400

UP

LAUNDRY

5730

5425

6660 X 6560

5655

5450

X

+ LEV

RM. 4-BED7770 5450

4-BED RM.

5475

UP

DN

X

5475

5450 X 7770 5825

2625

5350

5475

RM. 4-BED7770

5475

X 5450

5775

5640

5565

5750

Z

ISER

WET R

10500

7155

5500

RM. 4-BED7770

5500

8075

4000 5615 5500

5475

5500 4775

4250

UP

DN

WET RISER

THIRD FLOOR PLAN OF HOSTELS AT + LEV 11700

INTERNATIONAL SCHOOL AT ADADIVARAM, VISHAKHAPATNAM NAYANIKA DEY 5TH YEAR, DEPT. OF ARCHITECTURE, T&RP

2M

00

HOSTELS

23

1M

5M DYNAMIC SCALE

SHEET SIZE: A1 SCALE - 1:200 ALL DIMENSIONS ARE IN MM

GIRLS HOSTEL THIRD FLOOR 38 single rooms = 38 students accommodated 18125

TOTAL BOYS HOSTEL CAPACITY = 300 TOTAL GIRLS HOSTEL CAPACITY = 200

+ LEV13800

21125

DN

7054 2350 1800

9250

DN WET RIS

ER

5750

5725

UP

1445

20 5500

95

+ LEV13800

5630

DN

3825

6725

2500

1775

6375

5500

5131

8070

SINGLE RM. 3900 X 2700

9145

+ LEV

5625

4240

7750

1885

4100

13800

Z' 5500

UP

16625

DN SINGLE RM. 3900 X 2700

5500

5100

4845

+ LEV13800

5730

4100

ISER

5500

5500

WET R

13800

+ LEV

3695

UP

DN

2625

46940

7155

1775

SINGLE RM. 3900 X 2700

5640

Z

5500

21125

8075

4000 5615

5500

13586

5500

+ LEV12150

4775

+ LEV13800

DN

WET RISER

FOURTH FLOOR PLAN OF HOSTELS AT + LEV 15000 11750

INTERNATIONAL SCHOOL AT ADADIVARAM, VISHAKHAPATNAM NAYANIKA DEY 5TH YEAR, DEPT. OF ARCHITECTURE, T&RP

2M

00

HOSTELS

24

1M

5M DYNAMIC SCALE

SHEET SIZE: A1 SCALE - 1:200 ALL DIMENSIONS ARE IN MM

3890

3500

6170

2340

5500

5375

3950

4500

5325

5800

6000

4025

3800

6725

5575

5575

5575

5700

4790

6235

5300

7695

4255

+ LEV 19500 + LEV 18000

+ LEV 17100

SINGLE ROOM

SINGLE ROOM + LEV 13800

BALCONY

4-SEATER ROOMS

4-SEATER ROOMS

4-SEATER ROOMS

4-SEATER ROOMS

INDOOR GAMES

TOILETS 4-SEATER ROOM

4-SEATER ROOM

+ LEV 10500 BALCONY STUDENTS' LAUNDRY

TOILETS 4-SEATER ROOM

4-SEATER ROOM

+ LEV 7200 DORMITORY

BUNK BED STORE

DORMITORY

TOILETS

DORMITORY

DORMITORY

DORMITORY

TOILETS

DORMITORY

DORMITORY

OPEN COURT

+ LEV 3900 DORMITORY

LAUNDRY

WAITING AREA

DINING HALL

+- LEV 00

SECTION Z-Z' THROUGH HOSTELS 8750

5325

+- LEV 00

+ LEV 450

S'

750

1400

S'

1500

3300

11700

6150

8750

+- LEV 00 MENS'

+ LEV 3900

6600

BACKSTAGE + LEV 600

9400

11700 x 9500

+ LEV 50

VIEW OF DORMITORY ROOM SECTION

2400 WIDE

6730 WIDE

12000 X 8000

8000

STAGE

2775 WIDE

+ LEV 450

6000

+ LEV 150

2550

+ LEV 450

WOMENS'

6600

3200

3500

4000

4000

4000

6850

8750

6850

+ LEV 10800

+ LEV 150

+ LEV 50

4200

7350

CARPENTRY WORKSHOP 13000 X 19300

RAMP 1:10

+ LEV 9000 STAIRWELL

METAL WORKSHOP

CARPENTRY WORKSHOP

+ LEV 600

6300

7350

7050

6750

+ LEV 3900

600

- LEV 600

3000

+ LEV 6600

+- LEV 00

6150

1200

8750

+ LEV 450

- LEV 900

5850

1800

+ LEV 6600 4250

BACKSTAGE

+ LEV 600 +- LEV 00

+LEV 600

- LEV 300

+ LEV 50

4000

ASSEMBLY HALL 16500 X 24950

4000

200

SIDE WINGS

SECTION S-S' THROUGH WORKSHOPS 4000

CAPACITY = 700 STUDENTS

5350

+- LEV 00

METAL WORKSHOP 13000 X 14875 13000 X 14875

3500

+ LEV 450

+- LEV 00 + LEV 300

4900

+ LEV 6600

+ LEV 600

UP

UP

+ LEV 450

13700

DN

RAMP 1:10 3000

+ LEV 50

+ LEV 6600

3500

PERGOLA ABOVE

S

7800

S

+ LEV 450

+- LEV 00

+ LEV 50

GROUND FLOOR PLAN OF ASSEMBLY SPACE - AT + LEV 1700

FIRST FLOOR PLAN OF ASSEMBLY SPACE - AT + LEV 7700

VIEW OF LANDSCAPING IN FRONT

INTERNATIONAL SCHOOL AT ADADIVARAM, VISHAKHAPATNAM NAYANIKA DEY 5TH YEAR, DEPT. OF ARCHITECTURE, T&RP

2M

00

HOSTELS AND WORKSHOP AREA

25

1M

5M DYNAMIC SCALE

SHEET SIZE: A1 SCALE - 1:200 ALL DIMENSIONS ARE IN MM

2800

6250

6075

8250

+- LEV 00

BEDROOM 5500 X 5500

BEDROOM 4000 X 6840

4499,97

3000

7451,49

6798,54

5750

4500

6750

UP

4450

19470

4250

6750

4500

5750

UP

UP

UP 4000 X 1925 + LEV 600

R

KITCHEN 4000 X 3500

BEDROOM

+ LEV 600

SUBSTATION

LIVING RM.

2800

3325

R'

8250

BEDROOM 5500 X 5500

6500 x 12125

6000 X 13000 + LEV 600

UP

PUMP RM. 3500 X 6000

UP

13250

KITCHEN 4000 X 3500 UP

5500 X 5500

+- LEV 00

+ LEV 600

+ LEV 600

BEDROOM 6850 X 4000

GENERATOR RM. LIVING/ DINING

7295 X 6000

LIVING/ DINING RM. 13000 X 6125

BEDROOM BEDROOM 6850 X 4000

13000 X 6000

6000 X 6000

BEDROOM 5500 X 6000

KITCHEN 7750 X 1925

13000 X 1925

3250

3500 X 4000

KITCHEN LIVING RM. LIVING/ DINING 6000 X 9250

+ LEV 600

UP

5375

3750

3500 X 3250

GREEN SPACE +- LEV 00

+ LEV 600

UP

4100

4500

13725

6000 X 13000

DINING

KITCHEN

BEDROOM

BEDROOM

5500 X 5500

4000 X 6840

14375

KEY PLAN

WATER CAPACITY FOR STAFF QUARTERS No. of 3BHK = 6 (6 person) No. of 2BHK = 16 (4 person) No. of 1BHK = 3 (3 person) Total occupants = 109 Water consumption per head per day = 135 L Total water consumption = 109 x 135 = 14175 L

+- LEV 00

6850 X 4000

9250 X 6000

5975

BEDROOM KITCHEN 3250 X 3500

5500 X 5500

+ LEV 600

+ LEV 600

UP UP UP

GROUND FLOOR PLAN OF STAFF QUARTERS AT + LEV 1800

4400

4250

10800

1750

LIVING/ DINING

2000 M WIDE PEDESTRIAN PATHWAY

FIRE WATER RESERVOIR Not required for less than 15m

750

BEDROOM

6250

4500

4000 X 3500

6250

6025

3350,03

4589,16

4910,78

2375

2125

4489,25

8135,78

6625

13375

8000

6250

7725

650

+ LEV 16200

6400

+ LEV 14700 + LEV 13800

2400

COMMON SPACE

LIVING RM.

DINING BEDROOM

BEDROOM

BEDROOM

3300

+ LEV 10500 COMMON SPACE LIVING RM.

KITCHEN

TOILET

TOILET

BEDROOM

BEDROOM

BEDROOM

LIVING RM.

DINING

LIVING/ DINING

BEDROOM

BEDROOM

BEDROOM

3300

+ LEV 7200 COMMON SPACE LIVING RM.

KITCHEN

TOILET

TOILET

BEDROOM

BEDROOM

BEDROOM

LIVING RM.

DINING

LIVING/ DINING

BEDROOM

BEDROOM

BEDROOM

PUMP RM. LIVING RM.

COMMON SPACE

SUBSTATION

BEDROOM

LIVING RM.

GENERATOR RM.

DINING

LIVING RM. BEDROOM

BEDROOM

BEDROOM

+ LEV 1500

600

3300

+ LEV 3900

+ LEV 600 +- LEV 00

SECTION R-R' THROUGH STAFF QUARTERS INTERNATIONAL SCHOOL AT ADADIVARAM, VISHAKHAPATNAM NORTH LINE

NAYANIKA DEY 5TH YEAR, DEPT. OF ARCHITECTURE, T&RP

2M

00

STAFF QUARTERS

26

1M

DYNAMIC SCALE

SHEET SIZE: A3 ALL DIMENSIONS ARE IN MM

5M

2800

6250

5775

Total number of apartments: 25

3000

4499,97

7500

R

LIVING/ DINING

6750,03

BEDROOM 5600 X 4000

TERRACE

6000 X 13000

+ LEV 3900

4500

6750

4450

19220

4500

BEDROOM 6000 X 3500

KITCHEN BEDROOM 5500 X 5500 LIVING/ DINING

6 16 3

6750

KITCHEN 4000 X 3500

2800

3325

R'

8250

BEDROOM 5500 X 5500

TERRACE + LEV 3900

6500 X 9625 UP

LIVING RM.

DN

13250

7250 X 6000

5750

DN

4000 X 6840

BEDROOM 5500 X 5500

UP

8250

BEDROOM

3BHK apartments: 2 BHK apartments: 1 BHK apartments:

LIVING/ DINING KITCHEN

BEDROOM 4250 X 5575

BEDROOM 6850 X 4000

13000 X 6000

BEDROOM 6375 X 4450

BEDROOM 6000 X 6125

BEDROOM 6850 X 4000

BEDROOM 7500 X 6125

KITCHEN

KITCHEN 4000 X 3500

LIVING/ DINING 6000 X 9250

5375

3750

3250

3500 X 4000

KITCHEN 5250 X 5125 LIVING/ DINING

FIRST & SECOND FLOOR PLAN OF STAFF QUARTERS AT + LEV 5100 AND + LEV 8400

4500

5375 X 10250

4500

4100

KITCHEN 5250 X 3975

BEDROOM 5500 X 5500

BEDROOM 4000 X 6840 6250

TERRACE LIVING/ DINING RM. 121255 X 6000

UP

DN

5975

BEDROOM 7000 X 5100

+ LEV 3900

5750

R

4500

6750

4450

6750

KITCHEN

BEDROOM 6000 X 3500

TERRACE

BEDROOM

KITCHEN 4000 X 3500

2800

+ LEV 3900

+ LEV 10500

R'

8250

BEDROOM 5500 X 5500

DN

UP

5500 X 5500

3325

LIVING/ DINING

DN

6500 X 9625 LIVING/ DINING 13000 X 6000

BEDROOM 6375 X 4450

BEDROOM 6850 X 4000

BEDROOM 7500 X 6125

LIVING/ DINING 6000 X 9250

KITCHEN 5250 X 5125 LIVING/ DINING 5375 X 10250

4500

KITCHEN 5250 X 3975

BEDROOM 5500 X 5500

BEDROOM 4000 X 6840 6250

4500

4100

THIRD FLOOR PLAN OF STAFF QUARTERS AT + LEV 11700

KITCHEN 4000 X 3500

5375

3750

3250

BEDROOM 6850 X 4000

BEDROOM 6000 X 6125

TERRACE LIVING/ DINING RM.

5975

121255 X 6000

UP

DN

BEDROOM 7000 X 5100

+ LEV 3900

INTERNATIONAL SCHOOL AT ADADIVARAM, VISHAKHAPATNAM NORTH LINE

NAYANIKA DEY 5TH YEAR, DEPT. OF ARCHITECTURE, T&RP

2M

00

STAFF QUARTERS

27

1M

DYNAMIC SCALE

SHEET SIZE: A3 ALL DIMENSIONS ARE IN MM

5M

Proposed International School at Adadivaram, Visakhapatnam

21 Area Statement The area statement of the above design is shown as below: BUILDING

GROUND COVERAGE (SQM.)

BUILD UP AREA (SQM.)

GYMNASIUM HIGH SCHOOL STAFF QUARTERS HOSTELS TOTAL

3635 3820 2060 4545 25380

7065 11205 7040 19030 71835

ADMINISTRATIVE BLOCK PRIMARY SCHOOL WORKSHOPS MIDDLE SCHOOL

4295 2930 1010 3085

Below is the breakdown of the individual units ADMINISTRATIVE SPACE SPACE Service Areas Kitchen Cafeteria Balcony

AREA (SQM.) 430 778 950 638

Terrace Individual rooms Admin. Section Infirmary Lounge

475 1060 695 188 260

TOTAL

12385

WORKSHOPS SPACE Assembly Hall Carpentry Workshop Metal Workshop Backstage TOTAL

AREA (SQM.) 782 400 350 133 1885

PRIMARY SECTION SPACE Creche Lower Classrooms Upper Classrooms Activity Room TOTAL

AREA (SQM.) 415 1835 2085 325 1885

Size of each classroom = 170 sqm.

MIDDLE SCHOOL SECTION SPACE 97

AREA (SQM.)

12385 4575 1880 8655

Proposed International School at Adadivaram, Visakhapatnam

Assembly Space Dance Room Music Room Art and Design Lab

430 165 145 130

Library Play Spaces Staff Lounge Service Areas Computer Lab Classrooms

150 560 160 1095 140 5880

TOTAL

8655

Size of each classroom = 140 sqm.

HIGH SCHOOL SECTION SPACE Library Art Studio Reading Lounge Home Economy Class

AREA (SQM.) 150 150 150 130

AV Room Services Board Games Chemistry Lab Physics Lab Biology Lab Computer Labs Classrooms and Lounges Teacher’s Lounge

130 480 720 170 170 170 340 8275 170

TOTAL

11205

Size of each classroom = 130 sqm. + lounge HOSTELS SPACE Services Laundry Indoor Games Rooms Terrace TOTAL

AREA (SQM.) 560 250 400 17550 270 19030

Average dormitory space (4 persons) = 52 sqm.

Average 4-Bed room size = 45 sqm.

Average single room size = 14 sqm. + terrace STAFF QUARTERS SPACE 98

AREA (SQM.)

Proposed International School at Adadivaram, Visakhapatnam

2BHK Area 1BHK 3BHK Services Others TOTAL

4480 450 1590 340 180 7040

MISCELLANEOUS SITE ELEMENTS SPACE Green Pathway OAT and Sculptural Staircase OAT Backstage Outdoor dining space Major Fields Minor Fields Tot lot Hostel/ Camping Ground

99

AREA (SQM.) 5860 1650 130 370 5190 2020 920 3100

Proposed International School at Adadivaram, Visakhapatnam

22 Structural System

100

4500

4500

4500

4500

4500

5700

2598

4500

D'

4000

Structural System in Swimming Pool

4000

Truss roof supported by steel columns and topped by flat RCC Roof Spacing between truss = 4500mm Column size = 250 mm x 250mm box sections

6325

4000

4000

19800

3750

D

33150 4520

4500

4500

4500

4500

4500

5800

4371

+ LEV 10400

6300

1800

CHANING ROOMS

DRINKING WATER

PUMP HOUSE

600

FIRST AID

900

+ LEV 3900

600

5225

10100

+ LEV 6625

KIDS' POOL

SWIMMING POOL

+ LEV 600 +- LEV 00 - LEV 500 - LEV 1650

25600

4600

7849

GYMNASIUM SECTION D-D'

+ LEV 13350

7625

+ LEV 10650

+ LEV 7000

8348

+ LEV 600 +- LEV 00 - LEV 500 - LEV 1650

5657

5000

5000

GYMNASIUM SECTION E-E'

E' 6700

7200

E

12551

STRUCTURAL SERVICES Gymnasium Building

11497

10250

3500

6250

6900

5760

4943

7200

Structural System in Gymnansium

RCC Frame Structure with truss supported roof Column size = 1500 mm x 750mm Spacing between truss = 5000mm to 5700mm Column size for surrounding spaces = 650mm x 250mm

7020

8145

9350

6800

6620

4455

10850

10630

9120

4690

6085 11585

4390

10600

10880

4455

6870

10575

8685

4000

5845

4000

9545

STRUCTURAL SERVICES High School Building

2000

5750

9890

10910

RCC Frame Structure with Flat Roof Column size = 1000mm x 900mm Beam Size = 750mm deep Slab span (min)= 4450 mm x 11450 mm Slab span (max) = 9120 mm x 10480 mm

2000

Structural System Used

4000 8650

Structural System Used 7450

1150 1375 4045

5540

4875

7050

1700

10250

5400

5300

5250

5200

RCC Frame Structure with Flat Roof Column size = 1000 mm x 350 mm Beam Size = 750mm deep Slab span (min)= 4875 mm x 5300 mm Slab span (max) = 7050 mm x 10250 mm

8400

8150

Structural System Used RCC Frame Structure with Flat Roof Column size for assembly hall = 1000 mm x 750 mm Column size for side areas = 500 mm x 250 mm

4650

6600

4753

6975

9350

5747

10250 6800

7450

7850 6700

5125 7850 6700

5125

9275

7350 2525 1500

STRUCTURAL SERVICES Middle School Building and Assembly Hall

8025

8150

9350 5150

5800

9350 6725

5150

4250

Structural System Used

RCC Frame Structure with Flat Roof Column size = 800 mm x 250mm Beam Size = 550mm deep Slab span (min)= 6850 mm x 2525 mm Slab span (max) = 6700 mm x 9400 mm

2080 3250

5200

9250

4675

4675

7900

3325

6950

5100

5900

11003 5345 4198 4500 4500 5550

6700 2525

3050

5800

5500

5050

7600

4983 4700

2800

4850

3026

5260

5816

5625

4700

5275

5275

Structural System Used Load bearing walls with space frame above to support slanted roof

STRUCTURAL SERVICES Primary Section Buildings

2625 6425

6750

4500

3425

5775

4250

4000

7500

4250

5250

6425

5775

4500

5750

125

2500

Structural System Used

4000

3220

4050

4250

6750

RCC Frame Structure with Flat Roof Column size = 600mm x 250mm Beam Size = 550mm deep Slab span (min)= 3750 mm x 6250 mm Slab span (max) = 8000 mm x 6750 mm

5950

7250 4500

3750

3375

6250

5950

2125

8375

5375

6425

3750

4050

STRUCTURAL SERVICES High School Building

2325

4000

4249

4250

4500

3750

5750

4500

6750

4250

2625

6250

4250

3500

5500

6374

5950

5750

1100

5000

4673

6998

4250

Structural System Used

5475

5925

RCC Frame Structure with Flat Roof Column size = 800 mm x 250mm Beam Size = 550mm deep Slab span (min)= 4670 mm x 4480 mm Slab span (max) = 5550 mm x 6100 mm

4500

6631

2880

5125

4673

7000

5500

5343

5500

5125

4673

5625

5500

7000

7000 5500

5000

5400

2450

5500

4600

5000

3325

5570

4655

5500

5800

4120

5500

1900

1750

3875

5240 5500

6375

2950

6725

5650

4000

5630

4600

5880

5500

2475

5360

5500

5725

5475

7000

5730

7000

5475

5825 6000

5475

5640

8088

5500 4000

5625

4250

5475

5500

STRUCTURAL SERVICES Hostel Building

7155

5475 5475

5350

5850

5775 5750

4520 4000

4450

5655

4800

5500 4525

3450

1775

3660

5000

5500

5500

5575

5425

7750

9000

6000

5250

3000

6470

770

Structural System Used in Auditorium Block RCC Frame Structure with Flat Roof supported on truss Column size for auditorium walls = 800 mm x 475 mm Column size for other walls = 600 mm x 250 mm

6100 6635 4700

8260

4500

5525

3600

8800

4820

8185

5250

2700

2810

2775

2860

5650

2210 2720

2550

6900

6305

26 20

2550 2660 2715

6500

47 0

0

4800

6900

62 00

8850

67 00

6100

5100

4375

520

6600

5000

8860

6000

86

3800

70

0

Structural System Used in Admin. Block RCC Frame Structure with Flat Roof Column size = 1000 mm x 250mm Beam Size = 750mm deep Circular steel columns in front to hold balcony Slab span (min)= 3600 mm x 5700 mm Slab span (max) = 8600 mm x 7575 mm

0

STRUCTURAL SERVICES Administrative and Auditorium Building

3400

880

Proposed International School at Adadivaram, Visakhapatnam

23 Conclusion Presenting the design for an International School came with its set of challenges. Throughout the project, I tried to create an atmosphere where children feel safe, and are curious to learn. I made an effort to explore various alternative learning techniques and how it is reflected within the architectural elements of a space.

I tried to utilize the philosophies pioneered for early childhood philosophy and with the help of the National Education Policy of 2019, suggested a new structure for separation of classes. Within this framework, I then endeavour ed to create spaced that would cater to the mental growth of the students there.

Based on this, various zoning layouts were created keeping in mind the noise pollution, visual axes and site locations, and a final zoning was created with focus on two major elements - The Playfield at the centre and the Higher Secondary Library which sits at the end of one visual axis. Since these form the two major themes of a school, and a student must be equally conversant with either.

For lower classes, an informal layout, seating arrangement and larger classrooms were provided, which kept on bordering towards formality as the classes increased and students got more and more involved with the set educational curriculum.

The project was an effort to provide a space that will inspire curiosity and freedom among the children to speak their thoughts, openly interact among all ages and get ample exercise via moving between the distributed functions. I am deeply thankful for the guidance and counsel provided by Prof. Souvanic Roy and to everyone else involved in this project from start to end.

101

Proposed International School at Adadivaram, Visakhapatnam

24 References Papers referred to: Burkšaitienė, Nijolė, and Margarita Teresevičienė. "Integrating alternative learning and assessment in a course of English for law students." Assessment & Evaluation in Higher Education 33.2 (2008): 55-166.

McGall, Soroya E., Michael R. McGuigan, and Carmel Nottle. "Contribution of free play towards physical activity guidelines for New Zealand primary school children aged 7–9 years." British journal of sports medicine 45.2 (2011): 120-124.

Gislason, Neil. "Mapping school design: A qualitative study of the relations among facilities design, curriculum delivery, and school climate." The Journal of Environmental Education 40.4 (2009): 17-34.

Lancaster, Rodney Wyatt. A comparison of student-centered and teacher-centered learning approaches in one alternative learning classroom environment. Arkansas State University, 2017.

Sanoff, Henry. School Design. John Wiley & Sons, Inc., 605 Third Avenue, New York, NY 10158, 1994.

Abdulkadiroğlu, Atila, and Tayfun Sönmez. "School choice: A mechanism design approach."

American economic review 93.3 (2003): 729-747.

Other Manuals Referred to: Alternative Learning Methods A Collection of Exemplary Design of Kindergarten Facilities The impact of classroom design on pupils' learning The Room Itself Is Active: How Classroom Design Impacts Student Engagement National Building Code 2016 Architect’s Data Andhra Pradesh Building Codes CPWD Manual for Water Requirements Websites referred to: https://www.archdaily.com/search/projects/categories/schools https://www.architectmagazine.com/design/the-future-of-school-design_o https://www.edutopia.org/article/architecture-ideal-learning-environments https://www.dezeen.com/tag/schools/ https://www.evergreen.ca/downloads/pdfs/Landscape-Child-Development.pdf https://www.ride.ri.gov/Portals/0/Uploads/Documents/Instruction-and-Assessment-World-Class-Stand ards/Early-Childhood/Programs/RIDECECESTANDARDS.pdf https://www.education.ie/en/School-Design/Design-Guidance/bu_tgd_22a_pdf.pdf https://www.tdsb.on.ca/About-Us/Facility-Services/Elementary-School-Design-Guideline https://www.aps.edu/facilities-design-and-construction/documents/design-standards-and-guideline s/HS_Standards.pdf https://www.architecture.com/-/media/gathercontent/better-spaces-for-learning/additional-docu ments/ribabetterspacesforlearningpdf.pdf

102

Proposed International School at Adadivaram, Visakhapatnam

25 Annexure List of Tables presented in the Report Table 1 : Target segment of the school.............................................................................................................. 7 Table 2 - Table showing the assessments of the research........................................................................ 22 Table 3 - Area of the various sections in Shanghai United International School............................... 59 Table 4 - Comparison on case study framework........................................................................................ 61 Table 5 - Comparison on the basis of facilities provided.......................................................................... 62 Table 6 - How different ages assimilate and learn information.............................................................. 63 Table 7 - Moving from Informal to formal teaching mindsets................................................................. 69 Table 8 : From NBC 2016, Part IV......................................................................................................................... 88 List of Figures presented in the Report Figure 1 : Site Location............................................................................................................................................. 7 Figure 2 - Some of the top International Schools in India......................................................................... 10 Figure 3 - International Schools in India......................................................................................................... 11 Figure 4 - Schools with anglo-Indian architecture...................................................................................... 12 Figure 5 - Some traditional Homes of Andhra Pradesh............................................................................. 12 Figure 6 - Examples of Vernacular homes..................................................................................................... 13 Figure 7 - Example of Spine or Street type School Planning Principle................................................... 13 Figure 8 - Street Type School Planning Principle.......................................................................................... 14 Figure 9 - Strawberry Cluster style School Planning Principle................................................................... 14 Figure 10 - Atrium style school planning principle.......................................................................................15 Figure 11 - Courtyard style school planning principle............................................................................... 15 Figure 12 - Learning Retention Pyramid......................................................................................................... 16 Figure 13 - Images showing how teaching styles can affect interiors and also seating layouts...17 Figure 14 - Early Childhood Philosophies Comparison...............................................................................18 Figure 15 - A montessori school example that uses a garden divided into various features for learning.............................................................................................................................................................. 20 Figure 16 - A US High School with Open floor plan..................................................................................... 20 Figure 17 - Maximum response zone.............................................................................................................. 21 Figure 18 - Model showing time spent by students during the day....................................................... 21 Figure 19 - A waldorf school made from shipping containers................................................................ 23 Figure 20 - Example of a waldorf school in Germany................................................................................24 Figure 21 - Images from a Montessori School in Japan............................................................................. 25 Figure 22 - Site Location and Access; Aerial View of school................................................................... 27 Figure 23 - Site Plan of South City International, Kolkata.......................................................................... 28 Figure 24 - Sample floor plan showing location of services..................................................................... 29 Figure 25 - View from entrance ramp showing bus parking.................................................................... 29 Figure 26 - Entrance via the Upper ground floor......................................................................................... 30 Figure 27 - Serving Kitchen................................................................................................................................. 30 Figure 28 - Plan of Lower Ground floor at -LEV 750.....................................................................................31 Figure 29 - Ground Floor Plan............................................................................................................................ 31 Figure 30 - First Floor Plan.................................................................................................................................... 32 Figure 31 - Second Floor Plan............................................................................................................................ 32 Figure 32 - Section showing division of ground floor.................................................................................. 35 Figure 33 - Space arrangement within SCI................................................................................................... 36 Figure 34 - Pie chart showing area distribution of SCI................................................................................36 Figure 35 - Map showing site location of PWS............................................................................................. 37 Figure 36 - Density Mapping of Site throughout the day.......................................................................... 40 Figure 37 - Norms for bus parking.....................................................................................................................73 Figure 38 - Toilet facilities for the differently abled..................................................................................... 74 Figure 39 - Facilities to incorporate for universality..................................................................................... 74 Figure 40 - Layout for Hostel shared rooms as taken from Neufert........................................................ 74 Figure 41 - Layout for Hostel single rooms, and laundry spaces taken from Neufert....................... 75 Figure 42 - Auditorium Standards and Specifications from various sources....................................... 75 103

Proposed International School at Adadivaram, Visakhapatnam

Figure 43 - Auditorium Standards and Specifications from various sources.....................................76 Figure 44 - Area distribution of South City International, Pailan World School and Shanghai United International respectively as pie charts...................................................................................... 79 Figure 45 - The Site at Adadivaram................................................................................................................. 83 Figure 46 - Site Location with respect to neighbouring districts and similar International schools84 Figure 47 - Climatic conditions at Adadivaram.......................................................................................... 85 Figure 48 - Contour present around the site................................................................................................. 85 Figure 49 - Site Images........................................................................................................................................ 86 Figure 50 - Site Images and Drainage lines................................................................................................... 87 Figure 51 : Zoning of Primary Section................................................................................................................. 94 Figure 52 : Middle School Section Zoning........................................................................................................ 95 List of Images presented in the Report Image 1 - Image of Pailan World School entrance................................................................................... 37 Image 2 - Image of play field, Site plan showing wind directions......................................................... 38 Image 3 - Site Plan of the PWS Campus and images of various places.............................................. 38 Image 4 - A swale runs along the entry road. Two levels of entry gates.......................................... 39 Image 5 - Surrounding site context................................................................................................................. 39 Image 6 - Central Atrium in PWS Junior block..............................................................................................40 Image 7 - Ground Floor Plan of PWS Junior Block....................................................................................... 41 Image 8 - First Floor Plan of PWS Junior Block............................................................................................... 41 Image 9 - Floor Plans of PWS Senior Block..................................................................................................... 42 Image 10 - Difference in classrooms - Junior, middle and high school................................................ 43 Image 11 - Colours and textures used........................................................................................................... 44 Image 12 - Primary classroom interiors........................................................................................................... 44 Image 13 - Flowchart of space connectivity............................................................................................... 44 Image 14 - Plan of Valley Champs Montessori Creche School.............................................................. 45 Image 15 - View of Waiting and Play Area.................................................................................................. 45 Image 16 - Interior view of Assembly area and entrance from the main road................................. 46 Image 17 - Interior spaces showing tiling used, nap area, outdoor garden and study area....... 46 Image 18 - Site plan of Mirambaika, New Delhi.......................................................................................... 47 Image 19 - Mirambaika's educational philosophy..................................................................................... 48 Image 20 - Image of Mirambaika Free Progress School........................................................................... 48 Image 21 - Site Plan of Mirambaika, New Delhi.......................................................................................... 49 Image 22 - Concept and Structural Grid of Mirambaika......................................................................... 50 Image 23 - Ground and First Floor Plan of Mirambaika, New Delhi.......................................................51 Image 24 - View of activity room; section of ground floor showing wind movement.....................51 Image 25 - Plan of a classroom. All classrooms have unique plans...................................................... 52 Image 26 - Textures used in Mirambaika, New Delhi................................................................................. 52 Image 27 - Integration of nature, natural textures used in interiors....................................................... 52 Image 28 - Site Plan and view of Nalanda International School........................................................... 53 Image 29 - Interior images of Nalanda International School.................................................................. 53 Image 30 - Use of bricks and mosaic tiles; interior of a primary classroom......................................... 54 Image 31 - Site Plan of Adani Vidyamandir................................................................................................. 55 Image 32 - Elevational views of Adani Vidyamandir................................................................................. 55 Image 33 - Site Plan of Adani Vidyamandir................................................................................................. 56 Image 34 - Images from Adani Vidyamandir.............................................................................................. 56 Image 35 - Images of Shanghai United International School................................................................. 57 Image 36 - Site Plan of Shanghai United International School............................................................... 58 Image 37 - Exterior view of the school; view of library inside - uses curvilinear shelves and walls59 Image 38 - As students grow, the educational system changes from an informal to a formal mode.................................................................................................................................................................. 64 Image 39 - Architectural translations of David Thornbug's principles................................................... 67 Image 40 - Zoning suggestion for Junior and Senior classrooms............................................................ 68 Image 41 - Suggestion for clustering of classroom units........................................................................... 69

104