Big Spaces within schools are changing
The objectives and principles of the Curriculum for Excellence require space use to be challenged on a variety of levels – providing an environment that fosters the development of our young people The following are changes and themes that DEGW has identified and will have impact of the use of Big Spaces within schools.
our remit is to look at big spaces
At degw our remit was to look on ‘big spaces’ and consider how they can form part of a flexible spatial framework through which the objectives and principles of the curriculum can be developed. This work was a continuation of the Sense of Place study. next
click to see our design response on big spaces in the ‘Sense of Place’ study
our remit is to look at big spaces
at degw our remit was to look on ‘big spaces’ and consider how they can form part of a flexible spatial framework through which the objectives and principles of the curriculum can be developed. ‘big spaces’ are:1. more than dining, performance, exercise and assembly space. 2. spaces to come together both formally and informally, socially and academically, in large or small groups 3. in between spaces, which can support independent and student led learning activities
our response: at degw our response is to ask:1.! what types of big spaces support emerging learning styles and patterns 2. what is the changing role of big space across the whole school experience 3. could big space be the ‘glue’ across the learning experience. As the child grows and the learning objectives change, could the use of these valued spaces smooth transitions between key learning stages and beyond?
our response:
big spaces are containers for people and stuff‌‌
big spaces are containers for people and stuff‌‌ stuff: the settings and components that support flexible learning environments, both for individual and collaborative settings.
big spaces: what are the characteristics of the box? ‌.containers can be little or big
big spaces: what are the characteristics of the box? ‌. closed or open
closed
permeable
open
and how many big boxes do we need within a school?
How do we determine what is a big space and what is a small space in our schools? Are there better ways to establish the best size, shape and characteristics of our learning spaces?
and did anyone stop to ask: what’s in the box?
DEGW has developed a range of tools to help schools define their particular requirements that reflect their learning aspirations. These requirements vary depending on a range of influences ranging from local context, curriculum, teacher grouping, student grouping etc. All these interrelated factors inform specific spatial requirements that are different for each school – there is not a single solution choice. To find out more about the tools we use to understand what is happening inside schools, follow the links to Project Faraday at the end of the presentation
to design better big spaces in our schools, first we must ask: 1. what is happening in learning and how is it changing? (model) 2. what will you be doing? (activities) 3. what sort of size and type space will be most effective? (characteristics)
how can we determine the right mix ‌.
box groups of up to 30
double box:groups of up to 60
big box:groups of up to 100
flex box:Groups of over 100
so what is changing and why does it matter? From our work with others, we know there are a number of changes which directly impact upon the role of big space in our schools. The following provides a snapshot of just some of the changes and the implications we see: learning changes
spatial changes
1.! progression: shifts towards progression by stage, more independent learning 2.! teacher role: more facilitation, less didactic 3.! curriculum: more diverse mix of subject based, interdisciplinary studies and thematic based learning. 4.! timetable: longer sessions, half day / full day timetabling 5.! teaching: increase in paired / team teaching 6.! student groupings: double class / larger groups becoming more common 7.! core model: shifts towards more learner centric models
1.! large group teaching – spaces in which to hold teacher-led activities with large groups 2.! break-out areas - spaces for smaller group and individual activities to complement large group activities 3.! learning commons – spaces in which to accommodate half-year and other large groups, often for short periods at the start and/or the end of classes. 4.! learning schools – providing clusters of related and complementary subjects, with access to shared common facilities. 5.! learning hubs – spatial and virtual links between different ‘learning schools’ 6.! personalised learning – spaces for independent student led learning activities.
… because you might need a type of different box From our work with schools mapping changes in learning, pedagogy and activities exploring the spatial characteristics with users leads us to the understanding that these changes have a significant impact on how we design space. from this
to this The spatial requirements mapped using our methodologies look very different to those using traditional briefing activities. The implications are that we will be using the same space in a different way in order to meet with curricular change.
* Based on our experience working with schools in the UK over the last 2 years
In particular, the requirement for ‘big spaces’ is growing ….
what are we doing inside our big spaces what are the activities which are important and require ‘big spaces’ to be delivered most effectively? small group large group performing talking eating assembly listening
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debating making presenting reading thinking talking
individual library / lrc debating researching reading documenting thinking
there are 3 emerging types of big space in schools: Flex Zone
Fully flexible event space: performance, assembly dining, social. High degree of flexibility – readily adaptable to suit a variety of requirements Major boundaries, enhanced technology, versatile atmosphere. Major flexibility and adaptability required. Whole school use.
Learning Zone
Adaptable space to suit a variety of teaching style and group sizes, while also supporting individual learning Minor boundaries, basic to advanced technology, versatile atmosphere. Spaces assigned to functional groups, which may be disciplinary / cross disciplinary / cross year to support thematic study
Knowledge Zone
Individual or small group shared knowledge space. Central resource area with fully enabled technology wide accessibility and external links Minor boundaries, individual & collaborative groupings, basic technology but fully enabled, informal student-led learning. Moderate flexibility requirements. Whole school use.
students of all ages will use the range of spaces: Flex Zone multi-flex
Learning Zone
hub
activities hub
Knowledge Zone
subject hub
knowledge park
learning common
there are 3 emerging types of big space in schools: For links to large multi purpose flexible spaces which might form part or the Flex Zone, click here
Learning Zone, click on the diagrams to see more
hubs
activities hub
The Knowledge Zone has not been developed as part of this study
subject hubs
learning common
learning zone models: learning hubs early years hubs double box, contained
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learning zone models: learning hubs activities hubs double box, permeable
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learning zone models: learning hubs subject hubs double box, contained
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learning zone models: learning hubs learning commons big box, contained
thank you
Conceptual Conceptualframework: framework_visuals visuals//ideas ideaswork workin inprogress progress
Conceptual Conceptualframework: framework_visuals visuals//ideas ideaswork workin inprogress progress
Conceptual visuals / the ideas work in progress Conceptualframework: framework testing settings
thank you
Conceptual visuals / the ideas work in progress Conceptualframework: framework testing settings
Conceptual visuals / the ideas work in progress Conceptualframework: framework testing settings
Conceptual visuals / settings ideas work in progress Conceptualframework: framework testing
Conceptual Conceptualframework: framework_visuals visuals//ideas ideaswork workin inprogress progress
The Outcomes – A summary Group Size
Individual
Small Group
Large Group
Function
Learning
Learning & Social
Social & Pastoral
Library & LRC:
Debating Researching Reading Thinking Documenting
Small Group Setting (Academic)
Debating Making Presenting Reading Thinking
Dining:
Eating Talking
Individual Breakout Space:
Reading Thinking
Small Group Setting (Social):
Talking
Assembly:
Listening
Activities & Pedagogies
Formal
Informal
Informal
Low change & flexibility over time
Medium change & flexibility over time
High change & flexibility over time
Not age sensitive
Design Principles
Den – micro space Protected – slightly enclosed / recess space Small, quite, comfortable, Inspiring without being personalised Possibly fixed elements – lighting control
Age sensitive
Ability to control the boundaries Slightly enclosed – corner locations Access to camping out components & flexi wall Mobile adaptable furniture
Ever Changing
Busy, noisy, varied, interesting Lights, colour, sounds, interaction – providing the backdrop
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