Scribd Logo
Hochladen

Willkommen bei Scribd!

  • School Building Planing and Design and Construction

    Hochgeladen von

    sivakumark1290
    13 Ansichten41 Seiten
    School Building Planing and Design and Construction

    Copyright

    © © All Rights Reserved

    Verfügbare Formate

    PDF oder online auf Scribd lesen

    Stufen Sie dieses Dokument als nützlich ein?

    Sind diese Inhalte unangemessen?

    Dieses Dokument melden
    School Building Planing and Design and Construction

    Copyright:

    © All Rights Reserved
    Als PDF herunterladen oder online auf Scribd lesen
    Markieren Sie unangemessene Inhalte
    13 Ansichten41 Seiten

    School Building Planing and Design and Construction

    Hochgeladen von

    sivakumark1290
    School Building Planing and Design and Construction

    Copyright:

    © All Rights Reserved
    Als PDF herunterladen oder online auf Scribd lesen
    Markieren Sie unangemessene Inhalte
    von 41
    DOCUMENT RESUME ED 436 074 EF 005 503 AUTHOR Odell, John #. ‘TITLE Principles of Good School Building Design. School Buildings Planning, Design, and Construction series No. 3. INSTITUTION Association of Independent Schools of New South Wales, Ltd., sydney (australia) ISBN ISBN-0-646-23758-6 PUB DATE, 1995-00-00 wore 41p.; For other booklets in this series, see ED 005 502-507 AVAILABLE FROM Association of Independent Schools, NeW Ltd., 75 King Street, Sytiney 2000, Australia (Available from source only fas a complete set, #1-8). Tel: 02-299-2845; Fax: 902-290-2274. PUB TYPE des - Non-Classroom (055) -- Reports - Descriptive (141) BDRS PRICE MFO1/2co2 Plus Postage DESCRIPTORS Climate Control; *#ducational Facilities Design; sEducational Facilities Planning; Elementary Secondary Education; *Facility Guidelines; Foreign Countries; Land Use; Lighting; *Public Schools; *School Construction IDENTIFIERS vaustralia ABSTRACT A school construction guide offers key personnel in school development projects information on the complex task of master planning and construction of schools in Australia. This chapter of the guide provides advice on school building design issues, such as the fundamentals of good design and designs that accomodate change, issues affecting building arrangement and arrangement variations, recycled buildings, relocatable buildings, energy considerations, building services, and security issues. Specific topics include the factors that promote building durability; school design that addresses curriculum and enrollment patterns; building arrangements that acconmodate terrain, climate, security, and the disabled; design considerations that reflect staffing needs; and design considerations that take advantage of various forms of heating, such ae eolar and water heating, and maximize the use of shade. Heating and lighting topics also cover design issues involving windows, insulation, lighting, and ventilation (or) Reproductions supplied by EDRS are the best that can be made from the original document. ED 436 074 PRINCIPLES OF ® GOOD SCHOOL 3 hey written <” BEILDING DESIGN. = ee > Es - rn a we BEST COPY AVAILABLE 5 503 ‘© Copyright 1998 Copyright is held by the ‘Association of Independent Schools of New South Wales Ltd ‘ACN. 003 509075, ‘School Buildings, Planning Design and Construction i presented ina ring binder with 8 booklets. The document is available only as a complete set 1 Introdvtion and Chapter 1 ~ Developing a aster Plan 2 Chapter? ~ Making the Most of Your School Site 3 Chapter 3 Principles of Good Schoo! Building Design 4 Chapter 4 ~ Purpose Designed Facilities 5 Chapter $—Con~ son Methods and Mater 6 Chapter 6~ Managing the Construction Process 7 Chapters 7 and 8 ~ Technology and Managing Buildings 8 Appendices ISBN 0.646 237586 refers tothe complete st of § booklets ‘Author «John H Odell FRATA ASTC Epping NSW, Australia First printed 1995 Published by ‘The Association of independent Schools, NSW Ltd 75 King Street, Sydney 2000, Australia Phone (02) 299 2848 Facsimile (02) 290 2274 School Buildings - Planning, Design and Construction | A Guide Document {for School Counciis, Boards end Committees, Schoo! Principals and Staff and Construction Professionals Author - John H Ogelt FRAIA ASTC Introduction to School Buildings — Planning, Design and Construction sed school buildings do not just happen. Thought and consideration must be given tothe needs ofthe users of te building and to the availabe resources, The persons esponsibl. for building the school should kave considerable experience oF draw on the advice of those wha have. For a building to be satisfying and successful it must provide shelter, have durable constriction and finishes, be aesthetically pleasing and appropriate to is use. A well-planned schoo! will ‘incorporate the following points + buitaings and grounds will satisfy and support both short and Tong-term requirements + curriculum demands including requirements for registration by authorities willbe met + site development will not be haphazard and each project wall pave the way for the next + building design wil be flexible to cater for as yet unknown ‘ature requirements + building willbe cos effective - and inthe long term the school vill avoid unnecessary expensive recovery action + good building design will encourage a high quality educational environment pre-planning of maintenance equitements wit! assist in fedivcing operating costs ‘This guide is designed to assist key personnel in school development projects withthe complex task of master planning and construction of schools, Individual chapters inthis guide may be distributed to relevant key personnel as appropriate to their specific interest and responsibility Each chapter isa separate booklet with chapters 7 and 8 bound together in one booklet and chapter 9 in booklet 8. The chapters: Developing a Master Plan for Your Schoo! ‘Making the Most of Your Schoo! Site Principles of Good Schoo! Building Design Puspose Designed Facilities Construction Methods and Materials Managing the Construction Process ‘Technology and Educational Buildings Managing School Buildings ‘Appendices ‘This Guide aims to + demonstrate the ncesity fr schoo! com: esto produce ‘comprehensive masterplan fr the developusent oftheir sche! + encourage schoo! aff and boards tobe involved in the development of school facilities and o raw onthe wider experienc of the community during that process + cuttine planing processes and techniques that wil ead to seater creativity in school design with greater eicienies and productivity in the eoustruction process + help school staff and board members in thle delings with professionals inthe building industry. and vice versa ‘encourage excellence in schoo! facilities maximise potent of limited resources wo achieve desirable * provide advice on how to determine whsther a particular facilis vi toa schoo! + provide 2xamples of excellence in schoo! builsing and Blaming provide a comprehensive list of contacts, resources and references Who should read this Gude: + Allschoo!counitvoard members + Principals, bursars and other key staff members ‘AIT members of school building and planning committes + Administrators control ef shoot building projets CConsrction industry professionals, especially school architeas Contents of Booklet 3 3. Principies of Good School Building Design 1a raat eg Si Tamabeturveentinept eee SS eae eases 1a pbangecpe sanding carson arn ae ease sd begin emcncee perycorarsaarinaiary ‘ah ceersieoruenoreg ees oes eee aos ees eee ceases Serie | ean pare sancetbatese | 3a none btanne 3.7, Energy Considerations..p 63 | 2p aie 37.4, Double Glazing.» 66 3.75, Landscaping. p 66 3.76. Insulation, p 66 3.7.7 Lighting design.» 66 3.7.8, Fue types with stable prices.p 67 3.79, Heat reclaim and reverse-yele air-conditioning p 67 3.7.10, Natural ventilation to reduce requirement for air-conditioning, p 67 b 3.7.11, Oftpeak electric storage. p 67 3.7.12. Energy conservation tips. p 67 38, Building Services.» 68 3.8.1, Water supply reticulation. p 68 3.8.2, Sewerage systems. p 68 ‘38.3. Electrical light and power.» 69 3.84. Communications. p 69 38.5. Fire Safety.p 70 3.9. Security ~ Buildings, Personnel and Property. 72 Guide, Sobol Planing Design and Consrcton page #1 3. Principles of Good School Building Design ‘The master planning team wil set the broad parameters forthe design of the school building. The professional consultants, sich as architects and engineers, will develop the design in terms of the brief, the environment, legislation and codes ‘Although the planning team will not be involved inthe detailed ‘ofthe buildings, they must be able to panicipateineligenuy following design activities: + supply the necessary information to the designers * understand the responses of the design team * evaluate the design presented in the light ofthe brief. The aspects of schoo! building design covered in this chapter are: + fundamentals of good design (3.1) + designing to accommodate change (3.2) + issues affecting building arrangement (3) + building arrangement variations @.4) + recycled buildings (3.5) + energy considerations @.7) + building services (3.8) + Security, buildings, personnel nd property (3.9) —— Achieve significant savings by focusing on real needs 3.1, Fundamentals of good design ‘A common plea is that excellence equates to higherthan-necessary costs. The itony i often the reverse ~ the "it-will-do" philosophy BEST COPY AVAILABLr aide, Schl Planing Design and Consovcton page 2 olen leads to greater costs through wastefulness of building area, rooms, and the use of materials which are not quite suitable, Siniiant savings can be achieve if careful thought is gven to planning at the very early sages, focusing on real needs rather than desc dreams lone. Major acoso be adres ar as + Thencods ofthe users @.1.1) +The significance of educaonal decision making (33.2) + Spice standards that reflect edvctional requirements 3.1.3) + Atuieing designed to last @.1.4) Incorporating exbility without sacrificing appropriateness 613) +The balding asa heathy and safe environment 3.1.6) 3.4L. The needs of the users expressed in design brief Itis important wo prepare a sulficienly precise design brief. The brief is crucial, as it guides the designer regarding space and equipment equitements and their relative priorities. Ifthe design brief isnot accurate the outcome will not satisfy the users, ‘A building exist primarily to achieve an objective. A school building isnot an end in itself but a means towards the fulfilment ofthe needs ofthe users and decision makers. Hence, a brief should include all egtimate points of view early inthe design proces. Consequenly, the users and their needs and aspirations must be Identified. The users are: + sudems + teachers + patents + members ofthe community + other schools. A clear statement of agreed pririties formulated atthe beginning ‘of the project will minimise further compromises later. Possible conflicts in priorities may include: teachers want classrooms - parents want a multi-purpose hall + studems want playing felds- staff want a brary + administrators want classrooms » staff want staff rooms ‘These are all fundamental quirements of a school, but the order of _iorty tas a definite relationship tits viability and excellence Classrooms, for example, pertain to short-term financial viability, libraries pertain more to educational excellence, Educational excellence pertains tothe long-term viability ofthe school. 3.1.2, The role of educational decision makers | ‘The design must reflect legitimate local educational decision-making and thinking as well as take into account ite, Schoo Plaring Design and Comicon page 8 ‘economic, politcal and social factors, There are tree basic decision-making groups concerned with educational building: 1 policy makers at all levels and administrators, both internal land external tthe schoo, ‘+ educational and building professionals and speciliss + staf and users (sudents and parent) Each ofthese groups contributes in different ways tothe development of the brief, and each must be succesfully integrated ino the briefing process. ‘The politicians and government administrators have an impact on ‘educational building by meane of capital funding. Their decsions ‘nd policies need tobe taken into account in preparing and developing the brief, Likewise the policy makers on the School ‘Council and School administrators, ‘Education and building professionals and specialiss contribute their research on improving environments for education. Those responsible for preparing the brif should enswe tht the latest {information is being uted. Appendix 9.7 lists relevant documents ‘The OECD documents dealing with the ies of Learning Environment and Technology in Austraka (LETA) ar of particular relevance."* While curent research js important, the staff and other users! (students, parents and communis) perception of excellence in ‘education must also be considered. There i litle point in following the latest international trend ifthe local staff and community are ‘mare strongly committe 'o another approach. The perceptions and Inentions ofthe users will greatly affect whether the implemented sign wl in fact, "Work" 3.1.3. Space standards must reflect educational requizements Broad space standards (for example, expressed asa number of square meres per pupil) ae the most convenient way of ensuring ‘hat educational requirements are met. They must be applied, ‘however with due consideration to local conditions and ‘equirements, ‘Space standards give a rational bass forthe allocation of resources and provide a common vocabulary for briefing, design and planning. They need not be expressed in great detail, but can be ‘included as recommendations, allowing for flexibility in their application. ‘The Commonwealth Government has established eligibility standards fr capital grants, referred to asthe “area standard” ot ‘more commonly the "plobals". They represent maximum measure, ‘At the time of writing the standards were a follows: Now Tecolg andi inp on Edvatinal Baling ~Orgntaton Economie Cooperation and Doopment Confrence Adelaide 194 2 padi the Plaete Lar Susan Suing OECD PEB 14 ahr BEST COPY AVAILABLE GLOBAL “AREA AZOCATION eres Frmaryechal wx £3 = Gy Eee ter om «tom Wal ores Gr Hoo | = 288 een ei set ms Guide, Scho! Poning Deven and Consracion page 4 sasvpupil Primary schools 63 Secondary schools 975 Boarding schools 24.00 ‘This area is exctusve of walls. External covered walkways and areas having a rigid and waterproof cover that are enclosed on up 10 thre sides ae included but atone third of the rota area. [NSW has ap Joterest Subsidy scheme that also applies global standards fr eligibility, whichis discussed in further detail in Appendix 9.9. 1m 1980, the Commonwealth Schools Commission published a seties of booklets on schoo! planning, among them "Planning, School Building Projects” Incorporated here are some area guideiines for cost study purposes ‘They are provided here as a rough guide. Current educational thinking may require a modification ofthe relative sizes of these functional spaces. Indeed NSW, with the event changes in ‘curticulum, no longer haga subjct called "Home Economics". PRIMARY SCHOOLS ‘Area per pupil - sq m Library Resource area 04 os General Learning area 26 3S Physical Education 035 oss ‘Administration os 07 Pupil Amenities 025 07 ‘TravelEngineering 06 12 SECONDARY SCHOOLS Library Resource area 06 07 General Leaming area was Physical Education 07 08 ‘Administration 07 10 Student Amenities 04s 10 ‘TravelVEngincering 1320 Science 06s os An 025 oss Industrial An 06 07s Ty - = utd, Scho Planning Design and Coniston pg 5 Home Economics* 035 oss Masi ois 028 Tiered Lecture Theare 0.71.0 ‘These are now described as Technology and Applied Studies or abbreviated to TAS. ‘ 3.1.4, ‘The bullding must be built to last "Durability" and “Flexbiliy* are not yerms in confit. Durability in this context refers tothe external elements such as wall, roofs and flor structure, while flexibility efers tothe internal configuration of dividing walls and partitions, Flexbility ‘nconporats the capacity ofthe internal arrangements of the building to adapc to change. Factors promoting duabity are: ‘+ well-constructed foundations which limit damage due to cracking of walls + enduring materials which resist decay due to rotting (i the case of natural materials such as timber and canvas fretting of ‘masonzy due to water penetration and freezing in cold climates) ‘protection from ultraviolet sadadon by means of wide eaves or ‘un shades protection from excessive moisture by eaves + quality external surface finishes where required, Avoid applying a finish that is less rable than the matrial to ‘hich i is being applied unless a decorative finish is necessary. Rather, chose a base material having accepable SOTA Besides rawr colour. * quality window and door construction designed to resist DURABLE EXTERNAL ‘weather penetration, wind damage heavy and careless we and WALLS = ROOFS wilful damage and abuse Building designed for flexibility without sacrificing appropriateness ‘A school mast be able to cope with shor-term changes in group sizes, teaching and learning methods, and educational asiviis. I should also be able to cope with unforeseen changes required for instruction, new technology or evolving demand, School buildings should be flexible 2s well as funcional, However, fexbility should not overshadow appropriateness. Spaces should be well-fefined and suited tothe mended use, ‘A flexible building wil! permit variations in its wse without requiring significant modification to extemal walls. Internal walls ‘ill beable to be removed andior relocated without affecting the BEST COPY AVAILABLE exmny SCIENCE LABORATORY STUDENT TOULETS evaLwore \woooware aTICRAET TRAVEL STARE FACLITIES so MNNSTRETION ARWE UID ICO hide, Scho! Poming Dei and Contention page te structure the rof or external walls, and services such as the power and water distribution systems. ‘Some examples of where flexibility can be useful: + General Purpose Learning Areas (GPL) used intially as ‘Special Purpose Learning Areas (SPLA) for Science and Art, ‘uli more permanent facilities ae available + GPLA used initially as tibrary or for administration, Equipment canbe installed and moved when new facilities are available. + Scionoe room shared with Art ~ both require benches, water and drainage facilites. When the school requires science room full time, an Art room can then be provided. + Open covered area used intially as assembly/mult-puspose bal 3.1.6. The building as a healthy and safe environment ‘The building must offer a heathy and safe environment which supports and enhances the teaching and learning environment. ‘The lates findings onthe influences of the indoor environment on users should be incorporated in all new and refurbished schoot buildings. 3.2, Designing to accommodate change Schools must beable to accommodate changing needs, such asin ‘curriculum, enfolment patterns, community and commercial uses. ‘Therefore, te schoo! building shouldbe flexible in layout and structure to allow for these changes. 3.2.1, Changes in curriculum ‘Schoots need tobe flexible in layout and structure to accommodate significant changes in curriculum resulting from changing {government requirements, developments in educational practice and new technology. Some examples of changes: + diminishing demand for language laboratories greater demand for technology subjects + changes in teaching of technology smaller classrooms for seminar activities * increased number of subjects being offered + changes in way subjects being offered such as links with "TAFE, use of correspondence or Open Learning facilites BEST COPY AVATLABLE hide, Scho! Plumning Design and Consrvcton page J? 3.2.2. Changes in enrolment patterns ‘Changes in enrolment, such as an increase in demand for secondary spaces and reduced demand for primary, are not easily catered for "unless changes in room sizes, and accessibility o special services and rooms have been allowed for in the intial design. Where such ‘changes can be anticipated, they should be included in the planning process. {space is provided forthe maximum ensolment, there may be significant periods of excess capacity. Therefore, itis in the school's best interest o plan for a combination of flexibility and posible future growth Examples of ways changes in needs can be accommodated: + dual use of rooms, eg. brary in GLA + plan some of the facilities tobe on the periphery ofthe school site in buildings designed as welings but adapted for schoo! use temporarily. See Aberfoyle Park High School in Adelaide 934), + a relocatable classroom attached tothe permanent facility. Design the building so that the link space becomes a useable space in the long term when the relocatable room has been removed, Refer Chapter 4 in which a school in Woori Yallock, designed by Clarke, Hoping and Clarke, i illustrated + use classrooms for administration or evening classes Many creative ideas have been developed that allow for flexibility ‘in shoal buildings. See sections 3.4 and 3.5 for examples. 3.23. Uses other than for education School buildings are very expensive facilities that are often under-ailised. Increasingly schools ae beginning o open their facilites to community use, usually on a commercial basi. For example an increasing numberof schools are running adult education classes in the evenings. ‘School facilites that can also be used by the community include + gymnasium + rmuli-porpose hall + bitches ~ food science areas * technology rooms * + computer rooms ‘When designing the school, allowance shouldbe made for these spaces tobe used after hours. Consideration needs tobe given to: access, parking arrangements, security on a separate circuit, capacity to lock-of areas from public access afer hour us, external lighting, access to telephones and tolls Part or alfof the school may be planned for an eventual conversion, tea tertiary facility or other use, A number of schools in Adelaide are planned in buildings designed eventually to revert to houses, * ‘EB Exchange October 1992 (OECD Pbleatin) BEST COPY AVAILABLy (uid Scho! Plain Design and Contrvoton page 18 TYPICAL WORKSHEET FOR FORECASTING ROOM REQUIREMENTS. 3 =) So} a as S0| 2m 50) 2 25 50} col 2 10 60) > w ol > a 50 wf 2 a 2» aol 2» a sol 1 1 30] 2 30 60] 2 m0 of 30} 1 3 30] 1 30 30) 2 w ool 30] 1 30 30] 1 30 30, 1 0 30) 30| 1 30] 1 m0 30 1 w 20 2 on ol 1 2 32] 1 30 64) 2m 6a} 2 2 6a 1 mo 304 aa| 2 mea] ao 6s] 2 6a] Sil tear sata 2, 1» 2] 1 wal 1 30 250 10 eof 10) = ai_9 am] 9 aes, 9268 ‘527 568 Cry 608 Anticipated Room Requirements in 1996 From the above tabulated forecast figures of enrolment the following calculations can be made, The formulae are similar to those used in assessing room requirements by Block Grant ‘Authorities, Primary 12 classrooms (1 per class) Secondary x14 = DT ays (The formula anticipates about 70% usage ~ 14 approximates the inverse of 0.2) Of these GPLA (9 x0.7) 7 SPLA (Special purpose rooms) 6 7 BEST COPY AVAILABLE uit Scho! PlansngDenign and Cosorcion-page 3.3. Issues affecting building arrangement ‘The school stricture, the terain, the climate, security and consideration forthe disabled wil affect the building arrangement. ‘This section will cover various building arrangements to accommodate these factors 3.3.1. The school structure “There are various ways a school can be organised or structured and the school should have made a decision concerning this a the outset of planning. Some ofthe alternatives ae: ‘Age or grade groupings Infants, Primary, Secondary “Thisis the traditional grouping Santor, Middte, Senior ‘Thisin an emerging pattern where the changes from primary fo secondary are made less dramatic for children. Whereas in primary the children spend most of their time with one teacher and in secondary with a variety of teachers, in "Middle Schoof” there isa compromise. In planning for such a structure the following issues need tobe addressed: * acess 1 special learning areas lik science classroom size (or an increase or decrease in the number of students per class, as younger children need more space than secondary students) arrangement of staff rooms ‘accommodation 1 separate very young children from ‘older children Family groupings “This form of school arrangement, though not common involves lasses of mixed grades, where studens in each class may range from Kinder to Year 6. Such will be more relevant ina small school, but may be deliberately chosen fr educational reasons. The planning, implications are minimal, more related to furniture sizes. Subject diversity ‘This is more relevant in secondary than in primary school. Where, apart from basic or core curriculum a group of students pursue @ particular course of stay, for example Humanities, Sciences, Languages, Human Society, Physical Education. Where this, ‘concept applies classrooms may be established in such an arrangement to suit the particular course or range of courses. The Deets include reducing time for travel between classes and ‘movement of resources for teaching. Displays relevant the course are more accessible and related. CENTRALISED | STAFF Red se, enwcancies TIAFF ROOMS ee ‘Staffing arrangement ‘School design will be influenced considerably by the educational ‘afl Thus, i i important to have the senior educational staff involved inthe planning team atthe earliest possible tage, There are various ways a schoo! staff may be accommodated + Centralised Al staff accommodated togeter in one staff room or adjacent rooms for sai studies, commen soom and amenities Advantages: Cammunication, staff morale. efficiency in space allocation Disadvantages: Remoteness from some class areas, rave distance for saff 0 clases, subject preparation in specialised areas “supervision in breaks + Dispersed. ‘Staff diepersed around the campus in small studies close to class ‘Advantages: Time saved in geting 0 classes and carrying teaching ‘ids, close proximity to students for maintaining discipline Disadvantages: Decrease in communication among staff + Grouped according to Subject Staff located together according to subject emphasis, Advantages: Time saved in geting to classes and carrying teaching ‘ids provided classrooms are similarly grouped. proximity 1 staf {for sharing concerns ard problems Disadvantages: Decrease in communication among staff members across subjects. ‘Timetabling - expanding the day, reducing space needs ‘Because of increasing constraints or capital resources, some schools are seoking ways to stretch limited funds, Two strategies are described below: ‘operate, in effect, two schools on the same site, with one group of students attending a morning session and the second group attending an aflemocn session, with some overlap. Having two overlapping timetables has significant planning implication. Staff rooms will hve 1 provide for increased staf storage as ‘well as desk space. The cost will be offset considerably by ‘much more efficient use of class facilities, particularly specialised ones such as science and technology where the setup and equipment costis high. Another advantage of the split timetable is that students are given wider options * operate two schools on adjacent sites, sharing facilities. Trinity allege. Gawler SA operates to schools in this fashion. Senior secondary facilities ae, to some extent, shared by both Schools thus maximising the use ofthe specialist facilites. Each school has a timetable of sx $0 minute periods, one school's program commencing earlier than the other. There is uid, Schl Planing Design and Consus page 51 an “alignment” of most periods allowing provision and sharing of facilities by beth schools. + Rotating timetable. A theoretical study outlined in “Time for ‘Change"', demonstrates that by extending the senool day an ‘hour for every three clases, space needs wll be reduced to two rooms Planning considerations are minimal, excep that the ‘nurnber of rooms required can be reduced significantly. Minor issues have tobe addressed, such assigns atthe gate to indicate timetable “day”. The rotating timetable is illustrated Inthe sample day program shown here (Other ways of maximising the use of schoo! spaces: + evening, weekend or holiday use + double-shit work ‘+ mutictrack year round - several "schools" in effect operation ‘on the one site each operating for diferent periods of the year no holidays for the school building 3.3.2, The terrain “The degree of slope, undulation, aspect of slope, relation to prevailing winds ~ all have planning implications forthe arrangement ofthe building. cis wise for Master Planning Teams to lave the advice of specialist building designers atthe time of choosing a site if possible, Not all the planning implications of the terrain are obvious. Section 2 ofthis Guide Document deals specifically wth site considerations. This setion deals more with planning issues, All Saints Madgeresba Ql isan example ofthe use of comparatively stall segment ofthe total pare! of land, the only portion suitable for building being used very creatively. Refer also to Section 3.46. AA steeply sloping site Some ofthe benefits ofa sloping ste for buildings are greater exposure to prevailing cooling breezes, fo winter sun and to views in scenic areas. A sioping sie allows ineresting and useful spaces tobe created between buildings, for example amphitheatre, Some aspects requiing careful attention are * surface drainage in areas for padestian uraffic near the bottom of hills + access to sewerage from buildings equiting sewerage drainage + reasonable slope on access pathways max 18 (1:10 for wheelchairs) © Timeforchange-Conchsons ofa renin Onraoupoe, Grace Acc consses Beesce 3 ope

    Das könnte Ihnen auch gefallen