BUILDING SCHOOLS FOR THE FUTURE
as they are too prescriptive and find Figure 1 courtesy of DEGW
difficulty in supporting the idiosyncrasies
that make each school unique and work.
Therefore the move should be towards a
more attitudinal approach to sustainable
build and use, a philosophy and school of
thought that uses the multitude of tools
that exist to consider the schools as a
complex, shifting set of stakeholders in an
interdependent and organic system
intrinsically linked to varying degrees to
aspects beyond the school gates. This
requires a more holistic approach and
understanding to sustainability then is
often offered.
WHAT MIGHT MAKE A
SUSTAINABLE SCHOOL?
A more holistic framework looks at
sustainability and school design in terms
of the way in which the school can impact
on the various levels and areas as
understood by sustainable development
thinking: local, national, global,
economic, environmental and social. We
also take into account pedagogic factors for a school and its individual and cost at the expense of other areas
influences which include aspects such as context. may be an incredibly eco-friendly school
community integration and the role The key is balance: we can never that is not fit for learning, and is bland,
inspiration can have on learning etc and choose every option we may wish for mundane and uninspiring and so cannot
so we are looking at the use and the without impacting on another and so we be considered sustainable.
mechanics of the building. This have to make some important and difficult Lastly if we accept that revolution is
combination would provide us with a very decisions. In principle we should try to not new and is bound to happen sooner
people and process focused approach to maximise each aspect without negatively than later (as I write we are working on
sustainable design where not only is the impacting on the function of another spaces to support Cookery in schools, this
structure and interventions sustainable aspect. These aspects are mutually was taken out of the curriculum a few
focussed, but also the design supports supportive at various levels and so the years ago and in turn schools have not
sustainable use of the building understanding is that they all contribute to been designed to support this and now it
A suggestion of the areas that a sustainable school and the best long- is being reintroduced and so school
contribute to sustainable design as being: term design. design is going to have to take this on
Learning spaces: How adaptable A school that concentrates on one board again!) then we also have to
is the environment to present and aspect to the detriment of others cannot integrate as much adaptability into
future changing pedagogic be considered to be a very sustainable designs as possible whilst also ensuring
trends? school. (See Figure 2). A school that they meet foreseeable and current needs.
Social: How inclusive/receptive is focuses purely on environmental impact www.degw.com
the school environment to the
wider community a school may
serve?
Inspiration: How does the school
environment foster and maintain
interest to users and stakeholders?
Whole life cycle cost: How
financially viable is the running of
the school over its life span?
Environmental: How eco-friendly
is the environment at a local,
national and global level?
The model (see Figure 1) offers a way
to think about the above aspects that
affect sustainability in school design. The
idea is to try and maximise all areas of
the design whilst taking into account each
of the mutually supportive aspects of
sustainability in schools: the most
sustainable design is one that finds a
balance between all the contributing
Figure 2 courtesy of DEGW
SUSTAINABLE FM | MAY 2009
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