STRUCTURAL ELEMENTS
An education in modular buildings
Andy King of Wernick Buildings gives a lesson in how modular construction can delivering the extra space schools need for the future, without added disruption
premium and a result many schools are looking for a fast, cost-effective solution to their building capacity issues. With the ability to cut both spend and build time in half, modular construction is uniquely placed to solve this problem, with the added benefit of minimal disruption. Modular construction methods essen- tially consist of buildings which are built as separate units, created in a specialist factory and then installed on site to form a complete building. These modules are more than just walls and windows however; modular methods can integrate electrics and plumbing into each component part, ready to be connected up when the building is complete. While the building is being created offsite, groundwork on site can run concurrently, speeding up the build programme.
W
These time savings reduce disruption to schools and can significantly decrease costs. The offsite construction method also lends itself to a stringent quality control process, where buildings are created ‘in line’ with strict tolerances, and waste production is minimised to virtually zero.
Despite the many benefits the method
offers, modular has long suffered from an image problem when it comes to class- rooms. Historic perceptions of box-like demountable classrooms with low quality finishes can obscure the image of what ‘modern day modular’ can achieve. Whether it is colourful rainscreen, curtain walling, barrel or butterfly roofing; modular can now provide the architectural touches previously reserved exclusively for traditional buildings, but in less time and at a reduced cost.
Brampton Manor Academy
These capabilities are most apparent when modular buildings are used to extend or
ADF FEBRUARY 2017 Case study:
ith pupil numbers in UK schools forecasted to increase over the coming years, space is at a
complement existing traditionally built schools. Brampton Manor Academy, an “Outstanding” rated school in London, required a new building that combined the speedy approach of modular with the block-work exterior of a traditional build. As main contractor on the project we not only created a traditional finish with block- work and white render, but provided a standing seam curved roof and an attractive fully glazed covered walkway. The completed classroom block blended seam- lessly in with the traditional looking buildings surrounding it, and provided much needed space for the school. The school’s finance director, Kit Lam, commented; “We are extremely proud of what has been achieved. Most importantly our pupils and staff are delighted with the building and its facilities and love spending time in such a wonderful environment.” Not only did the completed building meet the client’s requirements exactly, the build project took only 19 weeks from conception to completion, with installation taking place through the summer holidays to minimise disruption. This shows the impressive speed with which results visually equal to a traditional building can be achieved using the method, and manufac- turers can work hand-in-hand with architects to modularise complex designs effectively and efficiently.
Case study: Birmingham Institute of Forest Research
When the institute needed a sustainable and stylish building for its FACE (Free-Air Carbon Dioxide Enrichment) experiment, it chose to combine the dynamic designs of Glancy Nicholls Architects with the benefits of offsite methods. The project was insti- gated to measure the effects of increased
atmospheric levels of CO2 had on mature woodlands – so leaving little impact the forest surrounding the research centre was of vital importance.
The building was installed, seemingly
WWW.ARCHITECTSDATAFILE.CO.UK
65
PICTURED ABOVE BIFoR research station, Birmingham
Page 1 |
Page 2 |
Page 3 |
Page 4 |
Page 5 |
Page 6 |
Page 7 |
Page 8 |
Page 9 |
Page 10 |
Page 11 |
Page 12 |
Page 13 |
Page 14 |
Page 15 |
Page 16 |
Page 17 |
Page 18 |
Page 19 |
Page 20 |
Page 21 |
Page 22 |
Page 23 |
Page 24 |
Page 25 |
Page 26 |
Page 27 |
Page 28 |
Page 29 |
Page 30 |
Page 31 |
Page 32 |
Page 33 |
Page 34 |
Page 35 |
Page 36 |
Page 37 |
Page 38 |
Page 39 |
Page 40 |
Page 41 |
Page 42 |
Page 43 |
Page 44 |
Page 45 |
Page 46 |
Page 47 |
Page 48 |
Page 49 |
Page 50 |
Page 51 |
Page 52 |
Page 53 |
Page 54 |
Page 55 |
Page 56 |
Page 57 |
Page 58 |
Page 59 |
Page 60 |
Page 61 |
Page 62 |
Page 63 |
Page 64 |
Page 65 |
Page 66 |
Page 67 |
Page 68 |
Page 69 |
Page 70 |
Page 71 |
Page 72 |
Page 73 |
Page 74 |
Page 75 |
Page 76 |
Page 77 |
Page 78 |
Page 79 |
Page 80 |
Page 81 |
Page 82 |
Page 83 |
Page 84 |
Page 85 |
Page 86 |
Page 87 |
Page 88 |
Page 89 |
Page 90 |
Page 91 |
Page 92 |
Page 93 |
Page 94 |
Page 95 |
Page 96 |
Page 97 |
Page 98 |
Page 99 |
Page 100
