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There was also a signifi cant amount of extra guidance on the acoustics aspects (and limitations) of designing ‘open plan’ teaching spaces, including speech intelligibility, a major factor in modern schools. There were detailed guidance for achieving the acoustic standards in refurbished buildings, and new noise limits for non- education activities in schools, and calculation methodologies for reverberation control in sports halls, swimming pools, gyms, and dance studios.


BB93 is ‘mandatory’ meaning that all spaces in any school have to be designed with the “acoustic conditions and the insulation against disturbance by noise appropriate to its intended use.” However, is that too woolly in terms of the overall status of the guidance? Reportedly, many specifi ers only refer to the minimum standards set out in section 1 of the document, and don’t follow all of the guidance.


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Can a fully healthy and effi cient school building be created if BB93 is not followed to the letter, at least where the guidance clear? If that is done, will it be within all of the current cost parameters, or will it require a very diffi cult conversation with education clients?


James Parker, Editor I


FROM THE EDITOR


’d argue that getting acoustics right in schools remains not only one of the most important aspects for both pupils’ learning and teachers’ wellbeing, but one of the most underappreciated. In this supplement devoted to design for education and healthcare facilities (which share a good amount of environmental factors for successful design), Michael Anderson of acoustic ceilings fi rm Zentia describes why the offi cial guidance Building Bulletin 93 needs to be the starting point for designers.


BB93 (updated in 2015) states its objective as “design and construction of school buildings that provide acoustic conditions that enable effective teaching and learning.” The acoustic criteria set out in the guidance relates to noise intrusion from external sources, insulation requirements between rooms, and controlling reverberation times within rooms, as well as additional requirements for pupils with hearing issues.


The 2015 update included the impact of natural ventilation strategies, and guidance on the control of equipment noise in teaching and learning spaces. It also included examples of construction details for sound insulation, new guidance on curtain walling and clarifi cation of acoustics requirements between circulation areas, classrooms and non-teaching rooms.


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