ERIC ED452679: Science Accommodation in Secondary Schools: A Design Guide. Building Bulletin 80 (Revised 1999).

67 Pages·1999·1.6 MB·English

by  ERIC

DOCUMENT RESUME
EF 005 901
ED 452 679
Holt, Diane; Watson, Lucy; Wadsworth, Alison
AUTHOR
Science Accommodation in Secondary Schools: A Design Guide.
TITLE
Building Bulletin 80 (Revised 1999).
Department for Education and Employment, London (England).
INSTITUTION
Architects and Building Branch.
ISBN-0-11-271039-5
ISBN
1999-00-00
PUB DATE
66p.; Produced with assistance from Richard Daniels, Alan
NOTE
Jones, Geoff Wonnacott, and Cliff Gould.
Stationery Office Publications Centre, P.O. Box 29, Norwich
AVAILABLE FROM
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Guides - Non-Classroom (055)
PUB TYPE
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EDRS PRICE
*Educational Facilities Design; Guidelines; Public Schools;
DESCRIPTORS
School Construction; *Science Facilities; *Secondary
Education; *Space Utilization
ABSTRACT
This document offers guidance in the accommodation needs for
teaching the sciences in secondary education, either through new construction
or the adaptation of existing buildings. Section 1 outlines the range of
spaces usually required and examines planning options in new and adapted
departments. Section 2 describes the planning of an individual laboratory,
covering services distribution, servicing systems, and room layouts. A number
of furnished plans are illustrated. Section 3 provid..-2s guidance on the
teaching and non-teaching spaces supporting the laboratories. Section 4
covers items used.in the laboratory and preparation room. Section 5 gives
general guidance on services in the science department. Information on
appropriate flooring is also included. Section 6 describes adaptation studies
in three existing schools, based on the guidance in other sections. Section 7
provides general building cost guidance as well as more detailed information
on the cost of servicing systems and fume cupboards. A cost analysis of two
adaptation studies are included. Appendices contain a checklist, 42-item
bibliography, and glossary of terms.
(GR)
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originating it.
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Minor changes have been
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Points of view or opinions
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document do not necessarily
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2
kateCtS
BuleAng Branch
Ci2WCIR2110
Ga?
cad
Education
Employment
BUILDING BULLETIN 80 (Revised 1999)
Science Accommodation
in Secondary Schools
A Design Guide
Architects and Building Branch
Department for Education and Employment
London: The Stationery Office
Acknowledgements
This publication has been prepared by the
following team in the Architects and Building
Branch of the Department for Education and
Employment.
Principal Architect: Diane Holt
Principal Architect: Lucy Watson
Senior Designer: Alison Wadsworth
with assistance from:
Senior Engineer: Richard Daniels
Principal Quantity Surveyor: Alan Jones
Principal Quantity Surveyor: Geoff Wonnacott
Her Majesty's Inspectors at Ofsted were also
closely involved, led by Cliff Gould.
The Department would like to thank the
authorities and school staff who were so
helpful on the many school visits that were
made and the advisers and furniture
manufacturers who contributed information
and comment.
Crown Copyright 1999. Published with
permission of the DfEE on behalf of the
Controller of Her Majesty's Stationery Office
Applications for reproduction should be
made in writing to:
The Copyright Unit,
Her Majesty's Stationery Office,
St Clements House,
2-16 Colegate,
Norwich NR3 1BQ
ISBN 0 11 271039 5
4
Contents
Introduction
1
Section 1:
2
Planning the Suite.
Section 2:
10
The Laboratory
Section 3:
24
Support Spaces
Section 4:
30
Furniture and Equipment
Section 5:
36
The Environment/Health and Safety
Section 6:
38
Adaptations: Three Furnished Case Studies
Section 7:
46
Cost Guidance
Appendix 1:
54
Checklist
Appendix 2:
57
Glossary
Bibliography
58
Key to Symbols
Inside back cover
Introduction
general guidance is equally applicable to
This publication offers guidance to those
older pupils and sixth form requirements
concerned with the provision of science
are touched on in some of the examples.
accommodation, either through new
construction or the adaptation of existing
There are no specific middle school plans
buildings. It is aimed at teachers,
illustrated although part of the KS3
governors, local education authority
curriculum will be taught in these schools.
advisers, building professionals and others
However, many of the planning principles
who may be involved in the briefing and
described in Section 1 and the detailed
design process.
information on servicing and furniture
systems in other sections will apply.
Science is a core National Curriculum
subject at all key stages (KS). Post-16
The information in this publication
courses are widely taught in schools. The
begins with a broad outline of
science curriculum requires practical work
accommodation requirements, followed
at all levels. Most lessons contain a
by more detailed guidance; a summary of
mixture of activities, which may include
the content is given here.
teaching exposition and questioning,
Section 1: Planning the Suite outlines
practical work by pupils, teacher
the range of spaces usually required and
demonstrations, reading text books,
looks at planning options in new and
writing notes, using computers, and
adapted departments.
evaluating practical work.
Section 2: The Laboratory describes in
Science is normally taught in serviced
detail the planning of an individual
laboratories, although some lessons may
laboratory, covering services distribution,
not require access to services, especially
servicing systems and room layouts. A
those for sixth form pupils. Nevertheless,
number of furnished plans are illustrated.
access to serviced laboratories is needed
Section 3: Support spaces provides
for the majority of lessons for KS3 and
guidance on the teaching and non-
KS4.
teaching spaces supporting the
The amount of curriculum time spent and
laboratories.
the way in which the subject is delivered
Section 4: Furniture and Equipment
varies from school to school. The
covers items used in the laboratory and
guidance in this publication is not,
preparation room. The information
therefore, prescriptive. It illustrates a
complements that given in Section 2 on
variety of different approaches and it will
servicing systems.
assist schools in assessing how best their
science accommodation can serve current
Section 5: The Environment/Health
and future curriculum needs in a flexible
and Safety gives general guidance on
and adaptable way.
services in the science department.
Information on appropriate flooring is
The accommodation needs of any
also included.
individual subject should be considered in
the context of the curriculum as a whole.
Section 6: Furnished Case Studies
It is recommended that this be done in
describes adaptation studies in three
partnership with either local education
existing schools, based on the guidance
authority or other specialist advisers and
in other sections.
building professionals. It is important to
Section 7: Cost Guidance provides
set planning targets to suit available
general building cost guidance as well as
resources and to look for value for money
more detailed information on the cost of
in all solutions.
servicing systems and fume cupboards. A
The publication is chiefly concerned with
cost analysis of two adaptation studies are
provision for 11 to 16 year olds in
included.
secondary schools and does not include
Appendices include a Check List,
detailed information on sixth form
Bibliography and Glossary of terms.
accommodation. However, much of the
Section 1. Planning the Suite
1.6 Figure 1/1 shows, for a range of
This section outlines the main points to be considered
school sizes, the number of spaces that are
when planning a suite of science spaces. Most schools
generated by two curriculum models
will not be able to build a totally new science block, some
reflecting a typical range of 11 to 16
schools may be adding one or two new spaces and
schools. The number of teaching periods
others will be adapting their existing accommodation.
available will depend on the availability
The information provided here may form a useful guide
and deployment of science teachers.
Decisions on this and on the proportion
when planning new or adapted spaces.
of pupils' time to be spent on science, will
determine the average size of the teaching
1.1 The range of teaching and non-
groups.
teaching spaces is listed and a series of
generic plan types indicate the key
1.7 Group sizes and the amount of
relationships between them. Three
curriculum time spent on science will vary
examples of adaptations illustrate typical
from school to school. Where the average
situations in existing science suites.
group size is relatively small (e.g. KS3
groups of 25 and KS4 groups of 20), the
1.2 This publication is mainly concerned
number of lessons will increase and thus
with 11 to 16 schools with non specialist
the number of laboratories, although
laboratories teaching a combined,
these will be correspondingly smaller.
coordinated or integrated science course.
Curriculum time may range from 10-15%
However, two of the adaptations are for
at KS3' (the current average is 12.5%). At
11 to 18 schools.
KS4 curriculum time may range from
1.3 All the illustrations show individual
10-30% with a current average of 20%.2 In
laboratories in enclosed rooms. This is the
an 11 to 18 school, account must be
most typical pattern in existing schools
taken of any A-level or vocational courses
although there will be alternative
that are offered.
arrangements, for example a science suite
1.8 Figure 1/1 shows the average
which includes one or more large double
frequency of use of the spaces, that is its
laboratories with an associated small
timetabled use compared to its
lecture room, where two teachers 'team
availability. Schools will probably find it
teach' a group of up to about forty pupils.
difficult to achieve a frequency of use
This can be a successful combination for
higher than 85%/90% for Science because
part of a suite of spaces.
of the complexities of timetabling.
The Suite of Spaces
Size of Laboratory
1.4 The range of spaces required for
1.9 The size of a laboratory will depend
teaching science will include laboratories,
on the maximum expected group size
supplementary teaching spaces and non-
rather than the calculated average.
teaching support spaces. The following
Notes
Figure 1/2 shows suggested area ranges
1 The final report by Sir Ron
may be used as a general guide when
according to group size.' For a group of
Dearing. The National
assessing the requirements of a particular
Curriculum and its
30 KS3/4 pupils, a range of 79-91m2 is
school.
Assessment' recommended
given (Zone D). Laboratories from
90 hours per year for KS3 as
Zone C may be possible but will limit the
a minimum. This is equivalent
activities and choice of furniture used.
Number of Laboratories
to 10% in most schools.
2 10% for single science, 30%
The range of activities being undertaken,
for separate sciences and
1.5 Whether a new science block is being
the level of storage kept in the laboratory
20% for double science (taken
considered or existing accommodation
and the type of furniture system used can
by the majority of pupils).
adapted, the school's current and planned
all affect area requirements. Section 2
3The graph is based on the
formulae shown alongside,
curricular, timetabling and staffing
provides further information on the size
where G (or g) = group size. it
arrangements will need to be analysed in
and shape of the laboratory and illustrates
is extracted from Area
order to assess the number of laboratories
a number of spaces of 85m2 for a
Guidelines for Schools (BB82),
that are required.
maximum group size of 30 pupils.
DfEE 1996.
Section 1. Planning the Suite
Figure 1/1
Model 1
F/use
No. spaces
Rounded
Total
TP
School
KS4
Numbers of Spaces for a
calculated
numbers
%
TP
size
15.2% pupil time
Typical Range of Schools
spent on science
600
36
KS3
4
3.44
50 86
86%
KS4
Total PPW: 25
750
45
KS3
Science PPW
5/6
4.6 92/76%
70
115
KS4
KS3: 3(12%)
900
54
KS3
KS4: 5(20%)
6
5.36
89%
80
134
KS4
1050
63
KS3
6.12
7
87%
90
153
KS4
1200
KS3
72
8
6.88
86%
172
100
KS4
Notes
Where possible group sizes
4
at KS3 are no bigger than 30
Model 2
600
72
KS3
and at KS4 no bigger than 24.
17% pupil time
5 Where rounding up to the
5
80 3.8
152
76%
KS4
spent on
nearest whole number will
750
90
KS3
science
result in a frequency of use
5.05
6
112 202
84%
KS4
greater than 90%, the next
Total PPW: 40
highest number of rooms is
900
108
KS3
given. The practicalities of a
Science PPW
7
236
128
84%
5.9
KS4
frequency of use greater than
KS3: 6(15%)
1050
126
KS3
85/90% will need careful
8
thought however. KS4 group
6.75
270
144
84%
KS4
KS4: 8(20%)
sizes sightly higher than 24
1200
144
KS3
could achieve a lower
9
304 7.6
84%
160
KS4
frequency of use.
A greenhouse and/or an animal
If all the laboratories in a suite are
1.10
room. These spaces may be used for
the same size, there should be no
teaching or they may be used only by a
restrictions on timetabling them. Schools
technician. Animal rooms are rarely seen
will generally be able to timetable their
in schools these days but are sometimes
spaces most flexibly if all the laboratories
Figure 1/2
used for insects such as locusts.
can accommodate the likely maximum
Area Guidelines
group size, if necessary. However, in some
situations, for example where a school has a
Area of Space (m2)
large sixth form, it may be appropriate to
100
provide some smaller specialist laboratories.
Two examples of this are illustrated in the
37+1.8G
case studies.
90
80
Supplementary Teaching Spaces
34+1.5G
C
Certain supplementary teaching areas
1.11
70
16+1.8G
can be valuable additions to the suite where
space allows (see Section 3). The following
60
examples may be found.
A small resource area. This space can
provide a focus to the department, with
50
displays of pupils' work and new
scientific developments. A small network
40
of computers can be a valuable resource,
especially if there is good access from
laboratories.
A small science project room may be
KS3/4
30 (G)
25
20
15
desirable in schools with sixth forms
post 16
10
20 (g)
15
where older pupils can set up long term
Group Size: Number of Pupils
experiments.
Section 1. Planning the Suite
Non Teaching Support spaces
Planning Principles
1.12 Preparation and storage areas are
Figures 1/3 to 1/6 show four plan
1.15
needed to support the teaching spaces. A
types: linear, grouped around a preparation
total area of 0.4
0.5m2 per workplace (a
room, grouped around a courtyard, and
figure based on an analysis of a number of
linear on two floors. These reflect typical
existing schools) can be used as a guide.
organisational patterns, each one
Where the laboratories are dispersed or
conforming to the following principles
on two floors this figure may need to be
which aim to provide an efficient and
increased to allow for some duplication of
integrated suite of spaces.
resources.
Laboratories are grouped together.
1.13 A shared staff base can be useful
This enables common resources to be
for meetings and preparation work and
shared, and gives easier access to
the secure storage of paperwork such as
ancillary spaces.
pupils' records.
There is only one preparation area for
each floor of laboratories. This
Circulation
provides a more economical use of
space, equipment and technicians' time.
1.14
Principal circulation routes should
If a preparation room is centrally
allow for the adequate movement of
positioned, travel distances to the
equipment, trolleys and pupils. Access by
laboratory are minimised.
those in wheelchairs will also need to be
Figure 1/3
Ancillary teaching spaces are located
considered.
Linear Plan
for ease of access. The animal room is
alongside the preparation room for
Green
convenient technician use and the
house
resource area is located so that it
Preparation
Animal
provides a focus to the department and
Possible
Lab
Class
Lab
Class
and storage
MOM
shared
can be easily accessed by the whole
area
Display/resource
suite.
Main approach
"Eto
departments*
science suite
departments
lepearrtments
The key features of the four generic plan
Display
Possible
types are outlined below.
Lab
) Class
Class
Lab
Lab
shared
Staff base
area
and
secure
store
Linear Plan (Figure 1/3)
This plan suits the smaller school
1.16
with up to six laboratories where they are
close enough together to feel like a suite
Figure 1/4
and technicians can reach the rooms
Central Preparation Room
easily. For a school with more than seven
laboratories the distance between the
preparation room and some of the
Animal
Lab
Lab
MOM
laboratories becomes inconvenient and
the suite may be too dispersed.
Lab
Lab
1.17 The advantage of this plan type is
that it can facilitate links with adjoining
Preparation
4__ Main approach Other
and storage
departments. Teaching spaces and
to science sui e
departments
Lab
resources may be shared; for example, a
PECT space (see Glossary) could be used
Lab
Staff
base
for both science and design and
Lab Lab
and
technology. Staff and display areas can
secure
store
Green
also be shared.
house
q
Section 1. Planning the Suite
Central Preparation room
(Figure 1/4)
Green
house
This plan is most suitable for
Animal
1.18
Other
Lab
MOM
Preparation
departments
schools with more than seven
and storage
Lab
laboratories. It is convenient for the
technicians because the preparation room
.4_ Main approach
Display/resource
is central to the suite, but there is no view
to science suite
out and in a two storey building there Lab
Staff
Lab
base
may be no daylight.
Courtyard
and
secure
1.19 The disposition of the plan makes
store
the suite easy to define but it may be less
Lab
easy to establish links with other
Lab
departments or to expand in the future.
Lab Lab
Lab
1.20 The central resource area can be
supervised easily from the preparation
room, and the display can form part of
Figure 1/5
the resource area.
Central Courtyard
Central Courtyard (Figure 1/5)
Figure 1/6
Linear On Two Floors
This plan is less compact than the
1.21
previous one with greater distances from
preparation room to laboratory. The
Staff
technicians enjoy a view of the outside
base
Possible
Preparation
and
Lab
Lab
shared
and the enclosed and secure courtyard
and storage
secure
area
store
can be used for some practical activities,
Display/resource
Hoist
becoming an integral part of the suite of
Other
departments
clepearrtments
teaching spaces.
Possible
1.22 A variation of this plan is to have
Class
Lab
Lab
shared
area
an atrium in place of a courtyard. This
can provide a central teaching space,
possibly available for use by other
Ground Floor
Green
Main approach
departments and could be considered for
house
to science suite
a central IT resource.
Linear On Two Floors (Figure 1/6)
Staff
Preparation
base
Possible
and
Lab Lab
and storage
shared
Extending the suite on to two
1.23
secure
area
store
floors may be the best solution in some
Display/resource
Hoist
buildings, and it does share some of the
p:rtments
departments
th
4i?lehr
advantages of the linear plan (ease of
Stairs
inter-departmental links and ease of
Animal
Class
Lab
Lab
Lab
room
extension). In a large school it may also
help to break down the scale of the suite.
1.24 The main disadvantage of this plan
First Floor
is that preparation and storage facilities
are divided between the floors and a hoist
may be required. Any lift provided for
1.25 A small resource bay has been
disabled access may also be used for
shown on each floor so that pupils do not
transporting heavy pieces of equipment
have to leave their floor to use the
such as gas cylinders or computers.
available resources.
10