Learning Places and Spaces - bga.qld.edu.au

Learning Places and SpacesExplaining the QIS BGA Lens

DISCLAIMER

Queensland Independent Schools Block Grant Authority (QIS BGA) reserves the right to amend, remove or add to these support materials at any time. When assessing a school’s facility needs, QIS BGA will use the information provided, in line with current program guidelines, whilst giving consideration to the situation and needs of any particular school.

The information contained within is provided by QIS BGA and is for general information purposes only.QIS BGA makes no representations or warranties of any kind, express or implied, about the completeness, accuracy, reliability, suitability or availability, with respect to this material, in relation to the specific situation or needs of a school. Any reliance placed on such information is at the risk of the school’s approved authority and use of the information should be validated by school officers and/or other professionals who are knowledgeable of the school’s specific circumstances.

Image: The Springfield Anglican College – Fulton Trotter Architects Cover image: Northside Christian College – McLellan Bush Architects

QIS BGA ▪ Learning Places and Spaces 11

2 Background2 Principles of Assessment

2 Meeting the Objectives of the Capital Assistance Programs 3 Eligibility Criteria3 Sound Educational Planning 5 Two Phases of Educational Assessment5 Educational Need6 Minimum Viable Project and Total Project Cost

7 Indicators for the Assessment of Educational Need9 Number of Learning Spaces10 Occupancy Rates10 Floor Area Indicators and Functional Areas16 Floor Area Indicators for Functional Areas Supporting Curriculum Delivery

Contents

2 QIS BGA ▪ Learning Places and Spaces

BackgroundLearning Places and Spaces: Explaining the QIS BGA Lens is intended to support Approved Authorities and their schools understand how educational need is assessed through the annual capital application process. Learning Places and Spaces should be read in conjunction with the information available within the help notes, which support the use of the application template, and in general on the BGA website at www.bga.qld.edu.au.

QIS BGA acknowledges that the majority of independent schools eligible to gain capital assistance will have an element of facilities planning which focusses on the combined use of educational spaces. However, the BGA works with schools where there is a need to fund facilities which will be specifically utilised at either the primary or secondary year levels. Reference made to ‘primary’ and ‘secondary’ schools in Learning Places and Spaces will apply to schools which are combined, as well as those which operate as standalone primary and/or secondary schools.

QIS BGA also recommends that Approved Authorities and/or their schools make early contact with the BGA Secretariat when preparing an application for capital assistance, to assist with making time efficient, yet well-prepared, applications.

Principles of AssessmentMeeting the Objectives of the Capital Assistance Programs

When administering the Australian Government Capital Grants Program and the State Capital Assistance Scheme, QIS BGA is required to follow both Commonwealth and State legislation, as well as the respective program guidelines.QIS BGA is accountable for ensuring projects recommended to the Australian Government contribute to the objectives of the Capital Grants Program (CGP). As such, applicant schools are required to refer to the specific CGP objectives which the proposed project aims to address within the application.

At the highest level, the Australian Government requires that all requests for capital assistance address the improvement of educational outcomes for young Australians through reference to the Alice Springs (Mparntwe) Education Declaration which notes two interconnected goals.

Goal 1: The Australian education system promotes excellence and equity, and

Goal 2: All young Australians become:■ confident and creative individuals■ successful lifelong learners■ active and informed members of the community.

QIS BGA acknowledges these goals and the CGP objectives as sources of valid rationale for proposed building projects and/or infrastructure developments.

Similarly, the Queensland Government State Capital Assistance Scheme (SCAS) guidelines make reference to educational need. The guidelines require applicant schools to clearly articulate their specific need for educational facility projects, within a school’s individual context.

http://www.bga.qld.edu.au/


Eligibility CriteriaQIS BGA must ensure that the eligibility criteria are met by projects proposed through the Australian and Queensland Government capital grants programs.

Further to the eligibility criteria for each program, there are a range of requirements that schools must agree to meet when applying for government capital assistance. These requirements are detailed within the capital application template and should be read and understood by Approved Authorities and/or schools seeking grant funds, as part of the application process.

Sound Educational PlanningSchool Strategic Planning and Site Master Planning Proposed projects are required, in accordance with both CGP and SCAS guidelines, to be well planned. CGP guidelines require that QIS BGA ensures the proposed project meets the educational needs of the school in a way that is cost effective over the life of the facilities. This includes taking appropriate account of the value of good quality materials and building and design practices that:■ maximise the life of the structure■ maximise the potential for environmental performance, for example solar power and water tanks■ avoid design features that make no significant educational contribution and which may increase

construction, maintenance or operating costs.

SCAS guidelines explicitly require proposed projects to be consistent with sound educational planning, within both the school and the environment within which it is operating, especially in relation to the cost, size and use of facilities to be funded.

These specific program guidelines lead to the requirement for schools to provide a Master Plan for the school site which demonstrates the short and long term planning underpinning the grant request. Additionally, schools will be required, either within the application or at the school visit, to clearly demonstrate the link between the Master Plan and the school’s (educational) Strategic Plan.

Condition of Existing FacilitiesQIS BGA is required to assess the condition of existing educational facilities if a proposed project is targeting a building replacement, upgrade or renovation. The condition of existing facilities provides an indication of the effectiveness of the school’s maintenance practices – a further requirement of both the CGP and SCAS programs. The QIS BGA Education/Building Committee members will also examine the condition of existing facilities during the school site visit.

Refurbishment or Maintenance?A desire to refresh facilities under a school maintenance plan should not be confused with the need for a school to convert or upgrade existing spaces. QIS BGA is not obliged to recommend to the Minister/s any project where it can be evidenced that the school has not implemented a planned maintenance schedule. Maintenance remains the responsibility of the Approved Authority. It is for this reason that the applicant school’s Maintenance Plan is listed as a requirement of the capital application process.

Facilities already existing in schools may be converted or updated, changing the area or use of the spaces. For example, a veranda and adjoining 64m² general learning area may be reconfigured to extend the available learning area by incorporating the veranda into the interior space. Where the proposed project is assessed as representing poor value for money, i.e., the cost for conversion or refurbishment is greater than 70% of the cost to build new, the BGA will enter into discussions with the school to consider viable options.


Image: Northside Christian College – McLellan Bush Architects


Where existing facilities proposed to be undersized are to be refurbished and the room sizes remain the same or similar to the original, the school may request, where practical, that multiple spaces count as one learning space. This can occur in circumstances where it is not possible to alter the area of a space, for example in heritage listed buildings or where structural impediments exist.

Two Phases of Educational AssessmentApplicant schools should be aware that there are two phases of the educational assessment process:■ an educational need for the proposed project will be identified, and■ a notional minimum viable project (MVP) will be established, which meets the identified

educational need. An indicative total project cost (TPC), as related to the MVP, is thendetermined.

The educational assessment will be conducted in accordance with information detailed within Learning Places and Spaces. The outcome of the two phases of educational assessment will be that QIS BGA is satisfied the proposed project will be one which:■ meets program eligibility criteria■ fulfills the facilities needs of a school, and■ displays value for money.

Educational NeedIt is important for Approved Authorities and their schools to be aware of the responsibility QIS BGA has to ensure all proposed projects are within program guidelines. A robust understanding of educational need is applied throughout the assessment of applications, within the boundaries set by both capital assistance programs.

In practice, QIS BGA has noted a range of educational need rationales for capital projects within both existing and new school contexts. The determination of a school’s educational need hinges on a number of drivers, and it is these drivers which schools should focus on as the justification of a proposed project, as relevant, i.e.:■ Enrolment growth, requiring additional (new) learning spaces■ Changes in student population characteristics■ Curriculum change or syllabus renewal, resulting from internal strategic decisions or external

authority requirements■ Curriculum expansion, reflecting student demand for different or additional learning■ Pedagogical change■ Facilities no longer fit for purpose, but not at end of life■ Changes in community expectations regarding facility standards and characteristics

The following indicators are utilised during the assessment process to assist the development of an understanding of each applicant school’s learning space requirements: ■ Number of learning spaces■ Room occupancy rates – primary, secondary and combined■ Floor area indicators for functional areas


Number and Occupancy of Learning SpacesInformation provided by the school (existing and proposed spaces) is compared against theoretical benchmarks to provide indicators that are used to assess physical need for additional spaces. An estimate of the overall number and size of learning and other spaces that might reasonably be expected to be required within a school will be made. Another indicator which informs the assessment of a school’s need for learning spaces is room occupancy. These estimates are used to provide base level information regarding the efficiency of a school’s operations, for example, timetabling.

Functional Areas and Floor Area IndicatorsQIS BGA utilises a system of typical functional areas that broadly reflect those provided by the Queensland Government within state schools. The SCAS guidelines, in particular, make clear that grant funding originating from the State Government is provided to enable facilities to be built of a similar nature to those with the state system. As such, the floor area indicators for each functional area are intended to represent the maximum allowance possible in relation to the minimum viable project (MVP).

Minimum Viable Project and Total Project CostThe project/s proposed by the applicant school will be evaluated according to a range of indicators established for both teaching and non-teaching spaces, to determine the MVP (number of learning spaces and/or floor area to be funded). If the proposed project is in excess of that which has been established as the MVP, the BGA is obliged not to recommend that the Ministers contribute any funds towards the excess. On occasions, the BGA is requested by schools to contribute to more than the MVP. An Approved Authority would need to present a compelling argument, based on educational need, for such consideration.

Based on building design and other project-based information, such as floor area, site development requirements, special service requirements and professional fees, as well as locality, a total proposed project cost is provided via the application process.

It is important to note that the educational assessment which establishes the MVP may result in the assessed total project cost (TPC) being less than that proposed by the school. Where the assessment of the application cannot identify any need for the entire project, the BGA will be unable to make any recommendation to the Ministers for grant funds.

The QIS BGA capital application process is intended to be a ‘minimal cost’ entry process, insofar as applications are able to be submitted with project documentation at concept design stage. Project costs at application are proposed through reference to the QIS BGA construction rates for functional areas, as utilised by the school and its architectural team.

Approved Authorities should be aware of, and prepare for variances to occur between:■ the project cost proposed at application■ the project cost associated with the established MVP (after application assessment), and■ the project costs as tested by the market – that is at tender.

Then, during the construction of an approved project, a further difference between the accepted tender price and actual total project expenditure may also occur.


The proposed project cost of new facilities, as derived from the BGAs construction rates, may be supported by a Quantity Surveyor’s (QS) report prior to progressing an application for capital assistance. This is primarily because a QS report will identify site-specific building costs, enabling the inclusion of any specific or additional amounts within the school’s application. Alternatively, the QS report may also recommend a more conservative construction rate for a specific functional area be applied within the project costings, as appropriate. A QS report is a requirement which must be submitted with the finalised application in the case of refurbishment projects.

The identification of an educational need for the project and the determination of the MVP and eligible project cost, underpins the application’s progress to the financial assessment. The financial assessment comprises two phases:■ confirmation of the school’s ongoing viability, and■ establishment of the school and its community’s financial capacity to contribute to the

proposed project.

Following the assessment by the Finance committee member, a recommendation may be made by the Capital Advisory Committee to the QIS BGA Board for the allocation of grant funding to meet the financial shortfall between the cost of the MVP and the school’s capacity to contribute.

Indicators for the Assessment of Educational NeedThe major focus of capital assistance for independent schools is to ensure that all Approved Authorities can apply for at least the basic facilities required to meet the educational needs of staff and students.To ensure that the limited funds provided by the Australian and State Governments achieve this goal, a number of factors are considered for determining the MVP to meet the identified educational need, including:■ number of learning spaces■ room occupancy rates – primary, secondary and combined■ floor area indicators for functional areas.

Transportable buildings still in use after project completion will be included in a school’s available learning space at application. This allows all spaces available for education delivery to be considered when determining capital assistance eligibility.


Image: Caloundra Christian College – McLellan Bush Architects.


Number of Learning SpacesOccurring simultaneously with the assessment of the physical number of learning spaces a school may require, consideration is also given to the impacts of class size policy, student age and the year level/s which a learning space may be required to accommodate.

Note that, for QIS BGA purposes within the application process, recognisable learning spaces are generically referred to as ‘teaching spaces’.

Primary Learning Space RequirementsA reasonable minimum expectation within a primary school setting is considered to be 1 general learning area (GLA) per (nominal) stream.

Primary Flexible Learning Areas, Learning Commons and Multipurpose SpacesIn recognition that primary schools may plan for additional specialist learning spaces, beyond GLAs, flexible learning areas (FLAs) or multipurpose spaces are considered appropriate and may be used for a variety of activities in curriculum areas such as The Arts, Technologies or Mathematics/Science.

Secondary Learning Space RequirementsTo determine a reasonable indicator of need for learning spaces within secondary setting, a calculation of 1.4 learning spaces per stream is used when assessing educational need.

The total number of streams per year level is typically based on the number of class groups for core subjects, such as English classes. In some cases, home rooms/form classes structured by year level may be more representative of the number of streams.

For secondary, when determining the number of streams per year level, use the number of English classes or home room groups.

When establishing how many rooms are required, calculate using 1.4 learning spaces per stream.

While calculations are used to determine a reasonable requirement for the number of secondary learning spaces, other extenuating factors, specific to the school situation, will be considered. Such factors may include, for example:■ timetable requirements■ curriculum structure or subject offerings, and■ depending on school size, appropriate space for the operation of an ‘efficient’ classroom.

Secondary Flexible Learning Areas (FLAs) and Learning Commons AreasAs secondary schools respond to the requirements of the Australian Curriculum and redeveloped senior syllabuses, adaptable learning spaces, beyond GLAs, are often designed according to school-based curriculum design decisions and pedagogical requirements. FLAs and learning commons will be considered for a variety of curriculum areas, such as The Arts, Design and Technologies and Mathematics/Science (STEM/STEAM) areas.


Occupancy RatesA significant component of assessing educational need for learning spaces is the examination of the occupancy rates or room usage of existing facilities.

Primary Occupancy RatesFor primary schools, typically the GLA use for each class will show a high occupancy percentage, simply due to the nature of educational delivery in a primary setting, where the majority of learning occurs in the same room or combination of rooms.

A school with primary specialist spaces or shared FLAs will show the occupancy rate of each facility using the same calculation as for a GLA, i.e.:

Number of timetabled primary periods per week x 100 = % occupancy

Number of timetabled periods available per week

Secondary Occupancy RatesThe BGA will examine the occupancy of existing secondary classrooms and should these remain vacant for significant times during the timetabled school week, the proposal for additional spaces would be examined further.

Secondary room occupancy rate, for a single learning space, is calculated by:

Number of timetabled secondary periods per week x 100 = % occupancy

Number of timetabled periods available per week

P–12 Learning Spaces and Occupancy RatesIn P–12 schools, the provision of learning spaces for both primary and secondary departments is determined by utilising the same calculations.

It is expected that P–12 schools may timetable primary classrooms into specialist secondary facilities, increasing occupancy levels for those learning spaces.

Floor Area Indicators and Functional AreasSchools are able to plan for the type of educational facilities they desire; however, QIS BGA will use established floor area indicators to inform the need for additional space.

Floor area indicators for school buildings, and more specifically functional areas, are provided to guide schools as to how the proposed project will be assessed to determine the MVP.

Total Floor Area for School BuildingsDependent on the educational philosophy and curriculum delivery model of the school, teaching spaces may be designed with a specific primary or secondary focus, or for shared use.


When considering the total floor area within a school site, floor area indicators (per student) are used to establish nominal space expectations for school buildings, i.e.:■ 7m² per primary student■ 10m² per junior secondary student (Years 7–10)■ 11m² per senior secondary student (Years 11–12).

The total floor area (m²) for a P–12 school is calculated by:■ multiplying 7m²/primary student enrolment■ adding the junior secondary enrolments, multiplied at 10m²/student (Years 7–10)■ adding the senior secondary enrolments, multiplied at 11m²/student (Years 11–12).

Total Floor Area for Boarding FacilitiesFor boarding facilities, the floor area indicator per student represents a combination of the functional areas that are associated with the operation of a boarding facility, i.e. study/sleep, amenities, common areas and travel.

For the purposes of assessing educational need associated with boarding facilities, 24m² per student is utilised, in relation to the combination of typical boarding facilities, as indicated above.

Boarding facilities include all associated areas such as attached supervisor units, offices, student sleep/study areas, bathrooms, laundries and recreational and common areas, as well as circulation areas.

Note that, other boarding facilities, such as supervisor’s units (on site) may be included in the application and will be assessed outside of the 24m² per student benchmark, as required.

Functional Areas within Educational FacilitiesLearning areas will be prioritised for funding over those spaces which are for the support of learning activities, such as administration spaces. The primary function of capital assistance is for the support of core curriculum spaces, such as classrooms. Other facilities required for the support of teaching activities will be assessed, but with the understanding that they will be prioritised so that they do not detrimentally affect QIS BGA's capacity to assist schools which need to provide facilities essential to the core task of curriculum delivery.

A typical example is the consideration given to an application for construction of a car park versus a classroom. For the operation of a school both are seen as essential elements and need to be constructed, however, program guidelines require that the learning spaces must receive higher priority than the car park.

QIS BGA acknowledges the individuality of educational philosophy and facility design within the independent education sector in Queensland. Whilst these are always considered in the assessment of a capital application, it must be recognised that floor area indicators need to be applied through the assessment of applications for refurbishment of established facilities, as well as for construction of new buildings.

Tables 1 and 2 identify the typical functional areas which represent the learning and boarding spaces in independent schools and form the basis of the QIS BGA capital application process.


TABLE 1: OVERVIEW OF TYPICAL FUNCTIONAL AREASNote – Internal movement in corridors, hallways and stairwells between these spaces will be considered as travel enclosed (circulation).

TO SUPPORT CURRICULUM DELIVERY FOR CURRICULUM DELIVERY

Administration

Amenities

Applied Technologies (i.e. high density electrical and communications)

Covered Lunch Area

Engineering (plant room)

HPE Sports Area (Covered)

Library/Resource Centre/Senior Study Centre

Multi-purpose Hall

Performance Hall

Travel (circulation)

Tuckshop

Undercroft

Covered Outdoor Learning Area (COLA)

General Learning Areas (GLAs)

Flexible Learning Areas (FLAs)(e.g. technologies, STEM/STEAM, The Arts)

Health and Physical Education (gymnasium)

Science

Technologies (previously Graphics, Industrial Tech, Home Ec, Hospitality)

The Arts (Dance, Drama, Media Arts, Music)

Visual Art

TABLE 2: FUNCTIONAL AREAS SPECIFIC TO BOARDING FACILITIES

TO SUPPORT PROVISION OF BOARDING SERVICES

FOR PROVISION OF BOARDING SERVICES

Supervisors Accommodation Dormitory Accommodation (inc. shared ensuites)

Dormitory Accommodation (inc. ensuites)

Functional Areas and Construction RatesFor the purposes of demonstrating the costs associated with a proposed project, applicant schools will refer to the QIS BGA construction costs and the accompanying descriptors for each functional area.

In the context of the assessment of applications for grant recommendations, construction rates for functional areas are used by the BGA Secretariat and members of the Education/Buildings Capital Advisory Committee to analyse building costs for proposed projects.

Methodology for Rate DeterminationConstruction costs for each functional area are renewed annually, prior to the commencement of each new funding round, and are:■ representative of the costs to build, 18 months forward of the funding round■ indicated as square metre rates (m²) for specific functional areas identifiable within typical

educational facilities in independent schools■ determined through the BGA Secretariat consulting with a Quantity Surveyor with experience in the

design and delivery of education facilities within the Queensland construction market.


State-wide projects which have reached completion are analysed to allow evidence of project costs to be used as a basis to establish construction costs for similar future projects in the independent sector. The analysis performed on the project cost information is relative to market driven indexation factors, such as locality. These market driven indexation factors are utilised to ensure that estimates of construction costs are reflective of the Queensland construction market.

In relation to the annual construction rates, allowances for furniture, equipment, other sundry items and annual locality indices are also provided on the QIS BGA website at www.bga.qld.edu.au for the information of Approved Authorities and applicant schools.

Table 3 is provided as a guide to the floor area indicators for the construction of functional areas (new facilities) considered as appropriate for the listed learning spaces and their associated spaces.

TABLE 3: FLOOR AREA INDICATORS FOR PRIMARY AND SECONDARY FUNCTIONAL AREASNote – Internal wall measurements should be used in area calculation

FUNCTIONAL AREASAREA

UP TO (m²) ASSOCIATED SPACEAREA

UP TO (m²)

PRIMARY SCHOOLS

Prep (GLA)Includes:■ Joinery e.g. benches, cupboards

100 Withdrawal room

Office

10

10

GLAIncludes:■ Joinery e.g. benches, cupboards

85 Withdrawal room 10

FLAIncludes:■ Joinery e.g. benches, cupboards■ Basic wet area

100 n/a

*Storeroom (where justified) 10

Covered Outdoor Learning AreasQIS BGA indicative construction rate references:■ Structures up to 40m², attached or detached (i.e. in close proximity to other serviced structure)

VerandaQIS BGA indicative construction rate references:■ On one side of building only, attached, length of the building x 3m wide■ Simple lighting, light ground pavement■ For multi-story buildings, this is a veranda for 1st and 2nd floors of a building.

SECONDARY SCHOOLS

GLAIncludes:■ Joinery e.g. benches, cupboards

85 Withdrawal room 10

FLAIncludes:■ Joinery e.g. benches, cupboards

100 n/a

Learning Commons■ Cost as an FLA

100 n/a

*Storeroom (where justified) 10

http://www.bga.qld.edu.au/


FUNCTIONAL AREASAREA

UP TO (m²) ASSOCIATED SPACEAREA

UP TO (m²)

DESIGN AND TECHNOLOGY / DIGITAL TECHNOLOGIES / TECHNOLOGIES

Design and Technologies /Digital Technologies Laboratory

90 Storeroom 20

Food and fibre production Food specialisations (Previously Home Ec)

100 Store/Pantry/Laundry 30

Hospitality Practices etc.(VET quals and/or Applied syllabuses)

120 Store/Pantry/Laundry Cold room/s

40 Various

Engineering principles and systemsMaterials and technologies specialisation(Previously Industrial Arts)

100 Materials prep areaMaterials storageExternal covered work area

50 50 80

Engineering, Engineering Skills,Furnishing Skills etc.(VET quals and/or Applied syllabuses)

120 Materials prep areaMaterials storageExternal covered work area

50 50 80

HEALTH AND PHYSICAL EDUCATION

Gymnasium Area 1,260 Equipment Store StoreroomBasic change rooms

50 20

Various

THE ARTS

Dance 100 Storeroom 10

Drama 100 Storeroom 20

Media Arts 100 Storeroom 10

Music 100 StoreroomMusic practice rooms

30 Various

Visual Arts 110 StoreroomOutdoor learning area

30 40

SCIENCE

Agricultural Science Shed 100 n/a

Laboratory 100 Storeroom Prep Room

10 20

Student Experiment Space (Previously EEI)

35 n/a

Covered Outdoor Learning AreaQIS BGA indicative construction rate references:■ Structures up to 40m², attached or detached (i.e. in close proximity to other serviced structure)

40

VerandaQIS BGA indicative construction rate references:■ On one side of building only, attached, length of the building x 3m wide■ Simple lighting, light ground pavement■ For multi-story buildings, this is a veranda for 1st and 2nd floors of a building.


Air Conditioning and Cooling SystemsAdvice received from the Minister for Education has provided for QIS BGA to commence the provision of grant funds for air-conditioning to eligible independent schools, state-wide, through SCAS. As such, for 2021 round and onwards, QIS BGA has adopted the position that eligible schools may apply for air-conditioning projects within the usual capital application process and that funding could also be sought for projects that were not part of a new build.

An application for air-conditioning should demonstrate that consideration has been given to all costs involved in the installation, i.e.:■ Electrical upgrades and associated infrastructure, such as switchboards■ Any provisions for solar and associated infrastructure■ Increased plant room capacity and/or appropriate siting options, and■ Builders work, including possible structural implications.

Floor Area Indicators for Distance Education SchoolsThe construction and/or renovation of facilities to service Australian distance education students is/are eligible for consideration under the Australian Government Capital Grants Program (CGP). Queensland Government State Capital Assistance Scheme (SCAS) grants will apply to the confirmed number of Queensland student enrolments only.

The funding and operation of distance education is seen as different from a day school operation. It is a QIS BGA requirement that the distance education program have a separate capital application to the day school’s operation.

To operate a school of distance education, servicing 250 students as a baseline number, the following areas, as per Table 4, are deemed fair and reasonable to enable such a facility to operate in an efficient manner.

TABLE 4: FLOOR AREA INDICATORS FOR NEW DISTANCE EDUCATION FACILITIESNote: Pro-rata increases for larger schools in spaces such as teacher work areas are appropriate.

AREAS INDICATIVE AREA (m²)

Teachers work area(6m² per teacher and one teacher per 50 students, for 250 students)

30

Five recording or video-conference rooms (10m² each) 50

Mail room including bench space (approx) 20

Photocopy room 8

Two interview rooms (10m² each) 20

Reception and secretarial space (for two staff) 18

Staff and kitchen area (for up to 10 staff) 20

Resource area and staff resources 50

Head teacher’s office 14

Staff amenities 20

Travel 30

Total 280


Floor Area Indicators for Functional Areas Supporting Curriculum DeliveryAdministrationQIS BGA applies a general indicator value for Administration areas for medium to large schools of approximately 1m2 per student. In calculating the indicator value for individual schools, it is recognised that small (or new/developing) schools require at least a minimum floor area provision.

TABLE 5: FLOOR AREA INDICATORS FOR ADMINISTRATION FACILITIES

ENROLMENTS (PRIMARY, SECONDARY OR COMBINED) AREA (m²)

Up to 150 250

151 to 250 320

251 to 350 380

Greater than 351 380m² plus 1m2 per each student in excess of 350

Applied Technologies and Associated IT AdministrationQIS BGA acknowledges that schools, on the whole, have moved past the development of standalone computer laboratories and more towards the integration of technology into purpose built, adaptable learning spaces. The Applied Technologies construction rate (i.e. high density electrical and communications) is intended to assist schools to provide curriculum support spaces, such as air- conditioned server rooms, as well as learning areas which require significant levels of technology for curriculum delivery, such as film and television or high level media arts.

The Applied Technologies construction rate addresses the specific requirements of learning spaces which have extensive cabling and power supply, typically resulting in a high heat load, or spaces which require treatments to achieve suitable acoustic conditions.

Due to the specialist nature of the space which contains this level of technology, it is expected that the Applied Technologies construction rate will not simply be used when costing a learning space fitted out for general computer usage. Rather, the existence of advanced technology, such as specialist equipment in 3D printer rooms, would attract the use of this rate.

The Applied Technologies rate may not necessarily be attributed to one room but could be distributed across the school or included within other facilities such as the library/resource area or administration area.

QIS BGA also supports an area allocation for IT administration facilities within schools. The need for space to store, maintain and distribute information technology equipment throughout the campus is recognised.

TABLE 6: FLOOR AREA INDICATORS FOR IT ADMINISTRATION FACILITIES

ENROLMENTS PRIMARY AREA (m²) SECONDARY AREA (m²)

Up to 250 25 40

251 to 500 35 50

501 to 750 50 64

Greater than 750 70 80


HPE Sports Areas and Covered Lunch AreasThe importance of covered areas which provide sun protection to students for both physical and passive activities is recognised. All proposed projects for HPE sports areas and covered lunch areas will need to be substantiated in terms of educational need. In order to assist in identifying a need for covered areas, all existing covered spaces within a school will be captured as part of an application for capital assistance.

Based on student enrolments, the following provides guidance about QIS BGA’s view of the educational need for these spaces.

TABLE 7A: PRIMARY SCHOOL HPE SPORTS AREA AND COVERED LUNCH AREA INDICATORS

HPE SPORTS AREA COVERED LUNCH AREA

ENROLMENTS TOTAL ROOF AREA (m²) ENROLMENTS AREA (m²)

Up to 300 100

Greater than 301

Half netball court of 391m² Less than 300

Full netball court of 781m² Greater than 301 150

TABLE 7B: SECONDARY SCHOOL HPE SPORTS AREA AND COVERED LUNCH AREA INDICATORS

HPE SPORTS AREA COVERED LUNCH AREA

ENROLMENTS TOTAL ROOF AREA (m²) ENROLMENTS AREA (m²)

Up to 500 Full netball court of 781m² Up to 400 200

Greater than 501 Double netball court of 1,562m² Greater than 401 300

If constructing a HPE sports area in a P–12 school, the primary and secondary enrolments should be counted together. Different considerations may apply where the P–12 school is not on one campus, i.e., primary and secondary sites are geographically separated.

Learning Support FacilitiesThe following table is a guide to determining an appropriate area for learning support, however, it is clearly understood that schools have very different philosophies on the type of assistance they will provide. Such spaces may be in a single location or dispersed about the school. The BGA will take into account such educational philosophies when assessing the need for these areas.

TABLE 8: FLOOR AREA ALLOWANCES PRIMARY AND SECONDARY LEARNING SUPPORT FACILITIES

ENROLMENTS AREA (m²)

Up to 699 75–85

700 to 1,049 150–170

Greater than 1,050 225–255


Image: Moreton Bay Boys' College – Bickerton Masters Architects


Library/Resource Centre/Senior Study CentreQIS BGA applies general indicator values of between 0.6m² and 0.9m² per student for Libraries and Resource Centres, as well as Senior Study Centres, based on total school-based enrolments. This applies whether the school enrolments are primary, secondary or a combination of both. In calculating the indicator value for the total floor area of projects proposed by individual schools, recognition is given to the fact that small schools or new and developing schools require at least a minimum floor area provision to meet curriculum delivery requirements.

TABLE 9: FLOOR AREA INDICATORS FOR LIBRARIES/RESOURCE CENTRES

ENROLMENTS (PRIMARY, SECONDARY OR COMBINED) AREA (m²)

Up to 150 130

151 to 250 170

Greater than 251 170m² plus 0.6m2 per each student in excess of 250

Educational spaces situated within a Library/Resource Centre, such as server rooms, IT maintenance hubs, lecture theatres, film and television spaces, editing facilities and seminar rooms are used by staff and students across year levels, so there are times when these spaces will be associated indirectly with the main purpose of a Library/Resource Centre building.

These spaces may be in combination with the basic storage, learning, research and research affiliated activities of the Library/Resource Centre, however, they cannot be classified as purely Library/ Resource Centre based activities and so in determining the floor area for the minimum viable project, they should not be costed as part the Library/Resource Centre space.

The floor area for these educational facilities needs to be assessed outside of Library/Resource Centre considerations, according to the curriculum and educational needs of the school, applying the construction costs relevant to the specific functional space.

Similarly, when assessing the functional areas appropriate to the Library/Resource Centre, the construction rates to be applied need to be determined by addressing the need for areas for book and other resource storage, space to appropriately access resources and suitable administration areas for control and processing.

As educational philosophies of schools evolve, the traditional Library/Resource Centre continues to change in both function and form. The Senior Study Centre concept, accommodating areas such as group research zones focused on self-directed learning, collaborative work pods, as well as individual study spaces and hubs supporting staff supervision of the Centre will be considered as per the area allowances for Library/Resource Centres. However, schools may present a justification for their perceived educational need, if it is likely to be in excess to the minimum viable project, for the BGAs consideration through the capital application process and at the school site visit.

QUEENSLAND INDEPENDENT SCHOOLS BLOCK GRANT AUTHORITY ABN 99 130 964 67196 Warren Street, Fortitude Valley PO Box 957, Spring Hill QLD 4004 T: 07 3839 2142 E: [email protected]

www.bga.qld.edu.au

NOVEMBER 2020: VERSION 2

Learning Places and Spaces - bga.qld.edu.au

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