Standards and Criteria for School Facilities in Abu Dhabi

8/12/2019 Standards and Criteria for School Facilities in Abu Dhabi

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DESIGN MANUAL

Standards and Criteria for

School Facilities in Abu Dhabi

Infrastructure and Facilities

Management Division

Educational Facilities

March 2012


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Executive Summary and Introduction

School Design

School Sites

Performance Standards

Design Strategies and Processes

A

C

B

D

E

Table of contents


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This Design Manualis intended to guide the professionals who are ultimately commissioned

to create the architectural designs for a new generation of schools in Abu Dhabi. It touches on

issues ranging from planning of the location of new schools, recommending the type of schools

to build, to a detailed description of ADECs functional, construction, operational and

aesthetical expectations. The language used herein is prescriptive and represents values that

have to be met or exceeded within a predetermined budget.

The standards and criteria presented in this Manualalso serve as a yard stick against which

the adequacy of existing school buildings can be assessed on how they materially support and

compliment the ADEC mission. Also included in this Design Manualare a series of practical

examples that could be taken at face value, or developed further according to the particular

needs of each school design or community.

ADECs Educational Facilities Design Manualis a continuously evolving document that captures

and organizes current state-of-the-art ideas and practical solutions for ADEC school design. As

requirements evolve and new materials and construction techniques come to the market, further

updateds will be issued.

The underlying vision for this Design Manualis the result of intense interactions between ADECs

professionals in the Infrastructure and Facilities Division and a very wide representation of the

educational sector, ranging from curriculum development to school operations, as well as an

international group of consultants. The theme of supporting Learning Communities as a new

way of organizing learning spaces was the result of these discussions and has become one of the

central elements to be materialized in all the new school designs.

Welcome


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Executive

Summary


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ExecutiveSummary

A2 ADECEDUCATIONALFACILITIESDESIGNMANUALMarch2012


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ADECEDUCATIONALFACILITIESDESIGNMANUALMarch2012 A3

ExecutiveSummaryInspiredbythetransformationthattheeducationalsystemisgoingthroughinAbu

Dhabi,thisDesignManualintendstosupporttheprocess. Thestandardsandcriteriaoutlinedinthisdocument establishtheexpectationsforthenewfacilitiestobebuilt

andrenovated,insupportofane wwayofteaching,learningandmanagingschools

andotherbuildings. Schooldesignsthatarebasedonthestandardsandcriteriaincluded

inthisdocumentwillrepresentamajorstepforwardinmeetingthepromiseoutlinedin

theAbuDhabiEducationCouncilsStrategicPlanforP12Education.

ThesuccessfulapplicationofthestandardsandcriteriaestablishedinthisManualtosite

specificprojects,stillrequiresadegreeofinnovationandcreativity,forwhichADECcount

ingonallpartiesinvolvedinthedesignprocess. IncludedinthisDesignManualareaseriesofkeyperformanceindicatorsaboutmakingtheschoolbuildinghealthierandmore

comfortableinordertocreatetheconditionsforeverymemberoftheschoolcommu

nitytoperformattheirhighestpotential. Bysettingdimensionsandcharacteristicsof

spaces,

and

establishing

expectations

for

light,

temperature,

ventilation,

and

indoor

air

quality,ADECintendstocreateenvironmentsthatwillnotonlybeappropriateforlearn

ing,butalsobewelcomingandstimulatingforstudents,teachers,administratorsand

thecommunity.

Thenewlydesignedfacilitieswillencourageandsupportavarietyofindividual,small

groupandlargegrouplearningmodalities.Thesefacilitieswillcontainresourcesandspaces

thatwillenhancethedeliveryofpersonalizededucationalprogramsandservicestoallstu

dents, encouragestudenttostudent,adulttostudent,andadulttoadult collaboration.The

newschools

to

be

built

will

be

places

of

culture

and

tradition

that

reach

out

to

local

communi

tiesasmultifunctionallocalresourcesthatencourageparentsandfamiliestobecome

partnersintheeducationalprocess.Thesenewschoolswillembracequalityteaching

andlearninginwaysthatmeettheaspirationsofthe emirateofAbuDhabianditsfu

turegenerations.

Communitieswillhaveaspaceandafunctioninthenewschool designs.Usingthepur

poselydesignedcommunitymeetingroomastheirbase,parentsaretobewelcomedto

theschoolinavarietyofrolessuchasassistinginclasses,meetingwithteachers,plan

ningall

school

activities,

or

the

like.

After

school

hours,

and

subject

to

management

agreements,differentportionsoftheschoolbuildingmaybeopen tocommunitymem

bersforeducationalandrecreationalactivitiesincludingthegymnasium,swimmingpool,

auditorium,library, cafeteria,designandtechnologyworkshop,etc. Itisexpectedthat

thedesignqualityoftheschoolbuildingsdefinedinthisManual,includingaesthetics,

functionality,durability,costeffectiveness,sustainability,andlongtermplannedmain

tenance,willbeanassetforthelocalcommunityandserveasanexampletobefol

lowedbyothergovernmentandprivatefacilitiesinAbuDhabi.


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ChapterAIntroduction


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A.1 VisionforEducationandSchoolDesigninAbuDhabi

Thecontextforcreatingdesignstandardsforworldclasseducationalfacilitiesfor

theEmirateofAbuDhabiwasinfluencedbymanyfactors,includingtheAbuDhabi

EducationCouncilsStrategicPlan20092019,thePlanAbuDhabi2030bythe

UrbanPlanningCouncil,andtheGuidelinesestablishedbytheAbuDhabiBrand

Office.

EducationalrequirementsareinspiredbytheeducationaltransformationthatADECis

goingthroughwhichestablishesthefollowingexpectedoutcomes:

Studentsreceivingmoreindividualizedteaching;

Teachersadaptingtheirteachingstrategiesandtechniquesto meet

Individualizedteachingthatwillhavepositiveeffectsonstudentmotivation

and

satisfaction;

Studentspreparedtoentertopuniversitieswithoutafoundationyear;

Teacherswithmoreoptionsintheclassroomandgreateropportunitiesof

higherperformance.

TheessenceofADECsvisionisthateducationshallbeorganizedaroundteaching

andlearningforindividualstudentsandsmallgroups,inlieuoflargeclassesand

largegroupswheretheteacheristhecentreofattention.Byconsideringthe

needsandinterestsofeachstudent,teacherscanaddressstudentreadiness,

motivationand

satisfaction

on

a

personal

level

and

can

significantly

improve

learningandtherebyreducetheneedforremedialstudiesand/orafoundation

yearattheendofCycleIII.Thenewschoolmodelwillexpectteacherstotreat

eachstudentindividually,andtocollaboratewitheachothertoprovidestudentsa

richerlearningexperience.

Conventionalstandanddeliverinstruction,onesubjectatatimeonafixed

schedule,severelylimitsindividualizedlearning.Thestandardscontainedinthis

DesignManual,therefore,describelearningspacesthatareorganizedaroundthephilosophy

of

Learning

Communities

which

must

allow

and

encourage

the

use

of

variedmodesofinstructionsuitedtoachievingexceptionaloutcomesfor

individualstudentsandconsequentlytothewholeschool.

ADECsessentialaspirationsforallstudentsare:

Studentacademicperformancetobeatinternationallevels;

ImprovingaccesstoP12education;

Preparingofstudentstoenterhighereducationimmediatelyafter


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graduationfromsecondaryschool;

Strengtheningtheculturalengagementandthedevelopmentofactive

citizens.

Toachievetheseresults,theeducationalfacilitiesthatarerequiredtosupportthe

EmiratesP12studentsmustbedesignedtosustainmodernpedagogyandto

provideaflexible,safeandstimulatinglearningenvironmentwhichcomplements

ahighly

effective

teaching

and

learning

process.

Such

facilities

must

provide

a

frameworktosupportstudent centred,technologicallyandresourcerichlearning

acrossallcurricularareas,andserveasateachingandlearningresourceitself.

A.1 ADECsApproachtoSchoolDesignADECexpectsthatallschoolfacilitieswillbe:

EducationallyEffective providesuperiorteachingandlearningenvironments

that

accommodates

present

and

future

needs.

StimulatingandVibrant provideenvironmentsthatstimulatecreativityandprovidevibrancy.

HealthyandProductive enablestudentsandteacherstoachievemaximumpotentialbyprovidinghealthy,safe,andcomfortableenvironments.

CostEffective providefacilitiesthatsaveboth,capitalaswellasoperatingcostsovertimebybeingefficienttobuild,maintain,andoperate.

Sustainable minimizeenvironmentalimpactsandmaximizetheuseofnonpolluting,

renewable

resources.

CommunityCentredandCulturallyAppropriate createschoolsthatareintegralpartsoftheirsurroundingcommunities.

Whilethedesignoftheschoolbuildingswillbecompletedbycontracted

architecturaldesignfirms,ADECstillhasaveryactiverolethroughoutallphasesof


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thedesignprocess.Thiswillincludesettingallstandardsandcriteria,aswellas

monitoringtheentireprocessfrominceptiontothefinalconstruction

documentationfortender.TheFacilitiesManagementDivisionisresponsiblefor:

Planningthenumberandlocationofschoolstobebuiltorrenovatedevery

year;

Overseeingconstructionandmaintenanceofinfrastructureandschool

facilities

Developingandupdatingstandardsforschoolbuildings,furniture,

laboratories,etc.;

Providingqualityassuranceandqualitycontrol,andoverseeingthedesign

processofgovernmentschools,ADECprofessionalstaffwilltakeanactive

roleduringthedesignprocessinorderto:

Suggestoptions

Clarify

expectation

Explainapprovedpolicies

Ensurecoordinationbetweentheparties

Assistwithcrossreferencingexperiencesamongconsultants

Alertteamsaboutpossibleslippagesofscheduleorbudget

ReviewdesignsubmissionsforcompliancewithDesignManualand

ADECspolicies

Recommendtheapprovalofeachdesignphase

Allthe

requirements

and

strategies

defined

in

this

Manual

must

be

followed

very

closely,althoughcreativityandinnovationshouldalsobeanintegralpartofthe

designprocess.Designteamsareencouragedtoseeksolutionsthatheighten

educationaleffectivenessandprovidelongtermvalue.Imaginationshouldbeput

toworkbylookingatexamplesofotherbuildingtypes,solutionsalreadyadopted

inotherlatitudeswithsimilarclimateandsocioeconomicconditions,bya

thoroughreviewofthelatestpublications,andactiveparticipationintrade

events.Inspirationaboutimages,shapes,texturesandcolorsshouldbedrawn

fromthecommunityandculturalcontextwhichtheprojectwillserve.Respectfor

localculture

and

natural

environment

are

mandatory,

though

design

solutions

must

alsoseekcreativeapproachestohighlightandaddvaluetothelocalcontext.

Byimplementingbothpassiveandactivestrategiesitisexpectedthatnew

facilitieswillminimizeenergywastewhilealsogeneratingasignificantportionof

theenergytheyconsume,onsite.Itisalsointendedthatstudentsand

communitieswillhavetheopportunitytomonitorthesestrategiesandeventually

becomealeadingforceinspreadingideasandspecificactionsonthebenefitsof


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sustainableschoolbuildingsthroughouttheEmirateandbeyond.

A.2 TheConceptofLearningCommunitiesTheconceptoflearningcommunitieshavebeenevolvingfordecadesundermany

differentnames:schoolswithinaschool,pods,houses,families,academiesand

smalllearningcommunities.Allsharecommoncharacteristicsandobjectives:

Schoolsaresubdividedintosmallgroups/communitiesofteachersand

studentspossiblyservingoneormultiplegradelevelsatthesametime.

Theobjectiveistocreateanintimateenvironmentinwhichteachersand

studentscanworktogetherovertimeandgettoknoweachotherwell.

The

drawing

below

represents

three

of

the

ten

possible

degrees

of

openness

of

theeducationalspaceprovidedbyourconsultants.Wearecurrentlyadoptingthe

LearningStudioModel(4)thatcouldovertimebetransformedintoaLearning

SuiteModel(7)bysimplybringingdownsomestrategicallylocatedpartitions.The

StudentAdvisoryModel(9)isconsideredasuperiorlevelofintegrationthatmay

possiblybeachievedafterwehadafullevaluationofourdesigns.

InaLearningCommunity:

Everystudent

is

well

known

by

one

or

more

teachers

and

their

learning

needsaretreatedindividually.

Thecoredisciplinesarecombinedintoanintegratedlearningprogram.

Studentsandteachersspendmostofeachdayworkingwithintheirlearning

communityandgointothelargerschoolforspecializedstudiessuchas

physicaleducation,thelibraryandfoodservices.

Teachersdrawontheirindividualexpertise/skillswhilecollaboratingacross

disciplines.Teachershavetheproximityneededtoconvenientlytalkabout

instructionandtheirstudentseveryday,orasneeded.


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ADECEDUCATIONALFACILITIESDESIGNMANUALMarch2012 A

Theteachersineachcommunitycollectivelydefinehowclassroomspace

andtimearetobeused.Instructionalmethods,includingtechnology,the

sizesandnatureofeverchangingstudentgroups,andhowthedisciplines

withinthecommunityaretobeintegratedisfacilitatedbyabuildingdesign

thatisflexible.

Typically,aLearningCommunitywillbecomprisedof:

Fourtofiveclassrooms

Onescience/artroom

Abreakoutspace

Teachersstations

Storageandtoilets.

Student/teacherconfigurationscouldbeasflexibleasbelow:

Outside learning areas provide additional opportunities for student and teacher

interactionin

a

different

setting.


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A.3 ContentandOrganizationoftheManualThisDesignManualcontainsdesignstandards,criteriaandminimumrequirementstowhichthedesignofallnew,renovatedandexpandedschoolsmustadhere.Itis

used insiteselection,thewritingofthebriefofeachparticularproject,and it is

givenatthebeginningofthedesignprocess,tothearchitecturaldesignfirmsand

projectmanagerstoguidethedevelopmentofourschooldesigns.Specificgoals

ofthis

DesignManualare:

Establishoptimalstandardsandcriteriaforschooldesign.

Providedesignguidancethroughdefiningstrategiesforprojectdesignteamsto

workwith.

Ensure that requirements are followed through setting on specific processes

anddeliverable.

Thedrawingscontainedhereinare indicativeofADECsexpectationsunder ideal

circumstances.Site

constraints

or

additional

programmatic

requirements

may

lead

toslightlydifferentsolutions, inwhichcaseconstantcommunicationwithADEC

willberequiredtoassuretheapprovalofanydeviationsfromthisManual.AelectroniccopyoftheDesignManualwithpossibleupdatesandaddendumcan

befoundat:

Forupdatespleasegoto: http://www.adec.ac.ae andfollowPublicationslink.


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ChapterBSchoolSites


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ChapterBSchoolSites

B2 ADECEDUCATIONALFACILITIESDESIGNMANUALMarch2012


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ADECEDUCATIONALFACILITIESDESIGNMANUALMarch2012 B3

B.1 SchoolAreaofInfluence

Schoolbuildingsaretoprovideservicetothesurroundingcommunityforwhich

theyhavebeenstrategicallylocated,configured,andsized.Toachievethis,a

rationalprocessthatincludesdemographicandterritorialanalysisshallbe

followed.

ADECexpectsthatapproximately1/3ofstudentswillwalktoandfromschool

whiletravellingnotmorethan5to10minutesonsafesecondarystreets;1/3of

studentswillbedroppedoffandpickedup bytheirparentsbytravellingnomore

than10to20minutesbyprivatetransport;and1/3,dependingontheageand

maturityofthestudents,willarriveatschoolandreturnhomeinschoolbusesby

travellingbetween20to30minutes.Theseproportionsmaybedifferent,

communitybycommunity,andmaychangeovertime,dependingonthe

availabilityand

characteristics

of

public

transportation.

Thereisagreatbenefitinlocatingnewschoolfacilitiescentrallyinthe

communitiestheyserve.Thisisparticularlyimportantinnewdevelopmentswhere

existsanopportunityforplanningschoolfacilitiesatthesametimeashousingand

otherpublic

facilities.

Thefirststepindeterminingthespecificrequirementsforanewschoolfacilityis

toestablishthecharacteristicsofthepopulationitwillserve,whetherEmirati

nationals,expatsoramixedpopulationIneachcasethestandardstobeapplied

forthesevariedpopulationsaredifferent,andwillaffectthedesignofproposed

structures.Thesecondstepistoconductastudytoestablishtheagecomposition

ofthecommunity,andtoestablishwhatwillbethedemandforeducational

servicesinaplanninghorizonofatleastfiveyears.


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ChapterBSchoolSites


Ethnicandnationallines,aswellasphysicaldisruptionssuchashighways,creeks,

andotherbarriers,shouldbetakenintoconsiderationwhendeterminingthe

catchmentareaforaschoolfacility.Potentialdifferentialinstudentyieldsand

communityexpectationswillalsobeimportantfactorsinschoollocationdecisions

andterritorialdistribution.

Whenprivate

school

services

are

available,

or

possible,

in

a

certain

given

area,

the

demandonADECsschoolscanbediscountedtoaratewhichwillbedetermined

byADEConcasebycasebasis.UnlessotherwiseindicatedbyADEC,mostof

schoolfacilitiesshall beplannedforasinglegender.Thiswillrequirethedesignof

an equivalentfacilityfortheothergendertobelocatedinthesame community.

Forexample,ifinagivenareathereisapotential enrolmentof2500studentsfor

CycleI,aprovisionshallbemade tohavetwoschoolsfor1250each,oneforboys

andoneforgirls. Ifthepotentialenrolmentis1250studentsorlessatwogender

schoolisneeded.KindergartenswillmixgendersandbeattachedtogirlsCycle1

schoolsunlessotherwisestipulatedbyADEC.

Twogenderschoolswillrequireslightlybiggersitesbecauseoftheduplicationof

somefacilitiesandtheneedforsegregationofaccessandegress.Indensely

consolidatedurbansettings,theoptionofusingcommunityfacilitiesforschool

useshouldbeconsideredwhilekeepinginmindthatstudentsafetyandsecurityis

paramount.Conversely,andprovidedtheappropriateuseagreementsarein

force,schoolfacilitiesshallalsobeusedbycommunities,afterschoolhours.Itis

consideredthat

having

parents

and

family

members

in

close

relationship

with

the

school.


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B.2 SchoolTypeandSizeTherequireddimensionsoftheschoolsitewillbedeterminedbythefollowing

variables:

Thepopulationofschoolagechildrenlivingwithintheboundariesofthe

catchmentarea

as

determined

by

unobstructed

travel

distances.

Thetypeofschool(Kindergarten,CycleI,II,orIII)neededinthecommunity

anditsspecificprogrammaticneeds.

Considerationoftheefficientuseofspace,includinganadequateallowance

forexpectedgrowth.

Indenseurbanareas,thestackingofsomeeducationalspace, administrative,and

serviceareaswillbepermittedastoallowforotherfunctional areastobeonthe

groundfloorsuchas:kindergartenclassrooms,classroomsforlowergradesin

CycleIschools,

kitchens

and

play

fields.

Preferably,

Cycle

Ischools,

will

not

exceed

agroundplusonefloorconfigurationandCycleIIandIIIschoolswillnotexceeda

groundplustwofloorsconfiguration.Inextremesituations,otherconfigurations

couldbeacceptable,butonlyafterconsiderationisgiventothepossibilityof

providingundergroundparking,rooftopphysicaleducationfacilities,and/orthe

useforschoolpurposeofnearbycommunityfacilitieslikeauditoriums,swimming

pools,etc.

CycleIschoolstudentswillfeedintoCycleIIschoolsandsubsequentlyCycleII

schoolswillfeedstudentsintoCycleIIIschools.Ideally,thethreetypesofschools

willbeclosetoeachother,andthesamegroupofstudentswillmoveseamlessly

fromoneschooltothenext,Asurbanandregionalnetworksaregenerally

irregular,anoverallapproachshouldbeadoptedlookingattheschoolnetwork,

asawhole,usinggeographicinformationsystemstoexplorepossiblealternatives.


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ChapterBSchoolSites


ThecombinationofschoolsoftwoormoredifferentCyclesononesiteis

acceptableinareaswherelowstudentpopulationscouldleadtounderutilized

schoolfacilities.Ingeneralterms,itisadvisabletohaveakindergartenonthe

samesiteasaCycleIschool.Standalonekindergartensareacceptablewherethe

serviceisnotavailablewithinareasonablewalkingordrivingdistance.

TypicallyforaCycleIschoolfor1250students,thetotalbuiltuparearequired

wouldbe

18,000

m2,

and

the

site

requirement

for

a

ground

plus

one

building

is

30,400m2. Byusingaconfigurationofgroundplustwofloorsthesite

requirementsmaybereducedbyabout2000m2.

B.3 SiteSelectionCriteriaSitedimensionsshallbesufficienttoaccommodatethebuildingfootprinttothe

mostfavourableorientations,adequateoutdoorlearningandphysicaleducation

spaces,accesstoconvenientparking,andhavewelldesignedpedestrianand

vehicular

paths,

as

well

as

ample

green

area.

Except

in

densely

populated

urban

areasschoolsitesshouldprovidefornotlessthana30%increaseinthefootprint

againsteitherpossiblegrowthortheadditionofotherfacilities.

Siteselectionwillstartwiththeanalysisofseveralpossibleoptionsthataretobe

gradedinconsiderationofsafety,suitabilityandconvenience.Thecostofland

shallnotbeaconsiderationforsiteselection.Ifnosuitablesiteisfoundinagiven

communitythatneedsaschool,achangeoflanduseand/orthedemolitionof

existingstructuresinanappropriatelocationshallbeaddressedwiththe

pertinentauthorities.

Characteristicsofundesirablesitesforschooldevelopmentinclude:

Siteswithin3kmofanexistingairportrunwayorapotentialairportrunway

includedinanairportmasterplan.Thedistanceshallbemeasuredfromthe

nearestportionof therunwaytothemostadjacentportionoftheschool

site.

Siteswithinpotentiallyunsafedistancesfromhighvoltagepower

transmissionlines.Distancesarefromtheedgeofthepowerlineeasement


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tothenearestportionoftheschoolsite.Restrictionsareasfollows:

30mfromaneasementfora50133kVline.

45mfromaneasementfora220 230kVline.

110mfromaneasementfora500550kVline.

Siteson,oradjacentto,sitescontainingtoxicorhazardoussubstances.

Restrictionsare

as

follows:

Landfillordumpareas.

Proximitytochemicalplants,oilfields,refineries,fuelstoragefacilities,

nucleargeneratingpowerplants.

Agricultureareaswhereheavyuseofpesticidesorfertilizershavebeen

heavilyused.

Sites

within

100

m

of

cellular/

mobile

telephone

towers.

Siteswithin500mofanyfacilitythatmightemitorhandlehazardous

materials,substancesorwastes.Distancesarefromtheedgeofthenearest

portionofthefacilitysitetothenearestportionoftheschoolsite.

Siteswithaboveorbelowgroundunprotectedpressurizedgas,orgasoline

pipelines.

Siteswithin500mofaneasementofanabovegroundorunderground

unprotectedhighpressurewaterpipeline.

Siteswithin100mofmajorpropanestoragetanksoragasstation.

Sitesthat

are

within

400

m

of

malls,

movie

theatres,

universities,

or

other

placesofgreatattractionofpeopleandcars.

Sitesnearmajorhighways,streets,railtracksorstationsthatproducesource

ofexcessivelevelsofnoiseand/orpollution.

Siteswithanexcessiveslopethatwouldcreateanexcessivelyhighdemand

forcostlydesignfeaturessuchasretainingwalls,earthworkremovalor

redistribution,ramps,orstepping.

Siteswithin300mofmajorhospitalorfirestation.Distancesarefromthe

edgeofthenearestportionofthefacilitysitetothenearestportionofthe

schoolsite.

Siteswithin800mofmajorroadwayswhereexplosivesmightbecarriedand

within500mwherecombustibleorpoisonous gasesaretransported.

Sitesthatwouldadverselyaffectthelocalenvironmentorwouldnotbeable

toserveasanamenitytothelocalcommunity.

Siteswithveryirregularshapes,orunusablesectors.


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ChapterBSchoolSites


B.3 SiteSecurityandSiteAccessLearningactivitiesrequiresecurablesitesthatfeaturecontrolledaccessforthe

protectionofthestudents,staffandvisitors.Thefollowingarethemostimportant

requirementsforallschoolprojects:

Perimeterwallsand/orfencesaroundschoolsitesthatprovidesecurityfor

theentire

campus,

including

play

fields

and

green

areas.

Fences

and/or

walls

at

boysschoolsmaybeofamoreopendesignwhichallowforviewsintothe

campus.Girlsschoolsmusthaveamoreopaquedesignthatprohibitsviews

totherecreationalandsportsareasoftheschoolcampus.

Whenpossible,wallsandfencingshallbeintegratedintoarchitectural

designstoenhanceandcomplimentthecharacteristicsofbuildingsthat

occupythecampus.Designersareencouragedtofindinterestingtextures,

colorsandshapesforperimeterwalls.Perimeterwallsshallnotblockviews

totheentranceoftheschoolandtotheaccesstocommunityfacilities.

Gatesat

access

points

for

the

loading

dock

area

for

kitchens

and

heavy

equipmentshouldhavetheshortestpossibledistancetopublicstreets.

Gatesshallopenthefullwidthoftheaccessdrivesandbetheheightofthe

adjacentperimeterwalls.Serviceentriesshallbeawayfrommainentrances

providedforstudentsandcommunities.

Buildingfaadesshalltobedesignedandintegratedvisuallywiththe

Visio

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boundarywallandlandscape.

Speciallymarkedentrylocationsintocommunityusespacesshallbe

provided.

Clearandsaferoutesforcommunityusespacesfrompublicwaysandfrom

parkingareasshallbeprovided.Lightingsystemstoconnectschool

entrances,walkways,andparkingareasfornightusebythecommunityshall

bedesigned.

Awell

defined

shaded

pedestrian

path

shall

be

established

from

the

parking

anddropoffareastothemainentrance.

Conductshadestudiestoensurepropershadingofpathwaysanddropoff

areas.

Visualsupervisionofthemainentryfromadministrativeareas,shallbe

provided.

SchoolsthatintegratedifferentCyclesintoasinglecampusshallfeature

separateentrancesforeachCyclegroup.

School

sites

for

more

than

1500

students

shall

be

considered

as

very

exceptionalanddesignsfortheselargecampusesshallallowformultiple,

smalleranddistinct,entryareasforeachcyclewithintheschool.

Blindspotsthatprohibittheabilityofthestafftoadequatelysuperviseall

areasofthesiteandwithintheschoolshallbeavoided.

Singleriserchangeinlevelisatrippinghazardandisnotallowedinanypart

ofthesite.Ifleveldifferenceisrequired,aminimumoftworisersshallbe

provided.Iftheleveldifferenceismorethan450mm,thenfallprotection

likerailingsshallbeprovided.

Provideswing

type

steel

gate

in

certain

locations

to

control

access

to

parkinglotsand/ordropoffareas.Thesewouldbestudiedandresolvedon

casebycasebasisinearlysitedesign.Insomeurbansituations,twoway

communicationatthegatemaybeneeded.

B.4 Parking,PickupandDropOffSitedesignsforparking,pickupanddropoffshallbedevelopedinamannerthat

allowsconvenientaccesstotheschoolbuildingwithouttheneedforpedestrians

tocross

major

flows

of

traffic,

or

to

travel

significant

distances

from

the

parking

lottotheschoolentrance.Thefollowingaretheprimaryrequirementsfor

parking,pickupanddropoff:

Distancesbetweenparkinganddropoffareasandschoolmainentrance,

shallbeasshortaspossible.

Staffandvisitorparkingspacesshallbeshaded.

Clearsignageforvisitorsfromparkingareastopedestrianentry,busdrive,

serviceentry,dropoff/pickupinshallbeprovidedbothArabicandEnglish.


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ChapterBSchoolSites


TrafficsignageshallconformtobothADECandlocalrequirements.

Anaccessibleentryrouteforthosewithphysicaldisabilitiesfrom

handicappedparkingspacesshallbeprovided.

Avoidmountablecurbsatentrancesanddropoffstoavoidunauthorized

parkingonpedestrianareas.

Designcurbscarefullysothattheydonotallowvehiclestoparkonthe

sidewalksandhardscapes.Usedecorativeplantingandbollards,ifneeded.

Pickup

and

drop

off

driveways

shall

be

located

off

secondary

roadways

.

Pickupanddropoffdrivewaysshallbelocatedsuchthatnostudentshall

crossvehiculartrafficwhendroppedoff.

Dropofflanesshallallowforaminimumqueueof10carsand4schoolbuses

atanygiventime,butitisnotintendedthatbuseswillparkonschool

grounds.

ParkingspacesaspertheDepartmentofTransportationrequirementsshall

beprovided.

Carand

bus

drop

off

and

pick

up

areas

shall

be

separated.

Busdropoffshallbedesignedsuchthatthebusesdonotneedtobackoff.


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B.5 LandscapeSchoolfacilitiesshallbedesignedfromtheinsideout,givingprimaryimportance

toaddressingfunctionalissuesderivedfromtheneedsofthelearningprocess.

Outdoorlearningspacesshouldbeinvitingsocial,recreationalandeducational

spacesthatcanbeusedtoteachabouttheenvironment,naturalscience,aswell

asbesafeplacesinwhichtodoresearchandconductexperiments.Outdoor

learningareas

shall

be

designed

as

inviting

places

for

students

to

read

or

conduct

theirstudyinaquietsetting.Themostimportantrequirementsinclude:

Schoolfacilitiesshallbedesignedgivingtheupmostimportanceto address

functionalissuesderivedfromthelearningprocessneeds.Outdoorlearning

spacesarewonderfulsocial,recreationalandeducationalspacesthat,used

wellcanteachchildrennotonlyabouttheenvironment,butalsoabout

science,research,experimentsamongstotherthingsenhancingscienceand

literacyprograms.

Outdoorlearning

areas

are

great

places

to

have

students

read

stories

and

engageintheirbookinaquietsetting.Teacherscantakestudentson

naturetours,bugandleafhunts,andlearningabouttheoutdoorworldin

anoutdoorsetting.

Schoolplaygroundsareveryimportantforthedevelopmentofachildand

notjustforplaybutfordevelopmentofcognitiveandmotorskillsforyoung

growingbodies.Theplaygroundequipmentshouldbeageappropriateand

properlydesignedtobenefitthechildsdevelopment,encouragingchildrento

exert

themselves,

build

strength

and

improve

lifetime

benefits

in

improved

healthandfitness.

Designbuildingsuchthataninternalshadedcourtyardiscreatedthatmaybe

usedforassemblypurposesforthewholeschool(oreachgenderinmixed

genderschool.

Providecleardelineationofthemainentrytotheschoolwhichshouldre

emphasizewitharchitecturalanddecorativeelementslikemuralsandwater

fountainsandwellasshadesandprotectionfromtheweather.

Outdoorlearningareasthatareappropriatelyshaded.

Designsthat

do

not

create

excessively

long

narrow

spaces

between

buildingsandtheperimeterwallsorfences.

Outdoorspacesshouldprovideatleast5meterscleardistancebetween

buildingsandperimeterwallsandfences,whilelimitingthelengthofsuch

spacestonolongerthan30metersinanystraightparallelsituation

Shouldprovidecleardelineationofthemainentrytotheschoolwhich

shouldbeemphasizedwitharchitecturalanddecorativeelementslike

murals,sculpturesandwaterfountains,aswellasshadeandprotectfrom

theweather.


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Mainacademicareasshallbesituatedonareasofthesitethatofferthe

mostprivacyforstudentsandteachers.

Dropoffandparkingareasshallbeoutoftheboundarywallsaslongasthey

arewithintheschoolsitelimitsandthereisvisualadultsupervision.

Landscapedesignshouldenhancethevisualqualityofschoolcampuswhile

improvingthemicroclimateandofferinglearningopportunities

Localsitevegetationshallbepreserved.

Noninvasive,

indigenous

vegetation

or

adapted

suitable

vegetation

shall

be

adopted.

AgeappropriateoutdoorplaygroundequipmentisrequiredinallCycleI

schools.

Physicaleducationfieldsforstudentsshouldbeabletodoubleuptobeused

bycommunitiesfortrainingandcompetition,butwillnotrequirebleachers

unlessbyaspecificcommunityrequirementandunderspecialmanagement

agreements.Design

the

fields

to

accommodate

bleachers

in

the

future

if

needed.


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B.6 CommunityIntegrationSchoolshavethepotentialtobeintegralpartsofcommunitylife.Theinvolvement

offamiliesandprominentmembersofsocietyineducation,throughtheshared

useoffacilitiescanpositivelyinfluencethecultureofschoolsaswellasimpact

positivelyonthesurroundingsociety.Further,thiswillhelptobuildapolitical

constituencythatshowssupportforpubliceducationandemphasizetoeducators

theirresponsibility

for

ongoing

improvements.

Parentalcooperationincreasesconfidenceinteachersandadministrators,reduces

behaviourproblems,andboostsstudentachievement;italsodemonstratesto

educatorsthatparentsspecifically,andtheadultcommunityatlarge,areproactive

participantsintheeducationprocess.

Educationalfacilities

shall

be

designed

to

meet

a

variety

of

community

needs

by:

Helpingmeetsomeofthecommunityseducational,recreational,and

wellnessneeds.

Beingaccessibletopeopleofallagesandphysicalabilities.

Encouragingactiveparentalinvolvementandpresenceinschoolactivities.

Supportingrelationshipswithlocalbusinessesthatareproductiveto

studentsandsupportiveofthelocaleconomy.

Promotingparticipationbymembersofthecommunityinavarietyofways,


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ChapterBSchoolSites


Includingmentorships,apprenticeshipsandotherlearningopportuni

tiesbasedonworkandservice.

Containingsharedpublicspacesthatareaccessibleyearround,onal

ternateschedules.

Beingplaceswherecreativespaceconfigurationsexpandschooluse,

wherelearningoccursafterschool,atnight,andonweekends,and

whereschooltoschoolpartnerships,linkswithbusinesses,andcol

laborationswith

higher

education

are

encouraged

and

supported.


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C

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C2 ADECEDUCATIONALFACILITIESDESIGNMANUALMarch2012


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ADECEDUCATIONALFACILITIESDESIGNMANUALMarch2012 C3

C.1 TheEducationalProgramAnalysisTheeducationalprogramanalysisisthebasisforthespaceprogramming.Each

educationalspacehasanhourlyavailabilitywhichistheresultofmultiplyingthenumber

ofperiodsaweek,timesthenumberofdaysinaweek,whichforADECsschooliseither

35or45hoursperweek.Suchavailabilityisusuallydiscountedbyautilizationfactor

thatranges

between

80

to

90%.

The

use

requirements

for

each

space

are

determined

by

thenumberofperiodsaweekthataparticularsubjectistaughtinaparticularspace,times

thenumberofstudentgroupsthattakeaparticularsubject.Theformulautilizedto

qualifythenumberofspacesforeachspecializeroomisthefollowing:

Apply86%utilizationfactorforallcyclesandsubjects.

PeriodsperweekpersubjectinCycleI

PeriodsperweekpersubjectinCycleIIandIII

Numberofspecialized

rooms

=

Numberofperiodsperweektaughtinthatroom.

Numberofgroups/sectionstakingthatclass

X

Numberofperiods

per

week

that

the

roomisavailable.

UtilizationFactorX


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C.2 OptimalconfigurationsIdeallythetotalenrolmentofaschoolbuildsinincrementsof20forkindergartens

andinincrementsof25forCycleIand30forCycleIIandCycleIII.Therefore,full

cohortsofstudentsaremultiplesof20,25or30timesthenumberofgradesper

Cycle.

Other configurations are acceptable aswell,but theywill requiremixing grade

levelsinLearningCommunities,orpossiblyhavingsomeadditionalclassroomsout

oftheLearningCommunityconfiguration.


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C.3 SpaceprogramsThetypesandnumbersofspacesrequiredtosupporttheeducationalprogram

aredeterminedindiscussionsandcalculationsdonewiththeeducatorsand

schooloperators.Foreachparticularproject,sitespecificspaceprogramare

determinedbymultiplyingthenumberofstudents/users/groupsbytheunitarea

inm2foreachparticularspace.Atypicalexampleisprovidedbelow:

TwogenderCycleI(1250Students)plusKG


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TwogenderCycleI(1250Students)plusKG (continued)


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SinglegenderCycleIIandIII(1200Students)


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C10 ADECEDUCATIONALFACILITIESDESIGNMANUALMarch

SinglegenderCycleIIandIII(1200Students)(continued)

SinglegenderCycleII,III


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SinglegenderCycleIIandIII(1200Students)(continued)


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TwogenderCycleI,IIandIII(920Students)


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TwogenderCycleI,IIandIII(920Students)(continued)


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TwogenderCycleI,IIandIII(920Students)(continued)


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C.4 SpaceAnalysisLearningCommunity.Kindergarten.

Relationshipdiagram


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LearningCommunity.Kindergarten.

Examplewith4Classes.


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LearningCommunity.CycleI,II,III

Relationshipdiagram.


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LearningCommunity.CycleI,II,III

Layoutoption


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Classrooms.CycleI

Example:Furniturearrangements


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Classrooms.CycleII,III

Example:Furniturearrangements


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ScienceScience/ArtRoomCycleI,II,III

Example:Furniturearrangements.


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TheLearningCommunityiscomprisedof 4or5Classroomsplusalargermultipurpose

roomforuseasalaboratory,art,scienceorICTasperthespaceprogram.,plusa

Teacher'sWorkSpace,Storageandtoilets.

Classrooms

Function

Teaching,learning,inmultiplemodalities.

Students,Teachersworkinvariedsizegroupsandspacesforvariedperiodsoftime

eachday,1Teacher+1AideperclassroominCycleI.

SpatialRelationships

ClassroomaccessiblefromtheBreakoutSpacewithineachLearningCommunity. No

directaccessfromschoolsgeneralcirculation.

PartitionbetweenClassroomandBreakoutSpacetobeapproximately50%clear

glassand

operable

to

open/

connect

two

areas

and

facilitate

movement

and

visual

contactofstudentsandteachers.

EachClassroomshallbelinkedtotheBreakoutspacebyatransparentsolid,sound

resistantslidingorfoldingpanel.

ProvideindirectaccesstoOutdoorLearningAreasthroughtheBreakoutspacein

Grades1through12.InKindergartenclassrooms,providedirectaccessfromthe

ClassroomtoOutdoorLearningAreas.

Character

&

Ambiance

Squareoralmostsquareroomproportions.

Highdegreeofflexibility,fixedcaseworklocatedalongonewallforkindergarten

andCycleIclassrooms.Basecabinetheightstobe65cmforKGand70cmforCycle

I. SpaceswithinClassroomcanbedefinedbyarearugs,furniturethatteacher/

studentscanrearrange.

Naturallight,view/accesstoexterior/OutdoorLearningArea.Naturallightmustbe

controlledarchitecturally(viaorientation,overhangs,externalshadingdevices)to

minimizeheatgainandglarewithinspace.Designforcomfortwithoutanyshadesor

blindswithin

the

classroom

Mustbeabletovaryartificiallightlevelwithinroom dimmersand/orswitching

Providetwo(2)markerboardswithinteractivewhiteboardinthemiddle.

Exploreoptionswallsurfacesfordisplayofteacher&studentmaterials.Orprovide

tackboardsfordisplayofstudentwork.

EachClassroominaLearningCommunitymustmeetthesecriteria,buteachcan

incorporatefeaturestoallowthestudentsandteacherstobecreative.

LearningCommunity;FunctionalRequirements


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Science/ArtLaboratory

Function

Multipurposespacethatmaybeusedforallscience(chemistry,physics,biology,

etc.)andforstudentartandotherprojectwork.

Highlyflexiblewithperimetercaseworkandsinks.Loosetablesandchairsincentre.

Shouldbe

able

to

rearrange

space

for

laboratory

and

lecture

instructional

configurations.

Designated onelaboratoryasachemistrylaboratoryincycleIII.

SpatialRelationships AccessibletoBreakoutSpaceandschoolcirculation.

MustbeadjacenttoStorage/PreparationRoom.

Therewillbe2separatedoorstotheScience/ArtsLaboratory,onewithaccessfrom

the

general

school

circulation

to

allow

flexibility

for

students

from

other

learning

communitytousethespace.

Character&Ambiance

Rectangularspace(1:2)withsubstantialperimeterforcasework,display,withsome

visualconnectiontoBreakoutspace.

Basecabinetheightstobe70cmhighforCycleI,80cmhighforCycleIIand85cm

highforCycleIII.

Naturallight,view/accesstoexterior.Naturallightmustbecontrolled

architecturally(via

orientation,

overhangs,

external

shading

devices)

to

minimize

heatgainandglarewithinspace.Shallprovideshades/blindswithinspacetodarken

roomfor projectionsandexperiments.

Mustbeabletovaryartificiallightlevelwithinroomwithdimmersand/orswitching.

Providetwo(2)markerboardswhichmaybeusedforprojection

Providewallsurfacesfordisplayofteacher&studentmaterials.

Providetwo(2)markerboardswithinteractivewhiteboardinthemiddle.

Exploreoptionswallsurfacesfordisplayofteacher&studentmaterials.Orprovide

tackboardsfordisplayofstudentwork.

GraphicsandspaceforgraphicsaboutArabachievementsinscienceandart.

Storage/PreparationRoom

Function

Storage,PrepRoomtosupportinstructioninScience,Art,ProjectLaboratory.One

CycleIIIPrepRoomwillbedesignatedastheChemistryPrepRoomandwillbe

requiredtomeetlocalcodesinadditiontotherequirementsidentifiedinthe

InteriorStandards.

LearningCommunity;FunctionalRequirements(continued)


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Forstorageofequipmentandsupplies,forteacherpreparationofmaterialsfor

classesinadjacentspace.

SpatialRelationships Mustbeadjacentto,accessiblefromLaboratory,ScienceRoomsandArtRooms.

Character&Ambiance

Naturallight/windowspreferred.

BreakoutSpace

Function

CentralspaceofLearningCommunitywhichlinks,organizesallotherspaces,allows

individualand

team

activities.

Highlyflexiblespacewhichhousesmultiplefunctions,modesofinstruction,large/

smallgroups,individualstudy,projectworkandcirculation.

Spacesupervisedbyteachersfromwithinthespace,fromtheClassroomsandfrom

theTeacherWorkSpace.

Teaching/learningemploysmultiplemodesofinstruction,occursinClassrooms,and

Breakoutspace.Students,teachersworkinvariedsizegroupsandspacesforvaried

periodsoftimeeachday.

CycleIInstructional

activities

can

include::

Wholegroupfineartsorstorytellingactivities.

Guestspeakersandotherpresentations.

Integrated,multi agedlearning(eg.,interviewingstudentsfromolder/younger

grades,peermonitoring,peertutoring).

Smallgroupwithteacherfordifferentiation(accelerationor remediationpullout

groupsforreading/math).

CycleIIInstructionalactivitiescaninclude:

Smallgroupresearch.

Interdisciplinaryprojects(humanitiesormath/sciencecollaboratorstudy/research.

Preparationareaforstudentpresentations.

Presentationsofprojectsetc.bystudents,and guestpresentations.

Instructional&/orbehaviouralinterventionoracceleration.



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Breakout(continued)

CycleIIIInstructionalactivitiescaninclude:

AlloftheaboveforCycleIandII.

Projectbasedlearning.

Careerinvestigation,interestbasedgroupsforguestspeakers,research,etc.

ProfessionalLearningactivitiescaninclude:

Peerobservationanddiscussionforteachers.

Actionresearch&collaboratorexploration.

Professionallearningcommunities(i.e.,teachersmeetingingroupsof35foracross

gradesand/ordisciplinesforstudyandhoningtheircraft)

Character&Ambiance

Flexiblespace

with

natural

light/glazing

preferred.

Columnswithinthespacearenotacceptable.

OutdoorLearning

Function

Multipurposeoutdoorspacefor individualand groupinstruction.Scienceand Art

projects experienceandinteraction.

Spatial

Relationships

Direct accessfromlearningcommunity breakoutspace.

Character&Ambiance

Shadedforoptimumuse.

Flexible design.

TeacherWorkSpace

Function

Space

for

teacher

planning,

discussions,

team

teaching

planning,

discussions

on

studentindependentdevelopmentplans(IDPs)etc.

SpatialRelationships Direct accessfromlearningcommunity breakoutspace.

Character&Ambiance

Pleasant,creative,opentobreakout,directcommunicationwithbreakout, inviting

tostudents.



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Classroom

FLOORS:

Non slipPVCorLinoleumresilientflooringforCycleI;Ceramic/Porcelain/terrazzo

tilesfor

Cycle

II,

III.

Area

rugs

in

KG.

WALLS:

Blockwithnon toxic/lowVOCplaster,paintwithatleasttwotackboardsor

tackabledisplaysurface.Ceramictilesto600mmabovecounters.

Opaqueportionsofanyoperablewallstobevinylwithadequateacoustical

properties.Transparentpartsoftheoperablepartitionstobedoublepane,

transparentglass.Operablewallstobewithheavydutyhardwareinbrushed

stainless

steel.

CEILINGS:

Nodropceilings.Acousticceiling,3minheightminimum.Direct/indirectlighting.

DOORS/WINDOWS:

DoorstoopentotheoutsideofClassroom;30x40cm(min.)safetyglassvision

panel;prefervisionpanelofwidthofthedoorwithhalftheheightofthedoor.

Onewayprivacyglass,insulated,loweglazinginexteriorwindowswithexterior

shadingdevice.

Noautomaticdoorclosers.Doortothelearningcommunitytohave aholdopen

device.

FURNITURE/MILWORK:

Allfurnishingstobeflexible,moveableandageappropriate.

Providetables/chairsthatcanbearrangedinvariableconfigurations.

Provide1tallteacherscabinetand8linearmetersofopenbasecabinetswith

shelves

in

Cycle

I

schools

with

counter

height

of

700

mm.

MountwhiteboardsandtackboardsinCycleIwithbottomat700mmabove

finishedfloorandinCycleIIandIIIatwithbottomat850mmoffabovefinished

floor;withsolidsurface,marbleorgranitecountertop.

LearningCommunity;InteriorStandards


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Science/ArtLaboratory

FLOORS:

HeavydutyCeramic/porcelaintiles.

Antichemicalsacidresistantceramicflooring forthe ChemistrylaboratoryinCycle

III

WALLS:

Blockwithnon toxic/lowVOCplaster,paintwithatleasttwotackboardsor

tackabledisplaysurface.Ceramictilesto600mmabovecounters.

Basecabinetheightstobe70cmhighforCycleI,80cmhighforCycleIIand85cm

highforCycleIII.

CEILINGS:

Nodropceilings.Acousticceiling,3minheightminimum.Direct/indirectlighting.

DOORS/WINDOWS:



Onewayprivacyglass,insulated,loweglazinginexteriorwindowswithexterior

shadingdevice.

Noautomaticdoorclosers.Doortothelearningcommunitytohave aholdopen

device.

FURNITURE/MILWORK:

Fixedcabinetswithlaboratorytops(epoxyresin)aroundperimeterwithlaboratory

sinksat700mmforcycleIand850mmforcycleII&III.

Providetablesandchairsthatcanbearrangedinvariableconfigurations.

Provideone(1)mobilefumehoodperfloor incycle IIand III. Show location inall

sciencelaboratories.

1

emergency

shower/eye

wash

station

in

the

designated

chemical

laboratory.

12linearmetersofbasecabinetsminimumandsixsinksminimumineachlaboratory.

Teacherdemonstrationtablewithwater,poweretc.intheonedesignatedchemical

laboratoryinthecycleIIIschools.

Nopipedgasisrequiredforanyclassrooms.

TheonedesignatedChemistrylaboratoryincycleIIIshallhavecardlockaccess.

LearningCommunity;InteriorStandards(continued)


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Science/ArtStorage/PreparationRoom

FLOORS:

Ceramic,porcelainorgranitetiles.

WALLS:

Blockwith

non

toxic/

low

VOC

plaster,

Ceramic

tile

600

mm

over

counter.

CEILINGS:

Prefernodropceiling.Acousticceiling,3minheight,minimumIndirectlighting.

DOORS/WINDOWS:

Doorwith30x40cm(min.)viewpanel.Tinted,insulatedloweglasswindowswith

exteriorshadingdevice.

FURNITURE/MILWORK:

Basecabinetswithonesinkatcounterheightwithepoxyresintops,sink,wall

mounteduppercabinets(allcabinetslockable)alongonewallandopenshelving.

Provideflatfilestorageforstudentartwork,instorageroomsdesignatedforart

storage.

BreakoutSpace

FLOORS:

Nonslip

PVC

or

Linoleum

resilient

flooring

for

Cycle

I;

Ceramic/

Porcelain/

terrazzo

tilesforCycleII,III. ArearugsinKG.

WALLS:

Blockwithnontoxic/lowVOCplaster,withtransparentwalls/folding/sliding

partitionsbetweenbreakoutandclassrooms.

CEILINGS:

Prefernodropceiling.Acousticceiling,3minheight,minimum.Direct/Indirect

lighting.

DOORS/WINDOWS:

Ifprovided,tinted,insulatedglazingwithexteriorshadingdevice.

FURNITURE/MILWORK:

Tables,chairs,somesoftloungeseating.Somemajlisseatinggroups.Nofixed

casework.



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OutdoorLearning

FLOORS:

CycleI:Rubbertiles,CycleII&III:Hardscape

WALLS:

N/A

CEILINGS:

Eitherselfshadebybuildingorshadestructureorboth.

FURNITURE/MILWORK:

Provide

some

educational

plant

materials,

planters

for

student

use

and

instructions,someflexibleseatingareawithmulticonfigurationsforseating.

Shadedseatingareaforatleast30students.

TeacherWorkSpace

FLOORS:

SameasBreakoutspace

WALLS:

Blockwithnontoxic/lowVOCplaster.Nowallbetweenbreakoutandteacherwork

space.

CEILINGS:

Acousticceiling3minheightmin.,indirectlighting.

DOORS/WINDOWS:

Workspacetobeopentobreakout.Ifprovided,windowstobetinted,insulatedlow

eglazing

with

exterior

shading

device.

FURNITURE/MILWORK:

Modulardesks,chairs,caseworkforstorage.



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LearningCommunityStorage

FLOORS:

SameasBreak OutSpace.

WALLS:

Blockwithnontoxic/lowVOCplaster,paint

CEILINGS:

Prefernodropceiling.Acousticceiling,3minheight,minimum.

DOORS/WINDOWS:

Nowindows.

FURNITURE/MILWORK:

Openshelving.



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Relationshipdiagram


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Music.

Example:seatingarrangements.


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MusicRoom

Function

Oneforinstrumentalmusicinstructionandotherforvocalmusicinstructionand

practiceinsinglegenderschools.Intwogenderschools,seteachupforboth

instrumentaland

vocal.


NeartoordirectlyaccessiblefromLearningCommunities.

NeartoorgoodaccesstoAuditorium.

Character&Ambiance

Closetosquareshapespace.Controllednaturallight.

Properacoustics

for

music.

InstrumentsStorage

Function

Forstorageandmaintenanceofmusicalinstruments.

SomelargeinstrumentsmaybestoredinMusicRoom.


Adjacentto

and/

or

accessible

from

Instrumental

Music

Classroom.

CycleIIandIIIschoolsonly.

Character&Ambiance

Storageroom.

Office

Function

Office

for

music

teacher,

music

library/

storage.

SpatialRelationships MustbeaccessiblefromandwithwindowtoMusicRoom.

Character&Ambiance

Efficientofficespacewithfilecabinetsformusicstorage.

Officetohavelockabledoor. Preferwithexteriorwindow.

Music;FunctionalRequirements


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MusicRoom

FLOORS:

Carpet,AcousticNon slipPVCorLinoleumresilientflooring.

WALLS:

Blockwithnon toxic/lowVOCplasterandpaintwithappropriateacoustical

treatment

CEILINGS:

Acousticceilingwithfacetedpanelstodispersesound,3.6mheight.Direct/Indirect

lighting

DOORS

/

WINDOWS:



Windowstohavetinted,insulatedloweglazingwithexteriorshadingdevice.

FURNITURE/MILWORK:

Chairsandstandsformusicians,cabinetforsoundsystem.Teacherdeskandchair,

smartboard,whiteboards,tackboards.

InstrumentsStorage

FLOORS:

Resilientsheetflooringvinylorlinoleum.

WALLS:

Blockwithnon toxic/lowVOCplaster.

CEILINGS:

Acousticceiling,

3

m

in

height.

DOORS/WINDOWS:

Doorstohave30x40cm(min)vision panels.Nowindows.

FURNITURE/MILWORK:

Storageshelvingandinstrumentstoragecabinetsasappropriatetoinstruments.

Music;InteriorStandards


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Office

FLOORS:

Resilientsheetflooringvinylorlinoleum.

WALLS:


CEILINGS:

Acousticceiling3minheightmin.Indirectlighting.

DOORS/WINDOWS:

Opentomusicroom

FURNITURE/MILWORK:

Deskandchairs.

Music;InteriorStandards(continued)


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InformationandCommunicationTechnology.

Relationshipdiagram

InformationandCommunicationTechnology.

Example.FurnitureArrangements.


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ICTClassroom

Function

ComputerLaboratoriesforlearningandtestingforCycleIIandIII.CycleIICTis

taughtinclassroomsandbreakoutspaces,usinganywhereandanytimetechnology.

SpatialRelationships Adjacentindirectrelationshiptothelibrary.

Accessiblefromgeneralcirculation.

Character&Ambiance

Quietintimatelearningspace,temperaturecontrolforequipment.

ICTClassroom

FLOORS:

Carpet,Non slipPVCorLinoleumresilientflooring(antistatic).Nofloorboxes

WALLS:

Blockwithnon toxic/lowVOCplaster,paintwithtackboardontwowalls.

CEILINGS:

Prefernodropceiling.Acousticceiling3minheight.Indirectlighting.

DOORS/WINDOWS:



UpperWindows.Avoiddirectimpactofsunonwindows.Preventglareoncomputer

screens.

FURNITURE/MILWORK:

Providetables/chairsthatcanbearrangedinvariableconfigurations.Provide1tall

teachercabinet. Atleast2tackboards;Providecablinginheavydutyplastic

raceways.

InformationandCommunicationTechnology;FunctionalRequirements

InformationandCommunicationTechnology;InteriorStandards


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ChapterC

SchoolDesign


Art.

Relationshipdiagram

Art.

Example.Furniturearrangements.


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ArtClassroom

Function

Multipurposespacethatwillbeusedtodelivermostoftheartcurriculum.

Highlyflexiblewithperimetercaseworkandsinks.Loosetablesandchairsincentre

ableto

be

configured

to

laboratory

and

lecture

instructional

configurations.

SpatialRelationships Accessibletomaincalculation.Couldbeonsecondfloor

MustbeadjacenttoStorage/PrepRoomsandKilnRoom

Character&Ambiance

Rectangularspace(1:2)withsubstantialperimeterforcasework,display,withsome

visualconnection

to

outdoors

Highdegreeofflexibilitywithfixedcaseworkonlyonlongwallsforsinksand

equipment/suppliesstorage.

Properlycontrollednaturallightandartificiallight,view/accesstoexterior.Provide

shades/blindswithinspacetodarkenroomasrequiredfordigitalprojectors.

Providewallsurfacesforteacher,studentmaterialsdisplay

Kiln

Function

Kilnroomforartprojects.


AdjacenttowithaccessfromtheArtClassroom.

Character&Ambiance

Theroomshouldbewellventilatedforquickdryingofprojects.Providekilnexhaust

hoodventedtoexterior

ArtStorage

Function

Storageforsuppliesandprojectsforart.


AdjacenttowithaccessfromtheArtClassroom.

Art;FunctionalRequirements


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ChapterC

SchoolDesign


ArtClassroom

FLOORS:

Ceramic,terrazzoor coloured decorativeconcrete.

WALLS:

Blockwithnon toxic/lowVOCplaster,paintwithtackboardontwowalls. Ceramic

tiles600mmabovecounters.

CEILINGS:

Prefernodropceiling.acousticpanels.Direct/Indirectlighting.

DOORS/WINDOWS:

2doorsateachendofclassroomspaceopeningtoschoolcirculation/breakout,

DoorstoswingtotheoutsideofClassroom;30x40cm(min.)safetyglassvision


Windowstohavetinted,insulatedloweglazingwithexteriorshadingdevice.

Tinted,insulated,loweglazinginexteriorwindowswithexteriorshadingdevice

FURNITURE

/

MILWORK:

Fixed12mlongcounterandcabinetsalongonelongwallwith3utilitysinks.min(45

cmx60cmx30cmdeep).

Providetablesandchairsthatcanbearrangedin variableconfigurations.

Art;InteriorStandards


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DesignandTechnology.

RelationshipDiagram

DesignandTechnology.



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ChapterC

SchoolDesign


FlexibleD&TStudio

Function

Openflexiblebaysforart,designandtechnologyprojectworkthatextendswhat

happensinLearningCommunities.

Possibleuse

for

robotics

and

other

project

based

learning.

Highlyflexibletoaccommodatefuturecareerprograms.

Shouldbeabletorearrangecentreofspacetosuitvariedneeds.

SpatialRelationships Shouldbelocatedclosetothecoreacademicareasoftheschooltobeaccessibleto

studentsfromallLearningCommunities.

MustbeadjacenttoStorage,andOffices

Should

be

able

to

get

to

dock

area

for

supplies,

but

does

not

need

to

be

adjacent

to

dock

Character&Ambiance

Rectangularspacewithsubstantialperimeterforcasework,display.

Highdegreeofflexibilitywithfixedcaseworkonlyonlongwallsforsinksand

equipment/suppliersstorage.

Properlycontrollednaturalandartificiallight,view/accesstoexterior.Provide

shades/blindswithinspacetodarkenroomasrequiredbyprojects.

Providewall

surfaces

for

teacher,

student

materials.

Storage

Function

StorageforsuppliesandprojectsrelatedtoDATStudio.

Easyaccessfromtheloadingdocktobringlargersupplies.


AdjacenttoDATStudio.

Designandtechnology;FunctionalRequirements


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FlexibleD&TStudio

FLOORS:

Sealedconcrete.

WALLS:

PaintedCMU.Ceramictiles to600mmabovecounters.

CEILINGS:

4m(min.)clearheight,exposedstructure (paint)withpendantmountedfixtures,

exposedductwork,piping,conduits,etc.

DOORS/WINDOWS:

1Overheaddoortofacilitate largeprojectmovement intoandoutofroom tothe

loadingarea.Otherdoors tobedoubledoorsandtohave30x40cm(min.)view

panelWindowstobetinted,insulatedloweglazingwithexteriorshadingdevices.

FURNITURE/MILWORK:

Furnishings,equipmenttovarywithinstructionalprogramstobehoused.

DesignandTechnology;InteriorStandards


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ChapterC

SchoolDesign


SpecialEducation.

Relationshipdiagram

SpecialEducation.



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MultipurposeSpecialEducationRoom

Function

Roomsforspecialeducationinstructionemployingmultiplemodesoflearning.

SpatialRelationships Distributethroughouttheschoolwithproximitytolearningcommunities.

Easyaccesstothedisabledtoiletwithchangetable.

Character&Ambiance

Flexiblearrangementfor68students,quietreadingarea,computerarea.Provide

wetplayareaforKGandGrades1,2and3.

Properlycontrollednaturalandartificiallight,view/accesstoexterior.Mayprovide

shades/blinds

within

space

to

darken

room

as

required

for

digital

projectors.

Provideviewsintotheadjacentcirculationspace.

Providethree(3)markerboardswhichmaybeusedforprojection.

Provideone(1)tackboard.

Providewallsurfacesfordisplayofteacher&studentmaterials.

SpecialEducation/SpeechTherapyClassroom

Function

Officefor1andConferenceRoomfor6withcredenza/storage.

SpatialRelationships Accessible / Locate near at least one of the special education classrooms.

Availaboratoryleforspeech therapy

Credenza/storage.

Character&Ambiance

Conferencetablefor6andasmallofficeworkspace.

Providewindowstoadjacentcirculationwithoperableblinds.

SpecialEducation;FunctionalRequirements


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ChapterC

SchoolDesign


SpecialEducation

Classroom/MultipurposeOffice

FLOORS:

Non slipPVCorLinoleumresilientflooringinCycleIschoolsandceramic,porcelain

orgranitetileandbaseorcoloredconcreteinCycleIIandIII.Arearugs

WALLS:

Blockwithnon toxic/lowVOCplaster,paintwithtackboardontwowalls.

CEILINGS:

Acoustic

ceiling

3

m

in

height

min.,

indirect

lighting.

DOORS/WINDOWS:

Doortohave30x40cm(min.)viewpanel.Windows,ifprovided,tohavetinted,

insulatedloweglazingwithexteriorshadingdevice.

FURNITURE/MILWORK:

Allfurnishingstobeflexible,moveableandageappropriate. Providetables/chairs

thatcanbearrangedinvariableconfigurations.

SpecialEducation;InteriorStandards


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Library.

Relationshipdiagram.

Library.

Example.Furniturearrangements.


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ChapterC

SchoolDesign


Library

Function

Display,storageanddistributionofbooksandotherlearningresources.

Placeforreading,research,learninglibraryskillsetc.

Libraryspace

for

school

as

well

as

community

needs.

TheLibrarymustallowforopenandflexibleaccesstoresourcesandlibraryservices

forindividuals,smallgroups,andatleastonegroupof30studentsatthetime.

DistributionofbookstoClassrooms.

SpatialRelationships Shouldbecentrally locatedinschooltobeaccessibletostudentsfromallLearning

Communities.

Mustbe

adjacent

to

Library

Workroom/

Office

and

ICT

Classrooms.

Shouldbeabletogettodockareaforsupplies,butdoesnotneedtobeadjacentto

dock.

Controlledaccessafterschoolhours.

Character&Ambiance

TheLibrary shouldbewelcoming,efficientlyorganized,exciting,andmay include

thefollowing:

Softseatingforamajilis/readingarea

Displays

Paintings,posters,andstudentwork

Attractivecolorscheme

Other decorative features such as stuffed animals in Kindergarten and

ElementarySchools

Adequateandappropriatesignage

Glasstomaincirculation.

Computer area for a minimum 15 computers for inlibrary research; 2 for online

catalogue.Comfortablelayoutfortwostudentstousethesamecomputer.

Natural light, view/ access to exterior. Natural light must be controlled

architecturally (via orientation, overhangs, external shading devices) tominimize

heatgainandglare.

Provide ageappropriate environment. Group reading areas for smaller children,

individualcarrelsforolderstudentsetc.

Library;FunctionalRequirements


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Workroom/Office

Function

Spacewillbeusedasanofficeandwillalsoserviceasaworkstationforthe

assistant.

Activitiesincluding

receiving,

processing

and

distribution

of

materials;

repairs,

selectionandorderingofmaterials,maintainingcorrespondenceandrecords.


AccessiblefromLibrary.

VisualconnectionbetweenOfficeandLibrary.

Character&Ambiance

Workroom/Officeto

be

separate

space

with

lockable

door.

Comfortableandflexibleforuseasanofficeaswellasaworkroom.

Library

FLOORS:

Carpetornon slipPVCorLinoleumresilientflooring.

WALLS:

Block with non toxic/ low VOC plaster. Acoustic panels if required by acoustic

calculation.

CEILINGS:

Prefernodropceiling.Acousticceiling,4.5minheight,minimum.Directandindirect

lighting.

DOORS/WINDOWS:

Glassdoubledoors.Windowstohavetinted,insulatedloweglazingwithexterior

shadingdevices.

FURNITURE/MILWORK:

Circulationdesk.Bookshelveswithappropriateheights for smallchildren.Tables,

chairs.Majlisreading,discussionareawithspecialcarpet,cushions.

Library;InteriorStandards

Library;FunctionalRequirements(continued)


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ChapterC

SchoolDesign


WorkRoom/Office

FLOORS:

Non slipPVCorLinoleumresilient.

WALLS:


CEILINGS:

Acousticceiling2.7minheightmin.,indirectlighting

DOORS/WINDOWS:

Doortohave30x40cm(min.)viewpanel.Windowtolibrary

FURNITURE/MILWORK:

Cabinetsandcountersforworksurfaces.

Multipurposetableforworkingaroundaswellasforsmallmeetings.

WorkstationforLibrarian

Library;InteriorStandards


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PhysicalEducation,Performanceandsupportfacilities

Relationshipdiagram

MultipurposeRoom.

Layout10mx12mor12mx15m


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ChapterC

SchoolDesign


MultipurposeGymnasium

Layout

MultipurposeGymnasiumAuditorium

Layout


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Gymnasium

Function

ForPhysicalEducationandtraining,nocompetition.

Basketball,volleyball,gymnastics,exercise,etc.


Shouldbeaccessiblefrommainschoolcirculationandlockerrooms.

ControlledaccessafterschoolhoursfromGymnasiumtoschool.

Character&Ambiance

Ambiancetopromoteandenhancehealthandwellness.

Naturallightproperlycontrolled.

GymnasiumEquipmentStorage

Function

Storeequipment,furnishingswhichmaybeusedingymnasiumspace.

SpatialRelationships Directlyaccessibletogymandnearaccesstoadjacentoutdoorareas.

Character&

Ambiance

Nowindowneeded.

Multi purposeRoom

Function

Largeopenroomforexercise,playand informalphysicalactivities. Canhostupto

twogroupsofstudentsforalightexercise,starchingclass,yoga,etc.


Shouldbecloseoradjacenttogymandcafeteria.

Character&Ambiance

Naturallight,viewtoexteriorifpossible.

Brightspacewellventilated.

Multipurpose,andGymnasium;FunctionalRequirements


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ChapterC

SchoolDesign


Table&ChairStorage

Function

Store,furnishingswhichmaybeusedingymspaceandcafeteria.

SpatialRelationships Directly

accessible

to

gym

and

cafeteria

and

near

access

to

adjacent

outdoor

areas.

Character&Ambiance

Nowindowneeded.

InstructorsOffice

Function

Officework.

SpatialRelationships Accessiblefromgym.

Visualconnectionbetweengymandoffice.

Character&Ambiance

Officetobeseparatespacewithlockabledoor.Viewwindowtogymnasium.

Multipurpose,andGymnasium;FunctionalRequirements(continued)


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Gymnasium/MultipurposeGymnasium

FLOORS:

Resilientathleticflooring(min.6mm).Stripedforbasketballwith2crosscourtsand

volleyballwith2crosscourts.

Qualitytoallowforrollingwheelsofretractableseating,withoutdamage.

WALLS:

Painted,acousticalCMU.Acousticpanelsandsafetypaddingminimum 1.6mhigh.

CEILINGS:

Exposedstructure/deckpainted.Minimumheighttobottom structure/lights 8.3

M.HIDlightsystemforsportsandPE.

Theatrelightsforusewiththestage.Generallightingforuseasauditoriumand

spectators.

DOORS/WINDOWS:

Doubleglassdoorstotheinterior.Onlyescapedoorstooutside.Upperwindows.

FURNITURE/MILWORK:

Fixedspectatorseatingingymfor60students.Whenamultipurposegymnasium

withstage, provideretractableseatingfor1/3studentpopulationwith2rowsalways

open.

Wallmountedbasketballgoalsforcrosscourtsandceilingmountedgoalsformain

court.Freestandingremovable polesvolleyball.Scoreboardonwalls

GymnasiumEquipmentStorage

FLOORS:

Sealedconcrete.

DOORS/WINDOWS:

Nowindows.

FURNITURE/MILWORK:

Metalracks.

Multipurpose,andGymnasium;InteriorStandards


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ChapterC

SchoolDesign


MultipurposeRoom

FLOORS:

Resilientathleticflooring

WALLS:

Blockwithnon toxic/ lowVOCplaster,paintwith tackboardon twowalls.Foldable

doorononeside.Exposedpaintedblockmaybeused.

CEILINGS:

Acousticceiling4.5minheight,direct/indirectlight.

DOORS/WINDOWS:

Doubleglassdoors.

FURNITURE/MILWORK:

Stainless steelmirrors on onewall, adequate power and receptacles for exercise

equipments.

TableandChairStorage

FLOORS:

Sealedconcrete.

WALLS:

PaintedCMU.

CEILINGS:

Exposedstructure/deckpainted,suspendedlights.

DOORS/WINDOWS:

Nowindows.

FURNITURE/MILWORK:

N/A

Multipurpose,andGymnasium;InteriorStandards(continued)


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InstructorsOffice

FLOORS:

Non slipPVCorLinoleumresilientflooring.

WALLS:

PaintedCMU

CEILINGS:

Acousticceiling3minheight,recessedtrofferlights.

DOORS/WINDOWS:

Doorto

have

30

x

40

cm

(min.)

view

panel.

Window

to

Gym

FURNITURE/MILWORK:

Officefurniture,1deskandchairplus2visitorchairs,minimum.

Multipurpose,andGymnasium;InteriorStandards(continued)


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ChapterC

SchoolDesign


Pool

Layout

OutsideField

Layout


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SwimmingPool

Function

ForPhysicalEducationandtrainingand schoolcompetition.

Nodiving

SpatialRelationships Neargymnasium,outdoorarea.AccessiblefromShowers/Changerooms.

Accessibletocommunity(controlled)afterschoolhours.

Adjacenttopoolequipmentroom,storage,InstructorsOffice.

Character&Ambiance

Natural

light

and

privacy

is

mandatory.

Onlyanti entrapmentpooldrainstobeused.Overflowdrainsrequired(not

skimmers).

PoolEquipmentRoom

Function

Tohousewatertreatment,pumpequipmentforpool.

Mustbeabletoaccessspaceforloadingwatertreatmentchemicals.

SpatialRelationships Immediatelyadjacenttopool.Maybelocatedbelowpooldeck.

Accessiblefrompoolarea.

Character&Ambiance

Nowindowsneeded.

Pool,andOutsideField;FunctionalRequirements


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ChapterC

SchoolDesign


Showers,Lockers,Toilet

Function

Showers,lavatories,toiletsandlockers.

SpatialRelationships Accessiblefromgym,poolandfromsportsfields

Character&Ambiance

Ambiancetofeelclean.Easilywashablesurfaces.

OutdoorFields

Function

Forphysicaleducationandrecreation.

Nosoccerfieldsingirlsschool.Providemultipurposefieldforhandballand

volleyball.

Providemultipurposefieldwithfollowingdimensions.ForCycleIandIIallowfora

fieldof42mby69mincaseofverytightsite,theminimumsitesizemaybereduced

to18x27meters.ForCycleIIIschoolsallowforafieldof46mby73mtheminimum

sitesizemaybereducedto42mx69meters.Allowfora3meterssafetyzone

aroundallfields.

Providea

basketball

court

with

minimum

dimensions

of

15

x

28

meters

for

Cycle

III

schools.

SpatialRelationships Accessiblefromlockersandshowers.

Character&Ambiance

Forgirlsschoolprovideprivacyforthefieldsandcour

Standards and Criteria for School Facilities in Abu Dhabi

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Transcript of Standards and Criteria for School Facilities in Abu Dhabi