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Design and Technical workshop. Meet the team Our strategic approach to transformational design (John Walker – CDA) Assessing design proposals to ensure transformation Our approach to stakeholder engagement School visions for transformation. Pennine Lancashire.

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design and technical workshop
Design and Technical workshop
  • Meet the team
  • Our strategic approach to transformational design (John Walker – CDA)
  • Assessing design proposals to ensure transformation
  • Our approach to stakeholder engagement
  • School visions for transformation
slide3

Spectacular rolling landscape of Pennine Lancashire. A proud

industrial heritage of textile manufacturing and world export that

created its own diverse population of workers from the north of

England, the Punjab region of the Indian subcontinent and

Bangladesh.

Recognised today for its heritage, musical and sporting

success.

Darwen Tower

slide4

People:

Inventors, Industrialists and Designers

Wayne Hemingway

slide5

Sport:

Great football heritage - Blackburn Rovers and Bolton Wanderers.

Blackburn are one of only 4 football clubs to ever win the Premiership. Watched and supported all over the world.

Premier League Champions

slide6

Arts:

Music (House DJ Sam Flannagan and Bhangra)

Art (Cassell and Turner)

Triennale (South Asian Art) C21 programme of cultural and community activities.

slide7

Education

BSF will look to the future to nurture modern, open-minded, informed, creative, imaginative and pioneering young people.

slide8

The BSF partnership will: -

  • Deliver sustainable C21 facilities that will enhance learning and living for the whole
  • community.
  •  Develop personalised learning programmes.
  • Through enhanced ICT, gain instant access to the world of learning
  • Be supported throughout by teachers and assistants who will guide and nurture each
  • student to suit their particular abilities and interests.
slide9

Through innovative architecture, schools will be able to offer

a far more diverse range of learning environments that will

support and enhance opportunities for pupils, staff and the

wider community.

The physical environment will be designed and built to be

highly flexible and adaptable to suit changing pedagogies.

slide10

Places to learn will be created internally and externally using

high quality robust materials with low maintenance requirements

and sustainable material and energy specifications.

Each school will open its facilities to the community with

barrier free access and an extended day.

slide11

The Sample Schools

Darwen Vale A great opportunity to blend the original three-storey E-shaped building plan form with a contemporary building that compliments and adds significant value to the whole school. The site topography steps significantly. Located close to the M65.

Pleckgate As a completely new building on a new site, the Pleckgate project offers one of the most spectacular locations for a school with the potential for stunning views across the Pennines.

slide12

Design for Sustainability

Blackburn with Darwen is wet and windy! For the schools, this means lots of indoor wet play and a great desire for outdoor wind breaks and sheltered areas for play.

It also brings significant opportunities for rainwater harvesting and highly efficient on site renewable energy generation.

slide13

Design for Transformational Learning

Recent BSFs and Academies have WOW factors including Atria, Strawberries, Streets, FLZs – will these transform learning?

Understand pedagogies and space usage – Duffy and Nair. Flexibility and adaptability.

what is the efei

Ergonomics(lighting, acousticsfurniture, ventilation, outdoor connections etc.)

Organisation(how the school can be best organised to support learning)

What is the EFEI?
  • A comprehensive list of best-practice features in educational facilities design, each relating to a broader ‘pattern’
  • Incorporates features that make for an ergonomically sound environment as well as features that create opportunities for rich learning
slide15

Aspects of the EFEI tool

Students

Building/Ergonomics

Learning

Adults Working in Schools

Community

aspects of dqi
Aspects of DQI

The School in its Community

Within the School

Form & materials

Character & innovation

IMPACT

Access

Space

Uses

FUNCTIONALITY

Performance

Engineering Services

Construction

BUILD QUALITY

slide17

What is the EFEI useful for?

The EFEI has two main uses:1. To assess the appropriateness of existing school buildings for providing 21st century education2. To assess architectural and interior design plans for new schools, thus providing an extra tool for clients to use in assessing school building plans. It can also be considered as an appendix to design briefs for new school developments.

slide18

How is the EFEI used?

The EFEI is scored using a simple, reliable system. Each feature on the EFEI list is designed to be easily quantifiable so that this is possible. The assessor simply marks the item as \'present\' or \'not present\', and, for rare ambiguous cases \'somewhat present\'.

A total score is generated that allows different schools to be compared with each other, however the most important feature of the EFEI is its ability to help pinpoint specific areas where change is needed.

slide19

Raw scores

Weighted scores

Pattern

Features 1-5

Total

who is using efei
Who is using EFEI?

Individual schools in Canada and the USA

Salford City Council and Wigan Borough Council (as SWEDQI)

Ministry of Education, Training, Youth, Sports and Culture, Cayman Islands

Department of Education and Early Childhood,Victoria, Australia

Department of Education, New Zealand

slide21

The basis for EFEI

1) Education in 2010 should be responsive to the world of 2010, not stuck in the world of 1950

slide22

The basis for EFEI

2) All students learn differently and so we need great variety in our teaching and learning programme so that each child can reach his or her full potential

slide23

The basis for EFEI

3) Schools need to feel like warm, caring places where "respect" is more than a word but demonstrated by the kind of environments we create for teaching and learning

slide24

The basis for EFEI

4) Schools should foster a sense of community where students and adults enjoy strong, positive relationships (which is harder to do in anonymous, institutional settings)

slide25

The basis for EFEI

5) With the information and communication revolution now more than two decades old, it is time for schools to fully embrace ICT and capitalise on its potential to make learning more personal, meaningful, engaging and exciting for each student

slide26

The basis for EFEI

6) As we enter the conceptual age, our students need to be trained for creativity, adaptability, social consciousness and global awareness.

slide27

The basis for EFEI

7) Schools themselves need to become globally connected places where learning is personal, hands-on, real-world connected and interdisciplinary

slide28

The basis for EFEI

8) School buildings should become learning centres for the whole community, serve as incubators for innovation and as places to build and enhance social and economic health and wealth.

slide29

High quality design

Transformational design

slide30

Ensuring design quality and transformational design

SFC+OBC

PQQ

ITPD

ITCD

  • Launch with
  • pupil briefs
  • 8 week
  • design review
  • Review of
  • Initial bids
  • CABE review
  • Strategic Design Brief
  • School Visions
  • School control options
  • Initial DQI
  • Pupil Design
  • Briefs
  • School output
  • specifications
  • EFEI training
  • Initial EFEI
  • assessment
stakeholder engagement
Stakeholder engagement
  • Pupils
  • Staff
  • Governors
  • Parents
  • Wider community
  • Sample schools
  • All non-sample schools
  • Meaningful engagement
  • Innovative techniques
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