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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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
Recognised today for its heritage, musical and sporting
Inventors, Industrialists and Designers
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
Music (House DJ Sam Flannagan and Bhangra)
Art (Cassell and Turner)
Triennale (South Asian Art) C21 programme of cultural and community activities.
BSF will look to the future to nurture modern, open-minded, informed, creative, imaginative and pioneering young people.
a far more diverse range of learning environments that will
support and enhance opportunities for pupils, staff and the
The physical environment will be designed and built to be
highly flexible and adaptable to suit changing pedagogies.
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.
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.
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.
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.
Ergonomics(lighting, acousticsfurniture, ventilation, outdoor connections etc.)
Organisation(how the school can be best organised to support learning)What is the EFEI?
Adults Working in Schools
The School in its Community
Within the School
Form & materials
Character & innovation
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.
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.
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
1) Education in 2010 should be responsive to the world of 2010, not stuck in the world of 1950
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
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
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)
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
6) As we enter the conceptual age, our students need to be trained for creativity, adaptability, social consciousness and global awareness.
7) Schools themselves need to become globally connected places where learning is personal, hands-on, real-world connected and interdisciplinary
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.