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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

  • 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



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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


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People :

Inventors, Industrialists and Designers

Wayne Hemingway


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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


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Arts:

Music (House DJ Sam Flannagan and Bhangra)

Art (Cassell and Turner)

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


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Education

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


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  • 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.


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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.


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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.


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The Sample Schools using

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.


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Design for Sustainability using

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.


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Design for Transformational Learning using

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.


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Ergonomics using (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


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Aspects of the EFEI tool using

Students

Building/Ergonomics

Learning

Adults Working in Schools

Community


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Aspects of DQI using

The School in its Community

Within the School

Form & materials

Character & innovation

IMPACT

Access

Space

Uses

FUNCTIONALITY

Performance

Engineering Services

Construction

BUILD QUALITY


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What is the EFEI useful for? using

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.


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How is the EFEI used? using

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.


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Raw scores using

Weighted scores

Pattern

Features 1-5

Total


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Who is using EFEI? using

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


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The basis for EFEI using

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


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The basis for EFEI using

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


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The basis for EFEI using

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


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The basis for EFEI using

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)


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The basis for EFEI using

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


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The basis for EFEI using

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


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The basis for EFEI using

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


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The basis for EFEI using

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.


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High quality design using

Transformational design


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Ensuring design quality and transformational design using

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


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Stakeholder engagement using

  • Pupils

  • Staff

  • Governors

  • Parents

  • Wider community

  • Sample schools

  • All non-sample schools

  • Meaningful engagement

  • Innovative techniques


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