Guidelines in Designing and Planning Educational Facility

Includes guidelines on planning and designing educational spaces on school setting.

1. By
Prof. M ARY AN N A. ESPIN A

2. DEFINITION OF TERMS
The word “campus” was derived from the Italian word campo
meaning “open space”. From this was developed the essence of
the campus design, that is: designing OUTSIDE IN, meaning
- the outdoor space precedes the design of buildings;
- the building design evolves out of the outdoor space;
- and even the interior space is centered around an indoor-
outdoor space like an atrium.
INTRODUCTION
DEFINITION OF TERMS
THE NEW RESPONSE
The purpose of the OPEN SPACE is to offer a venue for FREE
DISCOURSE which is the lifeline of a campus.
SITE
PLANNING
PRINCIPLES
1. SITE ZONING
2. CIRCULATION
SYSTEMS
3. LANDSCAPING

3. CONCEPTS
Hence, most campus plans
revolve around :
INTRODUCTION
DEFINITION OF TERMS
THE NEW RESPONSE
SITE
PLANNING
PRINCIPLES
1. SITE ZONING
2. CIRCULATION
SYSTEMS
3. LANDSCAPING
1.The CONCEPT of the HIERARCHY OF OPEN SPACE,
intended to service a hierarchy of free discourse as follows:
= an OVAL or CAMPUS PARK for campus-wide discourse
i.e. commencement exercises;
= a QUADRANGLE for collegiate or inter-unit activities;
= a BUILDING OPEN COURT or an ATRIUM for class or
organizational interactions, and
= BUILDING LOBBIES or CORRIDORS or NOOKS for more
personal exchanges.
The concept of the HIERARCHY of open space enhances
the VARIETY of campus space.

4. CONCEPTS
INTRODUCTION
DEFINITION OF TERMS
THE NEW RESPONSE
SITE
PLANNING
PRINCIPLES
1. SITE ZONING
2. CIRCULATION
SYSTEMS
3. LANDSCAPING
2.The concept of LINKAGES OF OPEN SPACE is intended to
string together building outdoors and site elements through
greenbelts, waterscapes and other open space features.
This concept enhances the QUALITY of the campus space.

5. 3.The concept of TROPICAL ARCHITECTURE is required in
assuring its users of a facility designed in accordance with the
country’s climate so that its users are assured of a suitable
area for studies and work.
This concept enhances the needed COMFORT in the campus
space.
CONCEPTS
INTRODUCTION
DEFINITION OF TERMS
THE NEW RESPONSE
SITE
PLANNING
PRINCIPLES
1. SITE ZONING
2. CIRCULATION
SYSTEMS
3. LANDSCAPING

6. 4.The concept of USER-FRIENDLINESS and SECURITY is
necessary in providing its users with a building that is
conscious of the users’ wellbeing and protection from external
harmful elements.
This concept enhances the SAFETY and SECURITY in the
campus space.
INTRODUCTION
DEFINITION OF TERMS
THE NEW RESPONSE
SITE
PLANNING
PRINCIPLES
1. SITE ZONING
2. CIRCULATION
SYSTEMS
3. LANDSCAPING
CONCEPTS

7. 5.The concept of DISASTER-PREPAREDNESS is needed in the
building in order that the users are guided in cases of
emergency.
This concept enhances the PROTECTIVENESS of the campus
space.
CONCEPTS
INTRODUCTION
DEFINITION OF TERMS
THE NEW RESPONSE
SITE
PLANNING
PRINCIPLES
1. SITE ZONING
2. CIRCULATION
SYSTEMS
3. LANDSCAPING

8. THE NEW RESPONSE
The school building has passed through the years and styles of
building to finally free itself from the constraints of the structure.
The response now is to the real needs and reasons for
education, to changes and to flexibility, and an awareness that
buildings are simply and primarily for the students to learn in,
teachers to teach in, and parents to “lend a hand” in.
School is about life and people doing things together. It is a kind
of shelter and stage, bring together students, teachers, staff and
parents on a day-to-day business of learning, working hard,
having fun and growing up.
INTRODUCTION
DEFINITION OF TERMS
THE NEW RESPONSE
SITE
PLANNING
PRINCIPLES
1. SITE ZONING
2. CIRCULATION
SYSTEMS
3. LANDSCAPING

9. The process of planning a school, in particular, an elementary
and secondary school, is complex and challenging.
Part of the objective is to achieve a well- conceived, efficient,
practical, soundly-constructed, good-quality building design.
The other part is to make it flexible, changeable, and compatible
with its children and its community of workers.
Buildings do not die of old age but of design obsolescence and
over-indulgence. The architect should be regularly challenged to
conceptualize school-buildings that are not only practical and
responsive to the needs of today’s teaching technologies, but
also to anticipate the inevitable changes that make learning a
completely renewable and refreshing experience.
THE NEW RESPONSE
INTRODUCTION
DEFINITION OF TERMS
THE NEW RESPONSE
SITE
PLANNING
PRINCIPLES
1. SITE ZONING
2. CIRCULATION
SYSTEMS
3. LANDSCAPING

10. a. FUNCTIONAL
Zone the site according to such
functions as academic (classrooms,
laboratories, administrative offices),
ancillary (chapel, auditorium), and
services (workshop, motorpool).
Partition functional zones and
establish routine paths between
them.
Keep distances between zones
short, and the access comfortable
and easy to negotiate.
1. SITE ZONING SITE
PLANNING
PRINCIPLES
1. SITE ZONING
2. CIRCULATION
SYSTEMS
3. LANDSCAPING
INTRODUCTION
DEFINITION OF TERMS
THE NEW RESPONSE

11. b. PUBLIC / PRIVATE
Zone the site according to public
and private spaces in order to
maintain control and restrictions
over the public’s interference with
the school’s private activities.
1. SITE ZONING SITE
PLANNING
PRINCIPLES
1. SITE ZONING
2. CIRCULATION
SYSTEMS
3. LANDSCAPING
INTRODUCTION
DEFINITION OF TERMS
THE NEW RESPONSE

12. c. HAZARDOUS / NON-HAZARDOUS
For a grade school facility, it is
essential to designate hazardous and
non-hazardous areas since grade
school children are sometimes
incapable of discerning places and
activities that are dangerous or harmful
to them.
For example, driveways and parking
areas, and delivery service areas should
be off-limits to the children. Other
potentially hazardous places on site are
river embankments, garbage disposal
areas, compost pits, ponds or lagoons,
terraces and long steps.
Also important is the designation of
earthquake and fire evacuation / rescue
sites outside the buildings.
1. SITE ZONING SITE
PLANNING
PRINCIPLES
1. SITE ZONING
2. CIRCULATION
SYSTEMS
3. LANDSCAPING
INTRODUCTION
DEFINITION OF TERMS
THE NEW RESPONSE

13. a. VEHICULAR
Integration of vehicular access inside
the site is necessary to eliminate on-
street loading and parking that can
cause congestion that expose the
children to street hazard. This requires
the provision of driveways and parking
lots inside the site.
2. CIRCULATION
SYSTEMS
However, since this system just serves
to transfer the hazard from the street to
the interior of the site, it is important to
keep driveways and parking facilities
to the minimum, and to arrange them
so as to prevent vehicular flow from
crisscrossing excessively with
pedestrian flow.
SITE
PLANNING
PRINCIPLES
1. SITE ZONING
2. CIRCULATION
SYSTEMS
3. LANDSCAPING
INTRODUCTION
DEFINITION OF TERMS
THE NEW RESPONSE

14. b. PEDESTRIAN
Pedestrian approach to the site
should ensure smooth, barrier-free
and stress-free flow into the site and
the facilities.
Proper shelter should be consider-
ed for their protection under intense
climatic conditions like summer
heat and monsoon rains.
2. CIRCULATION
SYSTEMS
SITE
PLANNING
PRINCIPLES
1. SITE ZONING
2. CIRCULATION
SYSTEMS
3. LANDSCAPING
INTRODUCTION
DEFINITION OF TERMS
THE NEW RESPONSE

15. b. PEDESTRIAN
It is also important to consider
sensory stimulation offered by :
•the path’s texture, both
hardscape and softscape, and
•its directionality through spatial
colors, shapes, graphic signages,
etc.
2. CIRCULATION
SYSTEMS
SITE
PLANNING
PRINCIPLES
1. SITE ZONING
2. CIRCULATION
SYSTEMS
3. LANDSCAPING
INTRODUCTION
DEFINITION OF TERMS
THE NEW RESPONSE

16. Gardens and playgrounds are vital
parts of children’s growth. For the
grade- and high-schoolers, the
outdoors are the powerful venue for
physical exercises as well as social
integration.
They must be designed to give the
students utmost freedom to enjoy
and appreciate nature while
ensuring their safety and security.
3. LANDSCAPING SITE
PLANNING
PRINCIPLES
1. SITE ZONING
2. CIRCULATION
SYSTEMS
3. LANDSCAPING
INTRODUCTION
DEFINITION OF TERMS
THE NEW RESPONSE

17. The grounds should provide for active
play like bicycle riding, and the
enjoyment of regular play equipment
like swings, seesaws, slides and
others for as long as these are easy to
supervise.
3. LANDSCAPING SITE
PLANNING
PRINCIPLES
1. SITE ZONING
2. CIRCULATION
SYSTEMS
3. LANDSCAPING
INTRODUCTION
DEFINITION OF TERMS
THE NEW RESPONSE

18. 3. LANDSCAPING
Passive recreation like reading,
painting, playing musical instruments,
and dancing should also be
encouraged in the outdoors.
SITE
PLANNING
PRINCIPLES
1. SITE ZONING
2. CIRCULATION
SYSTEMS
3. LANDSCAPING
INTRODUCTION
DEFINITION OF TERMS
THE NEW RESPONSE

19. a. SOFTSCAPE
Softscapes shall be mostly composed
of lawns, especially for football and
baseball fields as well as for play
areas. Hardy ground covers and
shrubs are necessary for site
partitioning or for landscape massing
for visual appreciation.
Large trees shall be employed for
shade and screening but shall not be
made accessible to the schoolchildren
to prevent climbing hazard.
Small trees with minimum climbing
hazard may be introduced to form part
of play.
3. LANDSCAPING SITE
PLANNING
PRINCIPLES
1. SITE ZONING
2. CIRCULATION
SYSTEMS
3. LANDSCAPING
INTRODUCTION
DEFINITION OF TERMS
THE NEW RESPONSE

20. b. HARDSCAPE
Hardscaping shall be required for
outdoor corridors, steps and ramps
with provisions for safety railings.
For young gradeschoolers, provide
play equipment, and site furniture
may be hard plastic (polystyrene) on
rubberized flooring.
For older students, basketball
courts are important components of
the campus.
3. LANDSCAPING SITE
PLANNING
PRINCIPLES
1. SITE ZONING
2. CIRCULATION
SYSTEMS
3. LANDSCAPING
INTRODUCTION
DEFINITION OF TERMS
THE NEW RESPONSE

21. c. WATERSCAPE
Water in the landscapes have been
proven to provide tranquilizing
effects to people. For school-
children, water is the ultimate object
of fascination and pleasure.
3. LANDSCAPING
Therefore, the landscape may be
designed with such waterscapes as
interactive fountains that allow the
children to enjoy simulated rain, and
a swimming pool for supervised
swimming.
Fishponds and water cascades are
encouraged.
SITE
PLANNING
PRINCIPLES
1. SITE ZONING
2. CIRCULATION
SYSTEMS
3. LANDSCAPING
INTRODUCTION
DEFINITION OF TERMS
THE NEW RESPONSE

22. The essence of designing the CLASSROOM
BUILDING is to fit the size, shape, color, texture,
sounds, and views within the enclosure of
architecture to support, promote, enhance and
uphold the principles of comfortable, anxiety-free,
safe and secure environment for children .
ARCHITECT-
URAL DESIGN
PRINCIPLES
I. BUILDING ZONING
a. Functional
b. Vertical Zoning
II. CIRCULATION
a. Form and Hierarchy
b. Size and Use of Corridors
c. Location and Distribution of
Ramps and Steps
c. Accessibility Compliance
d. Emergency Access and
Egress
III. HAZARD PROTECTION
a. Earthquake, Fire, etc.

23. I. BUILDING ZONING
a. FUNCTIONAL ZONING
This refers to the organization of
spaces according to the functions
and activities, their size and lay-out,
and their relationships and
proximities with each other.
The facility must have rooms and
zones which are adequate in size
and designed in conformity with
activity needs.
The facility must have a functional
layout where private and public
spaces are distinguishable from
each other.
ACADEMIC
CLASSROOM
OFFICES
SERVICES
E
W
ARCHITECT-
URAL DESIGN
PRINCIPLES
I. BUILDING ZONING
a. Functional
b. Vertical Zoning
II. CIRCULATION
a. Form and Hierarchy
b. Size and Use of Corridors
c. Location and Distribution of
Ramps and Steps
c. Accessibility Compliance
d. Emergency Access and
Egress
III. HAZARD PROTECTION
a. Earthquake, Fire, etc.

24. b. VERTICAL ZONING
For a multi-storey facility, the more
public usage are assigned to
ground floor while the upper floors
are consequently kept private by the
introduction of stairs and ramps.
ARCHITECT-
URAL DESIGN
PRINCIPLES
I. BUILDING ZONING
a. Functional
b. Vertical Zoning
II. CIRCULATION
a. Form and Hierarchy
b. Size and Use of Corridors
c. Location and Distribution of
Ramps and Steps
c. Accessibility Compliance
d. Emergency Access and
Egress
III. HAZARD PROTECTION
a. Earthquake, Fire, etc.
1
2
3
Public
Private
Private

25. II. CIRCULATION
a. FORM AND HIERARCHY
An efficient circulation system must
have form & hierarchy that promote
corridors that are simple, short,
smooth, and safe.
ARCHITECT-
URAL DESIGN
PRINCIPLES
I. BUILDING ZONING
a. Functional
b. Vertical Zoning
II. CIRCULATION
a. Form and Hierarchy
b. Size and Use of Corridors
c. Location and Distribution of
Ramps and Steps
c. Accessibility Compliance
d. Emergency Access and
Egress
III. HAZARD PROTECTION
a. Earthquake, Fire, etc.
54.00 m
max.
54.00 m
max

26. b. SIZE AND USE OF CORRIDORS
Size and use are determined by the
types of traffic flow, weighed
according to VOLUME,
FREQUENCY, IMPORTANCE, and
CRITICALITY , establishing relative
degrees of functional relationships
which, in turn, indicate physical
closeness.
ARCHITECT-
URAL DESIGN
PRINCIPLES
I. BUILDING ZONING
a. Functional
b. Vertical Zoning
II. CIRCULATION
a. Form and Hierarchy
b. Size and Use of Corridors
c. Location and Distribution of
Ramps and Steps
c. Accessibility Compliance
d. Emergency Access and
Egress
III. HAZARD PROTECTION
a. Earthquake, Fire, etc.

27. c. LOCATION AND DISTRIBUTION
OF STAIRS AND RAMPS
These vital modes of circulation
require strategic location corres-
ponding to the requirements of
convenient and routine movements
of schoolchildren, as well as the
compliance with building codes.
ARCHITECT-
URAL DESIGN
PRINCIPLES
I. BUILDING ZONING
a. Functional
b. Vertical Zoning
II. CIRCULATION
a. Form and Hierarchy
b. Size and Use of Corridors
c. Location and Distribution of
Ramps and Steps
c. Accessibility Compliance
d. Emergency Access and
Egress
III. HAZARD PROTECTION
a. Earthquake, Fire, etc.

28. d. ACCESSIBILITY COMPLIANCE
As required by BP 344, ramps shall
be provided to allow access for the
disabled from the street to the
ground floor.
Ramps shall be designed with
maximum slope of 8 percent or a
gradient of 1:12, keeping single runs
at a maximum of 6.00 meters.
For the young schoolchildren,
ramps shall ideally be of rubberized
floor finish, with plastic railings for
safety.
ARCHITECT-
URAL DESIGN
PRINCIPLES
I. BUILDING ZONING
a. Functional
b. Vertical Zoning
II. CIRCULATION
a. Form and Hierarchy
b. Size and Use of Corridors
c. Location and Distribution of
Ramps and Steps
c. Accessibility Compliance
d. Emergency Access and
Egress
III. HAZARD PROTECTION
a. Earthquake, Fire, etc.
6.00 m max.
per length
0.50m

29. e. EMERGENCY ACCESS AND
EGRESS
Emergency access and egress are
composed of protected escape
routes, alternative means of escape,
and fire exits.
These should be located in as many
points in a gradeschool and high
school facility as possible, and
should be easily identifiable and
accessible to the children and the
teachers.
ARCHITECT-
URAL DESIGN
PRINCIPLES
I. BUILDING ZONING
a. Functional
b. Vertical Zoning
II. CIRCULATION
a. Form and Hierarchy
b. Size and Use of Corridors
c. Location and Distribution of
Ramps and Steps
c. Accessibility Compliance
d. Emergency Access and
Egress
III. HAZARD PROTECTION
a. Earthquake, Fire, etc.

30. V. HAZARD PROTECTION
a. EARTHQUAKE, FIRE, ETC.
Since young schoolchildren cannot
sense danger and cannot move by
themselves unaided in times of
emergencies, the physical
environment in which they live and
work must be free from the hazards
of wind, floods, lightning, earth-
quake and fire.
ARCHITECT-
URAL DESIGN
PRINCIPLES
I. BUILDING ZONING
a. Functional
b. Vertical Zoning
II. CIRCULATION
a. Form and Hierarchy
b. Size and Use of Corridors
c. Location and Distribution of
Ramps and Steps
c. Accessibility Compliance
d. Emergency Access and
Egress
III. HAZARD PROTECTION
a. Earthquake, Fire, etc.

31. BASIC H-TYPE BUILDING
7.00m
9.00m
9.00m
x
3 classroom
modules =
36.00m
3.00m
E
W

32. ALTERNATIVE 1
OFFICES

33. ALTERNATIVE 2
OFFICES
OFFICES

34. TYPE OF SPACE
Administration Suites
Classroom
Science Laboratory
Home Economics
Laboratory
Art Shop
Music Room
Gymnasium
Auditorium
Multi-Purpose Hall/
Cafeteria
Library
Services Department
ADMINISTRATIVE
SUITES
CONTROL CENTER
CONTACT POINT FOR
PARENTS, STUDENTS AND
FACULTY
GROUP OF OFFICES,
CONFERENCE ROOMS, WORK
STORAGE ROOMS, RECORD
STORAGE AND MONEY VAULT
OPEN TO THE ENTRANCE
LOBBY
GRIDIRON OR LINEAR PLAN

35. TYPE OF SPACE
Administration Suites
Classroom
Science Laboratory
Home Economics
Laboratory
Art Shop
Music Room
Gymnasium
Auditorium
Multi-Purpose Hall/
Cafeteria
Library
Services Department
CLASSROOM
LOCATED IN THE QUIET
ZONE
ACCESSIBLE TO OPEN
SPACE AND EXITS
DAYLIGHT CONTROL IS
NECESSARY
RECTANGULAR PLAN
CROSS VENTILATION

36. TYPE OF SPACE
Administration Suites
Classroom
Science Laboratory
Home Economics
Laboratory
Art Shop
Music Room
Gymnasium
Auditorium
Multi-Purpose Hall/
Cafeteria
Library
Services Department
SCIENCE LABORATORY
ACCESSIBLE TO FIRE EXITS
ACCESSIBLE TO STORAGE AND
PREPARATION ROOMS
SINK AND WASHING FACILITIES
GAS AND ELECTRICAL OUTLETS
GENERAL SCIENCE AND
BIOLOGY ARE TOGETHER
CHEMISTRY AND PHYSICS ARE
TOGETHER
OPEN SHELVING
SPACIOUS LAB TABLES

37. TYPE OF SPACE
Administration Suites
Classroom
Science Laboratory
Home Economics
Laboratory
Art Shop
Music Room
Gymnasium
Auditorium
Multi-Purpose Hall/
Cafeteria
Library
Services Department
HOME ECONOMICS
LABORATORY
FOOD LABORATORY
CLOTHING LABORATORY
FAMILY LIVING LABORATORY

38. TYPE OF SPACE
Administration Suites
Classroom
Science Laboratory
Home Economics
Laboratory
Art Shop
Music Room
Gymnasium
Auditorium
Multi-Purpose Hall/
Cafeteria
Library
Services Department
ART SHOP/ROBOTICS
LAB/INDUSTRIAL ARTS
LAB/COMPUTER LAB
ACCESSIBLE TO STORAGE AND
PREPARATION ROOMS
SINK AND WASHING FACILITIES
OPEN SHELVING
SPACIOUS WORK SURFACES

39. TYPE OF SPACE
Administration Suites
Classroom
Science Laboratory
Home Economics
Laboratory
Art Shop
Music Room
Gymnasium
Auditorium
Multi-Purpose Hall/
Cafeteria
Library
Services Department
MUSIC ROOM/SPEECH
LAB
ACOUSTICALLY TREATED
SURFACES
STORAGE SPACE FOR
INSTRUMENTS
OPEN SPACE FOR CHORAL
ACTIVITIES
AUDIO FACILITIES

40. TYPE OF SPACE
Administration Suites
Classroom
Science Laboratory
Home Economics
Laboratory
Art Shop
Music Room
Gymnasium
Auditorium
Multi-Purpose Hall/
Cafeteria
Library
Services Department
GYMNASIUM
PROVIDED WITH:
SPORTS COURT AREAS
LOCKER ROOMS
LECTURE ROOMS
BLEACHERS

41. TYPE OF SPACE
Administration Suites
Classroom
Science Laboratory
Home Economics
Laboratory
Art Shop
Music Room
Gymnasium
Auditorium
Multi-Purpose Hall/
Cafeteria
Library
Services Department
AUDITORIUM
LARGE STAGE AREA WITH
BACKSTAGE FACILITIES
ABSOLUTE LIGHT CONTROL
AUDITORIUM LOBBY WITH TICKET
BOOTH
FUNCTIONAL PLACEMENT OF
SEATS AND AISLES
SEATING AREA HAS ADEQUATE
SIGHT LINES TO THE STAGE
STORAGE FACILITIES
TIERED SEATING ARRANGEMENT
AUDIO-VISUAL FACILITIES

42. TYPE OF SPACE
Administration Suites
Classroom
Science Laboratory
Home Economics
Laboratory
Art Shop
Music Room
Gymnasium
Auditorium
Multi-Purpose Hall/
Cafeteria
Library
Services Department
MULTI-PURPOSE
HALL/CAFETERIA
LARGE OPEN SPACE PLAN
GOOD FOR ASSEMBLIES
WITH STAGE AND DINING AREA
ACCESSIBLE TO KITCHEN OF
CAFETERIA
WITH LARGE STORAGE
FACILITIES
ACCESSIBLE TO SERVICE
DELIVERY AREA

43. TYPE OF SPACE
Administration Suites
Classroom
Science Laboratory
Home Economics
Laboratory
Art Shop
Music Room
Gymnasium
Auditorium
Multi-Purpose Hall/
Cafeteria
Library
Services Department
LIBRARY
LARGE OPEN SPACE PLAN
FOR SHELVES AND TABLES
SIMPLE LINEAR PLAN
WITH LARGE STORAGE
FACILITIES

44. TYPE OF SPACE
Administration Suites
Classroom
Science Laboratory
Home Economics
Laboratory
Art Shop
Music Room
Gymnasium
Auditorium
Multi-Purpose Hall/
Cafeteria
Library
Services Department
SERVICES
DEPARTMENT
LOCATED AT THE BACK OF
THE BUILDING
WITH LARGE STORAGE
FACILITIES
WITH RAMPS FOR DELIVERY

45. THE DORMITORY
ACCESSIBLE TO THE MAIN
SCHOOL FACILITY AND
SERVICES
PROVIDED WITH:
BEDROOMS
TOILET AND BATHROOMS
STUDY LOUNGE
LIBRARY
LAUNDRY AREA
KITCHEN
DINING AREA
RECREATION ROOMS
ADMIN STAFF ROOMS

56. Thank You and MABUHAY!