Project report on school

school case study , literature review and site analysis

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Chapter 1.
INTRODUCTION
This report covers the School Design Project which was our project
for the Fourth semester Design Studio Class. Before the designing of our
individual Schools, we worked together in groups and studied our given site. We
researched and gathered information relevant to our project as the part of
literature review. We also studied numerous National Schools (Pre-
schools/Primary Schools) as well as International Schools to closely analyze
already built school buildings. Hence the comparison of the standard
requirements of a building with the case study buildings gave us further
knowledge about how we should consider various factors to design an educational
building.
We then studied our given site for school designing, located at Vijaypur,
Dharan, with regard to the various factors that could impact or make a difference
in the designing of our school. Thus, this report also informs about the Design
Process with reference to the site constraints locality, environmental factors and
sustainability. It includes designing of a primary school to higher secondary
school.
Then, we did further study on what is Concept and how we can use a
concept to create an effective design in our school buildings.
After gathering all this information we began our individual design process
starting from the concept generation phase. Thus, this report was made to keep
records of all our researches that were done within this design project.

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The contents of the various research conducted for designing the school
have been divided into four parts for the easy and proper collection and
recording of data, they are as follows:-
Literature Review
Site Analysis
Case Studies :
National Case studies
International Case Studies


CHAPTER 2.
LITERATURE REVIEW
INTRODUCTION TO LITERATURE REVIEW
A literature review, also called as literature study discusses in particular
the published information of a subject area within a certain time period. It can
either be just a simple summary of the sources or it might give a new
interpretation of old materials combined with the old interpretation. It can be
considered as a text written by someone to consider the critical points of current
knowledge including substantive findings.

School
A School is a building or an institution designed for the teaching of students
under the direction of teachers. Similarly, a primary school is a school in which

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the children receive primary/elementary education within the age group of 5-11
years and pre-primary education within the age group 1-5.
A School is also an organized space purposed for teaching and learning,
meaning to say that school does not only refer to the building consisting of
classrooms where students study but it is as a whole the summation of various
component parts that make a functional.
These parts can be listed out as follows:-
TEACHING / LEARNING AREAS OTHER AREAS
Classrooms Staff & Administration
Laboratory Cafeteria
Libraries Storage
Multi-purpose Hall Circulation
Extra Curricular Activity rooms Ancillary Space
Computer Lab School Yard
Auditorium Athletic field
Audio/ Visual Room Teachers Staff Room
Music Room Assembly Hall

Components of School
On the basis of the qualitative and quantitative considerations made in a
design, the various components of a school can also be categorized in the
following manner:-
COMPONENTS OF SCHOOL
QUALITATIVE CONSIDERATIONS QUANTITATIVE CONSIDERATIONS
Built Form,
Child Psychology,
Classroom,
Library,

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Safety, Security,
Health,
Landscaping,
Air Circulation,
Lighting,
Ventilation
Staff room,
Canteen,
Play Area,
Admin Block,
Multi–purpose halls,
Parking Area

Thevarious types of built form of school can be listed out as follows
Single Corridor
Double Corridor
Courtyard
Cluster


1) ANTHROPOMETRY
(HUMAN PROPORTION)

Anthropometry simply means "measurement of a human body". The
word ‘anthropometry’ is derived from the Greek words: - ‘anthros’ means man,
and 'metron' meaning measure. It refers to the measurement of the human
individual which measures all physical aspects of your body. Simple
measurements include height and width. Thus, it is the systematic collection and
correlation of measurements of the human body. Given below are some examples
of human dimensions.

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The following Figure (1) gives the dimensions of a Childs’ body along with
the necessary clearances as they do not have the same proportions as an adult
human being.

Figure 1:- Dimensions and clearances for Children. Source: "Time Saver
Standards"

Figure 2:- Dimensions and clearances for Adults. Source: "Time Saver
Standards"
The above figure gives the dimensions of an adult human being along with
the necessary clearances.

1) FURNITURE DIMENSIONS
There is a wide variety of furniture that can be used in the various types of
spaces in a School,for eg- benches and tables are used in classrooms and
bookshelves are used in libraries. The following table lists out the various types

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of furnitures used according to the type of room along with their dimensions and
few examples.
1) Classrooom Furniture

Figure 3: Desk and Chair measurements in consideration to children height
The above figure gives us an idea about the required dimensions of the
desks and chairs used in a classroom, with regard to the varying heights of
children of different ages.

Figure 4:- Average dimensioning of a child

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Figure 6 shows the dimensions of bookshelves of varying heights, which
may be used in a classroom or in libraries etc.

1) Other Furniture
Apart from the benches and chairs used by students in a classroom there
are many other furniture that are also important in a school such as bookshelves,
security lockers, cupboards and counters used in science labs and libraries etc.

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Figure 6: Typical Bookshelf Dimensions,Source- Ernst and Peter Neufert,
Architects’ Data, Third Edition

Figure 7: Racks and Locker, Source- Ernst and Peter Neufert, Architects’ Data,
Third Edition

Figure 8:- Chemistry lab dimensions, Source- Ernst and Peter Neufert,
Architects’ Data, Third Edition

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Figure 9:- Physics lab dimensions, Source- Ernst and Peter Neufert, Architects’
Data, Third Edition

Figure 10: Furniture in Science Facilities - Physics and Chemistry labs, Source-
Ernst and Peter Neufert, Architects’ Data, Third Edition

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Figure 11:- Anthropometric data for Child-friendly Toilet Design
The table below gives us the working heights in inches for elementary and
secondary school children.
S
N
Item
Elementary
Kindergarten Grades 1-3 Grades 4-6
Min
.
Opt
.
Ma
x
Min
.
Opt
.
Ma
x
Min
.
Opt
.
Ma
x

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1 Cabinet display (top) 54
2 Cabinet Display (bottom) 26
3 Cabinet, pupil use (top) 50
4 Chairs and bench 10 11 11 10 12 13 12 14 16
5 Chalkboard (top) 68 70 73 72 73 74 76 77 78
6
Chalkboard (bottom and
chalkrail)
20 22 25 24 25 26 28 29 30
7 Desk and table, classroom 17 18 19 18 20 22 21 23 25

8 Counter, cafeteria 21 27 32 25 31 34 29 36 39
9
Counter, classroom work
(standing)
20 24 26 24 26 29 28 30 34
10 Counter, General office 20 27 32 24 31 34 28 36 39

11 Desk, typing
12 Door knob 19 27 32 24 31 35 28 36 40
13 Drinking fountain 20 24 27 24 27 29 28 32 34
14 Fire Extinguisher (tank)
15 Hook, coat 32 36 48 38 41 51 47 48 58

16 Lavatory and sink 20 23 25 24 26 27 28 29 31
17 Light switch 27 27 46 31 35 49 36 40 56
18 Mirror, lower edge 35 38 43
19 Mirror, upper edge 46 56 65
20 Panic bar 21 27 32 25 31 34 29 36 39

21 Pencil sharpener 20 27 33 25 31 35 28 36 40
22 Rail, hand and directional 20 21 32 24 24 34 28 29 39

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23 Shelf, hat and books 41 48 46 51 54 58
24 Soap dispenser 20 27 33 25 31 35 28 36 40
25 Stool, drawing 19 21 26

26 Table, drawing 26 19 34
27
Table and bench, wok
(standing)
25 26 28 26 29 32 30 34 38
28 Tack board (top) 72 84 72 84 72 84
29 Tack board (bottom) 20 22 25 24 25 26 28 29 30
30 Telephone, wall mounted 35 37 43

31 Toilet stall, top of partition 44 44 52 52 61 61
32 Towel dispenser 23 27 46 28 31 49 33 36 56
33 Urinal (bottom) 3
3-
15
17 3
3-
17
20
34 Wainscotting 54 54 54 54 54 54 54 54 54
35 Water closet (seat) 10
10
½
12 11
11
½
12 13
13
½
14
36 Window ledge (seat) 29 30 34

Source – Time Saver Standards

1) Playground furniture

Not only the classroom designing, but the designing of various spaces
existing in a school such as the playground is also important. Thus using sources

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such as the Neufert, and Time Saver Standards books, various types of
playground elements were studied which are shown in the figures below.



Figure 12: Various Playground elements and their dimensions, Source- Ernst and
Peter Neufert, Architects’ Data, Third Edition
The above figures give us an example of the different types of play
elements that can be used a children’s playground.

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1) SPACE PLANNING:-
Space Planning can be referred to the proper division and zoning of the
various spaces existing inside the school premises. There are certain
considerations to be made and pre-requisites to be followed in order to properly
design a school. They are as given below.
Some basic design considerations to be made for planning the spaces in
a school for the given requirements are as follows:-
School Entrance and External Circulation
The access to the site should be prominent, easy to find and clearly
visible.
Visitors should be able to find the reception area without difficulty.
Space and Area Requirements
Programmed (Teaching Area) = 60 %
Classrooms
Laboratories
Workshops
Library
Non-Programmed (Non-Teaching Areas) = 40%
Staff and administration accomodation:- 5m x 4m < 500 students
Toilets ratio :- 1:19, 1 W/c per 19 students, 2 urinals per 1 W/c
Catering facilities:- Dining, kitchen, store, pantry, canteen, etc.
Ancillary spaces:- Storage for maintenance, cleaners, papers, etc.

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Circulations and partitions:- corridors, stairs, foyers, etc.
Teacher Student Ratio
20 children of 3-5 years = 1 Teacher + 1Part time
50 children of 5-8 years = 2 Teachers
40 children = 1 Teacher + 1 Floating Teacher
1 teacher = 34 children
2 teachers = 68 children
3 teachers = 102 children

1) Examples of Classroom planning and furniture layout

Figure 13: Example of Vertical or Horizontal layout of a Classroom, Time
Saver Standards

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Figure 14: Classroom planning examples for 20 Students min.

Figure 15: Example of a typical Kindergarten plan, Source- Ernst and Peter
Neufert, Architects’ Data, Third Edition



Figure 16: Example of Kindergarten with central Multipurpose room

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Figure 17: Bubble diagram showing desirable relation for planning of Nursery
classroom


Figure 18: Example of Corridor with lockers and drinking facilities


Figure 19: Example of Parking Area Circulation
Functional diagrams and examples of planning a Library
Source- Ernst and Peter Neufert, Architects’ Data, Third Edition

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Figure 20: Functional diagram of Medium Sized Library

Figure 21: Planning and Layout details of a Library
Source- Ernst and Peter Neufert, Architects’ Data, Third Edition
1) Functional diagrams and examples of planning other areas

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Figure 22: Planning examples for Science Facilities

Figure 23: Apparatus Storeroom requirements and plannings

Figure 24: Planning Example of a Sports Hall
Source- Ernst and Peter Neufert, Architects’ Data, Third Edition
1) International Standards for the planning and Designing of classrooms for
children

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According to a source found during the research on designing of a classroom
keeping in mind a child’s psychology and requirements, it was concluded that the
classrooms need not only be a place for teaching the children in a strict manner
but can also be designed in such a way that a child can plkay as well as study in
a classroom designed in such an interesting manner as shown in the figures below.

Figure 25:- Planning standards for Preschool

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Figure 26:- Planning standards for Kindergarten

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ROOM AREA
ADMINISTRATION
Office for Head Teacher 20-25 m
2

Staff room (Meeting) 80-85 m
2

Parent Meeting 20-25 m
2

CLASSROOM
Pre-Primary (age upto 3 years) 2-3 m
2
Floor space per child
Kindergarten (age 3-6 years) 1.5 – 3 m
2
Floor space per child
Class 1-3 1.5 – 4 m
2
Floor space per child
Class 4-5 2– 2.2 m2 Floor space per child
OTHERS
Library 0.35 – 0.55 m
2
per pupil
Book Issue 5 m
2
per workspace
Catalogue Space 20 to 40 m
2

Music Room 65 – 80 m
2
per 30 places
Art Room 90 m
2
per 35 places
Store Room 15 – 20 m
2

Dining Room 30-40 m
2

Washing Room 15-20 m
2

MISCELLANEOUS
General Purpose Room 195 m
2
,Ht = 4.2 m
Multi- Purpose Room 20 m
2

P.E. Equipment Room 13.4 m
2

Teacher / Staff Room 50 m
2

General Storage, incl. Cleaner 35m
2

Electrical 2m
2

Boiler houge 16m
2

External Ball court 585m
2
(19.5 x 30 m )
Maximum Stair / Floor 25m
2

Parking :

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Figure 27:- Planning standards for First Grade

Car
Bus
L = 4.5 m , B = 2.25m
L = 8 m , B = 2.6m
Ventilation 20 % of Floor Area
Width of Doorway 24 to 36 ft
Height
CLEAR HEIGHT
80 to 84 in
2.7-3.4 m
STANDARD ROOM SIZES
12m X 20m ,
12m X 16m,
12m X 12m
Room size requirements according to the age group
AGE GROUP AREA ( m
2
)
0-6 years 0 - 6
6-12 years 0-5
12-18 years 0-9

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1) Room sizes

CLASSROOMS FOR PRESCHOOL
Optimal area for 15-20 pupils – 1000 sq. ft.
Well defined areas – group activities, reading corner, block area,
art storage
Restrooms (for play group) – 50 sq ft








1) Psychological Considerations

Psychological considerations refer to the state of a childs mind or the
impacts on a child created by the surrounding environment he/she is in. The
architectural design of any space can directly or indirectly make an impact on the
child’s mind in various ways, some of which are explained below.

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1) Child Psychology

Require a Homelike and colorful environment
Maximum use of safe materials (Plastic, timber etc)
Exterior environmental guidance
Simple interior spaces
Spaces motivating childrens imagination

1) Color Psychology for Children
RED LOVE, ANGER, HUNGER, -OVER STIMULATING BABIES
ORANGE EXCITEMENT, HAPPINESS, COMFORT, -SOFTER TONES ARE
BEST FOR BABIES
YELLOW MAKES KIDS CRY
GREEN REFRESHING
BLUE PROMOTES BABIES REST, PEACEFUL, CALM
NEUTRAL GOOD NURSERY CHOICE, RELAXING
BLACK DEPRESSING

1) Other Design Considerations
As an educational instiotution it is very important to provide proper light
and ventilation systems in a room which is used by a certain number of
population. Designing a room which does not meet this requirement may result
in the discomfort and inadequacy of proper facilities required for a child’s

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proper develeopment which is also the purpose of a school design. The light
and ventilation inside the room is directly proportional to the area of window.

1) LIGHTING
Light reflectance value
For floor= 20 – 30 %
For wall = 40 - 60 %
For furniture = 40 – 50 %
Primary teaching wall = 45 – 50 %
300 lux on per working area
The figure below shows an example of windows designed to allow
ventilation as well as light.inside the room.

Figure 28:- Consideration in designing Window for proper distribution of light
in a room

1) VENTILATION
Classroom requires at least 10 times more than that required at home

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Functions:-
In cold weather In warm Weather
Air for breathing In addition function of cold weather
To maintain fresh air Air movement for thermal comfort

TYPES OF SPACE
USE OF AREA MINIMUM TEMPERATURE
Sick room 21
o
C
Normal Level of Physical Activity,
eg- Classroom, Library
18
o
C
Gym, Dance workshop 15
o
C

1) Figure 29:- Consideration of Building Orientation

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2)
Building Orientation
Figure
In addition to complementing the overall features of the site and
satisfying the requirements
of access and spatial relationships between buildings the arrangement of the
houses on the site plan should have an orientation based on the path of the sun.
This allows to produce a design that gives the optimum levels of sunlight in
specific parts of the dwelling at certain times of the day.
The following table gives us an idea on how to design the orientation of various
living spaces required in a residential school.

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Principal Use of Space
Principal period of use;
desired orientation of the
sun

Living area Afternoon to evening

Eating/ Dining area Morning to evening

Children’s activity
and play room
Afternoon to evening

Bedroom Night: morning sun desired




Sustainability Factors and Green Design Features
Green Design refers to the design of some parts or the whole of a building
taking into account the factors that help to reduce the negative impacts of the
building on its natural surrounding environment or that make use of techniques
that maximize the energy efficiency of a building. Energy efficient buildings an
be defined as buildings that are designed to provide a significant reduction of the

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energy need for heating and cooling, independently of the energy and of the
equipments that will be chosen to heat or cool the building.
This can be achieved through the following elements:
bioclimatic architecture: shape and orientation of the building, solar
protections, passive solar systems
high performing building envelope: thorough insulation, high
performing glazing and windows, air-sealed construction, avoidance of
thermal bridges
high performance controlled ventilation: mechanical insulation, heat
recovery
Only when the building has been designed to minimise the energy loss, it
makes sense to start looking at the energy source (including renewable energy)
and at the heating and cooling equipments.
Green design features of a building can be listed out as following the idea of
Green roof,
Solid waste management,
Ground water recharge,
Rainwater harvesting etc.

Green roof
A green roof or living roof is a roof of a building that is partially or
completely covered with vegetation and a growing medium, planted over
a waterproofing membrane. It may also include additional layers such as a root
barrier and drainage and irrigation systems. Rooftop ponds are another form of
green roofs which are used to treat greywater.
Green roofs serve several purposes for a building, such as
absorbing rainwater, providing insulation, creating a habitat for wildlife,

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increasing benevolence and decreasing stress of the people around the roof by
providing a more aesthetically pleasing landscape, and helping to lower urban
air temperatures and mitigate the heat island effect.


Figure 30:- Example of a Green Roof building

Figure 31:- Nanyang Technical University, Singapore, Source –
Inhabitat.com

There are two types of green roofs: intensive roofs, which are thicker, with
a minimum depth of 12.8 cm, and can support a wider variety of plants but are
heavier and require more maintenance, and extensive roofs, which are shallow,
ranging in depth from 2 cm to 12.7 cm, lighter than intensive green roofs, and
require minimal maintenance.

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Figure 32:- Green Roof System

Figure 33:- Various Layers of aGreen Roof System

Rainwater Harvesting

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Rainwater harvesting is the process in which rainwater is collected when it
falls on the earth, stored and utilized at a later point. For eg, it can be purified to
make it into drinking water, used for daily applications and even utilized in large
scale industries. In short, Rainwater harvesting is a process or technique of
collecting, filtering, storing and using rainwater for irrigation and for various
other purposes.
The best thing about rainwater is that it is free from pollutants as well as
salts, minerals, and other natural and man-made contaminants. In areas where
there is excess rainfall, the surplus rainwater can be used to recharge ground water
through artificial recharge techniques.

The process of rainwater harvesting can be clearly explained through the
following diagrams:


Figure 34:- Rainwater Harvesting Process

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Figure 35:- Detail explanation of Rainwater harvesting process

Ground Water Recharge

Groundwater recharge or deep drainage or deep percolation is
a hydrologic process where water moves downward from surface
water to groundwater. This process usually occurs in the vadose zone below
plant roots and is often expressed as a flux to the water table surface. Recharge
occurs both naturally (through the water cycle) and through anthropogenic
processes (i.e., "artificial groundwater recharge"), where rainwater and
or reclaimed water is routed to the subsurface.

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Figure 36:- Natural Ground water recharge process
Processes
Groundwater is recharged naturally by rain and to a smaller extent by
surface water (rivers and lakes). Recharge may be impeded somewhat by human
activities including paving, development, or logging. These activities can result
in loss of topsoil resulting in reduced water infiltration, enhanced surface
runoff and reduction in recharge. Use of groundwater, especially for irrigation,
may also lower the water tables. Groundwater recharge is an important process
for sustainable groundwater management, since the volume-rate abstracted from
an aquifer in the long term should be less than or equal to the volume-rate that is
recharged.
Recharge can help move excess salts that accumulate in the root zone to
deeper soil layers, or into the groundwater system. Tree roots increase
water saturation into groundwater reducing water runoff. Flooding temporarily
increases river bed permeability by moving clay soils downstream, and this
increases aquifer recharge.

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Figure 37: Natural cycle leading to Ground water recharge




CHAPTER 3.
SITE ANALYSIS

Site Analysis
Site analysis refers to the detail study and analysis of a given site with
regard to the surrounding environment, neighborhood buildings, available
services and resources in and around the site. It also includes the study of general
features of the site such as its location (including the town, district, city etc) and
the road networks and access to and from the site along with the climatic data of
the area in which the site is located.
General Information
Location: Dharan 14, Bijayapur
Total area: 316102.80 sq. ft. (4 bigha 6 katha 14.4 dhur)
Sea level: 471.31m

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Surrounded by- pindeshwor temple, Nepal sanskrit bishwa bidyalaya
pindeshwor pidyapit, residential building
Historical place :- Pindeshowar temple, Dantakali temple
Topography- Terrain land
Zone- Mixed Agricultural Sub-zone

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Fig. Site plan
Climate
The Climatic conditions of the Site were analyzed by doing observation-on-site
during various hours of the day as well as collection of data from the help of
internet.
The data were as follows:-
Temperature
Average Maximum Temperature
Average Minimum Temperature

(35-36)
o
C in april
(9-11)
o
C in January
Average relative humidity


86%

Annual Rainfall

476mm
(Highest rainfall in July
Least Rainfall in December)

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Wind Direction
Morning
Evening

North-East to South-West
North-East to South-West


Building By-Laws
Various bye-Laws need to be followed in order to design a building with
proper requirements set by the government to ensure the safety and smooth life
of a building
Maximum Ground Coverage 60 %
Maximum Floor Area Ratio (FAR) 2.5
Minimum Parking Area 15%
Minimum Set Back 1.5m

Distance measurements
Bus park Dharan to our site – 1.4km
Purwanchal campus to site – 3.2km
Building By-Laws
Various bye-Laws need to be followed in order to design a building with
proper requirements set by the government to ensure the safety and smooth life
of a building
Maximum Ground Coverage 60 %
Maximum Floor Area Ratio (FAR) 2.5
Minimum Parking Area 15%

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Minimum Set Back 1.5m


Natural / Physical Features

Site on contour
Soil Type : course gravel, sand and silt
seuti river flowing along the north to sout
Man-made Features

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New settlement, Modern houses (simple construction)
Electric poles along the site
18.82ft. pitched road
Small market near the site
Nepal sanskrit vishwa vidyalaya pindeshwor bidyapit
Pindeshwor temple



Socio-Cultural Aspect
Festivals - Dashain, Janaipurnima, Sakranti, Tihar, Lhosar chandesori
jatra, kanya puja, nawadurga jatra ,ganesh jatra
Caste- Rai, Limbu, Bahun, chhetri

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Religion- Hindu, Buddhist, christian
Utilities
Provision of electricity
No water canal (well water)
No sewerage system
street lightining
Road width 18.82ft.
1.4 km. away from bus station dharan

SWOT Analysis
Strength
Nepal sanskrit vishwa vidayalaya
Social network among peoples
Construction of school lead to development facilities

Weakness
Lack of drainage system
Width of road is insufficient
No proper management water

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Threats
Local people want to stay in developed area
Middle class peoples
Low chiid population around site
Sustainilibility factor
Opportunities
Social network among people
Construction of school leads to development of facilities

DESIGN CONSIDERATIONS


Figure 44: Use of Earth Berm and slope roof

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CASE STUDY

SOS Hermann Gmeiner Higher Secondary School, Itahari

 Name:SOS School
 Established: 1933AD
 Area: 8 bigha ( school:3.5 bigha, SOS village 4.5 bigha)
 Location: 1.3 south form Balgharam chowk, 4.1 km away from Itahari
chowk
 Designed by: Austrian architecture company
 No. of student: 520
 No. of teacher: 34
 No. non teaching staff: 12
 Student teacher ratio: 1:16
 No. of student per class: 40

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1. DESIGN FEATURES:
· Single storied with load bearing system
· Use of truss and false ceiling with wooden battens and plywood
· Use of Chinese bricks increasing the aesthetics of the Building
· Rectangular plan which is economical in construction.
· Slop roof are used which works as shading device
· Building oriented to S-E direction (Classrooms towards north and south)
which results in good daylighting in all classrooms.

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SPACE CIRCULATION

Materials Used
 Chinese brick
 Metal
 Tin
 Plywood
 Timber
 Cement
 Glass
 Marble
 Tile
 Aluminium

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Master plan

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Positive aspects
 Each classroom are provided with fan for internal comfortable learning
programme.
 School under CCTV surveillance for security purpose.
 Extra curriculum classes.
 Facilities of greenhouse
 Good landscape with green environment.
 Enough drinking water sources.



Negative aspects
 Far from central city (Itahari).

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 Water bodies are effected by industries and connection of drainage.
 No hospital nearby.

SITE FEATURES:
• Topography- Flat land
• Vegetation- Penalty of trees
• Access: East-West highway (1.3 KM toward south)
Other Features

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Vishwa Adarsha School
 Name:Vishwa Adarsha school
 Established:
 Area: 2 Bigha 2 Kattha
 Location: 500m N-E from Koshi highway
 Designed by: ER. Tom Chris
 No. of student: 620
 No. of teacher: 60
 No. non teaching staff: 42
 Student teacher ratio: 1:11
 No. of student per class: 24

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DESIGN FEATURES:

·Modern building type with non- load bearing construction.
·Rectangular plan which is economical in construction.
·Flat roof are us
· Cross ventilation are used.
· Rcc roofs are used for shading device

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3D model for school building
Materials Used
 Brick
 Metal

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 Plywood
 Timber
 Cement
 Glass
 Marble
 Tile
 Aluminium


Positive aspects
 Each classroom are provided with fan for internal comfortable learning
programme.
 School under CCTV surveillance for security purpose.
 Extra curriculum classes.
 It is near from Ithari city.
 Locker for each student.
 Teaching with projector.
 Well managed canteen.

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Negative aspects
 Lack of water resources.
 No green vegetation and landscape.
 No any shading device.
 No ramp for disabilities person.
SITE FEATURES:
* Topography- Flat land
* Access: Koshi highway (680m toward N-E)
Master plan

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Other Features

56. 56

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INTRATIONAL SCHOOL
 Name: Selaquie school
 Established: Oct 2000
 Area: 52 acres
 Location: Doon valley, Dhradun
 Designed by: Amar Deep singh
 No. of student: About 300
 Climate: Hot –(27 °C-41 °C)
cold – (5 °C-27 °C)

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Master plan

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PLANNING ANALYSIS

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DESIGN CONCEPT
 Campus type planning with the integration of cluster and courtyard.
 Interconnection of various activities zones.
 The application of concept is achieved by incorporating traditional Indian
concept like local material tradition and craftsmanship .
 This sheltering roof have large overhangs to protect the building from
regions fairly heavy rainfall.

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Materials Used
 Locally available stone
 Metal
 Brick
 Timber
 Cement
 Glass
 Marble
 Tile
 Aluminium


ACADEMIC:
 The architecture is placed in front of main entry and side of the court of
assembly.
 It is designed in various level.
 The academic block is organized around four court.
 Corridors are singly loaded with good lightening and are 1.8m wide.

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Landscaping and architectural point
 There is perfect integration of architecture of school with its landscape.
 The layout of the building, the extensive and luxurious landscaping
immerges beautifully with the surroundings.

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Classroom arrangement

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Positive aspects

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