SCHOO

L
DESIGN
-KIAN 1000021140
-DHRUV 1000021465 20XX 1
There are seven levels of school in India According To Class

•P r e - S c h o o l – P r e - s c h o o l e d u c a ti o n i s n o t c o m p u l s o r y f o r c h i l d r e n a l t h o u g h i f t h e y a r e p r o v i d e d t h a t t h e n i t c a n h e l p t o b u i l d a g o o d f o u n d a ti o n f o r
c h i l d r e n f o r f u r t h e r e d u c a ti o n

•P l a y S c h o o l s – T h e s e t y p e s o f s c h o o l s i n I n d i a c a t e r t o c h i l d r e n w h o a r e o f a g e 1 8 m o n t h s – 3 y e a r s

•K i n d e r g a r t e n – K i n d e r g a r t e n c l a s s e s a r e d i v i d e d i n t o l o w e r K G a n d U p p e r K G . L o w e r K G i s m e a n t f o r 3 - 4 y e a r s o l d w h e r e a s u p p e r K G i s m e a n t f o r
children between 4-5 years old

•P r i m a r y S c h o o l – P r i m a r y s c h o o l i s f r o m fi r s t t o fi ft h c l a s s w h e r e i n s t u d e n t s e n r o l l e d a r e f r o m 6 - 1 0 y e a r s o f a g e . H e r e t h e y a r e i m p a r t e d w i t h
b a s i c s o f d i ff e r e n t s u b j e c t s t h a t h e l p t h e m t o b e c o m e p r o fi c i e n t i n f u r t h e r c l a s s e s

•M i d d l e S c h o o l - M i d d l e s c h o o l i n c l u d e s c l a s s e s f r o m fi ft h t o e i g h t h s t a n d a r d . H e r e a r e s t u d e n t s f r o m 1 1 - 1 4 y e a r s o f a g e . C h i l d r e n i n t h e s e c l a s s e s
m o v e f r o m l e a r n i n g b a s i c s t o a l i tt l e h i g h e r l e v e l o f c o n c e p t s o f s u b j e c t s

•S e c o n d a r y S c h o o l - T h i s l e v e l o f e d u c a ti o n i n c l u d e s c l a s s e s f r o m n i n t h t o t e n t h s t a n d a r d . S t u d e n t s a r e f r o m 1 4 - 1 6 y e a r s o f a g e . T h e y g e t t o l e a r n
h igh er-level co nc epts an d get to make d ec isio n s fo r th emselves ab o ut wh ic h su b j ec ts to take in f u rth er c lasses ac co rdin g to their interest areas.

•S e n i o r S e c o n d a r y - S e n i o r s e c o n d a r y l e v e l o f e d u c a ti o n i n c l u d e s c l a s s e s 1 1 t h - 1 2 t h

Word Education Services wenr.wes.org

 Classifi cation of Schools in India

Central Government Schools

The central government funds and runs the central government schools, and it sets their curriculum. In the
urban area, Kendriya Vidyalaya (KV) is the central government school, and in the rural area, Jawahar
Navodaya Vidyalaya is the central government school. And Kasturba Gandhi Balika Vidyalaya are for girls

State Government Schools

The State Government funds and runs the state government schools. The state board of education is
mainly followed by the state government schools, and the curriculum is set by the state government.
Rajkiya Vidyalaya, Pratibha Vidyalaya, Sarvodaya Bal Vidyalaya, etc., are the popular state government
schools.

Private Schools

Indian parents desire to enroll their children in private schools because a large number of government
schools do not offer an appropriate education. Some foreigners decide to enroll their kids in private Indian
schools.

International Schools

All large cities have international schools. Children from outside and those from India attend them due to
the quality of the education that is aligned with global standards. International Schools Consultancy, in
2015 estimated that India has around 410 international schools

National Open Schools

According to estimates around 1.4 million students are enrolled in open schools at the secondary and
higher secondary level of education.

Special-Needs Schools

Meant for physically and mentally challenged students, these schools provide vocational training and
informal education to children who are unable to attend proper schools. Going by the law of India to make
education accessible to every child more than 3000 special needs schools are running across the country
Board of school in India
National boards

Central Board of Secondary Education (CBSE):

National Institute of Open Schooling (NIOS)

C o u n c i l f o r t h e I n d i a n S c h o o l C e r t i fi c a t e E x a m i n a t i o n s ( C I S C E )

State boards

Board of School Education Uttarakhand

Board of Secondary Education, Andhra Pradesh

B o a r d o f S e c o n d a r y E d u c a t i o n , U T TA R PA R D E S H , E T C

( E V E RY S TAT E H A S I T S O W N B O A R D )

International boards

International Baccalaureate (IB):

Cambridge International Examinations (CIE)

I n t e r n a t i o n a l G e n e r a l C e r t i fi c a t e o f S e c o n d a r y E d u c a t i o n ( I G C S E )

Canadian Board

A m er i c a n S c h o o l o f B o m b ay
Fire safety regulations for school buildings in India
Fire safety regulations for school buildings in India are governed by the National Building Code (NBC) 2016,
guidelines from the Central Board of Secondary Education (CBSE)

1. Fire Exit Requirements for School Buildings

A c c o r d i n g t o N B C 2 0 1 6 ( P a r t 4 : F i r e a n d L i f e S a f e t y ) a n d C B S E g u i d e l i n e s , t h e f o l l o w i n g fi r e e x i t p r o v i s i o n s m u s t
be followed:

a) Number of Exits

E v e r y s c h o o l b u i l d i n g s h o u l d h a v e a m i n i m u m o f t w o e x i t s p e r fl o o r f o r s a f e e v a c u a t i o n .

T h e n u m b e r o f e x i t s s h o u l d b e i n c r e a s e d b a s e d o n o c c u p a n t l o a d ( n u m b e r o f s t u d e n t s a n d s t a ff o n e a c h fl o o r )

b) Staircases and Escape Routes

A t l e a s t t w o s t a i r c a s e s m u s t b e p r o v i d e d , o n e o f w h i c h m u s t b e a fi r e e s c a p e s t a i r c a s e .

Minimum width of staircases:

Fo r s t u d e n t c a p a c i t y u p t o 1 0 0 : 1 . 5 m e t e r s .

Fo r l a r g e r s c h o o l s : 2 . 0 m e t e r s .

Fire escape stairs should be external, made of non-combustible material, and directly accessible
 c) Exit Doors and Corridors

D o o r s s h o u l d o p e n o u t w a r d i n t h e d i r e ct i o n o f e s ca p e .

D o o r s s h o u l d n o t b e l o c ke d f r o m th e i n s i d e d u r i n g s c h o o l h o u r s .

M i n i m u m d o o r w i d t h : 1 . 5 m e te r s .

C o r r i d o r s s h o u l d h a v e a m i n i m u m w i d th o f 2 . 0 m e t e r s .

d) Assembly Areas and Open Spaces

S c h o o l s m u s t h a v e d e s i g n a t e d s a f e a s s e m b l y p o i n ts ( s u ch a s
p l ay g r o u n d s ) a t a m i n i m u m d i s t a n c e o f 1 5 m e te r s f r o m th e
building.
2. Fire Safety Equipment in Schools
F i r e e x t i n g u i s h e r s : I n s t a l l e d i n e v e r y c l a s s r o o m , l a b , a n d c o r r i d o r.

F i r e a l a r m s a n d s m o ke d e t e c t o r s : I n s t a l l e d i n e a c h fl o o r a n d i n h a z a r d o u s a r e a s l i ke l a b s a n d k i t c h e n s .

A u t o m a t i c s p r i n k l e r s y s t e m s : R e q u i r e d f o r b u i l d i n g s t a l l e r t h a n 1 5 m e t e r s ( a b o u t 4 - 5 fl o o r s ) .

Emergency lighting and signboards: Must be placed along escape routes.

Wa t e r s t o r a g e t a n k s : A m i n i m u m o f 1 0 , 0 0 0 l i t e r s f o r fi r e fi g h t i n g p u r p o s e s

3. Em e rge ncy Pre pare dness and Drills

F i r e d r i l l s m u s t b e c o n d u c t e d a t l e a s t t w i c e a y e a r.

E v a c u a t i o n p l a n s s h o u l d b e d i s p l ay e d o n a l l fl o o r s .

Te a c h e r s a n d s t a ff s h o u l d b e t r a i n e d i n fi r e s a f e t y

4. Le gal Com pliance and Penalties

S c h o o l s m u s t o b t a i n a F i r e S a f e t y C e r t i fi c a t e f r o m t h e l o c a l fi r e d e p a r t m e n t .

V i o l a t i o n s c a n l e a d t o fi n e s , c a n c e l l a t i o n o f r e c o g n i t i o n , o r c l o s u r e o f t h e s c h o o l b y a u t h o r i t i e s .

C B S E A ffi l i a t e d S c h o o l s m u s t c o m p l y w i t h a ffi d a v i t r e q u i r e m e n t s c o n fi r m i n g fi r e s a f e t y c o m p l i a n c e . a r e g o v e r n e d
by the National Building Code (NBC) 2016, guidelines from the Central Board of Secondary Education (CBSE), and
l o c a l fi r e d e p a r t m e n t r u l e s . B e l o w a r e t h e ke y fi r e e x i t l a w s a n d s a f e t y p r o v i s i o n s f o r s c h o o l s
Sports Facilities

Indoor Sports Facilities: Outdoor Sports Facilities:

• A mi n i mu m o f o n e i ndo o r spo r t s • A mi n i mu m o f o n e o ut do o r spo r t s
faci l i t y sh o u l d be avai l abl e fo r fi e l d sh o ul d be avai l abl e fo r
act i vi t i e s l i ke t abl e t e n n i s, act i vi t i e s l i ke fo o t bal l , c r i c ke t ,
badmi nt o n , c ar r o m, ch e ss, e t c . vo l l e ybal l , baske t bal l , e t c.

• Th e ar e a sh o ul d be ade qu at e l y l i t • Th e fi e l d sho u l d be o f st an dar d

and ve n t i l at e d si z e an d mar ke d fo r r e spe c t i ve
game s .

• I t sho u l d be mai n t ai n e d pr o pe r l y
wi t h pr o pe r gr o u nd mar ki n g,
n e t s, and o t he r acce sso r i e s.

https://www.cbse.gov.in/
Sports Facilities

Track and Field: Playground Area: Sports Infrastructure:

• A st an dar d 2 0 0 - me t e r • Schools should have a • Basi c i nfr ast r u ct u r e
t r ack sh o u l d be d e d i c a t e d p l ay g r o u n d l i ke ch an gi n g r o o ms,
area of a certain size (for
avai l abl e fo r at hl e t i c s . t o i l e t s, dr i n ki n g wat e r,
example, 2000 square
and se at i n g
• Spac e sh o u l d be meters or more)
ar r an ge me nt s fo r
pr ovi de d fo r e ve n t s depending on the size of
spe ct at o r s sh o u l d be
su ch as l o ng j u mp, hi gh the school and the
pr o vi de d n e ar t h e
j u mp, sh o t pu t . student population .
spo r t s fac i l i t i e s.
• T h e p l ay g r o u n d s h o u l d
cater to a variety of
sports and should be
m a i n t a i n e d r e g u l a r l y.

https://www.cbse.gov.in/
 Central Board Of Secondary
Education (CBSE)

The school seeking Affi liation must satisfy the following conditions as
per norms of Affi liation Bye-laws:-

• C la u s e 4 . 1 : C la s s r o o m s

M i n im u m s i z e s h o u l d b e 8 m . x 6 m . ( a p p rox i m a t e l y 5 0 0 . s q . ft.) . T h ere s h o u l d b e o n e ro o m f o r ea c h

c l a s s . M i n i m u m fl o o r s p a c e s h o u l d b e a t l e a s t 1 s q . m t r. p e r s t u d e n t .

• C la u s e 4 . 2 : S c i e n c e L a b o r a t o r y

( C o m p o s i t e f o r S e c o n d a r y o r / a n d s e p a r a t e P h y s i c s , C h e m i s tr y a n d B i o l o g y f o r S en i o r S ec o n d a r y ) -
m i n i m u m s i z e s h o u l d b e 9 m . x 6 m . e a c h ( a p p rox i m a t el y 6 0 0 s q . f t ) a n d s h o u l d b e f u l l y e q u i p p e d .

• C la u s e 4 . 3 : L i b r a r y

4 . 3 . 1 M i n i m u m s i z e s h o u l d b e 1 4 m . x 8 m . f u l l y e q u i p p e d a n d w i th re a d i n g ro o m f a c i l i ty a n d o th er
re s o u rc e s t o c a t e r t o t h e s t re n g t h o f s t u d e n t s i n t h e s c h o o l .

Ref: www.cbse.gov.in 20XX 10

 Central Board Of Secondary
Education (CBSE)

• Clause 4.4 : Computer Laboratory

Minimum size of computer laboratory should be 9 m x 6 m each (approx. 600 sq.ft.)

4.4.1 The School should have a minimum of 20 computers and maintain a computer-to-student ratio
of 1:20.

4 . 4 . 3 T h e re s h o u l d b e m i n i m u m o n e l a b i f t h e s t re n g t h o f s t u d e n t s i n t h e s c h o o l i s u p t o 8 0 0 . Fo r e v e r y
a d d i t i o n a l ( u p t o ) 8 0 0 s t u d e n t s o n e m o re l a b s h o u l d b e s e t u p .

• Clause 4.5 : Mathematics Laboratory

T h e s c h o o l s h o u l d h a v e s e p a r a t e p ro v i s i o n f o r M a t h e m a t i c s L a b o r a t o r y a t l e a s t o f t h e s i z e o f a r e g u l a r
classroom.

• C l a u s e 4 . 6 : R o o m s Fo r E x t r a c u r r i c u l a r A c t i v i t i e s

Either separate rooms for music, dance, arts & sports etc. or one multipurpose hall of adequate size for
all these activities should be set up in the school.

Ref: www.cbse.gov.in 20XX 11

 Central Board Of Secondary
Education (CBSE)

• C l a u s e 4 . 7 : D r i n k i n g Wa t e r, To i l e t s A n d O t h e r P h y s i c a l Fa c i l i t i e s

4 . 7 . 1 T h e S c h o o l s h a l l p ro v i d e a d e q u a t e f a c i l i t i e s f o r p o t a b l e d r i n k i n g w a t e r o n e a c h fl o o r .

4 . 7 . 2 T h e S c h o o l w i l l p ro v i d e c l e a n h e a l t h y a n d h y g i e n i c t o i l e t s o n e a c h fl o o r w i t h w a s h i n g f a c i l i t i e s f o r b o y s
a n d g i r l s s e p a r a t e l y i n p ro p o r t i o n t o t h e n u m b e r o f s t u d e n t s . T h e t o i l e t s f o r t h e p r i m a r y s t u d e n t s s h o u l d
b e s e p a r a t e f r o m o t h e r t o i l e t s . T h e re s h o u l d b e s e p a r a t e t o i l e t s f o r s t a ff m e m b e r s . S i g n a g e B o a rd s
s h o u l d b e d i s p l a y e d p ro m i n e n t l y o n t h e t o i l e t s o f a l l c a t e g o r i e s .

4 . 7 . 3 T h e S c h o o l s h a l l p ro v i d e p ro p e r f a c i l i t i e s l i ke , r a m p s i n t o i l e t s a n d a t e n t r y / e x i t p o i n t s f o r
w h e e l c h a i r u s e r s a n d a u d i t o r y s i g n a l s i n e l e v a t o r s / l i ft s i n a c c o rd a n c e w i t h t h e p ro v i s i o n s l a i d d o w n i n R P W D
Ac t - 2 0 1 6 .

4 . 7 . 4 T h e S c h o o l s h o u l d h a v e s u i t a b l e f u r n i t u r e i n t h e C l a s s ro o m s c o m m e n s u r a t e w i t h t h e s t r e n g t h o f
s t u d e n t s a n d s t a ff .

4 . 7 . 5 T h e s c h o o l s h o u l d h a v e t h e n e e d e d e q u i p m e n t a n d f a c i l i t i e s a s p e r t h e s y l l a b u s p re s c r i b e d f o r S c i e n c e s ,
H o m e S c i e n c e , Te c h n i c a l s u b j e c t s . Vo c a t i o n a l s u b j e c t s a n d v a r i o u s a c t i v i t i e s u n d e r Wo r k E x p e r i e n c e a n d A r t
Education etc.
Ref: www.cbse.gov.in
20XX 12
 Central Board Of Secondary
Education (CBSE)

• C l a u s e 4 . 7 : D r i n k i n g Wa t e r, To i l e t s A n d O t h e r P h y s i c a l Fa c i l i t i e s

4 . 7 . 6 T h e s c h o o l s h a l l f o l l o w t h e g u i d e l i n e s re l a t e d t o t h e s a f e t y o f t h e c h i l d re n i n s c h o o l s c o n t a i n e d i n t h e
following:

• The gui del i ne s i ss ue d by the H on'bl e Supre m e Court of I ndi a i n Wri t Pe ti t i on ( Ci v i l ) no. 4 8 3 of 2 0 0 4
i n the m a tte r of Av i na sh M e hrotra ( Pe t i ti one r) Ve rsus Uni on of I ndi a & Ot he rs ( Re sponde nts)

• The G ui del i ne s on Sc hool Sa fe t y Pol i c y , 2 0 1 6 i ss ue d by the N a ti ona l Di sa ste r M a na ge m e nt A uthori t y

whi c h i s sta tut ory i n na t ure .

• M a nua l on Sa f e ty a nd Se c uri ty of Chi l dre n i n Sc hool s De v e l ope d by N a ti ona l Com m i ssi on for
Protec ti on of Chi l d R i ght s.

• N at i on al Bu i l di ng C o de - 2 0 0 5 , a s a m e nde d from t i m e to t i m e .

4 . 7 . 8 T h e S c h o o l s h o u l d h a v e a d e q u a t e f a c i l i t i e s f o r p ro v i d i n g r e c r e a t i o n a l a c t i v i t i e s a n d p h y s i c a l
e d u c a t i o n a s w e l l a s f o r c o n d u c t o f v a r i o u s a c t i v i t i e s a n d p ro g r a m s f o r d e v e l o p m e n t a l e d u c a t i o n a n d f o r
t h e s o c i a l , c u l t u r a l a n d m o r a l d e v e l o p m e n t o f t h e s t u d e n t s a n d f o r s a f e g u a rd i n g t h e i r h e a l t h

Ref: www.cbse.gov.in
20XX 13
 Central Board Of Secondary
Education (CBSE)

• Clause 4.8 : Enrollment And Section Restriction In Each Class

• T h e o p t i m u m n u m b e r o f s t u d e n t s s h a l l b e 4 0 i n e a c h s e c t i o n . Av a i l a b i l i t y o f o n e s q u a r e m e t e r
b u i l t - u p fl o o r A r e a p e r c h i l d i n t h e c l a s s ro o m s i s a n a b s o l u t e n e c e s s i t y i n t h e s c h o o l . S u b j e c t t o t h i s ,
the details of the allowed sections as per the rules of these byelaws and availability of land and
i n f r a s t r u c t u re a re g i v e n a t A p p e n d i x -V.

• Clause 14.15 : RIGHTS OF PERSONS WITH DISABILITIES

• 1 4 . 1 5 . 1 S c h o o l w i l l p ro v i d e p r o p e r f a c i l i t i e s l i ke r a m p s i n t o i l e t s f o r w h e e l c h a i r u s e r s , a u d i t o r y
s i g n a l s i n e l e v a t o r s / l i f t s a n d o t h e r p o s s i b l e i n f r a s t r u c t u r a l f a c i l i t i e s i n a c c o rd a n c e w i t h t h e p ro v i s i o n s
l a i d d o w n i n R P W D Ac t - 2 0 1 6 .

• 1 4 . 1 5 . 2 S c h o o l s h a l l p r o m o t e i n c l u s i o n o f s t u d e n t w i t h s p e c i a l n e e d s i n t h e n o rm a l s c h o o l a s p e r
p ro v i s i o n s o f t h e “Re h a b i l i t a t i o n o f Pe r s o n s Wi t h D i s a b i l i t i e s Ac t 2 0 1 6 ’ a n d i n c o n f o rm i t y w i t h N a t i o n a l
Po l i c y o f E d u c a t i o n” .

Ref: www.cbse.gov.in
20XX 14
 The Council for the Indian School Certifi cate
Examinations (CISCE)

1. Land and Building Requirements

• Minimum 2,000 sq. meters of land.
• Well-constructed buildings with suitable classrooms, laboratories, and
administrative offi ces.
• Playgrounds with adequate sports facilities.

2. Classroom and Infrastructure Standards

• Each classroom should be at least 37 sq. meters (400 sq. ft.).
• Adequate ventilation, natural lighting, and safety provisions like
staircases and emergency exits.
• Separate laboratories for Physics, Chemistry, Biology, and Computers (with
required lab equipment).
• Well-equipped library with at least 5 books per student (minimum 2,500 books in
stock).
• Special infrastructure for diff erently-abled students .
Ref: cisce.org/affiliation/ 20XX 15
 The Council for the Indian School Certifi cate
Examinations (CISCE)

• 3. Facilities and Amenities

• Fire safety provisions, including fi re extinguishers and emergency exits.
• Separate and adequate washrooms for boys and girls.
• Infi rmary with a trained nurse, fi rst aid, and medical records maintenance.
• Drinking water facilities on each fl oor.
• Proper administrative offi ces for the Principal, Vice Principal, and staff.
• School hall or examination room with proper furniture, lighting, and ventilation.
• Canteen with hygienic food preparation and health certifi cates.
• Transportation system (if applicable), ensuring safety compliance for buses.

4 . Playground and Sports Facilities

• Suffi ciently large playground for sports and recreational activities.
• Games and sports equipment to be well-maintained.
• Indoor and outdoor sports facilities.

Ref: cisce.org/affiliation/ 20XX 16

 The Council for the Indian School Certifi cate
Examinations (CISCE)

5. Safety and Security

• Secure boundary wall and entrance/exit gates.
• Minimum of two staircases with railings for emergency evacuation.
• Provision for lifts in multi-story buildings.
• Fi r e e s c a p e r o u t e s a n d e m e r g e n c y d r i l l r e p o r t s .

6 . D i g i t a l a n d Te c h n o l o g i c a l I n f r a s t r u c t u r e
• Internet facility in the school.
• Computer labs with at least 1 computer per 2 students.
• Te c h n o l o g y i n t e g r a t i o n i n c l a s s r o o m s ( s m a r t b o a r d s , d i g i t a l r e s o u r c e s ) .

7. Residential Schools (if applicable)

• Separate dormitories for boys and girls.
• Adequate privacy, ventilation, and storage facilities in hostels.
• Hygienic kitchen and dining hall.
• Re c r e a t i o n a l s p a c e s f o r s t u d e n t s .
• Ro u n d - t h e - c l o c k i n fi r m a r y w i t h m e d i c a l s t a ff .
• 7 . R e s i d e n t i a l S c h o o l s ( i f a p p l i c a b l e ) S e p a r a t e d o r m i t o r i e s f o r b o y s a n d g i r l s . A d e q u a t e p r i v a c y , v e n t i l a t i o n , a n d s t o r a g e f a c i l i t i e s i n h o s t e l s . H y g i e n i c k i t c h e n a n d d i n i n g h a l l . R e c r e a t i o n a l s p a c e s f o r s t u d e n t s . R o u n d - t h e - c l o c k i n fi r m a r y w i t h m e d i c a l s t a ff .

Ref: cisce.org/affiliation/ 20XX 17

 IS 8827:1978 - School Building Guidelines

Scope
• T h i s s t a n d a rd c o v e r s s p a t i a l , f u n c t i o n a l , a n d e n v i ro n m e n t a l re q u i re m e n t s o f s c h o o l b u i l d i n g s , exc l u d i n g
re s i d e n t i a l s c h o o l s .
General Planning Considerations
- S c h o o l s s h o u l d b e a w a y f ro m n o i s y a n d p o l l u t e d a re a s .
- E n s u re s a f e t y , l i g h t i n g , a n d v e n t i l a t i o n .
- S i t e s h o u l d h a v e g o o d a c c e s s i b i l i t y.
Size of School and Capacity
- Pr i m a r y: 3 0 - 4 0 s t u d e n t s p e r c l a s s .
- M i d d l e & S e c o n d a r y: 4 0 - 4 5 s t u d e n t s p e r c l a s s .
Space Requirements
- C l a s s ro o m : 1 . 1 t o 1 . 2 s q m p e r s t u d e n t .
- Laboratories: 1.5 sqm per student.
- L i b r a r y: Ac c o m m o d a t e s 1 0 % o f s t u d e n t s a t a t i m e .
- To i l e t s : 1 p e r 2 0 b o y s , 1 p e r 1 5 g i r l s .

Ref: https://law.resource.org/pub/in/bis/S03/is.8827.1978.pdf 20XX 18

 IS 8827:1978 - School Building Guidelines

Fu n c t i o n a l S p a c e s
- A d m i n i s t r a t i v e b l o c k w i t h p r i n c i p a l a n d s t a ff r o o m s .
- We l l - v e n t i l a t e d c l a s s r o o m s .
- Equipped laboratories and libraries.
- Playgro unds f or rec reation.
Construction & Structural Requirements
- S c h o o l s c a n b e s i n g l e o r m u l t i - s t o r y.
- M a t e r i a l s s h o u l d e n s u r e s t a b i l i t y , d u r a b i l i t y , a n d fi r e r e s i s t a n c e .
- Proper dr ainage and sanitation are required.
L i g h t i n g & Ve n t i l a t i o n
- W i n d o w s s h o u l d c o v e r a t l e a s t 2 0 % o f fl o o r a r e a .
- Cross -ventilation is essential.
Safety & Fire Protection
- Fi r e e x i t s a n d e x t i n g u i s h e r s a r e m a n d a t o r y.
- Stairc ases mus t be at least 1.5m w ide for easy evac uation.
Special Considerations
- Schools should be inclusive for students with disabilities.
- A d e q u a t e p a r k i n g f o r b u s e s a n d s t a ff v e h i c l e s .

Ref: https://law.resource.org/pub/in/bis/S03/is.8827.1978.pdf 20XX 19

Neufert
Architects′
Data
-EDUCATION AND RESEARCH
-Schools
EDUCATIONAL

20XX 20
 SATNDARDS

•Maximum class size : 32 pupils.

•Classroom design :
•Normally based on tables with two workplaces.
•Room dimensions :
•If windows are on one side: maximum room depth is
7.20 m.
•Prefer windows on both sides to allow fl exible
furniture positioning.
•Blackboard visibility :
•Distance between the blackboard and the last row of
pupils should not exceed 9.00 m.
•Space guidelines per pupil :
•Area: 2.00 - 2.18 m² per pupil.
•Air volume :
• 6.00 - 25.00 m³ per pupil.
•Ceiling height :
1. Minimum 3.00 m.
2. Can be reduced by construction elements but not
more than 0.30 m.

NEUFERTS
 LANGUAGE LABORATORY
•L o c a t i o n :
•Wi t h i n t h e g e n e r a l c l a s s ro o m a re a o r n e a r t h e m e d i a
c e n t e r / l i b r a r y.
•C a p a c i t y :
•A p p rox . 3 0 l a n g u a g e l a b o r a t o r y p l a c e s p e r 1 0 0 0 p u p i l s .
•S i z e & L ay o u t :
•LT ( L i s t e n & Ta l k ) L a b o r a t o r y :
•3 3 w o r k p l a c e s ( d e s k s ) .
•A p p rox . 6 5 m ² ( 2 . 0 m ² / p l a c e ) .
•I n c l u d i n g s u b s i d i a r y ro o m s : a p p r o x . 9 5 m ² .
•LT R ( L i s t e n , Ta l k & R e c o r d ) L a b o r a t o r y :
•2 3 w o r k p l a c e s ( c a b i n s ) .
•A p p rox . 6 5 m ² ( 2 . 8 m ² / p l a c e ) .
•I n c l u d i n g s u b s i d i a r y ro o m s : a p p rox . 9 5 m ² .
•L a n g u a g e l a b o r a t o r y c a b i n s : A p p rox . 1 m x 2 m .
•To t a l s i z e : 8 0 m ² ( f o r b o t h LT & LT R l a b s ) , w i t h 2 4 - 3 0 p l a c e s
p e r 4 0 - 6 0 m ² p l u s s u b s i d i a r y a re a s .
•S i d e R o o m s :
•S t u d i o.
•Re c o rd i n g ro o m .
•A rc h i v e f o r t e a c h e r a n d s t u d e n t t a p e s .
•S p e c i a l C o n s i d e r a t i o n s :
•C a n b e l o c a t e d i n i n n e r a re a s o f t h e b u i l d i n g .
•Re q u i re s a r t i fi c i a l l i g h t a n d a i r c o n d i t i o n i n g .

NEUFERTS
 SCIENCE TEACHING AREA
GUIDELINES
•I n c l u d e s t h e f o l l o w i n g s p a c e s :
•Te a c h i n g r o o m s
•Te a c h i n g / p r a c t i c a l r o o m s
•P r a c t i c a l r o o m s
•P r e p a r a t i o n a n d m e e t i n g r o o m s
•P h o t o w o r k a n d p h o t o l a b r o o m s
•S p a c e R e q u i r e m e n t s :
•Te a c h i n g r o o m s f o r b i o l o g y, p h y s i c s , a n d c h e m i s t r y : A p p r o x . 2 . 5 0 m ² p e r
place
•L e c t u r e a n d d e m o n s t r a t i o n r o o m s : A p p r o x . 4 . 5 0 m ² p e r p l a c e
•D e m o n s t r a t i o n & p r a c t i c a l r o o m s f o r s c i e n c e s : A p p r o x . 7 0 - 8 0 m ²
•L e c t u r e & d e m o n s t r a t i o n r o o m s ( p h y s i c s , b i o l o g y, p o s s i b l y c h e m i s t r y ) :
Approx. 60 m²
•P e r m a n e n t l y i n s t a l l e d , a s c e n d i n g a u d i t o r i u m s e a t i n g
•A s e c o n d e n t r a n c e a n d e x i t m a y b e r e q u i r e d
•C a n b e l o c a t e d i n a n i n t e r n a l a r e a w i t h a r t i f i c i a l l i g h t i n g
•P r a c t i c a l R o o m s :
•F o r p u p i l g r o u p w o r k i n b i o l o g y a n d p h y s i c s
•C a n b e i n t e r d i s c i p l i n a r y ( s h a r e d a m o n g s c i e n c e s )
•S p a c e i s s u b - d i v i d e d u s i n g p a r t i t i o n s
•A p p r o x . 8 0 m ² p e r s e c t i o n / r o o m
•P r e p a r a t i o n , M e e t i n g & M a t e r i a l s R o o m s :
•S p a c e r e q u i r e m e n t : A p p r o x . 3 0 - 4 0 m ² ( s m a l l s c i e n c e a r e a s ) o r A p p r o x . 7 0
m² (large science areas)
•C a n b e l o c a t e d i n a n i n t e r n a l a r e a w i t h a r t i f i c i a l l i g h t i n g .

NEUFERTS
 Library, media center and
central facilities

• Guideline Space Requirements

•R e a d i n g & c a t a l o g u e s p a c e f o r
• To t a l a re a f o r l i b r a r y & m e d i a C e n t re : 0 . 3 5 - 0 . 5 5 m ² n o n - fi c t i o n / r e f e r e n c e b o o k s :
per pupil
•A p p rox . 2 0 - 4 0 m ² p e r 1 , 0 0 0 v o l u m e s
• Breakdown of Space Allocation •G e n e r a l w o r k i n g a r e a :

• Book issue & return area: •A p p r o x . 2 5 m ² p e r 1 , 0 0 0 re f e re n c e v o l u m e s

• A p p rox . 5 m ² p e r w o r k s p a c e •S p a c e f o r 5 % o f p u p i l s / t e a c h e r s ( m i n i m u m 3 0
• I n c l u d i n g c a t a l o g u e a re a s : 2 0 - 4 0 m ² workspaces)
•E a c h w o r k s p a c e : 2 m ² ( t o t a l a p p rox . 6 0 m ² )
• S t a ff w o r k s p a c e s ( l i b r a r i a n , m e d i a t e a c h e r,
technician, etc.): •C a r r e l s ( i n d i v i d u a l s t u d y b o o t h s ) :
• A p p rox . 1 0 - 2 0 m ² p e r e m p l o y e e •A p p rox . 2 . 5 - 3 . 0 m ² p e r c a r re l

• Compact book storage: •G ro u p w o r k ro o m :

•Fo r 8 - 1 0 p e o p l e
• 1 , 0 0 0 v o l u m e s re q u i re a p p rox . 4 m ²
•A p p rox . 2 0 m ²
• Shelves hold 20-30 volumes per meter

NEUFERTS
Library, media center and
central facilities

NEUFERTS
 SANITARY FACILITIES

The necessary WCs, urinals and washbasins are

provided according to the total number of pupils
(divided between boys and girls) according to the
school building guidelines. One washbasin is
provided for every boys' WC or for every two girls'
WCs. Toilets should be as directly lit and ventilated
as possible. The accesses for girls and boys are to
be separate.

No. users wc URINALS

40 BOYS 1 2
20 GIRLS 1 -
15 TEACHERS 1 1
10 FEMALE TEACHER 1 -

NEUFERTS
 HOSTELS
• Regulatory Considerations

• S t u d e n t fl a t s a re c l a s s i fi e d a s " l i v i n g p l a c e s " , n o t
re s i d e n t i a l h o m e s u n d e r b u i l d i n g re g u l a t i o n s .

• Building regulations apply to residential rooms,

covering:

• M i n i m u m fl o o r a re a : 8 m ²

• Ceiling height: 2.40 m

• O r i e n t a t i o n , v e n t i l a t i o n , a n d l i g h t i n g ( w i n d o w a re a = ½
ro o m a re a )

• Accessibility (for disabled individuals)

• E s c a p e ro u t e s : Tw o i n d e p e n d e n t e x i t s p e r fl o o r , o n e
being a legally essential stairway

• State guidelines for student residences recommend:

• S i n g l e ro o m s : ~ 1 2 m ²

• Flats: ~16 m²

• A d d i t i o n a l c o m m u n a l s p a c e s re q u i r e d

NEUFERTS
Time-Saver
Standards
for
Building
Types
EDUCATIONAL
Elementary and Secondary Schools
EDUCATIONAL

20XX 28
 Time-Saver Standards for Building Types

Space, Quality, Cost

• I n s c hool des i gn, s pa c e , qua l i ty , a nd c ost a re i nt e rre l a te d fa c t ors tha t t he sc hool boa rd,
a dm i ni stra t i on, a nd a rc hi te c t m ust ba l a nc e .

• W hi l e spa c e a nd c ost m a y be fi xe d, the qua l i ty of m a te ri a l s a nd c onst ruc t i on i s the v a ri a bl e t ha t

the a rc hi te c t c a n a dj us t. Effi c i e nt pl a nni ng i s c ruc i a l to a v oi d wa st e d s pa c e or exc e ssi v e c osts.

• I nvesti ng i n qua l i t y e duc a t i ona l fa c i l i t i e s i s e sse nti a l for l ong-t e rm be ne fi t s.

• Chea p, i na de qua te bui l di ngs l e a d t o hi gh m a i nte na nc e c ost s a nd hi nde r t he l e a rni ng proc e ss . A

wel l -desi gne d sc hool prov i de s a re wa rdi ng, e nj oy a bl e e nv i ronm e nt for a l l

Flexibility and Change Sc hool s shoul d be de si gne d wi th fl ex i bl e spa c e s t ha t c a n a da pt t o

future needs. Tra di ti ona l pl a nni ng a ssum e s fi xe d st ruc t ure s , l i m i t i ng growt h. A be tt e r a pproa c h
c rea tes envi ronm e nts tha t support c ont i nuous c ha nge , wi t h te c hnol ogy he l pi ng to m a na ge t hi s
c ompl ex i ty.

Ref: Time-Saver Standards for Building Types 20XX 29

 Time-Saver Standards for Building Types

Key architectural functions for learning environment :

• P l a n : C o m p a c t , m u l t i s t o r y d e s i g n s a re m o re e c o n o m i c a l t o h e a t a n d c o o l t h a n s p r a w l i n g o n e - s t o r y
buildings.
• O r i e n t a t i o n : N o r t h o r s o u t h - f a c i n g ro o m s a re i d e a l t o re d u c e s u n ex p o s u re a n d c o o l i n g n e e d s .
• Fe n e s t r a t i o n : " Wi n d o w l e s s " b u i l d i n g s s a v e c o s t s b u t w i n d o w s a re s t i l l n e e d e d f o r n a t u r a l l i g h t a n d
ventilation.
• S o l a r c o n t r o l s : H e a t - a b s o r b i n g g l a s s a n d o t h e r d e v i c e s re d u c e g l a re a n d i m p ro v e H VAC e ffi c i e n c y.
• I n s u l a t i o n : Pro p e r i n s u l a t i o n re d u c e s h e a t l o s s a n d g a i n , i m p ro v i n g c l i m a t e c o n t ro l .
• S p a c e c o n d i t i o n i n g : L i g h t i n g , a c o u s t i c s , c o l o r , a n d f o rm e n h a n c e t h e l e a rn i n g e n v i ro n m e n t a n d i m p a c t
s e n s o r y re a c t i o n s .
• L i g h t i n g : Pro p e r p l a c e m e n t a v o i d s g l a re a n d s h a d o w s , b a l a n c i n g n a t u r a l a n d a r t i fi c i a l l i g h t .
• A c o u s t i c s : C o n t ro l n o i s e t h ro u g h a b s o r p t i o n a n d re fl e c t i o n t o i m p ro v e c l a r i t y i n v a r i o u s s p a c e s .
• C o l o r s : C o l o r s i n fl u e n c e m o o d a n d e n h a n c e l e a rn i n g — b r i g h t c o l o r s e n e rg i z e , w h i l e c o o l t o n e s p ro m o t e
calm.
• Fo r m : B u i l d i n g s h a p e s a ff e c t p s y c h o l o g y ; s p a c i o u s d e s i g n s p ro m o t e c o m f o r t a n d re d u c e f e e l i n g s o f
c o n fi n e m e n t .

Ref: Time-Saver Standards for Building Types 20XX 30

 Time-Saver Standards for Building Types

Orientati on:
In classroom architecture, a north-facing room generally experiences less glare compared to a
south-facing room because the sun's path in the northern hemisphere results in more diffused
light from the north, while a south-facing room receives direct sunlight for a larger part of the
day, which can lead to excessive glare if not properly shaded; therefore, north-facing
classrooms are often considered optimal for minimizing glare issues from the rising or setting
sun.

Ref: Time-Saver Standards for Building Types 20XX 31

 Time-Saver Standards for Building Types

Key architectural functions for learning environment :

• Site Planning involves a detailed analysis of the site and surrounding area, with input from architects, landscape
architects, engineers, and the client. Key considerations include:

1. Site Analysis:
1. L o c a t i o n : Re g i o n a l a n d v i c i n i t y a n a l y s i s .
2. D e s c r i p t i o n : S i z e , e x i s t i n g c o n d i t i o n s ( s o i l s , t o p o g r a p h y , h y d r o g r a p h y , s t r u c t u r e s , v e g e t a t i o n , u t i l i t i e s , a n d
e n v i r o n m e n t a l f a c t o r s l i ke w i n d a n d s u n ) .
3. Z o n i n g : Re s t r i c t i o n s a n d t y p e .
4. E n v i r o n m e n t a l C o n d i t i o n s : N o i s e , v i b r a t i o n , a i r q u a l i t y ,
5. a n d i n d u s t r i a l i n fl u e n c e s .
6. A c c e s s R o a d s : Ty p e , w i d t h , t r a ffi c v o l u m e ,
and planned improvements.

2. Site Requirements:
1. Ve h i c u l a r : Pa r k i n g ( e xe c u t i v e , e m p l o y e e , v i s i t o r ) ,
service, maintenance, and public transport.
2. P e d e s t r i a n : C i r c u l a t i o n a n d r e c r e a t i o n s p a c e s .
3. U t i l i t i e s 1 ) N o r m a l r e q u i r e m e n t 2 ) S p e c i a l r e q u i r e m e n t
M i s c e l l a n e o u s : 1 ) Po l i c e a n d fi r e p r o t e c t i o n - d i s t a n c e ,
location, municipality, jurisdiction. 2)
Exhibit areas. 3)Community use

Ref: Time-Saver Standards for Building Types 20XX 32

Time-Saver Standards for Building Types

3 . L a n d U s e : L a n d U s e i n v o l v e s p l a n n i n g a l l re q u i re d s p a c e s w h i l e
c o n s i d e r i n g s i t e l i m i t a t i o n s . S p a c e A l l o c a t i o n S t u d i e s a d d re s s
p ro g r a m n e e d s a n d s i t e c o n s t r a i n t s . Re l a t i o n s h i p s b e t w e e n e l e m e n t s
a re b e s t s h o w n t h ro u g h d i a g r a m m a t i c s t u d i e s .

4 . C i r c u l a t i o n : D e s i g n c i rc u l a t i o n p a t t e r n s a s i n t e g r a t e d s y s t e m s ,
ensuring safety, especially for younger users. Separate pedestrian,
v e h i c l e , a n d s e r v i c e t r a ffi c . Av o i d c ro s s - t r a ffi c b e t w e e n p e d e s t r i a n s
a n d v e h i c l e s . D e s i g n d ro p - o ff a re a s s e p a r a t e l y f o r b u s e s a n d c a r s .

5 . Ve h i c u l a r Tr a ffi c : D i ff e re n t i a t e b e t w e e n f a c u l t y , s t u d e n t , a n d
v i s i t o r p a r k i n g . E n s u re b u s a re a s a re w e l l - p l a n n e d , a v o i d i n g t h e
need for buses to back up.

6 . B u s i n g : P l a n b u s p a r k i n g a n d c i rc u l a t i o n t o a c c o m m o d a t e t h e
number of buses needed for student transportation, considering
their dimensions and turning radii.

7 . Pa r k i n g : U s e a l l - w e a t h e r , a n d s t u d e n t s , p r i o r i t i z i n g v i s i t o r
parking. Consider parking for various uses, including school and
community events.

Ref: Time-Saver Standards for Building Types 20XX 33

 Time-Saver Standards for Building Types
R e c r e a t i o n Fa c i l i t i e s : Fo c u s o n l a r g e o p e n s p a c e s f o r fi e l d g a m e s , e s p e c i a l l y i n u r b a n a re a s w h e re s p a c e i s
l i m i t e d . C o n s i d e r c re a t i n g re c re a t i o n a l a re a s o n ro o ft o p s o r t e r r a c e d s l o p e s f o r m u l t i - l e v e l p l a y , e s p e c i a l l y f o r
y o u n g e r g r a d e s . S u g g e s t e d Fa c i l i t i e s b y A g e G ro u p :

K i n d e r g a r t e n t o 3 rd g r a d e : S a n d b oxe s , s l i d e s , s w i n g s , w a t e r f e a t u re s

4 t h t o 7 t h g r a d e s : C l i m b e r s , j u n g l e g y m s , l i t t l e l e a g u e b a l l , t r a m p o l i n e s , a d v e n t u re p l a y g ro u n d s .

8 t h t o 1 2 t h g r a d e s : S o ft b a l l , f o o t b a l l , s o c c e r , v o l l e y b a l l , t r a c k e v e n t s , p h y s i c a l fi t n e s s c o u r s e s .

M a t e r i a l s : U s e l o w - m a i n t e n a n c e , d u r a b l e s y n t h e t i c s u r f a c i n g f o r m u l t i u s e a n d c o m m u n i t y- f r i e n d l y s p a c e s . A l l -
w e a t h e r s u r f a c e s re d u c e m a i n t e n a n c e a n d a l l o w f o r y e a r- ro u n d u s e .

P l a n t i n g : U s e i n d i g e n o u s p l a n t s a n d l o w - m a i n t e n a n c e m a t e r i a l s . M i n i m i z e g r a s s a re a s , o p t i n g f o r p r a i r i e g r a s s e s
o r o t h e r g ro u n d c o v e r s . C o n s i d e r p l a n t s i z e t o re d u c e m a i n t e n a n c e a n d p re v e n t e a r l y re p l a c e m e n t .

Ref: Time-Saver Standards for Building Types 20XX 34

 Time-Saver Standards for Building Types
S c h o o l E x i t s : E x i t s s h o u l d b e c l e a r l y m a r ke d , w i t h s i g n s v i s i b l e f ro m a l l p o i n t s . E a c h a re a n e e d s a t l e a s t t w o ex i t s ,
a n d d o o r s m u s t a l w a y s b e o p e n a b l e f ro m t h e i n s i d e . E x i t s s h o u l d h a v e re d e x i t s i g n s a n d e m e r g e n c y l i g h t s
c o n n e c t e d t o b a c ku p p o w e r.

S t a i r w ay s : D e s i g n f o r s a f e , e ffi c i e n t m o v e m e n t w i t h a w i d t h o f a t l e a s t 4 ft 8 i n . Fi re p ro o f a n d w i t h s m o ke c o n t ro l .
S e c u re h a n d r a i l s o n b o t h s i d e s .

C o r r i d o r s : A l l o w f re e m o v e m e n t , b e w e l l - l i t , a n d h a v e re c e s s e d fi x t u re s . D u r a b l e , n o n s k i d fl o o r s a n d a m a x l e n g t h
o f 1 5 0 - 2 0 0 ft .

D o o r s : To p re v e n t a c c i d e n t s , i n s t a l l v i s i o n p a n e l s i n d o o r s a n d re c e s s t h e m . U s e t e m p e re d o r w i re g l a s s f o r s a f e t y ,
and design the panels with opaque section at the bottom for better visibility

Ref: Time-Saver Standards for Building Types

 Bus Parking

Bussing involves
planning for safe
transportation of
students, requiring
consideration of bus
dimensions, parking,
and circulation to
prevent backing up.
Specific approaches and
studies detail the
necessary facilities for
effective bus service
within school sites

Bus turning radius is

12 meters minimum

Ref: Time-Saver Standards for Building Types

Smart Classrooms

• 1. I nfr ast r uc t ur e fo r C o n n e c t i vi t y The foundation of any smart

c l a s s r o o m i s r o b u s t c o n n e c t i v i t y. S c h o o l s m u s t i n c o r p o r a t e h i g h - s p e e d
internet, ample power outlets, and secure wireless networks. Structured
cabling systems should support multiple devices, ensuring seamless
c o m m u n i c a t i o n a n d d a t a t r a n s f e r.

• 2. Fl e x i bl e C l assr o o m L ayo u t s Smart classrooms demand

versatile layouts to accommodate various teaching methods. Movable
furniture and modular setups create adaptable spaces for group work,
presentations, or individual learning. Incorporating ample whiteboard or
writable wall space complements digital tools.

Ref: https://amsindia.co.in/designing-schools-for-smart-classrooms/ 20XX 37

Smart Classrooms

• 3 . I n t e r a c t i v e L e a r n i n g To o l s Interactive whiteboards, projectors, and

touchscreen displays form the heart of a smart classroom. These tools enable
dynamic teaching methods, allowing educators to incorporate multimedia
c o n t e n t , l i v e d e m o n s t r a t i o n s , a n d s t u d e n t p a r t i c i p a t i o n s e a m l e s s l y.

• 4 . I n t e g r a t i o n o f A u d i o -Vi s u a l S y s t e m s Advanced audio -visual

s y s t e m s e n h a n c e t h e l e a rn i n g ex p e r i e n c e . H i g h - q u a l i t y s p e a ke r s , m i c ro p h o n e s ,
a n d a c o u s t i c de s i gn e n s u re c l e a r c o m m u n i c a t i o n . Vi s u a l a i d s l i ke h i g h -
d e fi n i t i o n s c r e e n s p r o v i d e a n e n g a g i n g w a y t o p r e s e n t i n f o r m a t i o n .

• 5 . Te c h n o l o g y - Fr i e n d l y Fu r n i t u r e Fu r n i t u r e d e s i g n e d f o r s m a r t c l a s s r o o m s
should accommodate technological needs. Desks with built-in charging
stations, cable management systems, and ergonomic designs ensure comfort
and convenience for students and teachers

• 6. S u s t a i n a b l e a n d E n e r g y - E ffi c i e n t D e s i g n I n c o r p o r a t i n g s m a r t
t e c h n o l o g y a l s o m e a n s p l a n n i n g f o r e n e r g y e ffi c i e n c y. M o t i o n - s e n s o r l i g h t i n g ,
automated climate control, and solar panels help reduce energy consumption
while maintaining a comfortable learning environment.

Ref: https://amsindia.co.in/designing-schools-for-smart-classrooms/ 20XX 38

Smart Classrooms

• 7 . S m a r t S e c u r i t y Fe a t u r e s S a f e t y i n s m a r t c l a s s r o o m s e x t e n d s t o
t e c h n o l o g i c a l s e c u r i t y. B i o m e t r i c a c c e s s s y s t e m s , s u r v e i l l a n c e c a m e r a s ,
a n d fi r e s a f e t y m e a s u r e s s h o u l d b e s e a m l e s s l y i n t e g r a t e d i n t o t h e s c h o o l ’ s
design.

smartattendancesystem.com/
RFID smart attendance system
• 8. Collaboration Zones Smart classrooms thrive on collaboration. Design
s p a c e s t h a t e n c o u r a g e t e a m w o r k , s u c h a s b r e a ko u t z o n e s w i t h i n t e r a c t i v e
screens, circular seating arrangements, and open areas for brainstorming
sessions.

• 9. D i gital Resource Management Plan for storage and management

o f d i g i t a l r e s o u r c e s . I n c l u d e d e d i c a t e d s e r v e r r o o m s , s e c u r e d e v i c e l o c ke r s , a n d
cloud storage solutions to ensure accessibility and security of educational
materials.

• 10. Professional Development Spaces Educators

r e q u i r e t r a i n i n g t o m a x i m i z e t h e u s e o f s m a r t c l a s s r o o m t e c h n o l o g y. D e s i g n
dedicated training rooms equipped with the same too ls found in classrooms,
e n a b l i n g t e a c h e r s t o f a m i l i a r i z e t h e m s e l v e s w i t h t h e t e c h n o l o g y.

Ref: https://amsindia.co.in/designing-schools-for-smart-classrooms/ 20XX 39

Smart Classrooms

• 11. Outdoor Learning Integration Smart classrooms don’t have to be

c o n fi n e d i n d o o r s . I n c o r p o r a t e o u t d o o r l e a r n i n g a r e a s e q u i p p e d w i t h W i - Fi a n d
interactive displays to provide students with a change of environment while
m a i n t a i n i n g c o n n e c t i v i t y.

• 1 2 . C o m p l i a n c e w i t h Te c h n o l o g y S t a n d a r d s E n s u r e t h a t t h e s c h o o l ’ s
d e s i g n a l i g n s w i t h t h e l a t e s t t e c h n o l o g y s t a n d a r d s . Wo r k w i t h I T p r o f e s s i o n a l s
and architects to future-proof the infrastructure, accommodating upgrades and
new technologies as they emerge.

• 13. Engaging D e sign Aesthetics Aesthetically pleasing

environments enhance the learning experience. Use bright, stimulating colors,
natural lighting, and modern architectural elements to create inspiring spaces
that resonate with students.

• Conclus io n – School design for sm art classroom

Designing schools for smart classrooms bridges the gap between traditional education
a n d m o d e r n l e a r n i n g m e t h o d s . B y f o c u s i n g o n c o n n e c t i v i t y , fl e x i b i l i t y , a n d i n n o v a t i v e
tools, schools can create environments that empower students and educators to excel in
a technology-driven world.
Ref: https://amsindia.co.in/designing-schools-for-smart-classrooms/ 20XX 40
Net Zero Discovery Elementary School

D i scove r y El e me n t ar y Sch o o l was co n ce i ve d an d

bu i l t ou t o f a n e e d t o addr e ss A r l i n gt o n P u bl i c
Sch ool 's (A P S) gr o wi n g st u de n t e n r o l l me nt . Th e
n e w sch o o l pr o j e ct pr o vi de d an o ppo r t u ni t y fo r
A P S t o i n co r po r at e sust ai n abi l i t y i nt o i t s
de si gn, an d t o de si gn t h e sc ho o l fo r t h e h i ghe st
st an dar d po ssi bl e : n e t - z e r o . W i t h a l i mi t e d
bu dge t , t h e di st r i ct i n i t i al l y se t i t s si gh t s o n
ach i e vi n g a L e ade r shi p i n En e r gy an d
En vi r on me n t al D e si gn (L EED ) Si l ve r r at i n g. The
pr oj e ct ar ch i t e ct , V MD O A r ch i t e ct s, be l i e ve d
t h e y co u l d do e ve n be t t e r an d
st ay wi t h i n bu dge t .

20XX 41
CASE STUDY

Solar Thermal Water Low-Flow Plumbing Fixtures

Heating
A solar thermal water heating system is Th e l o w- fl o w pl u mbi n g fi x t ur e s t h at
u s e d i n t h e s c h o o l ' s k i t c h e n . Wa t e r i s
ar e i n st al l e d t h r o u gho u t t h e sch o o l
circulated from the storage tank and
h ave fl o w r at e s t hat e x ce e d t h e
t h r o u g h fl a t - p l a t e s o l a r c o l l e c t o r s t o
e n e r gy- and wat e r - savi n gs t ar ge t s
p r o d u c e p r e - h e a t e d w a t e r. T h i s p r e -
heated water is then introduced into man dat e d by A P S. I t i s e st i mat e d
the geothermal water heating system, t h at 2 8 8 ,7 0 0 gal l o n s o f wat e r wi l l
which supplies heat at a consistent be save d pe r ye ar, 3 6 % l o we r t h an
1 2 0 ° F. T h i s p r o c e s s r e d u c e s t h e e n e r g y a bui l di n g e qui ppe d wi t h base l i n e ,
load on the geothermal heat pumps and
st an dar d- fl o w fi x t ur e s.
a l l o w s s o l a r e n e r g y t o p l ay a ke y r o l e i n
heating water for use in the school's
kitchen.
CASE STUDY

Lighting Bio-retention Basin Rainwater Harvesting

Discovery Elementary Bio-retention basins have Rai n wat e r fr o m a smal l
School's design incorporated been constructed on the se ct i o n o f t h e sch o o l 's
l o t s o f d ay l i g h t t o e n c o u r a g e school grounds to help r o o f i s di r e ct e d t o a pai r
a vibrant learning
clean and slowly release
o f 1 3 2 - gal l o n r ai n bar r e l s.
environment while reducing
water from the school site.
t h e n e e d t o u s e a r t i fi c i a l Th e r ai n co l l e ct e d i n t h e
These basins are also used
light (and thus, electricity). bar r e l s i s u se d t o wat e r
by teachers as a learning
The school has 100% LED t h e sch o o l gar de n , wh i ch
laboratory for their
lighting and uses occupancy al so fu nc t i o n s as an
students (see below for
and automatic lighting
more about Discovery o u t do o r c l assr o o m.
controls to conserve
electricity in unoccupied Elementary School's unique

rooms. learning environment).

Team
 Pinghe
International
School by
OPEN
Architecture
Project Name: Qingpu Pinghe International School
Location: Qingpu District, Shanghai, China
Architects: OPEN Architecture
Year of Completion: 2020
Building Type: K-12 School
Site Area: 70,000 m²
Total Floor Area: 66,000 m²

Ref: architecturalrecord.com, archdaily.com 20XX 45

 Spatial Design Concept
L E A R N I N G V I L L A G E : The campus is conceived as an
organic constellation of 13 unique buildings, each with a
distinct function, creating a village-like environment that
fosters a sense of community and belonging.
D I V E R S E L E A R N I N G E N V I R O N M E N T S : By
distributing functions across multiple buildings, the design
offers varied spatial experiences, encouraging exploration
and adaptability in learning.
H U M A N - S C A L E A R C H I T E C T U R E : The fragmented
layout avoids the monolithic feel of traditional school
buildings, instead providing intimate spaces that are more
engaging for students.
I N T E G R AT I O N W I T H N AT U R E : The design
emphasizes a strong connection to natural elements,
incorporating courtyards, green roofs, and open-air
corridors to create a harmonious learning environment .

Ref: architecturalrecord.com, archdaily.com 20XX

46
Ref: archdaily.com

20XX
47
 Site Planning & Zoning
D E C E N T R A L I Z E D L AYO U T: The campus is divided
into multiple small-scale structures instead of a single
monolithic building, creating a more engaging and less
intimidating environment for students.
F U N C T I O N A L Z O N I N G : Public functions such as the
library and auditorium are distinctly located from
classrooms and private areas, ensuring appropriate levels
of accessibility and privacy.
O U T D O O R I N T E G R AT I O N : Learning extends beyond
enclosed spaces, with open courtyards and shaded
walkways providing opportunities for outdoor classes and
informal gatherings
PAT H WAY S & C I R C U L AT I O N : A fluid network of
pathways connects different functional zones, encouraging
movement and interaction among students and staff..

Ref: architecturalrecord.com, archdaily.com 20XX

48
 Architectural Features
C LU S T E R E D PAV I L I O N - L I K E S T R U C T U R E S :
Different academic and activity spaces are housed in
separate but connected volumes, each designed to suit its
specific function
F L E X I B L E L E A R N I N G S PA C E S : Classrooms can
adapt to various teaching methods, incorporating movable
partitions and multipurpose areas to accommodate
different learning styles.
M AT E R I A L E X P R E SS I O N : The use of natural materials
such as wood and exposed concrete enhances warmth and
tactility, creating a welcoming atmosphere.
R O O F S C A P E S & T E R R A C E S : Green roofs and
accessible terraces provide additional spaces for learning
and recreation, while also contributing to the building's
sustainability.

20XX
49
Ref: architecturalrecord.com, archdaily.com
 Environmental & Sustainability
Considerations
PA SS I V E V E N T I L AT I O N : Courtyards and open
corridors facilitate natural airflow, reducing the need for
mechanical ventilation.
D AY L I G H T I N G O P T I M I Z AT I O N : Skylights and large
openings reduce dependence on artificial lighting, creating
bright and inviting learning spaces.
S U S TA I N A B L E L A N D S C A P I N G : Native plants and
rainwater harvesting contribute to ecological sustainability,
enhancing biodiversity and reducing water consumption.
E N E R GY E F F I C I E N C Y: Smart insulation techniques
and shading devices minimize heat gain, improving the
building's energy performance.

Ref: architecturalrecord.com, archdaily.com 20XX

50
 Spatial Design Takeaways
B R E A K I N G D O W N S C A L E : Instead of a single
institutional block, the village-like organization creates a
more engaging learning environment.
B L E N D I N G I N D O O R & O U T D O O R S PA C E S : The
design maximizes interaction with nature, enriching the
educational experience.
F L E X I B L E & A D A P T I V E D E S I G N : Spaces are
created to support evolving pedagogical approaches.
C O M M U N I T Y- O R I E N T E D L AYO U T : Encouraging
interaction through shared spaces and pathways fosters a
sense of belonging.

Ref: architecturalrecord.com, archdaily.com 20XX

51
Presentation title
 The Kindergarten required its own,
autonomous building, which Li and HUANG wrapped around three
circular courtyards connected by ramps. Fins striating the facades
are painted a spectrum of yellows and reds on one side and cooler
blues and grays on the other. With its figure-eight plan, an 880-
bed dormitory for primary and middle school students rounds out
the campus, alongside a combined administration and laboratory
building.

Ref: architecturalrecord.com, archdaily.com

 The Bibliotheater is strategically
located to serve both the school and the community. A library, a
theater, and a black box interlock together like a Chinese puzzle to
form this characteristic building that some call ‘the blue whale’
while others see it as an ocean liner. The juxtaposition of library
and theater came from the belief that reading and performing are
two critically important components of early education.

Ref: architecturalrecord.com, archdaily.com

 The Gym Canteen is made up of two
round-cornered white boxes gym and swimming pool, floating
above the ground floor’s transparent glass box canteen. A vertical
glass atrium displays the active movements in the building. White
stretched membrane on one side and perforated metal facades on
the other.

Ref: architecturalrecord.com, archdaily.com

 The Arts Center Centrally located on the
campus, Arts Center resembles a precise cut black diamond,
appearing different from varying angles. Visual arts are stacked on
top of performing arts programs, each has a double-height atrium
that penetrates through the building volume and brings in
abundant lights. The two atriums crisscross and interconnect to
form the central public area which double functions as exhibition
galleries.

Ref: architecturalrecord.com, archdaily.com