“Forget a quadrangle for the school fete or assemblies” tempted St Luke’s Catholic College in New South Wales when it revealed plans for its new school at Marsden Park. Instead, their buildings were designed first and foremost for learning. Here, Greg Whitby and his team reflect on the influences and reasons behind their decisions.
Freemans Bay School in New Zealand is leading the way in implementing the government’s ‘innovative spaces’ learning strategy. Terry White shows us how an effective, learner led curriculum strategy can be fully supported using imaginative architecture.
As dry-wipe surfaces regain and even grow in popularity in learning settings, we look at what makes a good surface, and what doesn’t as well as the constraints of each solution.
This is a story of how a little revolution emerging at the peripheries of the education debate is turning assumptions about what it takes to start a school on their head.
Across the education spectrum, we are engaging in broad discussions about
what the future of education can and should look like. As educational planners and architects, we collaborate with schools, organizations and the community asking tough questions and collectively rethinking the future of teaching and learning. The topic of educational change - whether it be new math, teaching cursive, or how many books to keep in the library - seems to reoccur. How can we find a way forward without losing what was so valuable and successful in the past? Brad Leeper and Kerry Weig of INVISION explain.
For the last 15 years, Anne Knock has had the opportunity to visit many schools in different parts of the world. Her professional focus is the future of learning and learning environments: she helps facilitate a rethink of the design of schools, and in so doing reconsider the practice of teaching, leading a 21st century mindset in education. Here she explains how she feels that shift will push us towards team teaching and what that means for the learning spaces in which they teach.
Workers and co-workers: the integral components of Holland’s ‘The Workplace’ (yes, some of you might still call it a school). Here, Mie Guldbaek Broens of consultants, LOOP.bz explains how they created and continue to develop their unique educational model.
Terry White outlines the importance and success of the Association for Learning Environment’s mission to bring the voice of students into the planning and design of learning environments and talks to those who have developed, experienced and have been inspired by the programme.
When we asked Danish designer, Lene Jensby Lange which was her favourite project, she mentioned Høsterkøb Skole – probably the project that had the lowest budget. Here she tells us why.
After a research trip that took in Stanford University, Florida’s Flagler County Public Schools decided they needed to shake up their learning environments. Joey DiPuma tells us how.
Changing classrooms to learning landscapes – Rosan Bosch Studio’s work can be found the world over. What is it that makes their designs so recognisable?
Ten things you should give up in 2018 for the sake of learning
Joining two classrooms together was an interesting challenge for Cambridge based architects Chadwick Dryer Clarke as Murray Hudson found out.
Advances in technology have enabled students to have much greater flexibility in how, where and when they learn. When creating an environment where students can flourish both academically and personally it is important to ensure that you plan the space from their perspective.
The University of Melbourne took to the road to establish what, worldwide, we’re discovering about innovative learning environments.
Dani Martin, Chair of the Western Australia Chapter of Learning Environments Australasia tells us what she found interesting at the latest A4LE conference in Singapore.
What do you do when you want students to develop work-ready skills? Three schools, all of whom worked with FGM Architects, created vocational spaces right in the heart of their schools, involving local businesses along the way.
Vocational education is often required to make do with more or less adapted standard classrooms or lo-tech practical workrooms. In the first of two articles on the movement to modernize and upgrade vocational education and the serviceability of its space design, Paul Hutton reports on a very challenging project in the American West.