DESIGN AN ECO CLASSROOM · design, garden design and survey detail (see handout ‘Judges Score...

DESIGN AN ECO CLASSROOMour STEM focused Enterprise Day

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A WORLD OF OPPORUNTITY FOR YOUNG PEOPLE

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Your Eco Classroom Workshop Preparation: What you need on the day...

An Enterprise Day... and a part of the curriculumThe Eco Classroom workshop is a fun day. It tests the ability of young people to work together collaboratively to produce a great design for an Eco Classroom environment. It instils the ethos of a sustainability focused business across the team, and ultimately provides an exceptional resource for the local community to live a more sustainable life.

This is not just about recycling paper! (see page 21) Sustainability runs much deeper than this, and we’re always amazed to discover the breadth of learning that takes place in just one day. This is brought about predominantly by teamwork, and the underlying aspiration to succeed and impress some very knowledgeable judges.

Staff & Student Involvement

Students will work alongside a range of professionals including architects, surveyors, landscape designers, construction business managers and facilities managers (to name but a few!). The day lends itself to lots of cross-curricular links and we ask that teachers take on an appropriate supporting role.

Maths teachers can support the Surveyors through measurement and calculation; Science and Geography teachers will find strong links to the natural environment and energy efficiency when supporting Landscape Designers.

Art and Design Technology teachers, and teachers of Construction and Engineering can support the Architects and English, Business Studies, Humanities and Citizenship are ideal specialisms to support the Management team – the Company Director, the Sustainability Officer and the Marketing and Brand Managers.

Involvement of Students as Mentors We encourage you to include older students who are already interested in a career in the built environment.

To help you prepare for the workshop and be ready for a prompt start here is a list of required rooms & resources to prepare in advance Please note: On the day students will be split into teams of 10.

Guest Judges

You will need a panel of at least 3 judges - these should include your head teacher (or a senior member of staff) and a number of senior figures from the construction industry. COYO can arrange judges on your behalf or you can invite your own. Please let us know which you would prefer.

When: End of day presentations

Classrooms

3 x large classrooms equipped with IT for web-based research

1 x classroom equipped with Sketchup (one workstation per team)

When: All day

Main Hall

Equipped with: Whiteboard/screen, projector, laptop, display board & bluetack

When: Start of day until end of ‘Individual Tasks’ session & at the end of day for the presentations

For timings see timetable on page 5

Materials

Each team will require writing and drawing materials and calculators.

Your Eco Classroom Workshop

Each team will require writing and drawing materials and calculators.

PensPencils RubbersRulers Calculators Coloured pencils

Felt tips


On the day: What happens & whenPreparation What you need on the day

Worksheets

Throughout the course of the day students will require worksheets to support the workshop activity.

PDF versions for printing can be downloaded from the Teacher Resource Centre on our website here:

http://designengineerconstruct.com/resources/teacher-resource-centre/eco-classroom-workshop/

Please ONLY print the amount shown below multiplied by the number of teams taking part on the day.

Worksheet Reference Paper Size Qty x no. of teams

Role Questionnaire A4 2 Organogram A3 1 Job Description Sheet sets A4 1 Board Meeting 1 A4 1 Board Meeting 2 A4 1 Board Meeting 3 A4 1 Architects Research A3 1 Architects Design A3 1 Landscape Research A3 1 Landscape Design A3 1 Surveyors Research A3 1 Management Team Company Name A3 1 Company Director Research A3 1 Sustainability Officer Research A3 1 Brand Designer Research A3 1 Marketing Manager Research A3 1 Company Presentation Sheet A3 1 Brand Design A4 1 Judges Score sheet A4 4 sheets only

Workshop Timetable

We will create a workshop timetable based on your preferred start time and send you a copy in advance. The order and duration of activities are set out in the sample timetable below.

TIME ACTIVITY DURATION (MINS)

8.40 Arrival and Registration 10 mins

8.50 Introduction - Main hall 10 mins

9.00 Completion of Role Assessment form

Boardroom Meeting 1

• Assignment of Roles • Company Structure (Organogram) • Responsibilities and task allocation

30 mins

9.30 Individual Tasks

• Research and Measurement Sessions: Surveyors, architects, landscapers and management team

75 mins

10.45 Boardroom Meeting 2

• Surveyors presentation of template • What have we discovered? Discuss priorities and timescales...

20 mins

11.05 BREAK 15 mins

11.20 Completion of Reports (Managers), Drawings (Architects and Landscapers) and CAD sketches (Surveyors)

90 mins

12.50 Boardroom Meeting 3

• Presentation practice to team

30 mins

13.20 LUNCH 30 mins

13.50 Introduction to judges 5 mins

13.55 Presentations and Awards (3 minutes per team)

55 mins

14.50 END

Worksheets

Throughout the course of the day students will require worksheets to support the workshop activity.

PDF versions for printing can be downloaded from the Teacher Resource Centre on our website here:


Please ONLY print the amount shown below multiplied by the number of teams taking part on the day.

Worksheet Reference

Role Questionnaire

Download Worksheet PDFs here



On the day: What happens & when

Student Role & Responsibilities

Students take on the roles and responsibilities of a Building Design company to create a standalone Eco Classroom for their local community and for school use.

They will also design an adjacent wildlife garden to encourage and provide a natural habitat for local species.

Students will be guided by professionals, but allowed a free rein to explore ideas and research facts.

At the end of the one-day session, they will present their designs to a professional judging panel and prizes will be awarded for originality and competence.

The workshop will promote discussion, teamwork and leadership, and will open young eyes to sustainability and the built environment.

The Team

Students agree their roles in the business with the help of a questionnaire.


An organogram and descriptive role cards allow students to select the most appropriate position relative to their individual preferences.

engineer...construct!®






The Design Company Structure

Each team will require a Management team consisting of:

1 Managing Director•

1 Sustainability Officer•

1 Marketing Director•

1 Brand Designer•

and a Technical team consisting of:

2 Surveyors•

2 Architects•

2 Landscape Architects•

The Management Team

The Team will decide on a company name which reflects their ethos and principles.

The Company Director works alongside the Sustainability Officer to research ways in which the classroom can promote sustainability for a diverse community which allows access for everyone.

From Food and Drink to Travel, Energy and Water Use to Waste Minimisation and Ethical Purchasing, students will learn that there’s more to being eco friendly than recycling a coke can.

The Marketing Manager and Brand Manager will write the company Mission Statement and will design the company logo and create an appropriate strap line.

They must decide how best to market the Eco Classroom to potential buyers.







The Technical Team

The Architects will research sustainable materials and renewable energies to design a low carbon building. They will think about the needs of the local community (the client) and create a flexible internal facility in order that a range of activities can take place, predominantly to learn about how to live a greener lifestyle.

The Landscaper Designers will explore ideas to create a garden - a stimulating learning environment which will compliment the Eco Classroom. They must think of ways to make their garden sustainable and will research plants, shrubs and trees that will provide food and attract local wildlife. They can also consider man-made features they might wish to incorporate

The Surveyors will be shown how to measure, draw up and print a plan of the existing space (we transform the school hall into a mock building site!) using electronic distance meters, tape measures, and professional computer software. They must feedback the spatial detail and orientation information to all members of the Design Team.





Board Meetings

The whole team comes together at regular intervals to make sure they are on task.

Project Creation

Following individual research, all team members will reconvene around their tables to bring together all their ideas and put them down on paper. Information must be supplied to best effect to influence the client’s decision to choose a particular team over another. What is said, what is written and what is drawn all contributes to a sales pitch reflecting each company’s values and options. For example, they may consider the following:

In addition to students at school, who else might use the building?•

How will the building be powered? Heated? Ventilated? Lit?•

What material(s) will be used to Construct! the classroom?•

How will the building be orientated?•

How do you get from the classroom to the garden? •

Is there a common theme? •

What wildlife do you want to encourage into your garden? •

How will you attract the wildlife?•

What habitats will you create?•

How will you create a sustainable garden?•

Presentations

Each team will have 3 minutes to present their company and their designs to the panel of judges.

The judging panel will score each team based on presentation, building design, garden design and survey detail (see handout ‘Judges Score Sheet’). A prize will be presented to the winning Design team.

Feedback

Feedback forms will be issued to teams for completion, copies of which will be supplied to school.







What do students get out of the Workshop?

A Class Of Your Own workshop presents valuable opportunities for further discussion in class, for example, the themes of:

Sustainability•

Environment•

Design Thinking•

Materials and their Properties•

Project Management•

Personal Learning and Thinking Skills

The workshop fulfils all PLTS criteria in an environment where students develop the key skills of:

Independent Enquirers being able to process and evaluate information in their investigations – what to do and how to go about it, and accepting that others may have different attitudes and opinions.

Creative Thinkers generating and exploring ideas, asking valuable questions, overcoming problems and working with others to find a solution.

Reflective Learners self-evaluation of strengths and weaknesses, setting realistic targets and measuring their own performance and progress. Learning from their mistakes and successes and inviting constructive criticism and feedback from their peers.

Team Workers the ability to work confidently and constructively with others and taking responsibility for their role and their actions. Listening to different views, forming collaborative relationships and resolving issues to reach an agreeable conclusion.

Self Managers the ability to organise themselves, demonstrating initiative, self improvement, personal responsibility and enterprise. Actively embracing change and challenge, effecting prioritisation and looking for opportunities.

Effective Participants actively engaging with issues that affect themselves and taking responsible action to improve themselves, their environment in school and the wider community.

Functional Skills

Students are placed in situations where they can truly grasp concepts and can explain them relative to a real life situation. The ability to solve a problem practically will without doubt reinforce their understanding as they are thinking and doing.

Built Environment Professions

Our workshops will show students that there is more to construction than laying bricks and plastering. By facilitating direct access to a wide range of industry professionals and processes, we offer students the opportunity to consider their options and choose appropriate complementary subjects for GCSE and further education.


Eco Classroom Additional Information

The Student Guide to Designing an Eco Classroom

Our research, conducted with Charlie Smith, Doctor of Sustainable Design and Senior Lecturer at Liverpool John Moores University Design Academy, enabled us to define a set of working criteria which young learners could comprehend and refer to when working on the Eco Classroom project. This criteria was developed into the Student Guide to Designing an Eco Classroom, summarised below:

Responsive and Robusti.

A building that can change and adapt over time to the needs of its users, teaching techniques, learning philosophies and outcomes.

The space should promote best practice in teaching and facilitate • different teaching methods and formats, from large group events to students working in small groups and also individually.

The space should facilitate both formal (chairs and tables) and • informal learning (beanbags, inhabiting the floor, or using furniture in an unconventional way).

The scale of space should be appropriate for groups of different • sizes whilst also being appropriate for the individual learner. It could be adaptable to suit different sizes of learning groups.

A building that does not become redundant due to inflexibility.

The space should be a ‘free plan’, with internal partitions (fixed or • moveable) independent of the building’s structure.

Internal partitions (if any) should be non-structural, to facilitate • potential changes to the internal arrangement.

Resist ‘vogue trends’ that may quickly become outmoded and outdated.

The building should be appropriate to the teaching strategies • envisaged, and to the ways in which it will be inhabited and for the people who use it.

Occupant rather than technology driven.

The building should be integral to the learning that takes place • within it; each element of the building should provide an opportunity for learning.

The focus of the building should be the ways students will learn in • a progressive environment.

The building should not be a ‘statement’ collection of sustainable • technologies. It should not be a model of sustainability first and classroom second.

The Indoor Climateii.

Responsive to frequency of use and patterns of occupancy.

By what methods is the space quick to warm, particularly if it is • occupied intermittently? This will be affected by both the type of heating system and by the building’s fabric.

By what methods is the space adequately cooled in summer?•

Energy use to be minimised.

High levels of thermal insulation.•

Air-tight structure; passively ventilated.•

Is mechanical ventilation considered inappropriate?•

Appropriate passive solar heating (scale and orientation of • openings).

Appropriate use of thermal mass (with careful consideration of • response rate, depending on occupancy patterns).

Appropriate use of renewable energy sources, to meet reduced • demand.

Appropriate artificial lighting system.•

Renewable energies to be utilised where appropriate but not ‘box ticking’.

What is a realistic and appropriate percentage of the building’s • energy use to be supplied by renewable sources?

What are appropriate sources of renewable energy for this site, • such as: PVs, solar water heating, ground source heating, biomass, wind, etc?

Maximum amount of natural daylight – essential to quality learning environments.

Is daylight even throughout the space? •

Are there sufficient openings (windows, glazed doors, clearstory • openings and roof-lights) for adequate daylight, whilst bearing in mind heat loss and heat gains?

Which way are openings orientated?•

Glare must be controlled.•

Over-heating in summer must be avoided.•

The layout of openings should be considered in the context of the • proposed range of internal layouts, and of future internal layouts.



Use of passive systems rather than unnecessary or vogue technology.

The building should be easy and cost-effective to manage and • maintain, suggesting low tech rather than high input.

The building should be low energy, but should not rely on • technology to achieve this.

Technology should be used in a way that is appropriate to the • scale of the building.

The building’s occupants should have control over their • environment, including: blinds, windows, lights, temperature.

Local and Appropriate Materialsiii.

All materials to be sourced within a predetermined radius of the site.

Where is the site? •

What materials are available?•

What is the local vernacular; • or, what materials predominate locally?

What materials are appropriate?•

What is our radius?•

All supply chains to be within a predetermined radius of the site. UK only?

Where do all the (key) materials originate from? •

How are they brought to our site?•

All materials to be: Reused, Recycled or Renewable.

What are our materials? What can we find?•

Performance of the building structure will facilitate the flexible specification of external materials.

Does the building want to blend / • camouflage or be bold / predominate?

Prefabrication to be utilised where appropriate and cost effective but not to cut corners.

Modular construction should be used appropriately • to save time / cost.

The construction methods used should enable non-specialists • to be involved in construction, in order to involve the students, the teachers and the community.

The ways in which students, teachers and the community will be • involved should be considered from the outset of the design process.

Not a prefabricated building arriving on the back of a lorry, as • this would not be part of the educational process, would miss an opportunity for training / apprenticeships, and detract from the sense of ownership.

Custodianshipiv.

By the school, its students and their community.

How and what would the students like to be taught within • the building?

How and what would the staff like to teach within the building? •

How would the community like to be involved with the building?•

Increase sense of ownership through a contribution to the design and construction.

The design process should involve the students, the staff and the • community.

The building should embody their ideas, energy, contribution and • support into the design.

Increase perception of permanence through a sense of ownership by the community.

The building should be embedded in the minds of the students, • the teachers and the community.

How does the building reach out to the community, beyond the • ways in which the school does at present? The building should act as a catalyst for change.

How does the ‘solidity’ of the building contribute to its sense of • permanence? The building should not evoke the perception of a temporary structure.

Learning Landscapev.

A seamless integration between internal and external learning.

The building should include a well-considered series of boundaries • between the classroom and the wider landscape to facilitate a variety of relationships between each.

The building should have various degrees of enclosure?•



Encourage native and local biodiversity through the creation of new habitats.

What are the local species we would like to live in our landscape?•

How does the building become a potential habitat?•

How does the surrounding landscape encourage new habitats?•

Promoting physical contact and interaction with nature, biodiversity and horticulture.

The building should be an integrated part of the landscape, • seamlessly woven into it.

The building should encourage interaction with the landscape that • surrounds it, in visual, physical and educational terms.

Sustainability - The Bigger Picture

The Department for Education would like all schools to be sustainable by 2020, and “to prepare young people for a lifetime of sustainable living”. A sustainable school, including buildings and grounds, provides an excellent teaching and learning resource for staff, students and the local community.

The Sustainable Schools National Framework was introduced by the last Government to assist schools to understand how they can actively promote sustainability through a commitment of caring for oneself, one’s community and one’s environment.

The ‘Eight Doorways’ agenda allows schools to address issues through the following themes:

1. Food and Drink

Supply healthy, sustainable food and drink•

Strong commitments to the environment, social responsibility and • animal welfare in their food and drink provision

Maximising their use of local suppliers•

2. Energy and Water

Display energy efficiency, renewable energy and water conservation •

Showcase opportunities to all - wind, solar and biomass energy, • insulation, rainwater harvesting and grey-water recycling to everyone who uses the school

Save money on energy bills•

3. Travel and Traffic

Promote use of vehicles only where absolutely necessary•

Provide exemplary facilities for healthier, less polluting or less • dangerous modes of transport

Encourage car-sharing and public transportation •

Promote walking and cycling to boost fitness and well-being•

4. Purchasing and Waste

Minimise waste •

Promote sustainable procurement, using goods and services of • high environmental and ethical standards from local sources where practicable

Reduce, reuse, repair and recycle as much as possible•

Save money through all of the above•

Building a foundation for success: Students of Accrington Academy formed their own company to design an Eco Classroom for their local community - meet the ‘Roots’ team!



5. Buildings and Grounds

Manage and design new and existing buildings to visibly • demonstrate/ teach sustainable development/living to everyone who uses the school

Promote learning through the natural world (food growing, • conservation biodiversity) and outdoor play to help them learn about sustainable living

6. Inclusion and Participation

Promote community cohesion and social inclusion by providing an • inclusive, welcoming atmosphere that values everyone’s participation and contributions

Instil a long-lasting respect for human rights, freedoms, culture • and creative expression

7. Local Well Being

Act as hubs of learning and change in their local communities•

Promote citizenship within their local areas•

Enriching their educational mission with activities that improve • the environment and quality of life of local people

8. Global Dimension

• Develop a responsible, international outlook among young people based on an appreciation of the impact of their personal values and behaviours on global challenges

• Promote global citizenship with activities that enrich the lives of people living in other parts of the world

However, according to a report written by OFSTED in 2008 entitled “Schools and sustainability: a climate for change?”, the awareness and teaching of sustainability issues through National Curriculum subjects was “inconsistent and uncoordinated” in the majority of British Schools. They reported that many schools knew very little about sustainability and placed little emphasis on teaching or promoting it.

classofyourown® has recognised that there is indeed a communication gap in secondary schools in particular and perhaps the government’s good intentions have been marred by the constant barrage of paperwork and bulletins regularly landing on a teacher’s desk.

Currently, it appears that Primary Schools are generally more familiar with the sustainability issues through excellent programmes such as Eco Schools, and many are actively addressing a number of objectives perhaps due to a

moderately flexible curriculum. However as learners progress to Secondary school, this knowledge has the potential to become diluted or even disappear if it is not reinforced.

A sustainability framework can only succeed if it is provoked via a ‘whole school’ commitment from senior management and governors, providing CPD opportunities for teachers in order that they can recognise opportunities to promote meaningful inclusion in the curriculum throughout Primary, Secondary and Tertiary education.

Our entire curriculum programme reinforces each theme of sustainability and community through collaborative student activities and the provision of resources and workshops to assist teachers in classroom sessions, bringing the significance of climate change to life and demonstrating to students that that they each have an important role to play in helping to protect the environment.

Learners can identify issues in their own schools and homes, and predict the outcome if they were left unresolved. They can suggest ways to solve a range of problems, including recognising who would help them achieve their goals (managers, subcontractors etc.) and over what timescale.

Not only does this support student inclusion in the school management process, but it allows brings to life the everyday solutions to a wide range of environmental issues. Learners can collaborate to agree goals and values, communicating these to their peers and agreeing ways to perform designated individual and group tasks. From recycling to reducing waste, learners can have a positive impact on their future planet, driving change in their schools’ policies through a bottom up strategy.

www.designengineerconstruct.com @DECinSchools

Everyone at classofyourown® is committed to safeguarding and promoting the welfare of children and young people.

Class of Your Own Limited. The Institute, St. Nicholas’ Hall, Sabden, Clitheroe, Lancashire BB7 9EHTel: +44(0)1282 680946Email: [email protected]: www.classofyourown.comTwitter: @classofyourown

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Constructive education for young people

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DESIGN AN ECO CLASSROOM · design, garden design and survey detail (see handout ‘Judges Score...

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