BUILDING LEARNING ECOSYSTEMS THE 20TH ANNUAL ...

BUILDING LEARNING ECOSYSTEMS THE 20TH ANNUAL LEARNING ENVIRONMENTS AUSTRALASIA CONFERENCE 1

BUILDING LEARNING ECOSYSTEMSTHE 20TH ANNUAL LEARNING ENVIRONMENTS AUSTRALASIA CONFERENCE8–10 JUNE 2022 ADELAIDE CONVENTION CENTREADELAIDE, AUSTRALIA

BUILDING LEARNING ECOSYSTEMS THE 20TH ANNUAL LEARNING ENVIRONMENTS AUSTRALASIA CONFERENCE BUILDING LEARNING ECOSYSTEMS THE 20TH ANNUAL LEARNING ENVIRONMENTS AUSTRALASIA CONFERENCE2 3

SPONSORSWe wish to express our gratitude for the continued support from our 2022 sponsors, many of whom have been loyal supporters of Learning Environments Australasia across countless years.

PLATINUM SPONSOR

GOLD AND AWARDS SPONSOR

BRONZE SPONSOR

TRADE DISPLAY SPONSOR

Organised by architects and educators for architects and educators, LEA’s annual conference brings a unique community of professionals together to debate, explore learning and shape the future of learning environments.

LEA is the peak body advocating for innovative learning environments throughout Australia, New Zealand and Singapore, and is affiliated with the Association for Learning Environments, a global network of over 5,000 professionals.

Our 800 strong Australasian membership (individuals, institutions and corporations) comprises key decision makers who are actively involved in planning, designing, building, equipping, maintaining and leading in schools, universities and other places of learning. LEA’s membership organises over 60 events per year, the most important being the annual conference.

The theme for 2022, Building a Learning Ecosystem, fosters the idea that learning is most effective when it occurs within a healthy and balanced ecosystem. Our keynote speakers, masterclasses, workshops and site tours will explore this idea through the following sub themes:

• Connection: what is the key network of parts of thriving learning ecosystems?

• Evolution: how do learning ecosystems adapt to change?

• Discord: what are the challenges learning ecosystems face to maintain balance?

Learning ecosystems have faced unique challenges in the last 18 months of the pandemic. This experience has provided us all a unique opportunity to reflect on the values we place on connection, community, collaboration and learning culture. It has also shone a light on the role our educators and education facilities play in student’s sense of belonging, engagement and well-being.

We invite all stakeholders involved in the policy making, pedagogy, planning, design, construction, supply and management of our learning ecosystems to be involved in defining, celebrating and challenging what makes these networks strong in the face of disruption and change.

We hope you will join in this exploration with us.

Carolyn OadesAssociate Director, Walter Brooke & Associates

Deb Aukland Senior Adviser, Asset Standards and Environmental ManagementCapital Programs and Asset Services

MESSAGE FROM THE LEARNING ENVIRONMENTS AUSTRALASIACONFERENCE CHAIRS

SILVER SPONSOR

COFFEE CART SPONSOR


2022 CONFERENCEPROGRAMInformation pertaining to the program, speakers, site tours and workshop sessions is subject to change. For the most up to date conference information please visit the conference website.


DAY ONEWEDNESDAY8TH JUNE 2022

07:30am Registration and arrival tea and coffee

08:30am Conference openingWelcome to CountryWelcome from Learning Environments Australasia Chair, Marino Rossi

09:00am Keynote | If you change the way you look at things, the things you look at changeHelen Connolly, Commission for Children and Young People

10:00am KeynoteDr Kristin Alford, University of South Australia

11:00am Morning Tea with Trade Exhibitors

11:30am Workshop Session 11A Presentation details to be announced shortly1B Connecting with Country, Learning with Country

Michaela Cole, Architectus1C Woodline Primary School – A Case Study

Claire Bartlett, Woodline Primary School and Ben Lornie, PTID1D NoTosh: Evolve from disruptive connections

Jeremy Weinstein, NoTosh1E A Voice for our Students

Kiri Pearce, Enkindle Village School and Matthew Moran, Bickerton Masters1F Creating learning opportunities for students to engage with the Sustainable Development

Goals - the blueprint for making the world a better placeDonna Mason, Adelaide Botanic High School and Tracey Wallace, Scotch College Adelaide

12:15pm Workshop Session 22A Building sustainable community connections to enhance the student experience

Bronte Nicholls, Adelaide Botanic High School2B We Cannot Wait! The future of education in action at Margaret Hendry School

Shannon Birch and Ben White, Margaret Hendry School ACT2C Moving Beyond Space

Peter Lippman, Places Created for Learning2D STEAM Tensions: navigating a set of productive affordances

Scott Alterator, Alterator Education Architecture Consultants2E p[r]ep: Finding the Researcher Within

Lara Mackintosh and Rachel Tindall, The University of Notre Dame Australia2F Hearing the voices from within to create more effective learning environments

Jacque Allen and Lori Mravicich, Cognition Education

01:00pm Lunch with Trade Exhibitors

02:00pm Day 1 Site Tours commenceBuses depart in staggered time slots from the Adelaide Convention Centre

05:30pm Site Tours concludeBuses return to Adelaide Convention Centre

06:00pm Welcome Reception EventAdelaide Oval

08:00pm Free evening to explore Adelaide

https://bccm.eventsair.com/2022-lea-learning-environments-australasia


THURSDAY9TH JUNE 2022

DAY TWO

08:00am Registration and arrival tea and coffee

08:30am LEA General Members Meeting

09:00am 2022 Life Members presentation

09:15am Keynote | Learning ecosystems Dr Fred Heidt, Youth Inc.


10:55am Panel Session | Impacts of the learning environment on creating highly effective learning ecosystemsGraham Clark, Christies Beach High School

11:40am Masterclass SessionM3A Back to the future: What we learnt about schoolyard design and its for learning.

Tina Adamo & Paul HohnsonConnected Curriculum - Teaching and Learning in Outdoor EnvironmentsMaria Taylor & Sarah Sutter, Nature Play SA

M3B New School: Is the school of tomorrow already here? [Film Screening]Scott Alterator, Alterator Education Architecture Consultants

M3C After School: Continuing the stories from CommonCampusFiona Young and Natalia Krysiak, Hayball

M3D Cultural Awareness and UnderstandingAnthony Wilson, Kuma Kaarul

M3E School, but different.The Students of Youth Inc. Enterprise Academy and Fred Heidt

M3F What's next for schools as community hubs in Australia?Ben Cleveland, University of Melbourne

12:40pm Lunch with Trade Exhibitors

02:00pm Site Tours commenceBuses depart in staggered time slots from the Adelaide Convention Centre

05:30pm Site Tours concludeBuses return to Adelaide Convention Centre

07:00pm -11:00pm

Conference Dinner and LEA Awards Evening SkyCity Adelaide

DAY THREEFRIDAY10TH JUNE 202209:00am Registration and arrival tea and coffee

09:30am Welcome address

09:40am Keynote | Taking the path less travelled: the Swinburne learning journeyProfessor Pascale Quester, Swinburne University of Technology


11:15am KeynoteJulia Gillard, 27th Prime Minister of Australia

11:45am Panel Summary SessionFacilitated by Louka Parry

12:15pm Announcement of 2023 conference

12:45pm Conference concludes

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MEET OUR SPEAKERS


MAST

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CEREMONIES

LOUKAPARRYCEO and FounderThe Learning Future

Louka Parry is an educator, strategist and entrepreneur working at the global forefront with schools, systems and organisations as they adapt for the future. As a school teacher, he was promoted to Principal at 27 and has been named Inspirational Public Secondary Teacher of the Year for South Australia.

As Founder + CEO of The Learning Future and a Founding Executive of Karanga: The Global Alliance for Social Emotional Learning and Life Skills, he works internationally (in English and Spanish) to support positive change.

A rapid learner, he holds two Masters degrees, speaks five languages and recently completed a fellowship at Stanford’s d.school. You’ll normally find him nerding out on ideas, running trails, playing music and generally exploring with a rather insatiable and problematic curiosity.

THE HON JULIA GILLARD ACThe Hon Julia Gillard AC27th Prime Minister of Australia

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Title Presentation details to be announced shortly.

BiographyThe Hon Julia Gillard AC was sworn in as the 27th Prime Minister of Australia on 24 June 2010 and served in that office until June 2013. As Prime Minister and in her previous role as Deputy Prime Minister, Ms Gillard was central to the successful management of Australia’s economy, the 12th biggest in the world, during the Global Financial Crisis and as Australia positioned to seize the benefits of Asia’s rise.

She currently serves as the Chair of Beyond Blue, one of Australia’s leading mental health awareness bodies; is the inaugural Chair of the

Global Institute for Women’s Leadership, which through research, practice and advocacy, is addressing women’s under-representation in leadership.

She was recently appointed as the Chair of Wellcome, a global charitable foundation which supports science to solve urgent health challenges. Her second book ‘Women and Leadership: Real Lives, Real Lessons’ which is co-authored by Ngozi Okonjo-Iweala, was released in 2020.

The Hon Julia Gillard AC is exclusively represented by the Michael Cassel Group and Saxton Speakers Bureau for speaking.


DR KRISTIN ALFORDDirector of MOD.University of South Australia

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TitlePresentation details to be announced shortly.

BiographyDr Kristin Alford is a futurist and the Director of MOD. at the University of South Australia. MOD. is an immersive museum of discovery, a place to be and be inspired. Kristin leads a team of science communicators and designers developing immersive experiences to showcase research and innovation to young adults. This work has been recognized by a number of awards from the Asia-Pacific Network of Science Centres and the Australian Museums and Galleries Association.

Prior to this role, Kristin was the founding director of foresight agency Bridge8, facilitating futures and engagement on water sustainability, nanotechnology, health, advanced manufacturing, clean technologies and climate futures for government, corporates and not-for-profits.

She is President of the Australia Science and Technology Engagement Network (ASTEN), a member of the global Future-Oriented Museums Synergies Steering Committee, the Inspiring South Australia Steering Group, and the Art & Culture Advisory Board for Lot Fourteen.

Previously she has served on the board of Study Adelaide, The Australian Institute for Urban Studies, Annesley College Council and ANAT and the Advisory Board for the Australian Research Centre for Interactive and Virtual Environments (IVE). She was the inaugural licensee and host of TEDxAdelaide and lectured foresight and social change at the University of Adelaide.

Kristin has had various careers in engineering, human resources, strategy and product development for companies including BHP Billiton, Ansett-Air New Zealand, the Royal Agricultural Society of Victoria and Nanotechnology Victoria. She holds a PhD in process engineering from the University of Queensland and a Masters of Management in Strategic Foresight from Swinburne University. She is a graduate of the Australian Institute of Company Directors, a Fellow of the Governor’s Leadership Foundation and a member of the Association of Professional Futurists.


TitleTaking the path less travelled: the Swinburne learning journey

AbstractAt Swinburne we have chosen to build the prototype of a new and different university – one that is truly of technology, of innovation and of entrepreneurship. High quality work-based learning must connect our learners, irrespective of their background, with industry, government and community to realise their full potential in a tech-rich future.

Campuses of the future will reflect the evolving needs of our learners and the imperative to continuously engage with a diverse community. Learning ecosystems also need to provide a seamless digital and on-campus experience that will help learners thrive with a blended delivery model that reflects the hybrid world.

Complementing the blended experience are the digital skills required to support all learners. As a dual-sector institution, Swinburne’s vocational education and digital literacy abilities allow us to embrace all learners, and champion underrepresented groups, such as Australian Indigenous peoples and low socioeconomic status and regional learners. It is our job to carry them over the digital threshold.

It is our intention to redefine the research and teaching nexus as a university, rather than an individual pursuit. We are aligning to the strengths of our people, embracing their diversity, and recognising and rewarding excellence. Our educators are focused on life changing, exceptional teaching, which means Swinburne students get an experience like no other.

BiographyProfessor Pascale Quester joined the Swinburne University of Technology as Vice Chancellor and President in August 2020. Her qualifications include a Bachelor of Business Administration from her native France, a Master of Arts (Marketing) from Ohio State University and a PhD in Marketing from Massey University (New Zealand).

An active researcher (h-index of 43) and the author of three leading textbooks, in the areas of consumer behaviour and marketing communications, she became a Distinguished Fellow of the Australian and New Zealand Marketing Academy in 2009 and received a career award by the American Marketing Association for her contribution to the field of sports marketing and sponsorship in 2020.

Pascale has always been actively involved in developing links with overseas institutions in Asia and Europe and was awarded in 2012, the Ordre National du Mérite (National Order of Merit), one of France’s highest honours, in recognition of her contribution to higher education in both France and Australia.

A Graduate of the Australian Institute of Company Directors since 2013, Pascale is also a governor of the Australia American Chamber of Commerce (AmCham). In 2015, Pascale won the SA Telstra Business Women’s Award in the Government and Academic category.

DR PASCALEQUESTERVice Chancellor and PresidentSwinburne University of Technology

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HELENCONNOLLYCommissionerChildren and Young People

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TitleIf you change the way you look at things, the things you look at change.

AbstractAs South Australia’s inaugural Commissioner for Children and Young people Helen Connolly has made direct engagement and consultation with children and young people the hallmark of her work. Driven by a child rights-based approach to systemic advocacy, Helen has sought to directly hear children’s views and voices, amplify their voices, deliver on their priorities and be accountable to them.

As a regular “fly on the wall” in SA’s public, catholic, and independent primary and secondary schools, this presentation will outline what Helen has observed and heard from children and young people, about what they need from schools to feel positive about their future and balance their wellbeing and academic achievement.

With a focus on the learning eco system Helen will share students’ ideas on small scale changes, at individual and classroom levels, that can make big differences in their lives to deliver on:

• more participatory and inclusive classrooms

• kind and welcoming environments

• more engaging and meaningful lessons

• more trusting and respectful relationships between students and teachers.

BiographyHelen Connolly became South Australia’s first Commissioner for Children and Young People in April 2017. The position was established under the Children and Young People (Oversight and Advocacy Bodies) Act 2016. The Commissioner promotes and advocates for the rights, development and wellbeing of all children and young people in South Australia, with a special focus to engage with and listen to children who aren’t usually heard. Helen has 30 years’ experience as a leader in human services.

Throughout her career, Helen has taken an active advocacy role on the main policy issues that impact on the wellbeing of Australian families and children, with a strong focus on early intervention and prevention strategies.

FREDHEIDTExecutive PrincipalYouth Inc.

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TitleLearning ecosystems

AbstractThe need for a radical conceptualisation of a ‘school’ existed well before the pandemic. For schools to respond to the diverse needs of young people entering a new industrial era, we need to consider how to create permeable and place-based co-learning spaces that are fully integrated into their respective communities. Four years on, Youth Inc.’s new school design leverages its community to provide transformative experiences to engage and inspire young people. In this session, Executive Principal and Founder Fred Heidt will focus on the Youth Inc. city studio school model and a brand new proposed ‘urban green school’.

These case studies emphasise the critical relationships between form and function in educational design, creating educational ecosystems and the essential learnings that informed this journey.

BiographyFred is the Executive Principal of Youth Inc. - a new learning alternative for young people, based in Adelaide, SA. In truth, Fred is a bit of a ‘pirate’. He has been interested in finding new and different ways to meet the educational needs of young people for years.

Fred began his working life as a physical education teacher in the South Australian Education Department, and from the very beginning, he was interested in the needs of disengaged learners. Discovering that conventional school structures can be rather unhelpful, he shifted focus to Phys. Ed. in a different setting, working in spinal injuries rehabilitation, and then Paralympic sport before moving into senior roles in youth and community services.

In 2010, Fred joined Youth Inc. and began experimenting with a range of education models primarily focused on youth employment. In 2017, Fred came full circle when he helped to re-engineer Youth Inc. as a fully registered independent senior school. Fred is now build a group of learning initiatives that are purpose-designed to meet the needs of young people that do not flourish in conventional learning environments.



WORKSHOP SESSION ONEWEDNESDAY 8 JUNE 2022 11:30AM – 12:15PMYou will be required to select one workshop to attend from the below options.

1A Presentation details to be announced shortly

1B Connecting with Country, Learning with Country

Michaela Cole, Architectus

The last two years of isolation in Australia has reinforced the value of connection with community – with schools direct contributors to these critical social frameworks.

Recent amendments to the state design assessment of schools in Australia have touched on the importance of engaging with indigenous heritage and using established principles to drive design outcomes. It could be argued that in learning design this influence should grow to also enrich educational outcomes.

These strategies to connect with country are really exciting – but also challenging to implement.

Australian schools have an opportunity to set the standard with these approaches, by engaging and involving elders to connect and inspire bespoke responses, relative to each learning environment and their community.

New measures may revolve around engagement with community, with elders, workshopping, reflection; connection.

This topic explores the drivers around indigenous approaches to learning environments and successful implementation frameworks across Australia.

To speak to these approaches I invite representatives from Murawin (Indigenous Consultancy based in Liverpool NSW) to explore emerging examples of learning with country and to touch on their success.

This topic explores the drivers behind some of the emerging learning spaces across Australia with the view of inspiring immediate opportunities for learning in 2022.

Architectural and Indigenous precedents are to be presented for discussion, with interactive engagement with delegates to define opportunities for pedagogic change in teaching through connection with country.

1C Woodline Primary School – A Case Study

Claire Bartlett, Woodline Primary School and Ben Lornie, PTID

Children at Woodline learn within the spectacular backdrop of a 20 acre farm within Geelong’s hinterland, where they can explore the natural environment, sparked by wonder and curiosity. At Woodline the original rural property has been converted maintaining a scale that is nurturing and familiar. The nature-based playgrounds are made from organic materials and offer endless inspiration for open-ended play.

Each class takes responsibility for its own aspects of the farm, whether that be feeding the horses or chickens, topping up the worm farm, weeding, watering, or designing and helping to build bird-repellent enclosures for the veggies. Outdoor learning is embraced as much as possible, at Woodline “there is no such thing as bad weather, only inappropriate clothing’. Woodline focuses on connection, play, passions and the individual learners. On a typical day you will see children climbing trees, running around barefoot, building cubbies, searching for animals and playing in the sandpit. We have weekly and daily rhythms, however trust the team to navigate the children’s needs and adjust the flow as required.

The architecture and landscape took this underpinning of value, philosophy and purpose as rigorous brief. Using principles of emotional safety, self-exploration, and self-direction as a tool; to guide the development of the buildings and grounds- the result is a very subtle renovation, maintaining a charming domestic scale. It feels like you have gone to visit a friend’s house- not arrived at a school. The landscape supports areas of open ended play, mixed with natural environments. The sand pits, swings and boat like structure are beautifully open ended, and are partnered with rural open areas, trees to climb and animals to meet- allowing for a truly self-directed environment where children can be the agents of their own education- to awaken the intrinsic love of learning and discovery we all have.

In this setting children are the agents of their education, providing self-directed learning, this is perhaps best summed up in the welcome letter to the school where the principal notes:

We’re for flexible learning

[email protected] 1800 004 555 www.woodsfurniture.com.au

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SPIRITUAL CONNECTION

THIS ARTWORK IS A COLLABORATION BETWEEN THE ARTIST STEVEN BEKUE, WOODS FURNITURE AND CRANBOURNE SOUTH PRIMARY SCHOOL.

“It represents the spiritual connection of the Indigenous peoples of Australia. We have strong spiritual connection to our ancestors, the lands, waterways, skies, animals, plants and all living things. Connecting to our spirit through cultural practices gives us our identity and ensures health and well-being. These include ceremonies, rituals, paintings, storytelling, dance, songs, etc. The Dreamtime is the core of Aboriginal spiritual belief, they say it has no beginning and no end. Growing up as a young Aboriginal man I was told after we passed on our spirit returns to the Dreamtime.”

Steven Bekue


“On a typical day you will see children climbing trees, running around barefoot, building cubbies, searching for animals and playing in the sandpit. We have weekly and daily rhythms, however, trust the team to navigate the children’s needs and adjust the flow as required.”

1D NoTosh: Evolve from disruptive connections

Jeremy Weinstein, NoTosh

Few things encapsulate this years Conference pillars of: Disrupt, Connect and Evolve quite like NoTosh. When NoTosh was founded in 2009, it had a mission to cut through the nonsense that held back:

• positive disruption to ineffective ways of working;

• connection between creative and education industries; and

• an evolution of ideas at a human, but agile pace.

NoTosh believes that when an architect receives a brief, the damage is often already done. The brief writer assumes they’ve sourced the opportunity or problem that needs solved. The architect’s job is to fix it. NoTosh cut through this simplistic linear process with an approach that puts listening and provocation deep at the heart of brief-writing itself.

To assist with the process of writing a better brief, NoTosh developed a disruptive approach to educational space design, that connects different people in an education community and enables them to evolve not only their physical spaces but their educational philosophy. The result: instead of ‘playing at architects’ learners, teachers and even parents can express how current spaces don’t work in service of their learning and teaching goals.

NoTosh’s disruptive approach aims to create a new way for schools to go about designing their educational spaces by starting with the type of teaching and learning they’d like to see in the future. Using this vision, the school becomes innovators by testing and learning from a range of different interventions. When the physical space impedes their progress they note it down to ensure the new building enables the new practice.

In seeking to understand the kind of teaching and learning a school wants to see in the future, NoTosh connects to the community and gets the community to connect with each other. With human connections at the core of the programme, it has been designed as part visioning, part community convergence and part educational investigation. It is these three parts that bring to life a school community’s needs and desires for the future.

Finally, the school evolves. Not simply an architectural evolution, it’s also an educational one and perhaps even more importantly a communal one. It’s an evolution that comes about slowly and purposefully from the bottom up, rather than a revolution that’s dictated from the top down.

In a compelling presentation of a truly disruptive process, Dr Jeremy Weinstein, Senior Consultant at NoTosh will entertain, engage and educate you on the ins-and-outs of this innovative approach to space design. This presentation is complete with examples from Beijing, Bunbury, Kuala Lumpur, Port Macquarie and Sydney, a number of practical

activities to take away and try yourselves and valuable insights into and how and why it works. Jeremy will unpack NoTosh’s Educational Spaces Programme and show you why it’s so impactful.

1E A Voice for our Students

Kiri Pearce, Enkindle Village School and Matthew Moran, Bickerton Masters

Enkindle are innovators in the way education is delivered in North Queensland. As a democratic school our learning environments are shaped by our students and their interests. Their whole experience is formed around them having ownership over their own learning and environment in an authentic and genuine way. We see our students as the most important stakeholders in their learning journey and believe that they should therefore form an integral part of the design process for future builds.

Our aim is to give students a voice in the consultative process for building design. We are innovative in our practices and want our buildings to reflect this in an authentic and usable way. Our students will relish in having the opportunity to design spaces that can be used flexibly and in a way that is naturally conducive to children’s learning.

1F Creating learning opportunities for students to engage with the Sustainable Development Goals - the blueprint for making the world a better place

Donna Mason, Adelaide Botanic High School and Tracey Wallace, Scotch College Adelaide

As educators, it is imperative that we use the disruption of the global pandemic, to reflect and re-evaluate our educational purpose. What values, knowledge, and skills are the most important for the younger generation to develop through education?

How might we create the desire and mindset for lifelong learning to create positive change, equipped with the drive and skills to be active citizens? School students have a shared responsibility to contribute to the world they want to live in. Now is the time for them to be active citizens – not waiting until adulthood! Young Australians have the vision and passion to create meaningful change within their communities and throughout the world. Through education of the Sustainable Development Goals (SDGs), they can be guided to action the needed change. The SDGs are 17 goals defined by the United Nations to tackle the world's biggest problems by 2030. Attitudes and values are integral to developing knowledge, skills and agency. Not only do they develop interdependently, but research has shown that attitudes influence the transfer of knowledge and skills. Students’ beliefs about the appropriate context for a skill will strongly influence its transfer. When students realise the reason for learning something they are more engaged.

We should explicitly craft opportunities for students to authentically contribute to solving real world issues, linked to the SDGs. Curriculum linked to the SDGs will actively engage young Australian citizens and ensure learning is authentic and meaningful, offering opportunities to add depth and

richness to student learning. What could be more meaningful than tackling global challenges that will directly affect their and future generations? It’s not just about learning for the sake of having the knowledge of the goals, it’s about taking educated action which contributes to achieving the global goals.

Engaging in education for sustainable development, enables students to evolve their skills in critical thinking, creativity, digital citizenship, and problem-solving. You can help propel community engagement and community partnerships between your school and local organisations. Be ready to explore the SDGs and create opportunities to connect with the global goals within your learning ecosystems!


WORKSHOP SESSION TWOWEDNESDAY 8 JUNE 2022 12:15PM – 1:00PMYou will be required to select one workshop to attend from the below options.

2A Building sustainable community connections to enhance the student experience

Bronte Nicholls, Adelaide Botanic High School

Participants in this workshop will be introduced to the development of an approach to learning at Adelaide Botanic High School, where the aspiration is for at least 20% of all students’ learning to occur in or with the ‘precinct’. The school is still in the development phase, with 2022 being the first year as a full school with all year levels. Factors that the school has found important to acknowledge will be shared.

Participants will then be able to consider their own setting and current connections, then evaluate the effectiveness of these in enhancing student learning. As we move into a third year of disruption due to COVID, it is important to reassess the learning ecosystem we are part of, examine the factors that enable sustainable connections and imagine how these could evolve to meet the learning needs of our students. As the school grows, so do potential connections and ways of connecting.

2B We Cannot Wait! The future of education in action at Margaret Hendry School

Shannon Birch and Ben White, Margaret Hendry School ACT

In 2019 a fresh new approach to schooling emerged with the opening of Margaret Hendry School in the northern suburbs of Canberra. The innovative, flexible learning environment, isn't what’s captivating the educational community both nationally and internationally but rather the disruptive, innovative and contemporary approach the team at Margaret Hendry School has cultivated within the multi-age, multi-stage P-6 learning environment that is driving the shift in paradigm from teacher centric to learner centric education.

The vision for learning at Margaret Hendry School is influenced by contemporary educational theorists such as Pasi Sahlberg, Alfie Kohn and Ken Robinson. The vision for learning creates the conditions for school leaders and educators to take risks, to unlearn and disrupt traditional modes and methods of education and to reorganise and

relearn schooling. The organisational structures, pedagogy and practices pave the way for children to grow to be empowered individuals with choice and voice in their learning, providing opportunities for them to take their thinking to new levels.

A typical day for children at Margaret Hendry School is a far cry from the traditional didactic approaches of the industrial era of schooling. The schools pillars for learning are front and centre in the structure and interactions during the day - 'Love, Connect, Collaborate and Grow'. Children connect with their home learning coach in the first instance with wellbeing and connection being the primary goal at the start of the day.

All children have a personalised daily learning schedule and learning goals and move through their day using their ever increasing skills as autonomous and empowered learners. Children participate in a series of 'Must Do' and 'Can Do' learning tasks through an inquiry lens. This includes targeted skill-based workshops and focus time engaging with purposefully designed provocations in the ‘hub’ connecting and applying their learning linked to shared interdisciplinary inquiries. Learning coaches offer opt in workshops to stretch thinking, expand knowledge or sharpen skills. The ‘Wellbeing and Exploration’ hub offers children a chance to sign up for short and longer term workshops series facilitated by our experts in residence.

The ‘Exploration and Wellbeing’ hub aims to provide mentoring and coaching for those engaging in autonomous project based learning and more broadly offers a suite of one off workshops and workshop series to elevate curiosities and enable individual passions to flourish while strengthening learner assets and dispositions to accelerate personal and social capabilities. Child voice determines the ever evolving workshop options, with proposals provided via the Ministers from the schools Children's Parliament. The outdoor learning ecosystem acts as an extension to the indoor learning environment and is also reflective of child voice with the Minister for Play, the voice of children, playing a pivotal role in the curation and evolution of this ecosystem for learning. With no bells and natural breaks encouraged children enjoy brain breaks, physical breaks and sustained periods of uninterrupted, joyful play. Children burn off energy on the inbuilt trampolines, express creativity using the outdoor easels and get down and dirty in the vast digging pit. Others

tend to the school's newly established farming plot, or chill out in the social club, the result of a shared community inquiry.

Join us as we share a case study that showcases the impact on the engagement, wellbeing and academic growth that can occur for children when a team of educators unite through a shared vision for learning. This workshop will have you pondering your move toward high impact learning ecosystems.

2C Moving Beyond Space

Peter Lippman, Places Created for Learning

What does it mean to build a learning ecosystem? For the designer, this may simply be planning spaces that may be understood as an Innovative Learning Environment. For the teacher, this may be cultivating their understanding of new pedagogies into their current practice, connecting to learners and curating their spaces to create places for teaching and learning. While seemingly intertwined, designing spaces is not the same as crafting places for learning. Crafting speaks to an ecological approach for understanding the transactional characteristics of the learning environment. Embracing a transactional worldview acknowledges that human beings are situated within their physical environments (Rogoff, 1995). Hence, the learning environment is not merely about how the building is planned, but more importantly understanding the different places that constitute the school building. Building on this perspective, school building may be examined as an ecosystem that is made up of distinct, yet interconnected and nested systems.

This interactive workshop will present current academic research on the spatial design of the learning environment. This research will provide a backdrop for designing learning ecosystems. The primary goals of this workshop will be to introduce and examine the following:

1. The notion of Space vs. Place

2. Transactional Worldview

3. Bronfenbrenner’s Ecological theory in relationship to Gibson’s Affordance Theory.

2D STEAM Tensions: navigating a set of productive affordances

Scott Alterator, Alterator Education Architecture Consultants

Abstract: STEAM education generates a set of inherent tensions. These include:

• interdisciplinary Vs discipline specific knowledge;

• deep learning Vs surface learning;

• tech wow Vs genuine engagement;

• PBL Vs standards.

Using the Bendigo Tech School [Victoria] as a specialised case study, the session will explore the tensions through active programs. Through the built form and curriculum offerings we identify the set of affordances (Gibson, 1977) generating enablers and constraints.

The Tech School context has provided a working model revealing insights for navigating the tensions inherent to STEAM education. Based on social learning theory (Bandura, 1977) and the Tech School model of pedagogy focuses on short and longer forms of learning engagement.

Suitable for both architects and teachers, the session will match participants to work toward identifying affordances using a real or imagined project.

2E p[r]ep: Finding the Researcher Within

Lara Mackintosh and Rachel Tindall, The University of Notre Dame Australia

The p[r]ep project is a partnership between Learning Environments Western Australia (LEWA) and The University of Notre Dame Australia (UNDA) with an objective to provide support to LEWA members in contributing to, engaging with, and building on research into learning environments in a Western Australian context. This project has developed through a series of workshops, surveys, and literature reviews, with each step encouraging participants to consider their research interests, capacity and capabilities. This workshop will provide participants an opportunity to (re)consider the role of research in their practices and challenge current positions through critical reflection. A series of interactive activities will guide participants to reflect on their current practices, to examine their professional and learning networks, and to identify possibilities for change. This workshop will pose key questions across all three themes of the conference.

Disrupt: Disruption can be the catalyst that prompts change in our practice, our worldview and ourselves. Researchers examine the world critically, challenging commonly held beliefs and assumptions and providing new ways of understanding learning environments.

What would you like to change?

Connect: The networks that support collaboration and cooperation in learning environments are diverse. Researchers expand the depth and breadth of understanding by sharing knowledge across disciplines and practices. The connections made through design and education practices bridge disparate views and provide new pathways. Who will share this journey with you?

Evolve: New ways of thinking and practice (paradigms) emerge from applied research and support lifelong learning. Researchers evolve to develop new skills in critical examination, meaningful communication and leadership. Sparked and sustained through research, the impact of research can be significant for self, for practice, and learning communities. How will your new knowledge influence future learning environments?

2F Hearing the voices from within to create


more effective learning environments

Jacque Allen and Lori Mravicich, Cognition Education

This interactive workshop will share teacher and student voice from their experiences working within three specific responsive learning settings; Maker Spaces, Outdoor Learning and built-in structures. These voices are from a range of New Zealand schools, (Years 1 -8 settings) and will be used to springboard participants' discussion and exploration of design and pedagogical trends and ideas.

There is an ongoing disruption from traditional single desks, self contained, single cell classrooms for students to learn at and in, to more open, flexible, multi-purpose learning settings in innovative learning environments. This shift has left both educators and designers with the opportunity to connect learning and teaching in inclusive and authentic ways, however, with this change in physical environments comes challenges for all, as well as new opportunities to explore more about design outcomes and pedagogical approaches. There is a need to gather and respond to authentic student and teacher voice, this can enable us to design physical spaces and teaching solutions that are connected to the school’s values, as well as shared learning and overarching educational goals for all stakeholders in the learning community.

Participants will discuss how interdependent, as well as, independent learning settings are being realised across a range of schools. They will interact with the voice from both teachers and students to explore themes and trends that match their own experiences, challenges and/or opportunities. The participants will draw out, through rich dialogue, the ways designers and educators are enabling new approaches for students and teachers to connect effectively through the creation of purposeful, flexible learning spaces; these learning spaces give us the affordance to create authentic learning opportunities for all.

MASTERCLASS SESSIONTHURSDAY 9 JUNE 202211:40AM - 12:40PMYou will have an opportunity in the Masterclass Session to hear from leading industry experts as you take a deep dive into a pre-selected session topic from below.

M3A A deep dive into design, learning & teaching in outdoor environments

Back to the future: What we learnt about schoolyard design and its implications for learning

Tina Adamo and Paul Johnson

Abstract | Ongoing research shows the value of innovative learning environments and compelling evidence makes the case for greening school grounds but, whilst the former are usually designed for multi-level learning, typical playgrounds do not resolve how learners progress to other levels of experience. Back to the future interprets images and stories from the first five years of experiences and learning in Galilee Catholic Primary school’s differentiated, naturalised schoolyard to illustrate outdoor environments as places where students develop identities and capacities to be active learners.

Connected Curriculum - Teaching and Learning in Outdoor Environments

Maria Taylor and Abe Moore, Nature Play SA

Abstract | Following from Tina and Paul’s presentation this session will offer a practical examination of how outdoor learning environments provide a rich and engaging home for learning.

M3B New School: Is the school of tomorrow already here? [Film Screening]

Scott Alterator, Alterator Education Design Consultants

Abstract | New School tells the story of three remarkable Australian schools engaged in shifting from an industrial education paradigm. Their vision places students at the centre of learning to provide them for a dynamic and changing world. New School provides examples of programs and spaces that activate deep learning, inquiry and agency. It is a compelling story asking, if you could build a new school, what would it look like? Followed by a panel discussion hosted by Scott Alterator.

M3C After AfterSchool: Continuing the stories from Common Campus

Fiona Young and Natalia Krysiak, Hayball

Abstract | Imagine if education was more equitable and inclusive. Where students have the autonomy and agency to engage in intergenerational learning distributed throughout the community. And where outdoor learning and play is celebrated.

This was the statement of intent for a future model of education put forward by 18 students as part of the AfterSchool architectural masters program at the University of Technology Sydney. In this vision schools are no longer siloed entities, but more porous and connected, bridging learners across demographics, cultures and backgrounds.

The proposition which emerged, CommonCampus, looked beyond known school typologies toward interdisciplinary and hybrid environments merging opportunities between formal and informal learning with existing city infrastructure such as libraries, workplaces, cemeteries and local parks. In this more fluid reconceptualisation of education, CommonCampus capitalises on existing physical and social infrastructure, where students can engage with playfulness, creativity, problem solving and ingenuity through their connections with our cities and neighbourhoods.

The concept of CommonCampus was presented at the A4LE LearningScapes conference in Denver, Colorado in October 2021. Imagined stories of CommonCampus students, their families, teachers, volunteers and the local community were told through the lens of various personas from different ages and backgrounds, illustrating a potential new educational experience. Feedback generated from this session provides opportunities to continue to evolve and improve the complex structures which bind the actors who co-exist and cross paths as part of this more porous and connected model of education.

This session is structured to reflect on the originally developed CommonCampus proposition and feedback emerging from Learningscapes. Participants will then work together to address some of the queries and concerns arising to further contribute stories of personas and their


SITE TOURSLearning ecosystems represent a positive future for human environments. Environments where a balanced system of internal (familial, personal, cultural, spiritual), external (learning settings, curriculum, pedagogy, teaching practice) and place related (learning spaces, whole buildings, campuses, nature, city, digital) components support learning and development and continuously adapt to changing circumstances.

Through these site tours and explorations of different learning environments we hope to explore further the various learning ecosystems within our schools and communities.

For the most up to date site tour information, please visit the conference website.

potential experiences to the CommonCampus collection.

Given long held understandings of industrial educational models, it can be challenging to envisage and enact new ways of schooling. To disrupt established and ingrained models of education requires collective ownership of the system and stories we want to evolve. Our vision is to share the CommonCampus idea with others around the world, seek emergent reflections from diverse perspectives and collectively continue to shape the organisational, technological and spatial infrastructure required to enable a new more networked and connected typology for learning.

We would love to build the next evolution of the global CommonCampus story together with LEA participants in Adelaide.

M3D Cultural Awareness and Understanding

Anthony Wilson, Kuma Kaaru

Abstract | Anthony, one of five, oldest son, grandson of Aboriginal Educations most influential woman ‘Patricia Buckskin’.

Listen to his story, the good the bad and the struggle he seen while change was created and how we can continue to make change with in Education

M3E School, but different.

The Students of Youth Inc. Enterprise Academy & Fred Heidt, Executive Principal, Youth Inc.

Abstract | How might you design a school if it wasn't a 'box in a yard with a fence'?

What if we created co-learning spaces that use the community as their campus?

Even stranger yet, what if you could integrate a school into a shopping centre?

Join Fred Heidt and the students of Youth Inc. for a practical and interactive workshop where participants will be encouraged to engage with Youth Inc. students to learn more about the rapidly changing educational needs and interests of young people and how we can find new and creative ways to meet these needs.

M3F What's next for schools as community hubs in Australia?

Dr Ben Cleveland, University of Melbourne

Abstract | In the decade Australia will build hundreds of new schools to match school-aged population growth and refurbish many more. New knowledge about urban planning, school design, multi-sector partnerships, and facility management must be applied to ensure schools are equipped to fulfill an increasingly important role in developing and supporting communities to become more sustainable and resilient.

What does it mean for a school to be a community hub? What do some schools offer that others do not? What benefits can operating as a community hubs bring to school communities

and local residents? What challenges do schools face when attempting to become 'more than a school', and how can these be overcome? Should more schools become 'anchor' organisations in mixed-use urban precincts? How can schools’ physical, digital and social infrastructure can be mobilised to build social capital, respond to turbulent situations, and generate community resilience?

Based on research undertaken by the Building Connections: Schools as Community Hubs ARC Linkage Project team, this workshop will answer the above questions and more. Drawing on a range of research activities, including the Connecting Schools + Communities Survey, the workshop will explore the historic rhetoric, current reality and future of schools as community hubs in Australia.

The Building Connections project aims to inform policy, planning and design so new and existing school infrastructure can be better used to benefit school communities and broader populations.

https://bccm.eventsair.com/2022-lea-learning-environments-australasia


Well-established Independent and Government Secondary schools adapting to support inquiry based learning from Year 7 Inquiry and innovation hub at Westminster.

Westminster School, Inquiry and Innovation HubBrown Falconer & Hayball

Westminster School has been established for 60 years and with the evolution of learning and the growth of STEAM some teaching spaces were no longer able to meet the pedagogical demands of delivering their curriculum. The Inquiry and Innovation Hub creates a space that enables students to create, learn, design, and make. It provides teaching spaces and facilities that allow students to prepare themselves for life beyond their school years and empowers teachers to deliver outstanding opportunities.

Demonstrating innovation and future-thinking through its integration of cross-disciplinary functionalities, the Inquiry Hub provides spaces for Food Technology, Design Tech, Engineering, Fashion and Science. Supplemented by Digital and Graphics, Art and Maker Spaces within an adjoining building, all connected at ground level and with a new bridge link.

The overall development is vastly greater than the sum of its parts, with the new facilities integrating with and augmenting the existing seamlessly and creatively.

SITE TOUR 1SOUTH METRO COAST

Brighton Secondary School Redevelopment, Brighton Secondary School Thomson Rossi

Brighton Secondary School is a public high school currently catering for 1650 students and expecting growth to 1800 students in 2022 with Year 7 students.

The recent redevelopment project has resulted in a new building for the school containing flexible learning spaces, as well as updating old classrooms for contemporary learning. The design focused on creating spaces to meet the intended pedagogy and support learning of middle school students. As part of the project, beach volleyball courts were relocated.

SITE TOUR 2SOUTH METRO COAST 2 Renewal and rebirth of established

primary campuses.

McAuley Community SchoolSwanbury Penglase

The 6 Green-Star rated, McAuley Community School with associated ALIVE Early Learning Centre has revitalised an original Middle School campus to create a rich and contemporary learning environment that inspires educational and pedagogical change, for children from Birth – Year 6. The new dynamic 2 storey buildings with their flowing and Reggio-Emilia inspired interiors provide a variety of sub-divided, purposeful and inclusive spaces that provide opportunity for children to further create, explore and discover as part of their resource rich, student centred, social and supportive environments.

The surrounding adventurous and natural external environments that include a connection to the existing shared community oval can be easily expanded to and help to improve the children’s connection to nature, beauty and wonder, that is also available after hours for public use.

The intent of the development was to create a connected and engaged community of inquiry with the built environment itself, to further enhance educational outcomes.

Brighton Primary School, New Modular BuildingDasStudio

The new modular build at Brighton Primary School has delivered eight learning spaces, serviced learning area and breakout space, canteen, teacher preparation space and withdrawal space with wide corridors adjoining each space, plus decking and landscaping surrounding the building. The structure utilises a Panelised system constructed off site and lifted into position with fitout completed on site. The walls to adjoining classes are made of openable glazed partitions to enable sharing of spaces, promoting the schools central belief of collaboration between classes. The construction sequencing took place on and off-site simultaneously bringing many benefits including reducing the program duration and saving time on site as well as enabling manufacture to continue uninterrupted in the factory in the summer months & reducing the impact of COVID related issues.

St Peter’s Woodlands Grammar SchoolPeter Moeck Architect

St Peter’s Woodlands Grammar School is located on Kuarna country in the seaside suburb of Glenelg. ‘Piltangka’ means ‘together’ in traditional Kuarna language. The Plaza celebrates connection with people and place. The indigenous artwork was designed by Ngarrpadla Daphney Paringangki Rickett (Aunty Daphney River Woman Rickett) who is a Kuarna, Ngarrindgeri Latji Latji woman. The symbols illustrating long journey, ocean, and community are placed on planters and step risers. The centre-piece is a circular podium thatembraces two aged glory vines that have been trained to soften that large span translucent roof form. Radiatingsteps, tiers and seating provide opportunities to informally gather and to play.

BUILDING LEARNING ECOSYSTEMS THE 20TH ANNUAL LEARNING ENVIRONMENTS AUSTRALASIA CONFERENCE


Transformation of long-established inner city independent schools.

Cabra Dominican College, Therese Sweeney Music Centre & Caleruega HallRussell & Yelland

Cabra Dominican College, established in 1886 in Clarence Park, is dominated by the original three-storey heritage-listed convent and chapel at the school’s entrance. The Therese Sweeney Music Centre and Caleruega Hall, completed by Russell & Yelland in 2018 and 2019 respectively, respond to the heritage setting and site constraints in very different ways. The former is a two-storey rehearsal and performance space facing the heritage listed original convent building, and the latter a two-court gymnasium which can be converted to a 1500 seat auditorium with full audiovisual facilities, and which provides a new entry statement to what was previously the back of the school.

The award-winning music centre demonstrates how a small two-storey building can complement existing performing arts facilities and provide new opportunities for performance and rehearsal whilst celebrating Cabra’s heritage. Vastly different in scale, Caleruega Hall can quickly transform from busy sporting facility to high quality assembly and performance space.

SITE TOUR 3INNER SOUTH

St Thomas Goodwood STEAM & Ecology Centre Grieve Gillett Andersen

St Thomas School wished to establish a new Ecology & STEAM Centre to deepen their environmentally focused philosophy. The school’s purchase of the adjacent character buildings – former signage workshops – allowed additional classrooms and multipurpose centre for specialty subjects, while addressing Goodwood Road for the first time.

The industrial past informed the versatile workshop, accommodating hands-on curriculum including science, technology, art and cooking. The revived Dance Hall celebrates another chapter in the building’s history, providing a space for performing arts classes and intimate performances. Beyond the original walls lies the undercover ecology hub. The courtyard forms an outdoor learning area, featuring tiered seating and productive garden, while serving as a link to the main campus. Original materials were retained and left untouched where possible, including the character shopfronts, exposed concrete, brickwork and trusses. Modest in scale and intervention, this unique revitalisation strengthens ties to the community – both present and past.

Pulteney GrammarJPE Design Studio

The new Middle School building and surrounding landscape for Pulteney Grammar accommodates year 7, 8 and 9 students. In close consultation with students and staff, a learning landscape was created - providing a range of flexible indoor and outdoor learning places for students to connect to their campus and to nature.

The open and transparent ground floor expands their Quad space and promotes informal social interaction. The upper levels respond to the building’s urban and parkland context, and accommodates multi-functional studio and break-out spaces. This 3 level building has been designed to house 15 learning studios with flexibility to open onto an open plan communal study area that sits in the tree canopy. A social ground level will be a destination for all students with a lounge space, staff areas and learning studios that can be utilised for support learning and education workshops.

Serving western Adelaide with new models of learning.

Caritas Centre, Flinders Park Campus, Nazareth Catholic CollegeRussell & Yelland Architects

Following a masterplanning process in 2016 to address the arrival of their first Year 7 population, Russell & Yelland designed the purpose-built Caritas Centre as their fifth project with Nazareth Catholic College. The senior facility delivers generous and highly flexible learning areas, tutorials, breakouts, a café and staff areas. Additional car parking and new landscaping connections cater for growth. With a wedge-shaped site and limited access, the project was like building a ship in a bottle. Careful planning ensured the delivery sequencing of larger materials wasted no time or space. Wider corridors foster opportunities for informal gatherings and sliding glass partitions extend or close off generous teaching and learning zones. Making good use of a tight site, the form takes forking and snaking cues from the adjacent Torrens river and its iconic gums.

SITE TOUR 4WESTERN METRO

St Gabriel Centre, Nazareth Catholic CollegeRussell & Yelland Architects

This project involved the complete fit-out of an existing office building to provide Year 12 accommodation on a separate campus across the River Torrens from the main Nazareth campus. All internal partitions were removed and the entire building reconstructed from the inside out, with only the skin and internal staircases retained. A series of open, flexible senior student learning spaces combine with a dedicated art, design and science space to cater for a wide variety of subjects at the St Gabriel Centre. We designed a highly flexible teaching environment with sliding partitions and shared wet areas to allow for a range of teaching modes, including small group classes through to exhibitions hosting 200 people. Integrated multimedia and AV presentation facilities further extend this functionality, and help remote students to remain connected with the main campus. The project was completed in nine months from design to completion.


BUILDING LEARNING ECOSYSTEMS THE 20TH ANNUAL LEARNING ENVIRONMENTS AUSTRALASIA CONFERENCE 29BUILDING LEARNING ECOSYSTEMS THE 20TH ANNUAL LEARNING ENVIRONMENTS AUSTRALASIA CONFERENCE 28

Seaton High School RedevelopmentJPE Design Studio

A $20 Million re-development with a mix of new and refurbished buildings designed to support the school’s focus on quality contemporary education and supporting our work as an Entrepreneurial Specialist School. Seaton High School provides inspiring, life-relevant education to the young people of Adelaide’s western and beachside suburbs.

As one of only three Entrepreneurial Specialist Schools in Adelaide, we are recognised leaders in innovation and authentic student-centred education. Our tailored learning pathways allow students to identify and build upon their unique strengths, explore fresh approaches to thinking, and find new ways to test and demonstrate their skills and knowledge.

We look beyond the classroom and the everyday, to help set students up for success as citizens and contributors in a rapidly changing society. Education at Seaton High School is more than just preparation for life… it is life.

New libraries as community learning hubs.

SITE TOUR 5INNER NORTH & WEST

Parks LibraryJPE Design Studio

The Parks Library is a smart technology building with automated control for lighting, ventilation, heating and cooling, security, and access to interactive wayfinding screens. As well as free Wi-Fi, public computers, resources and books, the Parks offers a media room, hi-tech makerspace creative area, toy collection, interactive projector screens, 3D wall, community rooms, a communal kitchen space, parent room and an adult change facility. It is a popular hub for locals to explore, meet, enjoy and learn.

PayinthiJPE Design Studio

Payinthi is the focal point of Council and its community on Prospect Road. Incorporating all of Council’s administrative services under one roof, in a seamless blend of old and new, the facility is a vibrant hub of activity. Built as a showcase of what’s possible with facilitative planning policies, the facility helps to achieve many strategic objectives of Council and has been warmly embraced by the community and huge numbers of visitors.

SITE TOUR 6NORTH EAST 1, GOLDEN GROVE SHARED CAMPUS Australia’s first shared campus secondary

cluster thriving at 30.

Pedare ‘One College’ RedevelopmentSwanbury Penglase

One College was master planned to integrate separate Junior and Senior School campuses for Pedare College into a single campus. The first stage integrated the new Mallee Middle School and Banksia Junior School buildings, a new gymnasium and performing arts group, enmeshed within thoughtful landscape and external play opportunities.

A single design philosophy produced economies of design, construction, and materiality which led to a clear and legible design language appropriate to the flexible and STEM-influenced pedagogical approach, and adaptable to both the very early and later years of learning within the school; a solution which is crafted carefully to the ‘One College’ ethos.The basic elements of flexible, openable spaces, flexible indoor and outdoor breakout, strong connections between inside and outside, natural light and ventilation, acoustic control, multi-functional common areas, and a ‘pared-back’ aesthetic that make learning the focus, are carried through the whole project. These principles are both contemporary and traditional.

Golden Grove High School RedevelopmentBrown Falconer

Golden Grove High School’s new redevelopment features a new contemporary learning building for Year 7 and 8 students, a Senior Study centre and Performing Arts Centre. The facilities bring forward thinking and flexibility to the campus. Using the core principles in biophilia and applying them to a contemporary teaching and learning framework, the design emphasizes learning, the inclusion of the Year 7s into a high school environment and providing senior students with an aspirational place to complete their schooling.

With tight site constraints, the redevelopment takes every opportunity to bring the outside in, sitting harmoniously within the existing landscape. With a blended inside-out design approach, using a “learning neighbourhood” model, the buildings reinforce the progressive teaching aspirations of the school. Come and experience the wonderful journey of texture and colour as we engage with these striking buildings and their learning possibilities.

BUILDING LEARNING ECOSYSTEMS THE 20TH ANNUAL LEARNING ENVIRONMENTS AUSTRALASIA CONFERENCE 30 BUILDING LEARNING ECOSYSTEMS THE 20TH ANNUAL LEARNING ENVIRONMENTS AUSTRALASIA CONFERENCE 31

Established Catholic sector secondary schools transformed.

St Paul's CollegeWalter Brooke and Associates

The first major stage of redevelopment at St Paul’s coincides with the commencement of co-education. Traditionally known a college for boys, there was a need to update and activate the campus for the introduction of girls in 2022.Following a master plan, the first stage of building works includes demolition of the existing Changeroom building to provide a new two-storey with flexible learning areas on the first floor to cater for Senior years.

The ground floor is predominantly change facilities addressing the oval and the adjacent gymnasium. A new entry and courtyard ‘spine’ connects and softens the outdoor landscape. The gymnasium was reclad with non-combustible panels.

SITE TOUR 7NORTH EAST 2, INDEPENDENT

Kildare College, Brigidine Centre Walter Brooke and Associates

The Brigidine Centre enables the College to continue its emphasis as a Performing Arts College. Girls flourish in subject areas including Dance, Drama, Music and Visual Arts in building self-confidence, public speaking, and artistic flair. Students also participate in a variety of health related and skill related physical activities and sports. Participation in Physical Education provides an appreciation of the need for lifelong physical activity including the capacity to make healthy choices. The students feel happy and welcomed so that they can truly optimise their learning.

Kildare College, Tullow Centre Walter Brooke and Associates

The Tullow Centre is an Innovation hub designed to allow Kildare girls to enter a new world that challenges the stereotype of a female learner. It is a space that inspires creativity, construction and innovation allowing students to be future-ready.

The Tullow Centre is a place where technology, imagination, and innovation merge to create new solutions to old problems. The College is excited by the opportunities this building presents for its students.

Hills schools balancing population pressures with in precious natural environments.

St Francis de SalesBrown Falconer

The new early learning centre and primary school facilities at St Francis de Sales provide an engaging learning environment for children from birth to year 6, embedded in the unique natural characteristics of the campus. Celebrating the hillside setting and water as a symbolic connection through the site, a landscaped water course binds the new learning spaces, pathways and gathering spaces together. Inspired by the principles of Reggio Emilia, children engage in inquiry based, self-directed and interdisciplinary practice directly connected to the stunning topography. With learning community pavilions nestled in the hillside, the landscape is not experienced as an outside to the learning process but is the commons that forms the heart of the campus.

Students crisscross the landscape as they grow together, with the awe and wonder nature, rhythm of the day and passing of the seasons providing rich sensory experiences that provoke curiosity and an enquiring mindset.

SITE TOUR 8HILLS

St Catherine’s SchoolFurther details on this location to be announced shortly.

Heathfield High School RedevelopmentGrieve Gillett Andersen

The Heathfield High School Redevelopment project is centered around the consolidation and creation of a campus approach for the school to encourage cross disciplinary collaboration and connectivity within an otherwise hilly site.

The redevelopment includes a new 3-storey building that provides new covered walkway and main entry, new administrative and student hub, a new entrepreneur hub and digital arts facility as well as traditional and open flexible learning areas, amphitheaters, breakouts and outdoor courtyards.

The redevelopment also sees the expansion of food technology campus with new indoor and outdoor learning areas. Near the oval, a new walkway with seating and native vegetation enables step free access to the sporting fields and connecting the new fitness center and existing indoor sports facilities.

The spaces are designed to be activated in flexible ways to foster student and staff engagement and encourage partnerships with the local community and celebrates the natural environment of the Adelaide Hills.


Established schools developing to support enquiry based learning.

SITE TOUR 9EAST METRO

Norwood MorialtaSwanbury Penglase

This project saw a significant redevelopment of the Norwood Morialta High School Magill Campus, the overarching brief being the collocation of two separate School sites (Magill and Morialta) into one. Given its fringe location on the Adelaide foothills, the topography of the site falls significantly to the west: the redevelopment needed to provide a considerable amount of new educational spaces but also ‘unlock’ the site to enable compliant access across all areas. Extensive landscape upgrades were also a key part of the brief Almost every building was affected by the redevelopment, with interior fitouts throughout underutilised spaces and the development of two new buildings: a three storey Middle School facility and a new two storey Technology and Innovation Hub. A significant new ‘central heart’ landscaped space provides visual and important connectivity between all new and existing buildings on the site, bringing a strong sense of ‘place’ and cohesion to the newly named Norwood International High School.

Pembroke Middle SchoolGrieve Gillett Anderson

The new Middle School building at Pembroke School is situated in the historic suburb of Kensington in Adelaide, South Australia. The 6,544m2 new multi-storey education building has been designed as a vertical ‘learning village’, with three discreet neighbourhoods, and a naturally lit and ventilated central atrium as its town square. The layout of teaching and break out spaces and extensive internal glazing have been curated to foster interaction between staff, students and community across all three levels of the building. A complex triangular site, together with the School’s bold aspirations for a progressive and vibrant design drove the building’s unique and dynamic architectural form and internal volumes. The facility includes diverse learning spaces for Art, Science and Technology, as well as Maker spaces and industry-occupied Enterprise spaces. The building is connected to the main campus via a pedestrian bridge from 1st Floor provide a safe and secure connection for staff and students to the main school campus.


Long established CBD schools proving history and heritage are no barrier to transformation.

St Mary's College RedevelopmentGrieve Gillett Andersen

St Mary’s College has developed a new building to house its senior school, visual arts faculty and PE facilities on the western edge of Adelaide’s CBD. At street level, a brick wall articulated by bands of bricks with subtle colour variations, continues the school’s language of a walled campus. The façade above creates a playful layering of zinc and polycarbonate that shifts, pulls and peels back to reveal the ‘floating corner’, allowing the building to illuminate at night. Architecture can tell stories and be layered with meaning to create a stronger sense of relevance for its users. The narrative at St Mary’s College is centred on confidence, self-awareness, diversity and a pioneering spirit. The result is a development that not only provides fit for purpose contemporary learning spaces, it has enhanced the streetscape of Adelaide. This ‘edge’ of the city is now a landmark. It is the St Mary’s Corner.

SITE TOUR 10CITY SECONDARY 1

Adelaide High School HIVE Building 8JPE Design Studio

The Hive Building was designed and constructed to meet the DfE requirement for additional intake in response to Year 7 into high school for 2022. The design, functionality, and site constraints for this "jewel in the crown", an architectural challenge on so many levels.

Established education sites in fringe areas reshaped to better serve their diverse communities. Inclusive Ed and Year 7 at CBHS

SITE TOUR 11SOUTHERN FRINGE 1

Christies Beach High School Capital Works ProjectStallard Meek - Flightpath

Redeveloping 3 buildings to provide modern learning environments and provide additional capacity for the year 7 transition to high school. This includes refurbishment of the 2 levels of Senior School Science, Humanities and the re-located Resource Centre on the first level, as well as Student Services, Reception and Administration including a new Entry Foyer on the ground level. It also includes refurbishment of the ground floor of a building to accommodate the relocation of year 9 students and the refurbishment of the ground floor of another building to accommodate art studies. Upgrading of the front of the school to improve street appeal and presence within the Noarlunga Regional Centre, including landscaping to create a pedestrian plaza and upgrade of the south façade of the main building to include the removal of the concrete awnings and the attachment of a decorative skin of mesh and translucent panels. A seismic upgrade to a building, including additional steel bracing. Demolition of aged infrastructure.

Woodcroft College New ELCSwanbury Penglase

In 2019 Swanbury Penglase was engaged to undertake the first stage of a sitewide masterplan, a new Early Learning Centre and carpark to the northern edge of the site. The ELC, designed for a capacity of 140 children includes a range of specialist learning areas with carefully considered internal and external break out zones whilst maintaining the necessary control measures. A particularly important part of the scheme is the relocation and repurposing of an existing grassed stormwater swale immediately adjacent the ELC. This space ensures a range of varied experiences for children, both structured and unstructured, and presents a bold and dynamic expression from the street. This environment allows children to appreciate the changing nature of the seasons and the joy of nature-play. The swale has become a ‘third teacher’ alongside educators and families; it supports the children to regulate their emotions and gives them opportunities to take risks, discover and explore new things, solve problems, and unleash their creativity.


School campuses emerging and evolving with growing communities.

SITE TOUR 12SOUTHERN FRINGE 2

Wirreanda Secondary School Wiltshire Swain

The redevelopment of Wirreanda Secondary School has delivered a site wide refurbishment and construction of new buildings to support the transition of Year 7 to High School. The works include 12 new general learning areas connected by landscaped courtyards and undercover walkways, a new modular building for the school’s WAVE/Flexible Learning Options program, refurbishment of spaces to cater for a new Year 7 Special Options class, refurbished Design/Art/Tech facility, new sports changerooms and specialist sports classrooms, extension and refurbishment to Administration areas, new and refurbished Outdoor Sports Courts and conversion of an old gymnasium into a new PAC.

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Cardijn College Stage 3Tridente Boyce

Cardijn College, Noarlunga Downs, is currently developing a new Senior College which embraces a 21st century learning experience and pedagogy for its students. The development explores the notion of a meeting place, a vibrant place for social exchange, interaction, and collaborative learning. The internal space is an extension of the student hub recently completed and will incorporate a cafeteria, a spiritual retreat, stem laboratories, a robotics laboratory, extensive informal student breakout spaces, a design technology centre, visual arts, fashion, and year 12 learning areas. The centre will be the College’s creative hub which will encourage cross pollination of ideas. The Senior College will become the centre piece of the continued capital development that has occurred at the College during the last 20 years. The Centre commenced construction late 2020, and is expected to be completed early 2022.

SITE TOUR 13NORTHERN FRINGE 1 Independent schools serving emerging outer

metropolitan communities.

Xavier College - Two Wells CampusEdge Architects

The Catholic Church Endowment Society, together with Catholic Education SA, identified both a need and opportunity to establish a new school campus to support the teaching and learning requirements of students and young families in the northern suburbs. It was decided that a new campus of Xavier College, would be developed at Two Wells. The campus has commenced as an R-6 school, and grow to an R-12 school as more young families move to the region. The new campus of Xavier College is located at Two Wells within the Eden residential estate being developed by the Hickinbotham Group. This project realises the first part of a staged Master Plan for the Xavier College Two Wells campus, and consisted of the construction of one (1) new educational building, Hub Space, Open Learning Areas including 7 x General Learning Spaces, 2 x Maker Spaces, large/small flexible learning pods, School Reception, Staff Areas and new covered outdoor learning areas. It also includes landscaping to the surrounding areas, associated external works, new site works and services, all on a green site.

Trinity CollegeDetail Studio

Trinity College is a community established College servicing students and families in the north. The College identified the need to move from 20th century schooling goals to developing pedagogy to be in the best position to embrace 21st century educational challenges. The Innovation + Creativity School building is quite a departure from the traditional built forms that have defined the College campus to date. This was a considered move by the College to set the framework for combining a new building with a clear strategic direction.The building reflects the convergent point of the north and south campuses, founding its central location. The axial geometry of the new building aligns the ground floor with the orientation of the south campus buildings and the first floor aligns with the orientation of the north campus buildings.


Compass Catholic Communitydwp

Compass Catholic Community is a learning community for young people aged 17-24, seeking to re-engage with their education. We offer a co-constructed curriculum, with SACE, VET and Key Capabilities outcomes, achieved through students engaging in projects, rather than subjects.

We are a fee free school, with a free breakfast every morning in our Kitchen Hub, and free child minding in our Early Years Hub for the kiddos of our students. We believe in working side by side with young people as they journey towards living lives that are meaningful to them.

New initiatives searing growing outer metro communities for ages 4 to 24.

SITE TOUR 14NORTHERN FRINGE 2

St Brigid's School Swanbury Penglase

As part of thorough consultative process for St Brigid’s Catholic School’s Masterplan, the two innovative Learning Pods for the year 5 & 6 students have replaced existing tightly arranged transportable GLAs to improve the school’s external environments with improved connectivity to existing green and hard play spaces. These innovative Learning Pods provide a variety of sub-divided internal spaces that are student-centred, resource rich and purposeful, that include Shared Learning Neighbourhoods, Imagination Makerspaces, Presentation and Critic corners, with added Media, SOLE and Sensory Pods that all help to provide the continuous opportunity for these students to achieve their preferred educational outcomes. The use of multiple perimeter outdoor covered canopies and decks ensure that learning anywhere and everywhere is at the heart of these environments and to be available in all-weather conditions. This includes a better connection to new natural environments, ecological and kitchen gardens that surround these Learning Pods.


Riverbanks College B-12Swanbury Penglase and Perumai Pedovali

Riverbanks College B-12 is a new school opening at the start of 2022 and has been delivered as a Public Private Partnership (PPP) project. The PPP partnership, TESA Education, comprising of Tetris Capital, Dutch Infrastructure Fund, Sarah Construction and ISS Services was awarded the contract to construct and maintain the new school.

The new school design combines world-class education and community inclusion, providing education and care from Birth the Year 12. The school is designed to accommodate 1500 students, 100 special school students and a 75 place children’s centre with many school spaces available for community use outside of school hours. The new school provides pre-school and long day care, OSHC, an inclusive and accessible hub, VET kitchen and cafeteria, 300 seat performing arts centre and expansive outdoor facilities including courts, gymnasium, dual purpose soccer and hockey fields and full size AFL oval.

37

New landmark facilities in Adelaide's new health and medical precinct.

South Australian Health and Medical Research Institute (SAHMRI)Woods Bagot

The SAHMRI building is a flexible, adaptable, healthy and sustainable facility that successfully promotes collaboration and medical discovery through a focus on transparency. Study areas and laboratories are all open plan. The building acknowledges its sense of place within the green belt of the Adelaide parklands, seamlessly interacting with its surroundings.

SAHMRI’s sculptural, iconic form is inspired by the skin of a pinecone and responds to its environment like a living organism. The triangulated façade acts as a sunshade that deals with sunlight, heat load, glare, and wind deflection, while maintaining views and daylight. This ensures a comfortable internal working environment and minimises the use of energy. As a result, the building has earned a gold rating for Leadership in Energy and Environmental Design.

SITE TOUR 16RIVERBANK, HEALTH AND MEDICAL RESEARCH AND EDUCATION

Adelaide Health & Medical Science Building (AHMS)Lyons Architecture

The Adelaide Health and Medical Sciences (AHMS) building is designed to transform the way our students learn, enhance the student experience and prepare future health care leaders for professional practice. The building is situated in the heart of the largest health and biomedical precinct in the southern hemisphere, alongside the Royal Adelaide Hospital and the South Australian Health and Medical Research Institute (SAHMRI) . Its central location and shared facilities inspires collaboration between staff, researchers and students across health disciplines.

Over 14 floors, the AHMS contains:

• 4 floors of laboratories, bringing together multidisciplinary research groups

• 3 lecture theatres

• 24 advanced simulation suites at the Adelaide Health Simulation

• the Adelaide Dental Hospital , where students work alongside professional dentists, delivering oral health services to the community

• a clinical research facility involved in ground breaking clinical trials for the development of new medical treatments and interventions

• unique social and study spaces, and amenities.

Outdoor Classrooms - an immersive experience.

Arbury Park Outdoor School

Arbury Park Outdoor School’s motto is ‘living and learning together’. Arbury Park offers students from government and non-government schools a residential outdoor learning experience focussing on making connections with the natural environment and with each other through experiential outdoor learning. The school’s values of ‘Curiosity’, ‘Care’ and ‘Community’ guide the learning pedagogy and programs. When we are curious, we explore the mysteries of our world. When we care about something or someone, we try to give our best.

Community is the connections in our lives; connections between each other, with places and with things. The school is a purpose built residential facility, opened in 1976, situated on 32 hectares near Bridgewater in the southern Mount Lofty Ranges.

This site tour offers an immersive educational experience in the unique learning ecosystem of Arbury Park’s outdoor classrooms including ponds, wetlands, stringbark forest, open woodland, Cox Creek and Heysen walking trail.

SITE TOUR 15OUTDOOR LEARNING


Landmark facilities forging a new identity for UniSA.

UniSA - The Bradley Building (in association with BVN) Swanbury Penglase

Located alongside the Morphett Street Bridge and adjacent the New Royal Adelaide Hospital, the SAHMRI building and Adelaide University’s Health and Medical Sciences Building, the Bradley Building is a high-profile landmark and an integral part of the growing South Australian Health and Biomedical Precinct. The building houses the Centre for Cancer Biology (CCB) which links the UniSA community with approximately 250 of Australia’s top cancer and health researchers, in addition to other innovative, multidisciplinary teaching laboratories and support spaces for the University’s School of Pharmacy and Medical Sciences.

At the lower levels, ‘MOD’, a free to the public gallery and exhibition ‘future museum’ is intended to inspire a new generation of science aware community. The design also includes atrium spaces and adjacent break out and structured meeting areas designed to facilitate collaboration between building occupants. The project also involved significant interface with the public realm including a new connecting stair to the Morphett Street Bridge and a shared ‘Urban Park’ landscape space to the west.

SITE TOUR 17WEST END, UNISA

Jeffrey Smart BuildingJohn Wardle Architects in collaboration with Phillips Pilkington Architects, in consultation with Wilson Architects

Named after an Australian artist of international repute, the Jeffrey Smart Building is the fifth building that John Wardle Architects has designed at the University of South Australia, this time in collaboration with Phillips Pilkington Architects. This building both acknowledges and extends the boundaries of the practice’s previous work on this campus, whilst strengthening the university's relationship to the city and its surrounds. The Jeffrey Smart Building wraps around the Peter Hoj Courtyard. This courtyard, with its park like setting, open air cinema screen and established trees, works to reinforce the urban character of the campus. It is animated with the theatre of student activity at ground level and on the balconies that wrap the building at the level above. The experience, orientation and scale of these spaces shift to become more focussed as they progress upward. The upper levels afford expansive views across the city reorienting one back to the world beyond.

SITE TOUR 18CITY SECONDARY 2

Vertical school in the heart of Adelaide’s established research and learning precinct, and in adjacent Adelaide Uni lecture theatres transformed to teaching in the round.

Adelaide Botanic High School Cox Architecture & Design Inc

Botanic High locates a STEM focussed and contemporary vertical school in a beautiful parkland setting, combining science and nature in a connected learning environment. The pedagogical vision that has driven the design fosters students as innovative and creative learners, providing young people with a range of experiences, ideas and perspectives.The school is deeply integrated into an established education and cultural precinct in the north-east corner of the city, set within the parklands and adjacent to the Botanic Garden, Zoo, universities and associated buildings along Frome Road.Botanic High has been conceived as a vertical high school with an ‘active’ atrium as the central community heart between the repurposed and new buildings. It creates a multi-disciplinary vertical learning environment that allows a high degree of visual and physical connectivity between floors. The vertical nature of the building offers opportunities for collaboration and connection not available in a traditional school setting.

Pridham Hall JPE Design Studio

More than just a building, Pridham Hall is in every sense a welcoming public place, engendering a genuine sense of community ownership and engagement, and promoting the University as an inclusive and progressive education provider. The heart of the Uni SA City West campus, Pridham Hall accommodates over 2,000 students and guests for graduation ceremonies, providing flexible office and function areas, a multi-purpose sports facilities including a hall with multi-use courts and 25m pool, and accessible external public realms including an amphitheatre and green terraced areas for students, visitors and the Adelaide community.

An extremely important aspect of Pridham Hall project is its contextual design response, its integration with the surrounding urban landscape and its connection to the adjacent public spaces. From the beginning, the project was conceived as a completely accessible and public space, inviting interaction and revealing the vibrant cultural life of the University – always open for meaningful interaction with the City.

Hone and Stirling Teaching Space – Helen Mayo South BuildingARM

An underutilised tiered floor in the Helen Mayo South Building is being redeveloped to a flexible, flat-floor teaching space. The Opening for the 2022 academic year, the Hone and Stirling Teaching Space , meets the demand for large flexible , intensive teaching spaces to replace the traditional tiered lecture theatres no longer suited to the demands of modern learners and university educators.

Adjacent tiered floor lecture theatre spaces have been redeveloped into a single 343 sq m 120 seat capacity, high quality, technology-rich flat floor teaching space, creating and improved student and staff experience in the face to face mode.


40

SITE TOUR 19CITY NEW DIRECTIONS Former hospital precinct now a hub for

research and discovery.

Australian Space Discovery CentreJPE Design Studio

The Australian Space Discovery Centre aims to inspire the next generation of the space workforce with stories of innovation, curiosity and technology. It offers a place for the community to meet and explore the latest innovations in space technologies.

This is where you can learn about Australia’s role in expanding national and international space activities. Designed to spark curiosity and inspire, the Discovery Centre hosts:

• A Careers Hub showcasing job opportunities in the local space industry an operational Mission Control Centre, viewable through a theatrette for live space events, guest speakers and opportunities to engage with space experts

• A space exhibition featuring hands-on experiences and information on Australia’s growing space sector

• Information on STEM education options for young people to explore pathways for a future in space.

Lot Fourteen

Lot Fourteen is an integral part of South Australia’s innovation network bringing together research, industry and government enabling businesses to establish and grow in Adelaide’s CBD. Already home to over 1,300 people, the collaborative ecosystem provides an exciting environment for global companies, startups and organisations from the hi-tech, space, defence and creative industries.

Lot Fourteen accelerates economic growth, driving job opportunities and energising the careers of young people. Lot Fourteen is attracting some of the world’s most innovative brands and businesses including Google Cloud, Amazon Web Services, Microsoft Azure as well as the Australian Space Agency, Australian Cyber Collaboration Centre and the Australian Institute for Machine Learning.

WELCOME RECEPTION EVENT One ticket to the Welcome Reception is included with all conference registrations.

Join us at the Adelaide Oval where we will welcome you to the beautiful city of Adelaide. Reconnect with colleagues and friends and be treated to a range of beverages and canapes whilst overlooking one of the most picturesque sporting grounds in Australia!

Date: Wednesday 8 June 2022Time: 6:00pm - 08:00pmLocation: William Magarey Room, Adelaide OvalDress: Smart casual Guest Ticket: $99.00 Provided: Canapes and beverages

This event is proudly sponsored by

We’ve manufactured modular carpet tiles locally in south-west Sydney NSW since 1971.

For 50 years our customers and team have been the thread that connects and commits to be better together.

You’ve supported our growth. We’ve supported your ideas.Thank you Australia.

www.interface.com

Thank you Australia. Supporting 50 years of local manufacturing.

Adelaide Botanic High School. Photo © Sam Noonan

Pembroke School. Photo © bash_image

Ad_Thank You Australia_A5.indd 1Ad_Thank You Australia_A5.indd 1 27/01/2022 15:02:3027/01/2022 15:02:30



ACCOMODATIONGroup accommodation bookings have been made at the Oval Hotel, Crowne Plaza, Eos by SkyCity, Holiday Inn Express Adelaide and Sofitel Adelaide. To find out more about the accommodation options, please visit the conference website.

The rates quoted for accommodation are specially negotiated for delegates of the 2022 LEA conference. In order to secure these rates, you must book via this conference registration form. Please do not contact the hotel to make your accommodation bookings as these rates are not available direct with the hotel.

CONFERENCE DINNER AND AWARDS Join us for the Conference Dinner where we will announce the winners of the Learning Environments Australasia Awards for Excellence in Education Facility Design. This is an opportunity to celebrate as we welcome you to one of Adelaide’s most luxurious venues, SkyCity located on the banks of the River Torrens.

Date: Thursday 9 June 2022Time: 07:00pm - 11:00pmLocation: SkyCity Ballroom, Sky CityDress: FormalTickets: $155.00Provided: 2-course plated meal and beverages

This event is proudly sponsored by

Flooring for a healthy balanced ecosystem and lifelong learning.

Made by nature from plant and bio-based raw materials that contain no plasticisers. Marmoleum is CO2 neutral from cradle to gate without the need for o� setting, a � ooring that reduces embodied energy and can help secure net zero within the built environment. Additionally, since 2019 every square metre installed in Australia has contributed to regenerating local native habitats.

The new engineered surface � nish provides the best protection for easy cleaning and creates an ageless beauty with the convenience of being asthma and allergy approved. A natural � ooring choice for healthy learning environments for over 150 years.

Visit www.forbo-� ooring.com.au/marmoleum or scan the below QR to discover the natural and beautiful world of Marmoleum.

BR

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creating better environments

marmoleum®


https://bccm.eventsair.com/2022-lea-learning-environments-australasia/accommodation


REGISTRATION TYPE EARLY BIRDRegister & pay on or before 1/4/22

STANDARD RATERegister & pay on or after 2/4/22

Learning Environments Australasia Member Registration

All members of A4LE are eligible for this rate.

$1155.00 $1375.00

Non-member Registration $1420.00 $1640.00

Young Professional Registration

Organisations or schools that purchase two full priced registrations, can bring up to two Young Professionals aged 30 or under.

$660.00 $660.00

Educator Special Registration

Schools that purchase one full priced conference registration will be eligible to receive the below educator special rate for one additional registered teacher. The registered teacher must not be a current member of LEA.

$770.00 $770.00

Student Registration

Student registration is valid for those enrolled in full-time study. ID will be required.

$550.00 $550.00

NETWORKING EVENTS

Welcome Reception Guest Ticket

One ticket to the Welcome Reception is included with all conference registrations.

$99.00 $99.00

Conference Dinner Ticket

If you would like to attend this event, you must purchase a ticket. No tickets are included within your registration fee.

$155.00 $155.00

REGISTRATION FEESRegistrations are now open for the 2022 Learning Environments Australasia conference. Early bird registration will close on Friday 1 April 2022, book & pay before this date to save on registration fees.

Please note all prices are displayed in Australian dollars and include GST. If you are having any trouble with the registration process please contact the Conference Manager, BCC Management (03) 8679 5460 or [email protected]

GENERAL INFORMATIONVenueAdelaide Convention CentreNorth Terrace, Adelaide SA 5000

Getting to the Adelaide Convention CentreAdelaide is home to an efficient, citywide transport network, including free tram travel within the City Centre.

TramThe closest tram stop is located right in front of the historic Adelaide Railway Station, which is just a two minute walk from the Centre.

Taxi/ UberPick up or drop off is from the North Terrace and Morphett Street Bridge (West Building) entrances. For guests departing the Centre, a taxi rank is located on North Terrace, right on the Centre’s doorstep.

ParkingIf you are driving to the Centre, we offer two undercover car parking options with our North Terrace and Riverbank car parks. The Riverbank car park is accessible from Morphett Street / Festival Drive.

Car parking rates and further information can be found here.

Key Locations

Adelaide Airport - 7.3km

SkyCity Adelaide - 0.6km

Adelaide Oval - 0.7km

Sofitel Adelaide - 0.85km

Oval Hotel Adelaide - 1.0km

Crowne Plaza Adelaide - 1.7km

EOS at Sky City - 0.6km

Holiday Inn Express Adelaide - 0.75km

Dietary RequirementsIf you have any dietary requirements, please detail them when you register. We require 7 days’ notice to ensure your dietary requirement can be catered for. At the conference, keep an eye out for the special diets table or ask one of the friendly venue staff for assistance.

WI-FIAll conference delegates and event attendees can access complimentary Wi-Fi whilst at the venue. Wi-Fi login details will be available via the conference app.

Program DisclaimerThe speakers, topics, and times are correct at the time of publishing. However, in the event of unforeseen circumstances, the organisers reserve the right to alter or delete items from the conference program.

Conference ManagerBCC ManagementP: +61 03 8679 5460E: [email protected]: www.bccm.com.au

Learning Environments AustralasiaP: 0457 351 520E: [email protected]: www.a4le.org.au


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