Policy Press
Seven School design
Abstract
There is no doubt whatever about the influence of architecture and structure upon human character and action. We shape our buildings, and afterwards our buildings shape us. (Winston S. Churchill)
If you want to study learning, the last place to look is in the school. (Jean Lave)
School buildings have, over the last 20 years or more, been badly neglected. It has been easy to divert scarce resources to other priorities – leaking roofs, planned repainting and refurbishment, new buildings and so on – as these can always be postponed for another year or two. Eventually, as now, however, these matters can no longer be deferred. The question is, will the opportunity created by the massive, multi-billion pounds building programme over the next few years be used to redesign schools for the future? If lifelong learning means access to learning opportunities for everyone, anytime, anywhere, does this not entail a radical reappraisal of the school and the way it is designed? Or will, as so often in the past, architects design schools in line with their own sad stereotypes of what a school should look like, with little reference to those who use schools?
The outlook is brighter than it has been. At all levels, including officials in the DfES, there are people who are determined not to let this unique opportunity slip away. David Miliband, the minister for school standards, has established a ‘Building Schools for the Future’ programme by which 12 exemplar designs, six primary and six secondary, are being commissioned. The problem is that there remains uncertainty and disagreement about what exactly schools of the 21st century are for.
Abstract
There is no doubt whatever about the influence of architecture and structure upon human character and action. We shape our buildings, and afterwards our buildings shape us. (Winston S. Churchill)
If you want to study learning, the last place to look is in the school. (Jean Lave)
School buildings have, over the last 20 years or more, been badly neglected. It has been easy to divert scarce resources to other priorities – leaking roofs, planned repainting and refurbishment, new buildings and so on – as these can always be postponed for another year or two. Eventually, as now, however, these matters can no longer be deferred. The question is, will the opportunity created by the massive, multi-billion pounds building programme over the next few years be used to redesign schools for the future? If lifelong learning means access to learning opportunities for everyone, anytime, anywhere, does this not entail a radical reappraisal of the school and the way it is designed? Or will, as so often in the past, architects design schools in line with their own sad stereotypes of what a school should look like, with little reference to those who use schools?
The outlook is brighter than it has been. At all levels, including officials in the DfES, there are people who are determined not to let this unique opportunity slip away. David Miliband, the minister for school standards, has established a ‘Building Schools for the Future’ programme by which 12 exemplar designs, six primary and six secondary, are being commissioned. The problem is that there remains uncertainty and disagreement about what exactly schools of the 21st century are for.
Chapters in this book
- Front Matter i
- Contents iii
- Foreword v
- Acknowledgements viii
- Introduction 1
- Curriculum 5
- Assessment 15
- Pedagogy 25
- Advice and guidance 35
- Information, communication and learning technologies 45
- School design 55
- Innovation 65
- The teaching profession 75
- Leadership 81
- Firm foundations 91
- Sources and suggestions 101
- Participants in the seminars 105
- Index 107
Chapters in this book
- Front Matter i
- Contents iii
- Foreword v
- Acknowledgements viii
- Introduction 1
- Curriculum 5
- Assessment 15
- Pedagogy 25
- Advice and guidance 35
- Information, communication and learning technologies 45
- School design 55
- Innovation 65
- The teaching profession 75
- Leadership 81
- Firm foundations 91
- Sources and suggestions 101
- Participants in the seminars 105
- Index 107
