SIK-Holz_Schulhof_2016_en
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08<br />
<strong>SIK</strong>-<strong>Holz</strong>® › G<strong>en</strong>eral Planning Structure<br />
G<strong>en</strong>eral Planning Structure<br />
The schoolyard begins at the exit door<br />
The division of school yards into functional areas has<br />
proved its worth. These functional areas do not necessarily<br />
need to be distributed equally across the schoolyard.<br />
The size, form and topography as well as the materials<br />
used dep<strong>en</strong>d on the way in which the space is used.<br />
Att<strong>en</strong>tion should be paid to the g<strong>en</strong>der-specific needs in<br />
some functional areas.<br />
natural<br />
area<br />
creative<br />
area<br />
retreat<br />
area<br />
The <strong>en</strong>trance area of a school can also be a meeting<br />
point within a neighbourhood. Information about the<br />
school, about public ev<strong>en</strong>ts in the school or in the neighbourhood<br />
should be displayed here in an inviting manner.<br />
This creates a networking function for the school<br />
and improves acceptance within a neighbourhood. The<br />
<strong>en</strong>trance area is also a waiting place for stud<strong>en</strong>ts and<br />
par<strong>en</strong>ts. Covered seating as well as small play and movem<strong>en</strong>t<br />
opportunities can make the waiting more pleasant.<br />
Dep<strong>en</strong>ding on the school size and the number of schoolchildr<strong>en</strong>,<br />
the play and movem<strong>en</strong>t area takes up the<br />
largest part of the schoolyard. Natural elem<strong>en</strong>ts, such as<br />
slopes and valleys, can also play a role in inviting physical<br />
activity. Playground equipm<strong>en</strong>t is also important in<br />
this area. Childr<strong>en</strong> like both traditional as well as modern<br />
variation of playing and use objects and spaces in very varied<br />
ways. It is crucial to offer a diverse and well-balanced<br />
range of play and movem<strong>en</strong>t in this area.<br />
In the nature area childr<strong>en</strong> have the opportunity to<br />
experi<strong>en</strong>ce and understand nature. It is more important<br />
than ever to give the childr<strong>en</strong> a chance during their school<br />
day to get to know the interactive dep<strong>en</strong>d<strong>en</strong>cies betwe<strong>en</strong><br />
plant and animal world and thus to develop a s<strong>en</strong>se of<br />
responsibility for the <strong>en</strong>vironm<strong>en</strong>t.<br />
Elem<strong>en</strong>ts for retreat areas should be located in calm<br />
places in the schoolyard. By recessing, raising or planting<br />
around these areas, places of rest are automatically created.<br />
However, they can also deliberately interrupt a larger<br />
area, thus lowering the pace within this area.<br />
The creative area is particularly important at all-day<br />
schools. These include, in particular, areas where one can<br />
play creatively and imaginatively with the elem<strong>en</strong>ts of<br />
sand and water in the afternoon. Wood and small stones<br />
for building should be available in this area, too. It is also<br />
possible to set up an outdoor workshop, if possible in the<br />
communication<br />
area<br />
scool building<br />
play and movem<strong>en</strong>t<br />
area<br />
vicinity of a shed or a storage room for tools and materials.<br />
It can provide opportunities for crafts and arts, either<br />
on a daily or project basis.<br />
Communication areas always form where small or large<br />
groups can sit, stand or lean. Particularly wide stair steps<br />
also facilitate this.<br />
The sports area should not only be used for sports<br />
lessons, but should also be available during breaks and<br />
especially at all-day schools in the afternoon. The classic<br />
sports stadium is not necessary for this. It makes s<strong>en</strong>se<br />
to have several smaller areas (e.g. football, volleyball or<br />
basketball). In these areas, manageable groups with the<br />
same int<strong>en</strong>tions and interests oft<strong>en</strong> meet. In addition, the<br />
ori<strong>en</strong>tation in a smaller room is easier and the change to a<br />
differ<strong>en</strong>t game is possible more quickly.<br />
Account wh<strong>en</strong> planning DIN EN 1176 »Playground equipm<strong>en</strong>ts«<br />
and DIN EN 1177 »sPlayground flors«.<br />
<strong>en</strong>trance<br />
sport<br />
area<br />
gymnasium<br />
bicycles