Suncoast Primary Precinct - Masterplan

Primary 

BUILD 

Master plan

Brief 

Aspiration 

The Suncoast Christian College Primary 

Building is part of the first stage of the 

2019 College Master Plan. This project 

will build on the aspirations and ideas 

developed in the Master Plan. 

Extract from Master Plan - 

Vision & Objective Statement 

Buildings 

Suncoast is a 40-year-old community 

built on minimal means. The community 

started in a pineapple packing shed - a 

remnant of the prior use of the land for 

agriculture. The current Suncoast Church 

is an economical shed - a black box 

theatre for performance and expression 

of faith. Subsequent College buildings 

have been constructed as simple concrete 

block buildings of single room width 

for classrooms and double room width 

for specialty teaching spaces. These are 

robust structures that will endure for 

the future development of the College, 

adapting to changing teaching models 

and providing a useful framework for the 

Master Plan. 

Suncoast Community 

There is a palpable sense that Suncoast is 

more about the people and community 

than the buildings. Personal growth and 

creative performance feature prominently 

in the psyche of the community but these 

aspects lack expression in the physicality 

of the campus. The campus surrounds 

need to be improved to encourage 

and support students and be a visible 

expression of the community 

Place ― Woombye 

Suncoast is proudly part of Woombye and 

this place has influenced the College. This 

is a place of big infrastructure - high ways, 

civil works and the Big Pineapple. It is an 

agricultural setting - pineapple farms and 

fruit orchards. The hinterland topography, 

remnant rainforest and sub-tropical 

climate are an ever-present condition. 

The Master Plan Objective 

There is a natural fit between these three 

facets (Building, Community and Place) 

and the potential to create a campus 

that is unique to Suncoast. Continuing 

an ethic of minimal means, buildings 

will be economical, robust (physically 

and pedagogically), climate responsive 

(allowing for good natural light and 

ventilation), and with low environmental 

impact. The Master Plan will focus on the 

design of external spaces and landscapes 

to support the Suncoast community in 

action. 

The plan seeks to cultivate a 

Community Orchard that is visible 

and legible, with opportunities for: 

individual and collective growth, 

performance, learning, well-being, 

friendships and socialising. 

General Requirements 

Indoor 

• Bright, quirky, interesting spaces that 

invite and excite learning 

• Withdrawal spaces 

• Designed to permit supervision of all areas 

• Acoustic treatments and separation of 

teaching/learning areas 

• Amenities to NCC requirements can be 

located on one level only 

• Accessible and tidy storage provisions for 

teaching/learning materials and resources 

• Good natural light and ventilation 

• Mixed mode air conditioning to each room 

• Hearing augmentation to NCC 

requirements 

• PA system connected to the College’s 

existing PA system (which is currently 

being extended through the school) 

• Wifi throughout 

• Speakers/PA system throughout 

Outdoor 

• Sufficient roofed area/undercroft for play 

and wet weather lunch 

• Wayfinding signage 

• Speakers/PA system throughout 

The Suncoast Christian 

College Primary Building 

is part of the first stage 

of the 2019 College Master 

Plan. This project will 

build on the aspirations 

and ideas developed in the 

Master Plan.

3 

m3architecture | Suncoast Christian College Primary School Concept Design Report 2020 

Plans are subject to change without notice


BUILD 

Concepts

Concept 

The design for the Suncoast Christian 

College Primary Precinct develops 

concepts and ideas conceived in the 

Suncoast 2019 Master Plan. 

Set in the Sunshine Coast Hinterland 

area of Woombye, the Suncoast campus 

was created with an attitude of minimum 

means. This attitude was perhaps an 

extension of agricultural architecture 

typical to this fruit growing area (e.g. J 

Block). However, it is now well engrained 

in the psyche of the College community 

which is more about the people and 

community than the buildings. Good 

buildings considered in this context are 

efficient, robust, and functional, whilst 

integrally facilitating and expressing the 

importance of community endeavours. 

The main aim of this project is to create 

innovative learning environments to 

support a co-teaching model for primary 

education. There are four significant 

opportunities, aspirations and needs 

that give shape to the concept of the 

primary school: 

• A building with its interior learning 

environment and spatial relationships 

as its primary concern. 

• An exterior that is pragmatic, efficient, 

robust, and climatically appropriate 

and responsive. 

• A learning environment that supports 

the school’s aspiration for co-teaching 

for primary education. 

• A primary school that is at once its 

own place while being embedded 

in the greater school campus as it 

prepares the primary students for 

high school. 

In keeping with the ideals of the 

Master plan, at the confluence 

of these lies the typology of 

agricultural buildings. Buildings 

that are robust and functional, 

with cultivation, growth, 

ecosytems, productivity and 

output as their main concerns. 

And perhaps the most fitting of 

these typologies is the greenhouse 

also commonly called a 

grow-house or shade-house. A 

pragmatic building type that 

filters and protects to cultivate 

an interior environment perfectly 

suited to the needs of the growing 

ecosystem within. 

5 



The exterior can be pragmatic, 

environmentally suitable and 

responsive, and built economically. An 

environmentally suitable shadehouse, a 

mesh-clad box, housing the delicate and 

vibrant ecosystem of learning within. It 

is protective of its occupants and creates 

an interior that is their own. The mesh is 

sheer, permitting light, air and views to 

and from the interior. 

The separation of the mesh from the 

facade proper enables louvred openings 

to be wide to maximise ventilation, 

without the risk of occupants falling from 

heights. The contemporary agricultural 

aesthetic of the exterior presents itself 

to the fields, and in this way protects the 

building from missed goals while also 

offering an opportunity to convey a sense 

of school spirit - something to invigorate 

the players defending their home turf at 

sporting matches. 

While the south side is sheltering and 

protective, the north side can be open, 

vibrant and inviting. By way of glazing, 

openings, colour and geometry, the 

building encourages a relationship with 

the external areas, endemic landscapes, 

and the existing H-Block building 

such that the primary school achieves 

cohesion, unity and identity. 

UNBRIDLED NATURE 

• wild/free 

• building occupants 

• enjoying unstructured 

time 

• playful 

• open 

• connected 

• forming relationships 

with ancient landscapes 

AGRICULTURE 

• controlled edge 

• formality 

• presentation 

• identity 

• protection 

• contemporary 

• school spirit 


Plans are subject to change without notice 

6

7 



Hinge Point 

Interestingly, the length of the new building is not 

dissimilar to the length of the existing H-block. 

The main circulation and Primary Commons are located 

at the point where the two buildings come together, or 

viewed another way, ‘hinge’ open to cradle the 

external spaces of the primary school 

between them. 

Conceptually the new building has been hinged open to 

reveal its inner workings, somewhat like a doll house or 

ant farm, putting learning on show. 

0 25 



8

A United Whole 

The hinge point at the Primary 

Commons, the social heart of the 

primary school, can also be the focal 

point. A radiating finishes scheme 

pervades the new and existing buildings 

and landscape elements. 

Contrary to the practical exterior, the 

interior can be vibrant, colourful and 

exciting. It is informed by, and informs 

H-block and the gardens and play 

grounds between, such that the new 

parts say “I am part of the whole” rather 

than “I am new”, and conversely, that 

the old parts say “I am part of the whole” 

rather than “I am old”. 

The learning environment should 

be playful, innovative, inspiring and 

nourishing. An environment that 

fosters a love of learning and interest, 

wellbeing, and cultivates student 

relationships with the earth, each other 

and their school. These qualities are 

consistant with Suncoast’s culture and 

expectations of their teaching spaces for 

primary school students. 

There are opportunitues for the 

finishes scheme to relate to a meta 

idea about cycles of nature on the 

seasons, stimulating awareness of and 

engagement with our fragile planet. This 

will be further explored through concept 

design and developed design. 

0 25 

9 



Proposed Site Plan 

5 

3 

6 

3 1 

4 

2 

1 

2 

0 50 



10

Legend 

Proposed Building Plans ― Level 2 

1 

Primary Commons 

2 

Foyer & Reception (40.42m2) 

3 

Sick Bay (8.51m2) 

4 

Legend 

5 

Meeting Room (10.92m2) 

Office - Deputy Head of Primary (10.99m2) 

1 Primary 6 Commons Office - Head of Primary (14.18m2) 

2 Foyer & Reception (40.42m2) 

7 Print Area (5.17m2) 

3 Sick Bay (8.51m2) 

4 

5 

Meeting 8 Room Prep (10.92m2) Kitchen / Maker Space (60m2) 

Office 9- Deputy Prep Head Classroom of Primary 01 (80m2) 

(10.99m2) 

10 Prep Withdrawal Space 01 (7.5m2) 

6 Office - Head of Primary (14.18m2) 

7 

8 

Print 11 Area Prep (5.17m2) Classroom 02 (73m2) 

Prep 12 Kitchen Prep / Maker Withdrawal Space (60m2) Space 02 (7.5m2) 

9 Prep Classroom 01 (80m2) 

13 Prep Classroom 03 (74m2) 


11 Prep 14 Classroom Prep Withdrawal 02 (73m2) Space 03 (7.8m2) 

12 Prep 15 Withdrawal Prep Student Space 02 Amenities (7.5m2) (16.6m2) 

13 Prep Classroom 

16 PWD Toilet 

03 (74m2) 

+ Shr + Baby Change (7.35m2) 


17 Prep Store (13.4m2) 

15 Prep Student Amenities (16.6m2) 

16 PWD 18 Toilet Lift + Shr + Baby Change 

(7.35m2) 

19 Year 1 

17 Prep Store (13.4m2) 

19a Year 1 bag racks (75 bags over 2-3 tiers) 

18 Lift 

19 Year 20 1 Year 3 

19a Year 21 1 bag Year racks 6(75 bags over 2-3 tiers) 

20 Year 3 

22 

21 Year 6 

Stairs 

22 Stairs 

23 Services 

23 Services 24 Amenities - Primary 

24 Amenities - Primary 

25 Plant enclosure - H-Block 

25 Plant enclosure - H-Block 

26 New 

26 

entry 

New 

to M-Block 

entry 

(Little 

to M-Block 

Learners) 

(Little Learners) 

10 

12 

14 

7 

6 

2 

23 24 

21 20 19 

18 

19a 

1 

5 

3 

26 

25 

9 

15 

11 

8 

13 

17 

16 

4 

m3architecture Suncoast Christian College Primary School Developed Design Report 2020 

0 25 

11 



Legend 

Proposed Building Plans ― Level 1 

1 


2 Performing Arts (71.46m2) 

3 Performing Arts Store (8.95m2) 

Administration 

Cleaner 

Community Space 

Creative Arts - Primary 


Legend 

5 Enrichment Office (11.15m2) 

1 Primary Commons 6 Pastor's Office (11.21m2) 

2 Performing Arts (71.46m2) 

7 Enrichment Support (33.25m2) 


4 Performing Arts Store (8.41m2) 8 Staff Amenities - Female (14.25m2) 

5 Enrichment Office (11.15m2) 9 Staff Amenities - Male (12m2) 

6 Pastor’s Office (11.21m2) 

10 Staff PWD toilet (5.56m2) 

7 Enrichment Support (33.25m2) 

8 Staff Amenities - Female 11(14.25m2) 

Cleaner (2.39m2) 

9 Staff Amenities - Male (12m2) 

Comms & Printer (7.70m2) 

10 Staff PWD toilet (5.56m2) 

13 Staff Lunch Terrace (65.29m2) 

11 Cleaner (2.39m2) 

14 Staff Lunch Room (57.96m2) 

12 Comms & Printer (7.70m2) 

13 Staff Lunch Terrace (65.29m2) 15 Staff Lockers (8.95m2) 

14 Staff Lunch Room (57.96m2) 

16 Meeting 1 (11.63m2) 

17 Meeting 2 (11.63m2) 

17 Meeting 2 (11.63m2) 18 Meeting 3 (11.32m2) 

18 Meeting 3 (11.32m2) 19 Staff Breakout (45.59m2) 

19 Staff Breakout (45.59m2) 

20 Lift 

20 Lift 

21 Year 2 

22 Year 2 

23 Year 4 

22 Year 4 

24 Year 6 

23 Year 6 

24 Stairs 

25 Services 

15 

25 

Staff Lockers (8.95m2) 

Stairs 

16 

26 

Meeting 1 (11.63m2) 

Services 

GLA - Little Learners 

GLA - Prep 

GLA - Primary 

Lift 

19 

15 

Makers Space 

Services 

Staff Amenities 

Store 

Student Amenities 

Withdrawal - Primary 

14 

13 

9 

10 

11 

6 

3 

2 

24 24 24 

20 

23 

22 

21 

1 

18 

17 

16 

12 

8 

64 

5 

4 

m3architecture Suncoast Christian College Primary School Concept Design Report 2020 

39 

0 25 



12

Legend 

1 Primary Commons 

Proposed Building 

2 

Plans 3 ― Primary Level play area 0 

4 

Legend 

Primary student lunch area 

Art Studio 

5 Cleaner 

1 Primary 

6 

Commons 

Staff Showers/Toilets 

2 Primary student lunch area 

7 

3 Primary play Amenities area - primary female 

4 Art Studio 8 Amenities - primary male 

5 Cleaner 9 Bag Racks 

6 Staff Showers/Toilets 

10 Sports store 

7 Amenities - primary female 

8 Amenities 11 Lift - primary male 

9 Bag Racks 12 Entry & Stairs to classrooms 

10 Sports store 

13 Student PWD toilet 

11 Lift 

12 Entry 

14 

& Stairs Plant to classrooms 

13 Student 15 PWD Switchboard 

toilet 

14 Plant 

15 Switchboard 

3 

3 

12 5 

12 

2 

15 

12 

2 

3 

3 

1 

14 4 9 9 

8 6 2 9 10 6 

13 

7 

11 


44 

0 25 

13 



Level 0 - Covered Lunch Area 

― Area 

Legend 

1 1 Primary Primary Commons 

22 Primary student lunch area area 

3 Primary play area 

3 Primary play area 

4 Art Studio 

4 

5 

Art 

Cleaner 

Studio 

56 Cleaner Staff Showers/Toilets 

67 Staff Amenities Showers/Toilets 

- primary female 

8 Amenities - primary male 

7 Amenities - primary female 

9 Student 11PWD Bag toilet Racks for 383 bags (375 required for 12 YR Entry 2-6) & Stairs to classrooms 

10 Sports 11a store - (1.79m YR 2/3 wide bags: x 1.95m 40 bags deep) (3 tiers high); 25 13 YR 2 Plant / 15 YR 3 

11 Bag Racks for 383 bags (375 required for YR 2-6) 


11b - YR 2/3 bags: 80 bags (3 tiers high); 50 YR 2 / 30 YR 3 

11a - YR 2/3 bags: 40 bags (3 tiers high); 25 YR 2 / 15 YR 3 15 Lift 

11b - YR 2/3 

11c 

bags: 

- YR 

80 bags 

3/4 

(3 

bags: 

tiers high); 

80 bags 

50 YR 

(3 

2 / 

tiers 

30 YR 

high); 

3 

35 YR 3 / 45 YR 4 

11c - YR 3/411d 

bags: - YR 80 bags 4/5 (3 bags: tiers high); 80 bags 35 YR (33 / tiers 45 YR high); 4 30 YR 4 / 50 YR 5 

11d - YR 4/511e 

bags: 80 bags (3 tiers high); 30 YR 4 / 50 YR 5 

11e - YR 5/6 bags: 103 bags (3 tiers high); 20 YR 5 / 75 YR 6 

12 

8 Amenities - primary male 

13 Plant 

9 Student PWD toilet 


10 Sports store (1.79m wide x 1.95m deep) 15 Lift 

- YR 5/6 bags: 103 bags (3 tiers high); 20 YR 5 / 75 YR 6 

Entry & Stairs to classrooms 

3 

2 

14 

2 

12 

12 

12 

11e 11d 11c 8 

11b 

11a 

7 

2 

5 

6 

6 

2 

10 

6 

9 

1 

2 

15 

13 

4 

3 

2 



14

15 




BUILD 

Model Plans 



16

Teaching & Learning 

Approaches 

Typology of teaching 

approaches 

1 

Teacher facilitated 

presentation, direct 

instruction or large 

group discussion 

4 

Collaborative/ shared 

learning, supported by 

teachers as needed 

2 


small group discussion 

or instruction 

5 

One-on-one 

instruction 

3 

Team teacher facilitated 




6 

Individual 

learning 

Teacher 

Student

Co-Teaching Spaces 

Model Plan 

e. Co-Teaching Spaces - Model Plan 

Legend 

1 

Entry Stair from 

undercroft 

YEAR 6 YEAR 4 YEAR 2 

Legend 

1 Entry Stair from undercroft 

2 Entry doors from Primary 

Commons 

3 Stage Forum 

4 Teaching/ 

5 Withdrawal space 

separated by glazed wall 

6 Kitchen 

7 Maker Space 

8 Amenities 

9 Cleaner 

10 Services 

2 

3 

4 

5 

6 

7 

8 

9 

Entry doors from 


Stage Forum 

Teaching/Learning area 

Withdrawal space 


Kitchen 

Maker Space 

Amenities 

Cleaner 

10 Services 

1 

1 1 

7 7 

6 

4 

3 

4 4 

4 

4 

5 

3 

5 

5 

4 

LEVEL 1 

3 

4 

2 

YEAR 5 

YEAR 3 YEAR 1 

8 9 10 

8 

6 4 

6 

4 

4 

4 

4 

4 

7 

4 

4 

3 

5 

4 

3 

5 

5 

4 

3 

4 

LEVEL 2 


41 

0 5 10m 

19 



Teaching approaches 

Fisher’s typology of teaching and learning 

research question: What types 

Subsidiary 

practices (2014) as a basis, and drawing on 

of teaching approaches occur within these 

the fundamental spatial settings for learning, 

learning environments? 

this study adopted a typology of six teaching 

Categorising styles of teaching has 


Model Plan 

Home Room Scenario 

approaches. Figure 2 illustrates a typology 

Legend 


been criticised of being overly prescriptive, of 

determined to be suitable for this goal. It 

not accounting for changing practices over a 

embraces activities ranging from whole-class 

period of time, and of attempting to simplify 

to individual-student teaching practices, not 

what is a very complex and fugacious practice 

dissimilar to the spatial typology described 

(Kolb & Kolb, 2005). For this study, however, 

earlier, and supported by further research 

the research question required only general 

that focused specifically (like this question), 

and not detailed nuances of 

perceptions 

on fundamental spatial settings for learning 


Commons 

3 Stage Forum 

4 Teaching/ 



6 Kitchen 

7 Maker Space 

8 Amenities 

9 Cleaner 

10 Services 

practice; the latter would be examined fully in 

(Cleveland et al., 2016). 

later stages of the project. Using Dovey and 

Typologies of 

Teaching Approach 

1 

2 

3 

4 

5 

6 

7 

8 

9 

2: Teacher facilitated small 


g. Co-Teaching Spaces - Model Plan - Home Room Scenario 

Legend 


undercroft 



Stage Forum 




Kitchen 

Maker Space 

Amenities 

Cleaner 

10 Services 

1 

or instruction. 

1: Teacher facilitated 

presentation, direct instruction 

or large group discussion. 

1 Teacher facilitated presentation, 

direct instruction or large group 

discussion 

25 

Typologies 

of Teaching 

Approach 



instruction or large group 

discussion 

4: Collaborative/shared learning, 

supported by teachers 

as needed. 

3: Team teacher facilitated 



6 

LEVEL 1 

YEAR 6 YEAR 4 

YEAR 2 

25 25 

25 

25 

1 

1 

1 

4 4 

4 

5: One-on-one instruction. 6: Individual learning. 

3 

Figure 2: Typology of teaching approaches. 

13 

25 

25 

25 

25 

25 

YEAR 5 

25 

YEAR 3 YEAR 1 

25 25 25 8 9 

10 

8 

25 25 

7 

3 

5 

4 

4 

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4 

4 

5 

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5 

5 

4 

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4 

4 

5 

3 

4 

3 

4 

4 

4 

2 

Students 

LEVEL 2 

25 

25 

25 


43 

0 5 10m 



20




Subsidiary 









Model Plan 

Year Level Briefing 

Scenario 

Legend 



Commons 











3 Stage Forum 

4 Teaching/ 




perceptions 




6 Kitchen 

7 Maker Space 

8 Amenities 

9 Cleaner 

10 Services 




Typologies of 


1 

2 

3 

4 

5 

6 

7 

8 

9 



g. Co-Teaching Spaces - Model Plan - Year Level Briefing Scenario 

Legend 


undercroft 



Stage Forum 




Kitchen 

Maker Space 

Amenities 

Cleaner 

10 Services 

1 







discussion. 

Typologies 

of Teaching 

Approach 




discussion 



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6 

LEVEL 1 


YEAR 6 YEAR 4 

YEAR 2 

3 


YEAR 5 

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1 +75 

1 

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4 

7 

4 

13 

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75 

75 

75 

3 

5 

4 

4 

4 

4 

5 

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4 

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3 

5 

YEAR 3 YEAR 1 

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8 

3 

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4 

6 4 

6 

5 5 

4 

4 

4 

5 

3 

4 

3 

4 

4 

4 

2 

75 

Students 

LEVEL 2 

+75 

+75 

+75 

75 

75 

75 


44 

0 5 10m 

21 






Subsidiary 









Model Plan 

Stage Briefing Scenario 

Legend 



Commons 

3 Stage Forum 

4 Teaching/ 



6 Kitchen 

7 Maker Space 

8 Amenities 

9 Cleaner 

10 Services 














Typologies of 


perceptions 







discussion. 

1 

2 

3 

4 

5 

6 

7 

8 

9 



g. Co-Teaching Spaces - Model Plan - Stage Briefing Scenario 

Legend 


undercroft 



Stage Forum 




Kitchen 

Maker Space 

Amenities 

Cleaner 

10 Services 

1 





Typologies 

of Teaching 

Approach 




discussion 



as needed. 




6 

LEVEL 1 


YEAR 6 YEAR 4 

YEAR 2 

3 

1 

1 

150 

1 

4 4 

4 

7 

4 

150 150 


YEAR 5 

3 

5 

13 

4 

4 

4 

4 

5 

4 

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3 

5 

YEAR 3 YEAR 1 

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8 

3 

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4 

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6 

5 5 

4 

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4 

5 

3 

4 

3 

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45 

0 5 10m 



22









Teacher e research facilitated question required only general 

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Model Plan 

Group Work Scenario 

6 Kitchen 

7 Maker Space 

8 Amenities 

9 Cleaner 

10 Services 

Typologies of 


23 

g. Co-Teaching Spaces - Model Plan - Group Work Scenario 

Legend 


1 Entry Stair from 

Teaching approaches Subsidiary research undercroft question: What types Fisher’s typology of teaching and YEAR learning 6 25 

YEAR 4 

25 YEAR 2 

Subsidiary research question: What 

of teaching 

types 

approaches Fisher’s 2 Entry typology occur within 

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1 

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7 7 


Legend 

this 

Categorising styles of teaching has 4 Teaching/Learning 

study adopted a typology 

area 

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approaches. 

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Figure 2 illustrates 6 a typology 


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12 

Commons 

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(Kolb 

practice 

& Kolb, 2005). For this study, however, 

7 Maker Space 

3 Stage Forum 

dissimilar to the spatial typology 

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and supported by further research 

(Kolb & Kolb, 2005). For this study, 

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however, 

research question required only general 

3 

earlier, 8 Amenities 

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2: or Teacher Approach 

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2 Teacher 


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LEVEL 1 




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+25 

12 25 

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12 25 12 

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YEAR 5 

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3: presentation, Team teacher facilitated direct 4: Collaborative/shared learning, 

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7 

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Typologies 

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13 

13 




LEVEL 2 


13 

Students 

+4 

4 

4 

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4 

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YEAR 3 YEAR 1 

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13 

+4 

4 

+6 +6 

6 

4 

4 

4 

+4 

3 

+4 

12 25 

4 

2 

0 5 10m


Model Plan 

Storage Allowances 

Legend 

5 



6 

Commons 

7 

3 Stage Forum 

4 Teaching/ 



6 Kitchen 

7 Maker Space 

8 Amenities 

9 Cleaner 

10 Services 

Storage Totals 

Stage 1 

YEAR 1 

Bags: 75 

Tubs: 78 

Shelving: up to 105m 

YEAR 2 

Bags: 75 

Tubs: 78 


SHELVING TOTAL 261m 

Stage 2 

YEAR 3 

Bags: 75 

Tubs: 78 


YEAR 4 

Bags: 75 

Tubs: 78 



1 

2 

3 

4 

8 

9 

h. Co-Teaching Spaces - Model Plan - Storage allowances 

Legend 


undercroft 



Stage Forum 




Kitchen 

Maker Space 

Amenities 

Cleaner 

10 Services 

Storage Totals 

Stage 1 

YEAR 1 

Bags: 75 

Tubs: 78 


YEAR 2 

Bags: 75 

Tubs: 78 


Stage 3SHELVING TOTAL 261m 

YEAR 5 Stage 2 

Bags: 75YEAR 3 

Tubs: 78Bags: 75 

Shelving: Tubs: up to 78126m 


YEAR 6 YEAR 4 

Bags: 75Bags: 75 

Tubs: 78Tubs: 78 

Shelving: Shelving: up to 160m up to 143m 

SHELVING SHELVING TOTAL 286m TOTAL 267m 

Stage 3 

YEAR 5 

Bags: 75 

Tubs: 78 


YEAR 6 

Bags: 75 

Tubs: 78 



bench (shelves 

under) 

6 

bench (shelves under) 

full height 

storage 

4 

LEVEL 1 

storage under 

bench seat 

bench (shelves 

under) 

full height 

storage 

storage under 

bench seat 

bag rack 

bag rack 

full height 

storage 

benches (shelves under) 

bag rack with 

storage over 


7 

LEVEL 2 

YEAR 6 YEAR 4 YEAR 2 

3 

YEAR 5 

3 

bins 

bins 

storage under 

bench seat 

storage under 

bench seat 

full height 

storage 

bag rack with 

storage over 

full height 

storage 

benches 

(shelves under) 

full height 

storage 

full height 

storage 

storage under 

bench seat 

benches 


storage under 

bench seat 

47 

full height 

storage 

storage under 

bench seat 

bag racks 

bag racks 

under stair 

full height 

storage 

storage under 

bench seat 

benches 


1 

1 1 

5 

4 

4 

4 

4 

4 

4 

4 

5 

4 

4 

7 7 

3 

5 

full height 

storage 

storage under 

bench seat 

full height 

storage 

storage under 

bench seat 

full height storage 

benches 


full height 

storage 

bag rack bins 

bag rack bins 

3 

4 

YEAR 3 YEAR 1 

10 9 

8 

6 4 

6 

5 

5 

4 

4 

4 

5 

3 

3 

bins 

bag racks 

storage under 

bench seat 

4 

4 

storage under 

bench seat 

bag rack 

4 

2 

0 5 10m 



24


BUILD 

Facade Development 



26

Facade Development 

South Facade 

The large southern screen holds opportunities for signage 

and marketing for Suncoast with its audience being the high 

numbers of drivers frequenting Nambour Connection Road 

and also visitors using the school fields. 

In order to be effective in its message, the southern facade 

and screen aim to speak to the characteristics particular 

to Suncoast that are unique and extraordinary. Suncoast 

takes pride in its community, fostering compassion and 

motivation among the students through safe, nurturing and 

stimulating environments. 

This motivation is strongly supported by the 

forwardthinking and largely unique pedagogical teamteaching 

approach to Primary, which has resulted in unique 

and exciting building planning and sectional relationships - 

arguably the most exciting aspects of the design. 

The presentation of the facade and screen therefore strives 

to express the inner workings and spatial relationships as a 

primary marketing opportunity for the college. The section 

is expressed through the facade underlining the dynamic 

learning environment within. 

Sandycoloured cladding relates to the coloured concrete 

terrain of the commons and undercroft, such that the terrain 

appears to rise up through the undercroft, art room and into 

the upper levels of the building as ‘mountains’. A two storey 

glass facade surrounds the mountainous terrain presenting 

the internal learning environment as a scene or diarama. 

27 



Windows to the Interior 

The screen itself also holds pattern and meaning. Discs 

clipped to the screen in hexagonal arrangements create 

‘windows’ to the interior. Hexagons are found in other parts 

of the project planning and also relate to the geometries 

of the screen mesh itself and geomtries found in nature. 

The size of the hexagonal windows relate to the size of the 

groups within and frame views inwards and out. 



28

South Facade 

View from the Nambour Connection Road. 

Over page 

South Facade 

Oblique afternoon view. 

29 





30

31 



School Signage 

The school ethos is at the heart of the primary school and 

pedagogical idealogies and it seems fitting for the name 

of the school to reside in alignment with the heart of the 

larger mountain form. The name of the school is made up of 

similar clip-on discs in an arrangement 14m long x 3m high 

such that is visible from a distance. 

Patterning 

Discs clip onto the mesh facade to create the patterning and 

signage. The overarching pattern picks up on the diagonal 

grid of the screen and hexagonal frames with a four-dot 

diamond-shaped or cruciform motif. Repeated across the 

screen where the mountain forms are not, it generates the 

atmosphere or sky in the scene. The pattern holds religious 

subtleties, with the overarching reading aiming to be 

geometrical, delicate and joyful. 



32

South Facade 

Late afternoon view. 

North Facade 

The northern facade builds on the themes set up by the 

southern facade, working to emphasive the building section. 

Glassy entry stairs reveal the colourful seasonal entries, 

with the stepping solidity of the stair bases building on the 

ideas of mountainous terrains. The fibre cement cladding to 

levels 1 and 2 is painted in a tealy-grey colour similar to the 

colour-backed glass on the south side, drawing the facades 

together into a cohesive material palette for the whole 

building. 

33 





34

North Facade 

View to Autumn and Winter entry stairs. 

North Facade 

View along terrace with Winter stair 

entry in the foreground. 

35 





36

Primary Commons & Little Learners Entry 

Perspective View - Looking down 

into Commons from Entry 

Primary Commons & 

Little Learners Entry 

Perspective View - Looking down into 

Commons from Entry 

37 



Primary Commons & Little Learners Entry 


into Commons from Level 2 

walkway 




into Commons from Level 2 walkway 



38



Perspective View - Looking down into 

Commons from Entry 


39 






into Commons from Level 2 walkway 




40



Perspective View - Looking down into Commons from Entry 


41 






into Commons from Entry 




42

Suncoast Primary Precinct - Masterplan

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