Suncoast Primary Precinct - Masterplan
Detailed exploration of the new Primary School Precinct Building Project.
Detailed exploration of the new Primary School Precinct Building Project.
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<strong>Primary</strong><br />
BUILD<br />
Master plan
Brief<br />
Aspiration<br />
The <strong>Suncoast</strong> Christian College <strong>Primary</strong><br />
Building is part of the first stage of the<br />
2019 College Master Plan. This project<br />
will build on the aspirations and ideas<br />
developed in the Master Plan.<br />
Extract from Master Plan -<br />
Vision & Objective Statement<br />
Buildings<br />
<strong>Suncoast</strong> is a 40-year-old community<br />
built on minimal means. The community<br />
started in a pineapple packing shed - a<br />
remnant of the prior use of the land for<br />
agriculture. The current <strong>Suncoast</strong> Church<br />
is an economical shed - a black box<br />
theatre for performance and expression<br />
of faith. Subsequent College buildings<br />
have been constructed as simple concrete<br />
block buildings of single room width<br />
for classrooms and double room width<br />
for specialty teaching spaces. These are<br />
robust structures that will endure for<br />
the future development of the College,<br />
adapting to changing teaching models<br />
and providing a useful framework for the<br />
Master Plan.<br />
<strong>Suncoast</strong> Community<br />
There is a palpable sense that <strong>Suncoast</strong> is<br />
more about the people and community<br />
than the buildings. Personal growth and<br />
creative performance feature prominently<br />
in the psyche of the community but these<br />
aspects lack expression in the physicality<br />
of the campus. The campus surrounds<br />
need to be improved to encourage<br />
and support students and be a visible<br />
expression of the community<br />
Place ― Woombye<br />
<strong>Suncoast</strong> is proudly part of Woombye and<br />
this place has influenced the College. This<br />
is a place of big infrastructure - high ways,<br />
civil works and the Big Pineapple. It is an<br />
agricultural setting - pineapple farms and<br />
fruit orchards. The hinterland topography,<br />
remnant rainforest and sub-tropical<br />
climate are an ever-present condition.<br />
The Master Plan Objective<br />
There is a natural fit between these three<br />
facets (Building, Community and Place)<br />
and the potential to create a campus<br />
that is unique to <strong>Suncoast</strong>. Continuing<br />
an ethic of minimal means, buildings<br />
will be economical, robust (physically<br />
and pedagogically), climate responsive<br />
(allowing for good natural light and<br />
ventilation), and with low environmental<br />
impact. The Master Plan will focus on the<br />
design of external spaces and landscapes<br />
to support the <strong>Suncoast</strong> community in<br />
action.<br />
The plan seeks to cultivate a<br />
Community Orchard that is visible<br />
and legible, with opportunities for:<br />
individual and collective growth,<br />
performance, learning, well-being,<br />
friendships and socialising.<br />
General Requirements<br />
Indoor<br />
• Bright, quirky, interesting spaces that<br />
invite and excite learning<br />
• Withdrawal spaces<br />
• Designed to permit supervision of all areas<br />
• Acoustic treatments and separation of<br />
teaching/learning areas<br />
• Amenities to NCC requirements can be<br />
located on one level only<br />
• Accessible and tidy storage provisions for<br />
teaching/learning materials and resources<br />
• Good natural light and ventilation<br />
• Mixed mode air conditioning to each room<br />
• Hearing augmentation to NCC<br />
requirements<br />
• PA system connected to the College’s<br />
existing PA system (which is currently<br />
being extended through the school)<br />
• Wifi throughout<br />
• Speakers/PA system throughout<br />
Outdoor<br />
• Sufficient roofed area/undercroft for play<br />
and wet weather lunch<br />
• Wayfinding signage<br />
• Speakers/PA system throughout<br />
The <strong>Suncoast</strong> Christian<br />
College <strong>Primary</strong> Building<br />
is part of the first stage<br />
of the 2019 College Master<br />
Plan. This project will<br />
build on the aspirations<br />
and ideas developed in the<br />
Master Plan.
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<strong>Primary</strong><br />
BUILD<br />
Concepts
Concept<br />
The design for the <strong>Suncoast</strong> Christian<br />
College <strong>Primary</strong> <strong>Precinct</strong> develops<br />
concepts and ideas conceived in the<br />
<strong>Suncoast</strong> 2019 Master Plan.<br />
Set in the Sunshine Coast Hinterland<br />
area of Woombye, the <strong>Suncoast</strong> campus<br />
was created with an attitude of minimum<br />
means. This attitude was perhaps an<br />
extension of agricultural architecture<br />
typical to this fruit growing area (e.g. J<br />
Block). However, it is now well engrained<br />
in the psyche of the College community<br />
which is more about the people and<br />
community than the buildings. Good<br />
buildings considered in this context are<br />
efficient, robust, and functional, whilst<br />
integrally facilitating and expressing the<br />
importance of community endeavours.<br />
The main aim of this project is to create<br />
innovative learning environments to<br />
support a co-teaching model for primary<br />
education. There are four significant<br />
opportunities, aspirations and needs<br />
that give shape to the concept of the<br />
primary school:<br />
• A building with its interior learning<br />
environment and spatial relationships<br />
as its primary concern.<br />
• An exterior that is pragmatic, efficient,<br />
robust, and climatically appropriate<br />
and responsive.<br />
• A learning environment that supports<br />
the school’s aspiration for co-teaching<br />
for primary education.<br />
• A primary school that is at once its<br />
own place while being embedded<br />
in the greater school campus as it<br />
prepares the primary students for<br />
high school.<br />
In keeping with the ideals of the<br />
Master plan, at the confluence<br />
of these lies the typology of<br />
agricultural buildings. Buildings<br />
that are robust and functional,<br />
with cultivation, growth,<br />
ecosytems, productivity and<br />
output as their main concerns.<br />
And perhaps the most fitting of<br />
these typologies is the greenhouse<br />
also commonly called a<br />
grow-house or shade-house. A<br />
pragmatic building type that<br />
filters and protects to cultivate<br />
an interior environment perfectly<br />
suited to the needs of the growing<br />
ecosystem within.<br />
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The exterior can be pragmatic,<br />
environmentally suitable and<br />
responsive, and built economically. An<br />
environmentally suitable shadehouse, a<br />
mesh-clad box, housing the delicate and<br />
vibrant ecosystem of learning within. It<br />
is protective of its occupants and creates<br />
an interior that is their own. The mesh is<br />
sheer, permitting light, air and views to<br />
and from the interior.<br />
The separation of the mesh from the<br />
facade proper enables louvred openings<br />
to be wide to maximise ventilation,<br />
without the risk of occupants falling from<br />
heights. The contemporary agricultural<br />
aesthetic of the exterior presents itself<br />
to the fields, and in this way protects the<br />
building from missed goals while also<br />
offering an opportunity to convey a sense<br />
of school spirit - something to invigorate<br />
the players defending their home turf at<br />
sporting matches.<br />
While the south side is sheltering and<br />
protective, the north side can be open,<br />
vibrant and inviting. By way of glazing,<br />
openings, colour and geometry, the<br />
building encourages a relationship with<br />
the external areas, endemic landscapes,<br />
and the existing H-Block building<br />
such that the primary school achieves<br />
cohesion, unity and identity.<br />
UNBRIDLED NATURE<br />
• wild/free<br />
• building occupants<br />
• enjoying unstructured<br />
time<br />
• playful<br />
• open<br />
• connected<br />
• forming relationships<br />
with ancient landscapes<br />
AGRICULTURE<br />
• controlled edge<br />
• formality<br />
• presentation<br />
• identity<br />
• protection<br />
• contemporary<br />
• school spirit<br />
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Hinge Point<br />
Interestingly, the length of the new building is not<br />
dissimilar to the length of the existing H-block.<br />
The main circulation and <strong>Primary</strong> Commons are located<br />
at the point where the two buildings come together, or<br />
viewed another way, ‘hinge’ open to cradle the<br />
external spaces of the primary school<br />
between them.<br />
Conceptually the new building has been hinged open to<br />
reveal its inner workings, somewhat like a doll house or<br />
ant farm, putting learning on show.<br />
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A United Whole<br />
The hinge point at the <strong>Primary</strong><br />
Commons, the social heart of the<br />
primary school, can also be the focal<br />
point. A radiating finishes scheme<br />
pervades the new and existing buildings<br />
and landscape elements.<br />
Contrary to the practical exterior, the<br />
interior can be vibrant, colourful and<br />
exciting. It is informed by, and informs<br />
H-block and the gardens and play<br />
grounds between, such that the new<br />
parts say “I am part of the whole” rather<br />
than “I am new”, and conversely, that<br />
the old parts say “I am part of the whole”<br />
rather than “I am old”.<br />
The learning environment should<br />
be playful, innovative, inspiring and<br />
nourishing. An environment that<br />
fosters a love of learning and interest,<br />
wellbeing, and cultivates student<br />
relationships with the earth, each other<br />
and their school. These qualities are<br />
consistant with <strong>Suncoast</strong>’s culture and<br />
expectations of their teaching spaces for<br />
primary school students.<br />
There are opportunitues for the<br />
finishes scheme to relate to a meta<br />
idea about cycles of nature on the<br />
seasons, stimulating awareness of and<br />
engagement with our fragile planet. This<br />
will be further explored through concept<br />
design and developed design.<br />
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Proposed Site Plan<br />
5<br />
3<br />
6<br />
3 1<br />
4<br />
2<br />
1<br />
2<br />
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Legend<br />
Proposed Building Plans ― Level 2<br />
1<br />
<strong>Primary</strong> Commons<br />
2<br />
Foyer & Reception (40.42m2)<br />
3<br />
Sick Bay (8.51m2)<br />
4<br />
Legend<br />
5<br />
Meeting Room (10.92m2)<br />
Office - Deputy Head of <strong>Primary</strong> (10.99m2)<br />
1 <strong>Primary</strong> 6 Commons Office - Head of <strong>Primary</strong> (14.18m2)<br />
2 Foyer & Reception (40.42m2)<br />
7 Print Area (5.17m2)<br />
3 Sick Bay (8.51m2)<br />
4<br />
5<br />
Meeting 8 Room Prep (10.92m2) Kitchen / Maker Space (60m2)<br />
Office 9- Deputy Prep Head Classroom of <strong>Primary</strong> 01 (80m2)<br />
(10.99m2)<br />
10 Prep Withdrawal Space 01 (7.5m2)<br />
6 Office - Head of <strong>Primary</strong> (14.18m2)<br />
7<br />
8<br />
Print 11 Area Prep (5.17m2) Classroom 02 (73m2)<br />
Prep 12 Kitchen Prep / Maker Withdrawal Space (60m2) Space 02 (7.5m2)<br />
9 Prep Classroom 01 (80m2)<br />
13 Prep Classroom 03 (74m2)<br />
10 Prep Withdrawal Space 01 (7.5m2)<br />
11 Prep 14 Classroom Prep Withdrawal 02 (73m2) Space 03 (7.8m2)<br />
12 Prep 15 Withdrawal Prep Student Space 02 Amenities (7.5m2) (16.6m2)<br />
13 Prep Classroom<br />
16 PWD Toilet<br />
03 (74m2)<br />
+ Shr + Baby Change (7.35m2)<br />
14 Prep Withdrawal Space 03 (7.8m2)<br />
17 Prep Store (13.4m2)<br />
15 Prep Student Amenities (16.6m2)<br />
16 PWD 18 Toilet Lift + Shr + Baby Change<br />
(7.35m2)<br />
19 Year 1<br />
17 Prep Store (13.4m2)<br />
19a Year 1 bag racks (75 bags over 2-3 tiers)<br />
18 Lift<br />
19 Year 20 1 Year 3<br />
19a Year 21 1 bag Year racks 6(75 bags over 2-3 tiers)<br />
20 Year 3<br />
22<br />
21 Year 6<br />
Stairs<br />
22 Stairs<br />
23 Services<br />
23 Services 24 Amenities - <strong>Primary</strong><br />
24 Amenities - <strong>Primary</strong><br />
25 Plant enclosure - H-Block<br />
25 Plant enclosure - H-Block<br />
26 New<br />
26<br />
entry<br />
New<br />
to M-Block<br />
entry<br />
(Little<br />
to M-Block<br />
Learners)<br />
(Little Learners)<br />
10<br />
12<br />
14<br />
7<br />
6<br />
2<br />
23 24<br />
21 20 19<br />
18<br />
19a<br />
1<br />
5<br />
3<br />
26<br />
25<br />
9<br />
15<br />
11<br />
8<br />
13<br />
17<br />
16<br />
4<br />
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Legend<br />
Proposed Building Plans ― Level 1<br />
1<br />
<strong>Primary</strong> Commons<br />
2 Performing Arts (71.46m2)<br />
3 Performing Arts Store (8.95m2)<br />
Administration<br />
Cleaner<br />
Community Space<br />
Creative Arts - <strong>Primary</strong><br />
4 Performing Arts Store (8.41m2)<br />
Legend<br />
5 Enrichment Office (11.15m2)<br />
1 <strong>Primary</strong> Commons 6 Pastor's Office (11.21m2)<br />
2 Performing Arts (71.46m2)<br />
7 Enrichment Support (33.25m2)<br />
3 Performing Arts Store (8.95m2)<br />
4 Performing Arts Store (8.41m2) 8 Staff Amenities - Female (14.25m2)<br />
5 Enrichment Office (11.15m2) 9 Staff Amenities - Male (12m2)<br />
6 Pastor’s Office (11.21m2)<br />
10 Staff PWD toilet (5.56m2)<br />
7 Enrichment Support (33.25m2)<br />
8 Staff Amenities - Female 11(14.25m2)<br />
Cleaner (2.39m2)<br />
9 Staff Amenities - Male (12m2)<br />
Comms & Printer (7.70m2)<br />
10 Staff PWD toilet (5.56m2)<br />
13 Staff Lunch Terrace (65.29m2)<br />
11 Cleaner (2.39m2)<br />
14 Staff Lunch Room (57.96m2)<br />
12 Comms & Printer (7.70m2)<br />
13 Staff Lunch Terrace (65.29m2) 15 Staff Lockers (8.95m2)<br />
14 Staff Lunch Room (57.96m2)<br />
16 Meeting 1 (11.63m2)<br />
17 Meeting 2 (11.63m2)<br />
17 Meeting 2 (11.63m2) 18 Meeting 3 (11.32m2)<br />
18 Meeting 3 (11.32m2) 19 Staff Breakout (45.59m2)<br />
19 Staff Breakout (45.59m2)<br />
20 Lift<br />
20 Lift<br />
21 Year 2<br />
22 Year 2<br />
23 Year 4<br />
22 Year 4<br />
24 Year 6<br />
23 Year 6<br />
24 Stairs<br />
25 Services<br />
15<br />
25<br />
Staff Lockers (8.95m2)<br />
Stairs<br />
16<br />
26<br />
Meeting 1 (11.63m2)<br />
Services<br />
GLA - Little Learners<br />
GLA - Prep<br />
GLA - <strong>Primary</strong><br />
Lift<br />
19<br />
15<br />
Makers Space<br />
Services<br />
Staff Amenities<br />
Store<br />
Student Amenities<br />
Withdrawal - <strong>Primary</strong><br />
14<br />
13<br />
9<br />
10<br />
11<br />
6<br />
3<br />
2<br />
24 24 24<br />
20<br />
23<br />
22<br />
21<br />
1<br />
18<br />
17<br />
16<br />
12<br />
8<br />
64<br />
5<br />
4<br />
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Legend<br />
1 <strong>Primary</strong> Commons<br />
Proposed Building<br />
2<br />
Plans 3 ― <strong>Primary</strong> Level play area 0<br />
4<br />
Legend<br />
<strong>Primary</strong> student lunch area<br />
Art Studio<br />
5 Cleaner<br />
1 <strong>Primary</strong><br />
6<br />
Commons<br />
Staff Showers/Toilets<br />
2 <strong>Primary</strong> student lunch area<br />
7<br />
3 <strong>Primary</strong> play Amenities area - primary female<br />
4 Art Studio 8 Amenities - primary male<br />
5 Cleaner 9 Bag Racks<br />
6 Staff Showers/Toilets<br />
10 Sports store<br />
7 Amenities - primary female<br />
8 Amenities 11 Lift - primary male<br />
9 Bag Racks 12 Entry & Stairs to classrooms<br />
10 Sports store<br />
13 Student PWD toilet<br />
11 Lift<br />
12 Entry<br />
14<br />
& Stairs Plant to classrooms<br />
13 Student 15 PWD Switchboard<br />
toilet<br />
14 Plant<br />
15 Switchboard<br />
3<br />
3<br />
12 5<br />
12<br />
2<br />
15<br />
12<br />
2<br />
3<br />
3<br />
1<br />
14 4 9 9<br />
8 6 2 9 10 6<br />
13<br />
7<br />
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Level 0 - Covered Lunch Area<br />
― Area<br />
Legend<br />
1 1 <strong>Primary</strong> <strong>Primary</strong> Commons<br />
22 <strong>Primary</strong> student lunch area area<br />
3 <strong>Primary</strong> play area<br />
3 <strong>Primary</strong> play area<br />
4 Art Studio<br />
4<br />
5<br />
Art<br />
Cleaner<br />
Studio<br />
56 Cleaner Staff Showers/Toilets<br />
67 Staff Amenities Showers/Toilets<br />
- primary female<br />
8 Amenities - primary male<br />
7 Amenities - primary female<br />
9 Student 11PWD Bag toilet Racks for 383 bags (375 required for 12 YR Entry 2-6) & Stairs to classrooms<br />
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<br />
11 Bag Racks for 383 bags (375 required for YR 2-6)<br />
14 Switchboard<br />
11b - YR 2/3 bags: 80 bags (3 tiers high); 50 YR 2 / 30 YR 3<br />
11a - YR 2/3 bags: 40 bags (3 tiers high); 25 YR 2 / 15 YR 3 15 Lift<br />
11b - YR 2/3<br />
11c<br />
bags:<br />
- YR<br />
80 bags<br />
3/4<br />
(3<br />
bags:<br />
tiers high);<br />
80 bags<br />
50 YR<br />
(3<br />
2 /<br />
tiers<br />
30 YR<br />
high);<br />
3<br />
35 YR 3 / 45 YR 4<br />
11c - YR 3/411d<br />
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<br />
11d - YR 4/511e<br />
bags: 80 bags (3 tiers high); 30 YR 4 / 50 YR 5<br />
11e - YR 5/6 bags: 103 bags (3 tiers high); 20 YR 5 / 75 YR 6<br />
12<br />
8 Amenities - primary male<br />
13 Plant<br />
9 Student PWD toilet<br />
14 Switchboard<br />
10 Sports store (1.79m wide x 1.95m deep) 15 Lift<br />
- YR 5/6 bags: 103 bags (3 tiers high); 20 YR 5 / 75 YR 6<br />
Entry & Stairs to classrooms<br />
3<br />
2<br />
14<br />
2<br />
12<br />
12<br />
12<br />
11e 11d 11c 8<br />
11b<br />
11a<br />
7<br />
2<br />
5<br />
6<br />
6<br />
2<br />
10<br />
6<br />
9<br />
1<br />
2<br />
15<br />
13<br />
4<br />
3<br />
2<br />
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<strong>Primary</strong><br />
BUILD<br />
Model Plans<br />
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Teaching & Learning<br />
Approaches<br />
Typology of teaching<br />
approaches<br />
1<br />
Teacher facilitated<br />
presentation, direct<br />
instruction or large<br />
group discussion<br />
4<br />
Collaborative/ shared<br />
learning, supported by<br />
teachers as needed<br />
2<br />
Teacher facilitated<br />
small group discussion<br />
or instruction<br />
5<br />
One-on-one<br />
instruction<br />
3<br />
Team teacher facilitated<br />
presentation, direct<br />
instruction or large<br />
group discussion<br />
6<br />
Individual<br />
learning<br />
Teacher<br />
Student
Co-Teaching Spaces<br />
Model Plan<br />
e. Co-Teaching Spaces - Model Plan<br />
Legend<br />
1<br />
Entry Stair from<br />
undercroft<br />
YEAR 6 YEAR 4 YEAR 2<br />
Legend<br />
1 Entry Stair from undercroft<br />
2 Entry doors from <strong>Primary</strong><br />
Commons<br />
3 Stage Forum<br />
4 Teaching/<br />
5 Withdrawal space<br />
separated by glazed wall<br />
6 Kitchen<br />
7 Maker Space<br />
8 Amenities<br />
9 Cleaner<br />
10 Services<br />
2<br />
3<br />
4<br />
5<br />
6<br />
7<br />
8<br />
9<br />
Entry doors from<br />
<strong>Primary</strong> Commons<br />
Stage Forum<br />
Teaching/Learning area<br />
Withdrawal space<br />
separated by glazed wall<br />
Kitchen<br />
Maker Space<br />
Amenities<br />
Cleaner<br />
10 Services<br />
1<br />
1 1<br />
7 7<br />
6<br />
4<br />
3<br />
4 4<br />
4<br />
4<br />
5<br />
3<br />
5<br />
5<br />
4<br />
LEVEL 1<br />
3<br />
4<br />
2<br />
YEAR 5<br />
YEAR 3 YEAR 1<br />
8 9 10<br />
8<br />
6 4<br />
6<br />
4<br />
4<br />
4<br />
4<br />
4<br />
7<br />
4<br />
4<br />
3<br />
5<br />
4<br />
3<br />
5<br />
5<br />
4<br />
3<br />
4<br />
LEVEL 2<br />
m3architecture <strong>Suncoast</strong> Christian College <strong>Primary</strong> School Concept Design Report 2020<br />
41<br />
0 5 10m<br />
19<br />
m3architecture | <strong>Suncoast</strong> Christian College <strong>Primary</strong> School Concept Design Report 2020<br />
Plans are subject to change without notice
Teaching approaches<br />
Fisher’s typology of teaching and learning<br />
research question: What types<br />
Subsidiary<br />
practices (2014) as a basis, and drawing on<br />
of teaching approaches occur within these<br />
the fundamental spatial settings for learning,<br />
learning environments?<br />
this study adopted a typology of six teaching<br />
Categorising styles of teaching has<br />
Co-Teaching Spaces<br />
Model Plan<br />
Home Room Scenario<br />
approaches. Figure 2 illustrates a typology<br />
Legend<br />
1 Entry Stair from undercroft<br />
been criticised of being overly prescriptive, of<br />
determined to be suitable for this goal. It<br />
not accounting for changing practices over a<br />
embraces activities ranging from whole-class<br />
period of time, and of attempting to simplify<br />
to individual-student teaching practices, not<br />
what is a very complex and fugacious practice<br />
dissimilar to the spatial typology described<br />
(Kolb & Kolb, 2005). For this study, however,<br />
earlier, and supported by further research<br />
the research question required only general<br />
that focused specifically (like this question),<br />
and not detailed nuances of<br />
perceptions<br />
on fundamental spatial settings for learning<br />
2 Entry doors from <strong>Primary</strong><br />
Commons<br />
3 Stage Forum<br />
4 Teaching/<br />
5 Withdrawal space<br />
separated by glazed wall<br />
6 Kitchen<br />
7 Maker Space<br />
8 Amenities<br />
9 Cleaner<br />
10 Services<br />
practice; the latter would be examined fully in<br />
(Cleveland et al., 2016).<br />
later stages of the project. Using Dovey and<br />
Typologies of<br />
Teaching Approach<br />
1<br />
2<br />
3<br />
4<br />
5<br />
6<br />
7<br />
8<br />
9<br />
2: Teacher facilitated small<br />
group discussion<br />
g. Co-Teaching Spaces - Model Plan - Home Room Scenario<br />
Legend<br />
Entry Stair from<br />
undercroft<br />
Entry doors from<br />
<strong>Primary</strong> Commons<br />
Stage Forum<br />
Teaching/Learning area<br />
Withdrawal space<br />
separated by glazed wall<br />
Kitchen<br />
Maker Space<br />
Amenities<br />
Cleaner<br />
10 Services<br />
1<br />
or instruction.<br />
1: Teacher facilitated<br />
presentation, direct instruction<br />
or large group discussion.<br />
1 Teacher facilitated presentation,<br />
direct instruction or large group<br />
discussion<br />
25<br />
Typologies<br />
of Teaching<br />
Approach<br />
Teacher facilitated<br />
presentation, direct<br />
instruction or large group<br />
discussion<br />
4: Collaborative/shared learning,<br />
supported by teachers<br />
as needed.<br />
3: Team teacher facilitated<br />
presentation, direct instruction<br />
or large group discussion.<br />
6<br />
LEVEL 1<br />
YEAR 6 YEAR 4<br />
YEAR 2<br />
25 25<br />
25<br />
25<br />
1<br />
1<br />
1<br />
4 4<br />
4<br />
5: One-on-one instruction. 6: Individual learning.<br />
3<br />
Figure 2: Typology of teaching approaches.<br />
13<br />
25<br />
25<br />
25<br />
25<br />
25<br />
YEAR 5<br />
25<br />
YEAR 3 YEAR 1<br />
25 25 25 8 9<br />
10<br />
8<br />
25 25<br />
7<br />
3<br />
5<br />
4<br />
4<br />
4<br />
4<br />
4<br />
5<br />
4<br />
4<br />
7<br />
3<br />
5<br />
3<br />
4<br />
6 4<br />
6<br />
5<br />
5<br />
4<br />
7<br />
4<br />
4<br />
5<br />
3<br />
4<br />
3<br />
4<br />
4<br />
4<br />
2<br />
Students<br />
LEVEL 2<br />
25<br />
25<br />
25<br />
m3architecture <strong>Suncoast</strong> Christian College <strong>Primary</strong> School Concept Design Report 2020<br />
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m3architecture | <strong>Suncoast</strong> Christian College <strong>Primary</strong> School Concept Design Report 2020<br />
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20
Teaching approaches<br />
Fisher’s typology of teaching and learning<br />
research question: What types<br />
Subsidiary<br />
practices (2014) as a basis, and drawing on<br />
of teaching approaches occur within these<br />
the fundamental spatial settings for learning,<br />
learning environments?<br />
this study adopted a typology of six teaching<br />
Categorising styles of teaching has<br />
approaches. Figure 2 illustrates a typology<br />
Co-Teaching Spaces<br />
Model Plan<br />
Year Level Briefing<br />
Scenario<br />
Legend<br />
1 Entry Stair from undercroft<br />
2 Entry doors from <strong>Primary</strong><br />
Commons<br />
been criticised of being overly prescriptive, of<br />
determined to be suitable for this goal. It<br />
not accounting for changing practices over a<br />
embraces activities ranging from whole-class<br />
period of time, and of attempting to simplify<br />
to individual-student teaching practices, not<br />
what is a very complex and fugacious practice<br />
dissimilar to the spatial typology described<br />
(Kolb & Kolb, 2005). For this study, however,<br />
earlier, and supported by further research<br />
3 Stage Forum<br />
4 Teaching/<br />
the research question required only general<br />
that focused specifically (like this question),<br />
and not detailed nuances of<br />
perceptions<br />
on fundamental spatial settings for learning<br />
5 Withdrawal space<br />
separated by glazed wall<br />
6 Kitchen<br />
7 Maker Space<br />
8 Amenities<br />
9 Cleaner<br />
10 Services<br />
practice; the latter would be examined fully in<br />
(Cleveland et al., 2016).<br />
later stages of the project. Using Dovey and<br />
Typologies of<br />
Teaching Approach<br />
1<br />
2<br />
3<br />
4<br />
5<br />
6<br />
7<br />
8<br />
9<br />
2: Teacher facilitated small<br />
group discussion<br />
g. Co-Teaching Spaces - Model Plan - Year Level Briefing Scenario<br />
Legend<br />
Entry Stair from<br />
undercroft<br />
Entry doors from<br />
<strong>Primary</strong> Commons<br />
Stage Forum<br />
Teaching/Learning area<br />
Withdrawal space<br />
separated by glazed wall<br />
Kitchen<br />
Maker Space<br />
Amenities<br />
Cleaner<br />
10 Services<br />
1<br />
or instruction.<br />
1: Teacher facilitated<br />
presentation, direct instruction<br />
or large group discussion.<br />
1 Teacher facilitated presentation,<br />
direct instruction or large group<br />
discussion.<br />
Typologies<br />
of Teaching<br />
Approach<br />
Teacher facilitated<br />
presentation, direct<br />
instruction or large group<br />
discussion<br />
4: Collaborative/shared learning,<br />
supported by teachers<br />
as needed.<br />
3: Team teacher facilitated<br />
presentation, direct instruction<br />
or large group discussion.<br />
6<br />
LEVEL 1<br />
5: One-on-one instruction. 6: Individual learning.<br />
YEAR 6 YEAR 4<br />
YEAR 2<br />
3<br />
Figure 2: Typology of teaching approaches.<br />
YEAR 5<br />
1<br />
1 +75<br />
1<br />
4 4<br />
4<br />
7<br />
4<br />
13<br />
+75 +75<br />
75<br />
75<br />
75<br />
3<br />
5<br />
4<br />
4<br />
4<br />
4<br />
5<br />
4<br />
4<br />
7 7<br />
3<br />
5<br />
YEAR 3 YEAR 1<br />
8 9 10<br />
8<br />
3<br />
1 1<br />
4<br />
6 4<br />
6<br />
5 5<br />
4<br />
4<br />
4<br />
5<br />
3<br />
4<br />
3<br />
4<br />
4<br />
4<br />
2<br />
75<br />
Students<br />
LEVEL 2<br />
+75<br />
+75<br />
+75<br />
75<br />
75<br />
75<br />
m3architecture <strong>Suncoast</strong> Christian College <strong>Primary</strong> School Concept Design Report 2020<br />
44<br />
0 5 10m<br />
21<br />
m3architecture | <strong>Suncoast</strong> Christian College <strong>Primary</strong> School Concept Design Report 2020<br />
Plans are subject to change without notice
Teaching approaches<br />
Fisher’s typology of teaching and learning<br />
research question: What types<br />
Subsidiary<br />
practices (2014) as a basis, and drawing on<br />
of teaching approaches occur within these<br />
the fundamental spatial settings for learning,<br />
learning environments?<br />
this study adopted a typology of six teaching<br />
Categorising styles of teaching has<br />
approaches. Figure 2 illustrates a typology<br />
Co-Teaching Spaces<br />
Model Plan<br />
Stage Briefing Scenario<br />
Legend<br />
1 Entry Stair from undercroft<br />
2 Entry doors from <strong>Primary</strong><br />
Commons<br />
3 Stage Forum<br />
4 Teaching/<br />
5 Withdrawal space<br />
separated by glazed wall<br />
6 Kitchen<br />
7 Maker Space<br />
8 Amenities<br />
9 Cleaner<br />
10 Services<br />
been criticised of being overly prescriptive, of<br />
determined to be suitable for this goal. It<br />
not accounting for changing practices over a<br />
embraces activities ranging from whole-class<br />
period of time, and of attempting to simplify<br />
to individual-student teaching practices, not<br />
what is a very complex and fugacious practice<br />
dissimilar to the spatial typology described<br />
(Kolb & Kolb, 2005). For this study, however,<br />
earlier, and supported by further research<br />
the research question required only general<br />
that focused specifically (like this question),<br />
and not detailed nuances of<br />
Typologies of<br />
Teaching Approach<br />
perceptions<br />
on fundamental spatial settings for learning<br />
practice; the latter would be examined fully in<br />
(Cleveland et al., 2016).<br />
later stages of the project. Using Dovey and<br />
1 Teacher facilitated presentation,<br />
direct instruction or large group<br />
discussion.<br />
1<br />
2<br />
3<br />
4<br />
5<br />
6<br />
7<br />
8<br />
9<br />
2: Teacher facilitated small<br />
group discussion<br />
g. Co-Teaching Spaces - Model Plan - Stage Briefing Scenario<br />
Legend<br />
Entry Stair from<br />
undercroft<br />
Entry doors from<br />
<strong>Primary</strong> Commons<br />
Stage Forum<br />
Teaching/Learning area<br />
Withdrawal space<br />
separated by glazed wall<br />
Kitchen<br />
Maker Space<br />
Amenities<br />
Cleaner<br />
10 Services<br />
1<br />
or instruction.<br />
1: Teacher facilitated<br />
presentation, direct instruction<br />
or large group discussion.<br />
Typologies<br />
of Teaching<br />
Approach<br />
Teacher facilitated<br />
presentation, direct<br />
instruction or large group<br />
discussion<br />
4: Collaborative/shared learning,<br />
supported by teachers<br />
as needed.<br />
3: Team teacher facilitated<br />
presentation, direct instruction<br />
or large group discussion.<br />
6<br />
LEVEL 1<br />
5: One-on-one instruction. 6: Individual learning.<br />
YEAR 6 YEAR 4<br />
YEAR 2<br />
3<br />
1<br />
1<br />
150<br />
1<br />
4 4<br />
4<br />
7<br />
4<br />
150 150<br />
Figure 2: Typology of teaching approaches.<br />
YEAR 5<br />
3<br />
5<br />
13<br />
4<br />
4<br />
4<br />
4<br />
5<br />
4<br />
4<br />
7 7<br />
3<br />
5<br />
YEAR 3 YEAR 1<br />
8 9<br />
10<br />
8<br />
3<br />
1 1<br />
4<br />
6 4<br />
6<br />
5 5<br />
4<br />
4<br />
4<br />
5<br />
3<br />
4<br />
3<br />
4<br />
4<br />
4<br />
2<br />
150<br />
Students<br />
LEVEL 2<br />
150<br />
150<br />
150<br />
m3architecture <strong>Suncoast</strong> Christian College <strong>Primary</strong> School Concept Design Report 2020<br />
45<br />
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m3architecture | <strong>Suncoast</strong> Christian College <strong>Primary</strong> School Concept Design Report 2020<br />
Plans are subject to change without notice<br />
22
earlier, and supported by further research<br />
2: Teacher facilitated small<br />
group discussion<br />
or instruction.<br />
that focused specifically (like this question),<br />
2: Teacher facilitated small<br />
group discussion<br />
or instruction.<br />
Teacher e research facilitated question required only general<br />
tation, direct instruction<br />
erceptions ge group discussion. and not detailed nuances of<br />
on fundamental spatial settings for learning<br />
1: Teacher facilitated<br />
presentation, direct instruction<br />
or large group discussion.<br />
ractice; the latter would be examined fully in<br />
(Cleveland et al., 2016).<br />
Co-Teaching Spaces<br />
Model Plan<br />
Group Work Scenario<br />
6 Kitchen<br />
7 Maker Space<br />
8 Amenities<br />
9 Cleaner<br />
10 Services<br />
Typologies of<br />
Teaching Approach<br />
23<br />
g. Co-Teaching Spaces - Model Plan - Group Work Scenario<br />
Legend<br />
Teaching approaches<br />
1 Entry Stair from<br />
Teaching approaches Subsidiary research undercroft question: What types Fisher’s typology of teaching and YEAR learning 6 25<br />
YEAR 4<br />
25 YEAR 2<br />
Subsidiary research question: What<br />
of teaching<br />
types<br />
approaches Fisher’s 2 Entry typology occur within<br />
doors from of teaching these and<br />
practices 12<br />
learning<br />
(2014) as a basis, and drawing on<br />
1<br />
+25<br />
1 1<br />
+10<br />
of teaching approaches occur within<br />
learning<br />
these<br />
environments? practices <strong>Primary</strong> (2014) Commons as a basis, and drawing<br />
the fundamental<br />
on<br />
spatial settings for learning,<br />
learning environments?<br />
the 3 Stage fundamental Forumspatial settings for<br />
this<br />
learning,<br />
study adopted a typology of six teaching<br />
7 7<br />
Categorising styles of teaching has<br />
Legend<br />
this<br />
Categorising styles of teaching has 4 Teaching/Learning<br />
study adopted a typology<br />
area<br />
of six<br />
approaches.<br />
teaching<br />
Figure 2 illustrates 6 a typology<br />
been criticised of being overly prescriptive, of<br />
approaches. Figure 2 illustrates a<br />
determined<br />
typology<br />
to be suitable for this goal. It<br />
been criticised 1 Entry of being Stair overly from prescriptive,<br />
not accounting<br />
undercroft<br />
for 5 changing Withdrawal practices space over a<br />
determined not accounting for changing practices over a<br />
separated to be by suitable glazed wall for this<br />
embraces<br />
goal. It<br />
activities ranging from whole-class<br />
period of time, and of attempting to simplify<br />
4<br />
+25<br />
4<br />
2 Entry doors from <strong>Primary</strong> embraces activities ranging from whole-class<br />
to individual-student teaching practices, not<br />
period of time, and of attempting<br />
what<br />
to simplify<br />
is a very complex 6 Kitchen and fugacious practice<br />
12<br />
Commons<br />
to individual-student teaching practices,<br />
dissimilar<br />
not<br />
to the spatial typology described<br />
what is a very complex and fugacious<br />
(Kolb<br />
practice<br />
& Kolb, 2005). For this study, however,<br />
7 Maker Space<br />
3 Stage Forum<br />
dissimilar to the spatial typology<br />
earlier,<br />
described<br />
and supported by further research<br />
(Kolb & Kolb, 2005). For this study,<br />
the<br />
however,<br />
research question required only general<br />
3<br />
earlier, 8 Amenities<br />
and supported by further<br />
that<br />
research<br />
focused specifically (like this question),<br />
4 Teaching/<br />
the research question required only<br />
perceptions<br />
general<br />
and not detailed nuances of 12<br />
4<br />
that 9 Cleaner focused specifically (like this<br />
on<br />
question),<br />
fundamental spatial settings for learning<br />
4<br />
4<br />
+6<br />
4 4<br />
perceptions 5 Withdrawal and not detailed space nuances<br />
practice;<br />
of<br />
the latter would be examined fully in<br />
10 on Services fundamental spatial settings for<br />
(Cleveland<br />
learning<br />
et al., 2016).<br />
5<br />
practice; the separated latter would be by examined glazed<br />
later<br />
fully<br />
stages<br />
wall in<br />
of the project. Using Dovey and<br />
(Cleveland et al., 2016).<br />
3<br />
5<br />
later stages of the project. Using Dovey and<br />
4<br />
3<br />
5<br />
ter stages of the project. Using Dovey and<br />
2: Teacher facilitated small<br />
group discussion<br />
or instruction.<br />
1: Teacher facilitated<br />
presentation, direct instruction<br />
or large group discussion.<br />
3: Team teacher facilitated<br />
presentation, direct instruction<br />
or large group discussion.<br />
1: Teacher facilitated<br />
presentation, direct instruction<br />
2: or Teacher Approach<br />
large group facilitated discussion. small<br />
group discussion<br />
2 Teacher<br />
or instruction.<br />
facilitated small<br />
group discussion or<br />
instruction.<br />
LEVEL 1<br />
m3architecture <strong>Suncoast</strong> Christian College <strong>Primary</strong> School Concept Design Report 2020<br />
m3architecture | <strong>Suncoast</strong> Christian College <strong>Primary</strong> School Concept Design Report 2020<br />
Plans are subject to change without notice<br />
+6 +6<br />
+25<br />
12 25<br />
25<br />
12 25 12<br />
+25 12<br />
YEAR 5<br />
25<br />
12<br />
3 Team teacher facilitated<br />
3: presentation, Team teacher facilitated direct 4: Collaborative/shared learning,<br />
presentation, instruction direct or instruction large group supported by teachers<br />
4: Collaborative/shared or large group discussion. learning,<br />
as needed.<br />
7<br />
supported discussion. by teachers<br />
as needed.<br />
4 Collaborative/shared<br />
facilitated 5: One-on-one instruction. 6: Individual learning.<br />
4<br />
4<br />
learning, supported by<br />
+4<br />
5: One-on-one presentation, instruction. direct 6: teachers Individual as learning. needed.<br />
3<br />
4 Collaborative/ 5 One-on-one instruction.<br />
shared learning,<br />
supported by 6 Individual learning.<br />
teachers as needed<br />
Figure 2: Typology of teaching approaches.<br />
1: Teacher facilitated<br />
presentation, direct instruction<br />
or large group discussion.<br />
2 Teacher facilitated<br />
small group<br />
discussion or<br />
instruction<br />
4: Collaborative/shared learning,<br />
supported by teachers<br />
as needed.<br />
3: Team teacher facilitated<br />
presentation, direct instruction<br />
or large group discussion.<br />
4: Collaborative/shared learning,<br />
supported by teachers<br />
as needed.<br />
am teacher facilitated<br />
tation, direct instruction<br />
ge group discussion.<br />
3 Team teacher<br />
4: Collaborative/shared learning,<br />
supported by teachers<br />
as needed.<br />
Figure 2: Typology of teaching approaches.<br />
3: Team teacher facilitated<br />
presentation, direct instruction<br />
or large group discussion.<br />
e-on-one instruction. 6: Individual learning.<br />
5: One-on-one instruction. 6: Individual learning.<br />
instruction or large<br />
group discussion<br />
5 One-on-one<br />
instruction<br />
6 Individual learning<br />
Typologies<br />
of Teaching<br />
logy of teaching approaches.<br />
Figure 2: Typology of teaching approaches.<br />
5: One-on-one instruction. 6: Individual learning.<br />
13<br />
13<br />
2: Teacher facilitated small<br />
group discussion<br />
or instruction.<br />
LEVEL 2<br />
Figure 2: Typology of teaching approaches.<br />
13<br />
Students<br />
+4<br />
4<br />
4<br />
+25<br />
5<br />
4<br />
4<br />
YEAR 3 YEAR 1<br />
25 12 +8<br />
+8<br />
46<br />
+4<br />
+4<br />
6<br />
12 +8 +8<br />
12 25<br />
8 9 10<br />
8<br />
3<br />
+4 +4<br />
5 5<br />
+4 +4<br />
+4 +2<br />
+4<br />
+4<br />
13<br />
25 +12<br />
75 12 25 75<br />
12<br />
12 +12<br />
25<br />
13<br />
+4<br />
4<br />
+6 +6<br />
6<br />
4<br />
4<br />
4<br />
+4<br />
3<br />
+4<br />
12 25<br />
4<br />
2<br />
0 5 10m
Co-Teaching Spaces<br />
Model Plan<br />
Storage Allowances<br />
Legend<br />
5<br />
1 Entry Stair from undercroft<br />
2 Entry doors from <strong>Primary</strong><br />
6<br />
Commons<br />
7<br />
3 Stage Forum<br />
4 Teaching/<br />
5 Withdrawal space<br />
separated by glazed wall<br />
6 Kitchen<br />
7 Maker Space<br />
8 Amenities<br />
9 Cleaner<br />
10 Services<br />
Storage Totals<br />
Stage 1<br />
YEAR 1<br />
Bags: 75<br />
Tubs: 78<br />
Shelving: up to 105m<br />
YEAR 2<br />
Bags: 75<br />
Tubs: 78<br />
Shelving: up to 156m<br />
SHELVING TOTAL 261m<br />
Stage 2<br />
YEAR 3<br />
Bags: 75<br />
Tubs: 78<br />
Shelving: up to 124m<br />
YEAR 4<br />
Bags: 75<br />
Tubs: 78<br />
Shelving: up to 143m<br />
SHELVING TOTAL 267m<br />
1<br />
2<br />
3<br />
4<br />
8<br />
9<br />
h. Co-Teaching Spaces - Model Plan - Storage allowances<br />
Legend<br />
Entry Stair from<br />
undercroft<br />
Entry doors from<br />
<strong>Primary</strong> Commons<br />
Stage Forum<br />
Teaching/Learning area<br />
Withdrawal space<br />
separated by glazed wall<br />
Kitchen<br />
Maker Space<br />
Amenities<br />
Cleaner<br />
10 Services<br />
Storage Totals<br />
Stage 1<br />
YEAR 1<br />
Bags: 75<br />
Tubs: 78<br />
Shelving: up to 105m<br />
YEAR 2<br />
Bags: 75<br />
Tubs: 78<br />
Shelving: up to 156m<br />
Stage 3SHELVING TOTAL 261m<br />
YEAR 5 Stage 2<br />
Bags: 75YEAR 3<br />
Tubs: 78Bags: 75<br />
Shelving: Tubs: up to 78126m<br />
Shelving: up to 124m<br />
YEAR 6 YEAR 4<br />
Bags: 75Bags: 75<br />
Tubs: 78Tubs: 78<br />
Shelving: Shelving: up to 160m up to 143m<br />
SHELVING SHELVING TOTAL 286m TOTAL 267m<br />
Stage 3<br />
YEAR 5<br />
Bags: 75<br />
Tubs: 78<br />
Shelving: up to 126m<br />
YEAR 6<br />
Bags: 75<br />
Tubs: 78<br />
Shelving: up to 160m<br />
SHELVING TOTAL 286m<br />
bench (shelves<br />
under)<br />
6<br />
bench (shelves under)<br />
full height<br />
storage<br />
4<br />
LEVEL 1<br />
storage under<br />
bench seat<br />
bench (shelves<br />
under)<br />
full height<br />
storage<br />
storage under<br />
bench seat<br />
bag rack<br />
bag rack<br />
full height<br />
storage<br />
benches (shelves under)<br />
bag rack with<br />
storage over<br />
m3architecture <strong>Suncoast</strong> Christian College <strong>Primary</strong> School Concept Design Report 2020<br />
7<br />
LEVEL 2<br />
YEAR 6 YEAR 4 YEAR 2<br />
3<br />
YEAR 5<br />
3<br />
bins<br />
bins<br />
storage under<br />
bench seat<br />
storage under<br />
bench seat<br />
full height<br />
storage<br />
bag rack with<br />
storage over<br />
full height<br />
storage<br />
benches<br />
(shelves under)<br />
full height<br />
storage<br />
full height<br />
storage<br />
storage under<br />
bench seat<br />
benches<br />
(shelves under)<br />
storage under<br />
bench seat<br />
47<br />
full height<br />
storage<br />
storage under<br />
bench seat<br />
bag racks<br />
bag racks<br />
under stair<br />
full height<br />
storage<br />
storage under<br />
bench seat<br />
benches<br />
(shelves under)<br />
1<br />
1 1<br />
5<br />
4<br />
4<br />
4<br />
4<br />
4<br />
4<br />
4<br />
5<br />
4<br />
4<br />
7 7<br />
3<br />
5<br />
full height<br />
storage<br />
storage under<br />
bench seat<br />
full height<br />
storage<br />
storage under<br />
bench seat<br />
full height storage<br />
benches<br />
(shelves under)<br />
full height<br />
storage<br />
bag rack bins<br />
bag rack bins<br />
3<br />
4<br />
YEAR 3 YEAR 1<br />
10 9<br />
8<br />
6 4<br />
6<br />
5<br />
5<br />
4<br />
4<br />
4<br />
5<br />
3<br />
3<br />
bins<br />
bag racks<br />
storage under<br />
bench seat<br />
4<br />
4<br />
storage under<br />
bench seat<br />
bag rack<br />
4<br />
2<br />
0 5 10m<br />
m3architecture | <strong>Suncoast</strong> Christian College <strong>Primary</strong> School Concept Design Report 2020<br />
Plans are subject to change without notice<br />
24
<strong>Primary</strong><br />
BUILD<br />
Facade Development<br />
m3architecture | <strong>Suncoast</strong> Christian College <strong>Primary</strong> School Concept Design Report 2020<br />
Plans are subject to change without notice<br />
26
Facade Development<br />
South Facade<br />
The large southern screen holds opportunities for signage<br />
and marketing for <strong>Suncoast</strong> with its audience being the high<br />
numbers of drivers frequenting Nambour Connection Road<br />
and also visitors using the school fields.<br />
In order to be effective in its message, the southern facade<br />
and screen aim to speak to the characteristics particular<br />
to <strong>Suncoast</strong> that are unique and extraordinary. <strong>Suncoast</strong><br />
takes pride in its community, fostering compassion and<br />
motivation among the students through safe, nurturing and<br />
stimulating environments.<br />
This motivation is strongly supported by the<br />
forwardthinking and largely unique pedagogical teamteaching<br />
approach to <strong>Primary</strong>, which has resulted in unique<br />
and exciting building planning and sectional relationships -<br />
arguably the most exciting aspects of the design.<br />
The presentation of the facade and screen therefore strives<br />
to express the inner workings and spatial relationships as a<br />
primary marketing opportunity for the college. The section<br />
is expressed through the facade underlining the dynamic<br />
learning environment within.<br />
Sandycoloured cladding relates to the coloured concrete<br />
terrain of the commons and undercroft, such that the terrain<br />
appears to rise up through the undercroft, art room and into<br />
the upper levels of the building as ‘mountains’. A two storey<br />
glass facade surrounds the mountainous terrain presenting<br />
the internal learning environment as a scene or diarama.<br />
27<br />
m3architecture | <strong>Suncoast</strong> Christian College <strong>Primary</strong> School Concept Design Report 2020<br />
Plans are subject to change without notice
Windows to the Interior<br />
The screen itself also holds pattern and meaning. Discs<br />
clipped to the screen in hexagonal arrangements create<br />
‘windows’ to the interior. Hexagons are found in other parts<br />
of the project planning and also relate to the geometries<br />
of the screen mesh itself and geomtries found in nature.<br />
The size of the hexagonal windows relate to the size of the<br />
groups within and frame views inwards and out.<br />
m3architecture | <strong>Suncoast</strong> Christian College <strong>Primary</strong> School Concept Design Report 2020<br />
Plans are subject to change without notice<br />
28
South Facade<br />
View from the Nambour Connection Road.<br />
Over page<br />
South Facade<br />
Oblique afternoon view.<br />
29<br />
m3architecture | <strong>Suncoast</strong> Christian College <strong>Primary</strong> School Concept Design Report 2020<br />
Plans are subject to change without notice
m3architecture | <strong>Suncoast</strong> Christian College <strong>Primary</strong> School Concept Design Report 2020<br />
Plans are subject to change without notice<br />
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31<br />
m3architecture | <strong>Suncoast</strong> Christian College <strong>Primary</strong> School Concept Design Report 2020<br />
Plans are subject to change without notice
School Signage<br />
The school ethos is at the heart of the primary school and<br />
pedagogical idealogies and it seems fitting for the name<br />
of the school to reside in alignment with the heart of the<br />
larger mountain form. The name of the school is made up of<br />
similar clip-on discs in an arrangement 14m long x 3m high<br />
such that is visible from a distance.<br />
Patterning<br />
Discs clip onto the mesh facade to create the patterning and<br />
signage. The overarching pattern picks up on the diagonal<br />
grid of the screen and hexagonal frames with a four-dot<br />
diamond-shaped or cruciform motif. Repeated across the<br />
screen where the mountain forms are not, it generates the<br />
atmosphere or sky in the scene. The pattern holds religious<br />
subtleties, with the overarching reading aiming to be<br />
geometrical, delicate and joyful.<br />
m3architecture | <strong>Suncoast</strong> Christian College <strong>Primary</strong> School Concept Design Report 2020<br />
Plans are subject to change without notice<br />
32
South Facade<br />
Late afternoon view.<br />
North Facade<br />
The northern facade builds on the themes set up by the<br />
southern facade, working to emphasive the building section.<br />
Glassy entry stairs reveal the colourful seasonal entries,<br />
with the stepping solidity of the stair bases building on the<br />
ideas of mountainous terrains. The fibre cement cladding to<br />
levels 1 and 2 is painted in a tealy-grey colour similar to the<br />
colour-backed glass on the south side, drawing the facades<br />
together into a cohesive material palette for the whole<br />
building.<br />
33<br />
m3architecture | <strong>Suncoast</strong> Christian College <strong>Primary</strong> School Concept Design Report 2020<br />
Plans are subject to change without notice
m3architecture | <strong>Suncoast</strong> Christian College <strong>Primary</strong> School Concept Design Report 2020<br />
Plans are subject to change without notice<br />
34
North Facade<br />
View to Autumn and Winter entry stairs.<br />
North Facade<br />
View along terrace with Winter stair<br />
entry in the foreground.<br />
35<br />
m3architecture | <strong>Suncoast</strong> Christian College <strong>Primary</strong> School Concept Design Report 2020<br />
Plans are subject to change without notice
m3architecture | <strong>Suncoast</strong> Christian College <strong>Primary</strong> School Concept Design Report 2020<br />
Plans are subject to change without notice<br />
36
<strong>Primary</strong> Commons & Little Learners Entry<br />
Perspective View - Looking down<br />
into Commons from Entry<br />
<strong>Primary</strong> Commons &<br />
Little Learners Entry<br />
Perspective View - Looking down into<br />
Commons from Entry<br />
37<br />
m3architecture | <strong>Suncoast</strong> Christian College <strong>Primary</strong> School Concept Design Report 2020<br />
Plans are subject to change without notice
<strong>Primary</strong> Commons & Little Learners Entry<br />
Perspective View - Looking down<br />
into Commons from Level 2<br />
walkway<br />
<strong>Primary</strong> Commons &<br />
Little Learners Entry<br />
Perspective View - Looking down<br />
into Commons from Level 2 walkway<br />
m3architecture | <strong>Suncoast</strong> Christian College <strong>Primary</strong> School Concept Design Report 2020<br />
Plans are subject to change without notice<br />
38
<strong>Primary</strong> Commons &<br />
Little Learners Entry<br />
Perspective View - Looking down into<br />
Commons from Entry<br />
m3architecture <strong>Suncoast</strong> Christian College <strong>Primary</strong> School Developed Design Report 2020<br />
39<br />
m3architecture | <strong>Suncoast</strong> Christian College <strong>Primary</strong> School Concept Design Report 2020<br />
Plans are subject to change without notice
<strong>Primary</strong> Commons &<br />
Little Learners Entry<br />
Perspective View - Looking down<br />
into Commons from Level 2 walkway<br />
m3architecture <strong>Suncoast</strong> Christian College <strong>Primary</strong> School Developed Design Report 2020<br />
m3architecture | <strong>Suncoast</strong> Christian College <strong>Primary</strong> School Concept Design Report 2020<br />
Plans are subject to change without notice<br />
40
<strong>Primary</strong> Commons &<br />
Little Learners Entry<br />
Perspective View - Looking down into Commons from Entry<br />
m3architecture <strong>Suncoast</strong> Christian College <strong>Primary</strong> School Developed Design Report 2020<br />
41<br />
m3architecture | <strong>Suncoast</strong> Christian College <strong>Primary</strong> School Concept Design Report 2020<br />
Plans are subject to change without notice
<strong>Primary</strong> Commons &<br />
Little Learners Entry<br />
Perspective View - Looking down<br />
into Commons from Entry<br />
m3architecture <strong>Suncoast</strong> Christian College <strong>Primary</strong> School Developed Design Report 2020<br />
m3architecture | <strong>Suncoast</strong> Christian College <strong>Primary</strong> School Concept Design Report 2020<br />
Plans are subject to change without notice<br />
42