Critical

Appraisal
The British School

Pranjali Rastogi | 17AR10026

Department of Architecture and Regional Planning
IIT Kharagpur
Problem Statement

The concept of the design of The British School derived

inspiration from the school’s tagline “An International education
with an Indian Soul.” With students (in the age group of 3-18
years) from over 55 nationalities, the school’s educational
experience is primarily dependent on a holistic social and
cultural experience where students grow with exposure to
various cultures by interacting with their peers from over 66
nationalities.

The problem statement was to accommodate double the

population of the students in the existing building. The school
was already in session, and that is where the major challenge
arose. The construction of the building had to be planned
without disrupting the regular activities of the school. As the
school is located in Chanakyapuri, Central Delhi, one of the
poshest areas of the capital, surrounded by embassies and
high-security buildings, space itself was a constraint. The only
space available for construction was on the perimeter of the
existing building, posing phasing challenges in the construction
and design process in addition to the health and safety
challenges for the students and the school staff.

The building was to be designed for the harsh climate of Delhi

while also preserving the five trees present on site.

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Project

The British School (reconstructed in 2016) is an international

multi-cultural school where the architecture of the building is a
perfect amalgamation of the school’s vision for its students and
the design philosophy of Morphogenesis, creating an enriching
experience for the students. The British School is a 5-star
GRIHA rated building that speaks of top-notch climate
responsive performance in addition to the perfect balance of
the built and the unbuilt using traditional design elements.

Project name: The British School

Location: New Delhi, India
Completion date: Phase I in 2014; Phase 2 in Aug 2016
Built-up area: 2,97,000 SQFT
Site area: 5.3 acres
Client: The British School Society
Designer: Morphogenesis
Architect: Ar. Sonali Rastogi

Consultants:
• Structure: Optimal Consultants Services
• HVAC: AECOM
• Plumbing: AECOM
• Electrical: AECOM
• Fire Fighting: AECOM
• Landscape design: Design Cell
• Green consultant: TERI and Green Tree
• Acoustics/AV: I N Basu and Associates
• PMC: RRA Project Management
• Interior design: Morphogenesis and Star Infra Design
• Sustainability: Morphogenesis

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Architect
Ar. Sonali Rastogi, the Senior Partner and the Co-
Founder of the urban design studio,
Morphogenesis based in Bangalore, completed
her graduation from the School of Planning and
Architecture (New Delhi) and The Architectural
Association (London). She has a graduate diploma
in Housing and Urbanism and a second graduate
diploma in Graduate Design.

[1]

Sonali was awarded Laureate of the SIA Getz Award for Emergent
Architecture in Asia, Singapore 2014. She is a member of the Delhi Urban
Arts Commission (DUAC), RSA (Royal Society of Arts, UK), and a Fellow of
the IIA (Indian Institute of Architects). She has recently been listed among
the ten icons of the design world by the celebrated Platform Magazine.
She has lectured globally at events like The Design Leadership Summit
2014 (New York), India Design ID 2013 Symposium, GRIHA Conference
2014, Pecha Kucha (Sydney and New Delhi), Women Leaders in India
Conference & Awards.

Morphogenesis' design solutions have a deep-rooted principle of "SOUL".

S: Sustainability
Reducing consumption of resources and energy through passive
design and microclimate creation
O: Optimisation
Economically viable by reducing energy and water dependency,
with minimum reliance on mechanical means
U: Uniqueness
Celebrate identity and diversity vs. visual homogeneity, think of
building as Bazaar (place of human interaction)
L: Liveability
Mobility, security, outdoor comfort, technology, health, and well-
being ensured for end-user.

Morphogenesis has been ranked in the Top 100 Architectural Design Firms
worldwide for nine years consecutively in the UK's definitive WA100 2020
list and is the recipient of over 100+ awards, including 5 IIA Awards and
Laureates of the Singapore Institute of Architects Getz Award.

Critical Appraisal | The British School 4

Interview with the Architect

I did an interview with Ar. Sneha Sah, a member of the design

team involved in the reconstruction of The British School led by
Ar. Sonali Rastogi. Below is a summary of my interaction with
her.
1. What was the start date of the project?
• The project started in 2012.
2. How and why the initial concept was accepted or rejected,
and subsequent developmental stages and problems
faced, if any.
• The school was very compliant with the design
concept that we proposed. There were some changes
which came about while discussing with the client, but
overall there was not much deviation from the
“concept”.
• Morphogenesis follows some steps while designing
and working with a client. Concept proposal, concept
development, design development, (iterations, if any),
concept finalization, finalization of design, working
drawings.
3. Can you tell me about the Professional Payment and
submission procedure and steps followed. What were the
problems encountered? Were there any delays caused
and reasons?
• The payment is done in stages, as decided in the initial
meetings. Essentially percentages of payment is
released after completion of every stage.
4. Was the building completed as per your design and
specifications? If not, what reasons are there?
• Overall the design was agreed upon with the client.
Some minor changes could have been there but non
worth mentioning.
5. Details about M. Book and project monitoring and
management tools used
• Morphogenesis was responsible for the design
consultancy. RRA Project Management was the firm
responsible for carrying out the PMC.

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6. Were there any deviations from program schedule and
reasons and how these were resolved?
• As above
7. Conformity with building / fire / zoning / regulatory and
development codes and guidelines
• There was strict adherence to the building codes, fire
safety regulations, and all the other guidelines. The
building was also certified as a green building, 5-star
rated by GRIHA. That implies that all the guidelines
were strictly adhered to
8. Developmental stages and details of drawings used,
execution and management of project: was it done by the
architect or another team of management personals hired?
What were the problems faced? Labour supply and
interference of labour unions if, any
• The PMC contract was granted to RRA Project
Management firm.
9. Working drawings, structural and service drawings, and the
standards as per BIS, and what is actually followed in the
office?
• Cannot share the working drawings. Will be able to
share the plans, sections, and elevations.

Critical Appraisal | The British School

"Though visually disparate, the
architecture of Morphogenesis
carries a sustainable backbone and
is constantly striving to achieve an
architecture that is global as well
as Indian at the same time."
-Ar. Sonali Rastogi

Critical Appraisal | The British School 7

Site

Location: Dr Jose P Rizal Marg, Chanakyapuri, New Delhi,

Delhi 110021
Co-ordinates: 28.59, 77.18
Climate: Extreme climate. Very hot in summer (April - July)
and cold in winter (December - January). The average
temperature is 25 degree C to 45 degree C during the
summer and 22 degree C to 5o degree C during the winter..
Entries/Exits to the site: 3

THE RAILWAY OFFICER’S

ENCLAVE

THE BRITISH
SCHOOL AMERICAN EMBASSY
SCHOOL

8
 Presentation Drawings
Site Plan

[2]

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 Ground Floor Plan

[3]

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 First Floor Plan

[4]

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 Second Floor Plan

[5]

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 Third Floor Plan

[6]

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 Fourth Floor Plan

[7]

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 Fifth Floor Plan

[8]

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 Key plan for reference

[9]

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 Sections

Section-1

[10]

Section-2

[11]

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 Section-3

[12]

Section-4

[13]

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 Elevations

[14]

[15]

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Views

[18]

[16] [19]

[17] [20]

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Concept Development
The design and form development was primarily focused on
accommodating the below factors/constraints while
simultaneously integrating the design philosophy of "SOUL" by
Morphogenesis.

Factors/Constraints

Minimal Competition
disruption of amongst the
school’s day various schools
activities

Less International
constructible multi-cultural
area on the vision of the
site school

Resource Harsh Climate

optimization of New Delhi

As the classes were ongoing at the British School, the primary

concern was to minimize the disruption to the regular school
activities. This became the central factor, which led to
meticulous planning of the phasing of the construction and
incorporate the same into the design. The construction was
executed in 2 phases.

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 Phasing
Phase 1
The constructible space available was enveloping the already
existing building. So, in the phase 1 of the construction, a
perimeter block was constructed to transfer and accommodate
the daily day activities of the schools. The central existing
building was then demolished for the next phase of
construction. The perimeter block comprised of classrooms on
the first four floors, with breakout spaces scattered liberally.
The labs are on the fourth floor to prevent the classrooms from
getting heated up with direct sun exposure

[21]

Phase 2
In the Phase 2 of construction, developed on the vacated
footprint of the old building comprised of flexible modules with
four major rectangular courtyards scooped out. The bigger
spaces like auditorium, performing arts rooms, and black box
were positioned in the south side to block the glaze of the Sun
and provide shade in the internal courtyards.

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 Organization and Circulation

[22]

Critical Appraisal | The British School 23

Design Appraisal
Instead of characterless rows of classrooms, Morphogenesis
opted for a design which combined an International outlook
with a distinctive Indian personality. The architecture provides
an impactful cultural context to the learning environment which
leads to social cohesion.

Traditional Indian Spaces:

Use of local architectural devices and detailing is done liberally
throughout the design which enhance the building’s local
character.
Jalis (perforated walls)

The jali on the jacket forms a prominent part of the building

block’s visual identity. The perforations facilitate ventilation
throughout the building. This pattern of perforations is also
continued throughout the design on the verandah.

Critical Appraisal | The British School 24

Chowks (traditional courtyards)

Overall, four scaled courtyards are present that are designed

such that the majority area stays shaded throughout the year.
The thermal comfort in these outdoor areas even in the harsh
heat of Delhi is due to the large volume of blocks in the south
of the site comprising of auditorium and performing arts rooms.
These courtyards are very effective transition spaces, in
addition to providing extended learning environments.

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Chowpals (outdoor gathering spaces)
Taking inspiration from traditional outdoor gathering spaces
called chowpals, some congregation spaces are designed in
such a way that interaction and seating happens in the shade of
mature trees. Courtyards have a few mature trees which allow
this kind of a space to be formed. In addition to this, many
rooms have a spill=out space facing the perimeter of the site.

Critical Appraisal | The British School 26

Verandahs

Long verandahs were

designed as buffer
spaces to prevent
heating of the
classrooms. This in turn
decreased dependency
on mechanical means
of cooling.

Chajjas

Using the concept of chajjas, there are deeo overhanging roofs

to prevent entry to direct glare of the scorching sun inside the
rooms. The overhangs are also intricately landscaped.

Critical Appraisal | The British School 27

 Baoli (Subterranean spaces)
One of the shaded areas is a subterranean space, a stepped
amphitheater inspired by the traditional baoli. This place
becomes a pleasant hang-out spot when the temperatures
soar high.

[23]

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Breakout Spaces
Breakout spaces: Breakout spaces are semi-enclosed transition
spaces which are scattered around the school liberally and
provides a pleasant break in the otherwise monotonous row of
classrooms. This space gets ample amount of light and
ventilation and hence is a host of various activities where the
students get an outlet for their creative side and get a chance
to explore themselves and the space. Each breakout space,
although can be multi-functional, has uniquely developed its
character suitably influenced by the age group and socio-
cultural background. The space dynamically transforms in the
way it's occupied. These spaces are a response to the
multicultural nature of the school and a direct representation of
the realization of their social agenda. The diverse use and easily
adaptable nature of these spaces has also played a vital role in
optimizing the built-up area of the school.

[24]

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Passive strategies
Minimal reliance on mechanical systems was targeted. Morphogenesis
aimed to decrease percentage of air-conditioned areas in the school to
achieve this goal. With 50% of the school non-air-conditioned, the design
opted for traditional passive methods to make the non-air-conditioned
areas comfortable in the harsh climate. Passive methods were used to
optimize the energy consumption by tempering the environment created.
The combined effect of the below passive strategies significantly improves
thermal comfort and reduces the need of artificial cooling.

Building orientation

[25]

Thermal Buffering

[26]

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Shading

[27]

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Earth Sheltering and semi-outdoor spaces

[28]

Double-skin

[29]

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Bibliography
[1]-[22], [24], [25]-[29]: The British School - morphogenesis.
Morphogenesis.org. Accessed June 23, 2021.
https://www.morphogenesis.org/our-works/the-british-
school/
or obtained from Morphogenesis.
[23]: Singh R. The British School / Morphogenesis. Published
online 2017. https://www.archdaily.com/891016/the-british-
school-
morphogenesis?ad_medium=widget&ad_name=navigation-prev

Critical Appraisal | The British School 33