Report on Designing Primary School

REPORT ON DESIGNING PRIMARY

SCHOOL
DESIGN STUDIO III

SUBMITTED BY: SUBMITTED TO:

GROUP - A DEPARTMENT OF ARCHITECTURE,IOE
HITESH THAPA(CHI076BAR010)
ISHMRITI GAIRE(CHI076BAR011)
SUCHANA SHARMA(CHI076BAR021)
SULOCHANA DHAKAL(CHI076BAR024)
Date-2078/04/04

IOE, Department of Architecture

 Report on Designing Primary School

Table of Contents
1. Introduction ............................................................................................................................................................1
1.1 Types of school.................................................................................................................................................1
1.2 Education in Nepal ...........................................................................................................................................1
1.3 Importance of Schooling ..................................................................................................................................1
2. Literature Review ...................................................................................................................................................2
2.1 Functional Aspects ...........................................................................................................................................2
2.2 Basic Anthropometry........................................................................................................................................3
2.3 Design considerations for different components of school ..............................................................................4
2.3.1 Entrance .....................................................................................................................................................4
2.3.2 Parking.......................................................................................................................................................4
2.3.3 Administration Area ..................................................................................................................................6
2.3.4 Academic Area ....................................................................................................................................... 10
2.3.5 Recreational Area ................................................................................................................................... 15
2.3.6 Service Area ........................................................................................................................................... 17
2.4 Rule of Thumb............................................................................................................................................... 19
3. Case Study ........................................................................................................................................................... 21
3.1 Study 1 ........................................................................................................................................................... 21
3.2 Study 2 ........................................................................................................................................................... 27
3.3 Study 3 ........................................................................................................................................................... 32
3.3 Conclusion ..................................................................................................................................................... 36

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1. Introduction
A school is an educational institution designed to provide learning spaces and learning environments for
the teaching of students under the direction of teachers. Most countries have systems of formal
education, which is sometimes compulsory. In these systems, students’ progress through a series of
schools.
In 1779, Johann Friedrich Oberlin and Louise Scheppler founded in Strassbourg an early establishment
for caring for and educating pre-school children whose parents were absent during the day. Other educators
began imitating his infant school—in Lippe-Detmold, Berlin, Kaiserswerth, Paris, and elsewhere.
1.1 Types of school
A) Pre-Primary School
A pre- primary school, also known as nursery school, preschool, or play school, is an educational
establishment or learning space offering early childhood education to children before they begin
compulsory education at primary school.
B) Primary School
A primary school is a school for primary education of children who are four to eleven years of age. It
typically comes after preschool and before secondary school. It is designed to provide fundamental skills
in reading, writing and mathematics and to establish a solid foundation for learning.
C) Secondary School
Secondary school is an educational institution where the second stage of the three schooling periods,
known as secondary education and usually compulsory up to a specified age takes place. It follows
elementary or primary education, and is sometimes followed by university education. There are different
types of secondary school, and the language used varies around the world. Children usually go to
secondary school between the ages of 11 and 16 years, and end between the ages of 16 and 18 years,
although there is considerable variation from country to country.
1.2 Education in Nepal
Education in Nepal was long based on home-schooling and gurukuls. The first formal school, Durbar
High School, established by Jung Bahadur Rana in 1853, was intended for the elite. The birth of
Nepalese democracy in 1951 opened its classrooms to a more diverse population. Education in Nepal
from the primary school to the university level has been modeled from the very inception on the Indian
system, which is in turn the legacy of the old British Raj. Nepal's 1971 education plan hastened its
development in the country. In around1952/54 Nepal had 10,000 students in 300 schools and an adult
literacy rate of five percent. There were 49,000 schools in 2010, and by 2015 the overall adult literacy
rate was 63.9 percent (males’ 76.4 percent and females’ 53.1 percent). It has already been more than half
decade that public schools started imparting the education in the country.

1.3 Importance of Schooling

A) Mental Aspect
School is the foremost fountain of knowledge children are exposed to. It gives a chance for them to
acquire knowledge on various fields of education such as people, literature, history, mathematics,
politics, and other numerous subjects. This contributes to cultivation in the thought process. When one is

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exposed to the influences coming from various cultural sources, his/her on world and existence becomes
vast.
B) Social Aspect
School is the first avenue of socializing for a child. Up till then, parents and immediate family members
are the only people the child has human interactions with. And familiarity is a breeding ground of
stagnancy. With schools, children are exposed not only to new ideas but also to same aged compatriots.
This instills sociable practices such as empathy, friendship, participation, assistance which turn out to be
important in their adulthood.
C) Physical Aspect
A child, after conception, goes through various physical development. While home provides a restricted
outlet, in school, a child can channelize his energy into more sociable avenues. Studies have pointed out
that while in familiar environment, the child is equipped to deal with sudden bursts of energy, the learns
to be at his/her best behavior only when exposed to same-aged individuals. Plus, familiarity leads to
taking advantage of situations, while in school, the playing field is levelled. Also, the presence of
activities such as sports, craft help children direct their boundless energy into something productive.
D) Overall Development
Life is also about learning, apart from living. While we can learn to a certain extent from our parents,
they tend to be unilateral. At school, children are exposed to various sources from whom they can
imbibe immense knowledge, instrumental for their development. Hence school is necessary for children
to inculcate the workings of life.

2. Literature Review
2.1 Functional Aspects
The school building designs should have safe structural designs, non-toxic and eco-friendly materials, and
features that promote a more comfortable, stimulating atmosphere. Following important design
considerations should be made:
• Plan
• Orientation
• Circulation
• Fenestration
• Solar controls
• Insulation
• Lighting
• Acoustics
• Colors
• Form
• Accessibility
• Secure/ Safe
• Emergency exits.

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2.2 Basic Anthropometry

Fig: Basic Anthropometry

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2.3 Design considerations for different components of school

2.3.1 Entrance
The entrance gate should be 5-6m wide enough to pass any vehicles and about 1-1.5m entrance for
children.
2.3.2 Parking
• The minimum height clearance for indoor parking space shall not be less than 2.2m.
• Minimum area for common parking allocated for each car shall not be less than 2.5m x 4.5m.
• The gradient of ramp leading to parking space for occupancy type shall not be more than 1:5.
• Parking area allocated for each bike and scooter shall not be less than 1.25 m2 while the same for
the cycle shall not be less than 1 m2.

A) Car

• Length range = 4m to 5.1m

• Height range = 1.5m to 1.8m
• Width range = 1.7m to 1.9m

Fig: Parking at 45 Fig: Parking at 30 Fig: Parking at 60

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Fig: Parking Perpendicular Fig: Parking Parallel

B) Bus
The length of a normal school bus is about 35 feet high and 8-9 feet wide with a seating capacity of
about 90 passengers whereas small school buses are designed with an average height of 30 feet and a
width of 6 feet.

Description Dimension
Parking space width 3m
Parking space length 12-15m
Minimum turning radius 12m

Fig: Typical bus dimension

C) Bike
• Parking space width 1.5m.
• Parking space length 2.5m.

Type of bike Length (mm) Effective

width
(mm)
Moped 1600 650
Middle weight 1900 800
motorcycle/scooter
Large motorcycle 2300 900

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2.3.3 Administration Area

A) Reception/Waiting Area
• It may be a desk by the door or at the end of an enclosed marble hall.
• Per person area 1.89 m2. When seated in small chair’s width 7.43 m2 minimum altogether.
• Proper Ventilation and lightening.
• Near main entrance.

Fig: Reception Layout

B) Staff/Teacher’s Accommodation
• Offices for senior teaching staff, local department staff works.
• Central staff room providing work space for remaining staff.
• Staff toilets located near administrative offices.
• Basic needs in staff office i.e., file drawer, desktop, chair.
• Entrance: kept separate from guidance counselling center.
• Windows: providing visual access of main entrance, visitor parking lot.
• Minimum 1.4 m2 of space per person.
• Teacher’s or Staff room: 24-50 m2. This room can be attached with the exam paper preparation
room which size vary between 18-24 m2.
• Principal’s Room: 12-18 m2.
• Coordinator Room: 12-18 m2.
• Assistant/Caretaker room: 12 m2.

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Fig: Staff room and Principal Room layout

C) Conference/Meeting Room
• Minimum 44” from edge of wall or nearest obstruction.
• 16” to pass circulation.
• 56” to walk between wall and chair back.
• Rise from table to chair: 32”.
• Meeting table: 120” x 48”.
• Room sizes: Minimum: 18’ x 12’4” for 90” viewing distance.
Nominal: 18’ x 15’ for 108” in charge viewing distance.
Maximum: 20’ x 16’.

Fig: Conference room layout

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D) Auditoriums
• A large room or hall for events.
• Absolute light control.
• Simple and flexible stage lighting.
• Seating capacity:
i) depend upon the format selected.
ii) include levels, sightlines, circulation and seating density as well as size and shape of
platform/stage.
• Size of auditorium:
i) area of at least 0.5 m2 per spectator.
ii) seat width x row spacing at least 0.45 m2 per seat.
• Length of rows:
i) maximum 16 seats per aisle.
ii) 25 seats per aisle permissible if one side exit door of 1m width provided per 3-4 rows.
E) Infirmary
A first aid or medical room also known as an infirmary, to which someone who is injury or taken ill on
the premises can be taken for first aid and to await the arrival of professional emergency medical
services. The room of first aid is 18 sqm for 120 no. of students.

F) Library
A place set apart to contain books, periodicals, and other material for reading, viewing, listening, study,
or reference, as a room, set of rooms, or building where books may be read or borrowed.
• Library is mandatory for every school with 500 or more students.
• Minimum capacities should cater for 10% of total students at a given time with 2.4 m2 area per
student (e.g.: 500 students mean library of 120sqm internal floor space).
• When designing the library, due consideration should be given to the room furniture layout so as
to have a number of flexible layout options.
• The orientation of the library and its location relative to the distribution of classrooms must be
considered by the Design Team in the planning of the building.
• Minimum floor to ceiling height should be 2.75 m in hill/mountain belt and 3.6 m in terai belt,
taking into account an even distribution of natural light and natural ventilation across the whole
floor area of the room.
• Natural day lighting should be exploited when designing rooms to minimize the dependence on
artificial lighting. Glare must be avoided.
• The position and size of opening window sashes must take ease of operation into account and
maintain an adequate level of safety, i.e., sashes opening dangerously over adjacent paths at
ground floor level; use restrictors where necessary, etc.
• A small separate space should be provided for repairing of books, storage of reserve books and
can have space for photocopy machine. The area of this space varies according to the number of
students and the size of the school.

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Fig: Functional diagram of library

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2.3.4 Academic Area

A) Classroom
It is a learning space. Following are some few design considerations to be done in classroom design:
• Classroom size 50-66 m2.
• Sufficient spaces near the front of the room for setting up audiovisual equipment.
• Ceiling’s height 9’5” or walls should be acoustically treated.
• Floors should have a cushioning material.
• The classroom should have as quiet a location as possible.

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Fig: Table and Chair dimension according to different age

Classroom Standard Classroom Supplementary Extra-large classroom

Classroom for history and
geography
Size 50 – 66 m2 65 – 70 m2 85 m2

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Fig: Different possible classroom layout

Fig: Standard Classroom

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❖ Viewing Angle:
• Vertical viewing angle = 25°.
• Horizontal viewing angle = 35°.
• Presentation screen underside preferably about 4.5 feet
above floor level.
• Written and presented character height preferably about
20 arc minutes.
• Brightness of LED displays 2000 or more.

❖ Arrangement of table and chair in classroom:

• Distance from the first row of seating to the screen shall
be 1.5 to 2 times the projected image width.
• Spacing = 2m2 per student.
• Distance between seat and desk = 770mm.
• Desk to Desk distance = 1220mm.
• Distance between table at center and side aisles = 915mm.
• Walking space between tables = 2m.

❖ Classroom Windows:
• Light from windows, if possible, should come from a pupil’s left shoulder; teacher should be
required to face the windows when addressing the class.
• Darkening curtains or light-tight blinds should be provided for light control in all teaching areas.
• Blackboard position vies-a-vies window side.
• Area of windows: 20% of floor area.
• Proportioned for minimum damage in
earthquakes and sufficient ventilation.

❖ Classroom Doors
• Opening out for disaster mitigation.
• See through panels to avoid accidents.
• Slide doors preferred.
• Provision of ramp access to classroom.
B) Science Lab/Computer Lab
• The size of science laboratory should be determined as per 4 m2 per student/classroom and others
laboratory such as computer laboratory should be around 2.4 sq. m per student/classroom.
• Laboratory should contain properly designed demonstration table for experiments carried out by
the teacher.

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• Laboratory can be designed in 3 types – Fixed Layout with services in perimeters, Traditional
Layout with fixed benches with all services and island layout with small service island, that just
accommodate sink and usual services outlets
• The laboratory should have one or several means of visual communication - marker board, wall
charts and overhead, slide or film projectors.
• It should have tables and sufficient space for students' practical work for the range of
experiments, which the students may be expected to perform, with appropriate services required.

Fig: Science Lab Layout

Fig: Computer lab layout

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2.3.5 Recreational Area

A) Multipurpose hall/Sports
1) Futsal Court

Fig: Futsal Court

2) Basketball Court

Fig: Basketball Court

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3) Badminton Court and Table Tennis

Fig: Badminton Court Fig: Ping pong table size

4) Swing and Sea saw

Fig: Swing Fig: See saw

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2.3.6 Service Area

A) Kitchen/Dining
• Area per person for dining 1m2 per student.
• Area per person for kitchen .36m2 per student.

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B) Washroom/Water Tap
• Number of urinals = half of WC’s
• Number of lavatories = 1 for every 50 pupils. For more than 300
students = 1 lavatories for every 100 pupils.
• In gymnasium or school number of shower rooms = half of the pupils
of the largest class using pool at any time.
• Drinking fountain = 1 tank for 50 pupils but at least 1 tank on each
floor.
• 1 WC fixture for every 35 pupils.

Fig: Urinal Dimension

Fig: WC Dimension

❖ Some points to remember:

• The minimum size shall be 1500 x 1750mm.
• Turning circle of 1500mm diameter are recommended
inside the washroom to allow for full turn movement
of a wheelchair
• The parallel approach, which is the easiest. Fig: Lavatory Dimension
• The diagonal approach which is difficult.

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C) Lighting
Lighting in schools should:
• Ensure good visibility for all school activities to the required lighting levels.
• Take into account the visual needs of the pupils, staff and other users.
• Use the most efficient lamps and luminaries (light fittings) to light the space.
• Minimize artificial lighting requirements by linking to daylight and having light-colored walls
and ceilings.
• Use appropriate lighting controls and optimize control of lighting zones.
• Ensure that maintenance and cleaning can be easily carried.
D) Utility
Room for cleaning materials 12m2.

2.4 Rule of Thumb

S. Elements of Particular dimensional
N building aspect Primary Schools
Max. area per
1 Occupancy load occupant 1.8 m2 net
Max. distance to exits
or
stairways within single 30m
floor area per occupant 40m for external corridor
Width of the Doorway min. 1m (occupants per unit 500mm width-75)
Width of the Corridors min.1.2m (occupants when stairway width
2 Egress Staircase width exceeds the min Limit- 60
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Staircase Design
Plinth Min. 450mm from existing road level
Minimum Height of
Components of the room 2.75 m
3 Building Light &Ventilations 25% of the room
Minimum area per
student (for bench
seats) 1 sq. m
Maximum Distance
between black board
and Last row of
benches 7m
Minimum Distance
Specific between black board
4 requirement and the first row 2m

S.N. Unit Min. Standard Lighting(lux)

Mandatory for every school with 500 or
more students 100
Minimum Capacity 10% of total students
1 Library Area per student 2.4 m2 per student
Science Lab 4 m2 per student 200
2
Other Laboratory 2.4 m per student
2 Art Room 2.7 m2 per student 100
3 Teacher’s Room 2
1.8 m per student
Dormitories 2.8 m2 per bed in double bunk
Dining Hall 1 m2 per student 70
Kitchen & Annexes .36 m2 per student 80
Urinals / Toilets 1 per 15 students
Wash Basin 1 per 20 students
4 Showers 1 per 20 students

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3. Case Study
3.1 Study 1
A) Introduction
• Name: School De Vonk
• Location: Belgium
• Site Area: 3280m2
• Architects: ABT Belgie, Sarah Moller and
NL Architects.
• Structural Engineer: ABT Belgie
• Built Year: 2017
• Climate and Energy Consultant: Cenergie.

B) Climate
During the month of June, July and August you are most likely to experience good weather with
pleasant average temperatures that fall between 20 degrees Celsius (68°F) and 25 degrees Celsius
(77°F). The months of July, August, September, October, November and December have a high chance
of precipitation. The warmest month is August with an average maximum temperature of 22°C (72°F).
The coldest month is February with an average maximum temperature of 6°C (42°F). November is the
most wet month. April is the driest month. July is the sunniest month.
C) Concept
To accommodate the merger of two primary schools the city of Knokke-Heist has developed an
ambitious project so-called Passive School. The building was conceptualized to meet the highest
standards of environmental efficiency which should lead to a maximal consumption of 15 kWh per
square meter for heating and cooling. A number of measures have been taken, some technical and some
architectonic, to reach this goal. So besides triple glass, heavy duty insulation, the building features a
"Volcano/Pyramidal roof" for night ventilation as well as to extract warmed air and design of
multifunctional porch/the roof of the colonnade to protect the glazed external walls from unwanted and
direct solar rays.
D) Site Plan

Fig: Site Plan of School De Vonk

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The spacious nature of the site creates a wonderful opportunity. The school can be organized in one
single layer. In itself this can provide a blissful sense of extensiveness and openness, but moreover the
horizontal character allows for every classroom to have direct access to the surrounding gardens. There
are no dead ends. The circulation consists of a series of loops, connected circuits that generate a sense of
continuity and endlessness. The gardens have distinct functions and characters: kitchen garden, farm,
park, playground, pitch, public square.
E) Floor Plan and its use/access
The building comprises five distinct but connected functional zones, with a primary school, nursery
school, offices and a multipurpose block housing a refectory and after-school care all branching off from
a central multifunctional sports hall. By positioning the gymnastics hall at the heart of the school is
intended as a flexible space that can be used throughout the day and sometimes into the evening for
various purposes.
A colonnade that extends around most of the building provides a sheltered transitional space between
indoors and outdoors, and each of the rooms has direct access to the surrounding gardens and
playgrounds.
"The hall can perform as a square a meeting place, a theatre, a room for ceremonies and festivals," said
the architects. "The hall is a hub: it will form the connection between the different functions of the
school."

Fig: Ground Floor Plan Fig: Zoning

Fig: Multifunctional Hall Fig: Every room has direct access to the
at center of building surrounding gardens and playgrounds.

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Fig: Evening Use Fig: Collective space for

learning and playing

E) Classroom Position and its layout

The primary school consists of a series of classrooms that are placed around a rectangular enclosed
‘courtyard’. Wooden shelves (for hanging coats and displaying or storing school stuff) form an interface
between the classrooms. The classrooms become part of the larger whole; the children can also work
outside the boundaries of their classrooms. A multiform block containing storage, installations and
toilets is placed on the interior plaza creating niches: the corridor potentially becomes workspace. On
top of this block an informal space emerges as an ‘attic’ or a ‘tent’. The stair doubles as a stand. A set of
stairs on one side can be used as a presentation space. The stairs lead up to a computer lab housed
beneath a pyramidal roof with a skylight at its apex. The volcano shape helps to extract warmed up air to
cool the building. Concrete ceilings throughout the school accumulate the chill overnight and guarantee
a refreshing start the day.
The rooms for the nursery are grouped around a super wide corridor. This hall connects directly to the
bubble shaped playground outside. The space is 5,4 meters wide and serves an extension of the
classrooms; a collective space for learning or playing.
In order to reduce the heat gain during the warmest months, the 2 classroom blocks are placed on the
North West and the North East.

Fig: Different room position

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Fig: Classroom Layout of School De Vonk

Fig: Interior View

F) Lightening
The multifunctional hall requires a bigger height than the other rooms: it pops through the roof. Natural
light will illuminate its interior: the heart of the building lights up.

Fig: Interior Lightening

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Fig: Use of Lightening

G) Aesthetics/Playscape/Porch
The outer zones arranged around the hall are placed on foundations sunk into the ground to reduce the
overall height and create a more modest, inviting impression for the school. Lowering the floor level
results in a window sill at the level of the ground outside, which can be used as an additional table
surface for working, playing, storage or display. Three steps connect the classrooms with the ledge and
double doors that open onto the surrounding colonnade and gardens. A porch comes into being, to hang
out or for open-air working or studying; outdoor but covered.

Fig: Exterior View

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H) Roofing
The tent-like roof is covered with a layer of
vegetation to enhance biodiversity and to create a
natural appearance. Large part of the roof is covered
in pebbles. This surface is being used for rainwater
collection. Concrete ceilings throughout provide a
thermal mass that traps cool air overnight to limit the
need for artificial temperature control. Perhaps
counter-intuitively this grey roof turned out more
sustainable than a green roof.

Fig: Roofing
I) Analysis
School featuring a colonnade and pyramidal roof is an educational design with balanced understanding
of the physical and metaphysical elements of the site and end user respectively. Creative use of exterior
space and interior space is visible in design. Natural flow of light and air through the multipurpose hall
makes the building bright and refreshing. But however, we can see some discomfort in certain zone
which include:
• All the interior rooms are well ventilated and
has a maximum flow of natural air/lightening.
But there is no provision of lightening or air
flow in the bathroom which may become
smelly, stale, nasty situation and resulting in
an uninviting ambience and may also cause a
several health issues. So, it is important to
properly ventilate such areas to let excess
moisture from the air and keep things nice and
dry.

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3.2 Study 2
A) Introduction
• Name: Bhutan Devi Secondary School
• Location: Hetauda-4
• Site area: 8 bigha
• Established: 2016 B.S
• Constructed by: Japan International
Cooperation Agency (JICA).
B) Climate:
The climate of Hetauda is mild, and generally warm and temperate.in winter, there is much less rainfall
than in summer. The average annual temperature in Hetauda is 21.6 degree/ 70.9 degree F.
The geographical coordinates of Hetauda area 27.428 degree latitude, 85.032degree longitude and
1,532ft elevation. The area within 2 miles of Hetauda is covered by trees (37%), cropland (37%) and
artificial surfaces (14%).
C) Concept
The concept used was based on a rectangle shape only in all over the site creating a different classrooms
and different area in different block. All the room are rectangle in shape. The use of arches in first floor
facade as create an aesthetic view and can be used as a shading device
D) History of school
Bhutan Devi secondary school, the oldest school in Makwanpur district, was established in 2016 BS
with the aim of providing quality education. In 2060 BS, the school was upgraded to higher secondary
school affiliated to NEB, Nepal and offers plus 2 in management and education. This is the 1st technical
school in the district to run sub overseer (civil). Bhutan Devi is committed to providing quality
education. The entire school administration, management committee and teaching staff are devoted to
quality education, due to the dedicated team of highly experienced and trained teachers, and well
managed science and computer lab and library, hostels, a number of students from surrounding districts
are also being attached to the school. The school has given emphasis on games and sports, cultural
activities, and extracurricular activities.

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E) Site Plan

F) Layout of school

This is the layout of school creating a different block in different direction. The use of different block
could be the good arrangement of different zone which create the feeling of freedom. The playing
ground, landscaping is used in different direction may create good flow of air and natural light which
makes the room bright and healthy. The transitions between classes throughout the school have also
taken in consideration- the lower primary classes are in ground floor and secondary classes is in first
floor. The admiratives office and the main block of the school is in the C shape which is block A.
G) Entrance
There are 3 entrances in school. Primary entrance is gate 1 and secondary access is gate 2 and 3.

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H) Classroom
Classroom with capacity of 48-50 students in each class is designed providing 2-seater and 3-seater
bench/table according to proportion of different class. Each classroom of block A has a provision of
window in east direction and white board in north direction which may have a good flow of air as well
as air. South classroom of block A has provision of white board in east and window in south direction
which may become uncomfortable during summer season dues to more sunlight from south window.
However, classroom become light and bright which make them feel spaces and also provide visual link
between indoors and outdoors. The window is made from the wooden blocks.
The benches used in classroom are of wood and metals. Wood benches are used for class 1-10 and metal
benches are used for class 11 to 12. Every classroom has a provision of white board.
Block M = Nursery class
Block N = Class 3 and 4.
Block L = Class 1 and 2
Block K = Class 6 and 7.
Block J = Class 8A and 8B.
Block I = Class 5.
Block A = Library and Class 9A, 9B, 9C,10A, 10B, 10C, 11 and 12.
Block D = Class 11 and 12 Management faculty.
Block B = Class 11 and 12 Science faculty and Diploma in Civil.

Fig: Classroom layout

I) Materials Used
The window and doors frames are from wood, treated with linseed oil. 350mm thick brick wall is used
for construction of this building. The benches used in classroom are of wood and metals. Most of the
blocks has concrete roof and some blocks has CGI roof.

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J) Staircase Position
Staircase for vertical circulation is located only in block A. It is located at north east
direction of this block provided with small window and washroom for staff in landing
and there is store room below the staircase. The staircase is safe because of use of
handrails and free from trash and debris or other things which may causes the steps
slippery.

K) Aesthetics
The outer door spaces of the school are provided with
certain gardening with some flowers and tall Ashoka
trees which added beauty to the school.
There is big playground and assembly area in front of
the main block.
The classrooms are painted with green, white, yellow
and purple color for the peace and increases
focus/attention and create a feeling of positivity.
However, greenery environment is available around the
area with the aim of providing quality environment for
students. The school has given emphasis on games and
sports, culture activities in a large playground front side
of the admiratives building with a small garden containing no. of Ashoka trees for the shading in
building and children playing in the garden. Playscape is well attached with classroom.

L) Washroom/Water Tap
Washroom is in south-east direction in 1 block in
which one side is girls washroom and in another side is
for boys and 2 washroom in admistratives block and
block B for staff.
Every block has a access of 1-2 water filter but at the
canteen area, there is less number of water tap which
becomes quite uncomfortable.

M) Some drawbacks
• The school is located near the main roadway where noise pollution may hamper the students studying
in classroom.
• The washroom block is not well connected with all the blocks which may become difficult in rainy
season.

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• Minimum no. of tap in canteen and in washroom.

• No air/light flow in canteen and less capacity of people at a time.
• Proper parking isn’t available for users which is a great issue.
N) Conclusion
From the analysis of this school, the traditional design creates beauty to some extent and average flow of
circulation all over the different blocks somehow fulfill the requirement of the students. The material
used, color used, open spaces, function, comfort, outdoor spaces is well circulated and has good
connection with the surroundings. But however, this school needs to focus more on horizontal
circulation so it can have a better flow of design in near future.

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3.3 Study 3
A) Introduction
● Name: Kopila Valley School
● Type: Community School
● Location: Birendranagar, Surkhet
● Built Up Area: 22000 sq.ft.
● Rammed Earth: 12000 cu.ft.
● Structural Engineers: MRB and Associates
● Architect: Prabal Thapa Architects

The rammed earth Kopila Valley School also known

as greenest school of Nepal has sixteen classrooms, a
library, a computer lab, an administration wing, a
kitchen and cafeteria, a science room, and an open-
air classroom.
B) Climate:
It lies in Surkhet district which is considered inner terai valley of Nepal. Unlike the cold weather of the
Karnali mountain region and hot weather of the Outer Terai region, Surkhet has a more moderate
climate. Winter temperatures drop to about 5 °C and in summer it goes up to 38 °C. Monsoon brings
sufficient rainfall during the rainy season. Surkhet ranks low in overall change in climatic condition.

C) Concept
The school was built to be contemporary, energy-efficient and earthquake-resistant; all while maintaining
the feel of a Nepali village. The school is built mostly in rammed earth with the goal is to reduce the
carbon footprint and make the whole school sustainable by carefully selecting building materials,
techniques and various features, whilst making the buildings earthquake safe.
D) Form and Landscape
The two-story school blocks are simple and rectangular, with gabled roofs, breezy stairwells, and are
connected by corridors on one side, much like traditional farmhouses in Nepal. The buildings are
designed as modular blocks that can be arranged in various ways to suit the landscape and functions
required by the school.
The interior learning environments are complemented by a landscape design which focuses on various
types of spaces that are critical for development: active, experimental, gathering, individual, and
ecological. The planted slopes are meant to fortify the hillside and more effectively manage stormwater.

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E) Zoning

The administration offices and cafeteria block are positioned as a visual and acoustic buffer along the
property line at the street, provide security, and filter people and views into the site. By placing the
service spaces along the road, the most valuable, sheltered interior space was devoted to educational
programming. The classroom blocks are placed to create a sense of enclosure for the school; the upper
block with optimal solar exposure capitalizing on the site’s hillside presence with views down into the
valley, the lower block favoring prevailing winds and creating a strong formal axis with the futsal field
and cafeteria. The library and computer lab are positioned more centrally, tacked onto the main
circulation promenade. Following the property line to the North, the slight rotation of the upper school’s

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monolithic rammed earth mass gives the upper school its own identity, and a powerful and resolute
presence on the site. The science lab and open-air classroom is tucked to the south, and is carefully
placed to avoid existing trees. This single story rammed earth and open-air first floor classroom is
concealed in a green shroud papaya and mango.

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F) Classroom
There are 16 classrooms each having capacity of 30 students which are well positioned so each of them is
well ventilated (cross ventilation) and have optimum lighting provided through openings, while covered
terraces at southern-facing walls provide shade.

G) Structural features
● The classrooms feature load-bearing rammed earth walls with a diaphragm consisting of steel I-
beams and c-channels, giving the classrooms a contemporary interior.
● 18-inch-thick walls are reinforced with steel bars for stability and earthquake resilience and a
small amount of PPC cement to protect against dampness during monsoon season.
● Foundation: Stone masonry strip foundation with reinforced cement concrete anchoring
● Floor: Precast concrete plank and joist with cast-in-situ girders and ties.

Fig: Truss with UPVC sheet envelope and lightweight roof made of steel

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H) Ecologically responsive features

● Active solar: The campus is 100 percent solar-powered with a 25.2 kWp solar PV system and a
20 kVA off-grid battery system. Insufficient and unpredictable power supply from the national
grid demands an alternate backup energy supply, a photovoltaic energy management system is an
easy way to guarantee the classrooms have power during operation hours. The 25.1mW system is
installed with an on-grid connection, which will eventually allow the school to sell their excess
power back to the grid. KVS provides lunch and an afternoon snack for all of its students and
staff, accounting for about 500 meals per day. The prior school facility went through an
excessive amount of LPG cylinders per school year. To achieve energy independence and
promote a cleaner cooking philosophy, Kopila Valley opted to install a concentrated solar
cooking system. The average daily radiation profile in Surkhet allows for all meals to be
prepared using the system.
● Wastewater: The biological process of wastewater treatment removes the majority of
contaminants from wastewater or sewage. After processing through an anaerobic baffled reactor
and settler, and a series of reed beds, grey water becomes fit for re-use in toilets and cleaning,
and black water fit for the campus’ irrigation.
● Biogas: The solid waste from the wastewater treatment system is used to create biogas. Biogas
burns very cleanly, and will be used to power the Bunsen burners in the science lab classroom.
The biogas-slurry that comes out of biogas systems is also rich in nutrients, and is used as
fertilizer for the school and adjacent farm’s plants and vegetables.
I) Analysis
The designer has done a great job in visualizing the concept of self-sustainable school while keeping the
feel of a typical Nepali village. From a solar powered cooking system to rainwater recycling to rammed
earth walls that cut down on heating costs, every aspect of the school makes it clear that it is leading the
way on environmental sustainability. However, there is no provision of alternative source of energy.

3.3 Conclusion
If we investigate these three cases further, we may discover that all three of them, despite being a
school, differ in their design approach. The first one, School De Vonk which is in Belgium mainly

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focused on providing flexible spaces to students rather than fixed space as they believe students would
learn more if they work by themselves or in groups rather than by the traditional way of a teacher
transmitting his knowledge in front of a group of listeners. The second case is Bhutan Devi Secondary
School, located in Hetauda which is a typical school that believes in the traditional way of teaching
which focused more on classroom and building rather than the creative and interactive learning space for
students. While, Kopila Valley School is a Community School located in Surkhet whose main focus was
to create a self-sustainable space where children in need could have their basic needs met, food, health
care, education and a safe place to be each day. Also, they wanted students to learn basic life skills
freely while being connected with nature.

To conclude, an architect must focus on Architectural Style to be used, Space Management and
Functional Aspects while designing a school. The design must showcase the study of Anthropometric
data. The design should not only focus on the classrooms and building but also the creative and
interactive learning spaces for the students.

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