UNIVERSITY OF THE EAST

Samson Road, Caloocan City

COLLEGE OF FINE ARTS, ARCHITECTURE AND DESIGN

In partial fulfillment of the requirements in

FAR 2101 – Architectural Design 3

1st Semester A.Y. 2023

A Research Work:

Private Elementary School: Vanguard Heights Academy

Submitted By:

Alonsagay, John Ray P.

Espedillon, General Perseuz B.

Gonzales, Mathilda Kate R.

Peritos, Roanne C.

Sotto, Jacob S.

BS Architecture / Second Year

ARCH 2B

Submitted To:
 Ar. William Cayanan

FAR 2201 – Architectural Design 4 Instructor

TABLE OF CONTENTS

CHAPTER I: INTRODUCTION …………………………………………………..……….… 1

Background

Problem setting

Statement of the Problem .….…………………………………………………………………..2

Major Problem .….……………………………………………………………………..2

Minor Problems .….……………………………………………………………………3

Objectives of the Study

Major Objectives

Minor Objectives

CHAPTER II: REVIEW OF RELATED LITERATURE……………………………………..5

Background of the study

Foreign Related Literature

Review of Related Local Related Literature and Case Studies

CHAPTER III: SITE ANALYSIS ……………………………………………………………..7

Location Description

Site Analysis

Lot Type & Zoning (institutional)

Site Environment Analysis

Wind Direction
 Solar Orientation

Views and Noise Sources

CHAPTER IV: ARCHITECTURAL DESIGN PROGRAMMING AND ANALYSIS ………… 8

Site Development Restrictions

Site Requirement & Use

Functional Component and Spatial Relationship

Building Space Programming

Bubble Diagrams

Blocking / Schematic Diagrams

CHAPTER V: CONCLUSIONS……………………………………………………………….9

Summary of Research Findings

Interpretation of Research Findings into Design Brief 5.3 Conceptual / Theoretical Framework

Design Concept

Design Philosophy

Design Form Concept

CHAPTER VI: DESIGN PROPOSAL ……………………………………………………….

Schematic Site Development Plan

Schematic Floor Plans

Schematic Reflected Ceiling Plans

Schematic Exterior Perspective [1 VIEW]

Schematic Interior Perspectives [3 VIEWS]

REFERENCES & BIBLIOGRAPHY ………………………………………………………

 CHAPTER I: INTRODUCTION

Background

Within the advancing scene of instruction, private elementary schools have

seen a surge in demand driven by parents' expanding yearnings for high-quality
learning situations for their children. " Stellar Heights Academy '' a high-end
elementary school accommodating students from nursery to sixth grade, is a proposed
project dedicated to design a sophisticated architectural approach of modernity, safety
and environmental responsiveness to cater to the upper class in Caloocan, Philippines.

This study digs into the domain of structural planning inside private basic
schools, particularly those characterized by high-end highlights. The driving force
behind this ponder lies in recognizing the significant part that physical spaces play in
forming instructive encounters and results.

Private basic schools with high-end plans embody a commitment to

advancement and brilliance. The surge in enrollment in these schools underscores a
societal move towards prioritizing personalized consideration, imaginative instructing
strategies, and in general instructive qualification. Structural plan, a basic but
frequently neglected aspect, rises as a key determinant in upgrading or preventing the
learning involvement.

The integration of high-end plan highlights includes state-of-the-art offices such

as advanced classrooms, intuitive spaces, ergonomic furniture, progressed innovative
foundation, and naturally economical components. Past simple aesthetics, these plans
point to cultivating all encompassing learning situations that emphatically affect
understudy well-being, mental wellbeing, and in general scholarly execution.

Additionally, the consideration recognizes the strategic role of innovation within

the engineering of these schools. Shrewd classrooms, mixed media labs, and digital
libraries reflect a commitment to giving an innovatively improved instructive setting. In
a competitive educational scene, private basic schools use high-end plans not as it
were to meet parental desires but to also set up and keep up a positive school picture.
 This investigation looks to address an eminent hole in existing writing by
concentrating particularly on the crossing point of engineering and instruction inside
private basic schools with high-end plans. By investigating the interesting highlights,
benefits, and challenges related with these plans, consider the points that offer
important experiences for modelers, teachers, school directors, and policymakers.
Eventually, the objective is to contribute to the creation of learning situations that not
as it were to meet but surpass the desires of guardians and support scholastic
brilliance and understudy well-being.

Problem Setting

A high-end elementary school is located in the city of Caloocan, a place with

diverse socio-economic landscape and is the third most populated city in the
Philippines. It is recorded with a total population of 1,177,604 persons in the
2000 Census of Population and Housing (Census 2000). Thus, providing a
more opportunity to establish a high-end private elementary school with a
well-rounded development while taking into consideration the tropical climate of
the Philippines.

This study examines the challenges and opportunities of high-end private

elementary schools in a suburban subdivision, near public schools and city
halls. The study aims to understand how the school`s design influences its
relationship with the public school, potential disparities in resource allocation,
infrastructure, and learning environments, and the dynamics of educational
inclusivity and community cohesion. It also examines the symbiotic relationship
between the school and the covered court, and the governance dimension of
local policies, zoning regulations, and civic planning.
Statement of the Problem

This research aims to provide a solution to the complex considerations

involved in creating educational spaces of a high-end private school specifically
accommodating affluent classes of elementary students.

Major Problem

1. How to provide a design that will certify that the layout of the school is
functional and efficient while taking into account the proper distribution of
natural light and ventilation within the building?

2. How to plan and create a design that will incorporate sustainability and
technology in consideration of building a high-end private school that will
cater students from nursery to sixth grade?

3. What proper physical safety and security measures can be considered in

an elementary school?

Minor Problems

1. The researcher aims to provide a solution for a sustainable and proper

building materials, finishes and elements of the school.

2. The researcher aims to develop the proper accessibility throughout the

building and enhance the mobility of disabled persons.
 3. The researcher aims to provide a solution for the proper circulation and
distribution of the required spaces.

Objectives of the Study

This section of the research aims to clearly define and outline the specific
objectives of creating an advanced architectural approach that reflects
modernity, safety and environmental consciousness with a creative and
versatile development of a holistic educational approach for students.

Major Objectives

1. The researchers want to know the architectural methods to create

proper and engaging environments that would draw children's attention while
they are at school.

2. How can the school make the classroom more entertaining by

combining education with technology and flexible learning spaces as a
modernized architectural approach?

3. The researcher aims to build an elementary school that will illuminate

its purpose of educating the children by producing a well built and a future-proof
design.

Minor Objectives

In this part, the researcher aims to discuss... These are the minor
objectives:
 1. The researchers aim to figure out the following space
requirements and factors to take into consideration when building
an elementary school

2. The researchers wants to know how to properly address the

general maintenance of the school facilities in an efficient way

3. The researchers aim to define and adapt the visual

representation of conceptual ideas of the building and provide
functional facilities.

CHAPTER II: REVIEW OF RELATED LITERATURE

Background Of The study

The purpose of this research is to identify the factors that contribute to the educational
needs of affluent class of students in Caloocan. Navigating through the proper and
regulated standards of building a high-end nature of a school for a sophisticated and
sustainable architectural approach that will reflect modernity, safety, and environmental
consciousness.

Foreign Related Literature

Naeem Awan (n.d.) on his Comparative Study of Availability and Quality of

Physical Facilities in Public and Private Schools in the Punjab states that some
 facilities like school buildings, natural lighting and ventilation were comparatively
better in public sector schools whereas some facilities like electricity, artificial
lighting in classrooms, drinking water and wash rooms facilities were better in
private sector schools. In designing a building it is important to ensure a
functional and effective learning space with a proper quality in all facilities.
According to the National Education Policy (1998-2010), Researchers indicate
that the quality of education is impossible without the quality of physical facilities
in the schools. Lewis (2000) also concluded from the data of 139 schools that
the facilities have major effects on student learning. Another crucial factor is the
use of natural light and ventilation which according to Dunn (et al.1985) and
Myron (et al. 1974) students are unable to perform properly without proper class
room lighting. Both the researchers agreed that better lighting increases the
capacity of students for better scores by decreasing the off-task behavior, thus
playing a major role in students’ efficiency. Therefore, classroom lighting plays a
major role in student achievement (Philips, 1997). In the conclusions drawn in
CS of Availability and Quality of PF in Public and Private Schools in the Punjab
(Naeem Awan, n.d.) it is recommended that Wash rooms are necessary with a
hygienic point of view and for the safety of time therefore wash room facility
should be provided to those schools where it was missing and take necessary
steps for those schools where this facility was unsatisfactory, drinking water
facility and electricity facility should be provided to all schools.

● Designed in 1898, the Parque School won the Golden Medal for School
Architecture at the Paris Expo 1900 saw the Universal Exhibition. Designed by
Adíes Bermudes, "designed basic schools that represented not just the needs of
the period when it came to instructing science and cleanliness, but also
republican principles in general (Beja et al., 1966). The design was entered into
a contest run by the Calling for the establishment of a single-sex school either a
mixed, two-classroom school or one or two classrooms.
 The classrooms had a ceiling height of one square meter and were designed to
hold fifty or one hundred students. 4 to 4.5 meters in height. Each of the bottom
floor classrooms featured three sizable windows. across the front of the
structure to allow for an abundance of natural ventilation and illumination. The
structure contained a room for the teacher's assistant as well as a two-story
home for the instructor. The instructor's As opposed to the rear as in earlier
models, the home was now located in front of the school. This additionally
conspicuous position demonstrated the elevated social standing that instructors
now have as a result of the importance of their mission.

With minor modifications, some 180 of these one- and two-classroom schools
were constructed in Portugal. Based on Adúes Bermudes' typical layout.
Documents from 1961 reveal an additional 120 structures of a similar nature.
Constructed under Adães Bermudes' supervision or by other architects. The
64-student Parque School is in charge of several instructional initiatives these
days, including as a program for accreditation and vocational training.

● The State Centennial Plan for school buildings was followed in the construction
of Bairro da Ponte School in 1969. Founded in 1944; over the 1950s, the design
changed. According to the model, two, four, six, or eight classrooms in schools
for boys and girls apart. The 62 m2 classrooms had a height of between 4 and
4.5 meters and were intended to accommodate up to 50 students. Ceiling. To
ensure natural illumination, minimum window to floor area ratios were
established. These included many additional programmatic, dimensional, and
construction norms. The educational institutions valued health suggestions and
extra requirements for instructors' and students' wellbeing.
 Schools built according to the 1944 model proved fit for pedagogical purposes
into the 1980s, when substantial changes were occurring in education. Since
then, they've needed to make adjustments like extending the school's café and
library, while maintaining its 1944 classroom layout elsewhere notion. There are
379 pupils in Bairro da Ponte School. The principal's office, a multipurpose hall,
a library, and an There is now an administrative office added.

2.2 Review of Related Local Related Literature and Case Studies

Local Related LIterature

LRonWHEeLS, or Learning Resources on WiFi Hub for Expanded e-Learning in

Sarangani, is an invention that the DepEd Sarangani Division has accelerated the
adoption of. Back in 2020, during the height of the pandemic in the Philippines, every
school shuttered and switched to online learning. The Philippines' distant islands and
provinces that were having trouble with their connections were helped by this
LRonWHEeLS.

DepEd Sarangani Supervisor Judith B. Alba (2022) states that since the
students are enrolled in classes, LRonWHEeLS has to be redesigned to better meet
the demands of their face-to-face students.

Makati City is set to experience a significant transition in its public schools in

2023 as the first city in the nation to use "Smart Classrooms" that are powered by the
Internet of Things (IoT). The Hybrid Interactive Board (HIB), a multipurpose
technological marvel with an Android operating system, 5G Wi-fi, and an abundance of
interactive features, is a fixture in every smart classroom. A Learning Management
System (LMS) connected smart notebook tablet would be provided to every student,
establishing a seamless digital learning environment. Time would be saved, paper
waste would drop, administrative workloads for teachers would be lighter, and more
time could be dedicated to student-centered activities through smart education. Under
this concept, children will use digital tablets and have access to limitless high-speed
internet. Interactive white boards will replace the need for dirty chalkboards in
classrooms.

The first Samsung SMART Classroom in the Philippines was built by Samsung
Electronics Philippines, Corporation (SEPCO) and the Philippine Science High School
(PSHS). Samsung updated, remodeled, and personalized a classroom at PSHS Main
Campus with frequent planning and consultation. By equipping the space with the
newest computer gear and software, the company created a fully digital and interactive
learning environment. The aim of Samsung SMART Classroom is to facilitate better
learning by giving teachers and students easy access to a wide range of educational
resources in a dynamic and contemporary environment.

● The study of providing a high-end natured school that promotes and

reflects the architectural approach of a safe, modern and environmental
conscious with integrated inclusive design of a structure that caters to the
educational needs of every student is bound to be in accordance with the
implementing rules and regulations of the said institutional building. The
“General Building Requirements” of The National Building Code of the
Philippines (P.D. 1096), revised ed. sec.104 (2023), states that all
buildings or structures as well as accessory facilities thereto shall
conform in all respects to the principles of safe construction and must be
suited for the purpose for which they are designed (104.1). As well as all
 facilities found therein shall be maintained in safe, sanity and good
working condition (104.3). Also In creating and building an institution that
will cater to the education of the young and vulnerable children, providing
and ensuring the protection and safety of the students will improve their
academic performance and the school outcomes. The provision of the
RA. 9514 which is the Fire Code of the Philippines (2008) on fire safety
construction, protective and warning systems and the implementation of
fire safety programs were incorporated in the planning and construction
of the design. These are the fire protection system such as sprinkler
systems, hose boxes, hose reels, or standpipe systems and other fire
fighting equipment with proper signages. Fire alarms shall be provided as
well as fire containing or stopping components like fire resistive floors
and walls. There shall be all exits in an area affording safe passage to a
public way or safe dispersal area with a fire, exit plan. Self-closing fire
resistive doors and dampers, roof vents and lastly a properly marked and
lighted exits with provisions for emergency lights that will illuminate exit
way in case of power failure.

● The study explores the role of smart classrooms as an innovative

response to delivering quality education during the COVID-19 pandemic.
Focusing on students' perspectives, the research recommends effective
implementation strategies based on educators' experiences and a
Technology Adoption Framework (TAF). Employing a mixed-methods
approach, including surveys based on the Technology Acceptance Model
(TAM) for students and qualitative research with experienced teachers,
the study reveals high student interest in smart classrooms. It
emphasizes the importance of the SMARTCLASS framework, developed
by the researcher, which includes components like communication,
training, management support, and user involvement. The framework
 aims to enhance the overall teaching and learning experience, ensuring
optimal utilization of technology and resources in smart classrooms

CHAPTER III: SITE ANALYSIS

Location Description

The location is set in Caloocan City, a flat lot with a total area of 3,685 square meters,
with a 12 meters road right of way facing southwest, the same direction as the front of
the lot.

Site Analysis
 Lot Type & Zoning (institutional)

- The lot type of the site is an Inside Lot with its primary vehicular access by a
front-facing 12-meter Road Right-of-Way (RROW), a small river flows at the
back and surrounded on each side by other lots, according to the The National
Building Code of the Philippines (P.D. 1096), revised ed. Sec.803 (2023) with
the lot type of an inside lot the setback requirements for highley built -up urban
areas with duly established lines and grades reflecting therein proposed rode
widening and elevation the requirement of this lot type may not be imposed and
the face of the building may abut on the side and rear property lines provided
that all requirements on open space, window opening artificial ventilation, if any,
and firewalls are first fully compiled with. Based on Rule VII of Code-P.D. 1096,
revised ed. sec.701 (2023), since the building is a 3-storey high-end elementary
school its occupancy is classified under the Group D of Institutional, Division of
C-2 with a zoning classification of a community to national level of institutional
 use or occupancy characterized mainly as a low-rise building for educational,
training and related activities.

Site Environment Analysis

- The site is surrounded primarily with residential areas, a public school and a
barangay hall with additional small river flows at the back of the residential
community and fronted by a 12-meter Road Right-of-Way (RROW). Allowing the
planning and designing process an opportunity to shape and create a balanced
and harmonious relationship in the built environment between the educational,
residential, natured and immediate surroundings.

Wind Direction

- As shown in the figure above, the wind direction is coming from the north and
southern area of the site. The direction affects the school school orientation and
layout of spaces to ensure the building’s ventilation and indoor air circulation.
Huifen, Fuhua and Qian (2014) discusses that in winter, the wind direction in the
outdoor environment will affect heat loss of the building, while in summer the
change of wind direction and speed in the outdoor environment will affect the
building’s ventilation and indoor air circulation. So, making a good deal with the
issue of the angle between local buildings and the dominant wind direction can
effectively solve the winter and summer ventilation problems. Thereby, it can
enhance the comfort of residential people, improve indoor air quality, solve heat
gain and heat loss problems in winter and summer in the severely cold and cold
regions, and reduce building energy consumption. This indicates an application
of outdoor spaces for activity and an orientation open to the southern area of
 the lot to ensure proper lighting and natural ventilation with the air and wind
circulation around the school.

Solar Orientation

- As shown in the figure above, the solar orientation with a sunrise coming from
the upper right side going to the front and lower left side of the lot is where the
sun sets. This indicates that the south, south-east and south-west is where the
preferred lighting environment for the students’ classrooms should be. In the
study of North v. south: The impact of orientation in daylighting school
classrooms (Theodorson, 2008) she specified that “Unless there are overriding
reasons for not doing so in certain rooms, the school designer should assume
daylight will be the prime means of lighting when it is available” UK: Building
Bulletin 90: Lighting Designs for School, 1999.

One of the prioritization of the design is the natural ventilation and lighting,
therefore the direction of the solar orientation is important for the learning
experience and productivity of the occupants.

Views and Noise Sources

- As shown in the figure above, the site of the lot is located in a public and
communal area causing different outdoor noise coming from each source.
These are the; Traffic and vehicular noise where the front-facing road is located,
residential areas in the front, side-by-side and back of the school where the
small river is also located. These sources can cause noise pollution in the
surrounding area.

The views of this building were the given sources above showing the
diverse location of the site with public and nature views interconnected
with the learning environment of the students.
CHAPTER IV: ARCHITECTURAL DESIGN PROGRAMMING AND ANALYSIS

4.1 Site Development Restrictions

- When an inside lot and its location are too narrow or too shallow such that
public open space, RROW, alley or the like on which they abut can adequately
supply light and ventilation to every room therein subject to the requirements on
window opening, the requirements on the minimum Total Space with Lot (TOSL)
in the reference table VIII.1. Sec., 803 of the P.D.-1096, revised ed., (2023) may
be waved. Following that an Institutional buildings with an RROW width of 10
meters to 19 meters has a requirement of 5 meters setback at the side and a 2
meters at the rear. Its is for highly built-up urban areas like Caloocan City with
duly established lines and grades reflecting therein proposed road widening and
elevation. The site is also linked to the waterfront zone of restricted
development on which the committee considers it desirable that as much land
as possible be reserved along the waterfront to enable the greatest possible
public enjoyment of the water front imposed by the Province of Alberta (1974).
The Time-Saver Standards (fourth ed.,1966) stated on the school site planning
that a traffic safety should be built into the site plan with consideration for
pedestrians, and buses, automobiles, service vehicles and bicycles.
4.2 Site Requirement & Use

Primary Classrooms: Rooms where primary education is conducted for younger

students.

Classrooms: Spaces designated for teaching and learning activities.

Library: A room where books, periodicals, and other materials are kept for reading,
research, and study.

Canteen with Kitchen: A facility for preparing and serving food to students and staff.

Science Lab: A specialized room equipped for conducting experiments and

demonstrations in various scientific disciplines.
Music Room: A space equipped with musical instruments and equipment for music
education and practice.

Computer Lab: A room equipped with computers for teaching computer skills and
conducting digital activities.

Clinic: A room where basic medical assistance and first aid are provided to students
and staff.

Gym: A facility equipped for physical education, sports, and fitness activities.

Principal's Office: The workspace of the school's principal, used for administrative
tasks, meetings, and interactions with students and staff.

IT Department: A room or area dedicated to managing the school's information

technology infrastructure and systems.

Finance Office: The office where financial transactions and management of the
school's budget are conducted.

Admin Office: The administrative center of the school, responsible for various
administrative tasks such as enrollment, scheduling, and records management.
Multi-Purpose Hall: A versatile space used for various activities such as assemblies,
events, performances, and indoor sports.

Guidance Office: A space where students receive counseling and guidance services.

Restrooms for PWD: Restrooms specifically designed to accommodate individuals with

disabilities.

Restrooms for Nursery: Restrooms designed for younger children in nursery or

preschool programs.

Restroom for Women/Men: Separate restrooms for female and male students and
staff.

Home Economics Room: A space equipped for teaching skills related to cooking,
sewing, and other domestic activities.

Art Room: A room dedicated to artistic activities such as drawing, painting, and
crafting.

Staff Room: A lounge area for teachers and staff to collaborate, relax, and prepare for
classes.
Waiting Room: A space where visitors or students wait for appointments or meetings.

Utility Room: A room housing equipment and supplies for building maintenance and
operations.

Maintenance Room: A space dedicated to the storage of maintenance tools and

equipment.

Electrical Room: A room housing electrical equipment and controls for the building's
electrical systems.

Mechanical Room: A room housing mechanical equipment such as HVAC systems and
plumbing.

School Grounds: Outdoor areas surrounding the school building used for recreational
activities and sports.

MRF (Materials Recovery Facility): A facility for sorting, processing, and recycling
waste materials.
Registrar: The office responsible for student enrollment, records, and academic
documentation.

Conference Room: A space for meetings, presentations, and discussions.

Storage Room: A room for storing supplies, equipment, and materials.

Playground: An outdoor area with play equipment for children's recreation and physical
activity.

Locker Room for Staff: A space where staff members can store personal belongings
and change clothes.
4.3 Functional Component and Spatial Relationship

4.3.1 Building Space Programming

4.3.2 Bubble Diagrams
4.3.3 Blocking / Schematic Diagrams
 2nd Floor Schematic Sample:

CHAPTER V: CONCLUSIONS

Summary of Research Findings

 To summarize the researchers’ findings on this proposed high-end private
school we have come up with solutions, design concepts and site planning layout that
is uniform with the main and major objectives of this research in creating a
sophisticated architectural approach with a sustainable design that provides the safety,
considerations for the mobility of disabled persons and the students, the proper school
site planning with mix of function, ensuring the natural light and ventilation as well as
the accessibility around the academy. The built development of the surrounding was
also part of the things to analyze and to make use of the small river as a nature
connection with the environment and learnings of the student. Therefore inclusion of
outside facilities and activity areas were provided as well. Overall, the outcome of the
design and construction is in compliance with building codes and regulations along
with the supported review of related literature.

Interpretation of Research Findings into Design Brief

The design solution prioritizes functionality, efficiency, sustainability, and safety.

Careful analysis of the site's features has led to a layout that harnesses natural light
and ventilation through innovative strategies like proper orientation, clever shading
methods, and ample open spaces. Moreover, the school employs sustainable
materials and technologies, smart building systems, and education-focused elements
to cultivate a sense of environmental awareness and minimize energy consumption.
Furthermore, the school takes proactive measures to safeguard the well-being of
students and staff, such as implementing security systems, emergency protocols, and
accessible design features. This well-rounded approach results in an exceptional
private school that not only caters to academic needs but also promotes responsible
and safe learning.
Conceptual / Theoretical Framework

In this section of the research, is the analyzation and interpretation of concept and
framework of the design of the school.

5.3.1 Design Concept

“Growth of essential pieces of interconnected puzzles.”

Conceptualized as "Vanguard Heights Academy" The name "Vanguard Heights

Academy" was selected to represent the progressive and creative nature of the school.
The following justifies the choice of name for the school:

Vanguard: The word "Vanguard" denotes being a leader, progressive, and at the
forefront of change. By selecting this name, the school presents itself as a trailblazer in
the field of education, continually breaking new ground and proposing innovative
techniques to improve student results. The Vanguard Heights Academy's interior
settings are meant to stimulate kids' curiosity and appeal to their senses. Opportunities
for experiential learning and exploration are offered by interactive sensory walls, tactile
learning stations, and themed play areas

The playhouse has many developmental play zones designed to address

various aspects of a child's growth. These zones involve social-emotional development
(role-playing, cooperative games), motor skill development (climbing, crawling),
cognitive development (puzzle-solving, problem-solving), and sensory exploration
(texture gardens, sensory walls). The playhouse incorporates biophilic design ideas to
improve children's well-being and foster a sense of connection with nature. The
Vanguard Heights Academy embraces the benefits of puzzles for child development
and provides a dynamic and enriching learning environment where kids can thrive,
grow, and learn through play. Indoor gardens, natural materials, and plenty of
daylighting create a calm and nurturing environment that supports holistic
development.

5.3.2 Design Philosophy

“To design is to utilize, and to utilize is to materialize effectively.“

In designing a school building that prioritizes its development for the better learning
and enjoyment of the students, it is part of the researchers objective to create a mix of
functional spaces that will provide a solution to the given problems and issues of
designing and building a high-end private school. Therefore as our philosophy states,
for this project to be successful it is important to be able to not just create an intricate
design but to also utilize these ideas of the planning and objectives of the school to
ensure that each space will be functional and sustainable for everyone. But as we
utilize, it’s also a critical aspect that if we could materials its design and construction
effectively ensuring its building application.

5.3.3 Design considerations

Comfort: Prioritizing comfort by providing ergonomic furniture, climate control systems

, and acoustically designed spaces to ensure that students and staff can focus on
learning in a physically and psychologically comfortable environment.
Accessibility: Designing with accessibility in mind, featuring ramps, wide corridors,
and accessible restrooms to accommodate individuals with disabilities, ensuring that
all students, staff, and visitors can navigate the campus with ease.

Aesthetics: Boasting visually appealing designs with architectural features, interior

decor, and landscaping that reflect a commitment to quality and creativity, creating an
inspiring environment that enhances the overall learning experience.

Function: Meticulously planning to support various functions, including classrooms

equipped with modern teaching tools, administrative offices designed for efficiency,
and flexible common areas that facilitate collaboration and community engagement.

Safety: Prioritizing the safety of students, staff, and visitors by implementing advanced
security systems, adhering to stringent building codes, and providing comprehensive
emergency response protocols to ensure a secure learning environment.

Natural Lighting/Ventilation: Maximizing natural lighting and ventilation to enhance

the indoor environment, promoting student well-being, energy efficiency, and
connection with the outdoors through strategically placed windows, and ventilation
systems.

Technology Integration: Seamlessly integrating technology into the learning

experience, providing students with access to cutting-edge tools and resources such
as interactive whiteboards, computer labs, and educational software to support
personalized learning and digital literacy skills development.
Adaptability: Designing with adaptability in mind, featuring flexible spaces that can
easily be reconfigured to accommodate changing educational needs, teaching
methods, and technological advancements, ensuring that the school remains relevant
and effective over time.

Human Behavior: Designing to promote positive behaviors and social interaction

among students, with layouts that encourage collaboration, creativity, and engagement
while also providing quiet areas for focused learning and reflection.

Orientation: Carefully orienting to optimize wayfinding and create a sense of place,

with clear signage, intuitive circulation paths, and prominent landmarks that help
students and visitors navigate the campus and feel a sense of belonging.

Utilities: Equipped with efficient and reliable utility systems, including sustainable
water, energy, and waste management solutions, to minimize environmental impact
and ensure the smooth operation of the school facilities.

REFERENCES & BIBLIOGRAPHY

REFERENCES / SOURCES:

https://childhope.org.ph/importance-of-technology-in-philippine-education/?fbclid=IwAR0ZgEJP
Y7xlR0SIpiIdJ8bhzSpq0tHry3WH-R94D30MEw5IJyOMdBd9_ts
https://depedsarangani.org/2023/02/17/deped-sarangani-launches-smart-ed-initiative/?fbclid=I
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