Parklands College Secondary School "Innovation and Learning Centre"

In response to shifting pedagogies and to support the school’s progressive teaching and learning concepts, Parklands College Secondary School has expanded its campus to include a new “Innovation and Learning Centre”. Designed by dhk Architects, the new building is adaptive and multi-functional - designed to accommodate a variety of different teaching methods, including project-based, collaborative, vocational and self-navigated learning, all within an innovative, technology-based environment. The building is centralized around a double-volume atrium and recreational area, aptly named “Grand Central”. Forming the nucleus of the building, the double-glazed atrium is shrouded in custom perforated aluminium screens and is used for activities such as informal gathering, self-study and immersive digital experiences. The latter takes place in a virtual reality AV ‘cave’ which provides realistic digital simulations enabling learners to complete tasks such as dissecting the human body or exploring the International Space Station. Other interactive spaces within the atrium include various breakout spaces, like a kiosk and seating nests, a circular storytelling perch atop the AV ‘cave’ and a central multifunctional staircase. Two workshop-style rooms connect to “Grand Central” and accommodate practical activities like robotics and an innovation lab for building and crafting. Dubbed the “Robotics Lab” and “Experium” (Maker Space), these spaces provide learners with opportunities to prototype solutions to real-world problems and are where Digital Electronics is taught. To suit a variety of different sized groups, three large single-storey “collaboration rooms” accommodate up to 90 learners but can also be adapted to become two to three smaller learning spaces. An intentional design element, several small breakaway 'pods' feed off the "collaboration rooms" and allow learners to engage in smaller groups or used for quiet self-study. Furthermore, there are 11 general classrooms and a series of breakout spaces including an outdoor courtyard. All classrooms were deliberately designed to be non-directional, perfectly square rather than rectangular, to ensure that there is no ‘front’ or back’ of the room. Overall, the three "collaboration rooms" are arranged around the "Grand Central" atrium and have been placed alongside the existing school quad with the 'pods' lining the northern flanks. The general classrooms and two specialist workshops comprise a longer wing which bends north. All spaces within the building offer ample natural light and visual transparency. dhk introduced a significant spatial departure in the architecture to orientate the building counter to the rest of the campus classroom arrangements. This was decided upon for several reasons but primarily for good environmental design and to ensure visual connectivity as much as possible. Indoor environmental comfort was another significant aspect of the design. For example, an automated window opening system which measures the air quality and automatically opens the windows incrementally ensures CO2 levels are kept low. Thus, the building functions comfortably without air conditioning. Additionally, the building’s orientation makes for good solar gain, strategically placed windows bring sufficient daylight, so lights are not needed after midday. Furthermore, acoustic panelling and sound absorption materials have been installed throughout the building.