Vision
Space Model
The space model analyses the overall theoretical teaching, learning and balance space, including the split of different types of teaching spaces for each faculty/department within a college. This then forms the basis to determine the specific space requirements and point of reference throughout the project.
The LSC uses a method of attributing guided learning hours to pre-determined space norms and space efficiencies to assess space requirements. Further details can be found in their publication "Guidance for Further Education Colleges on the Maintenance of Floor Space, May 2007".
The Creative Use of Space
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The space requirements generated from the Guided Learning Hours are used to produce a college Space Budget, which can be broken down into four elements. These areas and the recommended percentage of the Gross Internal Area (GIA) are listed below:
Teaching and Learning 50%
This includes all specialist teaching accommodation, general teaching accommodation and learning resource centres (LRCs).
Other Net Space 20%
This includes all other usable space, for example: administration, storage, catering and social communal and assembly areas.
Balance Space 30%
This includes all “non-usable” space, for example: corridors, stairwells, lifts, plant rooms, internal walls and services.
Atria 10%
It should be noted that this area is added to the GIA taking the total allowance to 110%.
This new category is defined as “fully enclosed, usually, glass covered spaces that are a minimum of double floor height and of sufficient width to offer the opportunity of use as multi functional space.”
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Further details on the gross floor area breakdown can be found in the LSC publication "Guidance for Further Education Colleges on the Management of Floor Space, May 2007".
There will always be a demand for more space and it is essential to use space creatively to ensure the collage GIA falls within the maximum allowed by the LSC, but also satisfies the college’s vision for curriculum delivery and generates high quality environment for teaching & learning. Key considerations include:
- To what extent should general teaching accommodation be “owned” by individual curriculum areas?
- Can specialist teaching accommodation serve more than one curriculum area?
- Is it necessary to have bespoke laboratories for Physics, Chemistry and Biology or can a multipurpose laboratory satisfy demands for all teaching & learning?
- Can some specialist accommodation be used for general teaching if appropriately designed?
- Is it necessary for all teaching space to be enclosed, i.e. physically and acoustically separate?
- Can some activities share open plan space?
- Can some teaching spaces be more efficiently planned if located adjacent to shared practical areas?
- Does the Space Budget encourage designers to identify space for independent learning outside of the confines of the LRC?
- Can independent learning zones be utilised for informal meetings or social space?
- Have individual offices been reduced to a minimum to encourage team working in open plan offices supported by meeting rooms?
- Does social, catering, communal or assembly space need to be physically and acoustically separate or can it overflow into the Atrium for example?
- Are dedicated exhibition or performance spaces required or can these activities take place with in the Atrium?
- Is ICT integrated into the building to maximise opportunities for alternative uses?
