Since the advent of mass education (around the time of the Industrial Revolution), student learning in primary and secondary schools has been based on the model of teacher instruction. Students were thought to learn by absorbing what the teacher said and then reading about it in prescribed text books. School design facilitated this by creating corridors and boxes. Each of the boxes (classrooms) had rows of desks for the students and a desk at the front for the teacher. Visual supervision around the school was also important. Student numbers in classes were often 40 to 50 students, if not more.
Over the years the number of students in classrooms has decreased due to the recognition that the educational quality is diminished when teachers do not have sufficient time to spend with individual students during their time in class. The teacher unions have also had a strong role here. Hence we often hear Governments boasting of falling student numbers in classrooms – indeed now to the low 20s. But other developments have been taking place as well.
Information and communication technology has had a profound impact on student learning. All schools would now support many computers – most of which are in learning spaces where the students spend much time. These computers which take up space and generate heat require additional space considerations. All this equipment is usually networked with specialist staff looking after the infrastructure. There has also been much development in the understanding of how students learn.
The “chalk and talk” approach of previous years has now been modified to the extent that students now enter a variety of places and spaces to understand the issues they have at hand. This may involve them spending periods out of the school environment – indeed learning in “real life” situations. A great deal of learning is also done via projects and in student teams and often cross disciplinary (eg; science, maths, English). This activity requires more flexible spaces. All of the above developments have implications for school design.
Learning spaces of various configurations have taken over from the standard classrooms. There are large spaces for group assemblies, smaller intimate spaces for informal learning and conversation, greater consideration for spaces which are attractive instead of institutional and greater attention to the work places for teachers. Attention has also focused on the external environment. It is no longer thought that “wall to wall” asphalt or grass is appropriate. The external environment can provide rich learning opportunities – particularly about the environment and nature. And here too we can design spaces to be attractive and welcoming. In general, our schools now are less crowded than in previous times. Whilst adequate space is important for recreation and learning, the design of that space is also paramount.
