Building Quality Standards Handbook: October 2008

Building Quality Standards Handbook
October 2008
Infrastructure Division
Department of Education and Early Childhood Development
Building Better Learning Environments

Table of Contents
TABLE OF CONTENTS
1. INTRODUCTION 1
2. PLANNING 3
2.1 Introduction 3
2.2 Departmental Planning Process 3
2.3 Space and Area 6
2.4 Ecologically Sustainable Development 6
2.5 Relationships 6
2.6 Accommodation 8
2.7 Economy 9
2.8 Technology 10
2.9 Security and Safety 11
2.10 Image and Aesthetics 12
2.11 Construction 12
2.12 Energy Planning Process 12
2.13 Acoustics 13
3. SUBSTRUCTURE, SUPERSTRUCTURE, FINISHES & FITTINGS 15
3.1 Introduction 15
3.2 Substructure 15
3.3 Superstructure 16
3.4 Roof 16
3.5 External Walls 18
3.6 External Windows 19
3.7 External Doors 21
3.8 Ceiling Heights 22
3.9 Internal Walls 22
3.10 Internal Screens and Borrowed Light 23
3.11 Internal Doors 23
3.12 Finishes 23
3.12.1 Wall Finishes 23
3.12.2 Floor Finishes 24
3.12.3 Ceiling Finishes 26
3.12.4 Paint 27
3.13 Acoustics 28
3.13.1 General 28
3.13.2 Sound Insulation BETWEEN Spaces 28
3.13.3 Acoustic Performance WITHIN Spaces 31
3.13.4 External Noise Control 32
3.13.5 Rain Noise 33
4. INTERNAL SERVICES 34
4.1 Introduction 34
4.2 Sanitary Fixtures 34
4.2.1 General 34
4.2.2 WC Suites 34
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4.2.3 Urinals 34
4.2.4 Basins 35
4.2.5 General Purpose Sinks 35
4.2.6 General Purpose Tubs and Troughs 35
4.2.7 Showers 35
4.2.8 Cleaners Sinks 36
4.2.9 Boiling Water Units 36
4.2.10 Drinking Troughs 36
4.2.11 Ablution Troughs 36
4.2.12 Floor Waste Gullies (FWG) 36
4.2.13 Tundishes 37
4.2.14 Clay and Ablution Troughs 37
4.2.15 Potting Troughs 37
4.2.16 Laboratory Sinks 37
4.2.17 Safety Sprays 37
4.2.18 Fume Cupboards 37
4.2.19 Photographic Troughs 37
4.2.20 Frame Baths 37
4.2.21 Drip Trough and Racks 38
4.2.22 Hand Driers 38
4.2.23 Facilities for Disabled 38
4.3 Sanitary Plumbing 38
4.3.1 Pipe Work 38
4.3.2 Trade Waste Application 38
4.3.3 Treatment Apparatus 38
4.3.4 Trade Waste Operation Documentation 39
4.4 Water Supply 39
4.4.1 General 39
4.4.2 Pipe Work, Valves and Fittings 39
4.4.3 Tapware 40
4.4.4 Hot Water Units 40
4.4.5 Other Issues 41
4.5 Gas Services 42
4.5.1 General 42
4.5.2 Tariffs 42
4.5.3 Meters 42
4.5.4 Relocatable Buildings 42
4.5.5 Pipe Work 43
4.5.6 Emergency Isolation Valves 43
4.5.7 Outlets 43
4.5.8 Gas Booster 43
4.6 Space Heating 43
4.6.1 General 43
4.6.2 Centralised Plant versus Individual Units 48
4.6.3 Primary Schools 48
4.6.4 Secondary Colleges 49
4.6.5 Heating System Controls 49
4.6.6 Plant Rooms 49
4.7 Ventilation 49
4.7.1 General 50
4.7.2 Natural Ventilation 50
4.7.3 Toilet and Change Room Exhaust System 50
4.7.4 Commercial Kitchen Exhaust Systems 51
4.7.5 Kiln Exhaust Systems 51
4.7.6 Exhaust Fans 51
4.7.7 Ceiling Fans 52
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4.8 Cooling 52
4.8.1 General 52
4.8.2 Evaporative Cooling 55
4.8.3 Airconditioning – Room and Packaged Plant 56
4.9 Fire Protection 56
4.9.1 Fire Hydrants 57
4.9.2 Fire Hose Reels and Extinguishers 57
4.9.3 Smoke and Fire Doors 57
4.9.4 Smoke Detectors and Sound Alarms 57
4.9.5 Emergency Signs and Lighting 57
4.9.6 Maintenance Log Books 57
4.10 Electrical Lighting and Power 57
4.10.1 Design 58
4.10.2 Supply 59
4.10.3 Main Switchboard 59
4.10.4 Distribution Switchboards 60
4.10.5 Wiring 60
4.10.6 Power and Special Connections 60
4.10.7 Artificial Lighting 61
4.11 Special Services 65
4.11.1 Fume Cupboards 66
4.11.2 Compressed Air 67
4.11.3 Reticulated Gas Services 68
4.11.4 Dust Extraction System 69
4.11.5 Lightning Protection 70
4.12 Centralised Energy Systems 70
4.13 Storage 70
5. EXTERNAL SERVICES 71
5.1 Introduction 71
5.2 External Stormwater Drainage 71
5.2.1 General 71
5.2.2 Pipe Work and Structures 72
5.3 External Sewer Drainage 72
5.3.1 Pipe Work and Structures 72
5.4 External Water Supply 73
5.4.2 Backflow Prevention 73
5.4.3 Irrigation Systems 74
5.5 External Gas 74
5.5.1 Natural Gas Meters 74
5.5.2 LP Gas Storage 74
5.5.3 Pipe Work 74
5.5.4 Gas Booster 74
5.6 External Fire Protection 75
5.6.1 General 75
5.6.2 Fire Hydrants 75
5.7 External Electric Light and Power 75
5.7.1 General Power 75
5.7.2 Security and Access Lighting 76
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5.7.3 Underground Services 77
6. COMMUNICATION SERVICES 78
6.1 Introduction 78
6.2 ICT Architecture 78
6.3 Budget 79
6.4 Minimum Requirements 80
6.5 Consultation and Communications Standards 81
6.5.1 New School Designs 81
6.5.2 Communications Standards 81
6.6 Cabling for Communication Services 82
6.6.1 General 82
6.6.2 Location of Communications Room 82
6.6.3 CD (Campus Distributor) and BD (Building Distributor) Cabinets or Areas 83
6.6.4 Horizontal Communication Cables within Buildings 84
6.6.5 Cabling Options 85
6.6.6 Recommended Horizontal Cabling Quantities 85
6.6.7 Fibre-Optic Backbone Cabling 86
6.6.8 Copper Backbone Cabling 86
6.7 Conduit Between Buildings 87
6.7.1 Conduits Between Multi-campus Sites 87
6.8 Active Equipment 88
6.9 External Communication 88
6.9.1 Telecommunications Carrier Connection 89
6.9.2 Telstra TCS GWIP 89
6.9.3 Telstra TCS BDSL 89
6.9.4 TCS Equipment Dimensions 90
6.10 Voice Services 90
6.10.1 Analogue Telephone Systems 90
6.10.2 Handsets 91
6.10.3 Multi-campus Situations 92
6.10.4 System Expandability 92
6.10.5 VoIP 92
6.11 Intruder Detection System 93
6.12 Public Address System 93
6.13 Clock-Bell Services 94
6.14 Library Automation Services 94
6.15 As-built Documentation 94
6.16 Customer Acceptance 95
6.17 Cabling Provider Rules Licence 95
6.17.1 ACA Accredited Industry Registrars 96
6.17.2 Registration Card Example 96
6.18 Classroom Layout 97
6.19 Typical Cabinet Layouts 98
7. SITE WORKS 100
7.1 Introduction 100

7.2 Roads, Footpaths and Hard courts 101
7.2.1 Vehicle Access Roads 101
7.2.2 Parking Areas 102
7.2.3 Waste Disposal 102
7.2.4 Pedestrian Paths 103
7.2.5 Hard courts and Paved Areas 103
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7.3 Playground Equipment 104

7.4 Fencing 105
7.5 Landscaping 105
7.5.1 Sports Playing Field 105
7.5.2 Irrigation Systems 105
7.5.3 General Grassed Area 105
7.5.4 Garden Beds 106
7.5.5 Shade Areas 106
7.6 Covered Ways 107
7.7 Improvements (new schools) 108
7.7.1 Seating 108
7.7.2 Litter Bins 108
7.7.3 Flagpole 108
7.7.4 External Signage 108
7.8 Planting Guidelines 108
7.8.1 General Hints 108
7.8.2 Particular Plants 109
8. SPECIAL FACTORS 113
8.1 Introduction 113

8.2 Process 113
8.3 Common Special Factors 113
8.3.1 Existing Site Conditions 113
8.3.2 Climatic Conditions 114
8.3.3 Existing Conditions Impacting on Building Design 114
8.3.4 Access and Servicing 114
8.3.5 Multi-Storey or Higher than Normal Buildings 115
8.4 Items Not Generally Considered ‘Special Factors’ 115
9. WORKPLACE HEALTH AND SAFETY 116
9.1 Hazardous Materials and Conditions 116

9.2 Asbestos 116
9.3 Copper-Chrome-Arsenate (CCA) Treated Timber 117
APPENDIX 1 BUILDING ELEMENTS 118
APPENDIX 2 TECHNICAL DATA SHEETS & STANDARD DRAWINGS 135
APPENDIX 3 POSTCODE AREAS Within NatHERS ZONES 161
Glossary of Acronyms and Abbreviations 163
Building Quality Standards Handbook v October 2008

Introduction
1. INTRODUCTION
The Building Quality Standards Handbook (BQSH) sets the minimum quality criteria for all
Department of Education and Early Childhood Development (DEECD) projects, including new
construction and refurbishment. It has been developed to provide a consistent approach to the
development of school facilities across Victoria.
The Handbook is used by the Department’s regional offices and program manager, schools, principal
consultants and builders – indeed, all who participate in the development of capital works and
maintenance projects. It aims to provide facilities planners with the hindsight and experience accrued
in completing projects to required standards and budget.
While the Handbook describes the standard elements of a building project, it is not prescriptive in its
approach, and facilities planners are encouraged to exercise their creativity within available budgets
and the minimum benchmarks outlined. Similarly, materials and building practices detailed are not
exhaustive. Those not covered in this document, however, should be assessed in relation to those
included. An alternative material or building practice should only be considered if it provides,
without compromise, a more cost-effective solution.
The State Government’s “Building Futures” policy was launched in July 2006. The policy guides
investment in Victorian school facilities and infrastructure to ensure that expenditure generates
significant gains in educational achievement. The “Building Futures” framework incorporates six
stages: project identification; educational rationale; feasibility study; prioritisation and approval;
implementation; and evaluation. Progression through the first three stages is based on project
applications meeting the five assessment criteria listed in the policy document (refer
http://www.eduweb.vic.gov.au/edulibrary/public/assetman/bf/BFoverviewpolicyprocess.pdf).
Further to the requirements of the Department of Education and Early Childhood Development, users
of the Handbook should also be aware of the Victorian Industry Participation Policy (VIPP). The
VIPP aims to boost local employment and business growth by expanding market opportunities for
Victorian companies. Through procurement and industry assistance activities, the VIPP encourages
contractors to consider Victorian suppliers and content options where these deliver the best value for
money. For regional Victoria, the policy applies to expenditure of $1 million or more ($3 million in
metropolitan areas) and ensures that bidders for Government work genuinely attempt to maximise
local content. Bidders are required to submit a VIPP statement outlining:
► the level of local content;
► the number of new jobs created, and
► possible skills and technology transfer generated by the project.
For projects of over $50 million (over $5 million in regional areas) only, short-listed tenderers (or,
where there is no short-listing, such tenderers as determined by the procurement team) are required to
submit a VIPP implementation plan that identifies how companies intend to meet the targets contained
in their VIPP statements.
For further information regarding the VIPP, contact the Department of State and Regional
Development on 13 22 15.
The sections in this Handbook are arranged according to the standard elements of a building project.
Reference should be made to the elements described in Appendix 1. A Planning section is also
included at the beginning of the document, outlining the rationale underscoring facilities provision.
Building Quality Standards Handbook 1 October 2008

Introduction
Under Section 2.2, the Department’s capital planning process is briefly outlined to cover such items
as selecting an architect, masterplanning, schematic design, and design development. Section 8 –
Special Factors details the circumstances giving rise to budget increases in an otherwise standard
building project. In particular, Section 6 – Communication Services has been substantially
amended by the Department’s Information Technology Division (ITD).
The Building Quality Standards Handbook is updated regularly to reflect change and promote the
latest best practice. This version revises the October 2003 edition.
A Note on Ecologically Sustainable Design (ESD)
In matters related to ecologically sustainable planning and energy management, building practitioners
and users of this Handbook are advised to consult the Department’s soon-to-be-finalised Ecologically
Sustainable Development (ESD) Guidelines. These guidelines will establish a common language and
methodology for incorporating ESD into the design of Victorian schools. They will place ESD
outcomes for DEECD projects within a context of national best-practice, and will be linked to the
Green Star – Education Tool developed by the Green Building Council Australia. The Guidelines
will also establish performance measures for energy and water usage as well as waste disposal. [NB:
Principal consultants and project architects will be notified when the guidelines are released.)
In addition to the Green Building Council Australia (http://www.gbcaus.org/) and associated

Building Commission weblink (http://www.buildingcommission.com.au/www/html/630-green-
building-council-of-australia.asp, users of this Handbook are advised to consult the Sustainability
Victoria website: http://www.seav.sustainability.vic.gov.au.
Further to the DEECD’s own School Infrastructure website

(http://www.education.vic.gov.au/management/infrastructure/default.htm), users are also referred to
the Department’s Emergency & Security Management website (http://www.sofweb.vic.edu.au/emerg/)
for advice in relation to security and crime-preventative design strategies.
This Handbook is a guide only and all work is to be undertaken in accordance with relevant building
and safety regulations, codes and standards. In particular, every effort has been made to ensure that it
complies with the Building Code of Australia (BCA) and applicable Australian Standards.
An electronic version of the Handbook is available on the Infrastructure Division website under Key
Documents (https://www.eduweb.vic.gov.au/infrastru/key/key.htm) as well as the Environmental
Issues webpage: http://www.education.vic.gov.au/management/infrastructure/environment.htm.

Section 2 – Planning
2. PLANNING
2.1 Introduction
Planning for new school facilities involves a range of inputs including Departmental facility
schedules, design imagination, local knowledge and community aspirations. It is essential that the
resulting facilities address both today and tomorrow’s educational programs as well as flexibility,
energy efficiency and low maintenance requirements.
All design, materials and construction practice shall comply with the latest version of the Building
Code of Australia and relevant Australian Standards.
The Dangerous Goods (Storage and Handling) Regulations 1989 require the design of laboratories to
be in accordance with Australian Standard AS 2982 – Laboratory Construction. Workplace health
and safety (especially in relation to hazardous materials and asbestos) are also crucial considerations.
2.2 Departmental Planning Process

Whether a new school is being built or existing facilities modernised, a school upgrade plan forms the
basis of facilities improvement and requires consideration of the following.
Building Futures
Firstly, schools are highlighted for inclusion in the Departmental planning process through the
“Building Futures” program. This incorporates six stages: (1) project identification; (2) educational
rationale; (3) feasibility study; (4) prioritisation and approval; (5) implementation; and (6) evaluation.
The first four of these stages are integral to the planning process.
Schools enter the “Building Futures” process by being nominated through their Departmental regional
office. Nomination to stage one results from a school’s involvement in regional planning activities
such as provision planning (consideration of enrolment trends, demographic data, new school
requirements, school regeneration, etc), an identification of need via “School Accountability and
Improvement Framework” performance data, information received from principals and Regional
Facilities Managers regarding current building conditions, and the capacity of schools to effectively
meet contemporary teaching and learning needs.
Project identification focuses on need and the degree of urgency of nominated schools to address
facility issues impacting on student outcomes. Nominated schools attend regional office meetings and
receive information detailing requirements. (Note: nomination to enter stage one of the “Building
Futures” process does not represent a commitment to future capital funding.)
Detailed guidance and support materials pertaining to “Building Futures” is available at

www.education.vic.gov.au/buildingfutures/.

The Educational Rationale
The educational rationale is produced by the school and, from this, the architect will develop a
design solution. Matters to address include:
► an indication of how the proposal will support the Government’s goals and targets, and
identify improved learning outcomes;
► an outline of the individual school’s educational philosophy and curriculum program in
relation to the Department’s Curriculum Standards Framework II (CSF II), the Victorian
Certificate of Education (VCE) and the Government’s goals and targets;
► a determination of the facilities mix (within current space entitlements) which accommodates
the school’s educational specification and ensures that facilities provided will enable CSF II
and VCE requirements to be met;
► an indication of the relationships that should exist between various facilities to support the
operation of the school; and
► an indication of the requirements of the school’s e-learning plan.
Selecting an Architect
A school council, in conjunction with the Department’s project facilitator, will:
► nominate one of three architects provided by the Department from its Principal Consultants’
Register to develop project documentation;
► enter into a School Council Consultant Agreement with the nominated architect following
endorsement by the Infrastructure Division; and
► provide the architect with a Department-approved project brief and budget.
Developing a Masterplan Solution

The architect will then proceed to masterplanning, the components of which include:
► conceptual plans setting out basic ideas and project solutions;
► a range of masterplan options;
► a preferred option, including area analysis and proposed stages of development where
appropriate;
► preparation of the final masterplan, taking into consideration existing facilities and cost
effectiveness; and
► review by the Department’s Infrastructure Division and Program Manager through a Project
Review and Evaluation Panel (PREP).
While masterplans permit schools and the Department to identify priorities in relation to new
construction and modernisation projects, their completion and approval facilitates detailed planning in
the lead up to eventual construction. The various stages in this preparation include schematic design,
design development and the completion of tender documentation.

Schematic Design
The architect prepares a schematic design for the identified stage from the approved masterplan,
including Cost Plan B. The schematic design includes:
► the facilities brief for the identified stage, the proposed relationship between buildings on
site, and pedestrian and staff vehicular access;
► plans, elevations and sections of buildings as well as documentation supportive of the design
proposed; service easements and landscaping concepts, and axonometric sketches;
► statements of efficiency with respect to energy usage, architectural design, services and
engineering design;
► security recommendations provided by the Department’s Emergency and Security
Management Unit; and
► local government and utilities compliances, cost plan summaries and comparison with an
approved budget.
The schematic design is then reviewed by the Department’s Project Review and Evaluation Panel
(PREP) before proceeding to the next stage: design development.
Design Development
Following PREP endorsement, the architect will then prepare a design development report, including
Cost Plan C.
Design development further details the proposed solution, including identification, justification and
costing of any special factors associated with project implementation. It also includes a schedule of
materials and finishes, a life-cycle cost analysis, building surveyor’s report, rectification of issues
identified at the schematic design PREP meeting, and the preparation of Cost Plan C.
The design development, including Cost Plan C, is submitted to PREP to ensure that project plans
meet building quality standards, the required facilities mix and budget. Once endorsed, the design
and Cost Plan C form the basis of the Department’s budget submission for that project.
A special factor to be considered relates to the presence of hazardous materials within school
buildings. All schools have been subject to an audit of asbestos and polychlorinated biphenyls
(PCBs), and have received reports detailing the location of any of these within the school. The
asbestos audit often identifies the presence of other hazardous materials, including synthetic mineral
fibres (SMFs). Architects will need to ensure that tender documentation identifies the removal of all
known hazardous materials within areas where upgrade is to occur. As part of a major capital project,
the architect must ensure the removal of all PCBs throughout the entire site, not just those buildings
included in the construction project.
Tender Documentation
Having completed both schematic design and design development to the satisfaction of the
Department, the architect prepares all the necessary project tender documentation, including Cost
Plans C and D to enable the project to be considered for inclusion in the Department’s capital works
budget submission.

2.3 Space and Area

Space and area entitlements for school facilities are broadly defined within schedules set out in the
Key Documents section of the Infrastructure Division website
(https://www.eduweb.vic.gov.au/infrastru/key/key.htm). These schedules are used when planning a
new school or when upgrading existing schools.
The schedules detail a standard but they also offer flexibility within budgets provided. Given the
adequate accommodation of core curriculum needs and student numbers, spaces can be arranged and
modified to suit the particular profile of a school.
School councils should be encouraged to develop a reuse and recycling strategy.
Designs should consider providing an area in each block where recyclable materials (glass, paper, etc.)
can be stored before their removal to the school’s central recycling area.
2.4 Ecologically Sustainable Development

In matters related to ecologically sustainable planning and energy management, building practitioners
and users of this Handbook are advised to consult the Department’s soon-to-be-released Ecologically
Sustainable Development (ESD) Guidelines. These establish a common language and methodology
for incorporating ESD into the design of Victorian schools. They place ESD outcomes for DEECD
projects within a context of national best-practice, and are linked to the Green Star – Education Tool
developed by the Green Building Council of Australia. The Guidelines also establish performance
measures for energy and water usage as well as waste disposal.
In addition to the Green Building Council of Australia (http://www.gbcaus.org/) and associated

Building Commission weblink (http://www.buildingcommission.com.au/www/html/630-green-
building-council-of-australia.asp, practitioners and consultants are advised to consult Sustainability
Victoria (http://www.seav.sustainability.vic.gov.au),).
2.5 Relationships
Successful space planning pursues an efficient combination of teacher resources and organisation,
student grouping and teaching/learning methods. A range of issues need to be considered in achieving
this, such as:
► the relationship between activities and their compatibility and flexibility, including
: separation of noisy and quiet areas
: position of multi-purpose/physical education facilities to oval, hard court and car park
: position of administration to car park and main school entry
: central location of toilet blocks;
► the relationship between subsections of the school, including

: junior/middle/senior school organisation
: general purpose/specialist facilities
: departments/faculties
: indoor and outdoor learning spaces;

► the relationship between buildings and the site, including

: buildings and open space
: slope and contours
: services
: signposting
: pedestrian and vehicle movement
: deliveries
: efficient removal of recyclables and waste
: emergency access
: dental van provision (if required);
► the relationship between the school and the environment, including

: vegetation
: flood levels
: soil conditions
: climate/microclimate (design should be compact to minimise external travel in areas
of high exposure)
: neighbouring properties
: solar access
: capture and use of rainwater;
► the relationship between the school and its community, including

: student and visitor access
: community use out of hours
: pedestrian access out of hours
: car park access out of hours;
► the relationship between design and materials efficiency, including

: the avoidance of waste and reuse/recycling of unavoidable waste; and
► the relationship between design and energy efficiency, including
: Orientation
A prime consideration should be the placing of all buildings with their long axis in
the east/west direction in order to maximise north facing facades and minimise
east/west facing facades (this must be addressed in the Masterplan and Schematic
Design reports).
To further reduce the problem of overheating in summer, window design should
incorporate adequate shading (refer to Section 3.6 – External Windows).
: Site planning for wind filtration and ventilation

Consider the use of double doors as airlocks and placing entry/exit doors in buildings
on the east side to minimise infiltration in winter and summer.
When planning for single sided or cross natural ventilation for use in summer,
consider openings on the south face or from shaded/sheltered areas to avail of the
cooler air.
Ventilation openings should be onto areas that are as dust free as possible.
Consideration should be given to prevailing weather and seasonal climate to limit the
entry of such conditions as hot northerly winds.

: Surface area of buildings

Consider reducing the external surface area of buildings by joining spaces together.
Consider reducing the area of windows to a point where they can still perform the
functions of providing daylight, view and connection to the outside.
: Overshadowing
Ensure that the north facade of a proposed building is not overshadowed by other
buildings to the north by setting it back (south) at a distance that is twice the height
of the obstruction. Ensure the proposed building does not overshadow any existing
building to the south by placing buildings twice their height north of any existing
building.
: Daylight
The layout of buildings should not preclude the use of daylight. It should be noted,
however, that daylight suitable for desk work will only penetrate about three metres
into a building via the windows. Consider the use of shaded skylights or clerestories
to provide additional daylight.
The size and orientation of skylights and clerestory windows, however, should be
carefully considered so as to limit overheating or glare. All skylights and clerestory
windows should be shaded from direct summer sun.
The use of daylight (and minimisation of artificial lighting) must be addressed in the
Schematic Design report.
: Zoning
Provide doors or airlocks to separate areas that are heated/cooled from areas that are
not heated/cooled. Provide doors to isolate two-storey spaces (such as stairs) from
heated/cooled spaces. Zoned areas possess a thermal advantage over open plan
inasmuch as heating and cooling systems need only operate in areas that are
occupied.
Zoning must be addressed in the Masterplan report.
: Landscaping
Deciduous trees to the north (or evergreens set back a distance twice their height),
and evergreens to the east and west can block summer morning and evening sun if
external blinds are not provided. The maintenance costs of deciduous trees should be
considered.
: Shelter
Outside areas should be sheltered, where possible, from winter and summer winds,
and shaded from the sun from September to April (Terms 1 and 4). These
considerations must be addressed in the Masterplan report.
2.6 Accommodation
Accommodation provided should comply with facility schedules and available budgets. In achieving
this, planners should consider the following matters.

The scale of buildings and fittings should take into account the main user. This is particularly so for
primary schools.
Access and egress should:

► be easily defined and located;
► be on a single level;
► be at least to standards specified in AS 1428 for disabled access and AS 2890 for disabled car
parking; and
► enable disabled access to all facilities.
The provision of display boards and display spaces is particularly important in primary schools.
Storage spaces should be directly accessible from activity spaces. The sharing of storage between
spaces may also enable the creation of larger, more useful spaces. When designing storage areas, the
Occupational Health and Safety (Manual Handling) Regulations and Occupational Health and Safety
(Prevention of Falls) Regulations must be taken into consideration. This is particularly important in
designing archive storage areas where preference should be given to small size archive boxes.
Flexibility should be a key factor in design solutions. Buildings need to offer schools flexible options
for daily use as well as an opportunity for simple refurbishment or remodelling as future needs
change. Options to consider include activity areas grouped or separated with operable walls (or other
moveable partitioning) as well as the use of light and mobile furniture.
Equipment and fittings should be located in a manner that ensures safe use and circulation.
External areas should reflect the activities of adjoining buildings.
2.7 Economy
Building and site development should incorporate both economic and cost-effective construction as
well as operational and maintenance considerations. Factors include:
► appropriate internal volumes that reflect purpose and the scale of user;
► robust and durable materials and finishes;
► structure, including the

: provision of regular building shapes
: provision of simple roof forms that promote effective drainage
: consideration of two storey buildings only when site constraints make single storey
buildings less cost effective
: grouping of areas, particularly those that require mechanical services
: grouping of buildings to minimise circulation requirements
: keeping of circulation space within scheduled allowances
: placement of structures on site in close proximity to services
: use of cost-effective structural solutions to site constraints;
► location on site so that

: buildings are positioned in close proximity to services and site access points

: site conditions (including soil, rock, vegetation and contours) are considered, with
buildings situated to minimise cost penalties associated with slope or rock and to
maximise the use of features such as existing vegetation;
► consideration of a landscaping component in the total design strategy;
► planning to allow for the potential staging of works and in such a way that the duplication or
redundancy of facilities and services provided in earlier stages is avoided;
► siting relocatables with consideration for their integration among other facilities and/or
future removal;
► siting relocatables with their windows facing north and south;
► planning of consecutive stages (of new secondary colleges) adjacent to one another for ease
of access (i.e. less external travel) and the minimisation of open spaces which require
landscaping but may form construction areas in future stages;
► keeping toilet allocations for new primary schools to no more than two blocks, thereby
facilitating an efficient use of area;
► designing for waste minimisation by taking into account standard material sizes, specifying
prefabricated products and using modular components (these measures can help reduce the
amount of waste generated during the building phase and thereby reduce purchasing,
handling and disposal costs); and
► designing for operational waste efficiency (i.e. those wastes generated once the facility is in
use) and providing space/facilities to address the proper collection and disposal of food
waste, beverage containers, paper, cardboard and other packaging materials, etc.
2.8 Technology
School buildings should, where possible and appropriate, promote the use of modern materials and
facilitate the use of current and future technology. Among the things to consider:
► cabling must be installed with a view to future flexibility (Refer to Section 6 –

Communication Services);
► cabling and equipment must reflect current standards but have the capacity for change or
expansion in future services;
► services should promote ease of connection and disconnection;
► loose furniture may be preferable to built-in furniture;
► design should consider the use of solar energy where appropriate and cost effective;
► design should consider solar hot-water (schools are currently eligible for Victorian
Government grants that help reduce the cost of solar hot-water installation);
► control technology should be included where centralised heating and domestic hot-water
plant are specified;
► timers/sensors should be installed where artificial lighting is used;

► heating controls should allow zoning, individual control and auto shutdown;
► sustainable products should be used where both appropriate and cost-effective, including
those materials and products made with recycled content and recyclable at end-o-life (this
needs to be addressed in the Design Development report); and
► design must consider the suitability of solar hot-water where cost effective (this must be
addressed in the Design Development report).
2.9 Security and Safety

Schools must provide a safe and secure environment for students and staff. In achieving this,
designers will comply with the Building Code of Australia but, in doing so, may consider:
► logical street access directing visitors to administration facilities and permitting the
supervision of entries;
► designing in a manner and with a provision of finishes that discourage wilful damage;
► avoiding nooks and crannies;
► providing night lighting/sensors at access points;
► lighting to cover after hours usage;
► compartmentalising facilities for out-of-hours use;
► fitment design ensuring smooth corners and appropriate location
► ventilation;
► window placements and glass, ensuring compliance with the Building Code of Australia and
avoiding the placement of operable windows in traffic areas;
► minimising roof access;
► on-site traffic management;
► avoiding differences of level across the site;
► providing non slip surfaces in internal and external circulation areas;
► asthma and allergy minimisation;
► well placed external PA speakers;
► stretcher access to first-aid locations;
► design which promotes good supervision of all areas by teachers;
► safe access to toilets during classroom hours, lunch and recess times, and out-of-hours; and
► safe access to car parks out-of-hours.

Useful security hints and practical advice can be obtained from the DEECD’s Emergency & Security
Management website (http://www.sofweb.vic.edu.au/emerg/). A brochure titled Fire and Arson
Prevention can be downloaded from:
http://www.sofweb.vic.edu.au/facility/docResearch/keyDocs.htm
2.10 Image and Aesthetics

Design should take into account the role of the school in its community. Features should include:
► an obvious point of entry and address;
► appropriate scale to suit users;
► avoidance of extreme architectural features as solutions;
► sign posting and organisation to promote ease of access and movement within;
► appropriate use of colour schemes; and
► acknowledgement of surrounds and community.
2.11 Construction
Planning needs to allow for a staged implementation of works within a single project. Stages should
reflect available funding as well as the need to enable schools to continue operating without undue
disruption to the learning environment. Service provision in the initial stage should provide for total
development requirements.
2.12 Energy Planning Process

Energy should be considered at the masterplanning stage or before. It should not be left until the
schematic design stage or later. Energy planning should involve all parties associated with the
development of a school. It is not just an electrical or mechanical issue. If school design is good, an
assumed dependence on components such as airconditioning is not automatic. Beware of standard
solutions.
Energy Engineer
It is recommended that an energy engineer be engaged as part of the design team to provide
specialised energy advice and design assessments.
Energy Audit
Undertake an energy audit of existing premises, if appropriate, to establish existing energy use
patterns which can then be addressed in new design. Sustainability Victoria
(http://www.seav.sustainability.vic.gov.au) offers advice and assistance, and can be contacted on tel:

1300 363 744, fax: (03) 9655 3255, and email: advice@seav.vic.gov.au. (The energy audit must be
addressed in the Masterplan report.)
Energy Design Process
Incorporate into the existing design process the following steps: hold a project meeting with all
stakeholders to agree to goals, budgets, and energy and financial measurement methods; review
energy performance whenever cost plan is reviewed; treat mechanical and electrical design and
building fabric design as one exercise.
Computer Modelling
Consider using computer modelling to determine the effectiveness of or the adjustments necessary to
daylight and natural ventilation systems.
Testing and Commissioning
Energy efficient equipment should be specified. Where appropriate, testing and commissioning
should confirm this performance.
Testing and commissioning should include the handover of accurate and detailed building and
systems records and operations directions. Such documentation should not only set out details of the
installation and its energy-efficient operation but clearly record all design assumptions and capacities
in order to facilitate future modifications and building adjustment.
Maintenance Strategy
School councils should be provided with a ten-year maintenance strategy for all plant and equipment.
The maintenance strategy should include a fine tuning of plant to the building’s actual occupancy and
operation. It should also demonstrate how maintenance will be provided. For outsourced
maintenance, some degree of energy performance outcome should be built into the contract.
A meeting should be held with school staff, the consultant and the mechanical and electrical
contractors to “hand over” the maintenance documents and “walk through” the project, explaining
any required actions.
Office Equipment
Office equipment can consume up to 10% of the total energy used in a building. Equipment should be
selected with a low energy rating sufficient to perform the task required.
2.13 Acoustics
Designers should ensure that the acoustic performance of the building is satisfactory by considering
the following issues:
► sound insulation between spaces; and

► room acoustics within spaces.
These issues can be addressed by considering:
► the construction of internal walls that divide spaces;
► the surface treatments of walls, floors and ceilings;
► the treatment of air ducts that connect spaces; and
► noise generation within the space.
Problems that have been encountered in schools include sound transmission through dividing walls,
sound transmission via corridors, sound transmission through ducts, internal room acoustics, rain
noise and noise from plumbing fixtures and services.
Recommendations to overcome these issues are discussed in Section 3.13.

Section 3 - Substructure, Superstructure, Finishes and Fittings
3. SUBSTRUCTURE, SUPERSTRUCTURE, FINISHES &

FITTINGS
3.1 Introduction
In choosing a design solution for new schools and refurbishment projects, the DEECD helps architects
and school planning committees select from a variety of building systems consistent with good
architectural and engineering practice, durability and value for money. The DEECD has developed a
considerable body of experience from a range of projects that have been delivered and subsequently
evaluated, as well as from the feedback supplied by end users – the schools themselves.
The purpose of this section is to provide school communities and consultants with the benefit of that
experience so that demonstrated examples of best practice can be incorporated into new projects.
The following material is arranged according to the standard cost elements of a building project and
generally provides details for minimum acceptable standards.
The materials and building practices listed are not exhaustive, and any materials not covered in this
document should be considered in relation to those included. It is recommended, however, that
specified fittings and equipment be sourced, where possible, from Australian suppliers in order to
assure replacement parts and facilitate maintenance. These comments do not apply to modular
relocatable buildings or unenclosed covered walkways.
All design, materials, workmanship, testing and commissioning shall comply with the latest revision
of the Building Code of Australia and relevant Australian Standards.
3.2 Substructure
The type of structure best employed is dependent on site conditions. Prior to the commencement of
design work, site investigations should be carried out, including:
► land surveys to determine slopes and above ground site features;
► borehole and geotechnical investigations to determine, as best as possible, sub-surface

conditions; and
► an examination of past construction records in the area, sourced from local authorities,
schools, etc.
This will allow informed decisions to be made with respect to the stability or otherwise of founding
material, the suitability of excavated material for engineered and/or bulk fill, estimates of any rock
excavation, and the most appropriate substructure. It should be noted that rock excavation is both
expensive and time consuming. Consideration should be given to floor and services levels in relation
to possible rock.
Wherever possible, it is recommended that a concrete slab solution be utilised. In certain

circumstances (and depending on the results of geotechnical investigations), it may be appropriate to
raise the substructure to minimise rock excavation.

Floor Insulation
Floors should be insulated. Although concrete floors have an inherent insulation value of about R1.5,
the 600mm to 1000mm perimeter edge should be provided with insulation. Timber floors should be
insulated to an equivalent R1.5 level.
Insulation for timber floors can be provided in the form of CFC-free polystyrene boards or foil batts
suitable for exterior use and fixed between joists. Provide an air space between the floor boards and
the insulation. Sub-floor ventilation should also be minimised but still comply with the Building
Code of Australia in order to further minimise heat loss.
Timber floors to physical education spaces should not be insulated, but timber floors to multi-purpose
spaces in primary schools should be insulated.
The insulation of timber floors needs to be addressed in the Schematic Design report.
3.3 Superstructure
The structural system chosen should reflect the building plan and substructure adopted. The structure
needs to address future flexibility requirements as well as the need to provide cover and allow
construction to continue over the winter period.
Market conditions may also influence the final choice of structure since there will be times when it is
more cost effective to select either timber or metal framing.
All exposed steel columns (and handrails) should be galvanised and not be painted.
The structural system should be simple and columns (or points of load) should be located to external
wall lines.
3.4 Roof
Simple roof forms are required, with roof guttering outside the line of external walls (i.e. no box
gutters). All roofing must be of continuous sheets wherever possible, with a minimum slope of three
degrees. Consideration must be given to market place longevity when selecting materials.
The design must incorporate a provision enabling any water overflow to escape outside the building.
Roofing material is to be surface fixed steel sheeting. The sheeting shall be pre-painted steel on galv-
alume substrate. Consideration will be given to natural finish steel sheeting where it matches existing
materials or must conform with local government requirements or where the principal consultant
provides acceptable evidence to support the material choice. Other materials may be used in special
circumstances. Each individual application will be assessed on its merits. Consideration should be
given to the effects of galvanic corrosion when selecting roofing materials.
The use of clip-fixed decking should be minimised.
Guttering and downpipes are to be robust and securely fixed. Guttering below 2400mm above ground
level in trafficable areas will require fixing of a standard in excess of normal manufacturer’s
requirements. To conform to the roofing, guttering should be pre-painted steel on galv-alume
substrate.

Consideration should also be given to locating downpipes, wherever possible, in protected areas away
from heavy student traffic.
Downpipes in heavily trafficked areas are required to be of a more robust quality to a minimum height
from ground level of 1800mm. This will require the use of materials such as sewer quality PVC pipe
or, in more extreme cases, galvanised steel water pipe. Alternatively, standard downpipes in these
areas should be appropriately sleeved to a height of 1800mm.
Damage Prevention
Damage generally occurs to guttering during after hours when vandals either swing from it or use it to
access the roof. Stronger fixing will not preclude damage, and guttering is not available in
sufficiently heavy gauge to resist damage. It is recommended that the height of guttering from paving
or garden areas be a minimum of 2400mm. Consideration should also be given during the planning
stage to design solutions which pre-empt or minimise damage to roofing and guttering at low points in
the building structure.
To reduce damage caused by intruders walking on the roof:
► use the thickest available roof sheeting (approximately 0.6 mm);
► use the preferred sheeting profile of metal deck roofing (stronger than corrugated roofing);
► decrease the batten spacing to a maximum of 1000mm for metal deck roofing and 600mm for
corrugated roofing; and
► increase the roof pitch.
Insulation
Provide roof/ceiling insulation according to the table below (postcode areas for NatHERS zones are
supplied in Appendix 3):
NatHERS Zone 27 NatHERS Zone 20 NatHERS Zones 21 NatHERS Zones 24

i.e. Mildura i.e. Benalla & 22 i.e. Melbourne & 25 i.e. Ballarat
R4 R4 R3 R4
Recommended
(if heating & cooling) (if heating & cooling) (if heating & cooling) (if heating. & cooling)
R value
R3 R2.5 R3.5
(if heating only) (if heating only) (if heating only)
The insulation of walls and roofing must be addressed in the Schematic Design report.
Roof Colour
Roofs are to be light in colour if appropriate for the surrounding environment. This will help reduce
summer overheating. The colour of the roof must be addressed in the Schematic Design report.

Skylights
Where skylights are installed to facilitate the entry of daylight, their area should be approximately 8%
of the floor area served, provided they are externally shaded. It is beneficial to the spread of light and
reduction of unwanted heat transfer if skylights are sealed with an acrylic/prismatic diffuser. Shade
all skylights which illuminate occupied areas. Skylights in heated areas shall be of the non-ventilated
type. All skylights should be fitted with safety grills.
South facing clerestory windows are preferable to skylights. Where skylights are used, these should
be shaded from direct summer sun and fitted with a light diffuser at ceiling level.
For unheated areas such as toilets, changing rooms, corridors and vestibules, provide clear sections of
roofing or skylights. These should be designed to provide a passive solar benefit. Lighting controls
should also be provided so that lights can be switched off.
Roof Ventilation
Consider roof ventilation above the level of ceiling insulation for summer cooling.
3.5 External Walls

External wall cladding should be chosen from a select range of environmentally friendly materials
designed to provide:
► long term durability;
► low maintenance costs;
► an appropriate level of insulation for acoustic and thermal purposes;
► aesthetic appeal; and
► value for money.
Selection of appropriate surface finishes must proceed with a knowledge of the activities to be
conducted in the area. Walls must be capable of being easily cleaned and repaired if damaged.
External walls should be of masonry, in general, and to a minimum height above ground level of at
least 2100mm (door head height). Masonry could be continued to the bottom of the eaves, however
lightweight cladding is an acceptable alternative.
Other alternatives such as full height lightweight cladding may be considered in certain
circumstances, for instance, low traffic areas and areas of low visual impact.
Externally, pre-coated surfaces should be used. External painting should be minimised and restricted
to secure areas.
Any solution recommended by the principal consultant must be cost effective (but not to the extent
that future maintenance is compromised) and agreed to by the Department’s Project Review and
Evaluation Panel (PREP) before implementation.

Insulation
External wall insulation should be provided as described in the table below. Where internal walls face
onto breezeways that are open at both ends, they should be treated as external walls. (Postcode areas
of all NatHERS zones are supplied in Appendix 3.)
NatHERS Zone 27 NatHERS Zone 20 NatHERS Zones 21 NatHERS Zones 24

i.e. Mildura i.e. Benalla & 22 i.e. Melbourne & 25 i.e. Ballarat
R2 R2 R1.5 R2
Recommended
(if heating & cooling) (if heating & cooling) (if heating & cooling) (if heating. & cooling)
R value
R2 R1.5 R2
(if heating only) (if heating only) (if heating only)
Wall Colour and Texture
Consideration should be given to the light colouring of external walls to reflect heat, especially along
the west facade. Avoid matt colours and heavily textured surfaces.
3.6 External Windows

The selection of windows should focus on standard designs and availability, standard construction
techniques, low maintenance and maximum user safety. The materials in high traffic, playground and
vandal-prone areas must possess a level of impact resistance (if not protected). Consideration must be
given to cleaning costs (i.e. high level glass should be avoided), and all must be properly
weatherproofed and provided with protection from climatic influences.
Glazing must conform to relevant regulations and Australian Standard. Minimum glass thickness is
dependent on location as specified in AS 1288.
Enhanced solutions (including thickness, double glazing and tinting) may be appropriate to reduce
noise, sun glare, and heat gain and loss. Direct sunlight should not be permitted to penetrate windows
during summer and shoulder seasons. Where east- and west-facing windows are necessarily
incorporated, the use of high performance glazing should be considered. The principal consultant
must qualify the situation when higher window quality is required.
The provision of flyscreens is acceptable in food preparation areas only.
Design consideration should be given to providing adequate (preferably cross flow) ventilation, and
should, wherever possible, provide natural lighting from two opposite sides of an activity area.
Windows should be of commercial quality, aluminium framed and with sashes either sliding or double
hung. Care must be taken to ensure that the structural stability of the window meets appropriate wind
loading and impact resistance levels.
While awning windows are not permitted at ground-level traffic areas, highlight awning windows are
acceptable where security can be maintained. Operable louvres or awning windows to clerestories
also promote good cross ventilation. These should be operated by a remote winder that secures the
windows when shut. Otherwise, the use of frameless sliding or louvre windows is not permitted.
All double hung windows must have spring balances of an appropriate design.

Full height glazing is to be avoided wherever possible, particularly in areas where queuing or heavy
traffic occurs. Ensure that window sills are located at least 750mm above floor level, ideally 1200mm
for thermal efficiency. They are of no passive solar heating or daylighting benefit.
Once a window type is chosen, that type is to be carried throughout the design of the entire school.
Most hardware for aluminium windows must be of commercial standard. Domestic quality is
unacceptable. Window frames are to be light coloured if they are to be positioned in direct sunlight.
Sizing of Windows
Windows should be oriented so that the majority face north and south, and the amount of east- and
west-facing glass is minimised (this must be addressed in the Masterplan report). Window sizing
should subscribe to the minimum requirements of the relevant Australian Standard. In their sizing,
the aim is to achieve a balance of daylight, view, heat gain and heat loss. Bearing this in mind:
North Windows: Size north facing windows at 20% of the floor area they serve so that they
benefit daylighting and passive solar heating.
South Windows: Size south facing windows to minimise heat loss in winter while ensuring that
they provide adequate daylight to rooms all year round. A figure of 10% of the
floor area is suggested as a useful starting point for sizing.
East and West Minimise east and west facing glass, and make the maximum size of glass 5%
Windows: percent of floor area they serve. If windows are larger than this, consider
movable external blinds to totally cover the window, or fixed vertical fins or
egg crate shades.
Note: In accordance with “F4.2” of the Building Code of Australia, the aggregate light transmitting
area should not be less than 10% of a room’s floor area.
Shading of Windows
Shade north facing windows with appropriate eaves or a fixed shading device comprising a vertical
shading angle of at least 56 degrees measured from the window sill. Extend the shading device one
metre past each end of the window. On east- and west-facing windows, vertical shading is effective.
(The shading of windows must be addressed in the Schematic Design report.)
Sealing of Windows
Provide windows with weather seals.

3.7 External Doors

External doors should possess the following qualities:
► in general, be of standard dimensions (of no more than 2100mm height) consistent with the
Building Code of Australia;
► be at least half glazed with safety glass for two-way vision in trafficable areas;
► be able to cope with heavy and constant usage;
► be sufficiently robust to provide appropriate security to the building;
► be properly weatherproofed and protected from climatic influences;
► have locks keyed to a master-key system;
► be either solid core timber with three hinges per door

or
be aluminium with appropriately heavy sections and fixing to prevent long term sagging, with
pivot hinges;
► have any door fixings to lightweight metal provided with backing plates for support;
► be provided with restrainers to prevent impact to adjoining surfaces;
► be provided with metal framing;
► if an aluminium door, it must have a commercial section with a solid bottom panel;
► if in areas prone to vandalism or to high levels of student usage, they are not to be lever type
door furniture;
► provide a level of access appropriate to the purpose of the space for which they are used;
► be fire rated or smoke sealed as required by the Building Code of Australia;
► be fitted with weather seals to the bottoms and edges, and to the jambs of double doors;
► provide air locks to main entrances accessing heated areas;
► be provided with mat wells at all entrances;
► include fittings such as door handles in primary schools that are appropriate for small
children; and
► if a required exit, it must be a single-action opening door, openable from the inside as
required by the Building Code of Australia.
Failure to external doors is largely attributable to hinge stress. The over extension of doors by wind
or students will damage components such as frames and hinges. Damage also occurs when doors are
pushed against the action of door closers. Such damage can be minimised by:
► locating doors adjacent to walls to provide a definite door stop;
► locating doors in sheltered locations;
► providing all external doors with door stops or steel handrails on the hinge side;

► constructing aluminium doors with pivot type hinges complete with floor springs and
concealed head closers; and
► minimising the number of external doors (e.g. no external doors to general purpose
classrooms).
3.8 Ceiling Heights
Area Springing Height (m)

General-Purpose Classroom 2.4 (min) – 2.7 (across room average)*
Multi-Purpose Room (150m²) 4.0
Physical Education Space – Primary School (298m²) 4.0**
Physical Education Space/Gymnasium – Primary and 6.0
Secondary Schools (688m²)
* General purpose classrooms should have a minimum average ceiling height of 2.7 metres to allow for
the inclusion of ceiling fans and the penetration of natural light. The minimum height of ceiling fans,
as measured to the underside of fan blades, shall be 2.4 metres from finished floor level.
** If the physical education facility is to be extended in the future, the added cost of providing a 6-metre
rather than a 4-metre high roof shall be funded from sources other than DEECD (including extra
foundation and structure costs).
3.9 Internal Walls

The type and suitability of internal wall framing is dependent on the height and materials to be fitted
to the walls. Additional framing/noggings will be required at lining material junctions and for joinery
as well as in some high traffic areas. Metal or timber framing is acceptable.
Colour
Light colours should be applied to internal walls to maximise daylight benefit. The colour of internal
walls must be addressed in the Schematic Design report.
Thermal Mass
Concrete slabs and masonry walls are effective in keeping down summer temperatures. Internal
masonry brick and concrete block walls should be promoted to reduce overheating in schools located
in NatHERS Zone 27 (e.g. Mildura – refer to Appendix 3 – Postcode Areas within NatHERS
Zones). The incorporation of thermal mass (concrete slabs and masonry walls) must be addressed in
the Schematic Design report.

3.10 Internal Screens and Borrowed Light

Internal screens can enhance the flexible use of spaces in a school and enable a range of teaching and
learning strategies to be employed.
Moveable internal screens can serve a variety of purposes and should be capable of quick and safe
removal or relocation to facilitate alternative area use. They may serve display and space dividing
purposes, and should generally offer appropriate acoustic separation when in place.
Where such screens are to be frequently utilised, they should be of a type that minimises the impact of
any reduction in natural or borrowed light except where light exclusion or reduction is the objective.
Fixed screens should also be carefully selected to provide space separation without compromising
light quality, and should facilitate supervision of the separated space where required.
Where internal glazing is to be used, similar criteria to external glazing should be employed.
Internal glazing should only be installed in a vertical plane. This avoids costly premiums for the
cleaning of inclined glass.
Where operable walls are to be used between classrooms, consideration must be given to their
acoustic qualities.
For a standard new primary school of 451+ children, the maximum number of operable walls
provided between classrooms is four, offering flexibility to provide eight general purpose classrooms.
3.11 Internal Doors

Internal doors should have the same qualities as external doors (refer Section 3.7 – External Doors)
except that there is no requirement for weatherproofing. Internal doors need not necessarily be metal
framed, and may also have loose-pin hinges.
Zoning
Internal doors should be provided to separate heated from non-heated spaces on the same level.
Doors are also required to separate one level from another, thereby preventing the rise of heated air to
an upper level. Consider door seals to improve the separation, especially on doors that open onto
stairwells.
3.12 Finishes
3.12.1 Wall Finishes
Selection of appropriate surface finishes must proceed with the knowledge of the activities, processes,
materials and equipment relevant to individual spaces. Wall finishes must be of a standard type,
easily cleaned and repaired if damaged.
Finishes must be assessed to ensure they do not create problems related to toxicity and become an
occupational health and safety hazard.

Selected materials must also possess suitable wear and tear characteristics, including a high degree of
impact resistance. In certain instances, they must be able to cope with uses unintended in the design
(i.e. compressed sheeting to dado height in corridors and some classrooms, rather than plasterboard).
The materials must be stain and graffiti resistant, and have low maintenance characteristics.
Consideration should also be given to the low Spread-of-Flame Index and Smoke-Developed Index as
well as acoustic properties in accordance with the Building Code of Australia.
Minimum provision is outlined in the following table:
Area Suggested Wall Materials

High traffic areas/high use areas • 13mm MDF or Villaboard to 1200mm high
e.g. corridors, classrooms • 13mm plasterboard above
Low traffic/low use areas • 13mm plasterboard
Student toilet and shower/change areas • Masonry to ceiling height
• Villaboard on timber framing
Naturally some exceptions exist, such as finishes to gymnasium walls. Exceptions, however, must be
justified to the satisfaction of the Department’s Project Review and Evaluation Panel (PREP).
For higher noise generating areas such as music, drama and technology spaces, consideration must be
given to sound attenuation between areas.
Splashbacks are generally a minimum 300mm high and shall be tiles, stainless steel or a material to
match the benchtops. Where splashbacks are of a material to match the benchtops, they should be
coved. All grouting in toilets should be sealed.
3.12.2 Floor Finishes
Floors, as with other finishes in a school, are subject to very high levels of wear and tear and
sometimes to instances of inappropriate use.
In general, floor finishes should provide high durability, be of a standard commercial grade/type
enabling areas to be repaired or replaced economically, and must meet the Building Code of Australia
requirements for safety, including its Spread-of-Flame and Smoke-Developed Indices.
The following additional factors should be considered:
► slippage – where water, oil, grease, sawdust, steps/stairs, etc. may occur;
► sound – acoustic compatibility with background and activity noise levels; and
► comfort – thermal and tactile comfort in relation to the usage of the room.
There are an enormous number of proprietary-type floor finishes available to suit both wet and dry
activities in schools.
This section of the document confines itself to those standard finishes which are commonly used in
school situations.
The following sections provide a base standard for the provision of floor coverings to a majority of
the floor area in a school. The use of other proprietary-type floor finishes may be acceptable provided

cost and performance criteria equivalent to the following examples can be met. Ongoing maintenance
costs are another important consideration.
The minimum standard for flooring in areas of a school are summarised in the following table:
Area Suggested Type of Material (Minimum Standard)
Carpet Vinyl/Linoleum Timber Epoxy Finishes

GPC-SC 9
GPC-PS 9 9
Art 2D-SC/PS 9
Art 3D 9
Graphics 9 9
Music - SC/PS 9 9
Drama 9 9 9
Info Tech 9
Home Eco 9
Fabrics 9
Science 9
Technology 9 (Design) 9 9
Library 9
Phys Ed 9 (Cushioned) 9
Multi Purpose 9 9
Seminar 9
Lecture 9
Staff Admin 9 9 (Wet Areas)
Staff Work 9
Canteen 9
Change Shower 9
First Aid 9
Student Centre 9 9
Toilet 9
Circulation 9 9
Carpet
For schools, use carpets which are graded “Contract Extra Heavy Duty” by the Australian Carpet
Classification Scheme (ACCS). ACCS licensees give a warranty with their carpets; this warranty is
subject to proper installation and maintenance (AS 2454 and AS 2455 will apply).
The ACCS licensee’s instructions for underlay should be followed (AS 4288 will apply).
The selection of carpet should take into account the properties of the underlying base or flooring (e.g.
the moisture content of a concrete slab). Where carpets are to be installed in areas subject to wetting,
the underlying floor should have a moisture-proof upper surface.
Spread-of-Flame and Smoke-Developed Indices are to be used as required by the Building Code of
Australia.

Some carpets are “flocked” or “melded” products. The ACCS still applies. While these products are
also referred to as hairy vinyl flooring, the important distinction is that they can be “wet and dry”
cleaned. Where this cleaning method is claimed for a carpet, it should comply with the requirements
for vinyl flooring as well.
Vinyl/Linoleum
All linoleum and vinyl flooring must be a genuine low maintenance product, with a clear upper
surface treatment incorporated during manufacture and guaranteed for at least five years. The
flooring material must be in sheet form and fully heat welded on installation (AS 1884 will apply).
The material shall be at least 2mm thick. For homogeneous products, the nominated colours and
patterns shall permeate this thickness. For heterogeneous products, the nominated colours and
patterns shall permeate at least 0.7mm of this thickness.
The suppliers’ instructions for underlay should be followed (AS 4288 will apply).
Some vinyl flooring materials are “flocked” or “melded” products, and the above standards apply.
These flooring materials must be stain resistant (this can be due to the clear upper surface treatment).
Importantly, they must be able to be “wet and dry” cleaned (in turn they must be waterproof and
weldable).
Multi-purpose/physical education facilities can be provided with alternative finishes such as

cushioned vinyl.
Timber
Timber floors for internal activities are restricted to gymnasium areas in secondary colleges (and, in
certain circumstances, drama facilities). Gymnasia can be provided with a sprung timber floor only
where competition sport is to be played under a joint-use agreement and the capital and maintenance
cost of the floor is shared. The timber floor may be provided over either concrete slab or timber
framed on concrete footings.
Epoxy Finishes
These finishes are generally restricted to use in toilets, shower/change facilities or certain specialist
areas.
Epoxy finishes should be applied by trowel on application, not painted, and be a minimum of 6mm
thick.
Where tiles are employed in wet areas, all grouting must be sealed and impervious to moisture.
Regular resealing must be undertaken to avert potential health hazards.
3.12.3 Ceiling Finishes
Ceiling finishes should be selected to provide an appropriate acoustic value for a room according to
its proposed usage and to ensure adequate light reflection.
Sufficient space should be allowed for services, and access must be made available for future
installations.

Provision should be made for ceiling baffles to minimise sound transmission between rooms.
As appropriate in most areas, the minimum standard finish is 10mm plasterboard fixed to metal or
timber framing, or mineral fibre acoustic tiles with a minimum NRC rating of 0.7 (refer also to
Section 3.13.3 – Acoustic Performance WITHIN Spaces).
Consideration must be given to acoustic treatment in rooms such as music/drama and technology.
This may vary from exposed perforated insulation paper to proprietary-type ceiling tile systems and
strawboard panels.
3.12.4 Paint
The cost of paint is only a fraction of the cost associated with the time and effort involved. The
performance of paint may also vary significantly from one product to another. Schools should seek to
use products that have been approved under the Australian Paint Approval Scheme (APAS). For
details, contact the APAS, 177 Salmon Street, Port Melbourne, 3207; telephone (03) 9248 4901 or
(03) 9248 4903, facsimile (03) 9646 5165.
In general terms, solvent-based enamels are preferred for metal surfaces and those subject to wear and
tear (e.g. doors). Sovent-based semi gloss enamel can also be used on internal walls. Otherwise, latex
(water-based) paints are usually favoured, particularly on exterior timber. Low sheen acrylic (latex)
can be used on internal walls, and full gloss acrylic should be used for external walls.
Latex paints can usually be applied over existing solvent-based paints, although a latex undercoat may
be necessary in more arduous situations. However, solvent-based paints should not be applied over
latex types. Latex paint finishes are usually identified simply since they can be removed by a swab
soaked in methylated spirits. Solvent-based paints remain sound under this test.
Light colours maximise the reflection of light and tend to make rooms seem larger, but they are apt to
show marks. Darker colours are more serviceable in high wear locations such as skirting boards.
Smooth colour transitions from room to room are important in achieving colour harmony. The
completed finish will look deeper in colour than a small sample, particularly when the same colour is
used on all walls.
Flat and low gloss finishes best mask surface imperfections, but should be limited to areas not subject
to wear and tear or moisture, such as ceilings.
Semi gloss (satin) is a compromise between masking defects in a surface and providing a serviceable,
readily cleaned, finish.
Glossy finishes are preferred for surfaces subject to wear and tear, dirt retention, moisture,
condensation, or frequent cleaning; notably architraves, cupboards, door, and metal work.
For more detailed information, refer to the APAS “Guide to Specifications” and Standards Australia
“The Painting of Buildings”.

3.13 Acoustics
3.13.1 General
The acoustic design of a project is discussed in general terms in Section 2.16 – Acoustics.
Statutory regulations and standards include:
► “Occupational Health and Safety (Noise) Regulations Statutory Rule No. 196/1992” which
specifies allowable noise levels in the workplace.
► “State Environment Protection Policy (Control of Noise From Commerce, Industry and
Trade) No. N-1” (SEPP N-1) which regulates noise emission in metropolitan Melbourne.
► Australian Standards AS 2107-1987 “Acoustics – Recommended Design Sound Levels and

Reverberation Times for Building Interiors”. Within this Standard, Table 1, Section 1
provides recommendations for design sound levels in education buildings. It is
recommended that these levels be achieved.
3.13.2 Sound Insulation BETWEEN Spaces
The following tables provide advice in relation to satisfactory sound insulation between spaces.
(a) Activity, sound insulation requirements and FSTC ratings:
Activity Sound Insulation Requirements Applicable FSTC*

Rating
Current GPC wall construction FSTC 30-40
Equivalent to stage voice, expected Normal to no privacy requirements FSTC 35
conversation
Range of noise voice/noise levels Normal privacy FSTC 40
(machinery)
Conversation/raised voices Confidential privacy – minimal distractions FSTC 45
Stage voice/shouting Better than confidential privacy FSTC 50
Equivalent to shouting Better than confidential privacy FSTC 55
(instruments)
* FSTC is the Field Sound Transmission Class. It is determined by measurements in accordance with
Australian Standard 1276-1979 “Methods for determination of sound transmission class and noise
isolation class of building partitions”.
Standard timber stud framing with 13mm plasterboard on both sides (current GPC construction) gives
a rating of about 35 FSTC. Current practice shows that this is acceptable in most cases.
If greater sound insulation between spaces is required (such as in drama, music, etc.) then the
following measures should be considered in the following order:
► install sound insulation blanket in wall cavity;

► take wall full height to underside of roof;
► increase thickness and number of plasterboard sheets; and
► install staggered separate studs.
The following table gives examples of FSTC ratings achieved by various forms of construction.
(b) Recommended wall construction types to achieve FSTC ratings shown in (a):
FSTC Wall System¹ Plasterboard sheets Plasterboard sheets Plasterboard sheets

Rating required BELOW all required ABOVE required ABOVE
ceilings mineral fibre ceiling plasterboard ceiling
Inside Outside Inside Outside Inside Outside
Current GPC 100 x 50 timber 1 x 13mm 1 x 13 mm Not required Not required
wall studs from slab
construction to ceiling tile
giving FSTC
35-40
FSTC 35 100 x 50 timber 1 x 16mm 1 x 16mm Not required Not required
studs from slab
to ceiling tile²
FSTC 40 100 x 50 timber 2 x 13mm 2 x 13mm 1 x 13mm Not required
studs from slab
to slab or
structure above²
FSTC 45 100 x 50 timber 2 x 16mm 2 x 16mm 1 x 16mm 1 x 16 mm Not Required
studs extending
from slab to
slab or structure
above²
FSTC 50 Staggered 100 x 2 x 13mm 2 x 13mm 1 x 13mm 1 x 13mm 1 x 13mm
50 timber studs
slab to slab.
Staggered studs
ensure inner and
outer plasterb’d
sheets are not
connected²
FSTC 55 Two separate 2 x 13mm 2 x 13mm 1 x 13mm 1 x 13mm 1 x 13mm 1 x 13mm
100 x 50 timber
studs extending
from slab to
slab, each
supporting a
separate
plasterboard
sheet²
¹ In relation to steel frame wall systems as opposed to timber studs, refer to the manufacturers’ design guides for fire
and acoustic requirements (e.g. CSR Gyprock specifications).
² To achieve FSTC ratings of 35 and above, stud cavities must contain sound absorptive blankets. These can be
rock-wool of minimum density 38kg/m³, fibreglass of minimum density 10kg/m³ or polyester of minimum density
of 7kg/m³.

(c) Special considerations for sound insulation between design and activity
spaces in technology areas:
The following issues need to be considered when planning the design space and activity space in
technology spaces:
► when masterplanning, consider locating technology spaces as far away as possible from other
teaching spaces;
► locate noisy equipment as far away as possible from the design area, preferably in the
materials preparation room;
► minimise the area of shared wall and ceiling;
► avoid connecting doors between spaces; and
► utilise sound absorptive treatments in noisy activity areas.
(d) Additional considerations in achieving sound insulation between spaces:
For Ceilings
If a continuous plasterboard ceiling is used, partitions may not need to extend from floor to slab
above. If a ceiling tile is used and a rating greater than FSTC 35 is required, partitions must extend
from floor slab through the ceiling to the slab above. Recommendations for the above ceiling
construction are provided in the table in Section 3.12.2(b).
For Ducts
Ducting requires treatment such as:
► Supply-air ductwork
A supply duct that connects two adjacent areas must have acoustically lined or acoustic
flexible ducting between the supply duct and the air registers to each room. The total length
of this acoustic lining must not be less than 5 metres.
Where ducts penetrate walls either above or below the ceiling, they shall be suitably sealed.
► Return-air path
Openings through walls above ceilings for return-air must be fitted with acoustically treated
transfer ducts. These could consist of internally lined bends with one metre sections of lined
duct on each side. The lining should consist of a 25mm thickness. For special acoustically
rated rooms, return-air grilles in doors or walls are not recommended. Typically, return-air
paths should utilise transfer ducts in ceilings as detailed above.
For Doors
All classrooms should be provided with solid core doors with or without glazing. Typically, return air
should utilise transfer ducts in ceilings as detailed in the section on ducting.

For specialist areas such as music rooms, technology rooms or drama studios, acoustic seals or
proprietary acoustic doors should be considered.
For Penetrations
All penetrations through walls must be carefully sealed using a mastic or silicone sealant.
For Operable Walls
In practice, the best performance likely with an operable wall is FSTC 30-35 (Normal Voice Privacy).
To achieve this, the wall must be carefully installed and usually subject to a rigid acoustic
performance specification. The acoustic performance of surrounding walls, ceilings, ceiling baffles,
ducts, doors, penetrations must all be considered if operable wall performance is to be realised.
3.13.3 Acoustic Performance WITHIN Spaces

Occupational Health and Safety (Noise) Regulations 2004 Statutory Rule No. 10/2004 define
“exposure standard” as:
(a) the 8 hour equivalent continuous sound pressure level of 85dB(A) measured in A-
weighted decibels referenced to 20 micropascals at an employee’s ear position; or
(b) the C-weighted peak hold sound pressure level reading of 140 DB(C) measured in
decibels referenced to 20 micropascals at an employee’s ear position.
If this is exceeded, measures such as engineering and administrative noise-controls should be
considered and, if practicable, implemented before hearing protection is adopted as a long-term
solution.
Noise regulations also contain requirements for the selection of plant and equipment in terms of noise
emission. These regulations require equipment to be selected to achieve the required noise levels if
practical.
In music rooms and other noisy areas, it is most unlikely that these levels will be exceeded.
In a technology space, the maximum level may be exceeded when noisier items of equipment are
operated. To help reduce this impact, noisy equipment should be placed where the noise can be
minimised (for example, in the materials preparation room). In an open space, design will not
generally affect these internally generated peak levels, but school administration should be aware of
the circumstance. However, the design recommendations noted below can help reduce the average
level.
Sound Absorptive Finishes in Rooms
The following table gives advice on the construction types for various building elements associated
with achieving satisfactory sound control. This relates to sound absorbent qualities within spaces.
The acoustic performance of various surface finishes is given in terms of the Noise Reduction
Coefficient (NRC). This is the average of the absorption coefficient measured at 250, 500, 1000 and
2000Hz. The absorption coefficient is measured in accordance with AS 1045-1988 “Acoustics –
Measurements of sound absorption in a reverberant room” or AS/NZS 1935.1:1998 “Acoustics –
Determination of sound absorption coefficient and impedance in impedance tubes – Method using
standing wave ratio”.

Area Type Wall Construction Ceilings Floors

GPC Full width pin board on rear Plasterboard or acoustic ceiling Carpet and underlay4
wall. For improved tiles³
performance, use modified
pinboards¹ or acoustic panels²
Drama/Music As per GPC unless special As per GPC unless special As per GPC unless
consideration required5 consideration required5 special consideration
required5
A separate space for noisy Special sound absorptive Acoustic ceiling tiles or sound
equipment used in Tech classes treatment to all walls6 absorptive treatment to ceiling6
(the Materials Prep Room is
recommended)
Technology Some inboard area Acoustic ceiling tiles or sound Specialised but more
absorptive treatment to ceiling6 expensive floors are
available7
Physical Education and Multi- Special sound absorptive Sound absorptive treatment to Vinyl with cushioned
Purpose treatment to all walls6 above ceiling backing is better than
three metres from floor timber
Art/Craft As per GPC unless special As per GPC unless special Vinyl
consideration required5 consideration required5
Notes:
1. Modified pin boards are cane-ite panels covered with fabric and set 25mm off wall by timber ladder frame which
should achieve a NRC of about 0.7.
2. Acoustic panels. Typically these consists of semi rigid slabs of high density glass wall which are fabric faced or
wrapped and can be used as pin boards. Panels should be selected to provide an NRC value of no less than 0.70.
3. Acoustic ceiling tiles. Suitable acoustic ceilings are mineral fibre tile ceilings and metal pan ceiling systems.
Typically the ceilings should be selected to provide an NRC value of no less than 0.70.
4. Carpet and underlay. Woven back and hair felt underlay are generally required. The carpet and underlay should be
selected to provide a NRC value of no less than 0.50.
5. Special acoustic consideration. If a situation requires special acoustic considerations, an acoustic consultant
should be employed. Issues that may arise include whether music practice room walls should be parallel or at a slight
angle, or if sound absorbent panels should be specially designed and located within these rooms.
6. Sound absorptive treatment. In technology, gymnasium and art/craft areas, sound absorbent floor coverings often
cannot be used. For these areas, sound absorptive treatment should be applied to ceiling and wall surfaces. Options to
consider are:
• mesh and perforated sisalation with factory fixed sound absorptive blanket behind
• perforated metal with sound absorptive blanket behind.
For slightly improved performance, an air gap can be inserted between these acoustic treatments and the backing
surface behind (i.e. the wall or roof).
7. Floors. Rubberised floors are a good answer but cost approximately $60/m² (1997) and are not acid resistant.
Interlocking tiles (e.g. Gerflor) are acid resistant but cost considerably more.
3.13.4 External Noise Control
If a school is located close to roads, railways, industrial areas, etc. then additional acoustic design
features should be considered. These would focus on the external wall and could require the

installation of double glazed window systems. If external levels exceed 50dB(A), openable windows
should not be allowed and specialist acoustic advice should be sought.
3.13.5 Rain Noise
The effects of rain should be considered in noise sensitive areas. For guidance, noise levels are
estimated for two standard constructions. Assuming rainfall of 25mm/hour, data from the Bureau of
Meteorology indicates that this will occur on average five minutes every month.
The table shows the standard constructions and estimated noise ratings that would be experienced in a
typical classroom. These levels should be satisfactory for most spaces, but for special areas (e.g.
drama) specialist advice should be sought.
To achieve an estimated level of To achieve an estimated level

rain noise heard inside classroom of rain noise heard inside
of dB(A)50 classroom of dB(A)45 (lower
and better)
Construction recommended Roof/ceiling with mineral tiled Roof/ceiling with plasterboard

ceiling ceiling
Construction details Metal deck Metal deck

75mm thermal insulation 75mm thermal insulation
Air space of 300-400mm Air space of 300-400mm
Mineral fibre ceiling system 13mm plasterboard ceiling

Section 4 - Internal Services
4. INTERNAL SERVICES
4.1 Introduction
When designing any given service, the designer is required to make use of the most cost effective
materials and installation techniques available, commensurate with appropriate levels of service and
durability, and in accordance with the philosophy outlined in this handbook.
Where classes, types, etc. are referred to, they are in accordance with the relevant Australian Standard.
4.2 Sanitary Fixtures

4.2.1 General
Fixtures shall be of the same model and manufacture throughout a school. Fixtures for later stages
shall match the first stage.
Where alternative types are to be considered, they shall only be selected if the fixture selection is
more cost effective for the particular application.
All vitreous china fixtures shall be white unless directed otherwise by the Principal Consultant.
Technical Data Sheets for plumbing fixtures in secondary college facilities related to science, home
economics and technology (trade) are contained in Appendix 2.
In accordance with the Dangerous Goods (Storage and Handling) Regulation 1989, the design of
laboratories shall be in accordance with Australian Standard AS 2982 – Laboratory Design &
Construction.
4.2.2 WC Suites
Student Areas: Floor mounted vitreous china pan with concealed in-wall cistern with anti-vandal
fixing accessories, or compliant cistern-less systems with anti-vandal fixing
accessories.
Staff Areas: Similarly, floor mounted vitreous china pan with concealed in-wall cistern with anti-
vandal fixing accessories, or compliant cistern-less systems with anti-vandal fixing
accessories.
4.2.3 Urinals
Student Areas: Slab type 304 Stainless Steel, 1.2mm thick for 3 metre maximum length, 1.6mm
thick for lengths exceeding 3 metre, grated platform type. Concealed in-wall cisterns
with anti-vandal fixing accessories, or compliant cistern-less systems with anti-
vandal fixing accessories. Automatic flushing is recommended in primary schools
while ventilation and flooring also need to be considered in the control of odours.

Staff Areas: Wall-mounted vitreous china with wall mounted exposed cistern or as for student
areas if more than two stalls are required.
4.2.4 Basins
Student Areas: Wall-mounted vitreous china (nominally 500mm x 400mm, with a 140mm minimum
depth) with two soap holders and integral tapholes to suit specified tapware OR an
installed bench with a flat-rim inset basin. Stainless steel troughs can also be
employed in student toilet areas.
Staff Areas: Self-rimming vanity basin, vitreous china (nominally 500mm x 400mm, with a
140mm minimum depth) with two soap holders and integral tapholes to suit
specified tapware.
Although wall hung basins are not recommended, where used, they should be fixed over the top of a
tiled backing. Manufacturer’s options for stronger support brackets should be identified.
In accordance with AS/NZS 3500 Part 4.2 Hot Water Supply Systems – Acceptable Solutions, the
delivery temperature of water for personal hygiene purposes (primarily bathroom taps) is legally
required to be 45ºC for primary schools and secondary colleges.
4.2.5 General Purpose Sinks
Employ a flat rim 0.9mm thick satin finish 304 Stainless Steel sink. Bowl size to be nominally
380mm x 330mm, with a 150mm minimum depth. Number of bowls, location of bowl(s) and overall
length of sink is to suit the particular application. Sinks are to have integral tapholes to suit specified
tapware.
4.2.6 General Purpose Tubs and Troughs
Employ satin finish 304 Stainless Steel tubs and troughs to suit particular requirement.
4.2.7 Showers
Employ conventional shower sets to suit particular requirement, with taps located clear of discharge
from rose outlet. Shower roses shall be AAA rated unless flow restrictor valves are fitted to the taps
supplying the shower. Consider the use of push button on/off shower controls.
In accordance with AS/NZS 3500 Part 4.2 Hot Water Supply Systems – Acceptable Solutions, the
delivery temperature of water for personal hygiene purposes (primarily bathroom taps) is legally
required to be 45ºC for primary schools and secondary colleges.

4.2.8 Cleaners Sinks
Cleaner sinks should be provided in a dedicated space that is appropriately designed in terms of floor
and wall finishes as well as ventilation. Any storage within this space must be in accordance with
relevant Australian standards and legislation.
Sinks should be wall-mounted vitreous china, with a chrome-plated hinged bucket grate. Bowl size to
be nominally 500mm x 400mm, with a 150mm minimum depth.
4.2.9 Boiling Water Units
Employ a wall-mounted or under-bench type as appropriate, with capacity to suit particular

application and featuring a time clock device for energy efficiency. Boiling water units shall have a
five litre maximum capacity. Boiling water units are for hot drinks and deliver water at 95°C. Under-
bench domestic hot water units for personal hygiene in schools must now deliver water at a maximum
of 45°C (refer AS/NZS 3500.4.2:1997). For additional information, refer to Sustainable Energy
Authority Victoria’s “Infosheet – Energy Saving Measure – Water Heating”.
4.2.10 Drinking Troughs
Wall-mounted or floor-mounted 1.2mm thick satin finish 304 Stainless Steel trough with rear upstand
skirt to conceal pipe work, and holed for drinking taps. Trough dimensions nominally 300mm wide x
150mm deep, with taps at nominal 450mm centres. Tapware shall be lever spring-action drinking
cocks with mouthguard and 100mm long flanged horizontal extension to tap. Consideration should
be given in the design process to locating taps and troughs in a manner which minimises damage or
vandalism.
4.2.11 Ablution Troughs
For general purpose, wall-mounted or floor-mounted 1.2mm thick satin finish 304 Stainless Steel
trough with rear upstand skirt to conceal pipe work, and holed for cold only (or hot and cold as
appropriate) spray taps/outlets. Trough dimensions nominally 300mm wide x 150mm deep, with
taps/tap sets at nominal 450mm centres for primary schools and 600mm centres for secondary
colleges.
Notes: 1. For some applications, flat rim troughs may be appropriate.
2. In some environments, 316 Acid Resistant Stainless Steel may be required with waste
to discharge to an acid neutralising tank or solvent/oil interceptor tank. Hand
washing at these troughs is not recommended as soap discharges can affect
performance of treatment apparatus.
4.2.12 Floor Waste Gullies (FWG)

Floor waste gullies shall be 100mm in diameter and chrome-plated for all toilet blocks with external
access. Floors should be graded towards them. Floor waste gullies shall be provided in other areas
where floor wash down is required or as required by regulations.

4.2.13 Tundishes
Cone shaped and of a size to suit application, fabricated from 0.8mm thick copper sheet, and chrome-
plated where exposed except in plant rooms and similar.
4.2.14 Clay and Ablution Troughs

Special purpose 1.2mm thick satin finish 304 Stainless Steel trough with special purpose tapware and
waste outlets. Refer to Clay and Ablution Trough Technical Data Sheet – Appendix 2.
4.2.15 Potting Troughs
Special purpose 1.2mm thick satin finish 304 Stainless Steel trough. Waste to discharge to a silt pit.
Refer to Potting Trough Technical Data Sheet – Appendix 2.
4.2.16 Laboratory Sinks
Flat rim 1.2mm thick satin finish 316 Acid Resistant Stainless Steel. Bowl size to suit particular
application. Laboratory type tapware may be bench mounted or sink mounted to suit particular
application. Waste to discharge to an acid neutralising tank. Refer to Secondary College Science
Room – Plumbing Fixtures – Technical Data Sheet – Appendix 2.
4.2.17 Safety Sprays
Wall-mounted with aerated chrome-plated eye wash outlet, trigger operated and with a nominal
1800mm length of hose.
4.2.18 Fume Cupboards
Refer to Section 4.11.1 Fume Cupboard for services requirements. Refer to Secondary College
Science Room – Plumbing Fixtures – Technical Data Sheet – Appendix 2.
4.2.19 Photographic Troughs
Special purpose 1.2mm thick satin finish 316 Acid Resistant Stainless Steel or PVC trough, with
special purpose tapware. Waste to discharge to a mixing tank. Refer to Photographic Trough
Technical Data Sheet – Appendix 2.
4.2.20 Frame Baths
Special purpose 1.2mm thick satin finish 316 Acid Resistant Stainless Steel sink, with special purpose
tapware. Waste treatment to suit particular application. Refer to Frame Bath Technical Data Sheet
– Appendix 2.

4.2.21 Drip Trough and Racks
Special purpose 1.2mm thick satin finish 304 Stainless Steel trough, with special purpose tapware.
Refer to Drip Trough and Rack Technical Data Sheet – Appendix 2.
4.2.22 Hand Driers
The hand drier in toilets shall be a direct-wired push-button type with a preset timer for at least 45
seconds running. It shall be suitable for 240 Volt, 50 Hz supply and rated at not more than 2kW with
an air flow of not less than 150m3/h through a fixed (non swivel) nozzle. The noise rating shall be
less than 65dB(A) at 1 metre. Assemblies shall be complete with concealed mounting hardware to
suit the wall type. Proximity sensors for the drier may be considered, provided such a system is
vandal-proof.
4.2.23 Facilities for Disabled
All facilities to be in accordance with AS 1428.1.
4.3 Sanitary Plumbing

4.3.1 Pipe Work
Pipe work shall comply with AS 3500.2 2003 and the following additional requirements:
► preferred pipe work material is PVC unless noted otherwise;
► all pipe work shall be concealed if possible;
► traps for wastes on fixtures requiring treatment apparatus shall be of polypropylene or

stainless steel as appropriate; and
► exposed external pipe work shall be of copper alloy (70/30 brass).
4.3.2 Trade Waste Application
A trade waste application (including trade waste plan and a trade waste treatment apparatus drawing,
as appropriate) is to be prepared and lodged with the relevant authority on behalf of the school.
4.3.3 Treatment Apparatus
The following treatment apparatus is to be considered if other provisions are not made:
► acid neutralising tanks– refer Appendix 2 for standard detail;
► wet feed neutralising tanks for electroplating process equipment – refer Appendix 2 for
standard detail;

► wet feed neutralising tanks and PVC dosing tanks – refer Appendix 2 for standard detail;
► plaster interceptor tanks;
► settling tanks – refer Appendix 2 for standard detail;
► grease interceptors – refer Appendix 2 for standard detail;
► solvent/oil interceptor tanks – refer Appendix 2 for standard detail;
► silt traps – refer Appendix 2 for standard detail;
► mixing tanks – refer Appendix 2 for standard detail; and
► straining traps – refer Appendix 2 for standard detail.
4.3.4 Trade Waste Operation Documentation
Provide the school council with a “monitoring and maintenance of trade waste” manual to ensure that
the operation remains effective.
Supply the school with a record of its trade waste application and plans.
4.4 Water Supply

4.4.1 General
The supply of water is governed by relevant Australian Standards as well as regulations and by-laws
exercised through local water authorities.
The principal consultant will nominate which fixtures are “cold only” and which are “hot and cold”.
In primary schools, hot water is generally supplied to the following areas:
► staff and administration areas;
► student showers;
► canteen;
► art room; and
► disabled toilets.
In secondary colleges, hot water is generally supplied to all areas except student toilets.
4.4.2 Pipe Work, Valves and Fittings
Pipe work, valves and fittings shall comply with AS 3500. All pipe work in above-ground
inaccessible spaces shall be copper tube “Type B” (insulated) in accordance with AS 1432 2004.
Consider the use of flow restrictors and pressure reducing valves in a combined water and energy
management system in order to reduce pipe sizes and headworks fees.

4.4.3 Tapware
Tapware shall generally be satin chrome finish with anti-vandal star pattern design handles. Cold
water handles shall be coded “blue” and hot water handles coded “red”. Cold water handles/taps shall
be fixed on the right-hand side of fixture and hot water handles/taps fixed on the left-hand side. All
tapware shall be of the same model and manufacture throughout a school. Tapware for later stages
shall match the first stage.
Tapware for laboratories and other special-use areas shall be of a design suitable for the proposed use.
Under the Department’s Schools Water Efficiency Program (SWEP), water flow rates are set at:
► basins – 4 litres/minute (an exception is the sick bay [if the basin is its only tap outlet] at a
permitted 6 litres/minute);
► classroom sinks – 6 litres/minute (exceptions are sick bays, home economics and science
preparation rooms at a permitted 9 litres/minute);
► staff sinks – 6 litres/minute (exceptions are the main staff room and canteen at a permitted 9
litres/minute); and
► wash troughs – 9 litres/minute (exceptions are cleaners troughs at a permitted 12

litres/minute).
Refer also to Section 4.2 – Sanitary Fixtures.
4.4.4 Hot Water Units
Hot water units shall be provided as required. These must be designed in accordance with AS 3500
Part 4 and AS/NZS 3500.4.2:1997.
Hot water systems must operate independently of space heating systems.
The design and selection of the most appropriate hot water service supply will depend on the nature of
the space, its location, usage and the activity therein. Hot water units should be carefully sized and
selected to match the anticipated demand for hot water. The oversizing of units will create excessive
year-round energy waste and expense, and should be avoided. These matters must be addressed in the
Design Development report.
A range of different systems may be appropriate, depending on the application, and include:
► gas storage units;
► continuous-flow gas or electric water heaters; and
► solar hot water units.
Hot water shall be stored at a minimum of 60°C to inhibit the growth of legionella bacteria.
In both primary schools and secondary colleges, all new hot water installations, at the outlet of
sanitary fixtures used primarily for personal hygiene, shall deliver hot water not exceeding 45°C.
In selecting the most appropriate hot water supply, the following should be considered:

► Local storage units should be used for areas generating prolonged usage such as shower-
change areas and science rooms.
► Natural gas domestic hot water units are to be used if natural gas is available on the site.
Consideration for electric underbench heating could be given if excessive gas pipe runs are
involved. Liquefied petroleum gas (LPG) should not be used at any site where natural gas is
available.
► Continuous-flow electric water units should be considered in areas where short-term low
quantity usage is required (e.g. staff tearooms) and no natural gas (only LPG) is available.
These units should also be considered in other applications.
► The use of solar hot water units (with a gas or electric boost) should be considered in areas of
suitable climate. (Schools are currently eligible for Victorian Government rebates on the
purchase of a solar hot water heater.)
► Pressure equalising systems such as “Platypus” may be applicable in some large schools but
they are not generally cost effective in systems using decentralised hot water to reduce hot
water usage.
► The use of timer units should not be considered for gas systems since they are usually
impractical, rarely cost effective, and often unreliable.
► The use of timer units for high efficiency boiling hot water units are not cost effective given
the good insulative properties of modern units and low out-of-hours electricity costs.
► Any timer controls should be centralised and connect back to a master multi-channel site
clock.
► The storage capacity of water heaters shall be minimised as far as possible.
► All units shall be energy efficient and gas units shall have a 5 Star Rating Energy Label or
better (and preferably electronic ignition). See Section 4.2.9 if boiling water units serve
sinks, etc. Consider timers for shut down on holidays, weekends, night time and curriculum
days.
The selection of an energy-efficient domestic hot-water heater or the selection of solar hot-water must
be addressed in the Design Development report.
4.4.5 Other Issues
The design of the water supply system shall address the following issues as appropriate:
► isolation of areas/fixtures by suitable valving to permit maintenance;
► provision of mixing valves where domestic hot water is supplied to personal hygiene outlets
from storage water heaters;
► provision of backflow prevention devices to protect other areas from any hazard areas;
► provision of master control valve systems to demonstration benches;
► electronic taps for canteen wash basins;
► chrome plating on all exposed pipe work;

► provision of simple pressure-limiting devices to reduce overall water consumption; and
► fitting of all showers with low flow heads.
4.5 Gas Services

4.5.1 General
Gas services shall be natural gas or liquefied petroleum gas.
Completed installation shall be in accordance with AS 5601/Gas Installation Code AG 601–1995 and
the local supply authority.
In the selection of the most appropriate gas appliances, the following should be considered:
► gas appliances should have electronic ignition;
► gas appliances should be sealed combustion units;
► no atmospheric burners or pilot lights should be permitted;
► central plant shall have modulating heat output in response to changing load requirements;
► LPG should not be used at any site where there is natural gas;
► appliance thermostats shall be locked off from user alteration;
► units shall operate by simple on/off control or by time duration;
► local gas-heating appliances (ducted/space) shall be high-efficiency condensing units; and
► small space heating to offices or sick bays should utilise electric wall-mounted radiant panels
unless central hydronic heating is available.
4.5.2 Tariffs
For new projects, detail the tariffs proposed to ensure that they are the most advantageous to the
school.
For upgrades, assess existing tariffs to ensure that they are the most advantageous to the school.
4.5.3 Meters
Consider providing gas sub-meters to high energy-use areas and/or equipment (such as trade blocks
but not kilns) in order to obtain energy-use profiles. This, however, is not a high priority.
4.5.4 Relocatable Buildings

Where mains gas is provided to the site, consider a natural gas reticulation system to relocatable buildings
described in the initial design, as well as branch take offs for future additions.

If gas is to be provided to relocatable buildings, consider positioning the reticulation system in common
services trenches with stormwater lines.
4.5.5 Pipe Work
All above-ground permanent pipe work shall be “Type B” copper tube to AS 1432. All joints are to
be brazed where practical. All pipe work is to be concealed from view in normally occupied areas.
Provide protection from mechanical damage where exposed. Ensure adequate permanent ventilation
to enclosed pipe risers. Provide isolation valves at each floor-level take-off. Allow 10% spare
capacity in pipe work sizing. Where LPG is to be used and natural gas is likely to be available within
five years, allow for natural gas in pipe work design.
4.5.6 Emergency Isolation Valves

Provide clearly labelled and accessible isolation valves within each room served with a general
purpose fuel gas outlet. Locate valves generally adjacent emergency exits within that room.
4.5.7 Outlets
Provide fixed turret type outlets for laboratory bench top use. Provide the demonstrator’s bench with
an isolation valve to restrict gas supply to student outlets. Provide isolation valves and connect to
each gas appliance.
4.5.8 Gas Booster
Gas booster devices are to be avoided where possible. Where required, locate carefully and ensure
that adequate acoustic measures are provided to meet acceptable ambient and internal noise criteria.
4.6 Space Heating

4.6.1 General
Energy Design Process
A design process is to be undertaken which includes:
► a project meeting with all stakeholders and agreement to goals; and
► treatment of mechanical, electrical and building fabric design as the one exercise.
The most appropriate heating system for a particular application will depend on the nature of the space to
be heated and the activity therein. A range of different systems may be appropriate, depending on the
application. These include:
► power-flue console heater;
► high efficiency condensing ducted gas space heating (in conjunction with ducted cooling);
► reverse cycle airconditioning;

► ground source heat pump;
► hydronic heating (hot water radiators);
► electrical radiant heaters (panel, tube); and
► gas radiant heaters (where ceiling height and government regulations permit).
Slab heating is neither economic nor recommended. Electric fan heaters should also be avoided (heat
shifter fans may be considered in transferring heat to small areas such as offices adjacent to heated rooms.
System selection should take into account required amenity levels and employ a life-cycle process (over
15 years) to determine the most appropriate system based on total ownership costs.
Selection of a suitable system should be based on its ability to provide heating in an appropriate and
adequate manner. Spaces that have high ceilings and high infiltration are suited to gas radiant heating.
Such heaters must comply with AS 5601/Gas Installation Code AG 601 and be mounted at least 2500mm
above floor level and have a clearance from the ceiling of at least 1000mm.
Life cycle analysis of systems that meet the amenity criteria should address:
► capital costs, including associated infrastructure costs related to electric sub-mains and gas
supplies;
► maintenance costs related to the realistic life of the system and its components; and
► energy costs on the basis of likely tariff rates, envisaged usage requirements (climatic demands
and hours of operation) and the ability of a particular system to be controlled in such a way as to
match its operation time to actual occupancy requirements.
Energy Targets
No heating system should be installed until an energy target has been established and the performance of
the proposed heating system compared against that target, and revised if necessary.
Fabric and Services
No heating system shall be designed or installed until due consideration has been given to a satisfactory
reduction of the heating load. Items to be considered include:
► orientation of building blocks, with their longer axis set out in an east/west direction;
► minimisation of areas of east-facing and west-facing glass (less than 5% of floor area each);
► external shading of east-facing, west-facing and north-facing windows;
► insulation of roof (both reflective and bulk), walls and floors (if timber). Insulation shall be made
from a material that has a zero Ozone Depletion Factor (ODF);
► zoning of areas so that heated areas are grouped and isolated from non cooled areas by means of
doors. If possible, heated areas should be separated from the outside by air locks; and
► doors shall be located, if possible, on the eastern side of the building to avoid cold southerly
winds (as well as hot northerly winds).

Zoning
Consider zoning low occupancy areas separately for heating systems through the use of isolation valves
and local heating controls.
Passive Solar Heating of Non Heated Spaces
Spaces not provided with fossil fuel heating (e.g. toilets, storerooms and corridors) should be heated with
passive solar energy.
Ceiling Fans and Heating
No heating system shall be designed or installed unless high efficiency ceiling fans have been installed.
Ceiling fans operated slowly in conjunction with heaters help reduce energy consumption and should be
installed so that the minimum height of the fan blades is 2.4 metres above finished floor level.
Daylighting and Heating
No heating system shall be designed or installed until consideration has been given to reducing the internal
heat load of electric lighting by maximising the use of daylight from shaded windows or skylights.
Fuel Source
As a general rule:
► use natural gas in preference to LPG and electricity;
► use natural gas in preference to LPG for the heating of relocatables; and
► do not use LPG when natural gas is available on site.
Plant and Equipment
All plant is to be energy efficient and have a 5 Star Rating Energy Label or better if a star rating is
available. The need for personal heating devices should be avoided by good design. Spot radiant heaters
are to be installed, if required, but only as a last option.
If possible, inside air should not be used for combustion.
Gas fired plant shall not produce unacceptable nitrous oxide (NO×) pollution. Ensure that gas fired
heating plants emit NO× at a rate no greater than 200mg/kWh of delivered energy.
High efficiency condensing boilers should be used.
Ensure that centralised plant is capable of operating only when required to deliver heat. Out-of-hours use
should be separately heated.
Ensure that plant is not over sized and hence more expensive than need be, or inefficient when operating
at low capacity.

Gas plant should have electronic ignition.
Consider providing the following features to plant and equipment :

► heat recovery modules in heated areas where there are high ventilation rates;
► extra insulation on boiler if upgrades are being undertaken (modern boilers are often well
insulated);
► local timer controls linked to a central time controller, with temperature sensing to avoid
overheating; and
► lockable and tamperproof thermostats.
If hydronic systems are used, ensure that the pipe work is well insulated.
Unflued gas heaters are not permitted except if gas radiant. Unflued radiant gas heaters remain a good
option in spaces with high ceilings and large ventilation rates, e.g. trade and technology rooms.
The following table offers guidance on the recommended heating system types for selective areas within a
school. It is a guide only, and the installation of any heating plant should be justified by the amenity
required in the area. System selection should be based on a life cycle analysis.
Heating System Type General Physical Music Art/Craft Library Staff Computer Science/ Tech
Purpose Education Admin Studies
Classroom Home Eco
(GPC) (PE)
Power-flue Console Heaters 9 X 9 9 X 9 9 9 9

High Efficiency Condensing
Gas Heaters
9 X 9 9 9 9 9 9 9
High Efficiency Condensing

Gas Heaters + Cooling
9 X 9 9 9 9 9 9 X
Reverse Cycle Airconditioning 9 X 9 9 9 9 9 9 X
(in appropriate NatHERS

Zones)
Ground Source Heat Pumps 9 X 9 9 9 9 9 9 X
Hydronic (Hot water

Radiators)
9 X 9 9 9 9 9 9 X
Gas Radiant (Panels, Tube) 9 X 9 X X 9 X 9 9
9 May be applicable
X Generally not applicable
The following table provides relative cost indices for various types of heating systems on a square metre
basis. The actual cost of various options will be dependent upon amenity requirements, system design and
site constraints. This table should be used as an initial guide only.
Heating System Type Typical Installation Cost Typical Operating Cost Typical Maintenance Cost
$/m²/annum $/m²/annum $/m²/annum
Power-flue Console Heaters 4 5 3

High Efficiency Condensing Gas 5 4 4

Heaters
Reverse Cycle Airconditioning 6 10 5

(in appropriate Zones)
Ground Source Heat Pumps 10 6 7
Hydronic (Hot water Radiators) 7 8 10
Gas Radiant (panels, Tube) 3 5 2
10 = Highest Cost
Filters
Filters are to have a design pressure drop of 25 Pa.
Filters are to be located so they can easily be removed for cleaning and replacement.
Return-Air Paths
Return-air paths reduce energy use in ducted air systems. Ensure that the return-air path is not subject to
infiltration and is appropriately insulated.
Ductwork
Heating air ductwork is to be insulated to R1.5, well sealed, and designed to minimise air flow resistance.
Ensure the return-air plenums are sealed. Do not use ceiling spaces for return air paths.
Outside Air
Where fan forced ducted systems are used, outside air quantities should be minimised yet comply with
ventilation regulations and provide appropriate indoor air quality levels.
Controls
All heating systems shall use simple yet effective controls to minimise the use of heating equipment while
maintaining acceptable internal conditions. (Refer Section 4.6.5 for details.)
Sub-metering
All electric heating systems should consider the use of electricity sub-metering by blocks in order to easily
carry out energy cost audits, including the cost of out of hours use.

Testing and commissioning should include two aspects:
► Firstly, the design should specify energy efficient equipment. Where appropriate, testing and
commissioning should confirm this performance.

► Secondly, documents should ensure the handover of accurate and detailed building and systems
records and operational directions. Such documentation should not only set out details of the
installation and its energy efficient operation but also clearly record all design assumptions and
capacities in order to facilitate future modifications and building adjustment.
If appropriate, provide a certified air distribution and diffusion test report which includes an adjustment
and balance report. For hydronic systems, include a water balancing report.
Consultants will provide an ongoing maintenance strategy for later implementation by the school.
4.6.2 Centralised Plant versus Individual Units

Consideration should be given to the following factors when considering centralised plant:
► warm up time;
► room occupancy patterns (primary school rooms are generally occupied by the same people while
secondary colleges are subject to continually changing and varying occupancy);
► control systems;
► efficiency of systems, particularly in part load circumstances;
► solar gain, especially in north facing rooms; and
► zoning of building.
4.6.3 Primary Schools

Unitary gas heaters should be used for classrooms and larger spaces, and include convective powered flue
or wall furnace types. Radiant gas consoles or wall mounted heaters should not be used in these areas.
Ducted warm air furnace heating may be considered, depending on architectural floor plan and building
construction.
Ducted warm air furnace heat should be used for administration and staff areas.
Wall mounted gas radiant heaters should be used for large volume spaces with high ceilings, e.g. halls.
High level wall mounted or ceiling radiant electric heaters could be used where floor/wall space is limited,
e.g. canteen.
Toilets, storerooms and corridors should not be heated.
Unitary space heater locations should aim for even heat distribution and be sited away from corners and
close to cold parts of the room, e.g. windows. Layouts should allow 200mm both horizontally and
vertically from walls, fixed furniture, pin boards, etc. and around floor level heaters for safety and
maintenance. Allow a space of at least 1000mm horizontally from the heater to nearest occupant.
Independence of main systems in areas to be used out-of-hours should be considered.

4.6.4 Secondary Colleges
Designers should consider potential vandalism to heating systems when preparing designs for classrooms.
Central heating systems with re-circulating air or return-air should be used except in rooms where dust,
fumes or odours are generated.
Toilets, storerooms and corridors should not be heated. Physical education centres should be heated only
when directed.
Independence of main systems in areas to be used out-of-hours should be considered.
4.6.5 Heating System Controls
Control systems should have a centralised master time clock to ensure after hours switch off as well as
local controls allowing variations to suit local conditions. Time clocks with temperature sensing will help
avoid overheating.
The thermostat setting should not be higher than 19°C.
Heater controls should be student tamperproof and accessible only by a key. Thermostats should be
lockable and tamperproof.
Where appropriate, heating controls should take into account climatic conditions and allow for early
morning warm up to modulate temperature according to space conditions. Heating controls should also
take advantage of internal heat generated by occupants and office equipment.
Control systems should accommodate power failure and ensure that the resetting of the system is a simple
procedure.
Spot radiant heating should be controlled by local time switches (45 to 60 minute maximum operating
times are recommended before a restart is required).
4.6.6 Plant Rooms
In-ground or partially subterranean plant rooms should be avoided.
Boiler and furnace plant rooms should be exclusive to that purpose.
Where possible, the plant room should have at least one external wall. Access to the plant room should be
from outside or from a corridor. Access should not be from a store, wet area or any area likely to contain
flammable substances.
4.7 Ventilation
Ventilation is useful in reducing the overheating of large spaces, especially where numbers of students
gather. Ventilation is also useful for overnight cooling.

4.7.1 General
Energy Targets
If cooling is proposed, no natural ventilation system should be installed until an energy target for the
building has been established and the performance of the proposed cooling system compared with that
target, and revised if necessary.
Fabric and Services
No natural ventilation system shall be designed or installed until consideration has been given to
reducing the cooling load to be satisfied. Items to consider include:
► minimisation of areas of east- and west-facing glass (less than 5% of floor area each);
► external shading of east-, west- and north-facing windows;
from material that has a zero Ozone Depletion Factor (ODF);
► zoning of areas so that cooled areas are grouped and isolated from non cooled areas by means of
doors (if possible, cooled areas should be separated from the outside by air locks); and
► doors shall be located, if possible, on the eastern side of the building to avoid hot northerly winds
(as well as cold southerly winds).
4.7.2 Natural Ventilation
Hand operated remote operating mechanisms for upper openings shall be provided.
Consideration should be given to the provision of limited areas of higher volume to act as hot air
drains and promote the use of natural ventilation.
Consideration shall be given to the security of inlet and outlet openings that are required to be left
open at night.
Consideration shall be given to the elimination of dust intrusion.
Consideration shall be given to keeping air speeds low so as not to move paper.
Consideration shall be given to the alternate summer/winter use of natural ventilation to ensure that
winter heating loads are not increased.
4.7.3 Toilet and Change Room Exhaust System
All toilet and change areas should be mechanically ventilated.
Rigid sheetmetal trunking ductwork with flexible duct run-outs limited to 5 metres in length should be
provided. Duct velocities shall not exceed 6 metres per second.
Exhaust air inlet points over each shower cubicle and each group of two sanitary fixtures should be
provided.

Adequate make-up of exhaust air quantity should be ensured, including provision of relief vents.
Control systems are to be tamperproof.
Exhaust fans should be time-clock controlled.
4.7.4 Commercial Kitchen Exhaust Systems
Size hoods to cover all cooking equipment and provide a minimum 150mm overhang.
Manufacture the hood from 1.4mm thick, series 304 stainless steel. Weld all joints and provide a
general purpose polish finish.
Provide perimeter gutters with threaded cap drain points.
Install separately switched, vapour proof fluorescent luminaires to provide 200 lux at working surface.
Provide washable, expanded aluminium grease filters with integral frame handles in sufficient number
to maintain the design air quantity within the manufacturers’ limits.
Ensure an adequate make-up of exhaust air quantity.
Provide two speed fans with manual control station adjacent to the hood and complete with a LED-
run indicator. Exhaust fans should be interlocked and/or time controlled to ensure that they only
operate when required.
4.7.5 Kiln Exhaust Systems
Size hoods to cover kiln openings and discharge points.
Manufacture the hood from 1.6mm thick galvanised mild steel sheet.
Ensure an adequate make-up of exhaust air quantity.

Provide a local manual control station adjacent to the hood and complete with a LED-run indicator.
4.7.6 Exhaust Fans
Select the fan type with regard to system efficiency, acoustic performance and capital cost.
Locate fans with regard to adequate security, maintenance access and acoustic performance.
Avoid ceiling access panels where possible.
Ensure all components are corrosion and weather resistant.
Ensure that fans are statically and dynamically balanced.
Use direct drives and avoid belt drives where possible.
Use 3-phase, 415V motors where practical and 1-phase, 240V motors elsewhere. Motors shall be
totally enclosed fan cooled (TEFC) squirrel cage induction types, rated to a minimum of IP45.

Ensure all exhaust fans are capable of being effectively sealed off when not in use to eliminate unwanted
infiltration and exfiltration.
4.7.7 Ceiling Fans
Provide ceiling sweep fans to all teaching areas, including libraries, and to administration areas,
thereby ensuring adequate air movement.
Ensure that fans are statically and dynamically balanced, and that they consist of a three bladed, all
metal construction suitable for 240V supply.
Provide one control station per fan with a minimum of three speed settings in forward and reverse
direction. Controls should be of commercial quality to withstand robust usage.
The minimum height of ceiling fans (as measured from the underside of the fan blades) shall be 2.4
metres from finished floor level.
Mount fans clear of lights to avoid stroboscope effect.
Provide sweep fans on the basis of one fan per 25m² of floor area. They should feature time out controls
so that they only operate when required.
For upgrade projects, consider the replacement of ceiling fans installed prior to 1980.
4.8 Cooling
4.8.1 General
The minimisation of overheating is integral to the successful utilisation of school buildings. Design
and installation factors which contribute to the thermal comfort of a facility include its orientation and
external shading, its wall and roof insulation, natural ventilation and the use of ceiling fans. Where,
because of climatic extremes, a combination of these factors is inadequate in maintaining comfortable
room temperatures, cooling systems are installed.
Cooling systems are provided to schools on the basis of their location within the Nationwide House
Energy Rating Scheme (NatHERS), zones 20 and 27 (refer Appendix 3 – Postcode Areas within
NatHERS Zones). All schools in these areas receive airconditioning to their entitled spaces under the
space and area guidelines. The remaining schools are not provided with cooling systems except
where a concentration of mainframe equipment is located. Airconditioning is to be provided to all
Special Developmental Schools.
The most appropriate cooling system for a particular application will depend upon the nature of space
to be cooled and the activity therein. A range of different systems may be appropriate depending
upon their application. These include:
► evaporative cooling; and
► refrigerated air cooling, including split airconditioning or console units as well as packaged units.
System selection should take into account the required amenity levels and employ a life cycle analysis
process (over 15 years) to determine the most appropriate system based on total ownership costs.

Selection of a suitable system should be based on its ability to provide cooling in an appropriate and
adequate manner. Life-cycle analysis of systems that meet the amenity criteria should address:
► capital cost including associated infrastructure costs such as electric sub-mains;
► maintenance costs for a realistic life of the system and its components; and
► energy costs on the basis of likely energy tariff rates, envisaged usage requirements (climatic
demands and hours of operation) and the ability of a particular system to be controlled in such a
way as to match its operation time to actual occupancy requirements.
The following table offers guidance in the selection of cooling systems for various school areas where
cooling is required. It is a guide only, and the installation of any cooling plant should be justified by the
amenity required in the area. The system selected should be based on a life cycle analysis.
Cooling System General Physical Music Art/Craft Library Staff Computer Science Tech Home
Type Purpose Education Admin Studies Eco
Classroom (PE)
(GPC)
Evaporative
Cooling 9 X 9 9 X X X 9 9 9
Refrigerated
Cooling 9 X 9 9 9 9 9 9 X X
Split
Airconditioning 9 X 9 9 9 9 9 9 X X
Systems
(Console Units)
9 May be applicable
X Generally not applicable.
The actual cost of various systems will depend on amenity requirements, system design and site
constraints.

Energy Targets
No cooling system should be installed until an energy target has been established and the performance
of the proposed system compared with that target, and revised if necessary.
Fabric and Services
No cooling system shall be designed or installed until consideration has been given to reducing the
cooling load to be satisfied. Items to consider include:
► minimisation of areas of east- and west-facing glass (less than 5% of floor area each);
► external shading of east-, west- and north-facing windows;
from material that has a zero Ozone Depletion Factor (ODF);
► zoning of areas so that cooled areas are grouped and isolated from non cooled areas by means of
doors. If possible, cooled areas should be separated from the outside by air locks; and
► doors shall be located, if possible, on the eastern side of the building to avoid hot northerly winds
(as well as cold southerly winds).
Ceiling Fans and Cooling
No cooling system shall be designed or installed unless ceiling fans have been installed.
Natural Ventilation
No cooling system shall be considered, designed or installed until the use of natural ventilation has been
considered.
Daylighting and Cooling
No cooling system shall be designed or installed until consideration has been given to reducing the
internal heat load of electric lighting by maximising the use of daylight from shaded windows or skylights.
Controls
All cooling systems shall use simple yet effective controls to minimise the use of cooling equipment while
maintaining acceptable internal conditions. Thermostat settings should not be lower than 24°C.
Sub-metering
All cooling systems should consider the use of electricity sub-metering (by blocks) for cooling in order to
carry out energy cost audits, as well as the costing of out-of-hours use.

All installed systems should be tested and commissioned in accordance with the manufacturers’
recommendations to ensure that they work as specified.
Consultants should provide an ongoing maintenance strategy (including documentation) for use by school
in relation to all refrigerated and evaporative coolers.
4.8.2 Evaporative Cooling
The cooler capacity should be based on a minimum of 35 air changes of the room volume served.
Design air change rates vary throughout the State. Check with the cooler manufacturer for the
recommended air change rate.
The unit casing shall be either stainless steel, marine grade aluminium or stabilised UV resistant polymer
with a suitably matched fibre glass or polymer water sump. Capital cost and operating environment shall
be taken in to account when selecting the unit. All components (including the fan, pump and motors) shall
be non corrosive and suitable for operation in a moist environment.
Noise generation should be considered when selecting an axial or centrifugal fan unit.
Local water supply should be taken into consideration when supplying the units. A water treatment plant
may be required in some hard water areas.
Each unit should be provided with a water sump dump valve to flush out sludge and concentrated salts.
The sump bleed and drain valve discharge pipe shall not discharge onto metal roof surfaces but be piped
to the nearest stormwater down pipe.
Internal duct insulation shall be moisture resistant or contain a moisture resistant membrane. Flexible duct
external insulation of glass or mineral fibre should be a minimum of 25mm thick.
Smaller downwards discharge coolers may be supported off the rigid supply air duct. A suitable corrosion
resistant support frame off building members for larger units should be supplied.
Each evaporative cooling unit shall have a variable or multiple fan speed controller, an ON/OFF pump
controller, and automatic dump valve operation.
A purpose built weather cover, securely fixed to the unit, should be provided.
The thermostat setting should not be lower than 24°C.
Sufficient openings to discharge the large volumes of introduced air must be provided.
The use of attenuated ductwork should be considered. The length of ductwork should be minimised.
Automatic dampers to close units when not in operation should be provided.
Filters should be easily removable for cleaning.
Time delay and time control switches should be considered. Controllers should be linked to a central time
clock.

Consideration should be given to evaporative coolers only in locations where there is reticulated town
water. In other locations, refrigerative coolers should be provided.
Consultants are to provide a servicing schedule for later implementation by schools in accordance with
relevant legislative requirements. Evaporative coolers should be serviced four times a year for health
considerations.
An adequate and permanent means of access and an appropriate platform for the servicing of units should
be provided.
A hose spigot point adjacent to the unit is to be provided for unit cleaning.
4.8.3 Airconditioning – Room and Packaged Plant
These airconditioning units comprise of window/wall units, split systems, packaged unitary systems and
packaged split systems. The units shall comply with AS 1861.
The units shall have hermetically sealed rotary compressors with reverse cycle capability and an automatic
de-icing cycle.
The condenser sections shall be fitted with screens or placed in an enclosure to protect the fans from
damage by vandals.
Adequate support and vibration control should be provided.
Maintenance access and platforms for large roof-mounted plant should be provided.
Refrigerative cooling can be used for special areas, but it should only be selected after evaporative cooling
has been considered.
Systems with energy efficient (high) coefficients of performance should be selected.
The thermostat setting should not be lower than 24°C.

Time delay and time control switches should be considered. Controllers should be linked to a central time
clock.
Refrigerants used should have an Ozone Depletion Factor (ODF) of 0.06 or less, and comply with current
environmental guidelines.
Refrigerant leak detectors should be considered (refer to SAA HB40-1997).
Consultants are to provide a servicing schedule for later implementation by the school.
Adequate means of access for the servicing of units should be provided.
Filters should be easily removable for cleaning.
Ductwork in roof cavities shall be insulated to the R1.5 minimum standard and preferably R2.
The provision of wall/ceiling insulation and window shading devices will effect the performance of units.
Liaise with the principal consultant to determine the design conditions.
4.9 Fire Protection

4.9.1 Fire Hydrants
Fire hydrants shall be provided to not less than the minimum requirements of the Building Code of
Australia.
4.9.2 Fire Hose Reels and Extinguishers
Fire hose reels and fire extinguishers shall be provided to not less than the minimum requirements of
the Building Code of Australia.
All pipe work to hose reels shall be DN32 minimum and, where below and within buildings, be
copper tube “Type B” in accordance with AS 1432 (unless contrary to AS 2419.1).
Fire hose reels shall not be provided in external unsecured areas.
Where the effectiveness of hose reels may be restricted by locked rooms, appropriate operational
measures shall be arranged with the relevant building surveyor or relevant chief officer.
4.9.3 Smoke and Fire Doors
Smoke detectors shall be provided as well as magnetic hold-open devices to doors between smoke
compartments. Equipment installation and system design should comply with the requirements of AS
1670 and associated Australian Standards.
4.9.4 Smoke Detectors and Sound Alarms
Smoke detectors and sound alarms (incorporating International Standards Organisation [ISO]
emergency signals) shall be provided to not less than the minimum requirements of the Building Code
of Australia and the relevant Australian Standards.
4.9.5 Emergency Signs and Lighting
Emergency signs and lighting shall be provided to not less than the minimum requirements of the
Building Code of Australia.
4.9.6 Maintenance Log Books
Maintenance log books should be provided to schools in accordance with the provisions of DEECD’s
Annual Contracts: Guidelines for Building Services Maintenance in Schools as well as the Building
Regulations.
4.10 Electrical Lighting and Power

Life cycle analysis of systems which meet the amenity criteria should address:

► capital cost, including associated infrastructure costs related to electric sub-mains, metering and
control gear
► maintenance costs associated with a realistic life of the system and its components
► energy costs on the basis of likely energy tariff rates, envisaged usage requirements (climatic
demands and hours of operation) and the ability of the lighting system to be controlled in such a
way as to match its operation time to occupancy requirements.
4.10.1 Design
General
It is important that lighting be considered in two forms: natural and artificial. For natural daylighting, the
correct sizing and location of openings is the key factor. For artificial lighting, the correct sizing and
location of energy efficient equipment and control systems is important.
Design and construction should minimise the fossil fuel required to provide acceptable indoor light levels.
Factors which will assist this include:
► Fabric and Services

An awareness that the windows and skylights (the building fabric) and the artificial lighting (the
services) both contribute to energy efficiency and are inseparable considerations.
► Zoning
The building should be zoned into different lighting and control zones depending on the closeness
to windows and skylights, and the tasks required to be performed.
► Energy Targets
Energy targets should be set for each project.
► Circuit Design
When utilising daylight, the lighting circuit should be designed to minimise artificial lighting.
Circuitry should allow for night time use as well as maximum daylight availability.
Where there are high levels of equipment (such as in staffrooms), consideration should be given
to the creation of two circuits within the general purpose power circuit design. This would
accommodate both 24 hour supply and supply which switches off after hours.
► Powerline Carrier Systems

Powerline carrier systems are not currently recommended because of their present unreliability.

4.10.2 Supply
Tariffs
The impact of a demand tariff on future energy costs should be considered when planning a new
facility. For new and upgrade projects, review the electrical tariff proposed and ensure that it is the
most advantageous to the school.
Green Power
Consider recommending green electricity (i.e. electricity made from renewable sources of energy such
as photovoltaic cells) that will reduce greenhouse gas emissions from the school. Check that tariffs
are comparable to commercially available contract prices, especially in the “contestable” marketplace.
Meters
Provide electrical meters on a per block basis to individually measure lighting, power and plant usage
so that energy use profiles can be easily obtained.
4.10.3 Main Switchboard
Design
Equipment and conductors shall have a short circuit rating of not less than the maximum prospective
symmetrical RMS short circuit current values on incoming terminals at the operational voltage.
The short circuit rating shall withstand fault currents for a minimum of one second.
The degree of protection required shall be IP20 for internal installations and IP54W for external or
plant room installations.
Provide at least 25% spare capacity in the ratings of main incoming busbars and main switch/isolators,
and 25% spare capacity for extra sub-circuits and circuit breakers.
Ensure there is sufficient capacity in the switchboard for planned future stages of school development,
including all relocatable buildings necessary to meet peak enrolments.
Switchboards and associated electrical conductors must be protected by fire-resisting construction

(refer Building Code of Australia, clause C2.13).
Location
Locate the main switchboard to suit the layout of the site, taking into account the following:
► easy access for supply authority meter reading;
► minimising the consumers’ mains cable length;
► centrality of the switchboard to electrical loads served; and
► its access for maintenance without undue disruption to the operation of the school.

The main switchboard is generally located in the administration area because of its central location
and function. An emergency luminaire should also be considered above the location of the
switchboard to facilitate safe viewing in the event of partial power failure.
4.10.4 Distribution Switchboards
Generally, the same conditions apply as in Section 4.10.1 with the exception of the following:
► miniature DIN rail-mounted fault-limiting circuit breaker switchboards should only be

installed. Separation shall comply with Form 1 of AS 3439 Part 1;
► fault rating of busbars shall be calculated at the incoming termination of the distribution
switchboard but at not less than 18kAmp/second;
► where RCD protection of general purpose outlets is required, this should be provided at the
relevant circuit protective device within the distribution board; and
► specify the maximum number of general purpose outlets or final sub-circuits per RCD device.
Spare capacity should be included in the switchboard for planned future stages of school
development. Distribution switchboards and associated electrical conductors must be protected by
fire-resisting construction (refer Building Code of Australia, clause C2.13).
4.10.5 Wiring
Cables
All cables shall be double insulated (i.e. PVC, XLPE-insulated with a PVC sheath), MIMS or fire
resistant polymer insulated and sheathed. Single insulated “building wire” will not be accepted.
Copper conductors shall be multi-stranded and not less than 1.5mm2 for lighting or 2.5mm2 for power
final sub-circuits.
Cables with conductor sizes greater than 35mm2 per phase shall be single core double insulated with a
multi-stranded conductor.
Cables should be sized to carry the intended electrical load, taking into account the maximum
demand, methods of installation, short circuit capacity and voltage drop. Utilise AS 3008 Part 1 when
sizing cables.
4.10.6 Power and Special Connections
General Purpose Outlets
All general purpose outlets shall be connected to a final sub-circuit and protected by an ELCB (RCD)
rated at not more than 30mA. Sub-circuits excepted are those permanently supplying appliances
storing perishable goods (refrigerators, freezers), appliances with high earth leakage currents (stoves,
pie warmers, kilns, dish and clothes washers, etc.), and life supporting equipment (fish tanks, etc.).
Single phase outlets shall:

► comprise a rocker operated switch and 3-pin plug base with flat earth pin, mounted on a
common moulded impact resistant plastic flush plate and separate surround plate;
► incorporate a permanent method of circuit identification (IP stud, label, etc.);
► be stainless steel or weather resistant in wet areas such as kitchens and laundries; and
► be weather resistant where installed in plant-rooms and external areas.
Locate 10-amp single-phase double general purpose outlets in accordance with the following:
► at 15 metre intervals along corridors;
► four per general classroom (i.e. two at the front and two at the rear); and
► extra general purpose outlets to special class rooms as required.
Three-phase outlets shall:
► be surface or semi-recess mounted;
► be of weather resistant type (i.e. Clipsal 56 Series); and
► incorporate: (a) rotating switch mechanism, (b) 5-pin plug base, (c) spring loaded flap, and (d)
screw-neck to plug base.
Permanently Connected Equipment
Isolating switches should be provided for each item of permanently connected equipment. Isolating
switches shall be:
► rated at not less than the circuit protective device;
► mounted adjacent each item of equipment; and
► flush mounted for internal installations and surface mounted weatherproof for external
installations.
Special Conditions
Emergency stop (off) push buttons should be provided for trade rooms and laboratories adjacent to
each exit door. Push buttons shall incorporate mushroom head with latch and twist release. Push
buttons will trip off all power circuits within the respective room/laboratory.
4.10.7 Artificial Lighting
Light Sources
The installed capacity for lighting should aim for 8 watts of fluorescent lamp power per square metre.
Provide instant restrike high efficiency light sources such as linear or compact fluorescent lamps.
Install other less efficient sources in special areas (i.e. photographic laboratories, foyers, audiovisual
laboratories, etc.) as required.

Fluorescent lamps shall comply with AS 1201, Minimum Energy Performance Standards (MEPS) and
be 16mm diameter (T5), triphosphor lamps. Single tube luminaires are recommended for most
applications. Triple fluorescent lamp luminaries over 600mm in length shall not be used. Luminaires
used in conjunction with T5 lamps shall be of a design originally intended for the T5 lamp. T5
retrofits for existing fluorescent luminaries are not acceptable. Bare or exposed lamp luminaries are
also deemed unacceptable. All luminaries shall have photometric files to NATA accreditation and
EMC compliance as per Australian Standards. Where a prismatic lens is used, a minimum of K19 is
recommended.
The following table provides guidance on the recommended lighting for selected areas within a
school.
Area Fitting Recommended Fitting Lamp Diffuser

Installation Illuminance Types Type Types
Options Levels
AS 1680.2.3
1994
General Purpose S/SM 240 1xF Tri F L/P
Classroom
Physical Education S/SM 240 HB and HOF MH and Tri F Guard
Computer S/SM 320* 1xF Tri F L/P
Science/Home Eco S/SM 320 1xF Tri F L/P
Music S/SM 320 1xF Tri F L/P
Art/Craft S/SM 320* 1xF Tri F L/P
Library SM/R 320 1xF Tri F L/P
Staff Administration SM/R 320 1xF Tri F L/P
Tech Studies S/SM 320* HB and HOF MH and Tri F L/P
S = Suspended
SM = Surface mounted
R = Recessed
1xF = Single tube fluorescent
2xF = Double tube fluorescent
1 x HB = High bay fitting
HOF = High Output T5 Luminaires designed for areas above 3m
Tri F = Tri Phosphor fluorescent
MH = Metal halide
L/P = Prismatic lens
Guard = Impact Protected
* = Task lighting to be considered.
A common style of lamp should be used throughout the project, thereby minimising the requirement
to store different lamp types for maintenance.
The following table provides indicative installation and operational costs for various options in a
comparable lighting environment:

Fitting Type Indicative Capital Cost ($/m²) Indicative Operation Cost ($/p.a./m²)
Tri phosphor fluorescent

- single tube (1 x 58W) 65 1.30
- double tube (2 x 36W) 50 1.70
- single tube (1 x 36W) 70 1.36
Notes:
Unit cost of electricity = $0.10/kWh
Annual operation = 1500 hours
Capital cost = 1997 fitting supply costs only excludes installation costs
Compact fittings should be provided which maximise useful light by means of efficient reflectors and
diffusers, including silver reflectors.
If downlights are required, select compact fluorescent types. Should low voltage downlights be
selected, 10,000-hour lamps in combination with Australian Certified Electronic Ballast should be
used. Correct installation and airspace shall be provided in accordance with the manufacturer’s
recommendations or a suitable surface mount luminaire should be selected in its place.
In upgrades, consider “delamping” as appropriate. Consider the replacement of luminaires installed

prior to 1980. (For more information, consult the “Energy Smart School Infosheets: School
Lighting”, available from Sustainable Energy Authority Victoria, (03) 9655 3260). Where additional
luminaries are required for an area and the number does not exceed more than one third of any
existing luminaries, then the equivalent lamp technology may be used. For renovations, consideration
should also be given to the relocation of existing luminaries into lesser-utilised areas and the
installation of new technology luminaries to capitalise on energy efficiency and reduced maintenance.
In larger areas with higher ceiling heights, consider metal halide luminaires with a ceramic arc lamp
or high output T5 luminaires.
Ballasts
Fluorescent lamps should be power-factor connected and provided with low loss ballasts. Subject to
their operating cost, dimmable ballasts may also be considered in conjunction with daylight sensors.
Auditoriums and halls may consider dimming for effect and/or energy efficiency in relation to the task
Illumination Levels and Glare Indices
Illumination and glare index levels shall be designed to meet the relevant requirements of the
nominated Australian Standards (in particular AS 1680.2.3).
Arrange luminaires to provide general uniform lighting throughout the illuminated space. Where
higher local illuminance levels are required for specific tasks, provide suitable local task lighting or
suspended luminaires

Wiring Systems
In general, arrange local switching to each room. Locate light switches on the jamb side of the main
entry door to the relevant room. Switch mounting heights will generally be 1200mm above the
finished floor level.
Where a large room such as a library has two entry points, provide two-way switching at both doors.
Arrange switching or daylight sensors to provide separate control of perimeter luminaires close to
windows, and to alternate luminaire switching while maintaining uniform illumination.
Access/Security Lighting
Internal security lighting shall be provided in the form of unswitched or after-hours automatically
switched luminaires. Luminaires shall incorporate low energy (high efficiency) light sources and
should be located at building entries, changes of direction to external pathways, and stairs in
corridors.
High-pressure sodium lamps (SON) should be used for general flood lighting. Enclosed fluorescent
lamps are appropriate for perimeter and access lighting and shall be of a minimum IP65 rating. Both
these should be controlled by a daylight (photoelectric sensor). Incandescent and quartz halogen
lamps should only be used in conjunction with a movement sensor where a high level of light is
required for a short period of time.
Consider an alternative colour light source for security lighting to distinguish it from normal lighting.
Emergency and Exit Lighting
Emergency and exit lighting shall be provided as required under the Building Code of Australia and in
accordance, generally, with AS 2293 Parts 1 and 2. Any alternative systems should be assessed for
compliance by the relevant building surveyor in accordance with the Code. Systems shall consist of
single point type luminaires, and generally employ:
► 10-watt tungsten halogen self contained non-maintained mode emergency recessed type;
► 10-watt fluorescent self contained non-maintained mode emergency surface mounted type;
and
► 10-watt fluorescent self contained maintained exit signs.
Test Push Buttons or a Central Testing System shall be provided for testing the emergency and exit
lighting in accordance with AS 2293.2. (Generally, the latter system would be applied to larger
secondary colleges).
Consider more efficient lights than the 10 watt noted above, provided they meet Building Code of
Australia requirements.
Lighting Switches
Lighting switches shall generally be of the unbreakable polycarbonate rocker type, flush mounted
where practicable, and adjacent to the closing side of doors.
In plant-rooms, switches shall be of an industrial type rated to IP56.

Flush mounted switches on columns and walls shall be mounted in standard size metal wall boxes to
suit the wall construction. PVC wall boxes may be used for PVC conduits but only where permitted.
Lighting switches shall be suitably rated to carry the switched load, with a minimum of 16 amp for
fluorescent loads.
Where multiple switches are provided, they should be clearly labelled as to the lights they serve.
Alternatively, a plan indicating which lights are controlled by which switches should be placed next to
the switch panel.
Controls
Lighting controls should be provided to ensure that lighting is only on when required – that is, when
the space is occupied and insufficient or no daylighting is present.
Lighting controls may take the form of:
► presence sensors to enclosed rooms, including general purpose classrooms;
► push button timers to infrequently entered rooms, such as store rooms;
► twist timers to classrooms (these typically allow the user to access lighting for a period of up
to two hours); and
► centralised lighting control systems which, through a time clock and/or linked to the school
bell, automatically turn lighting off. A switch in each room provides manual control of all
lighting. This system may also be designed to control lighting in response to available
daylight. Any form of lighting control must provide a switch to enable users to switch
lighting off.
The following table provides indicative installation costs for various lighting control systems and a
guide to their application.
Lighting Control System Type Indicative Installation Cost Comments

$/m²
Occupancy sensing – Passive infrared $10 Small areas (25m² max.), internal or
external, with infrequent occupancy.
Occupancy sensing – Microwave $10 Large areas (greater than 25m²), internal or
external with infrequent occupancy.
Light level sensing – Internal $10 Areas with variable daylight provision
Light level sensing – External $250 per distribution board Street lights, security light.
Local Time delay off $5 Infrequently used rooms, such as store
rooms, GPC
Central timed off $8 All internal spaces.
Refer also Section 5.7.2 – Security and Access Lighting and the DEECD’s Emergency & Security
Management website (http://www.sofweb.vic.edu.au/emerg/).
4.11 Special Services

4.11.1 Fume Cupboards
The construction, siting, installation, maintenance and use of fume cupboards is detailed in Australian
Standard AS 2243-1. Section 4.4 states that “operations which may produce flammable or toxic
vapours should be carried out either in a fume cupboard or, if this is not possible, they should be
provided with local exhaust ventilation.”
Australian Standard AS 1485 – Safety and Health in Workrooms of Educational Establishments,

recommends fume cupboards in laboratories as well as adequate or local exhaust ventilation in
technology areas.
Technology Areas
Depending on the courses offered by a school, there will be differing hazards associated with the likes
of automotive engine testing, moulding plastics, etc. Schools must indicate to the consultant in their
educational specification the courses they intend to offer and how they want to operate them so that a
risk assessment can be undertaken and requirements determined.
Exhaust ventilation fans should be considered a minimum requirement for fume cupboards.
Science Areas
It is recommended that each preparation room have a fume cupboard (preferably single-sided) and
that one also be made available to senior chemistry classes. Fume cupboards are usually not required
in physics areas but they might need to be considered in biology and agricultural science (again,
generally for senior classes, and depending on the chemicals used and experiments conducted).
Construction
Construction materials should be selected to provide suitable resistance against chemicals handled.
Generally, a PVC shell with a chemical resistant one-piece laminated work surface is suitable for most
demonstration applications. Sliding sashes shall be toughened glass or clear acrylic and feature
adequate corrosion resistant counter weights. Sashes shall remain in place whenever stopped with a
fixed minimum opening of 50mm.
Services
The following minimum services integral to fume cupboard construction should be provided:
► Power one double general purpose outlet (GPO) located either at the external top or side
of the chamber but not within the chamber;
► Lighting one separately switched fluorescent luminaire (flame proof and corrosion proof)
to provide 400 lux at the base;
► Sink one 200mm diameter, 150mm deep conical cup sink;
► Water one gooseneck style cold water supply outlet over sink; and
► Waste an acid neutralising tank into which waste can be discharged.

Controls
The following features should be provided:
► separate fan and light controls;
► separate controls for water and gas services external to the chamber;
► labelled emergency isolation switches for electricity and gas; and
► automatic isolation of electricity and gas in the event of inadequate air flow.
Performance
Select a fan and volume control system to maintain the required face velocity through an open sash
area. The face velocity across the fully opened sash must measure 0.5 metres per second, and air
exhausted through a fume cupboard must not be re-circulated to other rooms. The fume discharge
point must be three metres above the roof. The noise level of the fan (as measured at the operator’s
level) should not exceed 62dB(A).
Commissioning tests (as indicated in AS 2243-8) must be performed by the supplier upon installation
and the results reported to the school.
There must be an adequate supply of replacement air to compensate for the volume exhausted.
Centrifugal fans should be considered as a first choice in this operation.
Siting
The Australian Standard includes diagrams which indicate the distance fume cupboards should be
from doors, walls, bench tops, etc. to minimise air flow disturbances.
4.11.2 Compressed Air
Compressors
Consider air cooled rotary scroll and rotary screw oil free compressor types. Compressors shall be
driven by TEFC, squirrel cage induction motors rated to IP54. Ensure that adequate acoustic control
measures are provided to maintain acceptable noise levels.
Receivers
Compressed air receivers should be provided in accordance with AS 1210, sized to maintain the
number of compressor start/stop cycles within the manufacturer’s limits, and be completed with the
following:
► inspection opening;
► dial type pressure gauge;
► valved drain point and automatic condensate drain; and

► pressure relief valve.
Filters
Determine the level of filtration required to suit each application. Provide, in every case, a minimum
filtration system comprising a woven media material capable of removing water droplets and
particulate material to 1.0 μm. Ensure that separated liquids are automatically drained away from
filter material. Each filter shall be completed with an integral pressure differential gauge assembly
showing required replacement times.
Pipe Work
Permanent pipe work is to be “Type B” copper tube to AS 1432, excepting suitable flexible
connections to the compressor unit. All joints are to be brazed where practical, and continuous pipe
lengths should be maximised. All pipe work is to be concealed from view in normally occupied areas.
Protection from mechanical damage, where exposed, is also to be provided. Install automatic
condensate drains to the mains pipe work. Grade mains at 1:100 to drain points. All branches shall
be taken from the top of the main pipe work, and all pipe work shall be sized to ensure that pressure
loss does not exceed 10% of the design supply pressure.
Valves
Provide globe type valves for isolation and throttling purposes, and plate check type valves for non-
return applications. All valves shall be connected by flange or union.
4.11.3 Reticulated Gas Services
Scope
The provision of reticulated bottled gas systems for specialist applications excludes LPG and vacuum
systems.
Standards
Non Flammable Gases: AS 2896 – 1998
Oxygen and Acetylene: AS 4289 – 1995
Storage Facilities: Dangerous Goods (Storage and Handling) Regulations Statutory Rule
No. 323/1989

Enclosures
Determine suitable locations for permanent storage of cylinders with regards to safe storage and
handling procedures, security of plant and equipment, and capital costs. Preference should be given
to external storage locations. Within each storage area, all cylinders (whether “on-line”, “on-standby”
or “spare”) shall be securely restrained in an upright position. All cylinders for “portable” use shall
be secured to stable, wheeled trolleys. Ensure an adequate separation of Class 2.1 and Class 2.2
materials.
Pipe Work
Copper pipe work is generally acceptable for most services except acetylene where stainless steel
shall be used. Pipe work should be sized for a pressure loss not exceeding 5% of the reticulated
supply pressure.
4.11.4 Dust Extraction System

Dust Extractors
Units shall be self-contained mechanical cleaned type, located with regard to acoustic performance,
equipment security and serviceability. Each unit shall feature:
► statically and dynamically balanced centrifugal mild steel fan, direct driven by a 415V, 3
phase TEFC motor rated to a minimum of IP54 (maximum fan speed 1440 rpm);
► woven fabric media with abrasive resistant properties, selected for optional performance with
regard to operating cost, collection efficiency and service life;
► acoustic attenuation of the fan assembly and discharge ductwork where necessary (noise
levels within occupied areas and externally should be made acceptable);
► electrical driven shaker assembly to clean filter media;
► bin type dust collector with robust sealing assembly; and
► explosion relief vent with minimal ductwork and changes in direction to a safe discharge area.
Ductwork
All ductwork shall be of circular type galvanised steel, suitable for “high pressure” application in
accordance with “HVAC Duct Construction Standards” published by SMACNA Incorporated (USA),
and feature:
► sizing for transport velocities not less than 18 metres per second;
► radiused bends and angled take-offs to main ductwork;
► steel flange type bolt clamps on joints enabling easy removal for clean out;
► “clean out” access panels, where required, and removable caps at end of duct runs; and
► blast gate dampers where required for balancing purposes.

4.11.5 Lightning Protection
A risk assessment will be carried out in accordance with AS 1768. A risk index of greater than or
equal to 12 shall require the implementation a lightning protection system.
4.12 Centralised Energy Systems

Centralised energy systems should be avoided. Satellite boilers and smaller packaged airconditioning
plants provide greater flexibility, control and energy savings.
Effective temperature and time clock controls should be provided to all centralised boilers and packaged
plant. Complex building automation (energy) systems should be avoided.
Refer Section 4.6 – Heating, Section 4.7 – Ventilation and Section 4.8 – Cooling.
4.13 Storage
Well-designed storage provides the space in which to keep essential articles and equipment. It must also
facilitate their efficient use and handling.
The provision of storage can represent a significant cost to the design and development of a school, both
in terms of accommodation and ease of access. The planning of storage space is based on the need to:
► create new or additional storage within available space;
► make access as convenient as possible; and
► protect articles from breakage, moisture, heat, cold, misuse, theft, etc.
Limitations of anticipated users must be kept in mind when installing new storage or re-assessing
existing storage facilities. In addition to adult users, students may also have access to stored items.
Safety and convenience are paramount.
Items should be stored as close as possible to the point of use, or as centrally as possible where use
occurs in various locations. Consider the following factors:
► control of distribution or use;
► security of items;
► safe location of dangerous items; and
► location of bulk storage for receipt of deliveries.

Section 5 - External Services
5. EXTERNAL SERVICES
5.1 Introduction
When designing any given service, the designer is required to make use of the most cost effective
materials and installation techniques available, commensurate with appropriate levels of service and
durability, and in accordance with the philosophy outlined in this Handbook.
Where classes, types, etc. are referred to, they are in accordance with the relevant Australian Standard.
All dimensions are in millimetres unless noted otherwise.
5.2 External Stormwater Drainage

5.2.1 General
A drainage system shall be provided to drain the site. All drainage in the region of buildings and
paved areas shall be by combination of open inverts, kerb and channel, and underground drains as
appropriate. Surface drainage in grassed areas may be collected by swale drains.
Design of the drainage system shall be based on design methods outlined in Australian Rainfall and
Runoff, and the relevant authority’s requirements.
Where the site layout and falls provide an acceptable means of overland flood relief, the Average
Recurrence Interval (ARI) adopted for design shall be not less than 5 years. In other cases the ARI
shall be not less than 50 years.
The legal point(s) of discharge shall be obtained from the relevant authority.
Rainwater Collection
Consideration should be given to the retention of stormwater on site through the use of tanks. This
water can be used as an alternate source for the irrigation needs of the school. Consideration must be
given to the following when determining the suitability of rainwater tanks:
► the purpose of the rainwater tank – whether for irrigation or connection to specific fixtures
such as toilet cisterns (or both);
► the location which best maximises the catchment area;
► the estimated roof catchment yield; and
► security issues.
In accordance with AS/NZS 3500 Part 1.2 Water Supply – Acceptable Solutions, water collected and
stored in rainwater tanks, and used as an alternated water supply, must not be used for human
consumption.

5.2.2 Pipe Work and Structures
Pipe sizes shall be not less than:
► DN (nominal diameter)100 for connection direct to down pipes;
► DN150 downstream of any grated pit; and
► DN225 downstream of any side entry pit.
Pipe work materials shall be:
► for DN100 and DN150, solvent jointed UPVC conforming with AS 1260;
► for DN225 and greater on straight runs without junction fittings, rubber ring jointed
reinforced concrete conforming with AS 4058 or rubber ring jointed fibre reinforced cement
pipes conforming with AS 4139, of the appropriate class; and
► for DN225 and DN300 straight runs with junction fittings, solvent jointed PVC conforming
with AS 1260 or rubber ring jointed fibre reinforced cement conforming with AS 4139, of the
appropriate class.
Junctions of pipes DN300 or smaller shall be made either with oblique or sweep junction proprietary
fittings, or at pits.
Junctions of DN100 or DN150 pipes with DN375 or larger pipes may be made with saddle type
fittings.
Junctions of pipes DN225 or larger with DN375 or larger pipes shall be made at pits.
Pit covers shall be of a tight fitting bolted down design or have sufficient weight to prevent their easy
removal.
5.2.3 Other Issues
The design of the drainage system shall address the following issues as appropriate:
► on site retention;
► erosion control;
► litter control;
► sedimentation control; and
► maintenance.
5.3 External Sewer Drainage

5.3.1 Pipe Work and Structures
Pipe work materials shall comply with AS 3500.2.

The preferred pipe work material is uPVC except where discharge or other conditions require an
alternative material.
Sewer inspection chambers shall be provided to facilitate maintenance, and be located at junctions of
major sewer drainage runs and at not more than 60 metre intervals.
Additional overflow relief gullies shall be provided to maximise the protection of buildings against
blocked sewers.
5.3.2 Other Issues
The design of the sewer drainage system shall address the following issues as appropriate:
► grease arrestors;
► neutralisers;
► solvent/oil interception;
► acid drains;
► trade wastes; and
► maintenance.
5.4 External Water Supply

The supply of water is governed by the relevant Australian Standard as well as regulations and by-
laws exercised through local water authorities.
Pipe work, valves and fittings shall comply with AS 3500.3, with the additional requirement that all
pipe work below buildings and concealed in buildings shall be copper tube “Type B” in accordance
with AS 1342.
The preferred pipe work materials are:

► for DN32 and greater, UPVC except for the limitation above and the limitations of AS
3500.1; and
► for DN25 and smaller, copper tube “Type B” in accordance with AS 1342.
5.4.2 Backflow Prevention
Provide all backflow prevention devices as required by the relevant authority and AS 3500.3.

5.4.3 Irrigation Systems
Provide irrigation systems as appropriate to garden and grassed areas. Refer Section 7.5.2 –
Irrigation Systems.
5.4.4 Other Issues
The design of the external water supply system shall address the following issues:
► enclosure of equipment to prevent vandalism; and
► dual supply to site where practical.
5.5 External Gas

5.5.1 Natural Gas Meters
Meter enclosures shall be well secured. Meter by-pass pipe work facilities should also be provided.
5.5.2 LP Gas Storage

Size bulk storage tanks and cylinders with regard to the maximum required vaporisation rate, practical
delivery intervals and cost. Carefully locate bulk storage tanks and cylinders with regard to statutory
requirements, physical security, and ease of refilling or replacement.
Provide external tanks with 75mm thick concrete plinths extending 500mm beyond the tank enclosure
and with an 1800mm high chain mesh enclosure and lockable access gates. Tank finish shall include
abrasive cleaning, prime painting and top coating. A lockable, corrosion protected sheet metal
enclosure with concrete base should also be provided for external cylinders.
5.5.3 Pipe Work

All consumer pipe work shall be “Type B” copper tube to AS 1432. All joints are to be brazed where
practical. Pipe work installed in the ground shall be complete with a corrosion resistant external
wrapping. Ensure an adequate separation distance from other in-ground services, structures and
earthing electrodes. Do not install pipe work within concrete slabs and avoid installing pipe work
under buildings where possible. Size pipe work to limit pressure loss to mandatory limits, and include
a 10% safety factor. Where LPG is likely to be replaced by natural gas within five years, allow for
natural gas in the pipe work design.
5.5.4 Gas Booster

Gas pressure booster devices are to be avoided where possible. Where required, locate them carefully
and ensure that adequate acoustic measures are provided to meet acceptable ambient and internal
noise criteria.

5.6 External Fire Protection

5.6.1 General
Provide a hydrant system to satisfy the minimum requirements of the Building Code of Australia,
unless dispensation is obtained from the relevant chief officer.
5.6.2 Fire Hydrants
Preferred hydrant installations are external dual head individually controlled outlets, with access and
hard standing for a fire appliance to connect to the hydrant. Maximum hose length should not exceed
20 metres. Internal hydrants are not preferred.
Pipe work, valves and fittings shall comply with AS 2419.1.
The preferred pipe work material is UPVC except for the limitations on use imposed by AS 2419.1.
5.6.4 Other Issues
The design of the external fire protection system shall address the following issues:
► fire brigade booster connection;
► booster pumps;
► source of water supply if street mains supply is inadequate or not available;
► hose couplings compatible with relevant fire brigade;
► use of street hydrants to minimise the number of on site hydrants;
► appropriate valving for hydrants and hose reels; and
► signage and notices.
5.7 External Electric Light and Power

5.7.1 General Power
All general power outlets provided externally shall be of the following type:
► surface mounted;
► weather resistant with IP56 protection rating;
► have rotating switch mechanism;
► feature integral 3-pin with flat earth single phase socket or 5 round pin three phase socket;

► include spring loaded flap;
► screw neck to plug base; and
► feature keyed switch mechanism, if necessary.
Sub-circuit cabling should be installed to outlets either internally concealed within the building
structure or within rigid non-metallic or metallic conduit. Non-metallic conduit subject to UV
radiation should be suitably treated to prevent degradation through its life.
Exposed cabling is not acceptable.
5.7.2 Security and Access Lighting
Adequate security lighting to the perimeter of all buildings should be provided to ensure safe access.
Consider lighting pathways and roads within the school. Consider, also, those needs and applications
associated with out-of-hours tuition, community hiring of facilities, and vandalism. Consider metal
halide with electronic gear on pole luminiares for energy efficiency and prestige.
Useful security hints and practical advice can be obtained from the DEECD’s Emergency & Security
Management website (http://www.sofweb.vic.edu.au/emerg/).
Controls
Lighting shall, in general, be controlled by a photoelectric cell in conjunction with a time controller.
Additional energy savings are available if motion detectors are used to activate lights rather than flood
light an entire area. Note that movement detector switching is not appropriate for High Intensity
Discharge lighting or for lighting that has start up and restrike periods. Consideration should be given
to car park lighting, lighting from car parks to buildings, and building illumination.
Light Sources
Security and access lighting should consist of high efficient light sources. High-pressure sodium
lamps (SON) should be used for general flood lighting. Fluorescent lamps are appropriate for
perimeter and access lighting. Both these should be controlled by a daylight (photoelectric sensor) in
conjunction with a time clock. Incandescent and quartz halogen lamps should only be used in
conjunction with a movement sensor where a high level of light is required for a short period of time.
Luminaires
Luminaires should be vandal resistant, have a power factor corrected to 0.85 lagging or better, with
superimposed pulse igniter circuits where igniters are required.
Control and Sub-mains
Exterior lighting shall be controlled.

Where lighting for areas such as playing fields, courts and car parks, etc., is located at some distance
from the main buildings or internal distribution switchboard, consider installing a local exterior
distribution switchboard to service this load.

5.7.3 Underground Services
Underground cable conduits should be supplied and installed for the enclosure of HV and LV cables.
Cable conduits for HV and LV cables shall be laid at 750mm and 500mm (to top of conduits) below
finished surface levels respectively.
Where cabling is subject to mechanical damage or is installed with less cover than specified above,
metallic protection to cabling must be provided.

Section 6 – Communication Services
6. COMMUNICATION SERVICES
6.1 Introduction
The Victorian Department of Education and Early Childhood Development is the number one user of
IT in Australia and among the worldwide leaders in the use and implementation of ICT (Information
and Communication Technologies).
The State school system consists of over 1700 sites which are connected to a WAN (Wide Area
Network) and each has their own LAN (Local Area Network).
Over 200,000 computers are in use in Victorian schools (2005). These are made up of PCs,
Notebooks, Administration PCs, portable devices, etc.
Over 210, 000 network points are installed in schools to maintain the LANs within the school system
and to allow for flexibility.
Over 9000 wireless network points are now installed in every school and this is expected to be
maintained in new installations.
Wireless communications is not a replacement for a structured cabling system. It compliments the
cabling system and adds some flexibility.
High-speed broadband access will be delivered to every site.
The overall design of any new building or school construction is required to maintain the State’s
leadership in ICT and encourage its use in the school environment.
This Section of the BQSH has been updated to reflect current Departmental standards and
requirements. It makes clear how funding has been allocated and details new requirements for
Category 6/Class E cabling, wireless technologies, and touches on VoIP (digital voice) technologies.
The involvement of the Information Technology Division in new school designs and an ICT check
sheet are new initiatives.
6.2 ICT Architecture

Communication services in schools cover data (administrative, curriculum, etc.), emergency warning
systems, video (including audio-visual), voice (telephone), library automation, public address, TV
antenna (including satellite dish), and security. There is also block (or entry) cabling which brings
services onto the site, distribution (or facility) cabling which carries the service to each building or
parts of each building, and room cabling which carries the service to the point of use in each room or
space.
Multi-campus sites are now required to be linked for communication services.
Wireless technologies have been installed at every school since 2005 and are required to be installed
in new buildings.

Each of these services, their infrastructures and cabling, can involve separate suppliers and installers.
It is a requirement to converge all telecommunications and communication services where possible.
Convergence may be extended to other services as appropriate if it is beneficial to do so.
Final design decisions may have to be made in the presence of an informed school community. It is
clear, however, that there will need to be a well-designed structured cabling system, with a support
system or ducting that offers significant flexibility and expansion throughout a school.
A school’s cabling infrastructure should be established according to this BQSH and associated
documents. The infrastructure for administrative systems is to be merged with the school network
when cabling is installed. Separate computer equipment will be supplied by the DEECD to run the
administration network.
Professional advice should be sought in relation to the scope and potential of communications
infrastructure. The information provided in this section is of a general nature only but sets the
minimum DEECD standards.
of the relevant Australian Standards and the Building Code of Australia. The current DEECD
standard for communications cabling is Category 5E/Class D for existing sites and Category 6/Class E
for new sites.
Alternatives such as “fibre to the desk” and Category 7/Class F, or the expected 2006 standard for
augmented Category 6 cabling, can be investigated if requested. Budgeting may not provide for these
technologies.
6.3 Budget
The allocated budget covers the supply and installation or support of the following ICT infrastructure
requirements:
X design;
X structured horizontal communications cabling system for all areas of the school, including
administration areas, teaching spaces, staff areas, classrooms and resource areas;
X backbone connections between buildings (fibre and copper);
X communications cabinets;
X associated power outlets (dedicated for cabinets);
X pathways (cable trays, catenary wires, conduits, pits, etc);
X patch panels, cable managers, outlets, patch leads , fly leads;
X full installation and termination of all cabling;
X testing;
X manufacture certification (full minimum 15-year manufacturer’s warranty);
X PA system;

X telephone system; and
X intruder detection system (liaise with the Department’s Emergency and Security Management
Unit for specification requirements).
The supply of switches 10/100/1000 with fibre connections where required to meet cabled
requirements and computer allocation quantities, and the supply of a file server and printers are part
of the communications cabling budget and not part of the computer allowance given to a school. It is
recommended that funding for these items be put aside as a prime cost (PC) sum and allocated to the
school IT manager to distribute. For budget education pricing, refer:
http://www.sofweb.vic.edu.au/ict/itproducts/schools.htm.
6.4 Minimum Requirements
All new school developments are expected to have the following IT infrastructure supplied and
installed during construction:
X a structured cabling system rated at Class E/Category 6 for new schools or a minimum Class
D 2000/Category 5E where matching existing infrastructure;
X a fibre-optic network to interconnect buildings within the school and across multi-campus
situations;
X access entry points for external connections including voice, power, security and high-speed
broadband access (fibre-optic);
X networking for secure wireless technology as standard in all areas of the school on a basis of
one network point mounted at two metres or above per every four (4) classrooms;
X a networked computer to student ratio of approximately 1:5 (plus servers, printers, etc);
X a suitable telephone system (either analogue or VoIP);
X security systems;
X PA system;
X facilities to interlink sites in the context of a proposed multi-campus environment (refer to the
Department’s Infrastructure Division for further information);
X active equipment to run computer interconnections, ie. switches; and
X a 15-year warranty on structured cabling system.
It is expected that a specialist communications consultant be given responsibility for the design and
implementation of a schools structure cabling and communications systems.

6.5 Consultation and Communications Standards

The person responsible for the communications design is to discuss the network design with the
school/DEECD representative and to implement any school requests where practical. Reference to the
Information Technology Telecommunications Cabling and Planning Guidelines should be made at
this stage.
Consultation is to continue throughout the project, including discussion on the introduction of new
technologies that may have developed during the planning period.
The responsible person must provide and sign an ICT planning sheet provided by the DEECD.
6.5.1 New School Designs
All designs and specifications for new schools are to be signed off by the Department’s IT Division
and the school representative prior to implementation.
A copy of the plans and specifications is to be delivered to the Department and the school’s IT
representative at a suitable time prior to implementation. See 6.6.2 for a standard specification that
can be adopted to suit most environments.
The Department is to be informed of the contractors involved in the structured cabling of the school.
6.5.2 Communications Standards
Cabling infrastructure will be carried out in accordance with Australian Standards, AS/ACIF
mandatory standards, the BQSH and Departmental standards, manufactures guidelines and
specifications.
The Department makes use of three documents to assist with the planning and specification of
telecommunications cabling. It is strongly recommended that these documents are referred to and
adapted for use. The BQSH, however, shall override their generic content on issues concerning
school-specific considerations.
The first document – Information Technology and Telecommunications Cabling Planning Guidelines
– should be considered when liaising with the school client and DEECD representative to ensure that
all areas of IT have been discussed and evaluated. It is very important that the design be discussed
with the client.
The second document is the Standard Specification for Information Technology and
Telecommunications Cabling. Consultants are welcome to use this document for Victorian
Government work and to adapt it according to their requirements.
The third document is ITD Cabling Routes, a series of diagrams for the preferred layout and
installation of structured cabling support mechanisms.
These documents can be found at: http://www.mmv.vic.gov.au/TelecommunicationsandBroadband.

The following standards are mandatory at DEECD sites and represent a minimum for all
communications cabling installations. These are in addition to the regulatory AS/ACIF S008:2001,
AS/ACIF S009:2001 and AS 3000. (Note: the ACA 008 and 009 standards were renamed AS/ACIF
but are still the minimum mandatory requirement.)
Standard Description
ACA CPRs Telecommunications Cabling Provider Rules 2000 (CPRs)
AS/NZS 3080:2003 Telecommunications installations – Generic cabling for commercial

premises (ISO/IEC 11801:2002, MOD)
AS/NZS 3084:2003 Telecommunications installations – Telecommunications pathways and

spaces for commercial buildings
AS/NZS 3085.1:2004 Telecommunications installations - Administration of communications

cabling systems - Basic requirements
AS/NZS 3087.1:2003 Telecommunications installations – Generic cabling systems – Specification

for the testing of balanced communication cabling
AS/NZS 3087.2:2003 Telecommunications installations – Generic cabling systems – Specification

for the testing of fibre-optic cabling systems
In general, all equipment supplied, its methods of installation and the standard of workmanship, are to
comply with the technical specifications, procedures, practices and standards published or established
by the Australian Communications Authority (ACA), the Australian Communications Industry Forum
(ACIF), Australian Standards (AS) and/or any planning and installation guidelines published by
equipment and cabling system manufacturers.
6.6 Cabling for Communication Services
6.6.1 General
A central communications cupboard or room is to be supplied for each site. Backbone cabling should
radiate in a star configuration to each building and then within each building from a centralised
communications cabinet. At a minimum, voice and data services cabling shall be integrated, and a
cross connection of voice and data channels should be achievable.
6.6.2 Location of Communications Room
The location chosen for the communications room shall take environmental and security concerns into
consideration. Rooms should be well insulated and away from direct light sources. Cabinets should be
supplied with a fan tray, installed to circulate the air.

A communication area is generally required in each building. This is either provided through a
communications cabinet or in a room, depending on equipment layout.
Any building can contain the central communication area but, depending on the layout, select either:
X the most central building;
X the administration building; or
X a room near the library.
Subject to consultation with the school technology team and the observation of appropriate standards,
suitable space should be allocated for the communications room in liaison. Location may be
dependent on incoming communications services.
6.6.3 CD (Campus Distributor) and BD (Building Distributor) Cabinets or Areas
A main communication cupboard or area CD is required in the building considered the “Point of
Connection” by the communications carrier. This area may act as a point of connection for incoming
cables and this may be the nucleus of the star configured cabling in the complex of buildings.
BDs are required in each building and might be combined with the CD. If the building length is
greater than 180 metres, or multiple floors are being constructed, additional BDs may be required.
UTP cables used for the distribution of voice, video and data should be avoided when the layout
length of buildings exceeds 90 metres.
The communication cabinet shall:

X be installed within a communications cupboard or area;
X be metal, with 19-inch internal mounting brackets;
X be a minimum 12 RU cabinet height, with expansion space available for an additional 50%
capacity;
X be freestanding or wall mounted;
X be a minimum of 450mm deep, with a preference for 600mm deep where freestanding
cabinets are selected;
X be lockable, with sides and a door;
X be provided with an internal power rail to the cupboard (power to be supplied on a dedicated
circuit);
X provide patch lead cable management in all cabinets (one manager for each patch panel);
X use 24 port loaded patch panels;
X incorporate fibre-optic termination trays as required;
X provide patch lead and flylead for each cabled outlet (2);
X incorporate a fan tray at the top of full-height cabinets; and
X feature a cable tray in full-height cabinets for cable connections..

All cables shall radiate from a communications cabinet patch panel and be terminated, and all patch
panels and cabling shall meet minimum accepted DEECD Standards.
Careful consideration should be given to cabinet cable entry; refer

http://www.sofweb.vic.edu.au/ict/lan/standard.htm for information on ITD cable routes.
6.6.4 Horizontal Communication Cables within Buildings
Cables shall be a minimum UTP Cat 5E/AS/NZ Class D 2000 at existing sites. All new cabling for
new sites shall be a minimum of Category 6/Class E Cabling. Professional advice should be sought
with respect to the planning and establishment of data networks. Cabling will be selected in
accordance with published standards only.
Cabling shall be installed as structured cabling (combined voice, data, etc) within the school network.
All cables shall terminate on patch panels, with 8-way modular connectors (RJ45) at the cabinet and
8-way modular sockets at the telecommunications outlet (TO). Cable terminations shall meet the
T568A colour code standard.
Where schools have existing networks, every effort shall be made to match brands of component.
Patch leads and fly leads shall be used and will match the installed rating of the cables.
All components will be marked with the “A TICK” from the Australian Communications Authority.
“Fibre to the desk”, “Patch by Exception” systems and Category 7 Class F systems are permitted, but
these are more difficult to administer and some are generally more expensive. Further advice should
be sought before proceeding with these systems.
Sufficient access for communication cables is to be provided at each stage to accommodate additional
cabling at a later stage.
Warranties shall be supplied for a minimum of 15 years lifetime. This warranty shows that a certified
system with matching components has been installed, that the manufacturer has certified and trained
the cabling company, and that the product used is suitable to support such a warranty. It also provides
a fail-safe if the installer goes out of business, the manufacturer continuing to support the warranty.
Category 6 cabling systems rely on precise installation practices, and any compromise in termination
and installation practices will affect the whole network.

6.6.5 Cabling Options
This table summarises various cabling options:
Standard Maximum Length Bandwidth Speed Where Used

AS/NZ Class D 2000/ 90 metres plus 100Mhz 10/100/1000 Mbs Existing schools
Category 5E 10 metres patch leads
AS/NZ Class E 2000/ 90 metres plus 250Mhz 10/100/1000 Mbs New schools
Category 6 10 metres patch leads (10 Gig up to
55metres)
AS/NZ Class F/ Category 90 metres plus 650Mhz 10/100/1000/10000 Shielded system high-
7 10 metres patch leads (10 Gig capable 90 speed video streaming
metres) requirements
Draft to be Ratified June 90 metres plus 625Mhz 10/100/1000/10000 Non-shielded system
2006 10 metres patch leads (10 Gig capable 90 high-speed video
ISO/IEC 11801 ed 2.1 metres) streaming
New Class E TIA 568B 2- requirements
10Augmented Category 6
OM3 Fibre Length dependent on High 10/100 2Km Between buildings
speed requirement 1000Mb 275 metres
OS1 Single Mode Fibre Unlimited Very High 10 Gig Between campuses
over 275/550 metres
6.6.6 Recommended Horizontal Cabling Quantities
Area Minimum Number of Outlets Description

Standard 5 Primary/secondary schools with normal computer ratio
Classroom requirements. One point can be used for voice if
required.
IT-focused 28 IT teaching area allowing for printers, links and other
Classroom peripheral devices.
Library/Resource 22 High usage area.
Area
Arts, Music, 4 Computers used occasionally.
Cooking etc
Staff Areas 1 per staff member plus shared Staff area might be staff rooms breakout rooms,
printers/phones teacher preparation area.
Administration 1 outlet per 150 permanent student Administration PCs will generally be housed in one
population plus server, printer, area. Phone points will be required as per
phones administration staff numbers.
Wireless 1 outlet per 4 classrooms Wireless network points are required at a height of 2
metres . It is envisioned that 1 point in each classroom
will be required in the future.
PODs 6-12 plus printer PODs should not be larger than 12 PCs.

6.6.7 Fibre-Optic Backbone Cabling
Due to the increase in network traffic across a school site, fibre-optic connections shall be provided
between all new communications cabinets within a building.
Links to separate buildings will be interconnected with fibre-optic cabling only.
Links between campuses will be interlinked with fibre where possible, or wireless options may be
explored.
All fibre-optic links will comprise of either OM3 50/125µM multi mode fibre or OS1 9/125µM single
mode fibre. OM1 and OM2 62/125µM style fibres shall no longer be used.
Fibre-optic conversion switches or transceivers must be supplied or allowed for in a prime cost (PC)
sum.
All fibres shall be a minimum of 6 core but shall be increased by one pair for every 24 network points
per communications cabinet.
OS1 Single mode fibre shall be installed for lengths over 550 metres in order to guarantee gigabit
speed connectivity and future 10 gigabit requirements. SCA connectors will be used for single mode
connections. Hybrid OM3/OS1 is acceptable, but all cores must be terminated.
All fibre-optic cores shall be terminated at both ends of the installation.
Cabinet Network Fibre Core Size to Fibre Type

Points Quantity Link to Main Cabinet <550mts >550mts
24 6 Core OM3 OS1/hybrid
48 8 Core OM3 OS1/hybrid
All cable is to be protected from damage. Cabling between buildings in new sites shall be run
underground and shall be designed for that purpose and installed in conduits. Conduit joints shall be
glued to reduce water ingress.
Sufficient access for communication cables is to be provided at each stage for the provision of
additional cabling at a later stage.
6.6.8 Copper Backbone Cabling
Copper communications cabling used between buildings is to be protected from damage.
Cabling required to be run underground shall be designed for that purpose and installed in conduits.
Adequate space for expansion shall be supplied
Cabling between communications cabinets within a building may be used for distances less than 90
metres. One UTP cable per 24 port switch should be installed.
Voice Tie cables may be Category 3 / Class A, and run up to 2000 metres.

6.7 Conduit Between Buildings

A minimum of one conduit for each service shall be provided for voice, data, security and video links
between buildings. There must be suitable access/draw pits.
All communications conduits are to be white and sized according to the AS/ACIF 009 standard or AS
3000, with a minimum of 50mm for voice and data and 32 mm for security and video. (Note: confirm
conduit colour with the DEECD’s Emergency and Security Management Unit (ESM) for security
services.)
These conduits shall radiate in a star configuration from the central communications area to each new
building and have a draw wire installed.
It should be noted that once cables are installed in a conduit, additional cables added at a later stage
may damage existing cables. Conduits must have at least a 25% spare capacity built in. Consideration
should be given to the installation of spare communications conduits.
Intruder detection system cabling from the central communications area is to be carried in a conduit
used exclusively for that purpose.
All conduits installed on a site that has a concrete slab base shall be installed in the slab, directly to
the communications cabinet /security cabinet that they are to supply.
All communications conduits shall be buried to a depth of 500mm and have the following colour:
X white – communications and voice; and
X orange – security (refer ESM’s “School Alarm System Specification”).
6.7.1 Conduits Between Multi-campus Sites
All sites that are potentially multi-campus sites shall have consideration given to the interlinking of
these sites, whether they are part of the initial site or not. A fibre-optic solution is preferred, the
favoured method of connection via underground privately owned conduit. These conduits should be
run to a suitable location where a communications pit can be installed to faciltate connections to other
campuses at a later date.
Designers need to allow for connection to other campuses if they are building a new campus for an
existing school. This may include liaising with new estate developers to secure space in service
trenches during establishment.
Interconnection options include (1) single mode fibre-optic links and (2) wireless.
Single Mode Fibre-Optic Links
All supporting infrastructure is to be installed and supplied by the builder in consultation with the
DEECD’s Infrastructure Division and ITD when works require additional funding.
A minimum size fibre shall be 12 core and increased if a collapsing backbone design is being used
between many sites.
A minimum of one gigabit connection shall be maintained between sites.

Wireless
Some sites will not lend themselves to a fibre-optic solution. Once the fibre options are exhausted,
designers may look at wireless options. This may require masts, antennas, and cable infrastructure to
be installed and supplied to maintain a line of site connection between sites.
Equipment for this style of connection would be recommended to the school and a prime cost sum
allowed. Additional funding may need to be requested from the DEECD’s Infrastructure Division.
Schools require two LANs across the links. An administration and a curriculum connection must be
available. Wireless links between campuses are different to the LAN wireless network installed in a
classroom.
Stand alone multi-campus solutions are not optional without, first, consulting the DEECD’s ITD and
Infrastructure Division.
6.8 Active Equipment

All new schools and school buildings have a budget amount allocated for network infrastructure
cabling, including active equipment. The preferred option is for 10/100 switches with gigabit uplinks
to be used.
If fibre-optic cables are present, consideration shall be given to switches that have built-in, populated
fibre-optic transceiver ports. All active equipment is available from preferred suppliers who provide
special education pricing. These companies are listed at:
http://www.sofweb.vic.edu.au/itb/SUPPLIER/SUPPLIER.HTM.
Active equipment quantities and design should be discussed with the school learning technology co-
ordinators and TSSP technicians assigned to the school.
Please contact the Department’s regional IT manager to verify the technician’s details.
Active equipment now includes specific Cisco Wireless products. This should be discussed with ITD
at DEECD. An allocation of one WAP (Wireless Access Point) per 4 class rooms will be sufficient to
start with but cabling is to allow for a 1 WAP per 4 Classroom scenario at minimum. It is envisioned
that a 1:1 wireless to classroom ratio will be required in the future. (Note: wireless connectivity does
not replace cabled connections.)
Consideration should be given to factoring a prime cost (PC) sum for this equipment to the school.
School refurbishments do not have funds allocated for active equipment.
6.9 External Communication

There are two main connections to external communication services. These are for:
X telecommunications carrier; and
X satellite connection.

External communications will terminate at the communication cupboard.
6.9.1 Telecommunications Carrier Connection
As of mid 2005 there are new details for service providers. For details, please see below.
The telecommunications connection will be effected through the supply of either a multipair cable or
optic fibre cable to the site, and will terminate at the main distribution frame. This will allow
provision of high-speed data services in the form of Telstra GWIP (Government Wide-Band IP) or
BDSL (Business Digital Subscriber Line).
The following considerations shall be given to the provision of the Telstra TCS GWIP (optic fibre) or
BDSL (copper) services:
X Telstra hardware and services require physical space and associated electrical power supply
and electrical connections to cables entering the building;
X the space allowed needs to be sufficient to allow staff to work on the equipment in accordance
with health and safety guidelines;
X it is recommended that 6 to 10 RU (rack units) of rack space be provided at each site for the
housing of Telstra equipment (Telstra will assume all equipment is to be rack mounted unless
otherwise advised prior to order; the fibre patch panel is also to be rack mounted); and
X all other equipment, including the BDSL modem and frame relay NTU are available only as
freestanding units and only suitable for shelf mounting, preferably within a communication
rack.
6.9.2 Telstra TCS GWIP
Telstra will provide the following hardware items for the provision of GWIP (4Mbps+):
X fibre access;
X fibre patch panel;
X a GWIP Switch (typically a Cisco 3550) providing one Ethernet interface; and
X a TCS router – Cisco 2811.
6.9.3 Telstra TCS BDSL
Telstra will provide the following hardware items for the provision of Business DSL (Up to 2Mbps
symmetric):
X copper (2 wire) access;
X BDSL Modem (typically an Adtran modem) with an Ethernet 100BaseTX interface; and
X a TCS router – Cisco 2811.

6.9.4 TCS Equipment Dimensions
Equipment Model Dimensions (H x D x W) Power Consumption
Cisco 2811 router 4.45cm x 41.66cm x 43.82cm 105W with standard power
Cisco 3550-24 switch 4.45cm x 36.58cm x 44.45cm Catalyst 3550-24: 65W,

222 Btus per hour
Adtran BDSL modem Adtran Total Access (TA) 544R 240VAC

NTU shelf mounted 1RU
Note: The Cisco 2811 router is extraordinarily deep (416.6mm) and will not fit in some standard
communication racks. A communication rack of at least 450mm depth is required to house the Cisco
2811 router. Wall mounting kits are available for the Cisco 2811 router so that, in a situation where
the router can not be rack mounted, the router can be mounted vertically on a wall to conserve space.
The Cisco 2811 router has three fans that operate at a slower speed to conserve power and reduce fan
noise at ambient temperatures below 32oC. They operate at high-speed in ambient temperatures above
32oC.
6.10 Voice Services

Voice systems are now separated into two streams: PABX and VoIP (Voice over Internet Protocol).
Consideration should be given to the size of the site, cost versus flexibility, ease of adds moves and
changes, and multi-campus situations. VoIP systems are now considered mature and may result the
requirement of less cabling infrastructure, especially in the backbone at school sites.
A decision should be made at the start of the planning process as to which type of Voice system is to
be used so that the infrastructure can be designed around that system.
6.10.1 Analogue Telephone Systems
The telephone system should comprise the following minimum:
X sufficient exchange lines for day-time traffic and night-time security (see following table);
X sufficient extensions for efficiency and emergency needs;
X one or more private lines for emergency purposes (rotary switching will allow daily use also);
X flexibility for staged construction and expansion;
X data service capabilities;
X readily available support (training and maintenance);
X VoIP ready; and

X voice mail for all staff with central indication of mail waiting for individuals.
Power fail attachments should be installed.
The level of telephone service which may be required is outlined in the following table:
Enrolment Exchange Lines Extensions

150 2 10
300 3 13
700 5 20
1000 7 27
1250 9 33
1500 11 40
2000 14 47
Extensions will be distributed through the school, approximately one handset to every second room.
For emergency purposes, the extensions shall be distributed among any separate or distant buildings.
Relocatable buildings should be included in the telephone system.
A cordless extension should be available for use in the grounds. Cordless phone should not be of the
2.4 GHz frequency due to interference with the school wireless network.
One extension should be available to the staff centre and located to minimise noise interference.
Other telephone services required in schools are:

X security line;
X fax line; and
X modem line (check if required locally).
Computer or video communications should be carefully considered. Extra exchange lines will be
needed for interactive television.
Cabling is to be combined with the structured cabling communications system and terminate on 8-way
modular patch panels (RJ45) within the communications cabinet.
PABX tails are to be presented at the communications cabinet on 8-way modular patch panels (RJ45)
within the communications cabinet.
Note: If a telephone system is upgraded or changed, this may affect the security line. This should be
discussed with the DEECD’s Emergency and Security Management Unit, tel: 03 9589 6266.
6.10.2 Handsets
All handsets will be capable of hands free and intercom usage.
Only administration staff will have executive style handsets with liquid crystal display.

6.10.3 Multi-campus Situations
In a multi-campus situation (whether primary school or secondary college), a PABX telephone system
is recommended for each campus. This will allow the systems to be networked and provide an
integrated communications infrastructure across all sites.
A school which may become multi-campus can rent tie lines as needed.
6.10.4 System Expandability
All key systems and PABXs installed shall have an expansion capacity to meet the maximum
extension requirements of the site.
6.10.5 VoIP
IP telephony is a technology whereby one or more of the functions of a traditional telephone system
(such as PABX, telephone handsets, voice mail, tie lines, switchboards, call accounting and billing)
are implemented over a LAN and/or WAN using the internet protocol.
With VoIP:
X telephony and data can be brought to a workstation through a single data line (switch port),
reducing distribution cabling requirements;
X telephone backbone cabling can almost be eliminated;
X handsets (terminals) with a login facility can assume the number and calling profile of
whoever has logged in, just as computer desk-tops are profiled based on login (this is very
effective for “hot desking” where staff are regularly moving their current workstation around
a building, site or anywhere within a corporate WAN);
X Software-based phones can be installed directly onto computers; and
X the overall system call control (and therefore administration) typically resides on servers at a
single site (plus possible backup site). For a system spanning multiple sites via a WAN, this
is a significant advantage compared to programming and administering moves, adds and
changes, as well as least-cost routing on PABX switches, at every site, especially as users
move between sites or sites are moved.
Among the disadvantages:

X QOS (Quality of Service) protocol must be available on switches running the system. This
requires the installation of a Layer 3 managed switches environment.
X POE (Power Over Ethernet) switches will assist in reducing the number of local power
requirements for handsets, but powered switches need to be investigated carefully for load
sharing and capacity.
X Handsets are expensive.

If a VoIP phone system is installed, then a redundant power supply is strongly recommended as well
as UPS and redundant links when interconnecting the system to other sites.
6.11 Intruder Detection System

Intruder detection system cabling is to be installed in strict accordance to DEECD’s Emergency and
Security Management (ESM) “School Alarm System Specification”.
The security cabling and installers are pre-qualified, trained and experienced for this particular
system. Systems installed by non approved installers will not be monitored by ESM.
Intruder detection systems should not be part of the electrical contract.
The Emergency & Security Management Unit (tel: 03 9589 6266) will provide a detailed
sectionalisation list from architectural drawings. This list is to be included in the builder’s
construction specification.
It is important to note the following matters:

X reliable power outlets are required for the system and must be installed by a licensed
electrician;
X no surface conduit is allowed;
X cables shall be installed in conduit in accessible under-floor areas; and
X underground conduits must be buried to a depth of 500mm and in accordance with AS 3000
standards.
For further information, consult the Emergency & Security Management website:
http://www.sofweb.vic.edu.au/emerg/index.htm
6.12 Public Address System

Public address (PA) cabling is specific for this particular system.
The PA system comprises a public address amplifier and speakers operating on a 100 volt line.
The public address amplifier shall feature:
X 250 watt amplifier minimum;
X 3 balanced microphone inputs;
X 2 auxiliary inputs;
X record and slave input;
X pre-announcement chime;
X bell;

X emergency alert and evacuation tones; and
X monitor speaker.
Three types of microphone will be connected to the system. These are:

X desk paging microphone;
X cardioid microphone with a floor stand; and
X radio microphone.
6.13 Clock-Bell Services

The provision of stand alone clocks in schools is preferred, so no infrastructure is needed for this
service.
Bell services can be achieved by the public address service. Again, no separate infrastructure will be
needed if a public address service is selected.
6.14 Library Automation Services

These services should be connected to the school network and as such, will already be available in an
integrated service. See Section 6.6.6 – Recommended Horizontal Cabling Quantities.
If special networking is required, consultation should be under taken with the school.
6.15 As-built Documentation

Hard and soft copies of as-built documentation must be submitted in accordance with Section 8.2 of
the Standard Specification for Information Technology and Telecommunications Cabling which can
be found at: http://www.mmv.vic.gov.au/TelecommunicationsandBroadband.
Requirements include but are not limited to:

X drawings showing as-installed details;
X routes of cable runs;
X routes of conduit runs;
X rack frame layouts;
X manufacturer’s warranty details;
X manufacturer’s certification;
X communications cabinet locations and numbering scheme;

X full summary of test results of all cabling; and
X intruder detection system details.
6.16 Customer Acceptance

At the completion of all new school sites, an ICT check sheet must be completed and submitted to the
DEECD’s Information Technology Division.
A walk-through of the site by ITD personnel will be performed to check for installation quality,
compliance to the specification, and to check submitted as-built documentation. A walk-through
should occur prior to customer handover but after cabling completion.
The contractor will be required to rectify any non compliances within 3 business days.
6.17 Cabling Provider Rules Licence

All works must be carried out using personnel holding an “open” cabling licence with an ACA
accredited Cabling Provider Rules (CPR) registration body, together with additional accreditation for
UTP (unshielded twisted pair cabling) obtained from a training organisation recognised by the
Telecommunications Industry Training Advisory Board.
Any underground, aerial, security or fibre-optic cable works using CPR “open” licensed personnel
will further have the respective qualifications for these specialties.
Until the date of old licence expiry, cablers holding an old ACA “Base General Premises Cabling
Licence” with UTP endorsement may also be used.
All work shall comply with all ACA regulations concerning licence use.
Any installer must supply a TCR1 (“Telecommunications Cabling Advice Form”) to the client upon
completion of works.

6.17.1 ACA Accredited Industry Registrars
Example registration number
Australian Cabler Registration Service (ACRS) Register A ………
Australian Security Industry Association Limited (ASIAL) Register S ………
BICSI Registered Cablers Australia (BRCA) Register B ………
Fire Protection Association Australia (FPA Australia) Register F ………
TITAB Australia Cabler Registry Services (TITAB ACRS) Register T ………
6.17.2 Registration Card Example
This is an example of a new-style registration card issued by one of the above registrars. Please note
that endorsements such as that of UTP and Fibre specialties are no longer mandatory in order to work
on these products. It is strongly recommended that all installers of ICT cabling and security systems in
schools can prove that they have these endorsements, and a check of the registration should be
performed prior to work commencing. These details are to be recorded on the ICT check list. The
installer must also record these details on a TCA1 (Telecommunications Advice Form) to be handed
over on completion of the installation.
Note voluntary
endorsements

6.18 Classroom Layout

6.19 Typical Cabinet Layouts

Read in conjunction with http://www.sofweb.vic.edu.au/ict/lan/standard.htm for information on ITD
cable routes


Section 7 – Site Works
7. SITE WORKS
7.1 Introduction
A well maintained, functional and aesthetic school site has a positive influence on student values,
behaviour and performance.
All aspects of site development, including landscaping, should be reflected in a school’s masterplan.
Landscaping should not be dealt with in isolation but form an integral part of the overall development.
Every effort should be made to retain existing trees of use and importance. To achieve this, a proper
survey should be carried out of all significant trees and site features prior to any masterplanning.
The development of school grounds should be focused to satisfy goals in three major areas:
► provision of a safe, manageable, pleasant and ecologically responsible outdoor environment;
► provision of areas and facilities which meet outdoor curriculum requirements; and
► provision of areas and facilities which meet outdoor play, assembly and physical education
requirements.
It is important that school grounds are developed to meet these goals in a balanced and comprehensive
manner.
In the context of school facilities provision, site development comprises five distinct categories:
► roads, footpaths and hard courts;
► fencing;
► planted landscaped areas;
► covered ways; and
► site improvements.
The extent of site development will vary and the needs and priorities of new and existing schools will
clearly differ. For example, a new school project usually requires more site development than a major
facilities upgrade at an existing school.
During the design phase of the buildings and site, it is the responsibility of the principal consultant to
ensure that careful consideration is given to specific site development requirements, bearing in mind
the approved budget for this.
Other important issues to be addressed during the planning of a site development scheme include:
► requirement for a complete site masterplan – incorporating, among other things, weather
protection and shading – at a scale not less than 1:100 and on an accurate survey base (this is
mandatory for new school projects, but may not be necessary for all facilities upgrade
proposals);
► current and proposed school/community funded improvements;
► functional and safe access around the site for pedestrian and vehicular traffic;
► emergency access;

► maintenance and security (the ongoing cost of site maintenance can be minimised by careful
planning through all stages of design);
► direct routes to a full range of facilities (e.g. toilets, drinking fountains, canteen, hard court
areas, etc.);
► provision of non-slip path surfaces;
► passive recreational area requirements;
► active recreational area requirements;
► planting to stop erosion, mark boundaries, provide shade and shelter, channel pedestrian
traffic and provide visual screening (generally, planting should have regard to maintenance,
aesthetic and educational values); and
► provision of disabled access throughout the site, including car parking in accordance with AS
2890.
All design, materials and construction shall comply with the Building Code of Australia and relevant
Australian Standards. In terms of environmentally preferred materials, contact EcoRecycle Victoria:
http://www.ecorecycle.vic.gov.au/. (With respect to construction, demolition, refurbishment or
landscaping, waste minimisation planning can lead to a reduction of site waste and a more intensive
use of materials.) Useful security hints and practical advice can also be obtained from the DEECD’s
Emergency & Security Management website: http://www.sofwed.vic.edu.au/emerg/.
Details relating to landscaping must be addressed in the Design Development report.
7.2 Roads, Footpaths and Hard courts

7.2.1 Vehicle Access Roads
Vehicle access roads provide functional and safe access onto the site. For safety reasons, they should
be separate from pedestrian access paths. On-site staff parking should be designed with minimal site
intrusion, and the extent of access roads should be minimised.
Consideration should be given to a single point of vehicle entry into each staff car parking area.
For economic reasons, delivery vehicle access is usually incorporated into the staff car park. Delivery
vehicles will require access as close as possible to areas such as administration, canteen and
technology. Direct access to these areas, however, is not mandatory and the trolleying of equipment
and goods over short distances is acceptable.
Access roads are usually constructed of heavy duty asphalt (recycled concrete aggregate and asphalt
may, where feasible, be specified) with associated kerb and channel. Speed traps, signage and
bollards should be considered in the interests of safety.
Consideration should also be given in the planning of site facilities to the access and circulation of
emergency vehicles such as ambulances and fire trucks.

7.2.2 Parking Areas

There is no requirement for the Department to provide staff car parking. However, where site
conditions permit (and subject to the availability of funds), provision will be made in accordance with
the following long-term enrolments.
Enrolment Primary Secondary Special Special Special Special

School College Developmental Developmental Schools – Schools –
Car Car Spaces Schools – Schools – Car Enrolment Car Spaces
Spaces Enrolment Spaces
1-99 8 11 1-8 6 1-12 6
100-199 14 20 9-16 8 13-24 8
200-299 21 30 17-24 10 25-36 10
300-399 27 36 25-32 13 37-48 13
400-499 34 44 33-40 16 49-60 16
500-599 51 41-48 19 61-72 19
600-699 59 49-56 22 73-84 22
700-799 67 57-64 26 85-96 26
800-899 76 65-72 30 97-108 30
900-999 84 73-80 34 109-120 34
1,000-1099 92 81-88 38 121-132 38
1,100-1199 100 89-96 42 133-144 42
97-104 44 145-155 44
105-112 46
113-120 48
Considerations which may influence the location of staff car parks include:
► access for staff from car park to buildings; and
► access to physical education facilities (these can be shared with the community during after
hours).
A minimum of one parking bay should be provided for the disabled as part of the entitlement as
specified in the Building Code of Australia.
A staff car park should be constructed of heavy duty asphalt with kerb and channel, line marking and
pram crossings.
7.2.3 Waste Disposal
A waste disposal facility is usually incorporated adjacent to the car parking area and sited as close as
possible to the street boundary. This is necessary for safety reasons and limiting the intrusion of pick-
up trucks onto the site. The waste disposal bay should be constructed of heavy duty concrete.
Suitable screening should be considered around the waste disposal facility.
Operational wastes are those generated once a facility is in use. These include food wastes, beverage
containers, paper, cardboard and other packaging materials. Effective design should ensure that
classrooms, staffrooms, canteens, libraries etc. have areas allocated where waste and recycling bins
are placed. The waste disposal facility (from which waste and recyclables are collected) should be of

a size to accommodate and store these materials prior to pick-up. The facility should also take into
account the size of collection vehicles and methods of collection (eg. lift mechanism, etc.).
7.2.4 Pedestrian Paths
A path network is required to provide a safe, functional and direct means of access to and around
school buildings. Access is required from the car park to buildings for staff, visitors and deliveries.
Disabled access is required from the car park and street frontage to and around the buildings in
accordance with current Australian Standards.
Disabled access is not required to every door of every building but, rather, to each separate functional
area within the school.
Paths are generally hard-paved or made of non-skid surfaces such as concrete. Surfaces such as
gravel and granitic sand are not acceptable due to associated maintenance problems. Permeable
surfaces such as rubber, no fines concrete and other surface treatments may be considered, subject to
budget and applicability. Recycled concrete aggregate and asphalt may, where feasible, be specified
for pedestrian paths.
Path widths should suit their anticipated usage and, in general, be a minimum of 1500mm wide.
Footpaths should be wide enough at building entrances to provide sufficient paved area for students
waiting to enter, especially if external access to classrooms is employed.
7.2.5 Hard courts and Paved Areas
New Primary Schools
One double hard court is to be provided as well as a paved area equivalent in size to a single hard
court. The hard courts should be constructed of light duty asphalt (recycled concrete aggregate and
asphalt may, where feasible, be specified) and are usually marked in accordance with Sport and
Recreation Victoria (Department of Victorian Communities) guidelines for basketball, netball and
volleyball. The asphalt courts should be marked in a north/south orientation. Basketball and netball
fittings should be provided as required, and sleeves should be supplied for any other games posts.
The hard courts are regarded as an important physical education facility and should therefore be sited
in close proximity to the gymnasium and outdoor grassed playing area. The paved area should be
conveniently located for school assembly purposes.
New Secondary Colleges
Two double hard courts are to be provided. The hard courts should be constructed of light duty
asphalt (recycled concrete aggregate and asphalt may, where feasible, be specified) and are usually
marked in accordance with the Sport and Recreation Victoria guidelines for basketball, netball and
volleyball. The asphalt courts should be marked in a north/south orientation. Basketball and netball
fittings should be provided as required, and sleeves should be supplied for any other games posts.

7.3 Playground Equipment

Only approved playground equipment may be erected in school grounds. In general, approved
equipment includes:
► sandpits;
► slides;
► horizontal and vertical ladders;
► horizontal bars;
► gymnastic combinations;
► jungle combinations;
► climbing nets and frames; and
► climbing ropes (fixed).
All equipment design and installation should conform to AS 1924 Parts 1 and 2, AS/NZS 4486.1 and
AS/NZS 4422.
The following items are not approved for use in schools:

► seesaws;
► swings (including log swings);
► maypoles;
► merry-go-rounds;
► roundabouts; and
► flying foxes.
All apparatus must be fixed unless specifically designed to be portable. Concrete footings should be
set with the tops of the footings at least 200mm below ground level and backfilled.
Under-surfacing to an average compacted depth of 250mm should be provided and maintained in a

loose condition.
In general, playground equipment should not be more than 3 metres above ground level, with a fall
height of no more than 2.5 metres. The equipment must be at least 2.5 metres away from any fences,
buildings or other similar objects. There should be at least 2.5 metres between items of equipment.
Written confirmation that the playground equipment and its installation meet the requirements of the
Australian Standards should be provided by the supplier.
All playground equipment should be inspected weekly and repairs and maintenance carried out
immediately. Particular attention needs to be given to the undersurfacing beneath the playground
equipment.
Information and advice is available from the Playgrounds and Recreation Association of Victoria
(PRAV); tel. 9412 4013, fax. 9412 4013, email prav@netspace.net.au .

7.4 Fencing
A perimeter fence to enclose or define the extent of the site should be provided to a minimum height
of 1200mm.
Any adjoining party fencing requirements will need to be investigated by the principal consultant.
7.5 Landscaping
7.5.1 Sports Playing Field
In general, the available stripped top soil resulting from building works is spread to create flat playing
areas. Assessments should be undertaken at the commencement of the planning process to define
what is practical for the site. The yield of top soil stripped from the building site should also be
assessed.
All playing surfaces need to be drained with falls across the playing surface and adequate sub-surface
drainage. At least two quick-coupling valves should be provided within the playing areas.
All grass mixes should be drought tolerant, with a minimum of flowering species (such as clover) to
minimise the attraction of bees.
New Primary Schools
A flat, well drained, grassed open playing area should be provided subject to the dictates of
topography and available space (nominal field/oval dimensions of 110 x 90 metres).
New Secondary Schools
A flat, well drained, grassed open playing area should be provided (nominal field/oval dimensions of
165 x 135 metres).
7.5.2 Irrigation Systems
Appropriate water reticulation should be provided to enable grassed areas to be maintained. Quick-
coupling valves should be provided in a suitable layout.
The installation of an irrigation system alone may not achieve the best results in water conservation.
Systems should be carefully chosen using expert advice where appropriate. An ongoing irrigation
management plan is recommended to prevent “over irrigation”. A good example of best practice is
included in the South East Water website www.southeastwater.com.au. Refer to “Education &
Environment”→ “Irrigation Management” and download the document Efficient Irrigation: A
Reference Manual for Turf and Landscape. The website’s “Irrigation Calculator” is of further
assistance.
7.5.3 General Grassed Area
All areas of the site not required for other purposes will be converted to general grassed areas. Trees
may be planted through these areas to provide future shade.

Refer Section 7.8 – Planting Guidelines, for planting information.
7.5.4 Garden Beds
Provide a minimum 150m2 of “ground level” mulched garden beds to match existing grades and site
contours, where possible, and service these with fixed water spray systems. The use of a dripper
system should be explored in lieu of expensive pop-up sprays. Fixed spray heads should be avoided
due to vandalism. Garden beds should be located in less heavily trafficked areas.
Composts and mulches can reduce water consumption and eliminate weed problems, thereby reducing
maintenance costs. Composts and mulches made to standards AS 4454 (composts, soil conditioners
and mulches), AS 3743 (potting mixes) and AS 4419 (soils for landscaping and gardens) should be
employed in landscaping applications where feasible to do so.
Refer Section 7.8 – Planting Guidelines, for planting information.
7.5.5 Shade Areas
Due to Australia’s high skin cancer rates, sun protection is an important health and safety issue that
schools need to address. Providing well-designed shade at the school will help protect students and
staff from the sun’s harmful UV rays.
Effective shade provides shelter from the sun’s UV radiation at the right time of day and at the right
time of year. Shade alone can reduce overall exposure to the sun’s ultraviolet (UV) rays by about
75%.
Shade should be designed to offer the greatest protection during peak UV radiation times and usage
periods. In Victoria, UV Index levels are highest from September to April. About 60% of daily UV
radiation reaches the earth’s surface during the middle of the day. Therefore, sites with high usage at
that time have a higher priority for shade.
When planning for shade, please refer to Shade for Everyone: a Practical Guide for Shade
Development. Call SunSmart on (03) 9635 5148 for a free copy, or download a version from the
SunSmart website: www.sunsmart.com.au.
When planning school grounds, consideration should be given to developing shade areas appropriate
for student use. SunSmart recommends that shade audits be conducted to:
► establish usage patterns at the site;
► determine the daily/seasonal movements of the sun;
► assess the quantity and usability of existing shade;
► assess the need for additional shade; and
► provide recommendations concerning additional shade (if required)
The best types of shade have extensive overhead or side cover, and are away from highly reflective
surfaces. The shaded area should also be an inviting space so that students will want to use it.
When planning school grounds, consideration should be given to developing appropriate shade areas
for student use. This can be done in a variety of ways.

Natural Shade
Natural shade should be a major element of shade provision within a school. Trees with dense foliage
and wide spreading canopies provide the best protection.
Where possible, preserve all existing and suitable shade trees on site. Optimise the use of this existing
shade by, for example, removing low branches so that students can play underneath.
For the longer term, locate shade planting in areas where students tend to gather, such as lunch and
passive playground areas. The “shade tree chart” on page 19 of Shade for Everyone provides
information to help select trees appropriate to the site. Plant groups of trees in clusters to increase the
overall size of the canopy and therefore increase protection.
Built Shade
As trees can take years to grow, it is recommended that built shade be constructed in the shorter term.
Shade structures must be made in accordance with Building Code of Australia and Australian
Standards. Any shade structure in fixed play equipment areas should be designed with reference to
AS/NZS 4486.1:1997. The UPF (ultraviolet protection factor) rating system for shade fabric is
presented in AS/NZS 4399:1996. SunSmart recommends that shade fabrics have a UPF of 15 or
higher. These offer 90% protection from UV radiation. The shade area should be of sufficient height
(three metres minimum) to make it light and airy and a welcoming space to use.
Safety is a major consideration when designing built shade:

► Columns and posts should be clearly visible, with rounded edges and/or padding, and located
to minimise intrusion into play and circulation areas.
► Cables and guy ropes should be avoided where possible. If required, locate them in garden
areas and provide marking and padded protection.
► Vertical barriers at the sides of the shade structure should be designed to prevent climbing.
Design shade structures to reduce indirect UV radiation. Modify or select surfaces to reduce reflected
UV radiation, for example, replace smooth concrete with brick, grass or tanbark. Vertical surfaces
such as walls should also be made of materials that reduce reflected UV radiation (for example,
brick).
7.6 Covered Ways

These facilities link both permanent construction and relocatable amenities.
In general, the covered way is a simple structure that comprises a galvanised frame with metal roof
decking. Roofing and guttering shall be provided in accordance with Section 3.4 – Roof.
In the case of new school developments, covered ways should be provided to link relocatable units
with permanent buildings. It is normal practice for modular buildings to be sited in cluster
arrangements along a central covered way access spine, with relocatables attached to either side.
Take-offs from the central covered way are to be provided at entrance points.

Covered ways may also be considered as a means of providing undercover external access around and
between permanent buildings. They can also provide useful shade to buildings and windows. This
should be addressed by the principal consultant as part of the building design process.
7.7 Improvements (new schools)
7.7.1 Seating
Formal outdoor seating (100mm length per student and an overall school minimum of 20 metres) shall
be provided. Seating configurations should take into account prospect/vista, shade, age group, gender
and their benefit in terms of social development and interaction.
7.7.2 Litter Bins
Outdoor litter bins (one for every 30 students and a school minimum of one) shall be provided.
7.7.3 Flagpole
One flagpole, with all the attachments needed to raise a flag, shall be provided.
7.7.4 External Signage
A system of external signs listing different parts of the school and clearly directing people to their
intended location should be provided. It is of particular importance that signs at the entry to the site
clearly direct visitors to the school office. Signs are important for both delivery and periodic
maintenance, and should be vandal proof, informative, accurate and visually interesting. Signs are
labels which establish a tone and, as such, are key to many first and lasting impressions.
7.8 Planting Guidelines

7.8.1 General Hints
► Approximate planting distances:
: Plants of up to one metre (300mm to 600mm apart);
: Plants from one to two metres (one metre apart); and
: Plants from two to two and a half metres (one and a half to two metres apart).
This allows for the usual 30% death rate.
► Plant eucalypts and other large trees within a suitable distance from buildings and sewerage.
This ranges from two to six metres, depending on the size of the tree.

► Trees in clumps look more natural if planted in uneven numbers. Vegetation groupings
should create significant places and gestures within school grounds.
► Plant several clumps of one particular type. For instance, five clumps of different species of
acacias, melaleucas or eucalypts would emphasise the diversity of plants within each genus;
while flowering times, fragrance, texture and leaf shape are some of the variables within each
genus. A suitable area for such planting would be an unused corner at the edge of an oval or
playground.
► Avoid planting trees under the eaves of classrooms or planting tall shrubs in front of
windows. Judicious planting, however, can shade some windows and provide a cooling
effect. Deciduous trees offer shade in summer and let in the light during winter.
► Plant shade trees near car parks.
► Avoid planting trees with large seed pods, such as Eucalyptus ficifolia, near hard-paved
areas. Children can slip on these pods.
► Avoid thorny, poisonous or fruit bearing plants.
► Before planting native trees, attempt to find out which trees and plants are indigenous to the
area. Such plants have a high success rate and are valuable in terms of local ecology.
► Plant shrubbery areas thickly so that weeds won’t survive.
► In general, shrubs will grow as wide as they are high, and for this reason “one metre” garden
beds are not useful planting areas.
► Small or established trees:
: for native trees, results are better with small trees, particularly in hard soils; and
: in areas of high traffic, established trees are suggested.
7.8.2 Particular Plants
Quick Growing Native Trees

Eucalyptus globulus – Tasmania Blue Gum
Eucalyptus leucoxylon rosea – Red Flowered Yellow Gum
Eucalyptus nicholii – Willow Leafed Peppermint
Eucalyptus saligna – Sydney Blue Gum
Eucalyptus torquata – Coral Gum

Quicker Growing Deciduous Trees

Acer negundo – Box Elder
Alnus incana – Grey Alder
Fraxinus raywoodii – Claret Ash
Quercus cerris – Turkey Oak
Hardy Native Shrubs – Large
Acacia cultriformis – Knife-edge Wattle

Acacia floribunda – Catkin Acacia
Acacia iteaphylla – Gawler Range Wattle
Acacia longifolia – Sallow Wattle
Acacia pravissima – Ovens Wattle
Acacia stricta – Hop Wattle
Acacia verniciflua – Varnish Wattle
Callistemon citrinus – Lemon Scented Bottlebrush
Callistemon linariifolius – Narrow Leaf Bottlebrush
Callistemon salignus – Pink Tips Bottlebrush
Callistemon viminalis – Weeping Bottlebrush
Casuarina nana
Grevillea rosmarinifolia – Rosemary Grevillea
Grevillea “Clearview David”
Grevillea “Pink Pearl”
Grevillea glabrata
Grevillea poorinda hybrids
Hakea laurina – Pin Cushion Hakea
Hakea saligna – Willow Hakea
Hakea suaveolens – Sweet-scented Hakea
Leptospermum lanigerum – Woolly Tea-tree
Leptospermum petersenii – Lemon-scented Tea-tree
Melaleuca armillaris – Bracelet Myrtle
Melaleuca decussata – Cross Leaf Honey Myrtle
Melaleuca diosmifolia
Hardy Native Shrubs – Small-Medium
Acacia conferta – Golden Top

Acacia drummondii – Drummonds Wattle
Anigozanthos flavida – Kangaroo Paw

Astartea fascicularis
Callistemon pinifolius – Green Bottlebrush
Calocephalus brownii – Cushion Bush
Grevillea “Crosbie Morrison”
Grevillea dimorpha
Grevillea juniperina
Grevillea lavandulacea
Leptospermum flavescens – Tantoon
Leptospermum scoparium – Manuka
Melaleuca hypericifolia – Red Honey Myrtle
Melaleuca incaca – Grey Honey Myrtle
Rhagodia hastata – Salt Bush
Thryptomene paynei
Thicket Planting
Acacia mearnsii – Black Wattle

Acacia melanoxylon – Black Wood\
Plants to Avoid (Harmful to Humans)
Hedera helix – English Ivy

Kalmia latifolia – Kalmia
Laburnum species – Golden Rain Tree
Lantana species – Lantana
Ligustrum vulgare – Common Privet
Melia azedarach – White Cedar
Myoporum insulare – Boobialla
Nerium species – Oleander
Prunus laurocerasus – Cherry Laurel
Wisteria sinensis – Wisteria
Plants to Avoid (“Limb Droppers”)

Eucalyptus botryoides – Mahogany Gum
Eucalyptus camaldulensis – River Red Gum
Eucalyptus cladocalyx – Sugar Gum
Eucalyptus mannifera – White Brittle Gum
Eucalyptus viminalis – Manna Gum (Ribbon Gum)
Trees with Troublesome Root Systems

Fraxinus species – some Ashes

Populus species – Poplars
Salix babylonica – Weeping Willow
Ulmus procera – English Elm

Section 8 – Special Factors
8. SPECIAL FACTORS
8.1 Introduction
Special factors associated with the construction of a facility may lead to additional costs and affect the
budget of an otherwise standard building project.
Investigations should demonstrate that alternatives have been evaluated, and all additions must be
supported by estimates and quotations. Approval must also be obtained from the DEECD before
incurring additional costs.
Only in circumstances where an extraordinary item arises (and for which no monetary allocation has
been provided) will approval of additional project funds be considered.
Special factors affecting the cost of a building project include:
► existing site conditions
► climatic conditions
► existing conditions impacting on building design
► access and servicing
► multi-storey or higher than normal buildings.
8.2 Process
The project budget may be increased at project initiation or during its development.
Each of the factors listed in Section 8.1 need to be quantified and reasons and/or reports provided to
justify such budget allocations.
During the course of the documentation, the principal consultant must supply a detailed confirmation
of the cost of each special factor specified in the original budget. Budget allocations will be modified
and approved during the course of documentation accordingly.
8.3 Common Special Factors

It is not possible to identify all items that may be considered special factors, and only the most
common are defined as follows.
8.3.1 Existing Site Conditions
Due to the condition of the site, additional works may be required to an otherwise standard building
project.

Such works may be generated by factors associated with:
► rock ► soil
► flood prone land ► slope of site (where the fall across the site is 1:20 or steeper)
► filled sites ► fill provision
► swampy ground ► bulk excavation
► site contamination.
The impact on the construction method and/or the additional works involved must be identified and
the likely cost quantified and approved by the DEECD.
8.3.2 Climatic Conditions
Design modification to an otherwise standard facility may arise as a result of climate. Snow
entrances, for example, or proximity to the sea (generally within one kilometre) may incur an
additional expense. The construction cost in a place of high rainfall, however, does not represent a
design modification, and any impact of this kind should be covered in the DEECD’s locality
allowance.
8.3.3 Existing Conditions Impacting on Building Design
Due to site conditions, additional works may be required to an otherwise standard building project.
Such works may be caused by:

► asbestos;
► decanting requirements;
► poor structural or maintenance condition of the existing building fabric; and
► external nuisance (aeroplanes, trains, heavy traffic) where noise levels exceed acceptable
levels.
The impact on the construction method and/or the additional works involved must be identified and
the likely cost quantified and approved by the DEECD.
8.3.4 Access and Servicing
Due to the nature or location of the site, additional works may include or be caused by:
► excessive service runs as a result of current service locations;
► the upgrade of existing external works and services as a result of additional “loads” imposed;
► buildings required to house engineering services (e.g. pump house, substation, gas meter
enclosure);
► the bringing of service supplies to the site boundary;

► service and local government authority requirements (e.g. headworks and outfall charges);
and
► temporary access.
The impact of the additional works must be identified and the likely cost quantified and approved by
the DEECD.
8.3.5 Multi-Storey or Higher than Normal Buildings
Due to the site or the nature of previously constructed buildings on-site, it may be necessary for
facilities other than single-storey buildings to be constructed.
In these circumstances (and because of higher roofs, extra footings etc.), a budget increase for those
buildings (or parts of those buildings) which exceed a single-storey may be considered.
The impact of the additional works must be identified and the likely cost quantified and approved by
the DEECD.
8.4 Items Not Generally Considered ‘Special Factors’

The following items are not generally considered special factors and are accommodated within other
components of the project budget.
Location Allowance
In general, projects constructed outside the metropolitan area bring with them increased costs.
Price Escalation and Rise and Fall during Documentation and Construction
The DEECD does not budget for escalation or rise and fall costs when determining its budget for a
project.
Above Standard Facilities
When projects are documented over and above the DEECD’s current facilities standards, all
additional costs are to be borne by the school. No additional funds will be provided.

Section 9 – Workplace Health and Safety
9. WORKPLACE HEALTH AND SAFETY
9.1 Hazardous Materials and Conditions

The school’s Occupational Health and Safety Representative should (before the commencement of
any demolition, refurbishment or maintenance works) ensure that the builder/contractor arranges an
examination of the building structure, equipment, fittings and all parts of the site by a competent
specialist to determine, as far as practicable, the presence of noxious, toxic or explosive materials or
conditions hazardous to the health of the school community or public if disturbed.
The nature and location of each hazard shall be recorded by the builder/contractor and both the record
and the proposed method of dealing with identified hazards should be included in a work plan. The
principal consultant in conjunction with the Department’s Program Manager is responsible for the
receipt and management of this information, including identification of special factors that may have
cost implications, etc.
For further information, refer to Australian Standard AS 2601. Additional advice in relation to
general emergency matters is obtainable from the DEECD’s Emergency & Security Management Unit
(tel: 03 9589 6266; http://www.sofweb.vic.edu.au/emerg/).
To ensure that principal consultants have carried out their duties in accordance with all occupational
health and safety requirements, they need to submit monthly reports to the Program Manager who, in
turn, will collate these and submit them to the DEECD (likewise on a monthly basis).
9.2 Asbestos
It is the Department’s aim to ultimately remove asbestos from all school buildings. While the most
dangerous forms of this material have been attended to, asbestos-containing materials are still present
in many existing facilities.
All schools have had an Asbestos Risk Assessment (previously known as Asbestos Audit) carried out in
accordance with Part 5 of the Occupational Health and Safety (Asbestos) Regulations 2003. This
details the presence of any known visual asbestos-containing materials within the school.
Before undertaking any maintenance, refurbishment, capital or demolition works, a school-appointed

School Asbestos Co-ordinator will ensure that works involving the removal or disturbance of asbestos
are carried out by contractors licensed by the Victorian WorkCover Authority, and that they have the
required level of public liability and current asbestos insurance.
The School Asbestos Co-ordinator must ensure that the builder/contractor responsible for the
management and/or removal of existing asbestos material in school buildings complies with the
Occupational Health and Safety ( Asbestos ) Regulations ( Parts 5 & 6 ) 2003.
The principal consultant’s role in the course of a major building project is to:
X ensure that a Part 5 Asbestos Risk Assessment is included within the tender documentation or
made available to tenderers during the tender process;

Section 9 – Workplace Health and Safety
X ensure that a Part 6 Asbestos Risk Assessment (detailing the condition of the area to be
worked in) is undertaken prior to the commencement of any project works;
X liaise with contractors prior to the commencement of any project works;
X liaise with contractors during the progression of works to ensure all that mandatory
regulations are adhered to; and
X ensure the contractor conforms to the DEECD’s Asbestos Management Plan.
The following are requirements for asbestos works on DEECD sites:
X the school site is to be totally vacant during all asbestos removal works;
X all asbestos materials within the construction zone shall be removed as part of the project; and
X at the completion of the project, the principal consultant shall be responsible to arrange a new
Part 5 Asbestos Risk Assessment and provide copies to the DEECD and the school.
9.3 Copper-Chrome-Arsenate (CCA) Treated Timber

Copper-chrome-arsenate (CCA) treated pine must not be used in any exposed location where students
or members of the public are likely to come into intimate and frequent contact. For a list of alternative
timbers to be used, please refer to AS 5604-2005.
AS 5604 – 2005 identifies the different durability characteristics of various natural and untreated
timbers, and specifies timber types suitable for use under various circumstances.
The suitability of timber treatments is identified in AS 5605 – 2007 (Guide to the Safe Use of
Preservative – Treated Timber).
Specific information on particular treatments can be found in the following consumer safety sheets:
AS5605 Supplements—Consumer safety information sheet
AS5605 Supp 1 Copper chrome arsenate (CCA)-treated timber
AS5605 Supp 2 Alkaline copper quaternary (ACQ)-treated timber
AS5605 Supp 3 Copper azole-treated timber
AS5605 Supp 4 Light organic solvent-borne preservatives (LOSP)-treated timber
AS5605 Supp 5 Creosote or pigment-emulsified creosote (PEC)-treated timber
AS5605 Supp 6 Bifenthrin-treated timber.

Building Elements
APPENDIX 1
BUILDING ELEMENTS

Building Elements
LIST OF ELEMENTS
This attachment contains the National Public Works Conference Cost Control Manual list of element
numbers, element codes, and element definitions. For a further detailed explanation, refer to the
Manual. The element numbers are only used to determine the order of the elements. The element
codes should be used for coding bills of quantity items as well as analysis by manual or computer
means. An element is a portion of a project which fulfils a particular physical purpose, irrespective of
construction and/or specification.
Element Elemental Element

Number Code
Preliminaries
00 PR Preliminaries
Substructure
01 SB Substructure
Superstructure
02 CL Columns (Framed Buildings)

03 UF Upper Floors
04 SC Staircases
05 RF Roof
06 EW External Walls
07 WW Windows
08 ED External Doors
09 NW Internal Walls
10 NS Internal Screens and Borrowed Lights
11 ND Internal Doors
Finishes
12 WF Wall Finishes
13 FF Floor Finishes
14 CF Ceiling Finishes
Fittings
15 FT Fitments
16 SE Special Equipment
Services
17 SF Sanitary Fixtures

Building Elements
Element Elemental Element

Number Code
Services (continued)
18 PD Sanitary Plumbing
19 WS Water Supply
20 GS Gas Service
21 SH Space Heating
22 VE Ventilation
23 EC Evaporative Cooling
24 AC Airconditioning
25 FP Fire Protection
26 LP Electric Light and Power
27 CM Communications
28 TS Transportation Systems
29 SS Special Services
Centralised Energy Systems

30 CE Centralised Energy Systems
Alterations
31 AR Alterations and Renovations
Site Works
32 NP Site Preparation
33 XR Roads, Footpaths and Paved Areas
34 XN Boundary Walls, Fencing and Gates
35 XB Outbuildings and Covered Ways
36 XL Landscaping and Improvements
External Services
37 XK External Stormwater Drainage
38 XD External Sewer Drainage
39 XW External Water Supply
40 XG External Gas
41 XF External Fire Protection
42 XE External Electric Light and Power
43 XC External Communications
44 XS External Special Services
External Alterations
45 XX External Alterations and Renovations
Special Provisions
46 YY Special Provisions

Building Elements
DEFINITIONS OF ELEMENTS
Preliminaries
00 PR Preliminaries
It includes preliminary items as defined in Section 2 of the Australian Standard Method of
Measurement of Building Works, where ascertainable. The percentage that this cost bears to
the remainder of the net project cost will be stated on the summary page of the Cost Analysis
Form (CA2).
Substructure
01 SB Substructure
The structurally sound and watertight base upon which to build.
It includes basement and foundation excavations; piers, piles, pedestals, beams and strip
footings; foundation walls; drop aprons; hardcore filling; work slabs and damp-proofing or
other membranes; floor structures; subsoil drainage; ducts, pits, bases and service tunnels;
entrance steps, ramps and their finishes; steps and ramps in the one floor level; structural
screeds and toppings; covered swimming pools; all other work up to but excluding the lowest
floor finish.
It excludes site preparation (32 XP); basement walls (06 EW); columns above tops of bases
(02 CL, 06 EW, 09 NW); floor finishes (13 FF); all non-structural work associated with the
internal services.
Superstructure
02 CL Columns
The upright supports to upper floors and roof forming part of a framed structure.
It includes internal and external columns from tops of columns to bases; column casings; all
protective non-decorative coatings.
It excludes portal frames (05 RF); columns to non-framed (load bearing) structures (06 EW,
09 NW); columns supporting awnings and attached covered ways (05 RF); columns
supporting exposed attached external stairs (04 SQ all finishes (06 EW, 12 WF).
Note: Columns below lowest floor finish (e.g. in filled areas) are included in this element
because of the impracticability of splitting a column into two elements.
03 UF Upper Floors
Floor structures above that at the lowest level.

Building Elements
It includes all beams; concrete, precast and in-situ floors; waffle slab and filler block floors;
metal floors; computer floors; timber framed floors; structural screeds and toppings;
concealed insulation; balconies; overhangs and sunhoods integral with floors; steps and ramps
in the one floor level; all protective non-decorative coatings.
It excludes landings and ramps between floor levels (04 SC); balcony balustrades (06 EW);
internal and external finishes (04 SC, 06 EW, 13 FF, 14 CF).
04 SC Staircases
The structural connections between two or more nominal floor levels or to roof, plant rooms
and motor rooms, together with associated finishes.
It includes landings; ramps between floor levels; fire escapes; supporting framework; access
ladders; spiral staircases; tread, riser, string and soffit finishes; balustrades and handrails.
It excludes steps and ramps at changes in the one floor level (01 SB, 03 UF); ground level
entrance steps (01 SB); lifts and escalators (28 TS).
05 RF Roof
To provide a structurally sound and watertight covering over the building.
It includes portal frames; roof construction; gable and other walls in roof spaces; parapet
walls and roof balustrades; thermal insulation; roof lights and dormers with their sun
screenings; eaves, verges and fascias; rainwater goods; internal storm water drainage runs;
awnings and open lean-to roofs; all protective non-decorative coatings.
It excludes rainwater goods to balconies and other unenclosed floor areas (03 UF); all
non-structural work associated with the internal services; independent roofs to exposed
attached external stairs (04 SC).
06 EW External Walls
The vertical enclosure around the building other than windows and external doors from
substructure to roof.
It includes structural walls; basement walls and tanking above lowest floors finish; spandrel,
curtain and window walls; external shop fronts; glazed screen walls; columns and isolated
piers to non-framed (load bearing) structures; gallery and balcony walls and balustrades; solar
screen walls; plant room air flow screens; all insulation to external walls; all external finishes
to all columns, slab edges, beams, projecting overhangs and walls; lintels and flashings at
openings; ring beams and stiffening beams not integral with floor, ceiling or roof slabs.
It excludes all internal finishes to external walls (except screens and the like) and columns (12
WF); sills, thresholds and linings (07 WW, 08 E13); walls in roof (05 RF) and substructure
(01 SB) and all doors (08 ED); sun protection to windows (07 WW) and sunhoods integral
with floors (03 UF); fire places, hearths, flues and stacks (21 SH, 29 SS); beams integral with
slabs (03 UF, 05 RF).

Building Elements
07 WW Windows
Openings in external walls to provide light and ventilation.
It includes flyscreens; louvres; guard grilles; remote control gear; sun protection to windows;
curtains, blinds, track and pelmets; window sills and linings; hardware; decoration.
It excludes lintels and flashings (06 EW); special blackout facilities (16 SE); rooflights and
dormers (05 RF); window walls and glazed screens (06 EW); sunhoods integral with floors
(03 UF); solar screen walls (06 EW); window cleaning equipment (16 SE).
Note: Includes hardware and decorations, glazing and infill panels within window frames.
Clerestory windows occurring in external walls to clerestories are included in this element.
08 ED External Doors
The access ways into the building both for pedestrians and vehicles.
It includes frames; linings; glazing; architraves; hardware; panels and highlights over;
flydoors; roller shutters; garage doors; fire doors; grille and chain wire doors; gates; service
cupboard doors and thresholds; decoration.
It excludes frames forming an integral part of wire mesh or glazed screen walls (06 EW);
lintels and flashings (06 EW); under floor access doors (01 SB); framing and glazing to
sidelights to doors with or without highlights (06 EW).
09 NW Internal Walls
Permanent division of internal spaces into separate rooms or to enclose duct and other
non-useable areas.
It includes walls; internal columns and isolated piers to non-framed (load bearing) structures;
lintels, damp courses and bearing strips; stiffening beams not integral with floor, ceiling or
roof slabs; part height solid walls glazed over to ceiling; unducted air-flow grilles; fire walls
and smoke screens.
It excludes internal screens and borrowed lights (10 NS); wall finishes (12 WF); works in roof
(05 RF) and substructure (01 SB); part height solid walls (10 NS); fireplaces, hearths, flues
and stacks (21 SH, 29 SS); beams integral with slabs (03 UF, 05 RF).
Note: Part height solid walls are screens (by definition) and included in element I0 NS.
10 NS Internal Screens and Borrowed Lights

To screen off or temporarily divide internal spaces into separate compartments and to allow
the transfer of light through internal walls.
It includes proprietary type office partitioning; glazed screens; internal shop fronts; fold away
and operable walls; overhead frameworks and supporting beams; chain wire and grille

Building Elements
screens; toilet partitions and screen walls; borrowed lights; balustrades and rails not
associated with staircases; all finishes and decorations.
It excludes all doors (11 ND); counters and wall hatches (15 FT).
11 ND Internal Doors
Passage ways through internal walls, internal screens and partitions, and to provide access to
service cupboards and ducts.
It includes frames; linings; glazing; architraves; pelmets; hardware and door grilles; chain
wire and grille doors; toilet doors; cell and strong room doors; fire doors roller shutters;
service cupboard doors; duct access panels; fanlights and panels over and linings to blank
openings; decoration.
It excludes frames forming integral parts of demountable, wire mesh or glazed screens, etc.
(10 NS); lintels (09 NW); framing and glazing to sidelights to doors (10 NS).
Finishes
In general, where a finish incorporates a special type of formwork, only that cost additional to the cost
of rough formwork is to be included in the finish. The rough formwork cost is part of the structure.
12 WF Wall Finishes
To finish and decorate all interior faces of columns, external walls and internal walls.
It includes finishes to internal faces of external walls and columns: acoustic wall linings; extra
costs involved for face bricks, face and coloured blocks and off form concrete; splashbacks,
dados and regulation wall vents.
It excludes finishes to internal screens and borrowed lights (10 NS); skirtings (13 FF) and
cornices (14 CF); all external finishes to external walls and columns (06 EW); finishes to both
sides of external screens (06 EW); all protective non-decorative coatings.
Note: Finishes to internal screens and borrowed lights (10 NS) are included in that element.
Finishes to internal faces of external screens, etc. are included with the relevant sub-elements
in external walls (06 EW).
13 FF Floor Finishes
To provide a satisfactory finish on which to walk, and applied to upper floors and
substructure.
It includes all preparatory work and finishing; balcony floor finishes; skirtings; screeds;
timber floor finishes; dividing strips; mats and matwells; duct and pit covers; carpeting used
as a permanent floor finish; timber and other finishes to concrete floors; finishes to steps in
the one floor level.

Building Elements
It excludes structural screeds and toppings (01 SB, 03 UF); landing and stair finishes (04 SC);
trafficable roof covering (05 RF); timber framed floors (03 UF, 01 SB); finishes to external
thresholds (08 ED); door sills (08 ED, 11 ND).
Note: Element includes all floor finishes to areas measured in the building area (BA).
14 CF Ceiling Finishes
To finish and decorate all internal soffits of upper floors and roof over rooms and external
soffits over unenclosed covered areas.
It includes preparatory work; suspended false ceilings; proprietary suspended ceiling systems;
acoustic ceiling linings; extra costs involved for off-form concrete; linings to roof lights;
ceiling manholes; framing to bulkheads and cornices.
It excludes eaves soffits (05 RF); stair and landing soffits (04 SC); ceiling joists where not
suspended (03 UF, 05 RF); soffits of projecting overhangs (06 EW); all protective
non-decorative coatings (03 UF, 04 SC, 05 RF); airconditioning grilles (24 AC).
Fittings
15 FT Fitments
To fit out the building with built-up fitments and fixed items included in the main contract.
It includes benches; cupboards; shelving; racks; seats; counters; chalkboards; notice boards,
signs and name plates; coat rails and hooks; mirrors; wall hatches; diases and stages.
It excludes loose furniture and furnishings (46 YY); curtains and blinds (07 WW); special
equipment (16 SE); internal screens and borrowed lights (10 NS).
16 SE Special Equipment
To provide items of equipment of unitary, commercially available type and/or of a type not
covered by other elements.
It includes window cleaning, gymnasium, mortuary and photographic equipment;

audio-visual aids; laboratory, laundry, kitchen and central sterile services department (CSSD)
type equipment; dental and workshop equipment; boiling water units; sink heaters; laboratory
stills; special blackout facilities; bed pan washers; linen and refuse disposal equipment;
refrigerators and refrigerated drinking water coolers; incinerators; sanitary macerators;
circulating fans; all cold, hot, gas and other valves and cocks, controls, electric wiring and
piping integral with this equipment; specified builders work in connection with this
equipment.
It excludes cool rooms and process cooling, incineration plant of custom design or built-up
type, and other special services (29 SS) or external special services (44 XS); loose equipment
not covered in the main contract (46 YY); fire fighting equipment (25 FP); sanitary fixtures
(17 SF); refrigeration plant associated with airconditioning (24 AC).

Building Elements
Services
17 SF Sanitary Fixtures
To fit out the building with normal fixtures connected to the soil and waste plumbing systems
and all associated ancillaries.
It includes WC suites; urinals; basins; sinks and tubs; troughs and runnels; drinking fountains;
slop hoppers; showers; hobs; shower curtains and trays; terminal outlets integral with fixtures;
flusherette valves; soap and toilet paper holders; towel rails and hand driers.
It excludes sanitary macerators, bed pan washers, kitchen, laundry and sterilising equipment
and refrigerated drinking water coolers (16 SE); sanitary incinerators (29 SS); floor wastes
and all loose traps (18 PD); terminal outlets not integral with fixtures (19 WS).
18 PD Sanitary Plumbing
The disposal of all waste and soiled water from fixtures and equipment out to the external
face of external walls.
It includes stacks and vents; all loose traps; floor wastes; internal sewer drainage runs, pumps
and ejectors; acid resisting pipes and drains; box ducting and paintwork.
It excludes rainwater disposal systems (05 RF); incinerator flues (16 SE, 29 SS, 44 XS); duct
access panels (11 ND).
19 WS Water Supply
Systems to supply water from point of building entry to the points of consumption. The water
may be at ambient temperature, heated or cooled and may be treated by clarification,
filtration, softening, de-mineralisation, distillation, desalination or other means. The water
may be supplied from town mains, bores, rivers, lakes, rainwater tanks, centralised energy
systems or other sources.
It includes storage tanks; pumps; water treatment plants; water heaters and coolers;
reticulation pipework including pipeline components; terminal outlets not integral with
fixtures and/or equipment; controls other than those associated with water consuming items of
equipment; box ducting; insulation; sheathing; painting and identification; building and
electrical work forming part of the contract for water supply.
It excludes meters, extensions and connections to town mains or other sources (39 XW);
self-contained unitary equipment such as boiling water units, sink heaters and laboratory stills
(16 SE).
20 GS Gas Services
To supply town, natural, simulated natural and liquefied petroleum gas from point of building
entry to points of consumption. The gas may be supplied from town mains, storage cylinders,
bulk storage tanks or other sources.

Building Elements
It includes portable gas cylinders; booster compressors; manifolds and regulators; box
ducting, painting and identification; building and electrical work forming part of the gas
services element; reticulation pipe work and pipeline components; terminal outlets not
integral with fixtures and/or equipment; gas detection systems.
It excludes outlet cocks integral with appliances (16 SE); hot water heaters (16 SE, 19 WS);
space heaters (21 SH) and other like equipment; meters, extensions and connections to town
mains or other sources (40 XG).
Note: Gas appliances forming part of an airconditioning, space heating water supply system
or other system should be included under the appropriate element. Gas controls, valves,
regulators and other pipelines components directly associated with gas fired equipment should
be included under the element appropriate to gas fired equipment.
21 SH Space Heating
To heat the interior of buildings by means of convection, radiation or any other form of
heating.
It includes unitary heaters; reticulated steam, hot water or hot oil systems; warm air systems;
electric floor or ceiling heating systems; fireplaces, hearths and associated work in chimney
stacks; boiler plant installed within the heated building and servicing only element 21 SH in
that building; insulation and painting; controls and associated electrical work.
It excludes any system which also provides air cooling/airconditioning (24 AC) or evaporative
cooling (23 EC).
Note: Boiler plant and pipe reticulation located outside the building served, serving multiple
buildings, or serving other elements such as (24 AC) or (19 WS) are to be included under
centralised energy systems (30 CE). Gas storage and reticulation systems are to be included
under external gas (40 XG) if located outside the building served or if serving other elements,
or under gas service (20 GS) if located within the building served – otherwise, they are to be
included in 21 SH.
Electric cabling terminates at the junction with electric light and power (26 LP). Controls and
electric wiring integral with equipment items are to be included with those items.
22 VE Ventilation
To ventilate buildings by means of supply and/or exhaust systems.
It includes mechanical ventilators; non-mechanical roof ventilators; supply and/or exhaust

fans; ducted systems; exhaust hoods; ducting, plant, controls and associated electrical world.
It excludes any system which also involves space heating (21 SH); airconditioning (24 AC);
evaporative cooling (23 EC); circulating fans (16 SE); regulation wall vents (12 WF); door
grilles (11 ND); plant room air flow screens (06 EW); louvred windows (07 WW).
Note: Dust extraction is to be included under special services (29 SS). Electric cabling ends
at the junction with electric light and power (26 LP).

Building Elements
23 EC Evaporative Cooling
To cool air within a building by evaporative processes; the system can include ancillary
heating.
It includes evaporative coolers, rock bed regenerative systems and ancillary heating devices;
ducting, insulation, painting and associated electrical work.
It excludes door grilles (11 ND); airconditioning (24 AC); systems which heat (21 SH) and/or
ventilate (22 VE) only.
Note: Air relief grilles in doors and walls are to be included under respective building
elements. Electric cabling terminates at the junction with electric light and power (26 LP).
24 AC Airconditioning
To maintain and control the temperature, humidity and quality of air under predetermined
limits within buildings.
It includes package airconditioners; systems for cooling only; ductwork, plant, controls and
associated electrical work; airconditioning grilles.
It excludes door grilles (11 ND) and systems which heat (21 SH) and/or ventilate (22 VE)
only; special cool rooms (29 SS); special hot rooms (29 SS); evaporative cooling (23 EC).
25 FP Fire Protection
To detect and/or extinguish fires.
It includes sprinklers and other automatic extinguishing systems; fire indicator board; manual
and automatic fire alarm installations; fire fighting equipment; hydrant installations and hose
reels and cupboards; hand appliances.
It excludes fire doors (08 ED, 11 ND); fire proofing (02 CL, 03 UF, 05 RF, 12 WF, 14 CF,
etc.).
26 LP Electric Light and Power

To provide all light and power and emergency light and power from and including main
distribution board to and including power outlets and light fittings.
It includes main distribution board*; sub-mains and distribution boards; emergency lighting
systems; power sub-mains to mechanical equipment and sub-mains and/or sub-circuits to
other equipment and/or final sub-circuits.
It excludes other electrical installations listed under other elements such as special services
(29 SS); communications (27 CM) and centralised energy systems (30 CE).
* Where the main switchboard supplies only one building, it shall be considered as a main
distribution board.

Building Elements
27 CM Communications
To provide audio and video communication within a building.
It includes the following systems: telephone, internal telephone, public address, call,
emergency warning and intercommunication, personal paging, clock and/or bell, TV antenna
and closed circuit TV.
It excludes document hoists and conveyor systems (28 TS); cables between buildings (43
XC).
Note: Document hoists and conveyor systems are to be included in 28 TS. Cables between
buildings are to be included in 43 XC.
28 TS Transportation Systems
To transport personnel and/or goods from floor to floor or area to area.
It includes all lifts, hoists and conveyor systems; escalators; all associated equipment and
work other than structural building work.
It excludes such items as walls to shafts and lift wells and machine rooms (06 EW, 09 NW).
29 SS Special Services
To provide services or installations not covered by other elements.
It includes monitoring systems; cool rooms and process cooling; special conditioned rooms;
staircase pressurisation systems; compressed air; medical and industrial gas systems; dust
extraction systems; security systems; lightning protection; stage lighting and theatre
equipment; reticulated soap dispenser systems; laundry, heat and water reclaim systems and
the like.
It excludes equipment items (16 SE); communication services (27 CM).
Centralised Energy Systems

30 CE Centralised Energy Systems
To produce and supply steam, heating, hot water, chilled water and/or other cooling or
heating media and/or site generated electrical energy to a number of buildings and/or to
multiple energy consuming elements.
It includes the piping reticulation within central plant room or plant house and up to branch
off-takes to energy consuming functional elements; sections of the main piping reticulation
running to, within or through buildings served; cabling within the central plant room or house
and all work which forms part of the energy system element; buildings to house such plant,
service tunnels, ducts and/or conduits.

Building Elements
It excludes emergency generating plant and cabling from central switch board to other
buildings (42 XE).
Note: Interfaces between element 30 CE and other elements are those points where branches
serve single elemental systems or where branches leave common mains within buildings to
serve single elemental systems.
Centralised energy systems may range from very large boiler and/or chiller and/or electrical
generating plants serving large and complex sites (e.g. airports, major hospitals, universities
or colleges) to small boiler installations supplying energy to space heating and domestic hot
water systems in relatively small single buildings (e.g. school classroom blocks, pavilion type
hospital wards, etc.).
Where energy generators supply the whole of their production to one functional system only
and are contained within the alignment of the building served, they are to be considered part
of that functional system.
Engineering systems serving the central plant room or plant house are to be included under
appropriate elements for the building housing the centralised energy plant.
Alterations
31 AR Alterations and Renovations
To alter or renovate any existing building including works to the substructure, finishes,
fittings and internal services.
It includes work in connecting a new building to an existing; redecorations; refitting out and
all mechanical and electrical services in connection therewith; underpinning to existing
buildings for alteration works.
It excludes complete demolitions of existing buildings, site clearance and removal of any
paving, fences and outbuildings (32 XP); alterations and renovations to external services and
site works (45 XX); any work involved in connecting new services to old in existing buildings
(39 XW, 40 XG, 42 XE, etc.).
Site Works
32 XP Site Preparation
All basic work necessary prior to proceeding with buildings and external works.
It includes demolitions; site clearance, general levelling and filling; hoardings; retaining
walls; removal of any paving, fences, trees, services; temporary diversions of services;
underpinning to adjacent buildings.
It excludes alterations and permanent diversion of services (45 XX); alterations to buildings
(31 AR) and existing site works (45 XX); any work involved in permanent connections of new
services to existing (39 XW, 40 XG, 42 XE, etc.).

Building Elements
33 XR Roads, Footpaths and Paved Areas

Trafficable areas between and around buildings (outside “fully enclosed covered areas” and
“unenclosed covered areas” as defined, outbuildings, etc.) for vehicles and pedestrians.
It includes car parks; playgrounds; kerbs; crossovers; bollards; steps and associated
balustrades; weed poisoning.
It excludes uncovered bridge links (35 XB); sports pitches, lawns, site landscaping and
improvements (36 XL); cut and fill (32 XP).
34 XN Boundary Walls, Fencing and Gates

To enclose or define the extent of the site.
It includes all walls, fences and gates at the site boundary.
It excludes all walls, fences and gates that subdivide the site (36 XL); all retaining walls (32
XP).
35 XB Outbuildings and Covered Ways

To provide small buildings supplementary to the main building(s) as well as covered areas or
bridge links for pedestrian or vehicular site circulation.
It includes detached covered ways not alongside buildings; garages; bicycle sheds; incinerator
buildings; residential and gatekeepers cottages; garbage shelters; workshops; chapels; stores;
sheds; stair blocks; all electrical, mechanical and other services in connection therewith.
It excludes attached covered ways alongside buildings; boiler and plant houses (30 CE); water
towers (39 XW); gas meter (40 XG) and water meter (39 XW) shelters; pump houses (39 XW),
substations (42 XE) and similar engineering services buildings.
35 XL Landscaping and Improvements

To improve the appearance of the site and provide incidental site facilities for the use of the
occupants.
It includes grassing and turfing; garden plots and planting; trees, screen, dwarf, play and
entrance walls; seats; fountains; petrol bowsers (pumps) and tanks; sculptures; flagpoles;
signs and notices; cricket nets and basketball posts; sports pitches and goal posts; open air
swimming pools.
It excludes paving (33 XR); site clearance (32 XP); boundary walls, fencing and gates (34
XN); walls required to retain the site (32 XP).

Building Elements
External Services
35 XK External Stormwater Drainage
To dispose of rain and surface water from the site.
It includes pipe runs from the external face of buildings; inspection pits; sumps; road gullies;
culverts; box drains; grated trenches; runs from pools and fountains; outfalls and head walls;
agricultural and sub-soil drains; connections to existing runs and pits.
It excludes pipe runs, pits, etc. under buildings from internal downpipes (05 RF); road gutters
(33 XR); temporary drainage as site preparation (32 XP); diversions to existing runs (45 XX).
38 XD External Sewer Drainage

To dispose of soil and waste water from the site.
It includes pipe runs from the external face of buildings; grease gullies; inspection pits and
manholes; acid resisting and special drains; dilution pits; petrol and plaster arresters; septic
tanks; collection and holding wells; absorption trenches; transpiration areas; pumps and
ejectors; connections to existing runs, pits and mains.
It excludes pipe runs, pits, etc. beneath buildings (18 PD); diversions to existing runs (45 XX).
39 XW External Water Supply

Systems to supply water up to the external faces of new buildings and up to other major
consuming points such as irrigation and ground watering outlets. The water may be at
ambient temperature, heated or cooled and may be treated by clarification, filtration,
softening, demineralisation, distillation, desalination or other means. The water may be
supplied from town mains, bores, rivers, lakes, rainwater tanks, centralised energy systems or
other sources.
It includes storage tanks; water towers; pumps; water treatment plants; water heaters and
coolers; reticulation pipe work including pipeline components; terminal outlets not integral
with fixtures and/or equipment; insulation; sheathing; painting and identification; meters and
meter enclosures included under the contract; water bores; irrigation and ground watering
systems; building and electrical work forming part of this element.
It excludes diversion to existing runs (45 XX).
40 XG External Gas
To supply town, natural, simulated natural and liquefied petroleum gas up the external faces
of new buildings and other consuming points. The gas may be supplied from town mains,
storage cylinders, bulk storage tanks or other sources.
It includes storage cylinders and tanks, meters and regulators forming part of the contract;
meter enclosures; reticulation pipe work and pipe-line components; building and electrical
work forming part of the external gas supply contract.

Building Elements
It excludes diversions to existing runs (45 XX).
41 XF External Fire Protection

To supply fire hydrant and gas or vaporising agent runs up to external faces of new buildings,
external sprinkler systems, and for site connections and connection of fire detection systems
between buildings. Also to detect and/or extinguish fires in fixed plant or equipment located
in the open air.
It includes standby and booster pumps; pipe runs; storage and reticulation of gas and
vaporising agents; hydrant points; overhead and underground cables for fire detection
systems.
It excludes trenches for cabling (42 XE).
42 XE External Electric Light and Power

To supply electric power to main distribution boards of buildings and to provide lighting and
power to external site areas.
It includes connections to source of power supply; consumer mains; sub-station equipment;

emergency generating plant; main switchboard*, underground and overhead cables; pylons
and all trenches for cabling; street and area lighting; illuminated signs and building flood
lighting.
It excludes communications cables (43 XC); work to existing electrical work (45 XX).
Note: Communications cables are to be included in 43 XC. Fire alarm cables are to be
included in 41 XF.
* Where the main switchboard supplies only one building, it shall be considered as a main
distribution board and included in 26 LP.
43 XC External Communications
To provide external communication cables to terminating frames of buildings and to provide
communications systems between buildings and to external site areas.
It includes Telstra (or other installer) work; underground and overhead cables; pylons;
connections to existing cables; external speakers; hooters; clocks; bells; closed circuit TV;
community antenna systems.
It excludes trenches for cabling (42 XE).
44 XS External Special Services

To provide external service or installations not included in other elements.

Building Elements
It includes external connections to items included in special services (29 SS); service tunnels,
ducts and conduits in connection with external reticulation of services elements; dust
extraction plant; incineration plant; bulk storage for medical and industrial gases.
External Alterations
45 XX External Alterations and Renovations
To alter/renovate any existing site works and external services.
It includes resurfacing paved and grassed areas; renovating outbuildings, renewing fencing
and gates; permanent diversion of drainage, cold water and other external service runs.
It excludes renovating existing buildings (31 AR).
Special Provisions
46 YY Special Provisions
Items not included in the net project cost but which may be included in the building contract
or to make up the gross project cost. Such items may include contract contingencies,
provisions for rise and fall, design and supervision fees, loose furniture and loose equipment,
operational maintenance. Each provision should be separately itemised.
As the cost schedule is based on fixed price (lump sum tenders which already include
contingencies and escalations), no further amount is added to the budget for a school for these
sub-elements.
The amount for fees covers only consultants; fees associated with services (electricity, etc.)
and lodgements (permits, etc.) are included with the relevant element.
Loose furniture and loose equipment are separate from fitments (15 FT) and special
equipment (16 SE). These latter are usually installed or fixed in place as part of the building
contract. The cost of loose furniture and loose equipment need not necessarily be included in
this contract or attract consultant fees. A decision on this matter should be made for each
project.
Where some part of a building will be due for maintenance during the period that the builder
is in possession, on-going maintenance may be included in the building contract. A decision
on this matter should be made (and the cost determined) for each project.
Note: Builders Work and Allowances
Where work on engineering services and the like is performed by nominated sub-contract or separate
contract and included in any element, any monetary allowance for builder’s profit and attendance on
the nominated sub-contract or separate contract and any builder’s work in connection therewith shall
be included with the element concerned. Any hoisting, testing or commissioning shall be included
with the element concerned.

Technical Data Sheets
APPENDIX 2
TECHNICAL DATA SHEETS

&
STANDARD DRAWINGS

Clay and Ablution Trough
1. Fixture Details
1.1 Use
Primary schools and secondary colleges.
1.2 Construction
1800mm long x 450mm wide x 150mm deep, 1.2mm thick satin finish 304 Stainless Steel trough,
with special purpose tapware and waste outlets. Flat rim or fascia to suit project documentation.
1.3 Tapware
► Cold Water Only:

• Ablution Trough – two spray outlets, 20mm minimum/45mm maximum above trough rim
level.
• Clay Trough – right side: one spray outlet, 20mm minimum/45mm maximum above
trough rim level; left side: one laboratory-type gooseneck outlet with tap on pillar, spray
outlet nominally 200mm above trough rim level.
► Hot and Cold Water:

• Ablution Trough – right side: one spray outlet, 20mm minimum/45mm maximum above
trough rim level.
• Clay Trough – left side: one laboratory-type gooseneck outlet with tap on pillar, spray
outlet nominally 200mm above trough rim level.
• Central – one hot and cold swivel spray outlet, 20mm minimum/45mm maximum above
trough rim level, to serve clay trough and ablution trough.
2. Plumbing Connection
2.1 Water Supply
Primary schools normally have cold water only.
Secondary colleges normally have hot and cold water.

2.2 Waste
Combined DN50 trapped outlet to sewer.
DN40 outlet with DN40 gate valve to settling tank or storage tank.
2.3 Treatment Apparatus
Subject to the relevant retail water company and its requirements:
► the preferred arrangement is storage tank with contents regularly emptied, disposal not to
sewer
► or, if required by relevant retail water company, PVC settling tank with outlet trapped and
connected to sewer.
3. Trade Waste Application

If trade waste application is required (and provided the installation is a “typical school installation”),
the following data for this fixture should be added to the “Application for Trade Waste Agreement or
Consent”.
Refer also to the relevant retail water company’s “Application Guide – Information Required for
Making a Trade Waste Application” and “Application for Trade Waste Agreement or Consent”.
Sections:
1 to 5 To suit particular school

6(a) Insert “School”
6(b) Insert “School Classes”
7 Insert “Mon. to Fri. between 9.00 am and 4.00 pm”
8(a) Leave blank
8(b) Insert “Traces of clay”
8 Insert relevant data as below:
Column 1 Column 2 Column 3 Column 4 Column 5 Column 6
[Number] Clay & Ablution Waste water 80 10 0.16

Trough containing traces of
clay
10 Add “Not applicable”

11 to 13 Circle “No”
14 Insert “Stormwater run-off is directed into a stormwater drainage system”.

4. User Information
All waste containing clay, plaster, etc. is to pass through the storage tank or settling tank.
Note signage.
5. Operation & Maintenance

Provide signage at fixture to read: “This fixture is not to be used for acids, solvents or other
contaminated wastes”.
Refer to the publication “Self-Monitoring of Trade Waste Apparatus at Schools” available from the
trade waste section of the relevant retail water company.

Drip Trough and Rack
1. Fixture Details
1.1 Use
Normally only secondary colleges.
1.2 Construction
Refer to Fitment Detail (drawing F1).
1.3 Tapware
Chrome-plated hose cock with wall plate, 20 BSP outlet. Locate tap in centre of trough, outlet
nominally 300mm above trough rim level.
2.1 Water Supply
Cold water only.
2.2 Waste
Trapped DN50 outlet to sewer.

Not normally required for this fixture, unless special application, and this Technical Data Sheet may
not then be applicable.

Not normally required for this fixture.
4. User Information
Note signage.

Provide signage at fixture to read: “This fixture is not to be used for acids, solvents or other
contaminated wastes”.
No special requirement.


Frame Bath
1. Fixture Details
1.1 Use
1.2 Construction
1.3 Tapware
One laboratory-type gooseneck outlet.
Refer also to Solvent Interceptor and Wet Feed Neutralising Tank with Dosing Tank Hydraulics
Detail (drawings H1 and H2).
2.1 Water Supply

Cold water only.
Refer also to Solvent Interceptor and Wet Feed Neutralising Tank with Dosing Tank Hydraulics
Detail (drawings H1 and H2).
2.2 Waste
DN50 outlet to Solvent Interceptor and Wet Feed Neutralising Tank.

Normally Solvent Interceptor and Wet Feed Neutralising Tank with Dosing Tank, all as per detail and
the requirements of the relevant retail water company.
Outlet from Solvent Interceptor and Wet Feed Neutralising Tank to be trapped and connected to
sewer.

Provided the installation is a “typical school installation”’ the following data for this fixture should be
added to the “Application for Trade Waste Agreement or Consent”.

Sections:
8(a) Tick “Solvents”
8(b) Leave blank
Col 1 Column 2 Column 3 Col 4 Col 5 Col 6
[Number] Frame Bath Waste water containing traces of solvents and acids 20 5 0.08

4. User Information
Note signage.

Provide signage to read: “This fixture is only to be used for wastes containing diluted acids and
solvents”.
Refer to publication “Self-Monitoring of Trade Waste Apparatus at Schools” available from the trade
waste section of the relevant retail water company.


Photographic Trough
1. Fixture Details
1.1 Use
1.2 Construction
1.3 Tapware
One laboratory-type gooseneck outlet.
Refer also to Photographic Trough – Water Connection Detail, Hydraulics Detail (drawing H3).
2.1 Water Supply
Hot and cold.
Refer also to Photographic Trough – Water Connection Detail Hydraulics Detail (drawing H3).
2.2 Waste
DN50 outlet to Mixing Tank.
PVC Mixing Tank to the requirements of the relevant retail water company, minimum capacity to be
greater of 100 litres or 15 minutes retention for each discharge from the trough.
Outlet from Mixing Tank to be trapped and connected to sewer.

Provided the installation is a “typical school installation” the following data for this fixture should be

Sections:

8(a) Tick “Photographic Wastes”
8(b) Leave blank
[Number] Photographic Waste water containing traces of 20 5 0.04

Trough photographic solutions from rinsing
operations

4. User Information
Note signage.
All photographic rinsing wastes to pass through the Mixing Tank.
Spent photographic solutions shall be placed in containers for off site disposal by a registered EPA
contractor.
Discharges to Mixing Tank to be not more frequently than one full photographic trough per 15
minutes per 100 litre capacity of Mixing Tank.

Provide signage to read: “This fixture is only to be used for photographic rinsing wastes”.



Potting Trough
1. Fixture Details
1.1 Use
1.2 Construction
1.3 Tapware
Chrome plated hose cock with wall plate, 20 BSP outlet. Locate tap in centre of trough, outlet
nominally 300mm above trough rim level.
2.1 Water Supply
Cold water only.
2.2 Waste
DN50 outlet to Silt Pit.
Silt Pit to the requirements of the relevant retail water company.
Outlet from Silt Pit to be connected to sewer, and bypass Acid Neutralising Tank.

Provided the installation is a “typical school installation” the following data for this fixture should be

Sections:

8(a) Leave blank
8(b) Insert “Traces of soil”
[Number] Potting Trough Waste water containing traces of soil 80 10 0.16
[Number] Floor Area Waste water containing traces of soil 40 20 0.08

4. User Information
Note signage.

Provide signage to read: “This fixture is not to be used for acids, solvents or other contaminated
wastes”.
Remove bucket. Clean out soil and other debris from bucket and pit. Replace bucket.
Refer also to publication “Self-Monitoring of Trade Waste Apparatus at Schools” available from the
trade waste section of the relevant retail water company.


Secondary College Science Room – Plumbing Fixtures
1. Fixture Details
1.1 Construction
Refer to BQSH Section 4.2
1.2 Tapware
2.1 Water Supply
Student benches and fume cupboards normally have cold water only.
Demonstration bench, troughs, sinks in prep area and glass washing sink normally have hot and cold
water.
Demonstration bench to have master control valve to isolate student benches.
2.2 Waste
Wastes generally connected to acid drains.
In ground Acid Neutralising Tank to the requirements of the relevant retail water company.

A secondary college science room usually contains the following fixtures, with wastes that require
treatment:
► demonstration bench with laboratory sink;
► student benches (approximately nine), each with a laboratory sink;
► fume cupboard; and

► laboratory trough.
Science rooms are serviced by a prep area that usually contains the following fixtures, with wastes
that require treatment:
► laboratory sink;
► laboratory trough;
► glass washing sink; and
► fume cupboard.
For a “typical school installation” as above with the prep area servicing two science rooms, the
following data should be added to the “Application for Trade Waste Agreement or Consent”.
Sections:

8(a) Tick “Acids/Alkalis”
8(b) Leave blank
[Numbers] Laboratory Sink Waste water containing traces of acid 220 42 0.42
[Number] Glass Washing Sink Waste water containing traces of acid 40 10 0.08
[Numbers] Laboratory Trough Waste water containing traces of acid 30 9 0.09
[Numbers] Fume Cupboard Waste water containing traces of acid 18 4.5 0.04


4. User Information
Note signage

Provide signage in prominent central location to read: “Fixtures in this room are not to be used for the
discharge of contaminated wastes other than diluted acids”.

Secondary College Home Economics Room

– Plumbing Fixtures
1. Fixture Details
1.1 Construction
1.2 Tapware
2.1 Water Supply
Student benches normally have hot and cold water.
Demonstration bench to have master control valves to isolate student benches.
2.2 Waste
Wastes generally connected to a grease interceptor.
Dish washing machine normally commercial type, with discharge temperature too high for UPVC
pipe work.
In-ground grease interceptor to the requirements of the relevant retail water company.

A secondary college home economics room usually contains the following fixtures, with wastes that
require treatment:
► demonstration bench with general purpose sink; and
► student benches (approximately fourteen), each with a general purpose sink.

Home economics rooms are serviced by a prep area that usually contains the following fixtures, with
wastes that require treatment:
► general purpose sink; and
► dish washing machine.
For a “typical school installation” as above with the prep area servicing two home economics rooms,
the following data should be added to the “Application for Trade Waste Agreement or Consent”.
Sections:

8(a) Tick “Oil/Fat Emulsions”
8(b) Leave blank
[Number] Double Bowl Sink Waste water containing traces of grease 60 30 0.18
[Numbers] Single Bowl Sink Waste water containing traces of grease 450 150 1.35
[Number] Floor Area Waste water containing traces of grease 10 10 0.03
[Number] Dish Washing Machine Waste water containing traces of grease 15 4 0.04


4. User Information
Note signage.

Provide signage in prominent central location to read: “Fixtures in this room are not to be used for the
discharge of contaminated wastes other than greasy wastes”.

Secondary College Trade Area – Plumbing Fixtures
1. Fixture Details
1.1 The “trade area” is part of “technology” and is only applicable to secondary colleges.
Requirements are to be resolved on an individual basis, and may include:
► machine shop;
► automotive practice; and
► electroplating.
Fixtures required can be diverse, and wastes may require specialised treatment.
Water supply may have particular requirements.
1.2 Construction
Refer to BQSH Section 4.2 for general requirements.
Specialised fixtures to suit particular requirements.
1.3 Tapware
2.1 Water Supply
2.2 Waste
To be assessed on an individual basis.

4. User Information
Note signage.

Provide appropriate signage at fixtures.



Postcode Areas within NatHERS Zones
APPENDIX 3
POSTCODE AREAS Within NatHERS ZONES
(NatHERS – Nationwide House Energy Rating Scheme)

Postcode Areas within NatHERS Zones
NatHERS Zone 20 NatHERS Zone 21 NatHERS Zone 24 NatHERS

(*overlap with Zones (*overlap with Zones 24 and/or 25) (*overlap with Zone 25) Zone 27
24 and/or 25)
3310 3523 3646 3000 3060 3122 3175 3232 3333 3847 3934 3140 3460 3764 3487
3311 3525 3647 3002 3061 3123 3177 3233 3335 3850 3936 3158 3461 3766 3488
3315 3527 3649 3003 3062 3124 3178 3235 3337 3854 3937 3289 3462 3767 3489
3317 3535 3666* 3004 3063 3125 3179 3236 3338 3856 3938 3290 3467 3770 3490
3318 3536 3669 3005 3064 3126 3180 3237 3340 3857 3939 3291 3468 3775 3491
3319 3539 3670 3011 3065 3127 3181 3239 3427 3858* 3940 3293 3469 3777 3494
3380 3550 3672 3012 3066 3128 3182 3240 3428 3860* 3941 3294 3521 3778 3496
3381 3551 3673 3013 3067 3129 3183 3241 3429 3862* 3942 3300 3522 3779* 3498
3384 3555 3675 3015 3068 3130 3184 3242 3430 3865 3943 3323 3658 3785 3500
3385 3556 3677 3016 3070 3131 3185 3243 3750 3869 3944 3324 3659 3786 3501
3387 3557 3678* 3018 3071 3132 3186 3249 3751 3870 3945 3330 3660 3787 3505
3388 3558 3682 3019 3072 3133 3187 3250 3752 3871 3946 3334 3662 3788 3506
3390 3559 3683 3020 3073 3134 3188 3251 3754 3873 3950 3341 3663 3789 3507
3391 3561 3685 3021 3074 3135 3189 3254 3755 3874 3951 3342 3664 3792 3509
3392 3562 3687 3022 3075 3136 3190 3260 3759 3875* 3953 3345 3665 3793 3512
3393 3563 3688 3023 3076 3137 3191 3264 3760 3878 3954 3350 3697 3795 3529
3351 3698 3796 3530
3395 3564 3690 3025 3078 3138 3192 3265 3761 3880 3956
3352 3699* 3799 3531
3396 3565 3691* 3026 3079 3139 3193 3266 3765 3882 3957
3355 3700* 3833* 3533
3399 3570 3693 3027 3081 3141 3194 3267 3781 3885* 3958
3356 3704 3889 3537
3400 3571 3694 3028 3082 3142 3195 3268 3782 3886 3959
3357 3705* 3893 3540
3401 3572 3695 3029 3083 3143 3196 3269 3783 3887 3960
3360 3707* 3895 3542
3407 3573 3701* 3030 3084 3144 3197 3270 3791 3888* 3962
3361 3708 3896* 3544
3409 3607 3725 3031 3085 3145 3198 3271 3797 3890* 3964
3363 3709 3898* 3546
3412 3608 3726 3032 3087 3146 3199 3272 3802 3891* 3965
3364 3711* 3900* 3549
3413 3610 3727 3033 3088 3147 3200 3273 3803 3892 3966
3370 3712* 3566
3414 3612 3728 3034 3089 3148 3201 3274 3804 3902 3967
3371 3713 3567
3415 3613 3730 3036 3090 3149 3202 3276 3805 3903 3971
3373 3714 3568
3418 3614 3732 3038 3091 3150 3204 3277 3806 3904 3975
3375 3715 3575
3419 3616 3733 3039 3093 3151 3205 3280 3807 3909 3976
3377 3717 3576
3420 3617 3746 3040 3094 3152 3206 3281 3808 3910 3977
3378 3718 3578
3422 3618 3041 3095 3153 3207 3282 3809 3911 3978
3408 3719 3579
3423 3620 3042 3096 3154 3211 3284 3810 3912 3979
3431 3720 3580
3424 3621 3043 3097 3155 3212 3285 3812 3913 3980
3432 3722* 3581
3453 3622 3044 3099 3156 3214 3286 3813 3915 3981
3433 3735 3583
3463 3623 3045 3101 3159 3215 3287 3814 3916 3984
3434 3737 3584
3464 3624 3046 3102 3160 3216 3292 3815 3918 3987
3435 3738 3585
3465 3629 3047 3103 3161 3217 3301 3816 3919 3988
3437 3739 3588
3472 3630 3048 3104 3162 3218 3302 3818 3920 3990
3438 3740* 3589
3475 3631 3049 3105 3163 3219 3303 3820 3921 3991
3440 3741* 3590
3478 3633 3050 3106 3165 3220 3304 3821 3922 3992 3441 3744 3591
3480 3634 3051 3107 3166 3221 3305 3822 3923 3995 3442 3747 3594
3482 3635 3052 3108 3167 3222 3309 3823 3925 3996 3444 3749 3595
3483 3636 3053 3109 3168 3223 3321 3824 3926 3446 3753 3597
3485 3637 3054 3111 3169 3224 3322 3825* 3927 3447 3756 3599
3515 3638 3055 3113 3170 3225 3325 3831 3928 3448 3757
3516 3639 3056 3114 3171 3226 3328 3835 3929 3450 3758
3517 3640 3057 3115 3172 3227 3329 3840 3930 3451 3762
3518 3641 3058 3116 3173 3228 3331 3842 3931 3458 3763
3520 3644 3059 3121 3174 3230 3332 3844 3933

Glossary of Abbreviations
Glossary of Acronyms and Abbreviations

ACA Australian Communications Authority
ACCS Australian Carpet Classification Scheme
ACIF Australian Communications Industry Forum
AG Australian Gas (Installation Code)
Amp Ampere (unit of electric current)
APAS Australian Paint Approval Scheme
ACQ Alkaline copper quaternary
ARI Average Recurrence Interval
AS Australian Standard
AV Audio Visual
AVMRS Audio Video Media Retrieval System
BCA Building Code of Australia
BD Building Distributor
BDSL Business Digital Subscriber Line
BQSH Building Quality Standards Handbook
CASES Computerised Administrative Systems Environment in Schools
Cat Category
CCA Copper chrome arsenate
CD Campus Distributor
CFC Chlorofluorocarbon
CPR Cabling Provider Rules
dB Decibel
DEECD Department of Education and Early Childhood Development
DHW Domestic Hot Water
DIN Deutsche Industrie Norm (German industry standard)
DN Normal Diameter
ELCB Earth Leakage Circuit Breaker
ELV Extra Low Voltage
EPA Environment Protection Authority
ESD Ecologically Sustainable Design
ESM Emergency & Security Management Unit (DEECD)
FFL Finished Floor Level
FWG Floor Waste Gully
FSTC Field Sound Transmission Class
GBCA Green Building Council of Australia
GIC Gas Installation Code (see AG, above)
GPC General Purpose Classroom
GPO General Purpose Outlet
GWIP Government Wide-Band Internet Protocol
HV High Voltage
HVAC Heating, Ventilation and Airconditioning
Hz Hertz
ICT Information and Communication Technologies
ID Infrastructure Division
IP Internet Protocol
ISDN Integrated Services Digital Network
ISO International Standards Organisation
ITD Information Technology Division (DEECD)
j Joule (basic unit of energy)
kAmp Kilo-ampere (1,000 ampere)
kj Kilojoule (1,000 joules)
kW Kilowatt (1,000 watts)
kWh Kilowatt Hour (measure of energy use)
LAN Local Area Network

Glossary of Abbreviations
LED Light-Emitting Diode

LOSP Light organic solvent-borne preservatives
LPG Liquefied Petroleum Gas
Lux Unit of light intensity
LV Low Voltage
mA Milli-ampere
MATV Master Antenna Television
MDF Medium Density Fibre Board
MJ Megajoule (equal to 1,000,000 joules)
mm Millimetre
Μm Micrometre (one millionth of a metre)
NatHERS Nationwide House Energy Rating Scheme
NRC Noise Reduction Coefficient
NOx Nitrous Oxide
ODF Ozone Depletion Factor
pa Pascal
PA Public Address (System)
PABX Private Automatic Branch Exchange
PC (1) Personal Computer
PC (2) Prime Cost
PCB Polychlorinated Biphenyls
PEC Pigment-emulsified creosote
PRAV Playgrounds and Recreation Association of Victoria Inc
PREP Project Review and Evaluation Panel
PRMS Physical Resources Management System (now School Maintenance System)
PS Primary School
PVC Poly Vinyl Chloride
R Rating (thermal)
RCD Residual Current Device
RJ Registered Jack
Rpm Revolutions Per Minute
RU Rack Unit
SAA Standards Australia Association
SC Secondary College
SDS Special Developmental School
SEPP State Environment Protection Policy
SEAV Sustainable Energy Authority Victoria (now Sustainability Victoria)
SMS School Maintenance System
SON High-pressure Sodium Lamps
SWEP Schools Water Efficiency Program
TEFC Totally Enclosed Fan Cooled
TO Telecommunications Outlet
UPF Ultraviolet Protection Factor)
UPVC Unplasticised PVC
UV Ultraviolet
UTP Unshielded Twisted Pair
V Volt (the voltage or “potential difference” specified for any appliance)
VIPP Victorian Industry Participation Policy
VoIP Voice over Internet Protocol
W Watt (measure of the power rating of electric appliances)
W/sq.m. Watts per square metre
WAN Wide Area Network
WAP Wireless Access Point
WC Water Closet/Toilet
XLPE Extra Long Polyethylene

Building Quality Standards Handbook: October 2008

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Building Quality Standards Handbook: October 2008

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Building Quality Standards Handbook

Building Better Learning Environments

3. SUBSTRUCTURE, SUPERSTRUCTURE, FINISHES & FITTINGS 15

Building Quality Standards Handbook i October 2008

Building Quality Standards Handbook ii October 2008

Building Quality Standards Handbook iii October 2008

5.7.3 Underground Services 77

7. SITE WORKS 100

7.1 Introduction 100

Building Quality Standards Handbook iv October 2008

7.3 Playground Equipment 104

8. SPECIAL FACTORS 113

8.1 Introduction 113

9. WORKPLACE HEALTH AND SAFETY 116

9.1 Hazardous Materials and Conditions 116

APPENDIX 1 BUILDING ELEMENTS 118

APPENDIX 2 TECHNICAL DATA SHEETS & STANDARD DRAWINGS 135

APPENDIX 3 POSTCODE AREAS Within NatHERS ZONES 161

Glossary of Acronyms and Abbreviations 163

Building Quality Standards Handbook v October 2008

Building Quality Standards Handbook 1 October 2008

A Note on Ecologically Sustainable Design (ESD)

In addition to the Green Building Council Australia (http://www.gbcaus.org/) and associated

Further to the DEECD’s own School Infrastructure website

Building Quality Standards Handbook 2 October 2008

2.2 Departmental Planning Process

Detailed guidance and support materials pertaining to “Building Futures” is available at

Building Quality Standards Handbook 3 October 2008

The Educational Rationale

Developing a Masterplan Solution

► conceptual plans setting out basic ideas and project solutions;

► a range of masterplan options;

Building Quality Standards Handbook 4 October 2008

Building Quality Standards Handbook 5 October 2008

2.3 Space and Area

School councils should be encouraged to develop a reuse and recycling strategy.

2.4 Ecologically Sustainable Development

In addition to the Green Building Council of Australia (http://www.gbcaus.org/) and associated

► the relationship between subsections of the school, including

Building Quality Standards Handbook 6 October 2008

► the relationship between buildings and the site, including

► the relationship between the school and the environment, including

► the relationship between the school and its community, including

► the relationship between design and materials efficiency, including

► the relationship between design and energy efficiency, including

: Site planning for wind filtration and ventilation

Building Quality Standards Handbook 7 October 2008

: Surface area of buildings

Building Quality Standards Handbook 8 October 2008

Access and egress should:

External areas should reflect the activities of adjoining buildings.

► robust and durable materials and finishes;

► structure, including the

► location on site so that

Building Quality Standards Handbook 9 October 2008

► consideration of a landscaping component in the total design strategy;

► siting relocatables with their windows facing north and south;

► cabling must be installed with a view to future flexibility (Refer to Section 6 –

► loose furniture may be preferable to built-in furniture;

Building Quality Standards Handbook 10 October 2008

2.9 Security and Safety

► avoiding nooks and crannies;

► providing night lighting/sensors at access points;