THE BRITISH SCHOOL

NEW DELHI
MOHINI GUPTE
SEM-9
SEC-B
S U S TA I N A B L E A R C H I T E C T U R E
Expansion and Modernization of the British School
Location : New Delhi
Site Area : 21521.0 m2
Built-up Area : 19625 m2
Air-Conditioned Area : 9990.25 m2
Non-Air-Conditioned Area : 8917.51 m2
Typology : Institutional
Capacity : 1300 students
Energy Consumption Reduction : 73% reduction in
energy consumption compared to GRIHA benchmark
Energy Performance Index (EPI) : 37.44 kWh/m2 /year
Renewable Energy : Rated capacity of solar PV
installed is 40 kWp
GRIHA Provisional Rating : 5 Stars
Year of Completion : 2016
A strategic approach to phasing was adopted in the
form of Phase I comprising of a perimeter block to
transfer and accommodate existing operations.

Phase II, being built on the vacated footprint of the old

school, houses additional classrooms, laboratories,
sports facilities, art wing and a Performing Arts
Centre.

The various blocks are arranged around a series of

courtyards, with the largest structures positioned on
the south side to help to shade these outdoor spaces.

It is rebuilt using traditional methods, including walls

punctuated by a pattern of square openings, to help
combat the harsh climate.

These traditional features enhance the building's local

character, while also helping to achieve a comfortable
climate throughout the internal and external spaces
using predominantly passive and sustainable
methods.
The school is planned as a system of courtyards scaled such that majority of
them are in shade throughout the year and semi-enclosed breakout spaces
that are liberally scattered around the school and are constantly being
transformed in the way they are occupied. Internal courtyards, chajjas
(deep overhangs) and verandahs provide opportunities for students to
engage with the environment and nature. Inspired from traditional
chaupals, congregation spaces are designed to always be in the shade of
mature trees.
 The importance of sustainability and minimising
reliance on mechanical cooling systems played a key
role in defining the building's design, which
endeavours to use passive methods to control the
temperature.

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also can refer to the information provided through the
medium, the way in which the information was
presented, as well as the added features included in the
medium in which that information was delivered. The
medium, however, provides little to no value to the end-
user without the information and experiences that make
 CONTENT IN TWO COLUMNS
Content A
Content itself is what the end-user
derives value from also can refer to the
information provided through the
medium, the way in which the
information was presented, as well as
the added features included in the
medium in which that information was
delivered.
Content B
Content itself is what the end-user
derives value from also can refer to the
information provided through the
medium, the way in which the
information was presented, as well as
the added features included in the
medium in which that information was
delivered.
Content C
Content itself is what the end-user
derives value from also can refer to the
information provided through the
medium, the way in which the
information was presented, as well as
the added features included in the
medium in which that information was
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A Picture Is Worth
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is what the end-user derives value from also can refer to
the information provided through the medium.
USE SHAPE TO EXPLAIN IDEAS

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01
 TABLES TO COMPARE DATA

A B C
Content A 100 200 400

Content B $67,000 $56,000 $78,000

Content C 4500 60000 $8,000

Content D 34000 $400 $600

Content E $90 $800 $1,000

Two key design strategies were deployed to optimize resources. One was to minimize reliance on mechanical systems. 50% of the school be non-air-conditioned
with traditional passive methods used to temper the environment and optimize energy consumption, creating an environmentally experiential learning
environment. The second strategy was that of planning the school as a system of courtyards scaled such that majority of them are in shade throughout the year,
thus making them effective not only as transition spaces but as extended learning environments. Internal courtyards, chajjas (deep overhangs) and verandahs
provide opportunities for students to engage with the environment and nature.

SECTION
 Taking inspiration from traditional chaupals
(outdoor gathering spaces) in India, some
congregation spaces are designed to sit in the shade
of mature trees. Protecting old trees, creating rain
gardens and a visible rainwater harvesting system,
consciously illustrate demonstrative sustainability.
Care has been taken to protect all existing trees and
the student community has played an active role in
the transplantation process. The design of The British
School in New Delhi enriches the learning experience
of its highly diverse student population by providing
a contextual richness to their passage through
education in India.

Big Title
The marketing mix is a business tool used in marketing and by
marketers, originally can be used