Talha 363 Thesis Report V8

SCHOOLS FOR RURAL PUNJAB
BY
Muhammad Talha
2017-NCA-Arch-363
Thesis Report submitted in partial fulfillment of the

requirement for the degree of Bachelor of Architecture.
Department of Architecture
National College of Arts, Lahore
Dec 2022
ABSTRACT
The research is carried out in different dimensions to provide the appropriate design
solutions for the different climate in the selected region. The core of this research is to
make a climate responsive school building in the rural area of the Punjab. Identify the
climate zones in the Punjab province and providing master planning guideline
completely based on the climate data, using different strategies in the different
climate.
The literature, which is providing is much presided but also covers all aspects of the
project reading any issue, which lies in the schools of rural area of the Punjab.
Moreover, architectural concerns in the schools and spatial gaps in their master
planning, form, orientation, sitting arrangement in the classes, and connection between
indoor and outdoor spaces are also considering in the research.
The primary aim of this study is to design a school in the rural areas of the Punjab
keeping in mind the factors, which should be climatic, responsive, their master
planning, orientation of the building. Also, identify the problems, find out their
appropriate solutions, and provide design strategies. The Different methods used to
find out the solutions for the challenge and issues, which identified in the rural areas
of the school. Through their local climate, orientation in master planning, providing
open spaces and develop a link through different ways like pathways corridors,
courtyards, green patches these elements used to find out the appropriate solutions.
The key findings are orientation of the school building in master planning, inner
connectivity between the spaces, climate factors like sufficient natural light and
ventilation.
Furthermore, surrounding environment has their impact on the mental health and
growth of the students. Besides making a building or structure where just an enclosed
space was there like four walls and a roof, my focus is to create a healthy environment
space where interior becomes exterior.
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APPROVAL PAGE
I certify that I have supervised and read this study and that in my opinion; it conforms
to acceptable standards of scholarly presentation and is fully adequate, in scope and
quality, as a dissertation for the degree of Bachelor of Architecture.
……………………………….
Ar. Zahid Usman
Supervisor
I certify that I have read this study and that in my opinion it conforms to acceptable
standards of scholarly presentation and is fully adequate, in scope and quality, as a
dissertation for the degree of Bachelor of Architecture.
……………………… …………………………… ……………………………

…
Ar. Ar. Ar.
External Examiner-1 External Examiner-2 External Examiner-2
This dissertation was submitted to the Department of Architecture and is accepted as a

fulﬁlment of the requirement for the degree of Bachelor of Architecture.
……………………………….
Ar. Dr. Syed Faisal Sajjad
Head, Department of Architecture
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DECLARATION
I hereby declare that this dissertation is the result of my own investigations, except
Where otherwise stated. I also declare that it has not been previously or concurrently
Submitted as a whole for any other degrees at NCA or other institutions.
Muhammad Talha
Signature ........................................................... Date .........................................
iv
DEDICATION
Dedicated to my family
v
ACKNOWLEDGEMENTS
First, I am thankful to Allah Almighty who give me strength to complete this thesis.
Secondly, I would like to thanks my parents, my grandmother and my whole family
who support me in every situation.
This work would not have been possible without continues support of my internal
Advisor Mr. Zahid Usman. I would like to thanks from the core of my heart, my
external Advisor Mr. Asim Khan who support me in my crucial time. Moreover,
always guide me at every stage of my thesis. I really appreciate it. Thank you sir.
I am lucky that I have friends who support me at every stage of my life and
continuously support me in my whole bachelor degree from first year to Thesis year.
Especially Haider Mazhar, Zain Gohar, Ehtasham Ahmed and Adil always supported
me whenever needed.
vi
TABLE OF CONTENTS
Abstract...................................................................................................................
Approval Page........................................................................................................
Declaration..............................................................................................................
Dedication...............................................................................................................
Acknowledgements.................................................................................................
Table of contents.....................................................................................................
List of Tables...........................................................................................................
List of Figures.........................................................................................................
CHAPTER ONE.....................................................................................................
INTRODUCTION.................................................................................................
1.1 Background.............................................................................................
1.2 Architectural Concern.............................................................................
1.2.1 Do we need more Schools in Punjab?...........................................
1.2.2 Spatial gap in Schools of Punjab?.................................................
1.3 Problem Statement..................................................................................
1.4 Aim of the Study.....................................................................................
1.5 Research Questions.................................................................................
1.6 Research Objectives................................................................................
1.7 Research Methodology...........................................................................
1.8 Research Scope of Limitations...............................................................
1.9 Structure of the report.............................................................................
1.10 Chapter Summary.................................................................................
CHAPTER TWO....................................................................................................
LITERATURE REVIEW.....................................................................................
PART ONE: HEALTHY AND COMFORTABLE LEARNING
ENVIRONMENT...................................................................................................
2.1 Retention and Primary to above Primary mobility.................................
2.1.1 LEARNING OUTCOMES............................................................
2.1.2 ENROLMENT..............................................................................
2.1.3 Specifications For classrooms..............................................................
2.1.4 IT Labs..........................................................................................
2.1.5 LACK OF FACILITIES................................................................
2.1.6 Research Objective - I...................................................................
2.1.7 Research Objective - II..................................................................
2.1.8 Research Objective - III................................................................
2.2 What makes a comfortable learning environment?.................................
PART 2: CLIMATE RESPONSIVE ACADEMIC SPATIAL PLANNING....
2.1 MASTER PLANNING.........................................................................
2.1.1 Why master planning is important in school?..........................
2.1.2 Why school master plan?............................................................
2.2 Planning Effective Classroom Seating Arrangements............................
2.2.1 Teacher Centred - Class................................................................
2.2.2 Learner Centred - Class.................................................................
2.2.3 Both...............................................................................................
2.3 Interaction...............................................................................................
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2.3.1 Minimal.........................................................................................
2.3.2 Small Groups.................................................................................
2.3.3 Large Groups.................................................................................
2.4 Learning Objectives................................................................................
2.5 Traditional layouts shown below............................................................
2.5.1 Rows / Columns............................................................................
2.5.2 Horseshoe / U-Shape.....................................................................
2.5.3 Clusters..........................................................................................
2.5.4 Runway..........................................................................................
2.5.5 Stadium..........................................................................................
2.5.6 Combination..................................................................................
2.6 Spital Planning Format...........................................................................
2.7 Natural ventilation in school building.....................................................
2.7.1 Natural Ventilation Principles.......................................................
2.7.2 Cross Ventilation and stack effect: concept and opening sizing
method...........................................................................................
2.7.3 Equation of air flow rate due to cross ventilation.........................
2.7.4 Average internal air speed.............................................................
2.7.5 Effect of window location.............................................................
2.7.6 Effects of Louvers.........................................................................
2.7.7 Effect of Veranda..........................................................................
2.7.8 Stack effect and air flow Rate equation.........................................
2.7.9 Solar Chimney...............................................................................
2.7.10 Combined effect of wind and thermal forces..............................
Part Three Climate analysis..........................................................................
2.1 Bioclimatic Housing...............................................................................
2.1.1 The Mediterranean: A cool Temperature climate.........................
2.1.2 Adelaide: A warm continental climate..........................................
2.1.3 Hot Arid climate............................................................................
2.1.1 A warm temperate climate............................................................
2.1.1 A subtropical climate.....................................................................
2.1.1 Hot humid climate.........................................................................
2.2 ENVIRONMENTAL DESIGN..............................................................
2.2.1 Site Planning..................................................................................
2.2.2 Material and Construction.............................................................
2.3 Climate Analysis punjab and design strategies.......................................
2.3.1 Zone 1 Semi-Arid Climate............................................................
2.3.1 Design Strategies...........................................................................
2.3.2 Zone 2 Arid Desert Climate..........................................................
2.3.3 Zone 3 Hot and Dry Climate.........................................................
2.3.4 Zone 4 Hot Humid Climate...........................................................
2.3.5 Zone 5 Warm Temperate Climate.................................................
2.3.6 Zone 6 Subtropical Desert Climate...............................................
2.4 Chapter Summary...................................................................................
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CHAPTER THREE...............................................................................................
PRECEDENT STUDIES.......................................................................................
2.1 Introduction.............................................................................................
2.2 Precedent Study 1, High School Sialkot.................................................
2.2.1 Sialkot city.....................................................................................
2.2.2 Site Images....................................................................................
2.2.3 Shade and windows.......................................................................
2.2.4 Shade and windows.......................................................................
2.2.5 Corridors........................................................................................
2.2.6 Lightning in the classes.................................................................
2.2.7 Master plan....................................................................................
2.2.8 Extruded Views.............................................................................
2.2.9 Sectional Views.............................................................................
2.2.10 Conclusion...................................................................................
2.3 Precedent Study 2, High School Khanewal............................................
2.3.1 Site images....................................................................................
2.3.2 Site images....................................................................................
2.3.3 Master Plan....................................................................................
2.3.4 Corridor.........................................................................................
2.3.5 Lightning in classroom..................................................................
2.3.6 Master Plan....................................................................................
2.3.7 Conclusion.....................................................................................
2.3.8 Connection b/w spaces..................................................................
2.3.9 Conclusion.....................................................................................
2.4 Precedent Study 3, Evelyn Grace Academy...........................................
2.4.1 Site Location..................................................................................
2.4.2 Site images....................................................................................
2.4.3 Master Plan....................................................................................
2.4.4 First Floor Plan..............................................................................
2.4.5 Sun Direction.................................................................................
2.4.6 Section...........................................................................................
2.4.7 Conclusion.....................................................................................
2.5 Precedent Study 4, Tuyi Building of Youlan Middle School.................
2.5.1 Site Location..................................................................................
3.5.2 Site images....................................................................................
2.5.3 Natural Light in classrooms..........................................................
2.5.4 Shared Spaces................................................................................
2.5.5 Concept Diagram...........................................................................
2.5.6 Master Plan....................................................................................
2.5.7 Ground Floor Plan.........................................................................
2.5.8 Section...........................................................................................
2.5.9 Elevation........................................................................................
2.5.10 Conclusion...................................................................................
2.6 Precedent study matrix............................................................................
2.7 Chapter Summary...................................................................................
CHAPTER FOUR..................................................................................................
PROGRAMME DEVELOPMENT AND ANALYSIS.......................................
2.8 Key Points...............................................................................................
2.9 Project Scope..........................................................................................
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2.10 Programme and Area Summary............................................................
2.11 Functional Diagram..............................................................................
2.12 Sectional Distribution...........................................................................
2.13 Inferences..............................................................................................
2.14 Chapter Summary.................................................................................
CHAPTER FIVE....................................................................................................
SITE ANALYSIS, CONTEXT AND SYNTHESIS............................................
1.1 Introduction.............................................................................................
1.2 Site Overview..........................................................................................
1.1 Macro Analysis.......................................................................................
1.1.1 Location.........................................................................................
1.1.2 Site Selection Criteria....................................................................
1.1.3 Population Density........................................................................
1.1.4 Accessibility to the Site.................................................................
1.1.5 Khanewal Urban & Rural Areas...................................................
1.1.6 Carbon Footprint...........................................................................
1.1.7 Selected Site..................................................................................
1.1 Meso Analysis.........................................................................................
1.1.1 Roads Connection..........................................................................
1.1.2 Nearest Villages Distance from the Site........................................
1.1.3 Neighbourhood Context................................................................
1.1.4 Existing Site Condition.................................................................
1.1.5 Site Views......................................................................................
1.2 Micro analysis.........................................................................................
1.2.1 On Site Circulation........................................................................
1.2.2 Climatic Characteristics................................................................
1.2.3 Wind Analysis...............................................................................
1.2.4 Yearly Wind Speed.......................................................................
1.2.1 Yearly Sunny, Cloudy and Precipitation Days..............................
1.2.1 Conclusion.....................................................................................
1.2.1 Wind Rose.....................................................................................
1.2.1 Conclusion.....................................................................................
1.2.1 Yearly Wind Direction & speed in Summer & Winter Months....
1.2.1 On Site Wind Direction.................................................................
1.2.2 Sun Analysis..................................................................................
1.3 Chapter Summary...................................................................................
CHAPTER SIX.......................................................................................................
DESIGN INVESTIGATION AND DEVELOPMENT......................................
1.1 Design Directives....................................................................................
1.1.1 WHAT...........................................................................................
1.1.2 WHERE.........................................................................................
1.1.3 WHY.............................................................................................
1.2 Design Statement....................................................................................
1.3 Design Exploration.................................................................................
1.4 Design Stage-1........................................................................................
1.5 Design Stage-2........................................................................................
1.5.1 Conceptual Sketches......................................................................
1.6 Design Stage-3........................................................................................
1.6.1 Sectional Views.............................................................................
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1.6.1 Master Planning Process...............................................................
REFERENCES......................................................................................................
APPENDICES.......................................................................................................
xi
LIST OF TABLES
Table No. Page No.
Table 1-1 Timeline of Rural Development in Pakistan
Error! Bookmark not defined.
Table 1-3 Scope and Limitation of the Study
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LIST OF FIGURES
Figure No. Page No.
Figure 2-1 European Rural Development
Figure 3-1 Map of Punjab 67
Figure 3-2 Location of Selected High School 68
Figure 3-1 Map of Punjab 77
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CHAPTER ONE
1INTRODUCTION
1.1 BACKGROUND
Formal education is an important part of modern lifestyle. We can learn

through different ways and sources. Education could be in a formal or informal ways.
The most traditional and conventional way to get education is the school. From our
childhood to master level, we spent our major time in the educational institute. We get
our basic level education from schools. School is the place from where we are
entering in the process of formal learning space like classrooms etc.
In the past when there is no school, there is also a space from where people
can get education in their childhood. The concept of grouping students together in a
centralized location for learning has existed since classical antiquity. Formal schools
have existed at least since ancient Greece, ancient Rome ancient India, and ancient
China. The Byzantine Empire had an established schooling system beginning at the
primary level. According to Traditions and Encounters, the founding of the primary
education system began in 425 AD. In Western Europe, a considerable number of
cathedral schools were founded during the early middle Ages in order to teach future
clergy and administrators, with the oldest still existing, and continuously operated.
Islam was another culture that developed a school system in the modern sense
of the word. Emphasis was put on knowledge, which required a systematic way of
teaching and spreading knowledge and purpose-built structures. At first, mosques
combined religious performance and learning activities. However, by the 9th century,
the madrassa was introduced, a school that was built independently from the mosque,
such as al-Qarawiyyin, founded in 859 CE. They were also the first to make the
Madrassa system a public domain under Caliph's control.
Overall, the definition of school is remaining same but in the present time,
there are different types of schools where different kind of methods were applying to
1
educate the children. Majorly there are three types of school were going on first one is
Govt. school then private schools and madrassa. Students can get education from
different schools. Every school has their own vision and teaching methodology.
In thesis, my concern is about the Govt. schools in the area of rural Punjab
Pakistan. Majorly the thesis covers the designing and planning of the govt. schools.
Master planning of the schools is very important to create the spaces like classroom,
providing comfort level and the physical environment around the school.
1.2 ARCHITECTURAL CONCERN
Designing schools for rural Punjab comprises of the effective use of space
(where the school has to be built) at a given site. Effectiveness means planning of the
whole school layout including classrooms, playground, auditorium, corridors, and the
open spaces. Additionally, the surroundings, location and climate have a vital impact
on the school building. (Sciences, 2021)
1.2.1 Do we need more Schools in Punjab?
According to Annual Development Program 2021-2022 of government of Punjab and

the literature reviewed, following are some results:
• In Punjab region there are 10 divisions and 41 districts, some of them are more
populated and some of them are less. Overall, the literacy rate of Punjab is 63%.
• Literacy rate in urban areas is higher (which is 76%) then in rural areas (which is
51%).
• We need more 200 plus schools in the Punjab province.
• Not just need more schools but also, on the other hand most of the schools, which
existed they, need upgradation.
2
• There is another thing that is construction of additional blocks, classrooms, and other
school related facilities were mentioned in the annual development program for the
respective districts.
• There are many districts like Faisalabad, Rahimyarkhan, Khanewal, Multan,

Sargodha, Bahawalpur, Toba Tek Singh, mostly people lived in the rural areas. The
number of high schools in the ruler areas is less.
• Mostly schools in rural areas need upgradation and construction of additional

things, and some of them need re-construction of the school buildings.
• Those districts where people lived in urban areas as Lahore, Gujranwala, Sargodha,
Rawalpindi, there is also need to upgrade the government schools and construction of
the additional building blocks for school.
1.2.2 Spatial gap in Schools of Punjab?
General concept about the government school is “a building having some class
room in a row or in U shape and with a multipurpose lawn”.
• The thing, which has to be notice that is the orientation of the building and the
shape of the building. Mostly we can find different shapes of the school like U, I, J, L.
• The question is why they were following these shapes in the school. In my point of
view, I think when a school was constructed in the dense residential area or any other
place, so they use different shape to make an enclose building, or creating a boundary
in the form of classrooms from where you are not connected with the community
around them.
• Many times, when they needed more classrooms or any other building block then
they just construct the block in the line of the remaining building.
• In different districts they used these shapes according to their climate, which is,
may be semi-aired, hot or cold.
3
• There are two wings of student’s primary and secondary wing. Moreover, this
format is followed by many other schools in the urban and rural areas.
The Primary & Middle school infrastructure index ranked all districts in the
country based on cumulative scores on availability of satisfactory building, drinking
water, electricity, boundary walls and toilets in schools. D.G Khan, Bahawalnagar,
R.Y Khan etc. come at the lowest level for Primary level whereas D.G Khan, Nankana
& Rawalpindi etc. rank the lowest for Middle level.
1.3 PROBLEM STATEMENT
The school buildings in rural Punjab lacks interconnectivity, visual

connections within spaces, weak orientation in planning ignoring the local climate,
insufficient natural ventilation and light and overcrowding.
1.4 AIM OF THE STUDY
The aim of this endeavor is to propose appropriate design solution for high schools of
rural Punjab according to their technical, functional and climatic requirements.
1.5 RESEARCH QUESTIONS
Q1: What is the importance of master planning in designing educational facilities?
Q2: What makes physical environment supportive in learning of students in school?
Q3: How can a climate responsive and functional school be designed for rural areas of
Punjab?
1.6 RESEARCH OBJECTIVES
RO1: To explore school master planning approaches in climates of Punjab.
RO2: To examine the healthy and comfortable environment for the students.
4
RO3: To understand naturally ventilated spaces in response to the climate.
RO4: To examine controlling the temperature providing landscape, green patches and
climatic instruments.
1.7 RESEARCH METHODOLOGY
Most of the research part is derived from the different research reports,
articles, and precedent studies of different local schools, which includes both govt.
and private schools. The methodology comprises of survey of the schools,
documentation of the school building, taking interviews of the teaching staff, principle
and students. Additionally, analysis of the master planning of the schools is carried
out and reference plans from the previous reports on the schools are studied.
1.8 RESEARCH SCOPE OF LIMITATIONS
The project explains the climate of Punjab based on climatic data, formulate
architectural strategies for each zone, and develops a school in the Hot and Dry zone
of Punjab.
1.9 STRUCTURE OF THE REPORT
The report is organised in a manner to culminate the study on designing of the schools
for rural areas of Punjab.
1.10 CHAPTER SUMMARY
This chapter mostly covers the history of the schools how it is all staring from
the centuries. Their education system and teaching methods. After research, the
conclusion is including what is the aim of the research and architectural concerns. At
the last but not the least what are the challenges that we are facing in the present
schools and how to resolve the problems means objectives.
5
CHAPTER TWO
2LITERATURE REVIEW
PART ONE: HEALTHY AND COMFORTABLE LEARNING

ENVIRONMENT
The research on the school buildings, their layout, planning and designing is
carried out through different ways like from research reports articles etc. Research is
start from a very simple and basic question regarding high school.
2.1 RETENTION AND PRIMARY TO ABOVE PRIMARY MOBILITY
District Education Ranking (DER), 2017 included an index on the beyond

primary readiness score of each district. Showing imbalance between primary and
above primary schools available to students as well as the infrastructural health of
middle schools in each district (Muzaffargarh, D.G Khan & Rajanpur require more
attention).
2.1.1 LEARNING OUTCOMES
Punjab Examination Commission (PEC) results and survey data shows a

moderate level of improvement in learning outcomes since 2013.
2.1.2 ENROLMENT
Intra-district variation in terms of enrolment in Private and Public School exists.

In Layyah, only 34% of all children attend private schools, whereas in Lahore, less
than 34% attend government schools.
2.1.3 SPECIFICATIONS FOR CLASSROOMS
The additional classrooms will be constructed as per C&W’s specifications i.e.

28’ X 18’ with 8’ wide veranda. In all 41 districts except for Four (04) districts in D.G
Khan Division i.e., D.G Khan, Layyah, Muzaffargarh & Rajanpur. Moreover,
6
Additional classrooms will be provided to the schools where no up-gradation, re-
construction of dangerous building programs is being implemented.
2.1.4 IT Labs
Approximately, the requirement of 358 IT labs in High & Higher Secondary

schools in Punjab has been reported by PMIU-PESRP as per Census 2018-19.
According to the Census 2018-19, approximately 51,476 Primary schools in Punjab
require ECE (early childhood education) facilities.
2.1.5 LACK OF FACILITIES
According to the data, compiled by the department, the government schools

without playgrounds include:
No. District No. District
525 Attock district 1,178 Bahawalnagar
615 Bahawalpur 662 Bhakkar
520 Chakwal 326 Chiniot
687 Dera Ghazi Khan 911 Faisalabad
867 Gujranwala 604 Gujrat
233 Hafizabad 612 Jhang
The number of schools lacking the facility in:
No. District No. District
7
354 Jhelum 580 Kasur
544 Khanewal 476 Khushab
741 Lahore 913 Layyah
346 Lodharan 308 Mandi Bahauddin
1,071 Muzaffargarh 641 Mianwali
763 Multan 458 Nankana Sahib
488 Narowal 728 Okara
407 Pakpattan 1,159 Rahim Yar Khan
249 Rajanpur 591 Vehari
415 Toba Tek Singh 518 Sialkot
568 Sheikhupura 726 Sargodha
394 Sahiwal 871 Rawalpindi
“40% Govt. schools lack playgrounds “Thus 60 per cent government schools lack the
facility, while the ratio in the province is 40%.
8
Figure 2.1
Source: Department of education Lahore Punjab, Pakistan
Figure 2.2
9
Figure 2.3
Following are the objectives which were drawn from the research and then after
research questions.
2.1.6 Research Objective - I
“To create the healthy and comfortable environment for the students through physical
environment”
Physical environment can be related to both student achievement and student

behavior. A well-maintained and safe physical environment of high quality fosters
positive attitudes and motivations related to students' ability to learn, academic
achievement. Surrounding environment has the impact on the student’s while they
were studding in the class or outside the classroom. If they get such environment,
which is not good for them then as result their behavior is, changed g and it also affect
their academic.
2.1.7 Research Objective - II
“Designed the spaces which were naturally ventilated in response to their relative
climate”
10
Most of the schools in rural Punjab is not designed according to their relative
climate. Climate is the most important thing while designing and building but it is
very important factor when we are design the school. Because in schools students
were there from morning to afternoon. The classrooms have to be proper ventilated
and the whole building has to be climate responsive. The designing of the spaces,
orientation of the building and arrangement of the classrooms is very important.
During the research and analyzing the plans of the schools the main factor,
which has to address, is the orientation of the building and the placement of the
windows besides the placement of the windows their sizes and shades are also
important. Many schools and their classroom facing direct light because of wrong
placement of windows and wrong arrangement of the class.
In old building, the inner temperature is low because they are more heighted as
compared to the new school classroom.
2.1.8 Research Objective - III
“To control the temperature providing landscape, green patches and central courtyard
according to the climate”
Landscape and greenery also play an important role to control or to overcome

the temperature of the school building. If accidently the placement of the windows of
the classroom facing the direct sun light, then we can create a buffer zone to reduce
the temperature r in the classroom and protect from the direct light. Due to maximum
greenery and landscape overall the temperature will be reduced. Central courtyard will
also play their role to control or reduce the temperature.
Many schools have central courtyard and green patch but their classroom are
very warm in the summer and in the peak months the inner temperature is more
increased. Many Govt. schools has courtyard buy their use is not properly or
according to their requirement. The effective use of landscape is also play their role
but it should be equally divided where it needs more. In order to control the
temperature of the building and the inner temperature of the classroom we should
11
have to give the green patches and landscape and creating buffer zone around the
building and also from where we can get direct light which we don’t need anymore.
2.2 WHAT MAKES A COMFORTABLE LEARNING ENVIRONMENT?
However, overall elements such as minimal distractions, a clear routine, a

positive atmosphere and varied approaches and formats of teaching are all elements
that have been proven to improve performance and facilitate effective learning.
Students need to see themselves as part of the classroom. They need to understand that
what they are learning is relevant to their lives and deepen their understanding by
interacting with the content being taught. To do this properly, the following
components are essential to best optimize a healthy classroom.
2.2.1 SAFETY
Everyone in the class needs to feel safe. Students need to know that no physical
harm will come their way. Emotionally, students need to feel accepted and know that
they are accepted for who they are. The classroom should be clean, an appropriate
temperature, and students should have access to needed materials. Routines and
protocols have to be in place so that participants know what to expect in their
classroom.
2.2.2 INCLUSIVE SETTING
Students must feel part of the group. The classroom should welcome and
celebrate all students. Efforts to include all members regardless of gender, race,
ethnicity, sexual preferences, religious backgrounds, and socio-economic status are
vital. The classroom participants need to have a vested interest in each other, and they
need to attempt to understand each other. If students do not feel part of the class, they
could become ostracized, making learning all the more difficult.
2.2.3 Classroom Rules and Expectations
12
If students know what to expect while in the classroom, the more comfortable
and safe they will be. Clearly defined expectations and rules makes it clear for
everyone how to behave and how the rest of the community members will act. This
helps to develop a trusting, predictable environment for all. Involving students in the
creation of class expectations allows further buy-in as students see their role in the
development of their community. In addition, phrasing the rules as action items sets a
tone of what behaviours are encouraged.
2.2.4 Social/Emotional Learning (SEL)
SEL is the ability of one to understand how emotions impact development,

decision-making, and interactions for themselves and others. Classrooms that value
and include time to teach students and staff to check in with their feelings and
recognize how to deal and process stress while seeing how emotions impact
behaviours helps foster a better insight into oneself and others. This allows for better
opportunities for a clearer mind and learning. Mindfulness is one technique within
SEL allowing people to replace potentially negative behaviours with positive coping
skills such as breathing, positive reframing, and even rewiring your brain.
2.2.5 Help Students Develop Intrinsic Motivation
Feeling good about themselves is an intrinsic motivator to students–especially

elementary age students–and positive actions help children feel good about
themselves. So, how do you help students consistently engage in positive actions?
First, actions are always preceded by thoughts. Second, actions and behaviours are
typically consistent with thoughts. Third, feelings, children experience about
themselves, are based in large part by their actions. Helping students learn that by
changing a negative thought to a positive they can produce positive actions, and that
positive actions will help them feel good about themselves is a powerful intrinsic
motivator.
2.2.6 characteristics of a positive learning environment
13
 Students feel physically and emotionally safe. They see the classroom as a
place where they can be themselves and express themselves and their ideas
without judgment.
 Students know that they are valued and respected, regardless of other factors
such as ability, gender, sexuality, race, ethnicity, or religion.
 Students have ownership and input related to class structure and expectations.
This can range from creating spaces specifically for student use to having a
class discussion to establish norms and expectations.
 All students are challenged to achieve high expectations, and all students
receive the support necessary to meet those expectations.
 Standards of behaviour are established and are consistently and equitably

enforced for all students.
 Class structure provides multiple and varied opportunities for students to

experience success.
 The teacher gets to know all students and uses that knowledge to create
meaningful experiences.
 There is a positive rapport (relationship) between the teacher and students and
among students in the class.
PART 2: CLIMATE RESPONSIVE ACADEMIC SPATIAL PLANNING
2.1 MASTER PLANNING
The smart and deserving master plan of a school not only maximizes the
possibilities of achieving the desired learning outcomes but also helps in analyzing the
future happenings within the periphery of your vision.
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2.1.1 Why master planning is important in school?
School master plan is a broad planning file that serves with a conceptual layout
to guide future growth and development of specific learning space. At a level, a
master plan makes a connection between the building and its infrastructure, and their
surrounding environments and facilitates structural development. School architectural
design and its planning initially include the process of creating the desired master plan
which favor’s the requirements of the school’s vision of developing a learning space.
School master plan acts as an absolute guide when school is supposed to be

constructed. It’s nothing but the architectural map which is quite unique in nature.
Pedagogy oriented master plan plays a major role in defining the profile of school
infrastructure. If not well framed, then it can lead to crises in the future. The school
master plan has a significant role in determining the educational eco-system which the
school sustains. Comprehensive master plans start with a feasibility study in order to
understand the site’s geographic and environment context. Master plan synchronizes
and lines up numerous assorted thoughts into a futuristic plan.
2.1.2 Why school master plan?
The quality of the learning space depends on the master plan in terms of
architectural design and its setting. The motive behind the school master plan is not to
predict the future but to assure for a better and quality learning at the marked venue.
School master plan provides a legal and authentic developmental strategy for meeting
the requirements of the absolute school planning accumulating both educational
apparatuses and facilities in it. A creatively planned school unites the community,
pedagogy, and vision of learning unit. The guiding principle while designing a master
plan is to make the student experience and learning outcomes central.
Learning spaces are not only about huge construction or buildings; they are
about educational service to the generation. And indeed, learning is not just about
school, it is about community and students. It’s a place where generation approaches
to develop human-friendly relationships and bonds with pupils around them. A well-
designed master plan inspires to participate wholeheartedly in the journey of school
establishment and value the school community as a strong education believer.
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2.2 PLANNING EFFECTIVE CLASSROOM SEATING ARRANGEMENTS
 Classroom Size and Shape

 Distractions
 Student Age and Size
2.2.1 Teacher Centred - Class
If your class is going to be lecture- and presentation-centric, use a configuration where

all students can see you and the lectern.
2.2.2 Learner Centred - Class
With these classes, student discussion and group work are paramount. Find a seating
arrangement that encourages students to interact with one another.
2.2.3 Both
Many educators add here to the belief that a balanced education has a healthy mixture
of both teacher-centered presentations and student-based discussions and work. Look
for seating layouts that are flexible and functional.
2.3 INTERACTION
2.3.1 Minimal
Interaction flows from the teacher to the student. Student-to-student discussion is

scarce. Testing and individual work also dominate the class.
2.3.2 Small Groups
Students interact in pairs or small groups.
2.3.3 Large Groups
Students engage in group discussions and lessons with the entire class.
2.4 LEARNING OBJECTIVES
 Knowledge
 Skill Growth
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2.5 TRADITIONAL LAYOUTS SHOWN BELOW
2.5.1 Rows / Columns
 Teacher centered instruction

 Independent learning Format
 Suitable for all class sizes
Pros
 Encourages individuals work and productivity
 Minimizes disruptions and cheating
 Effective for demonstration, test taking and presentations
 Easier to supervise
Cons
 Discourages student centered discussion and group work
 Easier to student to loss focus
 Uneven distribution of interaction amongst class
 Difficult for teachers to move easily from students to students
2.5.2 Horseshoe / U-Shape
 Teacher and learner centered instruction

 Large group format
 Best for small and Medium sized classes
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Pros
 Easier to interact with entire class
 Encourages discussion and participation
 Fosters connection between student and teacher
 Large area for presentation and demonstration
Cons
 Not suitable for work in small groups
 May overwhelm shy students
 May be difficult to control behavior
 Larger classes may have difficulty engaging in discussions
2.5.3 Clusters
 Learner-centered instruction
 Small group format
 Suitable for all class sizes
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Pros
 Encourages interaction of all students
 Create a more personal and safe environment for students to convey their ideas
 Promotes cooperation and team work
 Develops reflection, problems solving and communication skills
 Flexibility to strategically form groups
 Suitable for small spaces
Cons
 Increased noise level, distraction and off-task behavior
 Decreased productivity
 Less individual accountability
 Harder to access student’s abilities and level of understating
2.5.4 Runway
 Best used with smaller classes, this setup puts the emphasis on the educator.
 The teacher uses the runway between the two rows of facing desks to conduct
the lessons.
 This layout is great for discussions and lecture based classes.
2.5.5 Stadium
 A variation of the classic row configuration and runway, desks are grouped in
clusters but all facing the same direction.
 Like runway, this layout is best suited teacher-centric classes.
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2.5.6 Combination
 This configuration is great for classes with students of varying learning levels,
methods of learning, and behavioral issues.
 Mix and match any configuration to best fit your needs and your students’
abilities.
 For example, set up part of the room as rows for students who need to focus on
individual work and another part as a mini horseshoe for students who require
more discussion-based activities.
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2.6 SPITAL PLANNING FORMAT
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2.7 NATURAL VENTILATION IN SCHOOL BUILDING
Natural ventilation in buildings delivers fresh air to interiors, ensuring safe,

healthy and comfortable living and working conditions for domestic and commercial
properties. By replacing stale air with fresher air from outside, it's possible to regulate
internal temperatures and humidity.
2.7.1 Natural Ventilation Principles
Interaction Good ventilation is determined by having thermal comfort and

adequate fresh air while having no energy use. Steps for good ventilation design are
building orientation window sizing and placing them appropriately for the climate.
Cross ventilation helps draw cool air in and push stale or hot air out of any building.
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 Single opening
 Two Openings – Opposite wall
 Two openings – with wings
 Two Openings – Small Wall
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 Two Openings – Adjacent Wall
Windows exactly on opposite sides of the building causes some parts of the room to
be ventilated while other areas are not.
Opposite side window Outlet smaller then inlet
Partition close to window Window position / Non-Disturbing air
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Placing windows across from, but not directly opposite to each other causes
the rooms air to mix better distribution the cool and fresh air.
Deflect wind direction Outlet larger hen inlet
Window position disturbing air Partitions away from the window
Placing inlet low in the room and outlet high can cool spaces effectively as
they leverage the natural convection of air called stack ventilation.
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Warm air rises because it is less dense than cold air.
Air is always moves naturally from a pressure zone to a lower pressure one. An
airflow is called laminar when the speed is low and the fluid streamlines all move in
parallel.
 Laminar Flow
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As the speed incases or pronounced change of direction occurs the motion become
turbulent, and fluid streamlines cease to move in parallel giving rise to significant
changes in direction.
 Turbulent air flow
 Venturi Effect
Because of venture effect when an air steam is forced through a smaller section, its
speed increases.
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 Pressure around the building
As an effect of combination of the factor when the wind is hits a building, it

causes area of low pressure to be created along the sides’ parallel to its direction and
the leeward side.
When the air inside a room is warmer than the outdoor air, it triggers the stack
effect. The pressure inside is lower than it is outside due to the lower density of
warmer air.
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However, some indication deriving which help in early design stage:
 Low-rise building to windward of a high rise one
When a low-rise building is to windward of a high-rise one considerable turbulence is

created between the two.
 Building on Stilts
In a building on stilts, leeward pressure is reduced and in correspondence to the stilts,

wind speed significantly increases.
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 Effect of trees with high canopies and of bushes
To maximize the cooling effect of wind trees with high canopies should be used
and bushes should be kept away from the building.
 Air flow pattern according to the relative position of openings
The airflow pattern due to the wind depends on the relative position on the
openings. The best conditions are created when the outlet opening is higher and wider
than the inlet. (The ideal is to have them of equal area).
 Effect of a horizontal overhang above building
A horizontal overhang above the opening deflects the flow upward.
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If the overhang is spaced away from the wall, the flow is deflected at half height.
 Effects of alignment of openings on cross ventilation
When inlet and outlet openings are aligned cross ventilation is activated by wind.
If the openings are aligned in the direction of the wind the air flow passes right
through the spaces. Influencing a reduced part of it and giving rise to modest
influenced air movement.
If the wind blows obliquely however the ventilation involves a wider zone and more
air movement is induced.
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If the wind blows parallel to the openings there is no significantly air movement in the
space.
 Openings on adjacent walls and wing walls
If the room has openings on adjacent walls, wing walls can significantly increases the
effectiveness of natural ventilation.
In the images green circle represent higher pressure zones, while red ones marked the
lower pressure zones.
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 Openings on one wall and wing wall
In most cases rom have only one wall facing outside and a single opening.
Ventilation is derived only from the turbulence induced by wind infuctuations and the
resulting air movement is quit poor.
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In fact, if the wind is on the windward side, the available wind velocity is about
10% of the outdoor velocity at points up to a distance one sixth of the room width,
beyond this the velocity decreases rapidly and hardly any air movement is produced in
the leeward portion of the room. This situation can be improved by splitting the single
opening into two, positioning the parts as far apart as possible, if the wall is to
windward a further improvement is obtained by constructing vertical fin. In
conclusion, the shape of the building, its layout and surrounding environment affect
air movement and they should be properly considered in the evolution of natural
ventilation features.
2.7.2 Cross Ventilation and stack effect: concept and opening sizing method
Once understood the main principle driving air movement inside and around
building, here is the evaluation of the air flow rate due to cross ventilation and stack
effect. In particular, in some cases, it may be preliminary estimated by simplified
methods.
2.7.3 Equation of air flow rate due to cross ventilation
About cross ventilation in general way the air flow rate (V uppercase) passing
through opposite opening is given by the coefficient of effectiveness (K) times the net
free area of inlet openings (A) times the outdoor wind speed (v lower case). K
depends upon the direction of wind relative to the opening and the ratio between the
areas of two openings.
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It is maximum when the wind blows directly onto the opening and it increases with
the relative size of the larger opening. V = K A v
For opposite opening of equal area k= 0.6 for perpendicular wind and k = 0.3 for wind
at 45 degrees.
Changes in the wind direction up to 30degree on either side of the normal to

the window wall have little effect on the values of K. For wind direction outside these
limits the value of K may be considered to change linearly with wind direction.
According to the type of window the net free area of an opening is different and it is
obtained by multiplying the gross opening area by the window permeability. In
brackets typical values for different window types.
Awning Casement Hopper Jalousie
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(75%) (90%) (45%) (75%)
Horizontal Sliding Single Hung Double Hung
(75%) (90%) (45%)
The same algorithm is May also useful to size the opening area if explicit inn
function of it. Two opposite opening of equal area in a room in order to ensure an air
flow rate equal to 0.8 m³/s. Let’s assume that the outdoor wind velocity is equal to
2.0m/s and its incident angel if 45 degrees (so K is equal is to 0.3). Then the needed
opening area is given by air flow rate over K time’s v which results in this case 1.33
m².
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If openings are different there some graphs in the scientist literature may be
useful. They provide the air rate per square meter through the smaller opening with
different wind speed. According to the previous example let’s assume that the inlet net
opening area is twice the outlet net area. We identify on the X-axis the proper ratio
between opening areas (that is 2). Then we intercept the 2.0 wind velocity curve.
Finally, we read the on the Y-axis the air flow rate given by one square meter opening
area referred to the smaller scale (in this case 0.7m³/s for each square meter.
It means that if we want to ensure a total air flow rate of 0.8m³/s we must
divide it by the red value in order to obtain the smaller opening area. The bigger one
(in this case the inlet opening area) will be given by the smaller net opening area times
the ratio between the two.
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A comparison between in the absence of information about air velocity and the
detailed knowledge of its value in each part of the internal spaces is an evaluation of
the average wind velocity.
2.7.4 Average internal air speed
From it we can derive as a first approximation an indication of the effect of the

air flow on comfort. The graph shows the relationship between the opening area over
the total wall area the ratio between inlet and outlet opening area the internal air
velocity as a percentage of external wind speed. It refers to a cross ventilated room
with two centered opposite openings.
2.7.5 Effect of window location
For different relative location of openings, the obtained value has to be properly
corrected by the factors reported in the table according to the wind direction.
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2.7.6 Effects of Louvers
Moreover, louvers used for protection against direct solar gains significantly
affect the average indoor air speed and the air stream pattern so, a further coefficient
has to be applied to the average indoor air velocity.
2.7.7 Effect of Veranda
Also the presence of a veranda on the windward or leeward side of a room

influences the air and an additional correction factor has to be considered.
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2.7.8 Stack effect and air flow Rate equation
Heated by thermal load s, air entering a building that is not air-conditioned tends
to rise this because it warms up and its density and therefor its weight is lower than
that of the outside air. If there is an opening at the top, the warm air escapes through it
and is replaced by the outer colder and heavier air, which enters from the bottom. In
this way stack effect occurs.
In the absence of wind if internal resistance to flow is not significant the sir
flow rate V, crossing two equal size openings at different heights through the stack
effect depends on the difference between the internal average temperature T _i and the
external one T_o . On the height difference H between the two openings and on their
net equal area A, multiplied by a constant factor equal to 2.88.
2.7.9 Solar Chimney
Due to the explained law which derives the stack effect the related flow rate
may be enhanced by increasing the temperature difference between inside and outside.
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To reach this goal a solar chimney may be provided exploiting in this way
solar energy to heat the rising airflow.
2.7.10 Combined effect of wind and thermal forces
The actual airflow in a building results from the combined action of stack effect
and wind forces. The two effects may either reinforce or oppose each other, depending
on the direction of the wind and on whether the internal or the external temperature is
higher. When acting simultaneously the resulting airflow rate through the building can
be calculated as the square root of the two squared airflow rate.
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In conclusion, stack effect and cross ventilation may widely affected airflow for
building.
PART THREE CLIMATE ANALYSIS
2.1 BIOCLIMATIC HOUSING
Location, Climate Types and Building Response
2.1.1 The Mediterranean: A cool Temperature climate
The Mediterranean climate is experienced by those countries bordering the

Mediterranean Sea. It is usually experienced between 30 to 50̊ C north and 30 to 40
degrees south of the equator. Other areas of the word have Mediterranean type
climate. These climate types are characterized through their location and local weather
patterns.
For example
 Rainfall occurs almost entirely in winter from the westerly frontal storms.
 During the summer, the subtropical high-pressure zone dominates weather
patterns, preventing rainfall.
 Mediterranean climate is generally located on the polar side of the great dry
belt of subtropical deserts and the equator side of the zone of maritime
temperate climate.
 The dry summer subtropical climate us also known as Mediterranean climate
as the land that borders the Mediterranean Sea is a type locality for this
climate.
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 The wet winter/dry summer seasonality of precipitation is the defining
characteristic of this climate.
Classification
 Mediterranean coastal zone < 22°C temperature
 Atlantic coastal zone Portugal – morocco > 22°C in temperature
Humidity
 The relative humidity of Mediterranean area is uniform and its annual
variability appears to be determined by local factors.
 During the spring and summer periods the minimum value can be observed in
the western Mediterranean area and the maximum in the central and eastern
Mediterranean area.
 The medium value is change from 55 percent (Nicosia) to 74 percent
(Gibraltar). Normally the area to the east has values lower than in the other
basin areas.
 Rainfall tends to be heavy and persistent on the windward side of mountain
ranges lying across the westerly airflow.
 The depth of snowfall varies significantly from year to year and with location.
Wind
 The effect of wind direction and wind speed on heating and cooling
requirements depends upon the outdoor temperature and solar radiation.
 The annual average frequency of the wind direction illustrates that the wind
can blow from any direction with a dominant direction in some locations.
Mediterranean Solution Sets

Mediterranean Urban and building characteristics
 Building textures are mostly organized accordingly to hot temperature climatic

conditions.
 The important focus on open spaces, such as streets, squares and courtyards.
 Ventilation and sun protection measures together with appropriate materials
and construction represent the main issues of bioclimatic efficiency.
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 The greater the density the lower the solar energy contribution and ventilation
capacity but the more the stable the temperature.
Building Form
 The alignment of urban structures is often orientated to take advantages of the
fresh breezes coming in from the sea and turns away from the hot continental
winds.
 If the main alignment is predominantly east west (with deviation up to 30
degree) this enables better use of solar radiation in wintertime, creating higher
temperature in the winter and lower temperature in the summer.
Interrelation between Mediterranean public and private open spaces
 Public space is served by a matrix of connected streets, squares, courts and

alleyways defined by building surfaces.
Another building strategy in the Mediterranean urban context is the extensive use
of courtyards. The advantages of courtyard in a building are following:
 There is minimum solar penetration during the daytime, which limits the
heating of the courtyards internal walls so that the temperature of the courtyard
is lower than the external temperature.
 During the night the courtyards remains a pool of cool air, which can be used
for cooling adjacent building.
 In the extensive temperate areas of the Mediterranean culture or in the valley
cultures of china and India gave rise to the courtyard house.
Two fundamental systems in the building:
 The atrium an architecturally defined open space, often including an

impluvium for water collection.
 Moreover, the peristyle a large and more open spaces useful for a vegetable
garden.
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2.1.2 Adelaide: A warm continental climate
Passive cooling strategies that are appropriate for a warm continental climate.
Although the focus is on passive cooling it is important to note that passive heating
must also be taken into account because Adelaide experiences cool winter for eight
months of the year the monthly average temperature is below 20°C.
Climate
Adelaide is the capital city of South Australia is located at 34.9-degree south

latitude and 138.5-degree east longitude, 42.7m above sea level.
 It has hot and dry summer; cool winters, and is pleasantly dry during the other
seasons.
 Adelaide is a particular dry space with an average monthly rainfall of 66mm
during winter and only 23mm during summer.
 The hottest months are January and February but the heat often continues until
March.
 There can several very hot days (max temp over 38 degree) with warm nights
in a year.
 In winter, several very cold days (max temperature of less than 13 degree).
 Summer relative humidity is around 42 percent while in winter the average
humidity is 68 percent.
 The beachside is one to two degree cooler in summer due to sea breezes.
 In the summer, afternoon wind blows from ocean (south-west) but sometimes
a hot wind blows from the north bringing hot and dry air from the desert.
 In winter morning, the wind blows from the north and northeast but in the
afternoon, a cold wind blows inland from the ocean.
Solution Sets
 They include proper orientation of the main rooms and windows, adequate size
of the glazing, and the use of insulation thermal mass and summer shading.
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 As a general rule of thumb whenever possible the longer side of the building
should be orientated to the north. This will allows as much solar penetration as
possible in winter, which is a requirement of passive heating.
 In summer shading of the north, facing windows can be done with relative
ease. West and east facing elevations should be kept to a minimum as the
summer morning and afternoon sun can be quite intense.
 To minimize heat loss in winter the roof and walls must be insulated and the
use of double-glazing is advisable.
Summary
 Compact block shape, stretched along the east-west axis if possible with the
main glazed area on the northern walls for passive solar heating
 Use of roof and walls thermal insulation
 Use of thermal mass (particularly in the floor) which should not be exposed to
solar radiation
 Shading to exclude summer solar radiation but allowing winter sun penetration
 Operable windows.
2.1.3 Hot Arid climate
The Iranian plateau is situated in a dry geographic region. The dry climate of
northern Africa and the Middle East continues in to Iran and central Asia. Average
precipitation in Iran is less than the world average. In general, Iran is dry country but
it includes many climatic conditions. Iran can be divided into four basic climatic
regions:
Northern Shores (temperate climate)
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It is to the south of the Caspian sea, has the highest precipitation in the country
and there are very dense forest in the high lands and intensive agriculture in the
lowlands.
 Cold in winter , hot and humid in summer season

 Average annual precipitation is about 1.5m
 Relative humidity is above 70 percent throughout the year
Mountain and high plateau region (cold climate)
The high mountain range of Alborz is situated to the north and zagros is situated to
the west of the country.
 This region is cold and dry in winter and mild and dry in summer
 Average annual precipitation is about 30cm.
Southern Shores (hot and humid climates)
The hottest area of the Iran is along the Persian Gulf and Oman seashores.
 It is mild in winter and hot and humid during the long summer time
 Average annual rainfall is less than 20cm
 Relative humidity is above 50percent throughout the year.
Central Plateau (hot and dry climate)
This region is larger than the other regions and covers most of the central Iranian
plateau.
 It is cold, dry in winter, hot, and dry in summer.

 Tehran is situated in this region.
Climate
Tehran is at 35degree 41’ North latitude and 51degree 19’ East longitude and is
situated 1191m above sea level.
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 The heating period is from mid-November to early march
 Most of the precipitation is from the middle of autumn too the middle of the
spring season, of course in winter this comes as snow.
 Average annual precipitation is 218mm.
 Predominant wind direction in winter is from the west
 The cooling period is from early June to the middle of august
 Predominant wind direction is from the south and south –east.
 There is very little rain in summer due to dry condition , temperature
fluctuation between day and night is rather higher on average about 8 degree in
summer and 10 degree in winter.
Solution Sets
‘Typological solution sets for a hot and arid climate”
The hot arid region in Iran is hot and dry in summer and cold and dry in winter
because of the lack of humidity in air and the distance from the sea and ocean,
temperature fluctuation between day and night is rather high in all seasons. Third
important element is sandstorms from the desert area, which may blow during all
months of the year.
 For human comfort in this area, there is need for cooling in summer and
heating in winter.
 Traditionally with central courtyard houses, protect from the sand storms.
These houses called Four Season houses because the north side of the house
receives direct sun light is used as the family residence during cold months of
the year.
 The south side if the house which is always in shade is used during the
summer months. Wind catchers are usually built on the top.
“Suggested typology set for a hot arid climate”
 A compact block shape for the building

 Extended along the east-west axis
 Building plan and orientation towards the south
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 The east and west side of the building should be protected from summer sun
by trees, adjacent building or anything that would cast shade on these two
sides.
 The north side should have minimum openings to provide cross ventilation in
summertime and minimum heat loss in winter.
 The south side should be transparent with shading on top of it in order to
receive maximum winter solar heat and to block summer solar radiation.
2.1.1 A warm temperate climate
Climate
The country of japan consists of many islands is located between 25degree and
45 degree north latitude and extends from the subtropical zone to the subarctic zone.
The length of the country is about 3000km.
 In most areas, a cycle of six seasons exists.

 Spring has a pleasant climate but early summer is rainy and throughout the
summer, it is hot and humid as in the tropics.
 Autumn is pleasant, winters cold but the areas on the Pacific Ocean side (the
southeast) of the islands have the benefit of sunshine.
 Along the north-west of the islands, there is heavy snow in winter.
Climate of the Tokyo Area

In Tokyo, in climate zone IV both heating and cooling needed.
 The heating period is roughly from the end of November to the end of March.
In winter, it is cold and dry, but there are many sunny days and so the climate
is suitable for solar radiation.
 The dominant wind in winter are from the north-west therefor old farmhouses
in this area have windbreaks on the north and west sides of the site.
 The cooling period is from the beginning of July to the beginning of
September.
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 In July and august it is hot and wet, equal to tropical climate. In June and
September, it is very rainy and wet so cooling needed sometime.
 In the cooling season both the temperature and humidity are high in the
daytime, temperature fall a little at night, but humidity becomes higher.
 The dominant wind direction in Tokyo area in summer is true south and this is
another reason why buildings have large windows on the south side.
 The annual average earth temperature equal to the outdoor temperature is
about 15 degree C, so earth cooling and heating can be used.
Solution Sets
 Insulation and air sealing are basic solution for this climate and it is very
important to cope appropriately with solar radiation.
 During cooling season, shading and cross-ventilation are very important for
cooling building and occupants.
 In the heating season, the direct gains through the windows facing the
southeast to the south-west will provide almost all of the heating energy on
sunny days.
 The general recommendation are for the building envelop to have high
insulation and good air tightness. The hot water should use energy from the
solar collectors.
2.1.1 A subtropical climate
Climate
Located at 27.4 degree south, longitude 153 degree east and at an elevation of
38m above sea level.
 It has hot humid summers and balmy nights. Summer can have a number of
very hot days.
 The winter are mild and dry with most days being sunny.
 Summers averages a mean temperature of 25 degree and winter a mean
temperature of 15 degree with average diurnal temperature variation around 9-
10 degree.
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 Humidity and rainfall are high over the summer months but low in winter with
July exhibiting 24 dry days on average.
 Annual precipitation recorded as being, on average between 650mm to
1200mm.
 Relative humidity ranges between 60to 70 percent
 Coastal areas enjoy winds all year round while inland areas receives mainly
southerly and westerly winds in winter, but lack breezes in summer causing
thermal stress during the daytime.
Solution Sets
Typological solution set for subtropical climate
 The subtropical winter months are dominant by southeast winds and mostly
fine weather, with blue skies, warm days and cool nights.
 Summer months are hot and humid, with thunderstorms starting in late
October or November.
 Bursts of monsoon rains from late December when tropical cyclones can
threaten.
 The success of a building natural ventilation performance particularly in the
tropics is related to the thermal performance of the buildings construction,
material and wind interaction around the building façade
 Material and form of the building will enhance natural ventilation and control
solar heat gain.
 Passive building design are considered
 The form of the building is primarily of narrow plan with adjacent outdoor
spaces that area used as a common space.
 The orientation of the building corresponds to the wind conditions on site.
Suggested typology set for a subtropical climate

 A rectangular shape for building , stretched along an east-west axis with the
main orientation towards the north –south
 For higher density multistory developments (up to three stories), a narrow plan
with associated external communal spaces recommended.
52
 A narrow plan orientated along the long axis towards the north northeast to
capture prevailing breezes.
 Sufficient overhangs to the northern façade to excludes summer sun radiation
but to allow winter sun penetration
 A pitch of about 30 degree to the north to provide sufficient provisions for
solar hot water system
 Insulated walls and roof to prevent solar radiation through light colored
materials and voids.
 Sun shading and insulation to elements on the western and eastern side of the
building.
2.1.1 Hot humid climate
Climate
Malaysia weather is fairly hot and humid all year around.
 Average temperature is 26.7degree C

 Average humidity is 83 percent
 Rain fall usually occurs in the form of thunderstorm
 Malaysia climate is dominant by the effect of two monsoon or rainy seasons,
which effects different parts of malaises to varying degrees.
 From November to February, the east coast is affected by the northeast
monsoon. This brings heavy rainfall strong winds and huge waves along the
entire coast.
 From April to September the west coast is affected by the southwest monsoon.
It is weaker compared to the north-east monsoon
 The weather of Kuala lumpur is hot and humid all year.
 Average temperature is 23-32 degree C
 Average rainfall is 190mm.
 Showers occurs almost daily and downpours during the rainy season are not
much worse than the rest of the year
 Kuala lumpur is affected by the south-west monsoon from April to September.
53
 The wind direction is mainly from the north-west to the south-west throughout
year.
Solution Sets
Typological solution set for cost effective design in hot humid climate. Hot
humid regions are distinguished from an architectural viewpoint by two features.
 First the climate is uncomfortable and is the most difficult to ameliorate by
passive design
 Second, many of the countries in the hot humid regions are developing
countries.
 The vast majority of the people in this region cannot afford air conditioning.
 So, thermal stress should be minimized primarily by environmentally friendly
and low technology design solutions.
Appropriate strategies are follows:

 Keep out direct sunshine and heat by using large overhangs to protect internal
spaces from solar radiation
 Ensuring that east and west elevation have few or no windows admitting low
sun, and that walls on these elevations are reflective and well insulated
 Using low thermal mass materials to minimize heat storage
 Using shading devices to minimize solar gain
Maximum natural ventilation by ensuring that:

 North and south walls have large openings for ventilation
 Double banking of rooms is avoided if possible
 Rooms are arranged to aid cross ventilation
 Plans are open and free spaces between buildings and wide
 Large volumetric ventilation is provided to remove internal heat
 Spacing of buildings optimizes access to breezes
 And in free standing houses elevated construction is used where possible to
improve wind exposure
54
Use orientation to best effect:
 Best orientation is for long façade to face north and south
 Orientation of building should respond to available cooling winds as well as to
sun
 Conflict between sun and breezes orientation should always be resolved to
control sun, with the design of both building and landscaping modified to
deflect available winds
 Roofs should be pitched of facilities water drainage
 Courtyards and air wells on the ground floor encourages cross-ventilation and
daylight into the internal spaces.
Summary
 Malaysia is situated in a maritime equatorial area where the climate is
generally the same throughout the year with uniform temperature, high
humidity, light winds and heavy rainfall.
 Malaysia has a mean minimum temperature of around 22 to 24 degree C and a
mean maximum temperature of 29 to 32 degree C giving an annual mean of
26.75 degree C.
 These climatic consequences make passive design a challenging but feasible
option for achieving commercial and residential building comfort standards.
 Thus energy efficient design should be directed towards reducing energy
demands through natural and fan-assisted ventilation, correct opening
schedules, higher set-point temperature, proper orientation and sitting ,
reduction of solar gain thermally efficient construction, low energy equipment
and plant and improved use of daylight.
 Finally, trees and garden that surrounded building could also contribute to
natural cooling.
2.2 ENVIRONMENTAL DESIGN
Building planning and design
Components:
55
 Form
 The building body
 The building skin
 Ventilation
 Noise
 Buffer spaces
 Internal layout
Guideline
 Orientate the building to the south
 Incorporate he right amount of thermal mass and high admittance surface into
the building.
 Increase the floor to ceiling height in heavy weight building remember the
more height the more light will enter.
 Use glazing to allow solar gains and daylight but control at the building
envelope to avoid overheating and glare.
 Incorporate a suitable degree of air tightness
 Specify windows and doors that are suitable for the degree of exposure and
detailed to reduce infiltration losses through them.
 Insulate well to reduce heat loss
 Consider shutter or curtains to reduce night time heat loss
 Decide if noise is a problem and if so, how it will be attenuated
 Choose a compact or articulated form or something intermediate according to
suitability.
 Use simple buffer spaces to reduce heat loss
2.2.1 Site Planning
Components
 Site selection , Microclimate , landscaping
 Sunlight , solar gain
 Daylight and views
 Wind
56
 Noise
 Air quality
Guidelines
 Select a suitable site
 By sitting of the building and the use of landscaping, develop a favorable
microclimate with a suitable temperature, wind and relative humidity regime.
 Orientate and space buildings to make us of passive solar gain and daylight.
 Provide occupants with views out
 Strike the right balance in tempering the wind where necessary and using it as
a source of energy where possible.
 Improve the noise climate on the site through grouping of building and the use
of vegetation.
 Remember the vegetation improve air quality
2.2.2 Material and Construction
Materials
 Glass
 Steel
 Chipboard floor
 Paint
 Softwood
 Copper
 Mortar
 Bricks
 Concrete blocks
 Plaster board
 Concrete
Guidelines
 Use materials with minimal health and safety risks over their life cycle .the use
of hazardous materials should be avoided.
57
 Avoid HCFC use HFC only when unavoidable. Use alternatives such as
ammonia, hydrocarbons and CO2 where possible.
 Embodied energy is important but the greatest saving are to be made from
reducing energy in use.
 Use energy efficient materials. This tend to mean more wood. Restrict the use
of plastic and metal to situations where they are indispensable. Copper and
aluminum for cables or where there are significant advantages in weight
strength and durability.
 Insulate the building fabric well and use high efficiency glazing system
 CO2 and other emissions associated with materials need to be considered
 The best-drawn design can be ruined on site. Attention to the construction
process is vital.
 Evaluation methods are imperfect but are essential for purposes of comparison
and useful as checklists.
2.3 CLIMATE ANALYSIS PUNJAB AND DESIGN STRATEGIES
Climate analysis of six zones in Punjab region
Figure 2.3.1 Map of Punjab Figure 2.3.2 Map of Climate

zones
58
2.3.1 Zone 1 Semi-Arid Climate
2.3.1 Design Strategies
No Planning Scale Building Scale

.
1 Orientation While planning a building While designing a building its
neighbourhood context is very orientation Should be to the EW
important, their planning , sides facing. Longer should be
Height of the nearest buildings as EW facing but the short side
a result we can protect our Should be to the south facing.
building from direct Solar
radiation and harsh windstorms.
2 Lighting Surrounded Heighted buildings Maximum light coming from the

may cause the barrier to get light windows so to get the natural
in the building. light maximum windows on the
ES side and on the w.
Entrance of building is on the N
side.
3 Heating In summers surrounded buildings Maximum heat needed in

also emits solar radiation, which winters.
also cause increase in
temperature.
4 Cooling For cooling the building play Maximum cooling is needed in

their role to reduce the solar gain the hottest months or summers
and maintain the inner
temperature in summers.
5 Ventilation If the surrounded buildings are Maximum side should be facing
59
very close to the site then natural to that side from wind is coming.
ventilation is low so we give
internal open courtyards
for cross ventilation
6 Vegetation Providing landscape or green

spaces in a well-designed way is
very useful for the building to
gain maximum natural wind
Also protecting from direct beam
light by creating buffer zone.
7 Window S side of the building while

designing needs shading as well
as EW sides also facing direct
light but the correct placement
Of windows and their sizes will
protect from solar radiation.
2.3.2 Zone 2 Arid Desert Climate

.
1 Orientation At planning scale, building Designing the building in linear
should not be much exposed to form Maximum longer sides
60
the south side. should be facing NE and NW
sides. South side gain maximum
Direct sun light.
2 Lighting EW sides having natural light

throughout the year.
3 Heating Maximum surface area should be Heat is needed in winter season to

facing to the sun to get warm in Maintain the inner temperature.
winters. Winter is very cold and dry with
cool breeze
4 Cooling Maximum cooling needed in

summers in day and at night as
well.
5 Ventilation Maximum sides should be facing

to the wind side.
6 Vegetation Surrounded landscape and Maximum vegetation and

greenery is also Play their role to creating buffer zone which help
get fresh air. out in both summer and winter to
get natural air flow in the rooms
Also protecting from harsh direct
sunbeam light.
7 Window Air is blowing naturally so to get The correct placement of

more fresh air site should be windows and their sizes also
located to the wind side. impact on the inner air
Flow and controlling the
temperature in the hottest months.
Windows should be facing to the
EW sides on S sides needed
Shades as well as other sides
needed.
61
2.3.3 Zone 3 Hot and Dry Climate

.
1 Orientation Surrounded buildings may act as North South Orientation
a shade for the site from South The orientation of the building
facing side and to some extent should help in minimizing sun
protect from heat waves. exposure during summer and
provide warmth during winter.
2 Lighting Walls with light and shining Longer walls of building should
paints on outer surface have good face North & South so that the
reflective quality and do not building gets minimum solar
absorb heat. exposure. Getting natural light
from EW side.
3 Heating Cavity Walls should be provided Building gain heat at daytime

maximum from south side and
EW side so we need insulation
from inside of the building to
store heat and release it in
nighttime in winters when
needed.
4 Cooling Cooling is another concern in the Cooling is needed in day time as

building in this climate. well as in night time in
throughout the year specially in
summers so the placement of
windows and sizes acct as a gain
natural fresh air by correct
62
orientation of the building from
Where maximum air is blowing.
5 Ventilation Internal courtyard caters for cross

ventilation & thermal buffer.
Suitable radiation barriers in the
form of canopies, long verandas
etc.
6 Vegetation Vegetation in the surrounding of

the building is very important
which also cause of cool breeze in
the summers and protecting from
Maximum solar gain, which
cause rise in inner temperature.
7 Window Sufficient number of ventilators Windows and large openings in

close to the bottom of slab should walls with heavy shutters should
be provided for hot air to escape be provided on northern and
the room. western faces as light coming
From north is always diffused and
indirect.
2.3.4 Zone 4 Hot Humid Climate
63
No. Planning Scale Building Scale
1 Orientation Surrounded buildings act as a Building should be orientated on
shading in summers to protect the NS axis But the longer sides
from solar radiation. should be facing to the EW sides.
2 Lighting The south side of the building is To get natural light throughout a
always in shade summer months. day maximum windows on the
EW sides and minimum openings
on north side.
3 Heating Reduce carbon footprint, which The north side should have
side facing to the sun. minimum openings to provide
cross ventilation in summertime
and minimum heat loss in winter.
4 Cooling Cooling needed in summer season

during hottest months.
5 Ventilation Wind catchers built on the top.

Providing windows for cross
ventilation on wind facing sides
to maintain temperature in
summer.
6 Vegetation Surrounded landscape will also The east and west side of the
play role both in summer and building should be protected from
winters. summer sun by trees, adjacent
building or anything that would
Cast shade on these two sides.
7 Window A compact block shape for the The south side should be
building transparent with shading on top of
it in order to receive maximum
winter solar heat and to block
Summer solar radiation.
64
2.3.5 Zone 5 Warm Temperate Climate

.
1 Orientation A compact block shape for the Extended building on EW and S
building axis. Longer sides should be
facing to EW sides.
2 Lighting Surrounded context may cause a

barrier between getting natural
light in to the building.
3 Heating Using Gable Roof, pitched roof, In the heating season the direct
hip roof shed roof. gains through the windows facing
the south-east to the south-west
will provide almost all of the
Heating energy on sunny days.
4 Cooling During cooling season shading and

cross ventilation are very
important for cooling building and
occupants.
5 Ventilation Insulation and air sealing are basic

solution for this climate and it is
very important to cope
appropriately with solar radiation.
6 Vegetation A well-planned vegetation effects Buffer zone may protect from

the building thermal performance. harsh wind and rain in winter
65
season. Like fog etc.
Insulation and glazing windows
used to gain
7 Window Cavity walls used. Insulation and glazing windows
used to gain maximum heat in
summers and minimum heat loss
in winter.
Facing to the EW and S.
2.3.6 Zone 6 Subtropical Desert Climate

.
1 Orientation Protection of outdoor activity A rectangular shape for building,
spaces from exposure. stretched along an EW axis with
the main orientation towards the
NS.
2 Lighting Insulated walls and roof to prevent

solar radiation through light
coloured materials and voids.
Summer months are hot and humid
3 Heating Passive building design are Summer months are hot and humid
considered Using shade and façade, which
also act as a protector from direct
solar radiation.
4 Cooling Cooling needed in summer so use
66
wind catcher at the top.
5 Ventilation Material and form of the building A narrow plan orientated along the
will enhance natural ventilation long axis. Towards the NNE to
and control solar heat gain. capture prevailing breezes.
6 Vegetation Creating buffer zones around the Vegetation and plantation effects
site. on airflow through the building it
cool down the hot air protect from
direct light in summers.
7 Window Sufficient overhangs to the

northern façade to excludes
summer sun radiation but to allow
Winter sun penetration.
2.4 CHAPTER SUMMARY
This chapter majorly covers the detailed climate analysis of the Punjab and
further their internal climate zones. Climate zones in Punjab face daily experiences in
atmospheric conditions such as temperature, precipitation, wind and humidity.
Different climate zones for different districts and design strategies, which were
applying in their specific local climate throughout the year. Moreover, it also includes
academic spatial planning typologies and different components related to the site
planning, building scale and materiality.
CHAPTER THREE
PRECEDENT STUDIES
2.1 INTRODUCTION
Precedent studies has done in different districts to find the issues in the master
planning of schools in rural Punjab. The purpose of precedent studies is to solve the
current issues facing in the rural Punjab schools by keeping in mind their local
climate.
67
2.2 PRECEDENT STUDY 1, HIGH SCHOOL SIALKOT
Sialkot City is 100 km north from Lahore and lies at 35.510, 74.53 at 840 feet above
the sea level.
Figure 2-1 Map of Punjab
68
Figure 2-2 Sialkot District
Site of the school is located in Chawinda, Tehsil Pasrur, District Sialkot, northeast
region of rural Punjab, Pakistan.
2.2.1 Sialkot city
Figure 2-3 Map of Selected Site
69
2.2.2 Site Images
The old building and the new building classes was connected through a pathway,
visually connection is lost.
Vegetation is done along the boundary of the site but it is not protecting from the
direct sun light in the peak hours.
2.2.3 Shade and windows
There is no as such shades are providing but in the old building has straight shade
which are protecting from the direct light and rain to some extent.
70
2.2.4 Shade and windows
Open courtyard are used for sitting near to the trees somewhere but most of the part is
empty.
2.2.5 Corridors
Old Block New Block
 Both building corridors are

also protect from direct sun
light but the old building
corridor is much better
because its width is higher
and it more protective then
the new corridor.
 New building block is
facing more direct light
because there is no as such
buffer zone.
2.2.6 Lightning in the classes
 Classes in the
old building
getting more
natural light
because their
classroom
height is
higher than the
new classes.
 The size of the
windows are
also vary.
71
Pros Cons
 All the classes are internally  No play ground
connected with each other.  No effective use of open spaces
 Large windows with view of  Lack landscape, greenery, sitting
outside area. spaces
 For the purpose of ventilation
and getting lighter that is natural
the height of the classes are
higher than the new classes.
72
2.2.7 Master plan
Figure 2-4 Master Plan of Selected High School

Legend
No.
1- Old Bock 5- Library 9- Open Courtyard
2- New Block 6- Science Lab 10- Entrance
3- Path Ways 7- Play Ground 11- Market
4- IT Lab 8- Principle office 12- Washroom
73
2.2.8 Extruded Views
Old Building Block New Building Block
 All the spaces are connected internally  New building has classroom
including main hall on first floor but old building
 Front side is covered with wide has not any story of classes in
corridors. the future expansion.
 Its classes are connected with
L shape corridor not internally.
 Inner temperature is higher in
peak months as compared to
old classes.
74
2.2.9 Sectional Views
New Building Block
West Side
75
Old Building Block
West Side
Circulation
76
Access point
Pros Cons
 Easy access to everyone.  No emergency exit
 Site lies in the centre of  Most of the site is abundant
residential and commercial area.  Connection lost between admin
 New classes has more capacity and classes.
for students.
2.2.10 Conclusion
• On a big scale the main issues in the planning of school building is the connection
between them and the orientation of the classes.
• While designing the school building the junior wing is very far from the main
admin and senior wing.
77
• Natural light is not enough for the classrooms, because the windows placement is
not correct.
• The orientation of the classes and the windows opening mostly facing direct sun
light. Due to this, the inner temperature of the classes is high in summers.
• The other problem is the use of courtyards in an effective way; they lack landscape,
greenery, sitting spaces, playing area for the junior wing.
2.3 PRECEDENT STUDY 2, HIGH SCHOOL KHANEWAL
Khanewal City is 309.2 km south from Lahore and lies at 30.286, 71.93 at 420 feet
above the sea level.
Figure 2-1 Map of Punjab
78
Figure 2-2 Locating Khanewal city in the map of Punjab
Figure 2-3 Site Location in Khanewal
79
Site is located in the village (chak 70/10r) of district khanewal (rural area) in south
Punjab, Pakistan.
2.3.1 Site images
Both junior & senior wing has corridors but the difference is in their facade is the
shades which is not providing in the senior wing.
Open courtyard and playground play their role to connect the whole school building.
2.3.2 Site images
Different shades are providing protecting from direct beam light and rain.
80
2.3.3 Master Plan
 There is open courtyard in the center of senior wing and admin block which is
flat.
 It also get more heat from the direct sun light
2.3.4 Corridor
Junior Wing
 Junior wing corridor is

in linear shape classes
are on the right side
due to which the back
side of the classes
facing direct sun light.
 Back sided windows
has no shade.
 Corridor has less width
and there is no as such
shade which is
protecting from the
direct light.
Senior Wing
 Senior wing also facing direct
sun light which causes high
temperature in the classes in
peak months.
81
 Few trees are there but not used
in an effective way.
2.3.5 Lightning in classroom
 Natural light in the junior wing in not enough.
 There is a barrier between the windows from which light is coming.
Pros Cons
 Shades are providing.  The orientation of the classes
 Try to create a buffer zone of  The sitting arrangement of the
trees in the central courtyard. students in the classes.
 Senior wing, labs, admin &  Open spaces are not used in a
library are visually connected right way
with each other.  Visually not connected
82
2.3.6 Master Plan
Legend
Admin Block Junior Wing Play Ground Café
Library Senior Wing labs Path ways
2.3.7 Conclusion
Orientation and Shape of the school building
In the planning of school orientation of the classes mostly facing direct sun light like
senior wing, library façade, and back side of the junior wing.
83
2.3.8 Connection b/w spaces
All the classes and admin connected with walkway, which further connected to the
main entrance.
2.3.9 Conclusion
 In the planning of school, the junior wing is very separate from the whole
school building.
 Many spaces are not used in a right way like courtyards and play ground.
 The problem is the orientation of the classes and the sitting arrangement of the
students in the classes.
 Mostly sides of the building are facing direct sun light besides shades there is
no as such way to protect from sun light like the use of jali in the somewhere
in the corridors which are facing direct light.
2.4 PRECEDENT STUDY 3, EVELYN GRACE ACADEMY
In keeping with the educational ideology of ‘schools-within-schools’ the design
creates natural segregation patterns nested within highly functional spaces which give
each of the four smaller schools a distinct identity, both internally and externally. This
84
Academy presents itself as an open, transparent and welcoming addition to the
community’s local urban regeneration process. The design of the building to create a
healthy atmosphere as a milieu for progressive teaching routines.
2.4.1 Site Location
Site is located in London, United Kingdom lies at 51.5072° N, 0.1276° W at 36 feet

above sea level.
Figure 2-1 Map of United Kingdom
Figure 2-2 Map of London City
85
2.4.2 Site images
School Entrance View to the Classroom
These spaces present generous environments with maximum levels of natural light,
ventilation and understated but durable textures.
View to the site Internal Classroom
Shared Spaces/Interaction spaces Play Ground
86
2.4.3 Master Plan
No.
1- Reception 2- Library
3- Main Kitchen 4- Arts Block
5- Sports Block 6- Dance Studio
7- Sports Hall 8- All weather Pitch
9- Indoor Games Area 10- Service Yard
11- Horticulture Garden
87
2.4.4 First Floor Plan
 Schools organized horizontally to minimize vertical circulation.
 The middle schools spread over the first and second floors with the uppers
schools both occupying the third floor.
88
2.4.5 Sun Direction
2.4.6 Section
Legend
No.
1- Arts Block 4- Common Halls 7- Middle Classes
2- Sports Block 5- Middle Class 8- High Classes
3- Admin & Library 6- High Classes 9- Services
89
2.4.7 Conclusion
 Learning environment
 Engage the students actively
 Healthy atmosphere
 Landscape or green patches are there to help to decrease the temperature.
 Large and wide windows installed to give the natural light and view.
 Every floor of school connected both internally and externally.
 Shared facilities are in the center of the school.
2.5 PRECEDENT STUDY 4, TUYI BUILDING OF YOULAN MIDDLE

SCHOOL
The interior and exterior of the building blend with each other, providing various
communication spaces for teachers and students. The east side of the building in
combination with the sports venue becomes stands or a sports venue in the shadow in
the afternoon. The west side of the building facing the dormitory area forms the
entrance square of the library and the art building.
We intend to create a multi-level wandering space and a porous place that allows
crossing, in contrast to the ordinary rigid teaching building.
2.5.1 Site Location
Site is located in Shanxi province, China lies at 37.8734° N, 112.5627° E at 3300 feet
above sea level.
90
Figure 2-1 Map of China
Figure 2-2 Map of Shanxi province
91
3.5.2 Site images
School Entrance Top View of the school
Extend the folded wall along the terrain. The library, art, music, geography, and other
classrooms and exhibition halls are placed between the walls, forming a layout in
which buildings and courtyards alternate.
Sky Light Large Windows
The skylights are set up along the concrete folded wall, which provides a quiet reading
space and a work display space with stable light.
92
2.5.3 Natural Light in classrooms
The continuous winding wall guides people's sight to different indoor scenes. It is
difficult for people inside to see the whole building. People see different scenes while
they were walking around the building.
2.5.4 Shared Spaces
Common Areas Interactive Spaces
93
2.5.5 Concept Diagram
2.5.6 Master Plan
No.
1- Library 2- Entrance 3- Library Lobby
4- Consult Area 5- Reader Salon 6- Staff Room
94
7- Lobby 8- Video recording room 9- Office
10- Exhibition Area 11- Outdoor Garden 12- Piano Room
13- Music Classroom
2.5.7 Ground Floor Plan
2.5.8 Section
2.5.9 Elevation
95
2.5.10 Conclusion
 Easy access for everyone students, faculty and visitors

 Utilization of open spaces for learning
2.6 PRECEDENT STUDY MATRIX
No. Site 1 Site 2 Site 3 Site 4

1 Easy access to Shades are providing. Learning Building
every one environment Surrounded with
Engage the an extra wall
students actively
Healthy
atmosphere
2 All the classes Try to create a buffer Landscape or Using light
are internally zone of trees in the green patches are colours and
connected Large central courtyard. there to help to textures on
windows with decrease the exterior wall
view of outside temperature.
area.
3 High roofs for In the planning of Large and wide Sufficient light in
ventilation school, the junior windows were the all spaces
wing is very separate installed to give
from the whole the natural light
school building. and view.
4 Most of the site The orientation of the Every floor of Using roof
is abundant classes school were windows to get
connected both natural light in
internally and winters
externally.
5 Connection lost The sitting Shared facilities Green spaces well
between admin arrangement of the are in the centre of planned between
and classes Students in the the school. the classes
classes.
6 No effective use Open spaces are not Large windows
of open spaces used in a right way used to get
maximum light
7 Lack landscape, Natural light is not
greenery, sitting enough in the classes
spaces specially in the junior
wing
2.7 CHAPTER SUMMARY
After analysing, the precedent studies find out the design solutions for the learning
spaces in rural Punjab in their specific climate zones. Effect of different components
on the building and their master planning. Sufficient natural light, ventilation, visual
96
connection between the formal and informal spaces. Use of green spaces keeping in
mind the concept and well planned vegetation.
97
CHAPTER FOUR
PROGRAMME DEVELOPMENT AND ANALYSIS
2.8 KEY POINTS
Ventilated learning spaces for students is the primary requirement, design comfortable
spaces related to their local climate. Addition of more spaces to enhance the learning
environment after study of precedent studies. The basic requirements of the school
taken from the document, which published by the govt. of Punjab and areas of the
classes, will follow the pattern that government has provided in their document. The
dimensions are mostly derived from Time Saver Standards.
2.9 PROJECT SCOPE
Design climatic responsive schools keeping in mind their master planning, orientation
factors including sufficient light and natural ventilation.
2.10 PROGRAMME AND AREA SUMMARY
No. of Classes No. of students in No. of section of Faculty

each class each class
Junior Wing
Kindergarten 30 Students 3 Section Female 3
Nursery 30 Students 3 Section Female 3
1st Class 30 Students 3 Section Female 3
2nd Class 30 Students 3 Section Female 3
Primary Section
3rd Class 30 Students 3 Section Male 3
4th Class 30 Students 3 Section Male 3
Middle Section

1
High Section

Total Students 1080 Students 36 Section 36 Teachers
Female 12
Male 24
Administration Quantity Area Calculation
Principle Office 1 Person 10'-0" x 12'-0" ( 120sqft )

Vice Principle Office 1 Person 10'-0" x 12'-0" ( 120sqft )
Admin Office 5 Person 18'-0"x 20'-0" ( 360sqft )
Account Office 2 Person 12'-0" x 12'-0" ( 144sqft )
Record Room General 12'-0" x 13'-0" ( 156sqft )
Male Staff room For 24 Teachers 18'-0" x 20'-0" (360sqft )
Female Staff room For 12 Teachers 12'-0" x 15'-0" ( 180sqft )
Male Toilet 3 Toilet for 26 plus person
Female Toilet 2 Toilet for up to 25
person
Conference Room For 14 - 18 person 20'-0" x 25'-0" ( 500sqft )
Allied Facilities Quantity Area Calculation
Computer Lab 1 20'-0" x 40'-0" ( 800sqft )
For Grade 7 - 10
No of computers 31
Sitting Capacity 30 students , 1 teacher
Science Lab 1 25'-0" x 40'-0" (1000sqft )
2
For Grade 7 - 10
Sitting Capacity 30 students , 1 teacher
Library 1 For Grade k - 8 , Mini 40'-
0" x 40'-0" (1600sqft )
Max 60'-0" x 40'-0"
( 2400sqft ), For Grade 9 -
10 45'-0" x 45'-0"
( 2000sqft)
Librarian 1
No of books 4200
Multipurpose Hall For Grade k - 10
80’-0”x 49'-0" (3950sqft)
Art Room For Grade 7 - 10, 30'-0" x
34'-0"(1020sqft)
Minimum , 40'-0" x 40'-0"
( 1600sqft ) Maximum
Common Room Junior For Grade K - 8 ( 4000sqft)
Common Room Senior For Grade 9th to 10th 40'-0" x 25'-0"
( 1000sqft )
Play Ground Required Area
Basket Ball Court 91.8'-0" x 49'-0" ( 4498.2sqft )

Badminton Court 42.6'-0" x 19.6'-0" ( 834.96sqft )
Volley Ball Court 59'-0" x 29'-0" ( 1711sqft )
Foot Ball Ground 131'-0" x 65.6'-0" ( 8593.6sqft )
3
Cricket Ground 108.6'-0" x 13'-0" ( 1411.8sqft )
Medical room 15'-0"x25'-0" (2 patient bed) or 16'-0"x18'-0"
( 288sqft ) ( 1 patient bed )
Waiting Area
Reception Area
Mosque / Prayer Room 14'-0" x 14'-0" ( 196sqft )
Cleaning Staff 4 Person
Breakout Spaces In between the classes or inside connected with
outdoor landscape
Kitchenette 10'-0" x 10'-0" (100sqft )
Services Required Area
Café 18'-0" x 17'-0" ( 306sqft )
Counselling Room 20'-0" x 24'-0" ( 500sqft )
Washroom
For Students
Junior Section Junior & primary wing (under age 3-5 , 5 -11 ),
Need ( 36+18 = 54 ) Washroom
Senior Section Middle & High wing (above age 11 plus), Need
( 13+9 = 22 ) Washroom
Fire & safety Equipment installed in the school like fire alarm,
sensor, Fire extinguishers
Guard Room 8'-0" x 12'-0" ( 96sqft )
No of Guard 2
4
Emergency Exit
Parking Place
Cycle 2'-6" x 6'-0" For two Cycle
Bike 2'-6" x 6'-0" For one bike
Car 8'-0" x 16'-0" For one car
2.11 FUNCTIONAL DIAGRAM
2.12 SECTIONAL DISTRIBUTION
5
2.13 INFERENCES
 Multipurpose hall consists of different functions, which act as a support
function for assembly, art exhibitions, concert, and exam hall. It is best suited
in a position where it is directly accessible for every student, faculty and
visitors.
 Junior wing classes separate from the main ground and courts having their
internal spaces for playing and their common areas for indoor games, as it
needs more safety and further distraction during class timing.
 Admin block is suited to place near the entrance of school and junior wing.
2.14 CHAPTER SUMMARY
It includes detailed areas of the required learning spaces as well as curriculum
activities areas like indoor game areas, art spaces etc. Their functionality and sectional
distribution shows in the form of chart. Also considering the primary spaces and
secondary spaces placed according to their priorities.
6
CHAPTER FIVE
1SITE ANALYSIS, CONTEXT AND SYNTHESIS
1.1 INTRODUCTION
This chapter includes detailed analysis (macro, meso, micro) of selected site in
specific climate region. Site related analysis and information done in an extensive way
to provide the design solution for the specific climate region.
1.2 SITE OVERVIEW
Selected site is locate in chak167/10 R rural area of district khanewal in south Punjab
region Pakistan. Khanewal rural area includes 679 villages; most of the land used for
agriculture purpose. Three sides of the selected site surrounded with fields or
cultivated land.
1.1 MACRO ANALYSIS
1.1.1 Location
Khanewal city is 309.02km south from Lahore and lies at 30.286, 71.93 at 420 ft.
above the sea level.
1
1.1.2 Site Selection Criteria
1.1.3 Population Density
2
1.1.4 Accessibility to the Site
Major Node is the point from where Express highway linked with another
Crowd or traffic is further divided in main road which is connected to the
To internal linked roads to the villages. Internal roads to the villages.
3
Site entrance facing side another node that is the main pick up and drop off point for
the local people, visitors and students.
1.1.5 Khanewal Urban & Rural Areas
Khanewal City Khanewal Rural Areas
1.1.6 Carbon Footprint
Built & Unbuilt Areas Vegetation
4
1.1.7 Selected Site
1.1 MESO ANALYSIS
1.1.1 Roads Connection
5
1.1.2 Nearest Villages Distance from the Site
1.1.3 Neighbourhood Context
6
1.1.4 Existing Site Condition
Legend
Selected Site Residential Area

Roads Connection less Cultivated Land
Dense agriculture land
- Three sides of the site is surrounded - 5% land is used for commercial

By agriculture land. Activities along the main road and
- 60% land is agriculture Highway
- 35% land used for residential - West side of the site is having shadows
From the trees.
- Site not used for cultivation purpose
1.1.5 Site Views
7
1.2 MICRO ANALYSIS
Selected Site lies at Latitude 71 degree 54’39”E and Longitude 30 degree 15’07”N
1.2.1 On Site Circulation
8
1.2.2 Climatic Characteristics
1.2.3 Wind Analysis
1.2.4 Yearly Wind Speed
Conclusion
In summer In Winter
In May, June and July maximum From November to January wind speed
Wind speed is 28km/h is 19km/h
Then it is gradually decreases Cool wind is blowing throughout
From August to October these months
In February, March and April
Maximum wind speed is 12km/h
9
1.2.1 Yearly Sunny, Cloudy and Precipitation Days
1.2.1 Conclusion
In Summer Months Partly Cloudy
May 24 Days 5 Days

June 23 Days 5 Days
July 18 Days 10 Days
August 20 Days 9 Days
September 24 Days 4 Days
October 29 Days 1 Day
In Winter Months Partly Cloudy
Jan 20 Days 7 Days

Feb 16 Days 8 Days
Mar 19 Days 9 Days
Apr 19 Days 8 Days
Nov 26 Days 2 Days
Dec 23 Days 5 Days
10
1.2.1 Wind Rose
1.2.1 Conclusion
Major Wind Direction (h /y)
 Mainly wind comes from ENE Sides ( 370 Hours )

 Maximum wind comes from NS Sides ( 500 Hours )
 Medium wind comes from NNW and SSW Sides ( 608 Hours )
 Minimum wind comes from NNE and NW Sides ( 345 Hours )
1.2.1 Yearly Wind Direction & speed in Summer & Winter Months
11
1.2.1 On Site Wind Direction
Site Location Placing Mass on Site
Wind through the Site Internal Connection
1.2.2 Sun Analysis
Sun Path Extruded View
South Side East Side
12
1.3 CHAPTER SUMMARY
In addition, the chapter concludes the detailed analysis of the site from all perspective.
In which sun path, wind direction, speed, monthly, yearly temperature, sunny days,
cloudy days and precipitation specific to the extremes. In depth analysis of
comfortable environment in the specific climate, zone which is hot and dry.
13
CHAPTER SIX
1DESIGN INVESTIGATION AND DEVELOPMENT
1.1 DESIGN DIRECTIVES
Project Justification
1.1.1 WHAT
Schools for rural Punjab
1.1.2 WHERE
This project is site specific. Besides this design climate responsive school models for
different climate zones in rural areas of the Punjab.
1.1.3 WHY
 There are number of schools in urban and rural areas. Mostly people send their
children to private schools to get good education regarding their as mindset.
 A large number of population live in the rural areas. Which cannot afford to
study in private schools.
 Schools in the rural areas facing different issues regarding their master
planning, infrastructure of the classes, orientation of the building, sitting
arrangement of sitting in the classes and also lack of well-planned green
spaces.
 Punjab is the most populated province of Pakistan. People migrate from rural
to urban areas to get better facilities including educational institutes.
 Therefore, the main core of this project is to design a climate responsive
school model, which is applicable in their respective climate zones providing
comfortable environment learning spaces to enhance the level of interest in the
children’s from early age to matric level.
14
1.2 DESIGN STATEMENT
The main core of the project is “Climate Responsive design” with respect to the local
climate. Providing design solutions and design strategies for the building, which is
going to designed.
1.3 DESIGN EXPLORATION
Initial design explored the possibilities for correct orientation for the building or
learning spaces in master planning of school by keeping in mind their respective
climate zone, their functional relationship of spaces and visual connection between the
formal and informal spaces.
1.4 DESIGN STAGE-1
Internally Connected Internal Corridors
Green Spaces Pathways
15
Design 1
Design 2
16
1.5 DESIGN STAGE-2
1.5.1 Conceptual Sketches
17
1.6 DESIGN STAGE-3
1.6.1 Sectional Views
1.6.1 Master Planning Process
18
1.1 ZONING PROCESS
19
Final Zoning
20
2REFERENCES
http://thirtybyforty.com/SPL. (n.d.).
Atefeh Tamaskani Esfahankalateh, M. F. (Volume 16, 18 November 2020).
International Journal of Low-Carbon Technologies. England: Oxford
University Press.
(2021). Climate Change: Vital Signs of the Planet - NASA. Washington, D.C., United
States: NASA.
(June 2013). corporate guidance on the basic calculation for hall or room safe
occupancy. Safety Section.
Department, P. E. (n.d.). https://daanishschools.punjab.gov.pk/daanish-schools.
Education, D. o. (27th june, 2021). School Planning. Lahore: The Express Tribune.
Education, M. o. (2019 ). Manual for Block Allocations and Programmes. Lahore:
School Education Department (Planning Wing) Govt. of Punjab.
Education, M. o. (2019). Punjab Education Sector Plan (2019-20 to 2023-24).
Lahore: Government of Punjab.
Education, M. o. (2020). Program Document of Education Sector Implementation
Grant (ESPIG) for Punjab, Pakistan. Punjab: Government of Punjab.
Education, M. o. (2021). School Education. Punjab, Pakistan.
http://www.pok.polimi.it. (n.d.).
https://hmcarchitects.com/news/identifying-effective-design-trends-for-school-
multipurpose-halls-2018-08-17/. (n.d.).
https://iitcoa3rdyr.wordpress.com/2017/10/16/exercise-2c-refinement-parti/. (n.d.).
https://nzebnew.pivotaldesign.biz/knowledge-centre/passive-design/form-orientation/.
(n.d.).
https://thirtybyforty.com/essential-architecture-books/. (n.d.).
https://www.architectmagazine.com/technology/five-digital-tools-for-architects-to-
test-building-performance. (n.d.).
https://www.buildinggreen.com/webcast/climate-analysis-architects. (n.d.).
https://www.iesve.com/software/virtual-environment/applications/climate-analysis-
and-weather. (n.d.).
https://www.meteoblue.com/en/weather/historyclimate/climatemodelled/
khanewal_pakistan_1174220. (n.d.).
https://www.meteoblue.com/en/weather/week/khanewal_pakistan_1174220. (n.d.).
https://www.re-thinkingthefuture.com/rtf-fresh-perspectives/a1060-what-architects-
must-know-about-climate-responsive-architecture/. (n.d.).
https://www.timeanddate.com/weather/pakistan/khanewal/historic. (n.d.).
https://www.windfinder.com/#12/30.2871/71.9529. (n.d.).
https://www.worldweatheronline.com/khanewal-weather-averages/punjab/pk.aspx.
(n.d.).
Hyde, R. (2008). Bioclimatic Housing Innovative Designs for warm climates .
London, UK: Earthscan.
21
J.Y.Buchanan. (1918). Schools in India During British Time. Calcutta: Superintendent
Government Pribting India.
22
Lahore, N. C. (1972). Schools for Pakistan. Islamabad: Ministry of Education,
Government of Pakistan.
Mahsud, A. R. (1986). National Reference Manual on Planning & Infra Standards
Pakistan. Lahore.
Maleeha Rizwan, K. T. (2022). Access Challenges to Education in Pakistan. Lahore.
Mark Dekay, G. (n.d.). Sun , Wind & Light Arcitectural design & strategies ( 3rd
edition ). Hoboken , New Jersey & Canada: John Wiley & sons .
(1st Edition 2007 , Revision 2 dated August 2010). Primary School Design Guidelines
. DEPARTMENT OF EDUCATION AND SKILLS.
Punjab, E. D. (2019). Annual development program (ADP) . Punjab .
Punmia, B., Jain, A. K., & Jain, A. K. (2008). Building Construction. New Delhi:
Laxmi Publications (P) Ltd.
Roger H. Clark, M. P. (2012). PRECEDENTS IN ARCHITECTURE Analytic
Diagrams, Formative Ideas, and Partis (4th Edition). Canada, United States of
America: John Wiley & Sons, Inc., Hoboken, New Jersey .
(n.d.). SCHOOL BUILDING SPACE STANDARDS. 258 Portage Avenue Winnipeg,
Manitoba: The Public Schools Finance Board.
(February 2021). School Design Standards. APS Facilities Design and Construction.
Sciences, I. o. (2021). School Improvement Framework. Lahore: Punjab Education
Department and Institute of Social and Policy Sciences.
Shaheen, A. J. (2013). Punjab School Education Sector Plan (2013 to 2017). Lahore:
School Education Department , Government of Punjab.
Thomas, R. (2005). Environmental Design An introduction for architects & engineers
( 3rd edition ). London & New York : Taylor & Francis Group.
weatherspark.com/y/107144/Average-Weather-in-Khānewāl-Pakistan-Year-Round.
(n.d.).
1APPENDICES
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SCHOOLS FOR RURAL PUNJAB

Thesis Report submitted in partial fulfillment of the

……………………… …………………………… ……………………………

This dissertation was submitted to the Department of Architecture and is accepted as a

Submitted as a whole for any other degrees at NCA or other institutions.

Signature ........................................................... Date .........................................

Table No. Page No.

Table 1-1 Timeline of Rural Development in Pakistan

Error! Bookmark not defined.

Table 1-3 Scope and Limitation of the Study

Error! Bookmark not defined.

Figure No. Page No.

Figure 2-1 European Rural Development

Error! Bookmark not defined.

Figure 3-1 Map of Punjab 67

Figure 3-2 Location of Selected High School 68

Figure 3-1 Map of Punjab 77

Formal education is an important part of modern lifestyle. We can learn

1.2 ARCHITECTURAL CONCERN

1.2.1 Do we need more Schools in Punjab?

According to Annual Development Program 2021-2022 of government of Punjab and

• We need more 200 plus schools in the Punjab province.

• There are many districts like Faisalabad, Rahimyarkhan, Khanewal, Multan,

• Mostly schools in rural areas need upgradation and construction of additional

1.2.2 Spatial gap in Schools of Punjab?

1.3 PROBLEM STATEMENT

The school buildings in rural Punjab lacks interconnectivity, visual

1.4 AIM OF THE STUDY

1.5 RESEARCH QUESTIONS

Q1: What is the importance of master planning in designing educational facilities?

Q2: What makes physical environment supportive in learning of students in school?

1.6 RESEARCH OBJECTIVES

RO1: To explore school master planning approaches in climates of Punjab.

1.7 RESEARCH METHODOLOGY

1.8 RESEARCH SCOPE OF LIMITATIONS

1.9 STRUCTURE OF THE REPORT

for rural areas of Punjab.

1.10 CHAPTER SUMMARY

PART ONE: HEALTHY AND COMFORTABLE LEARNING

2.1 RETENTION AND PRIMARY TO ABOVE PRIMARY MOBILITY

District Education Ranking (DER), 2017 included an index on the beyond

2.1.1 LEARNING OUTCOMES

Punjab Examination Commission (PEC) results and survey data shows a

Intra-district variation in terms of enrolment in Private and Public School exists.

2.1.3 SPECIFICATIONS FOR CLASSROOMS

The additional classrooms will be constructed as per C&W’s specifications i.e.

Approximately, the requirement of 358 IT labs in High & Higher Secondary

2.1.5 LACK OF FACILITIES

According to the data, compiled by the department, the government schools

No. District No. District

525 Attock district 1,178 Bahawalnagar

615 Bahawalpur 662 Bhakkar

520 Chakwal 326 Chiniot

687 Dera Ghazi Khan 911 Faisalabad

867 Gujranwala 604 Gujrat

233 Hafizabad 612 Jhang

The number of schools lacking the facility in: