UNIVERSITY OF JUBA

SCHOOL OF ARCHITECTURE, LAND MANAGEMENT, URBAN AND REGIONAL

PLANNING

DEPARTMENT: ARCHITECTURE

ARS 202 DESIGN STUDIO IV

TOPIC: SECONDARY EDUCATION

REPORT

Maan Arou Abednego

20-SAUP-091

Instructors

Prof. Benford Okech

Mr. Muze Juma

Mr. Chan Stephen

Ms. Anne Marie

Mr. Stephen Dominic

Ms. Akur Sarah

Submission date: 18/.12/2023

 ABSTRACT
The main purpose of the project is to design a modern secondary school on korijok
Residential area. This report is a summary of the entire design process that involves the
design of a secondary and it includes different stages such as data collection, project
formation, site selection and analysis, concept and developed drawing of the finals drawing.

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 Table of Contents
ABSTRACT..............................................................................................................................1

1.0 EDUCATION...................................................................................................................11

1.1 Definition...........................................................................................................................11

1.2 Types of Education...........................................................................................................11

1.2.0 Informal Education.......................................................................................................11

1.2.1 Formal Education..........................................................................................................11

1.3 Classifications of Formal Education...............................................................................12

1.4 General Overview of Secondary Education...................................................................12

1.5 Subjects Taught in Secondary School............................................................................12

1.6 Secondary School Education in South Sudan................................................................13

1.7 South Sudan Secondary System......................................................................................13

1.8 Significance and aims of Secondary School Education in South Sudan.....................13

1.9 Terms.................................................................................................................................14

1.10 Historical background...................................................................................................14

1.11 Necessity of Secondary schools in South Sudan..........................................................15

1.12 Significance of secondary schools in South Sudan......................................................15

1.13 Aims and objectives of Secondary School....................................................................15

1.14 Scope of the Project........................................................................................................17

1.15 Design Values of Secondary schools..............................................................................17

1.16 Problem statement..........................................................................................................17

1 .17 Proposed solution..........................................................................................................17

2.0 CASE STUDIES...............................................................................................................18

2.1 Local Case Studies 1.........................................................................................................18

2.2.1 Historical background..................................................................................................18

2.2 LOCAL CASE STUDY 2................................................................................................21

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2.2.1 Project Overview:..........................................................................................................21

2.2.2 Site Planning..................................................................................................................22

2.2.3 Components...................................................................................................................22

2.2.4 Human Components and non-human components....................................................23

2.2.5 Sub components of the project.....................................................................................23

2.2.6 Construction Techniques..............................................................................................24

2.2.7 Personal Observation....................................................................................................27

2.3 REGIONASL CASE STUDY 1.......................................................................................28

2.3.0 Project overview............................................................................................................28

2.3.1 PLANS............................................................................................................................29

2.3.2 Elevations.......................................................................................................................30

2.3.3 Sections...........................................................................................................................30

2.3.4 Construction techniques...............................................................................................31

2.4 REGIONAL CASE STUDY 2.........................................................................................32

2.4.0 Project overview............................................................................................................33

2.4.2 Elevations.......................................................................................................................34

2.4.3 Interior view....................................................................................................................36

2.4.4 Exterior View.................................................................................................................36

2.5 INTERNATIONAL C ASE STUDY 1...........................................................................37

2.5.0 Plans...............................................................................................................................38

2.5.1 Historical background..................................................................................................38

2.5.2 Technical Solutions.......................................................................................................39

2.5.3 Window shadings..........................................................................................................41

2.6 INTERNATIONAL CASE STUDY 2...............................................................................42

2.6.1 Plans...............................................................................................................................43

2.6.2 Architectural Features..................................................................................................47

2.6.3 Lighting..........................................................................................................................49

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2.7 COMPARISON................................................................................................................50

2.7.1 Strengths and weaknesses.............................................................................................51

2.8 RECOMMENDATIONS.................................................................................................52

3.0 PROJECT FORMATION...............................................................................................53

3.1 HIERARCHY...................................................................................................................55

3.2 General statics..................................................................................................................55

3.3 User analysis.....................................................................................................................56

3.4 Non-human components..................................................................................................56

3.5 Space requirements..........................................................................................................57

3.5.1 Administration...............................................................................................................58

3.5.1 Education facilities........................................................................................................59

3.5.2 Services facilities............................................................................................................59

3.5.3 Recreation facilities.......................................................................................................60

3.6 BUILT UP AREA.............................................................................................................60

3.7 SPACE RELATIONSHIPS.............................................................................................61

3.8 CIRCULATION...............................................................................................................62

4.0 SITE ANALYSIS.............................................................................................................63

4.1 Site section.........................................................................................................................63

4.2.0 Site analysis....................................................................................................................64

4.2.2 General overview of the site.........................................................................................64

4.2.3 Size and dimensions of the site.....................................................................................65

4.2.4 Natural and physical features......................................................................................66

4.2.5 Noise and view analysis.................................................................................................66

4.2.6 Noise mitigation measures............................................................................................66

4.3 Climate analysis................................................................................................................68

4.3 Planning indicators and guidelines.................................................................................71

4.4 Design indicators and guides...........................................................................................73

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4.5 S.W.O.T analysis..............................................................................................................75

5.0 ZONING............................................................................................................................75

5.1 Site zoning.........................................................................................................................75

5.2 Built-Up Area....................................................................................................................76

5.3 oning of the Main components........................................................................................76

5.4 Zoning of the sub components.......................................................................................77

5.5 Vertical zoning..................................................................................................................77

6.0 CONCEPT........................................................................................................................78

6.1 Concept Explanation........................................................................................................78

6.1.0 Concept development....................................................................................................78

6.2 Massing and design responses.........................................................................................79

7.0 DEVELOP STAGE:...........................................................................................................80

7.1 Site plan..............................................................................................................................80

7.2 Ground floor plan...............................................................................................................81

7.3 Sections..............................................................................................................................82

7.4 Elevations...........................................................................................................................82

7.4 Interior Perspective............................................................................................................83

7.5 3D Model...........................................................................................................................84

References................................................................................................................................85

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 List of Figures

Figure 1: Proposed school budge.....................................................................................................13

Figure 2 shows students outside during a break time at Juba day secondary school...................17
Figure 3: The site plan and arrangement of building clearly showing the longer sides of the
buildings are facing north-south to reduce the effect of intense heat by exposing a smaller
surface area to the sun.......................................................................................................................18
Figure 4: Foundation,........................................................................................................................19
Figure 5: Roof Type..........................................................................................................................19
Figure 6: Windows and ventilation..................................................................................................20
Figure 7: shows the site planning and building layout of the school..............................................21
Figure 8: The foundation is raisin high above the ground because of the slopping terrain of the
site.......................................................................................................................................................23
Figure 9: shows classroom and the sitting arrangement within the class......................................24
Figure 10: shows the rest rooms which are poorly maintained. The rest rooms are also few and
inconvenient for students especially the girl’s restrooms...............................................................24
Figure 11: veranda of the classes which is raised without any protective rails which could cause
injuries due to falling.........................................................................................................................25
Figure 12: shows the office...............................................................................................................25
Figure 13: main entrance to the school premises...........................................................................26
Figure 14: Site plan...........................................................................................................................28
Figure 15: Elevations.........................................................................................................................29
Figure 16: The sections showing the roof structure and techniques used.....................................29
Figure 17: Exploded axonometric version.......................................................................................30
Figure 18: View of parkland collage................................................................................................32
Figure 19: Floor plan.........................................................................................................................33
Figure 20: Elevations 1......................................................................................................................33
Figure 21: Elevations 2 .....................................................................................................................34
Figure 22: Interior views shows perforated aluminium screen which bathes the atrium in
dappled light. The embedded pattern on the screen is a subtle reference to the concept of
coding, where holes of different sizes create a sense of openness but also form vertical streams of
light spots which reveal words reflecting the ethos of the building................................................35
Figure 23: Exterior view of the court yard within Park Land Collage..........................................35
Figure 24: Site Planning....................................................................................................................37
Figure 25: shows the use of the local stone masonry which has high thermal mass on the façade
which absorbs heat when the weather is hot and releases it when it is cold. The stones also create
a beautiful visual and tactile texture on the walls...........................................................................39
Figure 26: The use of wall glazing has allowed for natural lighting of the interior spaces. It has
also created a relationship between the interior and exterior space. For instance, a student can
observe the artworks through the transparent glass façade in the courtyard. The application of
the bright colours also aids in dispersing natural light throughout the spaces.............................39
Figure 27: shows the placement of the windows inwards creates shading by the vertical and
horizontal walls thereby preventing direct sun radiation into the building..................................40
Figure 28: shows the designated walk ways direct the users throughout the entire school without
them walking on the green area thereby keeping the campus clean and Green...........................40
Figure 29: Plan – 1st Floor. Teaching Area.....................................................................................42
Figure 30: Plan – Office and course innovation center plan..........................................................43
Figure 31: Plan – 1st floor Canteen..................................................................................................43

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Figure 32: Plan – 2nd floor Auditorium..........................................................................................44
Figure 33: Plan – 1st floor Art Building...........................................................................................44
Figure 34: Sectional drawing of movable platform.........................................................................44
Figure 35: Sectional view of movable platform...............................................................................45
Figure 36: Sectional drawing of library atrium..............................................................................45
Figure 37: Lighting -Lighting plays a significant role in evoking emotions throughout the
campus. The library’s atrium, for instance, features curved walls descending from skylights,
ensuring fire safety and functioning as day lighting devices. With its sculptural treatment and
vibrant colors, the theater lobby transforms the staircase into a work of art, enriching the
public space........................................................................................................................................48
Figure 38: Jingjthe schooliang Senior High School’s design approach, centered around spatial
intensity and human-centric principles, sets it apart as a beacon of innovative architectural
thought in educational institutions. The campus is a living testament to the idea that
thoughtfully designed spaces can enhance the educational journey and leave a lasting impact on
students’ lives.....................................................................................................................................49
Figure 39: shows the comparison of the local, regional, and the international.............................50
Figure 40: Showing the main components and subcomponents of the project.............................53
Figure 41: shows general Hierarchy of the main components of the project................................54
Figure 42: Table showing hierarchy of the staff within a school....................................................54
Figure 43: showing user analysis.....................................................................................................55
Figure 44: showing non-human components...................................................................................55
Figure 45: head master office reference..........................................................................................56
Figure 46: meeting room reference..................................................................................................56
Figure 47: showing administration space requirement..................................................................57
figure 48: showing space requirement of education facilities........................................................58
Figure 49: showing recreation facilities total area of spaces.........................................................59
Figure 50: table showing adjacency matrix of the components of the project.............................60
Figure 51: shows the main circulation between the main components of the project..................61
Figure 52: showing site on korijik residential area.........................................................................62
Figure 53: showing the location of the site.......................................................................................63
Figure 54 shows the total site area occupied by the proposed site.....................................................64
Figure 56 Slope from the northern part of the site towards the south represented by arrows.......65
Figure 55: there are tress at the south west side of the side then there are also planted trees to
the north of the site............................................................................................................................65
Figure 57: slope from the northern part of the site towards the south.........................................66
Figure 58: image showing Site zoning..............................................................................................74
Figure 59: image showing the percentage of the built-up area......................................................75
Figure 60: image of the Zoning of the main components i.e. Administration, Education, services,
and Recreation...................................................................................................................................75
Figure 61image of the sub components with internal circulation..................................................76
Figure 62: image showing the verticle circulation...........................................................................76
Figure 63: shows the current site conditions and placement of green areas within the open areas
of the court yards. This is to allow breathing space within the building.......................................78
Figure 64: shows the orientation and sun path on the massing of the concept. The building is
oriented with the longer sides facing the north south direction to minimize the effect of intense
sunshine on the building while maximizing at some areas.............................................................78
Figure 65: the wind analysis lead to the creation of openings on the side that experience the
abundant air circulation. This maximizes natural ventilation.......................................................79

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Figure 66: a detailed drawing showing three access roads to the site, to the north, east and west
sides of the site.the site is also neighboured by a farm to the east..................................................79
Figure 67: Horizontal section view of building at ground level. It illustrates the layout of spaces
which takes up the ‘’ THE CHAINLINK’’ concept........................................................................80
Figure 68: shows the First ground floor...........................................................................................80
Figure 69: a vertical cut through through the building structure, showing a view of the interior
as if it were sliced. This also shows the components construction destials, structural systems, and
the materials used..............................................................................................................................81
Figure 70: the Northern Elevation and façade clearly incoporate the ‘’chain link’’ concept.the
large windows fit within extrude outwards......................................................................................81
Figure 71: shows the Southern elevations........................................................................................81
Figure 72: shows the eastern elevations...........................................................................................82
Figure 73: shows the western elevation............................................................................................82
Figure 74: shows the class room interior view.................................................................................82
Figure 75: shows the final 3D visualisization of the conceptual model..........................................83

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 List of table

Table 1 Advantages and disadvantages of Informal education..................................................9

Table 2Table showing the advantages and disadvantages of Formal education......................10

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1.0 EDUCATION

1.1 Definition
Education is the process of acquiring knowledge, skills, values and understanding through
various methods such as teaching, training, or research.

1.2 Types of Education

Formal Education

Informal education

Non formal education

1.2.0 Informal Education

Informal is the general term for education that occurs outside formal institutions. This
includes learning through everyday experiences interactions and observations of an
individual’s surrounding.

Advantages Disadvantages
Informal education is often more engaging Lack of structure
because it’s driven by personal interest.
Informal Education accommodates a variety Limited recognition
of learning styles
Cost effective Isolation where informal learners may miss
out on the social aspect of formal education
such as peer interaction.
It is highly relevant to real life situations Lack of certification.
Table 1: Advantages and disadvantages of Informal education.

1.2.1 Formal Education

Formal Education is structured, class room-based education provided in institutions such as
schools, colleges, and universities.

1
1.3 Classifications of Formal Education
Nursery education

Primary education

Secondary Education

Vocational Education and Training (VET)

Higher Education

Advantages Disadvantages

Structured curriculum designed to provide a Pressure and Stress

comprehensive understanding of subjects
Certification and credentials Formal Education can be rigid, with little
room for customization.
Formal institutions typically maintain certain It tends to standardize learning, sometimes
quality standards stifling creativity and critical thinking
Socialization, it offers opportunities for It can be expensive, with tuition fees, text
socialization with peers. books, and other associated costs.
Table 2: Table showing the advantages and disadvantages of Formal education.

1.4 General Overview of Secondary Education

Secondary education refers to the educational level that follows primary level of education. It
can also be called an academy, college, high school, middle school, upper school.

Secondary education varies in different countries but secondary schools in general include
four classes of ordinary level (classes 1 to 4), whereas other countries have advanced level
which are (5-6)

1.5 Subjects Taught in Secondary School

Subjects taught in secondary education can vary depending on educational system,
curriculum, and regional standards of a particular country. However, core subjects taught
include;

a) Mathematics

b) Science

2
 c) Arts

d) Language arts or English

e) Computer science and Technology

f) Social studies

g) Career and technical Education.

1.6 Secondary School Education in South Sudan.

Historical background

In the context of South Sudan history La Salle school was the first secondary school in South
Sudan, it was open in 1948 in Rumbek, lake state followed by Juba day secondary school.

1.7 South Sudan Secondary System.

South Sudan Education system consists of 8000 primary schools (grades 1-8), 120 secondary
schools and 12 universities (5 public and 7 private) the teacher student ratio of South Sudan is
27.5:1

Secondary education is supposed to cater for learners within roughly the ages 12 to 18.The
secondary sector in South Sudan is relatively small with enrollment in 2017 totaling about
80000 and enrollment rate of approximately 5%.

Population: South Sudan has a population of approximately 11.1 million people.

Literacy rates: The overall literacy rate in South Sudan is 44.1%. The youth literacy rate is
slightly higher at 49%, but the female youth literacy rate lags behind at 48%.

1.8 Significance and aims of Secondary School Education in South Sudan.

The main aims and significances of secondary school education include Access to higher
Education, Human capital development, Social and civic development, Peace and
reconciliation, Reduction of poverty and Gender equality.

Proposed Name of Project: Nexus Academy

Nexus Academy

3
Figure 1: Proposed school budge.

Exact project title

1.9 Terms
Haven: Refers to a safe or secure place where one can find comfort

Secondary:

School:

1.10 Historical background

In the context of South Sudan history la salle school was the first secondary school in South
Sudan, it was open in 1948 in Rumbek, lake state followed by Juba day secondary school.
The second civil war (1983-2005), destroyed many of them although the SPLA operated in
schools areas under its control. Never the less many teachers and student where among the
refugees fleeing the ravages of war in the country at that time.

Today, South Sudan Education system consists of 8000 primary schools (grades 1-8), 120
secondary schools and 12 universities (5 public and 7 private)

The teacher student ratio of South Sudan is 27.5:1

Secondary education is supposed to cater for learners within roughly the ages 12 to 18.

4
The secondary sector in South Sudan is relatively small with enrollment in 2017 totaling
about 80000 and enrollment rate of approximately 5%.

1.11 Necessity of Secondary schools in South Sudan.

Education continuation: Secondary schools provide students essential knowledge and skills,
empowering them for future employment and contribute to the overall development the
workforce.

Community development: An educated population can actively engage in community

development initiative, leading improved living standards, infrastructure, and healthcare.

Economics Growth: Secondary Education leads to increased economic productivity, which

can stimulate local businesses and contribute to the economic growth of the community.

Reduced poverty: Education can help break the cycle of poverty by providing opportunities
for better paying jobs and career advancements.

1.12 Significance of secondary schools in South Sudan.

Secondary Schools are vital institutions that greatly contribute to individual skills
development, community well-being and the nation’s overall progress.

Secondary schools provide access to higher education and certificate to enroll for further
studies at the university.

1.13 Aims and objectives of Secondary School.

To prepare students for higher education and careers by providing strong academic
foundation and skills.

To nature the intellectual, emotional, social, and physical development of students fostering
well rounded citizens.

To prepare students to be globally competitive by exposing them to international perspectives

and fostering critical thinking and problem-solving abilities.

5
To ensure economic development through educating the community. An educated workforce
emerging from secondary schools can attract businesses and contribute to the economic
growth of the community

Instilling a sense of environmental responsibility and sustainable practices in students and the
school community.

6
1.14 Scope of the Project

a. Learning Spaces.
b. Services.
c. Administration.
d. Recreation spaces.

1.15 Design Values of Secondary schools

Flexibility: Architectural design for secondary schools should prioritize flexibility to

accommodate evolving educational practices.

Sustainability: Architectural design for secondary schools should incorporate sustainable

practices and materials to maximize the use natural ventilation and lighting.

Safety: Safety is Key consideration in the design of a secondary school. This includes
incorporating measures such as secure entrances, emergency evacuation plans and creating
clear sight lines to ensure supervision and security.
Aesthetics: Consideration of Aesthetic to create an inspiring and stimulating learning
environment.

1.16 Problem statement

Secondary schools in South Sudan have inadequate infrastructure including laboratories,
libraries, medical emergency and sanitation facilities which leads to unsustainable and un-
conducive learning environment.

1 .17 Proposed solution

Designing secondary schools with improved infrastructure that provide spaces for science
laboratories and libraries which would directly improve the quality and standard of education.

7
2.0 CASE STUDIES

2.1 Local Case Studies 1

Figure 2 shows students outside during a break time at Juba day secondary school.

NAME: Juba Day Secondary School.

City: Juba, South Sudan.

Architects: Unknown

Client: Government of Southern Sudan

Area: 20000 m2

Year: 1980

Contractors: Kondako (Portuguese Construction Company)

2.2.1 Historical background.

The school was founded in 1980 and started operating in 1981.the school was founded by
Southern Sudan regional government in Partnership with the British government. The school
was built by a Portuguese company named Kondako.

8
2.2.2 Overview.

Site plan Of Juba day Secondary School.

N

Figure 3: The site plan and arrangement of building clearly showing the longer sides of
the buildings are facing north-south to reduce the effect of intense heat by exposing a
smaller surface area to the sun.

9
Components

Main components Sub components

Administration Head master’s Office
Deputy Head master’s Office
Finance Office
Staff office
Learning spaces Classes
Services Store
Recreation Football Pitch
Table2: Shows the main and sub components in

Construction Techniques

Figure 4: Foundation,

Figure 5: Roof Type

10
Figure 6: Windows and ventilation

2.2 LOCAL CASE STUDY 2

2.2.1 Project Overview:

Name: Sadaka Secondary School

Location: Hai Mayo, Juba Central Equatorial State, South Sudan.

Architect: Not specified

Yeah: 1977 for Main Block, 2018 for S4 Block Client: Ministry of Education, Government of
Sudan.

Funding Agency: Kuwait Aid

Site Area: 4736 M²

11
Built up area: 926 M²

2.2.2 Site Planning

Legend

1-Main Entrance

2-Headmaster’s office

3-Staff Offices

4-class rooms

5-Stores

6-outdoor shaded area

7-Washrooms

Figure 7: shows the site planning and building layout of the school.

The school is neighboured by residential buildings to the North, East, South and educational
buildings to the West (University of Juba) and South West (Modern Secondary School). The
land has a steep slope from south to north with a gradient of up to -3M.
12
The school consists of 3 classroom blocks and 1 administration block. It also has 3 toilets that
is; for the boys, girls and teachers.

2.2.3 Components
Administration Headmaster’s Office
Staff Office
Learning Spaces Class Rooms
Services Stores
washrooms
Water Supply
Table: components present.

13
2.2.4 Human Components and non-human components.

2.2.5 Sub components of the project

S/N Main Subcomponents Type of Frequenc Height Dimension Total
component user y in m2 area
(m²)

1 Administration Head masters Staff 1 3.5 20 20

on office

2 Staff office Staff 2 3.5 35 70

3 Registration Staff 1 3.5 35 35

room

4 Curricula Classes Students 8 3.5 72 576

5 Extras Store rooms Support 2 3.5 12 24

14
 staff

6 Washrooms All 8 3.5 3.2 25.6

Grand 22 750.6

total

NB: the other 177 m2 is used for circulation making the total area 926m2

2.2.6 Construction Techniques.

Foundation

Figure 8: The foundation is raisin high above the ground because of the slopping terrain
of the site.

15
Figure 9: shows classroom and the sitting arrangement within the class

Figure 10: shows the rest rooms which are poorly maintained. The rest rooms are also
few and inconvenient for students especially the girl’s restrooms

16
.

Figure 11: veranda of the classes which is raised without any protective rails which
could cause injuries due to falling.

Figure 12: shows the office.

17
Figure 13: main entrance to the school premises

2.2.7 Personal Observation

Advantages Disadvantages
 Spacious classrooms  There are no libraries and
 Use of Natural Ventilation and Laboratories for practical and
lighting research.
 Enough green area which creates an  There are no designated areas for
inspiring environment extra curriculum activities such as
 Consideration for people with football and basketball courts
disabilities  There are no clear demarcations for
walkways thus people move on the
grass which destroys the green area.
 There is no parking provision for
cars and motorcycles.

18
2.3 REGIONASL CASE STUDY 1
City: KOUDOUGOU, BURKINA FASO

Architects: Albert Faus

Area: 1747 m²

Year: 2019

Photographs: Milena Villalba

Structure: other structures

Contractor: Concept Sarl, Ewk

2.3.0 Project overview

One of the most recent actions of the Burkina Faso Ministry of Education in the fight against
school dropouts has been to unify isolated schools into school complexes where education is
provided from nursery to high school. The project includes the development of the
new Bangre Veenem School Complex from the existing Primary school in the village of
Youlou (Koudougou), as well as the construction of the Secondary school and auxiliary
buildings (canteen, staff changing rooms, water tank and other service areas). In the future,
the NGO and the city council will have to complete the intervention with the construction of
the Nursery and the central Administration of the complex.

19
2.3.1 PLANS

Figure 14: Site plan

The Secondary School is conceived as a single building. The different bodies that compose it
are located under a large shelter canopy, which is perforated at its ridge to naturally light and
ventilate the interior terrace that provides access to the classrooms. The canopy is also
deformed and interrupted in its central section to protect the lower building and to give rise to
the large green pergola that covers the main entrance in the south.

20
2.3.2:Elevations

Figure 15: Elevations.

2.3.3 Sections

Figure 16: The sections showing the roof structure and techniques used.

21
Figure 17: Exploded axonometric version.

2.3.4 Construction techniques

The sequence of classrooms is arranged in two parallel alignments, N-S oriented, with a
simple dimensional asymmetry caused by the number of classes that compose them. The
central volume of the management office piece abandons this alignment, it advances and it
points the entrances to the different areas from the south access, it’s erected as the third
facade of each interior terrace (the fourth would be the landscape to East or West) and it
generates a back area for teachers to the north.

22
Materials used

Iron sheets.

Metallic.

Mad bricks.

2.4 REGIONAL CASE STUDY 2

Name: Parkland College

Location: Cape Town, South Africa

Architects: dhk Architects

Total Area: 4010 m²

Year: 2020

Photographs: Dave Southwood.

23
Figure 18: View of parkland collage

2.4.0 Project overview

Parklands College, along with development partner Milnerton Estates, commissioned
multidisciplinary design studio dhk Architects to tackle the project based on the firm’s sound
track record and mutual interest in the future of forward-thinking education spaces. The brief
was to create a substantial addition to its existing campus, dedicated entirely to spaces that
facilitate these progressive teaching techniques and philosophies.

2.4.1 Plans

24
Figure 19: Floor plan.

Two larger workshop-style learning spaces occupy the ground floor of the northern wing and
are dubbed the ‘Robotics Lab’ and ‘Experium’ (Maker Space).

Research has shown that without natural daylight, fresh air, good acoustics, and good thermal
comfort, the ability to engage meaningfully and the opportunity for deep learning are
compromised (we consider the connection to the outdoors to be equally vital!).

2.4.2 Elevations

Figure 20: Elevations 1

25
Figure 21: Elevations 2 .

Importantly, these big leaps in flexibility and multi-functionality are made possible not only
by the architecture but also through innovative furniture and clever storage which play a
significant support role in mode shifting

26
2.4.3 Interior view

Figure 22: Interior views shows perforated aluminium screen which bathes the atrium
in dappled light. The embedded pattern on the screen is a subtle reference to the
concept of coding, where holes of different sizes create a sense of openness but also form
vertical streams of light spots which reveal words reflecting the ethos of the building.

2.4.4 Exterior View

Figure 23: Exterior view of the court yard within Park Land Collage.

2.4.5 Construction Techniques

Heavy weight construction with use of heavy machinery and heavy construction materials.

Flat roofs

27
Windows are wide opening with glass. This is to allow in enough light and openness.

Walls are concrete.

Materials used

Glass

Blocks

Cement

Metallic window frames

2.5 INTERNATIONAL C ASE STUDY 1

Name: Gökceada High School Campus

Location: Turkey

Architect: PAB Architects

Year: 2019

Client: Governor of Canakkale

Area: 17,500 M²

28
2.5.0 Plans

Figure 24: Site Planning

2.5.1 Historical background

Gökçeada High School Campus consists of a high school, a vocational school, a dormitory, a
sports centre, a conference hall, and a library.

29
The main aim of the project was to create an 'open campus' by an integrated life between
educational-social spaces of the school and the urban environment. Being on an island, the
town is an isolated settlement with limited resources.
Having townspeople to share the library, conference hall, sports centre, cafeteria, and open
air facilities together with the students both enables an efficient use of limited resources as
well as creating a rich social interaction.

Components
i. Offices
ii. Art and music rooms
iii. Laboratories
iv. Workshops
v. Cafeteria
vi. Class rooms
vii. Libraries
viii. Basketball court
ix. Conference hall

2.5.2 Technical Solutions

Stone masonry

30
Figure 25: shows the use of the local stone masonry which has high thermal mass on the
façade which absorbs heat when the weather is hot and releases it when it is cold. The
stones also create a beautiful visual and tactile texture on the walls.

Wall Glazing

Figure 26: The use of wall glazing has allowed for natural lighting of the interior spaces.
It has also created a relationship between the interior and exterior space. For instance, a
student can observe the artworks through the transparent glass façade in the courtyard.
The application of the bright colours also aids in dispersing natural light throughout the
spaces.

31
2.5.3 Window shadings

Figure 27: shows the placement of the windows inwards creates shading by the vertical
and horizontal walls thereby preventing direct sun radiation into the building.

Figure 28: shows the designated walk ways direct the users throughout the entire school
without them walking on the green area thereby keeping the campus clean and Green

32
Materials

Reinforced concrete, stones, steel, cement, polished concrete floors

2.6 INTERNATIONAL CASE STUDY 2

JIANGSU JINGJIANG SENIOR HIGH SCHOOL NEW CAMPUS l Zhaohui Rong
Studio
Project Info:
Architects: Zhaohui Rong Studio
Area: 210000 m²
Year: 2021
Photographs: Bowen Hou, Yijie Hu
Lead Architects: Zhaohui Rong
Engineering: Jiangsu Provincial Zhongrui East China Institute of Architectural Design and
Research Co., Ltd.
Landscape: Laurent
Construction: The Third Construction CO.LTD of China Construction Eighth Engineering
Division
Design Team: Zhaohui Rong, Xinfeng Sun, Aitian Gu, Xuefeng Wang, Hu Liu, Yuchen Zuo,
Zhen Tong, Yongping Liu, Xiaping Zhou, Zhengwei Chen, Yifan Yu, Lili Chen, Chen Lin
Collaborators: Atelier Archmixing (Designer of the stadium)
Clients: Jiangsu Jingjiang Senior High School
City: Tai Zhou Shi
Country: China

33
At Jingjiang Senior High School in Jiangsu Province, the concept of spatial intensity takes
center stage in the design of its new campus. This school understands that without density,
space lacks meaning, and empty spaces devoid of people hold little significance. Here, spatial
warmth is not just a concept but a guiding principle defining the entire campus.

2.6.1 Plans

Figure 29: Plan – 1st Floor. Teaching Area.

34
Figure 30: Plan – Office and course innovation center plan.

Figure 31: Plan – 1st floor Canteen.

35
Figure 32: Plan – 2nd floor Auditorium.

Figure 33: Plan – 1st floor Art Building.

Figure 34: Sectional drawing of movable platform.

36
Figure 35: Sectional view of movable platform.

Figure 36: Sectional drawing of library atrium.

37
2.6.2 Architectural Features
Elevated platform design

One striking feature of this school is its elevated platform design, which blurs the lines
between buildings and people. The ground floor, in the educational section, is a multi-level
wonder, with multiple ground levels stacked upon each other. This unconventional approach
fosters a sense of interaction between students, teachers, and the built environment, creating
an atmosphere of constant engagement.

Interplay of solid and void

38
Jingjiang Senior High School’s architecture defies convention with its interplay of solid and
void. The façade starkly contrasts the typical homogeneous designs of campus buildings,
exuding strength while embracing artistic qualities that elevate the entire structure.

39
2.6.3 Lighting

Figure 37: Lighting -Lighting plays a significant role in evoking emotions throughout
the campus. The library’s atrium, for instance, features curved walls descending from
skylights, ensuring fire safety and functioning as day lighting devices. With its
sculptural treatment and vibrant colors, the theater lobby transforms the staircase into
a work of art, enriching the public space.

40
Figure 38: Jingjthe schooliang Senior High School’s design approach, centered around
spatial intensity and human-centric principles, sets it apart as a beacon of innovative
architectural thought in educational institutions. The campus is a living testament to the
idea that thoughtfully designed spaces can enhance the educational journey and leave a
lasting impact on students’ lives.

Materials
The school’s architectural design is characterized by its use and combination of glass, steel,
and sustainable materials which create a sleek and modern look.

2.7 COMPARISON
2.7.0 Components
SPACES LOCAL REGIONAL INTERNATIONAL
Headmaster’s office A A A
Staff Office A A A
Secretary’s Office N.A A N.A
Classrooms A N.A A
Libraries A A A
Laboratory N.A N.A A
Parking N.A A A

41
 Stores A A A
Washrooms A A A
Basketball court N.A A A
Football playground A N.A N.A
Art and music room N.A N.A A
Cafeteria N.A N.A A
Conference hall N.A N.A A
Gymnasium N.A N.A A
Auditorium N.A N.A N.A
Locker rooms N.A N.A A
Figure 39: shows the comparison of the local, regional, and the international

2.7.1 Strengths and weaknesses

LOCAL REGIONAL INTERNATIONAL

STRENGTHS

WEAKNESSES

42
2.8 RECOMMENDATIONS

S/N MAIN COMPONENTS SUB COMPONENTS

1 Administration Head master’s office
Deputy Head master’s office
Finance office
Reception
Director of studies( D.O.S)
Security office
Staff Office
Staff Lounge
2 Learning Class rooms
Computer laboratory
Physics laboratory
Biology
Chemistry
Art room
Music room
Library
3 Services Auditorium
Dinning
Kitchen
Canteen
Changing rooms
Washrooms
First aid/ Sanitary facilities
Students Quiet area
4 Recreation Football pitch
Basketball court
Volleyball

43
3.0 PROJECT FORMATION
S/N MAIN SUB COMPONENTS SPACES
COMPONENTS
1 Administration Head master’s office Secretary
Meeting room
Deputy Head master’s Deputy Head master’s
office office
Finance office Finance office
Reception Reception
Waiting area
Director of studies(D.O.S) D.O.S office
Security office Security office
Staff Office Staff Office
Staff Lounge kitchen
Washrooms
Tea area
2 Learning Class rooms Senior 1 (A)
Senior 1 (B)
Senior 2 (A)
Senior 2 (B)
Senior 3 (Arts)
Senior 3 (Sciences)
Senior 4 (Arts)
Senior 4 (Sciences)
Laboratories Computer laboratory
Physics laboratory
Biology laboratory
Chemistry laboratory
Co-curricular Art room
Music room
Library
3 Services Auditorium Control room
Backstage
Washrooms

44
 Dinning Dinning
Kitchen Kitchen
Canteen Canteen
Changing rooms Changing rooms
Washrooms Washrooms
First aid/ Sanitary facilities First aid/ Sanitary facilities
Store Store
Students Quiet area Students Quiet area
Parking Parking
4 Recreation Football pitch Football pitch
Basketball court Basketball court
Volleyball Volleyball

Figure 40: Showing the main components and subcomponents of the project

45
3.1 HIERARCHY

MAIN
COMPONENTS

Services Co-curricular
Administration Education Recreation

Figure 41: shows general Hierarchy of the main components of the project.

Figure 42: Table showing hierarchy of the staff within a school.

3.2 General statics

Number of teachers 30
Number of students 400
Number of classes 8
Number of non-teaching staff 20
Parents and visitors 310
Number of laboratories 5
Number of offices 5
Table: showing general statics

46
3.3 User analysis
s/n Type of user Category specifics Number time
1 Primary users Students students 400 6-8 hours
Teaching staff teachers 30 6-8 hours
Lab technicians 4 3-4 hours
Administration headmaster 1 3-6 hours
Deputy head master 1 4-8 hours
Director of studies 1 4-8 hours
registrar 1 6-8 hours
finances 2 6-8 hours
secretary 1 6-8 hours
2 Secondary users Non-teaching staff Cleaners 10 4-6 hours
Cooks 5 6-8 hours
Security guard 4 0-24 hours
coaches 4 2-3 hours
drivers 2 4-6 hours
3 Tertiary users Parents 300 0-3 hours
Visitors Government officials 10 0-2hours
Figure 43: showing user analysis

3.4 Non-human components

s/n Furniture vehicles equipment
1 Chairs School buses Fridge
2 Shelves Motorcycle Vehicle
3 Drawing boards Staff van Water dispersers
4 Tables Visitors cars Printers/photocopies
5 Desks Services trucks
6 Benches
Figure 44: showing non-human components

47
3.5 Space requirements

Figure 45: head master office reference

Figure 46: meeting room reference

48
Space requirement table

3.5.1 Administration
s/n Spaces Users Area od Number of Total area
spaces(m2) spaces (m2)
1 Headmasters office 5 25 1 25
2 Meeting room 30 40 1 40
3 Deputy H.M offices 3 20 1 20
4 Director of studies 5 25 1 25
5 Registrar office 3 9 1 20
6 Staff lounge 30 85 1 85
7 Kitchenette 4 12 1 12
8 Reception 6 25 1 25
9 Washrooms 30 15 3 15
10 Staff offices 30 85 1 85
Total area 341
Figure 47: showing administration space requirement

49
3.5.1 Education facilities
s/n Spaces Users Area of Number of Total
spaces(m2) spaces area(m2)
1 Class rooms 52 90 8 720
2 Physic labs 52 120 1 110
3 Biology lab 52 120 1 110
4 Chemistry lab 52 120 1 110
5 Computer lab 52 120 1 110
6 Music room 52 120 1 100
7 Art studio 52 120 1 150
8 Library 150 120 1 120
Total area 1530
figure 48: showing space requirement of education facilities

3.5.2 Services facilities

s/n Spaces Number of Area of Number of Total
users spaces(m2) spaces area(m2)
1 Dinning 400 480 1 480
2 Kitchen 5 40 1 40
3 Store 3 25 1 25
4 Canteen 4 25 1 25
5 First aid room 3 36 1 36
6 Security room 3 16 1 20
7 Auditorium 500 480 1 480
8 washrooms Girls-250 40 62.5
Boys-150 22.5
Total area 1168.5

50
3.5.3 Recreation facilities
s/n Spaces Users Area of Number of Total
spaces(m2) spaces area(m2)
1 Football pitch 13 600 1 600
2 Basketball court 25 400 1 400
3 Volleyball court 13 162 1 162
4 Changing room 40 100 1 100
Total area 1162
Figure 49: showing recreation facilities total area of spaces

3.6 BUILT UP AREA

Administration =341 m2

Educational spaces =1530 m2

Services =1164 m2

Total =3035 m2

Circulation 20% of Total build-up area =607m2

Total build up area =3642m2

Recreation = 1162m2

Hardscape =15% of build-up Area =546m2

Green area =30% of build-up Area =1092.6m2

Future expansion =20% of build-up area =728.4 m2

Circulation=30% of Total build-up area =1092.6

Suitable site Area =10,263m2

51
3.7 SPACE RELATIONSHIPS

Figure 50: table showing adjacency matrix of the components of the project.

52
53
3.8 CIRCULATION.
Main Entry

Extra
Parking
curriculum

Administration

Learning
Area

Services

Recreation

Parking

Service Entry

Figure 51: shows the main circulation between the main components of the project

54
LEGEND

S/N USER SYMBOL

1 Staff

2 Students

3 Visitors

4.0 SITE ANALYSIS

4.1 Site section

Figure 52: showing site on korijik residential area

55
4.2.0 Site analysis
4.2.1 Location

South sudan
AFRICA

korijik juba

Figure 53: showing the location of the site

4.2.2 General overview of the site

Location: kworijik

Ownership: Bari community

Size of the land: 15,120m2

Current context of the site

Roads

terekeka by pass highway road is 424m away from the side

Circulation (access to the site)

The main access road to the site is the terekeka high way road on the southern side

Access road that leads to the site is on the eastern side

Building and boundaries

No existing buildings within the site

There is a farm on the east side of the side of the site

56
4.2.3 Size and dimensions of the site

Area= 15625.12 m2

Figure 54 shows the total site area occupied by the proposed site

57
 15m N
4.2.4 Natural and physical features
rom
10m
133.4m
15m N
4.2.5 Noise and view analysis

10m
133.4m

f
106.8m

a
106.8m
r
m
f
106.8m

a
106.8m
r
m
10m 159.4m

10m 159.4m

Figure
Fig 49:55noise
Slopesources
from the northern
views part
on the of the site towards the south represented by arrows
site.

4.2.6 Noise mitigation measures

The noise that is produce from the road can easily interrupt activities or program going within
the school

Figure 56: there are tress at the south west side of the side then there are also planted
trees to the north of the site 58
 There the noise from the road can be control by installing the following mitigation measures
such as:

1. Installing a wall between the source of noise and school environment

2. Planting of trees to reduce noise from the source

3. Raising of the building to reduce the noise from the source

Figure 57: slope from the northern part of the site towards the south.

Fig 50: Shows some of the noise mitigation methods that can be used to reduce the amount of
noise reaching the site and mostly the quiet areas.

59
4.3 Climate analysis

Temperature

TEMPERATURE STATISTICS OF SITE

40
37 38 38
35 36 35 36
34 33 34
TEMPERATURE ( 32 31 32
C) 30
°
25 24
22 23 23 22 22
20 20 21 21 21 21 20
15
10
5
0
JAN FEB MAR APR MAY JUN JUL AUG SEP OCT NOV DEC
MONTHS OF THE YEAR

MINIMUM MAXIMUM

The site has average high temperatures of 34.67 per year and average low temperatures of

21.67

The hottest month in the year is February and March with high temperatures of 38 and low
temperatures of 22 and 24 respectively.

The month with the lowest temperature is July with an average high temperature of 31 and
average low temperature of 21

60
Rainfall

RAINFALL STATISTICS OF THE SITE

160
140 145
RAINFALL (MM) 130 130
120 120
110 114
100 105

80
60 RAINFALL

40 45
35
20
5 10 10
0
JAN FEB MAR APR MAY JUN JUL AUG SEP OCT NOV DEC
MONTHS

The site receives an average rainfall of 79.91mm per year. The month of July receives the

highest amount of rainfall at 145mm and January receives the least amount of rainfall at
5mm.

Humidity

RELATIVE HUMITY (%) AVERAGE HUMIDITY

100
76 81 80 77
73 73 69
80 64
51 53
60 44 44
40
20
0
JAN FEB MAR APR MAY JUN JUL AUG SEP OCT NOV DEC
MONTHS OF THE YEAR

HUMIDITY

The site has an average humidity of 65.41%. July has the highest humidity of 81% while

January and February have the lowest humidity of 44%.

61
Sun path

When the sun is in the northern hemisphere overhead the tropic of Cancer on 21 st June, it has
angle of elevation of 71°. When it’s in the southern hemisphere overhead the tropic of
Capricorn on 21st December, it has an angle of elevation of 61.7°.

62
4.3 Planning indicators and guidelines.

s/n INDICATORS GUIDELINES

1 Roads  Provide access to the north, west and south of the site.
These roads are to be used for access the site and also the
neighborhood in future scenario

 The access road provided is 15 m

2 Entrance  Provide two different access entrance to the site to cater

for the visitor, student and service

 The main entrance that’s to be use by visitor, student and

staff is located South west side

3 Parking  Provide different parking zone for the student, visitor and
administrators and service

 The packing area should be located next to the entrance

for easy access

 The public parking should be next to the main entrance in

the east, it should have direct access to the administration

 The service parking should be located in the south next to

the parking entrance and it should have a direct access to
the dinning and kitchen and store

4 Buffer zone  Trees should be planted in the north and east to help
curb down noise coming from the main road and the road
of board side

5 administration  The administration block should be placed in the center

and it should be directly facing the main entrance.

 It should be accessible from the public parking because

it’s the first placed the visitors have to go when they
arrive at the school

63
 6 Learning  The learning facilities should be located in the west
facilities because it is calm and quite zone .

 They should be direct access from the student parking

and main entrance to the learning facilities for easy access

 The learning facilities should be oriented with the longer

sides facing north south to maximize the use of natural
ventilation

 The lower classes should separated from the upper classes

because of the age group and to avoid bullying of young
student by senior student

 Washroom should be provided within learning facilities

to easy access by the student

7 Service  The service should be located to the east

To be easily accessed using the service entrance

 The service block should have a direct access from the

service parking for easy accessibility.

8 Future  The 40% of the future expansion is to be use as green area

expansion in the south west and south east

 Walk ways should be provided within the greenery

without actually stepping on the grass and flowers

9 Nature and  Green areas should also be provided around and within
building the built environment to integrate the building with
nature.

4.4 Design indicators and guides

S/N INDICATORS GUIDESLINE

64
1 administration  The administration block should be oriented within
the block in order to give it hierarchy over the other
building

2 classroom  The corridors of the classroom should be large

enough to cater for many student at once maximum
of 1.8

 The wall of the classroom should be sound proof

with acoustic panel to prevent noise from entering the
spaced while also reducing on reverberation and
echoes

 The classroom should have appropriate floor to

ceiling height

3 laboratories  The laboratories floors should have a chemical

resistant floor finish which is easy to clean

 The wall should have a easy to clean and wash

finishing.

 The laboratories should have appropriate floor to

ceiling height.

 The counter tops of the laboratories should be

water proof, chemical proof and should be easy to
clean.

 The laboratories windows should be fitted with

insect screen to prevent insect and dust from
contaminating the lab

4 auditorium  It produces noise with the project, its wall should

be sound proof.

 Since it take a lot of people at once the auditorium

should have a high ceiling.

65
5 Basketball court  The basketball court is located in the recreational
zone in the North east on the site

6 Sustainable and  The use of local material.

local building
material

7 Roofing system  Due to amount of rainfall received in the region

and the site in particular, rain water should be put
into consideration when choosing a roof type.

66
4.5 S.W.O.T analysis.

strength weakness

 Vast land for future expansion  Has a sloped of 3m

and provide more programs to  Residents are distance far from
the school the site
 Located along secondary road
going to kworijik

Opportunities threats

 Future expansion  Insecurity

 Provision of more service and  Has stream on the center
extra curriculum

5.0 ZONING.

5.1 Site zoning

Figure 58: image showing Site zoning

67
The site is zoned into public, semi public and private zones. The public zones are placed in
the South-west of the site which is closer to the access points for easy access by the public
while the semi-public zones are at the centre which is far from the noise source. The private
zones is to the Northern part of the site which is farther away from the source of noise.

5.2 Built-Up Area.

Figure 59: image showing the percentage of the built-up area

5.3 zoning of the Main components

68
Figure 60: image of the Zoning of the main components i.e. Administration, Education,
services, and Recreation.

69
5.4 Zoning of the sub components.

Figure 61image of the sub components with internal circulation.

5.5 Vertical zoning.

Figure 62: image showing the verticle circulation

The vertical zoning shows spaces that are on the ground floor and first with their accessibility
channels such as the stairs. The only spaces that have a vertical expansion are the
administration offices, the auditorium and classroom block.

70
6.0 CONCEPT.
The chain link

The concept statement, represents the crucial connection between primary education and
higher education.

6.1 Concept Explanation

The educational journey is a continuum, with primary acting as a cornerstone for a student’s
intellectual development. As a student progresses through primary education, Secondary
education, the concept of the chain link becomes evident- a link that plays a crucial role in
ensuring a smooth transition to higher education.

6.1.0 Concept development.

Fig 56

Fig 57:

71
6.2: Massing and design responses.

Figure 63: shows the current site conditions and placement of green areas within the
open areas of the court yards. This is to allow breathing space within the building.

Figure 64: shows the orientation and sun path on the massing of the concept. The
building is oriented with the longer sides facing the north south direction to minimize
the effect of intense sunshine on the building while maximizing at some areas.

72
Figure 65: the wind analysis lead to the creation of openings on the side that experience
the abundant air circulation. This maximizes natural ventilation.

7.0 DEVELOP STAGE:

7.1 Site plan.

Figure 66: a detailed drawing showing three access roads to the site, to the north, east
and west sides of the site.the site is also neighboured by a farm to the east.

The main Entry is to the South west and service entrance to the south east.the Mian entry is
placed on the south west because it experiences less traffic.

73
7.2 Ground floor plan.

Figure 67: Horizontal section view of building at ground level. It illustrates the layout of
spaces which takes up the ‘’ THE CHAINLINK’’ concept.

Figure 68: shows the First ground floor.

74
7.3 Sections

Figure 69: a vertical cut through through the building structure, showing a view of the
interior as if it were sliced. This also shows the components construction destials,
structural systems, and the materials used.

7.4 Elevations

Figure 70: the Northern Elevation and façade clearly incoporate the ‘’chain link’’
concept.the large windows fit within extrude outwards.

Figure 71: shows the Southern elevations.

75
Figure 72: shows the eastern elevations.

Figure 73: shows the western elevation

7.4 Interior Perspective

Figure 74: shows the class room interior view.

76
7.5 3D Model.

Figure 75: shows the final 3D visualisization of the conceptual model.

77
References
Archidaily.com

www.designing buildings.com

Neufert, Architects data.

78
79