The Evelyn Grace Academy Brixton, London, extends not only educational diversity of the active and historical place in London, but it also increases the built environment in a residential area. The Academy provides an open, transparent and welcoming, as well as urban regeneration process local community. The strategic location of the site within the two main residential areas, of course, given the built form to be a coherent whole. The construction is a strong urban character and identity to be legible to both the local and area residents. The project provides a learning environment that is spatially reassuring and able to engage students in an active way. The building’s design is based to create a healthy environment as a means of progressive teaching routines.
In keeping with the educational ideology of “schools within schools”, the design creates natural patterns of segregation in highly functional spaces that give identity to each of the four smaller schools, both internally and externally. These spaces have generous environments maximum levels of natural light, ventilation and subtle textures, and durable. commons shared by all schools are planned to encourage social communication within a clear hierarchy of natural aggregation nodes that weave the spacious accommodation expected.
Similarly, the outdoor spaces in the residence, in order to create an environment that encourages interaction, will be subject to different layers to create social spaces and informal education levels on the basis of the convergence of multiple functions. The middle school students go directly to each of their two schools on the first floor terraces. There is no requirement for high school students may use any of the main stairs (except in one escape condition ) avoiding interaction with other schools.
At two colleges separately accessed via the staircase on the third floor. A second school is accessed from the first floor through its own terrace. At the first school is accessed from the southwest corner of the site ground level. The glazing on the stairs has been maximized for surveillance. Shared the second floor can be accessed through the stair core. At the ground floor facilities are accessible from the three cores.
For a more flexible access options, the core could be used as access to some high school students through the main reception. Visitors will enter the reception and can access any of the schools from the central nucleus. The people can choose how they wish to enter subject to the preference of management. The schools are organized horizontally to minimize the vertical movement once the students are within their schools. The middle schools are distributed on floors 1 and 2 with the top schools that occupy the third floor.
Common facilities to suit the hours of use are located at ground level with some common academic facilities such as common rooms and science labs located between schools in the central zone in the second and third floor, to allow them to be used only by a school or in other cases, where necessary, by more than one.
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