THESIS REPORT

ON
INTERNATIONAL SCHOOL
NELLORE

SUBMITTED FOR THE PARTIAL FULLFILLMENT OF

THE DEGREE OF
BACHELOR OF ARCHITECTURE

TO

INVERTIS UNIVERSITY, BAREILLY (U.P.)

THESIS COORDINATOR SUBMITTED BY-

AR.AYAS AHMED KHAN DIKSHANT BISHT
ASSISTANT PROFESSOR ROLLNO.-1310401004

1
 CERTIFICATE

DEPARTMENT OF ARCHITECTURE

Thesis certified that “DIKSHANT BISHT", student session 2017-18 has

carried out her thesis on the topic “INTERNATIONAL SCHOOL" under
my supervision in partial fulfillment of the requirements for the award of
degree of Bachelor of Architecture of Invertis institute of Architecture,
Invertis university, Bareilly is a bonafide work to the best my/our
knowledge and may be placed before the examination board for their
consideration.

Ar. Satendra Chaudhary Ar. Sonali Khandelwal

(HOD, B.Arch. Program) (Thesis Guide)

Ar. Ayas Ahmed Khan

Thesis Co-Ordinator External Examiner

2
 ACKNOWLEDGEMENT

''A thesis project can never be complete without the help, guidance and coordination
of many persons involved''.

At various stages in doing of Thesis, a number of people have given me invaluable

support. In this regard I owe a depth of gratitude to my inspiration & guide Ar. Ayas
Ahmed Khan who have cultivated devotion & determination in me & have been a
helping hand at every moment to support & motivate me.
Besides my guide, I would like to thank Ar . Satendra Chaudhary , Ar. Abhishek
Agnihotri, Ar. Sonali Khandelwal , Ar . Neelesh Saxena without their support I won’t
be able to stand where I am right now. They inspired me to cover this project in my
course and helped me in collecting the pearls of wisdom from different sources,
arranging them in a systematic manner.
I am Grateful to My Parents, who kept ultimate faith in me & always provided me
backup with their love & best wishes.
Above all, I am highly grateful to God, who provided me such a golden opportunity,
brilliant guidance, & kind support. I would finally thank My Friends for the much
needed pep talks and discussions and all those who made this thesis come alive.
At last I beg pardon from all those who helped me but, my self-catered mind escaped
their names.

Dikshant Bisht
B.Arch. – 9th Sem.

3
 DECLARATION

I DIKSHANT BHIST hereby declare that the Dissertation entitled”

“INTERNATIONAL SCHOOL” submitted in the partial fulfillment of the
requirements for the award of the degree of Bachelor of Architecture is my original
design thesis work and that the information taken from secondary sources is given due
citations and references.

Dikshant Bhist
Roll No.- 1310401004
B.Arch. – 9th Sem.

Date:
Place:
INDEX
 FIGURE INDEX

S. No. TITLE PAGE NO.

1 Figure 1 (Taraporewala aquarium Mumbai)…….. 03

2 Figure 2 (Taraporewala aquarium Mumbai)…….. 03
3 Figure 3 (Jagdish Chandra bose aquarium Surat).. 03
4 Figure 4 (Jagdish Chandra bose aquarium Surat).. 03
5 Figure 5 (Ozeaneum Germany)………………….. 04
6 Figure 6 (Ozeaneum Germany)………………….. 04
7 Figure 7 (Shanghai Ocean aquarium)……………. 04
8 Figure 8 (India Map)……………………………... 05
9 Figure 9 (Goa map showing beaches)……………. 05
10 Figure 10(Beach of goa)………………………….. 05
11 Figure 11(Google map site location)……………... 05
12 Figure 12(Site location)…………………………... 05
13 Figure 13(Scottish school)………………………... 07
14 Figure 14(Scottish school)………………………... 07
15 Figure 15(Doon school)…………………………... 07
16 Figure 16(Doon school)…………………………... 07
17 Figure 17(DAI school)……………………………. 08
18 Figure 18(DAI school)……………………………. 08
19 Figure 19(Heritage school)……………………….. 08
20 Figure 20(Heritage school)……………………….. 08
21 Figure 21(India map)……………………………... 09
22 Figure 22(Andhra Pradesh map)………………….. 09
23 Figure 23(Site location)…………………………… 09
24 Figure 24(Chandigarh war memorial)…………….. 11
25 Figure 25(Chandigarh war memorial)…………….. 11
26 Figure 26(Dehradun war memorial)………………. 11
27 Figure 27(Dehradun war memorial)………………. 11
28 Figure 28(Washington war memorial)…………….. 11
29 Figure 29(Canadian war memorial)……………….. 11
30 Figure 30(India map)……………………………… 12
31 Figure 31(Site location)…………………………… 12
32 Figure 32(Methodology)………………………….. 13
33 Figure 33(Team work)…………………………….. 15
34 Figure 34(Unity amongst diversity)………………. 15
35 Figure 35(Importance of education)………………. 15
36 Figure 36(Learning)………………………………. 15
37 Figure 37(Wheel of learning)……………………... 15
38 Figure 38(Sportsmanship)………………………… 15
39 Figure 39(Methodology)………………………….. 16
40 Figure 40(Swimming pool)……………………….. 17
41 Figure 41(Basket ball court)……………………… 17
42 Figure 42(Library)………………………………... 17
43 Figure 43(Horse riding)…………………………... 17
44 Figure 44(School night view)…………………….. 17
 FIGURE INDEX

S. No. TITLE PAGE NO.

45 Figure 45(Hostel room)………………………….. 17

46 Figure 46(India map)…………………………….. 18
47 Figure 47(Andhra Pradesh map)…………………. 18
48 Figure 48(Site location)………………………….. 18
49 Figure 49(Skyline of Nellore)…………………… 19
50 Figure 50(Dance of AP)…………………………. 19
51 Figure 51(Economy of AP)……………………… 19
52 Figure 52(Nellore city)………………………….. 19
53 Figure 53(Penna river)………………………….. 19
54 Figure 54(Penna river)………………………….. 19
55 Figure 55(Climate table)……………………….. 20
56 Figure 56(Wind chart)…………………………… 20
57 Figure 57(Wind rose diagram)…………………... 20
58 Figure 58(Key plan of site)……………………... 21
59 Figure 59(Site dimensions)……………………... 22
60 Figure 60(Sun movement)……………………… 22
61 Figure 61(Site contour plan)…………………….. 22
62 Figure 62(Site wind flow)……………………….. 22
63 Figure 63(Site surroundings)……………………. 23
64 Figure 64(Site connectivity chart)……………….. 23
65 Figure 65(Nellore railway station)………………. 24
66 Figure 66(Nellore bus station)…………………… 24
67 Figure 67(Nellore proposed airport)…………….. 24
68 Figure 68(NH 5)………………………………..... 24
69 Figure 69(ISCKON temple)……………………... 24
70 Figure 70(Nellore main market)…………………. 24
71 Figure 71(The site)……………………………….. 24
72 Figure 72(BV nagar Nellore)…………………….. 25
73 Figure 73(BV nagar Nellore)…………………….. 25
74 Figure 74(The site)………………………………. 25
75 Figure 75(The site)………………………………. 25
76 Figure 76(Site Contour plan)……………………. 25
77 Figure 77(Site contour plan)…………………….. 25
78 Figure 78(Site connecting road)…………………. 26
79 Figure 79(Agricultural land)……………………… 26
80 Figure 80(NH-5)………………………………….. 26
81 Figure 81(Site location)…………………………... 26
82 Figure 82(AP tribal welfare school)………………. 26
83 Figure 83(APSWHC side entry)…………………... 26
84 Figure 84(AP tribal welfare school)………………. 26
85 Figure 85(The site)………………………………... 26
86 Figure 86(Agricultural land)………………………. 26
87 Figure 87(Skyline of AP)………………………….. 27
88 Figure 88(Skyline of AP)………………………….. 28
 FIGURE INDEX

S. No. TITLE PAGE NO.

89 Figure 89(Setback table)………………………. 29

90 Figure 90(Target segments)……………………. 31
91 Figure 91(ECS table)…………………………... 31
92 Figure 92(Ground coverage table)……………... 31
93 Figure 93(Building Height table)………………. 32
94 Figure 94(Building staircase standards)………... 32
95 Figure 95(Building Exits standards)……………. 32
96 Figure 96(Building water requirement)………… 33
97 Figure 97(Building sanitation requirement)……. 33
98 Figure 98(Classroom standards and areas)……... 33
99 Figure 99(Classroom arrangements)……………. 34
100 Figure 100(Lab standards and arrangements)…… 34
101 Figure 101(Lab standards and arrangements)…… 35
102 Figure 102(Music and art room Arrangement)…... 35
103 Figure 103(Lab standards and arrangements)…… 36
104 Figure 104(Library standards and arrangements).. 36
105 Figure 105(Dining standards and arrangements)… 37
106 Figure 106(Toilet standards and arrangements)…. 38
107 Figure 107(Aerial view of Hague international school) 38
108 Figure 108(Site plan)……………………………… 40
109 Figure 109(Front elevation of school)…………….. 40
110 Figure 110(Entry of school)………………………. 40
111 Figure 111(Hague First floor plan)……………….. 41
112 Figure 112(Piaza of school) ………………………. 41
113 Figure 113(Piaza of school)……………………….. 41
114 Figure 114(View of the plaza)…………………….. 41
115 Figure 115(Front façade with entrance)…………... 42
116 Figure 116(Fragment of façade)…………………... 42
117 Figure 117(Living room inferior)…………………. 42
118 Figure 118(Plaza of school)……………………….. 42
119 Figure 119(Transperancy in design)………………. 42
120 Figure 120(Sustainable screen blinds)…………….. 42
121 Figure 121(Theatre)……………………………….. 42
122 Figure 122(Cafeteria and Laboratory)…………….. 42
123 Figure 123(View of the plaza)…………………….. 42
124 Figure 124(India map)…………………………….. 43
125 Figure 125(Front of school)……………………….. 43
126 Figure 126(Ladakh topography)…………………... 43
127 Figure 127(The Mandala form)…………………… 43
128 Figure 128(Placement or Pattern of buildings)……. 43
129 Figure 129(Quote by Dalai lama)…………………. 44
130 Figure 130(Solar panel installation……………….. 44
131 Figure 131(Solar panel)…………………………… 44
132 Figure 132(Construction Details)…………………. 44
 FIGURE INDEX

S. No. TITLE PAGE NO.

133 Figure 133(Timber construction)………………….. 44

134 Figure 134(Anti- seismic bracing of timber)…….... 44
135 Figure 135(Construction phases of school………… 45
136 Figure 136(School’s water diagram)………………. 45
137 Figure 137(Site plan of school)……………………. 46
138 Figure 138(View of school)………………………… 46
139 Figure 139(Timber bracing)………………………… 47
140 Figure 140(Trombe wall section)…………………... 47
141 Figure 141(VIP latrines)……………………………. 48
142 Figure 142(VIP latrine section)…………………….. 48
143 Figure 143(School section)………………………… 48
144 Figure 144(School section)………………………… 48
145 Figure 145(Selaqui location map)………………….. 50
146 Figure 146(Dehradun location map)……………….. 50
147 Figure 147(Road connecting school)………………. 50
148 Figure 148(Main entrance of school)………………. 50
149 Figure 149(School location)………………………… 51
150 Figure 150(DPSG School)………………………….. 51
151 Figure 151(Haripur)………………………………… 51
152 Figure 152(Selaqui industrial area)………………… 51
153 Figure 153(ZEE Himgiri university) ……………… 51
154 Figure 154(Site plan)………………………………. 52
155 Figure 155(Zoning)………………………………… 52
156 Figure 156(Open and built up area)………………… 53
157 Figure 157(Pie chart)……………………………….. 53
158 Figure 158(Future Expansion scheme)…………….. 53
159 Figure 159(Academic building)……………………. 53
160 Figure 160(Courtyard in Academic building)……… 53
161 Figure 161(Aerial view of Academic building)……. 53
162 Figure 162(Site plan with photographs)……………. 54
163 Figure 163(Jaali work in hostel)……………………. 54
164 Figure 164(Large pitched roofs)……………………. 55
165 Figure 165(Pitched roof corridors)…………………. 55
166 Figure 166(Academic block location)……………... 55
167 Figure 167(Academic lower level plan)……………. 55
168 Figure 168(Informal sittings)………………………. 56
169 Figure 169(Academic corridors)…………………… 56
170 Figure 170(Academic circulation space)…………… 56
171 Figure 171(Courtyard sections)…………………….. 56
172 Figure 172(Courtyard sections)…………………….. 56
173 Figure 173(Classroom plan)………………………… 57
174 Figure 174(Laboratory plan)………………………… 57
175 Figure 175(Classroom interior)………………………. 57
176 Figure 176(Laboratory interior)……………………… 57
 FIGURE INDEX

S. No. TITLE PAGE NO.

177 Figure 177(Laboratory interior)…………………….. 57

178 Figure 178(Girls and Boys hostel location on site….. 58
179 Figure 179(Boys hostel)…………………………….. 58
180 Figure 180(Boys hostel cluster plan)……………….. 58
181 Figure 181(Boys room)…………………………….. 58
182 Figure 182(Boys room)…………………………….. 58
183 Figure 183(Boys hostel’s Toilets)………………….. 58
184 Figure 184(Boys hostel’s courtyard……………….. 59
185 Figure 185(Boys seven seater room plan)…………. 59
186 Figure 186(Boys Four seater room plan)………….. 59
187 Figure 187(Boys hostel circulation plan)………….. 59
188 Figure 188(Golf course)…………………………… 59
189 Figure 189(Swimming pool)………………………. 59
190 Figure 190(Tennis court)…………………………… 60
191 Figure 191(Cricket field)…………………………… 60
192 Figure 192(Soccer field)……………………………. 60
193 Figure 193(AC ward)……………………………….. 60
194 Figure 194(Beds in dispensary)…………………….. 60
195 Figure 195(Doctor’s cabin)…………………………. 60
196 Figure 196(Beds in ground floor)…………………... 60
197 Figure 197(Pantry)………………………………….. 60
198 Figure 198(Dining block)…………………………… 60
199 Figure 199(Dining block view)……………………... 61
200 Figure 200(Dining block interior)…………………... 61
201 Figure 201(Dining cooking area)…………………… 61
202 Figure 202(Dining storage area)…………………….. 61
203 Figure 203(Dining cold storage area)……………….. 61
204 Figure 204(Service entry)…………………………… 61
205 Figure 205(Washing area)…………………………… 62
206 Figure 206(Washing area)………………………….... 62
207 Figure 207(Laundry area)…………………………… 62
208 Figure 208(Services in laundry)…………………….. 62
209 Figure 209(Electrical room)………………………… 62
210 Figure 210(Carpentery area)………………………… 62
211 Figure 211(Landscaping plan)………………………. 63
212 Figure 212(Use of hedges and climbers)……………. 63
213 Figure 213(Shade in parking)……………………….. 63
214 Figure 214(Tree lined pathways)……………………. 63
215 Figure 215(Amphi-theatre)………………………….. 63
216 Figure 216(Amphi-theatre)………………………….. 63
217 Figure 217(Open ground)…………………………… 63
218 Figure 218(Tree at site)……………………………… 63
219 Figure 219(Pathways logo)…………………………… 65
220 Figure 220(Gurgaon location map)…………………… 65
 FIGURE INDEX

S. No. TITLE PAGE NO.

221 Figure 221(Pathways location map)…………………… 65

222 Figure 222(Pathways site plan)………………………… 66
223 Figure 223(Pathways bubble diagram)………………… 66
224 Figure 224(Air flow)…………………………………… 66
225 Figure 225(Cavity wall)……………………………….. 66
226 Figure 226(Dense plantation)………………………….. 67
227 Figure 227(Dense plantation)………………………….. 67
228 Figure 228(Covered green Pathways)…………………. 68
229 Figure 229(Amphitheatre)…………………………….. 68
230 Figure 230(Dense plantation along boundary)………… 68
231 Figure 231(Tree lined pathways)………………………. 68
232 Figure 232(Fountain)…………………………………… 68
233 Figure 233(Water body)………………………………… 68
234 Figure 234(Conceptual sketch)…………………………. 70
235 Figure 235(Conceptual sketch)…………………………. 70
236 Figure 236(Conceptual sketch)…………………………. 70
237 Figure 237(Indoor outdoor spaces)……………………... 70
238 Figure 238(Tree lined pathways junction)……………… 71
239 Figure 239(Amphitheatre sketch) ……………………… 71
240 Figure 240(Connecting Bridges)………………………... 71
241 Figure 241(Sitting around water body)………………….. 71
242 Figure 242(Vertical structure)…………………………… 71
243 Figure 243(Fountain with sitting spaces)………………... 71
244 Figure 244(Zoning-The site)…………………………….. 72
245 Figure 245(Zoning-on the basis of Function)…………… 72
246 Figure 246(Zoning-on the basis of activity)…………….. 73
247 Figure 247(Zoning-on the basis of Circulation)………… 73
 SYNOPSIS

 Oceanarium ,Goa
 International School, AP
 War Memorial

01
 SYNOPSIS 1

1. Oceanarium
 An oceanarium provides facilities for people to view the inhabitants of the sea. For many
people, A visit to an oceanarium is the only way they can see these creatures.
 It is a commercial theme park or aquarium where marine mammals such as dolphins,
beluga whales and sea lions are kept within water tanks and displayed to the public in
special shows.
 Oceanarium contain large amount of water, because of which different types of machines
are required for the services(water filtration, ventilation, fire and safety are major concern)

1.1 AIM OF THE PROJECT

.
 It aims at the conservation of marine life and the- ecological balance, which is disrupted by
the activities of man and helps to create an environment conducive for its growth.
 A part of the program will aim at research and development of formal institution to impart
knowledge to students on the science of oceanography.
 The other part will aim at spreading awareness among the visitors through entertainment so
that they have better understanding of marine life.
.

1.2 OBJECTIVE OF THE PROJECT

 To exhibit, maintain, and propagate A general collection of aquatic life.

 To provide a facility with high educational impact on the surrounding community.
 To use expressive forms to stimulate interest in the architecture of the facility as well as its
exhibits.
 To provide an entrance which will draw visitors into a facility where one might begin to
think he is actually going underwater.
 To display aquatic life in a surrealistic manner.
 To provide a uni-directional circulation pattern so that the exhibits are cohesive to the one
preceding and the one after.

01
 1.3 JUSTIFICATION (why this project):

 Beaches Are An Attraction All Around The World, Thus I Realised The Importance Of
The Force Of The Sea, Which Lead Me To Develop Their Waterfronts To A
International Standard
 An Oceanarium Is As An Essential Part Of The Sea Front Development As It Tells Us
That How Beauty Lies Within This Inigmatic Sea.

1.4 SCOPE OF WORK:

 India Is Surrounded By Sea On Three Side And Has A Large Coast Line On The Southern
Side In The Arabian Sea.
 Marine Life Is The One Of The Most Important Resource Of The Country And There Is
An Increasing Demand For The Development And Conservation.
 There Is No State Of Art Facility Available In The Country For The Appropriate
Scientific Resarch And Awareness. Help Develop Tourism.

1.5 CASE STUDY:

RELEVANT CASE STUDIES TAKEN FOR MY PROJECT ARE:

1.5.1 TARAPOREWALA AQUARUM (MUMBAI)

1. India’s oldest aquarium built in 1951 .

it is located on the western coast of
India in .
2. Exhibit approximately 2000 fishes of
500 varieties,sharks, turtles, rays, eels,
starfishes and stingrays.
(Figure 1- Source- google.com) (Figure 2- Source- google.com)

1.5.2 JAGDISH CHANDRA BOSE (SURAT)

 Newest Aquarium Built
 With Multidisciplinary Underwater
Aquarium
 Home Of More Than 100 Species
Of Fishes. (Figure 3- Source- Wikipedia) (Figure 4- Source-oceanario.pt)

02
LITERATURE STUDY

RELEVANT LITERATURE STUDIES TAKEN FOR MY PROJECT ARE:

1.6 OZEANEUM (GERMANY):

Ozeaneum Is A public aquarium in

the German city of Stralsund.

• Main attraction of the German maritime

museum. It displays primarily sea life of
the north sea.

(Figure 5- Source- issu.com) (Figure 6- Source- issu.com)

1.6.1 SHANGHAI OCEAN AQUARIUM

• This Prestigious Project Was

Completed In 2002 And Is Located
Adjacent Shanghai’s Oriental Pearl
Tower.
(Figure 7- Source- SCRIBD)
1.6.2 REQUIREMENTS:
 Administration Space
 Maintenance Space
 Educational/ Research Space
 Recreation Space
 Transportation
 Other Spaces (Figure 7- Source- SCRIBD)

1.6.3 LOCATION:
The proposed site of oceanarium is located in goa just along the miramar beach which is
one of the most visited beach by tourists in goa.

1.6.4AREA: The total area of the proposed site is 11.3 acres.

1.6.5APPROACH: The site is approached by A 30 mtr. Wide road

03
(Figure 8 –India Map- Source- Google) (Figure 9 -Goa Map showing beaches- Source- Google)

(Figure 10 –Beach of goa- Source- Google)

1.6.6 GOOGLE EARTH

IMAGE OF PROPOSED
SITE

SHRADHA SCHOOL
GOA SCIENCE CENTRE
GOA INT. HOTEL

(Figure 11 –site location- Source- issu.com)

(Figure 12 –site location- Source- issu.com)

04
 SYNOPSIS 2

1.7WHAT IS AN INTERNATIOINAL SCHOOL ?

 An international school is A school that promotes international education, in an

international environment, either by adopting A curriculum such as that of
the international baccalaureate, edexcel or cambridge international examinations, or by
following A national curriculum different from that of the school's country of residence

 These schools cater mainly to students who are not nationals of the host country, such as
the children of the staff of international businesses, international organizations, foreign
embassies, missions, or missionary programs.

1.7.1 AIM OF THE PROJECT:

To build A campus which provides an ideal environment for the physical, mental and
social development of students.
So Main Aim Would Be Provide More Interactive Spaces Along With The Lively
Environment In The Campus.

1.7.2 OBJECTIVE OF THE PROJCECT

 The proposed international school should be designed in A way that the teaching
should not be confined to A class room rather the whole campus should become A
classroom.

 Creating an atmosphere of trust between students, staff, administrators and parents.

 Providing a wide variety of stimulating learning experiences, allowing students to
acquire the concepts, skills and attitudes necessary to develop their full individual
potential.
 Exposing students to different cultures through a well planned international
curriculum mindful of the views and beliefs of others.
 Encouraging communication in both social and academic environments between all
members of the school community.

05
 1.7.3 JUSTIFICATION (Why This Topic)?

 I took up the institutional project as my thesis project because I have A strong inclination
towards doing an architecture institute.
 As an institute give us a lot of options to deal with the building as well as the open spaces
and certain other workable spaces. Inside an institutional building especially when it is an
international school, no spaces come out to be dead, each and every space can be utilized in A
positive way.

1.7.4 SCOPE OF WORK:

• A mental inclination and orientation is necessary to move forward in the career of A student.
• The learning should be through observing not by grasping books.
• Thus a better ambience is to be created for them leading them to a more fruitful future.

1.7.5CASE STUDY:

1.7.6 Relevant Case Studies Taken For My Project Are:

1.7.7 SCOTTISH HIOGH INTERNATIONAL SCHOOL ,DEHRADUN

 Scottish high international school, has an

attractive building in Scottish
architecture.
 The sprawling area of the project is 7
acre.

(Figure 13-Scottish school- (Figure 14-Scottish school-

Source- Slide share) Source- Slide share)
1.7.8 DOON SCHOOL , DEHRADUN
 Doon school has one of the most
aesthetic infrastructure across the
country.
 A lush green campus of 5 acres is built
on the hilly area
(Figure 15-Doon school- (Figure 16-Doon school-
Source- Google) Source- Google)

06
 LITERATURE STUDY

Relevant Literature Studies Taken For My Project Are:

1.7.9 DHIRUBHAI AMBANI INTERNATIONAL SCHOOL, MUMBAI

 It is one of the best international school in

india established in the year 2003
 It is spread over an area of around 3 acres
providing all set of facilities.

(Figure 17-DAI school- (Figure 18-DAI school-

Source- WWW.dawn.com) Source- WWW.dawn.com)

1.7.10 HERITAGE SCHOOL (PUNE)

• It is designed by Madhav joshi and

associates, the school comprises A spacious
building with modern facilities.

 The school campus area is 10.4 acres with A

built-up of 21,043 sq.M
(Figure 19-Heritage school- (Figure 20-Heritage school-
Source- www.issu.com) Source- www.issu.com)

1.7.11 REQUIREMENT:
 Administration
 Academic
 Labs
 Library
 Multipurpose Hall
 Hobby Classes
 Sports
 School Amenities
 Residencial Block
 Hostel Block
 Dinning Area

07
1.7.11 SITE LOCATION:

 The site is located in bodduvaripalem village in kodavalur mandal in nellore.

 Site has excellent connectivity with nellore and can be reached via nh-5

1.7.12 AREA OF PLOT: 14.95 Acre

1.7.13 SITE SORROUNDING: Ap tribal welfare school & girls junior college on east and
vacant plots on western and northern side .

1.7.14 APPROACH: 18m Wide Road

(Figure 21-India Map- (Figure 22-Andhra Pradesh Map-

Source- www.google.com) Source- www.google.com)

(Figure 23-Site Location- Source- www.tendersniper.com)

08
 SYNOPSIS 3
1.8 WHAT IS WAR MEMORIAL ?
A monument or an edifice created commemorating those killed in any war, with A cenotaph
engraved with inscriptions from their loved ones.”

 Memorial plays A significant role in commemoration displays confer legitimacy on

specific interpretations of history and attribute significance to particular events.
 They typically include displays of weapons and other military equipment, uniforms,
wartime propaganda and exhibits on civilian life during wartime and decorations among
others.

1.8.1 AIM OF THE PROJECT-

• Museum aims ‘to provide for, and to encourage, the study and understanding of th history of
modern war and wartime experience.

• To preserve our war heritage by providing a space to display and to maintain our historic
weapons adding glory to our country.

1.8.2.OBJECTIVE OF THE PROJECT-

 To study the characteristics of museum design and to make the space as eco-friendly.
 To know the adaptive technology and create an iconic structure or to study the zoning of
the
 to learn about segregation and connectivity of spaces and to enhance the circulation patterns.

1.8.3.SCOPE OF THE PROJECT:

To recall A past which is in danger of being forgotten; possibly even an attempt by new
generation to claim the past- from survivors and witnesses as their own?

To connect the past with the present and to the future by providing security, authority,
legitimacy and identity in the present.

To make people know the history of indian army and its various advancement latest
innovations in the field.

09
 1.8.4 JUSTIFICATION (WHY THIS TOPIC):
There is no country in the world where there is no war memorial.

India has fought several wars , thousands of our soldiers have been martyred.

Memorial’s purpose is to commemorate the sacrifices of the soldiers who have died in the war.

Its mission is to assist the people to remember, interpret and understand the experience of war
and its enduring impact on the society.

1.8.5 CASE STUDY:

RELEVANT CASE STUDIES TAKEN FOR MY PROJECT ARE:

1.8.6 CHANDIGARH WAR MEMORIAL:

War memorial in Chandigarh is one such place

that unfolds the glorified saga of the martyrdom who
selflessly laid their lives to protect our motherland
since independence.

(Figure 24-Chandigarh war memorial- (Figure 25-Chandigarh war

Source- www.google.com) memorial- Source- www.google.com)

1.8.7 WAR MEMORIAL IIM , DEHRADUN

Located at just 5 kms from Dehradun city Centre at
shahastradhara road, khalanga war memorial is a
famous tourist spot in Dehradun which still depicts
the brave story of gorkhas.

1.8.8 LITERATURE STUDY: (Figure 26-Dehradun war memorial- (Figure 27-Dehradun war
Source-Wikipedia) memorial- Source-Wikipedia)

RELEVANT LITERATURE STUDIES TAKEN FOR MY PROJECT ARE:

Vietnam Memorial, Washington, D.C

Canadian War Museum, Canada

(Figure 28-Washington war memorial-

(Figure 29-Canadian war memorial-
Source-Wikipedia)
Source-Wikipedia)

10
1.8.8 REQUIREMENTS:
Administration Area
Exhibition Area
Outdoor Display
Library
Remembrance Hall
Display Of Replicas Of Grave Stones With Engravings
Archives Room
Visual Projectories
Cafeteria
Auditorium
Workshop Area
Conference Area
Sales Area
Amenities
Parking
Services 1.8.9 SITE LOCATION: Princess Park, Tilak
Marg, Near India Gate
SITE-(NEW DELHI):
TYPE: Public Building

STATUS: Proposed/ Unbuilt.

SITE AREA: 28 Acres.

(Figure 30-India map- Source- www.google.com) (Figure 31-Site Location- Source- www.tendersniper.com)

11
1.8.10 METHODOLOGY

DATA COLLECTION

SITE CASE STUDY

LIBRARY STUDY

STANDARDS & KNOWLEDGE OF

TOPOGRAPHY AND
TECHNICAL THE FUNCTIONAL
CLIMATIC DATA
ASPECTS REQUIREMENT

POTENTIAL AND ALLOCATION OF

TO IDENTIFY THE
CONSTRAINTS OF SPACES,
PLANNING
THE SITE & THE STRUCTURE,
PRINCIPLES
ACCESSIBILITY CIRCULATION

UNDERSTANDING THE VARIOUS

DESIGN CRITERIA & FRAMING
REQUIREMENTS

DEVELOP A DESIGN CONCEPT

PREPARING PRELIMINARY DESIGN

FINAL DESIGN

(Figure 32-Methodology- Source- Author)

12
 PROPOSED DESIGN

INTERNATIONAL SCHOOL
NELLORE

Literature Study -
THE DRUK WHITE LOTUS SCHOOL, LADAKH
THE HAGUE INTERNATIONL SCHOOL, NETHERLANDS

Case Study -
SELAQUI SCHOOL, SELAQUI (DEHRADUN)

PATHWAYS WORLD SCHOOL, ARAVALI(GURGAON)

13
 2. Introduction -

A school is an institution design to provide learning spaces and learning environments for
The teaching of students under the direction of teachers.

A school is a place where the foundation of a student is laid, where he\she learns the
Lessons of life learning importance of education and much more.

An international school is A school that promotes international education, in an international

Environment, either by adopting A curriculum such as that of the international
Baccalaureate, edexcel or Cambridge international examinations, or by following A
National curriculum different from that of the school's country of residence.

These school cater mainly to students who are not nationals of the host country , such as
The children of the staff of international business , international organization , foreign
Embassies and missionary programs.

Many local students attend the school to obtain qualification for employment or higher
Education in a foreign country.

What We Learn ?

(Figure 33-Team work- Source- www.EDU.com)

(Figure 34-Unity among diversity- Source- www.gogle.com)

(Figure 35-Sportsmanship- Source- www.gogle.com)

(Figure 36-Importance of education- Source-issu.com)

(Figure 37-Learning- Source-issu.com) (Figure 38-Wheel of Learning- Source-google.com)

14
2.1 Objectives Of An International School

To offer high quality, academically sound education to an international student body in A

supportive and understanding environment.
 Developing and adopting an English language curriculum from preschool to grade 12.
 Nurturing an atmosphere of trust between students, staff, administrators and parents.
 To promote a positive attitude towards creativity, allowing students to actively engage in
the learning process.
 Providing a wide variety of stimulating learning experiences, allowing students to
acquire the concepts, skills and attitudes necessary to develop their full individual
potential.
 Helping students to assess their own abilities and become independent learners, able to
solve problems, work in groups and set priorities.
 To promote a sense of community in the school so that students and staff develop a sense
of belonging to the school.
 By providing a stable, secure and welcoming atmosphere for all individuals within the
school.
 By providing opportunities for students to develop friendships outside the classroom and
by offering recreational activities.
 To encourage cultural understanding, tolerance and the enjoyment of diversity.
 By exposing students to different cultures through a well planned international
curriculum mindful of the views and beliefs of others.
 By promoting positive attitudes towards the host country, Switzerland, through study of
its main languages German and French and the country’s physical and cultural diversity.

2.2 METHODOLOGY-

(Figure 39-Methodology- Source- Author)

15
2.3 FACILITIES THAT AN INTERNATIONAL SCHOOL
PROVIDES THAN ANOTHER SCHOOLS:

 Excellent building with modern facilities

 Small class size, for highly individualized attention.

Highly qualified and experienced staff from metro cities

 Separate computerized libraries, computer labs and audio visual rooms.

 Sprawling play ground, gymnasium and swimming and sometimes golf ground too.

 School has sports academy for cricket, hockey, football, basket ball, tennis.

 School has its own fleet of vehicles for transportation of students.

 Provision for extra curricular activities like skating, horse riding, drawing and
 Painting, etc.

(Figure 40-Swimming pool- Source- www.google.com) (Figure 41-Basketball court- Source- www.google.com)

(Figure 42-Library- Source- www.google.com) (Figure 43-Horse riding- Source- www.google.com)

(Figure 44-School Night view- Source- www.google.com) (Figure 45-Hostel room- Source- www.google.com)

16
 SITE ANALYSIS
2.4 THE SITE LOCATION-

(Figure 46-India Map- Source- www.google.com) (Figure 47-Andhra Pradesh- Source- www.google.com)

2.5 SITE DESCREPTION-

The Identified Site Location Is Sy. No. 726, 742,

And 743 Of Bodduvaripalem Village In
Kodavalur Mandal In Nellore.

 The Total Land Area Of The Identified Site

Is About 14.95 Acres.

 The Site Has Excellent Connectivity With

Nellore And Can Be Reached Via National
Highway 5.
(Figure 48-Site Location- Source- www.tenderlinks.com)

Site Location

17
 2.6 ABOUT THE CITY(NELLORE)-

(Figure 49-Skyline of Nellore- Source- www.google.com)

Nellore Is A City And District Headquarters Of Nellore District In The Indian State Of Andhra
Pradesh. It Is Located On The Banks Of Penna River And Is The Fourth Most Populous City In
The State.
2.8 ECONOMY-

 Certain Industries Like Nippo

Batteries Factory, Apache Leather
Shoes Factory Etc. Have Their
Presence.
(Figure 50-Dance of A.P.- Source- www.google.com)
 Proximity To The Sea And Fertile
2.7 DEMOGRAPHY- Land Towards The East Have Lead
To Agriculture And Aquaculture To
 As Of 2011 Census, Nellore City Had A Prosper. The Most Productive Is
Population Of 499,575. The Shrimp Culturing.

 The Average Literacy Rate Stands At

83.59% (Male 87.53%; Female 79.52%)
With 387,192 Literates, Significantly
Higher Than The State Average Of
73.00%.

 The Expanded City Population Post

Merger Of 15 Gram Panchayats Into
Nellore Municipal Corporation Stands At
(Figure 51-Economy of AP.- Source- www.google.com)
600,869.

(Figure 52-Nellore city.- (Figure 53-Penna river.- (Figure 54-Penna river.-

Source- www.google.com) Source- www.google.com) Source- www.google.com)

18
2.9 CLIMATE OF NELLORE-

 The climate of Nellore city is A typical tropical maritime climate, with hot, humid
summers and mild winters.

 April and may are the hottest months and the hot conditions generally last until the end
of the June, December, January and February are the coolest months.

 As the bay of Bengal is at a distance of 24 kilometres (15 mi) from the city, the sea
breeze renders the climate of the city moderate both in winter and in summer. Humidity
level in the city is high due to its proximity to the coast.

(Figure 55-Climate table- Source- Wikipedia)

CLIMATE TABLE OF NELLORE SHOWING AVERAGE TEMPERATURE AND

PRECIPITATION FOR A YEAR
2.9.1 WIND SPEED-

plan

(Figure 56-wind chart- Source-climatedata.com) (Figure 57-wind rose diagram- Source-climatedata.com)

19
AVERAGE RAINFALL-
The Average Rainfall In Nellore Over A Year Is 700 To 1000 Mm And Maximum
Rainfall Is Experienced In The Month Of June And July

2.10 SITE JUSTIFICATION-

The government of Andhra Pradesh intends to develop international schools in each of the
cities of Visakhapatnam, Nellore, tirupati, Guntur, anantapur and puttaparthi on public
private partnership (ppp) model. In this regard, infrastructure corporation of Andhra Pradesh
(incap) has requested for an expression of interest (eoi) notice no. Incap/P/ international
schools/127/2016 dated 26-02-2016.

2.11 KEY PLAN-

The Site Ware House

Ap Tribal Welfare School Agricultural Land

Residential Sector Nh - 5

Vacant Govt. Land

pla

(Figure 58-Key plan of site- Source-Author)

20
2.11 SITE DIMENSION- 2.12 SUN MOVEMENT-

(Figure 59-Site dimensions- Source-INCAP) (Figure 60-Sun movement- Source-INCAP)

2.13 SITE CONTOUR PLAN- 2.14 WIND FLOW-

(Figure 61-Site Contour plan- Source-INCAP) (Figure 62-Site wind flow- Source-INCAP)

The Wind Flow Is From North East Towards South West

21
2.15 SITE SURROUNDINGS-

The natural setting of the site is surrounded by plain landscape. An existing ap

tribal welfare gurukul school & girls junior college is next to the site on
southern side and warehouses of apswhc is also there next to it, they both share
the same boundary.

Northern Side : Vacant Govt. Lands.

Southern Side : Ap Tribal Welfare School And Apswhc.
Eastern Side : Vacant Govt. Lands.
West Side : 15 Mtr. Wide Approach Road.

(Figure 63-Site surroundings- Source-INCAP)

2.16 SITE CONNECTIVITY-

Key Distances To Major Landmarks And Residential Areas In And Around Nellore Are:

Area Approximate Distance

Nellore Railway Station 18 Kms

Nellore Rtc Bus Stand 22 Kms

Planned Airport For Nellore At Dagadarthi 5 Kms
National Highway (Nh-05) 0.8 Kms
Iskon City 23 Kms
B V Nagar 21 Kms
Magunta 23 Kms
Kavali 36 Kms
(Figure 64-Site connectivity chart- Source-INCAP)

22
 THE SITE

(Figure 65-Nellore railway station- Source-Author) (Figure 66-Nellore bus station- Source-Author)

(Figure 67-Nellore proposed airport- Source-google.com) (Figure 68-NH-5- Source-Author)

(Figure 69-Nellore ISCKON Temple- Source-Author) (Figure 70-Nellore main market- Source-Author)

(Figure 71-The site- Source-Author)

23
 (Figure 72-BV nagar Nellore- Source-google.com) (Figure 73-BV nagar Nellore- Source-google.com)

2.17 SITE TOPOGRAPHY-

 The site has A slight slope which starts at the start point of the point from the road and
goes to a level from +-00 to + 3.5 mtrs.

 The site has total eight contours

 The 3.5 mtr rise is generally the big one , but as the site is huge and the distance between
the contours is also more so this slope can easily be levelled before the starting
construction .

 The site is A mix of clay and rocky surface. The soil is mainly red in colour which tend to
be à good soil

(Figure 74- The site- Source-Author)

(Figure 76- site contour plan- Source-Author)

Site Contour Plan And Photographs

Showing The Topography Of The Site

(Figure 75- The site- Source-Author)

24
(Figure 78- Site connecting road- Source-Author) (Figure 79- Agricultural land - Source-Author)

(Figure 80-NH 5- Source-Author) (Figure 81-Site location- Source-google maps)

(Figure 82- AP tribal welfare school- Source-Author) (Figure 84- APSWHC side entry- Source-Author)

(Figure 85- The site- Source-Author) (Figure 86- Agricultural land- Source-Author)

25
2.18 SWOT ANALYSIS OF INTERNATIONAL SCHOOL AT THE
IDENTIFIED LOCATION –

STRENGTHS:

1. Proximity: the location is conveniently accessible from nellore via the nh-5.

2. Construction cost: the identified land for the school is reasonably plain land and
will optimize the cost of construction of the school .

3. Connectivity: the location is well connected by A 4-lane highway.

4. Potential: the new nellore airport is planned to the developed in dagadarthi which
is just stone’s throw away from the project site. In the future the city would expand
towards the airport and this more residential areas would come up near to the
project site. .

5. Cheap land: only nominal land lease rental is being charged bringing down the
cost of setting up the school .

WEAKNESSES:

1. Nascent market: the market for international schools at Nellore is at A nascent

stage and it will take longer duration to establish the market for the same .

2. Operational costs: the cost of running an school with IB / igcse curricula is high
when compared to schools offering only national curricula

(Figure 87- Skyline of AP- Source-Wikipedia)

26
OPPORTUNITIES:

1. Growing awareness: there is A growing awareness of international schools and their

curricula and parents are willing to send their children to the international curricula as the
benefits of A well-rounded and holistic curriculum become apparent.

2. Growing demand: there is A growing demand for international schools based on the
economic growth profile of Nellore strongly driven by the existence as well as the growth of
krishnapatnam port

3. Low competition: there are very few schools offering ib / igcse curricula in nellore and the
planned international school can become the market leader if suitably marketed due to its
inherent advantages

THREATS:

1 New market: the project is the first time that an international school will be developed on A
public private partnership and there are inherent risks involved for various parties before the
project can be made successful

2.19FIELD SOIL INVESTIGATION TEST-

The following methods were adopted for sub soil investigation as peris:18921979.
Three soil investigation bores of 150mm .Diameter and to a depth of 10meters. And proposed
within the proposed building location.

2.20 FOUNDATION & BEARING CAPACITY OF SOIL:

•Since the proposed structure is multi storied building, will be supporting on beams and
columns and the good soil is available at shallow depth, open foundation in the form of
isolated footing / raft foundation is suitable.

(Figure 88- Skyline of AP- Source-Wikipedia)

27
3.BYELAWS TO BE FOLLOWED-

The information provided in this, is as per the existing byelaws, regulations (G.O. Ms. No.
168, issued by municipal administration and urban development, government of Andhra
Pradesh, dated 07.09.2007)

And it is subjected to change with change in the regulations / development controls of

Nellore municipal corporation and other statuary or applicable laws from time to time,
without any notice.

(Figure 89- Setback table- Source-N,B.C)

Maximum Height Achievable Is About 18 Mt And 7.0 Mt All‐round Setbacks On

Remaining Side As Per Table .

3.1 NORMS, STANDARDS AND BYELAWS

As per the proposal there will be twelve classes (I to xii) along with upper & lower
kindergarten and A nursery.

The syllabus to be followed could be either IB, igcse along with the option of CBSE,
CISCE or SSC.

The key aspects envisaged in the international schools apart from strictly adhering to the
global standards of international schools are detailed below

28
3.1.1 GLOBAL STUDENT BASE-

These schools typically have students from across the globe. These schools largely cater to
children of expats and diplomats who come for an international learning environment and
are characterized by very high student and faculty diversity.

These schools also cater to the local HNI (high net-worth individuals) and upper middle
class parents who seek international education quality for their children.

3.1.2 STATE OF THE ART INFRASTRUCTURE-

International schools offer high quality infrastructure including facilities which provide
students opportunities to develop their skills and knowledge. Typically the schools have
large campuses for outdoor activities including large playgrounds, swimming pools,
auditorium, large libraries with latest books, technology centers etc.

3.1.3 DIFFERENTIATED CURRICULUM-

Focused on global outlook, these schools typically follow international curriculum such
as IB or IGCSE. In addition, there is A focus on creating learning opportunities to students
through other extra-curricular programs.

3.1.4 QUALITY OF PLACEMENTS (TO FOREIGN UNIVERSITIES)-

International schools have A good track record for placements in foreign universities and
provides overseas based training opportunities as well.

3.1.5 FACULTY QUALITY AND DIVERSITY-

These schools have faculty from across the globe. For example: Woodstock school,
Mussoorie has 60 academic staff who come from various countries such as united states,
the united kingdom, Canada, Australia, new Zealand, south Korea, and Europe.

3.1.6 INTERNATIONAL RECOGNITION / ACCREDITATIONS:

Several international accreditations and alliances for student exchange, placements in

global universities etc. Are common features in international schools. These schools also
have affiliations for foreign exchange programs and tie ups with international institutes for
providing certification in music etc. These schools are accredited by agencies such as the
cis, nesa, and taisi among others and hence, are able to project an international image

29
3.1.7

(Figure 90- Target segments- Source-C.B.S.E)

3.2 DESIGNING PART-

3.2.1 PARKING STANDARD-

Parking space shall be provided for different types of development as per norms given
In master plan/development plan or as given below:

The following table may be referred to for deciding the parking norms foreducation use
zone/activities only minimum required value of ecs and not a range.

(Figure 91- ECS table- Source-NBC)

3.2.2 GROUND COVERAGE-

(Figure 92-Groun coverage table- Source-NBC)

3.2.3 GENERAL BUILDING REQUIREMENTS AND SERVICES-

30
HEIGHT-

(Figure 93-Building Height table- Source-NBC)

STAIRCASE/EXIT REQUIREMENTS-

(Figure 94-Building staircase standards- Source-NBC)

MINIMUM TREAD-
The Minimum Width Of Tread Without Nosing Shall Be 250 Mm For Residential Buildings.
The Minimum Width Of Tread For Other Buildings Shall Be 300 Mm.

MAXIMUM RISER-
The Maximum Height Of Riser Shall Be 190 Mm For Residential Buildings And 150 Mm
For Other Buildings And These Shall Be Limited To 12 Per Flight.

The minimum head-room in a passage under the landing of a staircase shall be 2.2m. The
minimum clear head-room in any staircase shall be 2.2 m.

EXIT REQUIREMENTS-

As Per NBC 2016 The Exit Requirement For An Educational Building Is 1 For 100 Persons
Exits Shall Be So Located So That The Travel Distance On The Floor Shall Not Exceed22.50
M. For Residential, Educational, Institutional .

Capacity of Exits

(Figure 95-Building Exits standards- Source-NBC)

Minimum Width Provisions For Passageway/Corridors In An Educational Building Is 1.50 Mtr.

31
RAMPS-

The ramp to basement and parking floors shall not be less than 7.2m wide for two way traffic
and 4 M wide for one way traffic, provided with gradient of 1:10 for cars and 1:15 for heavy
vehicles. At curved portions of the ramp or for circular ramps the slope should not be more than
1:12.

Ramps may also be provided in the setbacks which can be sloped considering unhindered
movement of fire engine and in no case the gradient shall be less than 1:10.

3.2.4 WATER REQUIREMENT AND FACILITIES:

Water requirement for the facility may be worked out and enough storage for ½ day operation
is to be kept in storage. If municipal water supply is reliable, the toilet blocks may have
underground sump that can store half A day’s requirement and overhead tanks for another
half. If municipal water supply is not available, toilet block may have its own bore well and
pump with no underground sump. Alternatively A hand tube well can be used for storing
water in an elevated (not overhead) tank.

To minimize the wastage of water, self-closing water taps should be used. The pans must be
of pour flush (pf) design I.E. With A steep slope. Traps should be of A 20 mm water seal. (Use
of 50 mm water seal traps will require more water for flushing.) If toilet is to be linked to city
sewer, A master trap has to be provided at the sewer connection.

(Figure 96-Building water requirement- Source-NBC)

3.2.5 SPECIAL REQUUIREMENT FOR EDUCATIONAL BUILDING

The minimum size of A cellar room, study room or room used for purposes of instruction
shall be 5.5 m. X 4.5 m. And no part of such room shall be distant more than 7.5 m. From an
external wall abutting on the requisite open space. Every such room shall have minimum
ventilation to the extent of 1/5th of its floor area.

A minimum room height for classroom in all schools and other institutions shall not be less
than 3.0 m. The minimum head room under beams shall be 2.75 m.

32
3.2.5 SANITATION REQUIREMENT FOR EDUCATIONAL FACILITIES

(Figure 97-Building Sanitation requirement- Source-NBC)

3.2.6 CLASSROOM STANDARDS AND AREA-

DIFFERENT CLASS ROOM ARRANGEMENT

(Figure 98-Classroom standards and Areas- Source-Neufert)

33
 ROOMS AND AREAS FOR GENERAL PURPOSE TEACHING
(Figure 99-Classroom arrangements- Source-Neufert)

(Figure 100-Lab standards arrangements- Source-Neufert)

LANGUAGE LAB STADARDS AND ARRANGEMENT

3.2.7 IMPORTANT STANDARDS FOR SCHOOL DESIGNING

34
 (Figure 101-Lab standards arrangements- Source-Neufert)

(Figure 102-Music and Art room standards arrangements- Source-Neufert)

35
3.2.8 LABORATORY STANDARDS AND AREAS-

(Figure 103-Lab standards arrangements- Source-Neufert)

(Figure 104-Library standards arrangements- Source-Neufert)

36
3.2.9 ORGANISATION OF SPACE AND FUNCTIONS IN SCHOOL KITCHEN-

(Figure 105-Dining standards arrangements- Source-Neufert)

MEAL AND CROCKERY DISTRIBUTION OTHER CORE AREAS-
IN DINING AREA

37
3.2.10 DIFFERENT TOILET FACILITIES IN A SCHOOL

(Figure 106-Toilets standards arrangements- Source-Neufert)

4.DEAD CASE STUDY- 1

4.1THE HAGUE INTERNATIONL SCHOOL, NETHERLANDS

Architect- Atelier Pro Architects, Site Area- 6.33 Acres, Project Cost- 24,770,000$

The international school of the hague is A large, very well-established international school
which opened its doors to students in 1983 and now has A student body of over 1700 students
from over 85 different nationalities

AERIAL VIEW OF THE SCHOOL

Ages Taught: 4 — 18``

Curriculums: International
Baccalaureate, International
Primary Curriculum``

(Figure 107-Aerial view of Hague International school- Source-google)

38
4.1.1 SCHOOL PROFILE-

The international school of the hague is one of several schools catering to the large
international community of the hague, which exists as A result of the many international
organizations, embassies and companies located in the area.

The primary school became the first school in the world to receive accreditation at 'mastering'
level from the international primary curriculum. It is A co-educational day school with
boarding facilities available nearby. The school is located in A new building completed in
2006. The school also has use of sports fields in the vicinity.

4.1.2 FACILITIES-

The school has a total student capacity of approximately 1500 people.

It has a 350-seats auditorium inside the school. It also has two full sized, fully equipped
gyms.

There are two computer labs (each equipped with 30 imacs), six equipped science labs as
well as an expanded library.

The school has a canteen, designed to fit 200-350 people. Also the school has expanded
their capacity by including two-story portacabins which are equipped to the highest
standards, with A beautiful view of the school's greenspace.

There is also a car park just outside the school. Unfortunately the car park is not part of the
school community. There are also parking spaces in front of the school, these are prohibited
to use during the day due to the limiting of co2 emissions from cars.

Awards Achieved- 2008 Honor Awards In Architecture, The Modern Design Award Netherlands

4.1.3 ARCHITECTURAL FEATURES-

 Within this building three different schools are combined: A playgroup, A primary school
and A secondary school. The heart of the school is formed by A high, elongated atrium
illuminated by daylight.

 The plaza exists as a symbol of “school as community”. Like A square in A city, the plaza
is the center, and is an interesting place to be. Situated around the plaza are media resource
centers, art rooms, sporting facilities, A canteen and A theatre

 The classrooms for the younger students, are situated around A safe playground with A
huge sandpit.

 These classrooms are very transparent due to large glass sliding doors. Because of this,
the corridor space is heavily used by students.

39
 PARKING FOR VEHICHLES ON
ENTRANCE OF ACAMEDIC NATURAL WATER BODY ON
THE FRONT OF THE CAMPUS
BLOCK SCHOOL’S SITE

LANDSCAPING AND
`MAIN ACADEMIC BLOCK
VEHICHLE CIRCULATION

SPORTS COMPLEX
PLAY AREA ON THE
ON LEFT
BACK SIDE
SIDE OF THE
SCHOOL (Figure 108-Site plan- Source-Design share)

 The neighbors [neighboring businesses] surrounding the international school have

frequent contact with the school. Service learning is an important component of the
school and community connections.

 The neighbors visit the school often. Many follow any number of language courses the
school offers. In the evening, when all the children have left the school, the sport center
is open to the community.

 The interior of the street-plaza is joyful and, symbolized the soul of the markets in the
towns of Netherlands. It’s like A “plaza-home”. The glass-house for the children seems
like “glass-home”

(Figure 109-Front elevation of school- Source-Design share) (Figure 110-Entry of school- Source-Design share)

40
4.1.4 FIRST FLOOR PLAN-

(Figure 111-First floor plan- Source-Design share)

 On the right is the sport centre. Between the sport centre and the auditorium the canteen
is located. The huge, open, central space is called plaza.

 The left part of the plaza is called the glasshouse. Two wings of classrooms enclose the
plaza and are interrupted by the main entrance and the playgrounds.

 A space where the school presents itself to the international community. Before the
students reach their classroom, they enter the "lounge" of their own cluster.

 These lounges are furnished as "living rooms" and each has its own identity.

 Inside and between the clusters there is great flexibility in classroom layouts, study and
work spaces. That flexibility makes it possible to respond to educational developments
in the future. The school building, featuring red brick masonry with white frameworks
around the window frames.

 Several balconies offer a splendid view of the plaza. Large, rolling shutters offer the
possibility of using part of the plaza as A stage. With these shutters open, the galleries
become part of the scenery.

 Under an enormous canopy, the entrance stairs give comfort to the students at the end of
the day while they are waiting to be taken home.

 The younger children have their own entrance and square, called the glass house, where
they can play and have their lunch. The playroom at the glass house also has sliding
doors.

(Figure 112-Plaza of school- Source-Design share) (Figure 113-Plaza of school- Source-Design share) (Figure 114- Source-Design share)
BALCONIES AT UPPER FLOOR WIDE STAIRCASES AT PLAZA VIEW OF THE PLAZA

41
 (Figure 115- Source-Design share) (Figure 116- Source-Design share)
FRONT FAÇADE WITH ENTRANCE FRAGMENT OF FACDE

(Figure 117- Source-Design share)

INTERIOR LIVING ROOM (Figure 118-Plaza of school- Source-Design share)

(Figure 119- Source-Design share) (Figure 120- Source-Design share) (Figure 121- Source-Design share)
TRANSPERANCY IN DESIGN SUSTAINABLE SCREENBLINDS THEATRE

(Figure 122- Source-Design share) (Figure 123- Source-Design share)

THE CAFETERIA AND LABORATORY VIEW OF THE PLAZA

4.1.5 INFERENCES-

 It is A compact building with age-related clusters, grouped around the central heart, the
plaza.
 Through A large and light atrium you have A view of the whole height of the school.

 The school has A factory like façade but the interiors are pleasing, joyfull and mind grabing.

 The school also have a sports centre on the right side, which they use it as a revenue
generating source, as they give it for rent for different activities and sports play on rent.

 The school building, featuring red brick masonry with white frameworks around the
window frames

42
 4.2DEAD CASE STUDY- 2
4.2THE DRUK WHITE LOTUS SCHOOL, LADAKH
LOCATION-LADAKH, ARCHITECT- ARUP Associates(firm).

4.2.1THE SCHOOL’S BACKGROUND-

The Druk white lotus school is an initiative of the Drukpa

trust, A UK registered charity under the patronage of the
Dalai lama.

It opened in 2001 and now has over 650 pupils. The

school’s aim is to give children from this remote part of
India A high-quality, modern education, whilst engaging
with local cultures or traditions. (Figure 124-India map- Source-google)

(Figure 125-Front of school- Source-SCRIBD) (Figure 126-Ladakh Topography- Source-SCRIBD)

4.2.2 MODERN SCHOOL, ANCIENT TRADITIONS-

Designed to be built in stages, our plan for the school included teaching courtyards, dining
hall and kitchen, computer and science labs, art studios, A medical clinic and accommodation
for staff and pupils.

It’s all designed around the circular ‘mandala’ form – an ancient indian symbol of wholeness
and the ultimate model for organisation.``

(Figure 127- Source-SCRIBD) (Figure 128- Source-www.druk.in)

THE MANDALA FORM IN THE CENTRE OF THE CAMPUS PLACEMENT OR PATTERN OF BUILDINGS

43
4.2.3 SUSTAINABLE DESIGN IN A HARSH
ENVIRONMENT-

In A harsh, high altitude, desert environment where

water is scarce, sustainability had to play A major part
in our plans for the school from the very start.

We created cutting-edge systems that pump water from

melted snow to the site, both for drinking water and for
irrigation.
(Figure 129-Quote by Dalai lama Source-www.druk.in)
The school’s toilets don’t require water at all, and have state of the art passive technology to
eliminate odours and turn waste into compost.

Ladakh has hot summers and very cold winters, so we installed passive solar heating. Even in
winter, energy from sunlight is stored and used to heat the school and accommodation.

(Figure 130-Solar panel installation Source-www.druk.in) (Figure 131-Solar panel Source-www.druk.in)

PHOTOVOLTAIC PANELS TO GENERATE ELECTRICITY FROM SUNLIGHT,

As the school expands and electricity demand increase, they will need to increase installed
capacity of both photovoltaic panels and inverters.

Around half of the initial investment in solar energy was co-financed by carbon offset funds

4.2.4 SUSTAINABLE DESIGN IN A HARSH ENVIRONMENT-

Because the region is at risk of earthquakes and mud slides, w the school is built using a
timber frame structure with timber robust connections and steel cross-bracing to make sure
everyone stays safe.
Unsurprisingly, it’s already had to demonstrate its capabilities on more than one occasion.`

(Figure 132- Source-www.druk.in) (Figure 133- Source-www.druk.in) (Figure 134- Source-www.druk.in)

Construction Details Timber Construction Anti- Seismic Bracing Of Timber

44
Beyond The Obvious Sustainable Features, The School’s Design And Construction Focus On
Sustaining The Cultures, Traditions And Experiences Of The Region.

All The Building Materials For The School Are Sourced Locally, Providing Important Trade
For The Rural Communities. And We’ve Relied Heavily On Local Expertise, Tradesmen And
Building Techniques Throughout The Project, Learning Lots To Take Back To The Uk

(Figure 132-www.slideshare.com) (Figure 133-www.slideshare.com) (Figure 134-www.slideshare.com)

During Construction Phase(the Use Of Natural Locally Available Material
Can Be Seen Through Pictures)

4.2.5 GRAVITY FEED WATER SYSTEM-

Water is a scarce resource in ladakh. The system pumps snow-melt water from a depth of about
30m to reservoirs near the top of the site. One reservoir provides drinking water under gravity
feed to the school, while the other reservoir provides irrigation water. Water availability is a
key aspect of the hygiene promotion programme that forms an important part of the education.

CONSTRUCTION PHASES OF THE SCHOOL SCHOOL’S WATER DIAGRAM

(Figure 135-www.slideshare.com) (Figure 136-www.slideshare.com)

45
Ladakh Is Hot In Summer And Very Cold In Winter. But Even In Winter, There Is Often
Intense Sunlight And The Teaching Spaces Heat Quickly Thanks To Their Optimal 30 Deg.
South-east Orientation,combined With Fully Glazed Solar Facades That Gather The Sun’s
Energy And Store Heat In High Thermal Mass Walls.

The Residences Are Oriented Due South,and Use Trombe Walls,which Are Coated Externally
With Dark,heat Absorbing Material And Are Faced With A Double Layer Of Glass. Heat Is
Stored In The Wall And Conducted Inward To The Dormitories At Night-time `

4.2.6 SITE PLAN (N.T.S)-

(Figure 137-Site plan source-www.slideshare.com)

4.2.7 VIEW OF THE SCHOOL

(Figure 138-View of school source-www.slideshare.com)

46
4.2.8 TECHNIQUES USED IN BUILDING-
In this building the palette of local materials and traditional building techniques. Solid granite
blocks have been used for the outer wall, and mud blocks for the inner walls to form A cavity
wall for significantly improved insulation and high durability.

The roof is of a traditional ladakhi mud construction, including poplar and willow from local
monastery plantations, and provides good protection from the cold.

By supporting the heavy roof on a structure that is independent of the walls, arup’s design team
made sure that the school was built to the Indian seismic code.

Classrooms face the morning sun to make the most of natural light and heat and incorporate
‘trombe’ wall technology.

Trombe walls that absorb the sun’s energy during the daytime to warm the dormitories at night.

4.2.9 TROMBE WALLS-

A trombe wall is A sun-facing wall separated from the outdoors by glass and air space, which
absorbs solar energy and raising air pulls in cooler air leases it selectively towards the interior
at night.

The simplest form of trombe wall consists of a glass pane held against a wall with the inner
room are two vents, one at the top and one at the bottom of the air space.

During the day the sun heats first the air in this space, then the solid wall behind. Once the air
is heated it rises and enters into the room, giving it additional heat. Also the rising air pulls in
cooler air from the room below to then be heated.

But for sometime after the sun goes down the now hot wall will still keep heating air and
exchanging that heat into the room.

(Figure 139-Timber bracing (www.designshare.com) (Figure 140-Tromve wall section (www.designshare.com)

47
4.2.10 SEISMIC DESIGN AND SAFETY

The school is located in an area of considerable seismic activity and the methods used to
ensure improved safety in the event of an earthquake needed to be easy to emulate for future
structures.

Druk white lotus building structures use timber frames to resist seismic loads and ensure life
safety in the event of an earthquake.

The timber frames are independent of the walls, and steel connections and cross-bracing
provide earthquake stability.

4.2.11 VENTILATION IMPROVED PIT LATRINES

Traditional dry latrines have been enhanced to ‘vip latrines’. These eliminate fly and odour
problems and – most importantly in A desert environment - do not require water.

A double chamber system with an integrated solar flue allows their operation as composting
toilets and produces humus that can be used as fertiliser.

The design of the toilet system at druk is simple and effective. A minor adaptation to the
traditional style is an innovative solution to remove smells.

A large sheet of steel (2-3mm thick) forms the back wall to the composting space, this is
painted black to heat the air behind creating an updraft.

As the cold air from the bottom of the compost pit rises it draws the smells up and out of
horizontal vents at roof level

(Figure 141-VIP latrines (www.slideshare.com)

VIP LATRINE UNDER CONSTRUCTION

WITH METAL CLADDING BEING
PAINTED BLACK TO ABSORB HEAT
AND CAUSE FUMES TO RISE.

(Figure 143-VIP latrines section (www.slideshare.com)

VENTILATIONI MPROVEDPIT LATRINES

(Figure 144-School section (www.slideshare.com)

48
4.2.12AWARDS
ACHIEVED-
The International Architecture In Stone Award, 2013

The Emirates Glass Leaf Awards, 2012

Design For Asia Grand Award, 2009
Sinclair Knight Merz Award, 2005

World Architecture Awards, 2002 Best Green Building

Best Education Building
Best Asian Building

4.2.13 INFERENCES-

 The whole project is built on A terms of sustainability.

 The placement of buildings is according to the activity in a building that time.

 Thus classrooms are placed in mainly south direction, so as to achieve more day light

 The use of trombe walls keeps warm the dormitories at night.

 Use of timber bracing, so as to withstand the earthquake

49
5. LIVE CASE STUDY- 1

5.1 SELAQUI SCHOOL, SELAQUI (DEHRADUN)

It is A co-educational and fully residential school. Client’s programme

was to built an international level school which will develop the
individual and promote equality of gender and train future leaders in A
multicultural and secular environment.

5.1.1 LOCATION-
It is located in the picturesque doon valley, heavily forested and tucked into the foothills of
middle Himalayas.

(Figure 145-Selaqui location map (www.google.com) (Figure 146-Dehradun location map (www.google.com)

The school campus is located on Dehradun-chakrata road, about 20kms from Dehradun.

The route from Dehradun passes by forest research institute, India's premier flora conservation
body and Indian military academy and further through lush green forests.

5.1.2 About the site -site area - 52 acres architect- Amardeep singh, Gurgaon.

The site is approached via the industrial land of the region. The site has gradual slope which
has been well incorporated in design.

The site for the selaqui school is very picturesque with splendid views of the surrounding hills,
proximity to a river, undulating land and a magnificent peepal tree of 200years of age.

5.1.3 Approach: The Main Entrance Of The Site Is West Facing Through A 18’ Wide Road.

(Figure 147-Road connecting school (Source-Author) (Figure 148-Main entrance of school (Source-Author)

50
 The service entrance is through 15’ wide road South facing.

5.1.4 GOOGLE EARTH LOCATION-

(Figure 149-School location (Source-google maps)

5.1.5 MAJOR SURROUNDINGS-

(Figure 150-DPSG School (Source-Author) (Figure 151-Haripur (Source-Author)

ZEE HIMGIRI UNIVERSITY SELAQUI

(Figure 152-Selaqui Industrial area (Source-Author) (Figure 153-ZEE Himgiri University (Source-Author)

51
5.1.6 PLANNING ANALYSIS

(Figure 154-Site Plan (Source-Design share)

5.1.7 ZONING-

(Figure 155-Zoning (Source-Author)

THE VARIOUS BLOCKS CONSISTS OF:

 Academic: Offices, classrooms, labs, teacher’s rooms, toilets etc.

 Hostel block: separate hostels for girls and boys with common rooms and warden
residences.

 Staff housing

 dining block: common dining for students and staff and kitchen.

52
 Sports facilities: swimming pool, tennis, basketball, volleyball, cricket, football, squash
and horse riding .

 other facilities including infirmary, auditorium, sculpture workshops

(Figure 156-Open and Built up area (Source-Design share) (Figure 157-Pie chart (Source-Author)

 BUILT UP AREA INCLUDES: SPATIAL ANALYSIS -

 School building area: academic /admin=3 acres (5.8%) supp. Facility =1.3 acres (2.5%) 2.
Residential=3.5 acres (6.7%)

 OPEN AREA INCLUDES: Parking And Playfields= 44.2 Acres (86%)

As per N.B.C. codes :
 Built up area- 28%
 Open space- 72% Built up area
includes: School building area-
18% Residential area- 10% Open
area includes: Parking,
Playground

(Figure 158-Future expansion scheme (Source-www.issu.com)

5.1.8 DESIGN CONCEPT

The philosophy of the school emphasis on tradition, and this is translated into an architecture,
which works in harmony with the tradition of the local architecture.

(Figure 159-Academic building (Source-Author)

(Figure 160-Courtyard in Academic building (Source-Author) (Figure 161-Aerial view od Academic building (Source-Author)

53
 5.1.9 SITE PLAN (N.T.S) WITH PHOTOGRAPHS-

(Figure 162-Site plan with photographs (Source-Author)

 The approach is achieved by traditional Indian concept of

building elements like courtyard, verandahs, terrace,
jaalis, deep overhangs, local material, tradition and
craftsmanship.
(Figure 163-Jaali work in hostel block (Source-Author)
Proper zoning of academic block, staff-hostels, students hostels, play fields etc. Is done to
avoid any interference in different type of activities
5.1.10 ARCHITECTURAL CHARACTER-
.
 The architecture of the campus incorporates variation of scale that in turn is an expression
of the buildings function and intent, as dining and academic block has more imposing
scale.

54
 Conforming to the climate of the region as well as to the traditional architectural expression
sloping roofs been incorporated for the entire complex. These sheltering roofs have large
overhangs to protect the buildings from the regions fairly heavy rainfall

(Figure 164- (Source-Author) (Figure 165- (Source-Author)

5.1.11 ACADEMIC BLOCK-

The academic block is placed in front of the main entry

and side of the court of assembly.

Named nalanda, after the famed Indian

university, the academic block is organized
around various levels. These levels are
negotiated by steps that are on each of the four
sides of a courtyard.

(Figure 166-Academic block location (Source-www.issu.com)

(Figure 167-Academic block lower level plan (Source-www.issu.com)

55
Informal seating spaces are provided so that they can be used by students during their free time.
It shows an exciting and remarkable play of terraces and courtyards

At the exact centre of this academic building lies the data centre. Being at the lowest level the
roof of this centre becomes the connecting bridge between the blocks.

The academic block is organized around four courts thus

around four such split level stair device.

This allows the division of the block into four sub blocks
namely, the social science block, the physical science block,
the business science block and the arts block.

The corridors are loaded with good natural lighting

(Figure 168-Informal sittings (Source-Author)

CORRIDORS ARE 2.2M WIDE AS PER STANDARDS: MIN. WIDTH OF CORRIDOR: 1.8 M

(Figure 169-Academic corridor (Source-Author) (Figure 170-Academic circulation space (Source-Author)

(Figure 171-Courtyard sections (Source-Author) (Figure 172-Courtyard sections (Source-Author)

CLASSROOMS- Are bright and airy, are square in plan with A chamfered corner.

All the classrooms are provided with natural lighting and display.

56
CLASSROOM SIZE: 7.5M X 7.5M

STUDENT STRENGTH: 25-30

I.E. 56.2 SQ.MT. FOR 30 PUPILS.

BLACKBORAD SIZE: 1200X2100

As Per Standards: 60 Sq.Mt. For 30 Pupils Min.

Room Area:48 Sq.Mt. Storage Space: 1 Locker
Per Student
(Figure 173-Classroom plan (Source-www.issu.com)

LABORATORY SIZE: 7.5m X 12.7m

Student Strength: 33

I.E. 95 Sq.Mt. For 33 Pupils.

As Per Standards: 2.2 Sqm Minimum

Area Is Needed Per Student

There are labs for computer, physics,

chemistry and biology in the school.

Besides working area, technician's space,

preparatory space and store is provided
(Figure 174-Laboratory floor plan (Source-www.issu.com)

Labs are well lit and ventilated. Enough storage space has been provided.

(Figure 175-Classroom Interior (Source-Author)

(Figure 176-Laboratory Interior (Source-Author) (Figure 177-Classroom Interior (Source-Author)

57
 RESIDENTIAL-

(Figure 178-Girls and boys hostel location on site (Source-www.issu.com)

The hostels are placed separately and on the rare side of the site.

The playfields are provided separately as well as in between the hostels.

Four hostel blocks for boys.

Two hostel blocks for girls.

Dining block is placed between the girls and boys hostel blocks.

One Cluster Consists Of:

12 Seven Bedded Dorms
12 Four Bedded Dorms
1 Common Room
2 Caretake’s Residence
2 Housemaster’s Residence

BOYS HOSTEL CLUSTER FLOOR

PLAN-
(Figure 179-Boys hostel (Source-Author)

(Figure 181-Boys room

(Source-Author)

(Figure 183-Boys hostel’s Toilet

(Source-Author)
(Figure 180-Boys hostel cluster plan (Source-www.issu.com)

58
 On Ground Floor
No. Of
Dormitories:6
Dormitory Size:
7.4x7.1 M
Area: 52.5 Sq.Mt

(Figure 184-Boys hostel’s courtyard (Figure 185-Boys Seven seater room plan
(Source-Author) (Source-www.issu.com)

On First Floor
No. Of Dormitories:6
Dormitory Size: 5.4 X5.3 M
Area: 28.6 Sq.Mt
(Figure 186-Boys Four seater room plan (Figure 187-Boys hostel circulation plan
(Source-www.issu.com) (Source-www.issu.com)

Each dormitory on ground floor is shared by seven students and on first floor is shared by four
students.

Dormitories are well lit and ventilated.

There is a lack of security as all dormitories open towards the courtyard.

There is no provision for a separate study room.

SPORTS FACILITIES-

Various Sport Facilities Are

Provided In The Campus:-
Cricket, Football, Hockey,
Lawn Tennis, Golf Course,
Horse Riding, Squash,
Swimming Pool, Basketball,
Volleyball.
(Figure 188-Golf course (Source-Author) (Figure 189-Swimming pool (Source-Author)

59
 (Figure 190-Tennis court (Source-Author) (Figure 191-Cricket Field (Source-Author) (Figure 192-Soccer Field (Source-Author)

HEALTH FACILITIES-

The school has well-equipped ten-bedded infirmary to address the medical problems of the
students, it has separate provisions for boys and girls including an isolated air-conditioned
ward

(Figure 193-AC ward (Source-Author) (Figure 194-Beds in dispensary- (Source-Author) (Figure 195-Doctors cabin- (Source-Author)

(Figure 196-Beds in Ground floor (Figure 196-Back entry (Figure 197-Pantry

(Source-Author) (Source-Author) (Source-Author)

DINING BLOCK-

It is placed in centre of boys and girls hostel

.
It serves 500 students at one time.

It has a different architectural character than rest of campus. (Figure 198-Dining block
(Source-Author)

The folded plate roof gives it more imposing scale.

60
 (Figure 198-Dining block floor plan-(Source-Author)

(Figure 199-Dining block view-(Source-Author) (Figure 200-Dining block Interior-(Source-Author)

(Figure 201-Dining Cooking area-(Source-Author) (Figure 202-Dining Storage area-(Source-Author)

(Figure 203-Dining cold Storage area-(Source-Author) (Figure 204-Service entry-(Source-Author)

61
 (Figure 205-Washing area-(Source-Author) (Figure 206-Washing area-(Source-Author)

WASHING AREA FOR BOTH LARGE AND SMALL UTENSILS

UTILITY BLOCK-

The utility block is placed at the southern side so that it is directly accessible from the
service road it contains:

Laundry
Carpentry
Store for furniture
Electricity rooms

(Figure 207-Laundry area-(Source-Author) (Figure 208-Services in Laundry-(Source-Author)

(Figure 209-Electrical room-(Source-Author) (Figure 210-Carpentery area-(Source-Author)

5.1.12 LANDSCAPING-

There is perfect integration of the architecture of the school with its landscape.

There is an interesting blend of hard as well as soft landscape.

All the paths are lined with shrubs and trees thus helping to soften the look.

62
 The layout of the buildings, the extensive and luxurious landscaping merges beautifully with
the surroundings.

All this adds to a quiet, serene and pollution free environment, which further enhances the
living and learning environment in the school.

(Figure 211-Landscape plan-(Source-www.selaqui,in) (Figure 212-Use of hedges and climbers-(Source-Author)

(Figure 213-Shade in parking-(Source-Author) (Figure 214-Tree lined pathways-(Source-Author) (Figure 215-Amphi-theatre-

(Source-Author)

(Figure 216-Amphi-theatre- (Source-Author) (Figure 217-Open ground- (Source-Author) (Figure 218-Trees at site- (Source-Author)

5.1.13 MATERIALS-

The buildings are largely built of locally available stone. This is the river stone which has been
cut and dressed and used as random rubble masonry.

` to cover R.C.C. Elements and to provide A

Exposed brickwork has been used in certain buildings
contrast to monolithic character of stone.

In certain parts of academic block, funicular shell roofing has been employed. These provide
distinctive character to the academic building and also reduce cost of construction

63
5.1.14 INFERENCES-

All the blocks are well integrated with the site and merges into the overall landscape and well
connected to each other through walkways.

The academic block has been excellently designed around a central terrace and courtyards.
There is A visual continuity of the classrooms to courts and terraces. Open spaces all around
enhance outdoor learning activities and relates well the built form.

There is perfect integration of the architecture of the school with its landscape. There is an
interesting blend of hard as well as soft landscape.

Use of local materials and simple techniques gives it an ethic look and forms a part of local
environment.

64
5.2 LIVE CASE STUDY- 2

5.2.1 PATHWAYS WORLD SCHOOL, ARAVALI

The school offers both day and boarding options for students
while providing flexibility in the boarding options with choices
among week, fortnight and term boarding. The current student
strength of the school is approximately 1400 with representation
from over 40 nations. The school has been consistently ranked
among the top international schools in the country.

(Figure 219-Pathways logo- (Source-google)

5.2.2 LOCATION-

The campus is situated on an elevated, wooded site along the majestic foothills of the aravali
hills. This not only ensures A tranquil environment away from the rush and din of city life, but
also offers A magnificent scenic panorama across the hills.

Despite its unique location, the school is only 35 kilometers from the Delhi international
airport and falls within the NCR.

(Figure 220-Gurgaon location map- (Source-google) (Figure 221-Pathways location map- (Source-google)

5.2.3 PROJECT DESCRIPTION-

School Location- Aravali Hills, Gurgaon Architect- Eda (Firm)

Student Strength-1200 Site Area – Thirty Three (33) Acres

Total Built- Up Area- 30,184 Sqm

Featuring A multipurpose lakeside amphitheater, usable green areas and shaded walkways, along
with old Indian sculptures and other artifacts representative of the country’s rich history.
Pathways is truly A special school and stands out as A joyous place to learn.
The school is planned with the understanding that learning does not begin nor end in the
classroom. The entire site has been laid out as an eclectic mix of formal and informal areas to
encourage different learning styles.

65
Pathways totally believes in sustainable habitat and tries to do its bit towards securing the
environment for the future. As an educational institution we feel it is our responsibility to
sensitize these young minds towards nature and its importance.

5.2.4 SITE PLAN (N.T.S)-

The total site area of the site is 32 acres and the total built up area which have been achieved is
30184 sqm.

The whole campus is filled with a beautiful land scape, shaded walkways have been initiated in
the whole campus, a huge water body is also been created with the Amphitheatre. Tree lined
pathways are in cooperated around the whole campus. The huge sports area is also been created
within the campus having Olympic sized soccer field, lawn tennis courts basket ball courts
swimming pool and horse riding area for the students.

(Figure 222-Pathways Site plan- (Source-Pathways in)

5.2.5 SITE FEATURES-

There are quiet zones and green zones.

Large group gatherings - the central tiered amphitheater around a large water body is intended
for both informal and formal gatherings

there is a heavy emphasis on physical activity and a variety of opportunities are afforded to
students to excel in their area of ability and interest.

The site also boosts a world class media center which serves as the global connections zone as
well as a large arts and crafts center.
None of the multiple intelligences are ignored in the design and placement of site elements.

66
 5.2.6 ZONING-

(Figure 223-Pathways Bubble diagram - (Source-Author)

5.2.7 DESIGN PHILOSOPHY BEYOND THIS PROJECT-

The philosophy beyond this project is green, which is sustainable architecture, so, the design
for this project is green architecture

The design team has work on the building structural parts by using the various passive
techniques for creating a comfortable room temperature.

The various techniques are mentioned below-

5.2.8 BUILDING DESIGN STRATEGIES

CEILING HEIGHTS-
As A normal phenomenon the cool air is heavy and stays down
and the hot air is light and always travel up. So they
consciously kept the ceiling heights about 4.2 meters thus
allowing the space for hot air. The fan coil units are placed A
little lower and send the cool air draft downwards thus not
(Figure 224-Air flow - (Source-Wikipedia)
hitting the pocket of hot air trapped on the top.
WALL-

All The Exterior Walls Are Constructed As Cavity Walls. There Is A 9”

Thick Brick Wall On The Outside, Then An Air Gap Ranging From 4”
To 10” And Then A 4.5” Or 9” Wall On The Inside. Thermally During
The Forenoon Until About 3 O’ Clock The Exterior Walls Absorb Heat.
Then When The Sun In On Its Way Down, This Heat Starts Entering
Inside The Building. This Air Gap In The Cavity Wall Does Not Let
This Heat Enter Inside The Rooms Thus The Energy Required To Air
Condition The Rooms Is Greatly Reduced (Figure 225-Cavity wall - (Source-Wikipedia)

67
Because of the air cavity total thickness of the outside walls are about 18” to 20”. Windows are
then placed on the inner edge of the wall. This automatically gives A shade of 18” to 20” and
thus the sun does not strike directly on the windows.

The glass is used in a double glazed unit having 6 mm reflective glass on outside, 12 mm gap
filled with argon gas and 6 mm clear low ‘e’ glass inside. Glass specification include U value
of around 1.6, solar factor of around .35 and light transmission about 25%. The low ‘E’, U
value and solar factor ensure that the outside heat does not travel inside the room.

5.2.9 HORTICULTURE-

Pathways campuses are huge land areas. the residential campus is 32

acres and the other two campuses are over 10 acres each. here we do a
ground coverage of only about 22%-25% and rest of the areas are open
spaces, playfields, plantations etc. thousands of trees of varied species
are planted on the open areas.

These plantations are strategically deployed. there is a dense plantation

along the boundary walls mainly of trees that grow good height and are
dense. so any air entering the campus is filtered through these trees.
further there is dense plantation done on the periphery of all the
buildings which cuts the heat and keeps the buildings cool. regular
watering of these trees creates evaporation which in turn creates a (Figure 225 - (Source-Author)

cooler atmosphere.
5.2.10 RAIN WATER HARVESTING-
Being A huge campus of 32 acres and having huge terrace areas of
buildings, all the storm water is channelized into the intelligently
designed storm water drain network

The network is so designed that it not only accommodates the water

that comes through rain in the campus area, but also the water that flows
inside the campus because of the natural terrain and nallas from
surrounding areas. This network then guides water again to the natural
nallas to go out of the campus. Enroute good numbers of rain water
harvesting pits are built and are strategically located near to A bore well
so that these borewells get the recharge (Figure 226 - (Source-Author)

5.2.11 ROOFS-

Terraces are open to the sun heat and radiate A lot of heat inside. This
increases the air-conditioning load on the top floor of the building.
Here they again go the natural way. They lay the brick bats over the
rcc roof for insulation. This is then plastered and then on top, broken
china mosaic of white and light colours are layed.

(Figure 227 - (Source-Author)

68
 This china mosaic reflects the heat from the sun and being of light colours do not absorb any
heat either. And whatever little is left, the brick bats take care of not passing it through.

5.2.12 LANDSCAPING-
(Figure 228 - (Source-Author) (Figure 229 - (Source-Author) (Figure 230 - (Source-Author)

(Figure 231- (Source-Author) (Figure 232- (Source-Author) (Figure 233- (Source-Author)

5.2.13 INFERENCES-
The whole campus is beautifully planned keeping the sustainability aspect in mind.

A huge amphitheater is provided as a focus point for large gatherings and events to be held in
school

Proper sports facilities are provided for the students from Olympic sized soccer field, golf
putting area, to tennis courts and cricket field.

Huge monumental scale is followed in the order of the buildings to give it a traditional
look(huge columns at facade, exposed brick work).

Proper landscaping is done all over the hundred of varieties of plants are planted around the
campus.

Outside learning zones are also provided for the students.

Different learning techniques like media center, student deck are planned, so that the student can
learn practically not theoretically.

A sense of an international level can be feel by visiting the campus as it provides numerous
facilities, so as the student can feel like home .
69
FINAL DESIGN
6.CONCEPT-
6.1 ORGANIC SPACES( A RELATIONSHIP BETWEEN INDOOR AND OUTDOOR)

Educational atmosphere in can be connected to interrelation of indoor/outdoor spaces as well as

the environmental effects. No matter what the level of education is, the outdoor spaces are
crucial for the student life; thus this part is to be created perfectly.

Social interaction between students in an important issue especially in educational facilities

emphasizing informal education based on face to face relationships such as the architectural
education itself.

(Figure 234- (Source-Author) (Figure 235- (Source-Author) (Figure 236- (Source-Author)

A conceptual sketch of interaction spaces around the campus and making student connect to the outdoor

Social interaction can also be provided through a pedestrian flow in outdoor spaces, where the
groups perceive a decrease of seclusion

(Figure 237- (Source-www.EDU.com)

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6.1.1 DESIGN STRATEGIES THROUGH SKETCHES-

JUNCTIONS WITH TREE LINED PATHWAYS AMPHITHEATRE FOR GATHERING AND EVENTS
(Figure 238- (Source-Author) (Figure 239- (Source-Author)

DIFFERENT BLOCKS CONNECTING SITTING AROUND THE WATER BODY

THROUGH BRIDGES FOR INTERACTION AND GATHERING
(Figure 240- (Source-Author) (Figure 241- (Source-Author)

The design of school building would be-

Favorable toward student, Favorable towards environment

Thus its very important to create an inter relationship between the indoor and the outdoor spaces.

A VERTICAL STRUCTURE IS PLACED IN THE SCULPTURE OR FOUNTAIN

ENTRY PATH WITH BOTH SIDED LINED TREES WITH SITTING SPACES
(Figure 242- (Source-Author) (Figure 243- (Source-Author)

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CONCEPTUAL ZONING

THE SITE
(Figure 244- (Source-Author)

ON THE BASIS OF FUNCTION

(Figure 245- (Source-Author)

72
ON THE BASIS OF ACTIVITY
(Figure 246- (Source-Author)

ON THE BASIS OF CIRCULATION

(Figure 247- (Source-Author)

73