Future Schools

1 Apr 2020 |

Schools in a Post Covid19 World

What will schools look like post Covd19? The Covid19 crisis has come upon us quite suddenly and most feel ill equipped to deal with it. It’s incredible when backed up against a wall, we can think of ingenious ways of connecting with each other.

Fortunately over the last few years work from home as a concept has gained a lot of traction. Technology in its many different forms has been a key enabler that has led to this shift. So while the situation is bad a lot of work is still possible because of technology.

Moodle, Google Classrooms have been around for a while but now classes are also via Zoom. These technologies were already gaining traction, but now there is more widespread adoption. The digital technology, media and information age that we are part of, had already ensured the presence of these tools.

Instead of the future of work, it is now the present of work, of our social lives and also of schools. Being in lock down, there is uncertainty in the timeline when our normal lives will be possible. Schools have seen that starting with training of teachers, to planning lessons and now conducting classes online. They have begun to deal with the situation.

There will be challenges, as there will be more dependence on the student driven learning, more engagement from the parents in being part of the child’s learning. Private schools are better geared towards these decisions, the government schools and the ones from the economically weaker sections will need to play catch up. But that does not mean we cannot begin to innovate. The teachers can account on greater tools to track, monitor (& analyse) progress of their students. Greater child centered learning.

Project based learning is well suited to this challenge. It will be interesting how teachers are able to channelize student curiosity to greater learning. Perhaps, we are already simulating their future workspaces. Given this scenario one expects pedagogies such as project based learning to become more robust in fulfilling the learning needs of students.

Classrooms need no longer be bound with geographies. It is about collaboration, imagine a child in Chennai collaborating on a project with children in China, US, France and UK. That would mean that there will also be a radical shift in design of our physical spaces – our classrooms, our schools and libraries. Not just open classrooms, small group rooms, large group rooms, conference rooms. Much like a modern day office? I would love to hear from educators and architects on how they envision this space.

In such scenarios it could bring the world closer together in seeking solutions; much like the current scenario where the entire world is trying to confront a global crisis. Sharing of experiences, solutions and project works will not only encourage a greater collaboration worldwide but also build cultural sensitivity and understanding.

Do share your thoughts on the future of schools, by responding to this survey link. Click Here

You could also write to us to share your thoughts: marketing@newtonschools.in

17 Nov 2019 |

21st Century Classroom Furniture

While setting up a new school not enough effort is devoted to the selection of appropriate furniture. One suited to design & function. In a traditional school, it consists of a standard set of desks in a limited set of sizes. Progressive investors, who value open classrooms, understand the value of planned furniture. The lack of choices hampers their decision.

So what about furniture? Age appropriate and comfortable. While selecting products labelled ergonomic, it is important to understand how? How is the shape of the furniture suited to children or teachers? Children should be able to sit comfortably for long durations, able to see appropriate presentation/discussion areas. Furniture must be safe, no sharp edges, splinters, nails or spaces. Children injure themselves with these. Furniture manufacturers must use safe materials, paints, plastic. The decision makers must consider the certifications of the furniture manufacturer. Give preference to an accepted standards agency.

Classroom furniture is a teaching tool that allows the learning to be student-centered. Inquiry based learning, experiential learning or project based learning are pedagogies supported in a 21st century classroom. Furniture can also play a role in supporting innovative curricula. The furniture should be adaptable to varied layouts. Furniture that facilitates collaboration, communication, traditional discussions and presentation. It must be multi-function. The product brochures illustrate the various applications of the product in a classroom. Do those arrangements suit the specific curriculum plan for the school. Furniture can separate spaces, create corridors, niches and other informal spaces for study and discussions.

Open classrooms serve as multi use spaces. They are expandable to create larger areas through movable partitions and glass walls. They suit traditional lecture style classrooms and modern group activities. Likewise furniture should also be easily movable. Some of it should be movable by the children themselves. Modular so that you can add more without any aesthetic changes. E.g. it should be possible to arrange the desks for a group discussion or for individual work.

Projects or inquiries are an integral part of the innovative classroom. Students need display areas and storage for these. This must be of 2 types, one that is accessible by students and one that has restricted access. This requires close collaboration & planning with the class teachers or the curriculum head. Furniture can help group cohesion, communication and collaboration.

The best designed and safe furniture is available from several manufacturers in Europe. Most come highly recommended. We believe in them. They meet high standards of quality and have delivered for several years. In doing so, they have often backed new designs with research to have a sort of mastery over their products. In general, the workmanship is of a high quality and these come with a warranty of performance. Cost can often be a constraint. Suppliers are provide better rates with larger orders. This may not always be possible.

Often the next resort is China. Suppliers who have a wide array of products that also suit the school needs. They may not have the design history but have delivered over time. This is also a viable solution. Manufacturers in China deal in large volumes. They have greater experience and better craftsmanship. My advice. If you cannot find a local vendor who can support you, travel to China yourself. Do not pick the cheapest option available.

The first concern should be of the materials used in manufacturing them. The best way to check this would be to check the standards they meet. Second, are there moving parts that will need replacement or repair? Will they be available to you locally at reasonable prices? What is the cost of the product after considering shipping & freight? Taking care of these concerns should ensure the right decision.

There are local manufacturers who produce reasonable quality furniture. Our clients have had varied experiences. Some have easily met their requirements at reasonable costs. Others have been somewhat satisfied, others found them too expensive. The proximity of the local manufacturer and the higher engagement helps. Clients sometimes are not able to find all their solutions in one place. There is flexibility in dealing with local manufacturers. Less concerns of the availability of local parts and servicing.
The last option is of local fabricators to replicate the furniture design. This is acceptable for simple cupboards or lockers but not for specialized furniture. The first concern is of craftsmanship, it is not easy to get the finish one gets in a factory produced goods. There is a limit to the guarantee a craftsman can provide. It’s difficult to have standardized parts. Each servicing or repair option will be a unique request. Key intricacies of the product design can lost. And as a result the functionality. The substitute material used is manufacture can influence the outcome. It is more difficult to set a budget at the outset. On occasion this can become the most expensive option. We recommend this option to our clients when there is control on input material, design and cost .

We understand that based on the situation different options will suit the clients. We ensure that the clients weigh all these options. That their frame of reference has the stakeholder requirements and the school curriculum.

A classroom that fulfils these criteria, blends with the school design concept and has colours that helps children channel their attention is one that is for a 21st century school.

11 Jun 2019 |

When to undertake a school feasibility study

When you have identified land for a school, it is a good idea to conduct a feasibility study. Setting up a school entails significant investments, if these decisions can be informed with professional advice, they should be taken up. As in any business, the school project report investigates the viability of a prospective school venture and alternatives available. It takes into account the pros and cons of undertaking the project, at an early stage.

A feasibility study should be undertaken to explore potential stakeholders, understand market dynamics and possible outcomes. It establishes competition landscape, an evaluation of potential student density, the factors that do (or do not) appeal to parents and students, the nature of schools they seek, factors critical to parent decision making.

The report explores the challenges in setting up the school. The local factors that shape the nature of a school. Often the administrative requirements, the local governance requirements can shape capital requirements. e.g. a change in fire safety policy can mean significant changes in the school plan. So the feasibility study must also have an ear to the ground in expected policy shifts and trends in education.

Setting up the physical infrastructure is only the beginning. If the report does not consider the willingness of talent to work out of the location then the investor is in for a rude awakening when it comes to making it operational. Other operational challenges are the availability of resources, the impact on cost, the accessibility of ancillary services. All of these impact the viability of a school. e.g. health services should be easily accessible with a workable emergency response procedure.

Perhaps an important question is WHEN should a feasibility study be conducted. A feasibility study may seem like an expense that can be avoided. However, it is due diligence one must undertake at the onset of any project. Not performing one can lead to expensive quagmires.

“Begin at the Beginning,” when you have identified a school as your area of interest and have the general location that you prefer, the feasibility study should be commissioned or undertaken immediately. While it can also be undertaken if you are already in possession of the land or building, the ideal time is when you have not yet invested any significant capital.

The study should leave you with an understanding of the possibilities and micro-dynamics of the school, perhaps even other alternatives you could explore, backed by sufficient investigation and research to support decision making.

The report must not be considered as an execution plan of the project, it is a decision enabler for project initiation only. The conclusions or results of the study outlines all the conditions examined, followed by strengths and implications. In some cases, there might not be a clear outcome. And these implications can be affected by a change in market forces or policy shifts. It is important to understand that as a study it must consider positive and negative influences in the environment. It is up to the investor to make good of it, to assess the trade-off and the rewards of moving forward with the project.

When we conduct a feasibility study, we clearly establish lay of the land, the viability of the project, challenges and alternatives. You are then in a position to take an informed and considered decision.

10 Jun 2019 |

Designing active play areas in schools

Across the world, physical activity among children is decreasing. Indian cities in particular do not promote active lifestyles because of the high population density, infrastructure limitations, pollution and the climate.

kompan-playground Physical activity is an important contributor to the health of a community. In fact, physical inactivity is identified by the WHO as the fourth leading risk factor for global mortality with major implications for the prevalence of noncommunicable diseases (NCDs) and the general health of the population. Often one fails to realise the benefits of active living, especially when increasing work demands make it difficult to take time out for exercise. By the time one is forced to set that time aside the lifestyle related ailments have already surfaced. At such a point a lot of effort is required to change one’s lifestyle and make physical activity part of our regimen. Habits are acquired over time, perhaps best inculcated early in life. Urban environments in India are generally ill suited to facilitate such healthy lifestyles. For someone to be naturally inclined towards active living, such habits need to be acquired early on in life.

Across the world, physical activity among children is decreasing. Indian cities in particular do not promote active lifestyles because of the high population density, infrastructure limitations, pollution and the climate. WHO recommends a minimum of one hour a day of moderate to vigorous physical activity for children and young people. This is important to stay physically fit and to avoid lifestyle diseases such as diabetes and cardiovascular ones. By enabling children to enjoy active lifestyles, through play, we promote healthy living among them. Opportunities and right to play will ensure they grow up to be healthy adults.

Children enjoy being active, all they require are well-equipped play areas accessible at the right place. Anyone who has seen a toddler explore a jungle gym will understand how free play activity enhances skill development among children. They push their limits all the while observing others do the same. All this without competition or instruction. And children learn to play with each other, building social skills.

Children are active without structured physical training sessions. They are able to explore their environment, their creativity and their social skills. Research has shown that play can lead to physical, social, emotional and cognitive benefits for children

The UN’s Convention on the Rights of the Child states that children have the right to play. Schools play an integral role in creating the atmosphere that promotes active play among children. To meet their commitment towards child developmental milestones, schools must make a concerted effort to provide such an environment.

Global Recommendations on Physical Activity for Health (WHO)

https://www.who.int/dietphysicalactivity/global-PA-recs-2010.pdf

Age group: 5–17 years old

For children and young people of this age group physical activity includes play, games, sports, transportation, recreation, physical education or planned exercise, in the context of family, school, and community activities. In order to improve cardiorespiratory and muscular fitness, bone health, cardiovascular and metabolic health biomarkers and reduced symptoms of anxiety and depression, the following are recommended:

1. Children and young people aged 5–17 years old should accumulate at least 60 minutes of moderate- to vigorous-intensity physical activity daily.

2. Physical activity of amounts greater than 60 minutes daily will provide additional health benefits.

3. Most of daily physical activity should be aerobic. Vigorous-intensity activities should be incorporated, including those that strengthen muscle and bone, at least 3 times per week.

Nature of play areas recommended:

Accessible

We recommend having defined play areas in locations easily accessible by the target children’s group. They should be easily able to access it in recess times, or other free times. The school timetable should be designed to allow children to spend time in these areas. Off course, other considerations that need to be factored in are the climatic conditions, too much sun in the summer? Sufficient shaded areas, for it to be a viable playing area.

Age appropriate

For each developmental stage, activities that contribute to the development of physical, emotional, social, cognitive and creative skills in children vary. While formal sports are a good way to inculcate such learning, it is often through unstructured play that some early developmental skills are honed by children. Free play areas where children expend energy and develop motor skills, build bone & muscle strength and cardio are some examples of play contributing to development in early education. Defined areas must be age appropriate with a varied range of activities to meet the requirements of each age group.

Children learn to play together, interact with their peers, develop teamwork, competitiveness empathy and more through play activities. The joy of free play is a fundamental experience to a child. Schools must respect this by creating appropriate spaces.

Community

For children to desire to play, the play area needs to be designed to draw out their interests. If the activities in the play area are easy, the children will soon master them and get bored with them. Activities that are too difficult will lead them to give up and look for something else. For each age group, there need to be multi-play areas that require a variety of challenges calibrated to be progressively more difficult.

“Well designed playgrounds can provide stimulus to social, emotional, cognitive and creative growth. This besides the physical growth, of course”,says Vinay Bhatt, Business Development Director of Kompan, the world’s largest play equipment manufacturers.

The design of the space needs a strong creative element, something that inspires children to devise games of their own, to allow them to play individually and together, to create that urge to spend more time.

Themed play areas that are also physically challenging can be designed to require active thought and collaboration. Perhaps an area that blends in with its surroundings, is bright and colourful and builds a sense of community.

Quality & Safety

At no point must one compromise on the quality of the play area. This means creating a robust product that is designed to withstand the climate and regular use. While it must be durable, it must also have a regular service and maintenance schedule.

There is increasing awareness in creating child-friendly school environments, the same needs to be applied in designing the play areas. For example, in a basic fun station, in addition to the movable parts being well anchored, and no sharp edges, care must be taken that all materials are non-toxic.

We are trying to create a healthy system for our children so sustainability and eco-friendliness of the process and product should also be in our consideration set. After all, these efforts will lead to a better world for our children.

26 Apr 2019 |

Brand Promise of a School

“Chalkboards and good teachers are all that one needs”, is no longer a winning argument. In this article, school consultants Newton Schools argue that brands offer a promise and schools that associate with brands automatically offer a kind of promise too.

What makes a school special? What is innovative in a school? Is it worthwhile to innovate? In the past we have spoken of the need for innovation in teaching methodology, pedagogy, project based, experience based curricula and so on. What we have not discussed at length is the infrastructure that supports it. Should parents care if their child’s classroom has a grid ceiling with 0.9 NRC tiles?

The goal post of what is a hygiene item in city based school shifts with each innovation as it must. Perhaps 40 years ago computers would not have been visible in most schools worldwide. At some point of time they gained greater acceptance, and now some pre-schools also have them in their student brain development programs. The debate of whether ipad based education of preschoolers actually benefits the child’s development is still open but it does not raise any eyebrows when one hears of ipads in play schools or kindergarten.

A centrally air-conditioned school some twenty years ago would have come across as an elitist private school. If we comes across a school promoting itself as one now, it does not raise an eyebrow whatsoever. In fact, with air conditioning, there must be an air purification unit, a constant air flow and temperature monitoring system. If we must stay in cities to maintain our lifestyles we must control the in-room PM 2.5 levels and other such pollutants. Soon, this will become a norm.

Often times when we reach for a bottle of mineral water, we reminisce the days from our childhood, while walking home from school we would happily drink water from public taps and the earthen jars placed in the shade. But times have changed, our cities are not the same anymore, likewise our schools, too, must change.

Most items we consume daily come with a brand promise. The brand promise of quality, purity, process all related to the product or service experience. We do not expect the end users to be concerned with the intangibles such as status in the context of schools. So for example we will not care about the logo across our running T-shirts but how well it wicks away the perspiration when we run, ensures that when we seek a running T-shirt, we shall confidently seek the same brand again. Based on what we seek, we are willing to shell out the extra rupee.

Perhaps school architects need to go the extra mile to help schools relook at infrastructure from the perspective of a brand promise and help their clients understand that.

Most designers will agree that some of the fundamentals of good design are that it is functional, accessible, emotionally resonant, enduring, ergonomic, sustainable and affordable.

What good is a storage space if it cannot be used by the students? What good is a reading shelf full of books if the children cannot reach it? What is a classroom designed with wooden floors and stained glass if the children cannot associate with it? Or for that matter if the teacher needs to carry a cushion to support her back, then her chair is inappropriate.

Our world is full of distractions, the information overload that each of us goes through each day is quite phenomenal. Classrooms can have a lot of echo, acoustic panels and ceiling tiles can help reduce that and make classroom discussions easier to follow. Light fixtures that do not glare into a student’s eyes make better classrooms. Doors with secure guards that prevent them from shutting abruptly make better and safer classrooms. The window blinds that are effective in keeping the summer glare out are items that make students comfortable in their classrooms. Children, are in the learning phase and everything we do to make their school experience smoother is something we are doing to improve their learning.

In addition to reducing distractions, innovative schools also convert their classrooms into comfort zones that emotionally resonate with them. In a classroom writing walls to express themselves is a space we provide them to relate to their classrooms. A vinyl floor with vibrant colours not only creates a lively classroom but also a safer, cleaner classroom. Providing a magnetic ceramic writing board that also allows projection is a tool we offer teachers to effectively deliver their lessons. These design elements make more interesting classrooms.

“Chalkboards and good teachers are all that one needs”, is no longer a winning argument.

When a designer proposes a complex seeming design, it is a reflex action of clients to pull up their guards. If a design element is unobtrusive at the same time it performs its function, then it is a worthwhile investment. An ergonomically designed chair! If the design makes for a better, safer classroom or a better school, our recommendation would be to implement it.

The dominant fear factor associated with brands is the cost. The easiest solution is to look for cheaper alternatives. It is here that the brand promise comes into play. Cheaper alternatives should not mean a compromise in the purity, longevity, quality etc. A set of blinds that stops functioning within the first few months of installation and requires a replacement within the year is a bad investment. However, installing a brand recommended by the architect that is then functioning well for multiple years and is serviced by the brand, is a worthwhile investment.

It is the duty of the designers to help the client see value in the functionality and the durability of their designs. It is the role of the executing partners and the architects to bring the costs into a range that it is acceptable and worthwhile for the client.

We held off talking about affordable for the end because we do not believe using brands means stretching one’s budgets. In our experience, the best brands are willing to help schools deliver on the quality. There is intense competition in the market and by planning it right it is possible to get the right brands at affordable prices. Besides, the additional benefits one gets by using the right brands in terms of longevity and functionality makes all the difference.

While parents may not notice the 0.9 NRC ceiling tiles, they will certainly notice the combined effect on the classroom ambience by the 0.9 NRC tiles, the blinds, the lighting fixtures and the other details put in to make it a comfortable, beautiful and safe classroom. A space where the children enjoy being. And that, in the long run, also create a brand promise of the school, that it is conscious of every action it takes and every investment it makes in the child’s learning.