© Peter Clarke

彼得·克拉克

架构师提供的文本描述。该学院计划在2007年长期招收450名学生，学校设计为3个学习社区，每个社区可容纳150名来自预科六年级的多年龄学生。

Text description provided by the architects. M aster planned in 2007 for a long term enrolment of 450 students, the school has been designed as 3 Learning Communities, each to accommodate 150 multi-age students from Prep –Y6.

 © Peter Clarke

彼得·克拉克

学校分五个阶段完成，首先是学习社区1；行政管理；以及BER资助的多功能厅和学习社区2。学习社区3和展览厅是我们南十字夫人发展的最后阶段。

The school was completed in 5 stages starting with Learning Community 1; Administration; and the BER funded Multi-Purpose Hall and Learning community 2. Learning Community 3 together with the Hall extension was the final stage of development at Our Lady of the Southern Cross.

 © Peter Clarke

彼得·克拉克

很明显，在一开始，这所学校将与其他学校不同，重点是从正式教室完全转移到在多年龄环境中进行不同活动和学习风格的空间。个性化学习、点对点协作学习和团队教学都影响了物理学习空间的建筑设计。将技术嵌入学习空间-智能板、与计算机的联网和无线连接-手持式设备增加了课程所要求的灵活性。

It was clear at the outset that this school was going to be different from all others with the focus to move completely away from formal classrooms to a range of spaces for different activities and learning styles in a multi-age environment. Personalised learning, peer-to-peer collaborative learning and team teaching all influenced the architectural design of physical learning spaces. The embedding of technology in the learning space – smart boards, networked and wireless connection to computers hand held devices adds to the flexibility demanded by the curriculum.

 Master Plan

学生被分组“阶段而不是年龄”增加参与，他们被教导要为他们的学习承担更多的责任。教师作为促进者并与其他教师一起工作需要更多的计划和组织时间。已经提供了一个大的本地化工作区域，周围环绕着他们所有的资源/复印需求。在主要学习区域内的一种提高的游戏，为更安静的、更有触觉的活动或故事时间而服务。会议室和会议室可供小组讨论、阅读恢复或工作人员使用。

Students are grouped “Stage not Age” increasing engagement, they are taught to take increased responsibility for their learning. The teacher as a facilitator and working together with other teachers require far more planning and organization time. A large localized work area, surrounded by all their resources / photocopying needs has been provided. A raised play within the main learning area caters for quieter more tactile activities or story time. Conference and meeting rooms are available for small group discussion, reading recovery or for staff use.

 © Peter Clarke

彼得·克拉克

我们的南十字夫人是在没有正式图书馆的情况下设计的。图书馆的功能分散在三个学习社区之间，允许学生在需要的地方直接访问图书馆资源。每个学习社区都有一个科学空间，其中包括不同高度的宽大的长凳和水池区，以及一个岛屿长凳、炉顶和储藏空间。为艺术和建筑提供了第二个潮湿的区域，可以直接进入学习空间。

Our Lady of the Southern Cross has been designed without a formal Library. The library functionality has been dispersed between the 3 learning communities allowing the library resources to be directly accessible to the students where they need it. Each learning community has a science space developed which incorporates generous bench and sink areas at varying heights and an island bench, cooktop and storage space. A second wet area has been provided for Art and Construction with direct access off the learning space.

总计划的演变增加了连续学习空间的足迹，在设计中特别注意增加自然光、通风和声学处理。凸起的屋顶和电子操作的窗户允许自然光和通风穿透建筑物的中心。从声学上讲，高度的隔声、有角度的墙壁和吸声材料确保了学习空间的最小干扰。内部空间直接通向外部的绿化学习区域，由大的有盖的屋檐保护，并提供树荫树和座位。

The evolution of the master plan has resulted in larger footprint for successive learning spaces, particular attention in the design was given to increased natural light and ventilation and acoustic treatment. The raised roof and electronically operable windows allow natural light and ventilation to penetrate the centre of the building. Acoustically, a high degree of sound insulation, angled walls and sound absorbent materials ensure the minimum of disruption in the learning space. Internal spaces lead directly to landscaped outside learning areas protected by large covered eaves and provided with shade trees and seating.

 © Peter Clarke

彼得·克拉克

Architects Baldasso Cortese Architects

Location 2/20 Howqua Way, Taylors Hill VIC 3037, Australia

Category Elementary & Middle School

Design Director Steven Cortese

Design Team Devkrishna Mistry, Loris Rebeschini, Hannes MacNamara

Project Architect David Choate, Nick Nackovski

Project Year 2014

Photographs Peter Clarke