© Peter Clarke

彼得·克拉克

架构师提供的文本描述。这所学校是2013年制定的长期招收450名学生和600名最高入学率总计划的第一步。该学校被设计为两对学习社区；学校的长期意图是第一阶段容纳194名(P-2年)学生，未来阶段容纳256名(3至6年)学生。

Text description provided by the architects. The school represents the 1st step in a master plan developed in 2013 for a long term enrolment of 450 students and a peak enrolment of 600. The school has been designed as two pairs of learning communities; the schools long term intent is for stage 1 to accommodate 194 (P-2 year) students and future stages to accommodate 256 (3-6 year) students.

 © Peter Clarke

彼得·克拉克

当一个人进入时，你会受到一个欢迎的社区空间的欢迎，鼓励父母留下来喝早茶和聊天。该空间也被工作人员用作休息室，其目的是在该空间进行食品准备示范。每周一次，选定的学生和校长一起喝早茶。

As one enters you are greeted by a large welcoming community space encouraging the parents to stay for morning tea and chat. The space is also used by staff as a lounge and the intent is for food preparation demonstration to take place in the space. Once a week selected students have morning tea with the Principal.

 © Peter Clarke

彼得·克拉克

这所学校的设计没有正式的图书馆，它现在包含在一个合作空间中，可以直接访问所有资源。这个空间也连接了从进入到学习社区和未来阶段的所有空间。

The school has been designed without a formal library which is now contained in a collaborative space providing direct access to all resources. The space also connects all spaces from entry through to learning communities and future stages.

 © Peter Clarke

彼得·克拉克

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。

Students are grouped “Stage not Age” increasing engagement, they are taught to take increased responsibility for their learning.

 Floor Plan

一个有规律的平面图被推开和拉出来，以达到内部和外部的各种空间，其特点是大开口，以实现一个高度多孔的学习环境，同时又不失去亲密感和乐趣。空间之间的整体透明性连接了学习者，并创造了一种很好的社区感。每个学习空间都可以直接访问共享的活动空间，无论它们是小的还是大的突破空间。

A regular floor plan has been pushed and pulled to achieve a variety of spaces internally and externally that features large openings to achieve a highly porous learning environment without losing the sense of intimacy and fun. The overall transparency between spaces connects learners and creates a great sense of community. Each learning space has direct access to the shared activity spaces whether they are small or large breakout spaces.

 © Peter Clarke

彼得·克拉克

一系列较小的空间为非正式或团体学习提供了机会，包括：一个带有隐私窗帘的分层座位角，以及在协作空间中的有机宴会。每个学习区域都有一个潮湿的区域，有不同高度的长凳和充足的艺术和工艺活动存储空间。

A series of smaller spaces provide opportunity for informal or group learning including; a tiered seating corner with a curtain for privacy and an organic banquet in the collaborative space. Each learning area has a wet area with benches at varying heights and ample storage for art and craft activities.

 © Peter Clarke

彼得·克拉克

简报最初要求有一个集中的工作人员工作和资源空间；现在，这已成为一个协作的突破教学空间，与教师一对一地工作，或用于小组协作活动。

The brief originally called for a centrally located staff work and resource space; this has now become a collaborative breakout teaching space to work one on one with teacher or use for small group collaborative activities.

将高带宽IT基础设施技术嵌入学习空间-智能板、与计算机、手持设备的联网和无线连接-增加了课程所要求的灵活性。

The embedding of High bandwidth IT infrastructure technology in the learning space – smart boards, networked and wireless connection to computers hand held devices adds to the flexibility demanded by the curriculum.

 © Peter Clarke

彼得·克拉克

广泛使用木结构包覆内部和外部提供了一个欢迎，温暖，宁静的背景，以活跃的色彩学生的作品。销板材料在广泛应用于墙壁、地板和天花板的声学处理中起着关键作用。

Extensive use of timber for structure cladding both internally and externally provides a welcoming, warm serene backdrop to vibrantly coloured student works. Pin-board material play a key role in the widespread acoustic treatment, applied to walls, floors and ceilings. 

 © Peter Clarke

彼得·克拉克

Architects Baldasso Cortese Architects

Location 54/76 Kingbird Avenue, Tarneit VIC 3029, Australia

Category Schools

Project Year 2014

Photographs Peter Clarke

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