架构师提供的文本描述。圣安布罗斯学院(一所天主教学校)的简报要求设计一种能代表客户的愿望，为学生和教职员工创造一个开放和包容的环境。

Text description provided by the architects. The brief for St Ambrose College - a Catholic school - called for a design that represented the client’s aspirations to create an open and inclusive environment for students and staff.

 Ground Floor Plan

该建筑的紧凑计划采取凯尔特十字的形式，反映了学校的身份，同时也创造了一个结构，鼓励灵活和有效地利用空间。在交叉的中心是一个大的，多功能的空间；它用于教学、表演、集会和餐饮，构成了学校的社会核心。中央空间-就像大教堂一样-从各个地方都可以看到，并提供进入所有教学区域的通道，省去了经常与欺凌相关的内部走廊的需要。

The building’s compact plan takes the form of a Celtic Cross, reflecting the identity of the school whilst also creating a structure that encourages a flexible and efficient use of space.  At the centre of the cross is a large, multifunctional space; used for teaching, performances, assemblies, and dining, this forms the social heart of the school.  The central space - Cathedral-like is volume - is visible from all points and provides access to all teaching areas, dispensing with the need for internal corridors that are often associated with bullying.

 © Hufton+Crow

赫夫顿乌鸦

不同层次的学习空间被集中地安排在中心空间周围，当你离中心更远时，学习区域变得更加私密。通过远离传统的循环空间，这种设计鼓励人们在建筑物内移动的方式的变化，这将导致学生和工作人员在白天更多的社交接触。楼层间的典型水平分隔已被通过在所有层次和西班牙步骤之间创建视觉连接而被消除，从而进一步增强了这种连接性。

Different layers of learning spaces are arranged concentrically around the central space, with learning areas becoming more private as you move further from the centre. By moving away from conventional circulation spaces, the design encourages variation in how people move within the building and this leads to more social encounters between pupils and staff during the day. The typical horizontal split between floors has been dissolved by creating visual connections between all levels and Spanish steps further enhancing this connectivity

室内空间的设计使得教职员和学生之间几乎没有隔离。工作人员区域位于中央空间周围的悬臂区，提供对中心空间的被动监督。在就餐区，学生和教职员工之间也缺乏障碍，每个人都一起吃饭，这进一步鼓励了一种开放的精神。

The interior spaces have been designed so there is little segregation between staff and pupils. Staff areas are positioned in the cantilevered areas around the central space, offering passive supervision of the central space. The lack of barriers between student and staff is also felt in the dining areas, where everyone eats together, further encouraging an ethos of openness.

 © David Ardill

(David Ardill)

以及工作人员区、上层建筑图书馆和信息和通信技术设施上的悬臂式平台。这座大楼的四个侧翼在两个层次上，包括数学、英语、科学、语言、人文、技术、神学和体育八个不同的学习学院。可以俯瞰场地的运动场暂停在一个新的游泳池上。运动场的位置是由于场地的限制，以维持一个运作的运动场，而建筑和拆卸正在进行。

As well as staff areas, the cantilevered platforms on the upper levels house library and ICT facilities. The four wings of the building are on two levels, with eight distinct learning faculties for Mathematics, English, Science, Languages, Humanities, Technology, Theology and Sport. The sports hall, overlooking the grounds, is suspended over a new swimming pool. The positioning of the sports hall is due to site constraints to maintain an operational playing field whilst construction and demolition were underway.

 © David Ardill

(David Ardill)

该设计是在一个敏感的规划区，以弯曲的平面图形式，将建筑物从道路上的视觉影响降到最低。琉璃砖的外部处理和渲染是为了突出圆形的形式，并以不同教室的画窗为标点符号，为全天的学习空间提供了变化。

The design was in a sensitive planning area with a curved plan form minimising the visual impact of the building from the road. The external treatment of glazed brick and render has been composed to accentuate the circular form and is punctuated by picture windows which vary from classroom to classroom, offering variation to the learning spaces throughout the day.