架构师提供的文本描述。克里希纳-阿凡提小学是英国第一所自愿资助的印度教学校。Cottrell和Vermeulen建筑参加了与学校社区的讲习班，以了解社区对学校的宗教和文化野心，并建立适当的建筑。这一过程产生了具体要求：以传统吠陀风格建造的印度教教堂作为学校的重点；音乐和戏剧空间；精神的日本花园；学生可以赤脚和环保建筑材料的区域。学校建筑反映了印度教社区，同时也是一个最先进的教育环境和一个可持续的建筑，综合工程方法，提供了一个低影响，节能的解决方案。这所学校的BREEAM分数是英国最高的学校之一，是完全开放和包容性的。它于2009年9月完成，预算为700万GB。

Text description provided by the architects. Krishna-Avanti Primary School is the first voluntary aided Hindu School in the UK. Cottrell and Vermeulen Architecture attended workshops with the school community to understand the religious and cultural ambitions that the community had for the school and to establish an appropriate architecture. Specific requirements came out of this process: a Hindu chapel built in traditional Vedic style as the focus of the school; a music and drama space; a spiritual japa garden; zones where pupils can be barefoot and environmentally friendly construction materials. The school architecture reflects the Hindu community, whilst being a state of the art educational environment and a sustainable building with an integrated engineering approach that provides a low impact, energy efficient solution. The school has one of the highest BREEAM scores for a school in the UK and is fully accessible and inclusive. It was completed in September 2009 for a budget of £7 Million.

 © Anthony Coleman

C.安东尼·科尔曼

印度教，教学和建筑的建筑被整合在克里希纳-阿凡提学校。在学校的中心(在计划和象征性地)是一个传统的寺庙和学校是一致的地点，以符合瓦斯图的原则。教学空间被布置在一个面向寺庙的庭院周围。整个学校被看作是一个学习的环境，它的目的是环境和园林成为一个课程资源。

The Hindu religion, teaching and the building’s architecture are integrated at the Krishna-Avanti School. At the centre of the school (in plan and symbolically) is a traditional temple and the school is aligned on the site in keeping with Vastu principles. Teaching spaces are arranged around a courtyard facing onto the temple. The whole school is seen as a learning environment, and it is intended that the environment and landscaped grounds becomes a curriculum resource.

 © Anthony Coleman

C.安东尼·科尔曼

教室可以向两个方向延伸：一个是精神庭院花园，另一个是有盖的室外教学区和操场，每个教室都有一个教室神殿。

The classrooms can be extended out in two directions; towards a spiritual courtyard garden and towards covered outdoor teaching areas and playgrounds and each contains a classroom shrine & quiet area, an area for ICT / whiteboard projection and an area for art & science experiments. Children wear indoor shoes throughout the school and all classrooms have a view of the temple. The classrooms are designed for maximum natural light and optimum thermal comfort using insulation, under-floor heating, acoustic linings and natural ventilation. CO2 sensors display air quality.

 © Anthony Coleman

C.安东尼·科尔曼

餐厅、音乐和戏剧厅是跨课程方法的一个例子。这些空间与寺庙、主大厅、厨房和学校分配相连接。神庙里的神灵看守着学生。舞蹈、音乐和瑜伽是课程的一部分-它们也是印度教崇拜的重要组成部分，因此与寺庙的联系。学校晚餐是学校一天的亮点。所有的(有机素食)食物都受到神的祝福，吃成为一种敬拜的行为。洗手和漱口设施位于就餐区，用于卫生和宗教仪式。孩子们和工作人员一起坐在地板上吃饭，吃饭也成了社交礼仪和尊重的一门课。有些食物是在学校的拨款中就地种植的。

The dining and music and drama rooms are an example of a cross-curricula approach. The spaces interconnect with the temple, the main hall, the kitchen and the school allotments. The deities installed in the temple watch over the pupils. Dance, music and Yoga are part of the curriculum – they are also an important part of Hindu worship, hence the connection to the temple. School dinner is a highlight of the school day. All of the (organic vegetarian) food is blessed by the deities and eating becomes an act of worship. Hand rinse and mouth rinse facilities are located in the dining area for hygiene as well as religious ritual. Children and staff sit together on the floor to eat and eating also becomes a lesson in social etiquette and respect. Some food is grown on site in the school’s allotments.

 © Anthony Coleman

C.安东尼·科尔曼

克里希纳-阿凡提学校建筑也与学校景观紧密结合。景观被认为是一系列户外教室，教育花园，玩花园与果树和草药，精神花园，运动花园，生态和野生动物栖息地，循环花园，户外餐饮，以及未来扩张的框架。景观提供学习资源，燃料来源，建筑资源，食物来源，

Krishna-Avanti School buildings are also integrated carefully with the school landscape. The landscape is conceived as a series of outdoor classrooms, educational gardens, play gardens with fruit trees and herbs, spiritual gardens, exercise gardens, ecology and wildlife habitat, recycling gardens, outdoor dining, and frameworks for future expansions. The landscape provides learning resources, fuel sources, building resources, food sources, & pollutant cleaning.

为了鼓励不同的昆虫、动物和植物种群，创造了生境。为了给动物和昆虫提供安全的通道，各地都建立了野生动物走廊。对生态学进行了研究，可以利用这些元素进行科学实验。一个洪水水库和一个带有浸水平台的野生动物池塘变成了一个室外教室。

Habitats have been created to encourage diverse insect, animal and plant populations. Wildlife corridors have been created across the site to provide safe passage for animals and insects. Ecology is studied and science experiments can be set using the elements. A flood reservoir and a wildlife pond with dipping platform become an outdoor classroom.

 © Anthony Coleman

C.安东尼·科尔曼

原始景观特征是一种积极利用的资源。从建筑物挖掘出来的地球被用来制作声波护岸和儿童游戏丘，这也作为声音缓冲，以控制噪音从道路交通和从操场传递到周围的房屋。

The original landscape features were a resource to be used in a positive way. Earth from the building excavations was used to make acoustic bunds and children’s play mounds which also act as sound buffers to control noise transmission from the road traffic and from the playground to the surrounding housing.

菜园和果园为学校厨房提供了教学资源和健康的有机食品。从覆盖着刚玉的屋顶收集的雨水被用来浇灌花园。

A vegetable garden and orchard provide a teaching resource and healthy organic food to be used in the school kitchen. Rainwater collected from the sedum covered roofs is used to water the garden.

 © Anthony Coleman

C.安东尼·科尔曼

有趣和文化的水特征、自然环境和利用自然资源的Vastu的其他方面鼓励儿童对所有生物、其他宗教、文化和周围环境保持敏感，同时促进良好的性格和责任。在景观中种植的阿育吠陀植物地区教导印度教的象征意义，并可用于烹饪和治疗。

Interesting and cultural water features, natural environments and further aspects of Vastu which utilise natural resources encourage children to be sensitive towards all living beings, other religions, cultures and to the environment around them, whilst promoting good character and responsibility. Areas of Ayurvedic plants planted in the landscape teach Hindu symbolism and can be used for cooking and therapy.

该学校是2010年耙建筑与环境奖的获得者，该奖项由耙遗产信托基金和耙理事会主办，并被“每日电讯报”列为“2010年度十大建筑”。

The school was the recipient of the 2010 Harrow Architectural and Environmental Award run by the Harrow Heritage Trust and Harrow Council and was listed in the Daily Telegraph’s ‘Top Ten Buildings of 2010’.

 © Anthony Coleman

C.安东尼·科尔曼

基什纳-阿凡提小学和可持续性：

Kirshna-Avanti Primary School and Sustainability:

印度教徒被教导要敬畏生命和自然，认为这两者都是来自上帝的神圣恩赐。这是学校的一项重要原则。克里希纳-阿凡提小学的目标是培养具有社会意识的公民，他们采取负责任的生活方式，帮助维持我们的地球。

Hindus are taught to revere life and nature, considering both as sacred gifts from God. This scriptural tenet is an important principle for the School. Krishna-Avanti Primary School aims to produce socially aware citizens who adopt responsible lifestyles that help sustain our planet.

学校打算成为可持续发展的灯塔，减少废物和回收利用将纳入课程。所有教室都设有堆肥箱，学校将提供一个纺织库，作为耙理事会倡议的一部分。学校的素食政策也显著减少了不能堆肥的垃圾。学校的一些食物将在当地种植，减少了向学校输送原料的需求。

It is intended that the school be a beacon of sustainability, and waste reduction and recycling will be integrated into the curriculum. Composting bins are provided for all classrooms and the school will be provided with a textile bank as part of a Harrow Council initiative. The school’s vegetarian food policy also markedly reduces the amount of waste which cannot be composted. Some food for the school will be grown on site reducing the need for ingredients to be delivered to the school.

客户的一个关键驱动因素是创造一个可持续的学校环境。从一开始，设计团队和客户就建立了协商和战略，以确定材料调色板、低/可再生能源技术、社区参与和未来的适应性，以确保可持续的和未来的经过验证的设计(例如，如果将来需要开放式教学的话，基础就可以被打开)。

A key driver for the client was to create a sustainable school environment. From the outset, the design team and client set up consultations and strategies to define the material palette, low/renewable energy technologies, community involvement, and future adaptability in order to ensure a sustainable and future proofed design (for example the foundations have been designed to allow the walls to be opened up if open-plan teaching is required in the future).

克里希纳-阿凡提小学的环境工程系统的设想和设计是为了以多种完全综合的方式减少能源消耗和尽量减少碳生产：

The environmental engineering systems for Krishna-Avanti Primary School have been conceived and designed to reduce energy consumption and minimise carbon production in a number of fully integrated ways:

 Landscape Plan

被动技术：低能耗战略的出发点是尽量减少一次能源的主动使用，并在可能的情况下利用自然资源：

Passive Technology: The starting point of the low energy consumption strategy has been to minimise active use of primary energy and harness natural resources where possible:

将热质量包括在内，作为对内部温度峰值的被动缓冲

• Thermal mass has been included to act as a passive buffer to peaks of internal temperature

·提高低U值的隔热性能

• Enhanced performance thermal insulation with low U values

·雨水收集和再利用

• Rain water harvesting and re-use

加强生态效益的绿色屋顶

• Green roofs for enhanced ecological benefit

·今后扩大学校的综合范围

• Integrated scope for future school expansion

具有自动控制的自然通风

• Natural ventilation with automatic controls

*为自然采光优化教学空间和大厅

• Teaching spaces and halls optimised for natural daylighting

·外部太阳能控制百叶窗，以限制太阳增益和直接眩光

• External solar control louvres to limit solar gain and direct glare

·可持续的城市排水和现场雨水滞留池

• Sustainable urban drainage and on-site storm water detention pond

主动技术：在为学校大楼提供服务所需的积极手段的情况下，规定了一系列综合的低能和可再生技术：

 Active Technology: Where active means have been necessary in order to service the school building, a range of integrated low energy and renewable technologies have been specified:

·安装了地面源热泵，以满足学校建筑68%的空间供暖需求

• Ground source heat pumps have been installed to provide up to 68% of the space heating demand of the school building

·地板下采暖与地源热泵协同工作

• Under floor heating works in concert with the ground source heat pumps

·规定了局部恒温控制，以控制水龙头的最高热水温度

• Local thermostatic controls have been specified for control of maximum hot water temperature at taps

·利用再生水灌溉花园

• Use of recycled water for garden irrigation

教室卫生设施的热回收通风系统

• Heat recovery ventilation systems for classroom sanitary accommodation

*缺勤检测、低能量人工照明控制

• Absence detection, low energy artificial lighting controls

·日照传感和外部照明的时钟控制，以最大限度地减少能源消耗和光污染

• Daylight sensing and time-clock control of external lighting to minimise energy consumption and light pollution

计量所有一次能源使用

• Metering of all primary energy use

·全自动、自学习、图形用户界面的BMS控制系统，优化M的控制和操作

• Fully automatic and self learning, BMS control system with graphical user interface to optimise control and operation of M & E systems

节能施工程序：承包商在现场减少废物；协调交付；使用过的循环利用跳过；现场用水被监测；挖掘泥土被重复使用；围板被回收；再生的混凝土瓦片和沙子被尽可能地使用。

Energy efficient construction procedures: Contractors practiced reduced waste on site; co-ordinated deliveries; used recycling skips; water use on site was monitored; earth excavations were re-used; hoardings were recycled; recycled crushed concrete shingle and sand were used wherever possible.

教育整合：教职员和学生可通过图形前端获得大楼管理系统，并在学校入口门厅设有显示热泵运行情况的可视显示器。每间教室、信通技术套房和多用途厅的内部环境状况将由自动大楼管理系统(BMS)不断监测。每间教室都设有一个视觉指示器单元，配有简单的交通灯信号灯，显示教师和儿童、当前空间内二氧化碳的浓度。这种视觉指示是为了使教师立即和教育指示恶化的内部环境条件。BMS对二氧化碳的感知作用，促使及时打开窗户，以增加新鲜空气和增加自然通风率。主厂房设有一个窗户，靠近学校的前门，让孩子和公众可以看到这座可再生能源厂。

Education Integration: The Building Management System is available to staff and pupils via a graphical front end and a visual display showing the operation of the heat pumps is located in the school entrance foyer. The internal environmental conditions in each of the classrooms, the ICT suite and the multi-purpose halls will be constantly monitored by the automatic building management system (BMS). Each classroom is provided with a visual indicator unit with simple traffic light signal lamps to show the teacher and children, the current carbon dioxide concentration within the space. This visual indication is intended to give the teacher an immediate and educational indication of deteriorating internal environmental conditions. The BMS acts on the CO2 sensing to instigate the timely opening of a window to increase fresh air and increase the rate of natural ventilation. The main plant room has a window installed adjacent to the front entrance of the school to allow children and public to view the renewable energy plant.

 © Anthony Coleman

C.安东尼·科尔曼