00.Lighting for Education 2010

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EUROPE

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UKNewhavenT. +44 870 606 2030F. +44 1273 512 [email protected]@ havells-sylvania.com

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VenezuelaCaracasT. +58 212 381 0452F. +58 212 381 [email protected]

www.havells-sylvania.com

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Concord is Havells Sylvania’s leading

commercial and architectural lighting brand

with a substantial manufacturing and lighting

design base in the UK. Renowned for having

a strong design ethos, high technical

performance and aesthetic form, Concord’s

range of lighting products are perfectly

suited to meet the requirements of modern

education buildings.

The Concord product range is underpinned

by in-house technical expertise, from optical

system design to photometric measurement

and testing. Working in partnership with

customers and project stakeholders

throughout the specification chain, from

Local Education Authorities to Mechanical

and Electrical Contractors; from Architects

to Consultants, we aim to offer unparalleled

support and service throughout the life

of the project.

Ligh

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for Ed

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www.concord-lighting.com

Lighting for Education Umschlag.indd 1 15.02.2010 12:50:43 Uhr

ContentsIllumInatIng Ideas Lighting for Learning 2

CreatIng InspIrIng spaCes Intelligent lighting design 4

lIghtIng Controls Ideal light needs ideal control 6

lIghtIng Controls A green light to save energy 8

Classroom lIghtIng Best in class 10

Classroom lIghtIng High-class solutions 12

Classroom lIghtIng Quadrille Academy 14

lIghtIng speCIalIst rooms Creating creative environments 18

lIghtIng CIrCulatIon areas First impressions count 22

lIghtIng for lIbrarIes Reading, writing and lighting 24

lIghtIng for halls and theatres In the spot light 26

lIghtIng for sports halls No competition 28

exterIor lIghtIng Shining in the dark 30

Case study Dumfries Primary Schools 32

Case study Derby Schools 36

Case study OPEN Youth Venue 40

Glossary of Fixtures 44

Lighting for Education Brochure.indd 1 15.02.2010 12:45:11 Uhr

2

PerhaPs there’s a good reason why the light bulb is the universal symbol for good ideas, and what better Place to nurture these ideas than in schools. it is here that the minds of our children are formed, challenged and motivated. different tyPes of lighting equiPment, used in an aPProPriate manner, can make a significant contribution to creating an imProved learning environment and enable as many metaPhorical light bulbs to shine as bright as Possible.

Lighting for Learning

IllumInatIng Ideas.

according to a survey carried out by the commission for architecture and the built environment (cabe), 70 % of people agree that well designed schools improve education. a further study for the department for education and skills shows that capital investment in school buildings has the strongest influence on staff morale, pupil motivation and effective learning.

this goes beyond the classroom. the design of circulation areas, for example, can help facilitate lunchtime assistants in pupil development and improved extra curricular facilities encourage young people to pursue other avenues such as sport and the arts.

the benefits of good school-design can be measured directly. a series of american studies showed that comprehensive test of basic skills (ctbs) scores amongst pupils aged 16 to 17 were 11 % higher in well-designed schools when compared to the results from poorly designed schools.

further evidence from the university of georgia found that elementary schools with more than 100 square feet of building space per student tend to have significantly higher science and social studies scores than those with less space. the impact of additional space on behavioural patterns was most noticeable in special needs learning environments.

a school is not only a place for pupils, it is a space where communities come together. the aim of the building schools for the future programme is to create 21st century environments to provide not only excellent facilities, but to inspire, enthuse, educate and enlighten entire communities.


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Lighting and the use of naturaL dayLight

natural daylight is the starting point for any school design scheme. all current guidance and research points towards the use of daylight in schools as being the major source of light in classrooms.

a fair oaks energy consulting study on behalf of the state board for energy efficiency and Pacific gas and electric co, tested the theory that sunshine helps people work more efficiently, learn more and are less often unwell. they found that students in classrooms with the most daylight did 20 % better in maths tests and 26 % better in reading tests than students at the same school in classrooms with less amounts of natural light.

clearly though, we cannot depend totally on natural light even during the summer months. the challenge is for artificial lighting to be seamlessly combined with natural light to allow rooms to appear brighter with reduced shadows whilst remaining mindful of the need for reducing energy consumption.

there is no one size fits all solution to lighting educational buildings, but the demands of well designed schools are driving the replacement of basic specification schemes with creative systems providing good all round illuminance including the vertical surfaces whilst integrating with control systems to make the most energy efficient and sustainable use of natural and artificial light.

source: commission for architecture and the built environment - cabe, ‘the value of good design’ and ‘Picturing school design’

key elements for insPirational learning sPaces

functionality • access to and around the school • teaching spaces, which are efficient and fit for purpose • well organised and generously sized circulation areas

build Quality • durable finishes with integrated building services using sustainable and renewable systems and materials

Impact• attractiveness in design, lifting spirits and raising aspirations• good environmental conditions throughout, including

appropriate levels of natural daylight and ventilation• encouraging community access


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the lack of enthusiasm from young people in school could come from not being stimulated or inspired by their surroundings. various elements of design including colour, textures and light can be used to create a desired environment in which to learn.

there are a number of design recommendations, such as building bulletin 90 in place that help to provide guidelines and quality assurance strategies for lighting schools. these documents recommend designing for both quality and quantity.

school lighting designs should take into account the role and function of the area, ease-of-use, energy efficiency and quality of light when creating interesting and inspiring spaces. basic engineering lighting solutions are best avoided in favour of the production of spaces with good all round illuminance, inclusive of indirect light and vertical surfaces. the light sources should also be appropriate, as should the quality of the lighting equipment.

whilst artificial light provides a very specific role it is best combined with natural light and the entire design will be aided by a rationalised and strategic approach to the scheme as a whole.

‘the lighting design for a school needs to Provide a lit environment which is aPProPriate for the Particular interior and indeed exterior, achieving lighting which enables staff to carry out their Particular activities easily and comfortably in an attractive and stimulating surroundings.’building bulletin 90

Intelligent lighting designCreatIngInspIrIng spaCes.


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task and activity Lighting here the designer needs to examine the functional requirements of a particular space. it is necessary to consider the amount of light and the type of lighting required to ensure that the users of the space can carry out tasks in a comfortable visual environment without difficulty seeing.

it may be necessary to provide flexibility in the lighting to allow for a variety of activities. local task lighting can be very useful for specific tasks. safety should be considered in choosing the type of local task light, including factors such as the surface temperature of the fitting.

Lighting for visuaL amenitythis aspect of lighting design considers the appearance of the space when it is lit. the aim is to create a lighting environment that is visually interesting and pleasant. Part of this is creating a light pattern that has luminance variation and a sensitive use of surface colour.

integration into architectureit is important that a lighting installation, whether natural or electric, looks like an integrated part of the architecture. this applies to both the lighting elements (windows and luminaires) and the light patterns they produce.

Intelligent lighting design

bs en12464-1 lighting levels for different areas

area maintained Illuminance (lux) limited glare rating

classrooms 300 19

lecture halls 500 19

circulation areas, corridors 100 25

sports halls 300 22


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in most types of buildings, users prefer rooms to have a daylit appearance during daytime hours. in schools, natural lighting during daylight hours should always be the main light source for reasons of quality of light and sustainability. therefore, a balance needs to be achieved between natural daylight and artificial light to achieve on one hand, a more pleasant, inspiring environment, and on the other, reducing the impact on the environment and keeping energy consumption to a minimum.

the sustainable development commission estimates that schools are responsible for an estimated 2 % of the uk’s overall carbon emissions, with around half of this amount coming from the use of electricity and fossil fuels within school buildings. it is important that we take action to reduce this. the government has allocated an additional investment with the aim of reducing carbon emissions by 60 % in new schools built in the bsf programme.

reducing energy consumption and creating inspiring, pleasant environments requires precision control. artificial lighting currently accounts for the highest proportion of all energy costs in schools, at around 28 %. this means that intelligent lighting design and control offers the largest scope for saving energy in schools.

designers need to carefully consider how they tackle the challenge of saving energy while creating pleasing spaces. they must be very selective in their choice of lamps, luminaries, control systems and illumination levels, combined with an optimal usage of day lighting. if manual switching is chosen, it needs to be as simple as possible and ideally placed in a convenient location, for example, by a door, to make conscious energy saving easy. if automatic switching is chosen, energy usage can be cut even more.

Ideal light needs ideal controllIghtIng Controls

the use of automatic lighting controls can save as much as 75% of electricity consumPtion when comPared to manual switching.

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Ideal light needs ideal control

concord’s recessed modular luminaires, such as officelyte, and susPended linear system, such as quadrille come with integrated lighting control oPtions as standard.


typical Classroom lighting & Controls schematic

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the energy efficiency and use of artificial lighting depends on four key factors:

• the penetration of natural lighting provides good daylight distribution in the classroom and good daylight levels will mean that artificial lighting may not be required during daylight hours

• the luminaries efficiency is based on the electrical components, lamps and control gear

• the successful specification of the lighting controls is measured by their usability and response to changing conditions

• a high luminaire maintenance factor which involves the operation, cleaning and up keep of the luminaires

new school buildings should use all of the above approaches but the optimisation of daylight should always be considered as the most cost-effective solution. staff and pupils, whenever possible, should always take advantage of available daylight as most people prefer to work in a space lit by daylight, provided that solar glare and overheating are minimised.

there are various types of automated lighting controls appropriate for schools:

manual – e.g. local switch, wireless control. manual switches must be simple, carefully considered and conveniently located, usually near the door.

automated – e.g. time switch control, photoelectric control, occupancy/ absence detection and key or card control.automated lighting controls should take into account the type of space, how it is used and the amount of daylight available. to avoid a feeling of alienation, it is essential that teachers and pupils appreciate what is automated and why. there are various types of automated control appropriate for schools:

• time switch control could be used for switching off the main lighting outside opening hours

• photoelectric control involves the lamps being switched or dimmed in response to daylight

• occupancy detection sensors can switch lighting on automatically when the sensor detects occupancy. the sensor requires a time delay, which can vary from 15 seconds to 30 minutes. the lights remain on during the time delay, after which, if no one is detected, lights automatically switch off. these can be infrared or microwave technology.

• absence detection systems switch light manually, switching them off again automatically after a time delay when no one is detected in the space. these can be infrared or microwave technology.

source: standard specifications, layout and dimensions 4 – lighting systems in schools by the department for children, schools and families.

A green light to save energy

lIghtIng Controls

lighting control module schematic

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Best in classClassroom lIghtIng

Quadrille academy Quadrille ovation 65 Kometa 600 officelyte

bs en12464-1 lighting levels for classrooms

areamaintained

Illuminance (lux)limited

glare ratingclassrooms 300 19

classrooms for evening classes and adult education

500 19


a combination of direct and indirect lighting is an ideal solution to providing a soft, even light effect, which reduces strain on the eyes and cancels out the cave effect created by dark ceilings. by reducing shadows, spaces appear brighter but the design needs to be co-ordinated with the surface finishes.

to achieve the best possible effect, classroom lighting needs to be as evenly balanced as possible – all surfaces, horizontal or vertical need to be adequately and evenly illuminated. this may involve using more than one lighting technique to achieve.

the maintained luminance level in bs en12464-1 for classrooms and tutorial rooms is 300 lux, (500 lux for evening classes and adult education) with a limited glare rating of 19. energy efficiency is maximised by using intelligent control systems, such as daylight sensors close to windows to help control light levels and absence detection which turns off the lights when rooms are not in use.

another factor to consider in the ideal illumination of classrooms is the colour temperature of the lamps. sources above 4000 k begin to simulate natural light, which energises students and staff alike, whilst, warmer colour temperatures are too relaxing for a classroom environment.

there is no substitute for good classroom lighting design. one element that should always be considered is the distribution of light, ensuring that all surfaces of the room are adequately lit.


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Classroom lIghtIng

High-class solutions

recessed modular luminaire oPtions

Area Product Length (m)

Width(m)

Height(m)

Floor area m2

Number of luminiares

Lamp required to meet 300 lux

Number of luminaires


Standard classroom

Officelyte 8 8 3.3 64 9 1 x 55 w 15 1 x 55 w

Kometa 600 8 8 3.3 64 91 x 32 w

& 1 x 40 w

161 x 32 w

& 1 x 40 w

Large classroom

Officelyte 8 8 3.3 80 12 2 x 24 w 20 2 x 24 w

Kometa 600 8 10 3.3 80 121 x 32 w

& 1 x 40 w

151 x 32 w

& 1 x 40 w

Extra large classroom

Officelyte 8 10 3.3 112 16 2 x 24 w 24 2 x 24 w

Kometa 600 8 14 3.3 112 151 x 32 w

& 1 x 40 w

201 x 32 w

& 1 x 40 w

susPended direct/ indirect luminaire oPtions

Area Product Length (m)

Width(m)

Height(m)

Floor area m2

Number of luminiares


Number of luminaires


Standard classroom

Ovation 65 8 8 3.3 64 9 2 x 28 w 9 2 x 35 w

Quadrille 8 8 3.3 64 9 2 x 28 w 9 2 x 35 w

Quadrille Academy 8 8 3.3 64 9 2 x 28 w 9 2 x 35 w

Large classroom

Ovation 65 8 10 3.3 80 9 2 x 28 w 12 2 x 35 w

Quadrille 8 10 3.3 80 9 2 x 28 w 12 2 x 35 w


Extra large classroom

Ovation 65 8 14 3.3 112 12 2 x 28 w 16 2 x 35 w

Quadrille 8 14 3.3 112 12 2 x 28 w 16 2 x 35 w



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in today’s environmentally conscious climate, modern buildings are designed to reduce their carbon footprint as much as possible. this is achieved by maximising natural cooling and heating properties by removing traditional suspended ceilings to increase efficiency. using this method of construction leaves the concrete soffits and arches exposed.

for lighting designers and luminaire manufacturers, this creates new challenges. on the one hand, exposed soffits can provide a modern environment: higher ceilings permit the installation of directional lighting systems and the integration of efficient heating and cooling. on the other hand, the lack of suspended ceilings creates a need for a different kind of acoustic solution and makes the location and management of electrical services an issue. normally, suspended fibre-tile ceilings provide plenty of surface area to ensure that the acoustics of a room are suitable for learning activities. fibre-tiles, however, are quickly becoming a thing of the past.

quadrille academy has been specifically designed to overcome all of these challenges - it comes complete with lamps and 4 wire suspensions attached to each

module, as well as acoustic dampening wings (adw) with two additional cable ways for other electrical services. quadrille academy also incorporates modular dummy sections, which are used to house lighting controls, audio speakers, fire alarms and sprinkler heads to meet the most stringent specifications.

quadrille academy’s adw are uniquely shaped to capture sound and greatly reduce reverberation in enclosed spaces. each wing comes complete with a 40 mm, non-flammable acoustic infill to achieve the necessary levels of sound absorption.

quadrille academy’s acoustic properties means there is no need for additional acoustic panels. and thanks to integrated adw technology, it provides the acoustic performance required to fully comply with the building bulletin 93 acoustic guidelines.

quadrille academy has been independently tested in accordance with bs en iso 354:2003. a full test report is available on request.

Acoustic engineeringquadrille academy is an innovative, integrated lighting and service solution tailor-made for modern, high-tech building designs. its unique acoustic technology allows for crystal clear sPeech Projection and reverberation suPPression making the classroom a Place where anyone and everyone can be heard.


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Classroom lIghtIng

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100 125 160 200 250 315 400 500 630 800 1000 1250 1600 2000 2500 3150 4000 5000

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Quadrille Academy With 40mm acoustic infill

Quadrille Academy With no acoustic infill

Quadrille Academy

type of room tmf (sec.)

nursery school <0.6

Primary school classrooms <0.6

secondary school classrooms <0.8

open-plan teaching areas <0.8

open-plan resource areas <1.0

music classrooms <1.0

small lecture rooms <0.8

larger lecture rooms <1.0

study rooms <0.8

libraries <1.0

science laboratories <0.8

drama studios <1.0

design and technology <0.8

art rooms <0.8

audio-visual, video conference rooms

<0.8

atria, circulation spaces used by students

<1.5

dance studio <1.2

interviewing/counselling rooms, medical rooms

<0.8

dining rooms <1.0

dfes bb93: Performance standards for reverberation in teaching and study spaces – mid-frequency reverberation time, tmf, in finished but unoccupied and unfumished rooms

”a classroom with a long reverberation time of several seconds will cause syllables to be Prolonged so that they overlaP and hence degrade sPeech ineligibility. adding acoustic absorPtion will reduce the reverberation time and will imProve sPeech intelligibility.” dfes (2003) building bulletin 93, acoustic design of schools 4.3


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Classroom lIghtIng

Quadrille AcademyIntegrated Services

publIC address

sprInKler heads

fIre alarm

lIghtIng Controls

in addition to its acoustic properties, this contemporary modular system also provides a fully integrated services solution. the additional functions are located in discrete dummy sections that form an integral part of the lighting system. services include daylight and presence detectors for maximum energy saving, audio speakers for announcements, fire alarms and sprinkler heads. two additional 20 mm cable ways located in the wings provide segregated channels for other electrical services and data cables.

other advantages when using a fully integrated modular lighting and services solution include reduced costs for installation and fit-out of classroom spaces. working closely with the project teams, custom dummy modules can be created to meet the specification requirements.

all quadrille academy modules are factory-assembled, and arrive on site complete with lamps and suspension cables – another way of reducing installation time and labour costs.

incorporating other building services and additional electrical and data functions into the lighting system also makes it easier to keep ceilings clean. this in turn contributes to creating modern, contemporary learning spaces.

ultimately, the value of any lighting solution depends on the impact it has on the behaviour and performance of pupils. quadrille academy is based on the insight that there is no one-size-fits-all solution to the challenges of lighting in education, but that there is a modular solution that can make the challenge of lighting much easier to master.


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activities carried out in spaces where specialist tasks are performed need more, maintained illumination. in science laboratories, for example, 500 lux is required with a glare rating of 19. art rooms require as much natural daylight as possible as well as a high level of colour rendering (at least index ra80). this is instrumental in ensuring a lively and true representation of colour in paintings and crafts.

Creating creative environments lIghtIng speCIalIst rooms

bs en 12561-1 lighting levels for sPecialist classrooms

area

maintained Illuminance (lux)

limited glare rating

art rooms 500 19

Practical rooms and laboratories 500 19

music practice rooms 300 19

it rooms 300 19

Preparation rooms and workshops 500 22

creativity requires more than just room to breathe. it needs the right light to make the most of bright ideas. regardless of whether it’s an art room or a science lab, these sPecial, creative sPaces have sPecific lighting requirements that are different from normal classrooms.


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Creating creative environments

officelyte

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sylproof pro 2

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led 100 te


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lIghtIng for speCIalIst rooms


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circulation areas are the arteries of any school building. they Provide the essential link to way-finding as well as forming gathering Places for students between lessons. that is why these sPaces should not be forgotten when creating a stimulating and interestingly lit environment.

the lighting of circulation areas also plays an important part in the safety of schools. corridors and stairs need to be lit accordingly not only for the safe, day-to-day movement of pupils and staff but also in emergencies, where these areas become the vital connection to emergency exits.

as always, energy efficiency is a key consideration in the lighting of circulation areas. lighting control systems, such as Pir detectors can help to cut costs and emissions by turning on when people need them, but switching off again when not required.

First impressions count

lIghtIng CIrCulatIon areas

Continuum brio Cassini led 100 te mirach

bs en 12464-1 lighting levels for circulation areas and entrance halls

area maintained Illuminance (lux) limited glare rating


stairs 150 25

entrance hall 200 22


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as well as general ambient lighting there is a requirement to provide a vertical illumiance of at least 200 lux on the spines of the books on the shelves – which extends to those close to the floor.

the ceiling mounted lighting may be directly related to the position of the shelves or mounted in a continuous line at right angles to the books to give more flexibility in shelf spacing. supplementary lighting may also be needed for increased illuminance of work stations or special display areas.

Reading, writing and lighting

lIghtIng for lIbrarIes

lytebeam stadium torus 100fx ovation 65 Quadrille

bs en 12464-1 lighting levels for libraries area



vertical illumiance on spine of book 200 19

library reading area 500 19

computer area 300 19

libraries are Particularly challenging sPaces to light as they serve a variety of PurPoses. they are study areas, gathering sPaces and it rooms all at the same time.


big ideas and Performances need big sPaces to shine.

from assemblies to examinations, from concerts to presentations, halls and theatres are multi-faceted venues that require adaptable lighting schemes.

the illumination of a large space can be optimised with switch controls in groups and the use of dimming controls. dimmers or regulators can be used to adjust general light levels between full light output and off. this is particularly useful when using

visual aids such as projectors and when task lighting is required to illuminate the head teacher, lecturer or the stage for drama and theatre productions.

safety is, of course, paramount and effective emergency lighting needs to be considered, particularly in halls and theatres where large audiences gather.

In the spotlightlIghtIng for halls and theatres

bs en 12464-1 lighting levels for halls and lecture theatres

area



lecture hall 500 19


27

Kometa 600 Kometa 300 led 150 te Contiuum mirach

In the spotlight


28

No competitionlIghtIng for sports halls

the lighting schemes need to incorporate long life lamps and low maintenance luminaries due to high ceilings in most sports halls which often require specialist equipment to replace lamps. it is highly recommended to have two levels of lighting (500 lux for match standard and 300 lux for general use) and fixtures that are strengthened with wire guards and polycarbonate panels to avoid damage. typical schemes incorporate 3 lamp or 4 lamp options where 1 lamp can be switched off to reduce light output if required.

although discharge lamps are often more efficient than fluorescent tubes, the widely used t5 / cfl fluorescent lamps with hf electronic control gear offer considerable advantages such as instant start, higher colour rendering, even light distribution and the facility to be linked to control systems to save energy.

sPorts halls in schools are often used for a variety of PurPoses. therefore the lighting schemes need to be versatile and flexible, as some sPorts require more light or better glare control than others.


29

bs en 12464-1 lighting levels for sPorts halls

area



sports halls 300 22

gymnasiums and swimming pools 300 22

sportsbay


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as darkness falls, exterior lighting is required to safely guide Pedestrians, cyclists and motorists to and from the school. the exterior illumination of a school, both vertically and horizontally, is used to Pick out the detail of PeoPle and vehicles however and can also be used to make the aPPearance of the school building more aesthetically Pleasing and blend into its surroundings.

the need for illumination has to be balanced with the local environmental and the security risk at various parts of the grounds. light pollution and trespass from vertical light need to be minimised to reduce impact on neighbouring areas.

exterior lighting also plays an important role in increasing security. the light sources need to be chosen carefully, as cctv systems require specific colour rendering properties to be effective.

the appearance of a school, in particular its entrance areas, is a symbol of the status the building has within the community. the use of bi-directional wall luminaries

can create a multi-purpose effect; whilst lighting pathways around the buildings edge, they create a vertical wall effect feature.

energy efficiency and light pollution should always be paramount when creating a lit exterior environment. floodlighting, including bollards and wall luminaries, on a building will provide general lighting combined with low-level security lighting that operates on a time switch or is activated by motion sensors.

brio Vandal resistant

reef

slot

sterling bulkhead

sterling bollard

Shining in the dark

exterIor lIghtIng

guidance for exterior lighting, as set by cibse lg6

area


roadways and pavements 5

car parks and bicycle parks 10

walkways, perimeters, security 20

facades and signs, vertical illumiance 100

recreation and club sports 200

notice boards, vertical illumiance 150


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Ca

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ydumfries and galloway council invested a total of £16.1m on the development of cargenbridge, lincluden and troqueer Primary schools.

the lighting schemes for the three primary schools used concord’s kometa 600 recessed modular luminaries in conjunction with the ovation 65 suspended system to complement the architecture of the suspended and slanted ceilings of the classrooms. both luminaires are fitted with dsi dimmable sensors, which work together with the natural daylight in the classroom to provide a consistent level of light as well as saving energy.

throughout the circulation areas, led 100 te downlights with integrated emergency lighting function are usedin conjunction with slot bi-directional luminaires and continuum to provide a functional, yet aesthetically pleasing environment for students and teachers alike.

each school received a grant from the energy saving trust, which partly funded their renewable energy and the results are truly impressive: all three schools were awarded energy Performance certificates ratings of ‘a’ and were given a ‘very good’ breaam assessments.

‘an insPirational lighting

scheme used throughout

three new Primary schools

to create a stimulating and energy efficient

environment for PuPils and

staff alike.’

Dumfries Primary Schools


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Dumfries Primary Schools


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Dumfries Primary Schoolsthe result: more insPirational, Pleasing sPaces with less imPact on the environment.


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yfive new schools in derby are the perfect example of well designed, carefully considered educational lighting. building services consultants, Pick everard, completed the lighting design for a major education Pfi project at sinfin Primary school, hardwick Primary school, lakeside community Primary school, merrill college and da vinci community college.

the objectives were simple:the design had to create a bright, vibrant and visionary learning environment for all areas within the schools. the schemes also had to be highly energy efficient, with lighting controlled by automated control systems, with both photocells and occupancy sensors to maximise daylight by dimming and switching off luminaires when not required.

a large proportion of the luminaires were supplied by concord. lighting designer carl ackers, of Pick everard, explains his choice of supplier:

‘one of the main reasons concord was sPecified was because we considered them as a quality manufacturer, offering an excellent Product and service ProPosition at a cost-comPetitive Price.’

Derby Schools‘the design had

to create a bright, vibrant

and visionary learning

environment for all areas

within the schools.’


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Concord supplied the following luminaires for the derby project:

• concord ovation 65 system was used wherever suspended lighting was required in areas without a dropped ceiling. ovation proved to be a flexible system for these applications and enabled fully automatic dimming, daylight linking and presence detection. the ovation system was also installed in continuous lengths, with flexible length ‘dummy’ sections, where required.

• concord led 100te luminaire was specified as a highly effective downlight solution within the corridors, due to its small size, low recess depth and cost-effectiveness – an important consideration in all the circulation spaces.

• lumiance Pento pendants were used in the double-height circulation spaces and some of the dining halls, using various lamp wattages from 1 x 32 w to 4 x 32 w, to maintain a common design theme.

• in most teaching spaces with dropped ceilings, the sylvania equilibro range of fittings was the chosen solution. again, all luminaires are dimmable and connected to the automatic lighting control system.

• in more utilitarian areas, such as storage and service rooms, sylvania sylpack and sylprof Pro 2 fittings were employed.

• the circulation spaces and play areas around the exterior of the schools needed lighting too, for both safety and visual comfort – here concord monitor wall light was employed, due to its powerful 70 w cdm-tt lumen package and high ik10 impact rating.

Project lighting design: Pick everard, building services consultants, working with concord; contractors: norwest holst and mitchell & hewitt.


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Derby Schoolsfrom library to social sPace to well-lit classrooms. sPecialised, tailor-made lighting solutions for all kinds areas of a school.


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yopening in october 2009, at a cost of £12 million, the oPen youth venue was founded in norwich city centre to offer young people, aged 13-25, a safe, inspirational, alcohol and drug free social space. its facilities include a young people‘s nightclub, climbing wall, educational kitchen and café, music recording studios, media lab, a dance and performing arts space, health centre as well as information, advice and guidance.

lighting for the venue was supplied by havells sylvania, through its range of concord products, with the aim to create an inspirational space that energises young people. a lighting scheme was created by waterman building services and further developed by concord’s dedicated in- house lighting design team.

the result was an innovative space with modern, high-performance lighting integrated into the architecture of a grade 2 listed building. colourblast from concord underpins the installation a offering an effective solution for high recesses in the building, where maintenance is often time-consuming.

here, colourblast’s long operating life, energy-efficiency and a simple plug-and-play installation are cited as major advantages. this custom product, which represents the highest flux led technology in the world, additionally benefits from compact design, rgb colour changing, and no ultra violet or infra red.

lighting in the main auditorium is provided by a number of architecturally-magnificent, suspended arms, which reach out across the venue’s ceiling creating a modern feel that makes the most of the ample space. the arms are recessed with continuum, torus and lyteframe luminaires, and covered with natural hessian materials.

throughout the venue’s circulation areas, cassini ambient wall-mounted fittings allow for a subtle yet clear lighting scheme, with reception areas featuring the innovative kometa 600 and myriad 4 luminaires. breakout and training rooms, benefit from ‘smart’ lighting control thanks to the ovation 65 lighting system, which allows simple and effective controlling of independent luminaires.

‘the venue is a Place for young

PeoPle to call their own and

make their own. concord has successfully designed and

installed a lighting scheme

that allows young PeoPle

to ProsPer in a motivated and

comfortable environment.’

christine beveridge, head of operations for the oPen youth trust.

OPEN Youth Venue


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old meets new. modern design meets classic architecture. the oPen youth venue is a shining examPle of how intelligent, innovative lighting can create insPiring, motivational sPaces.

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OPEN Youth Venue


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Glossary of Fixtures

recessed modular luminiares

kometa 600complete lighting solution, combining ambient lighting with downlighting in one luminaire, reducing the need for supplementary uplighters and wall washers

09/10 concord architectural lighting catalogue (uk)page 15

officelytewill aid in compliance with lg7 for surface illumination in the areas of 50 % wall illuminance / 30 % ceiling illumiance and < 1500 cd / m2 glare control (1 x 55 w + 2 x 24 w versions only)

09/10 concord architectural lighting catalogue (uk) page 11

equilibrolight is controlled by computer designed reflectors which provide a combination of direct and indirect lighting


09/10 contractor guide (uk) page 6

linear systems

quadrille academya direct/indirect linear system with integrated acoustic dampening wings and the option of incorporating building services, such as fire alarms, speakers, sprinklers and lighting controls, into the luminaries unique low profile design

quadrille & quadrille academy brochure

quadrillea direct/indirect linear system with a sleek, rectangular design, offering a versatile, aesthetic solution for a range of applications. quadrille has a variety of suspension options and unique coupling system to fit the needs of a variety of building designs

quadrille & quadrille academy brochure

ovation 65a direct/indirect linear system with a variety of fixing options ideal for sloping ceilings, double height spaces and unique coupling system to be angled to fit unusual building designs


a comprehensive list of the luminaries used within this guide and their location within the uk concord architectural lighting catalogue. for further details, or to obtain your copy of the uk concord architectural lighting catalogue please call 0870 606 2030, email [email protected] or visit www.concord-lighting.com.


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linear systems

lytebeamthree circuit direct / indirect track system available in individual sections, continuous runs or complex grids


continuuma uniquely clean, simple lighting system offering continuous, highly unifrm lines of light across walls and ceilings. continuum can be recessed, semi-recessed, surface-mounted or suspended, either vertically or horizontally


sylProof Pro 2high impact resistant polycarbonate housing, moisture and dust protection to iP65, ideal for specialist classroom applications



downlights

led 100 tea range of downlights, diameter 120 mm or 160 mm with a variety of aesthetic accessories


led 150 tea range of downlights, diameter 160 mm, 185 mm, 215 mm and 275 mm or 325 mm (optix version), or with a variety of aesthetic accessories


kometa 300duel purpose downlighter, combining ambient & cfl downlighting in a simple, stylish luminaire. kometa 300 provides a complete lighting solution, without the need to supplement the installation with uplighters and wallwashers



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Glossary of Fixturesambient / circulation

cassiniPlanar or radius, wall or ceiling luminaires with a halo lighting effect. satin glass for high lor and excellent diffusion


briosatin glass effect diffuser in a unique oval design. can be ceiling or wall mounted and available with white, silver or blue colour design features.


sPotlights

stadiuman innovative low energy led spotlight range utilizing 16 x 1w led’s generating 1200 fixture lumens and 50,000 hour life

stadium led brochure

toruslow voltage and metal halide spotlights, metal halide wall washer. lockable head and focusing facility with a broad range of interchangeable accessories, lenses and filters. quadrille & ovation track modules can accept single circuit torus spotlights


Pendants

mirach decorative high output pendant supplied with optional aluminium, prismatic or opal reflectors


sPorts hall

sPortsbay (ihb)a range of symmetrical luminaries for school sports halls and gymnasiums

09/10 contractor guide (uk)page 48


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exterior

brio vandal resistanttough, functional ik10 impact resistant construction with sloped bodyand flush mounting making it ligature and vandal resistant


2010 concord simes exterior catalogue (uk) page 450

reefa wide range of bollards and short bollards each available in five different configurations. its innovative design, solidity and excellent light control allow for a flexible lighting solution


slothousing two lamps, each with its own adjustable reflector and independent control gear, allows slot to produce excellent light output and create a variety of effects to illuminate walkways, or create design features


sterling bulkheadPressure die cast housing and polycarbonate diffusers for extra vandal resistance. two mounting options, surface and light halo with a selection of hood accessories


2010 concord simes exterior catalogue (uk)page 452

sterling bollarda unique hood design makes the whole range highly vandal resisitant – ik10, with high performance optics allowing for wide spacing



controls

c:m controllera flexible lighting control system designed for ease of commissioning. control methodologies include dimming, absence detection, presence detection and daylight sensing. for example, the introduction of presence detection reduces the energy consumption of the building and can achieve cost savings of up to 40 % (depending on occupancy patterns)



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energy efficiencyluminaire efficiency factor

from april 2006, building regulation Part l ”conservation of fuel and Power” has been amended in line with the european directive, ”energy Performance of buildings directive (ePbd)”, which was brought in by the eu following on from the kyoto agreement. Part l only applies to the energy efficiency of a building, it does not replace any other legislation or guidance, and must be used in parallel with the cibse lighting guides, sll codes and bs en12464-1 for example.

approved documents part l2a and part l2b apply to ”non dwellings” including general and display lighting.• Lighting system efficacy measured by luminaire-lumens /

circuit watt.• The new target efficacy is not less than 45 luminaire-lumens /

circuit watt averaged over the whole area of these types of space in the building.

whole life costing the true cost of a lighting system

the cost of lighting can be divided into two parts:i. capital cost of the equipment including installation which can

be small compared to the total cost of the building, but has a major effect on long term appearance and operation.

ii. running costs including maintenance and energy usage – as well as longer life expectancy and lower maintenance costs from high frequency and dimmable luminaires, new energy efficient lamp technology, daylight management systems and occupancy sensors all keep running costs to a minimum. running costs are a continuing burden to the school for the life of the building, and need to be considered in the initial design concept.

breeam

breeam education helps schools and further education colleges to set environmental targets for new and refurbished education buildings. It also serves as a useful tool for designers by demonstrating the environmental performance of their designs.

credits are awarded in eight areas according to erformance. a set of environmental weightings that enables the credits to be added together to produce a single overall score. the building is then rated on a scale of: Pass, good, very good, excellent or outstanding and a certificate awarded to the development.


Documents

00.Lighting for Education 2010