Modern Foreign Languages Accommodation - CLEAPSSscience.cleapss.org.uk/resource/DFEE-Building-Bulletin-92.pdf · In modern foreign languages (MFL) pupils may work as a whole class,

Building Bulletin 92

ModernForeign LanguagesAccommodation

A Design Guide

Architects and Building BranchDepartment for Education and Employment

Building Bulletin 92

ModernForeign LanguagesAccommodation

A Design Guide

Architects and Building Branch

Department for Education and Employment

AcknowledgementsThis publication has been prepared bythe following team of DfEE Architectsand Building (A&B) professionals, underthe Head of Branch, Mukund Patel.Executive editors:

Beech WilliamsonLucy Watson

With contributions from:Andy ThompsonNeville MorganChristine Banks

This work was carried out in consultation withsubject specialists from the Office for Standardsin Education (OFSTED). The Departmentwould like to thank the authorities and schoolstaff who were so helpful on school visits and thefollowing people who made up a working groupthroughout the project:

Alan Dobson HMIAnna Marples Central Bureau for International Education (CBEVE)Glenis Shaw (CILT)The Languages, Arts and Sports Colleges Team, DfEEandPam Haezewindt (The Leicestershire Comenius Centre)

Published with the permission of DfEE on behalf of the Controller of HerMajesty’s Stationery Office.

© Crown Copyright 2000

All rights reserved.

Copyright in the typographical arrangement and design is vested in the Crown.Applications for reproduction should be made in writing to the Copyright Unit,Her Majesty’s Stationery Office, St Clements House, 2-16 Colegate, NorwichNR3 1BQ.

First published 2000

ISBN 0 11 2713099 X

Printed in the United Kingdom for the Stationery Office.TJ2388 C20 09/00

Contents

Preface ........................................................................................................................................................................................... i

Introduction .............................................................................................................................................................................. iii

Section 1: The MFL Suite ......................................................................................................................................... 1

Range of Spaces ............................................................................................................................................... 2

Timetabled Classrooms ................................................................................................................................... 2

Untimetabled Teaching Spaces ..................................................................................................................... 6

Non-Teaching Support Spaces ...................................................................................................................... 7

Planning the Suite ............................................................................................................................................. 8

Servicing and Environmental Design ............................................................................................................ 9

Community Use ................................................................................................................................................. 9

Section 2: Individual Spaces ..............................................................................................................................12

Classroom Size and Classroom Planning ..................................................................................................12

The Language Laboratory ............................................................................................................................16

ICT Cluster ........................................................................................................................................................17

Local Resource Area ......................................................................................................................................18

Role Play Area ..................................................................................................................................................18

Servicing Teaching Spaces ..........................................................................................................................20

Non-Teaching Support Spaces ....................................................................................................................20

Section 3: Furniture and Equipment ...........................................................................................................22

Tables and Chairs ...........................................................................................................................................22

Storage and Display .......................................................................................................................................23

Audio Recording Facilities .............................................................................................................................23

Computers ........................................................................................................................................................25

Other Communications Equipment .............................................................................................................27

Section 4: Running a Project .............................................................................................................................28

Setting up the Project ....................................................................................................................................28

Implementing the Project ..............................................................................................................................31

Section 5: Case Studies ..........................................................................................................................................33

The Willink School, Reading ..........................................................................................................................33

Standish Community High School, Wigan .................................................................................................37

St Bede’s RC School, Lanchester ...............................................................................................................41

Kettlethorpe School, Wakefield ...................................................................................................................45

Glossary ....................................................................................................................................................................................49

Bibliography ..........................................................................................................................................................................50

Key to Symbols ...................................................................................................................................... inside back cover

Preface

The provision of modern foreignlanguages (MFLs) in secondary schoolshas undergone significant changes in thelast decade. The subject is nowcompulsory for pupils aged 11-16 andthe range of MFLs taught has beendiversified so that more pupils arestudying languages other than French,notably German and Spanish.

The National Curriculum has had a majorimpact on the teaching and learning ofMFL since 1992 and its implementationcontinues to have implications formethodology and for the accommodationof the subject. It requires pupils to begiven a wide range of opportunities forlearning and therefore a greater variety ofactivities than before, including the use ofinformation and communicationstechnology. Above all, the curriculum isexpected to be delivered mainly throughthe target language. The range ofactivities required in the sixth form hasexperienced similar developments inrecent years.

This bulletin deals with the design,setting up and running of a buildingproject for MFLs in a secondary school(some of the advice will also be relevantto similar projects in other departments).It covers a broad range of issues, fromfurniture and equipment to newbuilding work.

The bulletin provides guidance for allthose involved in a building project, fromthe teaching staff to the designconsultants. Although the book can beread as a whole, cross-referencingthroughout the document allows thereader to ‘dip-in’ to those parts which aremost relevant to them. The contents ofeach section are summarised below. TheIntroduction, which briefly outlines thenature of MFL teaching and itsaccommodation need, will be useful toall readers.

Section 1: The MFL Suite outlines therange of spaces in a typical MFL suite anddescribes how to calculate the number oftimetabled spaces required. It includesguidance on planning the suite and whatto consider if there is to be communityuse. This section will be of particularinterest to those compiling the initialschedule of spaces and developing ascheme design.

Section 2: Individual Spaces describesin more detail the teaching andnon-teaching spaces that might be foundin the MFL suite. It gives guidance on thesize and shape of spaces and shows typicalfurniture layouts. This section will bemost useful to those at the detailed designstage or those only considering therefurbishment of individual spaces.

Section 3: Furniture and Equipmentdescribes typical MFL equipment andhow it can be used most effectively. Italso provides guidance on choosing andusing furniture. This section will beparticularly valuable to those dealing onlywith the provision of furniture andequipment.

Section 4: Running a Project outlinesthe process of setting up andimplementing a building project, frombriefing to on-site construction. It will beuseful to school governors or teacherswho have no knowledge or experience ofthe procedure.

Section 5: Case Studies show the issuescovered in the rest of the documentapplied to real school projects. Thissection is likely to be of interest to allreaders.

A glossary and bibliography are included.

i

In modern foreign languages (MFL)pupils may work as a whole class, in smallgroups or individually. They are taughtpredominantly in the target language andin the context of the relevant country’sculture, learning through a number ofdifferent activities including:

• role play and improvised drama;

• using audio equipment;

• using computers;

• reading foreign language newspapers.

These and other activities can beaccommodated in various ways but atypical department will include:

• timetabled teaching spaces includingclassrooms and possibly seminar roomsfor smaller sixth form groups;

• partially timetabled anduntimetabled teaching spaces such asa language laboratory or a small grouproom (often used for working with aforeign language assistant (FLA));

• non-teaching spaces including staffareas, storage and display.

Some facilities, such as a drama studio orinformation and communicationstechnology (ICT) room, may be sharedwith other departments.

In order to provide a flexible environmentthat caters for a range of activities, thesize and shape of these spaces, theirlocation and how they are serviced,furnished and equipped all need to beconsidered.

The starting point for any design is thebrief which sets out the client’srequirements. The brief is a workingdocument which is developed by the staffinvolved in discussion with any buildingconsultants appointed. The briefingprocess is described further in paragraph4.14. The points raised below, in theform of a series of questions, can be usedas the basis for developing a brief. Thequestions assume that the project will befor an existing school, but most of theissues and references to furtherinformation in this bulletin, will also applyto new schools.

Are There Enough Classrooms?In an existing MFL department, the firststep when considering changes is toanalyse the current (and future) situationto find out whether the accommodationmeets the requirements of the curriculum,the number of pupils studying foreignlanguages and the teaching methodschosen. The curriculum analysis methodcan be used to calculate the number oftimetabled teaching spaces (usuallyclassrooms) required. This assessmentshould be done as part of a whole schoolanalysis since an increase in spaces in onesubject is likely to result in a decrease inanother. See paragraph 1.9.

Are There Enough Support Spaces?Teaching methods, including role-playand the use of more sophisticated ICTequipment, may require access to morenon-timetabled teaching areas such as ashared role play area or an ICT cluster.Foreign language assistants may needspace to take small groups. Seeparagraph 1.21.

Are Spaces the Right Size?All teaching spaces need to be largeenough to accommodate the maximumgroup size taking part in a range ofactivities, bearing in mind the furnitureand equipment that will be needed.1 Ifthe total area of all spaces (teaching andnon-teaching) is too small, the MFLdepartment may need to expand intoadjacent areas. If no suitable areas existnearby, it may be worth consideringmoving the entire department to a moresuitable position rather than splitting it.See paragraph 1.18.

It is sensible to try to achieve a closematch between group sizes and roomsizes. If, following an analysis of theexisting facilities, it is found that somespaces are too large, it may be possible tomake more effective use of the area bydoing some minor adaptations. In somecases the need for new building work maybe avoided saving both capital andrunning costs (see Is New BuildingNecessary? on the next page).

Introduction

iii

Note1 The maximum group sizelikely to use the room will needto be assessed. If group sizesvary widely, not all classroomsin a suite need to be furnishedfor the largest group size.However, if accommodationallows it, this can maximiseflexibility.

Are the Spaces in the Right Place?Facilities and resources can be used mostefficiently by clustering MFL classroomsand support spaces together. The choiceof the suite’s location will be influencedby a number of factors including:

• the likelihood of spaces being sharedwith other departments;

• the need to have good soundinsulation to the MFL teaching rooms;

• the need to minimise solar heat gain inareas where several computers are used.

See paragraph 1.34 on planning the suite.

Is New Furniture and EquipmentRequired?The furniture and equipment providedshould allow a range of activities to takeplace and their condition and suitabilityshould be sufficient for foreseeable futureneeds. Furniture that can be moved easilyto allow for changing activities is anadvantage. Resources such as audioequipment and ICT may be needed, inthe main classroom or elsewhere (thelocation of computer equipment shouldbe carefully considered to ensure effectiveuse by all pupils). International projectswill require easy access to e-mail, fax, theInternet and perhaps video-conferencingequipment.

Section 2 shows furniture and equipmentused in a variety of room layouts. Section3 discusses the equipment available andthe type of furniture needed.

Are the Spaces Suitably Serviced?A MFL space should be adequatelyserviced to cater for the range ofequipment (overhead projector (OHP),audio, video and ICT) to be used. If anychanges are to be made, such asextending power and network cabling toservice new equipment, it may beworthwhile and cost effective to design insome flexibility and to allow for changesin the future. See paragraph 2.24.

Is the Environment Appropriate?The requirements for heating andlighting a MFL classroom are similar toother general teaching spaces and are nottherefore covered in detail in thisdocument.2 However, particularattention should be paid to acoustics toensure attentive listening andunderstanding. The two main aspects areadequate sound insulation (the locationof a teaching space should beconsidered) and sound quality withineach space (influenced by room shapeand surface finishes). If the sound qualityin any of the MFL teaching spaces ispoor, simple measures such as carpets orceiling tiles can often alleviate theproblems. See paragraph 2.26.

Is New Building Necessary?Improvement projects can range fromupdating resources or redecoration to anew building. If, following a curriculumanalysis, additional area is considerednecessary, it is important to explore theoption of adaptation of the existingbuildings before deciding on new work.New buildings involve not only initialcapital cost but future recurrent costs(heating, lighting, cleaning and rates).

The total (or gross) area of all theschool’s buildings should be checkedagainst the area ranges given in BuildingBulletin 82: Area Guidelines for Schools.3

If the gross area is well above the upperlimit, it is likely that some area is notbeing used as efficiently as possible, andinternal adaptations should accommodatethe extra space required for MFL withinthe existing building envelope. The flowchart in Figure I/1 will help in decidingwhether the existing MFL suite should beretained, refurbished or extended/replaced. More detailed discussion onassessing the type of project is discussedin paragraph 4.12.

Notes2 See ‘Guidelines forEnvironmental Design inSchools’ (BB87), DfEE, 1997for guidance on this matter.3 ‘Area Guidelines for Schools’(BB82), DfEE 1996, gives thefollowing gross area formulaerange in square metres.11-16 schools:1200+5.5N to 1300+6N11-18 schools:1200+5.5N+2.5n to1300+6N+3n.N = total number on roll (incl.sixth form)n = number on roll in the sixthform.

Introduction

iv

Introduction

Figure I/1Flow chart for assessing needto change the MFL suite.

v

1

Section 1: The MFL Suite

This section covers briefing and early design stageissues. It looks at the range of modern foreignlanguages (MFL) spaces, outlines a method to identifythe number and size of rooms required, andconsiders some key planning issues including sharedcommunity use. The section begins with a descriptionof MFL activities for those unfamiliar with how thesubject is taught.

Note1 There are four attainmenttargets in the NationalCurriculum: listening andresponding, speaking, readingand responding and writing.

Figures 1/1 to 1/4MFL activities. Clockwise fromtop left: teacher presentation;various activities (carousel);role play; discussion withforeign language assistant.

Activities1.1 A variety of teaching and learningmethods are needed to deliver theNational Curriculum and other courses,such as those in the sixth form, so thatpupils will experience and learn fromlistening, speaking, reading and writing.1

Pupils are taught predominantly in thetarget language and in the context of therelevant country’s culture. They learnthrough a range of activities (some areshown in Figures 1/1 to 1/4) including:

• teacher presentations;

• pupils’ presentations;

• role play or drama;

• discussions, perhaps with a foreignlanguage assistant (FLA) or othernative speaker;

• reading from ‘authentic’ materials suchas newspapers, magazines and books;

• using audio equipment;

• watching TV programmes and videosand listening to radio broadcasts fromthe relevant country;

• using computers;

• using communications technologiessuch as e-mail, telephone and fax;

• activities outside the school such assurveys;

• work experience;

• travel/pupil exchanges.

1.2 Depending on the methods chosen,these activities can be successfully tackledin a number of ways:

• whole class teaching;

• small group study or pair work;

• individual independent study (possiblyusing Information andCommunications Technology (ICT)).

A carousel format is often used whereby aclass of pupils is divided into groups eachworking on a different activity for a shorttime before moving on to the next.

1.3 Dictionaries and reference books areused as well as computers to accessdatabases and the Internet. Computersare also used for textual exercises and toredraft written work to improve itsaccuracy and presentation. Both writtenand oral examinations take place, thelatter often being recorded.

1.4 The way in which these activities areaccommodated will have an effect on thenumber, type and size of spaces that areprovided. This is discussed further below.

2


Range of Spaces1.5 Most MFL activities take place in atimetabled classroom which canaccommodate a whole class group. Otheractivities may require access to a specialistspace, i.e. one that is highly equipped orserviced, either as a whole class or smallergroup. There may also be occasional useof spaces that are more suited toparticular activities than a classroom. Arange of spaces is identified in theIntroduction:

• timetabled teaching spaces;

• partially timetabled and untimetabledteaching spaces - such as a languagelaboratory or ICT cluster;

• non-teaching spaces.

1.6 The number, type and size of spacesfor a particular school will depend on anumber of factors. These include theamount of curriculum time spent on MFLcourses now and in the future, group sizesand the way in which the school chooses toaccommodate the range of activitiesdescribed in paragraph 1.1. The choices tobe made include whether:

• resources are kept in a shared area or inindividual classrooms;

• ICT equipment is housed in a sharedarea, a language laboratory or inindividual classrooms;

• work with foreign language assistantstakes place in the classroom or insmaller areas in the suite;

• role-play or small group work is carriedout in the classroom (by movingfurniture) or in spaces shared withother subjects or uses.

1.7 In practice, there is likely to be a wishfor all of these options to be possible.However, the constraints of budget andexisting buildings may dictate the finaldecision. There may be considerableoverlap between the use of certain spaces,particularly where a single use would leavean area underused. Whatever the schoolsparticular arrangement, a variety of teachingcontexts should be achievable within theMFL suite with sufficient space for activitiesto take place effectively and safely.

Timetabled Classrooms1.8 The most important issue to addressis the number of timetabled teachingspaces, as this relates directly to the numberof MFL lessons to be taught. This willdepend on:

• the amount of timetabled teaching;

• the number of teaching groups.

It may be problematic to assume thatspecialist areas can be highly timetabled, asthis may not suit the pattern of study at thetime, so the frequency of use should belooked at carefully. The demand fortimetabled spaces can be determined froman analysis of the curriculum proposed.

Calculating the Number ofTimetabled Classrooms(Curriculum Analysis)

1.9 The average number of teachersteaching MFL at any one time is equal tothe number of timetabled rooms requiredif they are used 100% of the time. Thiscalculated number of spaces can then berounded up to give the actual number ofrooms, with a reasonable frequency ofuse. For instance, if the total number ofteaching periods for MFL in a 40 periodweek is 180, the number of teachersteaching at any one time would be, onaverage, 180/40 = 4.5. This figurerounded up would be 5 teaching spaces,with a frequency of use of 90% (thisfrequency of use is determined bydividing the calculated number of spacesby the rounded up number of spaces).

1.10 The number of teaching periods canbe identified by analysing the schooltimetable. In a new school or where thecurriculum is changing, the calculatednumber of spaces may be more usefullyidentified by multiplying the averagecurriculum time for MFL, as a percentage,by the number of groups being taught ineach year. So, for instance, if one group istaught MFL for 20% of the timetable, thecalculated number of spaces required wouldbe 0.2 for that group. The total for allgroups can than be rounded up as above toidentify the number of timetabledclassrooms required.

3


Figure 1/5Four MFL curriculum models

Course structureAveragecurriclum

timeYear

FrenchFrenchGerman

MODEL A: 40 periods per cycle

SubjectProportionof year group

Cirriculumtime


Cirriculumtime

100%10.0%7

8 & 9 12.5% 100%+ 50%

French 10%

FrenchSpanish

10%5%

FrenchSpanish

Total groupsin sixth from

22

FrenchGerman

20%20%

MODEL B: 40 periods per cycle

10 & 11 11.5% 100%+ 15%

12 & 13 N/A

10%10%

10.0%

12.5%

11.5%

20.0%

100% French 10%

50%+ 50%

50%

10%7.5%7.5%

65%+ 50%

FrenchGerman

10%10%

GermanFrenchSpanish

MODEL C: 50 periods per cycle

100%12.0%7

8 & 9 18.0% 100%+ 50%+ 25%

French 12%

FrenchSpanishGerman

12%8%8%

FrenchSpanishGerman

Total groupsin sixth from

2211

GermanFrenchSpanish

Urdu

20%20%20%20%

MODEL D: 50 periods per cycle

10 & 11 12.0% 100%+ 12%+ 8%

12 & 13 N/A

10%10%10%

12.0%

18.0%

12.0%

20.0%

100% German 12%

100%+ 60%+ 20%

10%10%10%

100%+ 7%+ 7%+ 6%

GermanFrenchSpanish

Urdu

10%10%10%10%

7

10 & 11

12 & 13

Course structure


Curriculumtime

Averagecurriclum

timeYear


Curriculumtime


timeYear


timeYear

7

8 & 9

10 & 11

12 & 13

8 & 9

1.11 MFL classrooms belong to acategory known as general teaching spaces.These are rooms that are not heavilyserviced or equipped that can be used forsubjects such as English, mathematics andhumanities. In order to be used efficiently,these spaces need to have a relatively highfrequency of use and some overlap betweensubjects is usually accepted. A frequency ofuse of around 90% should generally beaimed for. A MFL suite requiring 4.8calculated spaces could therefore contain:

• six spaces used 80% of the time for MFLlessons, with other subjects alsotimetabled in them (for a further 10%each on average); or

• five timetabled spaces used 90% of thetime, with remaining lessons timetabled

in other classrooms predominantly usedfor other subjects; or

• five timetabled spaces used 90% of thetime, and one specialist space such as alanguage laboratory, timetabled for 30%of the time, and used as a bookableresource at other times.

1.12 Figure 1/5 shows curriculum datafor four models reflecting typical schools.Models A and C refer to 11-16 schools andmodels B and D include sixth form courses.Models A and B have a limited MFLprovision and a 40 period week and whilethe average curriculum time for each(7-11) year is the same for both models,the course structure varies. In model A allpupils do one language (French) with asecond as an option chosen by some in

4

example with teacherlarger group sizes periods

Year 7 5 groups of 30 @ 4 ppw = 20 = 20

Years 8 & 9 5 groups of 30 @ 4 ppw = 20 x 2 = 40

(in each year) 3 groups of 25 @ 2 ppw = 6 x 2 = 60


(in each year) 1 groups of 23.5 @ 4 ppw = 4 x 2 = 8

total 128

calculated number of spaces 3.2

example with teachersmaller group sizes periods

Year 7 5 groups of 30 @ 4 ppw = 20 = 20





total 160

calculated number of spaces 4


MODEL A: 750 places 11-16

Figure 1/6Calculating the number ofspaces needed; model A, 750place school.

Notes2 For the purposes of theseexamples, a maximumfrequency of use of 93% isassumed.3 Figures omitted becausemodels unlikely to occur withthese school and/or groupsizes.4 The frequency of usemultiplied by the occupancyrate is referred to as theutilisation factor (also used incapacity calculations). This iseffectively the averageproportion of workplaces inuse at any one time. It shouldusually be at around 75%. Asuite of rooms with a highfrequency of use could afford alow occupancy (such that, forinstance, all groups are taughtin standard classrooms for30). A low frequency of usecould allow more flexibilty oftimetabling but groups mightneed to be taught inappropriately sized rooms togive a higher occupancy rate.

year 8. In model B, pupils have theoption of taking one or two languages.This variation can result in differences inthe number of teaching periods and inaverage group sizes in a year group.Group sizes in model A, for example, mayaverage higher than model B because awhole year group can be divided intoaverage groups of 30 more easily. ModelsC and D have a higher MFL curriculumtime than the other two models and a 50period cycle. As with models A and B, theaverage curriculum time is the same forboth but the courses are different.

1.13 Figure 1/6 shows how thecurriculum information can be used tocalculate the number of spaces needed.The example shows a 750 place schoolteaching curriculum model A. Twoversions are shown, one with largeraverage group sizes than the other,reflecting differences in organisation. Forexample, a year group of 150 can bedivided into 5 groups of 30 or 6 groupsof 25. Groups are smaller in KS4 to allowfor option groups.

1.14 Figures 1/7 and 1/8 show thenumber of spaces needed for all fourmodels, for a variety of school sizes; larger

and smaller group size options are given.The number of spaces required for atypical number of sixth form courses isalso shown for models B and D. Similarincreases could be added to model A andC if they were 11-18 schools, effectivelyadding 0.2 to the calculated number ofspaces for every group taught in the sixthform.

Group Sizes and Occupancy

1.15 The curriculum analysis can beused to identify the average group size ofclasses, and from this a likely maximumgroup size. When comparing themaximum group size to the average, careshould be taken to avoid too large a gap,as this can lead to uneconomic occupancyof rooms. Classrooms will typically bedesigned to house a maximum of 30pupils, but the average group size may bearound 25. This is a reasonable‘occupancy rate’ (an average group size of25 divided by a maximum group size of30) of around 83.3%. assuming afrequency of use of around 90%.4

1.16 While a significantly loweroccupancy rate can offer flexibility intimetabling, the spare workplaces createdwill often stand idle and the associatedarea could have been used towardsresource areas or other untimetabledteaching spaces that could be used moreeffectively. This is particularly true whencomputer workstations are provided atthe back of the room, possibly increasingthe capacity to 33 or 34.

1.17 Sixth form groups are usually muchsmaller than those in KS3 and 4, so it isoften worth having one roompredominantly for use by small groups toavoid very low occupancy rates in a standardclassroom. These spaces may also be usedfor smaller option groups in KS4 such asthose in model D (Figure 1/5). See alsoparagraph 2.12.

5

600 104 31 2.6 3.4 4 85%

or 132 25 3.3 4.1 5 82%

750 136 30 3.4 4.2 5 84%

or 152 27 3.8 4.6 6 77%

900 156 31 3.9 4.7 5 78%

or 192 25 4.8 5.6 7 80%

1050 188 30 4.7 5.5 7 79%

or 212 27 5.3 6.1 7 87%

1200 200 32 5.0 5.8 7 83%

or 244 27 6.1 6.9 8 86%

1350 232 31 5.8 6.6 8 83%

or 264 28 6.6 7.4 9 82%


600 104 27 2.6 3 87%

or 124 23 3.1 4 78%

750 128 27 3.2 4 80%

or 160 22 4.0 5 80%

900 148 28 3.7 5 74%

or 168 25 4.2 5 84%

1050 180 27 4.5 5 90%

or 212 23 5.3 6 88%

1200 200 28 5.0 6 83%

or 236 24 5.9 7 84%

1350 224 28 5.6 7 80%

or 272 23 6.8 8 85%

Numberonroll

Teacherperiods

Averagegroupsize

Calculatednumber

ofspaces

(100% usage)

Spacesrequiredrounded

Frequencyof

use2

MODEL A: 11-16 school

11 to 18calculatednumber of

spaces(includes 4 groups

at 0.2 each)

MODEL B: 11-18 school

Numberonroll

(11-16only)

11 to 16teacherperiods

Averagegroupsize


spaces(100% usage)


Frequencyof

use2

Figure 1/7Number of spaces needed fora range of school sizes, forcurriculum models A and B(Figure 1/5).

600 N/A3

162 20 4.0 5 81%

750 N/A

or 192 21 4.8 6 80%

900 189 25 4.7 6 79%

or 235 20 5.9 7 84%

1050 224 25 5.6 7 80%

or 266 21 6.6 8 83%

1200 254 25 6.4 7 91%

or 301 21 7.5 9 84%

1350 290 25 7.2 8 91%

or 331 22 8.3 10 83%

Numberonroll

Teacherperiods

Averagegroupsize

Calculatednumber

ofspaces

(100% usage)


Frequencyof

use2

MODEL C: 11-16 school

11 to 18calculatenumber of

spaces(includes 6 groups

at 0.2 each)

MODEL D: 11-18 school

600 N/A3

N/A

750 N/A

N/A

900 N/A

229 21 5.7 6.9 8 87%

1050 242 23 6.0 7.2 8 91%

or 274 20 6.8 8.0 9 89%

1200 262 24 6.6 7.8 9 86%

or 310 20 7.8 9.0 10 90%

1350 299 24 7.5 8.7 10 87%

or 339 21 8.5 9.7 11 88%

Numberonroll

(11-16only)

11 to 16teacherperiods

Averagegroupsize


spaces(100% usage)


Frequencyof

use2

Figure 1/8Number of spaces needed fora range of school sizes, forcurriculum models C and D(Figure 1/5).

6

Figure 1/9Graph showing area ranges forMFL spaces according togroup size5.


Note5 The graph is based on theformulae shown alongside,where G (or g) = group size. Itis extracted from AreaGuidelines for Schools (BB82)DfEE 1996.

Size of Timetabled Classrooms

1.18 Figure 1/9 shows recommendedranges for standard (zone A) and large(zone B) general teaching spaces, relatedto group size. The range reflectsdifferences in teaching approach betweenschools. It also takes account of variationsin the dimensions of (particularlyexisting) rooms.

1.19 The size of a MFL classroom willvary depending on the school’s particularway of accommodating activities - someof which involve equipment - across thesuite (see paragraph 1.1). In most cases,an area from the upper half of zone Awill be suitable.

1.20 It is important to decide early onhow different activities are to beaccommodated but to allow someflexibility for change in the future.Planning the furniture and equipmentlayout of the classrooms is a useful way ofassessing the suitability of its size andshape. This is equally important in newand existing suites. The size and thelayout of MFL classrooms is discussedfurther in Section 2.

Untimetabled TeachingSpaces1.21 Most schools are likely to havesome rooms or areas which are partiallytimetabled and bookable. They may befor whole class groups (e.g. to usespecialist equipment), or for small groupsor individuals learning away from the classgroup in self-supported study or with aFLA.

1.22 The size of these spaces willdepend on the number of pupils usingthem, the activities taking place and thefurniture and equipment they contain.The area graph shown in Figure 1/9 canbe used as a guide. Small group roomsused for conversation, reading or audiowork are likely to fall into zone A whilelarger spaces with specialist equipmentwill be in zone B or C. The followinguntimetabled areas are described inSection 2:

• language laboratory - for work withaudio, video or computer equipment;

• ICT cluster;

• small group room, e.g. for work with aFLA;

• resource area;

• role play area - somewhere that may bemore suited to the activity than theclassroom.

1.23 If untimetabled support spaces areused specifically for one task they maybecome underused and, particularly ifthey do not contain specialist equipment,may have more than one use. The sameroom, for example, may be used for oralexaminations as well as a FLA’s base.Some of these spaces can also be sharedwith other users (for example the roleplay area also being used by the dramadepartment). This is discussed further inparagraph 2.13.

7


Shared Spaces

1.24 Teaching spaces used predominatelyby other subjects can be used at some timesby MFL pupils, either through timetablingor more informal arrangements. Such areascould include:

• a drama studio for role play and playlets;

• a specialist business studies space foroffice based simulations;

• a social area that can be used for role playor display;

• a recording studio (normally used bymusic or media studies) for complexrecordings or oral examinations.

1.25 Some spaces are for the whole schoolto use. For example, an external area such asa courtyard can offer wider opportunitiesfor teaching. An ICT space may be a wholeschool resource (with relevant MFLapplications). In all these cases, it ispreferable for shared areas to be close to theMFL suite.

Non-Teaching SupportSpaces1.26 The provision of non-teachingsupport spaces will vary between schoolsbut it is likely to include the areas discussedbelow. There may be overlap betweenteaching and non-teaching spacesparticularly where individual spaces wouldotherwise be underused (for example a staffwork room could also be used for oralexaminations). Further details includingexample furniture layouts are given inSection 2.

Staff Rooms

1.27 A departmental staff base for thepreparation and storage of work can beuseful, especially if it is centrally located tothe suite of classrooms, to allow economicalstorage and movement. In some schools, itmay be shared with another subject (e.g.English). If justified by the level ofequipment, there may be a technician’sroom for the support and maintenance ofICT and other equipment.

Storage

1.28 The following types of teachingstorage should be considered:

• central secure storage - for valuableequipment, confidential paperwork andlong term storage;

• local storage - for resources that needto be readily accessible during a lesson.

1.29 A total area of between 0.08 and0.09m2 of full height storage, or itsequivalent, should be provided for eachworkplace, the majority of it local. Storagecan be provided by walk-in store rooms orcupboards or a combination of the two.This is discussed further in paragraph 2.32.

1.30 Space should also be allowed forstoring pupils’ coats and bags, either inclusters of lockers or coat and bag parksin each classroom. These arrangementsare now more common than centralcloakrooms in most schools.

Services

1.31 In new accommodation, anallowance may need to be made for boilerplant rooms as well as meter and otherservice cupboards. As such spaces areusually difficult and expensive to move,their position needs to be carefullyconsidered. In some cases they act as anacoustic ‘buffer’ between teaching spacesbut, in addition to the point made above,this is not advisable if the service areaitself generates noise that could causedisturbance (see paragraph 1.34).

Circulation

1.32 In order to use space effectively,the design of circulation routes should becarefully considered. If rooms can beaccessed from both sides of a corridor,this will save valuable area. Circulationthrough one teaching space to anothershould be avoided wherever possible, asthe space required to move through theteaching space may not be easily usable.Routes to staff areas may be acceptable,but ideally all spaces should be directlyaccessible from a circulation route.

8

1.33 Corridors can act as vital displayareas stimulating interest in foreigncultures and encouraging the use of thelanguage studied.6 Signs in the relevantlanguage can provide a distinctiveenvironment. The circulation area caneven be used as role play space (seeparagraph 2.23). It may alsoaccommodate a small foyer or receptionarea for use by outside bodies andbusinesses if the suite is designed for non-school use (see paragraph 1.37).

Figure 1/10Diagrammatic plan of MFLsuite showing planning issuesto be considered.


Note6 Reference should be madeto part B2 of the BuildingRegulations where displayoccurs along a means ofescape route.

Shared spaceslocated nearby

Shared resourceseasy to access

All teachingspaces directlyaccessed fromcirculation route

Stores canact as sound

‘buffers’

NOT TOSCALE

Planning the Suite1.34 Most secondary schools organisetheir teaching spaces into departments orfaculties. Locating MFL accommodationtogether on the same floor may be moreeconomical in terms of staff time and mayresult in a more efficient use of resourceareas and storage space. The identity ofthe suite can be reinforced throughdisplays in the target language and colourco-ordinated finishes and furnishings. Thechoice of location and other planningissues to be considered when planning aMFL suite include those listed below (seealso Figure 1/10).

• Position the suite so that related spacessuch as a shared ICT room or dramafacility are located nearby.

• Any resources shared with otherdepartments (for example, a schoolmay decide to teach business studiesthrough a foreign language) should bereadily accessible.

• Resources shared within the suite (e.g.an ICT cluster) should be easilyaccessed.

• The suite should ideally be locatedaway from noisy areas (see paragraph1.35).

• Stores and other such spaces can beused as sound ‘buffers’ betweenteaching spaces (but using stairs, plantor toilets as a buffer will reduce thesubsequent adaptability of thebuilding).

• The security of expensive equipmentcan be improved by keeping highconcentrations of ICT or audioequipment on upper floors and inspaces that cannot easily be accessedfrom an adjacent flat roof.

• South facing ICT rooms are bestavoided in case of excessive heat gain(see paragraph 3.23).

9


Notes7 See Guidelines forEnvironmental Design inSchools (BB87) DfEE,1997.8 See Bibliography.

Figure 1/11Creating a sense of identity isimportant when marketing MFLfacilities.

Servicing andEnvironmental Design1.35 All teaching spaces should bedesigned to provide an appropriateinternal environment.7 In the teaching oflanguages, particular attention will needto be given to the acoustic qualities of thespaces provided to ensure attentivelistening and understanding. The qualityof sound in a classroom is governed byboth the insulation from backgroundnoise outside the room and thecharacteristics of the room itself (volume,shape and, most particularly, its surfaces).Acoustic requirements will therefore haveto be borne in mind when designing thebuilding fabric (e.g. windows and internalpartitions), when planning the suite(see paragraph 1.34 above) and whenspecifying finishes. The acoustic design ofindividual teaching spaces is discussed inparagraph 2.26.

1.36 The servicing needs of MFL aresimilar to other general teaching spacesbut particular attention should be givento the requirements of ICT and audioequipment. It is worthwhile designing thesystem to give some flexibility and toallow for future change. The servicingneeds of individual spaces are covered inparagraph 2.24. The networking ofcomputers is discussed in paragraph 3.31.

Community Use1.36 The use of MFL facilities by thelocal adult or business community,partner schools or other outsideorganisations (for instance in a LanguageCollege), will raise issues which will needto be addressed especially if this use takesplace outside the normal school day.Creating a sense of identity to a suite oflanguage facilities is important not justwithin the school context but also whenmarketing the resource to outsidecommunity, business or other users(Figure 1/11). The main issues to beconsidered are summarised below butmore detailed guidance can be found in‘Raising Standards: Opening Doors’.8

Security and Access

1.38 Ideally the MFL facilities should beseparated in such a way that they can beeasily accessed without compromising thesecurity of the rest of the school complex.In a new stand-alone block this is usuallyeasy to achieve but if the department ispart of a larger building it may be moredifficult. The aim, however, shouldalways be to minimise access to otherparts of the school whilst ensuring that allnecessary provisions for the means ofescape in case of fire are maintained at alltimes. Equipment and resources that areto be used by other groups during anextended day, or used in other schools,should be security marked, logged in andout and kept in a secure store.

Car Parking

1.39 Parking provisions will need to beassessed to ensure that it is suitablylocated from a security point of view andwill cope with the additional demandarising from community use. In mostsituations the existing school car parkingshould suffice. In exceptional cases,depending on access arrangements andsite layout, it may be necessary to makemodifications or additions to the existingarrangements.

10

Running Costs

1.40 The ability to monitor the costs ofheating, lighting and power associatedwith community use is desirable. It maymake economic sense to heat the facilitiesindependently from the rest of the schoolthrough zone control. Provision for aseparate meter may also need to beconsidered.

1.41 Other additional running costs mayinclude those for insurance, caretakingand cleaning. All recurrent costs incurredin making the facilities available outsideschool hours should be covered by theincome from community and other uses iflettings are to be cost effective. Thesecosts should be considered carefullywithin a business plan before includingextra items specifically for community usesuch as car parking, kitchenettes orreception areas.

Considering the WholeSchool1.42 The design of MFLaccommodation should not be consideredin isolation from the rest of the school(see example in Figure 1/12). After initialidentification of area needs, the gross areaof the whole school should be checkedagainst Building Bulletin 82: ‘AreaGuidelines for Schools’(see Bibliography).A certain amount of overlap betweensubject departments may have to beaccepted. In an existing school, plannedchanges should form part of the schooldevelopment plan9 for the whole schoolsite. This will ensure that maintenanceand capital development work can belinked and that all areas of the school areconsidered.


Note9 Schools are required toprepare a School DevelopmentPlan.

When Queen Mary’s High School in Walsallbecame a Language College, the MFLdepartment required furtheraccommodation. The school initiallyproposed to accommodate the additionalclassrooms on the floor below the existingteaching spaces, involving major adaptationsto existing structural walls. However, this leftexisting, unsuitable MFL rooms and thedepartment still not located together.Shortcomings in other subjects such as artand science were not addressed.

The final design rationalised languages,science and art into distinct areas byincorporating another project for science.The MFL department - adapted from existinggood sized rooms - comprises fiveclassrooms and a language laboratory.Although the solution initially appeared moredisruptive than the original one, theadvantages gained include:

• the language suite is on one floor;

• the corridor spinal link acts as a resourcearea;

• the art classrooms are larger and containan area for display;

• the science suite is located mainly in oneblock rather than three separatebuildings.

11

Figure 1/12Queen Mary’s High School, aMFL adaptation considering thewhole school.


multi-gym

gym / dance

IT

BEFORE ADAPTATION0 10 20m

first floor

languages

art

science

other

KEY

ITgym/dance

AFTER ADAPTATION

first floor

multi-gym

12

2.1 It is important to plan the furnitureand equipment (F&E) layouts of eachspace at an early stage in the designprocess in order to check the viability ofthe room size and to help in F&Eordering. This section suggests a way ofgoing about this and shows examples offurnished plans. Guidance on thefurniture and equipment itself can befound in Section 3.

2.2 The shape of all teaching spacesshould allow pupils to see the whiteboardand overhead projector (OHP) screenclearly, and to see and hear the teacher andany audio-visual aids such as a TV. Thepossible range of furniture layouts andteaching activities should not be restrictedby the shape of the room. The mostsuccessful shape is usually rectangular and inthe proportion range 1:1 to 4:5. Thisenables good supervision of pupils andallows for flexibility in furniture layouts ifthe area is appropriate for the group size(see Figure 1/9).

Timetabled Spaces

Classroom Size

2.3 Section 2 suggests an area rangefrom the upper half of zone A(i.e. around 50 - 54m2 for 30 pupils) for atypical MFL classroom. An area from themiddle of zone A will allow a number ofactivities (see paragraph 1.1) to take placein the classroom itself with space for someportable audio equipment, a TV/videoand bookshelves for readers anddictionaries. If fixed information andcommunications technology (ICT) oraudio equipment is to be used in theclassroom in addition to the above,further area will be needed. A small

amount of fixed equipment can beaccommodated in an area from the top ofzone A but anything more extensive willrequire an area from the bottom half ofzone B. The school’s decision on thelocation of equipment is thereforesignificant, whether it be:

• a little in each classroom;

• all in a specialist space, such as alanguage laboratory (see paragraph2.14);

• some in larger classrooms and none inothers, with the opportunity to swapor timetable such that all groups haveaccess to both types of room;

• a variation of any or all of the above.

2.4 The recommended range does notallow for all the local storage (seeparagraph 1.28) to be provided byfurniture in the classroom. If such anoption is chosen, the area will need toincrease. Figures 2/2 to 2/4 showclassrooms in the upper half of zone A.Examples of classrooms in zone B can beseen in the case studies.

Classroom Planning

2.5 It is likely that all classrooms willneed to accommodate a variety ofactivities. The furniture and equipmentlayout should relate to the teachingmethods used while being flexibleenough to be changed when required.Teachers should be able to movesmoothly from one activity to anotherwithin a lesson and pupils should have theopportunity to practise and develop theirskills.

2.6 The classroom plans shown in thissection are based on the following criteriawhich can be used as a guide to ensurethe space can be effectively and safelyused. Each space accommodates up to 30pupils.

• Each pupil has a work surfacesufficiently large for equipment andtext books, particularly wherecomputers or fixed audio equipmentare used (see paragraph 3.4).

Section 2: Individual Spaces

This section discusses the factors that need to beconsidered for each of the spaces in the modernforeign languages (MFL) department, expanding on theinformation given in Section 1. These spaces fall intothree main categories: timetabled classrooms,partially or untimetabled teaching areas andnon-teaching support spaces.

13

• All pupils are able to see and hear theteacher clearly.

• Pupils can face the teacher and thewhite board or OHP screen whenevernecessary.

• There is space for a TV/video at thefront of the class, if required.

• Computer monitors, television screensand wall mounted white boards arepositioned at right angles to windowwalls to reduce reflections and avoiddaylight glare both of which reducevisibility.1

• Coat hooks are positioned close to theroom entrance.

• There is enough suitable display space.

• Local storage is provided for items suchas tape recorders and headsets.2

• Computer workstations, whereprovided, are located at the back of theroom to maximise flexibility.

• The space between tables follows therecommendation of Figure 2/1 toensure easy and safe circulation.

It is important to allow sufficient spacefor pupils and staff to work in comfortand to move around and between itemsof furniture safely and with reasonableease. This is particularly important at thestart and end of a lesson when aroundthirty pupils are likely to be making theirway to or from their work places. Morespace will be required between tables anda wall than between one row of tables andanother, and for longer rows or tableswith back to back seating. Thedimensions shown in Figure 2/1 can beused as a guide.

2.7 It should be possible to locateequipment requiring electrical or networkconnections in such a way as to avoidtrailing leads constituting a trip hazard(see paragraph 2.24).


Notes1 A screen or board with areflective surface may bedifficult to view if it reflects alight source. A view of a brightwindow beyond a screen orwhiteboard can causediscomfort as well as reducingvisibility.2 In these plans, a walk in storeis shown. Other options arediscussed in paragraph 2.32.

Figure 2/1Space between tables(dimensions shown inmillimetres).

14

a b

TO STORE

51m2

TO STORE

54m2

51m2

TO STORETO STORE

54m2

TO STORE

51m2

TO STORE

54m2

a

a

b

b

7.2m 7.2m


Figure 2/2Rows of tables.a: 51m2 plan.b: 54m2 plan.c: Typical view (oppositepage).

Figure 2/3Horseshoe.a: 51m2 planb: 54m2 plan.c: Typical view (oppositepage).

Figure 2/4Cluster.a: 51m2 plan.b: 54m2 plan.c: Typical view (oppositepage).

15

2.8 Figures 2/2 to 2/4 illustrate how arange of activities can be accommodatedin a classroom. The plans (for up to 30pupils) show two sizes of space: 51m2 and54m2. The larger space includes ICT atthe back of the room. In both cases, allstandard tables are 1200 x 600mm but inthe 54m2 room, there are two additionaltables (1200 x 750mm) and chairsprovided for using ICT or fixed audioequipment (see paragraph 3.4). The plansare described below. The photographs onthis page show the 3 arrangements.

2.9 Rows of tables (Figures 2/2 a-c).This arrangement can be achieved in avariety of room dimensions. All pupilshave a good view of the whiteboard andscreen.

2.10 Horseshoe arrangement (Figures2/3 a-c). This is favoured by many MFLteachers as it allows more pupils in thegroup to see each other during wholeclass oral work. The 7.2m room width(internal dimension) is key to the successof this layout, if reasonable distancesbetween tables are to be achieved.

2.11 Cluster (Figures 2/4 a-c). Thisshows an arrangement for small groupworking. Activities include working withaudio equipment (kept in the adjacentstore), discussing in the MFL with booksand resources to hand and using a TV andvideo. In the larger room there is also agroup using the ICT equipment.


c

c

c

16

Seminar Room

2.12 If the school has a sixth form or ifsmall option groups are taught in KS4, oneor two smaller classrooms for a group of upto about 16 may be usefully timetabled.Figure 2/5 shows a possible layoutassuming predominant use by sixth formers(hence a larger 1500 x 750 table, seeparagraph 3.4).

Partially Timetabled andUntimetabled Areas2.13 This category includes a variety ofsize and type of space. Some of the mosttypical are described here. Some of thesmaller spaces can be used for more thanone purpose in order to maximise their use;examples are given below. The morefurniture and equipment there is in an area,the more specific its use and the less easily it

can be shared (for example an ICT cluster).In some cases teaching and non-teachinguse can overlap. Sometimes one area can bedivided into zones for different functions.For example, a staff base may be separatedby screens from a resource area. In thesecases, thought must be given to thepossibility of one activity disturbinganother.

The Language Laboratory

2.14 Specialist language laboratories havebeen a feature of some secondary schoolssince the 1970s, with fixed tables and insetaudio-recorders, linked to a centralteacher’s console (as described in paragraph2.6). Many schools have since found theneed for a language laboratory insufficientto justify the full-time use of a specialistroom. The original format of the languagelaboratory, with rows of fixed tables andfixed screens between each workstation, wasvery difficult to use for other class activities.Some schools have opted for smallersystems in a number of classrooms, whileothers have introduced a more informalarrangement such that other activities canbe undertaken in the room.

2.15 With the development of moresophisticated ICT, some MFL departmentsare choosing to accommodate audio, videoand computer equipment in one room,similar to a language laboratory but in amore open environment. The options forICT equipment are discussed in Section 2,but effectively comprise computers, audiosystems and video systems (recorders andtelevisions) or a mixture of all three. Theextent to which these are mixed in oneroom needs to be carefully considered. Ifboth a computer and an audio or videosystem of tape deck and headphones isfitted at one workstation, it can be usedeffectively for some of the time. However,it is more often the case that only one ofthe available media is used, while the otherremains under-used and unusable by othersbecause of its location.


Figure 2/5Typical seminar room of30m2, laid out with furniturefor a sixth form group oftwelve.

Figure 2/6Glazed screens allow viewsinto an ICT cluster.

17

2.16 If shared ICT rooms are availablenearby for timetabled and bookable use bythe whole school, computers in thelanguage laboratory are unlikely to bewarranted in any great quantity and anaudio-visual system only can be used. This isparticularly true if computers are is based inMFL classrooms or clusters in the suite. Thefollowing points are worth consideringwhen planning a language laboratory:

• if there are enough flat topped tables thespace can also be used as a classroom;

• it is useful if at least a majority of the classcan see the video or whiteboard screenwithout discomfort;

• if individual pupils from other groups areto use equipment in the room, they mustbe able to do so without disturbing themain class group.

2.17 Figure 2/7 shows a languagelaboratory of 73m2 which provides acombination of teaching methods forindividuals, groups and whole classes (up to32 pupils). It is also used by local primaryschool pupils. Four workstaions at the backof the room are not connected to themaster console. The position of the doorallows pupils from other classes or sixthformers to reach this equipment (if it isavailable) without disturbing the mainlesson.

2.18 The size of a language laboratory willdepend on the quantity and type ofequipment provided but an area range fromthe middle of zone B to the middle ofzone C is likely.

ICT Cluster

2.19 A suitable area may be designed intothe suite to accommodate a small numberof computers. The space should be visuallylinked to adjacent teaching spaces to allowpartial supervision (Figure 2/6), but pupilsfrom nearby classes would generally use thearea individually or in small groups withoutteacher support. This has the advantage thatall the computers are easily accessible andcan be used at all times. The space can belinked to a local information resource area(see also paragraph 2.21).


The following equipment is included in the language laboratory:

• cassette recorders at all 32 workplaces with microphone headset linkedto a master console;

• 6 video/TV units in the central island linked to teachers console;

• 12 multi-media computers at perimeter tables linked into schoolnetwork (access to CD-ROM, video and satellite).

A video recorder and large screen television at the teacher’s end of theroom allow all pupils to speak and listen to audio tapes related to actionseen and heard on the video.

fireescape

73m2

Figure 2/7Language laboratory at QueenMary’s Language College,Walsall.

18

Small Group Room

2.20 A small room or discrete area forabout 4-6 pupils can be effectively used byforeign language assistants (FLAs) forindividual conversations or small groupteaching. If this becomes a room specificallyfor this one task, however, it may becomeunder-used unless it has other uses. In an11-18 school, it may be used for teachingvery small sixth form groups. When nottimetabled, it may also double as a localresource area (paragraph 2.21) or sixth formstudy area. If it is acoustically separate fromother areas, it can be used for oralexaminations. Figure 2/8 shows a typicallayout of a space of 7.5m2 for up to fourpupils and a FLA.

Local Resource Area

2.21 A local resource area for easy accessby pupils can act as a focus for thedepartment housing books, artefacts andother materials which are not needed oftenenough to require replication in eachteaching space. It may serve as a readingarea as well as being used by FLAs.

2.22 If it is only used by the MFLdepartment, a resource area is best placedcentrally to the suite, particularly if itcontains central storage or sharedequipment such as a photocopier. Ifshared with other subjects, it may be partof the whole school’s central libraryresource facility. Figure 2/9 shows atypical resource area.

Role Play Area

2.23 Although role play and simulationscan take place in a MFL classroom or ashared drama space, some schools have anarea in the language suite which conveyssomething of the atmosphere of thecountry being studied through display,artefacts and ‘scenery’. Places such as a‘street’ of shops, a pavement café or a travelagent’s booth can provide a more realisticenvironment for role playing than aclassroom. The language of the signs can bechanged to suit the country concerned.Because such an area will not be highlyutilised even if it is shared or used by thecommunity, businesses or other schools, itwill not warrant a dedicated space. It maytherefore be set in a wide corridor (seeFigure 2/10), or in a room used for otheractivities, such as a social area (see Figure2/11), or it might ‘double’ as a space forsmall groups and FLAs. As discussed inSection 1, other specialist spaces can be


Figure 2/8Typical small group room.aaaaa: furniture layoutbbbbb: conversation with a foreignlanguage assistant

Figure 2/9Local resource area.

8m2

a b

19


A wide central spine flanked by classrooms and resource areas links the languages suite todrama and forms an economical circulation route. It also acts as an authentic street scenefor role play through the use of small shops, bank and passport control and as a social areafor the school. Where the corridor widens further a 'street side' cafe is set out next to a smallkitchen area. The 'street' is a bookable space available to both Standish pupils and otherlocal schools. The café area will accommodate 6 to 10 pupils and other 'commercial' outletsalong the 'street' groups of 2 or 4. Teachers can observe independent work groups from theclassroom, through glazed screens. This department is described further in Section 5.

An existing social area was used to createthe ‘Café de la Brède’ which conveyssomething of the atmosphere of the countrythrough display, artefacts and ‘scenery’. Thecafé looks out onto an external courtyardwhich can be used as an extension of thecafé during suitable weather. The spacecontinues to act as a social base for theschool as well as being used by the nearbydrama department, thus ensuring reasonableutilisation (see paragraph 1.15).

Figure 2/11Role play area at KettlethorpeSchool, Wakefield.

Figure 2/10Role play area at StandishLanguage College, Wigan.

20

used occasionally for role playing. Usefulsettings could include a business studiesroom which has an office style layout oreven the school canteen.

Servicing Teaching Spaces2.24 All MFL teaching spaces should beadequately serviced to facilitate the use ofrelevant equipment, whether portable orfixed. The location of outlets should be co-ordinated with the room plan, taking intoaccount the desirability of being able tomove furniture and equipment to suitdifferent activities. The followingsummarises the main requirements.

• It is important to provide sufficientservice outlets at the teaching wall forequipment used for whole class teachingsuch as a television or OHP.

• A number of socket outlets may beneeded for portable equipment. Thesecan be distributed around the perimeteras position is usually not critical.

• Where portable equipment isconnected to an outlet, measuresshould be taken to avoid trailing leadsbecoming a tripping hazard.

• Where future flexibility is required, atrunking system on two or three wallswill allow electrical outlets to berepositioned or added where necessary.Separate compartments can be used forcomputer cabling or other wiring.

2.25 Large quantities of fixed equipment(such as in a language laboratory) can eitherbe serviced from the perimeter with cablespassing through specialist tables (seeparagraph 3.5) or from the floor. Perimeterservicing is generally more suitable forexisting rooms.

Environmental Design ofTeaching Spaces2.26 A good acoustic environment isessential when learning a MFL. Acousticcharacteristics in any room can be optimisedthrough its volume and shape, as well as thesound absorption of furniture and theoccupants. In existing classrooms, changing

the surface finishes can be the most effectivemeans of altering the acoustic properties ofthe room. In rooms with low acousticabsorption and long reverberation times,sound quality tends to be poor. Classroomscan benefit particularly from havingabsorbent material on the floor and perhapsthe rear wall, while the ceiling area and thewall behind the teacher can be acousticallyreflective to allow the teacher’s voice to bereflected to all the pupils. Hard, smoothfinishes such as plaster on blockwork arehighly reflective while carpet, acousticceiling tiles and soft pin-board can provideabsorbency.

2.27 Appropriate lighting conditions areneeded so that visuals, essential in MFL tounderpin the use of the target language, canbe seen clearly. Window blinds are usefulfor dimming the room when using theOHP or the electronic whiteboard, theyalso reduce glare and reflection oncomputer screens (see also paragraph 2.6 onpositioning equipment). Where a numberof computers are used, light fittings that aredesigned for use with computers (i.e. toreduce screen reflections and glare) shouldbe considered.

Non-Teaching SupportSpaces2.28 The provision of non-teachingsupport spaces will vary between schoolsbut the following areas need to beconsidered.

Staff Base

2.29 A space where staff can prepare andstore work securely and hold meetings isuseful. A staff base can also be a centralpoint for file servers, video recorders and asatellite TV receiver, which might thenconnect to computers and TV screens in theclassrooms. It can also include an area toprepare audio or visual work using theappropriate equipment. Items often used bya number of language staff, such as aphotocopier or fax, may be best situatedhere. The room may also be used by a FLAfor small group work. Access for pupils will


21

need to be considered if they are to use anyof the equipment, or if the room mightoccasionally be used for oral examinations.Figure 2/12 shows a typical departmentalstaff base of 22m2.

Technician’s Base

2.30 A space is usually needed for atechnician to support or maintain ICT andother equipment associated with thelanguage suite. The need will depend onthe school’s policy for networking and ICTsupport around the school generally but ifsuch an area is required, it should ideally belocated so that the technician can also easilysupervise the main ICT area. It can alsoprovide an alternative location to the staffbase for housing centrally controlledequipment such as file servers.

Teaching Storage

2.31 Teaching storage will be needed foritems such as books, maps and brochures aswell as portable tape recorders and otherequipment. Paragraph 1.28 refers to twokinds of storage: central and local. Centralstorage is useful for valuable equipment,confidential paperwork and thedepartment’s long term stationery needs.Local storage includes items such asdictionaries, reference books and maps usedfor independent or small group study aswell as tape recorders used for listening andspeaking work in groups.

2.32 Central storage should be equallyaccessible to all MFL staff and can be inwalk-in stores opening off the corridor or incupboards in the staff base. Local storagecan be either in a walk-in store (usually)opening off the classroom or in furniture inthe room itself. Walk-in stores have theadvantage that they can be locked and canhouse large items such as TVs or equipmenttrolleys. Storage furniture is not easilymoveable and this can restrict the optionsfor classroom layouts. If storage is providedin the classroom itself, the size of the roomwill have to increase to allow for this.Storage cupboards are discussed further inparagraph 3.8.


Figures 2/12 a&bStaff resource area forbetween 4 and 8 staff. It isused for lesson preparation(including editing), meetings,making refreshments andstorage. Informal seating canbe used by a foriegn languageassistant and 1 or 2 pupils,

Figure 2/13Technician at work.

22m2

2.33 Store rooms should be designed tomaximise the ratio of storage volume tofloor area. In a small store in particular thismay mean having an outward opening doorbut care should be taken to avoid the dooropening into a circulation area. Long storeswith continuous doors, in a ‘wardrobe’style should generally be avoided as the arearequired for door opening can be wastefuland obstructive.

a

b

22

3.1 A co-ordinated range of furnitureand equipment - with matchingdimensions, finishes and colours - givesflexibility because furniture andequipment can be used within andbetween rooms without restricting its use.All furniture and equipment shouldadhere to current British Standards.1

3.2 Furniture and equipment within theclassroom should be portable, to allow itto be re-arranged for activities which arelikely to include carousel work, languagegames and drama. Heavier or servicedfurniture and equipment (F&E) shouldpreferably be able to be moved withoutdamaging the building fabric, so thatlayouts can be adapted to respond tochanges in staff and in teaching methods.The use of portable audio equipment onloose tables rather than integral units onfixed tables is one way of allowing forfuture change. This principle is relevant toeven the smallest project in any area of theschool.

Furniture

Tables and Chairs

3.3 The size and design of furnitureshould always help users (adults andpupils) to adopt a correct posture for thetask being carried out. This is particularlyimportant where long periods can bespent in one position, as for example inusing a computer or other informationand communications technology (ICT)equipment (Figure 3/1). Tables mustprovide adequate clearance for themovement of pupils’ thighs, knees, lowerlegs and feet. The work surface and frontrails should have a thickness no more than75mm in total to enable thigh clearance.

3.4 Basic movable tables allow for arange of activities. The classroom plans in

This section describes the range of furniture andequipment (F&E) generally associated with modernforeign languages (MFL) learning and gives guidanceon how to make the best use of it. Computerequipment is covered in particular detail.

Section 3: Furniture and Equipment

Figure 3/1Furniture should be designedto allow adults and pupils toadopt a correct posture.

Note1 The main British Standard isBS 5873: EducationalFurniture, BSI 1988. Forinformation on this and otherissues to be considered whenpurchasing furniture andequipment, see ‘F&EPurchasing; a Guide forGovernors and HeadTeachers’, DfEE, 2000.

Section 2 show standard tables (1200 x600mm for two people) in a variety ofarrangements. This is suitable for roomsused by all age groups but if a space ispredominantly used by sixth formstudents, wider tables of 1500mm will bemore suited to their size. If audio visual(AV) and ICT equipment is to be usedthen a larger table is needed. The worksurface should allow for the flexiblearrangement of ICT equipment and besufficiently deep (at least 750mm) toallow the keyboard to sit in front of thescreen and for pupils to sit with theirheads at least 600mm away from it. A1500mm x 750mm table will allow twopeople to share one set of equipment. Asitting height of about 700mm isrecommended.

3.5 Specialist tables, available withvarious designs of metal under-frame, arefor use with computers and other servicedequipment. Some of these designsincorporate a cable tray for wiremanagement which can be used toorganise and tidy network and powercables as well as providing a means ofrouting cables from a wall outlet to onetable via another. Tables with very glossysurfaces should be avoided as they cancause discomfort by reflecting lightsources into pupils’ eyes. They can alsoreflect light onto a computer screenreducing its visibility.

3.6 The use of adjustable chairs allowsindividual pupils to sit at the correct heightin relation to the screen (i.e. the eye lineshould coincide with the top of the screen).These chairs also help to ensure that correctposture is achieved for a wide age range ofpupils using ICT equipment.

missing?

23

Figure 3/3Typical classroom equipment.

Note2 Refer to Part B of theBuilding Regulations wheredisplay is used along a meansof escape route.

Storage and Display

3.7 The school should have a clearpolicy with regard to the storage of coatsand bags. This is especially importantwhere access to the classroom is directlyfrom outside. If coat hooks or coat andbag racks are provided in the classroom,they should be positioned next to theclassroom door.

3.8 Sets of dictionaries and otherreference materials, including newspapers,magazines, books and films will need tobe stored. The options for storage arediscussed in Section 2. If local storage isto be provided by cupboards, they can bebelow worktop height with shelvingabove or full height. The formerarrangement provides a useful additionalwork and display surface but the latterprovides a higher ratio of volume to floorarea. Full height cupboards in particularare difficult to move, which can restrictfurniture layout options.

3.9 Displays of posters and pupils’ workare useful in classrooms and circulationareas to create a background or context tolearning about the culture of the country.Pupils’ foreign travel (schools trips or workexperience) is often the subject of display inthe MFL suite or elsewhere in the school.In busy circulation areas it is worthwhileconsidering some protection to the materialsuch as placing it behind glass.2 Portabledivider screens can be used for displaypurposes in open plan areas. Screens canalso be used to create discrete areas within aspace, offering flexibility and providingsome acoustic insulation. Figure 3/2 showsscreens in a shared area used for staff,resources and small teaching groups (as inparagraph 2.29). Screens which haveprotruding ‘feet’ that can be a trippinghazard should be avoided.

Equipment3.10 In common with many teachingspaces, there is a whiteboard, screen andoverhead projector (OHP) in every MFLclassroom (Figure 3/3). Both the OHPscreen and the whiteboard should be set

up so that they are on the eye-line of allpupils. To achieve this, the screen can beset up at an angle and/or pulled downaround half way across the width of awhiteboard (see Figure 2/2). Thespecialised equipment that is morespecific to MFL teaching is describedbelow.

Audio Recording Facilities

3.11 Equipment such as recorders andtape decks are commonly used in theteaching of foreign languages to allowpupils to listen to spoken languages andto record and play-back their own voices.They are available in three basic forms:

• desktop recorders;

• audio systems;

• multi-media equipment.

Desktop Recorders3.12 Small, mobile cassette tape decksallow pupils to listen to pre-recorded tapesand work with them. Multiple headsetoutlets allow up to five pupils to listen atthe same time. They are easily stored and

Figure 3/2Portable divider screens creatediscrete areas for smallgroups within a larger space.


24


can be used on any work surface. Sometypes will need to be connected to a nearbypower socket, while others are batteryoperated.

Audio Systems3.13 A range of equipment is availablewhich incorporates either wall mountedequipment (Figure 3/4) or specialist tableswith inset recording machines (Figure 3/5).Linking to a control console allows ateacher or assistant to talk to pupils throughheadsets or to ‘listen in’ to their self-recorded speech.

3.14 Tables housing serviced equipmentmay be purchased individually or purposemade by equipment suppliers. Groups ofthese tables have to be fixed together and (ifthey are serviced from the perimeter) to thewall, to avoid cables being pulled out ofposition. As they are unlikely to be movedfrequently, their position in a room shouldbe carefully considered to minimiseinflexibility of the room layout.

Multi-media Equipment3.15 Some language laboratory systemsuse audio or video tape recording andcomputer technology together to enhancethe facility (Figure 3/6). Although the twosystems may be housed together on oneworkstation, they tend to remain separate.Small clusters of multi-media computerhardware may be used more effectively (seeparagraph 3.21).

3.16 The latest high powered multi-mediacomputer systems can digitally record andplayback sound and offer interactive videoon disc, with no need for tapes. Thisinvolves high memory machines with audiofacilities and can include a camera fixedabove the screen to allow video-conferencing and video recording. Thiskind of hardware is ideal for individual orsmall group learning, in other subjects aswell as languages. However, as control andmonitoring through a central console isnot possible without costly additions, itmay be less appropriate for larger groups.

Figure 3/6Powerful multi-mediacomputers with interactivesoftware can be effective forpupils learning independently.

Figure 3/5Fixed audio system built intotables.

As the system can be used with loose tables, furniture can be more easily re-arranged for changing activities (role play, pupil presentations etc.) The head ofMFL feels this type of teaching system is particularly suitable for mixed abilitygroups. Up to four pupils of similar ability can learn independently or as a groupat one of the units. The teacher can discreetly monitor oral skills and progressthrough the console.

Figure 3/4Wall mounted perimeter audiosystem at Bullers WoodSchool, Kent.

25

Note3 Further advice and guidanceon the accommodationimplications of computers inschools is available in theArchitects and Building (A&B)video and associated leaflet'Making IT Fit', DfEE, 1995, seeBibliography.

Figure 3/7Computer cluster situated inshared areas within MFL suiteallows independent access bypupils.


Computers

3.17 A range of activities required byMFL will need access to computers.Generally, these remain relatively largeunits possibly requiring connection to anetwork. Their position can therefore befairly permanent and needs to beconsidered carefully.3 Laptop computersoffer flexibility, particularly if they are notnetworked (or can use a wirelessconnection) but they will require securestorage. Wherever laptops are stored,there needs to be a power supply forrecharging (this needs to be done lessfrequently than it once did).

Where Should Computers BePositioned?3.18 One or two computers can be usedin the classroom as a learning tool duringcarousel work or for individual researchwork. Similar use can be made of a smallcluster of five or six computers situated ina shared area between classrooms. Acentral ICT room which will take a fullclass is equally useful for concurrentindividual or group work.

3.19 Ideally, depending on the workingpractices of the school and the size andtype of accommodation, there should beaccess both to a nearby ICT room forwhole class groups and either one or twocomputers in classrooms or a shared ICTcluster between classes. This arrangementallows a flexibility of approach such that,for instance, pair work started in thecomputer room can be added to in theclassroom or cluster and vice-versa.

3.20 Where there is considerablefunding available, a language laboratorymay be considered which uses multi-media computers with consoles tomonitor pupil performance in all fourNational Curriculum skills (see paragraph2.14 for a description of this type ofspace).

3.21 Wherever computers are locatedthey should be used as efficiently aspossible. If they are installed in alanguage laboratory, the same

workstation may be used for audio workfor most of the time while the computeris underused. In a classroom, they maystand idle for much of the time whilewhole class teaching takes place. Clustersof computers in shared areas can be usedmore efficiently because unusedcomputers are always accessible.Computer clusters can have additionaladvantages including:

• the group using computers can vary insize;

• existing small classrooms need not bemade larger to accommodate ICTequipment;

• a position can be established forprinters, a phone connection orInternet link (see paragraph 3.30);

• older pupils may help younger pupilsand a technician can easily access theequipment.

3.22 Supervision may be seen as aproblem, but glazing in the partitionwalls can give partial supervision fromadjacent teaching or staff areas.

3.23 As computers generate heat it isbest to avoid locating large numbers ofcomputers in rooms with large areas of(particularly south facing) glazing. If thisis not possible, external shading devicescan be used to control direct sunlightentering the room. Internal blinds can beused but they are less effective atpreventing overheating and they restrictviews of the outside which allow the eyesto rest.

26


3.24 Where the security of ICTequipment cannot be achieved throughroom location (see paragraph 1.34) othersecurity measures (such as closed-circuittelevision, bars or shutters on windows,alarms or indelible marks on equipment)should be taken.4

3.25 Where and how computers arepositioned in a room will make an impacton the activities that can be carried out.The most important consideration is theavoidance of problems due to glare andreflections which are generally caused bythe position of the computer monitor (seeparagraph 2.6). Computers are bestpositioned at 90° to the window wall butwhere this is not possible window blindswill help. If a small number of computersare in a classroom, they should be locatedat the back of the room since they are lesseasy to move than other furniture whenthe room is re-arranged to suit a differentactivity. If they are to be used by othersduring a lesson, they should be positionedso that pupils can reach them easily anduse them without disrupting the main class.

Specifications3.26 A wide range of computer softwareis available for pupils to communicate andhandle information, including generic‘tool kit’ programs such as wordprocessing, databases, spreadsheets,desktop publishing and multi-mediapresentation software.

3.27 As well as having access to thissoftware on hard disks or a network,computers used by the MFL departmentshould aim to have sound cards to allowsound and text files to be created by bothteachers and pupils, as well as software tosupport MFL including a minimum ofone text manipulation program whichshould serve most languages.

3.28 CD-ROM drives should beaccessible, either on individual machinesor via a network. When choosingCD-ROMs, the hardware system andnetwork they are to run on and theirrunning requirements should bethoroughly checked prior to purchase.

3.29 If existing ICT rooms are sharedwith other subjects, good access for MFLpupils must be assured and equipmentmust be suited to MFL learning. An auditof existing equipment may point to somesimple upgrades, such as installing:

• soundcards in machines without them;

• spellcheckers for target languages;

• a good text manipulation package ifrequired;

• MFL software;

• relevant versions of word processingsoftware to suit, for instance, anycommunity languages that are taught;

• network access to the Internet or anintranet system.

Networking3.30 Computers may be networked,either locally or generally. Generalnetworking allows pupils to connect towhole school resources such as library-based CD-ROMs from anywhere in theschool. The ability to have access to thecomputer network for one or twoworkstations in each class base can be auseful and economic way of introducing adegree of flexibility into the ICTarrangements. Other fixed and portableequipment may also be networked.

3.31 Where a school opts for acomputer network this will usually belinked across the school via cables inunderground channels or ceiling voids.Within rooms, the network cables willnormally be run from computer tocomputer. Some form of cablemanagement will be needed (seeparagraph 3.5). A secure area, such as anICT technician’s room will be needed tohouse the network file server(s).

3.32 Wireless networking, using radio ormicrowaves is starting to be used inschools. This has the advantage that aportable computer can access the networkfrom anywhere in the school but costs arecurrently high.

Note4 For further information onsecurity in schools, see‘Improving School Security’(Managing School FacilitiesGuide 4), DfEE 1996.

27


Other CommunicationsEquipment

3.33 A wide variety of facilities areavailable for audio, visual and hard-copycommunication to a wider field. Thesemay be particularly useful for languagestudents, linking with other institutionsboth in this country and abroad.

3.34 Modern telephone systems offere-mail links between computers as well asvideo-conferencing facilities. Access tothe World Wide Web through theInternet will supply constantly updatedmaterial in target languages, fromshopping catalogues and touristinformation to school sites with authentictexts and foreign news services in targetlanguages. Any major use of this facilitywill mean that an ISDN line needs to beinstalled to ensure satisfactory speeds forthe downloading of information. Theconnection can be through a number ofInternet Service Providers, and the latestinformation should be sought to ensurean efficient connection, preferably withfiltered access to safeguard against accessto undesirable sites. If there is to be aconnection to the Internet in thedepartment, an early decision needs to bemade as to the number and position ofthe machines with access.

3.35 TV sets may also be used withvideo recorders, connected either directlyor through cabling from a central

position. Small groups may use TV setswith headphones (see Figure 2/6) or alarge screen may be used with a wholeclass group.

3.36 Satellite TV receivers allowprogrammes from around the world to beviewed directly or recorded and playedback during lessons. There are a numberof different types of satellite dish availableas well as cable TV. Advice should besought from a number of differentspecialist suppliers to ensure the needs ofthe school are met within the availablebudget.

Electronic Whiteboards

3.37 An electronic whiteboard(see Figure 3/8) is used in conjunctionwith a computer to display a range ofinformation whether in the form of text,illustrations or video. Special ‘pens’ allowteachers and pupils to add information tothe screen as well as control the images.

3.38 The whiteboards can be fixed ormobile. If a fixed whiteboard is providedin one room (installing one in everyclassroom is likely to be expensive) pupilscan be timetabled into the space. Amobile whiteboard can be moved to anyclassroom. Servicing the equipment(bearing in mind the possible hazard oftrailing leads) must be consideredcarefully.

Figure 3/8An electronic whiteboard inuse.

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4.1 The process of any project will fallinto two parts: setting up andimplementation. The first stage willinvolve:

• agreeing the aims, funding and time-scale of the project;

• creating a project team (andappointing consultants if required);

• developing a brief.

Having agreed that it needs to go aheadand can be funded, the implementation ofthe project will then involve:

• scheme design and estimated costs;

• tendering and contracts;

• site operations;

• occupation and use of the facilities.

These stages are described in more detailbelow. Figure 4/1 shows how they relateto the Royal Institute of British Architects(RIBA) stages of work.

Setting Up the Project

Agreeing the Aims

4.2 The need for any work should beexplored thoroughly at the start. The firststep will be to analyse the currentsituation to find out whether the existingaccommodation meets the requirementsof the curriculum, the number of pupils

studying modern foreign languages andthe teaching methods chosen. Theguidance in this document will help inthis process, the questions in theIntroduction providing a useful checklist.

4.3 Whatever changes are agreed for themodern foreign languages (MFL)department, they should be looked at inthe context of the School DevelopmentPlan and the Local Education Authority’s(LEA’s) Asset Management Plan (AMP)(see Glossary). Short-term improvementsmay turn out to be a false economy if theentire department is likely to be moved,for instance, in conjunction with otherchanges in the school. A condition surveyand suitability assessment should beavailable on all the school’saccommodation as part of the AMP.

Establishing the Budget

4.4 Once sources of finance andfunding have been established, a budgetfor the project can be prepared. Initially,it will establish the elements of theproject, which might include:

• loose furniture and equipment;

• fixed specialist equipment such asbuilt-in Information Communicationsand Technology (ICT) wiring andunits;

• building works, if any, includingfixtures and fittings;

• external works such as paths or car-parking, if necessary;

• a contingency allowance for unforeseenwork, of around 5%;

• professional fees on the building workup to about 15%;2

• VAT if applicable.3

Section 4: Running a Project

This section summarises the process of carrying outa capital project from the initial ideas stage tooccupying the completed accommodation.11111 Itconcentrates on alterations to existing schools butmost of the advice is also relevant to the setting up ofa suite in a new school.

Figure 4/1Project stage titles used herecompared to RIBA workstages.

Note1 ‘A Guide for Governors:Developing School Buildings’,RIBA, 2000, provides a morecomprehensive guide to thisprocess.

Pre- A B C D E F G H I J KAppointment Appraisal Strategic Outline Detailed Final Production Tender Tender Mobilisation To practical After practical

Brief Proposal Proposals Proposals Information Documentation Action Completion Completion

SETTING UP THE PROJECT

• Agreeing the Aims

• Establishing the budget

• Programming the work

• Creating a project team

• Developing a brief

IMPLEMENTATION

• Scheme design and • Tendering and Contracts • Site operations • Occupationestimated costs

29

The case studies in Section 5 includebreakdowns of project costs.

4.5 If professional consultants havebeen appointed (see paragraph 4.12),they will be able to draw up moredetailed estimates based on the designs orproposals agreed. The budget should beconstantly monitored and kept underreview.

Programming the work

4.6 The overall programme for theproject should be considered at an earlystage. Completion dates may be governedby the need to have the accommodationbrought into use to suit the requirementsof the academic year and/or to spendgrants by a certain date. Practicalproblems and additional costs can arise ifa project overruns its programme (forexample because alternative temporaryaccommodation has to be found).

Creating a Project Team

4.7 If the project involves anythingmore complex than the renewal of someequipment, it will be important to have aproject team including all those who willbe affected by the new proposals. Thefollowing people are likely to be involvedfrom the outset:

• the Head and perhaps governors;

• a project co-ordinator;

• MFL teaching staff .

Others joining the team, either initially orat a later stage could include:

• professional consultants;

• an LEA officer;

• a Diocesan (or relevant religious body)officer.

4.8 All members will need to be awareof how they fit into the overall teamstructure and understand the roles of theother personnel involved. The roles of theprinciple players are described below.

Head and Governors4.9 The head of the school and thegovernors will need to be involved,particularly at the early stages, to agreethe requirements of the MFLdepartment, in relation to the priorities ofthe School Development Plan, the budgetand the programme of work.

Project Co-ordinator4.10 It is important that one person onthe project team (who has enough timeavailable) has overall responsibility for co-ordinating the project, on behalf of theschool, to ensure that all the informationrequired is available and disseminated ontime to the relevant parties. A project co-ordinator should ensure that there areclear lines of responsibility and channelsof communication from the outset.

Teaching Staff4.11 The staff of the MFL departmentwill need to decide on the brief for theproject and specify the items needed.They should continue to check that theseneeds are met, if agreed, by the solutionsproposed. The head of department islikely to take on this responsibility,involving other staff as necessary.Teaching staff from other departmentsmay also need to be involved and willwish to be informed of the progress ofthe project.

Professional Consultants4.12 Consultants may be appointed inthe initial stages of the project, helpingwith analysis of the school’s currentaccommodation, the early budget plansand brief preparation. Alternatively theycan be appointed once an initial brief anda budget have been discussed. Thedecision as to whether to appointbuilding consultants will partly depend onthe nature of the work.4 Thus whileconsultants should be involved with amajor refurbishment for some minorrefurbishment projects it may be possibleto rely on the advice of LEA and (whererelevant) Diocesan officers or the

Notes2 Fees vary depending on thetype of project. The DfEE takesthe view that fees should notgenerally exceed 15%, notincluding planning charges.3 VAT is payable on all buildingwork except new detachedbuildings at schools withcharitable status. However,local authorities can recoverVAT payable on community andfoundation schools. Adviceshould be sought from thelocal HM Customs and Exciseoffice.4 Who makes the decision willdepend on the arrangementsthat have been made betweenLEA/Diocese and client. See ‘AGuide for School Governors:Developing School Buildings’,RIBA, 2000.


30

contractors or suppliers involved. Thisshould not be universally applied,however, and the option of employingconsultants should be carefully consideredwhatever the type and size of the projects.The fee for an architect or otherconsultant can pay dividends in that theymay suggest simple options for solvingproblems that the school may haveassumed to be beyond their control. Ifbuilding work is involved even minorworks will require a knowledge of healthand safety issues and relevant BuildingRegulations.5 The flow chart inFigure 4/2 outlines some broad criteriafor determining project type as one of thefactors in deciding whether professionalconsultants will be required.

4.13 Where the building work elementof a project is being handled byconsultants, it may still be better for theschool (in consultation with the LEAunless responsibility has been devolved tothe school) to handle some or all of thefurniture and equipment procurementdirectly. In these cases it is vital that theproject co-ordinator liases fully with theconsultant to ensure the smoothintegration into the scheme of thoseitems being purchased directly by theschool.6


Figure 4/2Flow chart to establish projecttype linking with the use ofprofessional consultants. If indoubt, professional expertiseshould always be sought.

Notes5 All designs must take intoaccount the School PremisesRegulations, the BuildingRegulations where applicableand the current DfEEConstructional Standards. DfEEBuilding Bulletin 87 ‘Guidelinesfor Environmental Design inSchools’ gives guidance onlighting, heating, ventilationand acoustics.6 Guidance can be found in'F&E Purchasing: a Guide forGovernors and Head Teachers’,DfEE, 2000.

31

Developing a Brief

4.14 A comprehensive brief will help toensure the successful outcome of anycapital project, whatever its size orcomplexity. Wide ranging consultationand adequate time allocated to compilingthe brief will help ensure that proposalsbring maximum benefit to all potentialusers as well as complementing theSchool Development Plan.

4.15 The brief should explain thedepartment’s functions and identify themain requirements of the MFL suite,including numbers and types of spacesand any equipment that may have spaceor servicing implications. The briefshould not be finalised beforeprofessional consultants have beenappointed. It should be a workingdocument that forms the basis of adialogue between the consultant and therest of the project team. The needs of thebrief can then be compared with a varietyof ‘feasibility’ options and the projectteam can decide which provides the mostsatisfactory and cost-effective solution.The solution that seems the most obviousinitially may become less satisfactory asother options are explored. The sameapproach can be adopted even whereconsultants are not involved, the briefbeing finalised following discussions withLEA officers and suppliers.

Implemention4.16 The detailed arrangements forimplementing the project will varydepending on budget, type of buildingwork (if any) and whether consultants (orothers such as procurement agents) areinvolved. The information on page 32describes the main responsibilities ofproject team members at each stage ofthe job. Two types of project are shown:

• building work where professionalconsultants are employed;

• building work of a minor nature orfurniture and equipment purchaseswhere a professional consultant is notinvolved.

4.17 Large orders of furniture andequipment may be best dealt with by aprocurement agent, who will organisemany of the steps covered here. They willnot provide the independent advice of aconsultant, but as they are involved inbulk orders, they may bring savings.

4.18 Whatever the type of project, theproject co-ordinator should:

• ensure that estimated costs areobtained for all elements of the projectso that it can be established that thetotal cost of the scheme falls within theoverall budget;

• agree any necessary savings as worksproceed to ensure that the schemeremains within budget;

• inform staff and pupils of any healthand safety issues connected with thesite operations;

• arrange for any relevant insurancepolicies or cleaning and maintenancecontracts.

4.19 On all projects it is beneficial tocarry out some type of feedback exerciseonce the new facilities have been in usefor a period of time. This exercise can:

• indicate modifications that would help tooptimise the use of the new facilities;

• assess any educational or other benefitsthat have resulted from the project;

• highlight successful and unsuccessfulparts of the design and the projectprocess, providing a useful benchmarkfor similar projects at other schools.

This process should in any case be carriedout as part of the LEA’s AMP post-project analysis.


Figure 4/3Consultants overseeing theproject on site

32

Building Projects withProfessional Consultants

Scheme Design and EstimatedCostsThe project team will finalise the briefduring this stage. It is the responsibilityof the consultants to prepare schemeproposals and estimated costs based onthe brief, including alternativesolutions where appropriate. In orderto ensure that the total estimated costfalls within budget, the project co-ordinator should ensure that the costsof all elements of the scheme havebeen taken into account when assessingwhether any savings are necessary.

Tendering and ContractsThe professional consultants will beresponsible for the development ofdetailed specifications, drawings, Billsof Quantities (where appropriate), andall other information required fortendering purposes. They will alsoadvise on and be responsible forobtaining and analysing tenders andletting contracts as agreed with theschool.

Site OperationsThe consultants will be responsible foroverseeing the work carried out on siteand agreeing the monthly valuations tobe paid by the school. Any variationsrequired to the works will need to beagreed by the project co-ordinator.

OccupationThe consultants will be responsible foragreeing hand-over and practicalcompletion with the contractor. Theywill also agree arrangements forcompleting outstanding items(snagging items) and dealing with anydefects that become apparent.

A period may be required forequipping and fitting out after thehand-over of the building.

Minor Works and Furnitureand Equipment

Scheme Design and EstimatedCostsBudget estimates should be sought bythe project co-ordinators from threecontractors.

Before making decisions on the type orspecification of furniture andequipment, it is prudent to seek adviceand get budget estimates at an earlystage, from a range of manufacturersand suppliers.

Tendering and ContractsThe project co-ordinator will beresponsible for ensuring that writtenspecifications and invitations to tenderare drawn up. In all cases six firmsshould be invited to tender to ensurethat at least three tenders (required toestablish value for money) arereturned. All tenders should be invitedon the same basis to ensure fairness ofcompetition and to enable directcomparison. In all cases the relevantfinancial and standing orders will needto be complied with when obtainingand letting tenders.

Site OperationsThe project co-ordinator will need toensure that all work is carried out andpayments made in accordance with theterms and conditions of the variouscontracts entered into.

OccupationFor items purchased by the school, theproject co-ordinator is responsible forarranging suitable delivery dates toensure the efficient handling andinstallation of items and the avoidanceof unnecessary storage charges.


Summary of the main responsibilities of project team members

33

5.1 The studies show a variety ofapproaches to designing andimplementing MFL projects. Forexample, Standish and Kettlethorpeschools have created interesting role playareas. Willink School organised its smallproject without consultants but all theother schools used architects. Three of theschools are specialist language colleges andas part of their setting up process theyreceived advice from Architects andBuilding (A&B)Branch at the DfEE.

The Willink School,West Berkshire5.2 The school, set in semi-ruralsurroundings on the Berkshire/Hampshire border, was designed in thelate 1950s and significantly extendedtwenty years later. Before the school wasawarded Language College status inSeptember 1996, the accommodation forMFL was split between two floors of athree storey block and another classroomelsewhere in the school (see Figure 5/1).

The Brief

5.3 The school wanted to bring all MFLteaching into one suite withaccommodation that could be used asflexibly as possible. Their mainrequirements can be summarised as:

• four timetabled classrooms(determined from curriculum analysis,see paragraph 1.9);

• one partially timetabled informationand communications technology (ICT)language room which can also serve asa traditional classroom;

• each classroom to be equipped withthe core basics of television (withaccess to satellite programmes), video,cassette player and a computer link tothe department network;

• a sixth form study area;

• the possibility of accommodating videoconferencing facilities and Internetaccess at a later date;

• a staff base.

The Design Solution

5.4 The school used the LanguageCollege capital grant and matchedsponsorship to relocate the department toa refurbished two storey block. Thisnecessitated a chain of movement andgave the school the added benefit ofbeing able to rationalise the suiting offour other departments within the school(see Figure 5/1). The MFLaccommodation now comprises:

• four classrooms;

• an ICT room (the Languages Centre);

This section describes four real projects wheremodern foreign languages (MFL) facilities have beenrefurbished in line with the guidance in this bulletin.They also illustrate the different stages involved intaking a capital project through to completion. Whileother schools may not feel the need to provide all thefacilities shown here they should find something ofinterest in every solution.

Section 5: Case Studies

DATA SHEET

Type: LEA mixed comprehensive

Age Range: 11 -18

No on roll: 700

Project: Relocation and refurbishment ofMFL Department with addition ofICT room.

Project Cost

New build: None

Adaptations: £42,000

F&E: £100,000

Fees: None

Total: £142,000

Project Area

Teaching area: 322m2

Non-teaching area: 87m2

Project Team (school)

• Mrs Barbara Wynn (headteacher)• Mr Malcolm Summers

(deputy head: project co-ordinator)

• Mrs Wendy Rumbol (head of MFL)

34

• a study and resource area for sixth formstudents;

• a staff base (for teachers, foreignlanguage assistants (FLAs) and thetechnician);

• an office nearby for the head ofdepartment.

5.5 Three of the classrooms are largerthan the areas recommended in Section 1.However, a through-route in two of thesespaces effectively reduces the usable area.The largest room (MFL1) has enoughspace to include a role play area and quietreading corner.

5.6 All MFL groups are timetabled intothe Languages Centre once every twoweeks with slots available for othersubject areas to book time. Students alsohave access to the technology atlunchtimes and after school hours. TheCentre is equipped with computers, anaudio suite, satellite television, a videorecorder and a laser disc player. A rangeof cassette, laser disc, video andCD-ROM resources are available forstudents to work on either independently,

in small groups or as a whole class. Theoverall area can also be used forconferences out of school hours with awhiteboard, overhead projector and flipchart provided.

5.7 Each member of the MFL staff has aworkstation with access to the network. Alaser printer and a dual deck cassetterecorder are provided exclusively for staffuse. The technician oversees thecomputer network and advises on futureimprovements to the system. When thenetwork was installed, cabling andducting was put in place to allow forfuture expansion.

5.8 Each teaching space is carpeted. Allrooms have an overhead projector andscreen, cassette recorder, colour televisionand video, audio system, satellite accessand whiteboard. Fixed furniture has beenminimised to ensure both that rooms canbe rearranged easily and that demandsarising from future changes can beaccommodated more easily. Co-ordinatedfurniture and decor help to create acohesive identity to the suite.


Figure 5/1Willink School, before and afteradaptation.

NOT TO SCALEBEFORE ADAPTATION AFTER ADAPTATION

languages

mathshumanitiestechnology

SENcareersother

KEY

first floor

first floor

second floor first floor

first floor

second floor

35

0 5 10m

fire escapeand separateaccess for6th form

to roof

first floor

6th formresource

area

MFL 4 61m2ICT room 92m2

st

MFL 159m2

st17m2

MFL 250m2

staff

MFL 3 60m2

way

ground floor

HoD

covered

Figure 5/2Willink School resource area.

Figure 5/3Willink MFL department,furniture and equipment plan.


36


Willink School: The ProjectTeam and the Process

The project team included the deputyhead acting as project co-ordinator, thehead and the head of MFL.Consultations with governors, MFLdepartmental staff and other schoolstaff were carried out at all stages of theproject development. An overallprogramme showing key dates wasdrawn up by the project co-ordinatorto ensure that the scheme would becompleted within the time scaleavailable.

Appointing ConsultantsAs the scope of the project did notinclude any significant building workor affect the means of escape it wasagreed, after consulting the appropriateLEA officers, that the appointment ofprofessional building consultantswould not be necessary. However, theproject team sought advice fromsuppliers and manufacturers beforemaking decisions on the specificationfor both ICT equipment and classroomfurniture.

Scheme Design and EstimatedCostsPlans and specifications for thebuilding work and re-decorations weredrawn up in-house and amended afterconsultation with both the LEA andDfEE designers. A budget cost wasallocated for this work. Budgetestimates were obtained from a variety

of manufacturers and suppliers for theequipment and furniture. The projectco-ordinator’s task was to ensure thatagreement was reached on all thechoices that had to be made and thatthe overall cost remained within thetotal budget available.

Tendering and ContractsOnce the scope of the project and thebudget had been agreed the project co-ordinator was responsible for drawingup written specifications and obtainingtenders for the various components ofwork. Where possible, up to six firmswere invited to submit tenders for eachelement of the work. The schoolsought guidance from the LEA ondealing with tenders.

Site Operations and OccupationThe relocation and refurbishmentworks were planned to take placeacross the summer holiday to minimisedisruption within the school. Thetiming of the procurement, deliveryand installation of furniture andequipment had to be co-ordinated withthe building and decoration works toensure that work was carried outefficiently and in the appropriatesequence.

Early priority was given todepartmental staff training so that thenew facilities and equipment could beused as effectively and imaginatively aspossible.

37

drama

storestoffice

officetoilet toilet

classroom

classroom

classroomclassroomclassroom

classroom

stst

st

0 5 10m

Standish Community HighSchool, Wigan5.9 Standish Community High Schoolwas originally built in the 1970s. Theschool undertook a major building andremodelling programme in 1989, and in1992 opened new facilities for science,design and technology, visual arts and IT.The school also made the entrepreneurialdecision to commission a purpose-builtconference centre (see Figure 5/4). Theschool was awarded Language Collegestatus in 1996.

The Brief

5.10 The school wanted to re-organisethe MFL suite which had classrooms ofvarying sizes (often awkwardly shaped) andvery poor circulation (see Figure 5/5).They also wanted to create a suite thatwould provide excellent languageteaching facilities not only for schoolpupils but also for the wider community.They perceived a need for greatercompetence in languages in thecommercial sector and a demand forlanguage learning among adults and‘second chance’ learners. This led to theconcept of a ‘drop-in’ language learning


Figure 5/5Standish School, MFLdepartment as existing.

Figure 5/4The new extension at StandishSchool.

centre. Such a facility had to be designedto satisfactorily accommodate a widerange of users, possibly simultaneously. Itneeded to be attractive to adult users andhave suitable administrative facilities,particularly as the centre was intendedultimately to be run on a semi-commercial basis.

DATA SHEET

Type: LEA mixed communitycomprehensive

Age range: 11 - 16No. on roll: 985Project: New build and refurbishment works

to create an MFL suite with drop-inlanguage learning facility andbusiness conference centre.

Project Cost (new build and adaptations)

Total £394,138

Project Area


Non teaching area: 91m2


• Mr Geoff Ashton (head) + Team of 5

38


The Design Solution

5.11 The comprehensive brief resultedin a scheme which involved acombination of remodelling and newbuilding work. The MFL suite providesthe following accommodation.

• Five fully refurbished classrooms.

• A role play area: an ‘international’street setting with authentic accessoriesand changeable signs in four languages(Figure 5/6). The street (a corridorwith a series of small rooms openingoff it) has ‘scene sets’ for passportcontrol, a bank (see Figure 5/7), acafé, a hotel, sports and gift shops, atravel agent, a post office and asupermarket. It provides an authentic

language learning environment forpupils of the school and visitors and alsofunctions as an original meeting venue inwhich commercial organisations can roleplay in four languages.

• Multi-media room: a twenty four-station interactive language learningspace used throughout the school dayas part of the normal teaching delivery.It is also available to pupils atlunchtimes and outside school hours toadults and businesses.

• A meeting and conference room: forup to 100 people, with a range ofaudio and video technology includingvideo conferencing and an inter-activeelectronic whiteboard.

5.12 A movement area adjacent to thesuite which is used by the PerformingArts and PE departments is also availableas an additional role play area forlanguage classes or community use.

5.13 As most of the accommodation wasadapted from an existing building, somecompromises were inevitable.MFL 2, at 39m2, can only accommodate24 pupils and is timetabled for KS4classes. The multi-media room is a veryawkward shape but this is less of an issuein this room where pupils spend most oftheir time working individually.

Figure 5/6Standish School, the role play‘street’.

Figure 5/7Pupils using the ‘bank’ for roleplay.

39


postoffice

wc

st

st

st

bank

kitchen

conference room107m2

shopshop resources/smallgroups 21m2

staff 16m2

'internationalstreet'

cafe

MFL 5 62m2

MFL 4 50m2

wc

wc

MFL 369m2

MFL 239m2

multi-mediaroom52m2MFL 1

63m2

0 5 10m

passportcontrol

drama

Figure 5/8Standish MLF department, F&Eplan.

40


Standish School: The ProjectTeam and The Process

The project team consisted of fivemembers of staff with the head actingas project co-ordinator. The need toemploy professional buildingconsultants was recognised at theoutset.

Appointing ConsultantsThe architects, who had experience ofeducational building design and hadworked for the school before, wereemployed to advise on the formulationof the brief and to carry the projectthrough to completion.

Scheme Design and EstimatedCostsFollowing the formulation of the briefand the establishment of the overallbudget, the architects produced anumber of alternative designs withbudget costs for consideration by theschool. A detailed consultation exerciseinvolving DfEE architects, the school’sarchitect and teaching staff resulted inthe agreed final design.

Tendering and ContractsThe architects produced detaileddesign drawings and specifications sothat competitive tenders based on astandard form of building contractcould be obtained from a number ofcontractors. Following the architects’analysis of returned tenders, costsavings had to be agreed with theproject team. Negotiations with thelowest tenderer were carried out by thearchitects on behalf of the school.

Contracts for furniture and equipmentwere obtained through a separate

competitive tendering process, somebeing handled directly by the schoolrather than by the consultantarchitects. At all times there was closeliaison through the project co-ordinator between the school and theconsultants to ensure the proper co-ordination of all the elements of theproject and to avoid duplication orconflicting actions. The project co-ordinator’s role at all times was toensure that the parties were keptinformed of all relevant actions andthat the project proceeded toprogramme and within budget.

Site Operations and OccupationThe architects were appointed toadminister the building contract andoversee the works carried out on siteon behalf of the school.

Once the building works had beencompleted and handed over to theschool a period of time was allowed forfurnishing and equipping the buildingbefore occupation and use. The projectco-ordinator was responsible forensuring that, where orders were beinghandled directly by the school, deliverywas arranged to fit in with thehandover date. This avoided thepossibility of handling and temporarystorage arrangements becomingproblematic and expensive. During thisperiod, account was also taken of thedemands on and the disruption to staffand pupils.

The project as completed and occupiedwas inevitably modified to some degreeas a natural result of the designprocess. The school continues tomonitor and assess how the completedproject is comparing with the criteriathat were set at the briefing stage (seeparagraph 4.19).

41

DATA SHEET

Type: VA RC Comprehensive

Age Range: 11 -18

No on roll: 1020 + 195 VIth

Project: Relocation and adaptation toprovide specialist language rooms,linked to new MFL classroom block.

Project Cost

New build: £168,832

Adaptations: £43,420

External Works: £14,832

Demolition: £6,604

F&E: £40,000(including computer hardware, software and cabling)

Fees: £32,529

Total (excluding VAT): £306,217

Project Area (new build and adaptations)


Non-teaching area: 148m2


• Mr George Dunn (head)• Mr Ian Merrington (school administrative

officer and project co-ordinator)

• Mrs Hill (language college co-ordinator)


St Bede's RC School,Lanchester, Co Durham5.14 St Bede's was built in the mid1960s and has expanded considerablysince. The school was awarded LanguageCollege status in 1998 and at about thesame time received a grant to replacethree of its temporary huts which wereused as general teaching classrooms. TheMFL department had enough timetabledclassrooms (six) of reasonable size butthey were not organised into a suite(Figure 5/9).

The Brief

5.15 As part of its Language Collegeproposal for an enhanced curriculum, theschool wanted to create two specialistspaces: one equipped with an interactivewhiteboard and facilities for whole classvideo-conferencing and anothercontaining ICT facilities. There was also aneed for small group rooms where sixthform lessons and sessions with the FLA (akey part of the school’s teaching) couldtake place.

Figure 5/9St Bede’s School, before andafter the project.

BEFORE ADAPTATION

ground floor

NOT TO SCALE

first floor

AFTER ADAPTATION

ground floor

first floor

languagesEnglish

humanitiesKEY

other

42


The Design Solution

5.16 After consultation with the DfEE,it was agreed that the most effectivesolution would be achieved by combiningthe language college proposal with theproject to replace the demountableclassrooms. The MFL suite nowcomprises:

• six timetabled classrooms;

• an ICT space;

• a classroom equipped with inter-activewhiteboard and video-conferencingequipment;

• three small group rooms;

• a staff base.

The two specialist spaces and oneclassroom have been adapted from anexisting building, part of which isoccupied by the history department withwhich MFL has strong links. Theremaining five classrooms are housed in anew block which is linked to the existingbuilding by a covered way. The planallows for a corridor to be added in thefuture (see plan).

5.18 The specialist rooms are timetabledon a rota basis by the MFL departmentbut a small amount of time is available for

Figure 5/10A small group with the FLA atSt Bede’s School.

Note1 Full height cupboards canhave disadvantages, seeparagraph 3.8.

other departments to use the facilities.The three small group rooms are all usedby the FLA but they also have other uses.One doubles as a staff office, one is usedas a study room by sixth form studentsand the third is equipped for small groupvideo conferencing. The staff base is usedby MFL and history teachers as well asthe MFL technician. All these spaces aretherefore used as effectively as possible(see paragraph 1.15).

5.19 The six classrooms are all equippedwith an overhead projector (OHP), taperecorders, a video cassette recorder(VCR) and TV as well as a computerwhich is linked into the school network.A range of activities can take place (by re-arranging the furniture if necessary)including role playing. Cable trunking toall walls gives flexibility. Full heightcupboards 1 and/or walk in stores in eachclassroom provide local storage tosupplement the main departmental storeroom. Both specialist rooms are furnishedfor whole class groups although the videoconferencing equipment limits the groupsize to 22 for that activity. The school haspurchased a mobile inter-activewhiteboard which can be used in allrooms, releasing the main room forgreater use by the rest of the school.

43

0 10m5

possiblefuturecorridor

MFL 152m2

MFL 252m2

MFL 452m2

MFL 352m2

MFL 550m2

MFL 661m2

store store

store

store

boiler

FLA/office12m

multi-mediaroom70m2

classroom

classroom

FLA/videoconference

12m2

MFL staff andtechnician

27m2

FLA/sixth form

23m2

interactivewhiteboard room

54m2

store

store


Figure 5/11St Bede's MFL department,F&E plan.

44

St Bede's: The Project Teamand the Process

The project was complicated by thedual funding arrangement but thisprovided a more satisfactory and bettervalue solution in the end. The initialbrief was compiled by MFL staff andthe school manager acted as day to dayproject co-ordinator.

Scheme Design and EstimatedCostsThe architect worked with the schoolon a number of options before the finalsolution was reached. It was decided tobuild a separate block rather than anextension to minimise the payment ofVAT thus maximising the availablebudget. The school used some of itsdelegated funds to pay for some of thefittings. Economies were made by re-using furniture wherever possible. Thenew furniture and equipment waspurchased directly by the school withadvice from the LEA and specialistsponsors.

Tendering and ContractsThe architect prepared bills ofquantities on which tenders werebased. Five tenders were received.

Site Operations and OccupationAs much work as possible was carriedout during the school holidays but itwas still necessary to vacate the area tobe refurbished and adjust the schooltimetable to suit. A safe route had tobe created for pupils to reach thetechnology block adjacent to the sitearea. Careful co-ordination betweenthe contractor and the school’s projectco-ordinator ensured that particularlyhazardous building operations andmaterial deliveries took place outsidethe school timetable.

As the project team had agreed thescheme and gained the necessaryapproval before starting, there were nosignificant design changes during theconstruction process. However,persistent heavy rainfall resulted insome delays.

Occupation was phased with therefurbished area completed in Apriland the new block in July 1999. Thetemporary huts were kept until the endof the project to make up for the lossof space during construction.


Figure 5/12St Bede’s School, themulti-media centre.

45

Kettlethorpe School,Wakefield5.20 The original school was built in1965. Following a review of the provisionof education in the area, the school wasreorganised from a 13 to 16 school to an11 to 16 school in September 1993. TheLEA funded a programme of works toaccommodate the expansion in numbers,including a refurbishment of modernforeign languages accommodation.

The Brief

5.21 The MFL department was alreadyin a suite but the increase in pupilnumbers required an additional threetimetabled spaces. The school alsowanted to provide an area for role playingexercises that could be shared with thedrama department. It was decided thatall classrooms would have some audio

DATA SHEET

Type: Community Comprehensive

Age Range: 11 -16

No on roll: 1417

Project: Adaptation to provide additionalclassrooms and role playing area.

Part of major whole schoolreorganisation.

Project Cost

Total approximate cost of wholeschool project: £3.7m.


• Mr Brian Tapson (head)• Mr John Clancy (head of MFL))• Mr Peter Ellis (senior teacher and project

co-ordinator)

Figure 5/13Kettlethorpe School, beforeadaptation.

boiler

store

craft room

classroom classroom

store store

classroom classroom

lecture theatre /drama workshop

careers

officeofficestudy /seminar

library bookstack

study study

commerce

corridor / cloaks

toilets toiletswc

wc

store

0 5 10m

st


recording equipment but that onedesignated as the ‘master’ classroomwould house a central control unit linkedup to all other spaces.

46

The Design Solution

5.22 Three of the existing MFLclassrooms were retained and the fourthwas enlarged to provide a social areawhich can be used for role play activities.Re-organisation in other areas of theschool released adjacent spaces for MFLuse, allowing the department to remain asa suite. The accommodation nowcomprises:

• 7 timetabled classrooms;

• a seminar room (for small GCSEgroups and SEN teaching);

• a resource area;

• a staff base;

• a social area (shared with drama).

5.23 The social area is fitted out as the‘Café de la Brède’, emulating theatmosphere of a French café for role playexercises and offering snacks and drinks topupils at breaks and lunch. An adjacentcourtyard is used as a performance spaceand extension to the café in fine weather.

5.24 Each classroom has 4 - 6(depending on room size) specialist tableswith inset recording machines. The tablesare serviced from perimeter trunking viacable ducting which has been laid acrossthe floor and covered by carpet. Servicedside benching allows computers to beused in any classroom, if necessary.Purpose made units beneath provide localstorage. The rest of the classroomcontains basic moveable tables allowing arange of activities to take place.

5.25 The staff base is serviced for cabledaudio and TV signal distribution. Theinstallation of a microphone enables tapesto be played in any or all of six roomswhich is useful for classwork as well as forexams. It is hoped that laterdevelopments will include the control ofvideos and satellite television programmesfrom this base.


Figure 5/14Kettlethorpe Schoola: View of a classroom;b: ‘Café de la Brède’. a b

47

MFL 351m2

drama workshoptoilets toilets

st office

servery

resource area

st st

MFL staff

st

Cafe de la Brede

st

COURTYARD

MFL 7 50m2 MFL 6 51m2

MFL 5 63m2

seminarroom40m2

MFL 2 50m2

MFL 1 57m2

MFL4

50m2

0 5 10m

corridor

wc

wc


Figure 5/15Kettlethorpe MFL department,F&E plan.

48

Kettlethorpe School: TheProject Team and theProcess

The scheme, which was designed bythe LEA's own multi-disciplinary team,was part of a much larger project forthe whole school. As it was decided notto decant the pupils, it was necessary tocarry out the work in 17 overlappingphases, each with very tight deadlines,to minimise disruption to the school.

The LEAs project officer, projectarchitect and schools projectco-ordinator formed a managementteam for the whole project. Theschool’s co-ordinator who was a seniorart teacher had a good understandingof the technical aspects of buildingdesign and was able to use sketches tocommunicate the school's concepts tothe consultants. His appointment was akey element in the success of thedesign.

Scheme Design and EstimatedCostsThe basic disposition of MFL roomswas agreed by the project managementteam in consultation with the school'smanagement team and the head ofMFL. In order to keep to the tightprogramme, details were agreed in timefor the MFL section of work to start onsite.

The use of stud partitions andsuspended ceilings gave flexibilityallowing for the possibility of changesof service routes. A great deal of effortwas made to establish the rightcharacter for the ‘café’ using a numberof detailed sketches.

Tendering and ContractsTenders, based on bills of quantities,were invited for the building work.The furniture and equipment wasprocured separately using a purchasingorganisation and specialistsubcontractors. The projectmanagement team had to ensure thatdeliveries were carefully co-ordinatedwith the main building programme.Some of the existing furniture was re-used.

Site Operations & OccupationBetween September 1993 andNovember 1994, twenty temporaryclassrooms and toilets housed pupilswhilst works took place, oftensimultaneously on four areas of the site.Occupying the site during the projectmeant dealing with construction noiseand having to re-organise the schoolcirculation.

Co-ordination meetings with fittingout and services sub-contractors,design engineers and the generalcontractor took place throughout theconstruction period, dealing withgeneral layouts and details. Theschool’s project co-ordinator wasinvolved in all this co-ordination work.

Although there were some problemson site these were resolved and theproject was completed on time, despitea very tight and complex schedule.Good relations in the projectmanagement team and between thecontractors and the school were key tothis achievement. While the school hasexperienced some equipment problemsthe project has generally worked well.


49

Glossary

AMP: Asset Management Plan. Document preparedby every local education authority (LEA) setting outpriorities and the approaches agreed locally for tacklingthem, based on the school’s estate.

AV: Audio Visual.

BESA: British Educational Supplies Association,London 020 7537 4997

BILL OF QUANTITIES: An itemised description ofbuilding works used as a basis for tendering.

BRIEF: Description of clients requirements, used as abasis for design and specification.

BS: British Standard.

CAROUSEL: A class divided into groups eachworking on a different activity for a short time beforemoving on to the next.

CD-ROM: Compact Disc Read Only Memory -computerised reference material.

CONTINGENCY: A sum of money, usually apercentage, included in the budget for a buildingproject to allow for unforseen events.

FLA: Foreign Language Assistant. A native speaker(often a student) who works alongside teachers in theclassroom or with small groups in another space.

FILE SERVER: Central computer controllingnetwork.

FREQUENCY OF USE (%): The average amount oftime that a space is used, expressed as a percentage ofthe total number of teaching periods available.

GROSS AREA: The total floor area of all a school’sbuildings, measured to the inside face of external walls.

ICT: Information and Communications Technology.

ISDN: Integrated Services Digital Network. Atelecommunications network which uses digitaltransmission.

KEY STAGE (KS): The statutory school years aredivided into four phases which mark stages ofdevelopment. These approximate to age as follows.

• KS1: age 5 - 7

• KS2: age 7 - 11

• KS3: age 11 - 14

• KS4: age 14 - 16

LANGUAGE COLLEGE: A secondary school thathas received DfEE approval to specialise in modernforeign languages (MFL). Capital funding is sharedbetween school and DfEE.

LEA: Local Education Authority.

MFL: Modern Foreign Languages.

MULTI-MEDIA: Equipment with more than onemedium e.g. sound and vision.

NETWORK: Cable link between computers and otherassociated hardware.

OHP: Overhead Projector.

PRACTICAL COMPLETION: Stage in buildingproject when users can occupy building.

PROCUREMENT AGENT: One who buys furnitureand equipment on behalf of the client.

ROLE PLAY: Acting out real life scenes in the targetlanguage.

SCHOOL DEVELOPMENT PLAN (SDP): Adocument outlining a school’s plans (for education,building and management) for raising educationalachievement.

SOUNDCARD: Computer insert that allows it toproduce sound.

SUITE: In this publication a suite refers to anidentifiable group of same-subject spaces.

TEACHING PERIOD: Schools divide up the week indifferent ways. For example, 40 periods of 35 minutes.

VCR: Video Cassette Recorder.

VDU: Visual Display Unit, i.e. the computer screen.

VIDEO-CONFERENCING: Using video technologyto enable groups of people to communicate at adistance (in MFL with foreign schools).

WORKPLACE: A place to work, ie. table space andseat, for one pupil (if applicable to activity).

WORKSTATION: A computer position.

YEARS 7 TO 11: Secondary school years arenumbered from 7 (first year) to 11 (end of statutoryschooling). The sixth form is sometimes referred to asyears 12 and 13.

50

Building, Furniture and Equipment

The Education (School Premises)Regulations, 1999. (Statutory Instrument1999 No. 2). London: The Stationery Office,1999. ISBN: 0 11 080331 0.

Department for Education and Employment.Constructional Standards for New SchoolBuildings. London: DfEE, 1997.

Department of the Environment and TheWelsh Office. The Building Regulations1991. Approved Document B: fire safety.London: HMSO, 1991.ISBN: 0 11 752313 5.

Department for Education and Employment.Area Guidelines for Schools (BuildingBulletin 82). London: HMSO, 1996.ISBN: 0 11 270921 4.

Department for Education and Employment.Guidelines for Environmental Design inSchools (Revision of Design Note 17).(Building Bulletin 87). London: TheStationery Office, 1997.ISBN: 0 11 271013 1.

British Standards Institution. BS 5873:Educational Furniture. Milton Keynes: BSI,1980 - 1988. In 5 parts.

British Standards Institution. BS 6396:1995. Specification for electrical systems inoffice furniture and office screens. MiltonKeynes: BSI, 1995. ISBN: 0 58 024736 8.

Department for Education. EducationalFurniture Database: Setting the Standards.(Broadsheet 31). DFE, 1994.

Bibliography

Royal Institute of British Architects. A Guidefor School Governors: Developing SchoolBuildings. London: RIBA, 2000.Web address: http://site.yahoo.net/client-forums/ag.html

Department for Education and Employment.Improving Security in Schools (ManagingSchool Facilities, Guide 4). London:HMSO, 1996. ISBN: 0 11 270916 8.

Department for Education and Employment.Raising Standards: Opening Doors.London: DfEE, 1999.

Forthcoming Publications

Department for Education and Employment.F&E Purchasing: a Guide for Governorsand Head Teachers. London: The StationeryOffice.

Video

Department for Education and Employment.Making IT Fit. London: COI, 1995.

Education

Modern Foreign Languages. The NationalCurriculum for England, Key Stages 3-4,www.nc.uk.net

GCSE core criteria (QCA) and ExaminationBoard specifications.Telephone QCA: 020 7509 5555.

AS/A level core criteria (QCA) andExamination Board specifications.

CILT publications: Pathfinder series for MFLmethodology; Infotech series for MFL andICT methodology.Telephone CILT: 020 7379 5110

Key to symbols

cafe table/ chairs

role play equipment

printer/ printer on trolley

display board

bin

photocopier

heater

sink

computer table 1500x750x700 high

scanner

portable desktop recorder

multi-media table (audio & video)

multi-media table (audio & IT)

teacher's console foraudio system

specialist table withinset recording machine

adjustable computer chair

polypropelene chair

upholstered chair

stool

underbench tray unit1010x455x800 high

4 drawer filing cabinet

bookcase / shelf

coat hooks

free-standing cupboard1010x455x800 high

locker

ohp/ohp on trolley

whiteboard

coffee table / table with magazines

teachers table and pedestal1500x750x725 high

rectangular table 1200x600x700 high

side bench600 deep x 850 high

television & video/portable television

ohp screen

tt

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Documents

Modern Foreign Languages Accommodation - CLEAPSSscience.cleapss.org.uk/resource/DFEE-Building-Bulletin-92.pdf · In modern foreign languages (MFL) pupils may work as a whole class,