School Physical Facilities (Focus on Pre-School)

7/23/2019 School Physical Facilities (Focus on Pre-School)

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Phy

sical

Stefany May P. Indico

[email protected]

mailto:[email protected]

mailto:[email protected]



They say, school is the second home for the learners. They spent most of their timelearning and playing inside this learning institution. The learners with the aid of the teacher

tried to develop different learning domains. Added to that, teacher alone cannot be give an

assurance of a 100% of learning. Learning will be meaningful if physical appearance of the

environment is well planned and executed. rom each details li!e colors, space

measurement, location and e"uipment.

#eople from $ducation ector, personnel of &epartment of $ducation together with

#hysical acilities and chool $ngineering &ivision 'ffice of #lanning ervice come up

with a manual that will serves as a guide in creating an atmosphere and environment for a

deep learning. This module has everything needs to build a learning center, from, location,

school mapping, site development planning, sample perspective view of a learning center

down to its floor plan. (t covers from #re)chool *+ursery and indergarten- to igh chool.

(n connection with that, this report, focuses on #re)chool environment.

/oreover, creating and developing environment for young learners in #re)chool

needs special attention with compared to higher grades. Therefore, hands)on planning a

learning center for #re)chool is a necessity.

Int



A. $nvironmental Teaching

$ducational acilities

• (t refers to the physical properties of the school.

• A..A chool #lant or #hysical acilities of the chool

(mportance of $ducational acilities

• They provide housing for the school.

• acilitating agents for all educational activities in school

• Ta!e note2

• afe, secured and satisfactory for educational facilities

• #rere"uisites in opening for new school.

3asic #rinciples on $ducational acilities

• Primary Function is to provide the proper school environment that is most conducive to

effective teaching and learning.

Functional and effective Educational Facilities are:

• &eveloped

• 'perated

• /anaged

/aximi4e in the collaboration in school planning design

(Consultative planning, design and project implementation)

Hi



3uild a proactive facility management program.

#lan a school as a neighborhood)scaled community learning centers.

Plan a school as a neighborhood-scaled community learning

centers.

• Location

• 5ariation of ervices

• $nvironment

•

Accessibility

• 6ommunity 6enters

3. chool /apping

School Mapping is a dynamic process of planning the distribution, si4e and spacing of schools and

physical facilities re"uirements for optimum utili4ation and benefit.

(t is a process of identifying current inade"uacies in distribution and of providing appropriate types and

patterns of school plant.

(t is a continuous process involving the uninterrupted recording of basic information re"uired for analysis

of the school map at any given point in time.

chool /apping #rocess

A. Specific Areas for Expansions



. !ationali"ation of existing facilities by:

Locating existing schools and its vulnerability

Locations of new schools)outside ha4ard 4one*#A7AA-

hifting, closure, amalgamation8integration of institution

'ptimum utili4ation of buildings, furniture and e"uipment

#. Provision of ne$ or additional facilities by:

'pening of new schools or upgrading existing ones

#roviding additional teaching and non)teaching staff

#roviding additional buildings, furniture, e"uipment in institutions

%. &nitial Steps in School Mapping

. 'iagnosis of the Existing Situations

$nvironment and 7eographic factor

&emographic actor

$conomic

$ducational actor

#olitical actor

/an #ower actor

#. Pro(ection of Future !e)uirements

$stimating the number of $nrollees

&etermining the capacity of existing schools and its catchment area

*. 'ra$ing up of perspective school map

chool map is not final not unless it has been considered and discussed by the authorities

9esults and outputs shall be encoded and shall form part of the /anagement (nformation

ystem

6ontinuous monitoring and evaluation of these is important

7eological and hydro)meteorological ha4ard maps should be used in site location,

planning and implementation.

3asic data needed for the conduct of chool /apping

o Education 'ata

Annual tatistical 9eport

7eological &istribution of chools

ite and 6atchment Area conditions

o Population 'ata (Analysis of the Census)

o +ther Planning 'ata



7eneral rural and urban development policies

ocial acilities

$xpected 9esults of chool /apping

o chool buildings re"uiring repairs

o chools re"uiring additional classrooms

o 'pening of +ew chools

o #hasing out of existing schools

o 9esource Allocation

o $nvironmental /apping

/ethodological tages in the #reparation of the &etailed chool /apping

,. School Site 'evelopment PlanPlanning

A school:s site is one of the factors that can either enhance or hinder the implementation of

its instructional and non)instructional programs. The site is also one of the factors that can

determine how useful a school plant can be to the members if the local community.

/inimum tandard 9e"uirement for chool ites *$lementary-



Alternatives

/ode of Ac"uisition

o #urchase

o &onation

o 6ontract of ;sufruct

o $xpropriation

o 3arter or $xchange

o #residential #roclamation

o 7ratuitous 6onveyance

chool ite &evelopment)(ts main function is to show the school site in its present status and

the current program period.

o Principles in the Preparation of the Site Development Plan- all physical structures

with similar functions shall be grouped together.

o Layout of Buildings and Other Structures-is critical in preparing the ite

&evelopment #lan. chool buildings shall be oriented in accordance with the sun path

or the east)west course of the sun during the day.



o *. Arrangement of Buildings-3uildings shall be arranged to facilitate cross

ventilation.

o 4. Site Limitations. <hen there are site limitations, such as the unfavorable area

and8or shape of the site, prevent the proper solar orientation of buildings, economical

alternatives shall be resorted to. or example, trees near the building are effective for

minimi4ing the direct entry of sunlight into instructional spaces.

o . Acoustic Barriers. #lant tree and shrub barriers between building and street, if

feasible. Trees and shrubs between the buildings and street will serve as acoustic

barriers.

o 6. Sun Path. tudy variations in the sun path between =une >1 and &ecember >1,

especially at 1>200 o:cloc! noon must be noted as lower latitude sites get more sun on

the north side on =une >1.

o . Local !ind Patterns. 6ross 5entilation. (f available, re"uest from #A7AA, or

any agency, specific monthly rose wind diagram or monthly wind patterns for a

particular site or region.

o / . Sun screens- &t may be necessary to design temporary or permanent sun shade

elements

o 0. "he distances #et$een #uildings shall be such that ventilation is not obstructed,natural illumination is not impeded and sound does not carry into nearby buildings.

?/

o 10. "he recommended set#ac% of the school from the street line is five *@- meters to

sufficiently reduce intrusive sound.

o . "here should #e provision for open space in each school with an area big enough

to hold the total population of the school. This shall serve as temporary evacuation

site in cases of emergencies

ite &evelopment #lanning

. Procedure in Site 'evelopment Planning

a. The plan shall be drawn on a tracing paper measuring @00 mm x @0 mm.

Any white sheet of paper maytemporarily be used.

b. (t shall be drawn to a scale as follows2 12@00 for sites of two *>- hectares or

less, and 121,000 sites of more than one hectare.

c. The following technical description shall be indicated on the plan2

• *1- 3earings of the property line

• *>- &istances between corners

• *B- 3oundaries of the lot

d. The plan shall show2

•

*1- The direction of the +orth• *>- 9elative position of existing features in the site such as cree!s,

large trees, etc. which shall be allowed to remain

• *B- The relative positions and description of existing buildings and

structures

• *C- 9elative position of existing circulation elements and ha4ardous

areas. 'pen spaces as temporary evacuation sites.

• *@- 6ontour lines if possible

• *D- The present and future needs of the school in terms of school

buildings8classrooms

e. $xisting structures such as buildings, wal!, playground, etc. shall be clearly

shown in solid lines and the proposed structures drawn in bro!en lines.

f. At the bottom of the plan is a title bloc! bearing the following information2

• *1- +ame and address of the school

• *>- The official who prepared the plan



• +ames and signatures of recommending and approving official

• $xample2

External Areas in School:

• Agricultural Area

• #layground Area

• Athletic field

School Site %eautification:

School 1ate

School Fence

Flagpole

Signboard

Minimum Standards for &nstructional and Administrative Spaces for Preschools

#reschool education is recogni4ed as a stage where early childhood development has long been felt. The

present standards for preschool education consider the child, the teacher and the school with the support of the family

in maximi4ing the child:s potentials and his capacity for learning.

2ursery 3Pre-4indergarten5

+ursery is the level of education below !indergarten, the admission age for which is at least three *B- years

but not more than four *C- years old. As stated in /$6 'rder +o. >C, s. 1E? dated =uly >D, 1E? the followingstandards for the organi4ation and operation of +ursery classes are re"uired2

6lass i4e F maximum of 1@ children to a class



6lass hours F > hours daily

#hysical tructure F floor area of at least m x Em in a @00 to 1,000 s"uare meters lot

a. Toilet and washing facilities must be ade"uate enough to serve the number of enrollees.

b. a4ards to safety of small children must be loo!ed into such as wells, diggings, stairways, pools, electric

installations, etc. to minimi4e or eliminate accidents

c. Activity 6enters

Listening8pea!ing and Acting area

9eading corner

ouse!eeping area

Aesthetic 6enter

<or! area

ealth86leanliness area

#layground

School Site 3for 4indergarten only5

&$6 'rder +o. 10 s., 1E?E dated +ovember 10, 1E?E stated the tandards for the 'rgani4ation and

'peration of #reschools *indergarten Level-. These are2

/in. lot area @00 s"uare meters *s". m.-

*for not more than C classes- classroom 1C0 s". m. *min- playground BD0 s". m.

E)uipment

a. #layground and 7arden

b. 6lassroom $"uipment and ixtures

6ealth Facilities and Provisions for Safety

G At least one *1- toilet seat

G irst aid !its must be available

G A rest area

G #roper and ade"uate lighting and ventilation

F there should be natural and electric lighting

F for a x E classroom, at least two *>- C0 watt fluorescent lamps and one *1-wide window

H $lectric fans to allow cross ventilation.

Activity ,enters or areas which may contain the following or their e"uivalent2

H #ersonal 6are and 7rooming

F mirror, comb, towel, toothbrush, soap, toiletries, etc.

H ouse and 7arden 6are

F garden tools *shovel, spade, pails, sprin!lers, sandtable, cleaning tools, etc.-

H 6ommunication !ills 6orner

F boo!s *two boo!s per child- F story boo!s, science8nature boo!s, ilipiniana, etc.



H ensory)#erceptual and +umeracy !ills 6orner

F cience and /athematics 6orner*counters, beads, number cards, nature tables, etc.-

Motor and ,reative 'evelopment ,orner

F percussion instruments *bamboo castanets, coconut maracas-, tambourine, tape recorder or phonograph

F &ep$& 'rder +o. EB, . >00E *eptember 10, >00E- F #rechool 3uilding #rogram, prescribes the

6lassroom and urniture &esign for #re)school *including floor plan and furniture designs-.





,onclusion• #hysical acilities refers to a detailed physical structures of a school.

• (t provide the learning centers a most conducive to effective teaching and learning.

• (t deals with the future status of a school, for upgrading, for closure or for creation of

new school.

• (t guides an individual who wish to have his own school.

!ecommendation

• ( recommend to have a further readings about the topic.

• ( recommend to focus on the other grade level:s physical environment to have a

comparison.

•( recommend to have an updated #hysical acilities /anual if possible.

• ( recommend to have a school visit to see and chec! the physical appearance of a

school.

!eference:

Documents

School Physical Facilities (Focus on Pre-School)