St Bede's Progress Report
This exciting look at the future St Bede's Catholic College, Chisholm, is courtesy of SHAC Architects.
The first stage of development is proposed to be a simple and repeatable structural form which can easily be adapted to accommodate the functional requirements for the first few years of the schools commencement.
The first building will accommodate the main entry, administration, staff area, amenities and general learning areas. It is anticipated that specialised learning areas such as TAS and Science will be provided in temporary accommodation as the school develops over possibly five stages.
The form of the buildings is based upon an internalised organic-formed circulation spine, which intersects with four rigid, strong and rectilinear built forms positioned along the contours of the site. The dialogue between the two built forms is reflective of the activity and use of the spaces.
The large four ‘pillar’ buildings will contain the main teaching and learning spaces for the school, including all general purpose teaching spaces, office and support rooms and specialist teaching facilities for science, art, TAS, performance and the library. The buildings are split level over the site and are generally limited to two-storey, accepting one area of Block C which is three stories at its central axis. The buildings step up the site, allowing the buildings to take advantage of the panoramic views to the west and the natural fall of the site to limit the impact of full height buildings in what will be a residential area. Each building also contains the main services of the buildings including staff and student amenities and lifts to facilitate disabled access to all floors of the building and the corresponding external courtyard areas. The robust nature of these buildings is reflected in the materiality and detailing as well as extensive operable glazed areas to facilitate a clear connection between the inside space and external areas.
The internal circulation spine, known as the ‘Peregrine Trail’, is a more organic form, which wraps along the existing contours of the site. The use of this space, apart from internal circulation from building to building, is the allocation of space for flexible teaching and learning. The approach to education that is being developed within this project reflects the ‘future-focused learning’ movement. Areas of the hallways are dedicated for classrooms with flexible furniture and adaptable areas available for use, depending on both the subject being delivered and the group of students involved. The external appearance of the Peregrine Trail also responds to the direct west aspect by incorporating a series of perforated mesh screens which aid in the sun-shading requirements to the glazed areas.