Educational Facilities
DESIGN MANUAL
March 2013
PR-404
Table
able of cont
A
Executive Summaryy and Introduction
B
School Sites
C
School Design
D
Performance Standards
E
Design Strategies and Processes
Welcome
This Design Manual is intended to guide the professionals who are ultimately commissioned
to create the architectural designs for a new generation of schools in Abu Dhabi. It touches on
issues ranging from planning of the location of new schools, recommending the type of schools
to build, to a detailed description of ADEC’s functional, construction, operational and
aesthetical expectations. The language used herein is prescriptive and represents values that
have to be met or exceeded within a predetermined budget.
The standards and criteria presented in this Manual also serve as a “yard stick” against which
the adequacy of existing school buildings can be assessed on how they materially support and
compliment the ADEC mission. Also included in this Design Manual are a series of practical
examples that could be taken at face value, or developed further according to the particular
needs of each school design or community.
ADEC’s Educational Facilities Design Manual is a continuously evolving document that captures
and organizes current state-of-the-art ideas and practical solutions for ADEC school design. As
requirements evolve and new materials and construction techniques come to the market, further
updated’s will be issued.
The underlying vision for this Design Manual is the result of intense interactions between ADEC’s
professionals in the Infrastructure and Facilities Division and a very wide representation of the
educational sector, ranging from curriculum development to school operations, as well as an
international group of consultants. The theme of supporting Learning Communities as a new
way of organizing learning spaces was the result of these discussions and has become one of the
central elements to be materialized in all the new school designs.
Executive
Summary
Executive Summary
Inspired by the transformation that the educational system is going through in Abu
Dhabi, this Design Manual intends to support the process. The standards and criteria
outlined in this document establish the expectations for the new facilities to be built
and renovated, in support of a ne w way of teaching, learning and managing schools
and other buildings. School designs that are based on the standards and criteria included
in this document will represent a major step forward in meeting the promise outlined in
the Abu Dhabi Education Council’s Strategic Plan for P‐12 Education.
The successful application of the standards and criteria established in this Manual to site‐
specific projects, still requires a degree of innovation and creativity, for which ADEC count‐
ing on all parties involved in the design process. Included in this Design Manual are a se‐
ries of key performance indicators about making the school building healthier and more
comfortable in order to create the conditions for every member of the school commu‐
nity to perform at their highest potential. By setting dimensions and characteristics of
spaces, and establishing expectations for light, temperature, ventilation, and indoor air
quality, ADEC intends to create environments that will not only be appropriate for learn‐
ing, but also be welcoming and stimulating for students, teachers, administrators and
the community.
The newly designed facilities will encourage and support a variety of individual, small
group and large‐group learning modalities. These facilities will contain resources and spaces
that will enhance the delivery of personalized educational programs and services to all stu‐
dents, encourage student‐to‐student, adult‐to‐student, and adult‐to‐adult collaboration. The
new schools to be built will be places of culture and tradition that reach out to local communi‐
ties as multi‐functional local resources that encourage parents and families to become
partners in the educational process. These new schools will embrace quality teaching
and learning in ways that meet the aspirations of the emirate of Abu Dhabi and its fu‐
ture generations.
Communities will have a space and a function in the new school designs. Using the pur‐
posely designed community meeting room as their base, parents are to be welcomed to
the school in a variety of roles such as assisting in classes, meeting with teachers, plan‐
ning all‐school activities, or the like. After school hours, and subject to management
agreements, different portions of the school building may be open to community mem‐
bers for educational and recreational activities including the gymnasium, swimming pool,
auditorium, library, cafeteria, design and technology workshop, etc. It is expected that
the design quality of the school buildings defined in this Manual, including aesthetics,
functionality, durability, cost effectiveness, sustainability, and long term planned main‐
tenance, will be an asset for the local community and serve as an example to be fol‐
lowed by other government and private facilities in Abu Dhabi.
Chapter A
Introduction
A.1
Vision for Education and
School Design in Abu Dhabi
The context for creating design standards for world class educational facilities for
the Emirate of Abu Dhabi was influenced by many factors, including the Abu Dhabi
Education Council’s Strategic Plan 2009‐2019, the Plan Abu Dhabi 2030 by the
Urban Planning Council, and the Guidelines established by the Abu Dhabi Brand
Office.
Educational requirements are inspired by the educational transformation that ADEC is
going through which establishes the following expected outcomes:
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Students receiving more individualized teaching;
Teachers adapting their teaching strategies and techniques to meet
Individualized teaching that will have positive effects on student motivation
and satisfaction;
Students prepared to enter top universities without a foundation year;
Teachers with more options in the classroom and greater opportunities of
higher performance.
The essence of ADEC’s vision is that education shall be organized around teaching
and learning for individual students and small groups, in lieu of large classes and
large groups where the teacher is the centre of attention. By considering the
needs and interests of each student, teachers can address student readiness,
motivation and satisfaction on a personal level and can significantly improve
learning and thereby reduce the need for remedial studies and/ or a foundation
year at the end of Cycle III. The new school model will expect teachers to treat
each student individually, and to collaborate with each other to provide students a
richer learning experience.
Conventional ‘stand and deliver’ instruction, one subject at a time on a fixed
schedule, severely limits individualized learning. The standards contained in this
Design Manual, therefore, describe learning spaces that are organized around the
philosophy of Learning Communities which must allow and encourage the use of
varied modes of instruction suited to achieving exceptional outcomes for
individual students and consequently to the whole school.
ADEC’s essential aspirations for all students are:
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Student academic performance to be at international levels;
Improving access to P‐12 education;
Preparing of students to enter higher education immediately after
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graduation from secondary school;
Strengthening the cultural engagement and the development of active
citizens.
To achieve these results, the educational facilities that are required to support the
Emirate’s P‐12 students must be designed to sustain modern pedagogy and to
provide a flexible, safe and stimulating learning environment which complements
a highly effective teaching and learning process. Such facilities must provide a
framework to support student‐ centred, technologically and resource‐rich learning
across all curricular areas , and serve as a teaching and learning resource itself.
A.1
ADEC’s Approach to School Design
ADEC expects that all school facilities will be:
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Educationally Effective ‐ provide superior teaching and learning
environments that accommodates present and future needs.
Stimulating and Vibrant ‐ provide environments that stimulate creativity and
provide vibrancy.
Healthy and Productive ‐ enable students and teachers to achieve maximum
potential by providing healthy, safe, and comfortable environments.
Cost Effective ‐ provide facilities that save both, capital as well as operating
costs over time by being efficient to build, maintain, and operate.
Sustainable ‐ minimize environmental impacts and maximize the use of
nonpolluting, renewable resources.
Community Centred and Culturally Appropriate ‐ create schools that are
integral parts of their surrounding communities.
While the design of the school buildings will be completed by contracted
architectural design firms, ADEC still has a very active role throughout all phases of
the design process. This will include setting all standards and criteria, as well as
monitoring the entire process from inception to the final construction
documentation for tender. The Facilities Management Division is responsible for:
Planning the number and location of schools to be built or renovated every
year;
• Overseeing construction and maintenance of infrastructure and school
facilities
• Developing and updating standards for school buildings, furniture,
laboratories, etc. ;
• Providing quality assurance and quality control, and overseeing the design
process of government schools, ADEC professional staff will take an active
role during the design process in order to:
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Suggest options
Clarify expectation
Explain approved policies
Ensure coordination between the parties
Assist with cross referencing experiences among consultants
Alert teams about possible slippages of schedule or budget
Review design submissions for compliance with Design Manual and
ADEC’s policies
Recommend the approval of each design phase
All the requirements and strategies defined in this Manual must be followed very
closely, although creativity and innovation should also be an integral part of the
design process. Design teams are encouraged to seek solutions that heighten
educational effectiveness and provide long term value. Imagination should be put
to work by looking at examples of other building types, solutions already adopted
in other latitudes with similar climate and socioeconomic conditions, by a
thorough review of the latest publications, and active participation in trade
events. Inspiration about images, shapes, textures and colors should be drawn
from the community and cultural context which the project will serve. Respect for
local culture and natural environment are mandatory, though design solutions must
also seek creative approaches to highlight and add value to the local context.
By implementing both passive and active strategies it is expected that new
facilities will minimize energy waste while also generating a significant portion of
the energy they consume, on‐site. It is also intended that students and
communities will have the opportunity to monitor these strategies and eventually
become a leading force in spreading ideas and specific actions on the benefits of
sustainable school buildings throughout the Emirate and beyond.
A.2
The Concept of Learning Communities
The concept of learning communities have been evolving for decades under many
different names: schools‐within‐a‐school, pods, houses, families, academies and
small learning communities. All share common characteristics and objectives:
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Schools are subdivided into small groups/communities of teachers and
students possibly serving one or multiple grade levels at the same time.
The objective is to create an intimate environment in which teachers and
students can work together over time and get to know each other well.
The drawing below represents three of the ten possible degrees of openness of
the educational space provided by our consultants. We are currently adopting the
Learning Studio Model (4) that could over time be transformed into a Learning
Suite Model (7) by simply bringing down some strategically located partitions. The
Student Advisory Model (9) is considered a superior level of integration that may
possibly be achieved after we had a full evaluation of our designs.
In a Learning Community:
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Every student is well known by one or more teachers and their learning
needs are treated individually.
The core disciplines are combined into an integrated learning program.
Students and teachers spend most of each day working within their learning
community and go into the larger school for specialized studies such as
physical education, the library and food services.
Teachers draw on their individual expertise/skills while collaborating across
disciplines. Teachers have the proximity needed to conveniently talk about
instruction and their students every day, or as needed.
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The teachers in each community collectively define how classroom space
and time are to be used. Instructional methods, including technology, the
sizes and nature of ever‐changing student groups, and how the disciplines
within the community are to be integrated is facilitated by a building design
that is flexible.
Typically, a Learning Community will be comprised of:
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Four to five classrooms
One science/ art room
A breakout space
Teachers’ stations
Storage and toilets.
Student/ teacher configurations could be as flexible as below:
Outside learning areas provide additional opportunities for student and teacher
interaction in a different setting.
A.3
Content and Organization of the Manual
This Design Manual contains design standards, criteria and minimum requirements
to which the design of all new, renovated and expanded schools must adhere. It is
used in site selection, the writing of the brief of each particular project, and it is
given at the beginning of the design process, to the architectural design firms and
project managers to guide the development of our school designs. Specific goals
of this Design Manual are:
Establish optimal standards and criteria for school design.
Provide design guidance through defining strategies for project design teams to
work with.
Ensure that requirements are followed through setting on specific processes
and deliverable.
The drawings contained herein are indicative of ADEC’s expectations under ideal
circumstances. Site constraints or additional programmatic requirements may lead
to slightly different solutions, in which case constant communication with ADEC
will be required to assure the approval of any deviations from this Manual.
A electronic copy of the Design Manual with possible updates and addendum can
be found at:
For updates please go to: http://www.adec.ac.ae
and follow Publications link.
Chapter B
School Sites
B.1
School Area of Influence
School buildings are to provide service to the surrounding community for which
they have been strategically located, configured, and sized. To achieve this, a
rational process that includes demographic and territorial analysis shall be
followed.
ADEC expects that approximately 1/3 of students will walk to and from school
while travelling not more than 5 to 10 minutes on safe secondary streets; 1/3 of
students will be dropped off and picked up by their parents by travelling no more
than 10 to 20 minutes by private transport; and 1/3, depending on the age and
maturity of the students, will arrive at school and return home in school buses by
travelling between 20 to 30 minutes. These proportions may be different,
community by community, and may change over time, depending on the
availability and characteristics of public transportation.
There is a great benefit in locating new school facilities centrally in the
communities they serve. This is particularly important in new developments where
exists an opportunity for planning school facilities at the same time as housing and
other public facilities.
The first step in determining the specific requirements for a new school facility is
to establish the characteristics of the population it will serve, whether Emirati
nationals, expats or a mixed population In each case the standards to be applied
for these varied populations are different, and will affect the design of proposed
structures. The second step is to conduct a study to establish the age composition
of the community, and to establish what will be the demand for educational
services in a planning horizon of at least five years.
Ethnic and national lines, as well as physical disruptions such as highways, creeks,
and other barriers, should be taken into consideration when determining the
catchment area for a school facility. Potential differential in student yields and
community expectations will also be important factors in school location decisions
and territorial distribution.
When private school services are available, or possible, in a certain given area, the
demand on ADEC’s schools can be discounted to a rate which will be determined
by ADEC on case by case basis. Unless otherwise indicated by ADEC, most of
school facilities shall be planned for a single gender. This will require the design of
an equivalent facility for the other gender to be located in the same community.
For example, if in a given area there is a potential enrolment of 2500 students for
Cycle I, a provision shall be made to have two schools for 1250 each, one for boys
and one for girls. If the potential enrolment is 1250 students or less a two‐gender
school is needed. Kindergartens will mix genders and be attached to girl’s Cycle 1
schools unless otherwise stipulated by ADEC.
Two‐gender schools will require slightly bigger sites because of the duplication of
some facilities and the need for segregation of access and egress. In densely
consolidated urban settings, the option of using community facilities for school
use should be considered while keeping in mind that student safety and security is
paramount. Conversely, and provided the appropriate use agreements are in
force, school facilities shall also be used by communities, after school hours. It is
considered that having parents and family members in close relationship with the
school.
B.2
School Type and Size
The required dimensions of the school site will be determined by the following
variables:
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The population of school age children living within the boundaries of the
catchment area as determined by unobstructed travel distances.
The type of school (Kindergarten, Cycle I, II, or III) needed in the community
and its specific programmatic needs.
Consideration of the efficient use of space, including an adequate allowance
for expected growth.
In dense urban areas, the stacking of some educational space, administrative, and
service areas will be permitted as to allow for other functional areas to be on the
ground floor such as: kindergarten classrooms, classrooms for lower grades in
Cycle I schools, kitchens and play fields. Preferably, Cycle I schools, will not exceed
a ground plus one floor configuration and Cycle II and III schools will not exceed a
ground plus two floors configuration. In extreme situations, other configurations
could be acceptable, but only after consideration is given to the possibility of
providing underground parking, roof top physical education facilities, and/or the
use for school purpose of nearby community facilities like auditoriums, swimming
pools, etc.
Cycle I school students will feed into Cycle II schools and subsequently Cycle II
schools will feed students into Cycle III schools. Ideally, the three types of schools
will be close to each other, and the same group of students will move seamlessly
from one school to the next, As urban and regional networks are generally
irregular, an overall approach should be adopted looking at the school network,
as a whole, using geographic information systems to explore possible alternatives.
The combination of schools of two or more different Cycles on one site is
acceptable in areas where low student populations could lead to under utilized
school facilities. In general terms, it is advisable to have a kindergarten on the
same site as a Cycle I school. Stand‐alone kindergartens are acceptable where the
service is not available within a reasonable walking or driving distance.
Typically for a Cycle I school for 1250 students, the total built up area required
would be 18,000 m2, and the site requirement for a ground plus one building is
30,400 m2. By using a configuration of ground plus two floors the site
requirements may be reduced by about 2000 m2.
B.3
Site Selection Criteria
Site dimensions shall be sufficient to accommodate the building footprint to the
most favourable orientations, adequate outdoor learning and physical education
spaces, access to convenient parking, and have well designed pedestrian and
vehicular paths, as well as ample green area. Except in densely populated urban
areas school sites should provide for not less than a 30 % increase in the footprint
against either possible growth or the addition of other facilities.
Site selection will start with the analysis of several possible options that are to be
graded in consideration of safety, suitability and convenience. The cost of land
shall not be a consideration for site selection. If no suitable site is found in a given
community that needs a school, a change of land use and/or the demolition of
existing structures in an appropriate location shall be addressed with the
pertinent authorities.
Characteristics of undesirable sites for school development include:
• Sites within 3 km of an existing airport runway or a potential airport runway
included in an airport master plan. The distance shall be measured from the
nearest portion of the runway to the most adjacent portion of the school
site.
• Sites within potentially unsafe distances from high voltage power
transmission lines. Distances are from the edge of the power line easement
to the nearest portion of the school site. Restrictions are as follows:
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Sites on, or adjacent to, sites containing toxic or hazardous substances.
Restrictions are as follows:
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30 m from an easement for a 50‐133 kV line.
45 m from an easement for a 220‐ 230 kV line.
110 m from an easement for a 500‐550 kV line.
Landfill or dump areas.
Proximity to chemical plants, oil fields, refineries, fuel storage facilities,
nuclear generating power plants.
Agriculture areas where heavy use of pesticides or fertilizers have been
heavily used.
Sites within 100 m of cellular/ mobile telephone towers.
Sites within 500 m of any facility that might emit or handle hazardous
materials, substances or wastes. Distances are from the edge of the nearest
portion of the facility site to the nearest portion of the school site.
Sites with above or below ground unprotected pressurized gas, or gasoline
pipelines.
Sites within 500 m of an easement of an above ground or underground
unprotected high‐pressure water pipeline.
Sites within 100 m of major propane storage tanks or a gas station.
Sites that are within 400 m of malls, movie theatres, universities, or other
places of great attraction of people and cars.
Sites near major highways, streets, rail tracks or stations that produce source
of excessive levels of noise and/ or pollution.
Sites with an excessive slope that would create an excessively high demand
for costly design features such as retaining walls, earthwork removal or
redistribution, ramps, or stepping.
Sites within 300 m of major hospital or fire station. Distances are from the
edge of the nearest portion of the facility site to the nearest portion of the
school site.
Sites within 800 m of major roadways where explosives might be carried and
within 500 m where combustible or poisonous gases are transported.
Sites that would adversely affect the local environment or would not be able
to serve as an amenity to the local community.
Sites with very irregular shapes, or unusable sectors.
B.3
Site Security and Site Access
Learning activities require securable sites that feature controlled access for the
protection of the students, staff and visitors. The following are the most important
requirements for all school projects:
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Perimeter walls and/or fences around school sites that provide security for
the entire campus, including play fields and green areas. Fences and/or walls at
boy’s schools maybe of a more open design which allow for views into the
campus. Girl’s schools must have a more opaque design that prohibits views
to the recreational and sports areas of the school campus.
When possible, walls and fencing shall be integrated into architectural
designs to enhance and compliment the characteristics of buildings that
occupy the campus. Designers are encouraged to find interesting textures,
colors and shapes for perimeter walls. Perimeter walls shall not block views
to the entrance of the school and to the access to community facilities.
Gates at access points for the loading dock area for kitchens and heavy
equipment should have the shortest possible distance to public streets.
Gates shall open the full width of the access drives and be the height of the
adjacent perimeter walls. Service entries shall be away from main entrances
provided for students and communities.
Building façades shall to be designed and integrated visually with the
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B.4
boundary wall and landscape.
Specially marked entry locations into community use spaces shall be
provided.
Clear and safe routes for community use spaces from public ways and from
parking areas shall be provided. Lighting systems to connect school
entrances, walkways, and parking areas for night use by the community shall
be designed.
A well defined shaded pedestrian path shall be established from the parking
and drop off areas to the main entrance.
Conduct shade studies to ensure proper shading of pathways and drop‐off
areas.
Visual supervision of the main entry from administrative areas, shall be
provided.
Schools that integrate different Cycles into a single campus shall feature
separate entrances for each Cycle group.
School sites for more than 1500 students shall be considered as very
exceptional and designs for these large campuses shall allow for multiple,
smaller and distinct, entry areas for each cycle within the school.
Blind spots that prohibit the ability of the staff to adequately supervise all
areas of the site and within the school shall be avoided.
Single riser change in level is a tripping hazard and is not allowed in any part
of the site. If level difference is required, a minimum of two risers shall be
provided. If the level difference is more than 450 mm, then fall protection
like railings shall be provided.
Provide swing type steel gate in certain locations to control access to
parking lots and/or drop‐off areas. These would be studied and resolved on
case by case basis in early site design. In some urban situations, two way
communication at the gate may be needed.
Parking, Pick‐up and Drop‐Off
Site designs for parking, pick‐up and drop‐off shall be developed in a manner that
allows convenient access to the school building without the need for pedestrians
to cross major flows of traffic, or to travel significant distances from the parking
lot to the school entrance. The following are the primary requirements for
parking, pick‐up and drop‐off:
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Distances between parking and drop off areas and school main entrance,
shall be as short as possible.
Staff and visitor parking spaces shall be shaded.
Clear signage for visitors from parking areas to pedestrian entry, bus drive,
service entry, drop‐off/ pick‐up in shall be provided both Arabic and English.
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Traffic signage shall conform to both ADEC and local requirements.
An accessible entry route for those with physical disabilities from
handicapped parking spaces shall be provided.
Avoid mountable curbs at entrances and drop‐offs to avoid unauthorized
parking on pedestrian areas.
Design curbs carefully so that they do not allow vehicles to park on the
sidewalks and hardscapes. Use decorative planting and bollards, if needed.
Pick‐up and drop‐off driveways shall be located off secondary roadways .
Pick‐up and drop‐off driveways shall be located such that no student shall
cross vehicular traffic when dropped off.
Drop off lanes shall allow for a minimum queue of 10 cars and 4 school buses
at any given time, but it is not intended that buses will park on school
grounds.
Parking spaces as per the Department of Transportation requirements shall
be provided.
Car and bus drop off and pick up areas shall be separated.
Bus drop off shall be designed such that the buses do not need to back‐off.
B.5
Landscape
School facilities shall be designed from the inside out, giving primary importance
to addressing functional issues derived from the needs of the learning process.
Outdoor learning spaces should be inviting social, recreational and educational
spaces that can be used to teach about the environment, natural science, as well
as be safe places in which to do research and conduct experiments. Outdoor
learning areas shall be designed as inviting places for students to read or conduct
their study in a quiet setting. The most important requirements include:
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School facilities shall be designed giving the upmost importance to address
functional issues derived from the learning process needs. Outdoor learning
spaces are wonderful social, recreational and educational spaces that, used
well can teach children not only about the environment, but also about
science, research, experiments amongst other things enhancing science and
literacy programs.
Outdoor learning areas are great places to have students read stories and
engage in their book in a quiet setting. Teachers can take students on
“nature” tours, bug and leaf hunts, and learning about the outdoor world in
an outdoor setting.
School play grounds are very important for the development of a child and
not just for play but for development of cognitive and motor skills for young
growing bodies. The playground equipment should be age appropriate and
properly designed to benefit the child’s development, encouraging children to
exert themselves, build strength and improve lifetime benefits in improved
health and fitness.
Design building such that an internal shaded courtyard is created that may be
used for assembly purposes for the whole school (or each gender in mixed
gender school.
Provide clear delineation of the main entry to the school which should re
emphasize with architectural and decorative elements like murals and water
fountains and well as shades and protection from the weather.
Outdoor learning areas that are appropriately shaded.
Designs that do not create excessively long narrow spaces between
buildings and the perimeter walls or fences.
Outdoor spaces should provide at least 5 meters clear distance between
buildings and perimeter walls and fences, while limiting the length of such
spaces to no longer than 30 meters in any straight parallel situation
Should provide clear delineation of the main entry to the school which
should be emphasized with architectural and decorative elements like
murals, sculptures and water fountains, as well as shade and protect from
the weather.
ADEC—EDUCATIONAL FACILITIES DESIGN MANUAL —March 2013
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Main academic areas shall be situated on areas of the site that offer the
most privacy for students and teachers.
Drop off and parking areas shall be out of the boundary walls as long as they
are within the school site limits and there is visual adult supervision.
Landscape design should enhance the visual quality of school campus while
improving the microclimate and offering learning opportunities
Local site vegetation shall be preserved.
Non invasive, indigenous vegetation or adapted suitable vegetation shall be
adopted.
Age appropriate outdoor play ground equipment is required in all Cycle I
schools.
Physical education fields for students should be able to double up to be used
by communities for training and competition, but will not require bleachers
unless by a specific community requirement and under special management
agreements. Design the fields to accommodate bleachers in the future if
needed.
B.6
Community Integration
Schools have the potential to be integral parts of community life. The involvement
of families and prominent members of society in education, through the shared
use of facilities can positively influence the culture of schools as well as impact
positively on the surrounding society. Further, this will help to build a political
constituency that shows support for public education and emphasize to educators
their responsibility for ongoing improvements.
Parental cooperation increases confidence in teachers and administrators, reduces
behaviour problems, and boosts student achievement; it also demonstrates to
educators that parents specifically, and the adult community at large, are proactive
participants in the education process.
Educational facilities shall be designed to meet a variety of community needs by:
Helping meet some of the community’s educational, recreational, and
wellness needs.
• Being accessible to people of all ages and physical abilities.
• Encouraging active parental involvement and presence in school activities.
• Supporting relationships with local businesses that are productive to
students and supportive of the local economy.
• Promoting participation by members of the community in a variety of ways,
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Including mentorships, apprenticeships and other learning opportuni‐
ties based on work and service.
Containing shared public spaces that are accessible year round, on al‐
ternate schedules.
Being places where creative space configurations expand school use,
where learning occurs after school, at night, and on weekends, and
where school‐to‐school partnerships, links with businesses, and col‐
laborations with higher education are encouraged and supported.
Chapter C
School Design
C.1
The Educational Program Analysis
The educational program analysis is the basis for the space programming. Each
educational space has an hourly availability which is the result of multiplying the number
of periods a week, times the number of days in a week, which for ADEC’s school is either
35 or 45 hours per week. Such availability is usually discounted by a utilization factor
that ranges between 80 to 90%. The use requirements for each space are determined by
the number of periods a week that a particular subject is taught in a particular space, times
the number of student groups that take a particular subject. The formula utilized to
qualify the number of spaces for each specialize room is the following:
Number of
specialized
rooms
=
Number of periods
per week taught in
that room.
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Number of groups/
sections taking that
class
Number of periods
per week that the
room is available.
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Utilization Factor
Apply 86% utilization factor for all cycles and subjects.
Periods per week per subject in Cycle I
Periods per week per subject in Cycle II and III
C.2
Optimal configurations
Ideally the total enrolment of a school builds in increments of 20 for kindergartens
and in increments of 25 for Cycle I and 30 for Cycle II and Cycle III. Therefore, full
cohorts of students are multiples of 20, 25 or 30 times the number of grades per
Cycle.
Other configurations are acceptable as well, but they will require mixing grade
levels in Learning Communities, or possibly having some additional classrooms out
of the Learning Community configuration.
C.3
Space programs
The types and numbers of spaces required to support the educational program
are determined in discussions and calculations done with the educators and
school operators. For each particular project, site specific space program are
determined by multiplying the number of students/ users/ groups by the unit area
in m2 for each particular space. A typical example is provided below:
Two gender Cycle I (1250 Students) plus KG
Two gender Cycle I (1250 Students) plus KG (continued)
Two gender Cycle I (1250 Students) plus KG (continued)
Two gender Cycle I (1250 Students) plus KG (continued)
Single gender Cycle II and III (1200 Students)
Single gender Cycle II and III (1200 Students) (continued)
Single gender Cycle II, III
Single gender Cycle II and III (1200 Students) (continued)
Site Shape—Proportions
The space program requires a site size of a certain area. However, the functions of the
school require that the site shape be close to a square or at the most in a proportion of
1:2 for cycle I, II and III schools and 2:3 for the KGs.
For Example: An 11,000 m2 site for a standalone KG would be:
BEST
105 X 105 M
NO LONGER
THAN
94 X 117 M
For Example: A 35,000 m2 site for cycle I plus KG would be:
BEST
187 X 187M
NO LONGER
THAN
133 X 263 M
Two gender Cycle I, II and III (920 Students)
Two gender Cycle I, II and III (920 Students) (continued)
Two gender Cycle I, II and III (920 Students) (continued)
C.4
Space Analysis
Learning Community. Kindergarten.
Relationship diagram
Learning Community. Kindergarten.
Example with 4 Classes.
Learning Community. Cycle I,II,III
Relationship diagram.
Learning Community. Cycle I,II,III
Layout option
Classrooms. Cycle I (Grades 1‐2 Option 1)
Example: Furniture arrangements
Classrooms. Cycle I (Grades 3‐5 Option 1)
Science/ Art Laboratory
Function
•
•
•
•
Multipurpose space that may be used for all science (chemistry, physics, biology,
etc.) and for student art and other project work.
Highly flexible with perimeter case work and sinks. Loose tables and chairs in centre.
Should be able to rearrange space for laboratory and lecture instructional
configurations.
Designated one laboratory as a chemistry laboratory in cycle III .
Spatial Relationships
•
•
•
Accessible to Breakout Space and school circulation.
Must be adjacent to Storage/Preparation Room.
There will be 2 separate doors to the Science/ Arts Laboratory, one with access from
the general school circulation to allow flexibility for students from other learning
community to use the space.
Classrooms. Cycle I (Grades 3‐5 Option 2)
Classrooms. Cycle II,III (Option 1)
Example: Furniture arrangements
Classrooms. Cycle II,III (Option 2)
Science‐Science/Art Room Cycle I
Example: Furniture arrangements.
Learning Community; Functional Requirements
The Learning Community is comprised of 5 to 7 Classrooms plus a larger multipurpose
room for use as a laboratory, art, science or ICT as per the space program., a
multipurpose breakout area, plus a Teacher's Work Space, storage and toilets.
Classrooms
Function
•
•
Teaching, learning, in multiple modalities.
Students, Teachers work in varied‐size groups and spaces for varied periods of time
each day, 1 Teacher + 1 Aide per classroom in Cycle I.
Spatial Relationships
•
•
•
Classroom accessible from the Breakout Space within each Learning Community. No
direct access from school’s general circulation.
Partition between Classroom and Breakout Space to be approximately 50% clear
glass and partially operable to open/ connect two areas and facilitate movement and
visual contact of students and teachers.
Provide indirect access to Outdoor Learning Areas through the Breakout space in
Grades 1 through 12. In Kindergarten classrooms, provide direct access from the
Classroom to Outdoor Learning Areas.
Character & Ambiance
•
•
•
•
•
•
Square or almost‐square room proportions.
High degree of flexibility, fixed case work and sink located along one wall for
kindergarten and Cycle I classrooms. Spaces within Classroom can be defined by
area rugs, furniture that teacher/ students can rearrange.
Natural light, view/ access to exterior/ Outdoor Learning Area. Natural light must be
controlled architecturally (via orientation, overhangs, external shading devices) to
minimize heat gain and glare within space. Design for comfort without any shades or
blinds within the classroom
Must be able to vary artificial light level within room ‐ dimmers and /or switching
Explore options wall surfaces for display of teacher & student materials. Or provide
tack boards for display of student work.
Each Classroom in a Learning Community must meet these criteria, but each can
incorporate features to allow the students and teachers to be creative.
Learning Community; Functional Requirements (continued)
Character & Ambiance
•
•
•
•
•
•
Rectangular space (1:2) with substantial perimeter for case work, display, with some
visual connection to Breakout space.
Natural light, view/ access to exterior. Natural light must be controlled
architecturally (via orientation, overhangs, external shading devices) to minimize
heat gain and glare within space. Shall provide shades/ blinds within space to darken
room for projections and experiments.
Must be able to vary artificial light level within room with dimmers and/ or switching.
Provide wall surfaces for display of teacher & student materials.
Explore options wall surfaces for display of teacher & student materials. Or provide
tack boards for display of student work.
Graphics and space for graphics about Arab achievements in science and art.
Storage / Preparation Room
Function
•
•
Storage, Prep Room to support instruction in Science, Art, Project Laboratory. One
Cycle III Prep Room will be designated as the Chemistry Prep Room and will be
required to meet local codes in addition to the requirements identified in the
Interior Standards.
For storage of equipment and supplies, for teacher preparation of materials for
classes in adjacent space.
Spatial Relationships
•
Must be adjacent to, accessible from Laboratory, Science Rooms and Art Rooms.
Character & Ambiance
•
Natural light/ windows preferred.
Breakout Space
Function
•
•
•
Central space of Learning Community which links, organizes all other spaces, allows
individual and team activities.
Highly flexible space which houses multiple functions, modes of instruction, large/
small groups, individual study, project work and circulation.
Space supervised by teachers from within the space, from the Classrooms and from
the Teacher Work Space.
Learning Community; Functional Requirements (continued)
•
Teaching/ learning employs multiple modes of instruction, occurs in Classrooms, and
Breakout space. Students, teachers work in varied size groups and spaces for varied
periods of time each day.
Cycle I Instructional activities can include::
• Whole group fine arts or storytelling activities.
• Guest speakers and other presentations.
• Integrated, multi‐ aged learning (eg., interviewing students from older/ younger
grades, peer monitoring, peer tutoring).
• Small group with teacher for differentiation (acceleration or remediation pull‐out
groups for reading/math).
Cycle II Instructional activities can include:
• Small group research.
• Interdisciplinary projects (humanities or math/ science collaborator study/ research.
• Preparation area for student presentations.
• Presentations of projects etc. by students, and guest presentations.
• Instructional &/ or behavioural intervention or acceleration.
Cycle III Instructional activities can include:
• All of the above for Cycle I and II.
• Project‐based learning.
• Career investigation, interest‐based groups for guest speakers, research, etc.
Professional Learning activities can include:
• Peer observation and discussion for teachers.
• Action research & collaborator exploration.
• Professional learning communities (i.e., teachers meeting in groups of 3‐5 for across
grades and/ or disciplines for study and honing their craft)
Character & Ambiance
•
•
Flexible space with natural light/glazing preferred.
Columns within the space are not acceptable.
Outdoor Learning
Function
•
Multipurpose outdoor space for individual and group instruction. Science and Art
projects experience and interaction.
Learning Community; Functional Requirements (continued)
Spatial Relationships
•
Direct access from learning community breakout space.
Character & Ambiance
•
•
Shaded for optimum use.
Flexible design.
Teacher Work Space
Function
•
Space for teacher planning, discussions, team teaching planning, discussions on
student independent development plans (IDPs) etc.
Spatial Relationships
•
Direct access from learning community breakout space.
Character & Ambiance
•
Pleasant, creative, open to breakout, direct communication with breakout, inviting
to students.
Learning Community; Interior Standards
Classroom
FLOORS:
•
Non‐ slip PVC or Linoleum resilient flooring for Kindergarten and Cycle I; Ceramic/
Porcelain tiles for Cycle II, III. Area rugs in KG and cycle I.
WALLS:
•
•
•
•
Block with non‐ toxic/ low VOC plaster, paint with at least two tack boards or
tackable display surface. Ceramic tiles to 600 mm above counters.
Provide two (2) marker boards with interactive whiteboard in the middle.
Opaque portions of any operable walls to be vinyl with adequate acoustical
properties. Transparent parts of the operable partitions to be double pane,
transparent glass. Operable walls to be with heavy duty hardware in brushed
stainless steel.
Alternatively the connection between breakout and classroom can be via a
minimum 3.6m x 2.2 m high glass partition with two swing open doors for a
minimum opening of 1.8 m.
CEILINGS:
•
Acoustic ceiling, 3 m in height minimum. Direct/indirect lighting.
DOORS / WINDOWS:
•
•
•
Doors to swing to the outside of Classroom; 30 x 40 cm (min.) safety glass vision
panel, however, prefer vision panel of width of the door with half the height of the
door.
One way privacy glass, insulated, low ‘e’ glazing in exterior windows with exterior
shading device.
No automatic door closers. Door to the breakout space to have a hold open device.
FURNITURE / MILWORK:
•
•
•
•
All furnishings to be flexible, moveable and age appropriate.
Provide tables/ chairs that can be arranged in variable configurations.
Provide 1 tall teachers cabinet and 8 linear meters of open base cabinets with
shelves and a sink in Cycle I schools. Base cabinet heights to be 65 cm for KG and 70
cm for Cycle I. 30 cubbies of 40 cm x 60 cm built into the cabinets (max. ht. 150 cm)
Mount white boards and tack boards in Cycle I with bottom at 700 mm above
finished floor and in Cycle II and III at with bottom at 850 mm off above finished
floor; with solid surface, marble or granite counter top.
Learning Community; Interior Standards (continued)
Science/Art Laboratory
FLOORS:
•
•
Heavy duty Ceramic/ porcelain tiles.
Anti‐chemicals/acid resistant ceramic flooring for the Chemistry laboratory in Cycle
III
WALLS:
•
•
Block with non‐ toxic/ low VOC plaster, paint with at least two tack boards or
tackable display surface. Ceramic tiles to 600 mm above counters.
Provide two (2) marker boards with interactive whiteboard in the middle.
CEILINGS:
•
No drop ceilings. Acoustic ceiling, 3 m in height minimum. Direct/indirect lighting.
DOORS / WINDOWS:
•
•
•
Doors to open to the outside of Classroom; 30 x 40 cm (min.) safety glass vision
panel; prefer vision panel of width of the door with half the height of the door.
One way privacy glass, insulated, low ‘e’ glazing in exterior windows with exterior
shading device.
No automatic door closers. Door to the learning community to have a hold open
device.
FURNITURE / MILWORK:
•
•
•
•
•
•
•
•
•
Fixed cabinets with laboratory tops (epoxy resin) around perimeter with laboratory
sinks at 700 mm for cycle I and 850 mm for cycle II & III.
Provide tables and chairs that can be arranged in variable configurations.
Provide one (1) mobile fume hood per floor and per gender in cycle II and III. Show
location in all science laboratories.
1 emergency shower/eye wash station in the designated chemical laboratory.
Provide shades/ blinds within space to darken room for projections and
experiments.
12 linear meters of base cabinets minimum and six sinks minimum in each laboratory.
Base cabinet heights to be 70 cm high for Cycle I, 80 cm high for Cycle II and 85 cm
high for Cycle III.
Teacher demonstration table with water, power etc. in the one designated chemical
laboratory in the cycle III schools.
No piped gas is required for any classrooms.
Learning Community; Interior Standards (continued)
Science/Art Storage / Preparation Room
FLOORS:
•
Ceramic or porcelain tiles.
WALLS:
•
Block with non‐toxic/ low VOC plaster, Ceramic tile 600 mm over counter.
CEILINGS:
•
Acoustic ceiling, 2.7 m in height, minimum Indirect lighting.
DOORS / WINDOWS:
•
•
Door with 30 x 40 cm (min.) view panel. Tinted, insulated low ‘e’ glass windows with
exterior shading device.
Provide card access lock for the one designated Chemistry preparation room in cycle III.
FURNITURE / MILWORK:
•
•
Base cabinets with one sink at counter height with epoxy resin tops, sink, wall mounted
upper cabinets (all cabinets lockable) along one wall and open shelving.
Provide flat file storage for student art work, in storage rooms designated for art
storage.
Breakout Space
FLOORS:
•
Non‐slip PVC or Linoleum resilient flooring for Kindergarten and Cycle I; Ceramic/
Porcelain/ terrazzo tiles for Cycle II, III. Area rugs in KG.
WALLS:
•
Block with non‐toxic/ low VOC plaster, with transparent walls/folding/sliding partitions
between break‐out and classrooms.
CEILINGS:
•
Acoustic ceiling, 3 m in height, minimum. Direct/ Indirect lighting.
DOORS / WINDOWS:
•
If provided, tinted, insulated glazing with exterior shading device.
FURNITURE / MILLWORK:
•
Tables, chairs, some soft lounge seating. Some majlis seating groups. No fixed
casework. Lockers for cycle II and III.
Learning Community; Interior Standards (continued)
Outdoor Learning
FLOORS:
•
Cycle I: Rubber tiles; Cycle II & III: Hardscape
WALLS:
•
N/A
CEILINGS:
•
Either self shade by building or shade structure or both.
FURNITURE / MILWORK:
•
•
Provide some educational plant materials, planters for student use and
instructions, some flexible seating area with multi configurations for seating.
Shaded seating area for at least 30 students.
Teacher Work Space
FLOORS:
•
Same as Breakout space
WALLS:
•
Block with non‐toxic/ low VOC plaster. Transparent wall between breakout and
teacher work space.
CEILINGS:
•
Acoustic ceiling 3 m in height min., indirect lighting.
DOORS / WINDOWS:
•
Workspace to be open to breakout . If provided, windows to be tinted, insulated low
‘e’ glazing with exterior shading device.
FURNITURE / MILWORK:
•
Modular desks, chairs, casework for storage.
Learning Community; Interior Standards (continued)
Learning Community Storage
FLOORS:
•
Same as Break‐ Out Space.
WALLS:
•
Block with non‐toxic/low VOC plaster, paint
CEILINGS:
•
Prefer no drop ceiling. Acoustic ceiling, 2.7 m in height, minimum.
DOORS / WINDOWS:
•
No windows.
FURNITURE / MILWORK:
•
Open shelving.
Music.
Relationship diagram
Music.
Example: seating arrangements.
Music; Functional Requirements
Music Room
Function
•
One for instrumental music instruction and other for vocal music instruction and
practice in single gender schools. In two gender schools, set each up for both
instrumental and vocal.
Spatial Relationships
•
•
Near to or directly accessible from Learning Communities.
Near to or good access to Auditorium.
Character & Ambiance
•
•
Close to square shape space. Controlled natural light.
Proper acoustics for music.
Instruments Storage
Function
•
•
For storage and maintenance of musical instruments.
Some large instruments may be stored in Music Room.
Spatial Relationships
•
•
Adjacent to and/ or accessible from Instrumental Music Classroom.
Cycle II and III schools only.
Character & Ambiance
•
Storage room.
Office
Function
•
Office for music teacher, music library/ storage.
Spatial Relationships
•
Must be accessible from and with window to Music Room.
Character & Ambiance
•
•
Efficient office space with file cabinets for music storage.
Office to have lockable door. Prefer with exterior window.
Music Room
FLOORS:
•
Carpet, Acoustic Non‐ slip PVC or Linoleum resilient flooring.
WALLS:
•
Block with non‐ toxic/ low VOC plaster and paint with appropriate acoustical
treatment
CEILINGS:
•
Acoustic ceiling with faceted panels to disperse sound, 3.6 m height. Direct/Indirect
lighting
DOORS / WINDOWS:
•
•
Doors to open to the outside of Classroom; 30 x 40 cm (min.) safety glass vision
panel; prefer vision panel of width of the door with half the height of the door.
Windows to have tinted, insulated low ‘e’ glazing with exterior shading device.
FURNITURE / MILWORK:
•
Chairs and stands for musicians, cabinet for sound system. Teacher desk and chair,
smart board, white boards, tack boards.
Instruments Storage
FLOORS:
•
Resilient sheet flooring vinyl or linoleum.
WALLS:
•
Block with non‐ toxic/ low VOC plaster.
CEILINGS:
•
Acoustic ceiling, 2.7 m in height.
DOORS / WINDOWS:
•
Doors to have 30x 40 cm (min) vision panels. No windows.
FURNITURE / MILWORK:
•
Storage shelving and instrument storage cabinets as appropriate to instruments.
Music; Interior Standards (continued)
Office
FLOORS:
Resilient sheet flooring vinyl or linoleum.
WALLS:
Block with non‐ toxic/low VOC plaster.
CEILINGS:
Acoustic ceiling 2.7 m in height min. Indirect lighting.
DOORS / WINDOWS:
Open to music room
FURNITURE / MILWORK:
Desk and chairs.
Information and Communication Technology.
Relationship diagram
Information and Communication Technology.
Example. Furniture Arrangements.
Information and Communication Technology; Functional Requirements
ICT Classroom
Function
•
Computer Laboratories for learning and testing for Cycle II and III. Cycle I ICT is
taught in classrooms and breakout spaces, using anywhere and anytime technology.
Spatial Relationships
•
•
Adjacent in direct relationship to the library.
Accessible from general circulation.
Character & Ambiance
•
Quiet intimate learning space, temperature control for equipment.
Information and Communication Technology; Interior Standards
ICT Classroom
FLOORS:
•
Carpet, Non‐ slip PVC or Linoleum resilient flooring ( anti static). No floor boxes
WALLS:
•
Block with non‐ toxic/ low VOC plaster, paint with tack board on two walls.
CEILINGS:
•
Prefer no drop ceiling. Acoustic ceiling 3 m in height. Indirect lighting.
DOORS / WINDOWS:
•
•
Doors to open to the outside of Classroom; 30 x 40 cm (min.) safety glass vision
panel; prefer vision panel of width of the door with half the height of the door.
Upper Windows. Avoid direct impact of sun on windows. Prevent glare on computer
screens.
FURNITURE / MILWORK:
•
Provide tables/ chairs that can be arranged in variable configurations. Provide 1 tall
teacher cabinet. At least 2 tack boards; Provide cabling in heavy duty plastic
raceways.
Art.
Relationship diagram
Art.
Example. Furniture arrangements.
Art; Functional Requirements
Art Classroom
Function
•
•
Multipurpose space that will be used to deliver most of the art curriculum.
Highly flexible with perimeter case work and sinks. Loose tables and chairs in centre
able to be configured to laboratory and lecture instructional configurations.
Spatial Relationships
•
•
Accessible to main calculation. Could be on second floor
Must be adjacent to Storage/ Prep Rooms and Kiln Room
Character & Ambiance
•
•
•
•
Rectangular space (1:2) with substantial perimeter for case work, display, with some
visual connection to outdoors
High degree of flexibility with fixed casework only on long walls for sinks and
equipment/ supplies storage.
Properly controlled natural light and artificial light, view/ access to exterior. Provide
shades/ blinds within space to darken room as required for digital projectors.
Provide wall surfaces for teacher, student materials display
Kiln
Function
•
Kiln room for art projects.
Spatial Relationships
•
Adjacent to with access from the Art Classroom.
Character & Ambiance
•
The room should be well ventilated for quick drying of projects. Provide kiln exhaust
hood vented to exterior
Art Storage
Function
•
Storage for supplies and projects for art.
Spatial Relationships
•
Adjacent to with access from the Art Classroom.
Art; Interior Standards
Art Classroom
FLOORS:
•
Ceramic, terrazzo or coloured decorative concrete.
WALLS:
•
Block with non‐ toxic/low VOC plaster, paint with tack board on two walls. Ceramic
tiles 600 mm above counters.
CEILINGS:
•
Acoustic ceiling 3 m in height min., direct/indirect lighting.
DOORS / WINDOWS:
•
•
•
•
2 doors at each end of classroom space opening to school circulation/breakout,
Doors to swing to the outside of Classroom; 30 x 40 cm (min.) safety glass vision
panel; prefer vision panel of width of the door with half the height of the door.
Windows to have tinted, insulated low ‘e’ glazing with exterior shading device.
Tinted, insulated, low ‘e’ glazing in exterior windows with exterior shading device
FURNITURE / MILWORK:
•
•
Fixed 12 m long counter and cabinets along one long wall with 3 utility sinks. min (45
cm x 60 cm x 30 cm deep).
Provide tables and chairs that can be arranged in variable configurations.
Special Education.
Relationship diagram
Special Education.
Example. Furniture Arrangements.
Special Education; Functional Requirements
Special Education Classroom
Function
•
Rooms for special education instruction employing multiple modes of learning.
Spatial Relationships
•
•
Distribute throughout the school with proximity to learning communities.
Easy access to the disabled toilet with change table.
Character & Ambiance
•
•
•
•
Flexible arrangement for 6‐8 students, quiet reading area, computer area. Provide
wet play area for KG and Grades 1, 2 and 3.
Properly controlled natural and artificial light, view/ access to exterior. May provide
shades/ blinds within space to darken room as required for digital projectors.
Provide views into the adjacent circulation space.
Provide wall surfaces for display of teacher & student materials.
Multipurpose Special Education Office
Function
•
Office for 1 and Conference Room for 6 with credenza/storage.
Spatial Relationships
•
Accessible / Locate near at least one of the special education classrooms.
Character & Ambiance
•
•
•
Conference table for 6 and a small office work space.
Provide windows or door with vision panel to adjacent circulation with operable
blinds.
Properly controlled natural and artificial light, view to exterior.
Special Education; Interior Standards
Special Education
Classroom /Multipurpose Office
FLOORS:
•
Non‐ slip PVC or Linoleum resilient flooring in Cycle I schools and ceramic, porcelain
or granite tile in Cycle II and III. Area rugs
WALLS:
•
Block with non‐ toxic/ low VOC plaster, paint .
CEILINGS:
•
Acoustic ceiling 3 m in height min., direct/indirect lighting.
DOORS / WINDOWS:
•
Door to have 30 x 40 cm (min.) view panel. Windows, if provided, to have tinted,
insulated low ‘e’ glazing with exterior shading device.
FURNITURE / MILWORK:
•
•
•
All furnishings to be flexible, moveable and age appropriate. Provide tables/ chairs
that can be arranged in variable configurations.
Provide one (1) marker boards which may be used for projection and one (1)
interactive whiteboard.
Provide one (1) tack board.
Library.
Relationship diagram.
Library.
Example.
Furniture
arrangements.
Library; Functional Requirements
Library
Function
•
•
•
•
•
Display, storage and distribution of books and other learning resources.
Place for reading, research, learning library skills etc.
Library space for school as well as community needs.
The Library must allow for open and flexible access to resources and library services
for individuals, small groups, and at least two (2) groups of 30 students at a time.
Distribution of books to Classrooms.
Spatial Relationships
•
•
•
•
Should be centrally located in school to be accessible to students from all Learning
Communities.
Must be adjacent to Library Workroom/ Office and ICT Classrooms.
Should be able to get to dock area for supplies, but does not need to be adjacent to
dock.
Controlled access after school hours.
Character & Ambiance
•
•
•
•
•
•
The Library should be welcoming, efficiently organized, exciting, and may include
the following:
• Soft seating for a majilis/reading area
• Displays
• Paintings, posters, and student work
• Attractive color scheme
• Other decorative features such as stuffed animals in Kindergarten and
Elementary Schools
• Adequate and appropriate signage
Glass to main circulation.
Computer area for a minimum 15 computers for in‐library research; 2 for online
catalogue. Comfortable lay out for two students to use the same computer.
Natural light, view/ access to exterior. Natural light must be controlled
architecturally (via orientation, overhangs, external shading devices) to minimize
heat gain and glare.
Provide age‐appropriate environment. Group reading areas for smaller children,
individual carrels for older students etc.
For mixed cycle I, II & III school provide 1/3 cycle I height chairs and 2/3 cycle II/III
height chairs.
Library; Functional Requirements (continued)
Workroom/Office
Function
•
•
Space will be used as an office and will also service as a workstation for the
assistant.
Activities including receiving, processing and distribution of materials; repairs,
selection and ordering of materials, maintaining correspondence and records.
Spatial Relationships
•
•
Accessible from Library.
Visual connection between Office and Library.
Character & Ambiance
•
•
Workroom/Office to be separate space with lockable door.
Comfortable and flexible for use as an office as well as a workroom.
Library; Interior Standards
Library
FLOORS:
•
Carpet or non‐ slip PVC or Linoleum resilient flooring.
WALLS:
•
Block with non‐ toxic/ low VOC plaster. Acoustic panels if required by acoustic
calculation.
CEILINGS:
•
Acoustic ceiling, 4.5 m in height, minimum. Direct and indirect lighting.
DOORS / WINDOWS:
•
Glass double doors. Windows to have tinted, insulated low ‘e’ glazing with exterior
shading devices.
FURNITURE / MILWORK:
•
Circulation desk. Book shelves with appropriate heights for small children. Tables,
chairs. Majlis reading, discussion area with special carpet, cushions.
Library; Interior Standards
Work Room/Office
FLOORS:
•
Non‐ slip PVC or Linoleum resilient.
WALLS:
•
Block with non‐ toxic/ low VOC plaster.
CEILINGS:
•
Acoustic ceiling 2.7 m in height min.
DOORS / WINDOWS:
•
Door to have 30 x 40 cm (min.) view panel. Window to library
FURNITURE / MILWORK:
•
•
•
Cabinets and counters for work surfaces.
Multipurpose table for working around as well as for small meetings.
Workstation for Librarian
Physical Education, Performance and support facilities
Relationship diagram
Multipurpose Room.
Layout—10mx12m or 12mx15m
Multipurpose Gymnasium
Layout
Multipurpose Gymnasium‐Auditorium
Layout
Multipurpose, and Gymnasium; Functional Requirements
Multipurpose Gymnasium/Auditorium
Function
•
•
•
•
Depending on brief (space program) this space may be a stand alone multipurpose
gymnasium or a multipurpose gymnasium/auditorium combination.
For Physical Education and training, no competition.
Basketball, volleyball, gymnastics, exercise, etc.
Auditorium use: School level performances and other functions like the National Day
celebrations etc.
Spatial Relationships
•
•
•
Should be accessible from main school circulation and locker rooms.
Controlled access after school hours from Gymnasium to school.
When to double up as auditorium, Provide a small audio visual room. Preferably at
the back of the spectators at a higher level. However, if not feasible, provide the AV
room at the side of the gymnasium. If clear sight lines not available from AV room,
provide space for control desk in front of the stage, onto one side to control lights
and sound.
Character & Ambiance
•
•
Ambiance to promote and enhance health and wellness.
Natural light properly controlled for physical education as well as functions and
performances.
Gymnasium Equipment Storage
Function
•
Store equipment, furnishings which may be used in gymnasium space.
Spatial Relationships
•
Directly accessible to gym and near access to adjacent outdoor areas.
Character & Ambiance
•
No window needed.
Multipurpose, and Gymnasium; Functional Requirements (continued)
Multi ‐ purpose Room
Function
•
Large open room for exercise, play and informal physical activities. Can host up to
two groups of students for a light exercise, stretching class, yoga, etc.
Spatial Relationships
•
Should be close or adjacent to gym and cafeteria.
Character & Ambiance
•
•
Natural light, view to exterior if possible.
Bright space well ventilated.
Table & Chair Storage
Function
•
Store, furnishings which may be used in gym space and cafeteria.
Spatial Relationships
•
Directly accessible to gym and cafeteria and near access to adjacent outdoor areas.
Character & Ambiance
•
No window needed.
Instructor’s Office
Function
•
Office work.
Spatial Relationships
•
•
Accessible from gym.
Visual connection between gym and office.
Character & Ambiance
•
Office to be separate space with lockable door. View window to gymnasium.
Multipurpose, and Gymnasium; Interior Standards
Gymnasium/Multipurpose Gymnasium
FLOORS:
•
•
Resilient athletic flooring (min. 6 mm ). Striped for basketball with 2 cross courts and
volleyball with 2 cross courts.
Quality to allow for rolling wheels of retractable seating, without damage.
WALLS:
•
Painted, acoustical CMU. Acoustic panels and safety padding minimum 1.6 m high.
CEILINGS:
•
•
Exposed structure/ deck painted when only a gymnasium. Minimum height to
bottom structure/ lights– 7.6 M. HID light system for sports and PE. Appropriate
lighting and ceiling for when useable as auditorium.
Theatre lights for use with the stage. General lighting for use as auditorium and
spectators.
DOORS / WINDOWS:
•
Double glass doors to the interior. Only escape doors to outside. Upper windows;
controllable for performances.
FURNITURE / MILWORK:
•
•
Fixed spectator seating in gym for 60 students. When a multipurpose gymnasium
with stage, provide retractable seating for 1/3 student population with 2 rows always
open. (See stage requirements in later in this chapter associated with Auditorium)
Wall mounted basketball goals for cross courts and ceiling mounted goals for main
court. Freestanding removable poles volleyball. Scoreboard on walls
Gymnasium Equipment Storage
FLOORS:
•
Sealed concrete.
DOORS / WINDOWS:
•
No windows.
FURNITURE / MILWORK:
•
Metal racks.
Multipurpose, and Gymnasium; Interior Standards (continued)
Multipurpose Room
FLOORS:
Resilient athletic flooring
WALLS:
Block with non‐ toxic/ low VOC plaster, paint with tack board on two walls. Foldable
door on one side. Exposed painted block may be used.
CEILINGS:
Acoustic ceiling 4.5 m in height, direct/ indirect light.
DOORS / WINDOWS:
Double glass doors.
FURNITURE / MILWORK:
Stainless steel mirrors on one wall, adequate power and receptacles for exercise
equipments.
Table and Chair Storage
FLOORS:
Sealed concrete.
WALLS:
Painted CMU.
CEILINGS:
Exposed structure/ deck painted, suspended lights.
DOORS / WINDOWS:
No windows.
FURNITURE / MILWORK:
N/A
Multipurpose, and Gymnasium; Interior Standards (continued)
Instructor’s Office
FLOORS:
•
Non‐ slip PVC or Linoleum resilient flooring.
WALLS:
•
Painted CMU
CEILINGS:
•
Acoustic ceiling 2.7 m in height, recessed troffer lights.
DOORS / WINDOWS:
•
Door to have 30 x 40 cm (min.) view panel. Window to Gym
FURNITURE / MILWORK:
•
Office furniture, 1 desk and chair plus 2 visitor chairs, minimum.
Pool
Layout
Outside Field
Layout
Pool, and Outside Field; Functional Requirements
Swimming Pool
Function
•
•
For Physical Education and training and school competition.
No diving
Spatial Relationships
•
•
•
Near gymnasium, outdoor area. Accessible from Showers/ Change rooms.
Accessible to community (controlled) after school hours.
Adjacent to pool equipment room, storage, Instructor’s Office.
Character & Ambiance
•
•
Natural light and privacy is mandatory.
Only anti‐ entrapment pool drains to be used. Overflow drains are preferred use
skimmers only if unavoidable.
Pool Equipment Room
Function
•
•
To house water treatment, pump equipment for pool.
Must be able to access space for loading water treatment chemicals.
Spatial Relationships
•
•
Immediately adjacent to pool. May be located below pool deck.
Accessible from pool area.
Character & Ambiance
•
No windows needed.
Pool, and Outside Field; Functional Requirements (continued)
Showers, Lockers, Toilet
Function
•
Showers, lavatories, toilets and lockers.
Spatial Relationships
•
Accessible from gym, pool and from sports fields
Character & Ambiance
•
Ambiance to feel clean. Easily washable surfaces.
Outdoor Fields
Function
•
•
•
•
For physical education and recreation.
No soccer fields in girls’ school. Provide multipurpose field for handball and
volleyball.
Provide multipurpose field with following dimensions. For Cycle I and II allow for a
field of 42 m by 69 m in case of very tight site, the minimum site size may be reduced
to 18 x 27 meters. For Cycle III schools allow for a field of 46 m by 73 m the minimum
site size may be reduced to 42 m x 69 meters. Allow for a 3 meters safety zone
around all fields.
Provide a basketball court with minimum dimensions of 15 x 28 meters for Cycle III
schools.
Spatial Relationships
•
Accessible from lockers and showers.
Character & Ambiance
•
For girls’ school provide privacy for the fields and courts.
Pool, and Outside Field; Functional Requirements (continued)
Assembly Area.
Function
•
•
Morning assembly for whole school, outdoors, covered for shade or for one single
gender in mixed gender school. For special event ceremonies, informal gathering
space.
Prefer that the space be doubled up as outdoor eating area, basketball, volleyball,
athletics or other outdoor uses.
Spatial Relationships
•
•
Easy accessible area; and controlled access by the community after school hours.
Outdoor area, accessible from bus and parent drop‐off, learning communities,
sound control storage room and cafeteria.
Character & Ambiance
•
•
•
•
•
Located outdoors within the boundary wall area.
Create privacy using landscape trees, bushes or other means.
Locate flag pole at a location to be selected during design.
Provide for sound system, which will be stored in a storage room in close proximity
when not in use (ensure provision of a small storage room close by).
Min. 4.5 m high shaded area. Detail shade study shall be conducted for each location
to ensure shade during school hours.
Pool, and Outside Field; Interior/Finish Standards
Swimming Pool
FLOORS:
•
Ceramic tile in pool and slip resistant ceramic or porcelain tile at pool deck.
WALLS:
•
Ceramic tile to 2 m height, epoxy painted acoustical CMU above.
CEILINGS:
•
Exposed structure/ deck painted with surface mounted lights, 4.5 m height clear.
When exposed structure and ducting, make an observation on neatness and
coordination.
DOORS / WINDOWS:
•
Windows, with privacy required. Views from the outside and lower levels on the
inside should be blocked.
•
FURNITURE / MILWORK:
•
Fixed seating for 60 students.
Pool Equipment Room
FLOORS:
•
Sealed concrete.
WALLS:
•
Painted CMU.
CEILINGS:
•
Exposed structure/ deck painted.
Showers, Lockers, Toilets
FLOORS:
•
Slip resistant ceramic tile with recessed rubber drainage mats in front of the sinks in
all student toilets .
WALLS:
•
Ceramic tiles.
Pool, and Outside Field; Interior/Finish Standards (continued)
Showers, Lockers, Toilets (continued)
CEILINGS:
•
Metal Acoustic ceiling 2.4 high minimum
DOORS / WINDOWS:
•
No windows. Door closer.
•
FURNITURE / MILWORK:
•
Individual showers and dressing cubicles with doors.
Water closets for girls and boys. No urinals.
Lavatories with mirrors, solid surface counters; Electric hand dryers.
•
•
Outdoor Fields
FLOORS:
•
Natural grass or suitable artificial turf with at least 10 year warranty, Rubber sport
floor for basketball and volleyball courts.
WALLS:
•
Provide screening for visual privacy for girls’ schools.
CEILINGS:
•
Not needed, unless located in area of high buildings. In which case provide for
privacy from high windows.
FIXTURES:
•
Goals, posts. Provide space for spectator seating; no seating included.
Assembly Area
FLOORS:
•
Cement tiles or pavers or sports flooring, depending on the shared use.
CEILINGS:
•
shade structure, if it is completely not shaded by the building.
FIXTURES:
•
Flagpole; Podium (fixed or mobile for principal to address students.
Administration; Clinic; Nursery
Relationship Diagram
Administration; Functional Description
Entrance Hall
Function.
•
•
•
Primary entry for school. Serves as security vestibule through which everyone must
pass to be admitted to interior of school beyond. Easy orientation within school.
If more than one school, one cycle, one gender are on the same campus, if possible
separate entry for each. Discuss with ADEC during design.
Receptionist to welcome students, staff, visitors. Receptionist controls via electronic
locks, access to school, Administrative and learning area.
Spatial Relationships
•
Must be directly accessible from parking, bus parking, drop‐off driveway.
Character & Ambiance.
•
•
•
•
Visually open from entry drive, parking.
Space should represent the identity of the school. Incorporate school symbols,
mascots, trophies, etc in interior design.
Natural light important, but must be controlled architecturally (via orientation,
overhangs, external shading devices) to minimize heat gain and glare. Incorporate
space for art, student work exhibitions, etc. Possible double height.
If any fire alarm panels and security panels etc are installed in the entrance hall, they
must be hidden behind attractive fronts.
Community Meeting Room/Conference Room
Function
•
•
Conference, project space for use of parents working in support of school.
Provide space for 20 persons.
Spatial Relationships
•
Locate near Administration area and reception desk.
Character & Ambiance
•
Ideally office has natural light, windows. Control light to minimize heat and glare
Administration; Functional Description (continued)
Principal, General Manager
Function
•
•
•
Office for School Principal.
Small meeting area within office
Comfortable soft seating area for guests.
Spatial Relationships
•
•
Adjacent to other Administration offices. Centrally located to school, and close main
entrance and school circulation.
Toilet with direct access to the office.
Character & Ambiance
•
•
Office to be separate space with lockable door.
Ideally office has natural light, windows. Control light to minimize heat and glare.
Assistant/Vice Principal
Function
•
•
•
Office for Vice Principal.
Small meeting area within office.
Comfortable soft seating area for guests.
Spatial Relationships
•
•
Locate one of the Assistant/Vice Principal’s office on the upper floor, for better
supervision.
Toilet within the office.
Character & Ambiance
•
•
Office to be separate space with lockable door.
Ideally office has natural light, windows. Control light to minimize heat and glare.
Administration; Functional Description (continued)
Head of Faculty Office
Function
•
•
Office for 2‐4 Head of Faculty (see space program for exact number of
workstations).
Small meeting area within office.
Spatial Relationships
•
Locate on the upper floor, for better supervision; can be close to the upper floor
Assistant Principal’s Office.
Character & Ambiance
•
•
Office to be separate space with lockable door.
Ideally office has natural light, windows. Control light to minimize heat and glare.
Administration Manager
Function
•
Office for Administration Manager.
Spatial Relationships
•
Adjacent to other Administration offices.
Character & Ambiance
•
•
Office to be separate space with lockable door.
Ideally office has natural light, windows. Control light to minimize heat and glare.
Administration; Functional Description (continued)
School Counsellors/Social Workers Office
Function
•
Offices for School Counsellors or Social Workers.
Spatial Relationships
•
•
Maybe located on the upper level as a suite with its own little reception.
Access from main school circulation to the small reception/waiting area.
Character & Ambiance
•
•
Office to be separate space with lockable door.
Ideally office has natural light, windows. Control light to minimize heat and glare.
Administration Office
Function
•
Office for accounting and administration. Flexible work area
Spatial Relationships
•
Adjacent to other Administration offices.
Character & Ambiance
•
•
Office to be separate space with lockable door.
Ideally office has natural light, windows. Control light to minimize heat and glare.
Exams Control Room
Function
•
Exams control room and some file storage.
Spatial Relationships
•
•
Locate within Administration area. Accessible only from corridors within
Administration.
Access Archive Room through Exams Control Room.
Character & Ambiance
•
•
Room to be separate space with lockable door.
Ideally no windows in this space.
Administration; Functional Description (continued)
Archive Room
Function
•
House school records, exams, clerical workstation.
Spatial Relationships
•
Access Archive Room through Exams Control Room.
Character & Ambiance
•
Room to be separate space with lockable door.
Teachers Work Room
Function
•
•
Work room for Administration staff and faculty with printer, scanner, copier, supplies.
Space within the room for teacher meeting, gathering, lounge.
Spatial Relationships
•
•
Centrally located to teachers activities.
Sized to accommodate required equipment (dependent on size of school). Includes
pantry
Character & Ambiance.
•
•
Ideally office has natural light, windows. Control light to minimize heat and glare.
Counter with sink, provision for microwave, refrigerator, kettle and coffee maker.
Janitor Room
Function
•
Small room for filling mop buckets and cleaning. Also storage of cleaning supplies.
Spatial Relationships
•
Minimum one per floor per gender in the classrooms area. One in the
administration community use area and one in the kitchen.
Character & Ambiance
•
Room to be separate space with lockable door. Provide proper ventilation.
Administration; Interior Standards
Entrance Hall And Corridors
FLOORS:
•
Decorative non slip Marble, Ceramic, Porcelain, Granite tile or Colored concrete.
WALLS:
•
Same as exterior of building. Link character of exterior through welcoming entry
within school. Decorative paint, Opportunity for murals, art and displays.
CEILINGS:
•
Exposed/ finished underside of slab with surface/ pendant mounted lights, if no
services are there. If any services are present, decorative acoustic ceilings.
DOORS / WINDOWS:
•
Double glass doors with air lock. Provide external shade structure/canopy at all glass
into Main Entry.
FURNITURE / MILWORK:
•
•
Reception desk. Comfortable/ lounge seating, tables/ chairs. Name of school should
be prominently displayed in space. Recessed floor mat and entrance vestibules at all
major entrances main, community, sports lobby.
Explore built in display cabinets for trophies etc.
Community Meeting Room/Conference Room
FLOORS:
•
Carpet or Non‐ slip PVC or Linoleum.
WALLS:
•
Walls between room and corridor to be fully glazed with some obscured glass
patterns for some privacy
CEILINGS:
•
Acoustic ceiling 2.7 m (min) height, recessed troffer lights. Direct/indirect lighting.
DOORS / WINDOWS:
•
Glass doors in the glass wall to corridor/ circulation;
Administration; Interior Standards (Continued)
FURNITURE / MILWORK:
•
•
Provide lockable base cabinets, work surface, cabinets/shelving above along one wall.
Provide modular conference tables, chairs.
Principal, General Manager, Assistant/vice Principal
FLOORS:
•
Carpet or Non‐ slip PVC or Linoleum.
WALLS:
•
Walls between room and corridor to be fully glazed with some obscured glass
patterns for some privacy.
CEILINGS:
•
Acoustic ceiling 2.7 m (min) height recessed troffer lights. Direct/indirect lighting.
DOORS / WINDOWS:
•
Glass doors in the glass wall to corridor/circulation;
FURNITURE / MILWORK:
•
Office furniture. 1 desk, credenza and chair plus 2 visitor chairs, 2 couches and coffee
table.
Administration; Interior Standards (Continued)
Administration Manager
FLOORS:
•
Carpet or Non‐slip PVC or Linoleum.
WALLS:
•
Walls between room and corridor to be fully glazed with some obscured glass
patterns for some privacy
CEILINGS:
•
Acoustic ceiling 2.7 m (min) height recessed troffer lights. Direct/indirect lighting.
DOORS / WINDOWS:
•
Glass doors
FURNITURE / MILWORK:
•
Office furniture. 1 desk and chair plus 2 visitor chairs.
School Counsellor/Social Worker
FLOORS:
•
Carpet or Non‐ slip PVC or Linoleum.
WALLS:
•
Block with non‐ toxic/ low VOC plaster.
CEILINGS:
•
Acoustic ceiling 2.7 m (min) height recessed troffer lights. Direct/indirect lighting.
DOORS / WINDOWS:
•
Controlled privacy.
FURNITURE / MILWORK:
•
Office furniture as appropriate for each space. 1 desk and chair plus conference table
for 4 people.
Administration; Interior Standards (Continued)
Accountant
FLOORS:
•
Carpet or Non‐ slip PVC or Linoleum.
WALLS:
•
Block with non‐ toxic/ low VOC plaster.
CEILINGS:
•
Acoustic ceiling 2.7 m (min) height recessed troffer lights. Direct/indirect lighting.
DOORS / WINDOWS:
•
Glass doors
FURNITURE / MILWORK:
•
Office furniture. 1 desk and chair minimum.
Exams Control Room
FLOORS:
•
Non‐ slip PVC or Linoleum resilient flooring or tiles in cycle II/III
WALLS:
•
Block with non‐ toxic/ low VOC plaster.
CEILINGS:
•
Acoustic ceiling 2.7 m (min) height.
DOORS / WINDOWS:
•
Doors to have 30 x 40 cm (min.) view panel. No windows necessary
FURNITURE / MILWORK:
•
File cabinets, metal shelving. 1 desk and chair minimum.
Administration; Interior Standards (Continued)
Archive Room
FLOORS:
•
Non‐ slip PVC or Linoleum or tiles .
WALLS:
•
Walls between room and corridor to be fully glazed.
CEILINGS:
•
Acoustic ceiling 2.7 m (min) height,.
DOORS / WINDOWS:
•
Doors to have 30 x 40 cm (min.) view panel. No windows required.
FURNITURE / MILWORK:
•
Desk, file cabinets, metal shelving.
Work Room
FLOORS:
•
Non‐ slip PVC or Linoleum or tiles
WALLS:
•
Walls between room and corridor to be fully glazed.
CEILINGS:
•
Acoustic ceiling 2.7 m (min) height, recessed troffer lights, direct/indirect lighting.
DOORS / WINDOWS:
•
Doors to have 30 x 40 cm (min.) view panel. No need for windows.
FURNITURE / MILWORK:
•
Base cabinets, work surface, with cabinets/ shelving above. Provide space for copies.
Space for foldable tables and chairs for workshops/meeting; small pantry and seating
area for a staff lounge.
Administration; Interior Standards (Continued)
Typical Rest Rooms
FLOORS:
•
Non‐slip Porcelain or Ceramic tile.
WALLS:
•
Ceramic tile up to 100 mm above the false ceiling level.
CEILINGS:
•
Metal tiles ceiling 2.5 m in height.
DOORS / WINDOWS:
•
High windows to have obscured, tinted, insulated low ‘e’ glazing with exterior shad‐
ing device. View blocked from main circulation.
FURNITURE / MILWORK:
•
Toilet accessories (toilet paper dispensers, paper towel dispensers and receptacles,
soap dispensers, mirrors, etc.)
Typical Janitor Room
FLOORS:
•
Non‐slip Porcelain or Ceramic tile.
WALLS:
•
Ceramic tile up to 100 mm above the false ceiling level.
CEILINGS:
•
Metal tiles ceiling 2.5 m in height.
DOORS / WINDOWS:
•
High windows to have obscured, tinted, insulated low ‘e’ glazing with exterior shad‐
ing device.
FURNITURE / MILWORK:
•
•
Floor mop sink with water supply.
2 wall‐mounted shelves for storage of cleaning supplies
Medical Clinic
Example for Two Gender School
Show privacy curtains.
Move exam table in doctor’s office away from the
window. Space for Snellin
chart (Vision chart) 7m
from LCD type; 4m from
electronic with mirror to
provide 7m. Include snellin chart in the main contractors’ scope. Power supply for it.
Medical Clinic and Nursery; Functional Description
Clinic Reception/ Waiting
Function
•
•
Reception, waiting space within Clinic.
Provide chairs for waiting and health education (10‐15).
Spatial Relationships
•
•
Locate within Administration area, near reception desk.
Easy access to circulation. Easy access to street through the school circulation, in
case that an emergency evacuation may be needed.
Character & Ambiance.
•
•
•
Ideally provide natural light into waiting area.
Two reception areas in two gender schools.
Displays for health education and healthy living.
Nurse’s Room
Function
•
Office for first screening and Nurse, files
Spatial Relationships
•
Locate adjacent to, accessible from clinic reception
Character & Ambiance.
•
•
Provide windows so that Nurse can see into Waiting Room.
Controlled privacy
Doctor Office
Function
•
Office, exam room for Doctor who will visit school on occasion. Rooms may not be
staffed full time.
Spatial Relationships
•
Locate adjacent to reception, near Nurse.
Character & Ambiance.
•
•
Provide natural light/ window if possible.
Controlled privacy
Medical Clinic and Nursery; Functional Description (continued)
Nursery Reception
Function
•
•
Reception for Nursery with controlled access to Nursery spaces and children.
Counter for records.
Spatial Relationships
•
•
To be located close to one of the exterior access.
Waiting area with seating
Character & Ambiance.
•
sunlight, colourful space.
Indoor Play Room
Function
•
Play / learning space.
Spatial Relationships
•
•
Accessible from Nursery Reception.
Access to Sleeping areas, and outdoor play areas.
Character & Ambiance.
•
•
Sunlit colourful space.
Age‐appropriate interior design.
Medical Clinic and Nursery; Functional Description (continued)
Sleeping area
Function
•
Spaces for infants/ toddler to nap.
Spatial Relationships
•
Near to/ accessible from Nursery Play Room.
Character & Ambiance.
•
•
Quiet space. Controlled daylight.
Indirect lighting.
Nursery Kitchenette
Function
•
Food preparation for infants/ toddlers.
Spatial Relationships
•
Near to/accessible from Nursery Play Room.
Character & Ambiance.
•
Open to Nursery Play Room.
Medical Clinic and Nursery; Interior Standards
Clinic Reception
FLOORS:
•
Ceramic, Porcelain or Granite tile
WALLS:
•
•
Glass wall with some obscuring pattern to the main school circulation.
Block with non‐ toxic/ low VOC plaster.
CEILINGS:
•
Acoustic ceiling 2.7 m (min) height, recessed troffer lights; direct/indirect lighting.
DOORS / WINDOWS:
•
Glass doors/ walls in waiting area.
FURNITURE / MILWORK:
Receptionist work station, comfortable seating for 10‐15 students (5 per 500 students).
Vinyl covered tackboard for display.
Nurse’s Room
FLOORS:
•
Ceramic, Porcelain or Granite tiles in cycle II/III and non slip PVC/ Iinoleum cycle I
WALLS:
•
Block with non‐ toxic/ low VOC plaster/ washable paint. Tiles to up to 2 m in
examination area.
CEILINGS:
•
Acoustic ceiling 2.7 m (min) height, recessed troffer lights; direct/indirect lighting.
DOORS / WINDOWS:
•
Doors to have 30 x 40 cm (min.) view panel. Windows, if provided, to have tinted,
insulated low ‘e’ glazing with exterior shading device.
FURNITURE / MILWORK:
•
Provide along 1 wall, base cabinets with work surface, hand washing sink, cabinets
above. All must be lockable. Provide refrigerator with a small freezer. Provide chairs
and 2 exam tables. Workstations with files. Vinyl covered tackboard for display.
Antimicrobial blinds on windows.
Medical Clinic and Nursery; Interior Standards (Continued)
Doctor’s Office
FLOORS:
•
Ceramic, Porcelain or Granite tile in cycle II/III and non slip PVC/ Iinoleum cycle I
WALLS:
•
Block with non‐toxic/ low VOC plaster.
CEILINGS:
•
Acoustic ceiling 2.7 m (min) height, recessed troffer lights; direct/indirect lighting.
DOORS / WINDOWS:
•
Doors to have 30 x 40cm (min.) view panel. Windows, if provided, to have tinted,
insulated low ‘e’ glazing with exterior shading device.
FURNITURE / MILWORK:
•
Desk and chair, 1 doctor’s exam table. Cabinets with hand washing sink, storage.
Workstation with files. Antimicrobial blinds.
Nursery Reception
FLOORS:
•
Multipurpose cushioned rubber flooring
WALLS:
•
Block with non‐toxic/ low VOC plaster.
CEILINGS:
•
Acoustic ceiling 2.7 m (min) height, recessed troffer lights; direct/indirect lighting.
DOORS / WINDOWS:
•
Doors to have 30 x 40 cm (min.) view panel. Windows, if provided, to have tinted,
insulated low ‘e’ glazing with exterior shading device.
FURNITURE / MILWORK:
•
Reception desk, counter with work surface behind, seating in waiting area.
Medical Clinic and Nursery; Interior Standards (continued)
Nursery Play Room
FLOORS:
•
Multipurpose cushioned (Rubber multipurpose sports flooring min 6mm thick with
welded seams).
WALLS:
•
Block with non‐toxic/ low VOC plaster, protection pads to 1m.
CEILINGS:
•
Acoustic ceiling 3 m (min) height, recessed troffer lights; direct/indirect lighting.
DOORS / WINDOWS:
•
Doors to have 30 x 40c m (min.) vision panel. Windows to have tinted, insulated low
‘e’ glazing with exterior shading device.
FURNITURE / MILWORK:
•
Shelving with manipulative, tables/ chairs, play equipment, area rugs.
Sleeping Area
FLOORS:
•
Multipurpose cushioned (Rubber multipurpose sports flooring min 6mm thick with
welded seams).
WALLS:
•
Block with non‐toxic/ low VOC plaster.
CEILINGS:
•
Acoustic ceiling 3 m (min) height, dimmable direct/indirect lighting.
DOORS / WINDOWS:
•
Doors to have 30 x 40 cm (min.) view panel. Windows to have tinted, insulated low
‘e’ glazing with exterior shading device. Interior shades in sleeping area.
FURNITURE / MILWORK:
•
Cribs, infant beds.
Medical Clinic and Nursery; Interior Standards (Continued)
Administration; Interior Standards (Continued)
Nursery Kitchen
FLOORS:
•
Non‐slip PVC or Linoleum resilient flooring or tiles.
WALLS:
•
Paint with ceramic tile backsplash. Open to the play area.
CEILINGS:
•
Acoustic ceiling 3 m in height, recessed troffer lights.
DOORS / WINDOWS:
•
Windows to have tinted, insulated low ‘e’ glazing with exterior shading device.
FURNITURE / MILWORK:
•
Small kitchen with cabinets, sink, dishwasher, range with exhaust, microwave,
refrigerator.
Cafeteria; Functional Description
Lunch Area
Function
•
Large dining hall for students. The dining hall is planned for about 1/3rd the number
of students, to allow for three serving shifts. The hall shall be designed to be multi‐
functional and useable for large meetings, pre‐function space for auditorium and
gymnasium etc..
Spatial Relationships
•
•
Must be on ground level adjacent to the Food Preparation/Kitchen.
Must have easy access to waste management facilities—recycle, garbage etc.
Character & Ambiance.
•
Must have access to natural light and pleasant ambiance.
Kitchen
Function
•
•
The kitchen shall be designed to be flexible. It may be fitted out to be a Food
reheating space for student dining with some simple preparation OR it may be fitted
out to be a space for preparing and serving out school lunches.
In the beginning, the space shall be designed to be a serving space, without any
reheating or preparation.
Spatial Relationships
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Adjacent to Dining, Dry Storage, Cooler and Freezer spaces
Character & Ambiance.
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Ready to be fitted out as a professional food service space.
Follow the section in Chapter D –Performance Standards,
Serving
Function
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Serving space for student dining.
Spatial Relationships and Character
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Adjacent to Food Preparation and Lunch area.
Access is clearly visible from Lunch area and well planned to allow students to flow
through serving lines.
Cafeteria; Interior Standards
Lunch Area
FLOORS:
Sealed concrete, Porcelain or Quarry Tile
WALLS:
Block with non‐ toxic/ low VOC plaster, ceramic tile to 2 m. Provide wall & corner guards
at columns & walls that may be susceptible to damage by carts and trolleys. Allow for
space for art, healthy living messages etc.
CEILINGS:
4.5 m height min with Acoustic Treatment. Direct/indirect lighting.
DOORS / WINDOWS:
Double doors. Windows to have tinted, insulated low ‘e’ glazing with exterior shading
devices as needed.
FURNITURE / MILWORK:
Serving counter with a cash counter , complete with network and power connections.
Kitchen
FLOORS: Sealed concrete, Porcelain or Quarry Tile
WALLS: Ceramic tile, full height or up to 100 mm above the false ceiling level. Provide
wall & corner guards at columns & walls that may be susceptible to damage by carts and
trolleys.
CEILINGS:
Washable vinyl faced or metal suspended ceiling tiles, 3 m height min.
DOORS / WINDOWS:
Double doors. Windows, if provided, to have tinted, insulated low ‘e’ glazing with
exterior shading devices.
FURNITURE / MILWORK:
Receiving desk, file storage.
Cafeteria; Interior Standards (Continued)
Dry Storage
FLOORS:
Sealed concrete, Porcelain or Quarry Tile
WALLS:
Ceramic tile, full height.
CEILINGS:
Washable vinyl face suspended ceiling tiles, 2.4 m height, min.
DOORS / WINDOWS:
No windows necessary.
FURNITURE / MILWORK:
Stainless steel shelving for dry storage, carts 2/ PLC stainless steel.
Receiving / Trash
FLOORS:
Sealed concrete, Porcelain or Quarry Tile
WALLS:
Ceramic tile, full height.
CEILINGS:
Washable vinyl faced or metal suspended ceiling tiles, 2.4 m in height, min.
DOORS / WINDOWS:
Windows to have tinted, insulated low ‘e’ glazing with exterior shading device.
FURNITURE / MILWORK:
Receiving desk, file storage.
Auditorium / Theatre; Functional Standards
Auditorium
Function
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Performance, large group Instruction space. Seating proportional to number of
students.
Stage for small musical/ theatrical performances, for presentations and lectures.
Instruction and performances vary for each Cycle.
Spatial Relationships
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The auditorium may be a standalone function/space or it may be a multipurpose
space shared with gymnasium.
Controlled access after school hours. Controlled access to the rest of the school.
Adjacent to Chair Storage (if included), Set Preparation, Rehearsal, Dressing and
Toilets.
Near to Music Room, not necessarily adjacent, varies for each Cycle.
Locate near Cafeteria to allow for Cafeteria to serve as pre‐function space for the
Auditorium.
Small AV room at the end for controlling lights and projections etc.
Character & Ambiance.
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Minimum ceiling height 5 m with special Acoustic Treatment
Square to rectangular trapezoidal or shape
Sloped floor
Auditorium to be designed as the “pride” of the community. Richer finishes, special
ceiling and a treatments, care given to lighting and acoustics.
No windows or natural light.
Auditorium / Theatre; Functional Standards (Continued)
Stage (applies to Auditorium or MP Gym use)
Function
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Stage for small musical/ theatrical performances, for presentations and lectures.
Spatial Relationships
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Accessible from Auditorium seating area (must provide steps and ramp or lift) and
from adjacent set, rehearsal and dressing areas.
Near to Music Room but not necessarily adjacent.
Character & Ambiance.
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Minimum stage height to be in accordance to sight line. Study sight lines properly to
ensure adequate visibility from all seats (provide sections and plans during
schematic design to show clearances and sight lines).
Minimum proscenium height 3.5 meters width 12 m. Allow for wings space.
Minimum height to light grid above stage 4.5 meters. Space above grid for A/C,
sprinklers.
No fly loft.
Operable curtain, projection screen, backdrop traveller, side bays curtains for
wings.
Dressing Rooms
Function
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Dressing, makeup area.
Spatial Relationships
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Accessible from Rehearsal Room.
Character & Ambiance.
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Simple room.
Private from surrounding spaces.
Auditorium / Theatre; Functional Standards (Continued)
Set Preparation & Storage
Function
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Work, storage space for sets, props related to stage.
Service circulation space.
Spatial Relationships
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Accessible from exterior or major circulation to facilitate moving materials, props.
Character & Ambiance.
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Direct access to stage
Rehearsal
Function
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Rehearsal space for events (plays, music performances, dances etc.) that will be
held in auditorium.
Spatial Relationships
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Accessible from Stage, dressing area.
Direct access to stage
Character & Ambiance.
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Room square in proportions with flexible furniture arrangements.
Simple room.
Auditorium / Theatre ; Interior Standards
Lobby / Concessions
FLOORS:
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Decorative Marble, Ceramic, Porcelain or Granite tile and base or colored concrete.
WALLS:
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Block with non‐ toxic/ low VOC plaster. Space for art, student work displays
CEILINGS:
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Acoustic ceiling, 4.5 m in height at Lobby, 3 m height in Concessions. Recessed
troffer lighting and direct/indirect lighting, both spaces.
DOORS / WINDOWS:
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Double glass doors.
FURNITURE / MILWORK:
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Base cabinets along back wall of Concessions, sink, open shelving above base
cabinets.
Auditorium Seating
FLOORS:
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Decorative, high traffic carpet.
WALLS:
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High sound rating, sound seals on door. Walls should have acoustical treatment to
minimize reverberation.
CEILINGS:
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Acoustics treatment. Variety of dimmable light sources (wall sconces, pendant,
recessed)
DOORS / WINDOWS:
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Double doors. No windows.
Auditorium / Theatre ; Interior Standards (Continued)
Auditorium / Theatre ; Interior Standards (Continued)
FURNITURE / MILWORK:
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Fixed seating, Middle seats in first row to be VIP seating. Dimmable general house
lights, provide track/pipe with power for lights related to stage, provide speakers for
sound system from stage.
If a multipurpose space (shared with Gymnasium), provide either retractable
bleachers and/or movable chairs, according to the budget.
Stage
FLOORS:
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Dark painted wood.
WALLS:
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Concrete masonry units with plaster and painted flat black.
CEILINGS:
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Light grid with curtain battens open to structural deck above. Min. 4 m clear.
DOORS / WINDOWS:
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Open to rehearsal and dressing
FURNITURE / MILWORK:
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Stage lights mounted on pipe rails with power above, controlled by panel in stage
wing, provide control panel for speaker system in wing. Controls shall also be
provided in the audio visual room, if at the back of the spectator space with direct
view of stage.
Set Preparation, Storage
FLOORS:
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Sealed concrete.
WALLS:
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Concrete masonry units with plaster and paint.
CEILINGS:
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Exposed structure, paint. Suspended lights.
Auditorium / Theatre ; Interior Standards (Continued)
DOORS / WINDOWS:
Double doors. No windows.
FURNITURE / MILWORK:
Storage shelving , work counters for set preparation.
Rehearsal
FLOORS:
Dark painted wood, per stage.
WALLS:
Block with non‐ toxic/low VOC plaster, paint with tack board on two walls. Must have
high STC rating.
CEILINGS:
Acoustic ceiling 2.7 m in height.
DOORS / WINDOWS:
Doors to have 30 x 40 cm (min.) view panel. No windows necessary
FURNITURE / MILWORK:
None.
Auditorium / Theatre ; Interior Standards (Continued)
Dressing Rooms
FLOORS:
Non‐ slip PVC or Linoleum resilient flooring.
WALLS:
Fixed interior partitions to be metal studs/gypsum board, or block with painted finish.
CEILINGS:
Acoustic ceiling 2.7 m in height.
DOORS / WINDOWS:
If provided, windows to be tinted, insulated low ‘e’ glazing with exterior shading device
as needed. Interior shades for privacy.
FURNITURE / MILWORK:
Lockers, benches, makeup tables with mirrors, lights.
Prayer; Functional Standards
Entry Lobby
Function
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Foyer/ vestibule to Prayer room. A transitional space.
Spatial Relationships
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Accessible from Administration & Learning Communities.
Character & Ambiance.
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Quiet, contemplative space with indirect lighting.
•
Ablution
Function
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Area to wash before entering Prayer Room.
Spatial Relationships
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Accessible from Prayer Room Lobby
Character & Ambiance.
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Will require water supply and drains, Clean & well‐ventilated.
Prayer Room
Function
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Campus prayer space for praying, religious and cultural instruction
Spatial Relationships
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Accessible from school circulation.
Character & Ambiance.
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Quiet, contemplative space with natural light and indirect artificial lighting.
Warm colours, soft carpet with pattern/ bands to indicate direction.
Make sure that the Quibla is in a direction, away from the entry door.
Prayer; Interior Standards
Entry Lobby
FLOORS:
Non‐ slip PVC or Linoleum resilient flooring or Ceramic, Porcelain or Granite tile.
WALLS:
Block with non‐ toxic/low VOC plaster.
CEILINGS:
Acoustic ceiling 2.7 m in height.
DOORS / WINDOWS:
Doors to have 30 x 40 cm (min.) view panel. Windows, if provided, to have tinted,
insulated low ‘e’ glazing with exterior shading device.
FURNITURE / MILWORK:
Provide shoe racks along one wall, 2 to 3 levels .
Ablution
FLOORS:
Non‐ slip Porcelain or Ceramic tile. With rubber drain mats.
WALLS:
Ceramic tile finish to 1500 mm.
CEILINGS:
•
Acoustic metal ceiling 2.7m in height.
DOORS / WINDOWS:
•
Doors if provided to have 30 x 40 cm (min.) view panel. Windows, if provided, to
have obscured, tinted, insulated low ‘e’ glazing with exterior shading device as
needed.
FURNITURE / MILWORK:
•
Provide stainless steel or ceramic seating, recessed drainage mats & stainless steel
disposable towel dispenser.
Prayer; Interior Standards (Continued)
Prayer Room
FLOORS:
Carpet with pattern to indicate direction.
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WALLS:
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Block with non‐ toxic/ low VOC plaster and paint with appropriate acoustical
treatment
CEILINGS:
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Acoustic ceiling 3 m in height.
DOORS / WINDOWS:
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Double doors to have 30 x 40cm (min.) vision panel. Ensure door in to the prayer
room is away from the direction of Quibla. Indicate direction of Quibla on floor plan
to help review prayer room design. Clearstory windows, if provided, to have tinted,
insulated low ‘e’ glazing with exterior shading device.
FURNITURE / MILWORK:
•
Provide power point in the “MIHRAB” area (centre wall facing the direction of Qibla).
Chapter D
Performance
Standards
D.1
Goals of Performance Standards
Performance standards are meant to provide school designers targets to meet
or exceed in providing the materials and systems for school design projects,
within the project budget. Design decisions will be made by taking into
consideration the information in this Design Manual and, when necessary,
through computer simulation models, as well as a life‐cycle cost analysis for
each project and site specific conditions. If during the design process it is
established that alternative options may be more appropriate, the architectural
design firm will request a written approval for a possible substitution from
ADEC. In addition to these requirements, all school building designs will have to
meet or exceed the latest version of:
• The Estidama requirements for achieving level as per project brief.
• ADEC’s sustainability requirements to be discussed during concept
and schematic design phases.
• Building Code for the Emirate of Abu Dhabi.
• All specific Municipal and local regulations.
• Related standards, in general, but not limited to these such as
ASHRAE, NFPA, CIBSE, ICC, ARI, UL, BS.
D.2
Water and Fire Fighting Service
• Water services and plumbing shall be designed to save at least 25% of water
compared to a benchmark to be provided by ADEC.
• Distribute plumbing fixtures throughout the building to support program use
and convenience for students and staff with higher concentration and in
circulations and areas where students and staff gather.
• Provide 1 WC per 25 students of Cycle I; 1 WC per 30 students in Cycle II, and III.
For KG provide 1 per 20 students.
• Provide 2 lavatories per 3 water closets.
• Provide 1 drinking fountain per 75 students, distributed throughout the facility.
Provide 1 per 300 students in the lunch area.
• Try to locate drinking fountain close to toilet areas.
• Student toilets shall be accessible from the Learning Community, main school
circulations and areas where students gather in large numbers.
• Provide one visitor toilet for every 100 spectators using the Auditorium
• Use low flow and high efficiency plumbing fixtures. All toilet fixtures shall be
with flush valves.
• Hot water is not necessary for either students or teacher’s toilets.
• Base size of water storage tank upon the required fire suppression volume for
a two‐hour episode in a single zone plus 10%.
• Provide hose bibs in mechanical spaces for maintenance procedures.
• Water piping shall be located a minimum of 3 m from electrical switchboards
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and panel boards.
Swimming Pool to have balance tank / surge tank in the same pool level.
Provide separate water services for domestic water use and fire suppression
systems. Provide booster pump for each service.
Provide roof‐mounted water tanks for domestic water and fire suppression
system back‐up. All water storage tanks shall be hot pressed GRP sectional
type or RCC with GRP lining.
Any water storage tank over 700 litres shall have a man‐way for maintenance
access.
Provide a reduced pressure zone valve backflow preventer on the incoming
domestic water service to be located within the building mechanical room.
Provide a double detector check valve on the incoming fire line service. Locate
the check valve in the building mechanical room.
Locate water meters in service yard and other main locations as per Estidama
requirements for water monitoring of building and coordinate with other
incoming utilities. Connect to BMS.
Provide an automated irrigation system with timed control.
Stack plumbing areas vertically for cost efficiency where possible.
Provide a screened entrance to toilet areas
Perform a fixture count analysis for the sizing of domestic water and sanitary
sewer service.
Provide Central Solar Hot Water Systems with electrical back‐up heaters for
the Swimming Pool and Changing rooms areas. Kitchen will have electrical
water heater. Other areas such as Laboratories, Pantries, Guard room, Janitor
room will have individual water heaters. Calculate the shower water needs
based on the following: Cycle I: 30 showers a day per gender; Cycle II,
III: 180 showers per day and Cycle I, II, III: 180 showers per day.
• Water temperature regulation for the swimming pools will be by heating only
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(cooling is not required as per studies conducted at earlier phases).
All above ground water storage tanks will be in air conditioned spaces.
Use PPR pipes minimum PN 20 bar with embedded in wall sleeved PEX pipes
for water distribution inside the building. Sleeved PEX pipes are
recommended for future easier replacement without breakage of the walls.
Provide Fire pumps, Domestic water Transfer and Booster pump sets next to
the Domestic and Fire water tanks with positive suction pressures on pumps.
If underground water tanks are planed it will have underground mechanical
plant rooms next to the water tanks to allow for positive suction pressures on
Fire and Domestic water transfer and booster pumps. Follow ‘UAE Fire and
Life Safety Code of Practice’ for requirements.
Provide domestic water filtration, anti‐bacterial treatment by UV lamps and
anti‐Legionella treatment for the stagnant water in the main water tanks.
• Provide Water Supply and Fire Fighting services in compliance with ‘UAE Fire
and Life Safety Code of Practice’ (the latest edition) and obtain Civil Defense
and other Authorities approvals at early Design stages and on all submissions
required by Local Authorities.
• Provide all Water supply and drainage provisions for the Kitchens, even if the
kitchen equipment will not be supplied. Obtain in this case drawing from the
Client for the future kitchen equipment layout.
D.3
Sewer Service
• Minimum sanitary sewer size pipe exiting the building shall be 10 cm.
• Provide double 2 way clean‐out at all sanitary lines exiting the building, and
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space them every 15 meters, and at every major change (90 degree) in
direction.
Route sanitary sewer lines under grade beams, and avoid contact of grade
beams with any piping.
Avoid sleeve grade beams with any piping.
Utilize piping approved for acid waste and provide an acid dilution tank for
chemistry prep room and chemistry lab in Cycle II and III schools only.
Provide anti–clog floor drain art room near Kiln room entrance, to prevent any
clay from clogging the drain.
Locate all cleanouts and manholes away from main circulation rates,
functional and educational spaces.
All drainage shall be discharged into the Municipality Main city sewer through
a series gully traps and manholes.
Ground floor sewerage system to be separate from the above floors.
A rain water system should be collected from the roof and discharged to the
city storm water main (Municipality).
Avoid the appearance of any manhole inside the building.
Use UPVC solvent welded drainage pipes for above ground drainage inside the
building.
Use HDPE drainage pipes or other approved types of pipes for Chemical
Laboratories and Kitchens. Discharge drainage from those areas through
Chemical neutralization tanks and Grease Interceptors.
Use dedicated UPVC pipes for underground installation below and inside the
building foundations.
Use UPVC class 15 high pressure pipes for underground installation outside the
building and in between the external manholes.
Follow local regulations for encasement of external drainage pipes.
D.4
Electrical Service
• Design to follow and shall be in conformance with the latest revisions of
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applicable international standards.
Specification to be clearly describing the system that are applicable to be
complied 100% for a minimum of four different type of brands and a minimum
of four different suppliers (available in the local market).
Materials to be selected within the highest efficiency and reliable price.
Consultant shall not proceed with Design Development stage unless getting
the ADDC/AADC approvals for cable entry (substation location) and the
number of required transformers.
Spare load of minimum 10% shall be allocated at the Main Distribution Board,
unless directed by the Client, necessitated by the particular project
development plan and complying with ADDC.
Provide a circuit breaker distribution system for dual voltage system.
Locate the incoming electrical service, utility transformer, and meter within
the facility service yard with easy access from street.
Provide for a main switchboard with a maximum of disconnects and a solid
state digital meter with current, potential, and demand power recorder.
Provide Surge Protection Devices at the main switchboard/s, and coordinated
secondary SPD's on the LV distribution as might be necessary.
Provide filter uninterrupted power supplies for network distribution rooms
for ICT Systems as per ADEC ICT Guidelines and Control Room/PAVA/BMS
Room socket outlets.
Link energy meters of electrical distribution panels
to LCD information screens provided (as part of FF&E) at Entrances, Library
and Dining in that area to allow live monitoring of energy use.
Evaluate alternative energy sources for each project and make a
recommendation to ADEC.
Do not locate pumps, motors, or other equipment requiring routine
maintenance in hard to reach places.
All materials, equipment and systems shall be suitable for operating
satisfactorily at an ambient temperature of 50 degrees C and relative humidity
of 100%.
Teaching spaces shall be provided with a minimum eight receptacles for
general use, computer, video and projector.
Avoid locating receptacles close to where students sitting at desks can reach
them consider putting them on and walls only.
In corridors receptacles shall be spaced 10‐15 meter apart.
Office area shall be provided with a minimum 2 receptacles per station.
Conference rooms shall be with a minimum 4 receptacles.
Teacher workrooms shall provided with a minimum 2 receptacles per station.
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D.5
Each space or room, such as storage rooms, electrical rooms and mechanical
equipment spacing shall be provided with a minimum of one 13 Amp
receptacles. Additional receptacles may be needed depending on room sizes.
Base size of incoming fire service upon local code or latest edition of the
International Fire Code.
All utility drawings and specification shall be done in conjunction with lead
architectural design firm to ensure coordination.
Investment and operation costs shall be reviewed at each design phase.
PVC conduits are acceptable in all concealed locations and in areas above false
ceilings. In areas where the conduits are visible to the users, the conduits shall
be GI.
In incidences where there is no false ceiling to hide the electrical services, all
conduits, cable trays etc. shall be located in an aesthetically pleasing manner.
Require approval of engineer on the layout of the services.
Adequate spacing above false ceiling to be considered for running/
maintaining all MEP services.
Any Electrical Room Shall have power supply coverage distance not more than
50 m.
Kitchen to be designed as a warming kitchen with power as necessary to all
kitchen fitout equipment. Additional spare power to provided at Kitchen
SMDB for upgrading to commercial kitchen in the future, unless specifically
required to be designed as a commercial kitchen.
Lighting
• Lighting design both natural and artificial shall provide a safe, healthy creative
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and conducive atmosphere to learning and all school activities, as well as cost
effective and environmentally responsible.
Lighting design shall comply with international standards previously approved
by ADEC.
Provide all classrooms, common areas and assembly areas with occupancy
sensors for standalone lighting control.
Where natural light is provided by architectural day lighting, provide daylight
harvesting system to dim general illumination in the presence of natural light
as permitted by the budget.
Control exterior lighting through a photocell initiated time clock.
Use fixtures with efficiency higher than 80% and LED, T5 and T5HO lamps.
Fluorescent ballast shall be electronic programmed rapid start. HID ballast
shall be pulse start type.
Design to IESNA standards, except as noted below achieve the following
illumination levels:
Spaces
Illumination Levels in Lux
All Educational areas
500 lux in 20% spaces, 400 lux in the bal‐
ance
Administrative, clinic, auditorium, swim‐
ming pool, lunch area and service areas
300 lux
Toilets
200 lux
Kitchen, gymnasium, music, art, design
and technology
500 lux
Internal circulations
250 lux
Emergency lighting in common areas and 10 lux
corridors
• Light should be adequately distributed throughout walls, teaching surfaces
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and desk levels. Accent light may be for some walls and teaching surfaces.
Design all instructional spaces to provide a combination of diffused, indirect
and direct illumination depending on educational needs.
Supplement natural light as necessary with electric lighting to satisfy minimum
comfort level requirements.
Fluorescent fixtures tube shall be T‐5 lamps with high frequency electronic bal‐
lasts, and Color Rendering Index (CRI) not less than 85.
All fixtures should be low maintenance and with suitable protection grade for
dust and water.
Light fixtures shall not be located over stairwells or hard to reach places. Use
wall mounted light fixtures to light stairwells.
Warm white light with color temperature of 3500 K to be used in gyms, multi‐
purpose rooms, high corridors and high library ceilings.
When fixtures are used which require a warm‐up, switches need to be located
to assure against accidental or malicious switching. If the switches cannot be
located in a secure location, then locking switches are required.
Exterior lighting shall be provided for building entrances, outdoor storage ar‐
eas, loading docks, bus drop off, covered walkways to the entrances, exterior
mechanical room doors, and other outdoor areas where lighting is required
for night functions, security or safety lights.
Exterior facade and /or boundary wall lighting shall be provided at certain lo‐
cations only, review on site by site basis with ADEC.
Provide provision only (power load and conduits with pull‐wire to locations
only) for sports field lighting for future installation.
Vandal‐resistant and impact resistant materials or metal guards shall be used
to protect fixtures and equipment within reach of floors and all outdoor loca‐
tions and in gymnasiums.
The central battery system and associated slave luminaries will cover the
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emergency and exit luminaries and escape route signs.
LED exit signs shall be used.
Exit signs and directional signs should be wall‐mounted where possible .
Exit signs and escape route signs directional signs related thereto shall be
provided with power from two sources. The primary source may be
connected at any point within the normal lighting system. The secondary
source shall operate automatically upon interruption of the primary source
and shall transfer the exit signs and escape route signs to the battery backed
supply.
Exit signs and directional signs related thereto shall be provided at all exit
doors and as required to mark escape routes.
Emergency lighting shall be powered from IPS/ Inverter system with 180
minute battery backup to comply with ADCD requirements.
Use a daylighting analysis tool to guide the design process. This analysis,
either computational simulation or physical model, shall be utilized to evaluate
and optimize the amount of natural illumination that can be practically achieved
in the design. This analysis should be conducted at the Schematic Design
phase.
Consider using light shelves (solid horizontal elements placed above eye
level, but below the top of the window) to reflect daylight deep into a room.
Consider sloped ceilings and/or light colored ceiling surfaces to help reflect
daylight within the room.
Avoid glare especially in rooms where computers are use, for which upper
windows may be considered.
Consider the color and reflectivity of materials & finishes, used on surfaces
near windows in order to take advantage of daylight.
Feeder Pillars external to the building to be avoided as far as possible, and if it
is unavoidable then coordinate shape and location with the architect.
Car Parking areas and Roadways within the plot are to be illuminated.
Provide secondary low level lighting in Swimming Pool area for cleaning and
emergency lighting purposes.
• [Comment ‐ Theater/Auditorium Stage lighting guideline to be included complying with ADEC
requirements.]
• [Comment ‐ To allow a provisional sum for light fittings and wiring accessories instead of
including it in the project price.]
• [Comment ‐ ADEC to clarify the function of each type of Outdoor Playfields so that
appropriate type and level of illumination can be recommended.]
D.6
Thermal Comfort and Ventilation
The building’s HVAC system must be designed, installed, and operated to enhance the
learning and the teaching by eliminating “thermal distractions”. The effective design for
thermal comfort must control three vital indicators of a healthy educational
environment: temperature, humidity, and ventilation.
• The ambient temperature to be
• 46 C DB and 29.5 C WB – Abu Dhabi;
• 48 C DB and 31.5 WB Al Ain and Western region.
• • Temperature: Design conditions for space temperatures shall be: Summer:
23 +/‐ 1 degrees C; Winter: no artificial heating required.
• Humidity: Design conditions for the range of temperatures listed above shall
be between 40% and 60% 50% +/‐ 5 relative humidity for occupied areas.
• Ventilation: Design conditions shall be considered as per ASHRAE 62.1
recommendations, the latest edition.
• All mechanical equipment shall work up to 52 C ambient temperature.
• Swimming Pools require a speciality design for the HVAC system to provide
humidity control and to minimize evaporation. Air temperatures in pool area
should be maintained 1 to 2 degrees C above the water temperatures year
round. Relative humidity in the pool area should be maintained at 50 to 60%.
Suggested water temperature for recreational pools is 24 to 29 degrees C.
• The base building cooling system shall be a chilled water system. The system
shall have full load and part load.
• Provisions shall be made for connection to city chilled water grid if service is
available.
• Computer hub rooms may be served by individual DX systems for
supplemental needs if necessary.
• The cooling systems shall be sized and zoned to allow after hour operation of
designated areas. The associated air distribution systems for designated after
hour and community use, shall be designed separately from other building
systems such that the operation of these designated areas will not result in or
require the operation of non designated areas and so that the services may be
billed be separately.
• Recover air conditioning system condensate and store in localized cisterns
with gravity‐fed drip irrigation for adjacent planting.
• Ventilation air shall be supplied to each separate air distribution system.
Demand control ventilation schemes shall be implemented in each system and
ventilation air volume shall be modulated to maintain a maximum carbon
dioxide level of 700 PPM above ambient for each zone.
• All exhaust vents shall be located a minimum of 5 meters from all ventilation
intakes and building openings.
• All HVAC systems within a facility shall be controlled through a direct digital
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control, programmable, facility management system. All HVAC equipment
shall be supplied with manufacturer supplied or field installed interface
suitable for communication and control by central facility management
system. Provide an individual point of control of space conditions for each
classroom, laboratory, and group learning area. Individual controls shall be for
control within a couple of degree range of temperature only.
Air handling equipment and air distribution systems shall be provided filtration
with a Minimum Efficiency Reporting Value of 8 with a 70% minimum efficiency
at capturing particles, sized 3.0‐10.0 microns.
The location and elevation of all mechanical equipment and operable
accessories (valves, damper, etc) shall be designed with effective
maintenance and service access.
All rooftop equipment shall be screened from ground level and first level
views.
Ventilation air shall be cooled and de‐humidified before introduction into the
conditioned space.
Permanent means of roof access will need to be provided to access any
equipment located on the roof.
Install permanent carbon dioxide monitoring At a minimum, one CO2 sensor
must be installed at each return point. The CO2 level must not be allowed to
exceed 1000 ppm.
Fresh air intakes shall be located such as not to intake impure air from the
surrounding. Locate fresh air intakes at a minimum of 5.00 m away from
sanitary sewer vent outlets, exhaust outlets and truck and bus loading areas.
Main electrical room should be air conditioned and ventilated to prevent
excessively high temperature.
All spaces which produce dust, shall be negatively pressurized to assist in
reducing the infiltration of dust to adjacent spaces. Also, the mechanical
systems for these spaces should have easily replaceable filtration systems. In
addition, for those spaces programmed to have a dust collection system, the
controls shall be designed to halt air conditioning when the dust collection
system is engaged.
Provision shall be made to avoid sound transmission through any common
duct system serving more than one area, such as between adjoining
classrooms and educational spaces.
The HVAC systems shall be provided with complete labelling systems for all
equipment, starters, piping, valves, control panels and devices, dampers
rotation valve movements, and any other system components The equipment
labels shall be screwed on laminated plastic with the name, (hot water pump
no. 1, etc.), Number, model number, capacity and any sequence of operation
that is applicable.
• Specify fencing around all outdoor air cooled chillers, cooling towers and
condensing units. Gates shall be large enough for service vehicles to remove
equipment if necessary. Specify drains for all cooling tower locations. Area
inside fence shall be concrete properly sloped, with fence posts located within
perimeter of pad.
• Locate all cooler and freezer condensers outside building on reinforced
concrete pad on ground, protected and for maximum ventilation. Condensers
may be located on roof.
• Hot water relief valves, refrigerant relief devices, and steam pop‐off safety
valves must be piped to location to minimize danger to personnel or students
upon relief. Hot water relief valves should be piped to exterior or to funnel‐
type floor drains located near the equipment.
• Filters for all air handling equipment shall be mounted in 50 mm thick
permanent metal frames with 25 mm thick polyester media. Filter access must
be readily accessible and require no tools to change. Specify that any
questionable means of access to equipment and filter shall be replaced at no
additional cost to ADEC.
• All major items of mechanical equipment that employ any solid state
electronic components shall be fully protected from electrical surges and
lighting.
• For all hydraulic cooling systems, provide manual shut off valves at point
where main supply and return lines leave the central mechanical room, where
piping leaves and/or enters a building and in mains such that classroom wings
can be isolated.
• Provide manufacturer recommended exhaust system for kilns.
• All selected air distribution devices shall be rated at a Noise Criteria rating
under NC 30. Air devices in sound sensitive areas such as assembly areas,
auditoriums, performing arts, music and practice rooms shall be selected a
Noise Criteria rating under NC 20.
Utilize a building load calculation computer program to determine the heating
and cooling loads for three design conditions: peak (2.5%) cooling season design
dry bulb temperature, peak (2.5%) cooling season wet bulb temperature, and
peak heating (1%) dry bulb temperature. The load summary should include the
following data: total load, the sensible load, the supply air volume, the unit
discharge air temperature, and the design supply air temperature. Load
summaries should be provided for the entire facility, each separate system, and
each individual room or zone.
• The temperature of return water to chillers shall be 12 to 14.5 degrees celsius.
• Link energy meters of electrical distribution panels of each building zone to a
flat panel display in that area to allow life monitoring of energy use.
• Provide for building and HVAC systems commission and a one year re
commissioning of the building systems within the contract.
• Design firms shall submit a conceptual design narrative at design
development summarizing the design direction and including the following
criteria:
• Ambient design conditions for peak dry bulb and peak wet bulb analysis.
• Space design conditions of temperature and humidity for all areas of the
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building.
• Proposed cooling and heating system with approximate capacity and
efficiency of each.
• Proposed ventilation air systems.
• Proposed exhaust systems.
• Proposed facility energy management control system.
• Recommended energy conservation and energy efficient equipment,
systems, and operational techniques
• Proposed ductwork, piping, and insulation materials for all systems.
• Summary of mechanical and electrical spaces with required area and
suggested location for each. This should include but not be limited to
mechanical rooms, electrical rooms, technology equipment rooms, above
ceiling space, and chases.
Perform energy model computer simulation of the building envelope and
proposed systems early in the design process to develop the most efficient
building and system options. Provide a summary of anticipated yearly total
and monthly energy usage for heating, cooling, domestic water heating,
lighting, and miscellaneous loads.
In any building where future expansion is definitely planned, as conveyed by
ADEC, the architectural design firm shall provide adequate additional capacity
and connection points in the mechanical systems as directed by the ADEC.
The additional capacity shall be clearly noted on the front sheet of the
drawings.
Specify a chiller control package which stages and controls the entire chilled
water system and all equipment including the chillers, primary and secondary
chilled water pumps, condenser water pumps, and cooling tower fans.
Utilize strategies like a solar thermal and heat recovery chiller to provide
water heating for swimming pools.
Alternative systems could be considered acceptable for school buildings, subject
to further investigations, the energy modelling results and detail discussion
with ADEC possible systems to consider are : geo exchange system, building
thermal mass, radiant cooling, directing cooled air through slabs and walls,
etc.
Preferred Fresh air treatment is by Fresh Air Handling Units equipped with
Heat Recovery Wheels and Heat Pipes or with double Heat Recovery Wheels
for heat recuperation and heating‐up of Fresh air to the app. neutral air supply
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D.7
temperature.
Fresh Air Handling Units with Heat Recovery Wheels which are higher than
app. 2.6 – 2.8 meters should be specified and designed in horizontal
configuration (not double deck, vertical).
It is preferred to supply dehumidified Fresh Air from Fresh Air Handling Units
to other Air Handling Units in order to avoid electrical heaters required for
heating‐up of mixed fresh‐return air cooled and dehumidified air.
Study requirements for dehumidification in off‐peak load conditions and
requirements for electrical heaters for Air Handling Units for all areas and
specially for Auditorium, Multi purpose Hall, Kitchen, Cafeteria and Swimming
Pool.
Air Conditioning equipment should be located on the roof in the way to
minimize exposure to view from the ground level.
Provide Smoke Management system in compliance with ‘UAE Fire and Life
Safety Code of Practice’ and in coordination with architectural design.
Provide dehumidified make‐up air for air exhausts in toilets, for Laboratories
air exhaust hoods and for Kitchen exhaust hoods. If the kitchen hoods will be
provided at future phases provide openings in slabs and walls for future
Kitchen hoods exhaust and make‐up duct work.
Preferred room air temperature controls on air side are by ducts installed
Variable Air Volume (VAV) boxes for the Front Of House areas, while by Fan
Coil Units (FCU) for the Back Of House areas. Preferred chilled water
balancing and temperature controls are by Independent Pressure Control
Valves (IPCV). For lower budget school projects (like refurbishments of
schools) other chilled water systems and controls will be studded and will be
acceptable.
Acoustics
• Acoustically high performing walls, floors, doors, and window assemblies are
needed between core instruction spaces and other like spaces, or spaces
where noise transmission will cause disruption of teaching and learning.
• Do not locate music, auditorium, gym, and indoor pool rooms directly
adjacent to core learning spaces.
Avoid locating core learning spaces adjacent to air conditioning/ ventilation
equipment or other building services and utilities that could be noisy,
distracting or annoying.
• Background noise levels and maximum reverberation in learning spaces shall
be limited as per ANSI S12.60.2002 at the levels noted below:
• The minimum sound transmission class (STC) ratings for single or composite
wall, floor/ceiling, and roof/ceiling assemblies that separate enclosed spaces
from adjacent spaces as shown below:
• Design mechanical ducts so that the air flow speed allows for minimum
generation of noise.
• All grilles and diffusers should be selected to have a catalogue Noise Criteria
(NC) rating of NC 18 or less.
• Acoustical design shall be designed to international standards like ANSI
S12.60.2002 or equivalent.
D.8
Information and Communication Technology
• All ICT Standards are based on the current state of technology and education in
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Abu Dhabi. These standards are continually reviewed and changed as
appropriate.
Data drops and electrical outlets shall be coordinated with the furniture and
equipment.
The primary mission of ICT is the enhancement and support of the learning
process, by providing a hard wired and wireless environment throughout the
school.
Caution is advised in defining information and technology needs for a new
or existing school building. Such technologies are always a function of the
educational content, delivery methods and teacher’s training and not a factor
on itself. Besides, technology equipment and software evolve very quickly
making obsolete what short time ago seemed to be an absolute “must have”
For these reasons, the design of the technology networks should allow
maximum flexibility and adaptability, and the decision on the actual
equipment to purchase, should be delayed as much as possible.
Architectural design firms should work very closely with ADEC in this regard,
making sure that the technologies to be prescribed will be utilized at its fullest,
for the benefit of the students and communities.
• As new options of systems, possible configurations and integrations are
constantly coming to the market, information and communication technology
guidelines may be updated during design in accordance with the latest ADEC
ICT Guidelines.
D.9
Fire Alarm System
• Analogue addressable fire alarm system shall be provided and to comply with
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Civil Defence Authority requirement.
Main fire alarm panel to be located in the main reception area.
All exit doors to have lock system that is integrated into the fire alarm system
so that in case of fire all exit doors are unlocked.
All equipment proposed and planned for use shall have proper listing and/or
approval from either of the nationally recognized agencies.
Locate all fire alarm and other fire fighting system in appropriate location.
Coordinate with architectural and decorative features, including future
artwork.
Ensure that the equipment is easily accessible and visible.
Selection of bell or PAVA system shall be as per Civil Defense Regulations.
D.10 Public Address System
• The emergency call system will be used as a public address system which
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providing communications used for “all call” and emergency announcement.
This system shall incorporate a master program clock used to generate tone
signals for class change. Allow for a minimum of 2 Tone signals to allow for
mixed gender Schools.
The public address system to allow selective programmable paging function
with a minimum 3 programmable messages. Allow for announcements from
reception and principal’s office and be integrated to the building management
system.
Music system to be muted during fire or other emergencies.
Public address system shall cover all classrooms, breakout, corridors, offices,
outdoor areas, Library, Gymnasium, cafeteria.
Separate stand‐alone sound system shall be provided in the following areas :
• Auditorium with complete audio‐video system
• Gymnasium integrated with score board
• Dining Area
• Outdoor assembly point at the playfield for singing of the National
Anthem and other events, check with ADEC for location.
• Swimming Pool
D.11 Security and Access Control
• CCTV cameras shall be located at reception, accesses, externally for all gates,
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bus and student drop off areas and building entrances. Internally provide
surveillance for all entrances and main corridors leading to entrances.
CCTV shall be monitored from the reception and the principal’s room.
Allow provision for future IBMS.
Access control system to be equipped with security card reader located near
the door entrance and push button release on the other side.
Hand wired access control system to control the access to the server room,
telecom room, BMS room, main control room, fire exit doors and any
designated chemistry prep room.
At least two readers shall be added for attendance system.
Areas to be controlled by the system shall be defined by the architectural firm
and approved by ADEC
All school activity will be recorded in the server in the control room for at least 30
days at 4CIF 25 frame per sec on motion detection.
Access Control System, CCTV system, fire alarm system and BMS should have
provision to be all integrated with IBMS on the same TCP/ IP platform, and
every system can work as a stand‐alone.
D.12 Building Automation Systems
• A building automation system will be established to monitor the performance
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of the most critical systems in the school building, with the intention of be able
to address operation issues on a timely manner.
The building control system shall be a digitally controlled, web based and will
be controlled locally and remotely from a central location in future.
Specify lightning and surge protection on all building automation system
panels and telephone modems associated with these systems.
Specify momentary contact push button for night override in a flush mounted
panel located in the administrative area corresponding to mounted panel
located in the administrative area corresponding to zones in plans and
specifications.
All temperature sensors shall be flush mount.
Provide BMS schematics, BMS specification, BMS sequences of operation and
BMS point schedules for all control, monitoring, alarm and other points for
required equipment and systems indicating field devices, type of signals, Volt Free
Contacts etc.
Provide and indicate hard wired interface from Fire Alarm system and Smoke
management system directly to Control Panels and MCCs.
Points to be controlled through a building automation system, shall be:
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D.13
Surge protection
Water tank
Water and electrical meters
Chillers
Temperature
Pumps and water pressure
Leak detection
Ventilation
Alarms
Landscape and Outside Learning Area
• Quality local site vegetation shall be preserved.
• Non‐invasive, indigenous vegetation or adaptive drought resistant and saline
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tolerant vegetation shall be adopted.
Provide plant material that is non‐poisonous and non‐spiny to avoid any
danger to the students.
A good amount of green areas are required, however, these have to be
designed to use species that required little water and comply with the water
usage requirements of the Abu Dhabi authorities.
Any enclosed planters must have minimum 25 mm weep holes every 1500 mm.
The sports field turf could be natural or artificial depending on water
calculations and the possibility of using gray water for irrigation.
Boundary walls are meant to provide safety and privacy to school activities ,
but not to hide the school building from the community environment. They
shall be placed in a way that they will not obscure the main entrance to the
building, parking areas, and community access. Boundary walls shall be at
least 2.40 m in height and made of precast concrete with decorative motifs to
be approved by ADEC.
All concrete seating , planters, steps in all areas of the School accessible by
students shall be smooth, without sharp corners.
Fabric for shade structures shall be HDPE (High Density Polyethylene) with
minimum 20 year warranty and SRI (Solar Reflective Index) of 29.
No loose gravel or pebbles shall be used for landscaping in areas accessible to
students.
Following the requirements for play ground spaces and equipment:
• Kg to Grade 2: the play ground should be located as an extension of the
classroom. Grades 3 to 5: they should be appropriately located near the
corresponding learning community and slightly away from the outdoor
learning areas.
• Playground for KG and Cycle I shall be 100% sun shaded and accessible
for special needs students.
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Provide impact padding flooring and maintain an obstacle free safety
zone around all equipment.
Play equipment is not only for recreation but also to support physical
development, Practical Learning and develop student social interaction
Nurseries: Provide play ground adjacent to indoor play area.
Learning equipment shall allow children to play alone and to experience
with touch , sight and sound . Different play in sand.
KG to Grade 2: Students tend to play in groups to develop their social
awareness, and they enjoy playing with abstract elements, benches,
swings and slides and movable equipment
Grade 3 to 5 : Students in this age group tend for activities which involve
movement and action. Play equipment should enable students to
develop organization and physical skills and test their dexterity with
elements such as ‐ nets , climbing equipment and other more or less
complex structures that call upon different motor responses .
Play ground equipment shall be under adult supervision during use
hours.
• Provide one bike rack per classroom near the main entrance of the school
building for C II and C III schools.
• Three 10 m stainless steel, illuminated flag poles per school in the front of the
school and one flag pole at assembly point which could be indoors or
outdoors. Confirm location with ADEC during design reviews.
D.14 Roofing
• Standing seam roofing is the preferred roof system for medium pitched roofs.
• Minimum slope to point of discharge shall be 1.5%.
• Modified bitumen torch on membrane roofs are preferred for flat (sloped to
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Provide adequate protection based on accessible and non‐accessible areas.
Use reflective coating on roofs to reduce heat gains.
Provide insulation thickness as required to meet specified thermal resistance,
and base flashing.
Materials and types of roof systems and installation procedures shall be
adopted only with approval of ADEC.
Roof parapet for accessible roof shall be 1,20m min.
D.15 Walls
Exterior walls will be designed to provide a visual separation and protection from
outside elements, such as heat, rain or moisture, dust and noise.
• The maximum level of heat transmission acceptable through the building
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envelope is 0.30 BTU/H per Sf per degree.
Use of load bearing wall construction will be allowed only in special
circumstances approved by ADEC.
Where masonry walls supported by elevated floor construction meet ground
supported walls, control joints shall be installed.
At all interior and at exterior expansion joints adjacent to high traffic areas
vandal resistant metal covers shall be provided.
Flush masonry wall construction is preferred. Special shape (sloping) units
shall be used at projecting courses. No horizontal ledges will be allowed.
Areas of exterior masonry where through‐wall flashing is not required should
have “clear waterproofing sealant” applied.
Types of walls shall be kept to a minimum.
Cavity wall (masonry veneer on concrete masonry unit back‐up) and veneer
wall (masonry veneer on steel stud back‐up with cavity space) construction is
strongly recommended at exterior masonry walls.
Specifications shall include the following quality requirements:
• All concrete masonry units shall be kept free from coal cinder
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aggregate, waste products, organic impurities, and any other
deleterious substance that will cause rusting, staining or pop outs.
Blended and light weight concrete masonry units free from the above
impurities and substances are acceptable .
• High level of workmanship special in wall with exposed blocks, bricks
or stone.
• Particular attention to the design and installation of through wall
flashing.
• Special attention shall be paid to all masonry specified as block with
paint finish.
Autoclaved concrete blocks or panels (AAC) are an acceptable alternative
material for all block work.
Prefabricated metal or concrete cladding with dry fix is acceptable.
All masonry details shall be provided appropriate scale at design development
phase.
U values to be achieved in exterior walls and roofs shall be an input to the
energy model to be used for estimating air conditioning loads. ??????
Wall finishes, ceiling and floor schedules will be provided to architectural
design firm by ADEC.
Architectural design firms to submit proposal of colours and textures at
schematic design phase.
D.16 Windows and Glazing
• Windows and glazing are meant to provide protection and separation between
areas, maintaining visual connection and the passage of light.
• Provide at least one operable window in every room with windows. Windows
in upper floors should have restricted operation to prevent accidents.
• Exterior windows shall be designed in conjunction with all other components of
the building envelope for thermal comfort.
• Exterior windows as well as attached and detached shades should be studied
and coordinated to provide a pleasing view of the elevations.
• For operable windows the opening in cycle I Schools shall not exceed 150mm
clear and in Cycle II and III shall not exceed 230mm.
• Design operable windows for ease of operation without using ladders of
special equipment.
• Exterior window and window‐wall construction shall be high performance
insulating glass in aluminium frames with the exception of sidelights and
transoms adjacent to entrance doors where hollow metal frames is used.
• All exterior frames shall be thermally proven.
• Single hung is the preferred operable window type.
• Sliding windows are not acceptable, unless there is clear data showing the air
infiltration performance within building envelope performance criteria.
• Sill height and window size should consider size of students, preventing students
sitting to be able to see the outside. Sill height for computer rooms and
computer areas in the libraries should be at least 1.4 m height.
• One of the longitudinal walls of the library should be at least 60% glazed.
• There shall not be any special, complex or large glass designs.
• A horizontal frame approximately 750 mm above finish floor shall be provided
at sidelights to guard students against walking into glass.
• Vandal resistant systems shall be used.
• A non‐absorbent, easily cleanable surface shall be provided at windowsills.
Mechanically anchored slate and polymer stools are acceptable. Wood, plastic
laminate, metal and concrete masonry unit stools shall not be used.
• Classroom windows shall be designed for both, daylighting and views. The sill
heights to be appropriately designed for both.
• Interior shades will not be used in classrooms. Interior shades are only to be
used in science labs, art rooms and design and technology workshops.
• All glazing shall be toughened.
• All classrooms, workshops, labs and teacher’s stations should have inside
windows for views and providing connectivity.
• Depending on school design, the separation between classroom and learning
communities could be an operable glazed panel.
• Glass partitions should be used for the corridor wall in administrative spaces.
• Skylights are to be avoided.
D.17 Doors
• Doors are meant to provide closure, privacy and safety to the school building
and most of its components. Materials to be used for door leafs, hardware and
frames differ according to the function of each space.
• In high traffic areas, heavy duty hollow metal doors of 45 mm thick and 2100
mm in height are required with corresponding heavy duty metal frames, and
magnetic holders.
• Generally door design shall be full flush, honey combed with heavy duty
hardware.
• Classroom and other educational spaces doors should open to the outside,
without the door leaf intruding into circulation areas.
• Entrance doors shall have large vision panels or be full glass, interior stair/
corridor doors shall have vision lights as allowed by the International or Abu
Dhabi Building Code, whichever is more stringent.
• Double doors with air lock should be used for school main doors.
• Exterior sliding glass doors shall not be used: swing open glass doors are
acceptable.
• Architectural design firms shall provide permanent room numbering system
for door keying and signage.
• All hardware and fittings shall be heavy‐duty extruded stainless steel
construction with satin finish.
• In general, following hardware shall be required:
• Classrooms, science, art, music rooms etc. : Key locks ‐ lockable from
inside and outside only with a key. Push‐pull roll latch with a push plate
on the push side and stainless steel U pull handle on the pull side. The
hinges shall be such that they can stay in a fully open position.
• Offices: In glass doors—Brushed stainless steel lever handles and locks
and heavy duty stainless steel hinges. Large push/pull handle in
stainless steel.
• KG toilet cubicles: No locks, flip latch, operable from inside and
outside. Self‐closing hinges shall not be used.
• Cycle I, II and III toilet doors—U‐pull handle, brushed stainless steel;
turn latch , operable from outside with a tool, if accidentally locked in.
• General uses —Lever brushed stainless steel handles and heavy duty
stainless steel hinges. Lockable with key.
• Panic devices shall be heavy duty institutional grade. All exterior exit
doors shall be “lockable” with an interlock switch that unlocks
automatically when the fire alarm system goes off.
• Door stops shall be provided in all locations, where the door is likely to
hit and damage a wall.
D.18 Guardrails and Handrails
• All interior guardrails and handrails in student and public areas shall be
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stainless steel.
All interior guardrails and handrails in student and public areas shall be
finished in “cool touch” coating to prevent any burns from hot metal.
All level difference in floors of 45cm or more shall be protected by a guardrail.
All guardrails in staircase shall be a minimum of 1200mm even though code
may allow lower heights.
Guardrails in student use areas like corridors learning communities shall be
minimum 1400mm heights.
Guardrail shall not have any horizontal elements that can facilitate climbing
between 100mm to 1300mm above finished floor.
If vertical baluster are used distance between these shall not exceed 100mm.
D.19 Toilets Rooms Changing Rooms and Showers
• Student toilets shall be distributed thought the school building and located no
further that 30 m from any area used by students.
• Plumbing fixtures and mountings should be heavy duty and vandal resistant.
• Shut off valves shall be used for each plumbing fixture or group for not more
that 4 fixtures.
• Marble thresholds shall be provided at doorways of all toilet rooms
• Washbasins should be mounted over a support counter on steel frame from
wall.
• Fixture heights shall be age appropriate. Counter heights for KG shall be
600mm, Cycle 1 shall be 700mm and Cycle II & III shall be 850mm above
finished floor.
• Floor under washbasin shall have a 1 cm recess in floor to accommodate a
rubber mat of 1.20 m.
• WCs shall be wall hung with flush valves for all schools. For KG use floor
mounted with flush valves.
• Hot water shall be provided only in showers, and kitchens.
• All faucets in toilet rooms shall have spring loaded push valves.
• Toilet shall be equipped with paper towel dispensers, spring loaded soap
dispensers made of stainless steel, and impact resistance mirrors.
• No urinals will be provided
• A spray hose for personal use shall be provided at every toilet.
• Hardwired vandal resistant smoke detectors in all toilets for monitoring
smoking by students and staff.
• Doors are required for all shower cubicles and changing rooms. Provide
enough area and hooks etc. Within shower cubicles for dressing.
• Shower stalls shall have non‐slip and hammered marble or granite flooring, no
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trap and handicap accessible.
Shower floor to drain away from cubicle edges to prevent water to go thru
under partition.
Solid surface partitions shall be used between toilets in KG and Nursery.
Toilet partition in all cycle I , II and III shall be block and plaster with ceramic
tile.
The stall door frame shall be 200mm above furnished floor and door shall be
50mm above finished floor.
A definitive count of water consumption needs is required at schematic design
level.
D.20 Cafeteria, Food Serving and Kitchen
• All kitchen and serving equipment to be electrically operated, not gas.
• Allow space only, for a cooler, freezer and dry storage area in accordance to
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the space program near the receiving area of the kitchen with easy access to
the delivery area.
Also include an ice maker at a convenient location in the kitchen or in the
serving area.
The kitchens shall be equipped for minimal use as per the option 1 included
here. However, they shall be designed such that they are easily retrofitable
into Option 2 or 3. Hot food shall be received from the catering company in
stainless steel containers in insulated trolleys to keep the food warm or cool.
The power equipment does not have to be sized for the expansion, however,
allow space for expansion.
The air handler does not need to be sized to accommodate future use. Allow
knock out panels and space for addition of the air handler for make‐up air.
Serving area shall allow for easy circulation for the students.
Serving areas shall allow for distinctive spaces for trays and cutlery, fruits,
desserts, salads and cold meal items, beverages and hot meals.
Include counter for future cash station connected to the network.
It is assumed there is no dish washing facilities. The food shall be consumed in
disposable recyclable dishes.
Allow for containers for food waste, recycling and trash near the dirty tray
trolley area.
There are two to three shifts for dining. It is assumed that all tables will be
cleared and cleaned as soon as a student is finished eating. There is not likely
to be any time in‐between seating for all tables to be cleaned at one time.
Separate all kitchen waste into organic, recyclable and trash.
Allow on site composting of organic waste and use it for educational
purposes. Use natural composting and not any machinery.
• Automatic dry‐type fire‐extinguishing systems shall allowed for to be installed
in all hoods in the future.
• Exterior entrances to kitchens shall be equipped with a fly fan with automatic
switch geared to opening and closing of door. Location of fan on interior of
building with air directed down and outward is preferred.
Option 1—All Future Schools unless described differently in Project Brief
KITCHEN EQUIPMENT
The kitchen shall include the following equipment (as shown above in the Option 1
drawing), though shall be roughed‐in for all equipment shown on all three options here:
• Stainless steel counters/working tables
• Stainless steel sinks; double for vegetable preparation; triple for pot/tray washing;
single in receiving area.
• Stainless steel over sink shelves
• Stainless steel drying rack
• Stainless steel mobile rack
• 2– hand wash sinks
• Reach‐in refrigerator
• Ice maker
• 1‐4 well hot food counters and
• 1‐4 well cold food counter with 2 shelves
• Refrigerated drink dispenser
• Silverware and tray caddy
Option 2—Future Reheat and Serving Kitchen
Option 3—Future Cooking Kitchen
D.21 Identifying Devices and Signage
Basic Philosophy
The ultimate goal for the ADEC Future Schools Program Signage Strategy is to establish
a comprehensive visual system throughout each campus. Creating a consistent,
cohesive, informative and distinctive signage system not only makes way finding easier
but also enhances the visual unity of each school by distinguishing the ADEC Future
Schools Program within the surrounding community.
The proposed systems should be designed to recognize the need for flexibility and
creativity within the educational frame, addressing its unique nature and some of its
operations.
General
• Follow ADEC Signage Design Guidelines and ADEC branding requirement for all
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interior and exterior signs
ADEC’s formal fonts must be used, Candara for English text and Tahoma for
Arabic text.
All signs shall be bilingual and text should be clearly legible.
Arabic font size must be bigger than English because normally Arabic font
looks smaller.
Arabic text must have precedence over the English text.
Identifying devices and signage shall be consistent on each school campus,
demonstrate sensitivity to the wide range of ages, and be effective for all
building users.
Exterior Signs
• Follow the ADEC Guidelines for External Signage (separate document).
• Three types of exterior signs are required for each campus; School Building
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Signs at entrances; Directional signs and Identifiers of campus areas.
An exterior sign shall be placed close to main entrance of the building and
additional signs will be placed at bus drop off area, community and service
entrances indicating Abu Dhabi Education Council both in Arabic and English,
plus the name and the cycle of the school.
Include at least two external building signs with exact locations on the building
to be determined based on actual sites.
The Directional Signs shall be placed at the school site boundaries and access
driveways guiding visitors and showing directions. They shall be freestanding
signs of durable materials.
The External Traffic Signs to comply with Municipality Road Section
requirements in terms of Dimensions, Position, Height, Pictogram, Text, Speed
Limit, Colors,…etc.
• School's Name:
• The Consultant shall obtain the School Name from the Client/Employer.
• For School's name that may contain local terminologies or space names
(e.g. Al Khazna, AL Khatem, AL Yahar,...etc) the consultant is required to
obtain the proper Arabic/English Translation/Text from the municipality.
• Study of the Alignment of Arabic & English School name, School Cycle type,
Arabic and English calligraphy & ADEC Logo.
Interior Signs
• Use attached diagrams for basic signage concept and details.
• ADEC’s colors shall be used. Exact colors to be approved by ADEC during design.
• The signage should be easy to change in case of changing the function of the
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room.
If any peel and stick lettering is used, it should be adhered to the back of a clear
material so the students are not able to peel them off.
Install vertical sign right next to the door frame; however, if there is fixed
glazing next to the opening, fix sign on the wall past the glazing next to the
opening. Signs shall only be installed on the glazing if unavoidable (eg. Fully
glazed administration).
Signs should be fixed at an appropriate height.
Vandal proof design & fixing methods should be used.
Avoid exposed screws.
Metal signs, unless specified as painted, shall be of 304 stainless steel, and shall
be matt finish. The metal shall be minimum 1.4 mm thick with high density PVC
backing in dark grey.
Edges should be rounded and no sharp edges are allowed.
There must be contrast in the colors of text and the background.
Internal signs should be fixed on wall close to the entrance of the room.
Pictograms if used should be clear, logical and easily understandable.
Provide a building directory in an area immediately visible from the main
building entry, secondary doors and at the end of each stair cases, indicating
“you are here”.
Building directories should be flush or recessed, rather than projecting.
Letters and numbers should be simple in style and easy to change.
Identify with signs areas such as grade levels, learning communities, art area,
music area, cafeteria, etc.
Emergency and Regulatory: Various codes require signage that informs the user
population of prohibited activities or safety requirements, such as:
• Fire exits
• Handicapped accessibility
• Environmental Health
• All signs shall be bilingual, both in Arabic and English with pictogram meeting
international standards for toilets and accessibility.
• All signs must be securely attached made of durable materials and able to resist
vandalism.
• Every room shall have a designation and a number. On signs that require names,
the number should appear first.
• Two spaces shall not receive the same number even though they may be
connected by a doorway. They shall receive the number of the main room with a
letter after it. For example a storage room with access through an office 2232
shall be called 2232A or 2232B depending on how many rooms open through
office number 2232.
• If a single space has more than one door, all doors shall have the same number.
• Number rooms in each area of the building to aid in way‐finding. For example,
the administrative wing could be 0100‐0199, first grade learning community
could be 0200 etc. For the first floor the number would be 1100‐1199, 1200‐1299
etc. The designation ending in 00 would be corridors/circulation area in each
wing.
• Mechanical rooms, electrical rooms must have a room number and be
designated mechanical, electrical etc.
Classroom Sign
LearningCommunity Sign
Special Function/Classroom Sign
Room Sign with Inserts
Room Sign—Permanent
Elevator Sign—Permanent
Directional Sign—Permanent
Directory—Interior and Exterior
Wall mounted for Interior with inserts; Floor mounted for Exterior with permanent let‐
ters. Size will vary depending upon for pedestrian or vehicular use.
D.22 Structural Systems
• Modular grid
• Large, short spans.
• Justification of system selected.
D.23 Temporary Facilities
• The contractor shall make sure that all temporary facilities meet all the local codes
and requirements of the Department of the Civil Defence.
Chapter E
Design Strategies
and Processes
E.1
Sustainability
• Designers should consider the environmental impact of the school when
making design decisions. Opportunities should be taken to utilize passive and
active energy systems which will demonstrate prudent environmental
stewardship to students and the community.
• Incorporate shades as much possible into the design of outdoor learning areas
and circulation spaces throughout the campus. Options include, but are not
limited to: overhangs, awnings, trellises, and sail or fabric type shade
structures.
• All windows shall be protected from the direct incidence of the sun.
• Capture cooling breezes and block hot winds.
• Design walls with thermal masses high enough to prevent heat gain within its
perimeter.
• Reduce heat islands by the use of high albedo roof and wall surfaces and
paving.
• Consider low slope roofs with a Solar Reflectance Index (SRI) of at least 78.
Consider paving systems with a Solar Reflectance Index (SRI) of at least 29.
• Consider use of vegetated roofs for some portions of the building.
• Incorporate, when possible, traditional passive systems such a falaj irrigation
system, earth tubes and wind towers or barjeels.
• Design outdoor water features and garden spaces that are appropriately
scaled, that create a soothing ambiance, provide positive effects on the
microclimate and which may also provide learning opportunities for students.
• Provide all hot water needed for changing rooms and kitchen with a
sustainable solar water heating system appropriate to the local climate.
• Reduce as economically possible the need for electricity from off site sources.
Integrate sustainable electrical strategies such as incorporation of photovoltaic
panels and wind turbines for the generation of electricity on site. Investigate
the use of cylindrical turbines in urban areas where buildings create swirling
wind patterns.
• Explore strategies for capture of rainwater for small‐scale building or irrigation
use.
• Submit an Estidama progress report at each phase, providing assurance that all
previsions have been taken during the design phase to guarantee that the
required rating will be obtained.
• Sustainable design requirements and strategies are not limited to this section,
but also can be found in the following sections: landscape, utilities, lighting,
thermal comfort, day lighting, energy efficiency, constructability and
durability.
• A computer generated, 30 year life cycle cost analysis shall be performed for all
school buildings over 2,000 m2 and shall be submitted to ADEC at the schematic
design stage, along with a final recommendation of the type of HVAC system to
be used.
• The above analysis shall include several alternatives along with integrated
studies of construction costs, the effects of building construction materials,
building orientation, lighting, usage schedules, fuels, HVAC equipment,
maintenance costs, and other factors that relate to the initial capital cost of the
building versus the annual operating costs. ADEC authority will stipulate which
alternatives are to be studied.
• The life cycle costs study shall include (but not necessarily be limited to) the
initial cost of the mechanical system, including electrical work and
miscellaneous building costs related to the mechanical system. It shall also
include first year utility costs for, Cooling energy, Interior building lighting,
Domestic hot water, All other energy sources.
E.2
Accessibility
• ADEC schools will provide access and inclusion for all students with special
educational needs and non‐severe disabilities.
• Designs shall allow for equal access for all students to the entire range of the
curriculum, school life and the physical environment by including both ramps
and stairs for students with mobility difficulties where there are small changes
in floor elevations.
• Provision should be made for appropriate space for pupil support, whether
educational (for instance through small‐group rooms), therapeutic, social or
medical.
• Allow students with special needs to own or share use of speciality and
classroom spaces in the school, such as:
• multi‐ purpose small‐group rooms for specialist teaching and pupil
support.
• a medical and therapy room for peripatetic staff and health
professionals.
• an interview room next to the entrance that can be used by parents
and care givers, as well as ADEC agency support staff.
• Storage space for educational and mobility equipment.
• Classrooms large enough to allow for movement by disabled pupils.
• Use Universal Design Principles to minimize physical barriers and thus provide
students, staff, and visitors with physical disabilities the freedom to move
freely within the school.
• Provide 5% height‐adjustable desks and chairs.
• Integrate accessible seating throughout all areas of the school including
auditoriums, cafeterias, libraries, etc.
• Centrally locate key services such as food service, bathrooms, and especially
elevators to minimize travel distances.
• Provide bathrooms with the appropriate accessories (grab bars, 815mm wide
min. doors, etc.) that are at the age appropriate heights (toilet seats between
430‐485mm high, top of lavatories at 865mm, bottom of mirror reflective
surface at 700mm to 1015mm, grab bars between 840‐915 mm, etc)
• Provide handrails and guardrails at stairs and ramps and other changes in
elevation where railing would be required. Handrails should be between 32‐
38mm in diameter and 38mm from wall.
• Spread special education spaces throughout the facility.
• Plan how parents with special needs will access the facility.
• Design outdoor learning environments and/or play areas so that students with
disabilities can access and enjoy these environments.
• Provide appropriate handicapped parking, within the school plot
• Provide adequate signage that complies with general accessibility
requirements (height, etc.). Ensure signage is provided at all relevant areas
including parking, common areas, restrooms, etc.
• Architectural design firms should consult with the appropriate department
within ADEC for current policies regarding students with disabilities.
These guardrail heights show the standard. In places accessible to students
with a level difference of more than 1.2 m, provide guardrails of minimum 1.2
m high and without any projections/rails that are climbable.
E.3
Constructability and Durability
• Buildings should be designed to have high life cycle performance (durability) in
all components and be easily constructible. Design teams are encouraged to
explore solutions that minimize construction duration.
• Acceptable designs shall promote a long building life by protecting its compo‐
nents from condensation, water ingress, improper drainage and through the pro‐
tection of vulnerable areas of the building envelope and surroundings.
• A well designed building envelope is very important from two perspectives.
First, the durability of a building is directly impacted by the thermal movement
and vapour migration within the building envelope. Secondly, the energy per‐
formance of a building and, therefore, the design or over design of the HVAC
system is directly influenced by the performance of the building envelope.
• Provide proper positive drainage of all site areas, particularly away from build‐
ings.
• No “thermal bridging” (where heat transfer can occur) in all roof and wall as‐
semblies by providing adequate thermal breaks.
• Place vapour barriers on the exterior side of any insulation. The school building
wall assemblies shall be designed to keep the interior side fully permeable and
locate both an air barrier and water vapour barrier at the exterior side.
• Provide good quality weather seals and thresholds at all exterior door open‐
ings.
• Design the building envelope air infiltration rate at or below 3.64 l/s/m2 at 75
Pa, or at local code whichever is more stringent.
• Insulate all ducts and cold and hot water pipes to avoid condensation and en‐
ergy loss.
• Evaluate long term life cycle when evaluating all finish materials.
• Evaluate maintenance requirements when evaluating all finish materials.
• Where possible investigate and provide locally harvested, processed and manu‐
factured materials and systems.
• Where possible, stack rest rooms/ plumbing vertically for greater economy.
• Select finish material and systems that are easily available in the UAE market‐
place for replacement.
• Provide design strategies that provide flexibility for future expansion or reno‐
vation of space.
E.5
Integrated Design Approach
• Architectural design firms shall lead the design process and integrate the col‐
laborative inputs of all engineering disciplines and other specialized consult‐
ants. Cost control, coordination of disciplines and constructability should al‐
ways be a central part of the design process, and not an afterthought.
• Design charrettes with owner’s representatives are encouraged as away of
capturing all stakeholder’s contributions through the analysis of all possible
options. Formal and informal reviews are expected to have all the appropriate
design team members input and no design decision should be made without a
fluid dialogue between all parties involved.
• Early involvement of builders, construction managers and facility managers will
enrich the discussions with designers to minimize construction complications,
thus ensuring a more predictable result.
• Some of the benefits expected from an integrated design approach are:
• Simplify and correctly size the structural system.
• Have more direct routes and the right sizing for sub‐systems such as
HVAC, lighting, plumbing, and power.
• Minimize the building energy loads.
• Better coordinate the drawings of different disciplines.
• Engage all design team members early in the design process and submit
to ADEC their names and qualifications along with a work plan that
clearly identifies relationships and flow of information between team
members.
• The design process must be recorded from the initial goal setting
session, to establishing all design intentions, defining project conditions,
and through caring on every phase of design. All members of the design
team must be equally engaged and informed through the entire process.
A record shall be kept of all major design decisions and options analysis,
which will constitute a final document to be submitted to ADEC with the
final design documentation.
The tasks to be completed in each design, construction, and occupancy phase are
identified below:
Pre‐ Design Phase:
• Analyze site conditions and feasibility of space program.
Establish investment cost limits.
• Define energy consumption goals.
• Determine the life expectancy of the school building.
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Design:
• Optimize on‐site resources and orientations.
• Seek highest possible daylight without unnecessary solar heat gain.
• Employ computer generated models to analyze structural, mechanical and
electrical loads.
• Use building information modelling, incorporating and expanding on the
specifications provided by ADEC.
• Specify the need for adequate commissioning.
Bidding and Construction
• Monitor the construction process to ensure full compliance with design
intentions and to allow for possible substitutions when necessary (only with
written approval from ADEC).
Occupancy
• Ensure through specifications the timely submittal of operation and
maintenance manuals.
• Allow for post‐occupancy evaluation and training sessions in coordination
with ADEC.
E.6
Building Information Modelling
• ADEC recommends the use of Building Information Modelling in order to
generate and manage building data during its life cycle.
• Building information modelling is a technique by which all of the distinct
building elements are combined to make up a building design that can coexist
in a single ‘project database’, or ‘virtual building’, which represents everything
known about the building. A building information model is built to provide a
single, logical, consistent source for all information associated with the
building.
• ADEC requires BIM models to be constructed using at the minimum
following information:
• Length, width and height of each building component
• Specifications
• Unit costs
• Schedules
• During the Construction Phase
• As‐built Information
• Manufacturers’ data
• Schedules
• RFIs, Change Orders etc.
• Architectural design firm to keep the BIM model updated, and
incorporate it in with every design submission.
• BIM model shall be submitted as part of the as‐built/record
documentation.
E.7
Process Description and Deliverables
• The requirements and strategies contained in this Design Manual are meant to
provide architectural design firms guidance in understanding ADEC’s
expectations as well as to serve as an instrument that can be used to verify
that the results generated are in line with the goals initially set for the
proposed project. Architectural design firms will take into consideration the
latest design concepts approved by ADEC when working on site specific
designs.
• ADEC will be available for consultation at every step of the process and will
conduct formal reviews at the following phases: concept, schematics, design
development and before the construction are sent for tender.
• Prior to starting a project, ADEC will provide to architectural design firms, all
site information available and a preliminary space program for review and
feedback. ADEC will also organize, when needed, a community consultation to
discuss all project information.
• During tender and construction process, ADEC shall be consulted if changes
are deem necessary to these Standards and Criteria of the final set of
construction drawings.
•
All information collected, plus a description of ADEC’s vision for each
particular project, will be summarized into a Project Brief. Within one week of
being appointed, the architectural design firm will submit to ADEC an
Inception Report containing; but not limited to:
• Team composition and contact information.
• Proposed list of drawings.
• Proposed review schedule.
• Feedback on space program. Program Analysis.
• Site and utilities information and observations.
• Understanding of the ADEC design Requirements.
• At any point during the design process the architectural design firm should be
prepared to produce drawings and reports and to make presentations to the
Higher Authority or their designated representative as determined by the
Infrastructure and Facilities Division. Documents required for presentation
shall include: models, mounted and colour site plans, floor plans, elevations
and presentation perspectives.
• All formal communications between an architectural design firm and ADEC
must be in writing, dated and numbered. All submissions to ADEC will be done
in at least two paper copies and two CDs containing all drawings in PDF, Word,
DWG and other editable formats.
• The following are the minimum deliverable required for each design phase:
Project Inspection Phase.
Concept Design Phase
This phase will focus on:
• Analyzing possible growth alternatives and options for flexibility.
• The design of internal functions, human, vehicle and material flow
patterns.
• General space allocations; detailed analysis of operating functions;
studies of adjacency, vertical and horizontal affinities.
• Outline descriptions of major building components and systems.
The minimum deliverable for this phase are:
1. Site plan at scale 1:250
2. Floor plans at scale 1:200
3. Roof plan.
4. At least two cross sections.
5. Four elevations.
6. Five presentation quality renderings to be printed in an A1 format.
7. All necessary supporting drawings showing typical details or solutions
that enhance or better explain the value of the proposed concept.
8. The sustainability report outlining the strategies planned.
9. A concept design report.
• Although formal structural, mechanical, electrical and plumbing designs will
not be required at this point, the architectural design firm will demonstrate
through graphics and text that the proposed solutions take into consideration
all related disciplines holistically. The conceptual designs should result in high
quality educational buildings that are also economical, easy to maintain, fast
to build and qualify for Three Pearls in the Estidama grading system.
Schematic Design Phase
This phase will focus on:
• Incorporating the feedback from ADEC for the conceptual design phase.
• Schematic design solutions to function, contractibility and aesthetics.
• Review of programmed versus actual areas.
• Analysis of structural including 3D models under all codes loads, MEP and
all systems, construction methods, materials and work to be included in
the construction contracts.
• Sustainability analysis defining strategies for obtaining every point.
The minimum deliverables for this phase are:
A. Architectural
B. Plans at 1:100 scale showing complete building layout, and identifying
areas, room by room, showing areas in square meters with comparisons
to space program provided.
C. Building sections and elevations that indicate location and size of
fenestration.
D. Preliminary color scheme and finishes.
E. Preliminary furniture layouts.
F. Site plan with building located and overall grading plan with a minimum
of 2 m contour lines.
G. All major site development such as orientation, access road paving, walls
and outside support buildings, structured parking facilities, programmed
play areas, and paved parking lots should be shown.
H. Landscape concept drawings and report.
I. Gross and net area calculations separated to show conformance with the
Space Program provided by ADEC .
J. Preliminary International Building Code Summary
B. Structural
A. Plans of structural system recommended (in‐situ cast concrete including
expansion joints, locations, precast, structural steel with composite deck,
structural steel, etc).
B. Identification of foundation systems recommended (fill requirements,
shallow/deep foundations, piles, etc.).
C. Structural report.
C. Mechanical
A. Diagrams and narrative of block heating, ventilating and cooling loads
calculations including skin versus internal loading.
B. Single‐line drawings of all piping and ducts.
C. Location of shafts, duct chases and pipe chases.
D. Location and preliminary dimensions of all major equipment in allocated
spaces
E. Location of all service entrances.
F. Mechanical narrative report.
D. Electrical
A.
B.
C.
D.
Diagrams and narrative of lighting strategy.
Lighting fixtures roughly scheduled showing types of fixtures to be used.
Major electrical equipment estimations that indicate size and capacity.
Complete preliminary one‐line electrical distribution diagrams with
indications of final location of service entry, transformers and emergency
generator, if required.
E. Preliminary dimensions of electrical rooms.
F. Diagrams and narrative of specialized electrical systems (fire alarm,
intercom, voice/data, MATV).
G. Legend showing all symbols used on drawings.
H. Projected energy use broken down in major building components.
I. Electrical narrative report.
Other deliverables are:
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Preliminary construction cost estimates in format provided by ADEC.
Preliminary construction program.
At least two interior and one exterior 3D models.
Acoustics report.
Design Development Phase
This phase will focus on incorporating the feedback from ADEC for the schematic
design phase, as well as develop and document detailed design solutions. If
project not meeting budget, value engineering by an independent third party
may be required before starting this phase. The minimum deliverable, as
applicable, for this phase are:
A. Architectural
1.
2.
3.
4.
Project phasing plan.
International Building Code, summary sheet.
Life safety plans showing all fire walls and egress calculations.
Floor plans (at 1:100 scale) with final room locations including all
openings.
5. Roof plan (at 1:100 scale) indicating structural slope, drainage areas and
drain locations.
6. Wall sections showing final dimensional relationships, materials and
component relationships.
7. Identification of all fixed and loose equipment, furniture, and furnishings.
8. Room inventory data sheets showing locations of furniture and
equipment for each room.
9. Finish schedule identifying all finishes per room.
10. Preliminary door and window and hardware schedule showing final
quantity plus type and quality levels.
11. Site plan including grading and drainage.
12. Preliminary development of details, including millwork details and large
scale blow‐ups.
13. Legend showing all symbols used on drawings.
14. Reflective ceiling development including ceiling grid and all devices that
penetrate the ceiling (i.e., light fixtures, sprinkler heads, ceiling register
or diffusers, etc.).
B. Structural
1.
2.
3.
4.
5.
6.
Plan and section drawings with all structural members located and sized.
Foundation drawings and details.
Concrete plans and details.
Reinforcing steel plans and details
Structural steel plans and details
Structural calculations (3D models), full analysis and sizing of all
structural members.
C. Plumbing
1. Points of access and drainage located.
2. Piping, fixtures and equipment substantially located and sized.
3. Tanks, treatment plants located and sized.
D. Mechanical
1.
2.
3.
4.
5.
6.
7.
Cooling load calculations for each space and major duct or pipe runs
sized to interface structural.
Major mechanical equipment scheduled indicating size and capacity.
Ductwork and piping substantially located and sized.
Above ceiling and/or mechanical room layouts to verify all, structural,
mechanical, plumbing, electrical and fire protection systems fit in
available spaces.
Devices in ceiling located.
Legend showing all symbols used on drawings.
Completed life cycle cost analysis.
E. Electrical
1.
2.
3.
4.
5.
6.
7.
8.
9.
Point of access, substations located and sized.
All power consuming equipment and load characteristics.
Total electric load.
Major electrical equipment (switch gear, distribution panels, emergency
generator, transfer switches, UPS system, etc) dimensioned and drawn
to scale into the space allocated.
Preliminary site lighting design coordinated with the power company.
Lighting, power, telecommunications and office automation devices and
receptacles shown in plan.
Preliminary light fixture schedule.
One line diagram of specialized electrical systems (fire alarm, intercom,
voice/data, MATV) showing location of control equipment/panels and
devices.
Interior electrical loads estimate for systems furniture, receptacles,
lighting, food service equipment, and any other special use areas, etc.
F. Fire Protection
1. Provide flow test information.
2. Narrative of proposed fire protection system.
3. Plans and sections as needed.
Other deliverable are:
• Updated preliminary construction cost estimates in format provided by
ADEC.
• Updated preliminary construction program which includes construction
phasing and packaging strategy.
• Preliminary commissioning plan.
• Updated interior and exterior 3D models.
• Outline of all materials to be specified in the Construction Documents
phase.
• Color boards and finishing sample boards.
• Sustainability update.
• Design Development report.
Construction Documents Phase
This phase will focus on:
• Incorporating the feedback from ADEC for the design development
phase.
• Preparation of all documents necessary for tender and construction.
• Review and incorporating into construction documents: Conditions of the
Contract, Advertisement for Tender, Instructions to Tenderers, and
Construction Proposal Forms and Agreement (s).
The minimum deliverables as applicable, for this phase are:
A. General
1.
2.
3.
4.
5.
6.
Complete index of drawings.
Vicinity plan.
International Building Code summary.
Life safety plans.
Energy data.
Accessibility summary.
B. Civil / Landscaping
1.
2.
3.
4.
5.
6.
7.
8.
Copy of the site survey.
Site plan satisfactory for site plan approval.
Site demolition plan.
Grading plan.
Site utility plan.
Storm drainage plan, details and schedule.
Paving plans and details.
Landscaping plans and details, plant schedule.
C. Architectural
1.
2.
3.
4.
5.
6.
7.
8.
Demolition plans.
Key plans with final room numbers as approved by ADEC.
Critical sections and details identified and drawn.
Roof plan with all penetrations.
Kitchen layout and equipment schedule.
Exterior elevations with control joints located.
Enlarged toilet rooms layout details with all fixtures and dimensions.
Reflected ceiling plan with all fixtures located and ceiling height
identified.
9. Bulkhead and lintel details.
10. Finish plan and schedule.
11. Door and hardware schedule, elevations, and head and jamb details.
12. Masonry details.
13. Roof details.
14. Stair details.
15. Elevator sections and details if applicable.
16. Furniture layout.
17. Casework details and cabinet details.
18. Water‐proofing details.
D. Structural
1.
2.
3.
4.
5.
6.
Demolition plans, if needed.
Footing plans and details.
Concrete plans and details.
Reinforcing steel plans and details
Structural steel plans and details
Full Structural calculations (including 3D models)
E. Plumbing
1.
2.
3.
4.
5.
6.
7.
Demolition plan.
Fixture schedule.
Plumbing plans.
Enlarged toilet room plans.
Riser diagrams for waste and vent, water, storm drainage, and gas.
Plumbing site plan.
Plumbing details.
F. Mechanical
1.
2.
3.
4.
5.
6.
Demolition plan
Ductwork and piping completely located and sized
Complete equipment schedules
Mechanical room enlarged plans and sections
Schematic control diagrams
Mechanical details
G. Electrical
1.
2.
3.
4.
5.
6.
Demolition plan
Fixture schedule
Electrical site plan
Power plan with panels located and identified
Lighting plan
Complete plans for auxiliary systems including but not limited to, fire
alarm, voice/data, intercom, MATV, and security
7. Riser diagrams for all systems
8. Panel schedule
H. Fire Protection
1. Demolition plan
2. Fire protection plan with location of all hose and valve cabinets identified
3. Preliminary fire protection design calculations
I. Other Deliverables
•
•
•
•
•
Priced bill of quantities.
Specifications shall be prepared using the US Construction Specifications
Institute 16 division format.
Sustainability update indicating where in drawings, specifications and
bills of qualities, each sustainability requirements have been
incorporated.
Updated preliminary construction program based on required
construction time including one month for furnishing and equipment and
two months for commissioning. Also including construction phasing and
packaging strategy.
Commissioning plan.
This Design Manual was produced by the Infrastructure and Facilities Division of the Abu
Dhabi Education Council working in close collaboration with all areas of ADEC. Several
preliminary versions were starting to be used since 2009 and guided the architectural
design of our first group of schools that are already built. Through constant reviews,
based on our own research, and a thorough consultation process the first printed
version of this Design Manual was issued in October of 2010. During the construction of
our Phase I schools, and as the new facilities were starting to be occupied several
lessons learned emerged; besides, ADEC New School Model was also formalized and
implemented and teachers and administrators provided additional input as to their
needs and expectations.
The current version of our Design Manual represents a deeper review of prior versions,
that also reflects the need to tighten up some of the design standards to reduce
investment costs. The educational spaces that will be designed based on this Manual
will require teachers and administrators to make a very creative use of spaces , a more
intense use of educational technology and very rational scheduling of spaces and
resources.
Some of the initial ideas contained in this Design Manual were generated in discussions
with international consultants Fielding Nair International (FNI) and the SHW Group
from the USA. Perspectives belong to projects developed for ADEC by international and
locally based firms such as: Studio E, Lumiset, Planar/ Broadway Malyan, Dewan and
KEO.