Ministry of Education
EDUCATION INFRASTRUCTURE
PROJECT BRIEF TEMPLATE
[Enter school name, school ID and logo]
[Project Name]
 Copyright 2015 Ministry of Education
Project Brief
[School Name] [Project Name]
Document Control
The table below is a record of the document control:
Document Title:
Education Infrastructure Project Brief Template
Date Created:
23 September 2015
Owner:
Ministry of Education, Education Infrastructure Service
Revision History
The table below is a record of the changes that have been made to this document:
Revision Date
Version
Summary of Changes
23 September 2015
Version 1.0
First version for general issue
Approvals
This document required the following approvals:
Name
Position
Sign
Date
Version
Date of Issue
Version
Distribution
This document has been distributed to the following people:
Name
Position
2
Project Brief
[School Name] [Project Name]
Contents
Introduction
Ministry Property Objectives
Precedence of Documents
Project Description
PART A
EDUCATION BRIEF
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
Our vision/ mission statement............................8
Our values ....................................................... 8
The character of our school ................................ 8
School timetable ............................................... 9
Our curriculum ............................................... 10
Teaching and learning structure ........................ 10
School leadership and management .................. 11
Community connections ................................... 12
Linking pedagogy to space ............................... 12
Description of each space ................................ 16
Furniture, fittings and equipment ...................... 17
ICT ............................................................... 17
PART B
PROPERTY BRIEF
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
Purpose ......................................................... 19
High level information ..................................... 19
Project scope .................................................. 19
Roles and responsibilities ................................. 20
Project programme ......................................... 22
Project handover documentation required .......... 23
Compliance documents .................................... 23
Project information.......................................... 24
Roll projections ............................................... 25
Project budget ................................................ 27
Ministry Approvals and Reviews ........................ 27
Data available ................................................ 28
Appendix A - Project and Site Constraints Table
3
Project Brief
[School Name] [Project Name]
Introduction
The purpose of this project brief is for the Ministry to document their project
requirements, and for schools to document their vision for delivering education in
their school, and how property can support that vision.
This brief is to be provided to the architect and their project team for Ministry
funded project that involves new buildings or structural alterations to existing
buildings. Design and detailed planning of property developments at schools must:




Align with the Ministry’s property objectives
Reflect and support the character and values of the school
Enhance the delivery of the curriculum
Cater for the evidence-based teaching practices that have been shown
to improve outcomes for students.
This document is one part of a suite of briefing documents that the project design
team will use as the basis for their Project Design Proposal, and upon which
compliance with the Ministry’s property objectives can be assessed. Refer to the
Designing Schools in New Zealand – Requirements and Guidelines for an
overview of the relationship between these documents and detailed information
about the Ministry’s design principles.
The Project Brief has two sections:
Education Brief – sets out the school’s vision for teaching and learning for the
future and how that translates into physical spaces to enable and support the
pedagogy. This should be completed by the school with support from the Ministry
4
Project Brief
[School Name] [Project Name]
as required. This document will be provided to the Design Team after their
engagement has been confirmed.
Property Brief – sets out key property related parameters and constraints
associated with the site. This will be completed by the Ministry and will form part of
the Design Team’s Agreement for Consultant Services.
Ministry Property Objectives
The Ministry’s investment objectives for property are set out in The New Zealand
School Property Strategy 2011-2021.
Designs for education buildings must be:



Efficient in form and operation. They should be of consistently high
quality, regular shape, and efficient to construct and maintain.
Durable, resistant to wear and tear, and must not require extensive
maintenance.
Cost effective over the whole life of the building, while providing the high
levels of amenity required of flexible learning and support space.
Precedence of Documents
Should any ambiguity or contradiction occur between the Design Guidance Suite
documents on individual aspects of briefing, then Designing Schools in New
Zealand – Requirements and Guidelines takes precedence over the Project
Brief, and within the Project Brief, the Property Brief takes precedence over the
Education Brief.
Where any ambiguity or contradiction is identified this should be referred to the
Ministry Project Lead for confirmation of the appropriate resolution. This
resolution should be clearly documented.
5
Project Brief
[School Name] [Project Name]
Project Description
[Sample Text:
This School is a growing Full Primary which provides a base for technology to the
three closely located schools in the Lower Hutt Valley.
This project requires work to be undertaken in two stages
1. Master Planning – the development of a Master Plan for the entire school site to
allow for the Master Plan Roll set out in this brief accommodating. The Master Plan
must also accommodate:
 Technology spaces for both Foods and Hard Materials which will be used by
other schools two days a week;
 A future early childhood centre and possible teen parent unit with a site area
of 1500m2 and which should be accessed off Bledisloe Way; and
 A Marae Atea space at the front entry to the site capable of receiving groups
of up to 250 people.
2. A 12 learning space development with a total gross floor area of 1325m², which
must also address a School Property Guide deficiency in resource space for which
the Board of Trustees has received funding of $300,000. The total construction
budget for this project should be less than $3.3 million including all site specific
costs. Note that the school switchboard requires replacement as shown in the
attached reports and a new Main Switchboard will need to be accommodated in this
development.
Temporary accommodation has been arranged on the adjacent intermediate School
site and is not required within this brief.
The completed work will be required to be available for use by the school for Term
1 2018.]
6
Project Brief
[School Name] [Project Name]
A
Education Brief
[Enter school name]
[to be completed by the school with support from the Ministry as required]
The Education Brief takes the format of:




Heading
Purpose
Questions to be answered
And in some instances an exemplar answer
To complete this section, please answer the questions in full, explaining anything you
feel relevant to school practice. Please bear in mind the Education Brief is about people
undertaking activities, not about buildings.
Once you have completed your Education Brief, please delete any highlighted areas.
Refer to the Ministry’s Designing Schools in New Zealand – Requirements and
Guidelines publication prior to completing this brief.
A
7
PROJECT BRIEF
Education Brief
Project Brief
[School Name] [Project Name]
1.
Our vision/ mission statement
Share the key statements about the school’s ethos and direction, as
applicable.
What are the school strategic/ethos statements?
o
Feature
Mission statement
School motto
Vision statement
2.
Our values
What are the deeply held beliefs about what is important or desirable at
the school?
Values are expressed through the ways in which people think and act. Every
decision relating to the curriculum and every interaction that takes place in a school
should reflect the values of the individuals involved and the collective values of the
institution.
What are the school values?
What does each term mean to your school?
How are the values woven in to practice at the school?
How recently have these been revisited?
Who has been involved in developing the school values?
What work has been done by the school and its
stakeholders in developing the school’s vision for design?
Has teaching as Inquiry or Professional Learning and
Development taken a part in this development?
What is the school’s Graduate profile?
o
o
o
o
o
o
o
Schools
values/principles
3.
Meaning
The character of our school
What makes the school individual? How can decisions about
property development reflect and enhance the particular
character of this school?
o
o
o
o
What
What
What
What
is the history of the school?
community does it serve?
does the school “feel” like to staff, students and visitors?
marks the school as different from its peers?
[For example: “The school celebrates the diversity that exists amongst its students.
Students experience a broad curriculum within an inclusive culture. They are given
many opportunities to express and enjoy their own culture and to learn about the
cultures of others”. ERO 2012
A
8
PROJECT BRIEF
Education Brief
Project Brief
[School Name] [Project Name]
Our School is state, co-educational, full primary school catering for school Years 1
to 8 (New Entrant to Form 2). It aims to be the school of choice for the local
community who want a seamless education for students from Years 1 to 8. The
school decile changed in 2014 from 7 to 8. The school zone includes an area of
Housing N.Z. homes and low-cost rental housing, contributing to the population of
the school being significantly more diverse, both culturally and socio-economically,
than the decile rating might suggest.
The school opened in 1915. The first school committee adopted the red, yellow and
black colours of the Belgium flag as a tribute to the bravery shown by that country
in the 1914-1918 World War. These colours are still an integral aspect of our
various sports, music and other uniforms.]
3.1.
Special characteristics of the school
Are there any special characteristics of the school provision and why?
o
o
o
Is the school sport focused, bilingual, vocational based etc.?
What are the cultural requirements for the school?
What are the special education needs of the children at the school?
[For example: Approximately 13% of the school's population is Māori and there is
strong support and emphasis on school te reo Māori and tikanga Māori interwoven
throughout the curriculum and ethos of the school.
Children of over 37 other ethnic backgrounds are currently enrolled. The school
places special emphasis on cultural inclusion, raising a different flag each day to
represent the variety of cultures. Inclusion is paramount and the school prioritises
building on the diverse range of cultural and learning experiences that children
bring with them. Children describe the school as a safe and happy place to be and
there is a very positive tone in the playground and classrooms.
The school hosts an attached satellite class of ABC School for moderately disabled
children. This provides a range of positive opportunities and outcomes for all
students, teachers and whānau.]
4.
School timetable
What are the school opening hours, and how is the curriculum
organised and accessed?
o
o
o
o
o
o
o
o
o
What time does the school open its doors?
Are children welcomed onto site outside of opening hours?
What time does learning start? Finish? What about breaks?
How are other routine activities? (Assemblies? Term or yearly events?)
Are literacy and numeracy timetabled? If so, how and when?
How are other National Curriculum requirements met?
Do the term dates follow standard Ministry dates?
Do students have personalised timetables for any part of the day? If so,
how is this organised and when?
Are any changes proposed in the near future?
[For example: The school day will be based around student attendance from 9.00
am to 3.00 pm. Most of the learning activity will occur in the open learning spaces,
learning studios and adjacent outdoor spaces. From time to time activities will be
planned for outdoor areas, the multi-purpose space and off-site locations,
timetabled as necessary. Students begin arriving from 8am and have free play
until 9am in the learning spaces. Students do after school activities from 3pm –
A
9
PROJECT BRIEF
Education Brief
Project Brief
[School Name] [Project Name]
4pm in the hall, learning spaces and outdoor spaces. These types of activities
involve (..........).]
5.
Our curriculum
Explain how the curriculum is accessed and delivered for all students. Are
any changes proposed in the near future?
o
o
o
o
o
How are literacy and numeracy delivered/learnt?
What other curriculum areas are delivered?
Does the school have a curriculum document or strategy? If so, please
use key excerpts here and attach as an appendix.
How does the curriculum relate to the school’s graduate profile?
How is the curriculum and its delivery likely to develop in the future?
[For example: The school undertakes significant curriculum professional
development to support effective teaching and learning. Examples of activities and
agencies to support this include:














‘Assess to Learn’ Project
Literacy
Numeracy
SMS (MUSAC)
NZ Curriculum review
ICTPD contract - 2008 -2010.
Active Schools
Healthy Schools
Regular whole and part reviews
CORE education
Sharp Reading
New Zealand Graduate School of Education
University of Canterbury
E Time
Our School is focused on assisting students to develop the key competencies
through the development of the dispositions identified in the school vision. Each
disposition is linked to one or more of the key competencies.]
6.
Teaching and learning structure
Explain how learning is organised for all students. Are any changes
anticipated in the near future?
o
o
o
o
o
o
How is literacy and numeracy delivered/learned? How about other
areas of the curriculum?
How much choice do students have and what do these choices look
like?
How are the school’s values and beliefs accounted for in the learning
structure?
Is project based working a factor in the school’s delivery? How is this
structured?
In what ways do teams collaborate and how often?
What other activities support learning and how are these to be
organised?
[For example: It is expected that students will be organised in groups of up to 90
students of roughly the same age with three dedicated teachers, with each group
based in a common learning area. Additional teaching and support staff may assist
A
10
PROJECT BRIEF
Education Brief
Project Brief
[School Name] [Project Name]
in particular learning activities, as required. It is possible that future schoolmanagement groups will choose to operate in more vertically-integrated learning
groups or to revert to the more traditional one-teacher-per-class mode.
Teachers will plan learning activities for the large group and smaller subsets of it.
There will be significant opportunities for small group work and individual learning.
Activities will be managed or supervised actively or passively, as appropriate.
Reading recovery happens every day in a separate but connected environment.
Students in the lower school have one to one reinforcement in a space which allows
for privacy, storage of materials and acoustic (and controllable visual) separation
from the main learning.]
7.
School leadership and management
Explain how the school is managed.
o
o
o
o
o
o
o
What is the vision for professional development and how might it be
visible to students?
How do teachers prepare, plan and evaluate?
How do teachers collaborate?
What confidential and/or private professional activities do teachers
need to undertake? (e.g. meetings, interviews etc)
How is pastoral care managed and delivered?
How are (or will) students going to be engaged in leadership and
governance of the school?
What activities are required to manage the school and what do these
mean for the structure of administration services?
[For example: A distributive leadership structure has been developed in the school
over the past four years, giving Team Leaders a strong focus on leading teaching
and learning in their teams, and growing leadership pathways for teachers. The
Principal, Deputy Principal and Assistant Principal share a collaborative working
space, using small meeting rooms for meetings with individuals as needed.
Teachers are increasingly planning learning activities that involve flexible groupings
of students; self-directed learning (where students have significant choice in
learning and ‘check-in’ regularly with a teacher to get progress markers).
The school is currently organised into 5 teaching teams (NE/Y1; Y1/2; Y3/4; Y5/6;
Y7/8), each with a Team Leader who is part of the Leadership Team.
In 2015, these teams were divided into ‘collaborative learning hubs’ of two, three
or four class equivalents, the grouping being determined more by the physical
spaces available than by pedagogy or philosophy. It is the intention of the school to
work in learning hubs that reflect a whole team (typically 4-5 class equivalents
spanning a two-year level grouping).
Each teacher is responsible for the pastoral care and reporting to parents of a
learning group.]
A
11
PROJECT BRIEF
Education Brief
Project Brief
[School Name] [Project Name]
8.
Community connections
Explain how the school links with, supports and is supported by its
community.
o
o
o
o
o
Does the school have any special relationships with community groups
or other education institutions? ( e.g. sharing facilities with other
schools)
What degree of community use and why? What activities?
How does the school want to be profiled in the community?
What community, cultures, assets, resources would the school like to
have available to students?
What partnerships currently happen at the school? Future partnerships?
[For example: The Council had a requirement to provide additional community
performance facilities and the school required a proper theatre rather than the
outdated hall which it had made do with for some eighty years. A memorandum of
agreement was established and the new YY Performing Arts Centre was built. This
centre is used in collaboration with the community and is a significant asset to both
school and community.
School buildings are highly utilised by the wider community outside of school
hours; in particular the hall and staffroom. The school is enthusiastic and supports
this use for the development of community. To this end, the hall and other
buildings are regularly hired by local community groups on a cost recovery rather
than profit-making basis.
A before and after-school programme (BOSCO) operates from 7.30-8.30am and
3:00-5:30 pm each day. BOSCO is now temporarily operating from the school hall
and foyer, having been displaced from their previous home of the multi-purpose
room following the 2012 fire.
A dental health team visits the school periodically in a mobile clinic, as the school
based clinic was decommissioned by the DHB in 2011 and is currently used for
furniture storage. The Life Education mobile classroom visits the school annually
and utilises the same power supply and hardstand site as the dental clinic.]
9.
Linking pedagogy to space
Consider the aspects of pedagogy described above and how these
translate into the types of spaces required in the school.
9.1.
Overall configuration of the school
o
o
o
o
o
How should the school be arranged? How do learning spaces need to be
connected or near to other facilities?
Where is the entrance and why? How does it work for students, staff and
visitors?
What facilities need to be connected or near to the entrance?
How do students and visitors find their way around the school?
Accessibility – how will the school be accessed?
[For example: The school endeavours to develop and enhance the strong sense of
belonging across the site. Flow and connectedness should be a feature throughout
the school buildings and across the site. A strong sense of linkage with the
A
12
PROJECT BRIEF
Education Brief
Project Brief
[School Name] [Project Name]
flexibility to open and flow to the spaces and fields of the west should be an
intentional feature and theme of the site.
Students and visitors alike should feel welcomed onto site and should be made
easily aware of the location of key facilities.
Learning communities will need connectivity to each other, to central services and
to outdoor learning and play areas.
Within the learning communities the intended collaborative learning approach will
vary from year to year. Thus no standard model of teaching group ratio can be
fixed without limiting future learning delivery. Collaboration could be between two
home bases one year and four the next. It is vital that provision can be expanded
and contracted to accommodate the needs of different cohorts as well as future
expansion.]
A
13
PROJECT BRIEF
Education Brief
Project Brief
[School Name] [Project Name]
9.2.
Linking the key aspirations of the school to space
The following table sets out the school’s long term aims, provides a commentary of the current state, sets out the
aspirations for each long term aim and provides a discussion on what these mean and how they will be achieved. The final
column in the table considers the space required to enable and support the achievement of the long term aim.
1.
Commentary:
Aspirations
What does this mean?
How will
aspiration
we
achieve
the
What space will be
required to enable the
aspiration?
















2.
Commentary:
Aspirations
What does this mean?
















A
How will
aspiration
we
achieve
the
What space will be
required to enable the
aspiration?
14
PROJECT BRIEF
Education Brief
Project Brief
[School Name] [Project Name]
3.
Commentary:
[]
Aspirations
What does this mean?
















A
How will
aspiration
we
achieve
the
What space will be
required to enable the
aspiration?
15
PROJECT BRIEF
Education Brief
Project Brief
[School Name] [Project Name]
10.
Description of each space
Describe each space within the school.
o
o
o
o
o
o
o
o
o
o
o
What activities occur in the space?
How does the space look and feel? What do you want people to feel when they walk into the space?
What sub-spaces are required? E.g. break out rooms etc.
How many students in the space?
How many teachers in the space?
What degree of flexibility or openability between break out spaces?
Location of student storage space?
What degree of community use and why? What activities?
Wet areas how and where?
How do outdoor spaces inter-relate to the interior learning environment? I.e. where are they?
What is the nature of access from inside to outside? E.g. sliding glass doors etc, flow from teaching spaces.
[For example: The library will be used as a multipurpose learning space, activities may include reading, research, relaxation, project
based working [etc]. Age relevant resources will be kept in the learning areas rather than the library.]
Space
Activities
Description
General learning
space


Entrance


Hall/gym


Library


Specialist spaces
(Science,
technology)


A
16
PROJECT BRIEF
Education Brief
Project Brief
[School Name] [Project Name]
Outdoor spaces


Admin space


Staff room/staff
workspace


Student services


Toilets


Resources space


Storage


11.
Furniture, fittings and equipment
o
o
o
12.
How does the selection of FFE support education principles described above?
What does the FFE look like? Types of furniture and equipment?
How flexible/moveable are the FFE? How could they be used flexibly to reflect the teaching and learning needs?
ICT
o
o
A
How will ICT be used within the school?
What is the ICT strategy?
17
PROJECT BRIEF
Education Brief
Project Brief
[School Name] [Project Name]
B
Property Brief
[Enter School name]
[Property Brief is to be completed by the Ministry of Education]
B
18
PROJECT BRIEF
Property Brief
Project Brief
[School Name] [Project Name]
1.
Purpose
The Property Brief sets out relevant project parameters and key information relating to
the site, buildings and infrastructure.
2.
High level information
School Name
School ID
Region
Planned Project
Start Date
Construction
Budget
Build Roll
Surge
Requirement
(transportable
teaching spaces)
School ethnicity
composition as at
[date]
External Project
Manager
School Contact
Person
Ministry of
Education Project
Lead
Planned Project
End Date
Roll as at [date]
Master Plan Roll
Ministry of
Education Lead
Infrastructure
Programme
Note that the Build Roll1 is the roll that this particular project must accommodate. The
Master Plan Roll2 is the roll that the Master Plan must be designed to accommodate,
and for which site infrastructure should be designed. The Surge Requirement identifies
the number of additional transportable learning spaces that may need to be located on
the site to account for exceptional temporary requirements.
3.
Project scope
The scope of this project as noted in the Master Planning and/ or Design RFP includes:
[Identify any scope items not set out in the Background and Project Description on page
6 which are relevant.]
1
2
Also known as the Initial Roll.
Also known as the Projected, Final, Design, or Ultimate Capacity Roll.
B
19
PROJECT BRIEF
Property Brief
Project Brief
[School Name] [Project Name]
4.
Roles and responsibilities
This is a table summarising the roles and responsibilities of the parties within the
project.
[Name the contracting parties. For example, the design and build consortium, architect
etc.
An example table is shown below. Commentary also needs to include project specific
details about procurement approach, Design Control Group (DCG) and Project Control
Group (PCG) makeup, responsibilities, frequency of meetings etc. Project specific
requirements must be established and documented.]
B
20
PROJECT BRIEF
Property Brief
Project Brief
[School Name] [Project Name]
Project Structure
B
21
PROJECT BRIEF
Property Brief
Project Brief
[School Name] [Project Name]
[An example Project Structure Chart is shown below. It should be replaced by an
appropriate graphic relevant to the specific project. Project specific requirements must
be established and documented.]
5.
Project programme
The planned programme milestones for this project as noted in the Master Planning and/
or Design RFP are set out below:
[Dates entered below are to be in accordance with overall master programme
deliverables, depending on the type of procurement all the deliverables may or not be
required. If not required then note this in the box as not required.]
Deliverables
Required
Date deliverables required
Master Planning
[Y/N]
Date or N/A
Preliminary Design
Date
Developed Design
Date
Detailed Design
Date
Construction Commence
Date
Handover
Date
The Design Team will be expected to meet all statutory compliance requirements,
Resource and Building Consent requirements.
B
22
PROJECT BRIEF
Property Brief
Project Brief
[School Name] [Project Name]
6.
Project handover documentation required
At the completion of the project and as a prerequisite to the completion of Ministry
Handover processes the Design Lead shall provide the Ministry and the School with a
Building Owner’s Manual in electronic format containing the following:
 A brief description of project including reference photographs of the completed










7.
project
Full set of construction drawings and specifications amended for variations which
occurred during the course of the contract, from all disciplines.
List of consultants engaged on the contract.
List of contractors and subcontractors engaged on the contract.
Copies of all warranties and guarantees issued for the project.
Copy of consents issued on the project including Outline Plan Approvals, Resource
Consents, Building Consents or any waivers issued for any of the above.
Copy of any Producer Statements issued by consultants, reviewers or contractors
on the project.
Copy of Codes Compliance Certificate(s) issued on the project
Finishes and colour schedules for the project
All structural and geotechnical reports (including drawings and calculations)
All review reports undertaken for the project (e.g. accessibility or acoustics
assessment reports)
Compliance documents
This brief is based on the following documents:
Document Title
Version
Number
Date Referred To
Designing Schools in New Zealand – Requirements and
Guidelines
V1.0
September 2015
Structural and Geotechnical Guidelines for School Design
V1.1
29 June 2015
Weather-tightness and Durability Requirements
August 2014
Fire Safety Design Requirements for Schools
July 2008
Fire Alarms Specification SF1
February 2006
Information and Communications Technology (ICT)
Cabling Infrastructure: Policy and Standards for Schools
B
V4.0
May 2014
23
PROJECT BRIEF
Property Brief
Project Brief
[School Name] [Project Name]
8.
Project information
8.1.
Site Information
[Enter site address.]
8.2.
Existing Building Information
[Complete box with the latest up to date available data.]
A list of existing building blocks is provided in the table below. The Ministry of
Education’s Property Information System (PMIS) block numbers are referenced on the
attached annotated site plan. Further information on existing blocks that includes age,
building types, envelope materials and record repairs/upgrade projects can be found by
accessing PMIS online through the following web address: http://pmis.minedu.govt.nz/
PMIS Block
Number
8.3.
PMIS/ Ministry
Block Name
School Block
Name
Comments
Special considerations
Cultural significance
[Provide any information on any known cultural significance or school engagement with
mana whenua – if none available, please indicate as ‘unknown’.]
Historical significance
[Provide any information on any known historical significance, if none available please
indicate as ‘unknown’.]
Special needs
[Provide any information on any special needs requirements on site, if none available
please indicate as ‘unknown’.]
B
24
PROJECT BRIEF
Property Brief
Project Brief
[School Name] [Project Name]
9.
Roll projections
See Section 1 of this document for an explanation of roll types.
Roll Numbers [to be verified by Network via Memorandum of Understanding document]
Current Roll (enter year)
Build Roll
Master Planning Roll
Surge Requirements
[number of transportable classrooms]
Satellite Capacity
Technology Capacity
The total gross area for the school based on a build roll of [enter build to roll number] is
[enter gross figure]gross ([enter net figure] net). This is made up as follows:
[Add in table from school impact assessment from data analyst.]
Table 1 Build Roll (Roll Spread and School Entitlement)
School Roll - Build Roll
Non MI
roll
MI
Roll
School Entitlement - Build Roll
Total
Roll
Year 0
0
Classroom TS (excl gym)
0
Year 1
0
Gymnasium TS
0
Year 2
0
Year 3
0
Classroom area
0
Year 4
0
Gymnasium area
0
Year 5
0
Library area
0
Year 6
0
Administration area
0
Year 7
0
Resource area
0
Year 8
0
Hall / Multi-purpose area
0
Year 9
0
Year 10
0
Total net area
0
Year 11
0
Total gross area
0
Year 12
0
Year 13 +
0
* MI is Maori Immersion
Total school roll
0
ORS high
ORS very high
Outside technology roll
B
25
PROJECT BRIEF
Property Brief
Project Brief
[School Name] [Project Name]
Table 2 Master Plan Roll (Roll Spread and School Entitlement)
School Roll – Master Plan Roll
Non MI
roll
MI
roll
School Entitlement – Master Plan
Roll
Total
roll
Year 0
0
Classroom TS (excl
gym)
0
Year 1
0
Gymnasium TS
0
Year 2
0
Year 3
0
Classroom area
0
Year 4
0
Gymnasium area
0
Year 5
0
Library area
0
Year 6
0
Administration area
0
Year 7
0
0
Year 8
0
Resource area
Hall / Multi-purpose
area
Year 9
0
Year 10
0
Total net area
0
Year 11
0
Total gross area
0
Year 12
0
Year 13 +
0
0
* MI is Maori Immersion
Total school roll
0
ORS high
ORS very high
Outside technology roll
B
26
PROJECT BRIEF
Property Brief
Project Brief
[School Name] [Project Name]
10.
Project budget
[Complete table below – ensure that this has been crossed referenced with information
that was provided to the school as part of their formal visit letter. Add in lines if there
are additional budget provisions, e.g. satellite units. Make sure this aligns with the
Design Team RFP.]
Budget – GST Exclusive
Construction budget
Less already allocated
Available for construction
Budget includes: Escalations, demolition costs, landscaping, site works, infrastructure
upgrades, temporary accommodation, staging costs.
Budget excludes: Consultants fees, design contingency territorial authority fees,
furniture and equipment and construction contingency.
11.
Ministry Approvals, Design Review and Weathertightness Review requirements
11.1. Project Specific Review Requirements
This project will require the following Ministry sign-offs, design and weather-tightness
reviews. This table does not include sign-offs that are standard to the building
construction industry (for example, compliance reviews from the Building Consent
Authority).
[Complete table below – ensure that it reflects the design stages and reviews required
for this project.]
Stage
DRP Submission
Required
Weather-tightness
Ministry
Review
Sign-off Required
Masterplan - Bulk and Location
YES
YES
Preliminary Design
YES
YES
Developed Design
YES
YES
Detailed Design
Handover
YES
YES
YES
11.2. Design Reviews
One step of the Ministry approval process is submission of plans to the Design Review
Panel (DRP). The purpose of the DRP is to develop a consistent approach towards school
property design and associated outcomes. These reviews support the Ministry’s
‘controlled gateways’ approval process and the goal to optimise the quality of its
property portfolio.
B
27
PROJECT BRIEF
Property Brief
Project Brief
[School Name] [Project Name]
The DRP is a small group of experienced specialists (including engineers, architects,
quantity surveyors) who access the selected design information and undertake high-level
independent project reviews. The DRP reviews projects at certain milestones, depending
on the risk profile of the project. The requirements for this project are outlined in the
table above.
A DRP submission requires the formal submission of documents five working days in
advance of the scheduled review. The DRP will convene and a report will be issued within
10 working days following the review session. The DRP does not approve projects or the
completion of a milestone. The DRP report is part of the documentation required for
submission for milestone sign off by the Ministry.
11.3.
Weather-tightness Review
A comprehensive Weather-tightness Review undertaken by the Ministry’s designated
expert consultants will be required at the Detailed Design stage.
11.4. Staged Ministry Sign-offs
Staged Ministry sign-off will be required for each of the stages set out above by the
Ministry Project Lead. DRP reviews and weather-tightness reviews listed above will be
prerequisites to the staged sign-off as will be the completion of the Ministry’s Design
Compliance Checklist (DCC).
Ministry approval and formal sign-off are required to progress to each of the project
stages. Deliverables and reporting requirements for these approvals are set out in the
Designing Schools in New Zealand – Requirements and Guidelines.
12.
Data available
This section exists to document the existing reports about this site that are being
provided to the Design Team. Commentary is not necessary.
12.1.
Technical Overview – Key Issues
[Provide a high level summary of the various reports that have been undertaken –
information from executive summary level. If no information or report available please
note as ‘no information available’.]
Item
Reports
Available
Infrastructure
Services & Roading
Comments
[Note if any report has been completed and any high level
budgetary estimate provided for like for like replacement as
at.....]
Weather-tightness
[Note if any report has been complete, which block and any
high level budgetary estimate provided for weather
tightness remediation work.]
Seismic
[Note from site executive summary blocks that require
strengthening and any other high level info to note.]
Geotechnical
[Enter the geotechnical category noted in the geotechnical
report – GC1 – 4. ]
B
28
PROJECT BRIEF
Property Brief
Project Brief
[School Name] [Project Name]
[Note any other reports.]
Other
12.2.
Other Data
The Ministry has a data base of existing engineering reports and other data that relates
to the site. A list of the information being provided to the Design Team is provided in the
following table:
[Enter all available reports and documentation that will be provided to the master
planners that MoE have available for release – if unavailable, please note as ‘nil’ or
‘unavailable’. Recommend that data is sent to master planner/PM via Dropbox.]
Subject Area
File Name
Author
Up to Date Aerial Image
Site Plan
Geotechnical Assessments
Structural Assessments
Insurance Reports or Details
Infrastructure Report
Condition Assessments
ILE Compliance Assessments
Weather-tightness
Assessments
Any Site Plans, Services
Plans held on the MoE PMIS
Hardstand Reports
Floor Level Surveys
Damage Assessment Report–
Canterbury
Other
B
29
PROJECT BRIEF
Property Brief
Project Brief
[School Name] [Project Name]
Appendix A
Project and Site Constraints Table
The Project and Site Constraints Table Template is available for download from
Education.govt.nz.
[This table should be completed as far as is possible by the Ministry Project Lead prior to
issuing to the Design Teams for RFP Submissions and will then become the responsibility
of the successful project team to complete for staged Ministry sign-offs.]
B
30
PROJECT BRIEF
Property Brief