Project 2 Master Plan

After conducting a site analysis, as a group we went about producing a master plan for the proposed school on the Torquay site.

First up we did a spacial diagram to try to gain an understanding of what building srelate with each other and as a result, should connect with each other.




From here we were able to produce our master plan for the proposed year 10 - 12 high school.


As part of our master plan response, we tried to resolve the traffic build up on Grossmans Rd by making the current site entry into a bus drop off zone only and we provided car parking and a student drop off zone on the side of the site with an access road on the private land.

from here we positioned the buildings. We located the cafe and design technology centre near the bus drop off and car park so that supplies can be delivered easily.

We wanted to keep the library central as this is a space that the whole school will require access to and it is often used during the lunch break. We also wanted to allow space around it so it could be utilised as an outdoor space.

The performing arts theatre and music room were positioned to the west of the site and within close proximity of the car par. The reasons for this is that firstly, these are lounder areas and we wanted them to be separated from the general classroom areas and secondly, these areas can be utilised by the community outside of school hours and this location will prevent the community having to walk through the school.

After much discussion, it was decided to locate the gym on the south side of the site so that it links up with the basketball courts and oval of Torquay College.

Project 2 Site Analysis

After visits to the site and talking with some of the locals in the Torquay community, we produced a site analysis and master plan for the proposed high school. In addition, with no group members being from Victoria, we also looked at the history and culture of Torquay to help gain a better understanding of what design in the region should represent.

First up we looked at the history of the site and the culture of Torquay.

We also researched into the climatic region which Torquay is in and the annual temperatures and rain fall. This sheet also contained the design brief which the group produced at the end of the project. The brief narrows down the project requirements and outline what the group wants to achieve from the school.

We did a graphical response showing the views from the site.

This image shows how we also researched into the site location in regards to where it is situated in Torquay.

Also we researched into the urban growth of Torquay and future areas planned for development which could impact on the schools growth.

This is to represent current traffic flow on a large scale showing all access to the current site.

This poster showed the impact of climatic conditions. It represents the contours of the site, water runoff, sun direction and current access points.

The next two posters represent our groups research on the affects of the high winds. With the site being quite flat, there are some areas in the open space which are extremely effected by the high winds. The areas on the poster which are shaded in blue were two areas which were extremely windy.

Project 2 Second Site Visit

To gain a better understanding of how the site responded to climatic changes, we returned to the site on a cold, windy, wet day to see how these conditions would affect the proposed school.





While we were in Torquay, we did a quick drive around the town and stopped at the beach to help determine the culture of the city.

Project 2 Site Map

Here is a copy of the site map and a satellite photo showing the context of the site.

Project 2

For project 2, my group group 20 and group 25 have merged.The photo below shows the team members.

(Ping, Me, Andrew, Dang and Dave)

Project 2 requires the group to create a master plan for a senior school catering for year 10 - 12 students at a designated site in Torquay. This site will be located on the council land next to the current Torquay school. The first part of the project was to visit Torquay school to gain an understanding of how a school operates and the necessary requirements for the school to function effectively. Torquay school believes in being a sustainable design and the design tries to reflect this.










After a quick tour of the school we visited the site to gain an understanding of the surrounding buildings, situation of the site and the climatic factors which need to be considered.

Final Design

Here is the finished floor plan of our relocatable classroom and the site model representing how the buildings fit together on site .


This design works by having each individual module constructed off site and delivered to site. Each standard classroom is made up of seven modules however, the design is flexible so that the class can be increased or decreased depending on student numbers.



The modules are designed to enable them to be relocated on a standard five axle semi trailer. This type of truck enables 8 modules to fit on the trailer which means it can carry an entire standard classroom. Also this truck can be used on the roads without any special permits which mean the classroom can be transported quick and easily.


When the modules are delivered to site, they are simply fitted together and fixed in place.


The aspects of R.A.R.E. Architecture where an integral part of this relocatable school. From the site plan below, it can be seen that the buildings are orientated with the classroom areas facing north to allow the winter sun to warm the classroom naturally.

The image below also shows how the screening of windows was used to enable the winter sun to penetrate the building but keep the winter sun out.



With the current water crisis, we devised ways to store and reuse water. This was done by capturing rain water that lands on the roof of the classroom and storing it in tanks under the flooring system.
For the heating system we used solar hydronic. We decided to use solar hydronic as it is one of the most energy efficient and effective methods available.



We also included solar power to help power various requirements of a classroom such as computers and lighting when required.

Design Development Part 2

After coming up with some initial concepts, as a group we discussed what we wanted to achieve out of our relocatable classroom and we came up with the following in addition to RARE Architecture requirements:

> We want the classroom to be easily assembled and dissembled so that it can be conveniently relocated to other sites without consuming too much time.

> We wanted a modular design so the classroom could increase in size with the growth of the school.

> We want each segment of the classroom to be a complete unit for ease of transportation and assembly.

Below are some sketches of our concept of the relocatable classroom.

This first image below shows how the segments of the classroom fits together and shows how it can be expanded to grow in size.


This next sketch represents how each individual segment is constructed. The sketch also includes some design features such as:

> Connecting one segment with the others.
> Transportation of the segments.
> Shading on the windows to reduce heat penetration in summer.
> Water collection ideas.
> Footing System.


From this sketch, it can be seen how the segments will join together to form a complete classroom made up of five or more segments.


Lastly, this sketch gives a perspective view of how we envisage the relocatable classroom to look like once positioned on site.

Design Development

Below are some of the initial sketches for concepts for our relocatable classroom. Ultimately the classrooms should consider the aspects of RARE architecture as well as being quick and easy to relocate.

This first image was an idea of having a classroom which fitted onto a truck trailer and folded out into an interactive classroom space. The idea behind this concept meant that the classroom could be set up and relocated with ease.



This idea was looking at the possibilities of modular design and stacking of classrooms. By considering a modular design, classrooms are able to be expanded to suit class sizes.