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The 6 Green-Star rated, McAuley Community School with associated ALIVE Early Learning Centre has revitalised the original Marymount Middle School to create a rich and contemporary learning environment that inspires educational and pedagogical change, for children from Birth – Year 6.

The dynamic buildings with their flowing and Reggio-Emilia inspired interiors provide a variety of sub-divided, purposeful and inclusive spaces that provide opportunity for children to further create, explore and discover as part of their resource rich, student centred, social and supportive environments.

The surrounding adventurous and natural external environments that include a connection to the existing shared community oval can be easily expanded to and help to improve the children’s connection to nature, beauty and wonder, that is also available after hours for public use.

The intent of the development is to create a connected and engaged community of inquiry with the built environment itself, to further enhance educational outcomes.

St Peters Girls School engaged Swanbury Penglase to develop a new Science and Art Centre for dedicated ‘STEAM’ learning. Located at the entrance to the campus, it is a visible demonstration of the school’s commitment to the pursuit of these areas of study and their importance for the future.

The building is sited to complete and enclose the cloister created as part of the Middle School upgrade completed in 2015 and provides lift and stair access to the new two level facility and a roof terrace at the top of the development.

It houses seven new laboratories, including three dedicated to the main disciplines of Biology, Chemistry and Physics. These are located on the ground floor in a space with exposed services intended to demonstrate some of ideas learned within. The Physics lab can be opened to the circulation space via a curved operable wall which allows for larger scale experiments and demonstrations including the use of the school’s two hoverboards. The floor finishes create identity for each space with a square metre grid also marked out to provide a measurable context for learning.

On the second level are another four laboratories, including one set-up for longer term experiments, typically for a ‘scientist in residence’ program. Each level is serviced by dedicated preparation spaces including a fire rated Chemical Store on the ground floor. The lift allow for equitable access to all floors plus the easy transportation of equipment and goods to all levels including the roof terrace proposed for weather related experiments.

Nestled adjacent are two new art studios. On the ground floor, the Senior studio breaks into the rear of Elizabeth Pike building, breathing new life into this space gifted to the school by ex-School Principal Elizabeth Pike, for arts practice. The rawness of the older structure contrasts with the clean lines of the new building. Upstairs, a glassy and light filled studio awaits the Junior students with views back across the campus.

With a project budget of $7M, the school has gained a significant suite of new spaces slotted into the remaining space available on what is a very constrained site. The architectural façade signifies a new ‘future focused’ era of learning at St Peters.

Golden Grove based Pedare Christian College has undertaken an ambitious move to combine their Junior and Middle/ Senior School campuses onto a single site on Surrey Farm Drive. This project necessitated the relocation of the Middle School to make way for new Junior School buildings. It is part of a larger master-plan which will see the entire school refined and redeveloped.

Pedare has taken this opportunity to integrate current thinking around STEM (Science, Technology, Engineering and Maths) into a STEM- centric middle school building a prime educational space, as well as a showcase for the school. The flexibility demanded by such a programme has also heavily influenced the new Junior School buildings.

A gymnasium has been added to the campus, accessible by all school levels, incorporating basketball, netball, volleyball and badminton, with provision also for hiring to large sporting and non-sporting groups.

The landscape design is expansive, incorporating age-appropriate playgrounds, entrance treatments, soft and hard -play areas and a redeveloped northern car-park and kiss’n’drop.

The two cultures of the separate schools, until now geographically separated also have been brought together. The blending of these cultures has also very much influenced the arrangement and form of the new buildings.

The redevelopment of Playford International College was the final piece of a 3-year transformation plan that focused on improving academic outcomes at the school. The physical improvements, comprising additions and upgrades, supported changes to the way the school will deliver education by providing flexible and stimulating spaces that encouraged different modes of learning.

Through a comprehensive briefing process with school and Department, Swanbury Penglase developed a detailed Scoping Study identifying development priorities which were costed to inform a final budgeted scope of works. The final scope of works comprised a new Performing Arts Centre, Physical Performance Training Centre, Hospitality Training Centre, Visual Arts Centre, Supported Learning Centre, the redevelopment of the school reception, new access and entry statement, upgrade of staff support spaces and amenities and general building refurbishment.

Following the completion of the redevelopment project, Swanbury Penglase was engaged to undertake a Planning Study for the STEM Works Upgrade at the school. Through extensive consultation with the school leadership team, Science and Maths (iSam) faculty and the Department, the proposal for a new building extension was agreed. The STEM Centre provided a flexible learning environment with interconnected ‘wet’ and ‘dry’ labs, project rooms, associated support spaces, teacher preparation spaces, informal student breakout spaces and dedicated outdoor learning areas. Moreover, the STEM Centre transformed the configuration of the traditional school buildings by connecting the opposite wings and establishing linkages with the adjacent science laboratories, new Visual Arts Centre (STEaM model), Global Studies (Humanity) programs, maths classrooms and IT facilities. The provision of new stair access resolved existing egress violations from the first floor whilst establishing the interconnection of ground and first floor learning spaces. It also served to create a double height space over the informal student breakout area with high level glazing to maximise natural light. Aligning with the building function, the design exposes the building structure and services as an added learning experience for students. In the same way, the existing building materials are exposed and featured as a way celebrating the building’s history.

In early 2016 Swanbury Penglase was engaged by DPTI as part of the STEM Works to provide a dedicated flexible learning hub to facilitate STEM specific teaching within the Mitcham Girls High School curriculum.

This STEM Hub is supported by upgrades to both the Library and Senior study areas, resulting in a multi layered STEM approach where students have access to flexible learning spaces and various technologies enabling them to explore ideas, test various hypotheses and apply what they learn to real situations.

This project includes a variety of physical spaces across the school campus to support the already strong STEM focus at Mitcham, Girls High School.

As a new iconic address for the CBC Senior Campus, the building provides a new public entrance with supporting Administration spaces as part of a new three storey Innovation and Learning Centre.

The facility includes high quality specialised areas for music, science, and art to help establish another STEaM Centre (i.e. Science Technology, Engineering, Art(s) & Mathematics) with supporting collaborative study and maker spaces. The building’s design strongly references the use of crystallised geometric forms and mathematics and exposes building elements as an added learning experience for students.

The project improves circulation connectivity, with new multiple glass links and an open roof deck, specifically designed for student led STEaM and ESD experiments. Internally, the use of natural materials with simple colours and textures creates a high quality learning environment, complemented by controlled natural and artificial lighting, refined acoustics, fresh air movement and internal planting.

Working in association with Sydney-based architectural firm BVN, our team successfully delivered the University of South Australia’s new 14 storey Bradley Building on North Terrace: on time and budget.

Located alongside the Morphett Street Bridge and adjacent the New Royal Adelaide Hospital, the SAHMRI building and Adelaide University’s Health and Medical Sciences Building, the Bradley Building is a high-profile landmark and an integral part of the new South Australian Health and Biomedical Precinct.

Our landscape architecture team also worked in collaboration with the Adelaide University design team to develop a new suspended landscaped ‘Urban Park’ between both buildings.

The building houses the Centre for Cancer Biology (CCB) which links the UniSA community with approximately 250 of Australia’s top cancer and health researchers, in addition to other innovative, multidisciplinary research laboratories. At the lower levels it features ‘MOD’, a new ‘future museum’ intended to inspire a new generation of science aware community.

Our brief was to create light filled, transparent series of spaces that supported collaboration between staff and students and embodied the transitional journey students take in middle years.

Our design commenced by relocating the library to a central location to create a space that would become the new Middle School. T his new location capturing the expansive views to the playing fields bordered by Ferguson Park.

Circulation through the space was angled to direct outlook and carve out areas for informal and accidental interaction. Working with remaining fixed elements such as columns, the design team cultivated ‘structures’ to ground and define areas, providing choice to students for different setting configurations and sizes. Intended to be playful elements, their form mimics playground structures to be moved around as well as occupied.

This approach continued externally with a new structure extending over a two-storey retaining wall that physically connects the middle school to the playing fields. The deck includes seating elements that address both the middle school and playing fields.

A significant skylight provides abundant natural daylight into the heart of the space. This is supported by artificial lighting, providing flexibility throughout the day and night. Spaces are agile and can be joined allowing class areas to become gathering space for larger groups.

Close attention has been given to the acoustics with absorptive surfaces included in the construction of the circulation spaces. This means even at peak capacity, noise levels are managed and remain comfortable.

Close collaboration with both staff and the students, has resulted in a design that embodies and reflects the St Peter’s Girls’ community. Finishes and detailing are simple but sophisticated. The Middle School includes a colour scheme that slowly evolves as students move through the spaces, reflecting their growing maturity and the transitional journey that occurs.

Our design commenced by relocating the Library to a central location for years 7 to 12, putting it between what would become the new Middle School and the Senior School. This location captured the expansive views to Ferguson Park bordering one side of the college, a unique aspect and until now, mostly under-utilised. The natural bush setting provided the inspiration for the Library fitout finishes,

Close collaboration between architect, engineer and contractor was essential to deliver the design and retain integrity of the simple concrete structure. This aspect was most evident in the balcony designed to project from the library into Ferguson Park, the challenge being that no structure could be taken to ground due to the lower levels protruding. The result effectively hangs upside down from the concrete frame, with some eight tonnes of steel craned up three storeys and assembled onsite.

Internally, the space was stripped back to the structure with the intent to provide a new internal skin that would reveal the full volume of the space including the raking roof space. Enclosed project spaces were located at either side and were connected to adjoining class areas. Central is the library circulation functions and staff spaces which allows views to all areas.

The collection is divided into 3 sections, Fiction, Senior Fiction and Non-Fiction and spreads out to create spaces within the books. Different types of seating allows students to choose between quiet and introspective spaces through to more open and collaborative areas. The library also includes two areas for classes, however, all furniture, including the collection, is mobile and it is anticipated that elements will move regularly.

In terms of finishes, the library reflects the small piece of Australian bush that faces it. Natural timber veneers are complemented with eucalyptus greens and greys creating a warm, inviting, calming atmosphere. A place of retreat from the challenges faced by today’s learners in this increasingly complex and unnatural world.

In early 2018 Swanbury Penglase completed a total refurbishment of Seymour College’s existing Library to create the Yurrebilla Centre, a new Learning and Innovation Hub providing the Seymour Community an open, creative, and inclusive place to learn and connect.

The Centre fosters an environment of self-directed learning and is underpinned by an Integrated and seamless approach to technology and has become the heart of the Campus. The space is open, flexible, modern and light, creating visual connections over the entire floor plate as well as providing outdoor learning environments to connect to Seymour’s park like campus beyond.

The Centre also celebrates Seymour’s history and communicates the values of the College. Seymour is physically located below a Kaurna Dreaming trail and through the exhibition style entry we have been able to tell the story of a great giant, Yurrebilla and intertwine this history with a sense of belonging and connection for current students.

For almost 50 years the Ligertwood building at the University of Adelaide has been the home for the Adelaide Law School, the second oldest Law school in Australia. The brief for the project was to create a more student friendly and ‘progressive’ environment whilst still maintaining an upmarket and corporate presence.

The fitout was carried out over the ground floor and the fifth floor and involved some minor fitout works to Levels 2, 3 and 4.

The design philosophy for the fitout drew inspiration from the distinctive architectural features of the Ligertwood Building: its defining angled entrance canopy and recessed hexagonal fenestration façade patterning.

For the ground floor, the existing ceiling was removed and the structure exposed and painted out black. Dropped ceiling features were added to delineate separate zones and functional areas and to add visual interest. The main access corridor was visually reduced in length by incorporating two coloured transition zones. Overall the space is very popular with the law students, largely as a result of the informal and relaxed atmosphere.

The main space of the fifth floor has been designed to be opened up to accommodate large gatherings and functions. The walls to the teaching spaces consist of large sliding glass panels that open up to the central kitchen space, enabling maximum flexibility for operating both teaching and function areas.

The executive suite is also located on this level, accessed via secure automatic glazed doors. Whilst consistent with the design of the Level 5 teaching space, the executive offices have a more formal, structured feel with a more restrained colour and materials palette: the overall aesthetic not dissimilar to a progressive  and contemporary legal office fitout.

Maintaining their position at the forefront of developments in education paradigms, responding to the needs of the global village in a technology driven society and preparing senior students for potential tertiary educational environments were Immanuel College’s major drivers for the design of the Margaret Ames Centre.

The plan form for the new building successfully expands upon and integrates with the existing senior school spaces allowing the project to meet the growing spatial and educational needs of the College. Designed over two levels, the main entrance and administration areas address the main oval and present a dynamic and bold public face. This positioning allows greater connections with new multi-levelled pedestrian links to adjacent buildings.

The new building embraces a modern innovative teaching philosophy which is research-driven, active and student centred. Learning spaces are both formal and informal, promoting creativity and flexibility, and allowing for multiple purposes concurrently so that students may undertake a range of activities as individuals or groups.

The complex and fluid shapes of the building forms, including the sculpturally shaped atriums create dynamic and light-filled breakout spaces, which combined with the integration of the latest digital technology contribute to uplift this building as an inspirational educational facility.

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