架构师提供的文本描述。Birralee小学证明了建筑可以做些什么来增强学校社区日常活动的乐趣。这个项目战略性地重新配置了一个1960年代的LTC，以创造一个更令人愉快的室内和室外游戏和学习空间。极其有限的预算要求在选择添加、调整和保留哪些内容以改善学生、教师和家长的总体经验时，设计精确。在这方面，建筑的作用不在于精细的细节和华丽的姿态，而更多的是一系列微妙的空间重组/干预措施，以提供一个协调一致的校园，并使更广泛的活动符合学校的教学愿望。

Text description provided by the architects. Birralee Primary School is testament to what architecture can do to enhance the enjoyment of the day-to-day activities of a school community. This project strategically reconfigures a 1960’s LTC to create a more delightful sequence of indoor and outdoor play and learning spaces. An extremely limited budget demanded design precision in choosing what to add, adapt and retain to improve the overall experience for students, teachers and parents. Here the role of architecture is less about elaborate detailing and flamboyant gestures and more about a subtle series of spatial restructuring/interventions to provide a coherent campus and enable a broader range of activities, which align with the school’s pedagogic aspirations.

 © Derwek Swalwell

德维克·斯沃韦尔

该项目的简要目的是按照教学方法对学校设施进行升级，并实现300名学生的长期入学(是目前入学人数的两倍)。该项目预算仅为300万美元，部分是新建项目，部分是对现有建筑的重新配置，此前kta的早期可行性研究显示，这一方法将提供最佳价值。设计议程成为将两座不同的现有建筑拼接在一起的议程之一：一座长长的线性低矮的60层LTC大楼和最近独立的BER库。

The brief was to upgrade the School’s facilities in line with their teaching pedagogy and towards a long-term enrolment of 300 students (double the current enrolment).  With a project budget of only $3M, the project was part new build and part reconfiguration of existing buildings after early feasibility studies by kta revealed that this approach would provide the best value. The design agenda became one of stitching together two disparate existing buildings; a long linear low-lying 60s LTC building and recent freestanding BER library..

在解决现有校园层次变化所带来的访问问题时，部署了连接景观的主要建筑设备。

In solving the access issues posed by the level changes of the existing campus the main architectural device of a linking landscape was deployed.

 © Derwek Swalwell

德维克·斯沃韦尔

该项目重新配置了整个学校的主要流通路径。拆除了LTC内部黑暗的60年代走廊，取而代之的是在主建筑北缘的一个新的外部走廊，该走廊：

The project re-configures the primary circulation paths throughout the school. The internal dark 60s corridor in the LTC is removed and replaced with a new external verandah along the northern edge of the main building which:

提供学校的新入口；连接不同的课程-新的接待，每个学习集群，食堂和现有的椭圆形和运动场；引入坡道，以提供对现有多层建筑的普遍进入；结合坡道与露台，座位和步骤，户外学习和游戏；提供全年使用的天气保护。

         provides the new entry to the school;          links the different programs - new reception, each learning cluster, canteen and the existing oval and sports        courts;          introduces ramps to provide universal access to an existing multi-level building;          incorporates the ramp with terraces, seating and steps for outdoor learning and play;          provides weather protection for all year use.

 Floor Plan

位于现有60年代建筑西端的一座新的接待/行政大楼确定了学校的新入口，并提供了非常理想的街道存在。学校借鉴当地的当地方言，为社区引入了一种公民元素。员工室位于南侧，最大限度地利用光线和景观，校长办公室和助理校长办公室占据门面，充当街道和学校之间的看门人。

A new reception/administration building located at the west end of the existing 60s building defines a new entry to the school and provides much desired street presence. Drawing upon the local brick vernacular the school introduces a civic element to the neighbourhood. The staff room is located on the south side maximising light and views and the principal and assistant principals' offices occupy the facade to act as gatekeepers of sorts between the street and school.

 © Derwek Swalwell

德维克·斯沃韦尔

现有的线性和多层次LTC建筑被划分为单层教室群，通过新的外部走廊连接起来。每个集群都在计划和部分重新配置，以容纳扩大的教室和共享的协作学习，背架，潮湿的地区和更安静的撤离空间。低层和高亮窗口提供空间之间的视觉和空间连接。进入教室的条目会被抵消，并将带有大滑动门的公共空间插上别针，这些门可以被关闭用于特殊的语音教学，也可以用于共享活动。北部教室和协作学习空间开放，并可直接进入阳台进行户外学习。

The existing linear and multi-level LTC building was divided into single level classroom clusters, linked by the new external verandah. Each cluster was re-configured in both plan and section to accommodate enlarged classrooms and shared collaborative learning, back racks, wet areas and quieter withdrawal spaces. Low level and highlight windows provide visual and spatial connections between the spaces. Entries to the classrooms are offset and pin wheeled off the communal spaces with large sliding doors, which can be closed down for special phonex teaching or opened up for shared activities. The northern classrooms and collaborative learning spaces open up and have direct access to the verandah for outdoor learning. 

 © Derwek Swalwell

德维克·斯沃韦尔

Sustainability

我们选择将现有建筑物和设施综合起来，而不是进行拆卸和新工程计划，从而选择了最注重环境的路线。通过自适应地重复使用现有的结构，并增强和改善这些空间的功能，我们已经节约了材料和能源，否则就会花费在建造一座全新的建筑上。

By opting for the integration of existing buildings and facilities instead of a demolition and new works program, we have selected the most environmentally mindful route. By adaptively re-using the existing structures and enhancing and improving functionality of these spaces, we have conserved materials and energy that would have otherwise expended in the construction of a completely new building.

 © Derwek Swalwell

德维克·斯沃韦尔

通过拆除LTC内黑暗的60年代内部走廊，并在主楼北缘用一个新的外廊取代，我们引入了丰富的自然光、全天候遮蔽物和更灵活的学习空间。

By removing the dark internal 60s corridor in the LTC and replacing it with a new external verandah along the northern edge of the main building we have introduced an abundance of natural light, all weather shelter and more flexible learning spaces.

走廊还为学校提供了新的入口；连接了不同的项目-新的接待、每个学习集群、食堂以及现有的椭圆形和运动场；引入了坡道，使人们能够普遍进入现有的多层建筑；将坡道与露台、座椅和供户外学习和玩耍的台阶结合起来。

The verandah also provides the new entry to the school; links the different programs - new reception, each learning cluster, canteen and the existing oval and sports courts;           introduces ramps to provide universal access to an existing multi-level building; incorporates the ramp with terraces, seating and steps for outdoor learning and play.

 © Derwek Swalwell

德维克·斯沃韦尔

现有建筑物的其他工程包括更换所有密封件，使天窗和亮点合理化，以减少热量增加和热量损失；以及绝缘屋顶和墙壁。

Other works to the existing buildings included replacing all seals, rationalising skylights and highlights to reduce heat gain and heat loss; and insulating roofs and walls.

Architects Kerstin Thompson Architects

Location 26 Heyington Avenue, Manningham VIC 3108, Australia

Category Schools

Design Team Kerstin Thompson, Kelley Mackay, Tim Heron, Lynn Chew, Michael Archibald, William Samuels

Program & Project Management Arup

Project Year 2013

Photographs Derwek Swalwell