架构师提供的文本描述。百老汇中学是一所现有的7年级综合中学和中六中心，专门研究现代外语。这所学校分为两个地点：位于百老汇的主要佩里·巴尔校区，阿斯顿·阿内克斯位于半英里外的怀特海德路。该项目的目的是将学校合并到百老汇的一个地点，创建一个范例学校，为伯奇菲尔德社区服务。Brodadway工地的特点是一层、两层和三层的混凝土框架结构，1970年代的建筑采用红色和黄色的砖块，有大面积的玻璃和平屋顶。最近那栋三层楼的建筑被铺上了另一层黄色的砖，有一个浅倾斜的屋顶。

Text description provided by the architects. Broadway School is an existing 7-form entry comprehensive secondary school and sixth form centre, specialising in modern foreign languages. The school is split over two sites: the main Perry Barr campus which is located on The Broadway, with the Aston Annexe housing the lower school located half a mile away in Whitehead Road. The aim of this project was to consolidate the school onto one site on the Broadway to create an Exemplar School to serve the Birchfield Community. The Brodadway site was characterised by a mix of one, two and three storeys of concrete frame construction, the 1970s buildings were clad in red and yellow bricks with large areas of glazing and flat roofing. The more recent three storey building was clad in a different yellow brick and had a shallow pitched roof.

佩里·巴尔是一个种族多样化的地区，主要由第一代或第二代巴基斯坦人、孟加拉国人、克什米尔人、印度人和非洲-加勒比人组成。百老汇学校的学生入学情况反映了这一点，因此，该学校有一套需要满足的具体需要和要求。

Perry Barr is an ethnically diverse area comprised mainly of first or second generation Pakistanis, Bangladeshis, Kashmiris, Indians and Afro-Caribbeans. Broadway School’s pupil intake is a reflection of this and as such the school has a set specific needs and requirements that need to be met.

 © Anthony Coleman

C.安东尼·科尔曼

百老汇学校不是一个信仰学校，但支持其学生和社区的种族和宗教多样性。该地区的主要信仰是伊斯兰教、印度教和基督教。在学校内以多种方式庆祝多样性，例如通过学校集会方案、在庆祝节日的活动、通过课程重点，例如黑人历史月，以及为祈祷和反思留出空间。

Broadway School is not a faith school, but supports the ethnic and religious diversity of its pupils and community. The key faiths practiced in the area are Islam, Hinduism and Christianity. Diversity is celebrated in a number of ways within the school, for example through the school assembly programme, at events celebrating festivals, through curriculum focus such as Black History Month, and by setting aside space for prayer and reflection.

包容性精神是学校特色的核心，更广泛的社区使用受到欢迎。这一议程为设计的发展提供了一个关键的动力，拟议的新设施旨在通过促进和促进与学校的更多接触，鼓励社区在这一领域内提高技能。

The inclusive ethos is central to the school’s identity and wider community use is welcomed. This agenda has provided a key driver for the design’s development, and the proposed new facilities are aimed at encouraging the community to increase their skills within the area by promoting and facilitating increased engagement with the school.

 © Anthony Coleman

C.安东尼·科尔曼

这份简报是根据“建筑物公报98”(BB 98)提供的地区指导和伯明翰市议会和百老汇学校的要求编写的，并与教育顾问Edunova协商，除升级现有大楼外，翻修后的校园还改造了400名从Aston Annexe重新安置的学生。为配合“建筑物通讯98”(BB 98)的指引，为现有建筑物提供现代化的课程教学空间，并符合最新的进出规定。改造后的学校现在更真实地反映了学校的精神面貌，拥有了更有效、更吸引人的学习环境的设施和空间。该简报还包括为伯明翰青年服务处社区警察局提供新住所，并提供广泛的社区设施。

The Brief was developed in line with the area guidance provided in Building Bulletin 98 (BB98) and with the requirements of Birmingham City Council and Broadway School, in consultation with Edunova, Educational consultant for Lend Lease In addition to upgrading the existing building the refurbished campus was remodelled to accommodate 400 additional students relocated from the Aston Annexe. The existing buildings were upgraded to provide modern curriculum teaching spaces in line with guidance in Building Bulletin 98 (BB98) and to meet the latest access requirements. The remodelled school now more truly reflects the ethos of the school and has the facilities and spaces to deliver a more effective and engaging learning environment. The brief was also to include for new accommodation for a community Police Station, Birmingham Youth Service and to provide extensive community facilities.

 © Anthony Coleman

C.安东尼·科尔曼

翻修是伯明翰建筑学校未来方案租赁完成的第一所学校。百老汇学校的特别挑战是在现有学校的背景下创造一个可持续和激励的学习环境。这是提供连续性和转型-一个真正可持续的模式-的独特机会。

The refurbishment is the first school to be completed by Lendlease for the Birmingham Building Schools for the Future programme. The particular challenge at Broadway School was to create a sustainable and stimulating learning environment within the context of an existing school. It was unique opportunity to provide both continuity and transformation – a truly sustainable model.

 © Anthony Coleman

C.安东尼·科尔曼

工程的范围包括对现有的1970年代内部进行广泛的改建和整修，并纳入关键的新建筑要素，以便使学校升级，以满足现代教学方法、无障碍环境和性能的要求。整个学校都得到了重新服务，并达到了BREEAM‘非常好’的分数。

The scope of works involved the extensive remodelling and refurbishment of the existing 1970s interior and the inclusion of key new build elements in order to upgrade the school to meet the demands of modern teaching methods, accessibility and performance. The entire school has been re serviced and has reached a score of BREEAM ‘Very Good’.

 © Anthony Coleman

C.安东尼·科尔曼

该设计的目的是重新连接现有的学校建筑，并将其重新利用，以创造灵活的新学习空间。为此，增加了一个新的中央覆盖空间(知识交流)和入口，这是提案的支点，连接了学校建筑群的东侧和西侧。这个空间连接了所有现有的和新的建议，并在街道和学校景观之间架起了一座桥梁。

The aim of the design was to reconnect the existing school buildings and reuse them to create flexible new learning spaces. This was achieved by the addition of a new central covered space (the knowledge Exchange) and entrance which is the fulcrum of the proposal and links the east and west sides of the school complex.. This space links all the existing and new proposals and created a bridge between the street and the landscape of the school.

 © Anthony Coleman

C.安东尼·科尔曼

现有的东北街区已被保留，墙壁内部已完全重新配置，以形成新的教学集群。东南区块已被部分改造，部分被拆除。在东部和南部新增的新建筑提供了技术教学集群。

The existing north-east block has been retained with walls fully reconfigured internally to form new teaching clusters. The south-east block has been partly reconfigured and partly demolished. New build additions to the east and south provide Technical teaching clusters.

 © Anthony Coleman

C.安东尼·科尔曼

在西侧，现有的集会、餐厅和运动场空间的布局，以及音乐、戏剧、活动工作室、厨房和植物室空间都得到了很大程度的保留，外部空间得到了翻新。

To the west side the existing layout of the assembly, dining and sports hall spaces together with music, drama, activity studio, kitchen and plant room spaces has been largely retained, with the exteriors refurbished.

教学空间的安排是由教育视野直接产生的。泛型教学空间被排列成一系列的集群，这也为注册提供了教学类的基础。每个通用集群通过共享区域直接连接到为科学或技术配备和安排的科学教学集群。通用和科学集群都与构成学校核心的中央资源区和学习资源中心等专门领域相联系。

The arrangement of teaching spaces is generated directly by the Educational Vision. Generic teaching spaces are arranged in a series of clusters, which also provide pedagogic class bases for registration. Each Generic cluster links directly via shared zones to Science teaching clusters that are equipped and arranged for science or technology. Both Generic and Science clusters are linked to a Central Resources area, which forms the core of the school and also to Specialist areas such as the Learning Resources Centre.

 © Anthony Coleman

C.安东尼·科尔曼

一座新的社区建筑在百老汇街的正面，旁边是一个新的行人专用区，创造了一个社区入口的学校。新的外部包覆和景观设计将现有的和新的建筑联系在一起，并改善了整个场地的外观。

A new community building on the Broadway Street facade alongside a newly pedestrianised zone creates a community entrance to the School. New external cladding and landscaping tie together the existing and new buildings and improve the appearance of the whole site.

 context plan

上下文规划

参与式设计和社区咨询是学校设计的重要组成部分。通过与学校及其学生举办的讲习班，产生了图案、图形、色彩方案和景观理念，并将其纳入完成的建筑中。

Participatory Design and Community Consultation played an important part of the design of the school. Through workshops with the school and its pupils, patterns, graphics, colour schemes and landscape ideas have been generated and included into the finished building.

 ground floor plan

百老汇的改造表明，明智的再利用和激进的改造可以使一个被认为比其使用寿命更长的建筑产业恢复相关性。这是不可能实现的，没有伯明翰LEP，租赁和百老汇学校的教职工和学生的支持和领导。

The transformation at Broadway has shown how sensible re-use and radical adaptation can bring back to relevance a building estate that was thought to have outlived its useful life. This could not have been achieved without the support and lead of Birmingham LEP, Lendlease and the staff and pupils of Broadway school.

 long section

长款