GATEWAY COLLEGE OF ARCHITECTURE AND DESIGN SONIPAT

131001

THESIS REPORT March 2018

GOVERNMENT HIGHER SECONDARY SCHOOL NARELA

SUBMITTED BY: GUIDED BY:

Shivender sharma Ar. Vivek Varma
(Gcad.13.133)
 GATEWAY COLLEGE OF ARCHITECTURE AND DESIGN

DECLARATION

I, Shivender sharma, Roll Number, Gcad/13/133 hereby declare that the thesis titled
government higher secondary school , narela submitted by me, in partial fulfilment of the
requirement of the curriculum of Bachelor of Architecture as per the university norms, to
Gateway College of Architecture and Design, is a record of my original work with credits
given for information collected from any other source.

SHIVENDER SHARMA
 GATEWAY COLLEGE OF ARCHITECTURE AND DESIGN

CERTIFICATE
This is to certify that the thesis titled Government higher secondary school, submitted in
partial fulfilment of the requirement of the curriculum of Bachelor of Architecture is the work
of Shivender sharma, Roll Number Gcad/13/133, who carried out thesis under our
supervision in Gateway College of Architecture and Design, Sonipat, Haryana.

We recommend that the thesis report be placed before the examiners for their consideration.

Ar. Vivek Varma Ar. Bikramjeet chakraborty

Signature of the Guide Signature of the Coordinator
 Acknowledgements

I would like to express my sincere gratitude to my advisor, Ar. Vivek Varma, for his
guidance, support and patience during this study. Without his moral support this thesis would
not have been possible. I would also like to thank Ar. Bikramjit Chakraborty for his
unconditional support and valuable advice throughout my thesis at Gateway College of
Architecture and Design. I would also express my sincere appreciation to Gateway College of
Architecture and Design, Sonipat.

I am thankful to the concerned administrative persons of Gateway International School,

Sonipat for providing with the data required for this thesis. My thanks also go to the Director
Sir Ar. Anil Kumar for his continuous assistance and valuable support.
CHAPTERS

The chapters that make up an architectural thesis report can be:

• Introduction
• Analysis of the envisaged activity
– Its history
– Its nature
– Its architectural implications
• The envisaged user profile
– Social Aspects
– Psychological aspects
• The standards
• The literature study
– From books
– From Net
• Case studies
– Description
– Positives and negatives
– Lessons learnt
– Comparative analysis
• Site analysis
– Location
– Planning aspects
– Urban Design aspects
– Climatology
– Topography
• Clients brief
• Architects brief
– Spatial analysis
– Interrelationship of spaces
– Design constraints
• Design factors of consideration
• Concept

PROLOGUE ELEMENTS
 • Academic statement
• Acknowledgments
• Contents

EPILOGUE ELEMENTS

• Bibliography
• Index or Glossary (if any)
 CHAPTER - 1

Introduction
Aim and Objective
Validity of the Project
Methodology

Processed/ Unprocessed Data

1.1 Introduction
School is a such place where a child starts his/her real development . its provides
an environment where future mankind is shaped. School is child’s first institution
which is responsible for shaping his/her character & building their future. Its
provides an access to the latest technology and thoughts .
It is essential that the built environment of the school should be conducive for
learning. Design should enhance the environment which support the creative
skills of a child.
Schools in India are divided into the following: -

 Pre-primary school
 Primary school
 Middle school
 Secondary school
 Senior secondary school


Vision of school
 To encourage children to think independently, to be passionate about what
they wish to do, to value excellence. With knowledge, confidence,
compassion and cheer, children must proceed to make the world a better
place than they found it.
 Focus on cleanliness , green field areas & safety
 Sustainability
 Learning spaces
1.1.1 What is education?

 Education is the process that enables learning, or the acquisition of knowledge,

skills, values, beliefs and habits. Educational methods include storytelling,
discussion, teaching, training, and directed research. Education frequently takes
place under the guidance of educators, but learners may also educate themselves.
Education can take place in formal or informal ways.

 Each child is born with some tendencies, capacities and inherent powers.
Education draws these powers out and develop them to full. A direct effect of
education is knowledge gain. Education gives us knowledge of the world around.
It develops in us a perspective of looking at life. Education makes us capable of
interpreting things rightly and applying the gathered information in real-life
scenarios. Education is not limited to lessons from textbooks. Real education is
obtained from the lessons taught by life. Education is a process in which and by

 which knowledge, character and behaviour of the young are shaped and moulded.
Education is the acquisition of knowledge, skills, values, beliefs and habits.
Education cultivates us into mature individuals; individuals capable of planning
for the future, and taking the right decisions in life. 


 Intelligence is an important factor in how the individual responds to education.

Those who have higher intelligence tend to perform better at school and go on to
higher levels of education. This effect is also observable in the opposite direction,
in that education increases measurable intelligence. Studies have shown that
while educational attainment is important in predicting intelligence in later life.

1.2 Validity of the Project

 The reason for choosing this project is the increasing need for educational
institutions in Delhi with the increasing migration we need enough
infrastructure for a better future of children, senior secondary schools that
are aided by government play an important role in fulfilling the basic needs
of citizens.
 The development plan 2021 Delhi is an initiative of the government to
develop educational facilities and day to day needs within the walking
 distance of a settlement so that children should not walk more than certain
distance.
 DDA proposed 3 land for school in narela sector-a1a4 under which 1 land is
allotted for government higher secondary school.

1.3 Aim and Objective of the Project

The aim is to provide a physical environment appropriate for interactive learning by
creation of spaces encouraging thoughts , giving due respect to the climate and physical
character of the region. To design an environment targeted at the student psychology that
helps them feel enjoying and comfortable. Creation of spaces that encourages creative
thought.
In order to achieve the aim of this project the objectives are as followings:

 To understand needs and functions of the school.

 To create good and healthy environment for the students .
 To explore the different aspects of the built environment
 To study the impact of these aspects on the students psychology
 To create a better and functional arrangement of different activities for interactive
learning
 To create an atmosphere that provide all around mental physical , social
development of students
1.4 The Proposed Methodology
1. Identification of project.
2. Gathering basic information of project.
 Site
 Brief
 Literature study about history, typologies etc.
 Study of standards
3. Relative case studies.
 Current user pattern
 Pattern of buses
 Existing problems
 Requirement
 Adaptation of place
4. Site study.
 Site analysis
  Context Study

5. Identification and analysis of requirements

6. Interpretation of study and concept
7. Design development
8. Final product
 CHAPTER – 2

History of Activity
Current Scenario
Nature of the Activity
Architectural Implication of the Activity

Processed/ Unprocessed Data

The Analysis of the envisaged Activity

2.1 Its history

The concept of grouping students together in a centralised location for learning has existed
since classical antiquity. Schools have existed at least since ancient greece , ancient india (
gurukul ) and ancient china .

Many of the earlier public schools in the united states were one- room schools where a single
teacher taughts seven grades of boys and girls in the same classroom.

GURUKULA SYSTEM

In a gurukula , the students living together are considered as equals, irrespective of their social
standing. They learn from the guru and help the guru in his everyday life, including carrying out of
mundane daily household chores. However, some scholars suggest that the activities are not
mundane and very essential part of the education to inculcate self-discipline among students.
Typically, a guru does not receive or accept any fees from the shishya studying with him as the
relationship between a guru and the shishya is considered very sacred.
 Impact of britishers on
The Indian education system

 Education of Indians had become a topic of interest among East India Company
officials.

 The policy’s goal was to advance knowledge of Indians and to employ that knowledge
in the East India Company.

 Since English was increasingly being employed as the language of instruction, during
1852–1853 petitions were sent to the British Parliament in support of both establishing
and adequately funding university education in India which resulted in the Education
Dispatch of July 1854 which helped in shaping the education system of India.

 Established a Department of Public Instruction in each province of British India.

 Established teacher-training schools for all levels of instruction.

 Increased the number of Government colleges, vernacular schools and high-schools .

 The Department of Public Instruction was in place by 1855. By 1857 a number of

universities were established modelled on the University of London.

 Educational reforms in the early 20th century led towards the nationalization of many
universities

The Indian Education system

 Following independence in 1947, MAULANA AZAD, India's first education minister
recommended strong central government control over education throughout the
country, with a uniform educational system.

 The Indian government lays great emphasis to primary education up to the age of
fourteen years (referred to as Elementary Education in India.) The Indian government
has also banned child labour in order to ensure that the children do not enter unsafe
working conditions.

 Education has also been made free for children for six to 16 years of age.

 The District Primary Education Programme (DPEP) was launched in 1994 with an aim
to universalize primary education in India by reforming and vitalizing the existing
primary education system.

 The Mid-day Meal Scheme is the popular name for school meal programme in India. It
involves provision of lunch free of cost to school-children on all working days with an
objective to:

 Increase school enrolment and attendance, improve socialisation among children

belonging to all castes and addressing malnutrition.

 The current scheme for universalization of Education for All is the SARVA SHIKSHA
ABHIYAN which is one of the largest education initiatives in the world.

 The government is committed to providing education through mainstream schools for

children with disabilities.

 The need for inclusive education arises precisely because it is now well understood that
most children with disabilities can, with motivation and effort on the part of teaching
institutions, become an integral part of those institutions.

 Significant feature of India's secondary school system is the emphasis on inclusion of

the disadvantaged sections of the society.

 Another feature of India's secondary school system is its emphasis on profession based
vocational training to help students attain skills for finding a vocation of his/her
choosing.
  The Secondary education is supported by the following organisations under the
administrative control of the Union Department of Education:

 Some of the institutes are: -

 Central Board of Secondary Education. (CBSE).

 National Council of Education Research and Training(NCERT)

 National Institute of Open Schooling. (NIOS)

 The National Policy on Education (NPE), 1986, has provided for environment
awareness, science and technology education, and introduction of traditional elements
such as yoga into the Indian secondary school system.

 The CBSE was set up by a special resolution of the Government of India in 1929 at
Ajmer with a view to play a useful role in the field of Secondary Education and to raise
its standard.

 The Main functions of the board are: to conduct Class X and XII examinations and
grant certificates, to prescribe courses of instructions, prescribe conditions for
examinations, and to affiliate institutions for the purpose of examinations. The CBSE
also conducts all India entrance examinations at the under graduate level for pre-
medical/pre-dental, engineering and architecture courses.

 The CBSE has constantly been engaged in process of curriculum design, in-service
teacher empowerment programmes and development of textual material.


2.2 current scenario

India is the 2nd most popular country with a literacy rate of 66% (as of 2011). According to
Census, more than 50% of India’s population is below the age of 25 and more than 65% is
below the age of 35. All this data indicates that India’s youth is responsible for the development
of the nation. Thus, it is important to provide them with proper education so they are able to
lead the country.
Due to the migration of people from different cities to the urban regions of Delhi, NCR there
is a high demand of housings and public spaces to serve these people such as schools,
community centre’s etc. Education is global need. According to a survey through Annual Status
of Education Report (ASER), there is a current need of 2 lakhs schools in the country. So there
is a lot of demand of schools in the societies.

2.3 Nature of envisaged activity

There are two major forms of education:

 Informal education 

 Formal education

Informal education

Informal education, on the other hand, involves people learning while they go about their daily
lives. For example, young children learn new words simply by hearing others speak and by
trying to speak themselves. In the same manner, they learn to dress themselves, eat with civil
manners, ride a car, make a telephone call or operate a computer or a television set.
When people try to find out information or to gain skills on their own initiative without a
teacher, this is also a part of informal education. For this, they may visit a book shop, library,
village, cinema or museum. They may watch a television show or a videotape or listen to a
radio programme. They do not have to pass tests. There are many other ways to learn such
education like on the job learning.

Formal education

Formal education refers to instruction given in formalised structures like schools and day care
centres. In many nations, people enter a system of formal education during their early
childhood. In this form of education, the people in charge of a school decide what is to be
taught and children then study those things under the direction of teachers.
Learners are expected to come to school regularly and punctually, work at the same speed as
their classmates and to give tests to show how well they have learned and progressed. At the
end of the year, successful students move up to the next level--that is, to the next standard,
class or grade. In the end, they may earn a diploma, a certificate or degree as a mark of their
success over the years.

India's current education system follows the European and especially British models
introduced in the late 1700's and 1800's. During the period of British rule, the education
system sought to produce able officials and therefore concentrated on teaching languages and
numeric skills. An educational elite (top class) emerged, drawn mainly from the highest
classes of Indian society.
 The process of education has some objectives and goals. These include:
 to make person well-adjusted and adapted with existing values and expectations.
 to develop him/her morally high so that he /she can acquire more capacities to mould their
self when needed
 to give technical and advanced education.
 to make attitudes and ideas more rational and logical, so that person can learn self-control.

2.4 Need and importance of education

Education helps a person to deal with life as a whole.

• It will reduce social disparity, which will allow progress to be shared equally.
• Educated people have longer life expectancy. They tend to lead a healthier lifestyle
by exercising more, playing sports etc. Therefore, educated people
 make healthy
choices.
• Educating oneself is important as it will help one to make effective decisions.
• An Educated person is likely to earn higher than an uneducated person and enjoy
better standards of living.
• An Educated person is likely to earn higher than an uneducated person and enjoy
better standards of living.
• Through education a individual will be high skilled and therefore can be more
productive and due to that there will be wider variety of choice for the society.
• Education must be promoted by the state as it’s the only means to understand the
history, culture and religion.
• Education helps a person to deal with life as a whole.
• Education is crucial for holding a good job and for making flourishing career.

2.5 Architectural implications

The high school has various designated spaces to perform activities such as learning, reading,
playing and interaction. The school building must reflect the ideas behind the contemporary
education. For example the changing concepts of learning directly reflect upon changes in
shapes and layout of classrooms from square classrooms for active learners to circular seating
classrooms for social learners. The architectural implications are the conclusions which can be
drawn from the set of activities required for the functioning of a high school.
 Learning – It is an activity which generally requires higher concentration levels and silent
environment with minimum distraction so that one can focus and indulge in the activity.

Playing – It is an activity which requires large open spaces to perform various activities and
should also be located away from silent zone so that it does not lead to distractions.

Reading – It is an activity which requires space which is inviting or a space which is easily
accessible and it can also be a part of a bigger space for casual reading.

Interaction – Several interactive spaces are used by students in the high school which serve
as gathering space for students to interact as well as share ideas by group discussions which
in turn gives impact on psychology of an individual and gives him/her opportunity to gather
knowledge as well as boost him/her internally.

School designed in such a way that there should be a good amount of day light and
ventilation in the building.
 CHAPTER – 3

User Profile
Social Aspect
Psychological Aspect

Processed/ Unprocessed Data

The Envisaged User Profile

3.1 The user profile

3.2 SOCIAL ASPECTS

Narela (sub city) in Delhi where many sectors are developing in sector-A1A4 the developing
sector where DDA allotted three land for school in which one land is for government school
as per population and area requirement.
A School should harmonize students from all the economic backgrounds and provide them
with equal standard of education. The School will be designed in such a way that it will be
inviting to students from both different economic backgrounds. As the area is dominated by
plotted housing the school will help in improving social infrastructure of the area and serve
students in a manner where they develop into a better human being and develop a better
future for themselves.

3.3 PSYCHOLOGICAL ASPECTS

A school is a place where, apart from education, students gain understanding of
complexities of human thought and behaviour as well as the factors related to differences
between the people. Students also gain basic understanding of moral values, discipline and
cultural values. Students apply the gained knowledge to day to day life and hence walk on
the path of progress for a better future. The school should be designed in such a way that it
should not be a struggle to attend school daily or children should attend school daily
without any hesitation. The noise free environment should be created through design so
that children do not get easily distracted.
 CHAPTER – 4

Anthropometrics
Neufert Standards
CBSE Norms
CBRI norms
4.1 The Standards
This presents the standards applicable to development of various spaces required in a
school design and this standards are same for every school design. These standards are from
Neufert’s and norms given by CBSE and CBRI. This standards covers anthropometrics ,
circulation , class room , washroom , play area , laboratory and parking etc.

Classrooms

 Students Requirement – 1.11 Sqm per student

 Shape Requirement - Rectangular or Square
 Windows Requirement - At least in one side
Science Labs

Physics:

 One classroom – 55-60 sq. m

 One room for collection and materials – 30-35 sq. m
 One room for preparation – 30-35 sq. m
 One room for demonstrations and practical’s – 70-75 sq. m

Chemistry:

 One room for theory and practical work-- 80-85 sq m

 One room for preparation— 30-35 sq m
 One room for collection and materials -- 30-35 sq m
 2 rooms for science groups--30-35 sqm

Biology:

 One classroom – 55-60 sq. m

 One room for collection and materials – 30-35 sq. m
 One room for preparation – 30-35 sq. m
 One room for demonstrations and practical – 70-75 sq. m
 Ventilation
Labs where chemicals are used must have artificial air supply and extraction. Air
changes per hour:

 Chemistry Labs – 8
 Biology labs – 4
 Physics labs – 3 to 4 (in extraction area)

Library

 Purpose: Information centre for classwork, further education and leisure and may be
used by students, teachers and non-school users.
 Library includes a conventional school library for students and teachers with books
and magazines, lending facilities, reading and workplaces
 Standard space requirement overall: 0.35 to 0.55 sq. m / student
 Book issues and return: 5 sq. m per workplace and catalogue space - 20 - 40 sq m.
Information: librarian 10 - 20 sq. m.
Library Seating
Playground

Washrooms

 Number of urinals – half of WC’s.

 Number of lavatories – 1 for every 50 student for more than 300 students – 1
lavatory for every 100 student.
 In gymnasium or school number of shower rooms – half of the students of the largest
class using pool at any time.
 Drinking fountains – 1 tank for 50 students, but at least 1 tank on each floor.
 1WC fixture for every 35 student.
Circulation

 Both horizontal & vertical circulation should serve as emergency escape routes also.
 Minimum width of corridors in classroom areas – 2m
 Width of stairs – minimum – 1.25m
Maximum – 2.50m

4.2 CBSE Norms

The school must have about 2 acres or as otherwise permitted measurement of land and a
building constructed on a part of land and proper playground on the remaining land.
The school seeking permanent affiliation must also satisfy the following conditions:
Infrastructure
The infrastructural facilities should be as follows:- .
(i) Class rooms - minimum size should be 8 m x 6 m (approx. 500. sq. ft.).
(ii) Science Labs. (Composite for Secondary or/and separate Physics, Chemistry and Biology
for Senior Secondary)- minimum size should be 9 m.x6 m. each(approx. 600 sq. ft) and fully
equipped.
(iii) Library - minimum size should be 14 m.x 8 m. fully equipped and with reading room
facility.
(iv) Computer Lab. and Math Lab. - No minimum size is prescribed; however, the school
should have separate provision for each
(v) Rooms for extra curricular activities - either separate rooms for music, dance, arts &
sports or one multi purpose hall for all these activities should be available.

Parking Spaces
 Space for a cycle parking – 1.1sqm/cycle
 Space for a scooter parking – 3m2/scooter
 Space for a Car Parking – 15 m2/car
 Space for a Bus Parking – 60 m2/bus

Outdoor Facilities
 Adequate ground to create outdoor facilities for a 200 m track.
 Adequate land for Kabadi and Kho-Kho.
 Facilities for playing Volleyball.
 Area for playing cricket, football, hockey 15000 m2 for all Indian Games
 Minimum Area of Badminton – 13.4m X 6.1m
 Minimum area of Basketball – 24m X 13m
 Minimum area of Cricket – 29m X 4m

Staircase Requirements
 Minimum of 2 staircase in the building and minimum width of 1 staircase should be 2m
 Maximum steps per flight of staircase – 12
 Minimum Headroom of Staircase – 2.2 m
 Fire Staircase – Minimum – 750mm wide
Maximum Riser – 90mm
Maximum steps – 16/flight

Assembly Hall
 0.5m2 to 0.6m2 space for every student
 Levelled flooring
 Detached from classrooms
 Balcony should not project more than 1/3rd length of the wall.
4.3 CBRI norms
 A minimum space of 1.11 sq m per child is needed for the effective performance of
all the
 activities in a class room.
 A class room size of 7.32m x 6.1 m for 40 students (with furniture).
 A class room size of 4.8m x 6.1 m for 40 students (for squatting pattern of seating)

Building Efficiency Requirements

Lighting

The orientation and siting of windows in relation to the availability of daylight is well
established. The optimum relations between window sizes, the work place and wall surface
illumination have been worked out.
It was found that, for obtaining a minimum level of150 lux of daylight, requisite level of
lighting for reading and writing on the work plane, a 15 per cent clear window opening has to
be provided with a sill height of 80 to 100 cm.

Acoustics

For good acoustics in the class rooms, the height of the flat reflective ceiling was found to be
at least 3.4m. In case of acoustical false ceiling or channel unit ceiling, the height could be
reduced to 3.0 m.
CHAPTER 5: LITERATURE STUDY
Duchess Park Secondary School
De Fu School
The Literature Study
5.1 Duchess Park Secondary School

 Architects :HCMA
 Location :Prince George, British Columbia, Canada
 Area :11040.0 sqm
 Project Year :2010

A fundamental design concept and a key element of the brief is the creation of a multi-
purpose atrium space as a vibrant and versatile social heart for the school. Upon arrival, the
layout of the public areas is clear. Students, faculty and guests of all ages quickly feel at
home and can find their way intuitively and without direction. It becomes a meeting place, a
forum, a town plaza - a space that promotes and fosters the best sense of recognition and
identity that creates a strong and vibrant learning community.
The building incorporates a wide variety of sustainable design strategies including a high
performance building envelope, ample day lighting, natural ventilation and low-emitting
materials.Although Prince George is far from major manufacturers of building materials and
products, regionally sourced materials, FSC-certified wood and materials with high recycled
content were extensively used in the project.

The external shared spaces in order to generate a setting that encourages interaction, are
treated in a manner of layering creating informal social and teaching spaces at various levels
based on the purpose of multiple functions.

These spaces present generous environment with maximum levels of natural light ,
ventilation and understated but durable entries. The collective spaces shared by all the
schools are planned to promote social communication within a distinct order of natural
aggregation nodes which weave together the extensive accommodation schedule.
Influences
The school is well known for its sustainable designing. Non polluting material usage and
ample natural daylight are the key feature of this school. I would prefer taking such
concepts further for my design project.
5.2 De Fu School

 Architects
Atelier GOM
 Location
Jiading, Shanghai, China
 Area
12783.0 ft2
 Project Year
2016

It is a campus which can accommodate 24 junior high school classes. On the north side, it is
adjacent to the De Fu primary school, and for the south side, there is normal residential area
.There are two buildings on campus respectively: the main teaching building, gymnasium
and canteen.
The main teaching building which sits on the west part of the site can hold classrooms, office
facilities for teachers, and ancillary facilities. The building has north-south teaching
classrooms and east-west special classrooms. It descends towards the sun from three floors
to one floor and then generates plentiful roof platform area. Four barrier-free ramps connect
the main teaching building with gymnasium and canteen.
Four courtyards.
The space of courtyard has always been the essence of Chinese traditional architecture.
When deals with the relationship between architecture and site, the architect subtly designs
four courtyards. Inspired by the culture of Chinese characters, these four courtyards present
themselves as a Tian-font layout. The dimension of the four courtyard is 25m on each side
and each of them has its own form and they connect each other with the ground floor. They
are like four seasons, students can feel the time changes, sunrise and sunset in these four
courtyards.
`
Sunken courtyard.
The elevation of the canteen's outdoor terrace is 1.5m below the elevation of the main
teaching building outdoor terrace. Here the architect creates a sunken courtyard in which the
students can rest on the steps after a meal.
 Although restricted by the shape and the size of the site, the architect expects that the
building can provide a free walk place for the school teacher and students. The main
teaching building has an inside–outside double corridor design. Besides basic vertical
transportation, the architect also designs abundant roaming traffic system. The free
stretching corridor combines itself intimately with the scattered roof platform, they blur the
boundary of the inside and outside, and make walking experience more interesting. The
architect hopes that the use can perceive the environment unexpectedly and understand the
nature.

The gymnasium provides a semi interior basketball court, it can also be used as an
exhibition hall and auditorium. The vertical shading devices adopt the cast-in-place concrete
plate with a rectangular cross section. And the roof is a well-shaped beam structure with
cast-in-place hanging concrete plate. The section is trapezoidal, and the minimum thickness
of each concrete plate is 15 cm.
 The architect also conducts a daylight factor analysis for the square classroom to ensure
that the children are able to receive appropriate daylight in the classroom.
The external wall of dry clay is a response to the traditional external wall style
of Shanghai and also an attempt to the durability of low cost building materials.
 CHAPTER 6: CASE STUDIES

Gateway International School, Sonipat, Haryana

Sachdeva global school , Dwarka, delhi
Case Studies
6.1 Gateway International School, Sonipat

Gateway International School was established in 2006. The school is spread over 2.5 acres,
the primary and secondary departments are segregated. The extracurricular activity spaces
are segregated from learning spaces. it’s a G+3 structure with a good circulation , ventilation
and landscaping.
Site location
Play area

There are two different play area indoor and outdoor both for school kids.

Class room

Ramp and O.A.T

Internally class rooms are spacious enough and without using any artificial light in the class
room at the day time there is enough natural light.

Types of users
 Students
 Staff members
 Visitors
 Service staff

Positive and negative points

Positive points
 Windows of the classrooms are on the south and north side for proper
daylight
 Separate parking for visitors
 Provided different playgrounds for pre-primary students
 Classes are smart technology enabled
 Large size playgrounds for games and also have swimming pool

Negative points
 No proper entrance for the students
 Height of window is same for classes from nursery to XII standard
 At daytime no proper sunlight in the corridors
6.2 Sachdeva global school, dwarka

Total area- 2.02 acres

Built-up area-2428.5 sqm.
Surroundings
 Venkateshwara school on south
 Venkateshwara hospital on east
 Housing
In this building the relation between open spaces and built mass is not defined by just
separating the built mass and open spaces but it is defined by providing on the upper floors as
well so that to relate the open space in the site with the open space in built mass.

Ground floor plan

First floor plan

Second floor plan

Third floor plan

Design intention
Modern Indian architects have tried to integrate the open space and the built mass and this
has been achieved by providing open terraces on the every floors on the edges of the built
mass and covering some of them with pergolas to create it more interesting aesthetically
and therefore maintaining the connectivity of built form with the open spaces.

Play area for kids

Circulation and movement
For vehicular movement and as a front set back, 15m wide space has been provided for the
buses to pick and drop the students and for the senior staff parking. 6m wide space has
been provide on the west side and 4.5m on east side which is used for the staff parking.
CHAPTER 7: SITE ANALYSIS

LOCATION

SITE AND SITE AREA

SITE SURROUNDINGS

PLANING REGULATIONS

CLIMATOLOGY
Site Analysis
DDA allotted 3 land for schools in sector-A1A4 narela, Delhi in which I land allotted to
government higher secondary school. the school has total intake of 2000 students having
playground , indoor and outdoor games also. And it’s also near to NH1 highway.

7.1 Location
The site is located in sector-A1A4 narela , delhi

7.2 Connectivity to the Site

 Bus stand is near to site

 1.2 km from NH1
 1 km from sector-a6 market
 2.80 km from railway crossing

7.3 Site Area

 Site area = 4.2acres.

 Approach road = 12 m wide
7.4 Site Images
7.5 Climatic Data
7.6 Site surrounding

 Proposed site
 Residential area
 Commercial area
 East of the side is green land.
 Surroundings of sites is mostly residential like in north or west.
 South-West of the site has gurdwara.
SWOT Analysis
Strength

 Connectivity to the site is advantageous like its 1.2km away from NH1 highway.
 Topography of the land is plain
 This is a developing sector so around the site everything developing according to
plans.

Weakness

 On west side there is a gaushala.

 Second approach road is not much wide
 This is a developing so facility like market, shop is very less.

Opportunity
 Climatic data of the area can be used to orient the buildings and planning of the
building.
 Changing of view point on government school design and infrastructure.

Threats
 This is a developing sector security in the area is necessary as there is less population
around the site.
 Foul smell from gaushala around the site.
CHAPTER 8: CLIENT’S BRIEF

Client

Client’s Brief
8.1 CLIENT
Delhi administration

8.2 CLIENT ASPIRATION

 Running cost of the building should be less.
 Functional open spaces must be there.
 A good playground should be compulsory for the students.
 Building should look aesthetically good.

8.3 CLIENT EXPECTATION

TOTAL NO. OF STUDENTS – 2000

 CLASS ROOM
 PRIMARY, MIDDLE, SECONDARY, SENIOR SECONDARY
 RECEPTION LOBBY
 PRINCIPAL ROOM
 STAFF ROOM
 CONFERENCE ROOM
 ACCOUNTS ROOM
 STORE
 STAGE
 LIBRARY
 PHYSICS LAB
 CHEMISTRY LAB
 BIOLOGY LAB
 ACTIVITY ROOM
 ARTS ROOM
 MATHS LAB
 HOME SCIENCE
 CRAFTS ROOM
 MEDICAL ROOM
CHAPTER 9: ARCHITECTURAL BRIEF

Spatial Analysis

Brief
9.1 SPATIAL ANALYSIS

PRIMARY WING

CLASS SECTION STUDENTS TOTAL AREA

PRE –NURSURY 5 40 310 SQM

NURSURY 5 40 310 SQM

1st 5 40 310 SQM

2ND 5 40 310 SQM

3RD 5 40 310 SQM

4TH 5 40 310 SQM

MIDDLE WING

PRE –NURSU 5 40 310 SQM

NURSURY 5 40 310 SQM

5ST 5 40 310 SQM

6TH 5 40 310 SQM

7TH 5 40 310 SQM

8TH 5 40 310 SQM

9TH 5 40 310 SQM

10TH 5 40 310 SQM

SECONDARY WING

11TH 5 40 310 SQM

12TH 5 40 310 SQM

LABS AND OTHER AREAS

Science Lab 1 40 54 SQM

Physics Lab 1 40 54 SQM

Chemistry Lab 1 40 54SQM

Biology Lab 1 40 54SQM

Robotics Lab 1 40 54 SQM

Innovative Lab 1 40 54 SQM

Computer Lab 1 40 54 SQM

Dance Room 2 40 54 SQM

Music Room 2 40 54 SQM

Art Room 2 40 83 SQM

Sport Room 2 40 83 SQM

Administration 1 300 SQM

Library 150 SQM

Play Filed 1000 SQM

Medical Room 2 100SQM

Canteen 1 80 SQM

Stationary 1 80 SQM

Basketball court 1 30 300 SQM

Auditorium 1800 1700 SQM

Staffroom 200 SQM

Total Built-up Area - 9340 SQ M

BIBLIOGRAPHY

 https://en.wikipedia.org/wiki/Education_in_India
 https://www.archdaily.com/434376/duchess-park-secondary-school-hcma
 https://www.archdaily.com/785568/de-fu-junior-high-school-atelier-gom
 http://mdm.nic.in/aboutus.html
 http://news.biharprabha.com/2013/10/govt-launches-rashtriya-uchchatar-shiksha-abhiyan-
for-bouldering-higher-education/
 http://gurus.holydrops.com/maharishi-ved-vyas-14.htm
 http://shodhganga.inflibnet.ac.in/bitstream/10603/102629/11/11_chapter%203.pdf
 http://mhrd.gov.in/ssa
 http://img.asercentre.org/docs/Publications/ASER%20Reports/ASER%202017/aser2017fullr
eportfinal.pdf
 https://www.census2011.co.in/literacy.php
 http://infed.org/mobi/informal-non-formal-and-formal-education-a-brief-overview-of-
some-different-approaches/
 http://www.indiaeducation.net/cbse/history.aspx
 https://www.slideshare.net/stuti31/neufert-and-timesaver-standards