Table of Contents

Chapter 1: Introduction ...................................................................................... 3

1.1 The Project ...................................................................................................... 3
1.2 Problem Statement ......................................................................................... 5
1.3 Project Objectives ........................................................................................... 6
1.4 The Client ........................................................................................................ 6
1.5 Project Scope and Limitations ........................................................................ 7
1.6 Design Process ............................................................................................... 7
Chapter 2: Site Justification .............................................................................. 9
2.1 Site Selection Criteria ..................................................................................... 9
2.2 Macro-Meso Site Analysis: Region / Province / City / Town ........................ 11
2.3 Micro Site Analysis: The Site and its Immediate Environs ........................... 24
2.4 Initial Schematic Design................................................................................ 27
Chapter 3: Design Inputs ................................................................................. 29
3.1 Design Standards ......................................................................................... 29
3.2 Specialized Allied Service ............................................................................. 44
3.3 Case Studies ................................................................................................. 45
Chapter 4: Architectural Programming .......................................................... 51
4.1 Architectural Design Development ............................................................... 51
4.2 Design Features ............................................................................................ 68

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CHAPTER 1
INTRODUCTION

1.1 THE PROJECT

1.2 PROBLEM STATEMENT

1.3 PROJECT OBJECTIVES

1.4 THE CLIENT

1.5 PROJECT SCOPE AND LIMITATIONS

1.6 DESIGN PROCESS

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 Chapter 1: Introduction

1.1 The Project

1.1.1 K-12 Program

The K-12 Program covers Kindergarten and 12 years of basic education (six years of primary
education, four years of junior High School, and two years of Senior High School) to provide sufficient time
for mastery of concepts and skills, develop lifelong learners, and prepare graduates for tertiary education,
middle-level skills development, employment, and entrepreneurship. This is called “Republic Act No. 10533”
also known as “Enhanced Basic Education Act of 2013”. The program aims to bring the Philippine education
to the next level so it can match up with the rest of the world.

The K-12 program in the Philippines will give Filipino students a quality of education to become
competitive towards reaching national growth and development. The importance and benefits of the program
are the following:

I. Preparedness for tertiary learning – students are expected to graduate at age a bit older
than past graduates. However, these students, in line with the adaption of K-12 scheme, will
be more equipped to the job they wish to work in the future
II. Readiness to join the in the workforce – students who cannot afford to enroll to the
bachelor’s degree can now have a certificate of competency and skills that will able them to
qualify immediately on their chosen job. The program aims to ensure the Senior High School
students to be ready on the course they want to pursue in college by providing pre-college
enhancemens
III. Skill competency in the global market – The K-12 system offers high quality of education
through tracks. The SHS program will give them an idea of what particular course to pursue
in college. It will also give students enough time to master a field and enhance their skills to
become globally competitive

Features of the K-12 Curriculum

• Learner-centered, inclusive and research-based
• Standard and competence based, seamless decongested
• Inclusive, culture-responsive and culture-sensitive, integrative and contextualized, relevant and
responsive
• Flexible, ICT-based, and global

1.1.2 Green Architecture

One of the main things to consider in designing a school is the environment settings. Green
Architecture is a technique that reduces the structure’s impact on the environment and on human health.
Applying this kind of architecture approach does not only suffice the need of the building, but also gives
impact of pedagogical environment of the students and users. It improves the efficiency of the performances
of the building through a framework of acceptable set of standards. It also counters the harmful gases
responsible for the adverse effects of climate change.

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 Basic Education Program
Elementary Kinder to Grade 6
Junior
High Grade 7 to 8 Grade 9 to 10
(Exploratory TLE) (Specialized TLE)
School
Tracks
Contextualized Track Subjects
Academic Track Technical Sports Arts &
Vocational Track Design
Senior Livelihood Track Track
Core o GAS o Home
High
Subjects o STEM Economics
School
o ABM o Agri-
o HUMSS Fishery
o Industrial
Arts
o ICT
DEPARTMENT OF EDUCATION
Table 1: Basic Education Program

1.1.3 Senior High School (SHS)

Senior High School consists of two (2) years of High School education which are Grade 11 and
Grade 12 following the completion of four (4) years of Junior High School, Elementary and Kindergarten. It
serves as a specialized higher level of secondary education consisting of four (4) tracks (Academic, Technical
Vocational Livelihood, Sports, and Arts & Design). These tracks consist of different strands that the learners
may choose from depending on their interest and school capacity.

The SHS tracks are as follows:

I. Academic Track – This track prepares students who plan to pursue college education and is
comprised of four strands:
A. General Academic
B. ABM – Accountancy, Business, and Management
C. STEM – Science, Technology, Engineering, and Mathematics
D. HUMMS – Humanities and Social Science
II. Technical-Vocational-Livelihood (TVL) Track – This track contains nine subjects (known as the
TVL track subjects) and TESDA specialized subjects such as:
A. Agri-Fishery Arts
B. Home Economics
C. Industrial Arts
D. Information and Communications Technology (ICT)

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 III. Arts and Design Track – This track covers nine subjects, eight of which require 80 hours each per
semester which are:
A. Music
B. Theater Arts
C. Media Arts (Photographer, Camera Man, and Videographer)
D. Visual Arts (Drawing, Painting, Animations, and other related to visual arts)
E. Dance
IV. Sports – This track has subjects which include Safety and First Aid, Human Movement, Coaching,
Sports Officiating and Sports Leadership

Figure 1: Senior High School Curriculum

1.2 Problem Statement

One of the main problems of the Department of Education, and in this present day, is the lack of
facilities for currently and incoming SHS students. Some of colleges and university schools, as well as
Secondary schools, are now offering grade 11 and grade 12. However, not all of this can sufficiently and
effectively cater the students and provide appropriate facilities for SHS. This is not only a challenge for the
City of Angeles and the DepEd, but also for the future education offered in the schools of the Philippines.

In 2009, Angeles city achieved an urban density of 110.52 persons per hectare. From year 2000,
there were 263,971 number of population and 2.44% annual growth rate was estimated by Philippines
Statistic Authority. While in 2015, the population increased which comprised of 411,634 and 4.54% of annual
growth rate. As of school year of 2015 to 2016, there was a total of 103,773 number of students from

5
kindergarten to secondary both public and private school lower than the previous year. Based on the
observation, there is an increased in the number of enrolment for three consecutive years in all levels in
Public Schools and the Secondary Level for Private Schools, while a slight decrease in enrolment in the Pre-
Elementary and Elementary Private Schools according to the Division of City Schools, Angeles City. Based
on the researcher’s estimated calculation, the population percentage number of the students from
kindergarten to High School (5 years old and over) in Angeles City is 26.55% as of school year 2015 to 2016.

To date, there are more than a hundred subdivisions known in the city and many more are expected
to be developed in the future. Example of these are the Fiesta Communities Angeles and Metrogate Angeles
Subdivision which are classified as Medium Density Residential Zone (r-2) and it is near to the project
proposal site. Based on the projected number households per Barangay in 2016, there is a total of 101, 268
number of households and estimated the occupancy rate of 4.24 persons per household according to the
City Planning & Development Office and this will be expected to increase because of some vacancy lot in
the subdivisions.
• Unpreparedness of the Philippines by implementing the K-12 program most especially in SHS
• Increasing number of projected population from year 2015 that has 411, 634 to year 2028 which
estimated to have 733, 134. This projected population will affect the demand for school facilities,
most particularly for senior high school
• Increasing number of housing development near to the project proposal such as Metrogate Angeles
Subdivision that will comprise of number of students and middle class families

1.3 Project Objectives

The goal of proposed K-12 school is to provide a functional basic education system that will develop
and equip the students in terms of skills and competencies globally. The project aims to ensure the structure
or learning facility will be appropriately designed for the users.

The following are the objectives of the project:

• To provide a private school that can at least cater the number of current and incoming students for
K-12 students of Angeles and respond to the changing needs of the city.
• To provide educational facilities relevant to the chosen strands based on the tallied surveys to the
students.
• To provide new employment opportunities especially in the field of education
• To design a green architectural learning facility that will provide a comfortable and effective teaching
and learning to the users.

1.4 The Client

Sister Elenita Soriano, a graduate of Bachelor in Industrial Education from the University of Science
and Technology major in Mathematics and an earner of master’s degree in Religious Studies in St. Louise
University in Baguio City and Educational Leadership and Management at the De La Salle University in
Manila is the President of Concordia College, a private Catholic school in Paco, Manila. She used to be the
Principal for 5 years before she became the President of St. Louise de Marillac College in Sorsogon for 2
years. She is also a member of the Daughters of Charity, a religious congregation.

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 With her 28 wonderful years in the academe which started as a classroom
teacher and as an administrator, she earnestly moved her way up. With her full
dedication to the craft, she intends to elevate the level of education provided to
schools in the Philippines. One of her ways she brought to the table is her
aspirations to aid in solving the education needs to the lacking facilities of some
schools.

She aims to give solution by substantiating the project that establishes a

new school to accommodate kindergarten to senior high students who will benefit
from the K-12 program that this new school offers. This courses solution to the
vicinity’s lack in schools that offers senior high level but cannot sufficiently provide the facilities needed that
is brought about by the unpreparedness in adopting the new K-12 program.

1.5 Project Scope and Limitations

This project focuses on the proposed private K-12 school that promotes green architecture situated
in the city of Angeles, Pampanga. The target users may include, but not limited to, all the students and
workers of the city.

The school facility is limited only for Kindergarten to grade 8, Junior High school, and Senior High
School. The chosen tracks are based on the tabulated gathered data of the researcher coming from different
private grade school students of Angeles city. Senior High School will only offer the following:
I. Academic Track
a) Accountancy, Business and Management (ABM)
b) Science, Technology, Engineering, and Mathematics (STEM)
c) Humanities and Social Science (HUMMS)
II. Arts and Design
a) Visual Arts (Drawing, Painting, Animation and other related to Visual Arts)
III. Technical-Vocational-Livelihood Track
a) Information, Communication and Technology (ICT) (Technical Drafting (NC II), Computer
Programming)
b) Home Economics (Technology and Livelihood Education or T.L.E)

1.6 Design Process

Figure 2: Design Process

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CHAPTER 2
SITE JUSTIFICATION

2.1 SITE SELECTION CRITERIA

2.2 MACRO-MESO SITE ANALYSIS:

REGION/ PROVINCE/ CITY/ TOWN

2.3 MICRO SITE ANALYSIS: THE SITE AND

ITS IMMEDIATE ENVIRONS

2.4 INITIAL SCHEMATIC DESIGN

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 Chapter 2: Site Justification

2.1 Site Selection Criteria

Site Selection Criteria Rating

General Angeles, San Fernando, San Jose Del

Criteria Pampanga Pampanga Monte, Bulacan

1. Proper Land Use & Zoning 10/10 7/10 7/10

2. Strategic location 9/10 4/10 7/10

3. Availability of public transportation 8/10 10/10 10/10

4. Utilities Availability (electricity, water, 10/10 10/10 10/10

and communication utilities)

5. Free from source of noise 9/10 4/10 6/10

6. Topography 10/10 10/10 10/10

7. Local Drainage and Water Bodies 10/10 10/10 10/10

8. Lot Size 10/10 7/10 7/10

9. Density of Public 9/10 9/10 9/10

10. Total Average 9.44/10 7.89/10 8.44/10

Table 2: Site Selection Criteria

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 Angeles, Pampanga

General Rating Remarks

Criteria
1. Proper Land Use & Zoning 10/10 The area of the site is classified as
Institutional surrounded with Residential
area, Agricultural and Tropical Grass
2. Strategic location 9/10 The proposal project site has a good location
because it is situated near to residential areas
and subdivisions such as Metrogate Angeles
and Fiesta Communities
3. Availability of public transportation 8/10 Terminal of Tricycle (Zone II) along the
project proposal which composed of 1,584
registered tricycle units as of year 2016
4. Utilities Availability (electricity, water, 10/10 Utilities, such as power supply, water supply,
and communication utilities) and telecommunication system are being
provided by companies such as Angeles
Electric Corporation (AEC) for power supply,
Angeles City Water District (ACWD) for water
supply, and Philippine Long Distance
Company (PLDT) and other related company
for telecommunications
5. Free from source of noise 9/10 The road along the site is the Mining Road
which is commonly used by tricycles and
other private vehicles
6. Topography 10/10 Since the location of the site is on the part of
Pandan Bridge, it has relatively flat
topography
7. Local Drainage and Water Bodies 9/10 The interaction of slope, sandy soil, and
presence of numerous creeks and a relatively
large river, make Angeles City well drained
and flood-free
8. Lot Size 10/10 The lot size for proposal project has enough
space to build a learning facility for K-12
program and can accommodate the
estimated number of students
9. Density of Public 9/10 The location of the site is situated near and
adjacent to residential areas (subdivisions
and housing development)
Table 2: Site Selection Criteria

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 2.2 Macro-Meso Site Analysis: Region / Province / City / Town

2.2.1 Region III – Central Luzon

Figure 4: Map showing the Central Luzon (Region

III) and its province

Figure 3 Philippine Map showing the location of

Central Luzon (Region III)

According to Department of Environment and Natural Resources (DENR), Central Luzon is a

combination of towering mountains, extinct and active volcanoes, lush, verdant farmlands, and natural sea
harbors. It is one of the leading growth regions in the Philippines, strategically located at the heart of Asia.
Region III lies between Manila and Northern Luzon. It is composed of seven provinces, twelve cities and 118
municipalities.

Its 7 provinces are Aurora, Bataan, Bulacan, Nueva Ecija, Pampanga, Tarlac and Zambales. Its 12
cities are Balanga from Bataan, Malolos and San Jose del Monte from Bulacan, Cabanatuan, Gapan, Muñoz,
Palayan and San Jose from Nueva Ecija, Angeles and San Fernando from Pampanga, Tarlac from Tarlac,
and Olongapo from Zambales.

Region III is an important trading center and transportation terminal for products. Land travel is
facilitated by a network of well-paved and extensive highways and roads linking all municipalities within the
region. An extensive railway system is planned to be built linking Clark Air Base in Angeles City, Pampanga
and Manila. The two former U.S. bases, the Clark Air Force Base in Pampanga, and Subic Naval Base in
Zambales, are now special economic zones. There are two international airports in the region: Clark
International Airport (now Diosdado Macapagal International Airport) and Subic International Airport. Port

11
facilities facilitate trade with other areas in the Asia-Pacific region such as Hongkong, China, Taiwan,
Singapore, Malaysia and Thailand.

2.2.2 Province – Pampanga

Figure 5: Map of Pampanga

Pampanga is a province of the Philippines located in the Central Luzon region. The capital of the
province is the City of San Fernando. It is bordered by the provinces of Bataan and Zambales to the west,
Tarlac and Nueva Ecija to the north, and Bulacan to the southeast. It is also lies on the northern shore of
Manila Bay. Angeles City, although within the geography of Pampanga, is classified as a first-class, highly
urbanized city and has a government independent of Pampanga. Based on Philippine Information Agency,
Pampanga covers a total land area of 2,180.68 sq. kms. and has a density of 1,100 sq.km. The province is
divided into 4 congressional district and composed of 19 municipalities, 3 cities and serves as the government
seat of the Central Luzon.

2.2.3 Town – Angeles City

Angeles City is located in the Province of Pampanga, Central Luzon Region, Philippines. It is
bounded by Mabalacat City in the north, Mexico in the east, City of San Fernando in the southeast, and Porac
in the southwest. It is approximately 83 kilometers north of Manila from the Rizal Monument in Luneta Park
to the old City Hall in the city poblacion. The city can be accessed through the MacArthur Highway, the newly
rehabilitated North Luzon Expressway (NLEx), and the newly constructed Subic-Clark Tarlac Expressway
(SCTEx).

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 Figure 6: Vicinity Map of Angeles City

2.2.4 Population and Demographic Profile

As shown in table 3, the highest increase in population is between the census years 1948 and 1960
at 6.41% while the lowest is at 1.25% between census years 1876 and 1903. There was a slight decrease in
population due to the calamity caused by Mt. Pinatubo and the voluntary withdrawal of the American Military
Forces from Clark Air Base, between census years 1990 and 1995, at -0.01%.
ANNUAL
CENSUS YEAR POPULATION
GROWTH RATE
2015 411,634 4.54%
2010 326,336 2.14%
2000 263,971 2.44%
1995 234,011 -0.01%
1990 236,686 2.28%
1980 188,834 4.55%
1975 151,164 2.36%
1970 134,544 5.89%
1965 101,054 5.89%
1960 75,900 6.41%
1948 37,558 4.08%
1939 26,027 1.86%
1918 17,948 3.58%
1903 10,646 1.25%
1876 7,615 5.34%
1829 661
Table 3: Historical Population Growth in Angeles City

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 In table 4, it shows the total population projection in Angeles City from 2018 to 2028 using census
years 2010 & 2015 as bases. Total population is the sum of household population and institutional population.

ANGELES CITY
CENSUS YEAR PROJECTED POPULATION
2018 470,282
2019 491,633
2020 513,953
2021 537,287
2022 561,680
2023 587,180
2024 613,838
2025 641,706
2026 670, 839
2027 701,295
2028 733,134
Table 4: Total Population Projected in Angeles City 2016 – 2025

In table 5, it contains the number of projected estimated households by barangays. The estimated
city’s occupancy rate of 4.24 persons per household is computed by dividing the total projected population
by the total projejcted number of households in 2016.

Barangay Population Number of Households

1. Agapito del Rosario 3,377 794
2. Amsic 15,032 3,536
3. Anunas 21,860 5,146
4. Balibago 41,907 9,862
5. Capaya 9,273 2,182
6. Claro M. Recto 4,162 979
7. Cuayan 10,833 2,551
8. Cutcut 29,107 6,849
9. Cutud 24,229 5,703
10. Lourdes Northwest 10,345 2,435
11. Lourdes Sur 5,105 1,202
12. Lourdes Sur East 4,956 1,167
13. Malabanias 34,680 8,162
14. Margot 5,477 1,281
15. Mining 3,331 784
16. Ninoy Aquino 12,187 2,869
17. Pampang 21,346 5,024
18. Pandan 21,533 5,068
19. Pulung Maragul 18,887 4,446

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 1. Pulungbulu 12,752 3,002
2. Pulung Cacutud 24,976 5,878
3. Salapungan 5,690 1,331
4. San Jose 5,832 1,373
5. San Nicolas 3,389 798
6. Sta. Teresita 8,783 2,068
7. Sta. Trinidad 5,265 1,239
8. Sto. Cristo 4,414 1,039
9. Sto. Domingo 18,496 4,356
10.Sto. Rosario 5,125 1,206
11.Sapalibutad 13,274 3,125
12.Sapangbato 11,463 2,699
13.Tabun 11,409 2,686
14.Virgen delos Remedios 1,726 408
TOTAL 430,322 101,268
Table 5: Projected Number of Households Per Barangay in Angeles City, 2016

As shown in table 6, there is an increase in enrolment for three consecutive years in all levels in
Public Schools and the Secondary level for Private School, while a slight decrease in enrollment in the Pre-
elementary and Elementary Private Schools.
SY 2013-2014 SY 2014-2015 SY 2015-2016
LEVEL
MALE FEMALE TOTAL MALE FEMALE TOTAL MALE FEMALE TOTAL
Kindergarten (Public) 4,807 2,594 2,555 5,149 3,329 3,054 6,383
Pre- Elementary (Private) 1,606 1,521 3,127 1,405 1,448 2,853 1,564 1,486 3,050
Elementary (Public) 25,679 23,716 49,395 26,041 24,010 50,051 25,387 23,584 48,971
Elementary (Private) 5,336 5,304 10,640 5,090 5,063 10,153 5,225 5,112 10,337
Secondary (Public) 10,854 11,333 22,187 11,709 11,976 23,685 12,154 12,383 24,537
Secondary (Private) 4,959 5,540 10,499 5,059 5,457 10,516 5,058 5,437 10,495
Table 6: Total Enrolment in Angeles City, (Pre-elementary/Kindergarten – Secondary) SY 2013 – 2014, SY
2014 – 2015, SY 2015 - 2016

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2.2.4 Topography

Angeles City is predominantly flat with some hilly portions near its boundary with Porac and
Mabalacat in the west side. The highest elevation of Angeles City is about 440 meters above sea level located
at Sapangbato. However, the section shown in figure 2.2.4 (Map of Angeles City with contour lines and a
west to east section) did not hit this contour. It started at 340 meters above sea level, peaked at 380 meters.
As it moved towards the east, the elevation descended to 120 meters along Friendship Bridge, went down
farther to 90 meters in the Abacan Bridge are, fell about 70 meters near the approach of Pandan Bridge,
before it finally leveled at 60 meters below sea level along its boundary with Mexico. This shows a very
defined west to east slope or elevation gradient that generally follows the drainage flow of Abacan River.

Figure 6: Map of Angeles City with contour lines, and a west to east slope section

Figure 7: Slope Map of Angeles City

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2.2.5 Climate

The climate of the site is classified as Type I based on the Modified Corona System of Climate
Classification. The city has two (2) pronounced season - rainy season from May to November. While dry
season starts on December to April with March registering the least rainfall at 0.50 mm. The average hottest
temperature was 29.9 degree celsius registered in the month of April and May.

From January and February, the principal wind regimes affecting the area are the flow of the
northeast wind and from June to September, the flow of the southwest wind. The annual prevailing wind in
the area is southwesterly.

Figure 8: Modified Corona System of Climate Figure 9: Frequency of Tropical Cyclone

Classification Occurrence in the Philippines

17
2.2.6 Soil Type

Angeles Coarse and Angeles Fine Sand are the two distinct soil types of Angeles City. These two
soils are suitable both for settlements development and agriculture because of its characteristics which are
well drained and friable. Sandy being porous soils have high water absorption capacity and easily drains after
a heavy downpour. The different soil types for estimated composition of fine sand, silt and clay is shown
below (Figure 2.2.7).

No. Percentage (%) Composition

Soil Type Sand Slit Clay
71 Angeles Coarse Sand 94.5 2 3.5
73 Angeles Fine Sand 79.5 14 5.5
Table 7: The Predominant Soil Types in Angeles City, and their Percentage (%) composition of Sand, Silt
and Clay

2.2.7 Local Drainage and Water Bodies

The Abacan River is the main drainage outlet of Angeles City. The city is well drained and flood free
because of interaction of slope, sandy soil, and presence of numerous creeks and a relatively large river.
However, due to existing land uses and human activities, localized flooding is being experienced in some
parts of the city during rainy season.

Most of its lands in the built-up areas are already paved since the city is being highly urbanized.
Deter infiltration into the soil, even if it is sandy, cannot absorb rain water because of its paved surface. Storm
drainage canals constructed several years back now easily overflow because they have reached their peak
flood capacity. These inherent weaknesses are amplified by other factors which include but are not limited
to:
I. Encroachment of road right-of-way (illegal and formal settlers)
II. Siltation of water channels
III. Indiscriminate disposal of garbage, and to certain extent
IV. Unplanned and unregulated property development

Figure 10: Rivers and creeks in Angeles City

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2.2.8 Land Use
Angeles City is the most important urban center in Central Luzon. This function is expected to be
further enhanced due to the interplay of improving infrastructure stock, growing economic base, expanding
population, and rising income.

Figure 11: Comprehensive Land Use Plan (CLUP) of Angeles City, 2010 – 2020

Figure 12: Angeles City Zoning Map (2010 – 2020)

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 The different land use activities contained in the proposed CLUP were further grouped into four major
categories:
I. Protected Area – The protected areas include the following: parks, open spaces, buffer zones, rivers
and creeks, environmentally-constrained areas (Abacan River), protected agricultural lands, and the
Sapangbato watershed reserve, among others. The city’s protected lands have an aggregated area
about 1,305.82 hectares representing about 21.01 percent of the city’s total land area
II. Settlement Area – These areas comprise of residential portion of the built-up. These are the built
houses, private subdivisions, resettlement sites, socialized housing, and public housing areas,
among others. This land use category has an aggregate area of about 2, 941.90 hectares
representing 47.32 percent of the city’s total area
III. Production Area – It includes commercial/mix use, industrial zones, agricultural lands, tourism and
eco-tourism areas, and manufacturing areas. This land use category has an aggregate area of about
1,257.64 hectares representing about 20.23 percent of the city’s total land area
IV. Economic, social and administrative infrastructure of utilities and the amount of the land they occupy
form the infrastructure areas. Infrastructure facilities have an aggregate area of about 712.01
hectares representing 11.45 percent of the city’s total land area

2.2.9 Pandan Growth Center

The growth node comprises of Barangay Mining, Pampanga, Tabun, and Capaya. The city
composed of huge residential subdivision complex such as the Metrogate Subdivision, St. Ignatius
subdivision, and Angeles Citicenter subdivision. The main access is primarily provided by the Angeles-
Magalang road, and in part, by Magalang Avenue. Roads collecting traffic from the different parts of the
growth center to the main road include Dominic main road, Mining-Tabun road, Pandan-Tabun road, and
several other service roads that form T-intersection with Angeles-Magalang road.

Except those areas along Abacan river, Pandan and Tabun are already built. In Barangay Capaya,
vacant lots within the existing built-up and vacant PUDS are prevalent. However, large tracts of agricultural
lands can still be found in this barangays along the Abacan river.

Figure 13: The Pandan Growth Center

20
 The service level presently provided by the Angeles-Magalang road is low especially during rush
hours when people go to office or school in the morning and when they come back home in the afternoon.
The growth center is expected to expand within the short and medium term periods because of proximity to
the CBD area, and availability of lands for urban expansion.

The following urban activities should be encouraged in the area:

I. Light and Medium Industries

II. Sub-urban and Pallned Unit Development (PUD) Estates
III. Medium to High Rise Residential Estates
IV. Rest, Recreation, and convention Area
V. Institutional Zone
VI. General Residential Zone
VII. Agriculture, Food, and High Value Crop Production Area

2.2.10 Vulnerability Assessment for Angeles City

The provincial government of Pampanga, in cooperation with the National Economic and
Development Authority (NEDA) and the Australian Agency for International Development (AusAID), came up
with the study entitled: “Province of Pampanga Vulnerability Assessment Report – Integrating Disaster Risk
Reduction and climate change Adaption in Local Development Planning and Decision-Making Processes”.

Angeles city is one of the areas in the province of Pampanga with low susceptibility to flooding
primarily due to its topography based on the flood hazard susceptibility assessment. Areas susceptible to
flooding are those near the creeks and other water channels.

Figure 14: Flood Hazard Map of Angeles City

21
 Angeles City is included in the group with low susceptibility to liquefaction. The term liquefaction is a
phenomenon in which the strength and stiffness of a soil is reduced by earthquake shaking or other rapid
loading. In areas where ground water is shallow and the ground is made up of poorly consolidated materials,
intense ground shaking due to earthquake triggers the ground to liquefy and waken its ability to support
structures like houses, buildings, utilities, roads and the like.

Figure 15: Liquefaction Hazard Map of Angeles

2.2.11 Environmentally Constrained Areas

It refers to areas prone to natural hazard in Angeles city like river bank erosion, lahar flow and
flooding. Angeles City is predominantly sandy, river bank erosion along Abacan River continue to threaten
existing settlements and potential urban expansion areas according to City Planning of Angeles City. Abacan
River is from Anunas (Friendship Bridge) in the west and all the way to the east in its boundary with Mexico,
Pampanga. The absence of bank protection works hastens riverbank erosion contributing in reducing the
availability of land in Angeles.

Figure 16: Earthquake-induced Landslide Hazard Map of Angeles

22
2.2.12 Utilities

Water supply, power and telecommunication systems are example of utilities which are essential for
improvement in the quality of life and growth of the city.

• Water Supply – Angeles City Water District (ACWD) serves 30 barangays in the city except Barangay
Amsic, Balibago and part of Malabanias. These barangays are served by private waterworks system
as well as the other subdivisions in the city.

Figure 17: Angeles City Water District

• Power – Angeles Electric Corporation (AEC), a private company is the sole provider of power supply
of the city. It serves the 33 barangays in Angeles City and has a total of 16,852 electric posts as of
2015.

Figure 18: Angeles Electric Corporation (AEC)

• Communication Facilities – There are five (5) telecommunications in the city with three (3) offering
landline services namely: Datelcom Corporation, Digital Telecommunications Philippines, Inc. and
Philippine Long Distance Company (PLDT).

Figure 19: Datelcom Corporation, Digital Telecommunications Phils. And PLDT

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 2.3 Micro Site Analysis: The Site and its Immediate Environs

2.3.1 Existing Site Condition

Location: Brangay Mining, Angeles City, Pampanga

Land Area: 49, 300 sq. m
Site Land Cost: P 14,000,000.00
Land Owner: City Government of Angeles
Site Zoning Classification: Institutional
Land Slope: 0% – 3%

Figure 20: Existing Site

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2.3.2 Vicinity Map

Figure21: Vicinity Map

25
2.3.3 Transportation Map

Figure 22: Transportation Map

2.3.4 Site Analysis

Figure 23: Site Analysis

26
2.3.4 S.W.O.T Analysis

• Reachable to beneficiaries (Residential

STRENGTHS Areas)
• Slope in site is relatively flat
• The location is beyond 200 meters away
from ill-repute
• Peaceful and quiet area
• Tricycles and private vehicles are the only
WEAKNESSES available transportation mode for
Barangay Mining
• Situated a bit near Mt. Pinatubo
• One (1) road for ingress and egress
• The site is surrounded by Residential
OPPORTUNITIES Areas which is composed of students and
workers
• Continuous increasing in population in the
city

• Natural phenomenon, like volcanic

THREATS activities
Table 8: S.W.O.T. Analysis

2.4 Initial Schematic Design

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CHAPTER 3
DESIGN INPUTS

3.1 DESIGN STANDARDS

3.2 SPECIALIZED ALLIED SERVICES

3.3 CASE STUDIES

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 Chapter 3: Design Inputs

3.1 Design Standards

DepED Educational Facilities Manual

One of the prerequisites for the opening of a new school is the availability of safety, security and
satisfactory educational facilities (site, building, furniture, and equipment). The site of a school should be
assessed in terms of its vulnerability to various geological and hydro meteorological hazards. Safety, security,
and adequate and satisfactory educational facilities availability will support the teaching and learning process
and ultimately improve the quality of basic education. Plan schools as neighborhood-scaled community
learning centers considering the following steps:

1. Locate the school in a well-defined neighborhood as this will provide opportunities for children and
parents to walk to the school and provide an identity for that community.
2. Provide a variety of services at flexible schedules and make the same accessible to end-users of
different backgrounds especially during calamities/disasters wherein the school buildings are being
used as evacuation centers and temporary shelters to affected community members.
3. Create an environment that draws the community to the school and that increases interaction in
compliance with the principles of the Schools First Initiative (SFI) and the School-Based
Management (SMB).
4. The school shall provide facilities accessible to the entire community, creating an increased
involvement and awareness of the educational process.
5. School facilities that act as true community centers to serve the broader society goals of providing
the setting for meaningful civic participation and engagement at the local level.

I. Standard Requirement

1. Location/Environment

The location and environment of a school has an effect of its development operation. Accessible and
suitable surrounding environment are the two (2) important considerations in determining the location of the
school site. Identification of specific hazards that may affect the site is deemed necessary based on various
geological and hydro meteorological hazard maps prepared by the national government agencies concerned
for each site. Site location and design of school building must take into consideration for various hazards
information.

The Philippine Green Building Council (PhilGBC) recommends that in order to ensure a natural
habitat in a school location/environment, school officials and administrators must protect and restore existing
ecosystem in the school site. Do not build on sites where it is an established habitat for endangered species.

2. Design and Safety Standards

Standard technical specifications (i.e. Building Code of the Philippines, 2005, National Structural
Code of the Philippines, 2005) must be followed in creating school building and other structures. The National
Structural Code of the Philippines, 2001 has specific provisions for wind load and earthquake design.

29
 The school site shall be well-located near the center of the present and probable population to be
served. It shall be some distance from the town or city in order to provide equal accommodations for outlying
settlements. It must have a suitable frontage on a public road, preferably on a quiet street and not shut in
from the main highway by private property nor from dense groves of tall trees. There shall be no swamps
and irrigation ditches around it.

The school site and its immediate vicinity shall be free from any condition endangering the health,
safety and moral growth of the pupils/students. It shall be located beyond 200 meters of places of ill-repute
such as but not limited to beer and videoke joints; recreational establishment of questionable character such
as but not limited to cockpits and gambling dens; malls, cinema houses, video games establishments, jails,
military quarters, shipyards, railroad yards, busy highways, electrical and communication lines and towers,
manufacturing and industrial establishments, public markets, slaughterhouses, or garbage dumps. Other
structures, such as barangay hall, social centers, etc., are not allowed to be constructed within the school
site.

3. Accessibility
A school site must be easily accessible to the greatest number of pupils/students it intends to serve.
The maximum distance for a pupil/student to walk from residence to school is 2 to 3 kilometers, while the
maximum time from residence to school on board a public conveyance is thirty (30) minutes.

4. Topography
The contour of the land shall be preferably level and have no irregular boundaries. Build and locate
buildings on higher elevations of the site and consider the following:

a. Soil Condition. Generally, an agricultural land with sandy loam soil is the best for school
sites, as the topsoil is properly balanced to support vegetation and permit surface drainage
without erosion.
b. Size. The size of school site is determined by the level of education, the size of enrolment,
the type of curriculum offered and the location of the school, i.e., whether urban or rural.
c. Heat Island. Impervious surfaces (such as concrete pavement, asphalted surfaces, etc.)
must be minimized. Instead, a larger area must be assigned and established to green
areas (including landscaping for trees and shrubs).

II. Minimum Standard Requirements for School Sites

Integrated School

As provided in DepED Order No. 71, s. 2003, the provisions of DECS Order No. 91, s.1999
(Guidelines on the Establishment and Operation of Integrated Schools) shall govern the integration of public
elementary and secondary schools.

Said Department Order states that for both partial and fully integrated schools, the elementary and
secondary levels share a common site. The school site in the rural areas shall at least be one (1) hectare
(10,000 square meters) in size and may be less in urban areas.

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 III. School Site Development

A graphic presentation of the Site Development Program is referred to as Site Development Plan. Its
main function is to show the school site in its present status and the current program period.

1. Principles in the Preparation of the Site Development Plan. The principle in the preparation of
the Site Development Plan is that all physical structures with similar functions shall be grouped
together.
2. Layout of Buildings and Other Structures. School buildings shall be oriented in accordance with
the sun path or the east-west course of the sun during the day.
3. Arrangement of Buildings. Buildings shall be arranged to facilitate cross ventilation by exposing
the window sides to the direction of prevailing breezes which is generally northeast-southeast.
4. Site Limitations. When there are site limitations, such as the unfavorable area and/or shape of the
site, prevent the proper solar orientation of buildings, economical alternatives shall be resorted to.
5. Acoustic Barriers. Plant tree and shrub barriers between building and street, if feasible. Trees and
shrubs between the buildings and street will serve as acoustic barriers.
6. Sun Path. Study variations in the sun path between June 21 and December 21, especially at 12:00
o’clock noon must be noted as lower latitude sites get more sun on the north side on June 21.
7. Local Wind Patterns (Cross Ventilation). Study existing structures and natural elements (i.e. hills,
body of water, vegetation, etc.) that might affect the site’s wind patterns.
8. Sun Screens, Vertical Louvers, and Green Walls (Vertical Gardens). It may be necessary to
design temporary or permanent sun shade elements (such as planted trees, sun screens, vertical
louvers, green walls/vertical gardens) to prevent solar heat gain.
9. The distances between buildings shall be such that ventilation is not obstructed, natural
illumination is not impeded and sound does not carry into nearby buildings.
10. The recommended setback of the school from the street line is five (5) meters to sufficiently reduce
intrusive sound.
11. There should be provision for open space in each school with an area big enough to hold the total
population of the school. This shall serve as temporary evacuation site in cases of emergencies that
would require the students to evacuate their classrooms (such as fires and earthquake events).

IV. Minimum Standards for Instructional and Administrative Spaces for Preschools, Elementary
and Secondary Schools, and Technical-Vocational Schools

1. Classroom – 1.40 square meter per place

The teacher-student ratio is suggested to be more than 1:45 for the elementary level, not more than 1:45
for Junior High School level, and not more than1:40 for SENIOR High School level
2. Science Laboratory – 2.10 square meter per place
3. School Shops
• EPP-TLE – 2.50 square meter per place
• Drafting/Drawing – 2.50 square meter per place
• Girls Trades/Homemaking – 2.50 square meter per place
4. The Computer Room/ Laboratory – 1.40 square meter per place
The computer Room/Laboratory is a special instructional space necessary to meet the current and
future demand of modern technology. The room shall provide at least a minimum space of 1.40

31
 square meter per place and shall accommodate at least ten (10) networked Personal Computers
(PCs) with other necessities and accessories, such as:
• Computer tables and chairs
• Proper electrical wirings and outlets
• Air conditioning units – 2 window type, preferably 1.5 horse power each
• Windows and doors with iron grills and locks
5. Library/Learning Resource Center (LRC) – 2.40 square meter per place
The library/LRC shall have a capacity of 10% of the enrolment at 2.40 sq. m. per place,
provided that the total area is not less than that of a standard classroom.
6. Administrative and Service Spaces
• Administrative Office – 5.00 square meter per place
• Medical/Dental Clinic – 28.00 square meter gross
• Guidance Room – 28.00 square meter gross
7. Kindergarten – Classroom size should be 1.5 square meters per child
• Provide alternative space for playground. Playground apparatuses must be installed in the
school ground (jungle gym, sandbox, slide, balance beams, simple obstacles – tires and
tunnels).
• School site must be used for educational purposes only, must not serve as residence of the
owner and should not be a “convertible school” (during day time is used as school and after
class hours is a residence or used for commercial purposes).
• Provision for office, teachers’ room, music and library room or rooms combining any two of
these must be considered.
8. Health Facilities and Provisions for Safety
• At least one (1) toilet seat for every 25 children at one time, preferably with separate bath
room for boys and girls
• First aid kits must be available
• A rest area may be provided for children. (free from hazards such as diggings, stairways,
pools, open electric wires and unsafe outlets)
• Proper and adequate lighting and ventilation
- there should be natural and electric lighting
- for a 7 x 9 classroom, at least two (2) 40watt fluorescent lamps and one (1) wide window
with electric fans to allow cross ventilation.

V. The Design of School Buildings

Everyone wants safe and affordable schools that function well, that is, they must respond to three
(3) basic needs: security, identity, and opportunity. A well-designed school encourages better student
performance and makes a lasting impression to the community about the importance of education. In the
Philippines, in view of budgetary limitations, these basic needs are take into account in any renovation or
new building plans, thus design guidelines have to be considered.
VI. Classification/Typology of Schools

In consideration of the varying needs and contexts of schools and learners, the organizational
structures and staffing patterns of each school shall depend on its typology. Senior High Schools may either
be a Stand-Alone SHS or an Integrated SHS.

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 Senior High Schools shall be further classified according to size using projected enrollment data.
Projected enrollment shall be computed using the previous year’s enrollment or pre-registration data,
whichever is larger. The following criteria shall be used in determining school size:

School Size Projected Enrollment

Small Less than 440

Medium 441 - 840
Large 841 – 1,240
Very Large 1,240 and above
Table 10: Projected Enrollment According to School Size

For the proposal project, the K-12 school sized is classified as Very Large. The projected population
of students (Kindergarten - High School) for year 2018 to 2028 was used to determine the projected
enrollment.

Presidential Decree No. 1096 – The National Building Code of the Philippines

These Rules shall be known and cited as the “Revised Implementing Rules and Regulations of the
National Building Code of the Philippines (P.D. 1096)” and shall be referred to as the “IRR” (Implementing
Rules and Regulations). This is the primary code for building of the Philippines which purpose is to provide
and specify the standards and requirements that will enhance the design quality of all structure such as this
project (school). This law will be used as the guideline for the design project on complying the right standard
parameter, zoning and other building guidelines.

I. Classification of Occupancy

Group C: Education and Recreation

Group C Occupancies shall be buildings used for school or day-care purposes, involving assemblage
for instruction, education, or recreation, and not classified in Group I or in Division 1 and 2 or Group H
Occupancies.

Division C – 1

Educational institutions like schools, colleges, universities, vocational, institutions, seminaries,

convents, including school auditoriums, gymnasia, reviewing stands, little theaters, concert halls, opera
houses.

II. Minimum Required Parking Slot, Parking Area and Loading Space Requirements

For private elementary, secondary, vocational and trade school (GI), use One (1) car slot for every
five (5) classrooms; one (1) off-RROW (or off-street) passenger loading space that can accommodate two
(2) queued jeepney/shuttle slots; and one (1) school bus slot for every one-hundred (100) students.

33
 III. 3.1.2.3 Building Height Limit (BHL)

Institutional – 15.00 meters (or must follow the duly-approved BHL in the major zone it is part of).

IV. Type of Lot

Figure 24: Interior Lot Figure 25: Actual Lot (Interior Lot)

V. Total Open Space Requirements on Lot by Use/Occupancy

Interior or Rear Lot – 50% minimum percentage of open space (for Proposed Developments without
Firewalls or Abutments)

VI. Zoning Ordinance – Angeles, Pampanga

Zoning Ordinance – Angeles, Pampanga

Section 5: Use Regulations in Infrastructure Areas

Infrastructure areas include institutional uses e.g., memorial parks, cemeteries, sports and
recreational facilities, utilities and transportation.

Allowable institutional uses in this zone are the following:

1. Colleges, universities, professional business schools, vocational and trade schools, technical
schools and other institutions of learning

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Batas Pambansa Bilang 344 – Accessibility Law

The rules and regulations set forth herein provide for minimum requirements and standards to make
buildings, facilities and utilities for public use accessible to disabled persons, pursuant to the objectives of
Batas Pambansa Bilang 344, An Act to Enhance the Mobility of Disabled Persons by Requiring Certain
Buildings, Institutions, Establishments and Public Utilities to Install Facilities and Other Devices.

National Structural Code of the Philippines (NSCP)

The provision of this standards shall apply for the loads, lateral forces, structural form, stability and
requirements for the proposed project to ensure that the structure could withstand natural disasters and live
loads for the safety of the users of the school.

Republic Act 9514 – Fire Code of the Philippines

The rules and regulations set forth herein provide for minimum requirements and standards to
prevent or minimize from fire for private and public buildings, facilities and structures.

I. General Provision for Educational Facilities

1. Every portion of educational buildings below the floor of exit discharge shall be protected with
complete automatic sprinkler protection.
2. Educational occupancies include: School; Universities; Colleges; Academics; Nursery schools;
Kindergartens; and Child Day Care Facilities.
3. Educational occupancies associated with educational institutions shall be in accordance with
appropriate parts of this chapter, except licensed day care facilities of any capacity.
4. Other occupancies associated with educational institutions shall be in accordance with the
appropriate parts of this chapter, except licensed day care facilities of any capacity.
5. In case where instruction is incidental to some other occupancy, the section of the chapter governing
such other occupancy shall apply.

II. Special Provision for Pre-Schools

Rooms used for pre-schoolers, first grade and second grade pupils shall not be located above or
below the floor of exit discharge.

Republic Act 1378 – Plumbing Code of The Philippines

The provision of this standards shall apply for the plumbing works, fixtures, sanitary works, roof
drainage, sewage, waste, and water supply requirements for the proposed project.

I. General Provisions

1. No water closets nor urinal shall be located in a room or compartment which is not properly lighted
and ventilated

35
 2. Every building having plumbing fixtures installed and intended for human habitation, occupancy, or
use on premises abutting on a street, alley, or easement in which there is a public sewer shall have
a connection with the sewer.

Philippine Decree 856 – Code of Sanitation of the Philippines

I. Emotional Environment

1. The school site shall be located away from disturbances and places which give undesirable
influences.
2. The school must have safe and attractive playgrounds and adequate facilities for suitable sports and
games.
3. Facilities shall be provided where faculty members can rest and get short respite from teaching
chores.
II. Septic Tanks

1. It shall be generally rectangular in shape. When a number of compartments are used, the first
compartment shall have the capacity from one-half to two-thirds of the total volume of the tank.
2. It shall be built of concrete, whether pre-cast or poured in place. Brick, concrete blocks or adobe may
be used.
3. It shall not be constructed under any building and within 25 meters from any source of water supply.

3.1.1 Environmental Systems

The primary function of educational facilities is to provide the proper school environment that is most
conducive to effective teaching and learning. It shall be responsive to changes in teaching methods and
school organization taking into consideration the changes in educational process which has become more
active, interrelated, and has become an integral part of the wider community. For proper location, the school
shall not be necessarily exposed to man-made or natural hazards, and other perils.

To cope with constant climate change and the intensity of its effects to the occupants of any school
structure, the Philippine Green Building Code shall be applied to create a Green School. Green School
is defined as a school building or facility that creates a healthy environment that is conducive to teaching-
learning while saving energy, resources and money.

Figure 26: Philippine Green Building Code Logo

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3.1.1.1 Natural Ventilation

The use of different techniques for gaining natural ventilation such as cross ventilation is to provide
ample natural breeze in the building. In cross ventilation, windows or vents are placed on opposite sides of
the building which gives natural breezes. Cross ventilation is generally the most effective form of wind
ventilation. It is more effective than ventilation that does not pass through the entire space.

Figure 27: Sample of Cross Ventilation

Using operable windows and louvers promotes natural ventilation and controls enough breeze
penetrating inside the room. Louvers also modulate the intense sunlight coming from the sun. It also use as
an additional aesthetics of a building.

Figure 28: Operable window Figure 29: Louvers

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3.1.1.2 Sun Path and Natural Lighting Consideration

Proper orientation of building and use of materials for windows (glass) can maximize enough natural
lighting and provide sunshade to the users minimizing the heat penetrating inside the room/building. One
example of window glass that reflects heat and keeping the temperature inside the building is the Low-E
(Low-Emissivity) glass window. Low-E glass windows have a microscopically thin coating that is transparent
and reflects heat. The coating is even thinner than human hair.

Figure 30: Low-E Glass Figure 31: Low-E Glass Diagram

Daylighting aims to maximize visual comfort and reduce energy use by using the natural sunlight
instead of artificial light (electric light).

Figure 32: Natural Daylighting Techniques

38
3.1.2 Structural Systems

3.1.2.1 Post and Lintel – Steel and Concrete Construction

Figure 33: Typical Reinforced Concrete Frame

Concrete frame structures are the most common type of modern building. It usually consists of a
frame or a skeleton of concrete. Horizontal members are beams and vertical ones are the columns. Concrete
Buildings structures also contain slabs which are used as base, as well as roof/ceiling. Among these, the
column is the most important as it carries the primary load of the building.

Reinforced Cement Concrete (RCC) is a concrete that contains steel bars, called reinforcement bars,
or rebars. This combination works very well, as concrete is very strong in compression, easy to produce at
site, and inexpensive, and steel is very strong in tension. It resists various loads that act on the building during
its life. These loads include Dead loads, live loads (imposed loads), wind loads, dynamic loads and
earthquake loads.

3.1.2.2 Cable Tensile Fabric Structure (Arch Supported Roof)

Figure 34: Arch Supported Roof

39
 The term tensile structures describe as the category of buildings in which the load bearing capacity
is achieved through tension stress in most of the components, such as cables, technical fabrics or foils. It
can also be defined as a structure where the exterior shell is a fabric material spread over a framework. The
fabric is maintained in tension in all directions to provide stability.

Curved compression members are used as the main supporting elements and cross arches are used
for lateral stability. In a plane arch, large differences between the thrust lines and the main geometry will
produce large bending moments that in turn produce large changes in shape and high stresses in the arch
chord section. One method to significantly reduce these effects is to tie or restrain points along the arch chord
to reduce the initial large deformations of the chord.

3.1.2 Utility System

3.1.2.1 Rainwater Harvesting System

Figure 35: Details of Rainwater Harvesting

Rainwater Harvesting is the practice of collecting rainwater run-off from a roof and then storing it for
use. Rainwater harvesting is environmentally friendly as harvested rainwater and may be used for watering
school garden, and flushing toilets. When the treatment process for the collected water is properly filtered, it
can be used for cleaning up certain equipment at schools.

The Philippines is a tropical country with rain falling almost half of the year. However, places like
Baguio City, despite having ample rain falling, the country still experiences water shortage during
summer. This is where collecting and managing rainwater can be useful. Collecting rain and storing it will
ensure that there is water stored for summer use instead of it simply going to waste down the drains causing
floods during the rainy season.

3.1.2.2 Sewage Treatment Plant

Figure 36: Sewage Treatment Plant

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 Sewage treatment is the process of removing contaminants from wastewater, primarily from
household sewage. It includes physical, chemical, and biological processes to remove these contaminants
and produce environmentally safe treated wastewater (or treated effluent)/ A by-product of sewage treatment
is usually a semi-solid waste or slurry, called sewage sludge, that gas to undergo further treatment before
being suitable for disposal or land application.

3.1.2.3 Mechanical System

Generator Set (Genset)

Figure 37: Genset

A generator set, also known as a genset, is the combination of an electrical generator and an engine
mounted together to form a single piece of equipment that produces electrical power. In the generator,
referred to as an alternator, the mechanical work of the engine generates electrical power. Generation sets
are used in sites that are not connected to the power grid or to supply emergency power when the grid fails.
Generator sets may also be employed to produce energy during peak usage hours when the energy costs
are the highest.

3.1.2.4 Material Recovery Facility (MRF)

Figure 37: Material Recovery Facility

The recyclables will have been previously sorted or separated from other waste streams. This step
might be undertaken by employees of waste management companies. These recyclables are then taken to
MRF’S to be separated, sorted and sent onwards for reprocessing and recycling.

41
3.1.2.5 Electrical System

1. Air Conditioning Unit

Figure 38: Air-conditioning Unit

Air conditioning is the process of altering the properties of air to more comfortable conditions, typically
with the aim of distributing the conditioned air to an occupied space to improve thermal comfort and indoor
air quality. The cooling produced by the air conditioning unit is typically attained through a refrigeration cycle,
but sometimes evaporation or free cooling is used. Laboratories, classrooms, and offices are the commonly
areas where air conditioning used. It helps the users to attain the desire comfort they needed.

In this table, it shows the right cooling capacity needed per square meter enclosed space.

Area to be cooled Capacity Needed

(sq. m)
(kilojoules per hour) Estimated HP
Rating
17 8,440 3/4
20 9,496 1.0
22 10,550 1.0
26 12,661 1.5
30 14,771 1.5
38 18,991 2.0
44 22,156 2.0
50 24,266 2.5
64 31,625 3.0
72 35,872 3.0

Table 11: Properly Sized Rooms for Air Conditioners (Department of Energy)

42
 2. Lighting System

Figure 39: LED Light Bulbs Figure 40: LED Tube Lighting Figure 41: Solar Hybrid Lighting

The light-emitting diode (LED) is one of today's most energy-efficient and rapidly-developing lighting
technologies. Quality LED light bulbs last longer, are more durable, and offer comparable or better light
quality than other types of lighting. It emits very little heat. In comparison, incandescent bulbs release 90%
of their energy as heat and CFLs release about 80% of their energy as heat.

LED tubes are energy efficiency and long service life. It is sometimes also referred to as “LED
fluorescent tubes”. LED tube lights longevity massively reduces maintenance costs with lifespan of 100,000
+ hours.

Solar Hybrid Lighting is an automated system that lights a room using a combination of artificial
light (usually from energy-saving fluorescent lamps) and daylight piped in from the roof along fiber-optic
cables. If it's very sunny outside, the majority of the light (maybe three quarters or more) comes from daylight;
when the Sun is obscured, photocells in the room detect the lower light level and increase the artificial light
to compensate (providing 90 percent or more of the room lighting).

3.1.3 Wall System

3.1.3.1 Bio-Concrete

Figure 42: Bio-Concrete

Bio concrete is a self-healing form of concrete designed to repair its own cracks. It is also called as
Bacterial Concrete or Self-Healing Concrete. It is specially made to increase the lifespan or the durability of
concrete structure by the self-healing action of that concrete.

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3.1.3.2 Exterior Insulation and Finish System (EIFS)

Figure 43: EIFS image

An exterior insulation finishing system (EIFS) is a type of building system that provides exterior walls with
an insulated finished surface and waterproofing in an integrated composite material system. Put another way,
an Exterior Insulation Finishing System can be defined as an energy efficient thermal wrapping applied to
the exterior surfaces of a building which is then finished with a long-life, decorative and protective wall coating
that can be installed on any type of construction. It reduces the amount of energy use to cool in the structure
by up to 50%.

3.2 Specialized Allied Service

3.2.1 Interior Design Services

In the design of a building, the Architect works on a development concept. To realize this, the
Architect develops the design by determining the size and interrelationship of interior spaces, laying out the
furniture, movables, equipment, built-ins and fixtures to support the required activities, thus making both the
exterior and interior spaces contribute to the total concept.

Interior Designer lays out and prescribes furniture / built-ins / equipment for the project and prepares
specifications of including all floor / wall / ceiling finishes, doors and partition systems, hardware, modular or
ready-assembled furniture pieces/ systems, equipment, furnishings, built-ins, fixtures, signages and graphic
devices, etc.

3.2.2 Acoustic Design Services

Acoustic design services involve the detailed planning and design to control sound transmission for
compatibility with the architectural design concept. Throughout architectural history, one of the limiting criteria
in building design has been the need to control sound in an enclosed space. The continuing evolution of
products and techniques in sound management and control has provided a wider flexibility in the design of
the interior environment. This allows the Architect to build an environment that answers the acoustical
demands of varied activities within an enclosed space.

Acoustical features are essential in designing schools. Every rooms such as classrooms, offices,
laboratories need a right amount of sound and barriers to provide a comfortable acoustic environment. A
44
good environment for acoustical comfort in school requires that noise be controlled to proper levels so that
every child in a class can hear clearly what is being spoken by the teacher above all other sounds inside and
outside a classroom.

3.2.3 Landscape Design Services

Arising from the concept of the total environment, the Architect is not merely concerned with the
building / structure he creates but with the grounds and surrounding space as well. He studies the existing
environment in relation to the building / structure and consequently lays out the areas / grounds immediately
surrounding the building / structure.

Landscaping design is another key to achieve green architecture by providing well-balanced design
of the environment enveloping a school building. Conceptualizing the entire site development plan (SDP)
including the generic scope of civil works and general scope of softscape and hardscape is also included in
landscaping design.

3.3 Case Studies

3.3.1 Binh Duong School

Figure 44: Binh Duong (Man’s eye view perspective)

Binh Duong School was designed by VTN Architects (Vo Trong Nghia Nishizawa, Daisuke Sanuki).
It is located at the abundant land of Binh Duong City, Vietnam with an Area of 5,300 square meters. It is
situated in the middle of a flourishing forest with a wide variety of green and fruits.

The city of Chi Ming has a typical tropical climate all year around almost the same with the country
of the Philippines. The school is designed according to its generous spirit of natural land of the Vietnam. It
consists of five (5) maximum number of levels with a pre-cast concrete louvers and pattern walls used for

45
envelope of the building. Technically, louvers and pattern walls are used for shading to avoid direct sunlight
and used for giving right amount of natural ventilation for the corridor space.

Figure 45: Pattern Wall Figure 45: Aerial View and Parts of the School

The fluidity concept is inspired by endless raining which is typical tropical climate where the concept
is seen in the design through the louvers and the continuous volume of the school. The design of the building
has a gentle slope, so it will lessen the aggressiveness of the height of the school. The outside of the building
has a stair going to the green roof sloping upward to the apex of the structure. The s-shape of the building is
surrounded by two courtyards that will serve as an open space. In the two court yards, it has different
characteristics: Front yard and Backyard. For the front yard, it is used for public space. While for backyard, it
is more private, where students spend their personal time. The open space flows throughout the circulation
to help teachers and students enjoy various activities of the two courtyards with rich natural surroundings.
The designers intended this school to be borderless between the school activity and surrounding nature. By
giving opportunity of nature to mix in to the design, students and teachers enjoy their learning and teaching
with the genuine ambience of the environment.

Figure 46: Section Detail and Natural Ventilation Diagram

46
3.3.2 School Campus De Vonk

Figure 46: Campus De Vonk (Man’s eye view perspective)

De Pluim/ NL Architects, an architectural firm and lead by Sarah Moller, were assigned to design the
School Campus De Vonk. The school is situated in Knokke-Heist, Belgium with an area of 3,280 square
meters. The designers named it as the Passive School because it complies with the highest environmental
standards which lead to a maximal consumption of 15 kWh per square meter for heating and cooling. The
main feature of the building is the ‘Volcano’ for night ventilation and a multifunction porch to block the direct
rays of the sun. It also has natural lighting illuminating its interior for the multifunctional hall that pops through
the roof.

Figure 47: Design Diagram

The building consists of functional clusters: a primary school and a nursery, a domain for the teachers
and the administration, and a multifunctional sports hall. The concept of a heart is used in gymnastic hall. It
is in the center of the building that will serve as an active role in the daily life of the ceremonies and festivals.
47
The hall will form a connection between the different functions of the school. By creating circulation consists
of a series of loops, the building will act like a circuit. There are no dead ends and it will connect the circuits
that generate a sense of continuity and endlessness. It also promotes spacious area for nature and
opportunity to access the surrounding gardens by the users.

Figure 48: Isometric View Figure 49: Site Development Plan

For primary school, it consists of a series of classrooms that are placed around a rectangular
enclosed courtyard which also serve as work/play area for their classrooms. The volcano shape gives an
extraction of warmed air to light and cool the building. Concrete ceilings throughout the school accumulate
the chill overnight and guarantee a refreshing start the day.

The design for nursery school are grouped around in a wide corridor and has a bubble shaped
playground outside. The space has a 5.4 meter-wide that serves an extension of the classrooms. It is
conceptualized for collective space for learning and playing.

Figure 50: Primary Classroom Figure 51: Floor Plan

48
 The architectural highlight of the school is the green roof and volcano shaped topped with a layer of
vegetation. This green roof enhances the biodiversity that creates a natural appearance to the structure. The
large part of the roof is covered in pebbles and surface is used for rainwater collection.

Figure 52: Volcano Shaped Ceiling Figure 53: Green Roofing

Figure 54: Section Detail

49
CHAPTER 4
ARCHITECTURAL PROGRAMMING

4.1 ARCHITECTURAL DESIGN

DEVELOPMENT

4.2 DESIGN FEATURES

50
 Chapter 4: Architectural Programming

4.1 Architectural Design Development

4.1.1 Site Planning and Site Programming

Site Programming
Total Lot Area = 49,300 sq. m
Computed
(TOSL)
Total Open Space TOSL = 14,790 + 9,860 24,650 sq. m
Within Lot
TOSL = ISA + USA
(PSO)
Maximum Allowable Percentage PSO = 49,300 x 50% 24,650 sq. m
of Site Occupancy
PSO = % x TLA
(ISA)
Maximum Allowable ISA = 49,300 x 20% 9,860 sq. m
Impervious Surface Area
ISA = % x TLA
(USA)
Minimum Unpaved USA = 49,300 x 30% 14,790 sq. m
Surface Area
USA = % x TLA
(MACA)
Maximum Allowable MACA = 24,650 + 9,860 34,510 sq. m
Construction Area
MACA = PSO + ISA
(AMBF)
Allowable Maximum Building AMBF = 49,300 – 24, 650 24,650 sq. m
Footprint
AMBF = TLA – TOSL
(GFA)
Gross Floor Area GFA = 49, 300 x 2.50 123, 250 sq. m
GFA = TLA x FLAR
Table 12: Site Programming

Open Space Ratio

Space Computation Percentage
(USA + ISA)/TLA x 100 (14,790 + 9,860)
X 100 50%
49,300
Table 13: Open Space Ratio

51
 Permeability Ration
Space Computation Percentage
PSO (Maximum Allowable 24,650 sq. m 50%
Percentage of Site Occupancy)
ISA (Maximum Allowable 9,860 sq. m 20%
Impervious Surface Area)
USA (Minimum Unpaved Surface 14,790 sq. m 30%
Area)
Table 14: Permeability Ratio
Parking Space Ratio
Facility Requirements Allotted Parking Slot
Classroom 1:5 Classrooms 9 Parking Slot
1:100 Students 16 School Bus Parking Slot
Kindergarten At least 1 Parking Slot 1 Parking Slot
Office 1:125 sqm. per gross floor area 5 Parking Slot
Gymnasium 1:50 sqm. spectators area 6 Parking Slot
Table 15: Parking Space Ratio
Project Classification
Specific Use References Uses or Character of Occupancies Minimum Required Parking Slot,
of or Type of Building/Structure Parking Area and Loading Space
Occupancy Requirements
Group C – 1. Educational institutions like schools, colleges, One (1) car slot for every five (5)
Educational universities, vocational, institutions, seminaries, classrooms; one (1) off-RROW (or
and convents, including school auditoriums, off-street) passenger loading space
Recreation gymnasia, reviewing stands, little theaters, that can accommodate two (2)
concert halls, opera houses. queued jeepney/shuttle slots; and
2. Seminar/workshop facilities one (1) school bus slot for
3. Training centers/facilities everyone hundred (100) students
4. Libraries, museums, exhibition halls and art
galleries
Division C-1 Private elementary, secondary, vocational and
trade school (GI)

Table 16: Project Classification

Building Height Limit (BHL)

Character of Use or Number of allowable Meters above highes grade
Occupancy storeys/floors above
established grade
Institutional 15.00 meters (or must follow the duly-approved BHL in the major
zone it is part of)
Table 16: Building Height Limit (BHL)

52
4.1.1.1 Site Zoning Classification
GI (General Institutional) – a community to national level of institutional use or occupancy,
characterized mainly as a low-rise, medium or high-rise building/structure for educational, training and related
activities, e.g., schools and related facilities and the like.

4.1.2 Building Space Program

4.1.2.1 Organizational Chart

Figure 55: Organizational Chart

Figure 56: Organizational Chart for Assistant Principal for Operations & Learners Support
53
4.1.2.2 User Analysis

Figure 57: User Analysis

The La Concordia K-12 School is composed of kindergarten students, elementary students, junior
high school students, senior high school students, and facilitators/instructors.

4.1.2.3 Demand Analysis

Population School Year

30,218 2018
30,589 2019
30,965 2020
31,345 2021
31,730 2022
32,120 2023
32,514 2024
32,913 2025
33,317 2026
33,726 2027
34,140 2028
Table 17: Projected Population (Demand)

The private school growth projection is based on the school year 2015 – 2016 (Kindergarten to
Secondary) population of Angeles City, Pampanga. It is computed based on the population annual growth
of year 2016 which is 4.54%. For the year 2017 – 2028, the projected K-12 students for private school
population for K-12 entrants from 30,218 to 34,140 at the year 2028 based on the projection. It is assumed
that the additional projected population of the students are the possible users of the school project.

Classification of School Projected Additional Possible No. of Users

Population
Private K-12 School 34,140 - 30,218 = 3,922 3,922/2
1,961
Table 18: Possible No. of Users

54
 The projected population for K-12 students will only cater half of the overall additional estimated
population for the students of school year 2028. The computed possible users for Angeles city are 1,961.

Level Population (%) Possible No. of Users

Kindergarten 10.5% 206
Elementary 54% 1059
Junior and Senior High School 36% 706
Total 100% 1961
Table 19: Possible No. of user Per level

Therefore, the estimated possible number users per level are based on the percentage number per
level of the school year 2015 – 2016 of private school for kindergarten to high school. It is divided into: 206
number of students for kindergarten, 1059 number of students for elementary and 706 for junior and senior
high school.

4.1.2.4 Bubble Diagram

Integrated School

Figure 58: Integrated School Bubble Diagram

55
Administrative Building

Figure 59: Administrative Building Bubble Diagram

Kindergarten Building

Figure 60: Kindergarten Building Bubble Diagram

56
Elementary Academic Building

Figure 61: Elementary Academic Building Bubble Diagram

High School Academic Building

Figure 62: High School Academic Building Bubble Diagram

57
Library Building

Figure 63: Library Building Bubble Diagram

Gymnasium Building

Figure 64: Gymnasium Building Bubble Diagram

58
Canteen Building

Figure 65: Canteen Building Bubble Diagram

4.1.2.5 Floor Area Ratio

Gross Floor Area (GFA) 123, 250 sq. m

Total Lot Area (TLA) 49,300 sq. m

GFA TLA x FLAR

FLAR GFA/TLA

FLAR 2.5
Table 20: Floor Area Ratio

59
4.1.2.6 Space Programming

Administrative Building
Dimension Unit’s Total 30% Grand
Space Description Hierarchy Number Area per User’s Item/Fixtures Quantity Area (In Area (In Area Total
of User Occupant Area W L Sq. M) Sq. M) for Area
User’s
Reception Area Public 40 1.4 56 0 56 16.8 72.8
Principal’s Office Private 1 5 5 0 5 1.5 6.5
Principal’s Staffs Private 4 1.4 5.6 0 5.6 1.68 7.28
Office
Book Keeper Office Private 1 5 5 0 5 1.5 6.5
Administrative Staff Private 3 1.4 4.2 0 4.2 1.26 5.46
Office
Supply Store Room Private 1 2.1 2.1 0 2.1 0.63 2.73
Registrar’s Office Private 8 3 24 0 24 7.2 31.2
Property Custodian Private 1 5 5 0 5 1.5 6.5
Office
EMIS Coordinator Private 1 5 5 0 5 1.5 6.5
Records Storage Semi- 1 5 5 0 5 1.5 6.5
Room Private
Department Head Private 8 5 40 0 40 12 52
Office
Employee’s Lounge Private 10 1.4 14 0 14 4.2 18.2
Conference Room Private 10 2.5 25 0 25 7.5 32.5
Student’s Private 8 5 40 0 40 12 52
Organization Office
Guidance Councilor Public 3 5 15 0 15 4.5 19.5
Teacher’s Lounge Private 15 1.4 21 0 21 6.3 27.3
Maintenance Office Private 5 5 25 0 25 7.5 32.5
Maintenance Storage Private 1 2.1 2.1 0 2.1 0.63 2.73
Room
Security Office Private 2 5 10 0 10 3 13
Security Monitoring Private 3 5 15 0 15 4.5 19.5
Office
Clinic Public 2 5 10 0 10 3 13
Electrical Room Private 1 2.1 2.1 0 2.1 0.63 2.73
Comfort Room (PWD) Public 1 2.5 2.5 0 2.5 0.75 3.25
8.4 Water Closet 0.4 0.6 2 0.48 8.88 2.66 11.54
Comfort Room (Male) Public 4 2.1 0 Urinal 0.3 0.4 2 0.24 0.24 0.07 0.31
0 Lavatory 0.6 0.8 2 0.96 0.96 0.29 1.25
Comfort Room Public 3 2.1 6.3 Water Closet 0.4 0.6 3 0.72 7.02 2.11 9.13
(Female) 0 Lavatory 0.6 0.8 2 0.96 0.96 0.29 1.25
Total 431.16
Area
Table 21: Administrative Building Space Programming

Kindergarten Building
Dimension Unit’s Total 30% Grand
Space Description Hierarchy Number Area per User’s Item/Fixtures Quantity Area (In Area Area Total
of User Occupant Area W L Sq. M) (In Sq. for Area
M) User’s
Lecture Classroom Public 25 1.4 35 0 35 10.5 45.5
Mini-Library Semi- 15 1.4 21 0 21 6.3 27.3
Private
Multi-Function Area Public 50 2.4 120 0 120 36 156
Kindergarten Semi- 4 2.1 8.4 0 8.4 2.52 10.92
Faculty Private
Waiting Area Public 10 1.4 14 0 14 4.2 18.2
Storage Room Private 2 2.1 4.2 0 4.2 1.26 5.46
Water Closet 0.4 0.6 2 0.48 2.58 0.77 3.35
Comfort Room Public 2 2.1 0 Urinal 0.3 0.4 0 0 0 0 0
(Female)
0 Lavatory 0.6 0.8 1 0.48 0.48 0.14 0.62
Comfort Room Public 2 2.1 Water Closet 0.4 0.6 2 0.48 2.58 3.06 5.64
(Male) 0 Lavatory 0.6 0.8 1 0.48 0.48 0.14 0.62
Total 273.61
Area
Table 22: Kindergarten Space Programming

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High School Academic Building
Dimension Unit’s Total 30% Grand
Space Description Hierarchy Number Area per User’s Item/Fixtures Quantity Area (In Area (In Area Total
of User Occupant Area W L Sq. M) Sq. M) for Area
User’s
Lecture Classroom Public 31 1.4 43.4 0 43.4 13.02 56.42
Computer Laboratory Semi- 31 1.4 43.4 0 43.4 13.02 56.42
Private
Science Laboratory Semi- 31 2.1 65.1 0 65.1 19.53 84.63
Private
Science Laboratory Private 2 2.1 4.2 0 4.2 1.26 5.46
Storage
T.L.E Laboratory Semi- 31 2.5 77.5 0 77.5 23.25 100.75
Private
T.L.E Laboratory Private 31 2.5 77.5 0 77.5 23.25 100.75
Storage
Audio Visual Room Semi- 31 1.4 43.4 0 43.4 13.02 56.42
Private
Baking and Cooking Semi- 31 2.5 77.5 0 77.5 23.25 100.75
Room Private
Housekeeping Room Semi- 31 2.5 77.5 0 77.5 23.25 100.75
Private
Dress Making Room Semi- 31 2.5 77.5 0 77.5 23.25 100.75
Private
Technical Drafting Semi- 31 2.5 77.5 0 77.5 23.25 100.75
Room Private
Corridor Public 434 1.4 607.6 0 607.6 182.28 789.88
Teacher’s Lounge Semi- 6 2.1 12.6 0 12.6 13.78 26.38
Private
Meeting Room Private 10 2.5 25 0 25 7.5 32.5
16.8 Water Closet 0.4 0.6 4 0.96 17.76 5.33 23.09
Comfort Rooms Public 8 2.1 0 Urinal 0.3 0.4 3 0.36 0.36 0.11 0.47
(Male)
0 Lavatory 0.6 0.8 4 1.92 1.92 0.58 2.5
Comfort Rooms Public 7 2.1 14.7 Water Closet 0.4 0.6 7 1.68 16.38 18.06 34.44
(Female) 0 Lavatory 0.6 0.8 4 1.92 1.92 0.58 2.5
Storage Room Semi- 1 2.1 2.1 0 2.1 0.63 2.73
Private
Electrical Room Private 1 2.1 2.1 0 2.1 0.63 2.73
Total 1781.07
Area
Table 24: High School Space Programming

Library Building
Dimension Unit’s Total 30% Grand
Space Description Hierarchy Number Area per User’s Item/Fixtures Quantity Area (In Area (In Area for Total
of User Occupant Area W L Sq. M) Sq. M) User’s Area
Reading Area/Study Public 164 1.4 229.6 0 229.6 68.88 298.48
Area
Terraced Seating Public 50 1.4 70 0 70 21 91
Area
Librarian’s Office Private 4 5 20 0 20 6 26
Counter Area Public 2 2.1 4.2 0 4.2 1.26 5.46
Computer Public 30 1.4 42 0 42 12.6 54.6
Laboratory
Storage Room Private 1 5 5 0 5 1.5 6.5
Electrical Room Private 1 2.1 2.1 0 2.1 0.63 2.73
Water Closet 0.4 0.6
Comfort Room Public 9 0 Urinal 0.3 0.4
(Male)
0 Lavatory 0.6 0.8
Comfort Room Public 5 Water Closet 0.4 0.6
(Female) 0 Lavatory 0.6 0.8
Total 484.77
Area
Table 24: Library Space Programming

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Gymnasium Building
Dimension Unit’s Total 30% Grand
Space Description Hierarchy Number Area per User’s Item/Fixtures Quantity Area (In Area (In Area for Total
of User Occupant Area W L Sq. M) Sq. M) User’s Area
Basketball Court Public 150 5 750 0 750 225 975
Seating Area Public 400 1.4 560 0 560 168 728
P.E. Department Semi- 8 5 40 0 40 12 52
Faculty Room Private
Meeting Room Private 16 2.5 40 0 40 12 52
Sports Equipment Private 2 5 10 0 10 3 13
Storage Room
Storage Room 1 Private 1 2.1 2.1 0 2.1 0.63 2.78
Storage Room 2 Private 5 2.1 10.5 0 10.5 3.15 13.15
Electrical Room Private 1 2.1 2.1 0 2.1 0.63 2.78
Shower Room Public 10 1.4 14 0 14 4.2 18.2
(Female)
Shower Room Public 10 1.4 14 0 14 4.2 18.2
(Male)
12.6 Water Closet 0.4 0.6 4 0.96 13.56 4.07 17.63
Comfort Room Public 6 2.1 0 Urinal 0.3 0.4 2 0.24 0.24 0.07 0.31
(Male)
0 Lavatory 0.6 0.8 3 1.44 1.44 0.43 1.87
Comfort Room Public 3 2.1 6.3 Water Closet 0.4 0.6 3 0.72 7.02 2.11 9.13
(Female 0 Lavatory 0.6 0.8 3 1.44 1.44 0.43 1.87
Total 1905.92
Area
Table 25: Gymnasium Space Programming

Canteen Building
Dimension Unit’s Total 30% Grand
Space Description Hierarchy Number Area per User’s Item/Fixtures Quantity Area (In Area (In Area for Total
of User Occupant Area W L Sq. M) Sq. M) User’s Area
Dining Area Public 600 1.4 601.4 0 601.4 180.42 781.82
Kitchen Semi- 10 18.6 186 0 186 55.8 241.8
Private
Service Area Semi- 0 0 0 0 0 0 0
Private
Cold Storage Private 2 2.5 5 0 5 1.5 6.5
Dry Storage Semi- 2 2.5 5 0 5 1.5 6.5
Private
Canteen Teacher’s Semi- 1 5 5 0 5 1.5 6.5
in Charge Office Private
Storage Room Semi- 2 2.1 4.2 0 4.2 1.26 5.46
Private
Electrical Room Private 1 2.1 2.1 0 2.1 0.63 2.73
Comfort Rooms Private 14.7 Water Closet 0.4 0.6 4 0.96 15.66 4.70 20.36
(Male) 7 2.1 0 Urinal 0.3 0.4 3 0.36 0.36 0.11 0.47
0 Lavatory 0.6 0.8 3 1.44 1.44 0.43 1.87
Comfort Rooms Public 5 2.1 10.5 Water Closet 0.4 0.6 5 1.2 11.7 3.51 15.21
(Female) 0 Lavatory 0.6 0.8 4 1.92 1.92 0.58 2.5
Total 1091.72
Area
Table 26: Canteen Space Programming

4.1.2.7 Space Program Matrix

62
Administrative Building

Figure 66: Admin. Building Space Program Matrix

Kindergarten

Figure 67: Kindergarten Space Program Matrix

63
Elementary School Academic Building Library

Figure: 69: Library Space Program Matrix

Figure 68: Elem. School Space Program Matrix

High School Academic Building Gymnasium

Figure 71: Gymnasium Space Program Matrix

Canteen

Figure 70: HS Space Program Matrix

Figure 71: Canteen Space Program Matrix

64
4.1.3 Design Constraints

4.1.3.1 Natural Hazards

Based on the hazard map prepared by the Mines and Geosciences Bureau of the Department of
environment and natural Resources, the municipalities in Pampanga that are highly susceptible to
earthquake-induced landslides are those located in the mountainous areas of Arayat, Porac, Floridablanca,
Mabalacat and Angeles City.

Figure 72: Preliminary Ground Shaking Hazard Map of Pampanga

4.1.3.2 Public Transportation System

The only public transportation mode available along the Mining Road are tricycles and private
vehicles. While jeepneys, tricycles and private vehicles are available along Magalang Highway but traffic
congestion is common because of the intersection road.

Figure 73: Public Transportation System

65
4.1.4 Initial Design Translation

4.1.4.1 Design Concept

Figure 74: Bookshelf

The designer came up with the concept using bookshelf. A book is an essential object in our daily
lives particularly used by the students and teachers. It is a written or printed work consisting of pages full of
information and images. With that being said, books are needed to be in a safe space which is called a shelf.
It also has an important role in terms of education because it organized books and other reading materials.

4.1.4.2 Design transformation

Figure 75: Bookshelf

66
4.1.4.3 Design Philosophy

“As an architect, you design for the present with an awareness in the past for a future which is
essentially unknown” – Norman Foster

Since K-12 program is still fresh in the Philippines, one of the goal of the proposal project is to create
a structure that will be an adaptable and suitable for environment for K-12 students by providing them right
facility especially for senior high school. Considering the past is the key for planning of the future and more
importantly, succeeding in the present.

4.1.4.4 Design Consideration

• Location – the location of the school is adjacent and near in residential areas and also 200 meters
far from ill-reputed areas
• Functionality – the function of each buildings is planned to achieve the suitable design for K-12
school
• Noise – the noise coming from the road and adjacent lot are far enough from the academic buildings
• P.W.D. – the use of ramps, railings and PWD comfort rooms are taken into consideration using the
guidelines of B.P. 344 or the accessibility law
• Budget – the client has the capability to fund and build the proposal project K-12 school.
• Safety – the guidelines in the fire code of the Philippines, Green Building Code, and other guidelines
related to safety are used in the design for the consideration of safety of the users.
• Ventilation – natural ventilation and artificial ventilation techniques are used for the comfortability of
the users.
• Aesthetics – the design of the school is achieved through the use of contemporary architecture
• Circulation – the accessibility and separation of each buildings are being considered in the design
• Orientation – sun path and wind location are taken into consideration to give comfortability of the
users particularly the students
• Security – the school is surrounded by CCTV cameras and also enclosed by gates and fences for
security purposes

4.1.4.4 Site Concept

Figure 76: Combination of Radial Form and Centralized form

67
 Combination of Radial Form and Centralized Form - This concept aims to provide a center area
that may be used, but not limited to flag ceremony area and assembly area. It also allows the users to have
an interaction within the buildings and the compositions in linear extending outward from a central form in a
radial manner.

4.1.4.5 Structural System

Steel and Concrete Construction

Concrete frame structures are the most common type of modern building. It usually consists of a
frame or a skeleton of concrete. Horizontal members are beams and vertical ones are the columns. Concrete
Buildings structures also contain slabs which are used as base, as well as roof/ceiling. Among these, the
column is the most important as it carries the primary load of the building.

Reinforced Cement Concrete (RCC) is a concrete that contains steel bars, called reinforcement bars,
or rebars. This combination works very well, as concrete is very strong in compression, easy to produce at
site, and inexpensive, and steel is very strong in tension. It resists various loads that act on the building during
its life. These loads include Dead loads, live loads (imposed loads), wind loads, dynamic loads and
earthquake loads.

Cable Tensile Fabric Structure (Arch Supported Roof)

The term tensile structures describe as the category of buildings in which the load bearing capacity
is achieved through tension stress in most of the components, such as cables, technical fabrics or foils. It
can also be defined as a structure where the exterior shell is a fabric material spread over a framework. The
fabric is maintained in tension in all directions to provide stability.

4.2 Design Features

4.2.1 Architectural Character

Contemporary Architecture – One of the main features of the contemporary architecture is the
green design. It incorporates sustainable materials and modern technologies. Using plants on the walls or
roofs, and sun shading are also within contemporary architecture. It meets the environmental standard by
providing innovative materials and design techniques. The aesthetic sense is very much emphasized in the
design of structures using expressiveness. There is also a wide range of material combinations to bring out
contrast or uniformity.

4.2.2 Innovations

4.2.2.1 Terraced Elements and Learning Zones

The design gives an important value of group study, gathering, reading or other variety of activities
related to education. Every study area or learning zone have a frontage of glass or fenestration in which
natural light and natural ventilation will filter into it. In library building, terraced learning area used in lobby.

68
 The important of this design is for the students to collaborate and bond on each other that will help
them to learn faster and enjoy studying.

Figure 78: Learning zones Figure 79: Terraced Seating

4.2.2.2 Seating Area in Corridor

Figure 80: Seating area in corridor

The edges of a corridor is containing of seating area to provide additional space to study and do
other activities.

4.2.2.3 Hybrid Solar Lighting (HSL)

Figure 81: Solar Hybrid Lighting

69
 Solar Hybrid Lighting is an automated system that lights a room using a combination of artificial light
(usually from energy-saving fluorescent lamps) and daylight piped in from the roof along fiber-optic cables. If
it's very sunny outside, the majority of the light (maybe three quarters or more) comes from daylight; when
the Sun is obscured, photocells in the room detect the lower light level and increase the artificial light to
compensate (providing 90 percent or more of the room lighting).

4.2.2.4 Bio-Concrete

Figure 82: Bio- Concrete

Bio concrete is a self-healing form of concrete designed to repair its own cracks. It is also called as
Bacterial Concrete or Self-Healing Concrete. It is specially made to increase the lifespan or the durability of
concrete structure by the self-healing action of that concrete.

4.2.3 Highlights

4.2.3.1 Massing Design

Figure 83: Initial Schematic Massing

70
4.2.3.2 Fenestration (Brise-Soleil)

Figure 84: Brise Soleil (a) Figure 85: Brise Soleil (b)

One of the main highlights of the building is the fenestration design which is the brise-soleil. A brise-
soleil system can prevent glare and overheating during the summer months, which minimizes the need for
internal blinds and air conditioning systems. This material is good in tropical climate because of its ability to
protect the users from the intense sunlight.

4.2.3.3 Grasscrete

Figure 86: Grasscrete

It is one of the easiest ways to achieve LEED points due to the reduction in heat island effect,
management of storm water runoff, recycled content used in the application process, as well as the concrete
and sub-base, the long lifespan and the low maintenance required. It is made by pouring concrete over
“Formers”, a tool or mold that leaves voids in the concrete, that once opened can be filled with a variety of
porous materials such as grass or gravel.

4.2.4 Material Concept

4.2.4.1 Concrete - Concrete is most widely common used material in building construction. It is an artificial
conglomerate stone made essentially of Portland cement, water, and aggregates. It is a composite material
that consists essentially of a binding medium within which aggregates are embedded.

71
4.2.4.2 Steel - Rebar, also known as reinforcement steel and reinforcing steel, is a steel bar or mesh
of steelwires used in reinforced concrete and masonry structures to strengthen and hold the concrete in
tension.

4.2.4.3 Low-Emissivity Glass (Low-E Glass)

Figure 87: Low-E Glass Figure 88: Low-E Glass Diagram

Low-E coatings have been developed to minimize the amount of ultraviolet and infrared light that can
pass through glass without compromising the amount of visible light that is transmitted.

It has a microscopically thin, transparent coating that reflects long-wave infrared energy (or heat).
When the interior heat energy tries to escape to the colder outside during the winter, the low-e coating reflects
the heat back to the inside, reducing the radiant heat loss through the glass. The reverse happens during the
summer.

4.2.4.4 Antibacterial Paint (Boysen)

Figure 89: Boysen

BOYSEN is an odor-less, low VOC, premium acrylic, water-based interior coating with exclusive
Microban antibacterial protection to give extra defense against bacteria such as E. coli and Salmonella, as
well as mildew and fungus.

72
 BOYSEN dries to a durable satin finish that makes it ideal for walls and ceilings in classrooms and
schools facilities, as well as damp and humid areas where an added level of protection against microbes is
desired. Microban technology is incorporated into the paint at the manufacturing stage and does not wash
or wear off for the duration of the paint’s service life.

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