112 GCSESubjects

159 A LevelSubjects

In the early part of the century the most popular full-timeuniversity faculty, for both men and women, was the Arts. In1996 the most popular faculties were: engineering andtechnology for men, and social studies for women.

In 1930, only 4% of university students’ country of homeresidence was outside of Great Britain. In 1993 the proportionhad risen closer to 12 %11.

Post-Graduate degrees in:Golf course management;pig enterprise management;Knitwear;Surfing;‘Madonna Studies’ etc.

1. The PhallusThis course at Occidental College covers a broad study on the relation “between the phallus and the penis, the meaning of the phallus, phallologocentrism, the lesbian phallus, the Jewish phallus, the Latino phallus, and the relation of the phallus and fetishism.”2. Queer Musicology3. Taking Marx Seriously4. Adultery Novel5. Blackness6. Whiteness: The Other Side of Racism7. Mail Order Brides: Understanding the Philippines in Southeast Asian Context8. Cyber-feminism9. American Dreams/American Realities10. Non-violent Responses to Terrorism

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“…breaking out of the straight-jacket of conventional ‘box-like’ school planning.”

(Mary Featherston, ‘Inside Out Project’ – 1994)

“Education must come to be recognised as the product of complex interactions, many of which can only be realised when the environment

is a fully participating element.”(Loris Malaguzzi, Founding Director, Reggio Emilia Educational Project)

“Schools are one of the most interesting and challenging areas for design today. Young people spend vital hours of their lives in them,

they are the workplaces of many adults, they contain many relationships and huge expectations and they absorb vast resources.

School buildings are very visible and tangible expressions of our attitudes to children and learning.”

(Mary Featherston, ‘Inside Out Project’ – 1994)

“For example, where curiosity is seen as the spark that drives the processes of learning, the environment must provoke wonder,

exploration, expression and reflection: and where learning is seen as both an individual and a social process – construction and co-

construction of meaning, the environment must present rich possibilities for relationships and learning in a wide diversity of groupings and

settings. Children and adults must feel comfortable and be able to easily negotiate the environment with clear circulation paths and easy access

to materials and tools. All settings should be always available – not waiting for next scheduled session in a specialist facility. The quality of

each experience will be enriched by the integrity of the activity settings – how effectively they support each activity, provide cues for appropriate

use, enable interaction, minimise distractions, etc.”

“The traditional classroom is tightly designed to support teacher-focussed learning by minimising distractions – hence their blandness. Here, the role of the physical environment is not as a ‘teacher’ in itself (it does not provide stimulus or interaction) but acts to focus attention on the teacher and the largely one-way flow of communication. Such classrooms are found all over the world and are deeply familiar to us

all, which makes it difficult to envisage alternatives.”(Mary Featherston, ‘Inside Out Project’ – 1994)

“Our children need an educational environment that fires the imagination, develops good citizenship and promotes a life-long thirst for knowledge. If children are to maximise their learning, then their school must be a place of optimism excitement and challenge, where students and teachers see each day as a

journey, full of purpose, and where intellectual engagement and connectedness to the real world are priorities”.

(RayTrotter Principal, Wenoona Elementary School – 1994)

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“….schools for many years [have] been designed around the simple notion of students. Students were empty vessels to be filled with knowledge, which was thought possible by grouping them together by age

and delivering content to them.”(Nair & Gehling)

“….19th and 20th Century school design tended to build exclusively for classes instead of individuals…….

[assuming] that all students will be doing the same thing at the same time using the same resources.”

(Nair & Gehling)

CorridorsGenerally not nice places to spend timeSchools can exist without corridorsThey can become positive learning environments in themselves – market places / meeting places

Classrooms and Formal learning SpacesVery important part of a school and are necessary.However, proportion of pupils time spent listening compared to more practical is very small.Need to consider how much of our school’s indoor space needs to be designed for a ‘stand and deliver’ approach.

Indoor Public SpaceFormal and informal learning areas – informal areas encourage learning from peers, learning by application and learning a range of highly sought after soft-skills.