ZED School Korea
Projects / Public Buildings
ZED School Korea
Client: Korea Insititue of Construction Technology
Site Location: Jincheon, Korea
Project Date: November 2010
Project Status: Concept Design
Korea have the opportunity to build the first true zero carbon school in the world both in operational and embodied energy – and demonstrate practical leadership in this climate critical field.
Above: Climate rose for Jincheon, Showing temperaturesm rain and humidity data for each month of the year
Above: Aerage wind speeds and directions for differnet times of the year in Jincheon
Cycle store & Electric bicycle charging point
Plaza / Outdoor learning
Waste materials and recycling facilities should beaccommodated in secure compounds away frombuildings. Simple circulation patterns, avoidingsharp corners and blind spots, enhance visionand therefore improve safety.
The north block has a number of opportunities for use by the community for events and the sport hall andthe assembly area could also be used by the community during evenings, weekends or school holiday periods. North block can remain open for evening classes, without compromising the security of the rest of the school.
The use of smart card particularly important if the school is to operate as an extended school, with significant integrated and out-of-hours community / business use.
The atrium is the vibrant heart of the school, full of social and learning activity, forming a route through the building at ground level. It accommodates the school’s main hall, dining and sports facilities. The learning blocks on either side of the atrium are connected to a series of bridges suspended within the atrium. The atrium contains the school’s reception, doubling as an exhibition space to display the student’sartwork, designs and projects, impressing the confidence of the school upon students, staff and visitors. Opportunities for social/ formal gathering and informal learning areas are interspersed at different levels, serviced with ICT links in the transition to a wireless system of laptops or tablets.
Natural lighting has been maximised in the building to reduce the amount of artificial lighting needed, and to provide pleasant bright spaces for learning. Opaque glass light shelves bounce diffuse light into the buildings, but no direct light enters the rooms because of the large overhang and solar shades.
The south-facing roof of the atrium is clad in glass backed photovoltaic panels, with a thin layer of aerogel insulation underneath. The total build up lets in about 30% of the daylight, and provides cool diffuse light so the atrium will not overheat. The north facing roof is double glazed, allowing good diffuse light into the classrooms on the south side of the building. The pedestrian balconies on every floor have been located on the north side of the atrium so as not to block the north light to the classrooms on the south side, and the width of the walkways has been minimised to block as little light as possible.
Artificial lighting is provided with highly efficient LED lighting with luminance and presence sensors, and these are zoned with the inner lights coming on before the outer lights.
Renewable Energy Production
The energy to power the building is all producted on site. The heat pumps, PV and solar hot water was used. This is a low risk option,with all the technologies proven. It doesn’t require an external source of fuel and so all the energy is produced from sources within the site boundary.
These technologies are ‘fit and forget’ technologies, meaning they have very little maintenance requiredafter installation, which is ideal for a school.
The PV area needed to be zero carbon would be about 2900m2 which is less than the current design accommodates. Therefore the current design would infact be carbon positive, allowing the school to sell electricity back to the grid and hopefully gaining some income from this in the future if feed-intariffs or a similar scheme is introduced in Korea.
The PV area
Access, Security & Safety
The design of the landscape around the school provides a secure boundary as well as enclosing and defining the site. Main access to the school is from the north: pedestrian access with cycle rack, linking to routes to nearby bus links and the main green corridor and separate vehicular access to carparking area. There is a service deliveries on the western side. A perimeter security fence can be‘lost’ within tree planting. Access control technology such as smart cards can allow more than onesite entrance to work safely, with all entrance doors controlled. Access to the car park can be similarlycontrolled.
Views between internal spaces encourage a sense of openness between students and staff and prevent unsupervised areas providing opportunities for bullying. Departmental staff offices and head of year offices are grouped centrally along with resource or social areas, stairs and toilets in the lightlinks, offering discreet supervision. Fully glazed doors allow views into classrooms, and small grouprooms are highly glazed. Toilet facilities are located in the heart of each of these areas as we feel that by making the toilets more proximate to the classroom and by arranging the toilet to be private but more open, the likelihood of damage and bullying will be reduced.
The inclusion support suite is in a central location, opposite the administration area on the groundfloor providing easy access to other areas. Low-pitch stairs and lift improve circulation and safety for disabled users.
The atrium is the vibrant heart of the school, full of social and learning activity, forming a route throughthe building at ground level. It accommodates the school’s main hall, dining and sports facilities. The learning blocks on either side of the atrium are connected to a series of bridges suspended within the atrium.
The atrium contains the school’s reception, doubling as an exhibition space to display the student’s artwork, designs and projects, impressing the confidence of the school upon students, staff and visitors.
Opportunities for social/ formal gathering and informal learning areas are interspersed at different levels, serviced with ICT links in the transition to a wireless system of laptops or tablets.
There is a need for social spaces or ‘chill out spaces’ for pupils to meet between lessons outside of the formal classroom structure. Our perception was that a variety of semi-private and private learning areas, set aside from the primary circulation routes, could more successfully utilize the atrium as an alternative learning environment and social hub area. The circulation expands to include learning environments and gathering spaces. Circulation is made tobe an important, day lit and active environment.