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between them (BB81, Appendix 1). Good sight-lines
are essential and a variety of furniture and
equipment will need to fit in the room. The likely
required sizes of each room type will depend on the
activities accommodated and the maximum group
size. Ranges are given in BB82. The size of spaces
will also be affected by the extent to which storage
and resources such as IT are within the room-or in
shared areas nearby. Ideally, all teaching spaces
should be serviced for the use of computers and
audio-visual teaching aids.
General teaching classrooms These accommodate
a range of activities which include wholeclass
teaching and small group discussion, reading,
writing, role-playing, and can include the use of
computers and audio-visual equipment. There may
also be some other activities, such as model making
(e.g. in geography or mathematics) so it is therefore
desirable to provide one large classroom for every
four or five of ‘standard’ size. General teaching
rooms tend to be used for more than one subject to
allow a high frequency of use (90%), although they
are likely to be used primarily for a single subject so
that display and storage can be relevant.
Untimetabled supplementary teaching areas
These may be required in suites of general teaching
accommodation: for instance, a room for use by a
foreign language assistant to work with small groups
or for careers advice. Small clusters of computers
may be in a shared area rather than in the class.
Practical spaces
Practically based subjects require a range of
specialist teaching spaces. These include science,
design and technology, art, music, drama and PE.
Business studies and vocational courses, such as
GNVQs may benefit from access to practical rooms,
and will need ready access to information
communications technology (ICT).
Science Generally, science needs to be taught in
laboratories, equipped with sinks, gas taps and
suitable worktops (see BB80). Central preparation
rooms serving a number of general laboratories are
economic and offer flexibility.
Design and technology This requires a variety
of specialist spaces, depending on the course chosen
(see BB81). They are likely to be used at a lower
frequency level (7040%) than other spaces as, for
instance, food-related courses cannot be taught in a
workshop. The range of timetabled spaces will
include:
multi-materials workshops for designing and
making in various ‘resistant’ materials such as
wood, metal and plastic
pneumatics, electronics and control technology
(PECT) areas, including lighter technologies and
perhaps CAD-CAM machines
rn textiles, as taught in technology, including sewing
machines, knitting machines and fabric testing
equipment
rn food room, including sinks, cookers,
fridge/freezer and other kitchen equipment, with
suitable worktops and hygienic finishes for
preparing food
rn a graphics room, which may be included in the
As in any other subjects, ICT will’ need to be
accessed. Untimetabled areas may include a heattreatment
bay, usually part of a workshop, and a
sixth form project area.
Art Specialist spaces are required to accommodate
activities such as drawing, painting, ‘wet textiles’
(screen printing and batik) or 3D work (sculpture,
pottery, construction). Each room is likely to reflect
a particular range of specialist activities (see BB89).
Music A music classroom is needed, and perhaps a
larger recital room (see BB86). Untimetabled spaces
will include around four small group/practice rooms
for every music room (for peripatetic teaching and
small group work). A recording studio or control
room can also be useful.
Drama Although it can be taught in a large
classroom or in a shared music room, this is best
accommodated in a drama studio. Performances will
require a larger area, or use of the main assembly
hall, with appropriate stage lighting and blackout
facilities. Fire exits and emergency lighting should be
sufficient for evening performances to the public.
PE Physical education requires a gymnasium and a
sports hall, as well as various outdoor facilities,
including hard courts and grassed pitches (discussed
earlier). Although a sports hall is usually more than
twice the size of a gymnasium, it is unlikely that it
will be timetabled for two groups for more than half
the time available. If the sports hall is to be used for
competitions or public use, Sports Council
recommended dimensions should be used, adding
further area (see the Sports Facilities section).
Information technology
The use of information technology (IT) in schools
has increased significantly in recent years.
Government IT initiatives (such as the National Grid
for Learning), combined with the falling cost of
equipment, mean that this trend is likely to continue
and even accelerate in the future. This has
emphasised the need for careful planning and
flexibility to cope with future advances. If computers
are to be networked across the school, a safe and
secure area (an IT technician’s room) will be needed
to house the network file server(s).
IT facilities may be available in each classroom or
equipment may be located in dedicated IT areas, but,
more commonly, secondary schools have a mixture
of IT resource areas - smaller departmental clusters
and individual machines in certain classrooms. Any
local untimetabled IT resource areas should be
positioned centrally to the area they serve and
should be accessible, but secure at all times. Internal
glazing allows easy supervision from adjacent
spaces.
Environmental conditions Glare and reflections
on screens are the most common lighting problems
in IT areas. For the best lighting conditions, blinds
may be needed to control daylight and direct
sunlight, and reflective surfaces should be avoided
on the floor, walls and furniture. Computers should