Oliver Moore of Design Engine Architects looks at how the design of Sixth Forms is evolving to harness the ability of non-hierarchical classrooms to foster more communal dialogue and learning
Dialogue is fundamental to the way that Design Engine Architects approach the design process. As designers we will seek to develop a response to our client’s brief through a structured series of conversations with project stakeholders, including the eventual users of the building. The benefit of investing time in this early stage is a resultant design based upon a better understanding of those end users’ values; against which the completed building’s performance will be judged and its success appraised.
There is a parallel between this dialogic approach to design and a trend observed among our education clients. Increasingly, UK schools are aiming to teach at Sixth Form level in a way that supports students’ learning through promoting discussion and the collective exploration of ideas. ‘Non-hierarchical’ classroom design seeks to create spaces in which teachers sit alongside members of the class, who all contribute and share responsibility for the learning that takes place.
This facilitates a pedagogy which is believed to result in a deeper level of engagement and appreciation of the content matter. It is an approach which builds on the legacy of US philanthropist Edward Harkness, who funded the development of a radical student-centred method of learning in New Hampshire during the 1930s. The hallmark of this method was collective discussion centred around an oval central table, which became known as the ‘Harkness’ table.
There are challenges to designing space that facilitates a ‘Harkness method’ of teaching and learning. The first relates to classroom size. As a practice we find that much of our work within the schools sector is for independent school clients, for whom the typical teaching group size is around 12 pupils, a number more conducive to enabling this group discussion type of learning.
Class sizes do vary, up to a maximum of around 16, and so the dimensions of the classroom are sized accordingly. This means there is a need for flexibility of layout and format within this footprint – provided by the modular nature of the furniture. For instance, desks can be nested centrally to form a polygonal version of the oval Harkness table. They can then be flip-folded to be stowed at the classroom edge or in cupboards, along with any surplus stackable chairs. This allows the classroom capacity to shrink or grow to meet requirements, while allowing for a variety of desking layouts to suit the desired teaching format.
Berkhamsted School
While the Harkness table is a key feature of our classroom designs developed for a new Sixth Form centre at Berkhamsted School, there is also value the ability to move focus away from the table, in support of the central dialogue. For instance, participants may wish to introduce content for discussion via wall-mounted screens. Integrated IT connectivity solutions can allow both students and the teacher/facilitator to connect their devices wirelessly to one or both of the dual screens either side of the classroom, further dissolving the notion of a front/back, or singular spatial focus for the space.
The ability to communally record ideas, discussion and thoughts associated with the learning activity using writing is also important. At Berkhamsted, the specification developed includes a floor to ceiling, magnetic and writable wall surface. These walls feature a back-painted glass finish which provides durability, resilience and ease of cleaning. The writeable surface is provided on two opposite sides of the classroom. This creates a dynamic space for creating and recording content, which is ‘agile’ to inputs from any group participant wherever they are in the room.
When the focus of the lesson is on discussion, the acoustic performance of the room is, naturally, key. Control within the space can be achieved in a number of ways. For instance, where wall space is at a premium, by mounting a high-level frieze of acoustic-absorbent material. It means that this essential, but permeable and less durable, material finish is mounted out of reach, reducing the risk of damage from impact and wear at the occupier level. In other areas we instead can conceal acoustic-absorbent material behind timber slats, allowing the noise to pass through a more resistant finish, while also providing a decorative and attractive wall surface.
We have also explored more nuanced spatial effects that can support the desired functionality of a classroom. An example is in articulating the external roof forms to provide central height and volume to the classrooms. When formed using a timber CLT construction, the ceiling expresses a distinctive finish, and draws attention and focus into the centre of a space, rather than the periphery. This central volume gives credence and gravitas to the voices within the room, rather than the information presented around the exterior.
At Berkhamsted, each classroom typically shares aspect onto an adjoining common study area, separated by acoustically-rated glass walls to permit views between the spaces. The intent is to promote the discourse within the classroom as a model for behaviour to those inhabiting the non-timetabled study spaces beyond. This feature is also intended to signpost vacant classrooms to encourage independent group use between structured lessons.
In addition to creating positive learning experiences, our designs also seek wider benefits in terms of students’ personal development. The school was keen to model interiors upon a more ‘grown-up’ aesthetic, familiarising students with scale more akin to professional work and higher education study spaces. This encourages students to assume greater responsibility for their own learning, developing aptitudes such as resilience, entrepreneurship and independence; key skills for the world beyond education.
Indeed, entrepreneurship is an increasing prominent feature within the Sixth Form demographic. One aspect of the brief emerging from consultations at Berkhamsted School was to define a dedicated space within the floor plan for students who are actively working alongside their studies. This space is conceived to also be available as coworking space for recent graduates based in the local area. As such it offers an aspirational view into the world of work for current pupils, while presenting opportunities for mentorship and interactions with industry contacts alongside the Sixth Form curriculum. This brings yet another complementary strand of dialogue to further enrich learning spaces within the building.
Conclusion
As construction of the new Berkhamsted School Sixth Form building moves towards its opening in 2024, we are looking forward to seeing how the building will hopefully provide space to support the education of students in the manner to become independent, confident, open and collaborative learners. Skills that will effectively equip them to flourish in the next steps of their lifelong learning, whether entering higher education, or starting up their own business, with all the challenges and opportunity these choices bring.
Oliver Moore is senior associate at Design Engine Architects