Victor Harbor Senior High School

The function of the building and the layout relationship between the spaces, informs the overall design of the building. While essentially modular based, the different areas come together to form a single senior school campus encapsulating a series of internal courtyards. The integration of outside space, is designed as directly accessible and usable. It adjuncts to the internal learning environment.

The entrance to the new facilities is defined by a courtyard that projects out from the main building towards George Main Road and serves not only as the school’s Sculpture Courtyard but presents the opportunity for the school to create its own public identity. Cascading roof planes reference the Victor Harbor coastline and speak a language of hierarchy between the various spaces in the new facilities. The roof forms culminate in a large butterfly roof over the Resources Building that addresses the piazza as the centre piece to the senior school.

Where skillion roofs occur, high-level windows and louvres have been incorporated in order to take advantage of both natural northern and southern light.
An important consideration was the provision of daylight and natural ventilation within the buildings and the ability for staff and students to monitor and control their environment.

Outdoor learning opportunities and maximum flexibility have also been critical design considerations. Paved and landscaped courtyard areas within the building enclosure will provide students and teachers the opportunity to work outside, to relax, have lunch or spend their free time in attractive outside environments, screened off from the rest of the school and the public.
The building’s clean lines and contemporary forms are intended to reflect innovation and the new age. They present the school as a progressive, state-of-the-art educational facility at the forefront of world trends in education.

Together with The Department of Education and Children’s Services and the consultant
team, Hames Sharley recognized the benefits of incorporating ecologically sustainable development (ESD) principles within the new facilities. Good environmental qualities provide a positive work environment for pupils and staff alike therefore reducing energy consumption and waste, and encouraging the reuse of resources. This in turn benefits both the school and the wider community as a whole.

+ Minimal impact on site by earth works
+ Maximum natural light and ventilation while providing staff control of these features
+ The use of robust long life relatively maintenance free materials throughout
+ Predominantly north and south facing windows that allow maximum daylight into work areas while allowing control of light penetration.
+ Application of external window shading devices to protect windows
+ High level windows to provide additional natural daylight to central work and activity spaces
+ Natural ventilation provided by operable windows to encourage air in at a low level and out at a high level
+ Specification of products and finishes that will lead to better indoor air quality and wellbeing, particularly for such finishes as plastics, paints and adhesives, carpets and timber
+ Specification of low energy-consuming, fluorescent long life light fittings that could be linked to daylight sensors, infra-red movement detection switches, etc.
+ Internet-based Energy Monitoring System accessible to staff and students via personal laptops
+ High levels of insulation to roof and walls achieving R2.5 for walls and R3.5 for the ceiling as a minimum
+ Low flush cisterns in bathrooms
+ Maximized use of low embodied energy materials
+ Rainwater storage in underground tanks used to supply toilet water and to irrigate landscaping
+ Use of heat resistant glazing such as Low-E or ‘smart glass’
+ Solar energy collection and use – Solar Schools Program
+ Solar Hot water