Acknowledgement

• Educology, Woods Bagot and ERA-Co are working together to deliver a 10Y and +20Y Master Plan for the Clayton campus of CSIRO
• Tasks have included:
• Comprehensive site analysis of Clayton and Clayton North sites, incorporating 85,000m2 of GFA
• Undertaken building evaluation of all buildings, to determine strengths, weaknesses, opportunities and threats for the site
• Analysis of space data
• Mapping of site usage
• Lead engagement with stakeholders, including Executive Vision Workshop and workshops with each Business Unit 
• Developed master planning design principles
• Developed a series of master planning scenarios
• 10Y master plan to address short and medium term issues
• +20Y master plan to incorporate future vision, including location of Suburban Rail Loop station diagonally opposite CSIRO site

• Terroir (architects) are leading a multidisciplinary consortium to undertake the SCU Lismore Masterplan
• Educology has provided input to two key components of the masterplan
• 1. Workplace presentation. The workplace presentation to staff demonstrated different strategic approaches to planning future workspaces, including pros and cons of each. The intention is to achieve a vibrant workplace that is highly utilised.
• 2. Strategic planning of the ‘Super Lab Precinct’. This task involved analysing a cluster of existing buildings to enable strategic collocation and consolidation of similar spaces types, including science research facilities, teaching spaces and workspaces. Locations for a suite of new specialist teaching spaces associated with the future new Vet Science program were also identified. 

• The original project was to evaluate approx 100,000m2 of assets used by the Faculty of Medicine, Dentistry & Health Sciences and to test alignment with the Faculty’s growth projection
• The findings indicated significant shortage of lab and workspace as well as fragmentation of Schools across the entire campus
• Our report included solutions for upgrading underutilised space and working key buildings harder, which triggered implementation projects
• A year later we were asked to repeat the growth modelling based upon revised growth forecasts and the expanded concept of the Biomedical Innovation Precinct
• We provided massing diagrams for a number of scenarios and options, including the size and location of what is now known as the Australian Institute of Infectious Diseases (AIID) building
• Our work was a collaborative effort with DCWC (PMs), Aurecon (Engineers) and Slattery (QS), to ensure site conditions were identified and budgeted

• The original project was to evaluate approx 100,000m2 of assets used by the Faculty of Medicine, Dentistry & Health Sciences and to test alignment with the Faculty’s growth projection
• The findings indicated significant shortage of lab and workspace as well as fragmentation of Schools across the entire campus
• Our report included solutions for upgrading underutilised space and working key buildings harder, which triggered implementation projects
• A year later we were asked to repeat the growth modelling based upon revised growth forecasts and the expanded concept of the Biomedical Innovation Precinct
• We provided massing diagrams for a number of scenarios and options, including the size and location of what is now known as the Australian Institute of Infectious Diseases (AIID) building
• Our work was a collaborative effort with DCWC (PMs), Aurecon (Engineers) and Slattery (QS), to ensure site conditions were identified and budgeted

• We analysed and evaluated all buildings used by the Faculty of Veterinary & Agricultural Sciences (FVAS), identifying key assets that required significant refurbishment to achieve best practice teaching, learning and research, including additional informal student learning spaces that were linked to accreditation
• Our engagement process was highly consultative with the Faculty executive, research leaders and teaching visionaries
• Our report presented options for solving the problem of fragmentation across the Parkville campus, as well as enabling growth of new programs
• Options for better managing assets were presented to FVAS staff and a final scenario was agreed
• The final scenario was costed and key projects prioritised

• We visited every TasTAFE site in Tasmania, including five Full Service campuses, four Specific Purpose Training Facilities and four Leased Campuses
• Our evaluation methodology included implementing Woods Bagot’s Education Building Assessment Tool (EBAT)
• The EBAT findings revealed assets that were not fit-for-purpose, leading to recommendations of major refurbishment, minor refurbishment or disposal
• Opportune locations for future new buildings were identified
• JMG Engineers conducted a review of electrical, fire and mechanical services for each asset, which supported the architectural findings
• Wilde & Woollard QS costed options for new buildings, major and minor refurbishments and disposal
• The resultant report provides evidence to prioritise and guide decisions relating to TasTAFE assets

• Bendigo Kangan Institute (BKI) commissioned our team to undertake a review of all campuses, five in metropolitan Melbourne and five in regional Victoria
• Our evaluation methodology included implementing Woods Bagot’s Education Building Assessment Tool (EBAT)
• The EBAT findings identified three categories of assets: good condition, satisfactory condition and poor condition
• Through engagement with the BKI Executive (visioning) and broader BKI stakeholders, our team identified opportunities for improvement that were aligned with key BKI SAMP Principles
• A utilisation study was undertaken at Broadmeadows, Cremorne, Essendon and Moonee Ponds campuses
• Campus improvements were costed by Wilde & Woollard QS
• We supported NOUS’s Business Case, which led to the securing of funding for a major new $60M development at Broadmeadows
• The SAMP Report was endorsed by the BKI Board

• The Property Plan is similar to a Strategic Asset Masterplan, requiring a detailed analysis of every asset at all four campuses (Hawthorn, Prahran, Wantirna and Croydon)
• Our evaluation methodology included implementing Woods Bagot’s Education Building Assessment Tool (EBAT)
• The EBAT findings identified a shortfall of good quality wet lab facilities at Hawthorn
• Irwin Consulting Engineers (now WSP) provided analysis of critical services and engineering infrastructure
• We developed scenarios for improvements at each campus, including a proposal to organise people and facilities by research theme rather than by College
• Each scenario was costed (by Wilde & Woollard QS)
• Feasibility studies for a new Science & Engineering building were undertaken on two sites, fully costed by the QS
• Significant consultation was undertaken with SUT stakeholders across a broad range of topics, including TAFE requirements

• Holmesglen commissioned our team to undertake a review of all campuses across metropolitan Melbourne
• Our evaluation methodology included implementing Woods Bagot’s Education Building Assessment Tool (EBAT)
• Our strategic thinking presented proposals to relocate programs to be more strategically aligned with themed campuses (e.g. health, construction)
• We developed scenarios for improvements at each campus, aligned with agreed Design Principles
• We engaged with the Holmesglen Executive and key stakeholders to develop a bold but achievable vision
• Scenarios were costed by Wilde & Woollard QS and broken down into minor and major projects
• The SAMP Report was endorsed by the Holmesglen Board

• With ten libraries across University of Melbourne sites, the objective was to analyse and evaluate the existing library assets, including off-campus storage facilities
• Our analysis demonstrated how to increase informal learning capacity, especially at Parkville, through the reduction of space allocated to Collections and relocation of low-use volumes off-campus
• Our engagement process included a vision workshop with the University’s library leadership team and was followed by a number of themed workshops with broader library stakeholders
• We identified urgent works required to protect the University’s archive collection, as well as a number of priority projects to enable increased informal learning capacity
• We identified strategies for managing off-campus collections that avoided disposal of any books and artefacts
• The Projects were costed by a QS and presented to the the Project Control Group for endorsement

• We helped Victoria University (VU) develop an accommodation strategy to exit a number of Melbourne CBD-based assets, for consolidation in a new tower to be constructed in Little Lonsdale Street
• We analysed the existing city locations to identify best-fit for the new tower / vertical campus
• Significant stakeholder engagement was undertaken with dozens of groups to confirm space requirements and people data
• We created multiple vertical stacking diagrams to explore the optimum fit for the tower
• We test-fitted key floors to ensure adequate space for functional requirements, e.g. classrooms, specialist teaching and research spaces, workspace
• We coordinated with the base building architect to identify design changes to best suit VU
• Our team developed a PPR document incorporating the Functional Brief, test-fits and coordinated engineering requirements
• The PPR document formed part of the developer tender to build the tower, completed in 2022

• The University of Canterbury commissioned Woods Bagot to undertake a Campus Occupancy Masterplan (COMP)
• This involved campus changes to ensure that people and organisational groups were in the right location, in the right type of space and in the right sized space on campus 
• Our analysis of campus assets led to recommendations for some buildings to be demolished (noting that many buildings were demolished in the wake of the Christchurch earthquakes)
• A series of minor and major refurbishment projects were identified as part of the COMP, with each project scheduled for implementation over a five year period
• Our strategic work was reflected in a digital model, produced by UK-based firm iDEA, using our spreadsheet of space data
• Considerable discussion was held in relation to the future of lecture theatres on campus. We calculated demand on lecture theatres based upon forecast EFTSL, as well as developed strategy for implementing lectures during a period of under-supply of infrastructure

• This project has several phases, to inform the future implementation of effective and efficient workspaces at QUT
• One phase has involved engagement with Faculty Executive Deans and Operational Managers to understand each Faculty and School’s current approach to workspace
• This is currently being followed up with a university-wide online survey to learn more about the range of work practices and frequency of working on campus
• Another phase has included redrafting the current workspace policy and associated design standards and guidelines, impacting all workspaces at QUT
• Theses phases will then combine to inform some test-fits of a potential new workspace (test-fits by others, but in collaboration with Educology)
• The overall objective is to set a new standard for workspace at QUT, that will yield vibrancy, collaboration and high utilisation. 

• The Faculty of Medicine, Health & Human Sciences (FMHHS) commissioned our team to analyse the existing FMHHS workspace within the Australian Hearing Hub (AHH) building, which also included analysing workspace across the whole faculty
• The Faculty wanted to understand if they were utilising workspace effectively and efficiently, and to explore growth options without taking up more space in the AHH
• A desktop analysis combined with a walk-through of the FMHHS workspaces revealed the possibility of growth within their existing footprint, but this would mean changing the approach to academic office amenity
• Consultation with a wide representative of FMHHS academic staff revealed considerable resistance to office sharing or alternative workplace solutions
• A number of actions were recommended to the Faculty in order to progress the possibility of thinking differently about the academic workplace and for greater equality with professional staff workspace
• 
  

• In 2013 the University of Melbourne and Woods Bagot invested in a research study to capture evidence of how, when and where academics undertake their desk-based work
• The study incorporated an online survey, interviews with twenty academic volunteers and a utilisation study of four faculties across eight buildings
• The utilisation study involved observations of workspace occupancy from 9am - 5pm, Monday to Friday and was repeated three times during the year
• The utilisation findings revealed occupancy rates of less than 30% across all faculties and throughout the year
• Survey and interview data confirmed that academics undertake their desk-based work in a variety of locations, but not always in their allocated office
• The Study provided valuable evidence that has contributed to the academic workplace discourse, which continues to be a highly contested subject matter for universities

• In 2015 the University of Newcastle commissioned me to undertake a study of how a range of Australian universities were approaching planning and implementation of academic workplace
• With workplace taking up over 30% of most university campuses, academic workplace in particular was emerging as a critical topic of consideration - a space typology that appeared to have not kept up with commercial workplace trends
• I contacted approx twenty Australian universities to discuss their workplace guidelines and other factors impacting their approach
• I undertook a literature review of academic workplace and discovered a highly contested discourse, lacking in evidence-based research
• The Report assisted the University of Newcastle in developing a pathway to changing their workplace guidelines, enabling greater future flexibility

• Manchester University has recently completed construction of the Manchester Engineering Campus Development (MECD) building, the largest Engineering building of any UK university
• In 2017, as construction was commencing on campus, concerns emerged that the allocation of space for workplace may not be adequate 
• This led to calling upon our team to develop a workplace strategy, adopting the constraints of the building footprint allocated for workplace
• We carried out numerous workshops with stakeholders to push the boundaries of conventional workplace design
• A working group carried out a study tour of academic work spaces in the UK and Europe, for which we benefited from the feedback
• Our Report provided three scenarios for the workplace: everyone has an office (didn’t fit), no enclosed offices (not supported) and a hybrid scenario that was ultimately endorsed by the Faculty and the University

• La Trobe University is embarking upon a significant masterplan of the Bundoora campus and surrounding precincts, being led by ARUP
• The space validation was sought as a form of peer review for masterplanning future academic spaces 
• Educology was requested to quantify how much academic space would be required at Bundoora for the long range masterplan timeline of 2055
• ‘Academic space’ was defined as all teaching, learning, research and work spaces required for LTU to meet the needs of students and staff on campus (excluding student accommodation and recreation facilities)
• The task involved analysing the current Archibus database, applying growth to FTE and EFTSL load planning and developing a space model for 2055, including logical and strategic insights
• The space model categorised different types of space and ways of calculating each space type, to inform discussion and agreement by LTU

• Educology assisted in preparing a strategy paper for the DVC (Education) outlining the impetus for investment in general learning spaces on campus
• The project involved:
• Calculation of future shortfall in quality learning spaces against student growth
• Developing a brief for different learning space typologies, to guide future design projects, including informal learning spaces and future new learning spaces
• A series of workshops with academics and stakeholders to develop teaching and learning concepts, supported by AV
• The resultant project has been funded and is in the process of being implemented

• Using the TEFMA Space Planning Guidelines as a template (V4 developed by Jo Dane at ERA-co), Educology adapted a version specific to the University of Wollongong
• The adapted version involved re-writing elements, synthesising the glossary and definitions and developing a bespoke diagram of space metrics
• The UoW version also included case study examples of exemplar space types on campus
• The UoW version will inform future space planning and guide stakeholder expectations

• Educology collaborated with KPMG to undertake an analysis  and masterplanning of the Prahran Campus, currently occupied by Melbourne Polytechnic, Patrick School of the Arts, Gymnastics Victoria and NICA
• Educology provided the following tasks:
• A utilisation study comprising an audit of all functional learning spaces, for one week, 8 hours per day
• Analysis of all buildings on campus, providing a summary of quality, strengths and weaknesses, to inform the masterplanning process
• Space metrics to inform three masterplan scenarios, which were developed by KPMG
• Block and stack planning for a speculative Performing Arts Centre

• Our team was commissioned by TEFMA in 2021 to update the 2009 Space Planning Guidelines
• We engaged deeply with the Special Interest Group (SIG), comprising TEFMA members from a broad range of Australian and New Zealand universities
• With the approval of the SIG, we agreed to discard outdated elements of the previous SPG and introduce new, more relevant topics
• Space measurement methods, contemporary space typologies and new utilisation methods have been included
• At the core of the SPG are the space allocations per space typology. We set about reconceptualising the space allocations and presentation as an infographic
• While budget did not allow for the entire vision of becoming dynamic digital tool, the updated SPG will make future updates easier to manage and for TEFMA to move towards a digital tool in future

• In 2019 the University of Melbourne commissioned me to undertake a study to determine how much informal study space should be located at the Parkville campus (and to support a future funding application)
• The methodology included counting and categorising the informal seats located across campus, differentiating between individual and collaborative settings
• Counting informal seats against the forecast EFTSL achieved a seat ratio that could then be benchmarked against similar data at other institutions
• The allocation of informal settings in the New Student Precinct was taken into consideration, however this Study recommended the reallocation of some types of seating to increase individual settings
• The Study revealed that upon completion of the New Student Precinct, there will still be a requirement to continue investing in informal learning settings on campus
• The Study was completed prior to the COVID19 pandemic

• To support the BKI Strategic Asset Masterplan it was agreed to conduct a Utilisation Study of classrooms across four campuses (Broadmeadows, Cremorne, Essendon and Moonee Ponds)
• This Study would compile evidence to support campus improvement strategies, including our contention that there were too many classrooms on campus (or that significant growth was possible)
• Observations were recorded from 9am - 5pm Monday to Friday for one week
• Findings were triangulated with timetable data (indicating that timetable bookings were not a reliable dataset for utilisation)
• The findings supported the contention that there were too many classrooms on campus and vitally informed several campus strategies, including the opportunity for growth

• In collaboration with Woods Bagot, Educology has lead the briefing to engage with stakeholders for each of the eight individual projects
• Generated the return brief for each project, including preparation of an accommodation schedule to assist the QS
• Responded to stakeholder feedback and aligned return brief with concept design
• Projects included:
• Refurbishment of Babel Building to incorporate Media Production Studios
• Refurbishment of Melba Hall building for School of Music
• Refurbishment of B864 dance studios and amenity
• Refurbishment of B861 Film & TV amenity
• New workspace for Operational Performance Group, Researchers Development Unit and Scholarly & Student Services
• Refurbishment of ground level of Kwong Lee Dow building for MGSE
• New workspace for FEIT in Electronic and Electrical Engineering building
• Refurbishment of Old Engineering for FEIT
• Refurbishment of Baillieu Library, including new storage for Special Collections and new Reading Room

• Growth in medical research has left the MRO at full capacity within their existing facilities
• In 2021 our team was commissioned to write a Functional Brief and Accommodation Schedule that would enable the MRO’s future growth, which included massing studies, vertical stacking diagrams and a strategy to align new building levels with the existing levels
• We worked closely with the MRO and their own preliminary Accommodation Schedule
• We coordinated closely with PwC who were concurrently preparing the Business Case for funding application
• We carried out several workshops with key stakeholders to capture their vision for the future, including their aspiration for ways of working

• Preceded by significant background work (refer Biomedical Innovation Precinct)
• We worked closely with DCWC (PM & QS), Aurecon (Engineers) and foundation tenants (PDI, Burnet Institute and UoM)
• People data was analysed to identify quantum of building occupants and tenancy allocations
• Vision workshops were held with PDI, Burnet Institute and UoM to capture project vision
• Stakeholder engagement identified functional space requirements for a wide variety of building users, incl specialist research space requirements and new ways of researching and working
• We developed concept models for innovation and collaboration
• Our Accommodation Schedule confirmed functional and aspirational requirements and overall building size
• Stacking diagrams were developd to align with the existing PDI building and location of tenants
• We created a 3D massing model aligned with the project budget

• The Forestry project represents the University of Tasmania’s first major relocation from Sandy Bay to the Hobart CBD, and will accommodate the College of Business & Economics, the Law School and the University College into the culturally important Forestry Building
• An opportunity to exand into an adjacent building saw the inclusion of Corporate Services into the project
• My role included engaging with key stakeholders to identify the functional and aspirational requirements of the project and communicating the site’s constraints
• We presented regularly to the UTAS Vice-Chancellor and Executive
• We developed a workplace strategy for Corporate Services and for the academic workplace
• I supported the Woods Bagot design team in developing the design with a focus on planning to enhance the student experience
• The resultant Functional Brief report was coordinated with the QS to track costs and establish an overall project budget

• With funding from the Victorian Government Dept of Education and The Ian Potter Foundation, VU envisioned a facility where people could develop competency in emerging technologies such as Artificial Intelligence, robotics and cybersecurity
• Our team met with stakeholders representing anchor programs (e.g. health) and future technologies to identify the functional and aspirational space requirements
• A key concern was establishing a fantastic student experience, and for the Skills Hub to be a magnet to the surrounding community
• The resultant Accommodation Schedule was costed by a QS and aligned with the grant funding
• Our team developed a preliminary education planning scheme and block planning for the building, prior to transitioning to the Woods Bagot design team

• VU sought to develop specialist teaching, learning and research facilities to support health programs at the Sunshine Hospital, to be located above an existing carpark building adjacent to the hospital
• The specialist facilities included health simulation laboratories capable of simulating a wide range of health scenarios, along with storage, observation and student support spaces
• The welfare of students was a critical concern and informed the design of the fitout
• Other functional spaces included dedicated postgraduate amenity, active classrooms and academic workspace
• The Functional Brief and Accommodation Schedule was developed through considerable stakeholder engagement and aligned to the project budget

• This bold project proposed to collocate four hospitality training providers into a building to be located at Lot 14 in the Adelaide CBD, with the building to be managed by TAFE SA
• We engaged individually with each training provider and then collectively, to identify functional requirements and opportunities for shared infrastructure
• The vision included the ambition of being a destination building and Centre of Excellence, attracting students from all over Australia
• The Functional Brief provided the space requirements for each training provider as well as shared amenities
• The Accommodation Schedule reflected the requested space requirements for all stakeholders
• The budget allocation was not aligned with the space request, however our team provided strategies for how to achieve the space requirements through increased sharing among the training providers

• Our team developed the accommodation strategy, Functional Brief and design of Western Sydney University’s vertical campus in Parramatta, developed by Charter Hall and completed in 2017
• At the time of inception, the concept of a developer-led vertical campus was unique, making 1PSQ the first of its kind in Australia
• The tower was to accommodate WSU plus potential industry partners
• Significant stakeholder engagement was undertaken to capture the functional requirements, but to also understand the critical vertical adjacencies that would contribute to a vibrant campus experience
• We calculated the quantum of active learning spaces required to achieve the forecast EFTSL
• Every level of the building comprised a blend of formal and informal learning, ensuring the vibrancy associated with a great student experience

• In 2020 Monash University commissioned Woods Bagot to design a new campus in Jakarta, the first international university to be located in Indonesia
• I led the stakeholder engagement and occupancy analysis to create the Functional Brief and Accommodation Schedule
• Together with the design team we developed a concept design scheme that incorporated elements to achieve a vibrant, 21st Century teaching, learning and research environment
• We developed a workplace strategy for a mixture of transient and permanent staff
• Planning of the fitout included a staged occupation, to ensure the accessible elements were visibly occupied, busy and safe
• Public spaces were conceptualised as multifunctional, with elements to support events throughout the year

• Educology conducted a post project evaluation of the Drennen Centre at the Glen Waverley campus, which was completed in 2019
• This involved a comprehensive walk through of the Drennen Centre
• Ten staff were interviewed, as well as the architect and building contractor
• Site meeting minutes and project files were provided for review
• Educology analysed the data and prepared a report on the Drennen Centre
• The resultant report was presented to the Wesley College Council 

• Educology prepared a high level feasibility study for refurbishment of the Music School at the Glen Waverley campus
• The feasibility looked to address some known design issues, as well as enable future growth
• A functional brief was prepared, which is intended as a prelude to a more detailed engagement process in future
• High level cost estimates were prepared by Wilde ad Woollard

Post Occupancy Evaluation New Science Wing

• The new science wing represents best-practice thinking on the design of school science laboratories
• The wet lab was designed for movement and collaboration. Chairs were dispensed with, opting for dynamic demonstrations and practicals
• A unique maker space was designed, to support students from junior and senior school develop a mindset of discovery, inquiry-based learning. For example students were encouraged to repair rather than discard things that were broken, bringing awareness to sustainability and circular economy
• Another laboratory space enabled learning to code, engagement with robots and other technologies
• I was able to conduct several observations of classes in situ, as well as interviews with teachers to understand their pedagogical approach to teaching and learning. 
• Collectively this was incorporated into a Post Occupancy Evaluation Report that was submitted for an award scheme by Learning Environments Australasia

Campus Masterplan

• CGGS is situated across two distinct campuses, designating the junior and senior schools
• A thorough site analysis generated a SWOT response, identifying the strengths, weaknesses, opportunities and threats associated with the masterplan
• A series of workshops with senior staff provided a clear vision, objectives and challenges to resolve in the masterplan
• We conducted a campus walk with senior school girls, to seek their opinions and experiences of the current campus
• We conducted an online survey for junior and senior school students, to identify their favourite and least-favourite places
• Pedagogical conversations revealed the student-centred approach to learning and their progressive approach to educational technology, plus a concern for senior students to have places to support their well being
• One of the first projects emanating from the masterplan was a contemporary refurbishment of their science facilities, undertaken in two stages

• As an early adopter of digital technologies to support learning, CGGS were aware of the importance of aligning learning objectives with the physical environment. At every year level there were choices of spaces for girls to engage with learning outside of the classroom, whether it be the library, common room, canteen, makerspace, labs or outdoor courtyards.
• Our team worked with the Principal, Debbie Dunwoody, and her team of teaching leaders to map out a sequence of learning experiences across campus. This included outdoor play spaces in the Junior School to promote curiosity, learning environments in the senior school with seamless digital integration and social spaces to encourage a sense of community and collaboration. 
• Each year level was considered in terms of the spaces needed to support their educational and emotional growth. The objective was for year level cohorts to have a home base, for access to teachers, meet friends and informal learning. The sequencing also considered spaces to support student well-being, such as retreat spaces and social spaces, providing a relief from the pressure of study, especially for senior girls.
• We engaged directly with students across the school, to understand their views of each School campus. We walked around the school with senior girls to find out their favourite places on the senior campus, where they felt safe, where they didn’t feel safe. Their insights helped shape masterplan ideas, such as the design of locker areas to become less intimidating and social spaces to incorporate gardens and views.
• Girls from both the junior and senior schools completed an online survey (approved by the School) to share their favourite and least favourite places on the junior campus. Their insights confirmed appreciation of a variety of outdoor play spaces, trees and shade, as well as ways they enjoyed interacting with their peers.

Margaret McRae Centre, Functional Brief

• Building on the Development Plan, my role in the design team was to undertake the stakeholder engagement to identify the functional and aspirational requirements of the new building
• Workshops and meetings were held with a wide number of year level coordinators, science teachers, drama and music teachers and events coordinators
• We captured aspirations for incorporating collaborative and flexible teaching and learning practices, break out spaces from classrooms,  safe and inclusive lockers, which were all incorporated into the design
• We conducted lunch time chat sessions with different groups of senior school girls, discussing their requests for design features in the new building
• In addition to the Functional Brief Report, my role included generating an accommodation schedule confirming the required size of the building, number of levels and key adjacencies

Development Plan

• Our team conducted a thorough site analysis to determine the opportunities and constraints for development of the Ruyton campus
• Deep engagement took place with a wide variety of stakeholders including:
• Visioning exercise with the Board and School leadership
• Facilitated a ‘Be a Designer for a Day’ workshop, with teachers who were encouraged to discuss their teaching practice through the act of designing a classroom
• Interactive workshops with curriculum leaders to discuss the culture of assembly, gatherings, performance and other important events
• Workshops with teachers to discuss the emerging South House program for Grade 4 girls and how to embed ‘curiosity’ in the design
• Our team developed options for consideration, including decanting solutions and temporary facilities
• The outcome was endorsed by the Board, approved by Council and resulted in the demolition of a central building on campus which was replaced by the new Margaret McRae Centre.

• The Ruyton Development Plan sought to establish new build zones within its complex, land-locked campus, but within a pedagogically logical framework. 
• We spent considerable time talking to teachers about their aspirational teaching vision, incorporating collaborative learning with spaces for students to develop independence and a community mindset. 
• The Year 4 teachers discussed their vision of introducing project-based learning to promote inquiry, discovery and curiosity. This was an entirely new initiative for the school, using Year 4 as a platform for girls to develop a discovery-based mindset which would carry through into the following years.
• We held an ‘Everyone is a Designer’ workshop, where teachers were encouraged to design their ideal classroom. They critiqued each other’s ideas, resulting in a rich discussion on the design of learning spaces for deep learning. The discussion was the best!
• The central thoroughfare of the school (linking junior to senior school) was conceptualised as a sequence of learning spaces incorporating music, performance and community spaces. 
• The School is somewhat constrained by the design of heritage buildings, however, the Development Plan incorporated a location and decant strategy for a new Performing Arts Centre and new STEM building (refer Margaret McRae Centre). 

Brighton Campus Masterplan

• Haileybury’s Brighton campus is landlocked but set on beautiful grounds
• Housing children in ELC right through to VCE, the campus forms part of a broader learning ecosystem incorporating the Keysborough campus (the city campus had not been committed at this time)
• I led the stakeholder engagement process, whereby we established a clear vision with the executive team, followed by several workshops with curriculum and co-curriculum leaders
• We mapped out the parallel education model across the campus, identifying opportunities for improved sequencing of year levels
• We captured the student perspective by undertaking a walk around campus with several student groups
• Parents were included in the engagement process, where we heard about elements of school life that could be improved
• The ensuing masterplan proposed several key projects including elimination of all cars from campus and location of a new performing arts centre

• Haileybury is one of the largest schools in Australia, with three campuses in Melbourne and another in Beijing, China. 
• Haileybury’s unique parallel education program means that girls and boys are separated into single sex classes from Year 5 to Year 10, and where possible in Years 11 & 12. Extracurricular activities are conducted in a co-educational environment. 
• The Brighton campus is a land-locked site within a picturesque setting, with buildings framing one of two sporting ovals. The parallel education and co-educational extracurricular program created a fascinating education overlay, where we mapped the sequence of learning from ELC, through to Year 12. 
• The overlay needed to consider emerging technologies, increasing opportunities for collaborative learning, utilising outdoor spaces for learning. 
• The school was particularly interested in creating spaces that were similar to university learning environments, which would help students transition to university beyond school. We advised the school against building a lecture theatre as we were aware that universities were gradually moving away from lectures on campus. However, we encouraged more variety of informal learning spaces and technology-rich classrooms that enabled learning in small groups.