IB RESIDENTIAL SCHOOL

AT RAIPUR, DEHRADUN DISTRICT, UTTRAKHAND

B.ARCH. THESIS REPORT

By
MANASVI AGARWAL
University Roll No A020104015002

2020

Amity School of Architecture & Planning (ASAP)

Amity University Campus, Kant Kalwar, NH-11C, Jaipur
 ABSTRACT

This thesis is devoted to the topic of school architecture . The following thesis is an
exploration of how k-12 education within the context of alternate education
manifests itself spatially in terms of architecture. With a concern for the quality of
education imparted through the popular and established system of standardized
curricula i.e. IB and testing, it looks upon the alternative systems of education that
aim at holistic development through child centric strategies and non -traditional
pedagogical approaches. It then departs on its search, to understand how
architecture could contribute towards a holistic learning experience.
The thesis is divided into two parts, the first focusing on research on the alternative
education systems through primary and secondary sources, while the second
focusing on transition of the gained knowledge and information into the built
environment through a hypothetical architectural design project in Raipur,
Dehradun District.

Research from literature and case studies shed light upon educational philosophies
and pedagogical approaches of alternative schools and their implication on scho ol
architecture. The design transition of conceptual underpinnings of the project and
evolution of the design from concept to final product culminating in a portfolio of
drawings and images which has to be presented to jury consisting of reputed
architects.
 DECLARATION
I Manasvi Agarwal student of final year B.Arch. Enrolment no.: A20104015002 Amity
School of Architecture & Planning, Amity University Rajasthan here by declares that
this thesis entitled is my own work & content embodied in this project has not been,
to the best of my knowledge, submitted for the award of any other degree/diploma.

Date: 26th May 2020

Manasvi Agarwal
X SEM, B.Arch
(Batch 2015-20)
ASAP, AUR
 RECOMMENDATION

I hereby recommend that thesis project entitled; “IB residential school, Dehradun”
has been prepared by Manasvi Agarwal Enrolment no.: A20104015002, student of
(2015-20 batch) Amity School of Architecture & Planning, Amity University Rajasthan,
under my guidance.

The report may be accepted as requirement for the partial fulfilment of the degree of
Bachelor of Architecture.

Date: 26th May 2020

……………………….. ……………………………
(Ar. Anurag Varma) (Ar. Abhishek Sharma)
Director, ASAP-AUR Thesis Coordinator

Accepted /Not Accepted

……………………………….. ………………………………..
External Examiner-I External Examiner-II
 ACKNOWLEDGEMENT

The completion of this thesis project has been one of the most significant academic
challenges I have ever taken. I would like to acknowledge some people who have
helped me throughout in accomplishing this Thesis Project.
At this moment of accomplishment, I would like to thank my Thesis Guide, Ar
Anurag Varma. This work would not have been possible without his guidance,
support and encouragement. Under his guidance, I successfully overcame many
difficulties and learned a lot. His valuable suggestions helped me to make my work
better.

Furthermore, I would also like to thank our thesis coordinator, Ar. Abhishek Sharma
for guiding and helping throughout my thesis. I would also like to thank my friends
for their constant support. My parents and guardians stood as pillars. Their help and
support has helped me throughout my Thesis work. Last but not the least, I would
like to thank my family for their unconditional support and almighty Jesus for his
blessings.

Manasvi Agarwal
10th Sem., B.Arch.
ASAP, AUR
 CONTENTS
Abstract
Certificate
Acknowledgements
Chapter 1- Synopsis
I. Introduction
II. Project Justification
III.Aims & Objective
IV.Scope of Work & Limitation of Project
V. Tentative Area Requirements
VI.Methodology
VII.Site Selected
VIII.Proposed Case Studies
IX.Area of Advanced Study
X. Chapter 2- Background Studies
Chapter 2 -Background Study/Literature Study
Chapter 3 -Case Studies
Chapter 4- Site Analysis & Program Formulation
Chapter 5- Design Concept & Evolution
Annexure 1- Set of Drawings
Annexure 2- Photographs of Model
CHAPTER 1: SYNOPSIS
 1. INTRODUCTION

1.1 SUMMARY

Alternative education is a blanket term including variety of pedagogical approaches

that are different from the conventional system of education. A common principle
behind these approaches is integrated learning i.e. the aim to develop the whole
human being, rather than just one dimension.
The architectural design thesis would predominantly explore how school
architecture could reflect the society of today while studying the architecture of
alternative schools in India and abroad culminating in a school design project in
Dehradun.

1.2 BACKGROUND INFORMATION

Since the very earliest times, schools have provided a place and a time in which
children can have time away from the direct involvement of adults and formal
learning. Although the basic design of school grounds has changed in a number of
ways over the years, from the subtle to the more direct, what effect these changes
have had on the overall education of the child is less clear. They are becoming
grander in terms of garnering the image of being the best one in its field. In order to
sustain in this competition, schools tend to market themselves through various
lucrative offers, thereby rendering the students as mere consumers of a product.
Over the years, School marketing, in India and across the world, has become a
booming industry, and is set to grow even further as the focus of school. Due to this
rat race, quality of education suffers the most as the scho ols are evolving with
providing various infrastructural facilities, but the quality of space required for
learning has remained constant or is left unexplored.
“A school is an education institution designed to provide learning spaces and
learning environments for the teaching of students under the guidance of teachers.”
~Wikipedia

Residential schools are predominantly institutions providing comprehensive full-

time care. It provides education to the students who live on premises. A typical
boarding school has separate residential houses within the campus premises.

An International School is a school that promotes school education, in an

international environment, by adopting a curriculum such as International
Baccalaureate (IB), Cambridge International General Certificate of Secondary
Education (IGCSE). region in addition to a multitude of benefits.

1.3 SOCIAL RELEVANCE

International Schools are being promoted to provide world-class education to the

students and also as a tool to attract foreign investments to Dehradun. It is well
known that availability of international schools is an important consideration for
non-Indian staff of MNCs who come to India. Continuity of children education is an
issue faced by them as they frequently move / transfer between differ ent countries.
Also, these schools help in contributing to better standards and quality of education
in the region in addition to a multitude of benefits.
 2. PROJECT DESCRIPTION

2.1 ROLES AND OBJECTIVES OF PROJECT BY CLIENT

The School would aim at becoming a platform to form children with a righteous
character with comprehensive learning in various areas.

1. It will act as the living heart of different communities by providing a network

that connect members of diverse societies, regardless of ethnicity,
socioeconomic status, or affiliation to various sub-cultures.
2. The campus would cater to the age-group of 5-18 years under one integrated
campus coupled with residential facilities.
3. The K-12 education system in terms of integrated learning would aim to create a
holistic development .

2.2 ACTIVITIES

1. Individualized and child centric approach.

2. Integration of children of different socio-economic status and mixed abilities.
3. Integrated approach to various disciplines.
4. Experiential learning
5. Creative instruction staff
6. Low student- teacher ratios

2.3 ORGANIZATION OF PROJECT

USER GROUPS:
The Students: These are the group of people who form the major part of the school.

The Faculty: They are the reason for the students to attend classes.

The Staff: They take care of all the needs of the students as well as the faculty.
 3. SITE INFORMATION

Project Name: IB Residential School

Coordinates: 221617.84 E 3355212.72 N
Location: Rajiv Gandhi Stadium road, Raipur
Village, Dehradun District (Uttrakhand)
Site Area: 128 Acres
Project Status: Hypothetical
Governmental Authority: Mussoorie Dehradun
Development Authority
Site Area: 128 Acres
Connectivity: The project site is well connected through proposed 30 m wide Raipur -
Thano Road. It is located at a distance 10 km from the city center. The nearest
highway is NH-72 which is 8 km (SW) away from project site.
Climate: Dehradun has a composite climate. This climate is considered to be Csa
according to the Köppen-Geiger climate classification. It varies greatly from tropical
to severe cold depending upon the altitude of the area. The average annual
temperature is 21.8 °C.
Site Surroundings:
1. Dehradun Railway Station: 3.4 km
2. Jolly Grant Airport: 31 km
3. ISBT Dehradun: 8.8 km
4. City Centre: 2.9 km

Topography: The site is flat land with an elevation of approximately 620 m from the
sea level but is surrounded by Mussoorie hills towards the north -west side with an
elevation ranging from 740 m to 1510 m from the sea level.
Vegetation: A lot of trees are naturally existing on the site since a long time.
Geology: The soil on the site is Sandy loam in texture.
 4. SITE JUSTIFICATION

4.1 ATTRIBUTES AND CHALLENGES

 Since the project is located in an education hub city having a great number of boarding
schools, the competition of designing one increases. The challenge of designing a school
which will stand out amongst the already built schools.
 Boarding schools are usually built on huge plots of land and have impressive architecture.
Hence, effective master planning of the institution to deliver effective interconnectivity
between all the zones is a challenge to overcome.
 Boarding schools offer uncommon sports such as riding and rowing, and several other less
popular sports such as badminton, alpine skiing, fencing, and so on.
 A typical boarding school has several separate residential houses, either within the school
grounds or in the surrounding area.
 A boarding school encompasses of students and faculty that come from various region of the
world. Designing a campus with universal standards would be an interesting challenge to
overcome.
 4.2 SCOPE FOR ARCHITECTURAL DESIGN

1. " Dehradun offers an ideal combination of climate, proximity to Delhi and the
legacy of the British Raj, which provided the foundation for English education
systems in India," says Sandeep Dutt, an alumnus of Doon School. It is an
educational hub and have a good and strong educational background which will
help om educating the children right and correct way.
2. Site is located in the silent sub-urban area of Raipur in Dehradun district and is
surrounded by hills and river from two sides. Hence there is no cause of
disturbance as it is required for a school campus for creating an atmosphere for
learning and living both.
3. Site is easily accessible to the Sion - Panvel expressway, city centre and cities and
towns by roadways, railways and airways which will be helpful for easy
communication of the parents to the residential school from various of the world
as well as the region state.
4. Climate of the site is temperate and pleasant and is surrounded by Mussoorie
hills in view and Song River flowing alongside. Hence is conducive to the healthy
living of the students.
5. Doon region is also playing host to a clutch of new-age institutions, many of
which offer global affiliations such as the International Baccalaureate (IB) and the
International General Certificate of Secondary Education (IGCSE), along with the
Indian Certificate of Secondary Education (ICSE) and the Central Board of
Secondary Education (CBSE).
6. Training and development infrastructure for teachers and school staff hasn’t kept
pace in Dehradun and my project will incorporate a Training Centre for Teachers.
 5. THESIS AIMS AND OBJECTIVES

1. To create an educational environment that connects students to nature with

blend of courtyard and cluster planning and blurring the boundaries between
built space and open space.
2. To establish a strong residential school environment by keeping a balance
between school and after school facilities and also studying the psychological
effects of boarding schools to children.
3. To design a comprehensive learning education society by providing a liberal and
a diverse environment for students that nurtures creativity and helps them realize
their full potential i.e. inclusion of all extensive and varied sports, recreational,
and academic facilities.
4. To build facilities to reduce carbon foot print in the environment by making
buildings no only environment friendly but cost-effective.
5. To create an inclusive education setting by providing a suitable disable free
environment for disabled peers.
 6. METHODOLOGY

6.1 DESIGN PROCESS

 6.2 CASE STUDIES

6.2.1. Case Study 1: The Doon School, Dehradun

 Area: 72 Acres
 Type: All Boys Boarding School
 Board: ICSE and IB
 Strength: 500 approx.
 Teacher to Student Ratio: 10:1
 Average students per class: 20

Study Objectives:

 To study the design parameters according to the sub-tropical climate of

Dehradun.
 The original building of the Doon School housed the Imperial Forest Research
Institute (now the Forest Research Institute – FRI). The FRI building was
designed by CG Blomfield, who had worked under top English architect Edwin
Lutyens.
 Teacher’s Housing Project: It is an attempt to encourage a more extroverted,
convivial residential lifestyle for the faculty while maintaining existing
sightlines and conserving land and vegetation.
 Art and Media Centre: The building is climate sensitive and has a TERI (The
Energy and Resource Institute) Griha Green Rating. The building is contextual
in terms of its orientation and materiality as it interfaces the iconic 100-year-
old English Renaissance inspired main school building and the rest of the
brick architecture of the campus.
 6.2.2. Case Study 2: Assam Valley School, Tezpur

 Area: 230 Acres

 Type: Co-education All Boarding School
 Board: ICSE
 Strength: 720 approx.
 Teacher Student Ratio: 20:1
 Average students per class: 20

Study Objectives:

 To study the design approach that is sensitive to its context and climate. The
academic block planning includes large courtyards along classrooms blurring
the boundaries between inside and outside environment.
 To study the master planning of the school different blocks and sports
activities. The campus activities are effectively well spaced out with enough
greenery encompassing it.
 To design a self-sustained school campus. The campus is situated in the
outskirts of the city and is self-sustained within itself as it includes laundry
building, staff quarters, guest house and the principle’s quarter is also situated
within the campus.
 6.2.3 Case Study 3: Selaqui School, Dehradun
 Area: 52 Acres
 Type: Co-education All Boarding School
 Board: CBSE
 Strength: 600 approx.
 Teacher Student Ratio: 8.5:1
 Average students per class: 20

Study Objectives:

 To study the design parameters according to the sub-tropical climate of

Dehradun.
 To study the master planning of the school different blocks and sports
activities. The campus activities are effectively well spaced out with enough
greenery encompassing it.
 To study to differentiate between a largely spaced out campus and a closely
spaced out one.
 To study the division of blocks according to the use of the students and the
faculty.
 7. SCOPE AND LIMITATION

7.1 SCOPE OF WORK IN THESIS

Planning at macro level: To create a design with forms and spaces with prominent
architectural characteristics focusing on space utilization and functions and which
will be well adoptable in the terms of typology and climatic conditions.

The project envisages the following major components:

 Academic block  Guest Accommodation

 Administration Block  Laundry
 Medical Block  Principle’s Accommodation
 Outdoor Sports  Recreational Centre
 Creative Arts Block  Cricket Pavilion
 Sports Complex  Open Amphitheatre
 Student Accommodation  Faculty Training Block
 Staff Accommodation

Planning at micro level:

 Academic
o Classrooms o Staff Room
o Washrooms  Biology Lab
o Vice Principal’s Office o Meeting Rooms
o Stationary Store o Library
o Printing Store o Pantry
o Science labs o IT Rooms
 Chemistry Lab o Examination halL
 Physics Lab
 Administration
o Reception
o Waiting Area o Counsellor’s Office
o Pantry o Mini Auditorium
o Principal’s Office o Meeting Rooms
o Accounts Office o Washrooms
o Administration Office o Throwball Court
 Creative Arts Block
o Arts Room o Music Room
o Drama Room o Auditorium

7.2 LIMITATIONS

 Hostel Blocks, Sports Complex, Hospital Building and Dining Block and
Primary School are not to be designed in detail. Only the area
requirement statement is prepared for such blocks.
 Since, the site area is large, the ground coverage achieved would be
bare minimum and some area can be assumed for future expansion.
 The sports fields are planned to shape the pedestrian and vehicular
zone. Hence, when actually designing them, they will also include
collection points as well as sitting space for the students and others to
watch any sport during tournament. This is not part of the scope.
 The number of service staff are calculated according to the number
faculty in the school. Hence this number may differ as there are large
number of factors on which the number of service staff is based on and
this was not included in my scope.
CHAPTER 2: LITERATURE STUDY
 8. INTRODUCTION

8.1 SCHOOL

“A school is an education institution designed to provide learning spaces and

learning environments for the teaching of students under the guidance of
teachers.”

8.1.1. Public or Government Schools

Schools run by the central, state or local governments are referred to as

‘government’ schools. Most schools in India are funded and run by the
government. However, the public education system faces serious challenges
including a lack of adequate infrastructure, insufficient funding, a shortage of staff
and scarce facilities. Public Schools have the following features:
 Completely owned & administered by the respective State Govts. And
Central Govts.
 Charge minimum fees or provide free education to students.
 Majority of Indian students in rural as well as urban areas are educated
here.
 Cost of education is comparatively very low than that of private and aided
schools.

A. Government School in Villages:

These were built under Sarva Shiksha Abhiyan (SSA) meant for compulsory
education for children under 14 years (6-14 to be precise). These schools
offer Mid-Day meal schemes which attract children from extremely
poverty-stricken families to attend the school just for the sake of filling
their stomach. These schools somehow do not produce the desired
outcome since the children do not continue education after 14 years of age
as their parents also cannot afford to send them for higher education.
 8.1.2. Government Aided Schools

Government aided schools are the education institutions that are owned by the private
management, but the rules and regulations followed here are same as that of the public
schools. The curriculum, study materials, syllabus, examinations, etc. for each class of
education are done according to the government rules. For the high school classes, the final
examinations will be same as that of the public schools. Infrastructure and facilities are far
better than that of public schools. The fee structure, PTA fund, etc will be collected from the
students according to the rules formulated by the government for each school. Even the
recruitment of faculties here will depend on the norms as per the government schools. There
will be no specific criteria for the admission of students in these institutions

8.1.3. Private Schools

Since many government schools do not provide adequate education, Indian parents aspire to
send their children to a private school. Private schools are called independent schools, but
since some private schools receive financial aid from the government, it can be an aided or an
unaided school. So, in a strict sense, a private school is an unaided independent school.
Private schools are those which:

1. Are funded and run by private institutions.

2. Do not accept any grant or fund from the government.

3. Have relative autonomy in management and administration.

4. Offer best infrastructural facilities to the students & recover the cost for it directly
from the students / parents.
5. Charge exuberant fees for education.

6. Have to abide by the basic ground rules put forth by the government.

7. Are known for providing quality education to the few who are able to afford it.

8. Have same syllabus followed by government schools but use better teaching.
pedagogy, style, facilities and infrastructure offered to the students.
 9. Offer several additional extra-curricular activities that enhance personality & skill set
of students.
8.1.4. International Schools

An international school is a school that promotes international education, in an international

environment, either by adopting a curriculum such as that of the International Baccalaureate,
Edexcel or Cambridge International Examinations, or by following a national curriculum
different from that of the school's country of residence These schools cater mainly to students
who are not nationals of the host country, such as the children of the staff of international
businesses, international organizations, foreign embassies, missions, or. Missionary
programs.

Many local students attend these schools to learn the language of the international school and
to obtain qualifications for employment or higher education in a foreign country
Teaching is in English but there are also schools run by foreign governments teaching in
other languages such as French (New Delhi, Mumbai and Pondicherry), German (New Delhi
and Mumbai) and Japanese (New Delhi). These schools tend to follow the national
curriculum and school year of the country concerned.

8.1.5. National open schools

The National Open School is the board of education under the Union Government of India. It
was established by the Ministry of Human Resource Development of the Government of
India in 1989 to provide education to remote areas under the motive to increase literacy and
aimed forward for flexible learning. Here children can study without coming to school.
Despite being established for distance education, NOS provides a formal and regular
secondary and Senior Secondary program equivalent to CBSE. NIOS offer the following
courses:
a. Open Basic Education Programme, which includes following three levels courses
b. Secondary Course—Equivalent to class X
c. Senior Secondary Course—Equivalent to class XII
d. Vocational Education Courses
e. Life enrichment programmes
8.1.6. Special-needs schools
Common special needs include learning disabilities (such as dyslexia), communication
disorders, emotional and behavioral disorders (such as ADHD and ADD), physical
disabilities (such as Brittle Bone Disease, Cerebral Palsy, Muscular Dystrophy, Spinal Bifida,
and Frederich's Ataxia), and developmental disabilities (such as autism spectrum disorders
and intellectual disability). Students with these kinds of special needs are likely to benefit
from additional educational services such as different approaches to teaching, the use of
technology, a specifically adapted teaching area, or a resource room. These schools provide
non-formal education and vocational training to children with disabilities.

8.1.7. Boarding schools

These schools not only take care of the studies but also see to the accommodation. Kids come
and stay away from their family. Many parents prefer them over the other kinds of schools.

8.1.8. Co-ed schools

Now this becomes a whole different category because under co-education again, you will
find government schools, private schools, boarding schools and international schools.
Schools with co-ed have both girls and boys under the same roof.

8.1.9. Single sex schools

As opposed to the co-ed system, single sex schools are just as the name goes by. There
would be only girls or only boys in one school. May parents actually prefer them and again
under this you would find government, private, boarding etc.
 8.2 INTERNATION SCHOOL

International schools are those schools which have been specially establishes for
children of International Personnel. T hese Personnel are generally from other
countries, like officials working in international companies, International
organizations, NGOs, embassy staff etc. These schools are set up with the help of
nations having large interests in the hosting nation: for instance, American
diplomats and missionaries often set up schools to educate their children;
children of American schools follow different examination systems and boards.
Most of these schools follow different examination systems and boards. Most of
these schools follow like IB Board (International Baccalaureate). However, these
adhere to certain requirements of the Indian national system irrespective of the
examination system adopted by them. These schools are mostly located in metros
and cities or around these cities. The various boards that these schools teach are
the following:
 IGCSE (International General Certificate of Secondary Education (UK))
 GCSE (General Certificate of Secondary Education (UK))
 GCE (General Certificate of Education (UK and Commonwealth countries))
 IB (International Baccalaureate)/ CIE (Cambridge International Exam)
 8.3 IB (International Baccalaureate):

The International Baccalaureate (IB), formerly known as the International

Baccalaureate Organization (IBO), is an international educational foundation
headquartered in Geneva, Switzerland, and founded in 1968. It offers a
continuum of international education. The programs encourage both personal
and academic achievement, challenging students to excel in their studies and in
their personal development. In order to teach IB programs, school must be
authorized. Every school authorized to offer IB programs is known as IB school.
 8.3.1. Primary Years Programme (PYP):

The IB Primary Years Programme (PYP) for children aged 3 - 12 nurtures and
develops young students as caring, active participants in a lifelong journey of
learning. It was first offered in 1997.

Subject Areas:

1. Language
2. Social Studies
3. Mathematics
4. Science
5. Arts
6. Physical Education
7. Social Education
8. Personal Education

8.3.2. Middle Years Programme (MYP):

A challenging framework for children aged 11-16 that encourages students to

make practical connections between their studies and the real world. It was first
offered in 1994. All students will have a 7 period day. Every IB MYP student will be
required to take a foreign language. All students will have to take minimum of 50
hours in each of the eight subject groups.
Subject Areas:

1. Language acquisition
2. Language and Literature
3. Individuals and societies
4. Sciences
5. Mathematics
6. Arts
7. Physical & health Education
8. Design
 8.3.3. Diploma Programme (DP):

The programme aims to develop students who

have excellent breadth and depth of
knowledge – students who flourish
physically, intellectually, emotionally and
ethically. It is designed for students aged 16-
19 and was first offered in 1968. Each student
takes at least three (but not more than four)
subjects at higher level, and the remaining at
standard level. Standard level subjects take up 150
teaching hours. Higher level comprises 240 teaching hours.

Subject Areas:

1. Group 1: Studies in language and literature.

SL and HL
o Language A: Literature
o Language A: Language and Literature
SL Only
o Literature and Performance.
2. Group 2: Language acquisition.
o Language B (SL or HL)
o Language ab initio (SL only).
o Classical Languages: Latin and Classical Greek
3. Group 3: Individuals and societies.
SL and HL
o Business Management
o Economics
o Geography
o History
o Information Technology in a Global Society (ITGS)
o Philosophy
o Psychology
 o Social and Cultural Anthropology and Global Politics
SL Only
o World Religions.
o Environmental Systems and Societies.
4. Group 4: Experimental sciences.
SL and HL
o Chemistry
o Biology
o Physics
o Design Technology
o Computer Science.
SL Only
o Sport
o Exercise
o Health Science
o Environmental Systems
o Societies
o Nature of Science
5. Group 5: Mathematics. In order of increasing difficulty, the courses offered
are:
o Mathematical Studies SL
o Mathematics SL and HL
o Further Mathematics HL.
6. Group 6: The arts. Courses offered at both SL and HL:

o Dance
o Foreign languages
o Music
o Theatre
o Visual Arts
o Film
 8.3.4. Career Related Programme:

The International Baccalaureate (IB) Career-related Programme (CP) is designed for

students aged 16-19. IBCP students engage with a challenging programme of study
that imparts transferable and lifelong skills in applied knowledge, critical thinking,
communication, and cross-cultural engagement.

8.4 IGCSE (International General Certificate of Secondary

Education):
The IGCSE is a comprehensive two-year program for Grades 9 and 10 (aged 16 -17). It
is a balanced mix of practical experience and theoretical knowledge.

Subject Areas:

1. English as a first language

2. Mathematics

3. Physics

4. Chemistry

5. Biology

6. Electives from Group 2 – Economics, History, Environmental Management

7. Electives from Group 5 – ICT, Business Studies Art and Design

8. Second language (choice between French, Spanish and Hindi).

CHAPTER 3: CASE STUDIES
 9. CASE STUDIES

9.1 Case Study 1: The Doon School, Dehradun

The Doon School is a boys-only independent boarding school in Dehradun,
Uttarakhand, India. It was established in the year 1935 as an organic Indian public
school and modelled along the lines of the legendary British boarding schools like
Eton, Harrow, Winchester and Marlborough. The school admits boys in to class VII
and is affiliated to the Council for Indian School Certificate Examination, Delhi
(CISCE). It is also affiliated to Geneva-based International Baccalaureate Organisation
and offers International Baccalaureate Diploma Programme (IBDP).

RELEVANCE:
The Doon School is an 82-year-old private boarding school and is home to
approximately 500 students (mostly boys) and about 50 teaching staff. Also, the
school is situated within the same district as the site of the proposed thesis project,
which make its selection important to understand the design feature of the area and
the issues faced. Since, it is one of the oldest and prestigious boarding schools of
India, its selection becomes more important in reference to understand the context
and aspects of school planning.

Having a large area covered along with boarding houses and other campus activities,

SITE:
The school occupies a single campus covering approximately 72 acres (290,000 sq.
mt.) flanked by Chakrata Road and Mall Road in the Dehradun Cantonment area of
Dehradun city, Uttarakhand, India.

 Area: 72 Acres
 Type: All Boys Boarding School
 Board: ICSE and IB
 Strength: 500 approx.
  Teacher to Student Ratio: 10:1
 Average students per class: 20
Connectivity:
 3.4 km away from Railway Station
 31 km away from Jolly Grant Airport
 8.8 km away from ISBT Dehradun
 2.9 km away from city centre.
Zoning:

1. Administrative block: Offices, Bakery, Panchayat Ghar

2. Academic block: Main Building, Library, Biology Laboratory, Physics
Laboratory, Chemistry Laboratory, Art School, Music School.
3. Residential zone:
a. Student zone: Jaipur House, Foot House, Hyderabad House,
Hathikhanna Bungalow, Oberoi House, Martyn House, Tata House,
Kashmir House, Hughes House.
b. Faculty zone: Jaipur House’s Master Villa, Master’s Residence Foot
House, Main Field Bungalow, Master’s Residence Oberoi House,
Master’s Residence Martyn House, Teacher’s Residences, Tata House
Master’s Villa, Headmaster’s Bungalow, Staff Quarters, Habitation.
c. Servant quarters.
4. Service zone: Central Dining Hall, Hospital, Ration Shop, Canteen, Generator
Room, Material Recovery Room, Bank and General Store.
5. Recreational zone: Multipurpose Hall, Squash court, Rose Bowl, Workshop,
Cricket Pavilion, Basketball Court, Main Field, Skinner’s Field.

S.No ZONE B.U.A

(sq.mt.)

1. ADMINISTRATIVE BLOCK 650.5

2. ACADEMIC BLOCK 5364.3

3. RESIDENTIAL ZONE 18557.4

4. SERVICE ZONE 3220

5. RECREATIONAL ZONE 64986.1

Circulation management plan:
ART AND MEDIA CENTRE
TEACHER’S RESIDENCES
 9.2 Case Study 2: Assam Valley School, Tezpur
Sprawled over 270 acres of immaculately manicured tea-gardens in Assam Sonitpur
district, the generously endowed and fully-equipped Assam Valley School (AVS,
est.1995) has quickly established itself as north-east India’s premier residential school
and among the best countrywide. Offering state-of-the-art infrastructure, high-
quality faculty, contemporary IT-enabled pedagogies, advanced pastoral care and a
plethora of co-curricular and extra-curricular options, within 13 years since it was
promoted with the objective of “training young minds for citizenship in a globally
connected world,” AVS has set new paradigms for globally-benchmarked, holistic
education at affordable prices.

Applications into the school outstrip yearly vacancies by a 4:1 ratio. This co -
educational primary-cum-secondary which has 891 pupils, including 300 girl students
on its rolls, offers the curriculum of the Delhi-based Council for the Indian School
Certificate Examinations (CISCE) and is a member of the International Round Square
Movement.

RELEVANCE:
 The design approach of the campus is sensitive to its context and climate. The
academic block planning includes large courtyards along classrooms blurring
the boundaries between inside and outside environment.
 The master planning of the school different blocks and sports activities. The
campus activities are effectively well spaced out with enough greenery
encompassing it.
 It is a self-sustained school campus. The campus is situated in the outskirts of
the city and is self-sustained within itself as it includes laundry building, staff
quarters, guest house and the principle’s quarter is also situated within the
campus.
 SITE:

The school occupies a single campus covering approximately 270 acres manicured
tea-gardens in Assam Sonitpur district, India.

GENERAL INFORMATION:
 Location: Sonitpur, Assam, India.
 Owner: Williamson Major Group
 Founded: 1995
 Architect: Grup India, Romi Khosla
 Site Area: 234.75 Acres
 Type: Co-Educational, IB, Residential
 Affiliation: ICSE
 Capacity: 891
 Faculty: 70
 Auditorium capacity: 800
CHAPTER 4: SITE ANALYSIS AND PROGRAM FORMULATION
 10. SITE STUDY

10.1 LOCATION

The project site is well connected through proposed 30 m wide Raipur - Thano Road.
It is located at a distance 10 km from the city center. The nearest highway is NH-72
which is 8 km (SW) away from project site.

Coordinates: 221617.84 E 3355212.72 N

Location: Rajiv Gandhi Stadium road, Raipur
Village, Dehradun District (Uttrakhand)
Site Area: 128 Acres
 10.2 BYE LAWS

Site development parameters for buildings:

 The project typology Educational institutions comes under Public/semi Public

Zone.
 Approach Road: Middle and Secondary School – 6 mt.
 Minimum Plot Area: Integrated School (near Hills) – 15000 sq.mt.
 Site Location Parameters:
o Distance from the Electric Line: Minimum distance for permission of
construction/reconstruction as per Indian Electricity Rules shall be as
under: -
 On low and medium voltage line and service line – vertical 2.5
mt. and horizontal 1.2 mt.
 On high voltage lines, namely – 33,000 voltages, on every
additional vertical 3.7 mt. and on every horizontal 2.0 mt, 33,000
voltages as part thereof – 0.5 mt. shall be permissible.
o Distance from water sources:
 Area to be compulsorily left for tree plantation at minimum 30.0 –
30.0 mt. from river bank and minimum 10.0 – 10.0 mt. from
underground water source. No construction shall be allowed in
this area.
 Construction shall be permissible at minimum 5 – 5 mt. from
water passage or the required set back as per bye – laws
whichever is more.
  No permission shall be given for any type of construction or
development within 30.00 mt. range from the boundary of all
lakes.

General Buildings Requirements:

 Height of the Building:

 Setback: For educational building more than 35,000 sq.mt., Front – 15 mt.; Back
and Sides – 6 mt.
 Distance between two blocks: On the basis of the height of tallest block for
distance for required between two blocks with:
o 10.0 mt. height – 3.0 mt.
o 12.0 mt. height – 4.0 mt.
o Above 12.0 mt. height – 1.0 mt. for every 3.0 mt. increase in height.
 Following relaxation may be allowed in set -backs for the building:
o Balcony, roof of maximum 1.8 mt. width may be constructed on
setback/open space in a plot. The increased part beyond 1.80 mt. shall
be counted in F.A.R. This construction shall not be more than half of the
width of set-back.
o Construction of a portico of maximum 3.5 mt. wide and 6.0 mt. long
projected or supported on pillars shall be permissible near the entrance
in side set-back above the drive way. No construction shall be
permissible near the entrance in side set-back above the drive way. No
construction shall be permissible above the portico.
o An arbour of maximum 6.0 mt. area having minimum 40% open space
and minimum 2.2 mt. height shall be permissible.
o Construction of ramp under set-back for approach to maximum one
subsequent floor of basement and ground floor shall be permissible by
 keeping the required area obstruction free for easy approach of fire
tender for safety.
o In hill areas looking to the shape of land the construction under 50
percent width of each set-back shall be permissible with the restriction
that there shall be no increase in prescribed ground coverage and F.A.R.
o Internal path shall be permissible under the set-back area.
o Construction of open/systematic part shall be permissible by keeping
the required area free for easy approach of fire tender for fire safety.
o No parking shall be permissible in set-back area.
o F.A.R – 1.16
o Ground Coverage: 45%
 10.3 PHYSICAL CONTEXT

10.3.1. LAND USE

The existing surrounding land use around

the site is institutional as well as recreational
whereas as per the comprehensive
development master plan 2025 of Dehradun,
the complete site is demarcated as public
and
semi- public zone. The project
typology Educational institutions comes
under Public/semi Public Zone.

10.3.2. INFRASTRUCTURE

 Surrounding Infrastructure
1. Rajiv Gandhi International Cricket Stadium

The stadium is located adjacent to the school site and shares the Rajiv Gandhi
Stadium Road with the site. It was established in September 2017 and has seating
capacity of 25,000 people. The stadium is first in the state to meet international
standards and is built on 23-acre site. It is a multi-purpose stadium.
2. Rajiv Gandhi International Cricket Stadium

The sprawling campus is nestled in the

Doon valley along the Song River,
surrounded by forest and with the
Mussoorie hills in view. The Oasis is a
Day-Boarding school with the advantage
of being a school with state of the art
infrastructure for co-curricular facilities
at a short distance from the city centre.

3. Maharana Pratap Sports College, Dehhradun

It is a sports academy and a college. It

offers sports training in 6 sports,
Athletics, Football, Volleyball, Boxing,
Cricket and Field Hockey in 6th to 12th
standard and with the curriculum of
Uttrakhand Board. It was established in
1993. It consists of a Multi-Purpose
indoor stadium within it.

4. Local Residential Buildings

These residential buildings run along the longitudinal length of the site. These were
buildings along the course of many years and these do not go more three storeys in
height. They were private residences and were placed randomly.

 Transportation Infrastructure

The nearest railway station being Jariwala

Railway Station, about 8 km (S) away from
the project site. The nearest airport is Jolly
Grant Airport, at 20 km (SE) from the
project site.

There are four routes that gives access to

the site.
1. The Theva-Maldevta Road is a two-way
road which has very light traffic. It is
considered as a minor road.
2. The Raipur road is approaching the site from two sides, i.e. Nehrugram and
Ladpur. This is a secondary road and is a two-way access road. This is one of the
main route to access the site.
3. The fourth road is the Thank road that is coming from Jolly Grant Airport,
Dehradun. This road is a minor road and has two-way traffic. This road is along
the site and is busy through the day. It has running traffic in which mostly two
wheelers and buses are coming from the airport to Dehradun city.

 Power and energy Infrastructure

Uttarakhand is estimated to have a hydropower potential to the tune of 20,236 MW
against which around 3594.85 MW has been harnessed so far through hydroelectric
projects. The State is gifted by nature with rivers like Ganga, Yamuna, Kosi. So
provides an ideal location for hydropower development.

 Health Infrastructure
The healthcare facilities in Dehradun district consist of private and public hospitals,
formal and informal service providers as well as secondary and tertiary healthcare
with single clinic doctors. This entire system of civil hospital, dispensaries, PHC,
family welfare, mental health care, drug addiction, Ayurvedic, Homeopathic
Dispensaries provide quality of health services and control of communicable
diseases. The major Government Hospital in Dehradun is Doon Hospital, which is the
top most government hospitals in North India . The major Private Hospitals in
Dehradun are Max Super Specialty Hospital, Synergy Hospital, Kailash Hospital,
Uttaranchal Ayurvedic Hospital and Combined Medical Institute (CMI) Hospital. The
single Speciality Hospitals in Dehradun is Fortis Escorts Hospital and Luthra Hospital.

 Water Infrastructure
The Dehradun city is primarily dependent on the ground water sources to meet its
water needs. Around 90% of the water supplied is sourced from the ground water
source, indicating the need to reassess the dependency on ground water for the
sustainable resource management in the future. Currently, there are 4 Sewage
Treatment Plants (STP) that are operational in the city, with an installed capacity of 89
MLD, however, only 18 MLD of waste water is treated at these plants. An additional 4
STP are under construction with an installed capacity of 29 MLD. The waste water
which is treated at the STP is directly let out into the water bodies or open fields,
indicating the huge unutilized resource with a potential of reducing the dependency
on fresh water, if treated waste water is brought to reuse. Unlike many other cities,
the municipal bodies are responsible for management of water resource within the
city; the water resource management in Dehradun is mainly carried by a set of
institutions under the Department of Drinking Water (DoDW), Government of
Uttarakhand (GoU). The water supply of Dehradun is operated and maintained by
Uttarakhand Jal Sansthan (UJS), an institution working under DoDW, also
responsible for constructing small works. However, the large capital works and
overall planning is carried out by Uttarakhand Pey Jal Nigam (UPJN) also working
under DoDW.
 10.3.3. NATURAL FEATURES

The site is nestled in the Doon valley along the song River, in village Raipur
surrounded by forest and with the Mussoorie hills in view.

Topography: The site is flat land with an elevation of approximately 620 m from the
sea level but is surrounded by Mussoorie hills towards the north -west side with an
elevation ranging from 740 m to 1510 m from the sea level.

Geology: The soil on the site is Sandy loam in texture.

Elevation:
The elevation of the site from the sea
level is between 620 t0 630 mt. It is
surrounded by Mussoorrie hills in view
with elevation from 800 mt. to 1140 mt. In
the north west edge, the site is
surrounded by residential area which
uplifted at 20 mt. above the site. This
gives the site the privacy and security it
requires. With mountain hills in view, it
creates a soothing environment for the
 10.3.4. CONTOURS

Slope is downward towards north-east corner of the

site. This gradient can be used for drainage of the
site and for placing the building on higher ground
as compared to the water body to prevent flooding
of site. The highest contour is 634 mt from the mean
sea level and the lowest contour is 618 mt from
mean sea level.

 Slope Analysis: According to the slope analysis as mentioned below,

most of the site area has a gentle slope and hence have a buildable
area.
 10.3.5. ARCHITECTURAL
ELEMENTS

 Indian architecture is known

for employing building
techniques that are in
harmony with the local
environment.
 The traditional architecture of Uttarakhand is such that it provides a high
degree of comfort for a longer part of the day while potentially
minimizing energy use, i.e. providing low cost, energy efficient,
comfortable and disaster resistant houses.
 Buildings are placed along the contours in the stepped terraces allowing
minimum disturbance to terrain.
 Traditional buildings in most parts of Uttarakhand were therefore made
disaster resistant such as that in the Koti Banal region, which had evolved
an elaborate and magnificent earthquake-safe construction style as early
as 1000 AD.
 Sloping roofs of the houses naturally drain the rain water.

10.3.6. ARCHITECTURAL MATERIALS

 Walls are typically made of stone while timber is used for structural
purposes and slates are used for roofing. At some places, hand-made sun-
dried bricks called Cob are used as load bearing walls.
 Clay and dung are abundantly used because of their insulation properties –
thereby the rooms keep warm in winters and cool during the summer
season. For plastering of walls (both outer and inner surfaces), mud paste is
used.
  It developed its own style of architecture based on abundantly available
materials – wood and stone.
 Due to increasing price of timber and easy availability of modern building
materials like cement, CGI sheets, steel, RCC, load bearing walls are now
being preferred. They are made with bricks and cement mortar and topped
with RCC slab roofs.

10.4 NON-PHYSICAL CONTEXT

10.4.1. CLIMATE

Dehradun lies into Composite climatic zone

according to NBC 2016.

Dehradun has a composite climate. This

climate is considered to be Csa according to
the Köppen-Geiger climate classification. It
varies greatly from tropical to severe cold
depending upon the altitude of the area. The
average annual temperature is 21.8 °C. The area
receives an average annual rainfall of 2073.3
mm. Most of the annual rainfall in the district is
received during the months from June to
September, July and August being rainiest.

Climate of Dehradun can be divided to four major seasons, each having their
separate temperature ranges, humidity levels, wind roses, further below:
1. Winter Season (December to February)
2. Summer Season (March to May)
3. Monsoon or South- West Season (June to September)
4. Post-monsoon Season (October to November)
Temperature:

The summer in Dehra Dun are moderately hot and winters are very cold. The
temperature may rise up to 41 degrees Celsius in summers with all-time high of 43.9
degree Celsius, though the average temperature is around 35-36 degree Celsius.
There are about 1-2 days of heat wave when the maximum temperature of a day rises
to 4-6 degree Celsius above the normal values. Though the winters are not bitterly
cold on most of the days, the temperatures nearby Himalayan Mountains makes the
winters severe. The all-time low minimum temperature for the city is 1.1 degree
Celsius. The winter are also marked by mist and fog on few days especially during
night and early in the mornings and rarely till forenoon with bright Sun shine during
the day.

Inference: A low rise is also suitable for this climate, which will ensure protection of
outdoor spaces. Mutual sharing of external walls, shelter from the wind in the cold
season, shelter from dust and reduction of surfaces exposed to solar radiation.
Humidity:

Dry Comfortable Humid

(Less Than 50%)
(50%-60%) (More Than 60%)

Jan, March, April, May Feb, Nov, Dec July, Aug, Sept, Oct

Figure 1: Average Cloud and Humidity

Image Source: https://www.worldweatheronline.com/lang/en-in/dehradun-weather-

averages/uttarakhand/in.aspx

Inference: Adequate cross ventilation to counter high humidity level

Precipitation:

Peak Downpour- August (593.3 mm)

Avg. Annual Rainfall-

Figure 2: Average Rainfall Amount, Dehradun

Image Source: https://www.worldweatheronline.com/lang/en -in/dehradun-weather-averages/uttarakhand/in.aspx

Inference: Sufficient annual rainfall to open the possibility of an efficient Rain Water Harvesting
System. Drainage has to be taken special care due to heavy rainfall. Existing topography can be
used.

Average No. Of Hours of Sunshine in a day:

Sun Path Analysis :

Inference: Orientation of the building is preferable in North-East and South-West

Directions. This helps in receiving less radiations which results in lesser heat gain
& reduces the overall air conditioning requirement & thus saves energy. Proper
orientation also helps in receiving natural light & ventilation .

Wind Speed & Direction:

Inference: Open spaces such as courtyards are beneficial. Buildings should be

grouped in such a way as to take advantage of prevailing breezes during the short
periods when air movement is necessary.
 10.4.2. DEMOGRAPHIC

As per provisional reports of Census India, population of Dehradun in 2011 was

569,578; male and female are 296,638 and 270,940 respectively. The sex ratio of the
city is 908 per 1000 males. The number of literates in Dehradun city is 463,791, of
which 251,832 are males and 211,959 are females. Average literacy rate of
Dehradun city is 89.32 percent, whereas male literacy and female literacy rates are
92.65 and 85.66 percent, respectively. The number of children of age under six in
Dehradun city is 59,180 as per figure from Census India report on 2011. There are
31,600 boys and 27,580 are girls. Child sex ratio of girls is 873 per 1000 boys.
11. COMPARATIVE ANALYSIS
 12. DESIGN CRITERIA

Site Development:

 School sites shall be developed to enhance the educational environment and

project a positive image to the surrounding community.
 Elements of site development include the harmonious blend of the following
elements for the school site, perimeters, parking lots, and adjacent streets.
Aesthetic appeal and ease of maintenance are paramount concerns.
 On-Site Pedestrian Access: Paved sidewalks shall connect all school activity
areas (to provide accessibility and avoid undue maintenance in interior areas
from mud or sand).
 Disabled Accessibility: Provide access to facilities for the disabled such as
ramps, handrails, and curb at building entrances, parking areas, playgrounds,
and pedestrian walks in accordance with the New Mexico Building Code,
American National Standards Institute, specifications for designing buildings
and facilities accessible to and usable by people with physical disabilities.
 Main Entry: For security, limit the number of school access points. The main
entrance to buildings or building complexes shall be clearly defined by
employing, primarily, architectural elements, and, secondarily, reinforced by
landscaping, directional signage, and other means. Signage shall clearly
identify car, bus, delivery, parking for persons with disabilities, and drop -off
areas; different parking areas; location of accessible routes; and route to the
office.
 Site recreation: The school site shall provide outdoor recreation and learning
areas suitable for age of student population served. Refer to individual
sections for specific school level requirements.
Planning Principles:

 The academic block planning should include large courtyards along

classrooms blurring the boundaries between inside and outside
environment.
 Boarding schools is to be designed on huge plot of land and should have
impressive architecture. Hence, effective master planning of the institution
to deliver effective interconnectivity between all the zones is a challenge to
overcome.
 It offers uncommon sports such as riding and rowing, and several other
less popular sports such as badminton, alpine skiing, fencing, and so on.
 It will have several separate residential houses, either within the school
grounds.
 13. AREA STATEMENT

SENIOR SCHOOL
No. of Total Area
Area (Sq.mt.) Description of space
Spaces (Sq.mt.)

12 52.0 MYP Classrooms 624.0

16 45.0 Senior School Classrooms 720.0

5 45.0 Foreign Language Rooms 225.0

2 120.0 Lecture Room 240.0

2 55.0 Learning Support Room and Store 110.0

1 80.0 Dress Design Room 80.0

1 80.0 Multimedia Learning Lab 80.0

2 65 Workshop Rooms 130.0

1 25.0 MYP Coordinator 25.0

1 25.0 IGCSE Coordinator 25.0

1 25.0 IB Coordinator 25.0

1 40.0 Dep. Hd. of Academics 40.0

1 25.0 Dep. Hd. of Pastoral Care 25.0

1 Conference Room

1 30.0 IT Office 30.0

1 24.0 FL Department 24.0

1 24.0 Language A Dept. 24.0

1 24.0 Humanities Dept. 24.0

1 24.0 Math Dept. 24.0

1 24.0 Sciences Dept. 24.0

1 132.0 Physics Lab with store room 132.0

1 132.0 Chemistry Lab with store room 132.0

1 132.0 Biology Lab with store room 132.0

2 25.0 Computer Room 50.0

1 440.0 Library (800 Pupils) 440.0

1 7.0 Pantry 7.0

1 7.0 Storage Room 7.0

2 13 Care Taker’s Work Area 26.0

- 9/100 Pupils Lockers (700 Students) 63.0

- 20/100 Pupils Wash Rooms 140.0

16 15 Drinking Fountains

1 10.0 Electrical Switch Room 10.0

1 6.0 Photocopy Room 6.0

Sub Total 3869

Internal Circulation @ 30% 1160.7

TOTAL 4804.7
 CREATIVE ARTS

No. of Total Area

Area (Sq.mt.) Description of space
Spaces (Sq.mt.)

1 120.0 Art Studio I 120.0

1 40.0 Art Studio II 40.0

1 70.0 Music Room 70.0

1 50.0 Drama Room 50.0

2 100.0 Language Lab 200.0

1 40.0 Publication Room 40.0

Sub-Total 520

Circulation @ 30% 157

Hod rm.

Supply Store

Lib.

Auditorium

1200 0.75/Stu Hall Space (1200 Pupils) 900.0

1 30.0 Stage Area 30.0

1 16.0 Backstage 16.0

2 16.0 Green Rooms 32.0

1 16.0 Storage Room 16.0

Sub Total 994

Internal Circulation @ 30% 298.2

TOTAL 1,969.2
 ADMINISTRATION

No. of Total Area

Area (Sq.mt.) Description of space
Spaces (Sq.mt.)

1 9.0 Reception 9.0

24.0 Waiting Area 24.0

1 40.0 Headmaster’s Office 40.0

1 20.0 Headmaster Secretary’s Office 20.0

1 7.0 Pantry 7.0

1 20.0 Accounts Office 20.0

1 20.0 Administration 20.0

1 20.0 Security Office 20.0

1 20.0 Office 20.0

1 64.0 Counsellor’s Office 64.0

1 3.3 Staff Washroom 3.3

1 3.3 Visitor’s Washroom 3.3

2 180 Examination Room 360

Sub Total 610.6

Internal Circulation @ 30% 183.18

TOTAL 793.78
 JUNIOR SCHOOL

No. Area (sq. mt.) Space Total Area (sq.mt)

12 65.0 Classrooms 624.0

5 65.0 Foreign Language Classrooms 325.0

1 195.0 Multi-Purpose hall 195.0

1 80.0 Conference Room 80.0

1 8.0 General Purpose Room Servery 8.0

1 20.0 P.E Equipment Store 20.0

1 13.0 WC Area (Multi-Purpose Hall) 13.0

1 100.0 Library (incl. storage) 100.0

1 25.0 Computer Room 25.0

1 131.75 Science Lab 131.75

1 10.0 Storage Room 10.0

2 13.4 Special Education Tuition Room

1 25.0 PYP Coordinator Office 25.0

1 76.0 Staff Room 76.0

1 5

2 20.0 Public Washrooms 40.0

7 0.929 Drinking Fountain 6.503

1 35.0 General Storage, incl safe, 35.0

cleaner
 1 2.0 Electrical Shaft 2.0

1 Plumbing Shaft

1 4.0 D.C.C 4.0

Stairs Space

Sub Total 1720.50

Internal Circulation @ 30% 516.15

TOTAL 2236.65

SPORTS COMPLEX

Sub-Division Area No. T.Area

Space

Physical Education
49 1 49
Room

Multi Purpose Hall 0.65 500 325

Gymnasium 405 1 405

Gymnastics 810 1 810

Boxing 259.21 1 259.21

Karate 225 1 225

Badminton Court 139.4 4 557.6

Chess,
Indoor Games Bowling, 0.4 1000 400
Carrom, Etc.

Shooting 192 1 192

Squash 62.4256 4 249.7024

 Olympic Size
1250 1 1250
Swimming Pool Pool

Kids Learning
210 1 210
Pool

Girls Changing
3 4 12
Area

Girls Toilets 1.815 4 7.26

Boys Changing
Area 3 4 12

Boys Toilets 1.815 4 7.26

Boys Urinals 0.929 4 3.716

Shower Area 2.15 8 17.2

1519.436

Circulation 30% 455.8308

1975.2668

RECREATION
1975.2668
ZONE
CHAPTER 5: DESIGN CONCEPT EVOLUTION
14. DESIGN CONCEPT
Annexure 1
Annexure 2
 15. REFERENCES

1. https://www.mayocollege.com/BH.html
2. https://mddaonline.in/images/pdf/ZONE3.pdf
3. https://mddaonline.in/images/pdf/MasterPlan_Ammended.pdf
4. https://en.climate-data.org/asia/india/uttarakhand/dehradun-3679/
5. http://www.sadadehradun.org.in/wp-content/uploads/2016/02/bye_laws.pdf
6. https://architecturelive.in/b-arch-thesis-neighbourhood-school-akshay-mirajkar-rachana-sansad-
academy-architecture/
7. https://www.devalt.org/images/L2_ProjectPdfs/Understanding_Waterflows_In_Dehradun_HBF.pdf?Oid=2
11
8. https://en.wikipedia.org/wiki/Dehradun
9. http://www.neighbourhoodinfo.co.in/city/Uttarakhand/Dehradun/Dehradun
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D
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FI
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CR FIE
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CC L
LV .5 m
SO

UT
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27

IN
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TR
+6
EN
E
IC
RV
SE
G
IN
RK
PA
DARY

T
IN/OU
ENTRY
SECON

K
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ATHLE
PRODUCED BY AN AUTODESK STUDENT VERSION
 PRODUCED BY AN AUTODESK STUDENT VERSION

CLASS RM. CLASS RM. CLASS RM. CLASS RM.

CLASS RM. CLASS RM. CLASS RM. CLASS RM.

CLASS RM. CLASS RM.

CLASS RM. CLASS RM.

MYP CO.

WASH RM. WASH RM.

WASH RM. WASH RM.

PRODUCED BY AN AUTODESK STUDENT VERSION

PRODUCED BY AN AUTODESK STUDENT VERSION

CLASS RM.
CLASS RM. CLASS RM. CLASS RM. CLASS RM. WASH RM.
CLASS RM.

CLASS RM. CLASS RM. CLASS RM. CLASS RM. WASH RM.

INTERACTIVE
A'
SP.

A ELECTRIC
PANEL RM.

PASTORAL HD.

STAFF RM. IT OFFICE

CLASS RM. CLASS RM.

STORAGE WASH. RM.

CLASS RM. CLASS RM. CLASS RM. CLASS RM.

CLASS RM. CLASS RM. CLASS RM.
ENTRANCE PANTRY ENTRANCE LOBBY HELP DESK ENTRANCE
LOBBY LOBBY
IB CO. RM. DEPUTY HD. CLASS RM. CLASS RM.
IGCSE CO. RM.

FIRST FLOOR
GROUND FLOOR

SECTIONAA'

SENIOR SCHOOL

PRODUCED BY AN AUTODESK STUDENT VERSION

 PRODUCED BY AN AUTODESK STUDENT VERSION

ART HALL 1 CREATIVE

ARTS LIB. LANGUAGE
LAB

DRAMA RM.
SUPPLY F.WASH M.WASH COMPUTER COMPUTER BIOLOGY
STORE LAB 1 LAB 2 LAB

RECORDING

PRODUCED BY AN AUTODESK STUDENT VERSION

RM.
PRODUCED BY AN AUTODESK STUDENT VERSION

EDITING
RM.
ART HALL 2 L I B R A RY

PUBLICATION MUSIC RM.

RM.

GROUND FLOOR

CHEMISTRY
ART HALL 1 LAB.

PERMANENT
MUSEUM 2
STORE F.WASH M.WASH HOD RM. MATH PHYSICS
LAB. LAB.

ART HALL 2
PERMANENT
MUSEUM 1
L I B R A RY

FIRST FLOOR

CREATIVE ARTS BLOCK

PRODUCED BY AN AUTODESK STUDENT VERSION

 PRODUCED BY AN AUTODESK STUDENT VERSION

1 2 3 4 5 6 7 8 9 10 11 12 13

PANTRY
3650 X1985
STORE
F.WASHR. 1890X M.WASHR.
2515X4085 1385 2515X4085 STORE
3650X1985

RECEPTION
CONFERENCE ROOM
+
17400X10600
WAITING LOBBY
9000X10600

STAIRCASE

UP
PORCH
+450 MM MULTIURPOSE HALL
UP DN 20000X31660

UP
STAIRCASE ST-TEACHER
MEETING RM.
3650X4085
LOBBY

COUNSELLING
DEPARTMENT
6000X10600

PRODUCED BY AN AUTODESK STUDENT VERSION

PRODUCED BY AN AUTODESK STUDENT VERSION

PANTRY
STORE
VISITORS ROOM F.WASHR. M.WASHR. 3650x1985
1890X
9000x4085 2515x4085 1385 2515x4085
STAFF. WASHR.
3650x1985

D
UP

GROUND FLOOR
1 2 3 4 5 6 7 8 9 10 11 12 13

GREEN
ROOF
STORE ACCOUNTS OFFICE OFFICE
F.WASHR. M.WASHR. MEETING OFF.
1890X 4035x4085 3980x4085 4035x4085
2515x4085 2515x4085 5000x4085
1385 BALCONY

STUDY
EXAMINATION 2885x2270
DEPARTMENT
9000x10600

STAIRCASE GREEN HM OFF.

SECURITY ADMIN SECRE. OFF.
ROOF 5000x4085
RM. 3980x4085 4035x4085
4035x4085

B
CORRIDOR

MULTIURPOSE
HALL
20000X31660

HALL 1
7385x19215
C
GREEN
CORRIDOR

ROOF

STAIRCASE

INTERACTIVE
SPACE

LOBBY HALL 2
19830X10600

INTERACTIVE
STORE SPACE
F.WASHR. 1890X M.WASHR.
2515x4085 1385 2515x4085
GREEN
ROOF
D

FIRST FLOOR

ADMIN BLOCK

PRODUCED BY AN AUTODESK STUDENT VERSION