Lighting in Landscape
Lighting in Landscape
Lighting in Landscape
SCHOOL GROUNDS
for
by
Client:
Strategic Asset Management Unit, Strategic Facilities Branch
Contributions by:
Strategy and Performance,
Office of Education Queensland
Queensland
Queensland
BACKGROUND ............................................................................................... 1
VISION ............................................................................................................. 2
REFERENCES .............................................................................................. 33
BACKGROUND
The Landscape Design Requirements relate to the Facilities Design Requirements for
Education Queensland School Facilities, including school Master Planning Requirements
and supplementary Ecologically Sustainable Development Requirements.
Research for this project has been limited to desktop study of relevant literature and
internet research. The revised requirements reflect the ‘Learnscapes’ concept and topical
environmental issues. These revised landscape design requirements are comprehensive.
However, consultation with schools and maintenance staff is advised to improve the
effectiveness and relevance of the requirements. Consultation with and advice from
teaching specialists with regard to preferred teaching techniques and new approaches in
learning is advised to support the design of external learning spaces.
This approach to the landscape design requirements is based on philosophy rather than
reliance on standards only. The design requirements are based on key principles which
apply to the design of external spaces for schools. Design requirements support the main
objectives and technical details for the implementation of the landscape design.
These requirements are applicable for new and redeveloped schools and will form part of
the project brief. The requirements are for use by Landscape Architects and other design
professionals.
For new landscape designs for Education Queensland’s schools, it is recommended that
Landscape Architects be consulted as expert designers. This should occur as early as
possible, preferably as part of the site selection team and prior to the location of building
envelopes. Integration of the design requirements with underlying philosophy of the
master plan is vital to ensure that the Department’s vision for school grounds can be
realised.
These landscape requirements are challenging because they apply to all types of public
schooling from preparatory and primary, to high schools and senior colleges. They apply
to urban, regional and rural areas in vastly different climatic zones ranging from
subtropical and tropical, to arid zones.
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LANDSCAPE DESIGN REQUIREMENTS FOR EDUCATION QUEENSLAND SCHOOL GROUNDS
VISION
KEY OBJECTIVES
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LANDSCAPE DESIGN REQUIREMENTS FOR EDUCATION QUEENSLAND SCHOOL GROUNDS
GUIDING PRINCIPLES
The four key principles which underpin the Landscape Design Requirements for school
grounds are Inclusiveness, Context and Character, Natural Environment and Flexibility
and Change.
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LANDSCAPE DESIGN REQUIREMENTS FOR EDUCATION QUEENSLAND SCHOOL GROUNDS
SECTION 1: INCLUSIVENESS
Inclusiveness, as one of the key guiding principles, incorporates a place for all, access for
all, participation and communication.
The school ground is a place for children/people of all ages and different social and
cultural backgrounds.
Consider gender equity and cultural background of the local and school
community in the design.
Consider how user groups will use and change their space. Consider moveable seating,
the use of the space for ball and other games.
Consider the use of cultural elements to foster integration of minority groups and promote
discussion about cultural differences. If required consult with a specialist.
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LANDSCAPE DESIGN REQUIREMENTS FOR EDUCATION QUEENSLAND SCHOOL GROUNDS
Participation
The school ground is a learning place for cooperative and social interaction and the
development of community spirit, and sense of pride and ownership.
Together with the school community, identify suitable projects for their involvement and
provide technical support. It is imperative to clearly identify project structure,
responsibilities, including scope, budget and maintenance to ensure a successful
outcome. The participation process must be open to all groups.
Communication
The school ground is a place for meeting, inviting communication and interaction between
students, teachers, parents and the local community.
There are different types of communication, such as talking, playing, relaxing and
celebrating. Besides using language, communication can be conveyed through body
language, eye contact, seeing and being able to be seen. The school ground should
provide the opportunity for all types of communication.
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LANDSCAPE DESIGN REQUIREMENTS FOR EDUCATION QUEENSLAND SCHOOL GROUNDS
It is important to provide age specific meeting areas where children and adolescents can
indulge in their preferred way of communication undisturbed. Age separation can be
achieved with planting or earth modelling. Communication between different age groups
should be possible and encouraged through easy permeability and visibility in the overall
space.
Space for retreat provides the opportunity for individuals to have time out or to talk
Hummocks have proven particularly popular as intimate communication space for small
groups of children.
Separate places where children can look out but believe they can not be seen will foster
communication through watching and observing. Small seating areas for 2 – 4 children
Large open areas are suitable for festivals and large gatherings. In particular,
adolescents need space where they can gather, be together and still have the opportunity
to play undisturbed if they wish. A pavilion or pergola covered area is popular for this
purpose.
Good visibility into the school grounds encourages interaction with neighbours and
surrounding community.
Ensure that external areas are easy to maintain, aiding good presentation.
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LANDSCAPE DESIGN REQUIREMENTS FOR EDUCATION QUEENSLAND SCHOOL GROUNDS
Children walking through the school ground want to be noticed by others and/or observe
others. This provides the opportunities to get to know each other or to simply be seen.
Good visibility of pathways and open areas provides the opportunity for individual skill
display such as dancing, skating or acting. Children and adolescents like to observe
others while sitting or lying down on grassed hills or elevated surfaces. It is easier to
observe things from the top.
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LANDSCAPE DESIGN REQUIREMENTS FOR EDUCATION QUEENSLAND SCHOOL GROUNDS
Context and character, as one of the key guiding principles, incorporates landscape
settings, outdoor learning, active play, quiet play and contemplation, presentation and
safety and security.
Landscape Settings
The landscape setting of the school ground is conducive to the contentment, wellbeing
and imagination of children and adults.
of Place’ which requires the designer to understand the environment and local
community. ‘Sense of Place’ can relate to the natural terrain, the built environment,
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LANDSCAPE DESIGN REQUIREMENTS FOR EDUCATION QUEENSLAND SCHOOL GROUNDS
A ‘Sense of Place’ maps the invisible landscape and gives the design depth and purpose
which can be interpreted in an obvious or subtle manner. The designed landscape
becomes part of the learning experience and connects the past, present and future. The
landscape experience needs to be memorable and unique. For example a strong planting
strategy could support the development of a site specific ‘Sense of Place’.
High use areas include main pedestrian routes, outdoor areas for meeting, eating,
teaching, play and contemplation. Relate the size, structure and characteristics of the
trees to shade requirements and the size of the space. Small to medium size trees are
best along pedestrian routes, larger trees are for larger spaces such as central school
spaces or areas adjacent to ovals or along the boundary.
Consider the density of shade, light requirements, sun angle and the ultimate size and
characteristics of a tree.
Consider suitable tree structure (lateral growth, more vertical leaves) for protection from
the westerly sun.
Locate seats and play structures under existing tree canopies wherever possible.
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LANDSCAPE DESIGN REQUIREMENTS FOR EDUCATION QUEENSLAND SCHOOL GROUNDS
Outdoor Learning
Consult with teachers and design outdoor areas according to teaching requirements.
Where possible incorporate new technology (wireless IT environment) and infrastructure
requirements.
Active Play
The school ground plays a very important role in the development of healthy children and
must compensate for structured indoor learning and the need of children to move and be
physically active.
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LANDSCAPE DESIGN REQUIREMENTS FOR EDUCATION QUEENSLAND SCHOOL GROUNDS
Obesity in children and adolescents can be a serious issue with many health and social
consequences that often continue into adulthood.
Consider how children of varying skill levels might use landscape elements for testing
and improving their motor skills.
• Make the environment fun. Hills and valleys can divide and link spaces, provide
opportunity for running up and down, rolling and playing games.
Wherever possible integrate off the shelf play equipment for climbing, balancing, spinning
and rotating. If required consult with expert consultants for play environments and
playground safety standards. Consult also Department of Education and the Arts
requirements for outdoor play environments, as may be revised.
Besides traditional benches, consider the use of moveable blocks of wood, rocks and
Consider earth modelling and soft materials such as grass and leaves to define spaces
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LANDSCAPE DESIGN REQUIREMENTS FOR EDUCATION QUEENSLAND SCHOOL GROUNDS
Consider a variety of textures, colours and materials that have a calming effect such as
water, vegetation and stone. Provide the opportunity for lying down on grass or timber
platforms.
Playground hummocks are popular places for socialising and resting in small groups.
Provide space for ‘being invisible’. These places are ideal for thinking, sharing secrets or
to study. A group of shrubs forming an enclosed space in the middle are ideal. It is
important that these ‘invisible’ spaces have many escape opportunities to avoid being
threatening.
Presentation
The school ground is an important area for presentation, expression and display of the
school’s image internally and externally.
The appearance of the school and the school grounds conveys the attitude and openness
of the school to the outside world. A friendly, well
maintained and welcoming school environment can
encourage visitors and interaction between school
and the local community.
It is important to understand the image each school wants to convey to the outside. This
requires consultation with the principal and school community. Reflect the desired image
in the design of external areas. For example, the school’s entry space is an important
meeting place before and after school for children and parents.
School access points should be treated like gateways to the school. A welcoming
environment, shade, shelter and seating for waiting and socialising should be made
available. This should be reflected in the design with an inviting character and plenty of
formal and informal seating. A roofed area is desirable to provide shelter from rain and
sun. A change in paving is desirable to indicate the entry to the school and to separate
vehicular and pedestrian traffic.
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LANDSCAPE DESIGN REQUIREMENTS FOR EDUCATION QUEENSLAND SCHOOL GROUNDS
A raised platform in an open space can be suitable for outdoor performances. In larger
schools, consider including amphitheatres which can double as assembly areas or
outdoor teaching areas.
Consider suitable elements to define and separate performance areas from other spaces.
The school ground provides a physical and social environment that reinforces positive
behaviour.
Growing awareness about how the physical environment can affect human behaviour has
been integrated into a knowledge-base known as Crime Prevention through
Environmental Design (CPTED). CPTED focuses on behaviour that is desirable and
provides a physical and social environment that will reinforce positive behaviour. Expert
advice should be sought when required.
This can be achieved by maximising legitimate use of the school ground, by careful
location of facilities and by planting which avoids hidden spaces and provides clear
visibility of spaces from different vantage points.
Ground cover plants and clean stemmed trees are
recommended to allow good visibility of all areas and
provide a sense of separation while being visible.
Plant maintenance is an important part of this
strategy.
Examples are entry gates, clearly defined access points, circulation routes and signage.
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LANDSCAPE DESIGN REQUIREMENTS FOR EDUCATION QUEENSLAND SCHOOL GROUNDS
Natural environment, as one of the key guiding principles, incorporates biodiversity, soil
conservation, microclimate and water resources.
Biodiversity
The school ground provides a place to learn about, experience and treasure the natural
world.
Biodiversity is the variety of life: the different plants, animals and micro-organisms, their
genes and the ecosystems of which they are a part. Australia is one of the most diverse
countries on the planet. It is home to more than one million species of plants and animals,
many of which are found nowhere else in the world. About 85 per cent of flowering plants,
84 per cent of mammals, more than 45 per cent of birds, and 89 per cent of inshore,
freshwater fish are unique to Australia.Since European settlement, almost 70 per cent of
all native vegetation has been removed or significantly modified, including the loss of
about 40 per cent of total forest area and 75 per cent of rainforest. (Australian
Government, Department of the Environment, Sport and Territories 1996, 23)
Environmental awareness has increased significantly in the past decade. However, most
of Australia’s population lives in the cities. The ponds, forests and creeks have become
harder to find or reach. It is easer to surf the Net, play video games, or cruise the mall. It
is easy to forget that we are biological beings. The best way to learn about the world
around us is to experience it first hand.
Provide a balance between proposed development and native flora and fauna
habitat.
Much lip service has been paid to sustainable development and the need for a balanced
integration of the natural world around us. A considered approach towards integration of
natural element and system into the built environment is required.
There can be few more pressing and critical goals for the future of humankind than to
ensure steady improvements in the quality of life for this and future generations, in a way
that respects our common heritage – the planet we live on … Education for sustainable
development is a life wide and lifelong endeavour which challenges individuals, institutions
and societies to view tomorrow as a day that belongs to all of us, or it will not belong to
anyone.
(United Nations Decade of Education for Sustainable Development, 2005–2014)
When students leave school, they should have an understanding of, and concern for
sustainable development
School grounds should be biologically connected to local wildlife corridors. In addition, the
use of endemic plants will increase the biodiversity of the area and appreciation of the
local natural environment.
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LANDSCAPE DESIGN REQUIREMENTS FOR EDUCATION QUEENSLAND SCHOOL GROUNDS
Soil Conservation
Cut and fill is often used to improve access, to provide useable outdoor spaces and to
reduce building costs. A balance of cut and fill is desirable to minimise the impact on the
environment, save on cartage to and from the site, reduce disturbance to the environment
and reduce construction costs.
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LANDSCAPE DESIGN REQUIREMENTS FOR EDUCATION QUEENSLAND SCHOOL GROUNDS
Soil erosion significantly reduces the ability of sustained plant growth. Soil erosion can be
caused by overuse and trampling pressure and which reduces air and water holding
capacity in the soil, which is essential for healthy plant growth. Consider proposed use of,
for example, a grassed oval and ensure that soil characteristics and use pressures are
adequately matched. Ensure adequate site drainage and adequate drainage properties of
topsoil and subsoil.
Microclimate
Trees have the ability to improve microclimatic conditions significantly by reducing heat,
wind and dust. In addition, shade from trees provides a more pleasurable experience and
contributes to the biodiversity and landscape setting. The type and quality of shade from
trees depends on the tree’s structure (upright versus spreading canopy) and size and
orientation of leaves. Research has shown that upright trees with vertical leaf structure
are more efficient in the protection from the westerly sun whereas trees with a spreading
canopy and horizontal leaf structure are more effective in sun protection between 11.00
AM to 3.00 PM.
Sealed areas have little room for biological processes and have no habitat value. They
concentrate water run off and, hence, require built drainage structures. Large sealed
areas minimise the quality of the landscape setting and experience. Sealed areas can, in
many circumstances, be replaced with stabilised gravel paving, grass ‘paving’ or porous
paving.
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LANDSCAPE DESIGN REQUIREMENTS FOR EDUCATION QUEENSLAND SCHOOL GROUNDS
Water Resources
This includes the collection of roof and stormwater for irrigation and cleaning. As part of
the design process investigate current and future water restrictions. If possible assist in
the applications for water grants and sponsorship. If
appropriate investigate bore water use.
Design for overland flow capture and make collected water available to school
ground vegetation.
Consider the use of Sensitive Urban Water Design Principles wherever possible. This
includes the use of swales and buffer strips, bio-retention swales, on-site infiltration, bio-
retention basins, sand filters, aquifer storage and recovery, ponds and lakes. Refer to
BCC Water Sensitive Urban Engineering Guidelines: Stormwater for general information
and construction details. Limit stormwater runoff volume using natural drainage paths and
infiltration basins.
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LANDSCAPE DESIGN REQUIREMENTS FOR EDUCATION QUEENSLAND SCHOOL GROUNDS
Improve water quality of stormwater prior to discharge into creeks and rivers.
Water improvement systems, such as planted or grassed swales, can produce ‘mini’
ecosystems which come to life when it rains. These
swales can trap sediments and contaminants and
significantly reduce pollutant discharge into creeks and
rivers. These natural looking stormwater drainage
systems add to the biodiversity, visual amenity and
recreation opportunity in the area.
http://iwww.qed.qld.gov.au/facilities/strategic/guidelines/environmental/watermana
gement-conservation.html
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LANDSCAPE DESIGN REQUIREMENTS FOR EDUCATION QUEENSLAND SCHOOL GROUNDS
Flexibility and change, as one of the key guiding principles, incorporates space
requirements, multi-use and multifunctionality.
Space Requirements
The school ground needs to be large enough to accommodate all required functions and
uses.
Investigation during the early planning phase of a project is needed to confirm the
adequacy and suitability of available open space.
2
Consider 10 m of outdoor open space per student.
Multi-use
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LANDSCAPE DESIGN REQUIREMENTS FOR EDUCATION QUEENSLAND SCHOOL GROUNDS
Consider the use of public parks and sporting facilities in the area by the school
community.
Multifunctionality
The school ground is a place designed with multifunctional spaces which can be used in
a flexible manner to accommodate the varying needs of the school community now and in
the future.
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LANDSCAPE DESIGN REQUIREMENTS FOR EDUCATION QUEENSLAND SCHOOL GROUNDS
The vision, objectives and guiding principles form the basis for subsequent school ground
planning and detailed landscape design. The school ground can be divided into the
following planning zones:
• Entry Zones
• Road Frontage Zones
• Active Zones
• Quiet/Study Zones
• Natural Zones
School zones give the general outline of the usage patterns within the school grounds
and how they relate to the built form and circulation routes. It should be noted that the
internal zones are not mutually exclusive and they all exhibit elements of multi-
functionality at differing levels. The list of elements should not be considered as
exhaustive.
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LANDSCAPE DESIGN REQUIREMENTS FOR EDUCATION QUEENSLAND SCHOOL GROUNDS
Entry Zones
The school entry is an important area for presentation, expression and display of the
school’s image internally and externally. For example, a friendly, well maintained and
welcoming school entry conveys openness and can encourage visitors and interaction.
Green edges can convey an environmentally conscientious school community.
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LANDSCAPE DESIGN REQUIREMENTS FOR EDUCATION QUEENSLAND SCHOOL GROUNDS
Presentation to the wider community occurs along all school boundaries. The school
ground should be marked by a well defined edge that allows visual interaction between
the school and local community. Road safety and traffic calming are important
considerations.
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LANDSCAPE DESIGN REQUIREMENTS FOR EDUCATION QUEENSLAND SCHOOL GROUNDS
Active Zones
Obesity in children and adolescents is a serious health issue. The school ground plays an
important role in the healthy development of our children. Active zones need to provide
adequately for the physical development of boys and girls and need to provide the
opportunity for controlled risk taking.
multipurpose courts, nets for cricket and softball practice, swimming pool
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LANDSCAPE DESIGN REQUIREMENTS FOR EDUCATION QUEENSLAND SCHOOL GROUNDS
Quiet/Study Zones
The quiet/study zones are the hub and centre of day-to-day outdoor school life. The
landscape setting is crucial to the contentment, wellbeing and imagination of students
and adults and creates a ‘Sense of Place’ and ownership for the school community.
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LANDSCAPE DESIGN REQUIREMENTS FOR EDUCATION QUEENSLAND SCHOOL GROUNDS
Natural Zones
The development of natural zones within the school grounds is beneficial for student’s
learning, creates a ‘Sense of Place’, provides a balance between the built environment
and fauna habitat place and, above all, can lead to a lifelong passion for nature.
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LANDSCAPE DESIGN REQUIREMENTS FOR EDUCATION QUEENSLAND SCHOOL GROUNDS
For the assistance of project design teams and schools undertaking landscape
developments, the following check list is to be applied to all projects to ensure
consistency with Education Queensland requirements and in project performance
outcomes.
In consultation with teaching staff, students and the school community prepare a
Landscape Master Plan while ensuring an integrated approach with School
Environmental Management Plan and other associated plans such as the Water
Management Plan.
The following strategies are to underpin the preparation of the Landscape Master Plan
and are to be addressed in accordance with EQ Facilities Design Requirements and
associated ESD Design Requirements:
Provide
• Appropriate play facilities for major age groups and sports facilities for formal
school sport activities as may be outlined in the project brief.
• Assembly area which is large enough to accommodate all students.
• Meeting spaces with different characteristics that vary in size.
• Landscape spaces with different characteristics (open to enclosed) for each of
the major age groups.
• Where achievable, adjacent outdoor learning spaces, particularly teaching areas
for
• Art
• Music
• Drama
• Natural science.
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LANDSCAPE DESIGN REQUIREMENTS FOR EDUCATION QUEENSLAND SCHOOL GROUNDS
Consider
• Retention of existing vegetation wherever possible.
• Improvement of existing topsoil where required.
Provide
• Adequate depth of topsoil for all planting and grassed areas.
• Planting plan including type, number and size of plants.
• High quality landscape settings.
• High quality lawns for ovals and play areas only.
• Mulch for all planting areas.
• Timber edging to separate planting and grassed areas.
Use
• Advanced trees where possible.
• Structurally sound trees only.
• Plants which are not poisonous.
• Local native plants wherever possible.
• Water wise plants.
• Trees for wayfinding and to create spatial definition.
• Trees to provide effective natural shading for major pedestrian routes and
Give preference to
• Mass planting areas for areas steeper than 1:4.
• Planting areas instead of using turf where appropriate.
Minimise
• Disturbances e.g. Noise with planting.
• High maintenance planting.
Ensure adequate depth of topsoil for all planting and grassed areas.
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LANDSCAPE DESIGN REQUIREMENTS FOR EDUCATION QUEENSLAND SCHOOL GROUNDS
Provide
• Multifunctional furniture and landscape structures wherever possible.
• Hard paving in heavy use areas.
Minimise
• Opportunity for graffiti and vandalism.
• Sealed areas.
Do not use
• CCA treated timber in landscape developments, retaining walls, seating or
fencing (refer to EQ Safety Alert and alternative products to CCA timber).
• Peanut shell mulch or other poisonous or irritant materials.
Maintenance Requirements
Provide
• A maintenance strategy/plan.
• List key maintenance tasks.
• Define quality and frequency of maintenance.
• Consider student and staff involvement.
• Document management structure for school grounds.
• Estimate recurrent maintenance tasks and recurrent cost.
Design
• For low maintenance
• Keep maintenance requirements close to nature.
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LANDSCAPE DESIGN REQUIREMENTS FOR EDUCATION QUEENSLAND SCHOOL GROUNDS
Such evaluations may be useful for posting landscape projects on school websites.
Where a school has produced an exemplar project, such details would provide valuable
case study information for the region and for application by other schools in Queensland.
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LANDSCAPE DESIGN REQUIREMENTS FOR EDUCATION QUEENSLAND SCHOOL GROUNDS
After the completion of major school ground projects please evaluate project outcomes and refer this completed
pro forma including a brief project history to your Regional Office for information, project evaluation and capture
via the Facilities Asset Management System (FAMS).
EDUCATION QUEENSLAND
PROJECT:
SCHOOL:
PRINCIPAL:
CONTACT:
Budget:
Sponsoship:
Time frame:
PERFORMANCE OUTCOME (Summarise outcomes and include where available related school website
information, awards and site plan)
Signed:Name:Date
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LANDSCAPE DESIGN REQUIREMENTS FOR EDUCATION QUEENSLAND SCHOOL GROUNDS
REFERENCES
The provided references are not exhaustive and are for general information only. Further
investigations and professional help should be sought where required.
Australian Standards
Building Code of Australia
Best Practice in Landscape Architecture and the building industry.
Local Planning Scheme (recommended planting list, preferred street tree planting etc)
EQ (Site) Master Planning Requirements
EQ Design Requirements for Education Queensland School Facilities – including design
supplements:
• EQ ESD Design Requirements
Websites
The following websites are not exhaustive but are recommended as information sources
on various landscape, plant and water management topics.
Department of Education and the Arts, Strategic Facilities intranet website on Water
Conservation and Management.
http://iwww.qed.qld.gov.au/facilities/strategic/guidelines/environmental/watermanagement
-conservation.html
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LANDSCAPE DESIGN REQUIREMENTS FOR EDUCATION QUEENSLAND SCHOOL GROUNDS
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LANDSCAPE DESIGN REQUIREMENTS FOR EDUCATION QUEENSLAND SCHOOL GROUNDS
For weeds see the fact sheets and information available from the ‘A to Z listing’ of
declared weeds of Queensland, http://www.nrm.qld.gov.au/pests/weeds/a z listing.html.
The site can also be used to aid in Pest Management Planning, for example, for foxes,
wild dogs and feral cats, and, non-invasive planting information.
The following list of books has been used as reference material to support the text for the
Landscape Design Requirements for Education Queensland Schools and is
recommended as further reading.
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LANDSCAPE DESIGN REQUIREMENTS FOR EDUCATION QUEENSLAND SCHOOL GROUNDS
Billimore, B., J. Brooke, R. Booth, and K. Funnell. 1990. The Outdoor Classroom:
Educational Use, Landscape Design and Management of School Grounds. London:
HMSO
Bowden, J. 1999. Living with the Environment in the Pine Rivers Shire. Brisbane: Pine
Rivers Shire Council.
Brisbane Forest Park Authority. 1988. Eucalyptus Forest Guide. The Gap, Q: Brisbane
Forest Park Administration Authority.
Buchanan, R.A. 1989. Bush Regeneration. Strathfield, NSW: Open Training and
Education Network, TAFE NSW.
Dannenmaier, M. 1994. Sticks, Stones, Water and Leaves. Landscape Australia 84 (10):
60-64.
Gifford, R. 1997. Environmental Psychology – Principles and Practice. Boston, US: Allyn
& Bacon.
Greenwood, J.S., G.P. Soulos, and N.D. Thomas. 1998. Undercover: Guidelines for
Shade Planning and Design. Sydney: NSW Cancer Council and NSW Health
Department.
rd
Kleinschmidt, H., A. Holland, and P. Simpson. 1996. Suburban Weeds. 3 ed. Brisbane:
The State of Queensland, Department of Primary Industries.
Lazarides, M., K. Cowley, and P. Hohnen. 1997. CSIRO Handbook of Australian Weeds.
Victoria: CSIRO Publishing.
Learnscapes. 2006. The School Learnscapes Trust, Philosophy & Objectives. Site
http://www.learnscapes.org/ (accessed May 2, 2006).
Lynch, K. 1960. The Image of the City. Cambridge, MA: MIT Press
Lynch, K. 1970. The Openness of Space. In Arts of the Environment, ed. G. Kepes., 108-
124. NY: George Braziller.
rd
Lynch, K. and G. Hack. 1988. Site Planning. 3 ed. Cambridge, MA: The MIT Press
Logan River Branch S.G.A.P. (Qld Region) Inc. 2002. Mangroves to Mountains: A Field
Guide to Native Plants of S.E. Queensland and N.E. New South Wales. Brisbane:
Copyright Publishing Co Pty Ltd.
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LANDSCAPE DESIGN REQUIREMENTS FOR EDUCATION QUEENSLAND SCHOOL GROUNDS
Mellauner, M. Dr. and L. Clees. 2004. School:FREE: Recommendations for the Design of
Schoolgrounds. Vienna: University of Natural Resources and Applied Life Sciences,
Vienna.
nd
Motloch, J.L. 2001. Introduction to Landscape Design. 2 ed. NY: John Wiley & Sons,
Inc.
NSW Department of Education and Training Properties Directorate. 1998. Sun Shade in
Schools. Sydney: Education Facilities Research Group.
nd
Robinson, N. 2004. The Planting Design Handbook. 2 ed. Harts, England: Ashgate
Publishing Limited.
Ryan, M. ed. 2003. Wild Plants of Greater Brisbane. Brisbane: Queensland Museum.
Sheat, L.G. and A.R. Beer. 1994. Giving pupils an effective voice in the design and use
of their school grounds. In, Breadtime & the School: Understanding & Changing
Playground Behaviour, eds. P. Blatchford & S. Sharp., 90-106. London, NY: Routledge.
Shepherd, R.C.H. 2004. Pretty but Poisonous: Plants Poisonous to People An Illustrated
Guide for Australia. Melbourne: R.G. and F.J. Richardson.
Shepherd, R.C.H., R.G. Richardson, and F.J. Richardson. 2001. Plants of Importance to
Australia – A Checklist. Victoria: R.G. and F.J. Richardson.
Stine, S. 1997. Landscapes for Learning: Creating Outdoor Environments for Children
and Youth. NY: John Wiley & Sons, Inc.
Stoneham, M., C. Earl, and L. Baldwin. Creating Shade at Public Facilities: Policy &
nd
Guidelines for Local Government. 2 ed. Site
http://www.health.qld.gov.au/phs/documents/shpu/20267.pdf (accessed March 20, 2006).
Taylor, A. How Schools are Redesigning their Space. In Designing Places for Learning,
ed. A. Meek., 67-76. Alexandria: Association for Supervision and Curriculum
Development.
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LANDSCAPE DESIGN REQUIREMENTS FOR EDUCATION QUEENSLAND SCHOOL GROUNDS
Thomas, G., J. Sim, and D. Poulton. 2001. Planting Design: an exploration of emerging
theoretical frameworks to support sustainable landscape design. Brisbane: Queensland
University of Technology.
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