Building Quality Standards Handbook

1.1 What is the Building Quality Standards Handbook?

The Building Quality Standards Handbook (BQSH) sets the minimum quality criteria for all Department of Education (DE) capital projects, including new construction, refurbishment and maintenance works. Its purpose is to assist architects and designers to create high-quality designs for school and early learning facilities across Victoria.

The BQSH uses early learning facilities as an umbrella term covering two facility sub-categories:

1. kindergartens, which include kindergarten on school sites (KOSS) and modular kindergartens for placement on or off school sites, and
2. early learning and childcare centres (ELCCs), which are government-owned and operated childcare facilities.

The BQSH reflects the considerable experience of the Victorian School Building Authority (VSBA) and DE, developed over the years from the delivery and subsequent evaluation of school building projects. It therefore allows those involved in the design of schools and early learning facilities to benefit from this experience and knowledge, and to thereby incorporate demonstrated best practice into building projects.

This handbook is reviewed at the beginning of every calendar year following consultation with a range of BQSH users. These annual reviews are informed by the experiences, observations and learnings of external stakeholders and DE staff involved in school and early learning infrastructure construction. Current consultants are able to raise any handbook questions or issues they may have through their VSBA project officer. VSBA staff members can do the same through the VSBA's Asset Management and Strategy’s Policy Unit.

1.2 Users of the document

The BQSH is primarily used by architects, designers and schools. Where the term ‘project consultants’ is used, it refers to architects and designers.

Secondary users include VSBA officers, regional offices, portfolio managers and school staff, who may use the BQSH for asset management and planning purposes.

1.3 Structure

The BQSH has six distinct sections. Each is to be read in conjunction with additional and external information referenced in each section, to build a complete understanding of the specific considerations for design of Victorian government schools.

The six sections are:

The handbook is appended by a glossary of acronyms and initialisms.

1.3.1 The writing style of specifications

All technical specifications have been written in a performance/output-format. This is to encourage project consultants to use their knowledge and expertise in meeting the requirements of the VSBA.

Specifications include at least one of the following four key parts.

Specification intent

The specification intent is a basic description of what the element/product is. This statement of intent in most cases will only be a sentence. It will be clear whether or not users need to read on.

Applicable standards

Standards (including international, national and industry standards) reflect best-practice. Where applicable, standards will be quoted in the specification, in which the design must follow.

The following is an example of a standard quoted in a technical specification:

All lighting must comply with and be installed in accordance with the relevant Australian standard:

Standards will only include reference to the number, rather than a specific version.

It is expected that the latest version of the standard will be adhered to.

As indicated in the standard example, project consultants are required to comply with all associated and necessary standards. The onus is on project consultants to identify any such standards. For the example above, the associated and necessary standard would be AS/NZS 3000: Electrical installations (known as the Australian/New Zealand Wiring Rules).

Performance requirements

Performance requirements are specific requirements of the element/product that need to be reflected in the design developed by project consultants. These requirements are presented as bulleted lists.

Hierarchy of requirements and departures

Experience has shown that some designs and products do not work in school environments. ‘Must’ and ‘should’ qualifiers seek to ensure that these products and designs are not used again, and those that work continue to be used.

BQSH Qualifier: 'must'

Definition: A ‘must’ requirement is critical for effective building operation, and/or required under other department policy (for instance, concerning safety, pedagogy or environmentally sustainable design).

How to vary a ‘must’ requirement: A request to vary a ‘must’ requirement must be submitted for endorsement on a Form 30 form with a costed, design team justification for the variation, based on safety and design, operational and maintenance considerations:

• in all design phases
• at tender documentation
• for approval at (delivery phase) design gateway/Planning Review Evaluation Panel (PREP) meetings.

BQSH Qualifier: 'should'

Definition: A ‘should’ requirement is the recommended method for achieving effective building operation, and/or compliance with other department policy (i.e. concerning safety, pedagogy or environmentally sustainable design).

How to vary a ‘should’ requirement: A request to vary a ‘should’ requirement must be submitted on a Form 30 form with a costed justification for the variation, based on safety and design, operational and maintenance considerations:

• in all design phases
• at tender documentation, and, at minimum,
• project design-level meetings.

BQSH Qualifier: 'where installed'

Definition: The phrase 'where installed' refers to design elements that are not mandatory (such as sensory rooms or vape detectors) and installed on a case-by-case basis. It is used when minimum quality criteria applies to these elements, for instance, for safety or system integration reasons.

1.4 Legislative hierarchy

All work on school sites is to be undertaken in accordance with relevant building and safety regulations, codes and standards. In particular, every effort has been made to ensure that the BQSH complies with the National Construction Code (NCC) and applicable Australian standards. All design, materials, workmanship, testing and commissioning must comply with the latest revision of the NCC and relevant standards and legislation.

As stated previously, the handbook allows project consultants to benefit from the VSBA and DE’s experience and knowledge. It is intended to complement, rather than duplicate, NCC requirements.

Where no guidance has been provided for a particular product, element or design, please refer to relevant building codes, standards and legislation for further details.

Designs should be based on National Construction Code Deemed to Satisfy provisions wherever possible. Where a performance solution must be sought, a whole of life cost assessment must be prepared with the performance solution. These must be approved by VSBA Project Delivery Managers.

1.5 Departmental and government procedures

Project consultants are required to adhere to all applicable VSBA, DE and government procedures and ensure that the requirements of each are reflected in the design and construction.

1.5.1 Project Management Framework

The Project Management Framework (PMF) provides schools and their communities, project managers, principal design consultants, cost managers and other consultants with the overall framework within which capital and maintenance projects must be delivered.

The PMF is to be used in the delivery of capital and maintenance projects with a value of more than $200,000. It is applicable to all school-led, partnership and VSBA-led projects.

1.5.2 Local Jobs First – Victorian Industry Participation Policy

The Local Jobs First Policy is comprised of the Victorian Industry Participation Policy (VIPP) and the Major Projects Skills Guarantee (MPSG). More information can be found at Local Jobs First.

The Local Jobs First – Victorian Industry Participation Policy (VIPP) ensures that small and medium-sized enterprises are given an opportunity to compete for government contracts valued over $1 million (if in regional Victoria) or over $3 million (in metropolitan Melbourne or across all of Victoria).

1.5.3 Local Jobs First – Major Projects Skills Guarantee

Under the Major Project Skills Guarantee, all publicly funded works contracts valued at $20 million or more must use Victorian apprentices, trainees or engineering cadets for at least 10% of the project’s total labour hours.

1.5.4 School infrastructure policies

The VSBA develops and reviews school infrastructure policies for use by Victorian government schools. These policies assist in delivering and maintaining a high-performing asset base that supports world-leading education and student outcomes for all Victorian government schools.

The VSBA takes a ‘whole-of-life-cycle’ approach to managing school infrastructure assets. Policies generally fall within four key asset life-cycle stages: ‘plan’, ‘build’, ‘manage’ and ‘dispose’. Policies are continually reviewed and developed to ensure the improvement of the operation and condition of Victoria’s government school infrastructure.

School infrastructure policies are on the DE Policy and Advisory Library, in the School Facilities and Infrastructure section.

1.5.5 School and early learning facilities area schedules

The required area allocation of each school is determined according to the type of school and its enrolments (both current and projected).

Based on these criteria, the VSBA’s facilities schedules detail the number and size of general and specialist spaces for teaching, non-teaching, staff work and amenity purposes to which a school is entitled.

Facilities schedules, which are available to DE staff and VSBA contractors, are used to determine built area for new schools or early learning facilities, capital and maintenance funding for existing schools, and are relevant to a number of VSBA programs – for example, the Modular Classrooms Program and Response Programs.

The Explanatory Brief for Facility Area Schedules, also known as the Design Guide, provides guidance on school types, the area types that comprise them as they are set out in facility area schedules, and the relationships between these areas. It is a companion document to the BQSH. The Guide can be accessed by current principal design consultants through the IPM platform.

Area schedules for early learning facilities are developed on a site-by-site basis because child place numbers, rooms and additional facility scope are determined by the NQF and contingent on agreed outcomes with third party partners and other strategic opportunities. The Early Childhood Strategy and Planning Unit prepares area schedules for each site prior to principal design consultant procurement. Indoor and outdoor space allocations in early learning facility design, including those in multi-storey buildings, must comply with the minimum requirements of the National Quality Framework (NQF) and the Children’s Services Act (CS Act). For further details, refer to Space Requirements for Early Childhood Services.

1.5.6 Shelter-in-place for schools in bushfire-prone areas

DE maintains a Bushfire-at-Risk Register (BARR) that identifies schools and early learning facilities considered to be at the highest risk of fire danger within bushfire-prone areas. Inclusion on this register is a trigger for pre-emptive closure or relocation. Details can be found on the Bushfire At-Risk Register (BARR) webpage.

An important aspect of emergency management planning for these schools is the designation of shelter-in-place. A shelter-in-place, or SIP, is a temporary shelter for staff and students from a potential or actual bushfire. The SIP’s design and location must take into account its bushfire attack level, and proportionately reduce the use of combustible materials, noting that a non-combustible material produces only a limited amount of heat and flame when exposed to temperatures of approximately 750°C, as per the tests outlined in AS 1530. It must also support the contingency of needing to leave the SIP and move to a secondary shelter location in the event of the SIP igniting.

Shelter-in-place is not designated with formal status by Emergency Management Victoria, nor does it provide the same bushfire protection as a fire refuge. A shelter-in-place is not intended to provide refuge to the wider community in the event of bushfire nor is it expected that the structure must survive a bushfire event.

2.1 Education vision and principles

Education is fundamental to the development of individuals, families and communities. A quality education is the foundation for a stronger and more resilient Victoria, in which everyone has the skills and knowledge they need to actively participate in and contribute to our rapidly changing economy and society.

The Department of Education (DE) leads the delivery of education and development services to children, young people and adults in Victoria. It does this directly through government schools and indirectly through the regulation and funding of early learning services, non-government schools and training programs.

DE’s Statement of Strategic Intent supports this mission:

2.1.1 Victorian public sector values

In pursuing the above mission and intent, DE is committed to upholding the Victorian public sector values in every aspect of its work, as follows:

All those involved in the execution of DE’s mission and intent – including colleagues and stakeholders – must uphold these values, and consider how the values can contribute to the completion of their task.

2.1.2 Outcome areas

DE uses rigorous processes to gauge the effect of its work on Victorians, and can readily identify progress and areas for improvement. DE has identified four key outcome areas under which it strives for excellence, in all projects and investments:

2.2 Education principles

Schools are required to create a positive climate for learning and wellbeing, generate a culture of high expectations and promote inclusion. DE is committed to providing education and support to all students, and will promote leading practices in the design of education facilities.

Project consultants must design and develop buildings that will support the achievement of the vision and values identified above. To assist in this task, four education principles have been identified that capture DE's vision and values.

The purpose of these principles is to ensure, as much as possible, the design of educational environments that are usable by everyone, without adaptation or specialised design.

Each of the four education principles has specific implications for the design of facilities at Victorian government schools. They are to be applied to all Victorian government school capital projects, including new and greenfield developments, new buildings in established areas, and upgrades to existing school infrastructure.

The four Education Principles are identified in Figure 1.

Underpinning these 4 design principles is the need to establish and enhance ‘Relationships’, both within the school and the wider community. This approach follows the VSBA’s policy of non-standardised design of Victorian government schools, which encourages innovation and school infrastructure to reflect the local context and each school’s educational rationale, community requirements and site-specific conditions.

High quality environments promote children's wellbeing and engagement, positive learning experiences and inclusive relationships. Physical learning environments must include both indoor and outdoor learning spaces that satisfy the key principles, including NQF indoor and outdoor requirements, such as:

• flexibility and accessibility
• a range of developmentally appropriate, open ended activities and sensory experiences
• an environment that is sustainable, fit for purpose and reflects the diversity of families within the local and broader community.

2.2.1 Learners, learning and wellbeing

Learners, learning and wellbeing are the core foci for all schools. School design should be centred on providing environments that enable educators and other support staff to support the development of young people – intellectually, emotionally, socially, physically and culturally. Relationships are also central to wellbeing and learning for both staff and students. Project consultants applying this principle should consider whether their work:

• promotes a learners and learning-centred approach to develop personal agency and empowerment
• helps students develop confidence as learners through active investigation, inquiry, social interaction and collaboration
• inspires creativity, curiosity, curation and critique
• encourages the development of a sense of identity
• develops critical and creative thinking, personal and social capability, ethical understanding and intercultural understanding
• enables learning anywhere, anytime, with anyone, by any means, through harnessing digital technologies
• provides opportunities and makes facilities available for community learning.

2.2.2 Schools are community hubs

Integrated facilities such gymnasiums, performing arts centres, health service consulting rooms, and libraries can foster greater community engagement and wellbeing and help schools develop partnerships with people, organisations and local services.

Project consultants applying this principle should aim to:

• promote a sense of community and belonging by promoting human connectedness
• encourage participation and engagement
• develop partnerships and foster networks of partners to break down barriers
• build community by encouraging participation, contribution and engagement in and by the community, at all levels
• express the identity, values and aspirations of the community.

2.2.3 Diversity is celebrated

Inclusive schools recognise and respond to the diverse needs of their students, including students with disability, from culturally and linguistically diverse backgrounds, international students, and LGBTIQ+ students. They accommodate different styles and rates of learning. School design should respect, welcome and honour the diversity of the school and wider community, and provide culturally safe environments for Aboriginal students. School design enables staff to work collaboratively towards providing every student with the individualised learning and wellbeing support they need to thrive. Project consultants applying this principle should aim to:

• ensure all learners will be included
• provide genuine choice for all learners.

In addition, please refer to the section 3.2 Universal design for more information.

2.2.4 A welcoming environment

Schools should be welcoming, safe, secure and stimulating environments. The entry of a school should distinguish it as a learning and wellbeing community, with accessible pathways and signage to help everyone feel welcome.

Project consultants applying this principle should aim to:

• promote positive social interaction
• ensure safety and security
• create aesthetically pleasing facilities
• provide a continuum of learning and recreation
• develop both the learners’ understanding of personal wellbeing, and their capacity to create personal wellbeing.

2.2.5 Early learning facilities

The Department of Education will be delivering new early learning facilities to provide additional infrastructure capacity to support the roll-out of Three and Four Year Old Kindergarten and the Best Start, Best Life program across Victoria. High quality learning is supported through the physical and social environments, and opportunities that early learning facilities provide.

2.3 Overview of curriculum and pedagogy requirements

Student learning is shaped and influenced by both curriculum and pedagogy. A curriculum defines what it is that students should learn, and the associated progression or continuum of learning. Complementing this, pedagogy describes the method and practice of how students will be taught and supported to learn.

This section provides insight to the core business of Victorian government schools. Project consultants should be aware of the latest Victorian curriculum, along with the teaching and learning methods practiced at the relevant school.

2.3.1 The Victorian school curriculum

The Victorian school curriculum sets out what all students learn in their schooling, as well as a supporting series of learning progressions to facilitate that learning. The Victorian Curriculum and Assessment Authority (VCAA) sets the Victorian school curriculum.

Project consultants must consider the range of subjects in the curriculum and the specialist facilities and equipment required.

Victorian curriculum F–10

The Victorian Curriculum F–10 sets out the knowledge, skills and attributes every student should learn during their first 11 years of schooling to become lifelong learners, confident individuals, active and informed citizens, and to make a successful transition from school to work, training or further education.

The learning areas and capabilities of the Victorian curriculum F–10 are set out below in Table 1.

Senior secondary programs

For students in Years 11 and 12, two types of senior secondary certificates may be pursued at schools:

• the Victorian Certificate of Education (VCE), and
• students can also undertake a Vocational Education Training (VET) program, for which they can receive credit towards the VCE.

Victorian Certificate of Education

The VCE is undertaken by students in Years 11 and 12, but can be started in Year 10. VCE is the certificate that the majority of students in Victoria receive on satisfactory completion of their secondary education. It provides a range of subjects to meet the needs of students. It provides pathways to further study at university or TAFE, or to employment.

There are about 90 VCE studies courses available across the Arts, Business Studies, English, Health and Physical Education, Humanities, Languages, Mathematics, Science, and Technology, as well as the extended investigation that is an independent research project.

The VCE Vocational Major (VM) is a vocational and applied learning program within the VCE designed to be completed over a minimum of two years. The VCE VM will give students greater choice and flexibility to pursue their strengths and interests and develop the skills and capabilities needed to succeed in further education, work and life.

It prepares students to move into apprenticeships, traineeships, further education and training, university (via non-ATAR pathways) or directly into the workforce.

The VCE Vocational Major has four main studies:

• VCE VM literacy
• VCE VM Numeracy
• VCE VM Personal and Development Skills
• VCE VM Work-Related Skills

Students should also complete 180 nominal hours of a VET program.

More information can be found at About the VCE Vocational Major on the VCAA website.

Victorian Pathways Certificate

The Victorian Pathways Certificate (VPC) is a Year 11 and 12 standards-based certificate that meets the needs of a smaller number of students who are not able or ready to complete the VCE (including the VCE Vocational Major). It provides an enriched curriculum and excellent support for students to develop the skills, capabilities and qualities for success in personal and civic life.

The VPC has four main studies:

• VPC Literacy
• VPC Numeracy
• VPC Work Related Skills
• VPC Personal Development Skills

More information can be found at About the VPC on the VCAA website.

2.3.2 Pedagogy requirements

While the content of the curriculum is mandated by the VCAA, how curriculum is taught is a matter for individual schools. Schools have flexibility in the design of their teaching and learning program. This enables schools to develop specialisations, and areas of expertise and innovation, while ensuring the mandated curriculum is delivered.

School teachers, as facilitators of learning, can apply a range of pedagogies according to subject matter to target improvements in student skills and competencies. Examples of pedagogical approaches include project-based learning, research-based learning, self-directed learning, team collaboration, constructivist learning and discipline speciality.

DE has identified pedagogical principles that have been used throughout Victorian government schools. The principles state that students learn best when:

• the learning environment is supportive and productive
• the learning environment promotes independence, interdependence and self-motivation
• students’ needs, backgrounds, perspectives and interests are reflected in the learning program
• students are challenged and supported to develop deep levels of thinking and application
• assessment practices are an integral part of teaching and learning
• learning connects strongly with communities and practice beyond the classroom.

Linking learning and teaching principles to pedagogy and building design

Pedagogical activities require specific spatial qualities to be effective. New spaces must be adaptable and support a variety of teaching and learning approaches, from ‘team teaching’ to one-on-one lessons, and encourage collaboration between students and teachers.

Table 2 illustrates the links between principles, approaches and activities undertaken by students, and their implications for school building design.

The principles, approach and design implications outlined in the following table apply to all pedagogical activities, namely: Delivery, Applying, Creating, Communicating, and Decision making.

2.3.3 Early learning education matters

Contemporary research shows that the early years of a child's life from birth to 8 years of age is the most critical period for brain development. A child's relationships, experiences and environment during these years create neural pathways that have a long-lasting influence on health, wellbeing, behaviour and learning. Nurturing relationships, social and emotional development of a child is vital to lifelong learning and setting them up for success in life.

The Victorian Early Years Learning and Development Framework (VEYLDF) adopts a comprehensive approach to children’s learning and development. The VEYLDF sets out outcomes and practices to guide early learning professionals in their work with all families and their young children from birth. Supporting children to progress toward these outcomes, in conjunction with their families, is the core of the VEYLDF.

The vision and purpose of the VEYLDF is to guide early learning professionals in a collective effort with families towards the achievements of the nationally agreed Early Years Learning Outcomes. Early learning facilities should be designed to support the following principles:

• Principle 1, Reflective practice: Creating environments where families and professionals who work in the setting can engage in critical reflection.
• Principle 2, Partnerships with families: Designed with children’s and family’s needs at the forefront and with consideration of local community priorities informed by local consultation.
• Principle 3, High expectations for every child: Spaces that support children’s agency, sense of capability, goals and aspirations for the future. Spaces that support play-based learning, avoiding locked in expectations about what children are capable of at a certain age or stage.
• Principle 4, Respectful relationships and responsive engagement: Spaces allow for creativity of learning and responsiveness to children’s changing interests and needs.
• Principle 5, Equity and diversity: Showcase First Nations perspective, cultural inclusion, safety and awareness. Spaces support all children to develop a sense of place, identity and a connection to the land and the natural world.
• Principle 6, Assessment for learning and development: Creating environments where children are comfortable, have opportunity to engage in everyday experiences, materials and equipment that interest them.
• Principle 7, Integrated teaching and learning: Spaces are designed to promote and enhance opportunities for integrated teaching and learning approaches to be embedded into the programming.
• Principle 8, Partnerships with professionals: Spaces that facilitate strong partnerships with professionals.

2.4 The role of infrastructure in effective education delivery

Effective school environments demand high-quality infrastructure that supports current models for teaching and learning. Well-designed school buildings create inspirational and engaging environments that foster creativity and a culture of learning and a supportive environment for wellbeing.

The infrastructure must embody the vision and principles of the school, where they have been articulated. Upon entering the school, the infrastructure should visually create a ‘sense of place’ that effectively indicates to users the function of each building. The school must be welcoming and accessible, and the infrastructure project should have a positive effect on students, teachers and the wider community.

Infrastructure must be functional for learning and supportive of wellbeing. A variety of different spaces are required, easily adapted and suited to a student base with a variety of physical, cognitive, socio-emotional and sensory abilities and diverse cultures, genders and abilities.

The infrastructure design should support current learning and teaching practices and the provision of health and wellbeing services. Learning spaces must be able to adapt to changing trends in technology and teaching over time. To promote effective educational delivery, infrastructure should enable, support and promote:

• student wellbeing as well as learning, including onsite provision of health services
• the full inclusion of all students, including Aboriginal and Torres Strait Islander students, students with disabilities, LGBTIQ+ students and students of diverse faith and community backgrounds
• personalised learning, the supports every student develop their learning from their actual rather than assumed current level of learning attainment
• the provision of culturally safe places and environments
• community access to and use of school infrastructure
• infrastructure that provides a safe and secure work environment for staff and a welcoming environment for families, carers and community members.

2.5 Current context: The Education State – Excellence in Every Classroom

The Education State articulates the Victorian Government’s vision for delivering excellence in every classroom, in every corner of the state. The Education State is an exciting vision for a bright future for Victoria. It was developed with input from Victorian students, families, teachers and school leaders, and is guided by five key priorities:

• Excellence in teaching and learning: Informed by the latest evidence, ensuring our dedicated teachers have the most effective teaching tools and support.
• Every student matters: We will ensure safe and welcoming environments – so teachers can do their best work, students can do their best learning, and every school offers a safe and respectful environment.
• Lifting secondary school student engagement and achievement: Strengthen engagement in secondary school, and continue to support every student to embark on a positive post-school pathway.
• Expand, support and recognise our school workforce: Continue to attract, retain and support a highly-skilled, diverse school workforce, including by reducing the administrative burden, delivering professional learning and supporting teaching wellbeing.
• Schools at the centre of communities: Build welcoming, world-class and modern schools, which meet the needs of local communities so every child can have access to a great local school.

These five key priorities are explored in more detail below. See also The Education State for more information.

To achieve this, the Victorian Government continues to make record levels of investment in education infrastructure. This means the VSBA has an ongoing program of new schools and upgrades, ensuring every community has a high-quality school.

All those involved in school infrastructure delivery, including consultants and architects, must deliver outcomes which meet these five key priorities.

Good design plays an essential role in enabling high-quality education environments that support the learning needs of every student and provide a quality workplace environment for teachers.

Successful school design effectively translates a school’s educational vision and philosophy into a set of integrated learning environments and support facilities. Reference is also made to specific site conditions, and the needs of the surrounding community.

This section sets out the principles and minimum requirements for planning school sites, taking into account modern school design, design elements and special accessibility factors.

3.1 Education vision and its impact on facility design

The vision for education in Victoria is articulated in Education vision and philosophy. All designs must support the achievement of this vision.

The education vision of the state, and its anticipated impact on educational facilities design, is translated into the following key principles for project consultants.

3.1.1 Local schools are accessible to all

Victorian government schools must be accessible and maximise inclusion of all members of a given community. Designs should facilitate accessibility in to, out of, and around school sites, with preference for pedestrian and non-motorised transport.

3.1.2 Recognition of First Nations culture in new facilities and major upgrades

First Nations cultural recognition in design

All VSBA-led new school and early learning facilities and significant school upgrades must recognise First Nations culture in line with the commitments in the Dhelk Wukang 2022–2026 Aboriginal Inclusion Plan and the VSBA’s public commitment to First Nations engagement.

All First Nations cultural design elements must be implemented in consultation with Traditional Owners, the Victorian Aboriginal Education Association Incorporation (VAEAI), Local Aboriginal Education Consultative Groups and Marrung Facilitators. There are no restrictions for cultural design, but the project team should be led by First Nations representatives, including Traditional Owners, about what is appropriate to include at the school or early learning facility and available project funding will ultimately determine its final scope. Before starting engagement, VAEAI must confirm the relevant First Nations representatives to include in the meetings. VSBA Communications leads the consultation for new schools in collaboration with the project team. Principal Design Consultants should review the VSBA’s public commitment to First Nations engagement for guidance on the engagement process. For guidance on the First Nations engagement process, contact VSBA Communications via vsba@education.vic.gov.au.

Aboriginal names for schools and early learning facilities

First Nations cultural design engagements for schools and kindergartens could include language requests, for example, for room names. However, engagement about naming entire schools or early learning facilities is not led by the VSBA.

Under the School and Campus Naming Policy, Aboriginal language names are preferred for all new government schools and campuses. Early Learning Victoria (ELV) has also made the same commitment for early learning childcare centre (ELCC) names. When choosing names for schools or ELCCs, Traditional Owners propose Aboriginal language names to ensure the accuracy of language and to support self-determination.

The Priorities Unit of the Operations and Governance Division coordinates the school naming process with Traditional Owner groups, while Early Learning Victoria (ELV) coordinates naming for ELCCs. For school naming queries, please contact the Priorities Unit at srs.priorities.unit@education.vic.gov.au.

3.1.3 Integrate facilities for students with disabilities

Victorian government schools provide choice for students with a disability. Architects and designers must support this, by creating designs that provide opportunities for interaction among students of all abilities, and allow for graduated levels of support, including room for aides and flexible spaces that are sensitive to the needs of all students.

The extent to which this is provided is dependent on the needs of each school community and must be determined in consultation with the school.

In addition, please refer to the 3.2 Universal design section on for more information.

3.1.4 Building for early learning

In 2022, the government announced the Best Start, Best Life early learning education reform with three new major initiatives:

• free kinder across the State
• a year of universal Pre-Prep for 4-year-olds, and for the first time,
• the Victorian government will establish and operate 50 childcare centres.

The Department will deliver a number of early learning facilities to provide additional infrastructure capacity to support the roll-out of Three and Four Year Old Kindergarten. Some early learning facilities will be delivered on new and existing government school sites.

The new infrastructure required to deliver on the government’s Best Start, Best Life and Pre-prep reforms will include long day care provision. The VSBA must be consulted for direction on long day care facility specifications.

The Government is committed to the benefits of integrating early learning into the wider government school system. New co-located early learning facilities can help make drop off time simpler for carers /parents, support smoother transitions between early learning and primary school, and may make early learning programs more accessible for some children.

The National Quality Framework (NQF) sets out the standards and legal obligations for approved service providers of early learning services across Australia. The National Quality Standards (NQS) sets out the benchmarks for early learning education and care, including the ways an early learning facility's environment is designed, equipped and organised to maximise children’s engagement and positive relationships.

Early Learning environments must comply with the National Quality Standard – Quality Area 3 – Physical Environment.

3.1.5 Victorian early learning reforms

The Victorian Government has made a commitment to overhaul early learning education and care in Victoria.

The Best Start, Best Life reforms are the most significant change to the Victorian early learning sector in a generation.

This includes:

• Free Kinder: all children in Victoria who are 3 and 4 years old can access Free Kinder
• Three-Year-Old Kindergarten: the roll-out of Three-Year-Old Kindergarten continues, with programs increasing to 15 hours a week across the state, providing Victorian children with 2 years of a quality kindergarten program before school
• Pre-Prep: Four-Year-Old Kindergarten in Victoria is in the process of changing to 'Pre-Prep'. This means that every 4-year-old child can go to a play-based learning program for 30 hours per week, and
• Early Learning and Childcare Centres: establishing 50 Victorian government-owned and operated early learning and childcare centres.

3.1.6 Design facilities that can adapt for changing purposes

School facilities must be capable of being used for different organisational and learning and wellbeing models (from group collaboration to individual reflection), without requiring significant modification. Architects and designers should consider that pedagogical approaches will evolve throughout the lifespan of the asset, and that facilities need to have the flexibility to ‘evolve’.

The expected lifespan of school facilities is a minimum of 30 years. Architects and designers should consider the lifespan of the infrastructure, and how the infrastructure can meet future community requirements without significant future capital investment. Designs must also support and cater for changes in technology that enhance the learning experience.

3.2 Universal design

The Victorian Government is committed to the concept of universal design and its application throughout Victorian government schools and early learning facilities, as per the whole of government Universal Design Policy. Universal design recognises that there is a wide spectrum of human abilities, including physical, perceptual and cognitive abilities. It affirms that buildings must create environments that ensure access and participation by all to the greatest extent possible. Designs must create environments that ensure access and participation by all.

Universal design principles should be applied across the design, development and delivery of a project, and is most effective when embedded in processes and applied early in the conceptualisation of a project.

Direct engagement with people with diverse abilities is encouraged on all projects from an early planning stage, larger projects should consider incorporating the views of people with disability, and co-design principles, at all stages of a project.

All architects, designers and project consultants engaged by the VSBA for new schools or early learning facilities, upgrades, and major maintenance projects, must demonstrate in each project planning and design milestone report how the seven universal design principles have been realised in the project design, namely:

• equitable use
• flexibility in use
• simple and intuitive use
• perceptible information
• tolerance for error
• low physical effort
• size and spaces for approach and use.

Each project must comply with the Access to Premises Standards and those parts of the AS 1428 suite of standards that are referenced in the National Construction Code or Premises Standards and, therefore, mandatory. All other parts of the AS 1428 should be considered in school design to achieve the best possible universal design outcomes.

Some standard design solutions for AS 1428 may not align with the operational objectives and Early Childhood Education and Care Legislative requirements for early learning facilities. This can create a conflict, and thus, consultants should highlight all AS 1428 conflicts through the departure process and solution rationale. Additionally, in such cases a DDA/Access consultant engagement is recommended for specialist insight and guidance. For more information, see the section on Hierarchy of requirements and departures (in 1.3.1 The writing style of specifications).

The VSBA acknowledges that the provisions required for compliance may overlap with legislative requirements. However, the execution of all seven universal design principles by project consultants should ensure that facilities are designed for a diverse student and staff base with varied needs and abilities.

A detailed description of each universal design principle and examples of its associated execution in the school or early learning contexts are provided in Table 3.

As part of the above, project consultants should adhere to the following:

• avoid design features that have unintended negative consequences for the accessibility of the school
• should not apply universal design in a way that puts students and staff at risk, including removing lines of sight or creating blind spots or hiding places
• create spaces that are non-threatening and non-distracting for students with cognitive disabilities, for instance, curvilinear lines in paths and buildings are often preferred by individuals with sensory disorders
• place items, such as light poles and bins, at regular intervals to provide sensory cues
• place essential facilities and specialist buildings on the ground floor and near the entry point to the school, easily accessible by all
• create footpath transitions from schools to public spaces by placing accessible pathways that extend beyond school grounds
• use reinforced ceiling support structures in selected spaces that can support rails for students requiring hoists, and contemplate added circulation in those selected spaces
• use noise-reduced mechanical hand drying options and appropriate acoustic measures in bathrooms, where they are installed in close proximity to learning and work spaces.

3.3 Master planning

Inter-connected design principles must be considered in the master planning process. These principles must not be considered in isolation, as there exists a fundamental inter-relationship between the three principles.

3.3.1 Urban context

Project consultants must ensure schools and early learning facilities complement their community, and eventually be a vital part of the community’s broader aims. This should be considered before the design process starts.

It is critical that vertical school facades represent an integrated response to the urban context. Overall designs should also promote connections to the outdoors and the broader community.

Urban context analysis

When undertaking a major school redevelopment, planning a new school, or a new early learning facility on a school site, project consultants must undertake an urban context analysis including the methodical investigation of the key features and characteristics of the site, its embedded urban fabric and associated opportunities and constraints.

The analysis should develop an understanding of:

• key elements of the existing and future proposed urban context and the nature of the surroundings beyond the site
• existing and future connections between the site and surroundings and the patterns of movement of pedestrians and vehicles
• existing patterns of built form on sites and surroundings, including heritage elements and characteristics that make it a unique place
• site topography, hard and soft landscape, and ecology.

The analysis should investigate the broader development aims of the local community. Background information such as the community’s demographics, growth statistics, history and culture, and strategic objectives, should be considered.

Where a new early learning facility is to be co-located on a school site, consideration must be given to the interface between the early learning facility’s children's outdoor play areas with an area of learning or play with primary school, to promote opportunities for connection and learning.

Urban design charter

Project consultants should include principles from the Victorian Government’s Urban Design Charter (shown in Table 4) in creating environments that are valued, functional and significant:

For more information on the Urban Design Charter, please visit the Urban Design Guidelines for Victoria webpage.

3.3.2 A sense of address and location

Project consultants must ensure Victorian government schools are inviting and well-positioned in their local community. The point of entry into the school should be clearly identified and all buildings should have reference to the locality where possible.

3.3.3 Entry and exit requirements

Access to school facilities must be prominent and easy to find, and clearly visible from the road. Additional points of access can be provided around school sites, aligned with points of pedestrian access, street parking, and the flow of vehicular traffic to the site. The minimum number of exits in multi-storey school and early learning infrastructure must comply with NCC D2D3 and NQF design considerations for emergency evacuation.

Early learning facilities co-located on school sites must have easy to find and accessible entry that is separate to the school entrance. There should only be one main entry/exit point into the early learning facility. Where the early learning building will have additional integrated community facilities (such as MCH and or community meeting room) or is integrated under the school roofline/building, alternative requirements for emergency and maintenance points are required.

For early learning facilities in multistorey and vertical buildings, exit numbers for each storey must comply with NCC D2D4 and D2D16 requirements. Also see section 3.3.7 Emergency exits for further information on emergency exits.

3.3.4 Site features and context

Designs should be optimised to take full advantage of a site’s natural and physical features including views, orientation and edges. Where possible, designs should integrate adjoining community developments. Buildings should project a sense of welcome, safety and accessibility, and be cohesive in architectural form and expression.

Orientation and location of outdoor learning spaces must be considered in the schematic design and masterplanning phases to maximise comfort and minimise seasonal impacts in these spaces.

The site design should also consider site drainage, flood overlays, and the sensitivity of the site surface and sub-surface drainage to regular maintenance.

Project consultants should ensure that the north facade of a proposed building is not overshadowed by other buildings to the north, and that the proposed building considers overshadowing to its south at equinox dates. Vertical school facades must be sympathetic to and integrate well with the urban context.

Shading diagrams should be prepared to accurately establish the extent of shadowing by adjoining features. This is to maximise natural light infiltration. Where the site contains trees that are locally-native, the site should be planned to retain those trees in healthy condition.

3.3.5 Site planning

In general, space planning in Victorian government schools must:

• establish a clear hierarchy of open space and with a ‘heart’ for the school. Open-plan and small-group areas should be purposefully arranged in accordance with the needs of teachers, students and curricula
• masterplanning must consider bespoke stick buildings and permanent modular construction solutions, with associated access
• locate spaces with opposing acoustic requirements as far apart as practicable
• consider positioning buildings near services and site access points
• consider the impact of certain school facilities (such as gymnasiums) on neighbouring properties
• develop a variety of outdoor spaces, scaled from larger gathering spaces to medium play spaces and smaller intimate areas, and an appropriate flow between indoor and outdoor space
• consider orientation and location of outdoor learning spaces to reduce seasonal impact and maximise comfort
• consider existing site conditions such as soil, rock, vegetation, flood levels, and contours when determining the location of buildings to maximise the use of existing vegetation
• encourage relationships between activities, their compatibility and flexibility. This should include consideration of:
  • the position of multi-purpose/physical education facilities relative to ovals, hard courts and car parks
  • the position of administration facilities to car parks and main school entries
  • the central location of toilet facilities.
• support relationships between subsections of the school by considering:
  • junior/middle/senior school organisation
  • general purpose/specialist facilities
  • departments/faculties
  • indoor and outdoor learning spaces
  • the early learning facility, where applicable.

Toilet facilities are to be evenly distributed across the school site, ensuring sufficient supervised accessibility during break times. Toilets should be located in close proximity to learning areas (ideally adjacent to Prep learning areas) and gymnasiums, so that students and staff can use them during learning activities with minimal interruption.

Where an early learning facility is designed on a school site, specific considerations should include:

• northern orientation for indoor and outdoor play spaces
• facility to be directly accessible from the street
• regular shaped building to support supervision
• strong connection with the to/interface with school facilities
• if car parking is included direct access to the early learning facility entry.

A waste disposal area on the site must be provided and sized to accommodate waste and recyclables materials, to be collected and stored before collection. This area should be screened, contained and located as close as possible to the street boundary of a site, and be as visually discreet as possible.

A separate waste disposal area (minimum 8m2) is to be located within the footprint of any early learning facility.

In terms of access, the waste disposal area should:

• provide adequate space for waste collection trucks to enter, manoeuvre and leave the site travelling forward
• include a pavement design suitable for the applied loads.

3.3.6 Integration of shared facilities

In many circumstances, school buildings can be shared with the community and provide spaces for vital community functions. The co-location of community facilities in schools is encouraged. This could include shared use of library facilities, sporting facilities, meeting spaces, performance spaces, co-location of early learning facilities, and before and after-school programs on school grounds.

Project consultants must:

• maximise links and interactions between community facilities and open spaces adjacent to school sites, to support the cultural, economic and environmental wellbeing of communities
• consider the impact of after-hours use on the surrounding community (including visitor numbers and traffic) and overall security of the school site
• consider security to identify the best entry point to community-shared facilities (either shared with the main entry or from a clearly defined separate entry)
• locate community-use buildings near car parking
• allow for sub-metering of utilities so user-pays principles can be applied.

Where an early learning facility is to be integrated into the school facilities, consideration should be given to shared use of (school and early learning) administration, meeting and staff breakout spaces, and the creation of gathering areas for parents and carers close to the early learning facility’s entrance. 'Integration' of early learning services within school buildings (under the same roofline) differs from co-location of early learning facilities on school site where typically there is limited shared facilities or amenities under the same roofline, due to separate governance and operational arrangements. In these instances, the design should ensure that the early learning facility, in which NQF requirements always apply, has a clear service approval area to meet early learning education and care regulations distinct from the school community use areas.

Designs must mitigate against risks that are specific to multi-use sites, where relevant, including:

• building and site access and security allow only authorised people in and out of the premises and spaces not shared by adjacent entities
• the design minimises risks of children being able to exit independently and unsupervised, e.g. coded doors and capture gates
• entrances/exits are designed to allow appropriate monitoring by staff and avoid potential congestion points that could block sightlines in shared spaces, and
• external exits do not lead directly to unsafe areas (such as roads) without additional safety measures, i.e. secondary barriers, surveillance technology.

3.3.7 Emergency exits

Emergency exits must be accessible and visible. Signage must comply with the relevant legislative requirements, Australian standards, NCC E4D8 (if the exit sign is photoluminescent), and requirements for fire safety certification. Please refer to Emergency and exit lighting for detailed criteria.

Project consultants must work with schools to develop an emergency evacuation diagram. The emergency evacuation diagram must be designed and permanently installed in accordance with AS 3745. Further information can be found on the Emergency and Critical Incident Management Planning webpage on the DE website.

If stairs are provided, they must have a dual function — allowing for both general school / early learning movement and use, and for evacuation in emergencies. Fire and smoke isolated doors must include a viewing panel, where this can be supported by required fire resistance level (FRL).

Consultants must ensure all emergency egress' in early learning facilities is designed in accordance with the National Quality Framework and the National Construction Code. Early learning facility exits must not lead directly onto busy roads.

3.3.8 Site circulation

Schools must be designed with safe, equitable and dignified access for all students, staff and the broader community, and must comply with all applicable accessibility and amenity requirements stipulated in the NCC.

The main entrance of school facilities should:

• be prominent, clearly visible, well-orientated, well-sized, intuitive and easy to find by pedestrians entering the facilities
• be easily accessible from the car-parking area
• include protection from the weather at the entrance to the main door
• provide clear separation between vehicular traffic and pedestrian movement, and
• where an early learning facility includes a car park and vehicular thoroughfares, consideration must be made to younger children and carers/parents with prams as they are more vulnerable to high risk vehicular movement.

Onsite roads and vehicular access must be kept to a minimum, while ensuring ease of parking and access to the main entrance doors. The expected flow of vehicular traffic to school sites from surrounding main and connector roads should be minimised.

Pedestrian routes must take priority over vehicular ones. Where routes intersect, the priority for pedestrians must be emphasised. Footpaths must be designed with safe and direct access in mind.

3.3.9 Wayfinding and signage

Signage and inherent wayfinding should:

• assist users and visitors to orientate themselves with a site, and to navigate from place to place
• incorporate inherent wayfinding solutions into the design to direct staff, students, visitors and guests
• avoid overuse of signage and repetition of information
• be easily read by seated and standing readers
• fonts, type size and colour contrast selected for easy reading
• comply with the NCC, universal design principles and other statutory requirements, including provision of evacuation diagrams and occupancy permits
• include signage for room names and numbers
• internal and external wayfinding
• building identification
• allow for structural engineering for external signs, as required
• be vandal-proof, informative, stylistically consistent and directional.

Illuminated signage should be minimised, but where necessary must not be obtrusive and must be time controlled. Traffic control measures must be provided, with appropriate signage, so users and visitors clearly understand how they must proceed and where they should go.

See guidance for all gender toilet signage in the section Toilet facilities (in 5.3.11 Plumbing fixtures).

3.3.10 Pedestrian access

Pedestrian paths and networks must:

• follow the intuitive and logical way through the site, enabling students, staff and others to travel efficiently
• provide all users with a safe, functional and direct means of access from boundary entrances to and around buildings on the site, and to external functional and play areas. (All points of access and egress must be clearly defined, identifiable and easily located.)
• be able to move users from entrances to the site and from places such as car parking areas, while avoiding the use of footpaths that cross vehicle pavements where possible
• include crossings where footpaths cross paths of vehicle movement
• include a concrete footpath to the entrances of all buildings
• consider the planned placement of portable or permanent modular buildings.

For information on pedestrian paths, please refer to 5.1 Landscape architecture.

3.3.11 Vehicle access

Consideration should be given to a single point of vehicle entry/exit into any staff car-parking area. Where car parking is provided for an early learning facility, and site conditions allow, the car park should be separate from the school car parking area and provide direct access to the early learning facility’s entry. Carparks and access roads near the early learning site must include effective carpark design considerations to ensure the safety of young children and parents, and minimise and control associated safety risks. The early learning Regulatory Authority will examine these safety risks, including unprotected vehicle access, the possibility of vehicles entering outdoor areas adjacent to the carpark, and unsafe car manoeuvres (such as reversing) near entrances. Physical barriers (e.g., bollards), natural elements like plants and garden beds, or appropriate signage and labelled systems can be used to adequately control the aforementioned safety risks.

Consideration should also be given when planning site facilities for access by and circulation of emergency vehicles, as per the relevant Australian standards and authority guidelines.

Access for delivery vehicles may be incorporated into the staff car park, where staff parking is provided. Delivery vehicles require access as close as possible to relevant areas, such as the canteen and administration and technology areas. However, direct access to these areas is not mandatory on regular size campuses: the trolleying of equipment and goods over short distances is acceptable. Whereas, cross campus access roads must be provided to very large school campuses, particularly regional ones, that receive regular large deliveries which need to be distributed across the campus.

Turning areas, hard standing areas and car parking must be designed to provide a safe, robust and long-lasting construction suitable for their purpose.

3.3.12 Alternative transport access

Project consultants should focus on encouraging access to the site by non-motorised forms of transport. This can be achieved by considered use of footpaths and bicycle paths, bicycle parking, and links to public transport.

Project consultants should also reference closely the surrounding street network and its traffic management infrastructure. Safe vehicular access to school sites is required, but disruption to surrounding traffic movement should be minimised. If possible, student drop-off and pick-up areas should be located a short distance from the school site to facilitate safe pedestrian and bicycle access.

3.3.13 Provision of car parking

The Victorian Government is not required to provide staff car parking at schools. The VSBA decides whether car parking will be provided.

Where car parking is to be provided, it must:

• be designed with minimal intrusion
• minimise the extent of access roads
• ensure points of access are kept clear of intersections, pedestrian crossings, curves and other locations where turning traffic impacts on safe traffic movement
• have appropriate paving, kerbs and marking
• be readily accessible to the main facility and staff work areas, and separate from student play and circulation areas
• have provision for accessible parking in the staff areas, with easy, unhindered access to the front entrance of the site (a minimum of one accessible parking bay should be provided)
• carefully consider the layout of pedestrian and vehicular access and movement routes and minimise unnecessary vehicle movement onsite
• avoid crossing vehicle pavements where possible
• ensure any pedestrian routes are clearly marked and provided with sufficient separation from vehicles.

Where site conditions allow early learning facility car-parking for parents/carers accompanying children to sign them in and out of the early learning facility, the car park should be separate from school staff car parking and provide direct access to the early learning facility’s entry. In addition, please refer to the section on Car park design (in 5.1.3 Hard landscaping and indoor sports courts) for further information.

3.3.14 Provision of bus parking

Onsite bus access, short-term parking and covered drop-off and pick up facilities must be provided close to entry/administration areas at special schools, special developmental schools and supported inclusion schools to allow for safe boarding and alighting. Bus facilities must be designed in accordance with the Disability Standards for Accessible Public Transport (2002) and the schools requirements. In designating a bus zone, it is important that access roads and student bicycle and pedestrian paths are well considered and do not create unnecessary or preventable risk. Suitable access roads must be provided and buses should not be required to reverse on school grounds.

All bus parking facilities, including turning circles, must:

• ensure that all useable doors of the bus can be aligned parallel to the kerb and can accommodate appropriate DDA access in line with the relevant VicRoads, Austroads and other statutory requirements
• be designed for the range of bus sizes operated at each school
• designs should consider the size of the bus or buses used at the school. (The maximum bus size used is a 57-seat bus.)
• ensure that any entry and exit gates and roads allow 3,500mm to accommodate bus or emergency vehicles.

Table 5 lists the indicative dimensions of a 57-seat school bus as a guide.

3.3.15 Access for emergency vehicles

The design must facilitate access for emergency vehicles to all buildings and areas of the facilities as per NCC C3D4 and C3D5, and for designated bushfire prone areas as per NCC S43C14 Vehicular Access performance requirements. In particular, access must be provided to first aid rooms, hard courts and sports ovals, and shelter in-place buildings while minimising the length of onsite roads. Hard court gates should be a minimum 3,000mm width to accommodate ambulances. All accessways must provide a minimum trafficable width of 3.5m and be clear of encroachments to a height of 4m from the ground.

The Master Plan provision of access for emergency vehicles must be considered carefully in the context of site parking, student hard play areas, and zones where portable or permanent modular buildings are to be placed.

3.3.16 Vertical school and early learning facility planning

A vertical school is a school that is, in part or entirely, comprised of buildings that are four or more storeys high.

Vertical school design differs from traditional school design in a number of ways. In some respects, it requires building more on less land, as well as greater optimisation of the surrounding urban fabric.

While traditional school and early learning facilities can have classrooms off circulation spaces, vertical schools are more often designed around a central atrium or circulation volume. These central spaces can effectively operate as the school’s ‘heart’ or gathering space, while connecting vertical levels. They can also provide multi-purpose spaces and make surrounding learning spaces more visible.

Further, vertical school and early learning facility design must satisfy the following criteria:

• be planned and engineered to accommodate planned growth, i.e. spatial planning and engineering allowances enable anticipated expansion in accordance with the master plan
• design and circulation strategies must minimise student need to move between floors during a school day i.e. be based on cluster/learning communities
• distribute amenities (such as toilets and water fountains) appropriately and equitably on each floor
• mass timber or substantial laminated timber construction must not be used on vertical schools (i.e. buildings of four or more storeys) or a school campus valued at $100M or more
• the façade must be robust, commercial grade, require minimal maintenance and, critically integrate with the surrounding urban context
• generally, promote a sense of connection to the outdoors and the broader community from internal spaces, no matter where students or children are in the building, while preserving neighbour privacy
• not comprise a proliferation of small, separate spaces that create supervision and site cohesion issues and be integrated across the building and site
• early consideration of integrated design of appropriately scaled circulation and plant space for services (greater than in non-vertical schools)
• in the case of vertical schools that include primary schools or early learning facilities, satisfy fire safety and emergency evacuation requirements set out in the NCC and the National Quality Framework
• where an early learning facility is located above ground floor, there must be sufficient outdoor space and access to natural environment on the same floor as education and play spaces
• where early learning facilities are located above ground floor, lift access and operation arrangements must differ for at least one lift i.e. lift capacity should accommodate efficient, mechanical transport of small children and carers/parents in larger groups and not require key passes, additionally
• early learning designated lift/s must have capture gates, and this must not impede the DDA-compliance of surrounding circulation spaces
• follow a well-considered Circulation Strategy
• planned access for maintenance needs to be well considered and implemented, particularly for scissor lifts and anchor points.

3.4 Landscape planning

Landscape design (soft and hard) is an essential aspect of every school design and must be integrated with built environment design. Landscape design must be undertaken by an experienced landscape designer or professional landscape architect with current registration from the Australian Institute of Landscape Architects. Landscape architecture must form part of the overall site design. Studies have repeatedly demonstrated that urban greening improves people’s health and wellbeing and improves air quality in cities and towns.

Landscaped spaces within school environments should facilitate enjoyment of and learning about the natural environment and offer shade and shelter from extreme weather and include functional and durable seating and equipment as required.

Considerable research has shown that urban greening makes people feel happier and healthier and improves air quality in cities and towns.

Project consultants must adequately plan for the full utilisation of the surrounding landscape. Design should instil students with an appreciation for the natural environment, which can contribute to their physical and mental development.

In general, landscape planning in Victorian government schools must satisfy the following:

• establish a hierarchy of open space(s) to provide functional, adaptable and durable landscapes, to support positive learning environments
• conserve and respect the natural vegetation, topography, ecology and heritage of the site, by:
  • maximising tree and vegetation retention
  • minimising tree and vegetation removal and disturbance
  • protecting existing trees and vegetation during construction works
• comply with any obligations set out in a Statements of Planning Policy (SPP) concerning landscape or vegetation on the site that has been identified as unique/distinctive/significant under the Planning and Environment Act
• building footings must be designed to be strong and solid enough to withstand root penetration of future trees
• trees planted near a building must be in accordance with geotechnical engineer recommendations and
• must not exceed the height of that building and, therefore, obstruct solar panels that are installed or may be installed in the future (in accordance with the Solar Performance Specifications included in the Sustainable Facilities Policy)
• when planting large trees, or those that will become large, near existing buildings consider planting species whose root spread does not exceed three times their height at maturity
• maximise diverse multi-storey planting on new or reinstated planting areas, where possible
• enhance urban ecology outcomes within the school land, in accordance with the sustainability requirements.
• consider the main entry points, nodes, linkages and gateways for students and the local community
• develop spaces between buildings that foster various modes of recreation, gathering and socialising
• consider age-specific learning and play settings
• integrate seating areas and nooks within the building perimeter to form outdoor gathering areas
• consider how deck and ramp areas can also incorporate in-built furniture and other opportunities for play
• consider the interface between the built form and landscape, and how the building form can define/imply outdoor gathering areas
• have a consistent design intent between the architecture and the landscape
• demonstrate sustainable land management practices and landscape design that reflects the indigenous history, culture and knowledge of the area, where possible and viable in the contemporary context
• provide high-quality furniture configurations of durable, fit-for-purpose materials, that support outdoor teaching and offer an integrated solution
• integrate interpretive and educational opportunities within the landscape to facilitate active and passive outdoor learning
• consider the requirement for ongoing maintenance of outdoor areas, and minimise seasonal impacts
• ensure that the main structure planting is introduced as early as possible to provide identity, enclosure and shade to outdoor spaces
• consider the specific needs of each different school type and student cohort
• mitigate prevailing winds
• provide safe learning places, where required
• provide direction and uniformity, reducing stress and anxiety in children
• reduce sun exposure
• deliver ‘spatial experiences’ within the landscape
• where possible, enable views of nature and maximise existing features such as mature trees
• consider inclusion of external play/ adventures equipment and/or sensory gardens suitable to the school pedagogy
• make reasonable effort to retain existing trees and landscape, with reference to the local planning scheme.

Noting that under the Agriculture Legislation Amendment Bill 2022 to the Catchment and Land Protection Act 1994 (Vic), it is an offense in Victoria to plant or propagate noxious weeds, seeds of noxious weeds or parts of noxious weeds that are capable of growing, without a permit.

Specific regulations and spatial requirements apply to outdoor spaces in early learning facilities, including:

• additional safety measures, such as fencing or barriers, must be installed for early learning facility sites close to potential natural water hazards or swimming pools
• as for schools, a qualified landscape designer must be consulted to design all aspects of the outdoor areas of early learning facilities to ensure regulations can be achieved
• outdoor spaces must be enclosed by AS1926.1-compliant fencing / barriers that are, minimum, 1,800mm high and of a design that children cannot go through, climb over or under, or create entrapments. Fencing should not be climbable in its own right or via items (such as outdoor air conditioning condenser units or yarning circle logs) within 1,000mm that children could use to scale
• storage sheds, trees and play equipment such as cubby house should not be placed within 1,000mm of a perimeter fence line, care must be taken to ensure equipment or landscaping elements do not create footholds onto and over the fence
• sandpits with minimum depth of 400mm are provided
• grated stormwater pits are fitted with heel safe lids or mesh covering to avoid finger entrapment
• provide suitable maintenance gates.

The execution of landscape architecture is described in 5.1 Landscape architecture.

Vertical schools

Vertical school design (four or more levels) must incorporate outdoor learning and recreation areas that help to maintain a connection to the outdoors and broader community. It is essential that these spaces are well integrated into the overall school design.

Netting must be provided in rooftop recreational outdoor spaces to stop balls of varying dimensions and other objects from going over the edge and falling. All outdoor furniture must be bolted down.

Vertical schools should, generally, have fewer and larger outdoor gathering spaces that can be supervised with minimal staff, rather than smaller, separate outdoor spaces requiring more staff.

External fencing must be two metres high and non-scalable around early learning facilities located above ground level.

See 5.1.4 External equipment for a summary of irrigation system requirements in multi-storey early learning facilities and schools.

Existing trees and vegetation

Existing trees and vegetation within school and early learning facility grounds provide important amenity, habitat and environmental services, therefore, removal and disturbance should be minimised.

New works must develop and implement measures to avoid and minimise, to the extent practicable, impacts on native vegetation and fauna habitat through detailed design and construction, including:

• minimising footprint and surface disturbance to areas of vegetation.
• maximise retention of mature trees, planted and remnant native trees and remnant vegetation, particularly large amenity trees (greater than 30 cm diameter at breast height (DBH)) that contribute to faunal habitat.

Tree retention must be maximised so far as reasonably practicable through detailed design and selection of construction methods to minimise canopy loss.

Tree and plant selection

Landscape design and plant selection must be undertaken by a qualified landscape designer¹ or AILA Registered Landscape Architect. The information below provides a starting point for designers and a check list for VSBA Delivery Managers to ensure that plants selected for schools or early learning facilities will contribute positively to the school environment and reduce the risk of harm to school assets and communities.

Plant characteristics to be avoided in plant selection:

• medium to high probability of limb drop in local environmental conditions
• poisonous flowers, fruit or seeds
• trees that attract vermin or create excess litter that must be maintained by the school or early learning facility
• thorns or spikes
• invasive growth or root systems
• attracts a high number of bees or wasps
• deciduous species in constrained or difficult to access areas
• species that will grow to a size that will block safe sight lines (where relevant) species listed on the advisory list of environmental weeds in Victoria (Victorian Government Department of Environment, Land, Water and Planning 2018)²
• short-lived (< 40 years lifespan) tree species
• susceptible to diseases and infestation

Project consultants should consider how trees will affect sites when they reach maturity, including by selecting species with drip-lines that will not ultimately encroach the building footprint. Tree species selections, associations and arrangements should be in accordance with Arboricultural requirements.

Plant performance characteristics for consideration in plant selection include:

• contributes positively to school or early learning environment
• tree stock should be selected in accordance with AS2303 – Tree stock for landscape use
• trees that provide good shade coverage
• appropriate to changing climate
• locally native to the site, if still viable in a contemporary setting (local Ecological Vegetation Class, soil type, microclimate) without unrealistic maintenance requirements
• drought tolerant once established, with low irrigation requirements
• suitable size and shape at maturity for available space/s
• can be utilised in the school or early learning curriculum, e.g. for food technology, to teach about season changes or food production
• where possible, select species in consultation with Traditional Owners of Country in cultural recognition [see 3.1.2 Recognise Aboriginal culture in all new buildings and significant upgrades to Victorian government schools]
• provides an element of safety as a visual or physical barrier at maturity
• provide appropriate sensory stimulation for user groups
• maximise habitat value and connectivity for native fauna
• resistant to diseases and infestations
• large tree species must attain a minimum mature size of 12.0m height x 8.0m spread 15 years after planting
• plant species should generally align with the VicFlora Bioregions and Ecological Vegetation Class associated with the site or nearby vegetation systems
• planting systems and plant selections must take into account predicted future changes in climate in accordance with sustainability requirements.

Landscape designers and architects must ensure plants selected for schools or early learning facilities contribute positively to the school or early learning environment and minimise the risk of harm to school or early learning assets and communities. Selection is always subject to site location, climate, local Ecological Vegetation Class, geology, soils, orientation and adjacencies.

Where trees are removed, they should be replaced by new trees: at a rate of, at least, two new trees for every tree removed and tree removal must comply with the Tree Removal and Replacement Policy. Where practical and possible, the replacement planting of trees should start as soon as possible and in stages once the tree removal extent is confirmed and suitable replacement sites have been determined.

Refer to 5.1.5 Shade areas for further tree selection performance criteria.

3.4.1 Outdoor assembly spaces and flagpoles

The outdoor space is required to accommodate an outdoor assembly of the entire school population. This will be subject to significant foot traffic, which will require durable, hard-wearing pavements.

Where possible, a central outdoor space should be provided to act as the ‘heart’ of the school. It should be thoughtfully located, including close to classrooms to ensure students can circulate easily. This space should provide general protection from the weather using a combination of natural shade, windbreaks and built elements.

Vertical schools may not have available land at ground level to accommodate a school field that could otherwise be used as an emergency assembly area. In this case, safe external spaces will need to be identified for the purpose of emergency assembly (i.e. a local pocket park) with consideration of safe access and minimisation of the need to cross streets, for example.

Three fixed matching flagpoles must be installed in all new Victorian government schools for the Australian, Aboriginal and Torres Strait Islander flags. Flagpoles must comply with the NCC B1D4 Determination of structural resistance of materials and forms of construction, and the Department of Education's Flagpoles and Patriotic Ceremonies policy and fact sheet.

In the case of vertical schools or capital projects with extreme land restrictions, internal flags are permitted subject to approval from a Delivery Division manager.

3.4.2 Outdoor learning spaces

Outdoor learning spaces can provide alternative teaching and learning spaces and contribute to building functions. They can also provide wellbeing benefits due to greater circulation of fresh air and proximity to nature.

Outdoor learning spaces take many forms. They can be comprised of building fabric, tree canopies and other plantings, vegetable gardens connected to food technology spaces, and or shade sail/s, for instance.

Soft landscaping and building structures can be used to enhance utility and to create strong visual connection between internal teaching spaces and external learning spaces, ensuring seamless and convenient use.

Outdoor learning space design should satisfy the following requirements:

• be located away from noise and pollution (for instance, busy roads, industry)
• be easily accessible for all users
• be fit for purpose as a learning environment, if design to be as such
• where possible incorporate elements that reflect the curriculum, including indigenous culture
• design should minimise seasonal impacts and maximise comfort (i.e. through orientation and location)
• provide clear sightlines for supervision, appropriate to broader school or early learning context, especially to bathrooms if the site is located on steep ground. If external sightlines are limited in schools, the outdoor space should be containable outside teaching and learning times
• design should follow consultation with the school, where possible, about outdoor specialist learning space needs, and provide appropriate facilities for the specialist activities that are planned for these spaces, (i.e. troughs, large benches, running water for art spaces, number and location of WAPs)
• design should have DDA-compliant paths, corridors and doorways to and from the outdoor learning space, and
• can accommodate the movement of equipment needed for forecast activities, (i.e. wide trollies, robotics)
• trip and fall hazards, including deck edges and non-step level changes, should feature nosing and luminance contrast at the leading edge consistent with AS 1428.1
• outdoor learning space ground surfaces and decks must be slip resistant
• where possible and appropriate should reflect and enhance the character of the broader surrounding environment, and
• consider and minimise ongoing maintenance requirements
• be located within easy access of drinking fountains
• have appropriate drainage and irrigation systems
• provide shade in accordance with 5.1.5 Shade areas

Where installed, all covered outdoor learning area (COLA) structures must:

• be free standing and must not be scalable
• have adequate drainage that allows water run- off, and
• have posts that are appropriately located and designed for safety and access, including:
  • visual elements to assist navigation and safety for students with visual impairment, and
  • have lighting that supports the activities that will be conducted in the space
  • posts/elements that enables adequate control of glare and visual contrast, and
  • any installed luminaires, which must be vandalproof and have an impact resistance of IK10 (AS 62262).

COLA design and placement should consider site space constraints and any limitations imposed due to heritage significance, where relevant.

Clear roof sheeting may be considered in full length strips to provide additional daylight, where the design mitigates against glare. Any clear roof sheeting must have safety mesh installed underneath it in accordance with AS/NZS 4389 – Safety mesh.

Height requirements for COLA ceilings are determined by use, for instance, if they are to be used for sports practice, play or competition or only for non-sports teaching, learning, or amenity. See the section on Outdoor hard court multi-functionality – for basketball and netball (in 5.1.3 Hard landscaping and indoor sports courts) for height requirements.

Seating must be appropriate to the particular outdoor learning space and comply with the External Seating section.

Outdoor learning spaces and landscape can be good opportunities to represent aboriginal culture and fulfil obligations set out in 3.1.2 Recognise Aboriginal culture in all new buildings and significant upgrades to schools. For instance, this could be done through interpretation signage and locally native³, if not pre-colonial, plantings with Indigenous significance, where they are viable in contemporary conditions without high maintenance requirements.

All landscape architecture must consider the impact it may have upon the risk of SIP ignition and the risk to occupants if they need to leave SIP and move to a secondary shelter location. Combustible or classified vegetation must be no closer than 10 metres from the SIP.

External fencing must be two metres high and non-scalable around early learning facilities located above ground level.

In addition, please refer to 5.1 Landscape architecture for further information.

3.5 School and early learning design principles

Good design communicates to both students and staff the esteem in which they are held by the community.

The following architectural design principles set out the fundamental design requirements needed for each school to support the Victorian Government’s education vision. These apply to all capital projects including new schools, upgrade projects and maintenance.

In executing these general architectural design principles, project consultants must consider all aspects of the local environment (for example, the NatHERS Climate Zones), and build accordingly.

In addition for early learning facilities, the design principles set out in the seven National Quality Standards related to the Physical Environment Quality Area 3.

3.5.1 Safety and security in design

Designs must create a safe environment for users, including minimising the risk of occupational violence against staff, where applicable. This is a legislative obligation under Section 28 of the Occupational Health and Safety Act 2004 (Vic) and in 3.6.2 Child Safe Standards.

Where potential hazards are unavoidable, designs must incorporate mitigation strategies (i.e. access restrictions) to minimise safety risks to students, staff, visitors and maintenance contractors.

Mitigate possible trip hazards from level changes greater than a standard step on paths, grates, field inlets and other protrusions on intended or potential paths of travel and circulation spaces. This should be achieved through lighting, nosing and luminance contrast at the leading edge (consistent with AS 1428.1), and or deterrents, such as plantings.

The design team must also provide a site traffic movement plan (for people, vehicles and goods) to ensure safety, and acquit the designer's obligations under the OHS Safety in Design sign off.

Any security measures for mitigating aggression between school or early learning staff/ students and visitors must:

• maintain a welcoming entry environment that promotes trust and respect
• not prevent egress
• preference surveillance/security that is based on electronic or non-physical measures, where possible, and
• include dual doors with a reasonable distance between them, where possible, whether located on opposite or adjacent walls in designated rooms for meetings between senior staff and parents or other external parties. Ideally, one door should lead to the public/foyer zone (with single action egress at all times), and the other to the secure staff zone (access controlled internally from this zone). A secure, access-controlled door must be in place to isolate the public foyer from the secure staff zone.

Where a physical barrier or intervention is deemed absolutely necessary, it must:

• slide rather than drop, and be
• hidden until required
• tamperproof
• ergonomic
• safe to use, and
• automated where appropriate, noting that
• a clear screen is required at receptions for infection control and as an unthreatening security measure.

Designs must consider the location of elements that could be a hazard to occupants, visitors or maintenance contractors. Where unavoidable, designs should minimise potential hazards by including risk mitigation strategies such as restricted access to hazards.

The site plan should maximise users’ safety through the management of pedestrian traffic, and by minimising vehicular traffic.

Vertical school design, in particular, must follow careful consideration of the safety of students, staff and parents/ carers (as well as pedestrians and motorists) during peak times. Solutions may include adequately spaced, five-minute drop off zones.

Buildings used outside school operating hours (such as sports facilities and performing arts centres) should be designed to restrict access to other buildings and school and early learning areas not shared by the community after school hours.

It is important that vertical school security and access issues (i.e. zoning and planning of security systems such as alarm, fob/key access systems) are considered early in the design process to clearly determine which areas need to be part of a secure school zone. This ensures unnecessarily complex and expensive retrofitting will not be required.

Early learning facilities are third-party operated and must be zoned separately from schools, with separate security systems. This applies to early learning facilities located in vertical and non-vertical schools. For further guidance please review these WorkSafe Victoria publications:

• Designing Safer Buildings and Structures
• Preventing and responding to work-related violence: tipsheet
• Occupational Violence Information Sheet.

Designs should discourage vandalism and other wilful damage. The site plan and built form should allow for natural and passive surveillance, both from within the school and from outside.

In addition, please refer to the 3.6.1 Workplace health and safety and 5.11 Security technology sections for further information.

Security and safety in vertical schools

A safety in design process must be undertaken for vertical school facades to mitigate, as far as possible, bird nesting, rodent infestation, and risks for cleaning maintenance and contractors and staff.

Addressing safety and security concerns in vertical schools without unduly fencing them off can be a challenge. However, sometimes an element as simple as a low plinth or planting can provide sufficient separation of space and perception of security, while preserving a sense of openness to the urban fabric.

An external key vault and or an alternative means of access must be provided for ongoing security access.

3.5.2 Sustainability and climate change

Designs must promote environmental and economic sustainability through efficient operations, reduced maintenance costs, and resource usage, and support the Victorian Government’s long-term emissions reduction target of net-zero by 2050, established under the Climate Change Act 2017 (Vic).

Designs must consider and respond to current and future climate change impacts to support the Victorian Government’s climate change priorities and objectives for the built environment, and actions established under the Education and Training Climate Change Adaptation Action Plan.

Heat island effect reduction

To reduce ‘heat island effect’, at least 75% of the whole site area should comprise one or a combination of the following, when assessed in plain view:

• vegetation
• roofing materials, including shading structures
• unshaded hard-scaping elements with a three-year SRI of minimum 34 or an initial SRI of minimum 39
• hardscaping elements shaded by overhanging vegetation or roof structures, including solar hot water panels
• water bodies and/or water courses
• areas directly to the south of vertical building elements, including areas shaded by these elements at the summer solstice.

For roofing materials and shade structures:

• roofs pitched <15° require a three-year Solar Reflectance Index (SRI) of minimum 80
• roofs pitched >15° require a three-year SRI of minimum 34.

Only where the three-year SRI for products is not available, use the following:

• roofs pitched <15° – an initial SRI of minimum 82
• For roof pitched >15° – an initial SRI of minimum 39.

The SRI index does not apply to heritage and existing fabric.

3.5.3 Learning spaces

Learning spaces must be designed to accommodate the required student and staff capacity for each space and be based on detailed furniture layouts that confirm spatial allocations, including learning activities, presentations, display and storage at appropriate user heights, and circulation. Spaces should enable supervision and not be comprised of narrow angles or irregular shapes that prevent practical application and optimal use of space and furniture, unless an alternative is required for a specific function.

For more guidance on space design and layout, current consultants can see the School Facility Area Schedules and Design Explanatory Brief and Design Guideline (Design Guide) on IPM.

Where installed, flexible learning spaces must satisfy the following criteria:

• be easily configurable into open plan spaces as well as more traditional, contained learning spaces to support a range of pedagogical styles, including direct instruction and collaborative, project-based work
• all configurations must have high acoustic standards, including sound-rated, floor to ceiling, operable walls or sliding doors
• hearing augmentation system solutions must be appropriate for all scales and configurations and comply with section 5.10.12 Hearing augmentation and soundfield systems
• include dedicated quiet rooms or pods in close proximity to learning spaces to cater to small groups needing acoustic separation from the main group. These spaces must have supervision sightlines from outside.
• where possible and appropriate, learning space design should facilitate a greater degree of movement with minimal disruption for students with neurodiversity needing to move to quiet areas or work at different paces or sequences.

Education and play spaces in early learning facilities are subject to specific regulatory requirements. Consultants must ensure that designs meet the National Quality Framework (NQF) and the seven National Quality Standards related to the Physical Environment Quality Area 3, including that indoor education and play spaces allow minimum unencumbered indoor space that does not factor in:

• areas such as passageways, bathrooms and nappy change areas, space set aside for the use of storage, staff or administrative rooms, storage areas or
• any space not suitable for children.

Connections/relationships between learning spaces and circulation strategy

Learning spaces should ensure the overall circulation strategy is safe and legible. The circulation strategy should provide shared circulation spaces that encourage interaction and connectivity, and facilitate connections between learning spaces to support the school’s pedagogical approach.

The site plan must support the overarching circulation of the school: facilities must be clustered rationally to support the safe and efficient movement of students and staff.

An NCC compliant circulation strategy is required to inform the design of each new school or school building. The circulation strategy must satisfy the following criteria:

• be based on estimated, capacity student flow rates
• effectively manage circulation pressures, including through minimisation of congestion and pinch-points
• assume that ‘mass movement’ through travel/circulation pathways involves:
  • the majority of students leaving a classroom in the first minute after a class ends, and
  • these students are often moving to the same destination (i.e. canteen, exit), and that
• a student travel/circulation path has three lanes with a total minimum width of 2.1m, including:
  • one lane movement against the main student flow (only required where there is mass movement)
  • each movement lane is, at least, 0.7m wide clearance, considering furniture fixtures, and accommodating students carrying bags, unless
  • mass movement is not required (i.e. in administration office areas), in which case, the clear width can be reduced to 1,200 mm for short corridor lengths and 1,000mm where it is a ramp or stair up to a raised platform in the hall.
• central stairs (and wherever possible other circulation or mediated spaces) should be multi-purpose
• fire stairs are securable at ground level
• school lift selection, planning and design accommodates teachers, visitors and those with a disability that precludes them from using stairs, however
• where an early learning facility is located above ground floor, at least one lift must accommodate the efficient, mechanical transportation of groups of children and parents/carers without key passes, and
• early learning designated lift/s must have capture gates, and surrounding circulation spaces must be DDA-compliant
• in multi-level buildings, a minimum of two full sets of stairs must be installed, which may include a fire stair/s that is compliant for daily student circulation. Where possible these stairways should be placed around the lift core with high level glazing to avoid balustrades and falling from height issues.

In addition, for vertical schools:

• consideration should also be given to terrace stairs or strategically scattering stairs along the atrium (these have become known as Hellerup stairs)⁴ to encourage vertical circulation. As well as connecting levels with staircases, seating that meets NCC and safety and deign expectations should be provided by these stairs
• mediated⁵ and in-between spaces should offer connection and glimpses of the natural environment, through atria and communal spaces wherever possible
• circulation space design must be appropriate for the school population’s age group/s, for example, consider behavioural risks, such as younger students’ impulse to climb
• control interactions between different cohorts (i.e., through multiple entry points) where bullying or safety are risks, as determined by the safety in design process
• vertical school design must be informed by a circulation strategy that minimises the need for students to move between floors throughout the school day, i.e. by planning around ‘clusters'.⁶

Also see 5.3.10 Stairs and ramps.

Sleeping areas or nooks in early learning education and play spaces

Sleeping areas or nooks where children will sleep must accommodate the required number of cots and sleep mats for planned child occupants, as outlined in the Area Schedules. The designated sleeping area or nook must be safe, conducive to sleep, well-ventilated and flexible enough to accommodate a range of ages and sleep needs.

Sleep areas or nooks must not have blind spots that prevent staff from supervising the whole sleep area. The design of sleeping areas should also balance reduced light for sleeping with adequate light for child supervision.

Sleeping areas must also include provision for storage of, vertically stacked, sleep mats that is accessible to children, noting that dimensions for a standard rest mat are 120x55x5.5 cm. Storage must accommodate the same number of mats as planned child occupants for the room in question (e.g. 12 mats for a 12-place room, 33 mats for a 33-place room).

Natural light and views

Learning spaces must be designed to maximise natural light infiltration, while including sun and glare control. Access to views that connect the interiors to the surrounding context should be maximised. Where possible, staff workspaces, particularly for school leadership and administration staff, should have maximum natural daylight infiltration.

In vertical schools, careful consideration must be given to:

• opportunities for natural light infiltration into circulation pathways (i.e. circulation space, travel paths, hallways, and stairs) and quality views, and
• reconciling this with the optimisation of deftly-angled shading or high performance shade glazing, and
• façade shading systems must be carefully considered to suit window cleaning and minimal maintenance
• where operable windows are nominated, opening dimensions must be minimised in line with Safety in Design review
• restrictors must be installed in early learning facility windows to limit opening to 125mm.

Views and lines of sight

At least 60% of the nominated area must have a clear line of sight to a high-quality internal or external view, demonstrated by drawings showing access to views. All floor areas within 8m of a compliant view meet this requirement.

Refer to 5.3.3 Windows for further information.

All learning spaces should have a clear line of sight to an external view with minimal distractions for all students.

Schools and early learning facilities must have sightlines from every learning space and children's bathroom to and from the outside for supervision and safety. Special attention must be paid to maintaining supervision sightlines where early learning facilities are situated on steep sites.

Where a lecture theatre or auditorium arrangement is proposed, a sightline analysis must be provided. Staggered seating should also be considered best practice in auditorium-style areas.

All indoor and outdoor approved areas of an early learning facility must be designed in a way that facilitates supervision of children at all times they are being educated and cared for by the service including toilets and nappy change facilities.

Natural ventilation

Project consultants must design a natural and/ or mechanical ventilation approach that results in high indoor air quality outcomes, including consistent thermal comfort for occupants, minimises COVID-19 transmission risk, and considers changing weather patterns. This must be compatible with overall heating or cooling designs.

Cross-flow, or double-sided, ventilation occurs when openings are located opposite one another rather than side by side, opening either to the interior or the exterior. Cross-flow openings need to be less than 15 metres apart to be effective.

Where exterior air quality is not compromised i.e. by industry pollution, and exterior openings are structurally possible and practical, they are the best practice option for optimal ventilation.

Rooms with double-sided openings, or cross-flow ventilation, where openings are less than 15 metres apart, provide:

• 2.5 to 5 times higher ventilation rates than single-sided ventilated rooms
• greater airflow distribution movement and coverage
• greater reduction of dead spots
• have higher air change rates.

Consideration should also be given to the following factors, which enhance the benefits of cross-flow ventilation above:

• double-hung sash (high level/low level) window selection, over single-sash or side-hung , where appropriate and viable
• locating openings on the North and South orientation, and
• having at least one opening open to the exterior, where air quality is acceptable.

All ventilation requirements are described in 5.8 Mechanical services.

Information and communications technology (ICT)

In general, communication services in schools cover data (such as administrative and curriculum data), emergency warning systems, video (including audio-visual), voice (telephone), library automation, public address (PA), television antenna (including satellite dishes), and security.

The overall building design must incorporate design requirements of the ICT infrastructure necessary for communication services in schools. This includes an easily accessible, adequately large communication room for the school servers and switches that run the school network.

Project consultants must refer to 5.10 Information and communication technology for further information and requirements specific to early learning facilities.

Acoustics

All acoustic requirements are described in 5.5 Acoustic engineering.

3.5.4 Building orientation

Building orientation must be addressed in the Master Plan and Schematic Design reports.

Buildings are to be positioned to provide clear lines of sight from the site boundaries to courtyards, and other spaces between buildings.

A prime consideration should be to maximise north-facing facades and south light, and minimise east and west-facing facades. To reduce heating and cooling loads, project consultants must also consider zoning areas so that the heated/cooled areas are grouped and isolated from other areas by doors.

High-traffic external doors should be on the eastern side of buildings, to avoid the negative effects of cold southerly winds and hot northerly winds, or where this is not feasible, use adjacent built form (e.g. wing-walls) and/or landscaping elements to protect the entrance.

Building layout should facilitate daylighting. The size and orientation of skylights and clerestory windows should be carefully considered to limit overheating and glare. All skylights and clerestory windows should be shaded to prevent the absolute majority of direct sunlight penetration during school operating hours.

To further reduce overheating in summer, window design should incorporate adequate shading.

Daylighting and the minimisation of artificial lighting must be addressed in the Schematic Design report.

For further site planning considerations, please refer to 3.4 Landscape planning.

3.5.5 Adjacency of spaces

Project consultants should consider adjacent location of facilities with complementary educational functions. This enhances learning and circulation, and facilitates functional patterns across inter-related areas of the site. It also mitigates the need for community users to access other parts of the site.

Examples of facilities that benefit from adjacency include gymnasiums and sporting facilities, performing arts facilities, science and technology spaces and canteens or food technology classrooms. Adjacency can allow for the development of a cafe facility for out-of-hours performances, for example, or for a library functioning as a resource centre, IT zone and conference facility in one.

Where early learning facilities are co-located on a school site, outdoor play spaces should be located adjacent to primary school outdoor play areas or school learning spaces to enhance connection. Where early learning facilities are integrated into the school facilities, consideration should be given to shared use of administration, meeting and staff breakout spaces. The associated safety risks of multi-use sites must be addressed through well-considered design as outlined in section 3.3.6 Integration of shared facilities.

Where possible, performing arts spaces should have independent access, with separate entrances and keys, to enable after hours hire without requiring access to other buildings and the campus.

3.5.6 Potential for growth and flexibility – portable and permanent modular buildings

Project consultants must design the Master Plan taking into consideration the potential for enrolment fluctuations, which can be managed through portable or permanent modular building provision. The decision to provide portable or permanent modular classrooms is made at the master-planning stage, and is made in consultation with the school, region, and at the discretion of the VSBA.

Portable or permanent modular buildings should:

• be designed in conjunction with the overall design, and with respect to the functionality of the school site. Landscape planning should integrate portable or permanent modular classrooms. This includes the layout and levels of roadways, paths and drainage to allow for future development.
• be placed in an area that does not disrupt the normal movement of students and staff among existing buildings
• be placed in an area that does not impede access for emergency vehicles (see 3.3.15 Access for emergency vehicles)
• provide a straight-forward connection to power, water and drainage
• provide safe ingress and emergency egress from the portable or permanent modular building, and from any neighbouring buildings affected by the placement of the portable or permanent modular building
• be clustered to enable similar permanent learning spaces to be developed
• avoid location along street frontages
• be delivered and positioned in the proposed locations without the need for vehicles to traverse hard-courts or require the removal of site infrastructure, such as covered-ways and playgrounds
• have disability access consistent with legislative requirements, for special purpose portable or permanent modular buildings
• have ramps, lifts and other accessibility measures incorporated at the site during delivery (all triple-storey buildings must have a lift).

Multi-storey portable or permanent modular buildings are provided to schools that have limited available space for further single-storey portable or permanent modular buildings. All multi-storey portable or permanent modular buildings need to comply with relevant requirements and legislation for disability access, safety features, balustrades or barriers, fire requirements and emergency exits.

The height of multi-storey buildings can provide concealed spaces that can facilitate vandalism and other damage to school property. Project consultants should minimise such concealments created by multi-storey buildings where possible.

3.5.7 Construction planning

For existing school sites, adequate planning is needed to allow for a staged implementation of works within a single project. Stages should show resources allocated to the project that enable schools to continue to operate without undue disruption to the learning environment.

3.6 Legislative requirements

All designs must comply with relevant Australian standards and legislation. This includes compliance with the latest version of the NCC, Victoria’s Building Act 1993, and associated regulations including Building Interim Regulations 2017 (Vic) (applicable before 2 June 2018) and Building Regulations 2018 (Vic) (applicable from 2 June 2018).

Each project must comply with the Access to Premises Standards and those parts of the AS 1428 suite of standards that are referenced in the National Construction Code or Premises Standards and are, therefore, mandatory. All other parts of the AS 1428 should be considered in school design to achieve the best universal design standards.

Other Acts that will influence the design process include:

• Planning and Environment Act 1987 (Vic)
• Safe Drinking Water Act 2003 (Vic)
• Disability Discrimination Act 1992 (Cth)
• Climate Change Act 2017 (Vic)

Regulations that will influence the design process include:

• Planning and Environment Regulations 2015 (Vic)
• Dangerous Goods (Storage and Handling) Regulations 2022 (Vic)
• Occupational Health and Safety Regulations 2017 (Vic)

Policies that will influence the design process include:

• Victorian Climate Change Framework
• Victoria’s Climate Change Adaptation Plan 2017–2020
• Victoria’s Renewable Energy Action Plan

Standards that will influence the design process include:

• AS/NZS 2982 Laboratory design and construction
• AS 3959 Construction of buildings in bushfire-prone areas
• AS 1428 Design for accessibility and mobility (in application of access requirements and universal design)
• Disability (Access to Premises – Buildings) Standards 2010 (Cth)

3.6.1 Workplace health and safety

Safe design is the integration of hazard identification and risk assessment methods to eliminate or minimise the risks of injury throughout the life of a building or structure. Designs must promote universal workplace health and safety, including for maintenance workers, staff students, and visitors.

Crucial considerations include hazardous materials, reducing occupational violence against staff and asbestos. Project consultants must follow all applicable workplace health and safety laws and regulations, including the Occupational Health and Safety Act 2004 (Vic).

In addition, please refer to 3.5.1 Safety and security in design for more information.

3.6.2 Child safe standards

All school buildings, facilities and grounds must comply with all laws that apply to schools. This includes the 11 Child Safe Standards and the Ministerial Order No. 1359 – Child Safety Standards – Managing the risk of child abuse in schools.

While all of the 11 Child Safe Standards must be enabled or implemented through design, Standards 1 and 9 are particularly pertinent to school and early learning design:

• Standard 1: Organisations establish a culturally safe environment in which the diverse and unique identities and experiences of Aboriginal children and young people are respected and valued.
• Standard 9: Physical and online environments promote safety and wellbeing while minimising the opportunity for children and young people to be harmed.

To comply with Standard 9 and Ministerial Order No. 1359, project consultants must create environments that promote inclusiveness, participation and child empowerment, and that mitigate risks to safety, especially through poor lines of sight in design.

In particular there must be lines of sight:

• from the reception to the outside, including secondary exits located close to the reception area that may be used by students
• from reception to the first aid room, and
• into all learning spaces from outside those spaces for supervision and safety.

When considering design solutions for achieving Standard 9 also refer to section 3.1.2 Recognise Aboriginal culture in all new buildings and significant upgrades to schools.

3.6.3 Construction in bushfire-prone areas

Project consultants must ensure that a Bushfire Attack Level assessment is undertaken using the method described in AS 3959 — Construction of bushfire buildings in bushfire prone areas. If the project involves a substantial SIP upgrade, a new BAL assessment only needs to be undertaken if the last one was done more than two years ago.

Dependent on the site and its assessed level of hazard, the design of new or refurbished facilities must account for this hazard and any consequential fires that may result from adjacent buildings or landscaping elements.

At time of construction, or where substantial renovation to an existing SIP is required, compliance with the current National Construction Code and associated standards, must be independently certified by a building surveyor. The consultant must organise this certification, unless substantial SIP works are being managed by a school or by the VSBA on its behalf.

In addition to these requirements, the design process must include consideration of hard and soft landscaping, vegetation fuel management and plant selection suitable for schools in bushfire prone areas, and refer to sections 1.5 Departmental and government procedures and 3.4 Landscape planning for further information.

Further guidance for schools conducting major upgrades can be found in the following policies:

• Bushfire Preparedness policy
• Shelter in Place policy

Schools and early learning facilities located in a designated bushfire prone area must satisfy the additional requirements set out in VIC NCC G5P2.

All relevant school or early learning facility constructions in a designated bushfire-prone area must also comply with NCC’s Additional Bushfire Requirements for Certain Class 9 Buildings at NCC Part G5, and NCC Specification 43 Bushfire protection for certain Class 9 buildings.

3.6.4 Early learning regulations and policies

The National Quality Framework (NQF) consists of Acts, regulations, and standards that guide the design of early learning facilities.

The NQF is underpinned by the following regulatory tools:

• the Education and Care Services National Law Act 2010
• the Education and Care Services National Regulations 2011
• the National Quality Standards (NQS) and quality rating system.

The NQS provides early learning service providers certainty about what is expected of them and what they are required to do to comply with the National Quality Framework, this includes guidance on the design and development of a facility. The physical environment of an early learning facility must be safe, suitable and provide a rich and diverse range of experiences that promote children’s learning and development. Good design of an early learning facility is a major contributor to ensuring these regulations are addressed and fundamentally underpins what needs to be met before an early learning facility gains a service approval to operate.

All early learning facilities designs must comply with all of the NQF tools and additional requirements laid out in this Handbook. Any early learning-specific performance criteria in the BQSH relate to licensed areas required under these regulations and legislation, unless otherwise stated.

Indoor and outdoor space allocations in early learning facility design, including those in multi-storey buildings, must comply with the minimum requirements of the National Quality Framework (NQF) and the Children’s Services Act (CS Act). For further details, refer to Space Requirements for Early Childhood Services.

3.7 Services and maintainability review.

During the design stage and prior to construction, project consultants (or an independent commissioning agent, on their behalf) must lead and conduct a comprehensive services and maintainability review, summarised in a Service and Maintainability Report. This report must be agreed to and signed off by the parties involved. Action items resulting from this review are incorporated in the design intent report.

The services and maintainability review is to facilitate input from the design team, the facilities manager and operations staff (if known), and any relevant suppliers and subcontractors (if engaged). The review must address the following aspects for all nominated building systems:

• commissionability
• controllability
• maintainability
• operability, including ‘fitness for purpose’
• safety.

In addition, please refer to the Building handover and completion section for more information.

Footnotes

¹ Landscape designers must have a minimum qualification of Certificate III in Landscape Construction and minimum five years of experience.

² Noting that under the Agriculture Legislation Amendment Bill 2022 to the Catchment and Land Protection Act 1994 (Vic), it is an offence in Victoria to plant or propagate noxious weeds, seeds of noxious weeds or parts of noxious weeds capable of growing without a permit.

³ Locally native plant species are species that have historically occurred naturally in the local zone in question but do not necessarily occur throughout Australia.

⁴ Hellerup stairs are an expanded staircase that doubles as a sitting area, encouraging connection, learning and relaxation. In Prahran High School, the Gray Puksand’s dual stairs offer students with expanded learning and viewing platforms while they move through the school. (Newton, 2019).

⁵ Mediated spaces are defined as interaction spaces between indoor and outdoor environments.

⁶ Clusters or learning communities may be based on year level/s (primary school) or commonly through grouped specialist areas/streams (secondary school) and be informed by timetabling, where this information is known.

Special factors associated with the construction of a facility may lead to additional costs and affect the budget of an otherwise standard building project.

Project consultants should conduct investigations that demonstrate that alternatives have been evaluated, and all additions to the budget must be supported by estimates and quotations. Approval must also be obtained from VSBA before incurring additional costs.

Only in circumstances where an extraordinary item arises (for which no money has been allocated) will approval of additional project funds be considered.

Typical special factors affecting the cost of a building project include:

• existing site conditions
• climatic conditions
• existing conditions impacting on building design
• access and servicing
• multi-storey or higher-than-normal buildings.

4.1 Process

The project budget may be increased at project initiation, or during its development, following a review of submissions and VSBA approval.

Each special factor needs to be quantified, and reasons and/or reports provided, to justify an increase.

During the course of the documentation, the principal consultant must supply a detailed confirmation of the cost of each special factor. Budget allocations will be modified and approved during the course of documentation, subject to VSBA review and approval.

4.2 Common special factors

Identification of all special factors is not possible. The most common are defined below.

4.2.1 Existing site and building conditions

Due to the condition of the site, additional works may be required on an otherwise standard building project. Such works may be generated by factors associated with:

• rock
• soil
• flood-prone land
• slope of site (where the fall across the site is 1:20 or steeper)
• filled sites
• fill provision
• swampy ground
• bulk excavation
• site contamination, and
• current condition of soil/land for building a septic system due to the lack of mains sewer.

The impact on the construction method and/or the additional works involved must be identified, and the likely cost quantified and approved by VSBA.

Additional works involving existing infrastructure may also arise from:

• the need to remove hazardous materials (see 4.2.4 Hazardous materials)
• decanting requirements
• poor structural or maintenance condition of existing buildings and facilities
• excessive noise, vibration and fumes (for example, from aeroplanes, trains, heavy traffic and industrial processes).

Consequent additional works must be identified and the costs estimated, and submitted for approval to VSBA.

4.2.2 Climatic conditions

Special provision may be required for climatic factors. For example, snow entrances may be warranted in alpine regions. Proximity to the sea (generally within 1 km) or location in industrial areas may require special coatings, such as hot-dip galvanising.

Note that high rainfall is not a climatic condition requiring design modification: it is normally covered in VSBA’s locality allowance.

4.2.3 Maintenance access and servicing

Adverse site characteristics may mean:

• excessive service runs as a result of current service locations
• the upgrade of existing external works and services as a result of additional ‘loads’ imposed
• buildings required to house engineering services (for example, pump houses, substations and gas meter enclosures)
• bringing service supplies to the site boundary
• meeting service and local government authority requirements (for example, regarding headworks and outfall charges)
• temporary access only.

Consequent additional works must be identified, and their likely cost quantified and approved by VSBA.

4.2.4 Hazardous materials

Hazardous materials include chemicals, cleaning agents, fuels, oils, asbestos, synthetic mineral fibres (SMFs) and polychlorinated biphenyls (PCBs).

All schools have had asbestos and PCBs audits. If these substances were present, schools received reports detailing their location. (Note that all PCBs have now been removed from school buildings.) Generally, the audits also identify the presence of other hazardous materials.

Architects must ensure that tender documentation identifies the removal of all known hazardous materials where upgrades are planned.

4.2.5 Multi-storey or vertical schools and early learning facilities

Limitations imposed by site topography, urban land availability limited to small parcels, or existing buildings may necessitate new facilities that are multi-storey.

Because of requirements such as higher roofs and extra footings, a budget increase for proposed buildings or parts of buildings may be considered. The impact of the additional works must be identified, and the likely cost quantified and approved by VSBA.

As a general rule, the acceptable cost increase due to two-storey structures is an additional 15% (that is 115%) of the rate for a new build $/m². This covers all structural factors in two-storey construction, including increased footing, pad, column sizes, load-bearing walls, suspended slab additional thickness, and band beams. This also allows for an internal staircase within the internal circulation area planned. However, a lift and its necessary supporting structure is specifically excluded. Consideration of whole of life maintenance – costs, logistics and safety – is important in all schools, but particularly true to vertical schools. Designs, incorporating high internal glass panes in atria or atypical facades, for instance, must have resolved and realistic whole of life maintenance plans that can be safely executed by maintenance contractors.

Vertical schools and early learning facilities must be designed and engineered to accommodate anticipated expansion in accordance with master plans. See 5.1.4 External equipment for a summary of irrigation system requirements in multi-storey early learning facilities and schools.

Vertical schools must not be mass timber or substantial laminated timber construction.

Every planned vertical school (four or more levels) must complete a vertical transportation report to ensure safe and efficient student, staff, visitor and goods movement is achieved. This report forms part of the broader circulation strategy that informs overall design and meets the criteria set out in 3.5.3 Learning spaces. This is to ensure that at least one planned lift core with at least one passenger and one goods lift, both fit for purpose/appropriate to a school's scale and function, are provided. Suitably scaled access pathways to and from the lift must also be provided for delivery and maintenance, including periphery gate/s.

Disability access must also be provided in accordance with the Building Code of Australia and the Disability (Access to Premises – Buildings) Standards 2010. For example, this may necessitate the substitution of ramps for stairs where practicable. Other factors such as external ramps should also be included.

Early learning facilities in multi-storey buildings must include the following:

• capture gates to restrict children's access to lifts and stairs and surrounding circulation spaces must be DDA-compliant
• pin code and fob key operable lifts
• handrails are required to meet regulatory requirements, including a low handrail at a height suitable for use by 3 year old children
• upgraded exits, sprinkler and smoke detection systems, as per NCC requirements for early learning facilities, and
• provide separate secure line/access for school and early learning facilities, where relevant.

Furthermore, the NQS stipulates that outdoor spaces must allow children to explore and experience the natural environment. While artificial grass and features are suitable for smaller areas only, there must be appropriate access for children to interact with the natural environment and natural vegetation. If an early learning facility is located above ground floor, there must be sufficient outdoor space and access to natural environment on the same floor as education and play spaces.

Consultants must comply with safety, design and approval requirements for children in multi-storey buildings, as set out in the NQF and NQS that are current at time of masterplanning the early learning facility.

All spaces designated for babies should be on the ground floor. If located above the ground floor, direct exit to the ground floor with an adequate ramp must be provided.

In new guidance from the Australian Children's Education and Care Quality Authority (2021), the secretariat for the NQF provides clarity on their expectations in relation to early learning facilities in multi storey buildings to ensure developers, designers and builders understand the increasing stringent service approval process applied to services in multi-level buildings.

4.2.6 Specialist and special developmental schools

Additional factors may apply to specialist and special developmental schools. Air-conditioning is an entitlement in specialist and special developmental schools, and rates will need to be adjusted accordingly. Other special factors will be assessed on a case-by-case basis, but may include:

• the necessity of smoke/fire detection systems to deactivate magnetic locks
• any glazing below 1m to exceed the Australian Standard and achieve greater impact resistance
• automatic opening front door and security issues
• fencing types and security issues
• onsite bus access, short term parking and covered drop-off and pick up facilities must be provided (see 3.3.14 Provision of bus parking).

4.2.7 Supported inclusion schools

A Supported Inclusion School (SIS) is an enhanced mainstream primary or secondary school with a physical design and an integrated specialist provision that provides some additional supports to a proportion of students with disability.

While DE designs all new schools to enhance inclusion and participation for all students irrespective of need, these schools have additional specialist facilities and targeted support that allows them to enrol a higher proportion of students with a disability than a typical mainstream school and allow them to be integrated and supported throughout the facility.

SISs contain the following additional or larger spaces:

• a fitness/multipurpose space, dedicated to students with disability for exercise and other therapeutic activities
• an entrance and bus shelter, to accommodate the Students with Disabilities Transport Program
• a larger first aid space, as per what is provided in an SDS.

Additional facilities may include:

• acoustic resources, for example, acoustic wall or ceiling treatments or assistive hearing technology to meet the needs of students who are deaf or hard of hearing
• wider corridors for a greater number of wheelchairs to pass
• a larger allocation of accessible toilets
• change room/s with (with steel reinforcement to accommodate hoist installation, where required)
• storage for specialist equipment such as mobile hoists
• smaller multipurpose spaces suitable for consultations, 1:1, or small group learning
• automatic gates
• covered walkways, and
• laundry facilities.

For more information please refer to the School Facility Area Schedules and Design Explanatory Brief And Design Guideline (Section 4.12 for Primary SIS and Section 5.14 for Secondary SIS) which can be found by current consultants on the IPM platform.

Sensory rooms

A sensory room, within a Victorian government school setting, is a controlled and intentionally created space that provides multi-sensory resources to support a student’s sensory needs to enable them to engage in learning.

Where they are installed, sensory rooms must be designed, implemented and evaluated in consultation with an occupational therapist who has relevant design experience in sensory room design and student program development. Sensory room design must incorporate universal design principles and be based on the needs of the students who will or are likely to use the room, and the school’s local context. Student needs may vary over time, so a sensory room must be a flexible and adaptable space that can enable modifications when necessary.

A sensory room should:

• be physically accessible for its users
• be positioned in a quiet, but not isolated, part of a school
• be adequately sized for its intended various use/s i.e. accommodate different group configurations and adequate in-room supervision, where
• have egress door/s that can remain open while the room is in use, where this causes little or no inconvenience
• provide natural light through glass, skylights or windows
• clear lines of sight into the space
• provide a secure storage space/s for equipment not in use
• not be decorated with pattern or colour for aesthetic purposes
• meet child safety standards at project completion.

More guidance on the design and operations of sensory rooms can be found in the Sensory Rooms and Equipment Policy.

4.2.8 Furniture and equipment

For new schools and refurbishment projects, project consultants must specify as part of the building design a full list of furniture, equipment, and joinery as per section 5.3.12 Joinery and fixtures schedules for existing schools may include existing furniture. Schools upgrading their furniture as part of a refurbishment are encouraged to donate unwanted furniture and equipment in accordance with the Department of Education’s Donating Furniture and Equipment Policy. Specified furniture should comply with Local Jobs First as determined by project value and the following requirements:

• be flexible, i.e. height adjustable
• a mix of sit-stand and traditional desks be provided for staff
• small round tables should generally be avoided in larger spaces as they do not constitute an efficient use of space,
• generally, in learning spaces, be conducive to collaborative learning
• specifications must include manufacturer, product and warranty detail (not simply be for generic equipment), however,
• where products are specified, equivalent products may be accepted, subject to review by the VSBA.

In flexible spaces, proposed joinery should generally be installed in central positions in a room and have the ability to be safely moved around on casters.

All specified furniture, fittings and joinery must comply with the Engineered wood products section (in 5.3.12 Joinery and fixtures).

4.2.9 Infrastructure works and services

Costings for all works and services, such as power supply, sewerage systems, or a septic system if there is no mains sewer available, stormwater retention, and water and fire services, must be included in the project budget.

4.2.10 Records storage

Schools and DE-operated early learning facilities must create, safeguard and store administrative and student records. Where a school or DE-operated early learning facility does not plan to digitise the majority of its records, permanent hardcopy records must be stored on its premises.

Temporary records must be stored on site or with an Approved Public Record Storage Supplier (APROSS). On site hardcopy records storage must comply with PROS 20/02 Storage Standard and the Records Management policy.

Records should not be stored in:

• sheds
• shipping containers
• attics
• basements, or
• any space where there is a risk of damage by weather, water leakage, or pests.

The records storage space must not have external windows.

4.3 Items not generally considered ‘special factors’

The following items are not generally considered special factors and are accommodated by other components of the project budget.

4.3.1 Location allowance

In general, projects constructed in some areas outside the metropolitan area bring with them increased costs. Allowances for these additional costs are made within the project budget estimate.

4.3.2 Price escalation and fluctuation during documentation and construction

Allowances for price escalation and fluctuation during documentation and construction are made when determining the budget for a project.

4.3.3 Above-standard facilities

When projects are documented over and above VSBA’s current facilities standards, all additional costs are to be borne by the school. No additional funds will be provided.

4.4 Increased school construction rates

Special factors should only be considered for site-specific conditions, as set out in the previous clauses.

Additional ecologically sustainable design (ESD) initiatives will only be considered on an individual project basis, and are subject to approval.

School construction rates have been revised to include, but are not limited to:

• allowance for all NCC Section J requirements and 2022 updates
• physical-barrier termite treatment in all projects
• rainwater storage and rainwater toilet-flushing systems
• daylight-sensing controls for classroom lighting
• external access (one door per general-purpose classroom equivalent)
• low-E glass to north and west facades
• roof insulation at R3.5, wall insulation at R2.5
• fittings and special equipment
• cabling, communications and power
• 80% of travel at an internal rate, and 20% at an external rate
• locker areas and site stores as part internal, part external rate
• gymnasium storage for assembly furniture, such as loose seating
• acoustics for all configurations of adaptable learning spaces to comply with 5.5 Acoustic engineering
• thumb instead of key locks for easy use during emergency lockdown procedures
• carpark palisade fencing, and
• 2,100mm fencing where security risks identified
• shading for composite decking
• water-filling stations at troughs and fountains, and
• pre-finished eaves.

5.1 Landscape architecture

Landscape architecture should form part of the overall site design. Studies have repeatedly demonstrated that urban greening improves people’s health and wellbeing and improves air quality in cities and towns.

Careful design of outdoor learning spaces can give students an appreciation of the natural environment, which can contribute to their physical and mental development. Landscape architecture is also a means of maximising the site’s features.

This section describes specific aspects in executing landscape architecture that ensure that outdoor environments support learning, wellbeing and appreciation for nature.

As per the National Quality Framework, all early learning facilities must ensure that the minimum outdoor space requirements are met in compliance with the National Education and Care Services Regulations and must satisfy the following:

• a qualified landscape designer or landscape architect must be consulted on all aspects of outdoor design
• Outdoor Space Minimum Requirements must be met, as outlined in the NQS, and must not count:
  • areas such as pathways, thoroughfares, car parks and storage sheds
  • any other space that is unsuitable as outdoor space for children, or
  • any area of veranda included in indoor space calculations.

Early learning facilities must maintain supervision sightlines between outdoor learning areas and children’s bathrooms. Special attention must be paid to maintaining supervision indoor-outdoor sightlines where the facility is located on a steep site. Multiple-level changes should be avoided as they can hinder child supervision, restrict access, and create potential hiding spots.

5.1.1 Soft landscaping

Soft landscaping should be used to improve the landscape of both the site and surrounding area. Any soft landscaping solution used should improve the overall functionality, aesthetics and ecological value of the school site and require minimal ongoing maintenance.

Project consultants must select and satisfy soft landscaping that meet the following requirements:

• suitable drainage provided with falls across the external surface, and adequate subsurface drainage
• all soil and mulch has been assessed by an environmental hygienist. Builders must provide clearance certificates prior to fill/mulch being brought onto a school site, in accordance with the Department of Education’s Soil, Mulch, or Loose Fill policy
• soil and mulch are prevented from spreading to adjacent pavements or turfed areas
• appropriate selection of locally-native⁷ plants to foster longevity and contextual integration, and
• appropriate for the intended use. (See 5.1.2 Sports playing fields if grassed area is intended as a playing field).

General grassed areas

Areas of the site not required for other purposes may be converted to general grassed areas, consistent with AS 5181 - Use and installation of turf as an erosion, nutrient and sediment control measure.

Grassed areas are not to be included on slopes greater than 1 in 5 (20% gradient). If a playing field, the gradient should be between 1 in 70 and 1 in 100. See 5.1.2. Sports playing fields for more information.

Local soils can be highly variable from site to site and typically will not support even moderate use without some deterioration or loss of turf cover. Consequently, a robust turf grass must be selected which has the capability of regeneration through aggressive and fast-growing stolons and rhizomatous root system (or growth habit) which spread across and through the soil profile to aid recovering if damaged from wear and tear. Warm season turfgrass species such as couch grass and kikuyu are most suited to this situation as they are drought tolerant, self-repairing and hard wearing, provided the soils are decompacted annually to assist with turf growth and recovery and overall performance and long-term sustainability. Both couch and kikuyu grass species will persist (usually survive) during periods of extended drought and can be quick to recover once adequate moisture (irrigation or rainfall) is provided. Renowned for their rapid growth and recovery, both species will survive and provide an acceptable surface with minimal water and fertiliser, thus reducing the maintenance required. Areas of high traffic may require additional inputs to assist with turf recovery and long term sustainability.

Irrigation systems must only be provided to these general grassed areas if a non-potable water mains supply is available to the site. At sites where mains recycled water is not available, the school may choose to undertake manual watering (if local water restrictions allow) to maintain the viability of stolons and rhizomes to the extent necessary to suppress dust and ensure recovery once the drought breaks, however irrigation systems must not be installed. Other site-collected sources of non-potable water (such as rainwater harvesting) will be in demand for higher value uses such as toilet flushing and sports field irrigation.

Please refer to the Irrigation systems section (in 5.1.4 External equipment) for further information.

Artificial grass/synthetic carpets

In schools, project consultants may consider providing artificial grass or synthetic carpets in small spaces only where grass is difficult to establish and maintain (due to constant shade, for example), however this is discouraged. Project consultants must instead consider and preference other hard landscaping options, shade-loving indigenous⁸ ground cover plants (e.g. dichondra repens, viola hederacea), permeable pavers, or a combination thereof wherever possible.

In early learning facilities, synthetic or non-natural materials, such as artificial grass and rubber soft fall, must not be used in outdoor spaces. Refer to the section on early learning facility outdoor spaces (in 5.1.4 External equipment) for further information.

If it must be used in a small space in schools, artificial grass or synthetic carpets should meet the following requirements:

• fit-for-purpose and durable
• a minimum 19mm pile length
• a minimum 1,000g/m² pile weight
• sand-filled, and
• well-drained.

Mass garden beds

The planting scheme must be selected from locally native⁹ hardy evergreen and flowering perennial groundcovers, low bushes, plants and shrubs, able to thrive in the given exposure condition. Species that are not locally native must only be used where there is a compelling cultural heritage reason to do so, or where pre-colonial plantings, for instance, are no longer viable due to landscape modification.

All mass garden beds must comply with and be installed in accordance with the relevant Australian standards:

Project consultants must select and satisfy mass garden beds that meet the following requirements:

• located in less heavily trafficked areas
• use a variety of low-water or drought-tolerant plant species, at a minimum density of four plants per m², and
• poisonous plants (flower, seed or leaf) or plants that are known allergens must not be used.

Plants to be avoided

The following species must not be used at Victorian government schools:

• hedera helix – common name English ivy
• kalmia latifolia – kalmia
• laburnum species – golden rain tree
• lantana species – lantana
• ligustrum vulgare – common privet
• melia azedarach – white cedar
• myoporum insulare – boobialla
• nerium species – oleander
• prunus laurocerasus – cherry laurel
• wisteria sinensis – wisteria
• eucalyptus botryoides – mahogany gum
• eucalyptus camaldulensis – river red gum
• eucalyptus cladocalyx – sugar gum
• eucalyptus mannifera – white brittle gum
• eucalyptus viminalis – manna gum (ribbon gum)
• fraxinus species – some ashes
• populus species – poplars
• salix babylonica – weeping willow
• ulmus procera – English elm
• rhododendron ponticum – common rhododendron

Sensory gardens

Sensory gardens are designed to stimulate students’ five senses in a safe, accessible environment. They should incorporate plants, shade and accessible circulation routes that give students the opportunity to safely interact and engage with the setting by:

• seeing, touching and smelling the planting
• listening to wind, water, birds, insects and other natural-environment noises, and
• watching the passage of sunlight over planting and through leaf canopies.

Sensory gardens should comprise plants that are drought-resistant, where possible.

5.1.2 Sports playing fields

A functional sports oval can become a focal point for any school and local community. Sports ovals can be considered a vital piece of community infrastructure for organised sport, casual play, passive recreation and a venue for hosting a wide array of school and community events. Changes in weather patterns will see increased periods of drought and intense rainfall so close consideration should be given to the capacity of a sports oval to cope with these changes and their ability to recover from periods of intense use throughout the year.

Synthetic turf sports surfaces should be avoided due to their contribution to urban heat island effect and the production of micro-plastics entering waterways through runoff and drainage from the surface.

Site masterplanning

Masterplanning should ensure sports turf surfaces are free of overshadowing from adjacent buildings, and large trees are a sufficient distance away so shade or tree root competition is avoided.

Masterplanning should also take into account access to the facility for machinery and equipment, providing easy direct access without complex pathways.

Masterplanning must also consider pedestrian movement around the school, and the ‘desire lines’ that will exist between various buildings and other site features, ensuring they do not go across sports turf areas.

Masterplanning should take into account the shading of pedestrian movement corridors with canopy trees.

Constructing sports fields that are resilient and low maintenance involves considerable expense, and as such masterplanning must consider whether playing surfaces can be reduced in size and still represent a good design outcome. Smaller, high quality sporting fields are preferred over larger lower quality fields.

Sports field design

The design must take into account:

• local soil analysis results to determine the ability of the soil to support natural turf, and promote proper drainage
• other site conditions
• regional weather and climate
• rainfall data and available water
• irrigation and drainage design
• material selection and testing
• profile design
• procured advice from sports field design specialist on the overall design and a geotechnical engineer on drainage profile site analysis, and
• construction specification documentation.

Other factors that must be considered include the type of use and sport/s to be played, and expected level of use, including average and maximum hours of weekly usage, and development of a sustainable maintenance program to ensure surfaces can be installed and maintained to a high standard suitable to the school and community’s desired use. Key maintenance considerations include:

• how often the oval will be used
• during which seasons the oval will be used (i.e. turf wears quicker in winter), and
• the availability of water, fertiliser, and labour for maintenance.

Choosing the right construction

Developing sports field construction profile whether it be as an upgrade or new facility, should be based on the ability to cope with the maximum expected level of use. School sports ovals can receive a significant level of use and need to be designed accordingly to accommodate wear and recovery.

Most damage occurs to a sports turf surface when used during wet conditions. The ability to maintain a dry surface throughout the winter period increases the wear tolerance and potential hours of use without significant deterioration. A well-maintained surface will require less inputs throughout the year.

Desirable surface characteristics

The following characteristics should be the basis of any new sports turf surface to ensure the end product is suitable.

• a uniform, even surface free from holes or depressions.
• a suitable turf species selected which provides a full uniform turf coverage, is drought tolerant, hard wearing and shows good recovery potential
• a profile which provides good drainage in winter, is resistant to compaction and retains adequate moisture throughout the summer months.

Turf selection

Turf selected for use on school sporting fields must be hard wearing, drought tolerant and have good recovery potential. Warm season grasses such as couch or hybrid couch grass (Cynodon dactylon x transvaalensis) are most suited to this application.

Turf can be established either as solid turf or line planting. If the surface is solid turfed, turf must be grown on a sand-based profile, or be washed before installation. Purchase turf from a recognised and reputable turf farm.

Hydro-seeding, while cheaper, takes considerably longer as it is grown from seed. It is therefore generally not compatible with the short timeframes of school construction projects.

The following guidelines should be followed when installing natural turf:

• soil should be cultivated to a minimum of 150mm from the surface to break up this soil (allowing root growth)
• surface debris over 25mm in diameter should be removed, and
• topsoil must be a minimum depth of 200mm, and preferably 300mm.

Turf characteristics

The turf should have the following characteristics:

• be of uniform colour, texture and quality
• be of high density. (turf that is thin or has holes in it is unacceptable)
• be free from all major weeds
• be free of all turfgrass diseases and insect pests including couch mite and scarab beetle/cockchafer larvae
• be free of parasitic nematodes
• delivered sod to the site must be fresh, green, uniform and show no signs of scald, heat damage, nutrient deficiency or other forms of turfgrass stress
• sod must be delivered within 12 hours of harvesting and washing, and installed within 12 hours of delivery, and
• sod to be of sufficient strength so as when held vertically aloft by its end it will not tear under its own weight.

Turf sod laying

The available stripped topsoil resulting from site building works should be utilised and spread to create flat playing areas. These areas must be able to accommodate most outdoor sports.

Project consultants must select and satisfy sports playing fields that meet the following requirements:

• fills are assessed prior to any use on school sites for contaminants
• playing surfaces must be turfed, drained with falls across the playing surface and have adequate sub-surface drainage and topsoil structures
• fitted with an irrigation system/s suitable to the site
• fields are orientated and marked in a north–south orientation where possible, and
• playing field gradients should be between 1 in 70 and 1 in 100.

Consultants must consider the effect which field gradient has on drainage and daily and year-round usage of the field.

All significantly sized open spaces must also be turfed with natural grass, rather than synthetic turf, with adequate sub-surface drainage and topsoil structures. If synthetic turf is absolutely necessary, it must be documented as a departure and formally accepted during the design stage reviews. All ovals must be subject to a whole of life assessment.

Fill from other sites (including new housing estate developments) is not to be used without Ministerial approval. Fill must have been assessed by environmental hygienist and builders must provide clearance certificates prior to bringing it onto a school site, in accordance with the Department of Education’s Soil, Mulch or Loose Fill policy.

Project consultants should provide sports playing fields as follows, where possible:

Any supporting amenities must be female friendly.

Guidance on best practice community AFL oval specifications, where conditions are required and possible due to Community Joint Use Agreement contributions, can be found in the AFL Preferred Community Facility Guidelines 2024.

5.1.3 Hard landscaping and indoor sports courts

Hard landscaping must be used to provide necessary outdoor educational requirements through the efficient and well-designed location of constructed landscaped sites.

Consultant must liaise with school where possible, or School Reference Group, about preferred rubbish disposal system and install suitable enclosures and access accordingly (i.e. wheelie bins or large industrial bins).

Outdoor hard courts

Hard courts are an important physical education facility that can also be used for school assembly purposes.

All hard courts must comply with and be installed in accordance with the following Australian standards:

• AS 3727: Pavements, and
• the current Netball Victoria Facilities Manual

Design must follow procured advice from sports field design specialist and a geotechnical investigation, interpreted by a geotechnical or civil engineer.

The consultant must conduct site supervision of all pavement works, to ensure compliance with all specifications and standards.

Hard courts must be safe and playable in wet and dry conditions. Project consultants must provide hard courts as follows:

Where there are more than two courts (whether indoor or outdoor), space must be allocated for spectator areas in between banks (i.e. sets of two) of courts, and mobile benches and other mobile furniture and equipment required for school or external state affiliate competitions.

Project consultants must select and satisfy hard courts that meet the following minimum requirements:

• constructed of asphalt or concrete (determined after assessing ground conditions) with an acrylic sports coating and an effective and durable edge restraint. This must extend for the full depth of the pavement, including the base course
• if constructed of asphalt, the acrylic sports coating must cover the whole surface area, not just the courts and run-off area
• the acrylic sports coating (except for line markings) must have a 39 SRI rating to reduce the urban heat island effect
• the edge restraint must be set flush with the top of the hard court surfacing
• must be bounded by a subsoil drainage system that will isolate the hard court foundation material from subsoil seepage and the effects of seasonal ground movement
• surface finish must direct stormwater run-off to the edges of the paved area without affecting the court’s function.
• have a 1% fall as directed per specifications, and
• must achieve a minimum BPN slip resistance of 75 in the wet using a 55 and 96 slider.

Hard courts must have ‘order of dominance’ markings to accommodate multiple different sports uses and community agreements.

Project consultants should refer to guidance from the relevant state sports’ peak bodies, (Netball Victoria and Basketball Victoria) to ensure markings are accurate. Textured line markings should be made in a water-based paint. Line marking should always be undertaken by a trained professional using approved sports’ surface products.

For competition-grade courts, consideration should be given to avoidance of line confusion as the number of sports’ lines on a court can impact on the types of competitions and events that can take place on that court.

Hard courts should be sited near gymnasiums and outdoor grassed playing areas. If possible, hard courts should be orientated and marked in a north–south orientation, and arranged side-by-side, not end-to-end.

All hard court areas must incorporate an obstruction-free zone outside the court perimeter of a minimum 3.7m wide. In the case of covered outdoor courts, where installed, structural poles must be located outside run-off areas. Cover height must allow lux standard compliance, and clearance of equipment for maintenance, i.e. cleaning, lighting replacement.

Outdoor hard court multi-functionality – for basketball and netball

Each outdoor court must be provided with both basketball and netball fittings – including backboard, backstops, posts, rings and sleeves – that satisfy school and community partner needs, and the requirements outlined below, at minimum.

It is important to note that best practice, VSBA multifunctionality requirements differ for indoor and outdoor courts, due to considerations such as available space, system durability, and safe, practical operation.

Consultants must satisfy the following requirements for outdoor hardcourts, and provide:

• a reversible/rotatable pole and backstop system be installed per court, that:
  • is comprised of hot dip galvanised steel finish only, for long rust-free life
  • has stable steel upright sections of 114-140 mm diameter minimum.
  • have certified independent laboratory testing¹⁰ to EN 1270 standards with registered engineer sign off
  • has solid double rings, with pigtail-less net attachments, for safety and durability
  • has rings attached to a structural part of the system, not just the backboard/frame
  • if the backboard is timber, it has rounded backboard edges that meet international standards (EN1270)¹¹
  • backboards that are not attached to a non-structural brick wall
  • has a minimum 5-year warranty against delamination/rot/splintering
  • has fully sealed edges
  • is FIBA compliant. FIBA certification¹² is strongly encouraged
  • has rings, posts, sleeves and padding that satisfy current FIBA or Netball Victoria regulations, respectively¹³, and
  • pole sleeves must be flush with the ground
• height appropriate solutions, where possible, where courts are to be used by young users (under 11 years old), and older users (11 years and over) and for people who use a wheelchair.

Recommended long-life backboard materials include: fibreglass, fibreglass coated timber, laminated timber and aluminium.

If courts are designed end to end, additional space must be provided within the run-off, with consideration of fences and other building structures, for the rotator arms to turn and full rotation of adjustable poles.

The ceiling height of a covered outdoor learning area/space, or COLA, is determined by its planned use. Where a COLA is to be used for sports, it must be:

• 7m, minimum, where the space has line markings and will be used as a sports practice or play space
• 7.5m, minimum, where a space will be used for any level of competition, and

Where a COLA is not intended to be used for sports (either practice, play, or competition), it must be:

• between 5 and 7m minimum, only where the space, and:
  • have no sports court markings and be intended as an outdoor classroom or amenity and not for sport e.g. not for netball, basketball or volleyball
  • does not have lighting that could be damaged by other ball play, and
  • will not be used for sports competitions or hired out for community sports use into the future.

All COLA structures must:

• be free standing
• not be scalable
• have adequate drainage that allows water run off, and
• have posts that are appropriately located and designed for safety and access, including
• visual elements to assist navigation and safety for students with visual impairment, and
• have lighting that supports the activities that will be conducted in the space, and
• that enable adequate control of glare and visual contrast, and
• any installed luminaires must be vandalproof and have an impact resistance of IK10 (AS 62262).

COLA design and placement should consider site space constraints and any limitations imposed due to heritage significance, where relevant.

Clear roof sheeting may be considered in full length strips to provide additional daylight, where the design mitigates against glare. Any clear roof sheeting must have safety mesh installed underneath it in accordance with AS/NZS 4389 – Safety mesh.

Where an outdoor court is covered, the required minimum ceiling height measured from finished floor level of the playing field to the lowest ceiling point (which includes the area over the umpire / run-off areas) is determined by its planned use.

Netball/Basketball court specifications (applicable to indoor and outdoor)

Project consultants must select and satisfy indoor and outdoor courts inclusive of posts, rings and sleeves for both basketball and netball that, respectively, meet Basketball Victoria and Netball Victoria’s minimum requirements.

Portable, self-supporting netball or basketball posts must not be used.

Court size

Netball Courts have a larger footprint than basketball. By using the netball specifications, all basketball and other highball sports dimensions will be met.

While all hard and competition court dimensions must have a netball court-size footprint, the basketball court dimensions that fit inside this must be 28m in length by 15m in width measured from the inner edge of the boundary line, in compliance with FIBA guidance.

Overall court measurements are taken from the outside of the boundary line to the outside of the boundary line (whereas internal measurements, i.e. court thirds, are measured from the outside to the inside).

• 30.50m x 15.25m = principle play area
• 3.05m minimum run-off (obstacle-free umpire area on all sidelines and baselines)
• minimum total free area 36.6m x 21.35m = 781.41m² total size
• if the facility has multiple courts, allow 3.65m of obstacle-free run-off area between courts
• in accordance with the diagram in Figure 2C.

At least one school court must be installed with a timber backboard or opaque fibreglass/acrylic backboard with black lines to enable play by those with visual impairment.

Scorer and team benches must be outside the 3.05m netball run-off areas. Ideally, scorer benches are located centrally on the court’s long side with the team benches located either side of the scorers' bench.

Scoreboards and shotclocks

Scoreboards must be tested to DN18032-3 standards. Scoreboards and shotclocks must be FIBA compliant. FIBA certification is strongly encouraged. At least one scoreboard must be installed at a suitable height and location where it is clearly visible to the officials, players, player benches and spectators, and has a digit size for time and score equal to or greater than 250mm.

All scoreboard controller software must be upgradable on site to respond to future rule changes and accommodate separate sports modes as appropriate. Scoreboard power consumption must be kept to a reasonable minimum and factored into overall power supply needs and capability.

Two shotclocks must be provided and located at opposite ends of the court.

Lighting and other elements

Minimum required lux level is determined by the sport level being played at the venue. Schools should consult with the relevant state sporting body to determine a suitable level. As a guide, Netball Victoria recommend the following for indoor and outdoor light levels.

Maximum Glare Rating (GR) in competition-grade netball courts (non-televised) must not exceed 40. Wherever possible, outdoor courts should have a maximum GR rating of 45.

Basketball facility design must mitigate glare through consideration of factors such as usage, orientation, shading, blinds, and window placement.

Lights must be installed outside of the competition clear zone, have an impact resistance of IK10 (IEC 62262) and be vandalproof.

Netball goal posts, sleeves and rings must comply with current Netball Victoria Guidelines, found in the Netball Victoria Facilities Manual. Noting that pole sleeves must be flush with the ground, and protective sports foam should be provided to posts.

Indoor competition-grade sporting facilities

The VSBA regularly works with partners, including local councils, professional sports bodies and other community groups, to co-invest in the delivery of competition-grade facilities¹⁴ and encourages these types of partnerships. See 5.8.6 Ventilation for more information on gymnasiums and thermal comfort.

Competition-grade netball and basketball courts

Where a competition-grade netball court or basketball court is to be provided, it must be built in accordance with the BQSH specifications developed in consultation with Netball Victoria and Basketball Victoria.

In addition to meeting these requirements netball/basketball competition-grade courts specifications should also follow the guidance in [noting that the Department has dispensations for lower ceiling heights and Lux ratings as specified in the BQSH] current Netball Victoria or Basketball Victoria Guidelines and requirements:

• FIBA Official Basketball Rules
• Netball Australia National Facilities Policy
• Netball Victoria Facilities Manual
• Netball Victoria Compliance factsheet.

Indoor court multi-functionality – for basketball and netball (at minimum)

Where an indoor court is to be used for both basketball and netball, project consultants must provide a FIBA compliant side fold wall- or roof-mounted retractable system with height-adjustable backboard for basketball, and; one height adjustable pole (that can be removed for assemblies), for netball, with associated storage. FIBA certification is strongly encouraged. Noting that the standard post height for 5-10year old players is 2.4m, and for players 11 years and over it is 3.05m.

Indoor basketball retractable systems must satisfy the following criteria:

• they must be either a sideways folding – wall mounted system or
• a roof mounted system that folds in any direction
• all systems to be electrically powered and key operated from the ground (not manual winch/ power drill operated)
• if a wall mounted system, must not extend beyond 3.5 m for stability, reduced vibration and safe deployment, as per FIBA rule 1.4.2
• have certified independent laboratory prototype and fatigue testing¹⁵ to EN 1270 standards with engineer sign off
• be FIBA compliant. FIBA certification¹⁶ is strongly encouraged
• have electrically height adjustable backboard
• have backboards made of glass, fibreglass¹⁷, steel, aluminium, or sealed timber (with rounded edge), if being used for (Level 3) community up to and including state competition, or
• have glass backboards only, where (Level 2) national-level competition is to be played
• all backboards must comply with the EN 1270 standard
• be a mechanically braced, stable system, to limit vibration after four seconds as per FIBA rule 1.4.2.
• have rings with a warranty
• have rings that are positive locking and not fixed or un-controlled spring loaded.
• have net attachment that is through tubes, not hooks.
• have backboard pads to meet FIBA rules section 1.5¹⁸
• where a roof-mounted and or upwards-folding system, must have a safety strap
• must have rings, posts, sleeves and padding that satisfy current FIBA recommendations¹⁹.

Ceiling height

Dispensation has been given to the VSBA to allow minimum clear ceiling heights for indoor netball courts of 7.5m acceptable for Victorian Schools (the national standard is 8.3m).

Indoor sports flooring

Indoor sports flooring must comply with the requirements set out in the Flooring for indoor physical activity spaces section (in 5.4.2 Internal finishes).

Gymnasium ventilation and thermal comfort

Gymnasiums require versatile ventilation strategies to maintain acceptable thermal comfort, humidity and CO₂ levels. Ventilation strategies for gymnasiums should primarily be based on passive design, including high (R4.0) roof and wall insulation values, with augmentation through mechanical cooling, where necessary. Glazing should be minimised to the west and north faces.

Gymnasiums may be designed for a broad range of occupancy levels and functions. Ventilation design must, therefore, be informed by a thorough understanding of the expected use of the space. For instance, large spaces typically require minimal natural ventilation at low occupancies. When operating at full, strenuous capacity in hotter weather, a mechanical extractive ventilation system may be an appropriate solution to guarantee effective air circulation.

Full use must be made of the passive ventilation potential of the building, and surrounding natural elements and conditions. For instance, if the building is exposed to prevailing winds, cross ventilation will be more effective. Thermally driven passive ventilation, or the stack effect, is another effective passive ventilation strategy that can be suited to gymnasiums’ typically higher ceiling height. Incorporating opening vents and high-level extraction fans can be an effective passive and active ventilation approach, which introduces and circulates cool air into and through the space. Operable louvres (refer to 5.3.3 Windows) and night purge systems are also common ventilation solutions, installed at higher levels in gymnasiums and multi-purpose spaces.

Gymnasium changing bench framing

A changing bench system must be provided in gymnasium changing rooms, comprising tubular galvanised or powder-coated steel frames and slatted hardwood seat.

Sports equipment storage

Project consultants should provide sports storage areas with designed racks, bins and open shelving sufficient to allow storage of all sporting and physical education equipment, including the loose fittings required for the gym hall. Where a school will be using a gymnasium for assemblies, storage options must be provided for temporary seating etc.

Additional facility requirements

• Circulation and spectator seating should be:
  • 2.2m circulation, incorporating two rows of seating for team, coaches and spectators (approx. 50 places) which exceeds the Basketball Victoria and Netball Victoria Guidelines suitable circulation recommendations of 1.4m circulation for safety
  • located outside the run-off zones.
• Toilets and/or changing rooms – aligned with VSBA’s Facilities Schedule
  • Primary – one changing room area at 351+ students
  • Secondary – one changing room area at 401+ students.
• Falls must be provided on joinery, ledges and AV speaker cages above 1,500mm in the gym to allow balls to roll off.

Fencing

The design of fencing should be integrated with the site’s landscape design, which must be designed by a registered landscape architect.

The VSBA senior project officer must obtain approval for fencing design from both the VSBA and DE Security Unit (SU) during the Design Development phase. The SU will provide a detailed security brief to ensure appropriate security layering and design (including perimeter protection, where applicable) is implemented early. VSBA and DE considerations for fencing include the safety of staff and students, site isolation, sight lines, external lighting, building heights and community information.

Where required, fencing can be used to define school sites and identify boundaries to indicate where outsiders are not permitted. Any fencing and associated gates used at Victorian government schools must be:

• fit-for-purpose, strong, durable, and safe,
• integrate with the landscape and not present as unwelcoming,
• fences should discourage climbing, but also be able to withstand it,
• be designed to relevant standards and allow for any engineering required for designs outside of relevant standards including soil conditions,
• be integrated with pedestrian and vehicle site access gates.

If a sensory wall is also a perimeter fence or boundary, it must comply with relevant regulations and standards for the latter.

Security against unauthorised access can also be achieved through environmental design: for example, landscaping features such as planter boxes, and changes in levels.

When installing any fencing and railings, the topography of the site should be considered.

For early learning and special, special development and supported inclusion schools, consultants must adhere to specific regulations for barriers and fencing. All outdoor space must be enclosed by a fence or barrier, with a minimum height of 1,800mm whose design prevents children of early learning age and under (5 years) from passing through, over or under.

In early learning facilities, outdoor gates should be self-closing and self-latching, with a mesh or solid panel on the internal side of the fence to ensure that unauthorised adults cannot reach over and open the gate. A high-level handle must be provided on the internal/early learning side of the fence only.

Capture gates, or other appropriate safety measures, must be provided beside exit doors in early learning facilities that do not have a foyer to prevent children from exiting into unsafe areas unsupervised.

Fences should not be scalable by creating footings or have an item (such as outdoor air conditioning condenser units or yarning circle logs) within 1,000mm that could be used to scale the perimeter fence. Furthermore, solid plinths may need to be provided below fences to ensure children cannot dig out the soil or mulch that increases the gap below the fence to greater than 100mm.

Table 7 identifies the types of fencing to be used (if approved) at Victorian government schools:

Fencing must also comply with the Department’s Fencing policy.

Pathways

Path width should suit anticipated use. They should comply with the Disability Discrimination Act 1992 (Cth) (DDA) access requirements. Paths should be free of obstructions such as plants and equipment. Paths must be plain unpigmented concrete or lighter in colour, unless they are permanently shaded. Exposed sharp aggregate paving finishes should be avoided in primary schools and early learning facilities.

In addition, please refer to 5.7.3 Pedestrian footpaths and 5.7 Civil engineering for further information.

Where bike paths are installed they should be:

• curved (no straight lines) to prevent children going too fast
• at least 2 metres wide and 75 to 100 millimetres deep to accommodate three-wheel and bike education programs
• between 250 and 700 metres or more in length, depending on the size of the school.

Bicycle shelters

Bicycle shelters can be provided to encourage students and staff to cycle to schools.

Project consultants must select and satisfy bicycle shelters that meet the following requirements:

• easily accessible and designed to minimise conflict with concurrent flows of pedestrians and vehicles
• racks are securely fixed to the floor or wall and must be non-removable
• racks are the correct height and width to support the bike in two places
• have lighting that promotes good visibility within the bike shelter, and for security
• have appropriate signage indicating procedures for locking bicycles and doors or gates.

Bicycle lockers and racks must comply with AS 2890.3 Standard – Parking facilities.

In addition, please refer to 3.3.12 Alternative transport access for further information.

Car park design

Car park layouts are to be designed to meet the requirements of all relevant standards, regulations and laws. Parking bay width and length must be designed for User Class 2, as listed under AS/NZS 2890.1 Parking facilities – Off-street car parking. The accessible parking bay must be designed in accordance with the minimum dimensions as contained in AS/NZS 2890.6 Parking facilities – off-street parking for people with disabilities.

Where car parking is to be provided, it should include or allow for:

• controlled out of hours entry, for instance through bollards, gates or boomgates
• external lighting provisions for safety in design
• speed limit & through traffic/drop off controls i.e. speed humps and signage, and
• integrated landscape design to enhance ecological value and provide shading

Car parking must also be permanently shaded or be constructed from materials that are lighter than plain unpigmented concrete in colour (i.e. have a solar reflectance index of 35 or higher) to minimise the urban heat island effect.

In addition, please refer to 3.3.13 Provision of car parking for further information.

5.1.4 External equipment

Seating

Adequate formal and informal seating should be provided to encourage and facilitate social interaction and learning outdoors. Seating configurations must take into account prospect/vista and shade, the ages of users, and their benefit in terms of social development and interaction.

Outdoor seating with different arm and back configurations and at different heights should be provided so it can be used by a variety of people. Seating should be well spaced for participation and movement of wheelchair users and others with different access needs.

Informal seating or ‘perching’ spaces for staff and students can be created on the edge of low decks, on sleeper-style timbers, and on low retaining walls.

Small group seating areas must be considered at primary schools for storytelling, outside eating and quiet activities. These should be pleasant areas with winter sun and summer shade. Ideally, they will be separated from busy parts of the play area. A diameter of about 2.5m is suitable for a small group of young students.

Play, adventure and outdoor fitness equipment

Every school must be provided with outdoor spaces and equipment, for the purposes of student play, recreation and outdoor learning.

Play facilities within school grounds can be further supplemented by access agreements to public land outside the school, as long as these can be accessed safely.

Play areas must be designed with:

• best practice impact areas, fall zones and free heights of fall
• impact attenuating surfacing
• be free from entrapment risks
• use of non-toxic treatment for timber in new playground equipment. Timber must not be treated with pentachlorophenol, chlorinated hydrocarbon pesticides, or copper-chromium-arsenate (CCA)
• rubber softfall comprised of at least 80% recycled rubber and, ideally, be light coloured to minimise fading and heat gain
• consideration of local weather conditions, especially where rubber softfall surfaces are material options i.e. noting regional areas can have frosty or wet conditions that create fall risks on rubber surfaces
• opportunities for development and play for all children, and
• promote accessibility and inclusiveness through multiple play options for all students and user sizes, regardless of their individual circumstances, i.e. equipment must be provided that can safely be used and enjoyed by wheelchair users.

In addition, please refer to 5.15 Sustainable products for further information.

Existing built environment and infrastructure can also be utilised in creative ways to supplement the role traditional play equipment has in encouraging physical activity, recreation and learning.

School and infrastructure spaces can be ‘activated’ through simple and cost-effective interventions that inspire free or more structured play with or without loose equipment. Some examples include:

• lines, targets, grips or routes installed on the sides of suitable buildings and walls for handball, tag games, or climbing, respectively
• coloured, slip resistant playground markings / block colour to create zones for multiple uses in the same space i.e. hopscotch variations, other games / sports activities, or quiet play
• adding mirrors to walls to create areas for dancing
• landscapes activated through simple games equipment, paths, or panels suggesting exploratory activities
• decks, cubbies or shaded area for dramatic play/role-play and/or imaginative games.

Skylights must not be installed in rooftop playgrounds unless they can be fully enclosed to prevent access by students and or installed with anti-fall meshing that is anchored down with tamperproof screws.

Location

The design and installation of play equipment areas must be considered within the context of the whole site development, including provision of other locations for organised and free play, and sports and activities.

Note that some equipment types could constitute a suitable and safe choice in a rural location with greater availability of outdoor space, but be unsuitable for a more densely populated urban site.

Play areas within schools must be located for general safety as follows:

• where they do not obstruct pedestrian access across the school grounds (compliant with AS 1428)
• away from vehicle traffic and other hazards, such as carparks
• a safe distance from hazards, such as adjacent industrial installations
• where there are clear lines of sight, and spaced for clear access/travel routes for supervision by staff on yard duty
• where they receive summer shade and winter sun
• quiet play or contemplation spaces (such as sensory gardens), should be situated away from active areas (especially ball/sports areas).
• away from fixed sports equipment, such as basketball hoops, soccer goals
• in accordance with the general principles of Crime Prevention through Environmental Design.

Drinking water must be provided in the context of developing the overall landscape plan.

The base under a play equipment area must be designed for effective drainage, prior to installing any equipment. Drainage (or any other kind of) pits must not be located in impact areas.

Planning and departmental approvals

For school-led projects, if play equipment is proposed for installation in a previously undeveloped part of school grounds that has not been factored into previous masterplanning, a school must consult with its Regional Office as well as the VSBA (Project Delivery’s Central Office) regardless of the project’s value, to ensure new works do not conflict with existing infrastructure or planned capital works.

A range of playground equipment must be selected for new schools and early learning facilities to promote accessibility and inclusivity, and to accommodate as many abilities and special needs as possible. PDCs should obtain advice prior to playground equipment installation from relevant specialists as appropriate to the situation, including one or more of the following: allied health specialists, DDA/Access Consultants, or expert playground specialists. Expert advice when selecting equipment for special, special development and supported inclusion schools is particularly important to accommodate a higher percentage of complex needs.

Consideration must be given to any additional conditions or infrastructure that are necessary to make operation of specialist equipment safe. (i.e. fenced off area, softfall and buffer zones for special swings).

Safety and compliance

All outdoor climbing apparatus in schools must be fixed.

All playground equipment must comply and be installed in accordance with the relevant, current Australian standards, including:

• AS 4685: Playground equipment and surfacing – Parts 1 to 6
• AS 4685.0: Development, installation, inspection, maintenance and operation
• AS 4422: Playground surfacing – Specifications, requirements and test method

Other standards which are applicable in school grounds include:

• AS 16630: Permanently Installed Outdoor Fitness Equipment
• AS 1428: Design for Access and Mobility (applicable, in this context, only to pathways for egress and exit from playgrounds).

Impact attenuating or absorbing surfaces (loose material or a good quality, synthetic impact attenuating system that complies with AS 4422 is required in outdoor plays environments.

For new playgrounds or significant upgrades / replacement works, plans and equipment choices must be made by competent playground suppliers and/or landscape architects.

As per AS 4685, all new playgrounds and significant rectification and upgrade works must be independently audited for compliance by a competent, appropriately qualified and experienced person that is not the designer or supplier. Plans need to be audited prior to installation, and the works inspected and approved following installation /practical completion.

Sandpit design

Sandpits must be surrounded by aboveground, planter-box type structures and be located a sufficient distance from indoor spaces and entrances to help contain the sand and reduce the risk of sand spillage and blowing. They should be large enough to accommodate the expected number of users within the school and designed so that children with disabilities can participate in sand play.

In schools, sandpits must be at least 300mm deep (preferably deeper) and must have effective drainage.

Sandpits must be located outside of building envelopes and must not be installed in multi-storey elevated deck areas.

Sand pit covers, where utilised, should be permeable to sun and rain.

Where rubber softfall is installed, sand must be located at least 2.5–3 metres away from this softfall so sand does not corrupt the rubber.

Shade should be provided externally to cover all play equipment and designed to offer the greatest protection during peak UV radiation times and peak periods of use. Shade posts must not be installed in impact zones.

In Victoria, UV Index levels are highest from September to April, with about 60% of daily UV radiation reaching the earth’s surface during the middle of the day. Therefore, sites with high usage at that time have a higher priority for shade provision.

Shade should also be provided externally to cover the play equipment area for all facilities. When planning for shade, refer to the SunSmart Shade Guidelines, available on the SunSmart website.

In addition, please refer to 5.1.5 Shade areas and the Drinking fountains section (in 5.1.4 External equipment) and the department's Shade Sails policy for more information.

Early learning facility outdoor spaces

Indoor and outdoor space allocations in early learning facilities, including those in multi-storey buildings, must comply with the minimum requirements of the National Quality Framework (NQF) and the Children’s Services Act (CS Act). For further details, refer to Space Requirements for Early Childhood Services.

Outdoor space design must consider access points for maintenance and deliveries. An additional pedestrian emergency egress gate, positioned opposite to the maintenance access points/gates, should also be considered.

Sandpits must be at a minimum 40cm in depth, however, with up to 60cm preferable. Shade must be provided to sandpits and mud play areas.

Outdoor play spaces in early learning facilities must comply with the following:

• a qualified landscape designer is consulted on all aspects of their design
• Outdoor Space Minimum Requirements as outlined in the NQF, not counting
  • areas such as pathways, thoroughfares, car parks and storage sheds or any other space that's unsuitable for children as outdoor space, nor
  • any area of veranda included in indoor space calculations in outdoor space calculations.

Early learning facilities located in multi-storey buildings must include outdoor spaces on each storey to accommodate the number of children on that storey to comply with Education and Care Services National Regulations. The design must ensure that minimum requirements for outdoor space are met for each child being educated and cared for by the service.

Outdoor spaces should be no smaller than 4 metres in width or length.

The design of outdoor spaces in early learning facilities must also satisfy the following:

• supports accessibility by children with disabilities, developmental delay or mobility aids
• provides direct access to indoor education and play spaces and children’s bathrooms
• includes an undercover veranda to serve as a transition area between outdoor and indoor education and play spaces and to offer outdoor play areas during extreme weather
• facilitates supervision of children, avoids landscaping elements or structures that could impact sightlines and hinder supervision
• include smaller areas for focused play while maintaining open spaces for active play
• if an external storage shed is installed, it should satisfy the following:
  • double doors (with a drop bolt lock for larger doors) for easy access
  • 600mm deep shelving units for storage, along with suitable higher shelving for items such as ladder brackets, and
  • a double GPO positioned at 1500mm high
• must allow children to access, interact with and experience the natural environment and vegetation in accordance with the Education and Care Service National Regulations (regulation 113; outdoor space-natural environment)
• excessive landscaping elements, such as extensive bike paths or unnecessary, large cemented areas, are to be avoided in the interests of maintaining a balance between natural elements like digging areas, vegetable gardens, or soft fall, and essential landscaping features
• include adequate shaded areas to protect children from the sun while also ensuring all other requirements such as supervision are complied with
• rocks, natural logs, and timber used for seating or bordering sandpits are low, free of sharp edges, and positioned to avoid safety risks, and
• exposed sharp aggregate paving finishes are not included in the design.

If structural square poles or pillars are necessary in outdoor areas that are designed for children to run in, they should be padded to reduce risk of impact injury.

When selecting materials and surfaces for outdoor areas, the following requirements apply:

• synthetic or non-natural materials, such as artificial grass, and rubber matting and soft fall, must not be used
• tan bark or mulch should be used as a soft fall option, where required
• soft fall mulch should not be included in areas adjacent to indoor education and play spaces
• metal grating groundcover should not be used in outdoor spaces, and
• surfaces, particularly those adjacent to 0–under 3 education and play spaces, must not include choking hazards, such as materials that may deteriorate over time or contain small parts that could pose choking risks for babies and toddlers.

Irrigation systems

Appropriate water reticulation should be provided to enable maintenance of grassed and gardened areas. Systems should be carefully chosen using expert advice where appropriate.

Where available, irrigation water must be sourced from mains-supplied non-potable water.

At sites where mains non-potable water is not available, irrigation water may be from water harvested from site surfaces such as roofs and impermeable pavements or other sustainable sources, noting that these water sources may also be used for toilet flushing. To maintain turf areas during times of drought, irrigation water may need to be supplemented by mains supply when harvested rainwater is exhausted (subject to water restrictions).

Irrigation systems in multi-storey schools and early learning facilities should not be installed in roof garden balconies, to avoid risks of reticulated pipework leaks. Irrigation in these locations should be:

• sourced from local tapware/plumbing fittings
• unconcealed, and
• ideally a timed drip system.

Integrated roof terrace planters should not be installed, due to high risk of long-term waterproofing issues with building envelope. Planters should be free standing.

Landscape irrigation

The landscape and associated systems should consider opportunities to reduce the consumption of potable water required for irrigation through the installation of subsoil drip irrigation and moisture sensor controls.

Drinking fountains

Accessible, potable water is a health and safety requirement. Drinking water should be provided on the basis of one tap per 30 students. Drinking fountains must be dispersed throughout the school in convenient areas, ensuring all students can access them when needed.

Project consultants must select and satisfy drinking fountains that meet the following requirements:

• accessible to all users, including specific fountains dedicated for wheelchair accessibility
• be made from lead-free or lead-safe products
• appropriate to the age and height of users (ages 5–12 in primary schools, 12+ in secondary schools)
• be placed near locations where physical activities occur, such as active play and sports areas, and where students are likely to eat lunch
• be designed to allow students to fill water bottles.

Individual fountains and troughs/banks of fountains must have at least one water filling station each.

Consideration should also be given in the design process to locating fountains in a way that minimises damage and vandalism.

5.1.5 Shade areas

Project consultants should select and satisfy shade areas that meet the following requirements:

• provide a combination of built and natural shade to protect students, children (in early learning facilities) and staff, particularly when UV radiation reaches damaging levels (3 and above)
• consider patterns of use (time, duration and level of use), activity types, daily and seasonal movements of the sun, safety, structures, windloads, access and maintenance
• provide inviting spaces that students will want to use.

Shade should be designed to offer the greatest protection during peak UV radiation times and peak periods of use. In Victoria, UV Index levels are highest from September to April, with about 60% of daily UV radiation reaching the earth’s surface during the middle of the day. Therefore, sites with high usage at that time have a higher priority for shade provision. Shade should also be provided externally to cover the play and adventure equipment area/s for all facilities.

Shade structures in early learning facilities must be located clear of fences and barriers so they do not enable climbing and comply with AS1926.1. Shade must be provided over static play areas such as sandpits. It should also be provided over areas of soft fall and digging patches. In cases where new plantings need time to grow, temporary shade solutions must be provided to ensure constant adequate sun protection for children.

When planning for shade, refer to the SunSmart Shade Guidelines, available on the SunSmart website, and the department’s Shade Sails policy.

Natural shade and trees

Natural shade must be a major element of shade provision within a school or early learning facility, wherever possible, mixed with other (built) shading solutions. Natural shade should be provided around high-use areas (such as lunch and passive play areas), and must take into account the location of the sun and the time of day that the external space will be used. Natural shade must be maximised for external areas where possible, excluding provision near sports playing fields.

All existing locally-native²⁰ species of trees should be retained where they are healthy and viable in the contemporary landscape. The management of existing trees must be performed in accordance with the following Australian standards:

Project consultants should include additional tree planting using locally-native species in their designs, where possible and viable with respect to ongoing maintenance and cost, to provide character and definition, increase natural shade in external areas, and enhance ecological value. Where trees have been removed, they should be replaced by new trees: two new trees for every tree removed.

Arborists, horticulturalists and local councils should be consulted by contracted landscape architect/designer to identify the most appropriate species for the area.

Project consultants should select and satisfy additional natural shade that meet the following requirements:

• provide advanced specimens that give immediate shade, except where horticulturalists advise that younger specimens will overtake them in size within two-years.
• sufficient clearance beneath canopies to allow access
• locally-native trees that suit the local soil type and microclimate

Landscape designers/architects must ensure plants selected for schools or early learning facilities contribute positively to the school or early learning environment and minimise the risk of harm to school or early learning assets and communities. Selection is always subject to site location, climate, local Ecological Vegetation Class, geology, soils, orientation and adjacencies.

Project consultants should consider how trees will affect sites when they reach maturity, including by selecting species with a drip-line that will not ultimately encroach the building footprint.

Landscape specialists and schools undertaking school funded capital works must also refer to the Tree and Plant Selection in the 3.4 Landscape planning section for performance criteria for plants and trees.

Built shade

Natural shade can take considerable time to develop, so built shade should also be provided throughout school sites. Most built shade consists of two parts: the supporting structure and the primary shading material. The most common materials for built shade are metal sheets, polycarbonate, fabrics and shade cloths.

All built shade must comply with and be installed in accordance with the following Australian standards:

Project consultants must select and satisfy built shade that meets the following requirements:

• provide high/extreme UV protection (50 UPF or higher) throughout the day and year for students and teachers
• be located with due cognisance of existing services, such as drainage, power lines, gas and water
• withstand a variety of weather conditions and high winds
• have a minimum clearance of 3m in height
• avoid cables and guy ropes where possible (however, if required, these must be located in garden areas and provide marking and padded protection)
• include supports that are clearly visible, with rounded edges and/or padding and placed to minimise risk of collision
• include vertical supports that are not scalable by students, and that do not make fences scalable, and
• not impede the vision of supervisors.

Built shade structures must be installed by an experienced and registered building practitioner in the field of tensioned structures. Each structure must be approved by a qualified engineer.

Shade structures must be positioned to take account of the daily/seasonal movements of the sun, providing shade during peak UV radiation exposure and high-use times. Shade structures must have extensive overhead and side cover and be located away from any highly reflective surfaces.

5.1.6 Landscaping in bushfire-prone areas

Bushfires are a reality of the Victorian landscape. To better support safety for schools in bush-fire prone areas, project consultants should design site vegetation that reduces likelihood and risk.

Project consultants should avoid plants or other hard or soft landscaping features, such as combustible retaining walls or ground cover that easily ignite and/or have high oil content. Plants and trees or hard features higher than four metres should be located well clear of structures, and not create the potential for a ‘fuel ladder’ with the existing landscaping.

Schools and early learning facilities located in a designated bushfire prone area must satisfy the additional requirements set out in VIC NCC G5P2.

5.1.7 Wetlands

Wetlands can be incorporated into school design at any school site for the following uses:

• as a managed natural environment, for use as an educational resource
• as a water-retaining basin for salvage of stormwater and reuse in landscape watering, and
• for compliance with the requirements of local government or catchment management authorities for onsite stormwater detention and controlled release to the legal point of discharge.

Where the wetlands are intended to be used by a school as an education resource, the following principles are to inform the design.

Project consultants should select and satisfy wetland areas that meet the following requirements:

• integrate educationalist expertise in master-planning, to ensure the provision of vegetation suitable for learning, such as seed-bearing trees that attract birdlife
• be part of the school facility landscape, pathways and development masterplan
• have a water level not more than 1m below adjacent ground level
• provide all staff and students with dry, safe and convenient access to the water’s edge in accordance with the general principles for inclusion
• provide space for 10–15 students and a staff member to gather on a dry-level landing or decked platform
• permit staff supervision of all areas
• be landscaped and planted with suitable long-lasting ground and water plant species
• have an inlet from the stormwater drainage system and outfall to the legal point of discharge
• be provided with life safety measures commensurate with a water hazard.

Where the design and location of wetlands is also driven by engineering requirements, the wetlands must:

• meet local council requirements
• be remote from school buildings
• be designed and constructed to facilitate safe routine maintenance and cleaning of the compound grounds, embankments, water surface, and outfall
• be securely fenced and signposted.

Where wetlands are adjacent to sports fields, screening should be provided so that balls do not land inside the secure compound.

Wetlands must be securely fenced and include adequate signposting.

Wetlands must not be included in the design of early learning facilities. Should wetlands be included within school grounds that have an early learning facility on site, the design should prevent access to the wetlands by early learning children.

5.2 Utilities and associated infrastructure

Schools should be provided with utilities, associated infrastructure and services based on their long-term enrolment projections.

All projects must, therefore, take account of downstream load and enrolment growth in the installation of services such as sewerage, power and drainage, for instance; as enrolment numbers increase, utilities and associated supply infrastructure must be able to meet the additional demand.

As such, all utility services and associated supply infrastructure must be sized to meet the demand requirements of peak student enrolment numbers, non-mandated community facilities (including those not on the Facilities Schedule), plus additional capacity for long-term enrolment numbers. This capacity requirement applies to services for water, sewerage, stormwater drainage, electricity and telecommunications.

Project consultants are to liaise with relevant utility service providers and authorities to ensure capacity requirements can be met. Early engagement, particularly during planning stages, is important, as changes to connections following construction may not be technically or economically feasible. Whole-of-life costs should be considered in a decision to provide particular services.

Where existing services are installed, capacity should be reviewed and used where possible, in order to reduce loads and costs as much as possible. Project consultants should clearly identify and communicate the capacity of each service component as part of building handover and completion activities.

Project consultants should also ensure utilities and associated supply infrastructure are consistent with performance requirements in the following related sections:

• 5.7 Civil engineering
• 5.9 Electrical services
• 5.10 Information and communications technology
• 5.13 Hydraulic services
• 5.2.4 Natural gas

The majority of early learning facilities on school sites will be operated by a third party service provider such as the local Council or early learning providers. Therefore, they must be designed with separate utilities infrastructure and authority meters independent to the schools.

Where separate utilities are not viable, check meters for all utilities including electricity, potable and recycled water must be installed. The following should also be satisfied:

• manual override lighting controls provided to indoor education and play spaces
• incoming supply pillars and mains switchboards located outside children's areas.

5.2.1 Water

Victoria's state-owned water sector comprises 19 water corporations constituted under the Water Act 1989. These corporations provide water supply (including recycled water) and sewage and trade waste disposal services within their local area. A list of water corporations is provided on the Department of Energy, Environment and Climate Action (DEECA) website, How we work with water corporations.

Project consultants must liaise with the relevant local water corporation to determine the location, size, and adequacy of existing water mains within the streets surrounding the site.

In addition to the requirements above, project consultants must select and satisfy water connections that meet the following requirements:

• ensure each tapping consists of a dual valve connection for water supplies for the fire service and the domestic service
• connect to a recycled water main if one is available from the local water corporation
• where existing water mains or tappings are located on the site and require relocation or removal, arrange for and make application to the relevant local water corporation, and
• arrange for the upgrade of any water mains as required, to local water corporation requirements.

Recycled water is NOT to be connected to the potable water supply system. Where tank water is reticulated to toilets, one-way valves must be fitted to ensure no cross-contamination of potable water supply.

Project consultants should also consult 5.13 Hydraulic services prior to water connections.

5.2.2 Sewerage

Project consultants must liaise with water corporations regarding sewerage connections to site. Project consultants must liaise with the applicable local water corporation to determine the location, size and adequacy of existing sewer mains and available branches within the surrounding streets. A camera should be used to evaluate the condition of the existing sewer pipework.

In addition to the requirements above, project consultants must select and satisfy sewerage connections that meet the following requirements:

• arrange for any new sewer connection branch or extension of any sewer main to be connected to the existing sewer system according to all requirements of the applicable local water connection, and
• where existing onsite sewer mains require relocation or removal, arrange for and make an application to the relevant authority to purchase and abandon the sewer, carry-out cut-and-seal of the disused sewer, and arrange for the new sewer main to be installed as required.

Project consultants should also consult 5.13.8 Sewer systems and sanitary plumbing prior to sewerage connections.

5.2.3 Stormwater drainage

Local councils are responsible for the stormwater drain between the point of discharge, and the kerb and channel, barrel drain or other council asset.

Project consultants should liaise with the relevant local council to determine the location, size and adequacy of existing stormwater systems (pipes or open channels) and available branches within the streets or properties adjacent to sites, and confirm the legal point of discharge for sites.

In addition to the requirements above, project consultants must select and satisfy connections to the stormwater drainage system that meet the following requirements:

• arrange for any new storm water connection branch or extensions of any existing storm water systems to be constructed to all local council requirements
• where existing storm water systems are located on the site and require relocation or removal, arrange for and make an application to the relevant local council to purchase and abandon the system (pipes) or fill in the system (open channels), and
• where the site discharge is restricted to pre-development flow rates, provide suitable onsite retention and detention to the satisfaction of the local council.

Project consultants should also consult 5.2.3 Stormwater drainage prior to connections to stormwater drainage systems.

5.2.4 Natural gas

In accordance with the Victorian Government's reforms to decarbonise government buildings and facilities, published in Victoria's Gas Substitution Roadmap update, all new schools and early learning buildings must not connect to the gas distribution network.

If necessary, bottled or bulk LPG may be used for laboratory, teaching, or other relevant purposes only. Bottled or bulk LPG must not be used for space or water heating.

Refer to Section 5.8.5 Gas supply for further details on gas infrastructure requirements for school and early learning facilities.

Natural gas, where available and if permitted under the Victorian Government’s gas substitution reforms, is supplied to schools by a single gas service provider (retailer) under the State Purchase Contract (SPC) arrangements. An SPC gas service provider is not necessarily a gas distributor that owns and operates gas supply assets, and may be simply a retailer. However, project consultants must liaise with the SPC gas service provider to determine the location, size and adequacy of existing gas mains and available branches within the streets surrounding the site. Any gas connection branch is to be constructed to all SPC service provider requirements.

In addition to the requirements above, where permitted under the Victorian Government's gas substitution reforms project consultants must select and satisfy gas connections that meet the following requirements:

• isolate at each branch take-off and provide check meters at each main take-off and at each main plant item
• where existing gas mains are located onsite and require relocation or removal, arrange for and make application to the relevant SPC gas service provider.

Project consultants and gasfitters must allow up to 60 days from the date of the initial inquiry to the proposed connection date for gas supply.

Typically, the retailer will contact the gas distributor and if there are any gas infrastructure works required, the gas distributor will provide the gas retailer a quote and supply offer. The retailer will then forward this quote and offer to the party that made the initial inquiry. All quotes and offers should be forwarded to the relevant VSBA project officer.

Project consultants should also consult 5.8.5 Gas supply prior to undertaking any connections to gas supply.

5.2.5 Electricity

Electricity is supplied to schools by retail suppliers contracted under the State Purchase Contract (SPC) arrangements.

The SPC provider for electricity is not necessarily a distributor that owns and operates electricity supply assets. Nonetheless, project consultants should firstly contact the SPC electricity provider to ascertain whether additional electricity supply is available from existing electricity supply assets. The SPC electricity supplier should, in turn, work with one of the Victorian electricity distributors that services the school site.

If mains upgrades are likely or expected, project consultants should investigate early in the project to ascertain likely lead times with the supplier, as these can have a considerable impact on the project timelines.

In addition to the requirements above, project consultants should select and satisfy electrical connections that meet the following requirements:

• low-voltage supply from utility mains via underground conduits to service provider requirements
• underground conduits for high voltage (HV) cabling
• coordination with the service provider regarding the provision and siting of electrical substations and/or kiosks
• calculation of maximum demand (per site) to the service provider as the basis for the sizing of local electrical substations (where required).

Consideration should be given to additional loadings to allow for future electrical demand.

5.2.6 Telecommunications

Project consultants are to provide connections to support information and communication technology (ICT) functions at Victorian government schools. Under SPC arrangements, internet services are provided to schools by Telstra through the VicSmart program, and fixed-line services are provided to schools by Optus.

Project consultants must select and satisfy telecommunication connections that meet the following requirements:

• using the highest capacity/fastest broadband internet service available locally
• broadband connection must support connection to the DE Wide Area Network, which provides internet connectivity for Victorian government schools, and
• fixed-line services are compatible with the latest (and impending) public telephone network that connects to the school premises.

Project consultants should also consult 5.10 Information and communication technology prior to connections to telecommunication services.

5.2.7 Internet of Things

The following devices or systems must be on a second, separate circuit from the aggregated Building Management System (BMS) if one is in place:

• vape detectors
• emergency lighting
• boom gates, and
• heating and cooling for communications rooms.

5.2.8 Solar power systems

Where it is installed, rooftop solar photovoltaics must be installed in accordance with the criteria included in the Solar Performance Specification in the Sustainable Facilities Policy.

5.3 Building fabric

This section covers the requirements for every element of building fabric for Victorian government schools.

Every building delivered by project consultants must be windproof, watertight, resistant to ingress by animals, birds, insects and vermin, efficient to operate, durable, adaptable, and fit-for-purpose.

Project consultants must give due consideration to the potential effects of climate variability on building fabric and utilise opportunities for building fabric to mitigate such impacts.

When designing any given service, project consultants must make use of the most cost-effective materials and installation techniques available, commensurate with appropriate levels of service, buildability and durability, in accordance with the philosophy outlined in this handbook.

Fixtures should be of the same model and manufacturer throughout a school where possible. Fixtures for later stages should match the first stages where possible. Where alternative types are to be considered, they should only be selected if the fixture selection is more cost-effective for the particular application.

Mass timber or substantial laminated timber construction must not be used in a school campus valued at $100M or more, or vertical schools i.e. buildings of four or more storeys.

5.3.1 Roof

Simple roof forms are required, with roof guttering outside the line of external walls.

The design must incorporate a provision enabling any water outflow to escape outside the building.

Box gutters and concealed or internal eaves/gutters must not be installed. Consultants should avoid designs which create sitting water in the gutter.

Gutters must have sustainable maintenance requirements, long lifecycles, and evacuate water outside the building footprint. Consideration should be given to the interface between the roof, external wall construction, gutter, and hardware to avoid water entering the building.

All roofing must be of continuous sheets wherever possible. When selecting roofing profiles, selection should allow for a minimum +3° safety allowance, between the selected profile's recommended minimum pitch and the design pitch.

All roof systems must be engineered by hydraulics consultant, and comply with and be installed in accordance with the relevant Australian standards:

Project consultants must select and satisfy roofing systems and associated work that meet the following requirements:

• are low-maintenance, complete, windproof, watertight and possum, bird and vermin-proof
• remain intact and waterproof under the local and regional ambient climatic conditions
• accommodate the wind loads applicable to the local area and conditions
• provide adequate means of dealing with vapour pressure, condensation, corrosion and thermal movement
• are light in colour (if appropriate for the surrounding environment) to reduce summer overheating
• can accommodate all short and long-term movements and deflections
• support the specific imposed loads and types of roof access without visible damage or impairment of performance, including pooling of water and dinting of roof profiles
• should not emit airborne fibres or dust
• all necessary provisions for safe roof access, including access-ways, safety railings, safety anchor joints, fall arrestor systems and the like, must be capable of supporting such loads without damage or distortion, failure of fixings, or loss of water-tightness
• provide roof glazing with safe means of access and control of solar gain and glare
• provide opportunities for additional natural lighting, if needed, through skylight and/or clerestory windows, (while maintaining sufficient security)
• prevent unauthorised access to roofs
• prevent the level of rain noise on the roof from exceeding the levels set out in the Rain noise section (in 5.5.5 External noise)
• allow for the discharge of all water and moisture, including leakage and condensation, outside the line of the building or eaves and into the drainage system
• provide for emergency overflow and relief systems to prevent flooding in the event of blockage or malfunction
• include insulation suitable to local conditions that minimises heat gain or loss from outside
• load rating to be suitable for solar photovoltaic system installation
• placement of roof-mounted items must consider and mitigate any potential negative impacts (i.e. shadow footprint) to planned or future solar power systems
• consider downpipes, with suitable material and installation as outlined in NCC part 7.4, to be connected to rainwater storage for water harvest
• do not incorporate downpipes that descend within any internal areas. Downpipes must not be off-set in ceiling areas, and
• incorporate appropriately located and sized sump and overflow spout systems.

Thermal insulation must be installed directly beneath roof sheeting to prevent the formation of condensation.

Sandwich panel roof/ceiling combinations must not be used. The only exceptions are in cool rooms and lift shafts, where the use of sandwich panels is unavoidable and the panels are fire rated.

Project consultants must ensure that elements such as short walls, handrails, fences, bin enclosures, water tanks, window boxes, high yarning circle logs, and stacked air-conditioners are not installed without deterrents beside low roof lines if they could enable unauthorised roof access. Where fencing is used as a deterrent beside low roof lines, palisade non-scalable fencing should be selected. Cyclone mesh must not be used as it can be easily climbed or cut. In the case of external air conditioner outlets or other mechanical equipment, for safety reasons palisade fencing must be installed at least 1 metre away from the equipment, or non-scalable perforated metal sheets with smaller holes must be used.

Shade sails must be installed and located so that they do not enable unauthorised access on to or down from a roof to a shade sail.

A skylight must not be installed in a rooftop playground unless it can be fully enclosed to prevent access by students and or installed with anti-fall meshing that is anchored down with tamperproof screws.

Roof materials

All required roofing and roof plumbing must be fully integrated with adjacent work, including fixings, trims, flashings, sealants and finishes, to include gutters, downpipes, insulation sarking, safety mesh and trims.

Project consultants must select and satisfy roof materials that meet the following requirements:

• can withstand damage from intruders walking on the roof
• are free from aluminium composite panels (ACP) with a polyethylene core or expanded polystyrene (EPS)
• light in colour, with a solar reflectance index (SRI) of 80 or higher (e.g. Colorbond Classic Cream®, Surfmist® or Whitehaven®)
• SRI indexes do not apply to heritage and existing fabric
• are chemically and electrolytically compatible with adjacent materials and/or appropriately separated to avoid galvanic reactions (such as corrosion) with each other, substrates, and adjacent work, and
• adjacent materials and products do not stain, contaminate, or cause visual or structural defects in adjacent materials.

When selecting roofing materials, consideration must be given to the ongoing availability of materials.

Sheets damaged during transit will be rejected.

The use of clip-fixed decking should be kept to a minimum to minimise roofing costs.

Project consultants must give due consideration to recent trends of more frequent and severe rain and or hail storms, and make necessary adjustments.

For schools near flight paths, additional acoustic insulation in roofs should be provided. All acoustic requirements are described in 5.5 Acoustic engineering.

Gutters and downpipes

Gutters and downpipes used in roof drainage systems are required to convey and potentially collect stormwater. Systems provide adequate drainage for expected local rainfall events while minimising risk and disruption to site users.

Measures should be adopted to pre-empt or minimise damage to gutters and downpipes. This includes minimising low points of gutters where water can pool, using stronger fittings, downpipes that are more robust, use of protection sleeves, and placing downpipes in protected areas away from heavy student traffic. Siting of and connection to water harvest tanks should be considered. Charged downpipes and related underground systems that rely on pressure drainage systems should not be used due to potential NCC compliance issues and increased maintenance risks.

Systems should provide in-built redundancy in both number (more than one outlet) and type (down-pipes and a gutter that can overflow without nuisance grated stormwater [SW] pits and independent overland flow around the buildings). The back-up should be open-ended (that is, of virtually unlimited capacity, if not well in excess of the anticipated design flows – for example, in the case of lower-fronted eaves gutters) and not dependent on ongoing maintenance.

All gutters and downpipes must comply and be installed in accordance with relevant Australian standards.

Project consultants must select and satisfy gutters and downpipes for use in roof drainage systems to meet the following requirements:

• be of electrolytically similar materials to avoid corrosion
• detailing and arrangements must be robust, securely fixed and capable of withstanding damage from maintenance, students, and potential vandalism
• must not be scalable or vulnerable to vandalism, through being kicked or otherwise crushed
• utilise standard, commercially available gutter profiles that provide the required capacity
• be constructed to prevent accidental blockages and to direct storm overflow and ‘first flush’ discharge away from doorways and pedestrian paths, and
• installed in the longest lengths possible.

Inspection openings must be provided at the base of all downpipes for testing and maintenance purposes and have a nominal size of not less than the diameter of the downpipe, and made tamperproof where possible.

AS/NZS 3500.3 is referenced by the NCC. The standard enables calculations to be made regarding quantities of rainwater collected by roofs, as well as the sizing of gutters and downpipes to meet local rainfall conditions within appropriate ‘design return’ periods.

The design must incorporate a provision enabling any water overflow to escape outside the building. Requirements for overflows are provided by AS/NZS 3500.3.

The design should include complete levels for the buildings, civil and landscape works, and ground levels around the buildings. These should include levels for SW inlets and outfalls, grades around (and away from) buildings, swales and surface drains. Over-sizing of infrastructure, beyond current design standards, is encouraged.

The height of guttering from paving or garden areas must be a minimum of 2,400mm.

Where roof areas are used as catchment for recycled water, downpipes must be fitted with ‘first flush’-type debris diverters.

Where mesh covers are fitted to gutters to prevent blockage by leaves, metal mesh compatible with roofs and gutters should be used. These must be secured in a way that prevents the ingress of leaves. Mesh inserted beneath the roofing is preferred. Plastic mesh is unsatisfactory, as the weight of debris will collapse the gutter. Care must be taken that mesh covers do not deflect water across the gutter to discharge onto the ground or path below.

Downpipes must not be concealed in wall cavities, where any leak could result in structural and aesthetic damage.

Project consultants must give consideration to locating downpipes over grated pits, and stopping downpipes short of the ground level, to prevent balls entering the stormwater system.

In addition, please refer to 5.7.1 Stormwater drainage for further information.

5.3.2 External walls and cladding

Any walling and cladding materials should be durable and long-lasting. Project consultants should consider local risks of corrosion from environmental or industrial sources. Cladding systems must be:

• free from aluminium composite panels (ACP) with a polyethylene core
• and expanded polystyrene (EPS)
• easy to maintain, to avoid future disruptions
• made from environmentally friendly materials, and
• cost-effective.

External walls must be made from an impact resistant material up to a minimum above ground height of 2,100mm (door head height) and this impact resistant material should be prefinished wherever possible.

Material selection for the low-level surfaces of external walls must consider the following requirements:

• types of activities likely to occur around the wall
• resistance to impact and surface indentation, and
• compliance with the surface indentation test S6C10(d) and the surface indentation criterion S6C11(e) outlined in NCC specification S6C3.

All cladding must comply and be installed in accordance with relevant Australian standards.

Project consultants must as a minimum provide a cladding system (and associated works) that:

• does not contain Aluminium Composite Panels (ACP) with a polyethylene core or expanded polystyrene (EPS)
• is watertight and windproof
• is robust, durable, and suitable for long-term performance in high-exposure conditions
• is fire-resistant and will limit the spread of fire
• does not require regular cleaning or maintenance
• can be easily cleaned and replaced if damaged
• accommodates all permanent and temporary loads
• has an appropriate and suitable finish for activities to be conducted in the area
• prevents corrosion
• ensures that adjacent materials and products are chemically and electrolytically compatible with each other, substrates and adjacent work
• discharges all water and moisture, including leakage and condensation into the drainage system
• minimises heat gain or loss from outside
• minimises air leakage and infiltration of buildings
• functions noiselessly under all conditions including substrate movements, temperature changes, wind, maintenance and cleaning operations
• provides continuous electrical conductivity within the framing for connection to the lightning protection system
• prevents access to and existence of breeding places for vermin (concealed or otherwise)
• does not enable the growth of algae, mould or fungus, and
• enables the removal of graffiti without damage to the appearance, finish and durability of the substrate.

Project consultants must also ensure that all adjacent materials and products, including adhesives and sealants, do not stain, contaminate, or cause visual or structural defects in adjacent materials.

The transparency of the external walls, and their permeability to light, heat and air, must be controllable and capable of modification, according to local climatic conditions (with solar screening, protection against glare, light deflection, shading, temporary thermal protection and adjustable natural ventilation).

Project consultants should avoid concrete block and other materials prone to dirt and scuffing, or which are otherwise difficult to clean or to remove graffiti from.

Externally, pre-coated surfaces should be used. External painting should be minimised. Existing low maintenance finishes such as brickwork should not be painted as they require ongoing maintenance.

Materials should provide an appropriate level of insulation to achieve the minimum acoustic performance requirements, as detailed in the 5.5 Acoustic engineering section.

In addition, please refer to the section on Masonry for further information at 5.4.1 External finishes.

Thermal insulation, sarking and vapour barriers are required for roofing and cladding. Solutions should be installed in accordance with the manufacturer’s instructions, and to suit local environmental conditions.

Insulation and barriers must comply with and be installed in accordance with relevant Australian standards.

Project consultants must select and satisfy insulation and barriers that meet the following requirements:

• all sarking must be a vapour-permeable wind-tight membrane, properly lapped and taped to inhibit all wind penetration, taped along all edges with window and door frames, floor slabs (install before any damp proof course), and roof sheeting), and taped tightly around any services penetrations (e.g. ducts, cables)
• any bulk insulation used complies with relevant OHS legislation and current accepted industry practice with respect to airborne fibres
• reflective foil must be suitable reinforced aluminium foil, suitable for the location and the intended function, properly lapped and taped to inhibit all air movement.

Insulation may impact the sound insulation between spaces. For more information on acoustic requirements, please refer to 5.5 Acoustic engineering.

All gymnasium cladding systems must be approved by a fire engineer prior to installation and comprised of CodeMark registered materials. A system warranty and detailed whole of life maintenance review for 15-20 years must be provided for cladding systems for school and VSBA review and acceptance. Polycarbonate cladding must not be used below 2,400mm, due to low impact resistance.

Floor insulation and timber floors

An air space must be provided between floorboards and any insulation. Sub-floor natural ventilation should be maximised to prevent mould.

Thermal insulation to timber sprung floors must be designed to suit the selected floor system requirements for moisture and ventilation control and any floor warranty conditions.

Insulation for gymnasiums and sports halls

High (R4.0) roof and wall insulation must be provided. Gymnasiums and sports halls without ceiling lining concealing the roof insulation must have a layer of perforated, white, polythene-coated foil as an outer facing to the visible underside (in addition to foil facing of the insulation blanket). Glazing should be minimised to the west and north faces.

5.3.3 Windows

All external windows must be wind and watertight. The selection of windows should focus on standard commercial designs and availability, standard construction techniques and maximum user safety. Windows should be orientated so that the majority face north and south; east and west-facing glass should be minimised.

Design consideration must be given to ventilation – preferably cross-flow ventilation. Where possible, designs must provide natural light from opposite sides of an activity area.

Project consultants must select and satisfy windows that meet the following requirements:

• are weather-tight, water-tight, and exclude water and moisture from entering the inside of buildings in all weather and rain-fall conditions, with additional protection provided as required
• are suitable for the location and the intended function and accommodate the wind loads applicable to the location
• remain stable without deflection, damage or rattling under normal conditions of use and slamming of doors
• allow thermal movement to occur freely in the plane of the glazing system, and do not cause stressing or induced loading in the installed work, or buckling, failure of joints or other damage
• frames are appropriately coloured to minimise solar radiation absorption and fading
• window balance mechanism is stiff enough to prevent the sash moving under its own weight, but not difficult to open
• are corrosion-resistant
• adjacent materials and products are chemically and electrolytically compatible with each other, substrates, and adjacent work, or are separated by suitable spacers
• allow the discharge of water and moisture, including leakage and condensation, outside the building and into the drainage system
• allow for easy cleaning and maintenance
• use the same window type throughout the design of the entire school
• provide adequate ventilation
• provide adequate security
• achieve a balance of natural lighting, view, heat gain and heat loss
• be appropriately shaded during summer and shoulder seasons through means of external fixed sun-shading devices and systems to suit the orientation, view opportunities and size of the window or windows being shaded, and
• must be operable via rain-sensitive, tamperproof electronic, fixed devices with manual backup, where they are high windows

Window sill heights in early learning facilities must comply with NCC requirements.

Internal and external early learning facility playspaces, children's bathrooms and art preparation areas must be designed for high visibility and supervision at all times.

Storerooms in early learning facilities must have a window or other suitable and safe glazing for supervision sightlines and to ensure children do not get trapped inside without the educator’s knowledge.

Full-height glazing and custom glazing (such as circular windows) is to be avoided wherever possible to minimise safety hazards and maintenance requirements.

Where the natural ventilation system depends on opening accessible windows outside of school hours, when the building is not occupied, the windows must be fitted with security insect screens to deter intruders, insects and vermin.

Awning windows at ground-level must not protrude beyond the external wall line due to safety and security requirements. They can be used at higher levels, however, project consultants must ensure that the design maintains the security of the overall site.

Adjacent materials and products, including adhesives and sealants, must not stain or contaminate, and must not cause visual or structural defects in materials.

Frameless louvre windows pose an injury risk and are not permitted at normal levels.

In early learning facilities, windows must satisfy the following criteria:

• in education and play spaces, the height of window sills must not exceed 1,100mm AFL to ensure an unimpeded line of sight from the indoor to the outdoor space, enabling supervision by educators
• at least 50% of windows in education and play spaces must have sills no higher than 500mm AFL, in accordance with the NCC F6D3(4), and
• design must enable supervision between the indoor education and play spaces and the bathroom, as well as between outdoor spaces and toilets. This can be achieved through a supervision window, glazed door or other suitable design solution/s.

In addition, please refer to section 5.3.14 Insect screens for further information.

Shading and sunlight controls

In new school buildings, all windows to regularly occupied spaces should include shading and sunlight controls to prevent glare. This can be achieved by demonstrating that windows are:

• fitted with accessible blinds or other blackout devices including for high level windows; or
• shaded with external shading that prevents direct sunlight penetration to any more than 20% of the floor area within 1.5m of the viewing façade for at least 80% of the school operating hours. This can be demonstrated using sunlight penetration models for the 4 equinox and solstice days.

All shade measures for windows in regularly-occupied spaces must comply with NCC Section J Energy Efficiency.

Vertical school design requires balance between the provision of necessary shading with that of quality views, particularly on the western side. In part, this entails careful consideration of the setting of shade angles.

Where skylights are included, they should be restricted to:

• vertical glazing facing south, or
• vertical glazing facing north with adequate horizontal shading to prevent direct sunlight penetration, or
• solar tubes with integrated block out devices.

Generally, when there is too much glare or direct sun penetrating a space, occupants lower blinds and turn on lights.

The use of solar films alone is not an appropriate response to glare issues. Rather, solar films should be used in combination with other solutions such as sun-shading devices, clerestory windows, verandas, covered walkways and building orientation.

Tinted glazing and solar film should not be used on windows for children's rooms and toilets where they impede visibility and supervision between indoor and outdoor play spaces. In which case, other measures, such as shading, must be employed to achieve glare and passive energy outcomes.

In addition, please refer to 3.5.4 Building orientation for further information.

Operable windows

When operable windows and louvres are used, they must have inbuilt window protection, with control mechanisms that can be operated by all potential users, and must ensure continued security of the building. Fixed louvres are not considered acceptable practice and should not be used.

In the case of vertical schools and early learning facilities, windows must be operable to provide natural ventilation and opportunities for night purging. Operable windows must be zoned and centrally mechanised through a self-contained smart system for windows or an aggregated Building Management System (BMS). Operable windows should be reed switch linked to mechanical HVAC systems to manage energy loss when spaces are in natural ventilation mode.

Operable louvres are commonly installed ventilation solutions at higher levels in gymnasiums and multi-purpose spaces. Frameless louvre windows are not permitted at normal levels, as they pose an injury risk.

Project consultants should select and satisfy operable windows that meet the following requirements:

• fitted with a means of securely limiting above-ground floor window openings in schools (restrictors must be installed in early learning facility windows to limit opening to 125mm)
• insect screens as per 5.3.15
• positioned for cross-flow ventilation i.e. opposite another opening, such as a door or window, that is less than 15 metres away, or
• consider additional devices to assist with cross-flow air distribution in wider rooms to improve cross-flow, or
• ventilation through single-sided external openings that are less than six (6) metres apart
• fitted with locks keyed to a master-key system
• designed to prevent the unauthorised removal of the window sash
• fitted to prevent the risk of children climbing in or out of the window (or falling out of the window)
• not be hazardous to those passing by windows internally or externally when in use, and
• be operable by all potential users, including those with a disability.

All operable windows must comply with NCC D3D29.

In addition, please refer to 5.8.6 Ventilation for further information.

Blinds

Windows must be designed to permit the installation of internal blinds that cover the full extent of the glazing. When selecting internal blinds or shade solutions, project consultants must consider the impact on exterior views from inside the building. Roller blinds with metal components and other robust systems with few moving parts are preferred.

In early learning facilities, blinds for all internal and external windows must be translucent, except for meeting rooms and staff lounges, which should include opaque blinds or frosting for windows. Blinds, particularly in north- and west-facing windows, should effectively manage sunlight and glare, while blinds in sleeping areas must balance adequate lighting with the occupants' needs.

Manual blinds should be installed with cord restraints that are fixed to the window frame. The cords should be easily accessible; all potential users must be able to reach them without leaning over furniture.

Cords must not be accessible to young children or toddlers.

5.3.4 Glazing

Glazing should take into account site conditions and user safety.

All glazing in windows must comply with and be installed in accordance with the following Australian standard:

Project consultants should select and satisfy glazing that meets the following requirements:

• has glass thickness and safety glass materials appropriate to safety risk, performance requirements and local conditions, including wind loads and internal air pressures, deflections and safety
• accommodates all permanent and temporary loads (including human impact, wind, earthquake, maintenance and service loads, as applicable), individually and in combination, without failure, deflection, damage (including cracking, distortion, looseness, dislodgement, or visible movement at any joint) to adjacent or applied work, or risk to human safety, and
• in early learning facilities, any glass installed in areas accessible to young children must be safety glass that complies with AS 1288.

Glazing in windows in high-traffic areas and vandal-prone areas should provide a level of impact resistance. For windows in playground areas, an appropriate safety glazing should be used that enhances the safety of playground users.

The use of glass bricks should be limited to the main public entrance(s) of buildings.

Project consultants should inform the VSBA where higher window qualities (to reduce noise or sun glare) are required.

In early learning facilities, if an observation booth is included, the window between it and the indoor education and play space must feature one-way glass to prevent disruption to the children during observation of practice. Refer to 5.9.8 Lighting Systems for additional requirements for the observation booth.

5.3.5 Doors

All doors and relevant hardware must comply with the AS 4145 suite of standards, and be:

• able to withstand heavy and constant use by students without failure or sagging
• high quality commercial grade and construction (residential frames and hardware must not be used)
• durable with quality fixtures, finishes, structure, latches, mechanisms and structure
• require low maintenance
• appropriate for intended user groups and volume of use
• fit for purpose generally and, particularly with respect to tolerances, weight ratios, support details, roller requirements, door size, wind load, and appropriate for space and use, including:
• sized to meet the anticipated movements into and within each building
• simple and convenient operation for all users, including wheelchair users and others with disability
• internal doors should have glass viewing panels where two-way traffic is expected, or where staff may need to check the occupancy and activities in a room
• no doors are to be undercut or have grilles inserted as part of a mechanical system
• all door thresholds, including those accessing outdoor learning areas, must allow wheelchair access and manoeuvring
• a minimum of three (3) heavy duty fixed pin stainless steel hinges to suit weight and size of door to prevent sagging
• door hardware selection must take into account the school’s preferred door master keying systems, including electronic key control programming, and the existing locking system for expansions or upgrades
• doors other than standard side hung doors, such as bi-fold, sliding or operable doors, must be carefully considered by consultants and schools, in particular with regards to quality and durability, future maintenance, ease of operation, and safety
• where sliding doors are deemed safe and appropriate, they must be of high quality and allow access to the track without needing to dismantling walls, i.e. allow full use of wall, for instance, to hang posters
• where manual sliding doors are required, solutions to meet the NCC single-action free-egress must be verified with the building surveyor before inclusion in the design
• where sliding doors need to be locked, they must be fitted with robust, secure locking hardware compatible with emergency management plans
• must be easy to open by students and staff of all abilities
• indoor sliding or bi-fold doors should be top-hung to avoid issues with bottom tracks failure and maintenance burden, and
• manual doors comprised of large external glazing, such as glazed sliders, should only be used to create outdoor or open learning opportunities, and not for primary access, due to potential weight and accessibility issues (for example, in windy conditions)

Direction of door swings (including nonrequired exits) should consider path of egress for large gathering spaces.

The maximum force required to operate (i.e. 20N) shall be in accordance with clause 10.4.2(e), as per AS 1428.1.

The following doors must not be installed:

• pivot doors in any location due to risk of severe finger injury
• non-automatic doors at external, main campus entrances, as they can be difficult for wheelchair users and carers to navigate
• automatic swing doors in any location, due to risks of failure and high maintenance needs
• hinged doors lacking hydraulic closers at non-main entrance doors in areas exposed to high winds due to slamming risks, and
• frameless glass door systems.

In all schools and early learning services, particularly those located in areas with significant exposure to the elements (i.e. areas with wind tunnels and differential pressures, exposure to sea winds), pedestrian wind comfort assessments must be conducted and findings addressed. Solutions may include automatic sliders, protection from buffer walls.

Early learning facility doors

Project consultants must consult with the Project Control Group (PCG) on door schedules prior to their finalisation, due to the complex interface between early learning care and education regulations, emergency and fire management building codes, NQF, and DDA and accessibility requirements in early learning facilities.

Further advice must be sought from a building surveyor or DDA consultant to determine the appropriate level of considerations have been made to meet the range of regulations and requirements. The key features of doors for early learning facilities include:

• most doors and gates, including exits to the perimeter of the early learning facility, must swing inwards, be self-closing and self-latching and have handles installed between 1500-1650mm AFL
• door handles into the children's bathroom and the indoor education and play space leading to the outdoor space should be 1000-1200mm AFL, additionally
• doors from children’s bathrooms to outdoor and indoor learning and play areas must be able to be locked/pinned open, to allow children easy and quick access to the bathroom
• where double doors between indoor and outdoor spaces are installed to allow large items to be moved between areas, they should:
  • swing 180 degrees
  • be capable of being pinned to an adjacent wall, and
  • be appropriate for three and four years olds to operate, furthermore
• all door hinge frame junctions in the children's indoor and outdoor play spaces must include protection against finger injuries.

An airlock must be provided at the entry of early learning facility entrances, as outlined in the Automatic operation doors and airlocks section. In addition, consideration must always be given to potential conflicts or intersections between DDA and safety regulations door requirements. Airlock doors in early learning facilities should be capable of being disabled to allow manual operation only via a push exit button, if required, to prevent children from exiting unsupervised.

Exit buttons must be located between 1500-1650mm above the floor in accordance with NCC Vic D3D26(6). Sensors should be located at a height suitable for detecting small children. The designated distance between airlock doors should accommodate the movement of prams.

An intercom/bell can be installed as a further accessibility and emergency measure.

Where the early learning facility contains facilities shared by services such as maternal and child health (MCH), all services must be easily accessible to community members with mobility issues. Where an ELCC is co-located with a MCH that operates after hours or weekends, a separate video intercom should be installed between the MCH and the front entrance.

Project consultants must consult the VSBA delivery manager to confirm inclusion of additional facilities and services prior to finalising Door Schedules.

Early learning facility doors and gates, and exits to the perimeter must comply with NCC requirements specific to early learning facilities. All doors must be designed for anticipated movements into and within the early learning facility.

Doors to internal stores/program spaces in early learning facilities must:

• provide direct access to indoor education and play space(s), and be shared between two of these spaces, where possible, for efficiency
• be lockable
• provide flexibility to leave doors safely open, to accommodate child movement in and out of the space, as required
• be sliding door, where possible, and have a soft close device to minimise finger entrapment
• provide easy access for staff but be inaccessible to children and lockable, while providing free egress as required by the NCC for access and egress, and
• have handles at adult height (1500-1650mm AFL) to prevent children from independently accessing the space.

External doors

External doors subject to continual heavy use must be constructed both for strength and resilience against wear, and against accidental and deliberate damage. External doors must be a weatherproof construction with weather seals. In areas exposed to strong prevailing winds, all manually operated external doors must be equipped with hydraulic closers and appropriate safety-in-design solutions.

Manual doors should not be so large or heavy that they are difficult for school-age children of all abilities to open. Doors should also have appropriate handles and fixtures for school-age children of all abilities.

For special development schools, security latching is required on all external doors (including required exits), so the schools can control access and egress effectively.

External doors should have security latching or automatic locking doors installed for activation in the event of a school shutdown. Where automatic locking systems are used for external doors, they must be fail-secure, such as electric strikes, to ensure that the doors remain locked during a power outage. Magnetic locks, which release when power is lost, must not be used on external doors. However, these external doors must be single action, free-egress at all times, in compliance with the National Construction Code.

All external, hinged doors must be installed with a purpose-made blocker plate to prevent latch tampering and increase security.

Project consultants must select and satisfy external doors that meet the following requirements:

• are water-tight and weather-tight and protected from climatic influences, including rain and strong winds
• are sufficiently robust to provide appropriate building security and to withstand high wind conditions without any stress or damage to the door, glazing or hinges
• have locks keyed to a master-key system
• have restrainers and door stops to prevent impact to adjoining surfaces
• are fire-rated or smoke-sealed where required
• are weather-sealed to prevent ingress of dust and debris
• are provided with internal entry matting at all main entrances require only low maintenance, such that there is only minimal disruption to school operation.

Glazed external doors must have at least one cross-rail to stiffen the door and reduce the size of glass panels.

If the exit is a required emergency exit, doors must be a single-action opening door, operable from the inside only to maintain security.

Where electronic external doors are installed and, on occasion, must be left open, they must meet the following requirements:

• a design solution is provided that considers all safety and security measures and is approved by the Security Unit at Design Development
• door active opening sized to accommodate anticipated movements in and out
• automatic closure and appropriate connection to time clocks, where necessary, is provided, and
• school zoning and access security systems, including alarms, fobs, access cards, or keys are considered.

Doorstops should not be located close to the hinge. The action of the door striking the stop will break the bottom hinge. If a floor-mounted door stop creates a trip hazard when fixed in the normal location beneath the handle, a door stay can be used, fixed to the head of the door.

In addition, please refer to 5.3.4 Glazing for further information.

Internal doors

Where required, project consultants must select and satisfy internal doors that:

• are solid-core to deliver required durability and acoustic isolation
• provide adequate sound reduction for the intended use, as detailed in 5.5 Acoustic engineering, and
• are operable without requiring power assistance for any young/disabled person.

To assist users to identify points of access, internal room entry, and utility space, doors must be painted in a contrasting colour to the surrounding walls as per AS 1428.1, while doors to storage cupboards must be painted similar to the wall colour.

Glass viewing panels must be installed in internal doors where two-way traffic is expected, and where staff may need to check the occupancy and activities in a room, but where a degree of privacy is needed. These locations include: principals’ offices, senior personnel offices, bursars’ offices, conference and meeting rooms, general offices, airlocks and lobbies, interview rooms, specialist consulting rooms, first aid rooms, and general teaching and learning areas where spaces are accessed via a hinged door.

In special schools and special development schools, the door/door hinge frame junction must include protection against finger injuries.

Air transfer grilles must not be used in doors if their installation compromises necessary privacy, or the required acoustic isolation of a space.

The door connecting the reception area with the school internal circulation network must be a security door with electric strike, controlled by release button from the general office and by key. The door must have an internal after-hours release button (a ‘mushroom cap’ push-button door release).

In addition, please refer to 5.3.7 Security locking for further information.

Automatic operation doors and airlocks

Project consultants must satisfy the following, for energy efficiency and thermal comfort:

• the external entry to the reception lobby (main entrance) is via a paired set of automatically operating glazed sliding doors that form an airlock,
• except in bushfire-prone areas, where the external door of the airlock must be of a more robust construction, typically double-hinged.

In schools, consideration should be given to airlock installation at non-reception entrances adjoining large heated or cooled areas, provided an airlock would not create unnecessary congestion between indoor and outdoor areas.

Where non-main entry doors are in areas exposed to strong prevailing wind and they do not have airlocks, at a minimum, they must be automatic sliding doors (not automatic or manual swing doors) for safety and ease of operation. Non-main entry doors in these areas can be manual only if installed with hydraulic closers and appropriate safety in design solutions.

The placement and operation of airlock doors should not create bottlenecks and impeded traffic flow. The airlock design should have:

• appropriate timed programming
• a linear door configuration
• avoid irregular shapes, and
• include accessible surfaces for ease of maintenance and cleaning.

For additional information about airlock design in early learning facilities, refer to Early learning facilities and doors.

Project consultants must select and satisfy automatic doors that meet the following requirements:

• include movement sensors that are not affected by drift or indefinite cut-off points
• have a fail-safe device to open doors during times of power failure
• include an internal after-hours release button (a ‘mushroom cap’ push-button door release)
• have external after-hours release by electronic key system, and
• adjustable dwell time for door operation.

Automatic doors must not be installed in early learning facilities except at external entrances.

Operable walls

Project consultants proposing operable walls between spaces must provide complete operable walls with support framing, fixings, seals, finishes, hardware and trim, suitably selected and installed to be fit-for-purpose. Operable walls must be operable by all potential users without requiring undue strength.

Operable walls must have an acoustic performance rating to match adjoining partition systems, as detailed in 5.5 Acoustic engineering.

Roller shutter doors

Project consultants must select and satisfy external roller shutter doors that meet the following requirements:

• chain-driven planetary geared drum roller
• metalwork to be powder-coated over a galvanised substrate or a protective coating system conforming to AS 2312.1 – Guide to the protection of structural steel against atmospheric by the use of protective coatings – Paint coatings, in a marine or high-atmospheric corrosivity category
• be capable of withstanding both positive and negative wind pressure at school sites without impairing the shutter’s ability to function under ambient temperatures, and
• continuous pressed steel curtain fitted with nylon slide clips and steel tension strips.

A chain drive should be used for doors up to 3.0m, with an electric motor drive used for doors in excess of 3.0m high.

The door assembly must be complete with all equipment and fixings, guides, locking devices, weather seal at bottom rail, and steel corner guards at door jamb openings.

Multi-panel overhead lift doors

Where used, project consultants must select and satisfy multi-panel overhead lift doors that meet the following requirements:

• the opening and closing of the door does not risk injuring adults or children
• guards are provided around all operating mechanisms below 2.1m high
• structural support framing sufficient for the size and weight of the door panel is provided
• when closed, the door provides a complete seal against wind, rain and wind-blown dust and debris
• the door will have convenient unassisted single-user operation to ensure operability by all potential users, and
• where an electric motor is required to open the door, controls must include an accessible emergency stop button.

5.3.6 Door and window hardware

Project consultants must provide all door, window and other finishing hardware and related items. Without limitation, hardware is to include hinges, pivots, locks, latches, padlocks to gates and enclosures, master-key systems, door furniture, door closers, door stops, window latches and locks, weather seals, acoustic seals, fire and smoke seals, and other hardware necessary to the required functionality and security.

Project consultants must as a minimum provide all doors and windows hardware and all associated work so that it is:

• compliant with AS 4145 Locksets and hardware for doors and windows
• all door hardware must be flush with door and frame edges
• keyed alike for window locking
• hardware selection must take into account the school’s preferred door keying systems
• robust, satin chrome plated metal, durable and fit-for-purpose
• door closers hardware, in locations allowable by the NCC, must include hold open capability
• suitable for a school environment
• easy to maintain and replace
• of suitable quality for the location and the intended function
• suitable for the mass (of the doors or windows)
• corrosion-resistant or has a protective coating to prevent corrosion
• must be openable via rain-sensitive, tamper-proof electronic, fixed devices with manual backup, where they are high windows
• be consistent with universal design principles, including that they are:
  • handles and fixtures are non-slippery during operation, easy to operate by school-age children of all abilities and those with weaker grips with respect to height, force required and weight
  • ‘D’ type door handles that are openable with one hand as per AS 1428.1 are preferred
  • door handles and pulls are to have no sharp edges or protrusions that could cause injury
  • flush bolts must be installed in double leaf aluminium doors to the top and bottom of secondary leaf
  • flush bolts must not be used on timber doors.

Door hardware such as handles, hinges, and stops must not enable students to easily lock themselves in rooms. Electronic locks should be hardwired where possible. If battery operated, electronic locks should be used and have a long battery life.

In conditions of continual heavy use, lever handles must not be relied on as door pulls. Where it is possible for a hinged entry/exit door to be unlatched during the day, push/pull plates in addition to other hardware must be provided.

Kick plates

Kick plates should be provided where the door is at risk of damage in heavy traffic locations. Kick plates should be fitted to both sides of flush-panel doors. The material should be Type 304 satin finish stainless at 300mm high x width of door.

All accessible doors toilets must have impact/scuff plates for protection from wheelchair damage.

Door stops

Metal, vandalproof doorstops must be provided to all internal and external doors to prevent doors or door furniture striking adjacent walls, fixtures or other surfaces, and to prevent sliding door derailment. Doorstops must not create trip hazards in trafficable areas.

5.3.7 Security locking

Keyed security locking must be provided on all external doors. Locking is also required for internal doors where the privacy or security of the room/space function or the room/space contents requires protection and access control. These internal spaces include:

• all private offices, shared staff workrooms, general offices, library workrooms, and interview and conference rooms
• doors that form boundaries to zones that can be isolated for use outside school hours
• secure stores, storage rooms, IT server / switch / core communications rooms, ICT technicians’ offices, sports stores, cleaners’ stores, music stores, electrical and mechanical switch rooms, service cupboards, plant rooms, and similar
• rooms/spaces that contain expensive equipment
• room/spaces where unsupervised access is not permitted (such as rooms containing computers, music rooms, materials technology rooms, instrument rehearsal rooms, science laboratories and science prep rooms, the gymnasium hall, a theatrette)
• rooms/spaces where in-progress or completed student creative work might need to be secured
• the canteen, food storerooms, pantries, and so forth
• rooms/spaces that may contain valuables or controlled substances (for example, the first aid room and chemical storerooms)
• storage cupboards and secure drawers in rooms (keyed identically within a room only), and
• medicine cupboards in first aid rooms.

Project consultants must select and satisfy security locks that meet the following requirements:

• ensure that all external perimeter, learning spaces, staff work and administration space door locks can be secured from the inside, enabling schools to enact their Emergency Management Plan’s lockdown protocols, when required, while retaining single action egress at all times in accordance with the National Construction Code
• must be part of a site master-key/access schedule
• selected according to the suitability for the conditions
• cylinders can be interchangeable between different lock manufacturers
• the cylinders are appropriately mounted to allow for particular requirements such as childcare areas
• keys are fitted with identification tags
• keys and key lock cylinders are stamped with relevant key codes, and
• a keying system that accommodates any future expansion and, where possible, does not require the replacement of existing locks (i.e., the same lock system must be used across the campus).

All door hardware should comply with the department's Restraint and Seclusion Policy.

The selection of door hardware (in conjunction with other security features such as perimeter fencing) must consider the safety and security of students, staff and other occupants. This is particularly important for special, supported inclusion and special developmental schools.

Thumb locks should be installed on doors rather than key locks to allow for easy use during emergency lockdown procedures. Regulatory dispensations relating to design elements that affect egress (for example, design features that restrict the ability of occupants to access or operate required exits) must not be sought unless genuinely exceptional circumstances apply.

If a dispensation relating to egress is proposed, the project team must consult with DE’s Inclusive Education Professional Practice prior to seeking the dispensation. If regulatory dispensation is subsequently pursued, it may be achieved through provision of an alternative performance solution and new building permit in consultation with and with approval from a building surveyor.

Electronic access control system

Electronic access control systems can be used to provide entry and exit for all authorised personnel.

Where the VSBA decides such systems are required, project consultants must select and satisfy an electronic access control system that meets the following requirements:

• details agreed user-profile groups
• provides internal and external access-pass readers at all external access/egress doors and internal lockable doors that form boundaries to zones that can be isolated for use outside of school hours
• provides each user with programmed proximity access passes (cards or fobs) as required, for issue to approved personnel
• ensures that the key-card system is secure and cannot be copied by unauthorised people, and
• includes a central lockdown button to enact the school’s Emergency Management Plan’s lockdown protocols, while maintaining single action egress at all times.

5.3.8 Ceilings

Ceiling construction and finishes must suit the function and use of the space or room. Project consultants must return ceiling linings into cupboards, reveals, recess, niches and the like.

Ceilings to teaching, office and staff work zones must support simple ceiling space access and reconfiguration of lighting, globe replacement and cabling throughout the life of the building. Ceilings must also allow for the inclusion of ceiling fans. Suspended acoustic tile ceiling systems are recommended.

Flush painted plaster ceilings must be provided in student toilets, kitchens and changing rooms. Ceilings and installations must be durable, serviceable and resistant to vandalism and vapour (where applicable).

Ceiling installations must assist in the management of the acoustic performance of the space, including moderating reverberation within a space, and controlling acoustic isolation of a space by controlling noise leakage and noise intrusion.

Ceilings must provide light reflection, unless this is inconsistent with the function of the space.

Bulkheads above joinery should not be unnecessarily provided. Shelves must not be installed above 1,800mm for safety and ergonomics.

Suspended ceilings

Suspended ceilings can be used to hide ducts, pipes and cables, while keeping these accessible for repair and maintenance. Suspended ceilings can also be used to support acoustic performance within spaces.

Where provided, project consultants must select and satisfy suspended ceilings that meet the following requirements:

• be braced against lateral movement and uplift
• do not attach the suspension system to the lip of purlins
• provide space for support members, as required by the loads on the system and the type of ceiling
• allow for the installation of services and accessories throughout the life of the building, including ductwork, light fittings and diffusers, and provide additional back-support or suspension members for the fixing of such items
• incorporate accessories including hatches and curtain tracks
• set out patterned or heavily textured materials to give consistency in direction of pattern or texture, and
• provide specially sized, purpose-made panels to fill non-standard margins, openings and penetrations.

External eaves and building projections must be fitted with linings to eaves that are durable, serviceable and resistant to vermin, vandalism and exposure. Pre-finished eaves should be utilised, where possible, to ensure long-term maintenance and painting.

5.3.9 Access hatches

Project consultants may be required to include access through flush ceilings to ceiling spaces. If so, they must select and satisfy access hatches that meet the following requirements:

• are of a material that matches the adjacent ceiling in appearance
• are a propriety system sufficiently durable to accommodate frequent use
• are fitted with a security latch, and
• have a surface that is flush with the ceiling surface.

In core communication/switch rooms, the ceiling access panel must be located opposite the communications/equipment cabinet, not above it, to avoid damage and static charge issues from dust and debris accumulation.

Access hatches are to be avoided in teaching areas. Their location throughout a school should be coordinated as part of a rollout of other services, including electrical, hydraulic, ICT and mechanical services.

5.3.10 Stairs and ramps

Where possible, the design should minimise the need for stairs and ramps, to align with Universal Design principles. Where stairs and ramps are necessary, they must comply and be installed in accordance with the following Australian standards:

Project consultants must provide stairs and ramps that comply with the following requirements:

• stair treads to have slip-resistant surface and a luminance contrast
• provide tactile indicators in accordance with relevant standards and legislation
• the selected tactile indicators must not weaken the structural integrity of the stair or ramp (i.e. when drilled into decking)
• all walking surfaces to have safe gradients
• ramps must be designed for safe and accessible wheelchair use with a maximum gradient of 1:14 and a preferred gradient of 1:20
• all stair risers must be enclosed as per AS 1428.1
• step risers should be between 150mm and 180mm, and preferably 150mm for P-6 schools and early learning facilities
• tread depth must be within a range of 300mm to 355mm, with a preference for the lower end of range in primary and early learning facilities, and both must comply with the NCC D3D14 tread/riser ratios, and
• landings in accordance with relevant standards and legislation.

Additional requirements apply in vertical schools and early learning facilities:

• stair width should be optimised, wherever possible, to manage circulation pressures, which can be more acute in vertical environments, and
• a minimum of two sets of stairs must be installed for vertical schools which should include fire stairs that are compliant for general student movement and, predicted or known, circulation patterns, as well as emergency evacuation
• where possible these stairways should be placed around the lift core with high level glazing to avoid balustrades and falling from height issues, and
• consideration should also be given to strategically scattering stairs along an atrium to encourage vertical circulation. Rather than connecting levels with staircases, seating may also be provided by the stairs (these have become known as Hellerup stairs). If installed, Hellerup or central stairs should be dual function, i.e. suitable for use as mini theatre spaces, presentation spaces, or spaces for informal gathering or study as well as circulation.

Also see section 3.5.3 Learning spaces.

In early learning facilities, stairs and ramps should not be located adjacent to early learning facility perimeter fences as the required handrails can be used as a foothold to scale the fence. In early learning facilities, particularly modular kindergartens where structures are elevated above ground level, special consideration should be given to designing outdoor learning spaces that integrate seamlessly with the rest of the service. Stepped-down connections and abrupt level changes should be avoided, ensuring babies and small children can reach outdoor spaces independently or with minimal support. Uneven hard surfaces in retaining walls or similar landscape elements resulting in drops of more than 150mm pose serious safety and fall risks for babies and small children and must be avoided in outdoor areas of early learning facilities.

Fire-isolated stairways and fire-isolated ramps must be provided where required, and comply with NCC D3D27.

If required, two handrails at different heights must be provided to suit comfortable use by both adults and children, in accordance with the conditions of use. Handrails should be fixed to adequate frames to support handrail function.

Project consultants must ensure at least 2,100mm (2.1m) clearance is provided in all accessible areas under stairs and bulkheads.

Areas that are under this 2.1m clearance should be barricaded off, and not be trafficable – for example, with the use of bollards.

Project consultants must not use decking material for general walkways and steps.

Balustrades and bleachers

All NCC required internal and external balustrades/barriers (i.e. where there is a drop of 1 metre or greater) lacking purchase points (handrails or baseboards) must have a minimum height of 1,500mm (1.5m) above the finished floor level (FFL). This is in excess of the requirements of the NCC to ensure the safety of all students, staff and visitors.

With the exception of external ramps, where a handrail or base board is also installed, the balustrade must be 1,800mm high above the FFL.

Where ramps have a potential drop of 1 metre or greater, balustrades must be 1,500mm above FFL. Stair and ramp handrails in facilities containing primary or early childhood aged children have different handrail requirements, as per NCC D3D22. Handrails, particularly lower ones, must be designed in a way that does not create a climbing risk. Openings in barriers in early learning facilities must not exceed 125mm.

All balustrades and barriers must be non-scalable, with no horizontal rails or potential footholds, which could be used for climbing. In early learning facilities, in particular, non-scalable mesh screening may be a necessary supplementary measure.

No furniture or joinery is to be attached to balustrades/barriers or placed within close proximity.

For balcony seating within an auditorium, balustrades/barriers should be consistent with NCC requirements. Seating or any other furniture near a balustrade must be fixed, so it cannot be used as a foothold.

Where bleachers are used in buildings or landscapes beside a one meter or greater drop, the following safety features must be satisfied:

• handrailing must be installed at all stair interfaces/accessways
• where Hellerup stairs are installed, they must have balustrades as per BQSH requirements for all staircase balustrades
• no more than two consecutive descending bleachers (pair) may be installed
• where there is more than one bleacher pair a minimum, 1.5 metre landing must be installed between each pair, and
• a minimum 300mm kerb installed at drop points of viewing platforms where designated for wheelchair spaces.

Where a balustrade forms a barrier or fence around the early learning facility (i.e. above ground floor in multilevel buildings or protecting from water or climbing hazards) it must be 2,000mm AFL, non-scalable and not have an item within 1,000mm that could be used to scale. In addition, mesh wire fencing must form the balustrade to reduce climbing risk and items, such as children's play items, inadvertently passing through the barrier dropping below.

5.3.11 Plumbing fixtures

Toilet facilities

Toilet facilities are to be evenly distributed across the school site, ensuring sufficient, supervised accessibility during break times. Student and staff toilets should be located in close proximity to learning areas (ideally adjacent to Prep learning areas) and gymnasiums, so students and staff can use them during learning activities with minimal interruption.

In vertical schools, toilets for both genders must be offered on each floor.

The Department intends to move towards toilet facility designs that offer greater flexibility of use through universal design.

Amenities for staff, students, children and visitors must be provided to satisfy the following:

• toilet facilities must be safe, equitable and respect the dignity of all users
• the NCC Volume 1, Table F4D4f for schools, and Table VIC F4D4g for early learning facilities [found at https://ncc.abcb.gov.au/editions/ncc-2022/preview/volume-one/10-victoria/f4-sanitary-and-other-facilities] must be used to calculate toilet allocations for each building and, while that allocation of sanitary compartments does not have to be accommodated within that building, it must be in reasonable proximity to it
• fully enclosed toilet cubicles are the preferred model for onward flexibility (urinals should not be installed, except in the case of single sex male schools, in which case only independent urinals with privacy partitions are to be installed)
• where toilet cubicles alone are installed in schools, without urinals, pan numbers for males should be based on NCC Volume 1, Table F4D4f [found at https://ncc.abcb.gov.au/editions/ncc-2022/preview/volume-one/f-health-and-amenity/part-f4-sanitary-and-other-facilities] allocations for females
• cubicles/closet pans in schools must have full height floor to ceiling walls/partitions, to ensure personal privacy, minimise bullying, and the potential spread of viral droplets. In the case of older buildings with high ceilings, false ceilings may be more appropriate solutions
• cubicle doors in schools must be at least 1,500mm AFL if primary school children are the principal users, or 1,800mm AFL in other circumstances. For early learning toilet door and partition heights, see Toilets and sanitaryware in early learning facilities
• toilet cubicle doors must have 100mm to 150mm gaps at the bottom for supervision and airflow
• the layout of toilet areas must provide user privacy while allowing for easy passive supervision of open areas from the entrance door and adjacent external spaces, to discourage anti-social behaviour and vandalism, and encourage care for facility
• where multiple toilet designs are provided they should not require entrance doors, for infection control and minimisation of touchpoints
• handwashing facilities for non-accessible toilets banks are to be shared, unless a self-contained all gender toilet
• toilets must not be close to school ground boundaries or be accessible by the public during school hours
• toilet facilities should be located so there is a choice of facilities accessible, either from inside or outside the school building
• staff and student toilet and shower facilities should be separate from each other
• accessible toilets must be provided as per DDA requirements and counted towards the base NCC toilet calculation
• toilet use allocation must acknowledge, student age, cultural considerations, and gender balance
• in ELCCs, tempered water (between 30-35 degrees) is provided to children's handwashing basins/troughs
• in kindergartens, either cold or tempered water (between 30-35 degrees) is provided to children’s handwashing basins / troughs, as determined by operator preference
• toilet doors must be lockable or fastenable from the inside
• at least one cubicle in each primary school building must have dimensions that accommodate easy and safe use of steps by small preps and their carers, including easy closing of doors
• female, accessible and all-gender sanitary compartments should be able to accommodate a period product disposal unit, and
• toilet roll dispensers must be vandalproof and must not be openable by students. In new buildings on existing schools, dispensers should be consistent with those already provided.

Where self-contained all gender toilets are installed, they must be located in a way that enables supervision and mitigates against bullying, i.e. off hallways. Where installed, and where it is agreed with the school and relevant students that signage be installed, that signage should be easily removable in the future, in the event that more discretion is needed, and must comply with recommendations from the Gender Equity Commissioner as per below.

The requirement for appropriate signage and terminology where ‘all gender’/‘gender diverse’ toilet cubicle/banks installed is as follows:

• use terminology such as ‘inclusive toilet’, ‘all gender’, or ‘all gender and all abilities’
• do not use the term ‘unisex’ on signs, as it focuses on the biological sex of a person and also suggests that a person may have a singular or combined sex/gender, and
• avoid images of figures wearing either pants or skirts (or a combination of both), suggestive that a person’s clothing accurately always reflects gender and/or biology.

While not mandated, where vape detectors are proposed for toilets, the school or VSBA delivery manager must:

• ensure the selected detector model is designed to detect vapor, and
• liaise with Information Management and Technology Division (IMTD) about integration/networking with existing security systems, where possible.

Vinyl flooring should not be installed in toilets unless it is very high commercial grade and has minimum P3 wet pendulum slip rating, to avoid durability and maintenance issues.

Where mechanical hand drying options are installed, they must have a maximum 60db and be installed in suitable locations to address noise concerns. Additionally, consultants must predict and implement appropriate acoustic and isolation measures and material finishes in bathrooms, where they are installed in close proximity to learning and working spaces.

Sanitaryware

Suitable sanitary fittings and fixtures are to be provided that support and complete the delivery of functional spaces and meet the needs of users. Installation of all sanitary fixtures and fittings connected to service pipework must include all required anchorages, fixings, lugged elbows and the like, as necessary for a robust, durable, impact-resistant installation.

Project consultants should select and satisfy sanitary fixtures and fittings that meet the following requirements:

• be new, free from defects, damage, corrosion and surface blemishes
• must be robust, vandalproof and suitable for high volume student use
• be chemically and electrolytically compatible with adjacent materials and products, substrates, and adjacent work, or separated by suitable spacers
• adjacent materials and products, including adhesives and sealants, will not stain, corrode or contaminate, and must not cause visual or structural defects in adjacent materials
• all pans in schools are to be fixed at a standard height to maintain flexibility of use; junior pans are not required [refer to early learning facility requirements below]
• use similar models and manufacturers throughout to achieve design coherence
• wall-mounted cisterns are preferred as they are easier to maintain (if unconcealed wall mounted, they must be made as tamperproof as possible)
• press button, self-closing/timeflow taps, or top lever timeflow bib taps, that do not need to be manually turned off after use, must be installed at handwash basins for infection control (where fitted for junior students operation is to be sufficiently ‘soft’ for them to use)
• pans and toilet pipes must be of an appropriate capacity and durability for school use
• plumbing fixtures must drain adequately and not create blockages, and
• low flushing toilets must only be used if gradients include a safety allowance to allow for low flushing.

Specifications for sanitaryware must be considered in line with 5.13 Hydraulic services, and specifications relating to the trapment and drainage of water.

Toilets must be floor-mounted vitreous china with wall-backed pan and have a strong vandal-proof fixing between the seat and pan, with anti-vandal fixing accessories. Toilets provided for adults must have a double-flap hinged toilet seat w. Single-flap toilet seats will be provided for student toilets. All pans in schools are to be fixed at a standard height to maintain flexibility of use [i.e. junior pans are not required in schools. See below for early learning facility-specific toilet requirements].

Where required, accessible toilet pans as specified in the Disability Discrimination Act (DDA) must be provided, with wall extension pedestal and easily accessible flush button.

Toilets and sanitaryware in early learning facilities

The design of children's bathrooms in early learning facilities must enable supervision at all times, while maintaining children's rights and dignity. The following requirements must be satisfied:

• children's bathrooms are located with direct access to indoor education and play spaces and outdoor spaces, and
• in multi-storey buildings, toilets are provided on each floor, allowing children to access toilets reasonably quickly
• design must enable supervision between the indoor education and play spaces and the bathroom, as well as between outdoor spaces and toilets. This can be achieved through a supervision window, glazed door or other suitable design solution/s
• the private areas of children’s bathrooms are not visible to people in the foyer or beyond the play space fence
• junior toilet pans and roll holders are installed at child height and within child-arm reach, respectively, i.e. roll holders should be no more than 300mm from the edge of pan and large toilet roll holders must not be used as they are challenging for child access and use
• the minimum number of wash basins required by NCC VIC Table F4D4g, at least, are provided, noting that a continuous sink or trough type washbasin is another acceptable option
• wash basin heights comply with regulatory requirements, including that rim heights are accessible to children and no more than 600mm AFL
• taps and soap dispensers are child-friendly (i.e. heights, complexity, required pressure)
• in ELCCs, tempered water (between 30-35 degrees) is provided to children’s handwashing basins/troughs
• in kindergartens, either cold or tempered water (between 30-35 degrees) is provided to children’s handwashing basins/troughs, as determined by operator preference
• mirrors are installed at child height (base of mirror no higher than 600mm)
• closet pans situated in a bank must be separated from each other by opaque partitions, between 900-1200mm AFL
• single partition doors have sufficient gaps on either long side to avoid finger entrapment (double barn-style doors must not be used due to entrapment risk)
• lower height doors, up to 900-1200mm AFL, to provide children with adequate privacy and dignity while still enabling visual supervision
• partition front edges are rounded to reduce injury risk
• the required number of DDA-compliant toilet/s, at minimum, provided for wheelchair and mobility scooter access
• hand dryers:
  • (ELCCs) electric hand dryers must not be installed in children’s bathrooms, instead hooks must be installed for hand towels at an appropriate child height and paper towel dispensers installed at adult height, and
  • (kindergartens) hooks for hand towels at children’s height and paper towel dispensers at adult height are preferred, however
  • (all early learning facilities) where hand dryers are provided, they must be temperature controlled, and
  • blade type hand dryers must not be used
• shower/baby bath:
  • (ELCCs) a minimum of one recessed baby bath to be provided, and one additional recessed baby bath where the facility has more than two rooms for children under 3 years old
  • (kindergartens) an additional shower bath (not more than 300mm deep) with a flexible handheld shower head, located in the bathroom servicing the education and play spaces

Laundries in early learning facilities

Early learning facilities must include dedicated laundry rooms that provide:

• secure storage for cleaning equipment and supplies
• infrastructure for a washing machines and dryers, and
• a wet area.

These rooms must be lockable and not be accessible from early learning play spaces.

Nappy changing facilities

When an early learning facility accommodates children under 3 years old, and a nappy changing bench to be installed, the following requirements must be satisfied:

• design complies with NCC VIC F4D4(9)(c), including proximity to a baby bath
• positioned to allow supervision sightlines between the bathroom, adjoining indoor education and play spaces and/or outdoor space
• adult hand washing basin is located in proximity to nappy changing bench with tempered water
• bench to be a minimum of 1,200mm length and 800mm depth to allow educators to lay babies either vertically or horizontally for access and ergonomics
• design considers the placement of overhead hazards
• overhead cabinetry is considered that:
  • is not located directly over the nappy changing area or baby bath where it poses a head injury risk, but rather directly adjacent over bench/hand wash basin space
  • is ergonomically accessible by staff, and
  • has open pigeonhole storage and closed cupboards
• under bench storage with child proof latches are included
• design considers waste strategy for nappy change including ergonomics and utility in terms of location, access and type of bin
• steps beneath the nappy changing bench are included that:
  • enable child access to the bench without staff having to lift them
  • withstand a minimum load of 40kg
  • include side handrails, and
  • lock into a fixed position
• nappy changing bench and steps are not positioned near a door in a way that impedes access to and from the room or poses a risk of tripping.

Toilets

Toilets must be floor-mounted vitreous china with wall-backed pan and have a strong vandal-proof fixing between the seat and pan, with anti-vandal fixing accessories. Toilets provided for adults must have a double-flap toilet seat. Single-flap toilet seats will be provided for student toilets. All pans in schools are to be fixed at a standard height to maintain flexibility of use [i.e. junior pans are not required in schools. Refer below for early learning facility requirements].

Where required, accessible toilet pans as specified in the Disability Discrimination Act (DDA) must be provided, wall extension pedestal and easily accessible flush button.

Urinals

Toilet cubicles are the preferred model. Urinals are not encouraged, however, where they must be provided they must be independent with privacy partitions.

Automatic water-efficient flushing is recommended in primary schools. Ventilation, flooring and all detailing is to be designed to control odours. Urinals for students and staff can be one of three types:

• wall-mounted vitreous china urinals with concealed in-wall cisterns with anti-vandal fixing accessories
• cistern-less systems with anti-vandal fixing accessories, and
• type 304 stainless steel, which must be provided with 1.6mm thickness, grated platform type (no step) with concealed in-wall cisterns and automatic flushing (student areas only).

Where wall-hung urinals are installed in primary school boys’ toilets, installation heights and urinal configuration must be suitable for boys aged 5–12.

Water efficiency

All fixtures and appliances must comply with the following table:

Toilets and urinals must be connected to the non-potable water supply.

Hand wash basins

Basins for hand washing are required throughout the school.

A soap dispenser unit must be installed at each handwash basin and positioned to avoid dripping on benchtops or floors.

Project consultants must select and satisfy hand wash basins that meet the following requirements:

• vitreous china basins, wall hung, and
• mounted at an appropriate height for students and staff, with particular basins adjusted for accessibility.

Self-rimming inset hand wash basins into joinery bench tops can be used in staff areas only.

For student areas, basins must be fixed into solid substructure and be resistant to damage by vandalism, including climbing.

Basins provided for primary school students must use cold water only. Basins in staff-assisted student bathrooms at special, supported inclusion and special development schools must be provided with cold and tempered hot water (45°C) to reduce the risk of scalding.

Basins in first aid rooms must be provided with cold and hot water.

Basin plugs should be avoided for student hand wash basins to avoid the risk of flooding.

Hand wash troughs

At particular sites, it may be more economical and secure to install hand wash troughs as an alternative to hand wash basins.

Project consultants must select and satisfy hand wash troughs that meet the following requirements:

• wall-mounted 1.2mm thick satin-finish type 304 stainless steel troughs with rear upstand skirt to conceal pipework, holed for wash taps
• trough installation must be fixed into solid substructure and resist potential damage by vandalism (including climbing), and
• provided with cold water only.

Dimensions must be notionally 300mm width x 150mm depth, with taps at nominal 450mm centres.

Joinery and vanity units for hand wash troughs and basins must be robust and able to withstand high volume usage and the surface impact of a range of soap PHs that could be used in dispenser.

Drinking troughs and fountains

Drinking troughs and/or fountains should be provided around school sites, including specific provision of drinking fountains for users with disabilities. Drinking water should be provided on the basis of one tap per 30 students.

Project consultants must select and satisfy drinking troughs and fountains that meet the following requirements:

• fountains must be stainless steel, wall-mounted and cantilevered with single bubbler
• installation heights must suit the ages of students (generally, students aged 5–12 at primary schools and 12+ at secondary schools)
• troughs must be wall-mounted, 1.2mm thick satin-finish type 304 stainless steel, with rear upstand skirt to conceal pipework, holed for bubbler faucets
• trough installation must be fixed into solid substructure and resist potential vandalism and other damage (including by climbing), and be installed according to manufacturer’s instructions, and
• individual fountains and troughs / banks of fountains must have at least one water filling station each.

Trough dimensions must be notionally 300mm width x 150mm depth, with taps at nominal 450mm centres.

Consultants must consider location/placement of drinking fountains with respect to damage to floors, and potential safety issues arising from splashing.

Sinks

General purpose sinks are required throughout school sites, particularly in kitchens and other food preparation areas (such as staff rooms and food technology classrooms).

Where required, project consultants must select and satisfy general purpose sinks that meet the following requirements:

• inset stainless steel sinks must be provided with single or dual bowls and integral single or double drainers, and
• integral tap holes to suit specified tapware.

Laboratory sinks

Deep-bowl laboratory sinks are required for science and technology teaching. The number of sinks should suit the teaching and learning requirements and the number of students at the school.

Where required, project consultants must select and satisfy laboratory sinks that meet the following requirements:

• must be acid-resistant, and
• designed to facilitate cleaning.

Emergency eyewash

Where functions and activities present a risk to users’ eyes (including secondary science laboratories and materials technology spaces), emergency eyewash stations must be provided.

Where required, project consultants must select and satisfy emergency eyewash facilities that meet the following requirements:

• a small pedestal stainless steel bowl
• twin eye-drench faucets actuated by a single push-button, and
• safety warning signage.

Clay sinks

Clay is sometimes used in art, science, and technology lessons. To maintain cleanliness and to minimise blockages, specialist clay sinks may be required.

Where required, project consultants must select and satisfy clay sinks or troughs that meet the following requirements:

• inset stainless steel, with extended standing drain outlet, and
• include under-bench clay interceptor traps.

In addition, please refer to 5.13 Hydraulic services for further information.

Paint sinks or booths

Where required, project consultants must select and satisfy paint sinks, troughs or booths that meet the following requirements:

• inset stainless steel, with extended standing drain outlet, and
• include under-bench paint interceptor traps.

Laundry troughs

Laundry troughs are to be provided if the school has a dedicated laundry facility.

Where required, project consultants must select and satisfy laundry troughs that meet the following requirements:

• be inset stainless steel 45-litre capacity
• with single tap hole, and
• rinse bypass co-ordinated with washing machine location.

Cleaners’ sinks

Cleaners’ sinks should be provided in a dedicated space, appropriately designed in terms of floor and wall finishes, and ventilation.

Project consultants must select and satisfy cleaners’ sinks that meet the following requirements:

• be stainless steel or vitreous china
• complete with wall brackets or legs to floor
• hinged chrome-plated brass grate, and
• chrome-plated trap and waste.

Showers

Where installed, student changing rooms, staff changing rooms and DDA accessible student toilet/bathroom facilities must provide showers that are safe, self-draining and designed to allow for privacy for each user.

DDA accessible showers must be fitted with stainless steel grab rails, a shower seat and shower curtains, hooks and all other associated and required fittings to meet required Australian Standards. Where shower rooms are fitted with overhead hoists and ceiling-mounted hoist tracking, project consultants must provide a curtain solution that does not rely on ceiling support brackets.

Shower heads to general purpose showers must be anti-vandal, fixed head type outlets.

Shower heads for DDA accessible showers must comprise a vertical wall rail, hand shower on flexible hose, integral soap dish, and wall bracket.

Floor waste gullies

Requisite diameter chrome-plated brass floor waste gullies are to be provided in areas where floor wash down is required, or as required by regulations. Gullies must include a clamping rim suitable for installation into sheet vinyl flooring. Where installed, a shower recess gully integral with the graded floor surface can serve as a floor waste gully. Floor waste gullies must be provided in other areas where floor wash down is required, or as required by regulations.

Project consultants must select and satisfy floor waste gullies that meet the following requirements:

• be 100mm in diameter and chrome-plated for all toilet blocks with external access, and
• floors should be graded towards them.

Tap fittings and fixtures

Robust, tamper-proof tap fittings and fixtures are required with either timed delivery or appropriate water-saving requirements.

Project consultants must select and satisfy tap fittings and fixtures that meet the following requirements:

• be satin chrome-plate finish on metal, and
• where possible, use the same model and manufacture throughout a school or early learning facility.

Tapware for later stages is to match the first stage.

Cold water tapware must be coded ‘blue’ and hot water tapware must be coded ‘red’. Cold water tapware must be fixed on the right hand side of the fixture and hot water tapware must be fixed on the left hand side.

Laboratory-type tapware must be high goose-neck type, bench-mounted or sink-mounted, and must be acid resistant to suit the particular application.

Drinking fountain tapware must be lever spring-action drinking cocks with mouthguard and 100mm-long flanged horizontal extension to tap. Location of taps and troughs must minimise potential vandalism or other damage.

For hygiene, water conservation and consistency with the principles of inclusion, taps should be press button self-closing systems or top lever timeflow bib taps. Taps in kitchen situations must be pillar mixer taps.

Where cleaners’ taps are provided, these must be positioned at a height to allow a bucket to be easily filled, and be fitted with anti-vandal tap spindles.

In schools, external taps that deliver recycled water must be fitted with anti-vandal tap spindles.

In early learning facilities, external taps must meet the following requirements:

• separate taps are provided for both children's water play activities and facility gardening/maintenance
• hose taps for children's play activities are:
  • provided at multiple points
  • installed at a child accessible height, and
  • not connected to recycled water
• external taps for maintenance and gardening purposes are fitted with vandal-resistant handles.

Hands-free tap operation must be provided at hand wash basins where required by local government by-laws for food service areas.

Food preparation

Class 1 commercial kitchens (ELCCs)

Where an ELCC is operating on a full-time basis and providing a daily meal service (i.e. 3 meals per day) for enrolled children, a Class 1 commercial kitchen must be installed and registered with the local authorities.

Class 1 commercial kitchens in ELCCs must satisfy the following requirements:

• comply with State Government Environmental Health Standards for Class 1 Level Kitchen, Food Standards Australia New Zealand (FSANZ), and the Food Act 1984
• satisfy all local government/council requirements to ensure compliance and prevent licensing delays
• be designed in accordance with the ELCC Functional Design Brief, and
• commercial kitchen design specialist advice, wherever possible, and
• include an appropriately sized grease trap, and
• natural and mechanical ventilation.

Indoor program kitchen (ELCCs)

Indoor program kitchens must have direct access to and line of sight into the children’s room. A child-safe gate must be installed between the kitchen and children’s room.

Kitchens must contain a sink, bar fridge, bench space, overhead cupboards, and simple joinery/pantry to store a small amount of ingredients, utensils and tableware. The sink must have tempered (between 30-35 degrees) and cold water, with a mixer tap to control water temperature.

An oven should be considered with a slide in door and other safety features such as a lockable and induction cooktop with a child lock function. Kitchens with open electric cooktops must have an adult height switch mounted near the appliance in a visible and readily accessible position, to ensure the safety of children in the room. A sliding or double-hung window should serve as a servery to the external veranda area, and a hand-wash basin must be provided.

Outdoor program kitchen (ELCCs)

An outdoor program kitchen is sometimes installed as a supplement to an indoor program kitchen. It is a simplified version of an indoor program kitchen, however, outdoor kitchens must include a sink with tempered (between 30-35 degrees) and cold water access, bench space with under-bench storage, and secure outdoor power outlet. A cavity for a permanent fridge or oven is not required. Where site conditions allow, the landscape design should include a safe area for a portable fire pit near the outdoor kitchen, ensuring it does not pose a fire risk to the building or decking. The kitchen must provide space and power for bench-top appliances such as plug-in stoves, portable ovens, and toasters. The design should also include storage for these appliances, either in the kitchen or a nearby internal store. The joinery should feature a pantry for storing a small amount of ingredients, utensils, and tableware, designed to prevent access by animals.

5.3.12 Joinery and fixtures

Joinery works include finishes, hardware, coordination with services, required fixings, skirtings, mirrors, glass panels and glass doors and associated trims, conduits or recesses, and gaps for electrical equipment, integral lighting, wiring, data cabling and the like, including built-in GPOs, data outlets, audio visual outlets and inputs, and all necessary support and sub-framing necessary to complete the works.

The scope of joinery works must include:

• pigeonholes
• built-in student lockers (in vertical schools and early learning facilities, locker numbers must reflect floor number i.e. 4.1, 4.2)
• custom-fitted joinery
• vanity benches
• kitchen and kitchenette joinery
• other cupboards, storage and display units
• changing room benches, and
• stainless steel and chemical-resistant laminate work benches and cabinets in science and technical areas, and areas with similar functions.

Where joinery is an excluded tender option, alternative storage solutions, as agreed between the VSBA and school, must be clearly specified for realisation at a later date. These specifications may or may not include existing furniture.

Project consultants must select and satisfy joinery and fixtures that meet the following requirements:

• lockable or securable, where joinery or furniture will be used to store personal or valuable items in areas accessible to students
• cut-outs to accommodate fixtures (such as sinks and hand basins) and equipment (such as fridges, microwave ovens and the like) must take into consideration the required equipment size and installation tolerances
• where joinery needs to accommodate roller shutter doors and/or grilles, similar size requirements are to be taken into consideration
• accessories and trims necessary to complete installations are provided
• joinery units are fixed to substructure backgrounds, provide sufficient support to prevent injury from failure of components, and are securely, mechanically fixed to walls.
• all mechanical fixings should be concealed from view
• junctions with structures, scribe bench tops, splashbacks, ends of cupboards, kickboards and returns follow the line of structure
• all carcass junctions with walls and floors, and to cable entries, are sealed with silicone beads for vermin-proofing to all food-handling areas and voids at the backs of units to all areas for hygiene requirements, and
• all screws, nails, bolts, anchors, brackets, adhesives and other fixing devices required for neat and secure fixing throughout are provided and are concealed from sight in the finished work.

Benchtops must be constructed of a solid moisture resistant substrate (minimum 25mm thick) and be finished and edged in materials suited to the functional requirements of the installation. The default benchtop must be finished with 1.0mm coloured laminate with solid-colour, rigid, high-impact PVC edging to match the selected laminate colour or freeform edge. However, other surfaces which may be used include:

• resilient sheet counter-topping as an accepted alternative to laminate
• stainless steel, as required to suit food preparation or wash areas
• chemical-resistant laminate or chemical resistant, solid acrylic polymer countertops (for science laboratories and the like), and
• impact and scratch resistant finished timber or veneer plywood.

Silica or engineered stone benchtops or surfaces, including wall and floor tiling, must not be installed.

In addition, please refer to section 5.15 Sustainable products for further information.

Handles must be robust, simple, satin chrome-plated metal, and sourced from generally available production lines. Consistent with the principles of inclusion, handles must be easy for any user to operate. Door and drawer handles and pulls are to be selected and/or detailed with no sharp edges or protrusions that may cause injury.

Joinery doors and drawer-fronts must have common substrate and finishes and be a minimum thickness of 18mm MDF. There must be a white melamine finish to all interiors including drawers and shelves in enclosed cupboards. Finishes must be applied to all surfaces and edges, including edges facing floors.

Dimensions for bag hutches and or tubs must be agreed in consultation with the Design Reference Group or school (as appropriate) so that each hutch/tub can safely accommodate a full school bag.

Shelves must be adjustable, suit the intended use, and fixed in place to avoid rolling. Shelf thickness and provision of supports must ensure the shelf can support applied loads without excessive deflection (more than 3mm in 1.0m). All loose units must be fixed to walls.

Joinery doors must be hung on 110° or 180° fully concealed and adjustable hinges with catching action. Doors must open and close easily and shut tightly to a neat line and flush finish. The number and type of hinges specified must withstand weight of door leaf and anticipated heavy use.

Joinery drawers must be fitted with steel and ball bearing full extension sliding drawer runners.

Joinery in bathrooms is to be limited. Impervious splashbacks must be provided above benchtops where there is a risk of splashing from sinks or spillage of liquids.

Where possible, storage must be incorporated under benchtops, except where accessibility provision is required.

Wired control devices should be provided rather than battery powered devices wherever possible (i.e. clocks should be hard wired rather than battery operated).

Fixtures in high-risk locations (such as gymnasiums) must be impact resistant.

Early learning joinery

Each indoor education and play space in an early learning facility must be provided with a custom fabricated rack of joinery pigeon-holes or mobile locker units with caster wheels. The number is determined by the number of places per rooms.

For example, a 33-place room should have 33 pigeon-holes. Children's lockers or pigeon-holes, whether located within an education and play or a circulation space, must meet the following requirements:

• heavy-set and stable to prevent tripping hazards
• positioned to allow direct staff observation
• each is approximately 350 x 450mm
• washable materials are used, and where located in circulation space
• the design and placement keep the circulation path unobstructed, and
• the minimum required width of the circulation path is maintained.

(Indoor education and play spaces) Should include wet/art troughs with soap dispensers above troughs, along with bench and under-bench storage cupboards—one at adult height (900mm) and one at child height (no more than 600mm).

Cabinetry above sinks must be avoided.

All low-height joinery doors must be fitted with keyed locks (with same key for all), magnetic latches, or childproof catches to restrict access by children.

(ELCCs) Joinery design in the children’s program space and internal store should meet the following criteria:

• comply with Occupational Health and Safety (OH&S) standards and ergonomic principles
• maximise built-in sturdy shelving with a recommended depth of approximately 620mm
• incorporate flexible usage features, including large storage spaces, drawers, adjustable shelving, and closed cupboards with lockable options, and
• include at least one overhead cupboard equipped with a key lock for secure storage.

(ELCCs) Joinery in the baby bottle preparation area should include:

• at least one overhead cupboard (not above sink) with a key lock, and shelves
• bench space for safe and hygienic preparation, including a soap dispenser and paper towel dispenser
• a hand wash basin and a separate sink with an integrated drainer, and
• space for a microwave and a small under-bench fridge.

(KOSS) Joinery design in children’s internal store must also include maximum built-in sturdy shelving to a recommended depth of approximately 620mm.

(Maternal child health (MCH) consulting rooms) Fixed joinery must be designed in consultation with the council/ third-party providers. It should generally include the following features:

• drawers and cupboards with childproof and lockable doors
• nappy bin drawers
• pull-out stairs for mobile children to climb onto the change bench, and
• an examination bench, which includes a measuring ruler of minimum 1m, positioned under natural light with vinyl flooring.

Accessibility and inclusion

Project consultants must provide benchtops and counters (and related and/or ancillary spaces) that will allow and facilitate access and use by students and staff who may use wheelchairs or other disability support. All reception/canteen counters in school and early learning facilities must facilitate use by students, children and visitors who use wheelchairs or other disability support. The wheelchair accessible areas of the reception counters must be readily identifiable, easily accessible, and centrally located.

Information about the Inclusive Schools Fund (ISF), its requirements, what is funded through the Fund, and other information can be found on the VSBA’s About us webpage.

Special joinery fittings

Where necessary to deliver or complement the required functionality, project consultants must provide special joinery fittings, including:

• cutlery dividers (five-compartment white moulded-plastic drawer inserts, trimmed to suit size of drawer carcase)
• stationery dividers (as for cutlery dividers above, except seven compartments, in four different sizes)
• tea towel rail (two chrome-plated steel arms on slide-out frame fixed to side of cupboard)
• library book return slot and book slide
• adjustable-height computer keyboard ledge
• cable entry caps (moulded-plastic circular sleeve with swivelling cover plate, colour-matched to benchtop colour)
• wardrobe hanging rails, and
• joinery locks (generally keyed alike to locks on each unit or in each room; keyed to differ for joinery in separate rooms).

Engineered wood products

Engineered wood products used in all applications (not just joinery - e.g. cubicle partitions, door jambs) must have formaldehyde emissions that comply with either:

• Product certification in accordance with a GBCA-recognised Product Certification Scheme or
• Laboratory testing for formaldehyde emission limit values for engineered wood products outlined in Table 8 in accordance with the following Green Star Emissions Table (approved extract from Green Star Buildings Submission Guidelines V1.2’s Table13.2B: Formaldehyde Emission Limit Values for Engineered Wood Products)

* mg/m²hr may also be represented as mg/m²/hr 2

** The test report must confirm that the conditions of Table 1 comply for the particular wood product type, the final results must be presented in EN 717-1 equivalent (as presented in the table) using the correlation ratio of 0.98.

*** The final results must be presented in EN 717-1 equivalent (as presented in the table), using the correlation ratio of 0.98.

Staff pigeonholes

Each staff lounge must be provided with a custom-fabricated rack of named pigeonholes (larger than A4 width) for delivery of mail and messages to staff, based on staff numbers and including additional provision for visiting specialists, counsellors and the like. Project consultants should use peak enrolment numbers to determine the appropriate number of pigeonholes.

5.3.13 Bird-proofing

Every building delivered by project consultants must be resistant to ingress by animals, birds and insects. Project consultants must limit ledges and bird perches at external eaves and undercroft areas.

5.3.14 Insect screens

Durable insect screens must be fitted on all operable windows and any openings used for night purging, unless alternative justification is provided, to encourage natural ventilation where air quality is good and provide protection from mosquitoes and other insects. Screens should also be provided in any food preparation areas, including food technology areas. Screens must be of high commercial quality and fitted with aluminium or stainless steel mesh.

Insect screens should be:

• installed internally and facilitate easy removal and reinstallation, especially for screens at height, to enable convenient cleaning and maintenance, and
• securely fitted within the frames so children cannot push the mesh out of the frame.

In early learning facilities, insect screens on windows that open between approved and non-approved spaces must withstand a force of 300N in any direction without breaking, deforming more than 10mm along their length, or showing signs of fracture, as per AS1926.1. This includes insect screens on windows that open to outdoor areas not enclosed by children’s playgrounds.

5.3.15 Termite protection

Termite protection is required for all capital projects including new school builds, upgrades and maintenance projects. School construction rates have been adjusted accordingly for project consultants to apply this treatment.

All termite protection must comply with and be installed in accordance with the following Australian standards:

Project consultants must select and satisfy termite protection that meets the following requirements:

• installed under concrete slabs, foundations and for cavity walls to the building perimeter, and
• pipes, cable conduits and the like are sealed with appropriate termite barriers in accordance with manufacturers’ instructions.

Chemical soil barriers for termite protection should not be used, as future reapplication of chemicals may be disruptive and/or costly, and minimisation of synthetic chemicals in student areas is desirable.

5.4 Building finishes

This section advises project consultants about the required internal and external building finishes that suit teaching and learning requirements in Victorian government schools.

Overall, project consultants must select and satisfy finishes that meet the following requirements:

• durable, resistant to exposure, weathering and general wear-and-tear, and
• fire-resistant where required.

In addition to the specific requirements below, project consultants should select finishes that are economical.

Project consultants should also ensure finishes are consistent with performance requirements in the section 5.5 Acoustic engineering.

5.4.1 External finishes

Masonry

Where project consultants propose to use masonry executed in clay brickwork or concrete blockwork, materials, detailing and construction work must comply with material manufacturers’ recommendations and all applicable standards.

Project consultants must select and satisfy brickwork and blockwork that meet the following requirements:

• accommodate all permanent and temporary loads
• accommodate all short and long-term movements and deflections in the base-structure (or substrates to which the work is fixed) and within the work, including thermal movements, without failure or damage or the transfer of loads from the base-structure to the work of this section
• provide fire-resistant construction to adjacent and concealed work, where required for continuity
• be corrosion-resistant or coated to prevent corrosion
• use suitable moisture-resistant materials and construction details
• ensure thermal insulation integrated into the dry-wall framing
• prevent the formation of condensation on the inside surfaces of external cladding systems from warm humid air on cold surfaces by the correct selection and location of insulation and continuous vapour barriers, as required, and
• include an anti-graffiti paint finish on accessible areas that allows the removal of graffiti without adverse impact on the durability or finish of the substrate material.

Where brickwork and/or blockwork is used, consideration must be given to the acoustic requirements for the surrounding space. For specific requirements, please see 5.5 Acoustic engineering.

Structural steel

Project consultants must select and satisfy structural steel finishes that meet the following requirements:

• corrosion-resistant or coated to prevent corrosion
• any decorative coatings are UV-stable and moisture-resistant
• appropriate coating system for the substrates, exposure, required finish (including paint) and prevailing conditions
• continuous, smooth and evenly distributed galvanizing, free from visual and surface defects including dip lines, lumps, blisters, gritty or uncoated areas, spots, dross or flux
• hot-dip galvanizing visible in the installed location must be carried out to architectural grade and a have uniform patina and texture over the entire visible surface, without defects or rough patches
• painted finishes over hot dipped galvanised steel must address concerns relating to adhesion
• new painted finishes to prefinished metal should be avoided, and
• where pre-coated materials are subject to welding, cutting or similar work, the applied protective coating must be repaired to deliver equal protection, equal durability and performance, and an appearance identical to the undamaged adjacent surfaces.

All exposed steel columns should be hot-dipped galvanised, in accordance with the exposure category in AS 2312.2: Guide to the protection of structural steel against atmospheric corrosion by the use of protective coatings – Hot dip galvanizing. For any structures in a C4 category or above (including coastal areas up to 1km from the coast), utilise a protective coating system in lieu of galvanising.

Any visible structural steel must be free of defects, smooth, and have a consistent appearance throughout.

In addition, please refer to the section Steel (in 5.6.4 Superstructure) for further information.

Metalwork

All metalwork must comply with and be installed in accordance with relevant Australian standards.

Project consultants must select and satisfy metalwork that meet the following requirements:

• provide protection against corrosion
• adjacent materials and products must be chemically and electrolytically compatible with each other, substrates, and adjacent work, or be separated by suitable spacers
• adjacent materials and products, including adhesives and sealants, must not stain or contaminate, and must not cause visual or structural defects in adjacent materials
• be standard pan size suitable for its location to enable flexibility of use. Junior pans are not required in primary or secondary schools; steps and other props can be used by younger students. (See specific early learning facility requirements below)
• fixings and framing must accommodate all permanent and temporary loads, individually and in combination, without failure, deflection, damage to adjacent or applied work, or risk to safety
• all visible fixings must be evenly and neatly located and aligned
• visible fixings in accessible areas must be vandal-resistant
• where required to be finished flush with adjacent surfaces, visible fixings must be countersunk
• cut edges, drilled holes, joints and surfaces must be finished clean, neat, and free from burrs and indentations. Sharp edges must be removed without excessive or uneven radius
• surface finish, colour and texture must be continuous and without variation
• free of sharp edges or projections, which could cause injury to users, and
• exposed fixings that are subject to human contact must be recessed, smooth and flush.

Metalwork finishes should be applied economically and as appropriate. (Weather protection, for example, is not required for internal metalwork finishes.)

Stainless steel

Project consultants must select and satisfy stainless steel finishes and fabricated elements that meet the following requirements:

• resistant to corrosion and staining if in visible, external and/or humid locations
• press button, self-closing or top lever bib timeflow tapware that does not need to be manually turned off after use, must be installed at handwash basins for infection control
• type 316 in food preparation/handling areas, and
• type 304 in bathrooms, shower rooms, toilets, and similar wet areas.

Schools located near salt water should consistently use 316 stainless steel to limit corrosion.

External timber

Project consultants must select and satisfy timber finishes that meet the following requirements:

• have durability appropriate to the conditions of use and exposure, or preservative-treated timber of equivalent durability
• free from live borers, insects and other pests, and from rot and fungus infection, and
• has received preservative treatment and/or water-repellent treatment, where required.

Timber that has been pressure or dip-treated with copper chromium arsenate (CCA) preservative must not be used in any circumstances, including for garden beds or retaining walls.

Medium-density fireboard skirtings and architraves are not to be used in wet areas.

In addition, please refer to section 5.15 Sustainable Products for further information.

For timber veneers, use select grade (veneer quality A) for visible surfaces that are required to have a clear finish, or to have no coated finish. For other surfaces, general quality grade (veneer quality B) can be used.

For information on timber finishes for playgrounds, please refer to the section Playground, adventure and outdoor fitness equipment (in 5.1.4 External equipment).

Timber flooring and external decking

Project consultants must select and satisfy timber flooring and external decking that meet the following requirements:

• is appropriate for its particular use
• is firmly supported on a suitable substrate with strength sufficient for the function
• is durable, heat resistant
• is bushfire resistant appropriate to the site’s bushfire zoning (40+ BAL in BARR zones)
• has a minimum P4 wet pendulum slip rating, and
• is selected in consultation with school and consideration of its maintenance obligations for durability and slip resistance in accordance with manufacturer instructions, which must be well-explained to the school, and
• allows for tactile indicators that do not weaken structural integrity of decking members.

Composite decking should have low PVC content and low heat gains. Clip-fix decking must not be used on steps or stairs due to the risk of movement.

Where paving, decking or another design feature creates a significant elevation change, an agreed Safety in Design measure must be put in place to mitigate the risk of falls.

Further, where a decking is required for egress from a SIP, the following requirements need to be satisfied:

• the support structure must be non-combustible
• trafficable surfaces and handrails must be non-combustible, and
• decks involving gapped board trafficable areas should not be enclosed at ground level around their periphery, to avoid debris accumulating beneath the deck and being inaccessible for maintenance.

External wall cladding

External wall cladding should be chosen from a select range of environmentally friendly materials designed to provide:

• long-term durability (in accordance with the minimum building life identified in 3.5 School and early learning design principles section)
• low maintenance costs (such as those related to cleaning)
• precoated finishes wherever possible (external painting must be minimised)
• stain and graffiti resistance
• an appropriate level of insulation for acoustic and thermal purposes
• aesthetic appeal
• minimum combustibility risk, and
• value for money.

Appropriate surface finishes must be selected with regard to the activities to be conducted in the area.

External painting should be minimised and restricted to secure areas.

Project consultants should only select surface finishes that maintain their character and do not rely on excessive maintenance and cleaning. External cladding should be employed in a way that minimises cleaning and repair requirements.

Masonry wall finishes including concrete block, brickwork and concrete surfaces must be suited to graffiti removal. Applied treatments should be included where required to meet graffiti removal requirements.

Alternatives such as full-height lightweight cladding may be considered in certain circumstances; for example, in low-traffic areas and/or areas of low visual impact.

Externally, pre-coated surfaces should be selected as primary cladding system. External painting should be minimised and restricted to accessible areas.

Applied paint finished compressed fibre cement (CFC) sheeting must not be used.

Any solution recommended must be cost-effective and not compromise future maintenance.

Project consultants must demonstrate that the selected cladding product complies with the requirements of AS 1530.1 – Methods for fire tests on building materials, components and structures – Combustibility tests for materials.

Cladding must not include aluminium composite panels (ACP) with a polyethylene core or expanded polystyrene (EPS).

In addition, please refer to the insulation and barriers requirements for further information.

5.4.2 Internal finishes

All internal applications of all types of paints, adhesives, sealants and engineered wood products applied onsite, including both exposed and concealed applications, must be selected to safeguard occupant health through the reduction of internal air pollutant levels by meeting the requirements below, based on the type of product.

If exterior-grade products are used in an internal application, they must also meet the requirements.

The following items are excluded from this requirement:

• glazing film, tapes, and plumbing pipe cements
• products used in car parks
• paints, adhesives and sealants used offsite (for example, those applied to furniture manufactured offsite and later installed in the fit-out), and
• adhesives and mastics used for temporary formwork and other temporary installations.

Wall linings

Every space or room must be provided with appropriate wall linings suitable for the function, use and equipment of the space. Linings must be adequate to cope with normal school usage, without needing constant maintenance or repair.

All wall linings must comply with and be installed in accordance with the following Australian standard:

Project consultants must select and satisfy wall linings that meet the following requirements:

• have provision for controlled expansion and contraction
• have fire resistance properties compliant with NCC requirements
• must not be damaged by structural building movements and are rigid and safe under all loading and height conditions, including when work is later applied by other trades, and
• easy to clean.

In addition, project consultants must select and satisfy wall linings for wet areas that meet the following requirement:

• impervious resilient or tiled surface finishes to minimum 1,800mm height, and
• as required to suit wall-mounted fitments – such as showers, paper towel dispensers etc

Project consultants must specify commercially durable finishes that can withstand a harsh school environment.

Painted compressed fibre cement (CFC) sheeting should only be used as a last resort.

Walls should have acoustic properties appropriate to the function of the space.

In early learning facilities, wall lining in indoor education and play spaces must be made of durable, washable materials, while also considering the room’s acoustic requirements to control reverberation. Additionally, neutral colours and textures should be used to minimise sensory overload.

In addition, please refer to the section Splashbacks (in 5.4.2 Internal finishes) and 5.5 Acoustic engineering for further information.

Wall tiling

All wall tiling must comply with and be installed in accordance with the relevant Australian standard:

Project consultants must select and satisfy wall tiling that meet the following requirements:

• are durable products suitable for the location and the intended function
• can accommodate applicable live and dead loads
• can accommodate movements and deflections in the base structure and substrates, without failure or loss of adhesion, performance or durability
• ensure that all adjacent materials and products are chemically and electrolytically compatible with each other, substrates, and adjacent work, or are separated by suitable spacers. Adjacent materials and products, including adhesives and sealants, must not stain or contaminate, and must not cause visual or structural defects in adjacent materials, and
• tiling in wet areas installed with mould-resistant grout.

Splashbacks

All splashbacks must comply with and be installed in accordance with relevant Australian standards. Splashbacks are required to be a minimum of 300mm high and should be tiles, stainless steel, laminated MDF or a material to match the bench tops.

Joints between splashbacks, benches and walls should be sealed using a silicon sealant, or coved. Fillets are not to be used in any circumstances.

Resilient floor finishes

Project consultants must provide flooring (including substrate preparation, adhesives, skirtings, covings and trims) suitable for the intended location within the design, and suitable for the intended use or uses of the space.

Floor finishes must be of a suitable standard commercial grade/type; easy to clean and maintain; level and smooth; stable; slip-resistant; free of trip hazards; and suitable for heavy pedestrian traffic and the use of mobile trolleys and wheelchairs.

Division strips must be provided at junctions of dissimilar flooring materials. The finish of adjacent floor finishes must be to a common surface datum, so that no trip hazard is formed. Metal movement control cover plates must be provided in floor finishes where structural control joints have been formed in concrete slabs.

Project consultants must select and satisfy resilient floor finishes that meet the following requirements:

• are highly durable and appropriately sealed to minimise dust
• slip-resistant in appropriate areas (such as those where water, oil, grease or sawdust can be spilled) and on steps, stairs and at building entry points. In multi-use and project spaces where floors are likely to become wet, floors should have minimum P3 wet pendulum slip rating
• acoustically compatible with the background and activity noise levels within the space
• join quality that minimises cleaning issues
• thermal and tactile comfort in relation to the use of the space, and
• installed with minimal undulations, with a preference for set-downs in concrete slabs.

Brickwork laid flat or on-edge is not an acceptable internal floor finish.

In early learning facilities, resilient, washable and non-slip sheets such as vinyl/linoleum flooring must be installed in indoor education and play spaces. The floor finishes must also have a soft-touch surface to ensure comfort for toddlers who may play on or touch the flooring directly. The materials should also contribute to a welcoming and child-friendly environment.

Floor tiling

All flooring must comply with and be installed in accordance with the following Australian standard:

Project consultants must select and satisfy floor tiling that meets the following requirements:

• is durable products suitable for the location and the intended function, including slip resistance
• visual and physical resistance to scuffs and marking
• requires minimal maintenance
• ensures that tiled pedestrian surfaces are stable, safe and minimise risk of slipping or tripping due to slippery or uneven surfaces
• must be flush with adjacent work unless stepped level change is indicated or required
• be installed with mould-resistant grout in wet areas, and
• use no more than two tile types.

Resilient sheet flooring

In storerooms, amenity rooms, and in rooms and spaces within rooms (excluding bathrooms) where wet activities occur, project consultants must provide resilient sheet flooring with an upper surface treatment suited to the function or activity. A chemical resistant grade resilient floor finish must be used where there is a risk of spilling of staining liquids or corrosive chemicals.

All resilient sheet flooring must comply with and be installed in accordance with the relevant Australian standard:

Project consultants must select and satisfy resilient sheet flooring that meet the following requirements:

• are commercial grade
• are capable of easy cleaning and maintenance
• are set-out within a space to minimise the number of joints and seams
• are appropriate for heavy pedestrian traffic
• are stable, safe and minimise risk of slipping or tripping due to slippery or uneven surfaces, and
• must contain junctions between vinyl flooring and other flooring that are finished flush.

Resilient sheet floor coverings should be installed over concrete slabs that have been pre-tested to confirm they have maximum moisture content or that are otherwise are fully and appropriately sealed prior to installation of the resilient sheet flooring.

Sheet flooring in science areas may need further consideration due to possible chemical spills: these may make their way through non-welded joints.

Plastic junction strips or junction devices that are not flush are not acceptable.

Vinyl flooring should not be installed in toilets unless it is very high commercial grade and has minimum P3 wet pendulum slip rating, to avoid durability and maintenance issues.

Concrete floor sealers

Where concrete slab floors are provided, project consultants must finish the concrete slab with a permanent applied sealer that has an integral colour and non-slip finish, where appropriate.

Project consultants must select and satisfy applied epoxy flooring over concrete slab substrates that meet the following requirements:

• are applied in accordance with the material manufacturer’s recommendations
• formed to coved integral skirtings
• formed to fall to grated gullies where required
• safe and appropriate for their particular use, and
• durable and easily cleaned.

Flooring for indoor physical activity spaces

All installed indoor flooring systems must be fit for purpose and suitable to the local climate's moisture and temperature ranges.

All indoor competition-level²¹ sports spaces must have timber sprung floors that satisfy FIBA and EN14904 standards. Synthetic flooring is not permitted in competition-level spaces.

Competition sports spaces must also meet the competition requirements set out in the Outdoor hard courts and Indoor competition-grade sporting facilities sections (in 5.1.3 Hard landscaping and indoor sports courts).

Where spaces have diverse, non-competition level, physical uses and are not subject to community use agreements for sports (and particularly where a stage is present) competition-level facilities are usually not required and multipurpose flooring systems (as described below) are adequate.

Thermal insulation must be provided to floors and designed to suit the selected flooring system requirements for moisture and ventilation control, and any floor warranty conditions.

Clear order of dominance line markings, appropriate to agreed sports’ uses and community agreements.

Any retractable seating in a sports facility must have a weight distribution that does not affect the floor. Floor systems and materials must also be chosen for their ability to withstand the weight of seating systems. Batten systems should not be used. Where they must be installed, following an approved departure/variation, rubber (under joist) cushioning pads should be used. Neoprene pads must not be used.

Consultants must provide indicative costs for a 10 Year maintenance program, including cleaning and total costs.

All flooring must:

• have formaldehyde emissions in compliance with EN717-1/ EN ISO 12460-3. (i.e. ≤0.12mg /3mg/m²hr)
• a maximum of 0.2-0.6 Total Volatile Organic Compound (TVOC) after 28 days, and
• come with all relevant fire and smoke compliant testing (BCA C2D11)
• comply with EN 13696’s wearability standards.

In addition, please refer to the sections on 5.15 Sustainable products for further information.

When engineered timber floors are used, the flooring system needs to meet FIBA requirements and be pre-finished, where possible, for maintenance reasons.

Any applied finishes must be suitable for the indicated use of the floor, water-based, and not exceed EU TVOC standard of 140 (g/Lt).

Light-coloured timber species are recommended for competition-grade sports flooring systems, where possible, as they lift a stadium’s ambience and potentially reduce energy consumption i.e. for lighting.

All competition sports’ surfaces must be approved and certified by FIBA. The FIBA certificate must clearly state that the chosen system/s is correct for the facility in question, and this certificate must be provided to the school and the VSBA. Without a certificate, the system will be considered non-compliant. The substitution of sub floor or surface materials will not be acceptable to Basketball Victoria, Basketball Australia, Netball Victoria or the relevant state or territory association.

Multipurpose space flooring

Multipurpose space floors can be comprised of sprung hardwood/engineered timber or polyurethane/propylene systems.

Where the dominant user of a multipurpose space, is a lightweight primary school child, polyurethane flooring systems, are particularly encouraged. Polyurethane/propylene flooring in multipurpose spaces must:

• use water-based adhesives and components
• include at least 80% recycled content
• be fully stuck down
• (ideally) be resurfaced as required and not need replacement
• be continuous with minimal seams / joins, to minimise weak points
• be recyclable at ‘end of life’ (i.e. not go to landfill)
• have a 10-year warranty
• be installed by an experienced installer, that can ideally maintain the floor through its life.

Dance/drama flooring

Where a space is predominantly used for dance and drama functions, the flooring system must be a sprung hardwood or engineered timber system, as per the competition standard sports floor requirements outlined above, with an applied coating or be prefinished suitable for dance, drama and similar activities.

Soft floor finishes

Carpet must be graded ‘contract extra heavy duty’ by the Australian Carpet Classification Scheme (ACCS). Flooring to IT-server (also known as switch or core communications) rooms must be provided with an anti-static covering. Carpet must not be used.

All carpets must comply with and be installed in accordance with the relevant Australian standard.

Project consultants must select and satisfy mats and carpet tiles that meet the following requirements:

• have textile dyes and pigments that are colour-fast and fade-resistant to daylight, and resistant to water
• avoid the accumulation of undesirable electrostatic charges
• contain an appropriate substrate to be prepared to receive the carpet installation
• contain a smooth transition between the all-adjacent flooring types
• have edges between carpet and other flooring materials finishing with mouldings suitable for the particular use. Plastic-edge strips or non-flush materials are not acceptable
• are laid in a single area and should come from one manufacturing batch and dye-lot.

Light-coloured carpet tiles should be avoided as they show stains easily.

Carpets should not be used in high use areas where liquid spills are likely (i.e. food preparation and art-making spaces).

Broadloom carpets should not be used because replacement of worn or stained sections is more costly and environmentally damaging.

Small cut portions of carpet tiles should be avoided. If required, glue-fix into place using construction adhesive should be used, not tack adhesive.

Carpet maximum total volatile organic compound (TVOC) levels must comply with either:

• Product certification in accordance with a GBCA-recognised product certification scheme or
• Laboratory testing in accordance with TVOC limits specified in the Carpet Test Standards and TVOC Emissions Limits in the Green Star Submission Guidelines (version which is current at the time of schematic design).

A combination of methods can be used to demonstrate compliance.

Skirtings

Project consultants must select and satisfy skirtings, where they are deemed necessary, that meet the following requirements:

• flat satin anodized aluminium or finished stainless steel sheet skirting a minimum of 1.6mm thick, adhesive-fixed to wall lining
• vinyl skirting profile adhesive-fixed to wall lining
• resilient vinyl flooring material turned up over a shaped coving profile backing and adhesive-fixed to the wall lining to form self-coved flooring. This form of skirting should be used in areas that will be cleaned with a washdown
• timber skirting sections fixed through the wall lining into the subframe, and finished with an applied paint coating
• meet a default 100mm from FFL standard (unless otherwise required), and
• align with the height of kick-rails in adjacent joinery.

The longest possible skirting sections for each situation must be used. Skirtings must be installed to a level horizontal line fitting flush against floors. Edges must butt together to form tight, neat joints showing no visible open seam. Skirtings must be sealed at internal corners and at junctions with door frames and vertical abutments.

Floor mats

At entrances, project consultants must provide internal walk-off entry mats or matting. The mat, frame and adjacent floor finish must finish flush with each other, with no tripping hazards. Mats must be equal or greater than the width of the respective entry doorway, and maximise extent from doorway for maximum dirt/moisture removal. Integrated matting systems should be used, recessed mat wells should be avoided.

Stainless steel

Stainless steel is also used as an internal finish. Technical specifications for stainless steel finishes are detailed in the Stainless steel section (in 5.4.1 External finishes).

5.4.3 Painting and applied finishes

Project consultants must select and satisfy paints that meet the following requirements:

• paints approved under the Australian Paint Approval Scheme (APAS)
• paints with low volatile organic compounds (VOC) and free from toxic ingredients
• use the manufacturer’s highest grade (or premium grade) of any selected coating product
• paint finishes must be selected from Table 9 – Paint Sheen Levels to suit durability/high periodic cleaning performance requirements
• products used in each installation area and finish type should be from the same product batch
• UV-resistant paints and coating products must be used where they are subject to direct and reflected sunlight, including internal locations, to prevent colour fading
• must be durable and suit wash and wear maintenance for all walls, and ceilings in wet areas.

Metal safety rails and barriers, bollards, and columns for external covered ways must be painted in high visibility luminance contrast colours. Handrails should be galvanised, not painted.

Project consultants must consider the exposure categories within certain environments (particularly areas 1km or less from the coast). In coastal environments, consultants should use a protective coating system other than paint for both internal and external surfaces vulnerable to corrosion, or avoid coated materials altogether. Please refer to AS 4312: Atmospheric corrosivity zones in Australia, for more information.

When selecting colours for external walls, colours that increase heat absorption to the detriment of the underlying substrate should be minimised.

Paint, adhesive and sealant maximum total volatile organic compound (TVOC) levels must comply with either:

• The ready-to-apply TVOC content limits, including colour tints, in the current version of Green Star, or
• Product certification in accordance with a GBCA-recognised product certification scheme. The certificate must be current at the time of project submission and list the relevant product name and model. Details and updates can be found at Product Certification Initiatives on the Green Building Council Australia website.

Product certification schemes include:

• Carpet Institute of Australia Limited – Environmental Certification Scheme
• Ecospecifier – GreenTag GreenRate
• Australasian Furnishing Research and Development Institute – Green Tick
• Good Environmental Choice Australia
• The Institute for Market Transformation to Sustainability – Sustainable Materials Rating Technology.

5.5 Acoustic engineering

Good acoustic design for general learning and teaching spaces is essential. Unwanted or excessive noise can lead to difficulties with communication and concentration. Designs should provide an acoustic environment in which clear communication between teachers and students is achieved, while disturbance from other activities is minimised.

Classrooms and core learning spaces must be designed to allow clear verbal communication between teachers and students while minimising noise disturbance. Indoor ambient noise levels must be suitable and relevant to the room activity type. Well-designed acoustics can enhance the environmental quality of a space by facilitating communication, improving wellbeing and/or aiding in noise control and speech privacy.

There must be acoustic separation between staff workspaces and student areas. Staff spaces should have the capacity to be enclosed with doors or operable walls for work or confidential discussions as needed, whilst providing visual connection to the learning communities.

Factors affecting acoustic performance and internal noise levels, which require appropriate acoustic treatment include:

• site location in relation to noise sources, such as roads and industry
• relationship between varying noise levels anticipated in different buildings (such as sport centres, workshops and libraries)
• activity and equipment noise within spaces (such as music, playground activities in covered areas and machinery noise)
• in multi-level buildings, impact and vibration noise from foot traffic and machinery from rooms above and below
• impact noise from rain and hail on roof sheeting
• impact noise, vibration and resonances in light metal framed structures from foot traffic
• sound travel paths through openings, joints or gaps between walls, floors, ceilings and openable joints in operable walls, doors and view panels
• sound travel between rooms over the partitions via the ceiling space, where partitions do not extend full-height
• noise reflection and reverberation within integral spaces larger than 100m2 and in large covered areas
• noise from mechanical ventilation and air-conditioning fans and compressors.

From the outset, floor planning must consider acoustic performance and whether the spaces are fit-for-purpose.

Spaces with incompatible acoustic requirements should be located as far apart as practicable. Where adaptable/flexible teaching spaces are configurable to open plan, they must:

• be easily configurable, i.e. opened up to open plan and closed down to more contained traditional spaces, to enable a range of pedagogies
• ensure all space configurations have verified acoustic standards that comply with this section 5.5, including through sound-rated, operable walls, and
• include hearing augmentation system solutions that are suitable for all scales and configurations and comply with section 5.10.12 Hearing augmentation and sound field systems.

Dedicated quiet rooms or pods should also be included to cater for small groups needing acoustic separation from the main group. Where possible and appropriate, learning space design should facilitate a greater degree of movement with minimal disruption for students with neurodiversity needing to move to quiet areas or work at different paces or sequences. For most special schools and special development schools, and some supported inclusion schools as determined on a case by case basis, there are greater requirements, reflecting the increased acoustic sensitivity of some users. This may also be necessary in supported inclusion schools.

Special conditions to note:

• The following spaces, at a minimum, must have reverberation times lower than the nominated minimum level and must be installed with hearing augmentation and fixed sound field technology that transmits directly to personal hearing device receivers and amplification systems (as defined in the 5.10.12 Hearing augmentation and sound field system section:
  • all teaching spaces designated for students with special hearing needs and hearing difficulties, and
  • spaces for students with English as a second language
  • learning spaces larger than 100m² where projection of voice and music is critical (such as open-plan learning spaces and presentation/performance auditoriums), must be subject to specialist advice from an acoustic engineer and have fixed sound field system installed
• in very large spaces such as sports halls, a maximum reverberation time must be 1.5 seconds
• external covered play and learning areas must have roof noise-damping and acoustic absorption ceilings to achieve absorption category as briefed.

The acoustic design of rooms must aim to eliminate acoustic defects such as flutter echoes and focussing. The following issues must be addressed by project consultants:

• control of sound disturbance and transfer between spaces
• control of room reverberation (echoing) within spaces
• control of ambient noise levels arising from mechanical plant, equipment or external noise (such as transportation)
• meet recommended maximum sound levels according to room type and function as stated in the sections on Sound insulation ratings and Sound insulation requirements for general spaces (in 5.5.2 Airborne sound insulation between rooms).

Natural ventilation may not be appropriate in areas where the background noise level is high.

Air transfer grilles in any sound-insulating constructions (including doors) must be avoided or attenuated.

When windows and doors are closed they must seal effectively. These rooms must have sufficient internal ventilation to allow windows to be kept closed for extended periods. Ventilation systems may require acoustic treatment to attenuate external noise.

The location of toilet and amenity spaces must minimise the impact of hydraulic noise transfer to teaching and staff work spaces. In locations where teaching and staff work spaces are adjacent to walls containing in-wall cisterns or noisy pipework, or where noisy appliances are on the opposite side of the wall, the walls must be constructed and insulated to prevent noise intruding on adjacent spaces.

In special schools, as many additional reverberation controls should be provided over and above acoustic standards (i.e. with acoustic pinboards) as the budget allows.

In early learning facilities, indoor or partially enclosed education and play areas should have as many sound-absorbing panels as possible, such as pinboards, on ceilings or walls (but not cupboard doors). These can also display children's work, posters, or regulatory notices while helping to reduce noise. In addition, education and play areas in early learning facilities should have a ceiling with a noise reduction coefficient (NRC) of at least 0.7.²²

Vertical building acoustics

In vertical schools and early learning facilities, acoustic measures must be well-considered in school circulation spaces such as hallways and stairwells to mitigate excessive noise generated through student travel between levels. See required sound insulation ratings at 5.5.1 Demonstration of performance.

Acoustics in vertical schools and early learning facilities, particularly in atria and other circulation areas close to learning spaces, must be closely considered in early tender work and sequenced with design. Children and educators in early learning facilities must be able to speak and be heard without strain.

Acoustics, together with design, should enable and foster interaction, collaboration and flexibility.

Learning areas and circulation spaces must be separated to avoid acoustic and visual distraction in learning spaces. Flexible partitions should be avoided between these spaces to reduce echo and excess noise from atria and other circulation spaces for the same reasons.

Project consultants must ensure that mechanical and electrical services do not undermine sound insulation solutions. Noisy equipment must be located in a way that it does not cause nuisance and disturbance to users and to neighbours, and so it provides appropriate safe access for maintenance.

All acoustically engineered solutions must comply with and be installed in accordance with the following Australian standards:

Project consultants must design acoustic engineering solutions that meet the following requirements:

• detailing at wall, floor and facade junctions should match the acoustic requirements of the room
• appropriate barriers to reduce the noise in adjacent spaces/areas, including using duct-mounted barriers on both the supply and extract systems for noise sensitive-spaces (cross-talk attenuators may be required if ductwork systems serve adjacent noise-sensitive spaces)
• acoustic bounding walls must extend to the roof space if the ceiling construction and lining is not effective as an acoustic boundary (note that above ceiling plena may require additional attenuation if walls are full-height)
• all building services penetrations must be appropriately sealed (including those in the ceiling cavity barriers)
• avoid flexible ductwork in areas where high levels of sound insulation is required
• all ductwork/pipework/cable penetrations must be sealed effectively
• acoustically rated bounding partitions must be built ‘slab-to-slab’ or ‘slab-to-roof’ unless it can be shown that the overall performance can be achieved with a common ceiling or floor void
• additional acoustic measures must be provided if a suspended timber floor is used in lieu of a concrete slab.

Statutory requirements also inform the requirements of acoustic performance of Victorian government schools. Project consultants must adhere to the following government policies and guidelines:

• Occupational Health and Safety Regulations 2017
• Environmental Protection Agency – State Environment Protection Policy (Control of Noise from Commerce, Industry and Trade) No. N-1 (SEPP-N-1) – applicable in metropolitan Melbourne only
• Environmental Protection Agency – Noise from Industry in Regional Victoria Guidelines (NIRV) – applicable in areas outside metropolitan Melbourne only.

Project consultants must take into consideration the fact that sound insulation ratings are based on laboratory tests conducted under ideal conditions. Onsite performance may be lower due to constraints on workmanship and noise-flanking paths.

Project consultants must also ensure that staff work areas are acoustically separated from adjacent areas, such as meeting rooms.

Project consultants should also refer to the following related sections:

• 3.3 Master planning
• 3.5 School and early learning design principles
• 5.3 Building fabric

Also see 5.10.12 Hearing augmentation and sound field systems.

5.5.1 Demonstration of performance

Given the importance of the acoustic performance to the functionality of learning spaces, project consultants are required to demonstrate compliance with the performance requirements within this section.

As part of the commissioning and handover process, the acoustic engineer must submit a report demonstrating with onsite acoustic testing and commissioned data (based on methods and acceptance criteria outlined in AS/NZS 2107 sections 6 and 7) that acoustics standards have been met in anticipation of peak student enrolment numbers. In the case of flexible learning spaces that can be made open plan, testing and reporting must cover all design configurations. The consultant must also be a member of the Australian Acoustical Society or the Association of Australasian Acoustical Consultants.

5.5.2 Airborne sound insulation between rooms

Spaces must be designed to avoid noise transmission between rooms and between rooms and open areas. The nominated enclosed spaces between rooms, and between rooms and open areas must:

• be built to minimise cross-talk, or
• noise transmission in enclosed spaces within the nominated area must be addressed.

The sound insulation requirements are based on the activity noise rating in the source room and the noise tolerance rating in the receiving room. The ratings are detailed for each space in Table 10 below.

Acoustic isolation achieved by each barrier is the measure of reduction of sound and is defined as a weighted sound reduction index (R_w), in accordance with the relevant Australian Standards, including the rating of sound insulation in buildings and building elements for airborne sound.

Project consultants must provide the minimum airborne sound insulation in accordance with Table 11. The airborne sound insulation requirements are provided in terms of the weighted standardised level difference D_nT,w values between spaces.

Project consultants must note that the:

• D_nT,w is calculated according to AS/NZS ISO 717.1. The value of T to be assumed must be 0.5s
• prediction of D_nT,w between two spaces must be conducted in both directions
• values of D_nT,w are for fixed petitions only
• D_nT,w is an onsite performance and the reduction in laboratory sound insulation performance in which onsite construction must be taken into consideration in the selection of appropriate constructions, and
• this is not applicable to operable walls.

Adaptable and multi-purpose spaces must have verified, high acoustic standards as per section 5.5 Acoustic engineering. These spaces must adhere to the highest acoustic standard of use. Study nooks may be inserted into travel paths/circulation spaces, but the study nook needs to be functional as designed, rather than a space that is unusable due to noise.

In vertical schools and early learning facilities, special consideration must be given to ambient noise from specialist classrooms, such as wood workshops, where they are located near atria. Due to reverberation through these spaces, additional acoustic measures must be provided to meet standards for open-plan and circulation spaces adjacent, open and accessible to atria.

Building elements (to satisfy sound insulation requirements)

The following provides description of construction systems that are deemed to satisfy the D_nT,w performance recommended above.

Alternative constructions can be used and, as a guide, should have a laboratory rating performance at least 5 dB higher than the nominated minimum D_nT,w rating.

In addition, please refer to 5.3 Building fabric for further information.

Operable walls

End termination of the operable wall must be reviewed and approved by the operable wall supplier or a qualified acoustic consultant prior to installation.

When selecting an operable wall based on laboratory ratings, it should be noted that, when tested on site, it can perform in the order of 8 rating points lower. Project consultants should consider suitability, as operable walls capable of achieving greater than Rw 45-Rw50 are generally quite costly.

Further, operable walls should only be used where acoustic separation is not a critical aspect of the design. They should not be used between music spaces unless absolutely necessary for the functionality of the space.

In addition, please refer to 5.3 Building fabric for further information.

Doors

To assist with the acoustic performance requirements identified above, project consultants must select and satisfy doors that meet the following requirements:

• door-sealing mechanisms allow for the accommodation of building tolerances and floor-level variations, with the capability of being site-adjustable and maintainable
• no air transfer grilles used in any acoustic doors or acoustic-rated walls.

Lobby door-sets can be used to provide a higher level of sound insulation using doors with a lower acoustic performance. Where sliding doors are used, a proprietary system must be provided to meet the acoustic performance requirements for interconnecting doors and doors to corridors.

Table 13 provides details of doors suitable for different room types that meet acoustic performance requirements.

An exception to this table is where it is essential to link a teaching space with another occupied room via an interconnecting door for operational or safety purposes. In such cases a doorset must be used with a rating of at least 35 dB RW. The surrounding wall (including any glazing) should have a composite sound insulation rating of at least 45 dB RW.

The design of dedicated music areas, especially where they form part of a groups of practice rooms, may require higher acoustic door ratings. In these situations, sound locks and or separating central corridors are recommended. An acoustic rating higher than 50 RW can effectively be achieved with two RW 30 doors and a space between them, designed to suit the site.

5.5.3 Internal noise levels

Spaces must be designed to achieve the design sound level from AS/NZS 2107 for their use type. Internal ambient noise levels in the nominated area must be no more than 5dB(A) above the lower figure in the range recommended in AS/NZS 2107: Design sound levels and reverberation times for different areas of occupancy in buildings – Table 1.

Spaces should be designed to ensure that the transmission of impact noise between occupied spaces on different storeys of a building is kept to acceptable levels. Specialist spaces should achieve a maximum LnTw of 55.

All other spaces should achieve a minimum LnTw of 60 (where LnTW is the maximum weighted standard impact sound pressure level in accordance with ISO 717-2, with the value of t=0.5 s). Refer to Table 10 for relevant sound sensitivity levels.

5.5.4 Reverberation

Spaces must be designed to achieve the reverberation time below the maximum stated in the ‘recommended reverberation time’ from AS/NZS 2107, based on the most relevant space type.

Dedicated teaching space must have reverberation times in the lower half of the range specified in AS/NZS 2107: Design sound levels and reverberation times for different areas of occupancy in buildings – Table 1.

Where note 3 of Table 1 AS/NZ 2107 applies and requires that reverberation times be minimised as far as practical, acoustic absorption should be installed in the noise-sensitive space, applied in locations appropriate to the function of the space, and located to maximise the acoustic performance of materials selected.

Alternatively, compliance may be demonstrated by treating 50% of the combined floor and ceiling area with a material with a NRC of at least 0.5.

Reverberation refers to the persistent prolonged reflections of sound in a space. It can impact speech intelligibility. Reverberation is reduced with acoustic absorption, which is achieved by a combination of the absorption properties of all internal surfaces (floor, ceiling, walls, furniture and people).

Acoustic absorption is defined in terms of NRC measured over a range of sound frequencies from 250 to 2000Hz, in accordance with AS ISO 354, AS/NZS 2107 and AS/NZS 1935.1.

Consultants must note that:

• teaching spaces for students with special hearing needs or learning difficulties, and for students with English as a second language, have reverberation times lower than the nominated minimum level and need sound-field augmentation systems
• learning spaces larger than 100m² where projection of voice and music is critical, (such as open-plan learning spaces, presentation/performance auditoriums), are subject to specialist advice from an acoustic consultant and may require sound-augmentation PA systems
• for very large spaces, such as sports halls, reverberation times should be achieved that align with the table of curves in AS/NZS 2107-Appendix A.

5.5.5 External noise

The design of the school building facade should meet the recommended ambient noise levels within AS/NZS 2107 with windows and doors closed. External noise must be planned for and addressed during the design phase, to ensure internal spaces are functional and fit-for-purpose.

The optimum reverberation time for a particular space is dependent on the room volume and shape. Project consultants designing unique spaces must demonstrate that their designs provide the suitable acoustic environment for learning and wellbeing in accordance with the requirements of AS /NZS 2107.

School sites should be positioned to mitigate the effect of noise associated with traffic, rail transport and adjacent commercial and industrial activities. School sites that are impacted by external noise from traffic, rail activity, commercial/industrial noise and/or aircraft noise must be evaluated according to the proposed design solution. The results of the evaluation should be used for the facade designs. Appropriate treatments can include double or triple-glazing, if required.

Rain noise

The roof design should control excessive noise from rain in learning and speech-use areas. The noise effect from rain on a roof should not exceed the ambient noise levels within AS/NZS 2107 by more than 5dB(A) during a moderately heavy rain event (up to 25mm/hr rate).

See SS EN ISO 140-18: Acoustics – Measurement of sound insulation in buildings and of building elements Part 18: Laboratory measurement of sound generated by rainfall on building elements for potential testing methods.

5.6 Structural engineering

This section provides details for the structural engineering elements of projects at Victorian government schools.

All design, materials, workmanship, testing and commissioning are to comply with the latest revision of the NCC and relevant Australian standards. Specified fittings and equipment should be sourced from Australian suppliers where possible, so replacement parts and maintenance are easy to access.

Project consultants must design and specify structural engineering that:

• suits local environmental conditions
• promotes safety and security of users, and
• is economical.

Project consultants should also refer to the following related sections:

• 5.3 Building fabric
• 5.4 Building finishes

5.6.1 Site conditions and investigation

Before the design process starts, site investigations must be carried out to ascertain the relevant properties of the founding material. Project consultants must carry out site investigations including:

• land surveys to determine slopes and above-ground site features
• investigations of watercourses, areas subject to inundation and overland flow paths, and water table and levels
• extensive number of borehole for geotechnical investigations to determine, as best as possible, sub-surface conditions and the presence of contaminants
• an examination of past construction records in the area, sourced from local authorities and schools.

5.6.2 Design life

Structures should be designed to have a maintenance-free service life of at least 50 years.

5.6.3 Substructure

Project consultants should carry out trenching, with the trench being reinstated as soon as possible to avoid injuries.

Project consultants should select and satisfy service trenches that meet the following requirements:

• provide appropriate service utility clearance, and
• use suitable reinstatement material and compaction consistent with requirements for soils and fills, as per the Department of Education’s Soil, Mulch or Loose Fill policy.

5.6.4 Superstructure

The structure should address future flexibility requirements where possible, providing clear internal spans to allow internal re-planning. Load-bearing structures and the skins of buildings (external envelope) must be of a durability appropriate to the nominated design life.

Project consultants must select and satisfy a structural system that meets the following requirements:

• reflects the building plan
• is suitable for the local conditions and environment, and
• aligns with the most appropriate foundation system.

Wherever possible, it is recommended that project consultants use a stiffened concrete raft solution for the floor, where appropriate for the ground conditions. For sites on slopes, or for sites with difficult founding conditions, it may be appropriate to raise the floor structure.

A certificate of structural adequacy for all footing systems and structural members of the building must be provided to the responsible VSBA project officer with the final detailed design drawings and documentation.

‘Buildability’ considerations include speed, market conditions and minimising multiple sequencing of individual trades.

Concrete

All concrete structure work must comply with the following Australian standards:

Please also refer to 5.15.3 Sustainable concrete for further information.

Masonry

All masonry structural elements/components and construction must comply with relevant Australian standards.

Steel

All structural steel must comply with relevant Australian standards.

For information on finishes for structural steel, please refer to 5.4 Building finishes.

Timber

All timber structural members must comply with and be installed in accordance with the relevant Australian standards:

Project consultants must select structural timberwork that meets the following requirements:

• timber appropriate to the conditions of use and exposure (or preservative-treated timber of equivalent durability)
• free from live borers, insects and other pests, and from rot and fungus infection
• where required, has had preservative treatment and/or water-repellent treatment
• accommodates all permanent and temporary loads, individually and in combination, without failure, deflection, damage to adjacent or applied work, or risk to safety
• accommodates all short and long-term movements and deflections in the base-structure, substrates to which the work is fixed, and within the work, including thermal movements, without failure or the transfer of loads from the base structure to the work of this trade, and
• adequate dimensional stability for the ambient conditions, and must not change size or shape in a manner that will detract from appearance, performance and durability of the work, or damage adjacent or applied work.

Mass timber or substantial laminated timber construction must not be used in a school campus valued at $100M or more, or vertical schools i.e. buildings of four or more storeys.

In addition, please refer to the sections on 5.15 Sustainable products for further information.

5.6.5 Deflection

Structures must be designed so that deflections, vibrations and resonances do not adversely affect performance, serviceability, stability or appearance. The in-service deflections of structure-supporting operable walls must not exceed 5mm or span/1,000, whichever is smaller.

Where there is a possibility of wind or machine-induced vibration, structural elements must be designed to withstand the loadings and movements without adversely affecting the building’s use or the experience of users.

5.6.6 Structural provision for access aids

The roof structure of selected bathrooms at special development and supported inclusion schools must be capable of supporting overhead rail-mounted electric-lifting hoists and overhead tracking rails.

5.7 Civil engineering

This section details specific requirements for stormwater management, roads and paths.

Project consultants should ensure civil engineering work is consistent with the performance requirements in the following related sections:

• 3.3 Master planning
• 5.1 Landscape architecture
• 5.3 Building fabric
• 5.13 Hydraulic services
• 5.15.3 Sustainable concrete

Project consultants should ensure that portable or permanent modular classrooms also adhere to the following civil engineering elements.

5.7.1 Stormwater drainage

A stormwater drainage system must be provided to fully drain each school site and reduce the risk of flooding. The drainage system must take into account all contributing catchments.

For general information on how to undertake appropriate stormwater drainage at Victorian government schools, please refer to:

• Cement Concrete & Aggregates Australia guidelines
• Australian rainfall and runoff guidelines.

Project consultants must select and satisfy stormwater drainage systems that meet the following requirements:

• drainage design is fully coordinated with other external designs to ensure that all areas are adequately drained and help avoid erosion on sites
• designs are in accordance with Australian Rainfall and Runoff guidelines
• give due consideration to the potential impacts of climate variability on flooding events
• have sediment traps and trash screens that cannot be accessed by students
• be easily accessible for maintenance and cleaning when required
• avoid ponding, and
• overland flows do not damage the school’s functionality.

Drainage systems near buildings and paved areas must be a combination of open inverts, kerb and channel and underground drains, as appropriate. Surface drainage in grassed areas may be collected by swale drains. Drainpipes under floors should be avoided as they often leak, create unpleasant odours, and cause damage to other structures.

Project consultants must obtain the legal point(s) of discharge and comply with all stipulated discharge requirements from the relevant local authority.

Designing for storm events

Drainage systems must cater for the design storm event listed in Table 14 and must have sufficient capacity to accommodate the design flow, in accordance with the drainage condition requirements.

A stormwater management plan should be created and maintained during the construction period. The use of sandbags or alternative earth drains are required to avoid sediment run-off and concentrated water flow into areas that would create property damage or injury.

Floor levels

Project consultants should consult with local governments and stormwater authorities to ascertain whether the site is affected by land subject to inundation overlays or overland flow, or if it is in an area predicted to be impacted by flooding.

If the site is affected, local governments can mandate floor levels. In such circumstances, project consultants must firstly verify that the design sets floor levels at or above the mandated levels, and then verify that the as-constructed floor levels conform to the design and the mandated requirements.

If the relevant local authorities do not have designated criteria for setting floor levels, floor levels must be set at least 600mm above the 100-year average recurrence interval (ARI) flood level.

Pipework

All pipework must comply with and be installed in accordance with the relevant standards and codes:

Pipe sizes

Pipe sizes must not be less than:

• DN (diameter nominal) 100 for connection direct to downpipes
• DN150 downstream of any grated pit, and
• DN225 downstream of any side entry pit.

Junction of pipes DN300 or smaller must be made either with oblique or sweep junction proprietary fittings, or at pits.

Junctions of DN100 or DN150 pipes with DN375 or larger pipes may be made with saddle-type fittings.

Junctions of pipes DN225 or larger with DN375 or larger pipes must be made at pits.

Pipe materials

Pipe work materials must be:

• for DN100 and DN150 – solvent-jointed uPVC sewer-grade minimum (except as noted below)
• for DN225 and greater on straight runs without junction fittings – rubber ring jointed reinforced concrete or rubber ring jointed fibre-reinforced cement, and
• for DN225 and DN300 straight runs with junction fittings – solvent jointed uPVC sewer-grade minimum or rubber ring jointed fibre-reinforced cement.

In areas of expansive soils, uPVC pipes must be rubber ring jointed.

The pipe class must be appropriate to the design loading conditions.

Stormwater pits

Stormwater pits may be constructed from in-situ reinforced concrete or pre-cast concrete units. Project consultants proposing use of other materials, such as plastic for pit construction, must heed any restrictions imposed by local governments.

Pit covers and grates must be of a tight-fitting, bolted-down design or have sufficient weight to prevent easy removal. The classification of the cover or grate must meet the loading expected for the pit location.

Heel proof type grated pit lids must be adopted for stormwater pits set into footpaths and pavements subject to pedestrian traffic. Pit spacing must be no more than 50m.

Consideration should be given to damage of stormwater pit covers when located in the expected path of the movement of portable or permanent modular classrooms (due primarily to risk of damage from excessive weight).

Rainwater collection

For information on tanks, please refer to 5.13 Hydraulic services.

For information on wetlands, please refer to 5.1 Landscape architecture.

5.7.2 Access roads

Access roads provide functional, safe vehicle access onto sites. Large campus designs must enable roads and pathways for the easy transportation of supplies and items across the site. Access for buses, cars, delivery vehicles, emergency vehicles and rubbish collection vehicles is required, and must comply with NCC requirements for acceptable access paths, particularly in bushfire-prone areas. Refer to 3.3.11 Vehicle access and 3.3.15 Access for emergency vehicles for more information. Additional access at special, supported inclusion and special development schools is required for student buses.

Before construction, project consultants must consult the planning considerations in the 3.3.11 Vehicle access section.

For general information on how to complete access road construction at Victorian government schools, please refer to the following documents:

• VicRoads Codes of Practice, and Standard sections
• Austroads Pavement Structural Design Guide
• Austroads Guide to Road Design
• Austroads – Guide to the Design of New Pavements for Light Traffic, and
• Cement Concrete & Aggregates Australia Guidelines.

Project consultants must select and satisfy access road construction that meets the following requirements:

• uses asphalt or other surface material with a solar reflectance index (SRI) of 35 or higher, if not permanently shaded
• kerb ramps or other access features provided where required
• edged with the kerb and channel (unless integrated into a water-sensitive urban design strategy)
• designed with appropriate base course (sub-base material placement to meet design-life requirements)
• caters for appropriate traffic loads including heavy vehicles where applicable, and
• surface texture must be appropriate for use and ensure safe passage of pedestrians and vehicles.

Concrete pavement must be thick enough to meet design-life requirements, with appropriate reinforcement.

Recycled concrete aggregate and asphalt can be used where feasible, but must comply with the requirements of VicRoads Technical Note TN107.

Where the subgrade material is classed as expansive (high-swell potential), the pavement design must take into consideration the requirements of VicRoads Code of Practice, RC500.22: Selection and Design of Pavements and Surfacings.

Appropriate subsoil (agricultural) drainage pipes must be used to avoid pavement failure due to water infiltration. In situations where there is expansive subgrade, the subsoil drainage pipes must not be permitted to come into contact with the expansive subgrade material, and not less than 100mm of capping material must be provided around the floor of the subsoil drainage trench.

Speed traps, signage and bollards should be considered in the interests of safety.

5.7.3 Pedestrian footpaths

Before installing, please refer to 3.3.10 Pedestrian access.

All pedestrian footpaths must comply with and be installed in accordance with the following Australian standards:

Project consultants must select and satisfy pedestrian footpaths that meet the following requirements:

• provides tactile ground surface indicators and tread nosings where required
• provides a continuous even surface free from trip hazards
• is of appropriate thickness, jointing and reinforcement to meet design-life requirements, without excessive cracking
• allows for surface-water run-off, both on and across the footpath surface
• protects from root growth
• surface texture is appropriate for intended use of the footpath and to ensure safe passage of pedestrians (and vehicles, if required), and
• provide adequate lighting.

Footpaths must include an isolation joint between the footpath and the buildings to cater for differential movement and to prevent water ingress. The upper edge of the joint must be sealed with silicon sealant (colour to match concrete pavement). The footpath surface must grade away from the buildings.

Paths with gradients greater than 1:14 must be provided with handrails.

Appropriate subsoil (agricultural) drainage pipes must be used to avoid pavement failure due to water infiltration. In situations where there is expansive subgrade, the subsoil drainage pipes must not be permitted to come into contact with the expansive subgrade material, and not less than 100mm of capping material must be provided around the floor of the subsoil drainage trench.

At building entrances, ensure there is adequate drainage to minimise water ingress.

Surfaces such as gravel and granitic sand are not recommended due to associated maintenance problems and the creation of tripping hazards. The use of gravel/sand must be avoided in high traffic areas and must not be used anywhere near a building entry point, for safety, accessibility and to avoid floor damage. Where used to save costs, it must not create tripping hazards.

Exposed sharp aggregate paving finishes should be avoided in primary schools and early learning facilities.

Covered footpaths

Covered footpaths can be used to provide protection to students and staff moving throughout a school. A covered footpath can be a simple structure comprising a frame, roof decking and associated guttering.

Project consultants must select and satisfy covered pathways that meet the following requirements:

• be stable, robust and durable – can provide protection against extreme events
• the roof must be drained to gutters and downpipes connected to the stormwater drainage system
• include the provision of lighting along the length of each covered way to facilitate safe travel during poor light conditions, and
• must not facilitate any unauthorised access to roofs throughout the school site.

5.8 Mechanical services

Project consultants must provide mechanical services to accommodate all school buildings and community joint-use facilities. These services can include heating, ventilation, cooling, natural gas, compressed air and extraction systems.

All services should enhance the overall design and deliver user comfort and functional spaces. Passive design solutions are to be fully explored and utilised, with mechanical services to complement the design where required.

Where passive ventilation systems are being proposed, external noise and outdoor air quality must be assessed to confirm a natural solution is preferable to a mechanical one. But where high levels of external noise (i.e. from traffic or industry) or air quality is poor, due to pollution or pollen, mechanical systems should be selected.

In general, project consultants should select and satisfy mechanical services that meet the following requirements:

• take into account the climate of each site, the building form and orientation, thermal performance characteristics, occupancy trends, emissions restrictions, and equipment heat gains
• operate efficiently
• mechanical equipment appropriately protected and only permits access to authorised personnel
• have adequate plant space for mechanical equipment
• have appropriate user-friendly controls that are intuitive and easy to operate
• can be connected to a self-contained smart system or broader building management system (BMS), that has user-friendly operation for the entire control system
• are economical to operate
• are easy to reset in the event of a power failure
• local controls to adjust temperature (within the centrally-set 18°C and 26°C range, that allows heating to operate below 18°C and cooling to operate above 26°C) for classrooms and permanently occupied space
• considers the noise produced from mechanical services and its impact on school users, neighbours and the local community, with appropriate insulation measures taken as required
• is compatible with non-mechanical services (such as natural ventilation), and
• makes allowances for the future installation/expansion of mechanical services (this additional allowance is not only applicable to systems and plants, but for the supply of electricity services).

Project consultants must take into account the possibility that areas within the facilities may be used outside school hours, and design mechanical services that support zoned use outside school hours. These areas include the gymnasium, learning and teaching areas, specialist rooms, library/learning resource areas, staff work areas, performing arts spaces and ancillary areas and associated corridors.

Project consultants should ensure all mechanical services are consistent with the performance requirements set out in the following related sections:

• 3.3 Master planning
• 5.2 Utilities and associated infrastructure
• 5.5 Acoustic engineering

5.8.1 Heating

All Victorian government schools are entitled to heating systems. Project consultants must install the most suitable heating system for a particular space, considering the purpose and nature of the space to be heated together with broader system choices for the facility in question. Heating is not provided to gymnasiums.

Gas heating systems must not be used in new schools and early learning buildings. Refer to 5.8.5 Gas supply for further details on permitted gas infrastructure in school and early learning facilities. Mechanical heating (and cooling) units must be provided in the following rooms of an early learning facility:

• office, planning and staff rooms
• foyers, and
• children's indoor play spaces.

Heating systems selection should take into account required amenity levels and employ a life-cycle process over at least 7-10 year period to determine the most appropriate model/s based on total ownership costs.

Project consultants must select and satisfy heating systems that meet the following requirements:

• are robust, durable, highly efficient and easy to operate and maintain
• provide consistent thermal comfort
• are appropriate size, to ensure efficient and effective operation
• have a minimum 4.5 star energy rating label or better for smaller units, and 2-3 star rating for large units, where schools are eligible for reverse cycle systems or self-funding them
• are secure, not complex in operation, flexible enough to achieve multi-functional use without loss of energy efficiency and the use of complex control and operating systems
• out-of-hours use can be minimised through local timer control systems
• routing of natural gas, refrigeration and condensate pipes must be visually satisfactory and not cause disruptions during consequences of minor failures or routine maintenance
• in new buildings, any piped water/liquid service routes must not run over classrooms, staff offices, IT server rooms, electrical and or mechanical plant rooms or other areas where leaks would cause disruption to school operation
• surface temperatures of heat emitters and associated pipework must be safe and not cause injury when in contact with exposed skin
• provide zoned systems matched to occupancy areas (these should also permit use to areas used outside school hours) control panels are robust and located at convenient locations, i.e. at room entrance, and
• where warranted, remote thermostats are positioned at room perimeters for convenient temperature control
• remote wired thermostats that are tamper-proof, robust, located from sunlight, and only accessible to staff.

Control system reset should also be a simple procedure after a power failure. If a building management system is used, the system selected must be compatible with the system and temperature sensors.

Unflued gas space heaters are not permitted. Only unflued overhead radiant gas heaters are permitted, provided they are installed in accordance with AS / NZS 5601.

New installation of open flued heaters is prohibited.

The provision of wall/ceiling insulation and shading devices will impact the performance of heating systems. Please refer to Insulation and barriers and 3.3 Master planning for further information.

Passive heating of spaces

Some spaces within a school site can be heated passively, such as toilet blocks, storerooms and enclosed corridors. In these spaces, project consultants can use either passive solar energy or draw heated air from adjacent occupied spaces.

5.8.2 Cooling

Air conditioning is provided to teaching, staff and administrative spaces in new schools and school buildings where they are located within the 2008 Nationwide Housing Energy Rating Scheme (NatHERS) climate zones 20 and 27. To identify the climate zone applicable for each project, please see Appendix B – Air conditioning eligible postcodes.

Regardless of a school’s location, air conditioning must be provided to the following facilities:

• IT server/switch/core communications rooms, meaning, spaces whose sole function is to continuously store, power and operate a computer server
• all vertical schools
• early learning facilities
• portable or permanent modular buildings
• special development and supported inclusion schools
• buildings designated as community fire refuges by Emergency Management Victoria.

Mechanical heating and cooling solutions in vertical schools must be:

• commercial grade solutions
• fit for purpose for the context and school design in question, and
• zoned and coordinated with natural ventilation strategies to avoid energy loss.

Safely operable windows should be installed in vertical schools and early learning facilities to provide opportunities for natural ventilation and night purging. Where a vertical school has operable windows, they must be zoned and centrally mechanised through an aggregated Building Management System (BMS) or a separate, smart monitoring control system for windows.

In early learning facilities, air conditioning units must be provided in the following spaces:

• office, planning and staff rooms
• foyer, and
• children's indoor playspaces.

The VSBA may consider air-conditioning provision for some new multi-storey buildings with three levels or more that are subject to adverse environmental factors.

If a facility does not meet the above criteria, a school may still choose to self-fund an active cooling system. The VSBA will not provide funding for installation, operation and maintenance of the system in these circumstances.

When planning to install an air conditioning system—whether self-funded by the school or funded by the VSBA—a life-cycle analysis must be undertaken to:

• calculate total ownership costs (over at least 7-10 years), including
• capital costs associated with electric sub-mains
• maintenance and energy costs (on the basis of likely energy tariff rates and envisaged usage requirements), and
• compare the financial implications of potential active mechanical versus passive solutions (such as orientation, insulation, and natural ventilation) or combinations thereof
• highlighting both the upfront investment and long-term operational costs.

This analysis is to ensure that the installed air conditioning system is necessary, fit for purpose, requires minimal maintenance, and provides value for money for the design in question. Passive design solutions should be fully explored and utilised where appropriate and effective.

All air-conditioning systems must comply with and be installed in accordance with relevant Australian standards.

Where provided, project consultants must select and satisfy air-conditioning systems that meet the following requirements:

• size is appropriate for the space and its nature/purpose
• are not reliant on pumped condensate drains
• filters are easily removable for cleaning and should not be disposable
• have programmable thermostats to set temperatures and operating times
• thermostat setting must be locally adjustable and the thermostat located in an appropriate area, not affected by direct sun, draughts, and close to heating or cooling sources, and
• temperatures are adjustable on a zoned basis.

A cost benefit analysis must be conducted to determine whether a local control system is sufficient, or centralisation (via a self-contained smart system for HVAC services or an aggregated BMS) is warranted (i.e. in the case of vertical schools). Design notes must explain system decisions and rationale for them.

An outdoor unit must be located to account for noise, visibility, clear air path, minimisation of air recycling, occupational health and safety, and potential vandalism. For some systems, outdoor units may require sun protection to ensure efficient operation.

Once systems are installed, the installer must provide a servicing schedule to the school in accordance with legislative requirements.

The provision of wall/ceiling insulation and shading devices will impact the performance of cooling systems. Please refer to Insulation and barriers and 3.3 Master planning sections for further information.

System selection

The choice of system depends on the nature and purpose of the space to be cooled. The VSBA recommends either evaporative cooling systems or room and packaged plant systems be used at Victorian government schools.

The VSBA discourages placing air conditioning condenser units on the roof, where avoidable.

Evaporative cooling

Evaporative coolers are recommended in locations where there is reticulated town water and suitable environmental conditions. If these conditions do not exist, room and packaged plant systems can be used.

Evaporative cooling systems must comply with and be installed in accordance with the relevant Australian standards.

In addition to the general requirements for cooling systems above, project consultants must select and satisfy evaporative cooling systems that meet the following requirements:

• cooler capacity should be based on a minimum of 35 air changes per hour of the room volume served, with design air change rates tailored for local environmental conditions
• have variable or multiple fan-speed controllers, an ON/OFF pump controller and an automatic dump valve operation
• unit casing should be either stainless steel, marine-grade aluminium, or stablished UV-resistant polymer with a suitably matched fibreglass or polymer water sump
• all components non-corrosive and suitable for operation in a moist environment
• a hose spigot point is placed adjacent to the unit for cleaning
• internal duct insulation is moisture-resistant or has a moisture-resistant membrane
• flexible duct external insulation is of glass or mineral fibre, and is a minimum of 25mm thick
• the length of ductwork should be minimised
• automatic dampers to close units when not in operation are provided, and
• time-delay and time-control switches are provided.

The thermostat setting should not be lower than 24°C.

The design of the building must provide sufficient openings to discharge the large volumes of introduced air.

Smaller downwards discharge coolers may be supported off the rigid supply air duct. A suitable corrosion-resistant support frame off building members for large units should be supplied.

Noise generation should be considered when selecting an axial or centrifugal fan unit. Where ductwork is required, the use of attenuated ductwork should be considered. For further information, please refer to 5.5 Acoustic engineering.

Evaporative coolers should be serviced a minimum four times a year for health considerations.

Room and packaged plant systems

Packaged air-conditioning units include reverse cycle split-systems and packaged unitary systems. The units come complete with replaceable filters, insulation sufficient to prevent condensation in all operating conditions, and operating and safety controls. For non-ducted systems, an inverter-type model should be selected.

In addition to the general requirements identified above for cooling systems, project consultants must select and satisfy room and packaged plant systems that meet the following requirements:

• be from a reputable brand manufacturer with a well-established service and parts network in Victoria
• have a high energy efficiency ratio for the chosen unit size/s
• where units are eligible for the Energy Rating Labelling scheme, have a rating within ±0.5 stars of the most efficient equivalent model on the market
• capable of operating continuously at the ambient operating temperature from -10°C to 46°C in cooling and -15°C to +15.5°C in heating mode, without excessive head pressure, unstable operation or icing
• include a fully automatic electronic control system that allows year-round operation to meet specified conditions without manual adjustment
• include time-delay and time-control switches that can be linked to a central clock
• have an automatic de-icing cycle
• anti-vibration mounts are provided under all outdoor units
• a suitable insulated uPVC drain for condensate is provided that provides drainage to the nearest suitable stormwater or sewerage connection and allows for easy and clear inspection of damage
• wiring and refrigerant pipework is protected from weather by Colorbond steel metal top hat sections
• temperature controls should be set such that no cooling occurs below 26°C and no heating above 18°C, and
• condensers and other external components should be rated to 50°C dry bulb.

In addition, please refer to 5.8.12 Refrigeration.

Server room cooling

Mechanical cooling is required for all spaces whose sole function is to store and to continuously power and operate a computer server/s, to provide a climate-controlled environment for ICT equipment.

In addition to the general requirements identified above for cooling systems, project consultants must select and satisfy server/switch/core communications room mechanical cooling that meets the following requirements:

• is a standalone system and
• a wall-mounted reverse cycle unit
• is set at the nominal operating temperature range for core communications rooms, i.e. between 18 and 26 degrees Celsius
• have automatic return to operation if power is lost and restored
• has capacity to function continuously, regardless of actual external temperature
• has a suitable insulated uPVC drain for condensate provided that allows drainage to the nearest suitable stormwater or sewerage connection to a tundish and allows for easy and clear inspection of damage, and
• is an inverter drive type.

In addition, please refer to 5.10 Information and communication technology for further information.

5.8.3 Ceiling fans

When provided as part of the design solution, project consultants must select and satisfy ceiling fans that meet the following requirements:

• are highly-efficient electronically commutated (EC) models that ensure adequate air movement and circulation
• have one robust control station per fan with a minimum of three speed settings
• are mounted clear of lights to avoid stroboscope effect, and
• are at least 2.4m from the finished floor level.

Fans in high ceiling spaces must have an extended mounting pole, to facilitate air movement around the space.

Ceiling fans are discouraged in food preparation areas.

5.8.4 Electrical supply

Electrical supply for all mechanical services is derived from the building’s electrical distribution board. Project consultants must ensure there is adequate electrical capacity to support all proposed and future mechanical services.

Air conditioning and fan systems are to be supplied via dedicated circuit breakers located in the electrical distribution board. In the event of a power failure, after reinstatement of power, all equipment should automatically return to its operational state prior to failure.

Where possible, a mechanical services switchboard should be considered to provide power for all mechanical services equipment.

In addition, please refer to 5.2.5 Electricity for further information.

5.8.5 Gas supply

The VSBA is phasing out gas usage and installation in schools and early learning facilities in accordance with the Victorian Government's gas substitution reforms. All new school buildings and early learning facilities must not connect to the gas distribution network.

When necessary, bottled or bulk LPG may be used for laboratories and trade workshops or teaching in new schools as a substitute for natural gas. LPG must not be used for heating or hot water.

Where natural gas is both available and suitable, connections must comply with and be installed in accordance with relevant Australian standards.

Project consultants must select and satisfy natural gas infrastructure that meet the following requirements:

• an independent gas distribution system to areas with outlet points in accordance with the requirements of the mechanical heating plant, domestic hot water plant, heating and cooking appliances, catering equipment, teaching labs and workshops
• the gas distribution pipe work must be arranged so that there is one single entry point for the building
• consumer piping must be located (in compliance with the ventilation requirements) within the building to the various areas
• all joints for pipework are to be brazed where practicable
• pipework is to be concealed from view where practicable, with additional protection provided where concealment is not possible
• provide visible and accessible ¼ turn isolation valves at each floor-level take-off
• each teaching space supplied with gas must be fitted with its own e-stop valve with integral emergency gas isolation adjacent to the teaching position/demonstrator’s bench, with a second emergency gas isolation located exit points. The e-stop valve must be in a readily accessible location with a sign adjacent to the e-stop valve indicating its purpose
• emergency shut-off system must include a manual reset key switch system
• isolation valves must be student tamperproof
• test mode operation must operate via a key system and must not require the operator to maintain pressure on a test button, with the maximum test time of each system being 35 seconds
• include provision for natural gas connections for future portable or permanent modular buildings in accordance with the master development plan for each facility
• gas booster devices must not be used
• all underground piping must be adequately protected from damage from vehicular traffic, and
• allow 10% spare capacity in pipework sizing. Where LPG is to be used and natural gas is likely to be available within five years, allow for natural gas in pipework design.

Where mains gas is provided to the site, consider a natural gas reticulation system to portable or permanent modular buildings described in the initial design, as well as branch take-offs for future additions. If gas is to be provided to portable or permanent modular buildings, consider positioning the reticulation system common services trenches with storm lines.

Gas booster devices are to be avoided where possible. Where required, locate carefully and ensure that adequate acoustic measures are provided to meet acceptable ambient and internal noise criteria.

Selection of gas appliances

Some types of gas appliances require specialist knowledge for selection, installation, operation and maintenance. Where required, project consultants should consult with qualified technicians (including installers, manufacturers, component suppliers or Energy Safe Victoria) who can help select the most appropriate gas appliance for the function required.

Project consultants must select and satisfy gas appliances that meet the following requirements:

• must have electronic ignition and include a flame safeguard system
• must be room sealed appliances
• must not be sealed combustion units
• must not have atmospheric burners or permanent pilot lights
• must be installed in compliance with AS/NZS 5601.1
• where relevant, central plants should have modulating heat output in response to changing load requirements
• liquid petroleum gas (LPG) must not be used for hot water or heating systems
• appliance controls must be locked off from user alteration
• units should operate by simple on/off control or by time duration, and
• local gas-heating appliances (ducted/space) are high-efficiency condensing units.

Allow 10% spare capacity in pipe work sizing.

LPG must only be used for laboratory, teaching, or other relevant purposes only, such as turrets or stove burners in science areas and must be:

• piped to under bench from an external cylinder, located on an outside wall in a low or no traffic area
• tamperproof in a school setting
• comply with:
  • AS/NZS 1596 – Storage and handling of LPG, where applicable
  • AS/NZS 5601.1 – Gas installations
  • AS 1668.2 – The use of ventilation and air conditioning in buildings – Ventilation design for indoor air contaminant control, and the safety requirements set out in section 5.8.5 Gas supply.

Gasfitting work must be carried out by licensed/registered gasfitters and must be approved by Energy Safe Victoria prior to use.

Where LPG is to be used and natural gas is likely to be available within five years, allow for natural gas in pipework design.

In addition, please refer to 5.2.4 Natural gas and 5.8.5 Gas supply sections for further information.

5.8.6 Ventilation

Appropriate ventilation is required for heating and cooling systems. Please consult the requirements of Energy Safe Victoria and the Australian Institute for Refrigeration, Air Conditioning and Heating (AIRAH).

Ventilation should be provided to all chemical and flammable stores, in accordance with the Dangerous Goods Act 1985 (Vic).

All ventilation solutions must comply with and be installed in accordance with the following Australian standards:

All ventilation solutions must comply with and be installed in accordance with the relevant Australian standards.

Project consultants must select and satisfy ventilation solutions that meet the following requirements:

• there is no need for treatment of supplied air
• the location of fresh air intakes must avoid proximity to obnoxious vents and exhausts, loading areas, vehicle exhausts (including drop-off zones), and fume discharges
• air intakes must be arranged to minimise the risk of air recirculation under prevailing wind conditions
• natural ventilation must be provided throughout all areas where adjacent external air quality is of a reasonable standard
• permanent vents must be provided independent of the window systems in all areas, and
• extract ventilation must be via wall or ceiling grills.

Systems must be localised with minimum ducting and local exhaust louvres. The extract ducting from one teaching space or habitable room must not route through adjacent teaching spaces and habitable rooms. Any ducting must be formed and installed neatly and, where exposed, must be aesthetically acceptable.

Project consultants must design a natural and/ or mechanical ventilation approach that results in high indoor air quality outcomes, including consistent thermal comfort for occupants, and considers changing weather patterns. This must be compatible with overall heating or cooling designs.

Natural ventilation

A minimum of one window and one door, must be installed in each general learning space to enable views to the outside. Wherever possible, both window and door should open to the exterior to enable cross-ventilation of the space.

Project consultants must select and satisfy natural ventilation solutions that meet the following requirements:

• openings must comprise a minimum 7.5% of habitable room area (which surpasses the 5% minimum requirement set out in NCC F6D7) and is achieved through
• openings installed for cross-flow or single-sided ventilation as per the Operable windows section (in 5.3.3 Windows)
• a minimum of one window and one door to be installed in each learning space to enable views to the outside and ventilation
• easy operation at low level for high window openings
• out-of-hours operated ventilation openings must be secure against vermin and unauthorised access
• ventilation air speeds must not cause disturbance to normal activities in functional areas
• consideration must be given to seasonal use of natural ventilation to ensure that heating and cooling loads are not increased
• natural ventilation openings must be of a type, of a size, and in locations that facilitate effective ventilation in a range of external wind conditions, and
• consider cross ventilation, low and high level openings, wing walls. Also consider types of openings other than awning windows that provide a larger aperture area when open.

The design of natural ventilation should consider minimising the entry of dust and other pollutants into buildings. Consideration must be given to the provision of limited areas of higher volume to act as hot-air drains.

Fixed louvres are not considered acceptable practice and should not be used.

Chemical store ventilation

Ventilation should be provided to all chemical and flammable stores, in accordance with the Dangerous Goods Act 1985 (Vic).

Toilet and changing room exhaust systems

All toilet and changing areas must have both natural ventilation and mechanical ventilation. Ventilation is required over each shower cubicle and each group of two sanitary fixtures.

Project consultants must select ventilation exhaust systems for toilets and changing rooms that meet the following requirements:

• control systems are to be tamper-proof
• fans are linked with lighting operation, presence detection, or controlled via a clock, and
• air should be extracted to an exterior space.

Where practicable, make up air to the changing rooms and toilets in physical education halls must be drawn from the main hall area, via high-level wall transfer grilles and ducting if necessary. Air should be extracted to an exterior space.

Appropriate acoustic treatment should be provided to ensure that noise does not transfer to nearby classrooms, offices and libraries.

Kitchen exhaust systems

Exhaust hoods are required in all kitchen areas where cooking units (such as stoves and fryers) are used. These areas include staff rooms, canteens, and food technology classrooms.

Project consultants must select and satisfy kitchen exhaust systems that meet the following requirements:

• include integral fans
• hood must be of cross-sectional size at least equal to the equipment it is serving below
• exhaust flowrate to be not less than 200L/s
• rangehood products should be selected to avoid head strikes and other injury risks, and not unreasonably obscure views to the teacher, and
• appropriate grease filters with easy access for cleaning and maintenance.

Fume cupboards

Fume cupboards should be installed where there is a risk associated with the use of appliances, flammable gases, chemicals and dangerous processes.

All fume cupboards must comply with and be installed in accordance with relevant Australian standards.

Project consultants must select and satisfy fume cupboards that meet the following requirements:

• provide an adequate supply of replacement air to compensate for the volume exhausted
• provide suitable resistance against chemicals handled
• sliding sashes with toughened glass or clear acrylic
• adequate corrosion-resistant counter weights
• suitable lighting luminaire with separate light and fan controls
• emergency isolation switches for electricity/gas supply, labelled appropriately
• automatic isolation switches in the event of inadequate airflow
• access to water supply and appropriately sized sink
• appropriate chemical waste disposal, and
• fume discharge must be 3m above the roof.

Fume cupboard extract fans are not to be located in teaching spaces. Noises from fans must not exceed the requirements identified in 5.5 Acoustic engineering.

Exhaust fans

Project consultants should select exhaust fans that satisfy the following requirements:

• fans are located with regard to adequate security, maintenance access and acoustic performance
• all components are corrosion and weather-resistant
• fans are statically and dynamically balanced
• motors should be rated to a minimum of IP54, and
• fans can be effectively sealed off when not in use to eliminate unwanted infiltration and exfiltration where the fan serves a conditioned space.

Project consultants should specify direct drives and avoid belt drives where possible. Project consultants should also provide phase failure, and over and under-voltage protection relays, with auto reset to all fans requiring three-phase power supplies.

Kiln exhaust systems

Project consultants must select and satisfy kiln exhaust systems that meet the following requirements:

• ensure an adequate make-up of exhaust air quantity
• hoods sized to cover kiln openings and discharge points
• are made of at least 1.6mm-thick galvanised mild steel sheet, and
• are provided with a local manual control station adjacent to the hood, complete with a LED-run indicator.

Other ventilation

Project consultants should provide appropriate ventilation for the following spaces:

• above locations where medium and high-capacity photocopiers will be placed, and
• gymnasiums and physical education halls.

5.8.7 Dust extraction systems

Dust extraction systems may be specifically required to remove dust and fibres within particular learning spaces. Systems must be self-contained mechanical-clean type, located with regard to acoustic performance, equipment security and serviceability.

Project consultants must select and satisfy dust extraction systems that meet the following requirements:

• statically and dynamically balanced centrifugal mild steel fan, direct driven by a 415V, three-phase totally enclosed fan cooled (TEFC) motor rated to a minimum of IP54 (maximum fan speed 1440 rpm)
• woven fabric media with abrasive-resistant properties, selected for optimal performance with regard to operating cost, collection efficiency and service life
• electrical-driven shaker assembly to clean filter media
• bin-type dust collector with robust sealing assembly
• explosion relief vent with minimal ductwork and changes in direction to a safe discharge area
• ductwork should be of circular-type galvanised steel, suitable for ‘high-pressure’ application, sized appropriately for transport velocities not less than 18m/sec, with radiused bends and angled take-offs to main ductwork, and
• steel flange type bolt clamps on duct joints enabling easy removal for clean-out, with additional access panels and removable caps at end of duct runs, where required.

Acoustic attenuation of the fan assembly and discharge ductwork may be required. Please consult 5.5 Acoustic engineering.

Where located externally, the dust extraction plant must be contained within a security cage.

5.8.8 Ductwork

Project consultants must provide ductwork system design based on design parameters relating to pressure drop and velocity ranges, as recommended in the American Society of Heating, Refrigerating and Air-Conditioning Engineers Guidelines and as required to help achieve efficient and effective energy performance of all heating and cooling systems used.

All ductwork must comply with and be installed in accordance with relevant Australian standards.

Project consultants should select and satisfy rigid ductwork that meets the following requirements:

• has no burrs and sharp edges, and there are no protrusions into the airways
• appropriate supports are provided adjacent all changes in direction to fix the ductwork in position and prevent noticeable sag
• all exposed ductwork joints are sealed through the use of watertight protective shields with all reinforcement attachments sealed so that moisture cannot be retained in any gap or crevice, and
• profile or cover the top side of ductwork exposed to weather to shed water.

5.8.9 Air grilles

Air grilles should be mounted with secure and concealed fixings, with flanges lining corners neatly mitred and buffered, and with no joint gaps.

All grilles must comply with and be installed in accordance with the relevant Australian standard.

Project consultants must select and satisfy air grilles that meet the following requirements:

• are commercially proven, free from distortion, bends, surface defects, irregular joints, exposed fastenings and operation vibration, and
• dampers and visible ductwork behind the grilles is painted black.

Outlets and grilles are required to be consistent with the performance requirements identified in 5.5 Acoustic engineering and 5.8.6 Ventilation.

5.8.10 Pipework reticulation systems

Project consultants must provide a pipework system based on design parameters relating to pressure-drop and velocity ranges listed in the AIRAH Technical Handbook. The systems must be fit-for-purpose and must include isolation and balancing valves at each branch take-off, and at each floor, where a multi-storey design is proposed.

5.8.11 Noise and vibration

All mechanical services must be consistent with the performance requirements identified in 5.5 Acoustic engineering.

5.8.12 Refrigeration

All refrigeration systems must comply with and be installed in accordance with relevant Australian standards.

Project consultants must select and satisfy refrigeration systems that meet the following requirements:

• use refrigerants that are zero ozone depleting and low hydrocarbon global warming potential
• pipework should be refrigerant-quality deoxidised phosphorus copper tube with brazed connections, with appropriate insulation, galvanised mild steel brackets and tagged and labelled appropriately
• refrigerant circuit includes an accumulator, liquid, equalising and gas-shut off valves, and solenoid valves, and
• have appropriate safety devices.

Any electrical supply upgrade should allow for all proposed and foreseeable future air-conditioning installations.

All cooling/heating systems should consider the use of electricity sub-metering (by blocks) for cooling/heating in order to carry out energy cost audits, as well as the costing of out-of-hours use.

All electrical services works should be carried out in accordance with all relevant Australian guidelines and standards, including but not limited to AS/NZS 3000, those of the relevant power authority, and those of the Office of Electrical Safety.

5.8.13 Hydrotherapy pool mechanical services

Hydrotherapy pools are sometimes installed in schools for students with physical disability, special development schools and some dual-mode special schools, where funding is available and these pool facilities can support suitable physical therapies.

Pools must include all necessary ventilation, temperature control and water filtration and sanitisation systems needed to support pool operation.

All hydrotherapy pools must comply with and be installed in accordance with AS 3979 Hydrotherapy Pools.

Project consultants must select and satisfy hydrotherapy pools that meet the following requirements:

• water filtration system provided in accordance with AS 3979 and AS 1926.3, comprising membrane filters and/or sand filter beds, and backwash, with the designed capacity suited to manage the filtration load of users who wear high amounts of skin lotions
• water circulation system provided in accordance with AS 3979
• water sterilisation system provided comprising UV sterilisation and chlorine dosage, to maintain water quality and safety for human exposure
• water heating and temperature control with high degrees of accuracy and capacity to maintain temperatures to pre-set range of 33.5-35 degrees, and where possible a second backup thermostat installed for back up in cases of emergency or malfunction, and
• pool area temperature settings no more than 10°C below the water temperature and ideally around 5°C below
• pipework for water temperature control systems is kept as short and direct as possible, without dead legs/dead ends in pipework
• indoor ventilation and air-conditioning systems complying with the use of ventilation and air conditioning in buildings as per AS 1668.1, AS 1668.2 and AS 1668.4
• have the capacity to manage high levels of humidity, to maintain air temperatures to pre-set levels, and to manage air for aerosol contaminant and bacterial and fungal control
• plant room, electrical installations located in close proximity to the pool area and beneath the water’s surface level, and
• compliant safety equipment including a spinal board or similar poolside rescue equipment, resuscitation equipment, and an alarm system and/or telephone in compliance with AS 3979.

A pool cover should be installed to help maintain optimum water temperature and reduce heating costs. Hydrotherapy pools also require appropriate fencing for users. Please refer to 5.11.4 Fencing for further information.

5.8.14 Kilns

There should be at least 800mm free space around the point of use of any kiln.

However, the operation of a specific plant should be taken into account when determining appropriate spacing; a kiln may require additional adjacent space due to heating or other hazards.

5.9 Electrical services

Electrical services comprise electrical supply, main switchboard(s), power distribution services, lighting services, infrastructure services, earthing, and protective services. The design of the electrical services must take into account the built form, the characteristics of the building, the occupancy trends, and orientation of spaces.

Project consultants should also to refer to the performance requirements in the following related sections:

• 3.3 Master planning
• 5.2 Utilities and associated infrastructure

5.9.1 Incoming electrical supply

The electrical infrastructure, including the mains incoming from the substation to the main switchboard, must be sized to the load maximum demand for the site.

Where the implementation of the Victorian government’s gas substitution reforms necessitates any augmentation of electrical supply, project consultants must consider future increases to electrification loads required at the site. This includes from the electrification of space heating and hot water at other buildings in the vicinity and the increased use of electric vehicles. In some circumstances it may be economical to phase the supply augmentation.

The incoming supply for new sites should be trenched underground and outside any area identified for future expansion on the site. For existing schools, the condition of the incoming supply should be discussed with the electricity distributor.

Electrical design must consider the internal materials palette and school day to day use. A review must be completed by Information Management and Technology Division (IMTD), the school, PDC and VSBA following electrical rough in. The review should consider the location and type of outlets, data points, phone points, and overhead projection interfaces.

Project consultants must provide incoming supply and electrical substations in accordance with the following requirements:

• a full design load based on estimated load for peak student enrolments and non-mandated community facilities
• located in relation to new and future loads, to minimise energy transmission losses
• located as a stand-alone proprietary unit near the site boundary and not as an integral part of the facility
• electrical supply parameters must be in accordance with the relevant supply authority regulations and requirements (generally 400/230V +10%/-6%), and
• maximum total harmonics distortion (THDi) acceptable for the installation must not exceed 5%.

5.9.2 Main switchboards

The main electrical switchboard must be in a dedicated room or cupboard. The space must be located so that it provides ease of access from adjoining plant spaces and must be located to provide economical distribution of services.

All main switchboards must comply with relevant Australian standards.

Project consultants must design and satisfy the following main switchboard requirements:

• be a minimum of Form 3B type
• be sized to the full rated capacity of transformers
• load is arranged to suit the different load types within the facilities
• type test certificate must be provided for each form rating
• full discrimination curves must be provided from the supply authority protective device to the final sub-circuit protection
• full-sized neutral and earth bars must be provided in all compartments
• neutral bars must be located within the same compartment as the active bars
• designed to accommodate an additional switchboard for future photovoltaic arrays
• energy meters must be digital multi-functional meters (discrete meters are not to be used) and
• connected to either an aggregated building management system or a smart, separate (per service) monitoring system that stores lighting and power consumption data for review and analysis [Meter data is also used to report on the environmental performance of Victorian government schools]
• each low-voltage main switchboard to be fitted with an energy meter
• to be separated from an adjoining switchboard
• all busbars passing through insulation barriers to be provided with a secondary layer of insulation on the busbars
• located in the room to allow 1m switchboard extensions at each end
• to be modular design
• 30% spare space must be provided for circuit breaker/protective fuse installation within enclosure and busbar arrangements, in anticipation of future circuit breaker requirements laminated site distribution schematics and main switchboard schematics to be installed on the switch-room wall
• all escutcheon panels to be hinged
• all localised energy metering to be provided and monitored by the energy management/monitoring system
• all main switch positions to be provided and capable of remote monitoring by VSBA
• all equipment to be provided with durable labels, with clearly marked details of the equipment’s function and designation
• switchgear to be capable of being padlocked in the ‘off’ position
• all panels on the switchboard to be accessed via lift-off hinges or knurled or crowned nuts, to enable ready removal by inspection, and
• all critical air circuit breaker (ACB) main switches to be capable of being removed/replaced while the load is being supported by an alternative source.

Each switchgear assembly to have a minimum 25% spare capacity, over and above that required for peak student enrolment numbers. Electronic surge protection must be provided on incoming mains.

Equipment and conductors to have a short-circuit rating of not less than the maximum symmetrical RMS short-circuit current values on incoming terminals at the operational voltage. The short-circuit rating should withstand fault currents for a minimum of one second.

Main switch-rooms to be two-hour fire-rated and contain smoke detectors (no sprinklers). An emergency luminaire can be provided above switchboards to facilitate safe viewing in the event of partial power failure.

Power industry locks must be provided for external switchboards.

Distribution switchboards

Distribution switchboards must be placed in appropriately sized, centrally located cupboards within each building or compartment served, are not to protrude into circulation spaces, and are to be complete with lockable door cover.

Where a school includes spaces for shared use with external parties, for instance, a competition sports court or gymnasium, or canteen, metering arrangements must be determined and agreed with a school for any shared use areas. In some cases, utilities arrangements will be agreed through a Community Joint Use Agreement, and not require regular reference to bills. In other cases, either a ‘check meter’ (which requires the checking of each bill to allocate costs) or a ‘billing meter’ (which is more costly) will better meet the needs of a school, depending on:

• school preference and operation, and
• whether a space will be used exclusively by an external entity, in which case separate metering must be provided for these areas.

Meter requirements must be stipulated in the electrical design plan.

Distribution boards must be located within the building being served with separate distribution boards provided for each building. They must be accessible from common areas. Distribution boards must not require access from within offices or teaching spaces as they need to be close to the area they are servicing and may need to be accessed out of school hours during community activity.

Provision must be made on local Distribution Boards (DBs) for isolation of external power outlets.

All distribution switchboards must comply with the relevant Australian standards. Project consultants must design and satisfy distribution switchboards that meet the following requirements:

• all floor distributor switchboards to be Form 2 when the main isolator is rated at, or greater than, 200 Amps
• all floor distribution switchboards to be Form 1 when the main isolator is rated less than 200 Amps
• boards to be split into power and lighting sections
• have a digital electronic energy meter
• sized to support forecast building power demand, unless the distribution board is designed to also support additional demand from portable or permanent modular buildings necessary to satisfy a facility’s peak enrolment. In either case, distribution boards must be provided with 35% spare capacity over forecast demand (10% spare fitted, 25% spare)
• all outgoing circuits to have circuit breakers (minor control circuits can be fuses)
• the fault current to be calculated, with appropriately rated circuit breakers selected
• no other services are to be located in or cross over the electrical distribution board cupboards
• have a lockable door covering all control and protection devices with hinged escutcheon cover
• separate specialised load equipment to be served by dedicated distribution boards (for facilities such as canteens, food technology areas and materials technology areas)
• have separate enclosed chassis for alternative load types
• a minimum circuit breaker busbar rating of 250 Amps
• a minimum fault interrupting capacity of 6 kA
• labelled with the incoming sub-main number, rating of the circuit protective devices and the size of the incoming sub-mains
• an accurate circuit schedule must be housed within a proprietary holder and securely fixed to the inside of the door. Related lighting and power plans to be housed within the distribution board
• provide a label on the switchboard door indicating MSB numbers, main circuit breaker size, cable size, approximate length, and cable description of sub-main
• labelling must be traffolyte, securely fixed to the doors (sticky labels not acceptable)
• provide localised surge protection
• switchgear to be of common manufacture supply for ease of maintenance and adequacy for circuit discrimination
• loads to be balanced as evenly as possible, and
• dog tags to be provided on critical circuits that must not be accidentally turned off.

Dedicated computer rooms and data communications rooms are to have a distribution panel dedicated to that room only. No more than four stations (12 sockets) are to be powered per Residual Current Device (RCD) with appropriate miniature circuit breaker protection, or whichever number of stations is recommended by respective manufacturers, so as to eliminate the risk of nuisance tripping. All data communications rooms are to have a dedicated distribution panel.

The number of stations provided must eliminate the risk of tripping and should be in accordance with manufacturers’ recommendations.

Pipes containing liquid (water and waste) must not run above distribution boards, switchboards and classrooms, to avoid leakage into critical services and learning spaces.

In all areas, power for fridges and freezers is to be supplied on a separate circuit.

5.9.3 Cable reticulation

The distribution system between the main switchboard and distribution switchboards must be concealed as much as practicable, and be accessible for its entire length without disturbing the building fabric. As teaching spaces may alter from time-to-time, consideration should be given to designing a flexible support system for cabling in a variety of configurations.

Cable distribution must comply with and be installed in accordance with relevant Australian standards.

Project consultants must select and satisfy cable reticulation that meets the following requirements:

• cables are to be double-insulated, mineral-insulated metal sheathed, or fire-resistant polymer insulated and sheathed
• the maximum volt drop acceptable from the point of supply to the final outlet must be a maximum of 5%
• galvanised cable trays, cable ducts or conduits are to be used to carry electrical distribution cables or final sub-circuit cabling and include 30% additional capacity must be included for future tray capacity
• sub-main cabling are to be fully supported on cable ladder and/or Unistrut systems
• all cables are to be run internally with their origin and destination within the same building
• sub-main cables from the main switchboards to be sized in accordance with the maximum demand calculation
• sub-main cables must incorporate neutral-sized cables, the same size as the active conductors or the maximum current generated by the harmonics, whichever is the greater
• take-off boxes must indicate the circuit protection device capacity and rating
• circuit breakers are to contain adjustable current capacity
• positioned to avoid cross-talk to other cabling systems
• high capacity power cables must be located and configured to avoid emitting high levels of electromagnetic interference
• sub-main distribution systems are to use copper-only conductors
• an electrical earthing bar is to be provided adjacent to each main switchboard
• minimum sized lighting sub circuit 16A with a minimum cable size of 1.5mm²
• minimum sized power sub circuit 20A with a minimum cable size of 2.5mm²
• all outgoing sub-mains are to be tagged at the original and at the local point with the sub-main number, cable size, approximate length and the originating MSB
• white thermoplastic sheathed (TPS) cables are to be provided for lighting circuits
• black TPS cables are to be provided for power circuits
• no cabling is to be laid on the ceiling support system, even for inaccessible ceilings, and
• sub-main cables to mechanical services equipment must be designed to the full connected load of the mechanical services equipment, with the neutral cable sized as the active conductor.

Where high levels of electromagnetic interference exist, project consultants must provide protection from the offending source. All areas must be less than 5mG maximum, or consistent with normal school environment levels, whichever is the lower.

Single-insulated building wire is not acceptable. Aluminium conductors must not be used.

5.9.4 Check and energy metering

Energy meters must be installed to all distribution boards in new school buildings. Electronic multifunctional meters must be provided and must have volt, amp, MD pF, V and I harmonic distortion and kWh data functions.

The design team must conduct a cost benefit analysis to decide whether power and lighting meters should connect to an aggregated BMS or a separate, smart monitoring and or monitoring and control system for air conditioning services alone. The solution should be fit for purpose and constitute value for money. At minimum, energy consumption data must be captured for air conditioning, heating, lighting and electricity for storage and analysis. Design notes must include decisions and rationale for system decisions.

Metering is also used to report on the environmental performance of Victorian government schools.

All meters must comply with and be installed in accordance with relevant Australian standards.

Project consultants must select meters that have accuracy declarations or certificates that demonstrate they meet the following requirements:

• power factor meters with leading and lagging indicators
• accuracy of ± 1% over 20 to 105% working range
• current transformer metering must be provided for all loads in excess of 100 Amps
• all current transformer units and protection devices must be readily removable for maintenance, and
• statutory supply authority metering at the low-voltage entry to a site must be provided, in a location in accordance with the relevant supply authority.

All meters and the monitoring system must be commissioned and validated as per the most current 'Validating Non-Utility Meters for NABERS Ratings' protocol to demonstrate accurate data is being collected.

Sub-metering of facilities commonly used by the community will allow schools to pass on the utility costs of this use to users. Sub-meters should have their face visible from the metering cabinet.

Any installed utility meters that will be used for billing must legally be Power Authority, NMI-approved meter.

More information can be found at Utility meters on the Australian Government website.

5.9.5 Underground pits and duct system

Project consultants must provide underground pits and conduits to allow for cable pathways between buildings. A pit and conduit system must also be provided to the planned location of portable or permanent modular buildings.

Project consultants must select and satisfy underground pits and conduits that meet the following requirements:

• conduits must be a minimum of 100mm diameter and of the orange rigid heavy duty PVC type suitable for installation to carry incoming power cabling as required by the supply authority
• the conduit provision must be sufficient for peak enrolment demand, plus 25% spare capacity to accommodate future growth
• all conduit joins must be glued into place to prevent water entering the conduits
• all conduits installed in a building that has a concrete floor slab must be installed under the slab, directly to the main switchboard or distribution board they are supplying
• the conduit system must link to all buildings
• the conduit must be marked ‘power cabling’ along the length of the conduit
• tracing wiring is to be embedded within the in-ground conduit to facilitate future detection after installation
• all conduit sections must have a minimum of two draw ropes, installed within the conduit
• a pit must be provided for each change in direction greater than 45°
• a minimum of one pit every 50m must be provided, or as required to easily install sub-main cabling at a later stage
• the pit lids must not allow debris to drop into the pit
• all underground pits must be of the heavy-duty and trafficable type (as a minimum), and
• all underground conduits should be clearly identified above-ground with acceptable cable markers.

Only pre-manufactured bends must be used: 90° bends must not be used.

5.9.6 General power outlets

Project consultants must provide general power outlets (GPOs) to support intended functions and user requirements. Provision of the appropriate number and distribution of GPOs must meet the functionality and flexibility requirements of each space. For example, in early learning facilities, GPOs must be installed in appropriate locations to support check-in/check-out devices at the reception area.

Project consultants must select and satisfy GPOs that meet the following requirements:

• protected by an ELCB (RCD) rated at no more than 30mA for all socket outlets
• mounted 300mm above the finished floor level, or 150mm above benchtops
• for ceiling-mounted equipment such as projectors, outlets must be on the ceiling or high on the adjacent wall
• minimise interference to computers caused by electrical faults or failures
• positioned safely away from potential dangers
• be corrosion resistant and weather-proof in wet areas (such as kitchens, laundries and external applications), and
• be weather-proof where installed in plant-rooms and external areas.

In science laboratories, applied science rooms, and technology and design studios, power outlets can be mounted on either wall-mounted multiple compartment cable-ducting, ceiling suspended outlets, or on benchtop-mounted pedestals.

Light switches and general power outlets should not be installed within 3 metres of where hazardous material is stored. Light switches and lights that are installed within 3 metres of hazardous materials are stored must be rated for a hazardous environment, in accordance with: AS/NZS 3000 – Electrical installations (Wiring Rules).

For ceiling-mounted equipment such as overhead hoists and projectors, outlets must be mounted on the ceiling or high on the adjacent wall.

In early learning facilities, general power outlets must be located at 1,500mm AFL in spaces that are accessible to children. Additional power outlets are required in special development schools for electric changing tables.

In physical education halls, outlets must be flush-mounted and protected from impact damage.

In changing rooms, water heaters and water-boiling units must be suitably rated and switched with neon indicators. Seven-day timers can be provided in these areas to eliminate standing losses outside core hours. In special schools and special development schools, and potentially supported inclusion schools, outlets will be required for electric changing tables.

All fume cupboards must incorporate a double GPO on the external top or side of the unit.

In staff work areas, two double GPOs must be provided per staff member for work spaces accommodating up to two staff members (i.e. 4 x GPOs). For larger staff work spaces one additional GPO should be provided for every additional staff member. One data point must also be provided per staff member.

5.9.7 Electrical safety

Project consultants must ensure that designs incorporate appropriate electrical safety measures that ensure the safety of students, staff and visitors.

Power emergency stop

Project consultants must provide emergency stop (off) push-buttons adjacent to each exit door for specialist rooms such as materials technology, science laboratories and food technology areas.

Project consultants must select and satisfy power emergency stop capabilities that meet the following performance requirements:

• push buttons that trip off all power circuits within the respective room/laboratory and
• are of the ‘latched on’ type and require unlatching on completion.

For science laboratories and food technology areas, the emergency stop button must not isolate power circuits that serve separate adjacent spaces where power interruption is not needed (for example, spaces containing refrigerators, fume cupboards or freezers).

Permanently connected equipment

Project consultants must provide isolating switches for each item of permanently connected equipment.

Project consultants must select and satisfy isolating switches that meet the following requirements:

• rated at not less than the circuit protective device
• mounted adjacent to each item of equipment, and
• flush mounted for internal installations and surface-mounted weatherproof for external installations.

Earthing systems

Earthing systems must be provided to all sub-mains, sub-circuits, metallic wall-framing systems, electrical cabling, electrical cable support systems and communications systems.

5.9.8 Lighting systems

All spaces, including plant rooms, must be supplied with artificial lighting (project consultants can seek an exemption). The lighting design must suit the environment and conditions where luminaires will be installed, and the luminaire must maintain its performance throughout its life.

The accessibility and ease-of-replacement of luminaires should be considered, and processes formally identified if non-standard access is expected (such as, for high access). The expected service life of a typical luminaire is 15 years.

For renovations, consideration should be given to relocating existing luminaires into less-used areas (in conjunction with motion sensors) and the installation of new technology luminaires that are more energy-efficient and require less maintenance.

The lighting design, lamp selection and system must be based on best-available energy performance to suit the application, with efficient lumen output and lumen maintenance considered, in accordance with applicable lighting standards.

All lighting must comply with the following standards:

Project consultants must select lighting that meets the following requirements:

• lighting products are type-tested
• luminaires must be sourced from proven production runs with demonstrated performance levels, be of good quality and be easy to maintain
• the specific lighting must suit the relevant intended task and must control luminaire glare
• custom-made luminaires must be avoided, with the exception of suspended extrusion lighting
• luminaire locations requiring access machinery must be avoided
• standardisation and minimisation of lamp-types is preferred
• external luminaires must be resistant to weather, insects and vandalism, and appropriately IP54-rated
• internal luminaires in high-moisture environments must be water-resistant
• devices that are zoned to turn on and off and reduce artificial illumination when daylight is present or the space is unoccupied
• motion/occupancy sensors must be used to detect space usage and control luminaires
• in regularly occupied spaces, occupants must be able to control the lighting in their immediate environment. This includes turning the lights on and off and adjusting light levels
• circuit loading to be designed in accordance with the sizing of the control system circuit protective devices and spare capacities
• all lighting must be LED (or a newer technology in future) with a flicker frequency no less than 200 Hz in all operating conditions (including at all levels of dimming and in all grid voltage variations)
• in early learning facilities, indoor education and play spaces must include 0-100% dimming lights to enable lighting to be adjusted
• in early learning facilities, if an observation booth is included, an indicator light must be installed in the indoor education and play space, with its switch located inside the booth, to inform educators that the observation booth is in use
• linear luminaires in general learning and teaching areas, circulation areas and science rooms must be quality products and of the prismatic diffuser type, with ultra-low brightness (ULB) diffusers installed in all computer-based areas
• feature lighting for noticeboards, display cabinets and other specialist display areas must be provided in accordance with the design
• luminaires must have an Ingress Protection (IP) rating appropriate for the installation location
• suspended luminaires in areas affected by window or ceiling fan draughts must have an extrusion type and length that prevents draughts from moving the light fixture, as confirmed by the project structural engineer
• connections (including fasteners) of suspended luminaires must be able to withstand minimum horizontal and vertical earthquake forces as set out in Section 8 (Design of Parts and Components) of AS 1170.4
• luminaires in high-risk locations (such as gymnasiums) must be protected from impact damage
• internal security lighting must be provided for building entries, for changes of direction to external pathways, and for stairs in corridors
• adequate external security lighting to the perimeter of all buildings must be provided to ensure safe access
• where motion sensors are proposed, regard should be given to room occupancy and activity to ensure sensors are fit for purpose and sensitive enough to detect occupants, and
• controls and switches must be of robust construction with appropriate protection.

Lighting switches to all accessible toilets must be automatic-sensor, to allow for use by people with limited dexterity and strength.

Mercury-vapour, sodium-vapour, tungsten and incandescent lamps must not be used internally or externally.

Existing fluorescent lighting should be replaced with LED lighting where the fittings are near end-of-life. If linear LED replacement tubes are used, the existing fitting must be in good condition. The existing fluorescent ballast must be removed or by-passed by a qualified electrician and a suitable LED replacement tube used.

Where higher illuminance is required for specific tasks, provide suitable local task-lighting or provide suspended luminaires over the task.

Downlights should not be installed in flexible learning spaces unless they have strong diffusion. Downlights should only be installed in appropriate areas noting that they can be too bright for some spaces or create unnecessary shadows.

Theatres should have three-phase power, where the switchboard and electrical system can accommodate this. Power and lighting rigs must be sufficient for studying lighting design and use as part of the VCE subject curriculum.

Design and performance

Lighting design and performance must comply with and be installed in accordance with the relevant Australian standards:

Project consultants should note:

• depending on the ceiling type, suspended mounting may be required
• assume maintained illuminance lux levels in areas other than performing arts spaces to comply with the relevant AS/NZS 1680.1: Interior and workplace lighting – General principles and recommendations, and AS/NZS 1680.2: Interior and workplace lighting – Specific applications, and
• food preparation and canteen areas lux level required to comply with local council requirements.

Performing arts lighting

The design and performance of lighting for performing arts spaces is a specialist field not included in the scope of Australian standards. Table 15 summarises the design criteria for performing arts spaces:

Minimum lighting comfort

Lights in the nominated area must be flicker-free and accurately address the perception of colour in the space.

Flicker-free lighting

Flicker-free lighting refers to luminaires that have either:

• electronic ballasts for all high-intensity discharge (HID) lighting
• electronic drivers that feature 12-bit or greater resolution for all LED lighting or
• high-frequency ballasts for all other lighting types, including incandescent (including halogen), dichroic (such as low-voltage downlights), and HID (such as metal halide, low/high pressure sodium).

Colour quality

To address the perception of colour, light sources must have a minimum colour rendering index (CRI) of 85, unless project consultants can demonstrate that, in a particular area, the activity is not impeded by a lower CRI. Project consultants will support their justification by ensuring their selection complies with the guidance provided in Table 7.2 in AS /NZS 1680.1.

General illuminance and glare reduction

Project consultants must demonstrate that for 95% of the nominated area, lighting levels comply with best-practice guidelines for general illuminance, and that glare from lamps is eliminated in accordance with the following requirements.

General illuminance

Best-practice lighting levels for each task within each space type is defined as lighting with a maintained illuminance that meets the levels recommended in AS/NZS 1680.1 in Table 3.1. Where recommended maintained illuminance values for a particular space are not specified, the values used must relate to the closest type of task as defined in the standard.

Compliance can be demonstrated through modelling or measuring of the whole nominated area, or a representative floor or section. Assessment (either modelling or measuring) must be carried out in accordance with appendix B of AS/NZS 1680.1.

The maintained Illuminance values must achieve a uniformity of no less than that specified in Table 3.2 of AS/NZS 1680.1, with an assumed standard maintenance factor of 0.8.

Glare reduction from lamps

Glare from lamps must be limited within the nominated area. Three options are provided for demonstrating compliance with this requirement – a performance method, and two prescriptive methods. (A combination of methods can be used to demonstrate compliance.)

Light pollution to night sky

Specified reductions in light pollution and horizontal light spill must be achieved by the project. This requirement covers all external lighting of a project. In addition to other types of external lighting, luminaries inside glazed atria and those on the uppermost (uncovered) decks of outdoor car parks are considered to be external.

One of the following pathways must be used:

Control of upward light output ratio (ULOR), in accordance with 27.1A Control of upward light output ratio

For this option, the project team must demonstrate that no external luminaire on the project has a ULOR that exceeds 5%, relative to its actual mounted orientation.

Project teams must demonstrate that the ULOR provided or calculated in the documentation is relevant to the as-installed orientation of the luminaire. A luminaire with a ULOR as nominated in the manufacturer’s data sheet will have a different ULOR when the mounting orientation of the luminaire is changed. In the event that any external luminaire is mounted in an orientation other than the one nominated by the manufacturer, the ULOR must be recalculated and provided by project teams.

Awnings

Awnings can be used as a means of achieving compliance with the 5% ULOR requirement, where a section drawing showing the light output of the luminaire can be provided, and where the awning has the effect of blocking 95% of the output of the lamp above the horizontal.

Where external lights face or are fixed to a building, 90% of these lights must be LED. Where external lights are fixed to or face a building, 90% of these lights must be LED. The design team must complete a night lighting study on properties adjacent to/across from all school buildings and spaces, with particular attention to areas, such as ovals, that require external lighting.

Control of direct illuminance, in accordance with 27.1B Control of Direct Illuminance

For this option, the project team must demonstrate that direct illuminance from external luminaries on the project produces a maximum initial point illuminance value no greater than:

• 0.5 Lux to the site boundary, and
• 0.1 Lux to 4.5 metres beyond the site into the night sky, when modelled using a calculation plane set at the highest point of the building.

Calculations should be in accordance with AS/NZS 4282.

The calculation plane must cover the area between the site boundary and building facade or vertical service to be illuminated. The horizontal calculation plane should be set at the top of the building fabric, excluding spires. Calculation plane grid points should have a 0.5m spacing. All illumination results should be reported to within 2 decimal places.

Lighting systems at special, supported inclusion and special development schools

In addition to the performance requirements above, for special and special development schools, project consultants must select and satisfy lighting systems that meet the following requirements:

• fluorescent luminaires must not be used, and
• all switches must be large-format rocker switches.

It should be determined on a case by case basis for supported inclusion schools, whether and to what extent these lighting system requirements should be applied.

Lighting switching

In general, arrange local switching to each room. Lighting switching to be suitably rated to carry the switched load.

Project consultants must select and satisfy lighting switching that meet the following requirements:

• suit the operational requirements of each space
• clearly label which lights they serve where multiple switches are provided
• have two-way switching at both doors for larger rooms, such as libraries, that have two entry points
• be of the unbreakable polycarbonate rocker flush mounted type and located adjacent to closing side of the door, and
• must not be able to be ‘pushed in’ from the front of the switch.

Lighting control

The lighting system must be fit for purpose and constitute value for money for the design in question. To this end, a cost benefit analysis must be undertaken with consideration of:

• manual override facilities to any automatic lighting controls
• pre-set control panels’ clocks, motion/sensors and daylight control facilities
• control via 365-day timing devices configured for seasonal variation in daylight hours, or photo-electric (PE) cells, with manual overrides for external lighting, and
• whether or not the system should be centrally programmable via an aggregated BMS or a self-contained, smart system for lighting services only.

As some HVAC systems have their own inbuilt systems, for example, this should involve building-specific, cost benefit analyses and discussions considering local solutions, where appropriate.

Design notes must explain system decisions and the rationale for these.

Emergency and exit lighting

Emergency lighting must be provided to ensure safe evacuation in an emergency and/or in the event of mains failure, to be integrated with escape routes and doors.

All emergency and exit lighting must comply with and be installed in accordance with NCC E4D8 and relevant Australian standards.

Project consultants must select and satisfy emergency and exit lighting that meets the following requirements:

• luminaires are sourced from proven production runs with demonstrated performance levels
• are attractive in appearance to suit the ambience
• photoluminescent exit signs comply with the NCC Specification 25 – Photoluminescent exit signs, while non-photoluminescent exit signage systems must satisfy the following:
  • incorporates either central or local monitoring and testing facilities
  • contain either a cabled or wireless communication network
  • incorporate central monitoring and testing facilities
  • are capable of accommodating additional luminaires anywhere within the systems network
  • include non-maintained tubes for the emergency lighting function
  • emergency and exit luminaires contain a localised battery source of a minimum 5-year life
  • battery and control circuitry are modular in design to enable quick replacement techniques
  • exit signs contain low-energy lamp sources comprising cold cathodes or LED sources, and
  • the system is designed to enable alterations and additions at any point in the network.

Security lighting

Security lighting must be provided to both internal and external areas including at building entries and perimeters, changes of direction to external pathways, carparks, and internal and external stairs, ramps and covered corridors. Lighting must be adequate between buildings for security purposes including deterrence, and to create a safe level of visibility at night to avoid trips and falls. Project consultants must consider the needs and uses of the site, including for out-of-hours tuition and community use, as well as the potential for vandalism.

All security lighting must comply with and be installed in accordance with the relevant Australian standard.

Project consultants must select and satisfy security lighting that meet the following requirements:

• be controlled by a photoelectric cell in conjunction with a time controller
• use high-efficiency light sources, and
• be vandal-resistant and have suitable ingress protection.

Motion detectors may be used to activate security and access lighting, provided that consideration is given to avoidance of nuisance activation. These should be controlled by a daylight (photoelectric) sensor in conjunction with a clock. Motion detector switching is not appropriate for any lighting that has start-up and re-strike periods.

5.10 Information and communication technology

This section details information and communication technology (ICT) requirements for Victorian government schools, including data, emergency warning systems, audio-visual (AV) equipment, telephony, public address and television antennae.

The Department’s Information Management and Technology Division (IMTD) has produced the ICT Design Models for Schools Guide detailing the design and installation requirements and specifications for ICT in schools to ensure school networks are reliable, scalable and manageable. Consultants should contact IMTD via schools.technical.planning@education.vic.gov.au about any ICT planning questions or issues they have after reading the ICT Design Models for Schools guide. Consultants must satisfy these guidelines, which follow appropriate infrastructure and industry standards.

The ICT Design Models for Schools must be studied before existing schools embark upon capital works, or a new school is designed. This document provides more information on all aspects of DE ICT standards and goes into greater detail than this handbook.

ICT in early learning facilities

The VSBA delivery manager must facilitate IMTD's review of ICT design documentation and plans, including for power and data point schedules for all new early learning facilities.

Communications rooms in early learning facilities that are co-located on school sites must be treated as 'satellite’ communications rooms as per DE ICT Design Models for Schools Guide, however, they must have two separate communications cabinets in order to provide the following facilities:

• conduit connection to the school network designed to connect to a separate rack that will not be accessible by the early learning facility operator, and
• a new NBN connection from the street connected to a separate rack for the early learning facility service provider to install their own equipment and connection.

Project consultants should refer to the early learning facility functional brief for information on the number and location of wireless access data points.

Where early learning facilities are to be leased to external service providers, all data points in these spaces must connect to a secondary communications rack dedicated exclusively to the external service provider infrastructure. For this purpose, sufficient space for a separate (external service provider) rack in the communications room should be allocated. External service providers are responsible for installing their own active IT equipment such as WAPs, switches, audio visual and telephone equipment.

Project consultants should also refer to the performance requirements in the following related sections:

• 3.3 Master planning
• 5.8 Mechanical services
• 5.9 Electrical services
• 5.12 Fire systems

5.10.1 ICT design and Information Management and Technology Division

Information Management and Technology Division (IMTD) are responsible for the provision of:

• school business systems, applications and supporting core technology infrastructure
• operational and technical support, and
• assist with the technical design, procurement, build and implementation of school networks.

Consultants should consult with IMTD in in the schematic design phase (via schools.technical.planning@education.vic.gov.au) about any ICT planning questions or issues they have after reading the Guide.

All design documentation and plans, including for power and data, must comply with the ICT Design Models for Schools.

Early learning facilities are typically operated by the local council or third party providers and not subject to State Purchase Contract (SPC) arrangements. The service provider is therefore responsible for the facility's ICT equipment and services.

5.10.2 Structured cabling systems

A single structured integrated cabling system (and associated infrastructure) is to be provided, capable of supporting ICT functions (including voice, video, security, audio-visual and building automation) for existing and future technologies. The system must extend throughout all school buildings and be capable of extension to portable or permanent modular buildings as required.

All cabling must comply with and be installed in accordance with the relevant Australian standard.

Project consultants must provide structured cabling systems for ICT that meet the following requirements:

• choice of cable should cater for future expansion and technology development
• have appropriate compliance certification
• cable distribution cabinets and communication rooms must be sized to allow for future expansion (at least 25% for cable distribution cabinets and 40% for communication rooms), and
• copper cable runs (possibly utilised for communications) have maximum lengths between panels and outlets.

Where copper cable is required, the minimum standard is category 6A. Where fibre is required, the minimum standard is 12-core OM3 grade multimode external grade cable.

Cables must not be overly bent – requiring the design of suitable cable pathways within a building.

Optical fibre is required between buildings, within buildings where copper distance limitations are exceeded, or where communications devices require fibre connections. When being used between buildings, VSBA recommends 12-core OM3 grade, multimode outdoor-rated cable terminated to the core communications room.

Lead-in trenching, cable trenching and distribution frames must be undertaken in accordance with Telstra guidelines. These guidelines can be found at telstra.com.au/smart-community. Where cavities are created from running data cabling, they must have finishes that do not expose the empty cavity.

The horizontal copper cabling links must not exceed 90m at any point.

5.10.3 Network points required

Network points are required at schools and in early learning facilities to support networked devices such as computers, interactive whiteboards, audio-visual projectors, display screens and printers. The provision of cabled power and data points (including ceiling mounts, wall points and wireless access) should meet the learning requirements of each space.

The following guide in Table 16 is based on a learning space of 25 students and one staff member.

A school or early learning facility may consider it necessary to increase (or decrease) the number of data points for students per learning space. This decision should be based on learning space design, student wireless devices and access to fixed wired devices.

Project consultants must provide network points for ICT that meet the following requirements:

• correctly IP-rated and damage-resistant for their installed area and application
• outlets are fit-for-purpose and at an appropriate height for the function required
• not situated behind doors, and
• labelling must be clearly numbered and securely fixed using traffolyte (sticky labels are not acceptable).

All mounted projects, televisions and multi-functional devices (MFDs) must have a wired network point connection.

Outlets for ceiling-mounted projectors must be mounted on the ceiling where reasonably accessible; or, for equipment mounted on high ceilings, the data outlets must be installed concealed within the vertical wall space and provided with suitable labelled access.

Ceiling or wall mounted WAPS are the preferred solution in many cases for safety and versatile accessibility. In certain instances, however, a recessed floor box is a more suitable safety in design option i.e. for scoring areas in gymnasiums, certain STEM robotics settings. Where floor boxes are deemed the most suitable option, designs must mitigate against the risk of trips, cable shearing and finger entrapment. Recessed floor boxes must not be installed in early learning contexts. If power or data is required in the centre of the room, it should be provided through the roof cavity.

In early learning facilities, data outlets (and GPOs) must be installed at 1500mm AFL in spaces that are accessible to children.

5.10.4 Wireless access points

A wireless network is to be provided that will support the current and expected increasing use of mobile devices at Victorian government schools and early learning facilities. These networks do not replace cable systems but complement and add flexibility to the learning environment.

WAP placement should be determined by coverage (all areas should be covered) and density (that is, how many users will be connecting).

Project consultants must satisfy that WAPs meet the following requirements:

• readily accessible
• compliant with IMTD specifications, and
• ceiling mounted (unless located in gymnasiums, external areas, or those with very high ceilings), and
• support future growth requirements for wireless connectivity.

When WAPs are located in gymnasiums, external areas, or those with very high ceilings they must be vertical, wall mounted, and in IMTD-approved protective cages. All WAPs in schools and early learning facilities should comply with specifications in the ICT Design Models for Schools. To support adequate coverage, 1 WAP should be provided per 25 learners at a minimum.

WAPs should be appropriately placed throughout a school or early learning facilities to ensure a successful system, considering the amount of devices to be used in spaces at the same time and construction materials within a building. WAPs should not be in installed higher than 3m.

WAPs may be required in external locations depending on the intended use of outdoor areas. WAPs must not be installed within ceiling spaces.

5.10.5 Pits and duct system

Project consultants must provide a pit and conduit system between all buildings and the proposed locations of the portable or permanent modular classrooms to support ICT.

Project consultants must select and satisfy a pit and duct system for ICT that meet the following requirements:

• provide a lead-in pathway that is appropriately sized from the property boundary to the main distribution frame
• have spare capacity based on the current masterplan for additional cables that may be installed in the future
• are routed directly to the equipment rack and frame
• have appropriate protection from vandalism, and
• ensure separation for incoming service providers via the pit duct system (noting NBN and Telstra do not share pits and conduits).

Where there are concrete slabs installed in a location, cable conduits must be cast under these slabs.

The cable path to each portable or permanent modular classroom must be no greater than 60m from the nearest communications rack to ensure that data outlets installed in portable or permanent modular classrooms are no more than 90m from the rack.

5.10.6 Server room and IT equipment cabinets

The main server room (also referred to as the switch, or core communications rooms) must be a dedicated room for ICT and associated equipment only. The room must house the site distributor, main distribution fame, building distributor for that building, VicSmart cabinet, and associated active data equipment. Smaller spaces are required throughout a school site to house associated IT equipment. Communication rooms and cabinets must not be located immediately adjacent to student toilets for safety reasons.

Switch/server/Core Communications rooms must have floor to ceiling walls to provide insulation from sound and dust.

All Communications Rooms must be provided with an anti-static covering. Carpet must not be used.

The ceiling access panel must be located opposite the communications/equipment cabinet, not above it, to avoid damage and static charge issues from dust and debris accumulation.

Level concrete floors that have been polished and sealed are also acceptable

In addition to any architectural, structural or engineering considerations, the design of the server room must meet incoming voice and data needs with regard to the provision of sufficient space to accommodate any equipment associated with the IP PBX VoIP system. It must also allow the carrier’s staff to work on the equipment in accordance with health and safety guidelines.

Any new early learning facilities located on a school site must have separate ICT service in addition to a conduit back to the school network. Consultants must allow for two suitably sized and ventilated service cupboards to accommodate the IT equipment and communications cabinet in the early learning facility.

All communication rooms and cabinets must comply with and be installed in accordance with the following Australian standard:

Project consultants must select and satisfy communication rooms and cabinets that meet the following requirements:

• appropriately sized to meet current and growth requirements (space is required for at least 2 x 45 RU server cabinets 800mm x 1,000mm with 1m clearance around cabinets)
• allow easy access to the rear and front of machines
• provided with suitable power supply, power outlets and breakers, and if possible be provided with a backup
• are suitably located, taking account of environmental and security considerations
• glass windows to the exterior must not be installed in communications rooms for security reasons
• insulated and away from direct light sources, and
• must have appropriate cooling-sized cooling systems and ventilation. All air conditioning systems provided for the purpose of cooling communications rooms must be individually temperature-controlled, and not part of the Building Management System.

The ICT technician workspaces must be adjacent to, but not located within, the server room.

Designed growth space should be a minimum of 40% of the original installation.

In addition, please refer to the section on Server room cooling (in 5.8.2 Cooling) and 5.9 Electrical services for further information.

5.10.7 Voice communications (phones)

Phones are required for teacher workspaces (staff rooms), administrative areas, staff lounges, meeting/conference rooms, and consulting rooms. Handsets or cordless extensions should be accessible to teachers without having to leave teaching and learning areas. Provision of handsets in teaching spaces should be determined in consultation with the school.

The provision of telephone handsets should be determined by the space use and in consultation with the school, where possible. Telephone handsets and network points should be:

• wall mounted at a suitable height close to AV or lighting controls in learning spaces, or
• desk mounted within safe and convenient reach of staff in staff rooms, and
• not located behind doors, in narrow access routes or below fixed joinery.

In the case of refurbishments and major upgrade projects, schools or consultants must assess whether an existing phone system is still fit for purpose to support the school’s voice communication needs. In some cases, a new system will need to be installed and the benefits of IP should be assessed.

Where the project scope determines a complete replacement of an existing phone system or where a new school is being built, the project must ensure a contemporary phone is provided with the following specifications:

• can be delivered via a broadband internet connection instead of traditional telephony infrastructure
• can support any voice over internet protocol (VoIP) phone system
• is scalable to accommodate future growth in staff, student enrolments and facilities; with capacity not exceeding the masterplan’s maximum extension requirements, including for any future portable or permanent modular classrooms, and
• all commissioning.

The same system must be used in all facilities utilising Voice over Internet Protocol (VoIP), where the voice cables are the same as data cables and can perform either function. The VicSmart Wide Area Network (WAN) does not support VoIP traffic. The Telstra IP Telephony (TIPT) solution is compatible with the VicSmart WAN. Project teams are responsible for raising NBN relocation or new service applications for school telephony systems. It should be noted, however, that while TIPT may be used, IMTD/DE do not support it.

Where possible, the project should consider cloud telephony solutions over on-premises solutions.

Schools are responsible for any operational expenses to maintain, upgrade or replace the phone system and handsets.

5.10.8 Television distribution

A master antenna television system (MATS), which distributes free-to-air television to a school, must be provided to a nominated staff area only where the Design Reference Group / school (as appropriate) elects to have it installed.

Where installed, all master antenna television systems must comply with and be installed in accordance with the relevant Australian standard.

Project consultants must select and satisfy a master antenna television system that meet the following requirements:

• include all associated cabling infrastructure for distribution to rooms requiring television points
• provide fly leads for each multiple access television (MATV) outlet, and
• coverage can be expanded to portable or permanent modular buildings when required.

5.10.9 Audio-visual systems

Audio visual specifications and compatibility must be agreed between the VSBA, consultants, and the Design Reference Group or school technology staff, as appropriate. They must comply with the ICT Design Models for Schools Guide.

Audio-visual projection systems can be installed as a permanent feature of learning spaces. Systems can be installed either during or after construction with appropriate connectors, brackets and AV wall plates. In addition to the cabling and digital display screens, cabling and telecommunications outlets should be provided for digital displays in the circulation and foyer areas where required.

Project consultants must select and satisfy audio-visual project systems that meet the following requirements:

• provide cable pathways that allow for easy installation and maintenance
• positioned to obtain a 100° (diagonal) viewing area and accessible for easy maintenance, and
• install all cabling in concealed, continuous lengths.

Information Management and Technology Division (IMTD) must be engaged via schools.technical.planning@education.vic.gov.au for any public address system which requires the school to supply network connectivity.

5.10.10 Public address system

A public address (PA) system is to be installed that covers all facilities and the entire site, including the (existing and future) location of portable or permanent modular classrooms, and sports fields and outdoor areas. The system is required to make public broadcasts of routine, situational, important and emergency announcements.

Three types of microphones are required for the PA system: desk paging microphone, cardioid microphone with a floor-stand, and radio microphone.

Project consultants must select and satisfy a PA system that meets the following requirements:

• is simple and logical to operate for staff
• is capable of providing a minimum sound level in all normally occupied areas of not less than 65db(A)
• has Rapid Speech Transmission Index (RATSI) not less than 0.5 in at least 75% of each area of coverage and should not fall below 0.45 for the remaining 25% of each area
• provides school bell services
• provides an automatic announcement facility for making routine, situational and emergency announcements
• provides all cabling infrastructure which supports PA system equipment
• includes pre-wiring leads and installation of sealed buried conduits to facilitate future extensions, and
• enables the selection of zones and de-selection of zones simply and efficiently.

Multiple PA control points in staff areas such as reception should be separate from public areas and from each other, i.e. one control should be away from the public facing reception area. If there is a designated ‘safe’ room in the main administration area, one of the control points should be located in that room.

In high volume environments (such as machine rooms), PA systems should be interconnected to a strobe light to be activated when the bell or PA system is in operation. The PA system volume must not exceed the noise exposure standard outlined in the Occupational Health and Safety Regulations 2017. For more information see WorkSafe Victoria's guidance.

5.10.11 Sound system and intercom system for emergency purposes

A sound alert system and intercom system is required for emergency purposes throughout all buildings. The system must be capable of automatic voice-messaging, manual announcements from trained fire wardens, and transmitting evaluation signals throughout buildings.

Project consultants must select and satisfy a sound and intercom system for emergency purposes that meet the following requirements:

• is compatible of communication with the fire indicator panel (FIP) requirements identified in 5.12 Fire systems.
• a network of signposted warden intercom phones, in secure metal cabinets
• ceiling-mounted speakers installed in all finished ceiling areas and speaker horns in all non-ceiling areas
• sufficient speakers to achieve a minimum average volume of +75dB over the floor area, and
• speaker horns and visual warning devices in all plant areas and services areas throughout the building where ambient noise levels exceed +75dB.

While not mandatory, where visual warning devices are integrated with emergency evacuation alarms in new schools, to alert deaf or hearing-impaired occupants of an evacuation, they must:

• be standalone from the IT network
• comply with AS 1670.4 and AS ISO 7240.23
• integrate with the PA system
• be located adjacent to all exit signs, and in toilets
• have a flash rate equal to or less than 3 Hz
• emit a minimum strobe light output of 4.2 Joules, and
• flash at a pattern distinctly different from the evacuation pattern, where visible signals are provided for other emergencies not requiring immediate evacuation.

In addition, please refer to 5.12.8 Fire indicator panel for further information.

5.10.12 Hearing augmentation and sound field systems

Hearing augmentation and sound field systems help meet the learning needs of students with hearing impairments.

Hearing augmentation is the process of collecting audio from amplification systems such as public address or audio-visual systems for transmission to receivers built into the personal hearing devices worn by hard of hearing or deaf learners, teachers and visitors.

All hearing augmentation systems must comply with and be installed in accordance with the relevant Australian standard.

Approved hearing augmentation systems require permanent cabling between amplification systems and devoted on-wall interfaces for transmitters (to personal hearing devices or receivers) to be safely mounted and connected.

Hard of hearing or deaf children and young people are supplied with personal hearing devices by Hearing Australia. The vast majority of primary school students use Hearing Australia-supplied devices. Secondary age students are also supplied by Hearing Australia, but often opt for alternative devices that provide more autonomy. Different brands and types of personal hearing devices use different transmission platforms and methods.

Sound field technology utilises microphone and speakers to project and protect teachers’ and speakers’ voices and assist all students to hear verbal instruction. This can be of particular benefit to students with English as a second language, auditory processing disorders as well as those who are deaf and hard of hearing.

A quality, dual hearing augmentation and sound field solution provides hard of hearing and deaf learners with the audio input their fellow students are able to access for learning.

Any installed sound field technology must be installed in addition to a hearing augmentation solution.

Assistive hearing technologies are constantly evolving, which means that installed hearing augmentation and sound field solutions must be as agile as possible.

Hearing augmentation and sound field system performance criteria

Project consultants must select and satisfy hearing augmentation systems that meet the following performance requirements:

• all teaching and gathering spaces with fixed amplification systems (see definition below) must be equipped with an agnostic, devoted on-wall interface, together with
• a minimum of one hearing augmentation transmitter per 10 learning spaces (primary schools), or per learning community (secondary schools)²³ that is appropriate to the learning population’s devices to enable hearing augmentation (i.e. transmission from fixed amplification systems to personal hearing device receivers)
• each building must also be supplied with at least one sound field system²⁴ for transmitting verbal instructions, noting that
• fixed amplification systems requiring hearing augmentation include installed or mounted:
  • public address or paging systems (excluding PA systems used exclusively for emergency warnings)
  • voice capture technologies
  • ceiling or wall mounted data projectors
  • LCD screens, or
  • interactive whiteboards within a contained or open plan teaching space
  • any sound source with mounted speakers, or
  • video conferencing systems
• hearing augmentation and sound field systems must be fixed, rather than portable, in gymnasiums, multipurpose areas and libraries
• system selection must follow consultation with the school and its deaf and hard of hearing students, wherever possible, and
• must be specified in consultation with a suitably qualified disability access consultant and/or expert in the field of assistive hearing technology, and
• installed by specialist assistive hearing technology suppliers
• assistive hearing systems are not required in utility and small administrative spaces
• all installed systems must provide consistent and clear auditory signals
• be appropriate to the scale and use of a space, and
• should not require additional proprietary technology
• all primary schools, teaching and gathering spaces with fixed amplification systems must be equipped with a high quality, devoted on-wall interface and a portable or fixed transmitter to ensure native²⁵ transmission from all fixed amplifications systems to the Hearing Australia-supplied hearing aid receivers worn by young hard of hearing/deaf students²⁶
• all secondary school teaching and gathering spaces with fixed amplification systems must be equipped with a high quality, devoted on-wall interface and a portable or fixed transmitter with capacity to natively transmit from amplification systems to hearing aid receivers commonly used by adolescent hard of hearing/ deaf students
• fixed sound field technology, in addition to hearing augmentation system/s, must be installed in any teaching space designated primarily for use by:
  • hard of hearing or deaf students
  • students with English as a second language
• any hearing augmentation and sound field hardware must be connected as an add-on to a PA or audiovisual system (as defined above), and
• have appropriate Braille Tactile signage that is:
  • consistent with relevant section of AS 1428.5 and universal design principles (i.e. in properly spaced Braille and standard type; clearly visible, located at the main entrance to the teaching space; accessible at wheelchair height)
  • advises of the system type/s in use, and where visitor receivers can be accessed
• permanent cabling for devoted on-wall interfaces must terminate to practical locations for effective operation and be free from trip risk (i.e. have no unsecured cables to power supplies or general power outlets)
• hearing augmentation interfaces must be appropriately labelled and mounted at an accessible height for use by hard of hearing /deaf users of the space, and
• contracts must include staff training to support staff understanding and use of technology
• all installed (sound field and hearing augmentation) systems must achieve a good signal to noise level of at least +20dB.

Acoustic conditions set out in section 5.5, particularly 5.5.4, must be in place to ensure optimal performance of hearing augmentation and sound field systems.

Hearing augmentation system-specific criteria

• a minimum of two (2) external receivers with neck loops must be provided per campus²⁷
• a minimum of one transmitter must be provided for every ten (10) rooms (primary school) or learning community (secondary school) that is operative with any and all aids worn by learners to be used with fixed on-wall interface, where the selected system requires such an interface
• hearing augmentation systems that require the following must not be installed in spaces that will be used in part or entirely for learning and/or instruction:
  • WiFi primary transmission. IMTD will not support these systems²⁸
  • induction loops in ceilings or underfloor coverings²⁹
  • infrared systems (noting infrared sound field is permissible subject to above criteria)³⁰

In the case of school upgrades, where a hearing augmentation system already exists in a school, it complies with the BQSH (2022 or later version) and is operating to users’ satisfaction, the same system type should be replicated in upgrade works. If this is not possible, a patch must be installed between new and existing platforms. And school staff must always be consulted about their needs.

Sound field-specific criteria:

• sound field systems should not be installed in foyers or offices, and
• infrared sound field (as distinct from infrared hearing augmentation) can be installed in teaching spaces, if native transmission to commonly used student devices and a consistent, high quality signal can be achieved.

Further information on different assistive hearing system types can be found in the department's Equipment Boost for Schools – Professional Practice Guide: Portable Soundfield Systems.

All hearing augmentation and or sound field systems must be delivered through a NCC D1P9 performance solution that satisfies the departmental performance criteria above and complies with:

• NCC D1P9 – Communication systems for people with hearing impairment (performance solution)³¹
• AS 1428.5 – Communication for people who are deaf or hearing impaired, and
• Disability Discrimination Act 1992.

5.11 Security technology

Schools must provide a safe and secure environment for students, staff and visitors, including parents/ carers and service personnel. Security technology encompasses both proactive and reactive mechanisms to deter, detect, delay and support the response to unlawful activity whilst appropriately protecting school assets.

Security technology equipment and infrastructure must comply with and be installed in accordance with the relevant Australian standards.

Project consultants should also refer to the performance requirements in the following related sections:

• 3.5 School and early learning design principles
• 5.3 Building fabric

5.11.1 Security design

The DE Security Unit (SU) delivers a range of services to schools on security issues and crime prevention strategies. SU officers are responsible for providing expert advice on crime prevention, security risk management strategies and physical security infrastructure, such as:

• security alarm system design, installation and maintenance
• closed-circuit television (CCTV) systems
• Electronic Access Control and secure locking mechanisms, and
• other physical security infrastructure, strategies and protocols.

The VSBA senior project officer must gain Security Unit (SU) (school.security@education.vic.gov.au) approval for all security specifications, including for electronic security systems, during Design Development (DD) to ensure compliance with departmental security requirements in each facility.

Project consultants should also refer to VSBA and Security Unit Factsheets for further guidance on when to engage the Security Unit. Project consultants should also refer to SU guidance material for additional information, found in the Securing your school guidelines.

5.11.2 Physical security

Project consultants must provide, at minimum, the following physical security measures:

• installation of a duress button in high-risk meeting space/s as identified in the security specification. The duress button by default must activate a suitable alarm, preferably a strobe light in an administration or staff areas in the event of an emergency. Other supplementary security measures may include frosted windows between a meeting and reception space or CCTV
• provide security cabling (for duress button) to secondary locations for future expansion as identified in the security specification
• secure locking to external doors and openable windows, including the capability to lock all lockable doors from inside the building/room while retaining single action egress
• offices and teaching spaces in open circulation corridors or non-secure areas must be lockable from the inside with a snib lock, allowing single action egress
• enclosures to protect outdoor equipment, such as air-conditioning units and pumps, against theft and vandalism. Gaps or holes in these enclosures must be small enough to ensure the safety of children by preventing them from accessing the equipment, or the enclosures must be installed at least 1 metre away from the equipment
• an external key vault and/or an alternative must be installed near the administration building for ongoing security access
• a secure and master-keyed keying system for all locks and locking cylinders used in each facility. If the school is implementing an Electronic Access Control System (Smart Reader technology), all external doors must have a key override. This key should be limited issue to ensure access cards/fobs are used, and
• where a new early learning facility is to be delivered on a school site with additional community facilities, such as maternal child and health (MCH) consulting rooms or community meeting spaces, consultants must consult with the Project Control Group and early learning facility service provider about the design of barriers and gates to ensure access to the community facilities while maintaining secure early learning facility boundaries that only authorised early learning staff and registered users can access.

Early learning facilities on school sites must be designed to restrict public access to all areas. A fence must define the early learning facility’s perimeter to prevent school users and members of the public from accessing the early learning facility without permission and supervision.

Advice from the service provider should be obtained to determine where keypad entry systems should be installed within the early learning facility.

Careful consideration must be given to physical security so that latches and controls are operable by people with disabilities, without compromising security and safety.

Clear, non-scalable screens must also be installed at reception counters as an infection control measure and to maintain public-facing security. The screen design must be developed in consultation with school or Design Reference Group and prioritise safety and address school-specific needs, such as over-counter deliveries, speech transmission and accessibility. Refer to 3.5.1 Safety and security in design for further information on performance criteria for reception security measures.

5.11.3 Lighting

Well-designed lighting forms an important security technology measure for schools. For information on lighting for security purposes, please refer to the section on Security lighting (in 5.9.8 Lighting systems).

5.11.4 Fencing

Where required, fencing can be used to define school sites and identify boundaries to indicate where outsiders are not permitted. Any fencing and associated gates used at Victorian government schools must be strong, durable, and fit-for-purpose. For information, please refer to 5.1 Landscape architecture and to the Security fencing standard found in the department's Crime Prevention in Schools policy.

All perimeter gates and the paths leading to them should be wheelchair friendly and DDA compliant. Perimeter gates should have openable ranges to 180 degrees and should hold open by securing to the ground with drop bolts.

5.11.5 Intruder alarm system functional requirements

The VSBA senior project officer must liaise with the SU during design development regarding the design for electronic security systems for each facility so that SU can prepare the relevant documentation and specifications. This documentation will take into consideration the use of buildings and facilities for each site and project. Detectors must be positioned based on the design of the alarm specification provided by the Alarm, Installation and Maintenance Coordinator for each individual facility, including the number of smart readers and the configuration of internal spaces.

The security systems must be configured to enable non-technical staff to perform all necessary operational parameter changes, and to interpret alarms and events following minimal training.

The VSBA senior project officer must seek information from SU during design development concerning the potential impact on alarm systems from alterations or additions to facilities.

The scope of the installation must include all portable or permanent modular classrooms scheduled for installation on each site, and must include pre-wiring leads and installation of sealed buried conduits to facilitate extension of the electronic security system to the locations of future long-term and peak portable or permanent modular classrooms.

5.11.6 Electronic access control system

Electrical design must consider the internal materials palette and school day to day use. A review must be completed by IMTD, the school, PDC and VSBA following electrical rough in. The review should consider the location and type of outlets, data points, phone points, and overhead projection interfaces.

Proximate card access technology can be installed at schools, but project consultants must liaise with SU for guidance on their design and installation.

If an EACS is in scope, the installation must comply with the following requirements:

• the intruder alarm system and the access control system must operate as two fully separated systems with no integration. The access control system must not arm, disarm, or override the intruder alarm system
• the access control system must be scalable
• the access control system must interface with the fire panel to automatically release controlled doors along fire evacuation paths during a fire emergency
• the external electronic door locks must be configured as single-handed egress functionality to provide free egress during power supply failure (including backup battery failure), or alternatively
• an emergency door release (break-glass unit) can be installed at the secure side (inside) of a door. The break-glass unit must be connected directly in series with the power supply unit of the electronic door lock. When the unit is activated, it must cut off power supply to the electronic door lock and release the lock immediately. The status of the break-glass unit must trigger an alarm event on the access control system

5.11.7 CCTV monitoring

CCTV monitoring is not mandated for facilities. Where installed they are an effective way to deter, detect and support the response to unlawful activity.

If CCTV is to be installed as an additional security measure, the VSBA senior project officer must liaise with the SU during design development to provide expert guidance on the design and installation of these systems. All system proposals must be approved by SU and comply with and be installed in accordance with AS/NZS 62676 1.2 and the DE CCTV Policy.

If installed, CCTV must use video motion detection, pre-event and post-event recording, and must locally record CCTV images at each site. Recorded images must be able to be retrieved for post-incident review.