Stephen Leacock Educational Complex for the Scarborough Board of Education.

Saved in:
Bibliographic Details
Title: Stephen Leacock Educational Complex for the Scarborough Board of Education.
Authors: Abram and Ingleson, Architects, Don Mills (Ontario).
Peer Reviewed: N
Page Count: 40
Publication Date: 1966
Descriptors: Auditoriums, Building Plans, Building Systems, Classroom Design, Dining Facilities, Educational Complexes, Educational Facilities Design, Educational Parks, Educational Programs, Facility Case Studies, Gymnasiums, Home Economics, Laboratories, Libraries, Mechanical Equipment, Physical Education Facilities, Structural Building Systems, Theaters
Abstract: The first Canadian attempt to provide a comprehensive educational environment to satisfy the demands for "flexibility" in the educational continuum from kindergarten to grade 13 is discussed. The complex integrates three levels of learning into one campus, providing facilities for collegiate pupils, senior school students, and junior school students. An academic structure was designed to--(1) accommodate present educational needs and provide for change in future educational philosophy and methods, (2) utilize new component systems, and (3) share common facilities. All three facilities are grouped on one site, which allows for more meaningful site relationships between schools in terms of outdoor space and sports facilities, pedestrian circulation, mechanical distribution, service access and community use, and the physical manifestation of a "student village" concept. (RK)
Entry Date: 1970
Accession Number: ED032717
Database: ERIC
Description
Abstract:The first Canadian attempt to provide a comprehensive educational environment to satisfy the demands for "flexibility" in the educational continuum from kindergarten to grade 13 is discussed. The complex integrates three levels of learning into one campus, providing facilities for collegiate pupils, senior school students, and junior school students. An academic structure was designed to--(1) accommodate present educational needs and provide for change in future educational philosophy and methods, (2) utilize new component systems, and (3) share common facilities. All three facilities are grouped on one site, which allows for more meaningful site relationships between schools in terms of outdoor space and sports facilities, pedestrian circulation, mechanical distribution, service access and community use, and the physical manifestation of a "student village" concept. (RK)