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8 SIENA C OLLE GE SIENA C OLLE GE 9
CAPABILITY STATEMENT CAPABILITY STATEMENT
value sector. We are called upon often to run Professional 6 OPTIMISATION OF EXISTING
Development workshops including Educational Leaders,
FACILITIES & DIFFICULT EXISTING
CONDITIONS
Staff, Students and Academics, to present at Seminars,
proposition University student workshops etc. This is a testimony to Most of our work involves choices about how much and in
our standing in the industry and understanding of this
what way to refurbish, augment, repurpose or integrate
‘space’. Our Director is a former Chair of the Association
for Learning Environments (Vic) and an International existing assets – often in tight urban sites. We have particular
Awards Judge of Learning Spaces. skill in extracting exceptional value from what already exists.
We can speak to many projects where we have helped schools
Our strengths in Educational We have conducted longitudinal studies, including make respectful but also bold choices that make sense and
post implementation review in collaboration with
02 Master Planning and Architecture university academics as part of evidence based design. are financially justifiable and to the wider community. Our
experience has delivers good judgement so that the past is
Our experience spans across Early Learning, Primary
and Secondary learning contexts. We have designed repurposed meaningfully into the overall future solution.
every facility type, including STE(A)M, performing arts, 7 INTEGRATION
administration, food technology, in addition to general & AMENITY
learning environments.
Our design gets out of the way of its users. Our expertise in
space and flow planning minimises the friction in teaching
1 HUMAN SCALE, RESPECT FOR THE 4 COMMERCIAL and learning activities by understanding what you do daily
ACUMEN
and how you do it, so that spaces and equipment enable
INDIVIDUAL & NETWORKING THE
COMMUNITY With limited project budgets balacing functional rather than resist. The places we design are healthful and
requirements, we have been consistently able to design holistically considered, where we integrate flexible internal,
Some designs look good in a presentation but fall apart solutions that declare a visible, confident and compelling transitional and outdoor spaces and landscape. This is not
when humans inhabit and move through the spaces. We presence that attracts and engages the school’s target simply for aesthetics but for functional and curriculum utility
design at a human scale with a view to human experience market. across all seasons. From Master Planning onward we uncover
and wellbeing – for times when the human spirit needs opportunity for connection, interaction and efficient flow.
to be internal and focused and times for connection and 5 VALUE OVER TIME &
shared endeavour. This moderating lens is particularly ADAPTABILITY 8 DESIGN THAT DOESN’T DATE
important to deploy at Master Planning, where the & ISN’T FADDISH
incentive is for gestures of grander scale. We don’t believe that aesthetics and amenity are
proportional to expense. We have a reputation for Part of delivering value is designing so that facilities do
As part of this, we design for opportunity of interaction delivering exceptional spaces on modest budgets based not date quickly. We deliver compelling designs that are
and community building so that networks emerge and on intelligent use and placement of materials and clever nevertheless aesthetically durable across time.
ownership, care and support for the school develops. design solutions. This maximises durability and minimises
2 STREAMLINED CONSULTATION PROCESS upkeep costs. 9 DISRUPTION
MINIMISATION
Multi-use and flexible spaces multiply the budget and
THAT MINMISES CHANGE RESISTANCE
minimise future expense via their adaptability. Facilities We are expert at clever staging and disruption management,
We have a mature stakeholder consultation and brief are planned to support a wide range of functional and so that the school campus can maximally continue to function
development process that efficiently moves forward but programmatic opportunities, driven by curriculum while works progress apace through their stages. Our project
which also captures and addresses the issues, concerns and innovations yet to be articulated or wider community at Mannix Residential College involving refurbishment and
opportunities that participants with different perspectives needs. new works (see later) is a great example, where we kept a
can offer. We suspect your school, as it currently is, is the tight site functioning 24hr/day.
subject of ownership by many in your community. We are
great with people and deploying a process founded on
positive regard for all participants and the socio-cultural
context, ensuring that people of different backgrounds
and views are heard and feel enfranchised.
This works toward a proposed solution that is widely “A wealth of knowledge and understanding to all discussions related
owned so that change can be managed well and issues
don’t rebound later. to twenty-first century learning and teaching methodology... great
3 DEEP EXPERTISE IN EDUCATION AND solutions to any challenges we met along the way.”
Woodleigh School, Homestead Redevlopment EVIDENCE BASED DESIGN
Langwarrin South We are actively engaged in professional platforms and PAULINE AUDLEY, FORMER PRINCIPAL
networking, encouraging dialogue and research into this ST THERESE PRIMARY SCHOOL
