SIK-Holz_schulhof2016_en

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08 SIK-Holz® › General Planning Structure General Planning Structure The schoolyard begins at the exit door The division of school yards into functional areas has proved its worth. These functional areas do not necessarily need to be distributed equally across the schoolyard. The size, form and topography as well as the materials used depend on the way in which the space is used. Attention should be paid to the gender-specific needs in some functional areas. natural area creative area retreat area The entrance area of a school can also be a meeting point within a neighbourhood. Information about the school, about public events in the school or in the neighbourhood should be displayed here in an inviting manner. This creates a networking function for the school and improves acceptance within a neighbourhood. The entrance area is also a waiting place for students and parents. Covered seating as well as small play and movement opportunities can make the waiting more pleasant. Depending on the school size and the number of schoolchildren, the play and movement area takes up the largest part of the schoolyard. Natural elements, such as slopes and valleys, can also play a role in inviting physical activity. Playground equipment is also important in this area. Children like both traditional as well as modern variation of playing and use objects and spaces in very varied ways. It is crucial to offer a diverse and well-balanced range of play and movement in this area. In the nature area children have the opportunity to experience and understand nature. It is more important than ever to give the children a chance during their school day to get to know the interactive dependencies between plant and animal world and thus to develop a sense of responsibility for the environment. Elements for retreat areas should be located in calm places in the schoolyard. By recessing, raising or planting around these areas, places of rest are automatically created. However, they can also deliberately interrupt a larger area, thus lowering the pace within this area. The creative area is particularly important at all-day schools. These include, in particular, areas where one can play creatively and imaginatively with the elements of sand and water in the afternoon. Wood and small stones for building should be available in this area, too. It is also possible to set up an outdoor workshop, if possible in the communication area scool building play and movement area vicinity of a shed or a storage room for tools and materials. It can provide opportunities for crafts and arts, either on a daily or project basis. Communication areas always form where small or large groups can sit, stand or lean. Particularly wide stair steps also facilitate this. The sports area should not only be used for sports lessons, but should also be available during breaks and especially at all-day schools in the afternoon. The classic sports stadium is not necessary for this. It makes sense to have several smaller areas (e.g. football, volleyball or basketball). In these areas, manageable groups with the same intentions and interests often meet. In addition, the orientation in a smaller room is easier and the change to a different game is possible more quickly. Account when planning DIN EN 1176 »Playground equipments« and DIN EN 1177 »sPlayground flors«. entrance sport area gymnasium bicycles
Nature Area ‹ SIK-Holz® 09 The child's interest depends on the possibility of making his own discoveries. m. montessori Natural Area Experience and understand nature With relatively small financial means, dreary schoolyards can be turned into open air laboratories for a dynamic and enthusiastic learning experience. To achieve this, every schoolyard needs a sustainable "green framework" of trees, shrubs, lawns and flower beds. The more diversity, the better. It is comparatively easy to bring a beautiful flower field to the schoolyard. It requires only a pieces of open soil. Already in the first year many wild herbs will grow. The interaction of flora and fauna can be increased within the areas of the schoolyard which are not frequented very much. By creating heaps of leaves and stones, and ideally also a small pond, many birds, insects and small animals will be attracted to the schoolyard. Nesting boxes and insect hotels can be built to observe those animals. Each child should also be able to experience the life of a plant from sowing to harvest during his school days. No great efforts are necessary for this. A small bed for each child, about half a square meter, is sufficient. Raised beds with a height of 50 cm are especially advantageous. Here, children who use wheelchairs or carry prostheses can also do garden work. Another way to create a little garden for each child is to use mobile vegetable boxes that can be taken home during the holidays. After the harvest, the vegetables can be prepared and eaten together. Or it is processed into jam, dried fruit or tea. All of these are defining social experiences with very complex learning contents. In the computer age these things must not be lost. Each child should also learn how waste food and plant matter become valuable compost. Here the importance of earthworms, snails, beetles and other bugs can be learned through observation. Simple compost containers can be constructed by stacking and wedging some wooden boards. By evenly mixing dry and wet waste, annoying odors are prevented. But these also belong to the sensual experience of nature in a schoolyard. Other sensory experiences in the schoolyard can be self-built wind chimes that hang in the trees and appeal to the sense of hearing. Or the familiar touch path, which, by touching natural elements with feet or hands, trains the tactile sense and the temperature sense. The sense of balance is trained by interesting opportunities for movement. There are many examples for this on the following pages. Only the entirety of the senses lets us experience the dimensions of our self.
Page 1 and 2: #3 Schoolyard Playgrounds 100 indiv
Page 3 and 4: Content 02 SIK-Holz® 04 Material &
Page 5 and 6: SIK-HOLZ® ‹ SIK-Holz® 03 Opposi
Page 7 and 8: Material & Quality ‹ SIK-Holz® 0
Page 9: The Schoolyard ‹ SIK-Holz® 07 1
Page 13 and 14: Play and Movement Area
Page 15 and 16: Climbing & Exercise Equipment ‹ P
Page 17 and 18: Climbing & Exercise Equipment ‹ P
Page 19 and 20: Climbing-Balancing-Structures ‹ P
Page 27 and 28: Multi Units ‹ Play and Movement A
Page 35 and 36: Swings ‹ Play and Movement Area
Page 37 and 38: Swings ‹ Play and Movement Area
Page 39 and 40: Sports Area
Page 41 and 42: Sports Elements ‹ Sports Area ‹
Page 43 and 44: Sports Facilities ‹ Sports Area
Page 45 and 46: Communication- and Retreat Area
Page 47 and 48: Benches & Seating Groups ‹ Commun
Page 49 and 50: Benches & Seating Groups ‹ Commun
Page 51 and 52: Meeting Points ‹ Communication- a
Page 53 and 54: Rotating Elements ‹ Communication
Page 55 and 56: Single Elements ‹ Communication-
Page 57 and 58: Additional Elements ‹ SIK-Holz®
Page 59 and 60: Imprint Puplisher SIK-Holzgestaltun

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