PROSPECTUS: Living School

LivingSchool
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A new co-learning not-for-profit independent school opening in 2020. Our prospectus highlights our vision to be a truly unique progressive educational program. To view our website - https://living.school
Facebook page - https://www.facebook.com/livingschoolbyron/
Email us - office@living.school

About the power of inspiring places...

where children learn,

teaching is untethered

parents connect, and

a community thrives.

Living School is a progressive school for personal and academic

exploration of contextual learning in a caring community environment.

wellness community creativity nature thinking

Page 1 Page 1


Intention

At the heart of Living School,

Northern Rivers is a focus on

engaged learning. To this end, our

curriculum has an emphasis on

interest-based pedagogy - where we

offer philosophy, conceptual

understanding, community

collaboration, expression, ecoawareness,

service and indigenous

culture.

Living School celebrates our

connection to nature and each

other’s personal uniqueness: the

fundamental principles for leading a

fulfilled life. Celebrating our

diversity allows us to respect our

individuality.

Living School is a new independent co-learning community where students and parents learn for life.

Living School Byron acknowledges the Traditional Custodians of Bundjalung Country and pays respect to Elders past, present and future.

An emphasis on teaching the

universal character traits for

success as explicitly defined in our

values, attitudes and skills, via the

VAST framework, is key to Living

School practice.

We offer a contemporary

environmental education informed

by traditional knowledge and

connection to nature. Learning is

active and, where possible, occurs

outdoors. The Living School

campus grounds and the broader

environment of hills, forests,

valleys, farms, swamps, rivers,

estuaries and oceans are our

classrooms.

Living School aims to support young

people to grow as resilient, aware,

inspired, creative, skilled and

empowered individuals.

The academic focus will be based on the

NSW Australian Curriculum, integrated

themes, project-based personal learning

pathways, entrepreneurship and

mentorship.

Living School consists of four stages:

early years (4-6 year olds),

primary (7-12 year olds),

middle school (13-16 year olds)

There is the intention of senior college (17-19

year olds).

Living School acknowledges the traditional custodians of Bundjalung Country and pays respect to Elders past, present and future.

Page 2 Page 2


The location choice of the Northern Rivers is the ideal lifestyle location

and has a global appeal.

Living School Byron acknowledges the Traditional Custodians of Bundjalung Country and pays respect to Elders past, present and future.

Location: Northern Rivers, NSW

The Northern Rivers of NSW has an incredibly versatile community: there

is a hinterland that merges alternate lifestyles with rural and indigenous

traditions; there is tourism and excellent restaurants, and the beaches

are exquisite clean white-sand coastal areas. This is the area that

receives the first sunshine on the continent of Australia – the most

easterly point.

The area has Byron Bay – an epicentre for international travellers and

alternate lifestylers, recognised as the most easterly point of Australia;

Brunswick Heads – a small coastal township with beautiful river, estuary

and beach. Nimbin – the area renowned for the Age of Aquarius

awakening; picturesque rainforest, rock formations and numerous

waterfalls; Mullumbimby and its precincts, including Wollumbin (Mt

Warning), the largest extinct volcano in the Southern Hemisphere;

Lismore – a university town with organic farms; Federal, Newrybar,

Rosebank – the hinterland villages, with macadamia plantations and

rainforests; Broken Head, Lennox Head and Evans Head, with some

of the world’s best surfing beaches; great fishing and marine parks,

indigenous landscapes and traditions, and numerous tourist attractions.

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Connecting

to public

spaces

Living School connects learners with the local community, utilising Lismore's amazing

offerings located only minutes from the Living School base-camp site. Facilities

surrounding the campus engages our students with the local businesses and community. In so

doing, our learners develop their connections with public spaces, which is part of our

philosophy on 'oursness'. It is vital for people to feel a sense of belonging. In our growing

disconnected world, Living School strives to let our local world be our guide.

Page 4


Parents are encouraged to share in the educational programs and life-style with their children – such as joining them for

lunch, participating with the students in experiential lessons, being active in supporting community actions.

Living School Byron acknowledges the Traditional Custodians of Bundjalung Country and pays respect to Elders past, present and future.

A Community-

Linked Network

If schooling is to prepare students

for a purposeful life in a community,

it follows there must be interaction

between school and the corporate

community.

Living School offers links with local

businesses, a teaching university

(Southern Cross University in

Lismore), local TAFE vocational

learning and the distance education

office in Ballina. These institutions

collaborate and allow Living School

to grow a strong network for

entrepreneurial opportunities and

internships.

Communal Learning -

Assemblies & Access

Learning does not stop when

schooling ends - and at Living

School we galvanise this awareness

by offering sessions for the wider

community - not just the children.

Living School offers courses that

stimulate, educate and build

community. Assemblies are open

to all and share in developing

awareness, creative and critical

thinking skills. Guest speakers are

invited to share their news and give

personal accounts of areas of

interest.

We strive to let the

local be our guide.

Focusing on local issues increases

understanding that is manageable

and real.

Developmentally, we purposefully

develop a love of nature (biophilia) as

a place of beauty before discussing

issues that cause consternation and

fear (ecophobia).

Our aim is to increase awareness (at

age-appropriate stages) offering not

a view-point but a panorama of

possibilities.

We believe in balance

Page 5 Page 4


We believe that all children have a limitless potential and that the role of every educator and parent is,

before all else, to activate and mobilize the potential within a child, rather than see him or her from a point

of view based on limitations and flaws.

Living School Byron acknowledges the Traditional Custodians of Bundjalung Country and pays respect to Elders past, present and future.

Vision

Living School cares to teach, challenge and

nurture good people for a sustainable future.

Quest

To create a unique independent colearning

community that fosters,

through education and training, the

emergence of responsible,

respectful and fulfilled citizens who

contribute to humanity, care for our

natural environment, and connect

with a sustainable world.

Purpose

To educate personally, purposefully

and mindfully as a sustainable

community.

Goals

• To develop responsible contributors

• To make schooling engaging.

• To draw together a community in

kindness.

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"We are just an advanced breed of monkeys on a minor planet of a very average star. But we can understand the Universe.

That makes us something very special."

- Stephen Hawkings

Living School acknowledges the Traditional Custodians of Bundjalung Country and pays respect to Elders past, present and future.

The 'Living' Philosophy

Living Well

Learning how to live well is

vital. Wellness (also

described as mindfulness) is

a positive state of being. It is

about living in the moment,

conscious of our subconscious.

With awareness

we are able to manage our

emotions, behaviour and

reactions.

Living School incorporates

programs such as

meditation, yoga, nutrition

and positive psychology. As

defined in the Somatic

theory: intelligence is not

happening in the brain alone.

Living

Architecture

Living School is designed to

embrace the environment.

Living architecture is based

on structures that grow

and are sustainable,

allowing the students to

design and build their own

learning spaces!

Classrooms do not have to

be brick and mortar – they

can be learning pods,

cubbies, open spaces. The

focus is to offer our

community a chance to

experience good design –

inspirational low impact.

Living Food

Living food is focused on

nutrition and well-being by

using ingredients that are

home-grown and natural.

Living School adopts these

principles in developing

‘free-range’ kids: offering

space, nature-based

learning, and the

opportunity to garden, play

and explore the natural

environment. Our focus is

not to indoctrinate but to

instil conscious

understanding to evoke

responsibility in the

individual’s choices.

Living Learning

Living Learning is a unique

focus on creating a

curriculum that grows with

the needs of a community.

Every year there is a

Festival of Thought: where

interested supporters of

progressive education come

together to learn, adapt and

grow the Living School

curriculum. And our

commitment is to ensure

all our curriculum

documentation is freely

available online as opensource

schooling.

Page 7 Page 6


Living School Byron acknowledges the Traditional Custodians of Bundjalung Country and pays respect to Elders past, present and future.

Our Values: The new3Rs

Respect

Respect is honouring and holding

in high esteem another person,

belief, or thing.

• Respect for yourself

• Respect for others

“You don’t have to be friends, but you do have to

be friendly.”

• Respect for property and

ownership

• Respect for Nature and the

environment

Responsibility

The state or act of being

responsible, answerable, or

accountable for something

within one’s power, control, or

management.

• Responsible for our thoughts

• Responsible for our words

• Responsible for our actions

• Responsible for our deeds*

*deeds are defined differently to actions:

deeds are intentional actions to help or

make a positive impact on others or the

environment.

(+ve) Relationships

The way in which people regard and

behave toward each other in a positive

and productive manner.

Positive and productive social connections

are vital in today’s competitive global

community.

Positive relationships are not

merely "friendships"; positive

relationships are productive.

Page 8 Page 7


Unique Keystones and Progressive Frameworks

Living School Byron acknowledges the Traditional Custodians of Bundjalung Country and pays respect to Elders past, present and future.

What Makes Living School Progressive?

Future Focused

Our future is defined by our past. Living School respects the local indigenous heritage with emphasis on sustainable, naturebased

living. We draw on social, entrepreneurial, environmental foundations. We emphasise the 'universal skills' for success

via our VAST framework.

Campuses and Community

Living School emphasises flexible learning beyond the classroom and the campus. Our focus is to offer connections with our

local community, including more excursions and off-site learning experiences. An annual festival of thought for community

input and review of Living School.

Organisation

Living School has a unique flexible timetable and six term calendar purposefully designed around learning retention,

engagement and findings from neuroscience. International days and ceremonies are sown throughout the academic year.

Teaching and Learning

Tangible teaching with training to develop expertise around unique learning lenses. Time committed to teachers for

collaboration to develop engaging learning experiences. A unique Artisan program for specialist electives. A focus on three

frames: 1. KeyStone Foundations (Nature, Life and Living, Identity, Civilisation, Phenomena); 2. Proficiency (Maths, English,

Science, Technology); 3. Experiential (active, hands-on).

Care and Service

A focus on personalised holistic care where the emphasis is on a love-based pluralistic community.

Page 9 Page 8


Early years

(4-6 year olds)

This stage is focused on

social connectedness,

literacy and numeracy

development via playbased

learning, naturebased

learning.

Living School Byron acknowledges the Traditional Custodians of Bundjalung Country and pays respect to Elders past, present and future.

Living School is Co-Educational but Flexible!

Schools must be flexible if they are seriously interested in educating the individual needs of today’s learning. Living

School is co-educational but offers experiences that adapt to the needs of learning styles and groups: co-educational;

single-sex classes; mixed ages; mixed capacity.

Structured Around Four Key Developmental Stages:

Primary

(7-12 year olds)

Inquiry-based learning,

Increasing awareness via

comprehension, participation

in charity and service,

expression, sport, accelerated

learning strategies, Social

Emotional Affective Learning

(SEAL).

Class Sizes: No Age Cage

People do not learn based on chronological age. So why

do we school in age cages? Living School offers agility to

place students in learning opportunities that are agile

and flexible, promoting social and emotional

development. Younger students are nestled in age

appropriate stages to manage their development safely

Middle school

(13-16 year olds)

BrainBarn &

entrepreneurship,

makerspace, project-based

learning, Big History

Project, sport, service,

study skills.

Agility not Ability Groups

Senior College

(17-19 year olds)

Creating personal

pathways, MUN, service

leadership, tertiary,

mentorship, open-wall

learning.

We adopt (and adapt) recent research on neural science

into learning practice. Maturity appropriate, we cluster

students into groups based on understanding - not age!

Concluding each unit, groups mix, depending on

understanding of the new concepts. An exciting preteaching

assessment system is used at regular intervals

so we extend, manage and monitor.

Page 10 Page 9


Governance and

Contribution

KEYS:

management, structure, coordination, expertise,

inclusivity, community agency

Page 11


“Do not train children to learn by force and harshness, but direct them to it

by what amuses their minds, so that you may be better able to discover with

accuracy , the peculiar bent of the genius of each” Plato

Living School Byron acknowledges the Traditional Custodians of Bundjalung Country and pays respect to Elders past, present and future.

Living School's objects from the Constitution

The guiding principles are based on developing an holistic co-learning community, which:

(a) emphasises holistic, student-centred experiential learning

(b) is centred around sustainability, community, technology, citizenship and service, entrepreneurship, wellness and

academic excellence

(c) is committed to celebrating, supporting and integrating indigenous culture and heritage

(d) has a focus on educating students using progressive pedagogy to address personal learning goals

(e) takes an active part in the community life of the local community for every campus under the governance of the

Company; and

(f) if feasible, provides access to enrolment and residential care facilities for pupils outside the community

The Living School is about the power of inspiring places...

where children learn,

teaching is untethered,

parents connect,

and a community thrives.

Page 12 Page 11


Living School acknowledges the Traditional Custodians of Bundjalung Country and pays respect to Elders past, present and future.

Good Governance

Living Schools Global is a not for profit company limited

by guarantee listed registered with ASIC. It has a guiding

Constitution. Board members are vetted to be

recognised as responsible persons who have declared

any perceived conflicts of interest.

Board members are not on the school board in order to

represent and / or promote the interests of particular

groups or stakeholders. Nor are they there to represent

the interests of their constituents. The paramount

obligation on all board members to act in the best

interests of the school as a whole arises on account of

what is known as the “fiduciary relationship” between

each board member and the school.

The fiduciary relationship is a general law notion and

simply requires board members to act honestly, fairly, in

good faith, and with integrity, and act unwaveringly in the

best interests of the school, while maintaining

confidentiality.

Board Members & Associates

Board members (maximum of nine) for Living School must

share the vision, purpose and goals. They are selected via a

democratic process, whereby they are proposed by any

current member of the school community and the proposal

is communicated with the current parents, and must be

seconded by a Board member. Their background and

qualifications are published to the community with a period

of four weeks for feedback.

The Chairperson officially appoints a Board member and

communicates the appointment to the community. Board

Members are elected for a period of three years, with the

opportunity to extend for two additional years. Board

members must comply with legislative requirements that

arise under the Corporations Act.23.

Sitting under the board are working parties. Leaders of

working parties are deemed associate members - and are

aligned to specific Board members. Associate members are

encouraged to apply for Board positions.

Page 13 Page 12


Living Schools Global

ABN: 97 632 135 589

Our Business Structure

Living School will build on a solid foundation of fairness, collaboration and

responsibility to support the growth of our independent school.

We will ensure we employ competent staff (teaching and non-teaching) to deliver

the progressive Living School philosophy and support its growth. Staffing and staff

management are two platforms. Our focus will be to select teaching staff who

have completed our training pogram. In so doing, we will be make judgements

based on their interaction, expertise, and attitudes. The training program must be

completed as a pre-requisite for any teaching position. This structure offers Living

School more insight to reference other than interview and referee checks.

Our focus is on employing the right people, having consensus of Board regarding

our policies, and clarity around the management of procedures to execute policies

successfully.

Page 14


Funding Approach - the need for fees

One of the principles of the Living School is to have a diverse campus with multiple learning and community

amenities, offering opportunities beyond those of a conventional school:

Living School is a registered not-for-profit company limited by guarantee. Our budgets are supplemented by

fees. The vast majority of our budget is for salaries.

Financial and Academic Reporting annually

Living School is a registered and accredited school, granted

approval by the Minister of Education. We have legal

responsibilities to report annually on our academic and financial

status. Living School believes trust comes from transparency.

Our levies and fees are always focused on balancing the best

education experiences prudently with financial expectations

placed on parents/carers.

Rebates and Discounts

Family Rebates

10% for second sibling

15% for third and subsequent siblings

(discounts only apply for students paying full tuition)

Full Year Tuition Fees and Levies

5% discount on tuition fees

(if paid in full by 5 February 2020)

Page 15


Page 16

KEYS:

living, sustainable, low impact, repurpose, form balanced function,

awe-inspiring, green/natural


Living School Byron acknowledges the Traditional Custodians of Bundjalung Country and pays respect to Elders past, present and future.

Unique Design: Form balanced with Function

Schools should nurture a sense of belonging linked to a place of purpose that is fun (stimulating). From the buildings to

the play spaces to the classrooms to the furniture, Living School uses natural sustainable resources to promote a sense

of beauty, wonder and awe. Design inspires the imagination. Our physical orientation, simply how we stand, or how we

function in physical space, enriches our consciousness.

Living

Structures

structures that are

designed intentionally to

retain the properties of

living things and, when

necessary, utilise only

sustainable products.

Brain Barn

an open-space learning

environment for middleto-high

school students

that offers self-paced

learning and mentoring

with purposefully

designed spaces for

learning and

collaborating.

Learning Pods

smaller learning areas

nestled in unique

environments

constructed by the

students which allow

Living School to expand

beyond the ‘campus’,

with specialized areas for

focused learning in

nature.

Learning

Pathways pathways that

combine interesting learning

opportunities and augmented

reality via webcasts. As

students move between

learning precincts/pods/classes

their curiosity is stoked and

they consider learning to be

life-long and ubiquitous.

We are more than a brain;

we are living beings connected to our environment.

Page 17 Page 7


Lismore Campus - first 'green' building in Lismore

Page 18


Lismore Campus - a co-learning hub

combining childcare, before/after school care, vacation care, cafe, school and community training centre

Page 19


NOTE:

1. DRAINAGE TO COMPLY WITH AS/NZS 3500.3-2015

2. TERMITE MANAGEMENT TO COMPLY WITH BCA 2016 PART 3.1.3 AND

AS 3660.1-2000

3. FOOTINGS + SLABS TO COMPLY WITH AS 2870-2011

4. STEEL FRAMING + MEMBERS TO COMPLY WITH AS 4100-1998 Amdt 1

5. TIMBER FRAMING TO COMPLY WITH AS 1684.2-2010 Amdt 1

6. ROOF CLADDING TO COMPLY WITH AS 1562.1-1992 Amdt 1,2+3

7. GUTTERS + DOWNPIPES TO COMPLY WITH AS/NZS 3500.3-2015

8. WALL CLADDING IS TO COMPLY WITH AS 1562.1-1992 Amdt 1,2+3

9. GLAZING IS TO COMPLY WITH AS 2047-1999 Amdt 1+2 AND

AS1288-2006 Amdt 1+2, AS REQUIRED BY BCA 2016 PART 3.6

10. SARKING TYPE MATERIALS USED IN A ROOF MUST HAVE A

FLAMMIBILITY INDEX OF NOT GREATER THAN 5

11. SMOKE ALARMS ARE TO COMPLY WITH BCA 2016 PART 3.7.2 + AS

3786-1993 Amdt 1,2,3+4

12. BUILDING ELEMENTS IN WET AREAS MUST BE WATERPROOF OR

WATER RESISTANT IN ACCORDANCE WITH BCA TABLE 3.8.1.1 +

COMPLY WITH AS 3740-2010 Amdt 1

13. ROOM HEIGHTS TO COMPLY WITH BCA 2016 PART 3.8.2

14. CONSTRUCTION OF SANITARY COMPARTMENTS TO COMPLY WITH

BCA 2016 PART 3.8.3.3 AND 3.8.5.3

15. NATURAL LIGHTING TO COMPLY WITH BCA 2016 PART 3.8.4.2

16. ARTIFICIAL LIGHTING TO COMPLY WITH AS/NZS 1680.0-2009

17. NATURAL VENTILATION TO COMPLY WITH BCA 2016 PART 3.8.5.2

18. STAIR CONSTRUCTION TO COMPLY WITH BCA 2016 PART 3.9.1

19. BARRIERS AND HANDRAILS TO COMPLY WITH BCA 2016 PART 3.9.2

20. ENERGY EFFICIENCY MEASURES IN ACCORDANCE WITH BASIX

REPORT CERTIFICATE NUMBER: 881027S_04

21. BUILDING FABRIC INSULATION TO COMPLY WITH BCA 2016 PART

3.12.1.1 + AS/NZS 4859.1-2002 Amdt1

GROUND FLOOR

Demolished Wall

Existing Structure

Proposed Works

Proposed Fence

Existing Boundary

Image: Example of Children's Toilet

880

270

7330

2400

Set Back existing windows to

create planter and overhang

for shading street front facade

New steel structure to

support existing slab.

(See Engineers Detail)

9440 7770

2800

Daycare

New hw timber column to

support existing slab.

(See Engineers Detail)

6770

2700

2400

850

2520 1900

2350

1250

Childrens

Toilet

950

950

Store

Store

3590

Reception

Disabled

1000 1860

Toilet

Toilet to

AS 1428.1

1090

310

Shower waste to

connect to grease

trap.

1570

1100

Entrance Lobby

Stair to

AS 1428.1

Disabled

access lift

SS Bench - JS

to source

900

800

SS

1340

4570

Fridge below

counter

School Canteen

Entry for residents

Note:

All building work in connection with the occupation or use of the premises

for the preparation and storage of food shall be designed and carried out in

accordance with the requirements of the:

(a) Food Act (as amended)

(b) Food Regulation (as in force);

(c) Food Standards Code

(d) AS4674 (Design, Construction and Fit-Out of Food Premises);

(e) Lismore Water - Trade Waste Section;

(f) AS 1668 Part 1;

(g) AS 1668 Part 2;

(h) the Protection of the Environment Operations Act; and

(i) the Building Code of Australia;

The relevant matters to be taken into account under this approval relate to:

(a) construction, materials and finishes;

(b) installation of fixtures, fittings and equipment;

(c) washing facilities, other facilities and special requirements;

(d) mechanical ventilation and exhaust discharges; and

(e) temperature control

Main Entry for School

+ Living Kinder

HW

900

3100 200

Garden

Additional planting to

boundary surrounding

canteen courtyard

Existing bench +

cupboard above

Living Kinder Child Care

Staffing

Operating Hours

39 Children (Aged 3 to 5)

4 Teachers, 1 Admin

7:30am - 6:30pm (Monday - Friday)

Unencumbered Indoor Space 126.8m 2 (3.25m 2 p/c)

Unencumbered Outdoor Space 173m 2 + 175m 2 = 348m 2

Internal Storage (0.2m 3 /child) 13m 3 (R=7.8m 3 )

External Storage (0.3m 3 /child) 14m 3

Toilet

4 Children's + 1 Disabled Toilet

As Per As 1428

Car Parking

9 Spaces + 1 Disabled Space

As Per AS 2890

School Cafeteria As Per AS 4674

Security Lighting As Per AS 4826

2980 3410 2980

Deck Above

Outdoor Eating + Making Area

Walkway Above

Living Kinder Garden

1500

PROPOSED DA FOR LIVING SCHOOL + LIVING KINDER

John and Sophie Stewart

63-67 CONWAY ST

LISMORE, NSW, 2480

Page 20

NOTE:

ALL CONSTRUCTION TO BCA + AUSTRALIAN STANDARDS

ALL EXISTING LANDSCAPING + TREES RETAINED

ALL STORMWATER AS EXISTING

N

GROUND FLOOR

SCALE : 1:100 @ A3

DATE : 21/2/19

DWG NO. : 6

DRAWN BY : Jed

CAVE URBAN Pty Ltd

ABN 99156120393

73 Bulkara Rd, Bellevue Hill

NSW 2023

t: +61 02 9363 5952

e: nici@caveurban.com

w: www.caveurban.com


9440

12450

4700 4520

3630

4970

3630

Meeting Room

Library

7360

Set Back existing windows to

create planter and overhang for

shading street front facade

Study Space

1750

Study Space

1600 1510 380

280

1680

1300

680

Access in ceiling

to Flood Refuge

6460

6460

Hebel wall for fire

seperation

Garden 15m 2

Garden planting to

edge of beam

below

900

900

900

Female

Toilet

1040

Disabled

access lift

Flood Access

Office

Roof above shown

dashed

14970

1190

3670

Tutorial Room

Lecture Space

35mm self

closing fire door

850

530

1020

1600

Existing Residence -

For live in staff

3640

Tutorial Room

900

900

FIRST FLOOR

1800

900

Male Toilet

Living School

Max 60 students (Aged 9 to 16)

Staffing

Operating Hours

3 Teachers

9:30am - 4:30pm (Monday - Friday)

3450

2730

3040

New door to proposed deck

Living Learning OOSHC

Max 30 students (Aged 9 to 16)

Staffing

2 Teachers

Operating Hours

4:45pm - 6:45pm (Monday - Friday)

Unencumbered Indoor Space 162m 2 Upstairs 45m 2 Downstairs

Unencumbered Outdoor Space 47m 2 Upstairs 48m 2 Downstairs

Internal Storage 7m 3

Administration 7m 2

Proposed roof

above deck

Proposed deck to

replace approved

pergola

1500

Toilet

F- 3 Toilet, 2 Basins

M- 2 Toilets, 1 Urinal, 2 Basins

As Per As 1428

Security Lighting As Per AS 4826

Rear access elevated

walkway to garden

through 'Train of

Thought'

PROPOSED DA FOR LIVING SCHOOL + LIVING KINDER

John and Sophie Stewart

63-67 CONWAY ST

LISMORE, NSW, 2480

NOTE:

ALL CONSTRUCTION TO BCA + AUSTRALIAN STANDARDS

ALL EXISTING LANDSCAPING + TREES RETAINED

ALL STORMWATER AS EXISTING

SEE GENERAL NOTE ON COVER PAGE

Demolished Wall

Existing Structure

Proposed Works

Proposed Fence

Existing Boundary

N

FIRST FLOOR A

SCALE : 1:100 @ A3

DATE : 31/05/19

DWG NO. : 7

DRAWN BY : Jed

CAVE URBAN Pty Ltd

ABN 99156120393

73 Bulkara Rd, Bellevue Hill

NSW 2023

t: +61 02 9363 5952

e: nici@caveurban.com

w: www.caveurban.com

Page 21


900

3640

900

Tutorial Room

1800

900

Male Toilet

Existing Residence -

For live in staff

3450

2730

3040

New door to proposed deck

Hebel wall for fire

seperation

Proposed roof

above deck

Proposed deck to

replace approved

pergola

1500

Rear access elevated

walkway to garden

through 'Train of

Thought'

FIRST FLOOR

Living School

Staffing

Operating Hours

Max 60 students (Aged 9 to 16)

3 Teachers

9:30am - 4:30pm (Monday - Friday)

Living Learning OOSHC

Staffing

Operating Hours

Max 30 students (Aged 9 to 16)

2 Teachers

4:45pm - 6:45pm (Monday - Friday)

Unencumbered Indoor Space 162m 2 Upstairs 45m 2 Downstairs

Unencumbered Outdoor Space 47m 2 Upstairs 48m 2 Downstairs

Internal Storage 7m 3

Administration 7m 2

Toilet

F- 3 Toilet, 2 Basins

M- 2 Toilets, 1 Urinal, 2 Basins

As Per As 1428

Stair access to rear garden

through 'Train of Thought'

Security Lighting As Per AS 4826

PROPOSED DA FOR LIVING SCHOOL + LIVING KINDER

John and Sophie Stewart

63-67 CONWAY ST

LISMORE, NSW, 2480

Page 22

NOTE:

ALL CONSTRUCTION TO BCA + AUSTRALIAN STANDARDS

ALL EXISTING LANDSCAPING + TREES RETAINED

ALL STORMWATER AS EXISTING

SEE GENERAL NOTE ON COVER PAGE

Demolished Wall

Existing Structure

Proposed Works

Proposed Fence

Existing Boundary

N

FIRST FLOOR B

SCALE : 1:100 @ A3

DATE : 15/04/19

DWG NO. : 7

DRAWN BY : Jed

CAVE URBAN Pty Ltd

ABN 99156120393

73 Bulkara Rd, Bellevue Hill

NSW 2023

t: +61 02 9363 5952

e: nici@caveurban.com

w: www.caveurban.com


Purposeful design to stimulate awe

Lismore Campus will have a 'train of thought' classroom. The intention is to generate a sense of wonderment.

The build adopts the principles extolled by Michael Spock, Dr Spock's son, who believes buildings should show

how they are constructed, not hide the inner workings.

Page 23


Accessing the local areas

via excursions

Our learning programs include excursions and expeditions.

Living School has a key focus on sustainability and ecoawareness.

We extend our learning beyond the classroom

and beyond the campus. We utilise our amazing region's

biodiversity as our learning spaces. Excursions play a key

feature in our program. Accessing our natural areas

grounds us in a broad holistic curriculum.

We emphasis diversity in our teaching and learning

practices in order to develop a love of Nature. The

principles of biophyllia underpin our environmental

studies: in short, once we truly love our land, respect our

indigenous custodianship and customs, we empower our

understanding of responsibilities to act sensitively and

supportingly for our environment.

Forming positive partnerships

Living School forms partnerships with local

businesses and enterprises to expand our network

of connections and understanding.

Such networks expand our teaching and learning

programs. We collaborate with wildlife hospitals,

care farms, rural communities, indigenous

centres, diverse ecosystems (rainforests, rural

pastures, wetlands, beaches and oceans).

Our learners experience embrace the breadth of

bio-diversity within the local area.

Page 24


Learning Pods: living architecture

Learning spaces in schools can be

deliberately different.

Living School focuses on ‘living

architecture’, designs that are

sustainable, empowering and

crafted by the students.

Having students design and build

their own learning spaces

enhances the sense of belonging -

and respect for their handiwork.

Using Bamboo and other natural

materials teaches the principles

of sustainability and create

aesthetically pleasing, natural

spaces.

Learning Pathways: Living Learning Trails

Living School wants learning to

radiate through all areas of the

campus. A key concern we hold for

modern schooling is that students

think ‘learning’ is the domain of a

classroom under the control of a

teacher, and when you leave that

classroom, that subject ends. Living

School intentionally builds learning

pathways that offer exploration

Learning Pods also inherit and

educate students into the key

principles of indigenous culture

- basket weaving, ngunyahs,

temporary structures.

Learning Pods open up

the campus away from the

classrooms - and teach basic

principles of construction and

collaboration. These structures

are intended to be temporary -

so students learn how to refine

and improve on designs.

and discovery via the physical

space between learning spaces/

learning pods.

As students move along these trails,

they explore via hands-on examples,

such as PH test kits for soil,

manipulatives for puzzles, hanging

natural musical instruments. There

are also information cards on plant

types, cloud definitions and weather

details. There are also innovative uses of

technology for augmented reality, such

as HPReveal and QR codes, which take

the student via smart devices to the

Internet & websites full of information

created by students for students.

Page 25 Page 11


Pedagogy

KEYS:

teaching, learning, curriculum, resources, assessment

Page 26


Living School will adopt and adapt progressive educational philosophies, teaching methods and learning

spaces to ensure there is a broad holistic offering and wide community support.

Living School Byron acknowledges the Traditional Custodians of Bundjalung Country and pays respect to Elders past, present and future.

Pedagogy - our Unique Learning and Teaching Principles

Guiding Objectives

• Engages a revolutionary rigorous curriculum enabling students

to access academic programs aligned with The Australian

Curriculum and NESA requirements. We are open to evaluate

and implement world’s best practice (our commitment to REAL

learning).

• focuses on learning in healthy, natural, exceptional

environments.

• commits to engaging, celebrating and integrating the broader

local community to support life-long learning.

• promotes Ethical Evolution with an emphasis on service to

improve humanity by emphasising the ‘Living’ philosophy

• educates based on principles of Sustainability: defined as

environmental, social, cultural, intellectual, financial, emotional.

Page 27 Page 14


Living School Byron acknowledges the Traditional Custodians of Bundjalung Country and pays respect to Elders past, present and future.

The School Year: a way to improve learning & retention

The school year is mapped out to

have six-week units over a 40 week

annual education program, with

regular holiday breaks. Having

more regular and shorter breaks is

more conducive to learning

retention and avoiding student and

teacher burn-out.

There are two semesters consisting

of three blocks each.

The first week of every

semester is an orientation week

– this is a week reserved for

assessing competencies, setting

goals, socializing new students and

teachers.

Assessment is in the revision week

and is called Challenge, with a focus

on assessing EQ, PQ, XQ as well as

IQ. Our focus is the whole child.

The last week of the semester is a

review week, whereby all students

are given the opportunity to review

their goals, reflect on their

achievements, hold three-way

interviews, celebrate the completion

of projects, etc..

The review week offers special

learning opportunities (guest

speakers, performance of school

productions/music, etc.).

Orientation

Revision

Orientation

Revision

BLOCK 1 BLOCK 2 BLOCK 3 BLOCK 4 BLOCK 5 BLOCK 6

holidays

holidays

2 weeks

holidays

6 weeks 6 weeks 6 weeks 6 weeks 6 weeks 6 weeks

holidays

holidays

6 weeks

holidays

Semester One

Academic Year

Semester Two

FEB MAR APRIL MAY JUNE JULY AUGUST SEPT. OCT. NOV. DEC.

JAN.

Page 28 Page 28


We purposefully develop capacity via experiences.

Centred on our unique VAST model:

Values, Attitudes, Skills & Teachings.

The flower represents and emphasises all students can

learn (and blossom) with support and understanding. It

doesn’t matter when they flower, as long as they do! Thrive

not survive.

Our focus is not just on ‘outcomes’ - it is on building

capacity. Our teaching program centres around not the

"soft" skills but the universal qualities vital for success.

Engagement is key to successful schooling, and is

nourished by a community that binds to key Values: Respect,

Responsibility and positive Relationships (the New3Rs).

Explicitly discussing, role-modelling and referring to

the Attitudes (both positive and negative) help to

increase awareness and ownership.

Key Skills (or strategies) for success are explicit - and all

can improve toward greater success by focusing on them!

The Teachings are the comprehensive subject strands

incorporated into our curriculum courses over the

school lifetime.

Page 29 Page 20


How we teach is intentionally holistic.

Our learning opportunities focus on teaching the whole child by using

our planning framework, the holo lens .

The Spiritual self is our internal conscious connectivity with a greater self. It encompasses how we feel (EQ) &

how we perceive (IQ). These capacities define our inner identity - who we think we are. The Spiritual grows out

of our experiential and emotional background: our family, our values, our culture, our age, our community, our

school: our ‘being’.

Emotional Intelligence EQ

is developed by teaching

awareness and self-control via

personal challenges

independently, in groups and by

reviewing social stories.

IQ Cognitive Intelligence We

teach to develop cognitive

growth by teaching concepts,

offering intellectual

challenges: such as quizzes,

puzzles, problems, stories.

XQ is the Expressive domain. By

teaching drama, music, public

speaking, poetry recitals, visual

arts, debating, we develop a

student’s capacity to express

themselves publicly with

confidence.

PQ is Physical is sport,

training, exercise, healthy

living, safety. It establishes

routines which are positive

habits to develop physical and

spatial capacity. Play is an

important aspect.

The Social self is an external portrayal. Social skills grow from interactions and relationships - sharing our

expressive and active capacities. This is how we seek others to perceive us and how we develop our unique

identity. A positive social self is vital to develop our sense of belonging and our self-worth.

Page 30 Page 21


We structure learning beyond subject specificity.

Connect

inter-disciplinary teaching based on a

progressive development of theme-based

learning via inquiry-based learning to

project-based learning to problem-based

learning.

Concept

concepts surrounding English, Maths,

Technology and Science are explicitly

taught, developing proficiency in each of

these key cognitive disciplines.

Context

experiential/practical opportunities where

conceptual understanding is amplified in a

‘hands-on’ way, so the abstract ‘makes

sense’ & the concepts are reinforced via the

Aha! moment of understanding.

Page 31

Slide 72


"Since philosophy is the art which teaches us how to live, and since children need to learn it as much as we

do at other ages, why do we not instruct them in it?"

Michel De Montaigne On Education 1533-1592

Living School Byron acknowledges the Traditional Custodians of Bundjalung Country and pays respect to Elders past, present and future.

Philosophy: a study into Life

Living School believes schooling is

about celebrating,deliberating and

preparing the student for Life. This is

the vital role Philosophy plays.

In an evaluation study undertaken by

the Institute of Education (UK), it was

found teachers consistenly reported

improved verbal reasoning and

higher-order thinking, as well as

better speaking and listening skills,

confidence, concentration and

behaviour in children who were

taught philosophy.

Living School encourages freethinking

and purposefully offers

strategies, such as Socratic

questioning techniques, whereby we

defy our held views by having to take

a different perspective.

"True knowledge exists

in knowing that you know

nothing."

Socrates 469-399 BCE

From the very early years, we

can explicitly guide children

in philosophical and ethical

questioning via book studies poetry,

film and guest-speakers, e.g.

• The Lorax - environmental

• Frog and Toad Together - courage

• Where the Wild Things Are -attitudes

• The Giving Tree - environmental

• Solla Sollew- attitudes

For primary ages:

• The Red Tree - attitudes

• Rabbits - culture

• The Little Prince - people

• film such as The Red Balloon

For Middle School there is a focus on

Short Stories/poetry, e.g.:

• The Pearl Necklace - ego & status

• The Emissary - love and return

• Diamond as Big as the Ritz -capitalism and greed

• The Shawl - persecution

Living School uses many examples of

videos, songs, social stories, podcasts

(including TED and theRSA), presented

in morning Assemblies along weekly

themes.

Living School looks to explore difficult

topics so we can stretch our openness

to new ideas.

Indigenous culture and the essence of

community, sustainability and our

place in the multi-verse are key

threads.

Page 32 Page 33


Living School Byron acknowledges the Traditional Custodians of Bundjalung Country and pays respect to Elders past, present and future.

3 Phase Explorative Learning: progressive real learning

Living School takes best practice and integrates pedagogy to create a purposeful vehicle for developing each

student into a thoughtful, considerate and collaborative learner for life. In the upper years we focus on a model

that builds on inquiry and problem based learning theories. Instead of remaining focused on just inquiry, we see a

natural progression to a project that strives to do good for others (service leadership).

Inquiry based

learning is about

learning the skills

for asking good

questions and

finding answers.

Problem based

learning is about

learning the skills for

finding a solution to a

problem.

Project based

learning is about

exploring a passion

to come up with a

solution or a product.

Mentorship:

Living School guides all of its older students to reach out,

communicate and find a mentor to support their initiative.

This is engaged initially via the Quest project, which is the

culmination of a year’s development from Inquiry Based

Learning to Problem Based Learning to Project Based

Learning. During this process, the rich 21st Century Skills

are developed and nurtured.

Shark Tank:

As part of the presentation stage of the 3 Stage learning

program, the students are engaged in The Quest - their

Project Based Learning challenge. This ultimately leads to

the creation of a product, a service or a solution. Local

community business people or charities are invited in to the

presentations as ‘investors’. This provides incentive and

real-world entrepreneurial understanding.

Page 33 Page 35


Living School Byron acknowledges the Traditional Custodians of Bundjalung Country and pays respect to Elders past, present and future.

LivingLearning: Our Living Curriculum

Another innovation in the learning

offering at Living School is our

Curriculum, called Living Learning.

We partner with learning designers

to create learning programs that are

rich, challenging, academic, holistic

and personal.

Learning designers purposefully

develop lessons and units based on

our progressive and unique learning

lenses.

This is a living curriculum to provide

exceptional opportunities. Living

School's progressive academic focus

draws from a diverse community to

ensure we deliver quality.

Living School follows the NSW NESA

syllabuses. We define our scope and

sequences to ensure we cover all

government requirements. But, we

professionally and purposefully structure

our learning to cultivate understanding

for all students.

Our syllabuses' scope and sequences are

reviewed by teams of teachers and

leading educators. This review process

plants new ideas from our 'curriculum

collective'.

Teachers at Living School are afforded

time to collaborate.

Our timetable is unique and intentionally

maximses time for teachers to share

expertise as a team

As a result, Living School carefully

selects lessons that support our

Living’ philosophy, aligns them

with the outomes/Government

requirements, and resources

exceptional teachers to

implement.

In this way, Living School accesses

the best ideas, the best educators

and the best practice from around

the world.

Using this model promotes Living

School as an innovative, cutting

edge school that cares not just

about the quality of the teachers

but places great emphasis on the

quality of the learning

experiences.

Page 34 Page 36


Living School Byron acknowledges the Traditional Custodians of Bundjalung Country and pays respect to Elders past, present and future.

Experience Folio: gaining a portfolio of certification

Students leaving Living School will

have a portfolio of experiences that

will equip them with practical and

useful certification. We believe

leaving school with just a “mark”- or

an ATAR - is impractical if you don’t

leave with a fuller understanding of

Life. How often do young adults

reflect on their schooling saying,

"I left school without knowing

anything"

Example of our portfolio choices:

• Barrista course

• Surf Instructor Level I

• Wilderness First Aid Response

• Boat Licence

• Padi certified dive courses

• Permaculture certification

• Computer Coding/Programming

• Screen writing

• Film editing

• Sky Diving

Along with these avenues, we will offer very practical

skill, e.g.:

• Auto Maintenance

• Blogging

• Fishing

• Finance

• Gardening and Agriculture

• Ceramics

• Sustainability

• Animal husbandry

• Bush Skills

Our students will be offered

opportunities to pursue their

passions, discover new worlds and

be given a step-up to finance their

dreams with opportunities readily

available on the Northern Rivers.

Page 35 Page 37


LivingFarm: specific learning experiences.

PUMPKIN HEAD and TOMATO TOES

How to grow the best vegetables for the appropriate

seasons. Rotating crops to get what you need, when

you need it.

WATER, WATER, EVERYWHERE

Discover the magic of water. How to collect water,

when to use water, different watering systems.

SEEDS, FEED AND ME

How to gather, store and propagate seed

I'VE GOT WORMS!

Learn to develop your own worm farm and use the

castings to improve your garden’s produce.

AGROVATE

How to use agriculture to innovate and create

sustainable products from solar panel tracking

systems, solar stoves, rocket stoves, ram pumps.

WASTE NOT WANT NOT

Compost isn’t crap: learning the science and history of

composting, and how to replenish your soil.

BAG OF BACTERIA

Learn about true guts and glory: the bacteria inside us is us!

BUSH SURVIVAL and REVIVAL

Bear Grylls would die to learn these survival skills.

BUILDING BIG THINGS

Barn raising and fencing – learn how to build big things for

fun and purpose.

MEDICINES BY MAGIC

Naturally using Indigenous lore to learn of the medicinal

value in local plants and treatments.

CHICKEN OR THE EGG

Raising a chicken outside of its egg.

Page 36 Page 38


Living School Byron acknowledges the Traditional Custodians of Bundjalung Country and pays respect to Elders past, present and future.

Summary

Living School is a new progressive

model of education, carefully

developed by a team of experienced

educators. It will commence in 2020.

It will be a co-educational offering.

During the initial stage, Living School

will operate from K up to Year 8.

Living School’s objectives are to:

• Engage a revolutionary rigorous

curriculum which empowers

student agency in co-creating a

personal academic program.

• focus on learning in healthy,

natural, exceptional

environments.

• commits to engaging, celebrating

and integrating the broader local

community to support life-long

learning.

• promotes ethical evolution with

an emphasis on service to

improve humanity by amplifying

the ‘Living’ philosophy.

• educates based on principles of

Sustainability: defined as

environmental, social, cultural,

intellectual, financial, emotional.

Living School will not have any

religious affiliation.

Living School will be established

in the Northern Rivers of NSW

and grow onto multiple

campuses.

Living School is committed to

celebrating and integrating

indigenous culture and heritage.

Living School will be centred on a

co-learning community to share in

the joy of life-long growth and

sustainability.

Living School is the passion of John Stewart,

Conductor, MEd Cantab

Page 37 Page 46

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