Dean Gallagher(G00291142) TP2: Critical Reflection Week 4

Classroom Design
In 2015 Jan O Sullivan, then Minister for Education announced the new program for capital
investment in schools (Department of Education and Skill, 2015). The program set out the
Governments intention to invest 2.8bn in the development of school builds which will see
310 extensions/ refurbishments to existing schools and 14 new school constructed in areas of
very strong demographic demand (Department of Education and Skill, 2015)
While imaginative design isnt the first thing you expect in modern-day school building
project (Donald, 2016), is it not reasonable to expect the building to be at least fit for the
purpose it is constructed? In 2008 the Department of Education and Science published the
report Materials technology (wood) and Construction Studies, in an effort to improve the
teaching and learning of both subject at post primary level (Department of Education and
Science, 2008, p. 2). The findings of the report identified short-comings in regard to the design
of classrooms used for the teaching of both subject. The issues raised in the report range
from the lack of space for storage of student projects to the lack of facilities needed to deliver
certain aspects of the courses (Department of Education and Science, 2008, p. 13)
Focusing on the construction studies course. The course syllabus is inclusive of all aspects of
construction in regard to domestic dwellings, with assessment of the course divided into
three distinct parts (Department of Education and Skills, 1990). The syllabus clearly states that
the course has been designed to develop the pupils knowledge and skill in regard to
construction materials and practices; through theoretical study and integrated practical
projects (Department of Education and Skills, 1990, p. 1) While the syllabus sets the criteria
for the construction studies course, one would wonder what regard is given to the syllabus
when the construction studies classroom is being designed? While theoretical aspects of the
course can be delivered in a normal classroom as suggested in the 2008 report (Department
of Education and Science, 2008, p. 8), the optimal setting is not always available to facilitate
pupils exposure to the practical aspects of the course as set out by the syllabus. A recent
article in the Irish Times would suggest that poorly designed classrooms are down to the fact
that schools have very little input into the selection of architects, even though they are the
client (Donald, 2016). While strong emphasis is placed on teaching more than syllabus content
by G.M.I.T lectures, it is believed that one must first provide opportunities for pupils to
explore the content of the syllabus before delving further. (Jackson, 2015, p. 246). As such, is
it not reasonable to assume that the facilities necessary for teaching and learning to take
place, as outline in the syllabus, be brought to the fore by those who appreciate them most
when the building is being designed (Donald, 2016).
Dean Gallagher(G00291142) TP2: Critical Reflection Week 4

References
Department of Education and Science. (2008). Looking at Materials Technology(wood) and
Construction Studies. Dublin: Evaluation Support and Research Unit. Retrieved from
http://www.sdpi.ie/inspectorate/insp_looking_at_materials_wood_and_construction08.pdf

Department of Education and Skill. (2015, 11 17). Education.ie. Retrieved from Department of
Education and skill: http://www.education.ie/en/Press-Events/Press-Releases/2015-Press-
Releases/PR15-11-17.html

Department of Education and Skills. (1990). Construction Studies Syllabus. Dublin: Department of
Education and Skill.

Donald, F. M. (2016). Rooms with a view could be the future of school design. The Irish Times.
Retrieved from http://www.irishtimes.com/news/education/rooms-with-a-view-could-be-
the-future-of-school-design-1.2809036

Jackson, G. O. (2015). Learning to Teach Design and Technology. New york: Routledge.