PRIMARY SCHOOL

Literature Review &

Case Study

Presented By:
Smriti Bhujel
 Table of
Contents

2. Evolution 1.
5. Comparative
of school Introducti
design Analysis
on

3.
4. Case
Literature
Studies
Review
 Introduction
• Primary School

A school for children from about five to

eleven years old where they receive primary
education.

• Why Primary School?

 To provide children with fundamental

skills in reading &writing and to establish a
solid foundation for learning.

• For whom?

For the children age group 5 to 12 along

with parents, teachers , security space.
 Evolution of School Design

PAST PRESENT

• School buildings were • Very dynamic,

organized in a very environmental friendly
structured plan. buildings.
• Focuses on Creative
• Departments were
learning methods. Then
compartmented based on
• More interactive spaces,
sound and proximities.
outdoor spaces, green

• Student and faculty indoor spaces, lobbies,

circulation was through outdoor amphitheaters.

double-loaded corridors
• Corridors no longer exist.

lined with lockers.

• Every space in the
building is a place for Now

• Common areas etc. were learning.

all connected by corridors. • Universal access
LITERATURE
REVIEW
 Designing of a Primary School
 Good use of the site

 Good organization of  Flexible and adoptable

spaces
 Durable, easily
 Sustainable approach maintained, to age
gracefully.
 Welcoming, safe and
secure  Well proportioned, fit for
purpose, meet the needs
 Good lighting and acoustic
of the curriculum.
 Well-designed external
spaces
 By-Laws Of Nepal 2064
•Setback: min of 3 m around the building
•Room height: min 2.7m
•Boundary wall: max 2.4 m
•Staircase min width : 1.5 m
tread : 30 cm
riser : 15 cm
•15 stairs a flight

S.N Building Max. FAR Buildable Parking

type Ground square area
coverage footage coverage

1 School 40% 2.0 Area of 15% of

plot * total
FAR
(2.00)
 Site Requirements
• Minimum site area- 2750 m2

• Build up area should not exceed more than 25% of site area.

• Remaining area should be used for gardens and play fields.

• Location must be far from noise sources.

• Adequate parking space for school buses and personal vehicles for staffs.
• Easily accessible location with entrances not close to main roads.
 Division of Spaces in Primary School

Administrative Academic Ancillary

spaces Spaces Spaces

• Reception • Classroom • Parking

• Account office • Library • Play ground
• Principal office • Audio-visual room • Storage room
• Staff room • Canteen
• School clinic • Toilet and water
closet
• Circulation spaces
 Zoning of Spaces

•Public zone:
Parking, reception, toilet,
•Semi private zone:
Library, principal room,
meeting hall, auditorium,
canteen.
•Private zone:
class room, staff room.
Bubble Diagram of Primary School
Anthropometrical Aspects of Designing Primary School
Spaces Area(m2)

Classrooms 50-60/room

Multi-Purpose rooms 72/room

Library 72/room

Administrations 102/240 pupils

Head Teachers room 12-18/room

Teachers room 24-50/room

Sick room 18/room

Parents room 12/room

Canteen 48/room

Storage room 24/room

Sports hall 600/240 pupils

Outdoor spaces 1200/240 pupils

 Area per People

NAME NO OF USERS AREA

SQ.M

CLASSROOM 1 2.5

LIBRARY 1 3

ADMINISTRATIVE OFFICE 1 3

CAFETERIA 1 0.7

SCIENCE LAB 1 4

WATER SUPPLY 1 5LT

OTHER LAB 1 2.4

TEACHERS ROOM 1 3

SECURITY ROOM 1 12

MEETING ROOM 1 3

HALL WAY 1 3

MINIMUM INDOOR SPACE 1 0.9

MINIMUM OUTDOOR SPACE 1 7

 Users

Students ║ Teachers ║ Parents ║ Non-teaching staff

• Students

1. Basic users of primary school.

2. Universal design considerations.

 Users

Students ║ Teachers ║ Parents ║ Non-teaching staff

• Teachers

1. Minimum area of 3 sq. m/ teacher

excluding cupboard.

2. Provide seating for 30 people at a

tables.

3. An area with easy chairs

should be provided.
4. Provide small kitchen
area.
 Users
Students ║ Teachers ║ Parents ║ Non-teaching staff

• Parents

1. Supports financially to the

school.
2. About 2m is to be separated
in the back of the class room
for parents observation and
learning space.
3. Parents room size is 28
m2 /300 sq. ft.
 Users

Students ║ Teachers ║ Parents ║ Non-teaching staff

• Non-teaching staff

1. Non-teaching staff Includes  medical staff, etc.

 principal, 2. Well appointed room for

meeting
 caretaker,

Users 3. Area
Provision of(sq.
(Room) waiting
m) area
 guards,
Principal 20-25

Caretaker 20-25

Medical staff 15

Security 12
 Indoor Space Requirements

1. Classroom Sizing

• Width to length ratio- between 1:1 and 2. Access and exit

1:2
• Max. travel distance to exit should not
• Average area of 0.9 sq. m per student exceed 30 m

• Ventilations in East and North direction • Min. width of corridor= 2m

• Max. distance between black board and • Proper Signage

last row of benches: 7m
• Access routes are also emergency escape
• Min distance between blackboard and routes
first row: 2m
• Min. width= 1m

• Stairs width=1m
 Indoor Space Requirements
3. Library

• Mandatory for every school with 500 or

more students

• Min. capacity: 10% of the total students at

a given time

• 2.5 sq. m per student for

reading.
• Natural daylight avoiding glare
 Indoor Space Requirements
4. Art room 6. Sanitary Facility:

• Natural light facing north • Septic tank at least 30 m away from

ground water resource
5. Kitchen and Dining Room
• Min. 500 liters for up to 100 children
• Space 40-60 sq m
i.e. 5 liter per child

• Dining room: min 1.2-1.4 sq. m per

7. Music Room
seat
• Sound insulating materials.

• Acoustical treatment to avoid sound

“bleeding”.

8. Multi-Purpose Room

Kitchen dimensions • Used for general school assembly or

other functions.
 Indoor Space Requirements

9. Toilet Facilities

• Separate toilets must be provided for boys

and girls.

• Toilets should be adequately and naturally

ventilated to the external air directly or
ducted.

• Toilets for use by the disabled should be

facilitate the movement of wheelchairs.
Indoor Space Requirements
10.Auditorium
• Seating capacity : Max capacity depends
on the format selected, circulation and
seating density.
• Size of auditorium: 0.5 sqm area is to be
used per sitting spectator.
• Row spacing : at least 0.45 sqm per seat
• Length of rows: Max of 16 seats per
aisle. 25 seats per aisle is permissible if
only one side.
• Exit door of 1m width is provided per
3-4 rows.
• Exits escape routes: 1m wide per 150
people (min width 0.8 m)
 Indoor Space Requirements
11. LABS

Science Laboratory:

• 4 sq.m per student

• Minimize any accidents : fire extinguisher, first

aid, eye and face spray

• For no of users 25 : Area =50 m2

Computer Laboratory:
• 2.4 sq. m per student
• Tilting of pupils head to 15-20
degree to the monitor.
• North facing and not on the ground
floor.
 Outdoor Space Requirements
1. Play Ground

• Hard surfaced games courts and play area

should be provided .

• Fence 1m high.

• Shade structures for health safety.

• Accessible routes to play areas.

 Outdoor Space Requirements

2. Parking
• Proper circulation space
• Wider space for disabled peoples
• Not in reach of walking and playing area.
• Separate parking should be provided for
students, staff and visitors.
• Area must be as per vehicle and the no. of
students and staff.
• For bicycle
0.7 m2 per pupil

• For bus
Depends upon parking angle if 90°
area: 35-40 m2

• For car
Area: 12-15 m2
NAME PARKING NUMB REQUIRE
OF AREA/ ER OF D AREA
VEHICL VEHICLE VEHIC FOR
E (sq. m) LE PARKING
(sq. m)

Bike 3 5 15

Car 15 5 75

Bus 50 3 150
 Outdoor Space Requirements
3. Landscape

• Design buildings and grounds as one

entity.

• Thick belts of large shady trees should be

planted in the periphery of school.

• Reduces severe heat and cold.

• Use materials which need minimum of

maintenance.

Five elements of landscape design:

 Color
 Direction line
 Form
 Texture
 Scale
Outdoor Space Requirements

4. Outdoor Teaching
• Improve mood of
students.
• Increase retention of
subject materials.
• Children learn to
develop a love,
appreciation and
respect for nature and
all that is living.
• Enough seating space
for a whole class.
 Circulation Spaces
Vertical Circulation

1. Stairs

• Riser: not more than 16cm

• Treads: 30-32cm

• Width: 125 cm (min)

• Handrail: 0.9 m for adults and 0.7m for

children

2. Ramps
• Max gradient: 1 in 20
• Width not less than 1300 mm.
• Light ramp and landing surface to
150 lux
 Circulation Spaces
Horizontal Circulation

• Corridor

• Maximum distance of doorway from any point

on passage
 Design Recommendations
• Location:

1. No obstruction because it may cast too much shadow in the daytime.

2. School site is away from the busy roads.

3. Open areas and trees can be used as a buffer-zone to give acoustic separation.

• Orientation:

1. Directed in regard to the sun path.

2. The learning spaces are so sited that a minimum of 2 hours duration of

penetration is obtained.

• Windows:

1. Large windows with heads close to the ceiling are always desirable. A

2. Glazing ratio (glazing area/wall area) of 40% is recommended for south, east and
west facing windows, 55% is for north facing ones.
 Design Recommendations
• Layout

1. The sensitive room can be

carefully separated from
intruding noise.

2. The toilet and corridor act as a

buffer zone to give acoustic
separation

3. A compact and simple plan is

always better than a spread-out
and complicated arrangement.

4. The more complex the form

may result in more heat loss with
more exposed surface and less
heat gain due to self-shadowing.
 Design Recommendations
• Lighting

Min. area of openings for natural light:

 1/10th of the room area for hilly

regions

1/8th of the room area for other

regions

• Artificial light for night time

use like LED lights and
fluoroscent lamps.
 Design Recommendations
• Acoustics
 Room acoustic is a secondary
design function
 Primarily dependent upon the
absorption characteristics of the
internal finishing material.
 Should have a value of max W of
25db or greater, between the
resource area and the classroom.
Building Material
 Structure Analysis
Reasons how Halls with more span without internal columns does not fall.

1. Use of Pratt truss or Warren

truss types. For this we should
consider:

• The pitch angle

• The slope of the diagonals should

not be less than 45° and
shouldn't be more than 60° with
the horizontal.

• The economy of the material

used.
 Structure Analysis
Reasons how Halls with more span without internal columns does not fall.

2. Thicker slabs/beams
• develop the lever-arm needed to resist
increased bending moment.
•  weight increases to combine with imposed
loading, leading to increased bending moment.
• development of coffered (or hollow core) slabs
in order to control weight increases. 
• slab in effect devolves to a series of parallel T-
beams which, as well as unidirectional, may
run in two orthogonal directions and spans
(and depths) can then be increased almost at
will.
Source:https://www.quora.com
/It-is-possible-for-a-concrete-slab-to-span-1
0m-without-columns
 
 National and International Space Analysis
• REQUIREMENT FOR LABS AND LIBRARY
TYPE NEPALI STANDARD 1 INTERNATIONAL STANDARD

Design capacity 40 occupants/class 25 occupants/class

Library 30 sq. m 82.5 sq. m

Music room 30 sq. m 50 sq. m

Drawing room 30 sq. m 50 sq. m

Labs 30 sq. m 50 sq. m

• REQUIREMENT FOR OFFICES
TYPE NEPALI INTERNATIONAL
STANDARD 1 STANDARD

Design Capacity 40 occupants/class 25 occupants/class

Principal 20 sq. m 20 sq. m

Teacher 20 sq. m 20 sq. m

 National and International Space Analysis
• REQUIREMENT FOR TOILET FACILITIES

TYPE NEPALI INTERNATIONAL

STANDARD 1 STANDARD

Design Capacity 40 25 students/class

students/class

Water closet 1 1 per classroom

Urinal 1 1 per classroom

• REQUIREMENT FOR CIRCULATION
Wash Basin 1 1 per classroom
TYPE NEPALI INTERNATIONAL
STANDARD 1 STANDARD

Design capacity 40 students/class 25 students/class

Single loaded 1.8 m >2.5 m

corridors

Minimum open 60 sq. m 50 sq. m

Process of Planning
 CASE STUDY

Taksila Roots Primary

Mulan Primary School Highgate Primary School
School
 Why this Case study??

Mulan Primary School Highgate Primary Taksila Roots Primary

School School

•Use of locally available •Sustainable Design. •Same Climatic

materials. condition as Nepal.

•Built in the way as it •Different shapes and •Same type of teaching

defines the site. sizes are clustered method and material

beautifully to make a used.

form.
 MULAN PRIMARY SCHOOL
• Architects: Rural Urban Framework

• Design: John Lin and Joshua Bolchover

• Landscape design: Dorothy Tang

• Project manager: Maggie Ma (school

building), Tanya Tsui (toilet and
landscape)

• Year: 2012

• Location : Huaiji County, China

 Introduction

• Expand an existing
primary school of 5
classrooms by adding an
additional building of 6
classrooms.

• Existing school is a simple

tiled roof block with an
overhanging eave
supported on columns. 

Nearby
Buildings
Strategy of design
• to extend the school
•to extend the courtyard
•organize the site
through a series of open,
linked spaces.
 New Building
• 5 classrooms
• defines the edge of the site
as a U-section.
• roof plane used as a series of
steps forming a new public
space.
• steps are punctuated with
small micro-courtyards that
continue into the library.
 Plan
Development

Form
Development
Site Details Site Plan
•Sloped land
•Use of reed bed to
Classrooms
prevent slippage of
the earth.
Library
•Irregular site
Stairs+Play

Space Division
•1o classrooms with
later addition. Concrete
Staff room
seats
•3 teachers room
Play Area Entrance
•1 library
Garden
•Wetland garden
•Playgrounds with
basketball court.
•Toilets Classrooms

•Inner courtyards Toilet

Zoning of Spaces
Approximate Area Of Spaces
Existed Building (past)
Spaces Number Area(m2)

Whole Building - 712

Classroom 1 58

Teacher’s room 3 33
U-shaped Building
Inner 1 410
courtyard
Spaces Number Area(m2)
Classroom(big) 1 69
Classroom 1 58
(Small)
Library 1 97
Micro- 1 118
courtyard
Toilet - 40
Pie-chart representing spaces

3% Classroom
7%

Staff room
50%
38% courtyard

library

2% toilet
 Features
• The roof tiles become vertical walls and
help direct runoff water to the ground.

• Perforated screen wall encourages

climbing plants that cool the air in the Roof tiles
hot summer months.

• Mirror tiles creates visual mirages and

distorted reflections that animate as
children play in the courtyard and
steps.
• Open to the community so that they
can make use of the open forum,
library or any of the outdoor areas.

Mirror Tiles
 Features

• The reed-bed built into the

slope reinforce the earth to
prevent slippage.

• The channels bifurcate and

split apart to create small
Reed-bed Small garden
discovery gardens and play and play space
spaces.

• Following the natural contours of

the site, concrete seats and steps are
inserted for viewing the playground
and basketball court.

Concrete seats
 Toilets

• Three strategies were

deployed:

 to open both sides of the

roof to maintain fresh
air;

 to collect rainwater so
that the toilets can be
flushed regularly;

 to develop a septic tank

and reed-bed filtration
system to filter the water
and remove toxins.
 classrooms Shaded
areas

Inner courtyards

Steps
Play areas
Construction Materials

•Recycled tiles collected from

numerous villages in the local
area.
•Perforated screen wall
•Mirrored tiles 3D Diagram
representing air circulation
•Concrete seats

Profile Section
 HIGHGATE PRIMARY SCHOOL 

• Architects: Adrian Iredale of
iredale pedersen hook architects

• Site Area: 2100 m2

• Build Up Area: 1082 m²

• Covered Outdoor Area: 730 m2

• Completed Year: 2017

• Project location: Lincoln street,

Perth, Western Australia
Introduction

• Highgate Primary School is a

microcosm of the city responding to
the diverse and multi-cultural
students, allowing occupants to find
a place and space of preference. 

• Location minimize impact to

heritage buildings, recreation area,
and vistas. 

• Light, color and pattern developed

as an educational tool to extend the
classroom curriculum into the built
environment. 
 History
• Oldest schools in the Perth metropolitan area
with a rich and vibrant history. 

•  Opened on 1 November 1895 with 80

children.

• To accommodate a rapidly growing student

population, many additions have been made to
the school.

• In 1999, the Undercover Area was built.

• In 2001, two purpose built demountables for

Pre-Primary and Kindergarten were added to
the school.

• In 2008, a new library was opened.

• In 2011, new additions to the school include a

purpose built art room and new classrooms
located behind the assembly area.

• In 2017, work was completed on a new

double storey, eight classroom, special purpose
built early childhood centre.
Concept
•One who has designed the
school has to select the site
themselves.
•And it is designed as if the
school is a miniature
version the city.

Form Development
•Solids and cavities composed of matter
that are rhythmically and proportionally
arrayed.
•Clustered formation
Site Details
•The school site is on the
state heritage list.
•Architect selected a location Entrance
for the building on high Parking

contours;
 a new school entry and
laneway,
a staircase that rises and
falls back down to playing
fields,
Play Area
enjoy sweeping views of the
city.

Site Plan
Zoning of Spaces

Bubble Diagram Representing

Site (Ground Floor)
 Features

• Building sits on its limestone plinth on

the site boundary.

• Opening at the north-west of the

building  has a setback wall of glazed
bricks .

• Colors drawn from the six Whadjuk

seasons are used to mark on the floors
explains the seasonal changes we see
annually

Whadjuk seasons color

 Features

• The verandah areas gathered together

between classroom blocks to form a
major covered area on each level

• Circular opening through which

three indigenous trees grow.
• Minimization of artificial lighting
through natural lighting.
Circular Opening
 Features

• Two canted columns, painted in the

school colors, support the upper
verandah’s southern edge,

• Third one is a downpipe carrying

rainwater from the roof to a fountain
Balcony
at its base.
 Sustainable Design Features

• the use of natural materials,

• materials that endure and weather

deliciously with time,

• night purging,

• photovoltaic cells with visible monitors,

• minimization of artificial lighting

through natural lighting, White paint

• generous undercover outdoor learning

spaces,

• use of low voc. and white paint to

illuminate spaces and durable

PV Cells
 Vertical
Circulation

Ground Floor Plan First Floor Plan

•8 classrooms
Division •1 activity room
of •1Undercover play
spaces •1 hall
•Separate bathroom and
•Void so that light will be
kitchen for each class room
sufficient inside
 Approx. Area of Spaces
Ground Floor

Spaces Number Area classroom

of room (m2)
bathroom
Class 1 86
room
store room
5% 7%
Under 1 34 5%
cover 9% 50% kitchen

Play 9%
Undercover
Store 1 17 play area
15%
Room
Stage
Kitchen 1 15

Bath 1 21 stairs
room

Stage 1 30
 Approx. Area of Spaces

First Floor
Spaces Number Area
of room (m2)
classroom
Class 1 68
Store room
room

Store 1 19 4% 18% collegiate

room room
3%
56%
Bath 1 11 9% Bathroom
room
6%
lift
Void 1 17 4%
(circular) void
Lift 1 8
activity area
Collegiate 1 30
room
 Red Bricks
Galvanized
steel

Limestone
East Elevation West Elevation Plinth

Natural Rain water

Daylight Harvesting

South Elevation
 Construction Materials

1. a podium of stepping natural limestone

2. a blend of four red bricks

3. a small band of white painted render

4. a roof of galvanized steel fold and pitch

5. backlit polycarbonate responds to the backlit stained glass

windows.
 TAKSILA ROOTS PRIMARY SCHOOL

• Architects: SGA-STUDIO

• Area: 4500 m²

• Year: 2017

• Location : Akbarpur,

Uttar Pradesh, India

 Introduction
•  Primary school with Classes
from Nursery to 5th Standard.

• Spaces are all clustered around

a large courtyard

•  Each floor has three clusters

of classrooms with activity
spaces.

•  Outer spaces such as terraces,

corridors and court.

• Plinth is free- flowing with

open access from all sides.
 Classrooms
Kitchen

Site Details
• Rectilinear plot
• Oriented parallel to the main
road.
Music/dance
• Building on the north. room
Administrative
• South for the : Entrance Area

 playfield,
 tyre park,
 service block
 vehicular parking. 
Parking

Site plan
Zoning of spaces
Approx. Area of Spaces
Spaces Number of rooms Area(m2)

Classroom 1 80

Admin support 1 80
area

Admin office 1 64

Principal’s office 1 22

Waiting area 1 110

Courtyard 1 251

Kitchen 1 75

Music/ Dance 1 150

Room

Library 1 180

Toilet(separate) 1 48
 Features

Circulation space

Stairs

• Two staircases on either

side, in a mirrored position.

• Connects all spaces.

 Features

Roof

• connects all the blocks together. 

• gives a floating character to the

school.

• acts as an artificial floor used for

playing activities of the kids. 

• endows a feeling of shade and

protection from inside.
Features
Round Cutouts

• Round cutouts on each terrace

serves the purpose of a
simple chajja and also adds to
the play of light and shadow. 

• Juxtaposition of round cutouts

opens up diagonal views
adding ambience of the inner
space
 Activity Area
Classrooms
Classrooms

Library
Classrooms
Classrooms

Classrooms

Classrooms
First Floor Plan Second Floor Plan

•Each floor has three clusters of classrooms with activity spaces always

facing the courtyard or a terrace.
•Outer spaces such as terraces, corridors and court are treated as
educational spaces.
•The plinth of the project is free- flowing with open access from all sides
and connects all the external spaces like stage, Splash pool etc.​
 Vertical
Circulation

Sections
at Y-axis
 Comparative study
Spaces Mulan Highgate Taksila Standard
Primary Primary Roots Data
School school Primary Area(m2)
Area(m2) Area(m2) School
Area(m2)

Classroom 64 77 80 50-60

Toilet 40 16 48 35

Kitchen - 16 75 90

Library 97 - 180 72

Teacher’s 33 - 80 24-50
Room

Courtyard 118 86 251 -

Store room - 19 - 24
 Comparative Analysis
Type Required Mulan Highgate Taksila Roots Inferences
Primary Primary Primary
School School School

Site Shape Regular Irregular Regular Regular Regular

Site Type Flat/ Slopy land Flat Land Flat Land Flat
levelled

Site Peaceful Peaceful On the Nearby main Peaceful

Environment environment intersection road
of the street

Site Usage Maximum More Building Building Less

Utilization coverage of covering covering coverage by
of the site by 25% of the 40% of the building
landscapes; building site site
Less
coverage by
building
 Comparative Analysis

Type Required Mulan Highgate Taksila Roots Inferences

Primary Primary Primary
School School School

Visibility of Clearly Clearly Clearly Clearly Clearly

Entrance Visible Visible Visible Visible Visible

Surface Less Hard; More hard; Less hard; Less hard; Less hard;
Coverage more soft less soft more soft more soft more soft

Parking Proper No proper Parking Proper Proper

Parking parking along the parking area parking
street inside the
site

Construction •Recycled •Natural •Cement Use of locally

Materials tiles from limestone •Brick available
local area. •Red bricks materials
 Comparative Analysis

Type Mulan Primary Highgate Taksila Roots Inferences

School Primary School Primary
School

No. of storey 1 2 3 As per

requirement

No. of 11 08 31 As per
classrooms requirement

Classroom Designed Rectangular Rectangular Rectangular or

shape as per or square square
requirement

Playground Large and open Open as well as Large and Both open as
covered open well as covered

Toilet Naturally lit; well Ventilated Welll Well ventilated

ventilated properly ventilated
 Conclusion

• A primary school should focus on developing learning experiences for children

rather than lavish interior and expensive furnitures that does not play role in
child’s development

• Schools with open spaces with natural landscape helps children connect with the
nature and which develop their understanding of nature

• The built up area should be 25% of the total site area other area should be used
as playground and gardens

• Having spaces for parents involvement encourages children to stay in school

• Make daylighting a priority, especially in classrooms.

• Ensure superior indoor air quality, thermal comfort.

• Design should be sustainable, high performance green schools.

• Providing safe schools should be a high priority.

• Maximize visual access to corridors and play space.

 References

• https://en.wikipedia.org/wiki/Primary_school

• https://www.elevatusarchitecture.com/the-evolution-of-school-building-organization/

• https://www.slideshare.net/kishannaik3/design-of-primary-school

• https://www.academia.edu/9228398/Ernst_and_Peter_Neufert_Architects_Data_Third_Edition_E
dited_by

• https://sagecreekpac.com/wp-content/uploads/2019/03/School-Building-Space-Standards.pdf

• https://www.education.ie/en/School-Design/Design-Guidance/bu_tgd_22a_pdf.pdf

• https://www.slideshare.net/dhirajsalhotra/guidelines-for-primary-school-01

• http://www.moepiu.gov.np/downloadfile/School%20Design%20Guidelines_FINAL_1474869069.p
df

• https://www.humanitarianlibrary.org/sites/default/files/2014/02/101760e.pdf

• https://www.archdaily.com/891919/highgate-primary-school-iredale-pedersen-hook-architect
s?ad_source=search&ad_medium=search_result_all

• https://www.sgastudio.org/weite/qm5xett02tcuemo099fwp9g9aajbru

• https://www.archdaily.com/897839/taksila-roots-sga-studio?ad_source=search&ad_medium=se
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 Acknowledgement

Ar. Bishwodev Bhattarai

&

Ar. Suveccha Tandan

Lecturer

Department of Civil Engineering

Architecture Program

School of Engineering

Kathmandu University
THANK
YOU