Abstract:
‘Good’ new school architecture and remodelled teaching spaces have been promoted by the New Zealand Ministry of Education (MoE), yet it is not proven that good architecture results in better academic achievement. The aim of this research is to demonstrate if, and how the architecture of schools affect the academic achievement of New Zealand secondary school children. Academic achievement is currently measured by the New Zealand Qualifications Authority (NZQA). There is yet to be an equivalent measurement of social achievement, such as how well students perform in sports or employment after leaving school. This research primarily analyses rich narrative data collected from primary sources, specifically interviews and observations within three case study schools in South Auckland. The case studies cover a representative sample of decile ratings1, National Certificate of Education Achievement2 (NCEA) results, and whether or not the school architecture has received recognition from either New Zealand Institute of Architects3 (NZIA) or New Zealand Green Building Council4 (NZGBC). The focus is on schools with broad ethnic and cultural mix. Particular focus is placed on how Māori pedagogy affects school architecture. The findings include the overall physical organisation of the school relating to educational pedagogies; variety of room sizes and their proximity to each other; flexibility and adaptability of learning spaces; cultural influences on architecture, and the effectiveness of innovatively designed schools. These findings are further reinforced by secondary research sources in the form of interpretive-historical research. The research demonstrates that the most successful New Zealand schools are those that have been designed to support the school pedagogy and vision, and that are culturally sensitive to student and community demographics. Success in schools cannot simply be measured by the academic achievement, and there is no simple correlation between architecture and outcome. Instead success is a holistic concept in which the school architecture is a factor alongside academic development and positive social wellbeing. 1 A decile is a 10% grouping linked to government funding. A school’s decile rating indicates the extent to which it draws its students from low socio-economic communities (www.minedu.govt.nz). 2 The main qualification for New Zealand secondary schools students is the National Certificate of Education Achievement, more commonly abbreviated to NCEA, monitored by the New Zealand Qualifications Assessment (NZQA), which consists of examinations and assessments undertaken throughout the year (www.nzqa.govt.nz). 3 The New Zealand Architecture Awards (NZIA) are annual presentations celebrating outstanding architecture by NZIA architects (www.nzia.co.nz/awards.aspx). 4 New Zealand Green Building Council (NZGBC) is a not-for-profit, industry organisation dedicated to accelerating the development and adoption of market-based green building practices (www.nzgbc.org.nz).