Hon JUDITH COLLINS to the Prime Minister: Does she stand by all her Government’s statements and actions?
HELEN WHITE to the Minister of Finance: What recent reports has he seen on the New Zealand economy?
Hon PAUL GOLDSMITH to the Minister of Education: Does he stand by all his statements and policies on education?
GINNY ANDERSEN to the Minister of Housing: What recent announcements has she made about the Government’s transitional housing programme?
NICOLA WILLIS to the Minister of Housing: Has the Government kept the commitment made in the 2017 Speech from the Throne to develop a ‘Rent to Own’ scheme; if so, how many families has the scheme helped into houses since then?
ANAHILA KANONGATA'A-SUISUIKI to the Minister for Social Development and Employment: What support has the Ministry of Social Development provided to people and families affected by recent COVID-19 restrictions?
NICOLE McKEE to the Minister of Police: Will Government actions reduce gang crime and gang numbers this year?
IBRAHIM OMER to the Lead Coordination Minister for the Government's Response to the Royal Commission's Report into the Terrorist Attack on the Christchurch Mosques: What recent engagement has there been with the Muslim and other ethnic communities on the Royal Commission of Inquiry into the terrorist attack on Christchurch masjidain?
SIMEON BROWN to the Minister of Police: Does she stand by her commitment to achieve the Striving Towards 1800 New Police initiative; if so, when will she achieve this initiative?
TEANAU TUIONO to the Minister for Economic and Regional Development: What advice, if any, has he received about the upcoming launch in New Zealand of a satellite that includes the “Gunsmoke-J” payload from the United States Army’s Space and Missile Defense Command?
MARJA LUBECK to the Minister for Workplace Relations and Safety: What recent announcements has he made about improving the Holidays Act 2003?
TIM VAN DE MOLEN to the Minister for Building and Construction: How many applications has the Residential Earthquake-Prone Building Financial Assistance Scheme had since its inception in September last year, and how much has been appropriated for the scheme?
As cities evolve, change and grow, the need and desire for adaptable architecture becomes evident across the nation. Architecture needs to undertake techniques that are flexible in order to adapt and align with the development of future generations in New Zealand. The Education industry is a primary example of a sector which requires flexibility within both classroom architectural form and interior configuration. This is a resultant of the recently updated Ministry of Education requirements; which state that every new classroom built or renovated nationwide, must implement the MoE classroom design standards for Innovative Learning Environments. ILE teaching spaces are configured as an open plan interior, supporting flexibility in classroom arrangement and teaching techniques. ILE classrooms are capable of evolving and adapting as educational practices evolve and change, allowing schools to remain modern and future focused. As part of this movement to ILE, the Ministry of Education has also recently made an attempt to improve the quality of temporary classrooms. This has been done by looking into the initiation of a programme that utilizes relocatable classroom buildings. Relocatable classrooms have been selected for multiple reasons, primarily flexibility. Flexibility is key for a school environment as it allows the school to actively respond to fluctuating school rolls. It is anticipated that the programme will provide a faster delivery process with a standardised design that allows the classrooms to be relocated from one school to another with relative ease. Following the devastating February 2011 earthquake the Greater Christchurch Region, the Education sector is in the midst of the Canterbury Schools Rebuild Programme. As a repercussion of this natural disaster, the majority of Christchurch schools have redevelopment or rebuild projects in progress, with preliminary design phases already in action for a small group of select schools regarded as high priority. The primary funding for these projects are sourced from insurance money, implementing tight budget restrictions, affecting the architectural design, quality and speed of the construction and repair works. The available funding limits the affordable classroom options to basic teaching spaces that have been stripped back to simple architectural forms, dictating not only the re-design, but also how our future generations will learn. Thus causing the development of the new student-led learning ILE concept to become controlled by existing construction techniques and the Rebuild Programmes budget restrictions. This thesis focuses on the future proofing of New Zealand schools by providing an affordable and time efficient alternative option to the current static, traditional construction, an option that has the ability to cater to the unpredictable fluctuating school rolls across the nation. This has been done by developing a prefabricated system for standalone classroom blocks. These blocks have the ability to be relocated between different school sites, dynamically catering to the unpredictable school roll numbers experienced across New Zealand. This site flexibility is reflected with the interior flexibility in the classrooms, enhancing the internal teaching space composition and challenges the existing design standards set by the Ministry of Education for Innovative Learning Environments. This system is called “Flexi-Ed”. Flexibility has been a key driver for this thesis, as the prefabricated structure is have to be flexible in three ways; first in the sense of being easy to assemble and disassemble. Second by offering flexible interior learning environments and thirdly the joints of the structure are designed with the ability to be flexible in order to cope with seismic activity. These three principles will provide schools with long term flexibility, minimal on-site interruption and heighten the standard of ILE across the nation. I strive to provide schools with long term flexibility and minimal site interruption, whilst heightening the standard of Innovative Learning Environments across New Zealand.
