Annex 2
ANALYSIS OF BREEAM SCHOOLS BY SUSTAINABLE
SCHOOL THEME
1. FOOD AND
DRINK
Government goal
An unhealthy diet contributes to obesity and
poor pupil concentration. Healthy, ethically sourced food can
reverse these effects while protecting the environment and supporting
local producers and suppliers.
By 2020 we would like all schools to be models
of healthy, local and sustainable food and drink produced or prepared
on site (where possible), with strong commitments to the environment,
social responsibility and animal welfare, and with increased opportunity
to involve local suppliers.
BREEAM does not currently contribute to the
"food and drink" goal.
Possible built environment response:
— Space for growing food on all feasible
school sites.
— Space and facilities for composting
food, green waste and biodegradable materials and all school sites.
— Space for community farmers market
on all feasible school grounds.
— All schools to have suitable facilities
for preparation of fresh food.
2. ENERGY AND
WATER
Government goal
Rising demand for energy and water is storing
up problems for future generations. Energy and water conservation
can tackle this problem while saving schools money.
By 2020 we would like all schools to be models
of energy efficiency and renewable energy, showcasing wind, solar
and bio-fuel sources in their communities, and maximising their
use of rainwater and wastewater resources.
BREEAM creates a framework to encourage designers
to implement energy and water efficient design features. CO2 emissions
should be minimised, and energy management is recognised. Low
water use fittings, rainwater/greywater recycling and water management
technologies are encouraged. BREEAM does not define a carbon emissions
goal for school buildings. However importantly, the energy standards
for refurbished schools are the same as for new schools, which
sets a challenging requirement.
Possible built environment response:
— Construction phase of all new buildings/refurbishments
carbon neutral.
— All school buildings carbon neutral
in operation by 2020.
— All schools carbon emissions (direct
and indirect) reduced by 30% over 1990 levels by 2020.
— All schools showcase renewable energy
(with technologies safely accessible where possible) for use as
a learning resource and community focus.
— All schools optimise rainwater harvesting
and greywater recycling, with a target to reduce mains water consumption
by 25% on 2004 levels by 2020. Consider setting a water consumption
target of m3 per person/year
— All schools to have interactive displays
about heat, power, water usage and weather conditions.
(These goals should be achieved despite the
changes in building use anticipated through extended schools.)
3. TRAVEL AND
TRAFFIC
Government goal
Rising vehicle use adds to congestion, road
accidents and pollution. Car-sharing and public transportation
help ease these concerns, while walking and cycling also boost
fitness and well-being.
By 2020 we would like all schools to be models
of sustainable travel where vehicles are used only when absolutely
necessary and facilities for healthier, less polluting or less
dangerous modes of transport are exemplary.
BREEAM rewards designs for site selection for
good public transport facilities, good cyclist facilities, and
safe and secure pedestrian and cycle access routes. BREEAM does
not have high aspirations for delivering cycle/pedestrian travel—a
maximum of cycle spaces for 10% of pupils is rewarded.
Possible built environment response:
— All schools to have cycling facilities
for 100% of pupils that have the option to cycle to school.
— All schools to be located on designated
cycle routes, or appropriate cycle routes to be established if
they do not exist. Infrastructure requirements for the creation
of safe walking and cycling routes and public transport within
the school catchment to be an integral part of the planning application
and construction costs for new schools and major refurbishments
— All schools to have well defined
safe walking routes within at least a 1.5 km radius of the school.
Infrastructure requirements to deter the school run (eg to encourage
parking away from the school and provision for safe walking the
last 1.5 km) to be an integral part of the planning application
and construction costs for new schools and major refurbishments.
4. PURCHASING
AND WASTE
Government goal
Waste, and the throw-away culture that encourages
it, can be addressed through sustainable consumption. Schools
can reduce costs and support markets for ethical goods and services
at the same time.
By 2020 we would like all schools to be models
of resource efficiency, using low impact goods that minimise (or
eliminate) disposable packaging from local suppliers with high
environmental and ethical standards, and recycling, repairing
and reusing as much as possible.
BREEAM encourages use of construction materials
with a low life cycle environmental impact and reuse/recycling
of construction materials as well as encouraging provision of
facilities for recycling of consumables in use.
Possible built environment response:
— Diversion of 80% of construction
waste from landfill.
— All schools to reduce their waste
arisings by 25% by 2020, relative to 2004-05 levels.
— All schools to recycle 75% of their
waste arisings by 2020, with goal of zero waste to landfill by
2050.
— All schools to include combined school
and community recycling facilities.
— All schools to have live interactive
displays about recycling progress, material flows for use in learning.
— All schools to have repair workshops
to recondition equipment or prepare for reuse or charitable giving.
5. BUILDINGS
AND GROUNDS
Government goal
Good design of school buildings and grounds
can translate into improved staff morale, pupil behaviour and
achievement, as well as opportunities for food growing and nature
conservation.
By 2020 we would like all schools to be regarded
as living, learning places where pupils see what a sustainable
lifestyle means through their involvement in the improvement of
school buildings, grounds and the natural environment.
BREEAM recognises good design practice in:
— engaging the community: to involve
the local community and building users, flexibility in the design
to enable the building to be used as a shared facility with the
local community and reducing the opportunity for crime;
— design for good management: enabling
building users to understand and operate the building efficiently,
buildings that can be easily maintained during lifecycle; and
— learning dimension: the building
and school site to be a learning resource.
However, these elements are not prioritised
within the BREEAM tool. This means they are not weighted heavily
in the scoring in comparison to other elements.
Possible built environment response:
— All schools increase the ecological
value of their estate by 50% over 2004 levels by 2020.
— All sustainable design features to
be revealed and interpreted as learning resources.
— All schools to engage stakeholders
in design of buildings and grounds.
6. INCLUSION
AND PARTICIPATION
Government goal
Schools can promote a sense of community by
providing an inclusive, welcoming atmosphere that values everyone's
participation and contribution, and challenges prejudice and injustice
in all its forms.
By 2020 we would like all schools to be models
of social inclusion, enabling all pupils to participate fully
in school life while instilling a long-lasting respect for human
rights, freedoms and creative expression.
BREEAM does not promote design of accessible
environments for visually or mobility impaired users. It recognises
involvement of the local community and building users in the design
process in order to increase local "ownership".
Possible built environment response:
— Accessible, flexible, adaptable design
of building and grounds for all.
— Quality space for display of school
work and ethos to community.
— Facilities to allow monitoring of
performance of the school environment to promote learning about
the building.
— Meaningful consultation in school
design involving pupils, staff and local community (including
feeder schools).
— Quiet areas for thought and prayer.
7. LOCAL WELL-BEING
Government goal
With their central locations and extensive facilities,
schools can act as hubs of learning and change in their local
communities, contributing to the environment and quality of life
while strengthening key relationships.
By 2020 we would like all schools to be models
of good corporate citizenship within their local areas, enriching
their educational mission with active support for the well-being
of the local community and environment.
BREEAM recognises involvement of the local community
and building users in the design process in order to increase
local "ownership" and accommodate a range of travel
options for building users.
Possible built environment response:
— All schools to include facilities
and flexibility to act as extended schools, including child care,
adult learning and other community use.
— All schools to showcase sustainable
design features and technologies to the local community, such
as renewable energy systems and water/energy efficiency devices.
8. GLOBAL DIMENSION
Government goal
Growing interdependence between countries changes
the way we view the world, including our own culture. Schools
can respond by developing a responsible, international outlook
among young people, based upon an appreciation of the impact of
their personal values, choices and behaviours on global challenges.
By 2020 we would like all schools to be models
of good global citizenship, enriching their educational mission
with active support for the well-being of the global environment
and community.
BREEAM recognises the specification of responsibly
sourced materials in construction.
Possible built environment response:
— All timber used in building projects
to be obtained from certified sustainable sources.
— All materials used to have country
of origin recorded.
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