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introductory presentation

for schools. introductory presentation. About this presentation. Introduction What is design quality Conceptual framework Using the DQI Aims of the DQI What to do now. this presentation brings together information about the aims of the DQI for Schools and how the toolkit works

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introductory presentation

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  1. forschools introductorypresentation

  2. About this presentation Introduction What is design quality Conceptual framework Using the DQI Aims of the DQI What to do now • this presentation brings together information about the aims of the DQI for Schools and how the toolkit works • it is publicly available on the DQI for Schools website and may be used to help introduce a DQI for Schools workshop • the slides are annotated in the notes section

  3. Functionality: Access The building should provide good access for everyone… Introduction What is design quality Conceptual framework Using the DQI Aims of the DQI What to do now

  4. Functionality: Access Introduction What is design quality Conceptual framework Using the DQI Aims of the DQI What to do now The building should provide good access for everyone…

  5. Functionality: Space Areas for dining and socialising should be sufficient to allow for healthy eating, relaxation and recreation … Introduction What is design quality Conceptual framework Using the DQI Aims of the DQI What to do now

  6. Functionality: Space Areas for dining and socialising should be sufficient to allow for healthy eating, relaxation and recreation … Introduction What is design quality Conceptual framework Using the DQI Aims of the DQI What to do now

  7. Build Quality: Engineering The design should minimise the requirement for mechanical ventilation Introduction What is design quality Conceptual framework Using the DQI Aims of the DQI What to do now

  8. Build Quality: Engineering Introduction What is design quality Conceptual framework Using the DQI Aims of the DQI What to do now The design should minimise the requirement for mechanical ventilation

  9. The need for a DQI for schools Introduction What is design quality Conceptual framework Using the DQI Aims of the DQI What to do now • Specific nature of school buildings • Type and organisation of accommodation • Age range of occupants • Use of school grounds • Access and inclusion • Specialist status • Educational vision • School ethos • Community use

  10. Development Introduction What is design quality Conceptual framework Using the DQI Aims of the DQI What to do now • Aim to stay close to generic DQI and share in its development • Change questionnaire to address: • Language for: • pupils • teachers • building professionals • everyone else • Attributes unique to schools:

  11. Process Delivery of building and service Product Design Quality Indicator Sustainability of Process and Product Process and product Introduction What is design quality Conceptual framework Using the DQI Aims of the DQI What to do now

  12. Resource envelope Introduction What is design quality Conceptual framework Using the DQI Aims of the DQI What to do now • Design quality in context

  13. Framework colour and texture integration of fixtures and fittings views minimising mechanical ventilation composition halls integrated ICT infrastructure control systems Introduction What is design quality Conceptual framework Using the DQI Aims of the DQI What to do now fire safety enhance the neighbourhood appropriate materials not feel cramped operating quietly allow structural change enjoyable common areas minimising heating sense of security sense of local ownership integration of systems minimising waste on site car parking and bicycle storage ambulant disabled and wheelchair users have appropriate furniture widely acclaimed pedestrian and public transport edge of the site contribute to new knowledge context safe access energy and water efficiency acoustics quality materials sufficient artificial light minimising cooling circulation signposting make you think inclusive to special educational needs people with impaired hearing cyclists educational vision apparent pleasurable orientation quality of daylight safety operability size of grounds provide security school's outdoor environment net to gross way finding external materials CO2 staff / administrative areas access for all adjacencies size of building teaching spaces toilets and changing areas safe construction weathering health operability cleaning pleasing form relationship to local facilities extendibility welcoming to visitors appropriate climate contribute to efficiency enhance teaching and learning engineering systems response to site microclimate replacement of components contribute to regeneration co-ordination of systems be adaptable maintainable people with impaired sight learning resource areas safe and stimulating grounds detailing quality of artificial light durable finishes allow services change balance of space sufficient daylight reinforces ethos of the school appropriate air quality intelligible layout hazardous materials and VOCs air quality thermal comfort efficient structure have versatile lighting raise aspirations environmentally sustainable dining and social areas minimising controls few complaints / faults stress reducing wear and tear storage appropriate acoustics grounds which support the curriculum accommodate needs demolition and recyclability access / storage for goods and waste climate change allow layout change considered construction character personal control adaptability

  14. Vitruvius & Wootton Introduction What is design quality Conceptual framework Using the DQI Aims of the DQI What to do now Commodity Utilitas Delight Venustas Firmness Firmitas

  15. New terms Introduction What is design quality Conceptual framework Using the DQI Aims of the DQI What to do now Commodity Utilitas Delight Venustas IMPACT FUNCTIONALITY Firmness Firmitas BUILD QUALITY

  16. Subsections applicable to schools Introduction What is design quality Conceptual framework Using the DQI Aims of the DQI What to do now The School in its Community Within the School Form & materials Character & innovation IMPACT Access Space Uses FUNCTIONALITY Performance Engineering Services Construction BUILD QUALITY

  17. Increasing detail Increasing legibility for users Project stages: Application over the project cycle Introduction What is design quality Conceptual framework Using the DQI Aims of the DQI What to do now Construction In-Use Briefing Commit to Invest Design Commit to Construct setting aspirations assessingaspirations

  18. Application over the project cycle Introduction What is design quality Conceptual framework Using the DQI Aims of the DQI What to do now 0 Strategic assessment 1 Business justification 2 Procurement strategy 3A Design brief and concept approval 3B Detailed design approved 3C Investment decision 4 Readiness for service 5 Benefits evaluation Preparation Design Pre const Construction Use A Appraisal B Design Brief C Concept D, E Design Development, Technical Design F, G, H J K Const to Pract Completion L1 L2 L3 Review of project performance in use. Client’s needs Intro / context Design solution presented Design solution presented Present building Present building In-use Mid design Mid design In-use Ready for Occupation Briefing record Comment-ary, Analysis Action Comment-ary, Analysis Action Comment-ary, Analysis Action Comment-ary, Analysis Action Strategic briefing events Detailed briefing workshop Outline design workshop Detail design workshop * Ready for occupation workshop * In-use workshop

  19. Who should be involved? Introduction What is design quality Conceptual framework Using the DQI Aims of the DQI What to do now • A DQI leader will need to be nominated to champion the process, ideally they should be a member of the project team • Respondents, project stakeholders who’s opinions the DQI collects, including • parents, school governors, pupils, people from the community, Local Authority clients, members of the design team, contractors and facilities managers • A facilitator who will help get the most out of the process

  20. Using DQI for Schools: Stage 1,briefing Introduction What is design quality Conceptual framework Using the DQI Aims of the DQI What to do now • at briefing the DQI is primarily used to create a record of the conversation • The DQI briefing record should highlight Measures, Definitions, Actions & Conflicts • project stakeholders work together to reach a consensus as to what the project should achieve • to further help set priorities, each statement is attributed either a Required, Desired or Inspired tag

  21. Language of DQI Briefing REQUIRED DESIRED INSPIRED Not Applicable Introduction What is design quality Conceptual framework Using the DQI Aims of the DQI What to do now Articulated by demand side Compliance with standards, regulations and quantified minimum targets Setting targets for building performance beyond the minimum required Inspiring goals and statements Reference to special buildings Because of the scope of the project cannot be achieved Achieved by supply side Working to accepted good design and construction practice Integrated design solutions to practical matters Imaginative synthesis of design strategies to create a special ambience and a response of delight Is not achievable

  22. Briefingoutputs Introduction What is design quality Conceptual framework Using the DQI Aims of the DQI What to do now

  23. Assessing a building or design Introduction What is design quality Conceptual framework Using the DQI Aims of the DQI What to do now • when assessing a school building the DQI for Schools collects views from stakeholders using the DQI assessment tool • this highlights different views and allows comparison between groups of stakeholders, project stages and different projects • compare with the briefing data to see how well the design or building is achieving aspirations

  24. Assessment results Introduction What is design quality Conceptual framework Using the DQI Aims of the DQI What to do now

  25. DQI for Schools aims Introduction What is design quality Conceptual framework Using the DQI Aims of the DQI What to do now • focus on comparison to help communication and encourage involvement using established customer sampling methodologies • form a consensus view amongst stakeholders • improve briefing • monitor and review design aspirations throughout the process • raise and manage expectations and in the longer term • benchmarking • feedback

  26. What to do now? Introduction What is design quality Conceptual framework Using the DQI Aims of the DQI What to do now Thank you for viewing this presentation, you can now: • read case studies about how the DQI has been applied at www.dqi.org.uk/casestudies • find out more about DQI leader training at www.dqi.org.uk/DQI/Common/LeadersWorkshop.htm • find out more about DQI facilitator training athttp://www.dqi.org.uk/DQI/Common/BeFacilitator.htm • contact an accredited facilitator who can help with the application of the DQI, see www.dqi.org.uk/facilitator dqi@cic.org.uk020 7399 7424CIC 26 Store Street London WC1E 7BT

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