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Examples of innovation and good practice within the UK and internationally can contribute to this process. Identifying underpinning principles for design: Research, development, and review and reflection are all necessary to identify underpinning principles for the design of learning environments. Some of these principles may be universal, whilst others may be highly context specific: 1. Understanding the local learning culture: Within each local context, the purpose of learning and the function of the ‘school’ should be defined as clear aims.

Involvement of the wider community can foster links, engagement and ‘ownership’ for the long-term. Jennie Winhall, Design Strategist, Design Council Achieving flexible and agile design solutions: The design solution should integrate the underlying elements of infrastructure (management, pedagogy and technology), whilst allowing for flexibility, both in the short term and the long term. The design of ‘loose-fit’ building shells with infrastructure integral to the design can allow for a variety of layouts and provide a good level of flexibility.

ImPact: How will it impact upon the wider environment? Physically? Socially? Economically? Environmentally? Potential: What are the possible strengths and weaknesses of this model? Price: Who will pay for it? What will it cost? To design? To build? To service, maintain and repair? To manage? To replace? Planning: How will it relate to how the wider environment is shaped and managed? 21ST CENTURY SCHOOLS: LEARNING ENVIRONMENTS OF THE FUTURE LESSONS FOR FUTURE LEARNING ENVIRONMENTS The conclusions presented within this document are not intended as a comprehensive list embracing all aspects of the design of learning environments; instead they aim to provoke debate.

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