ecoMaster are proud to share a total climate change solution from the Gisborne Montessori School.

If your business is tripling in size every year, your current premises are extremely cold in winter with exorbitant heating bills, frozen air conditioning and burst water pipes; you are ready to make a change.

The understanding of the environment, the climate, the economy, and the need to provide for a sustainable future will significantly impact on the type of change you embark upon.

It’s probably no surprise that one of the organisations who would lead the change into an environmentally, sustainable, low maintenance project would come from a community school, the Gisborne Montessori School.

The philosophy of the Gisborne Montessori School is to create a peaceful, sustainable future through empowerment of individual potential. Dr. Maria Montessori, the founder of the worldwide school introduced "first the education of the senses then the education of the intellect."

The Gisborne Montessori School is one of five Montessori Primary Schools in Victoria and the only one north west of Melbourne (45 minutes drive). The school opened in 2000 and by 2003 knew they had to relocate.

Development plans were embarked upon in 2003 to span a five year period with the purchase of 10 acres in New Gisborne.

The brief was to provide an outstanding environmental modelling opportunity and learning landscape within a Montessori framework in which to immerse students.
The school’s management committee took over to build a school within the privately funded budget from the school parents.

The resulting plans became a well considered blend of the Montessori’s environmentally sustainable, low maintenance aspects combined with the licensing requirements of various government agencies.

The creation of a learning landscape encouraging biodiversity, providing windbreaks, shade, sports, and out door facilities were in the making.

The aesthetics of the landscape and the building were also key aspects.

Hundreds of hours went into researching the requirements to create a sustainable environment.

The results of this research included:-

- Water self reliance and management
- Conservation
- Ability to expand
- Solar heating and hot water
- Recycling
- Thermal effectiveness
- Fireproof or fire retardant
- Low maintenance
- Chemical free zone
- Cost effective to build

Water self-reliance
Water self reliance was a key to the school’s water management policy.

Water tanks have been installed to collect roof water which provides for much of the school’s needs.

Fitting the water tanks with Country Fire Authority (CFA) water outlets and housing the tanks near the car park provided additional water sources for the containment of bush fires.

A waste water treatment plant processes all black and grey water as well as organic waste generated by the school and reticulates the water onto the native vegetation windbreaks.

Water conservation is encouraged at the school with a range of features including ‘micro flush’ toilets and spring loaded taps that turn off automatically.

A metal colorbond roof was installed optimising costs and water collection.

Conservation
Effective drainage, water management and conservation were all high priorities for the school.

Spoon drains or swales with frog ponds were installed along the northern and southern boundary fences to drain storm water away from the school buildings and neighbours.

Extensive plantings of drought tolerant native vegetation were used as windbreaks on the northern and southern boundary lines.

Following the natural contours of the land, a run off dam was created in the north western corner to form wetlands for the local wildlife and sustain native vegetation. Over the wetlands, a boardwalk hide will eventually allow the students to observe the wildlife without disturbance.

Permaculture orchards with vegetable patches, a chook house, compost and cob oven are featured.

Ability to expand
The buildings were concentrated in the south eastern zone and the provision for three ‘pods’ was made. Those three buildings are almost complete.

A 'pod'’ is a 'Y' shaped building housing a classroom in each branch of the Y with supporting functions in the stem. This would maximise cross ventilation and natural light whilst producing floor space efficiencies.

Solar Heating and Hot Water
The classrooms face solar north to make the best use of passive solar heating and to provide natural light.

Non mechanical ventilation (opening windows on every wall) provide a flow through air circulation with ceiling fans for backup.

Solar hot water supplies the kitchen and showers.

Thermal effectiveness
Gisborne’s climate parallels that of Canberra – winters are COLD and summers are warm to hot.
As the school is closed over the peak of summer, keeping the school warm in winter became the major focus.
Thermal mass and insulation were provided by a concrete waffle slab, Timbercrete walls, energy efficient windows and effective ceiling insulation.
Pergolas were built over the northern windows and deciduous vines were planted to provide shade in summer but allow the winter sun to penetrate.

Fireproof or fire retardant
Timbercrete solid blocks were used for the walls, not only for their thermal mass capacity but also because they are virtually fireproof.
A concrete slab floor was installed for thermal effectiveness, termite, flood and fire protection.
Aluminium window frames types were extensively tested to ensure they would provide the best quality for protection against wind, water ingress and fire.

Low maintenance
Construction materials were selected not only for their thermal qualities but also for their long lasting and low maintenance benefits.

Chemical free zone
It is the school’s aim to minimise the application of chemicals on the school site.

Termite protection is often a major user of chemicals that come in contact with the ground and have to be re-applied on a regular basis.

The waffle pod floor installed required no edge rebate, the top 75mmof the slab remained clearly visible and free of obstruction as a termite inspection area.

Cost effective to build
The skills and expertise of the school’s management and parents were brought together to make the project affordable and within the school’s budget.

The floors, walls, windows, and roof materials were all selected to meet sustainability, government school standards and affordability requirements.

What the school lacked in financial resources was made up for in committed and talented parents looking ‘outside the square’ for creative solutions.

The level of tangible support from parents, friends and the community became a prime example of what can be achieved by a small, but highly energetic and enthusiastic community.

Progress
The highly crafted plans were submitted as an entry in the Australia wide Sustainable Schools Champion Awards run by the Faculty of the Build Environment at the University of New South Wales at the end of 2003. The school has been a finalist out of several thousand entries for this award three years in a row as each stage has been developed.

The first phase was completed in February 2005, phase two in 2006 and phase three is almost complete.

The ultimate aim is to provide a learning landscape that develops a passion for preserving the environment; helping people of all ages understand why, to know what can be done, to know how to do it and have certainty around their ability to make a difference.

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