CATANDUANES STATE UNIVERSITY

COLLEGE OF INDUSTRIAL TECHNOLOGY

GRADUATE STUDIES

COURSE TITLE: PHYSICAL PLANT AND FACILITIES LAYOUT

TOPICS: A. TYPE OF SCHOOL BUILDING,
B. MINIMUM STANDARDS FOR INSTRUCTIONAL AND ADMINISTRATIVE SPACES
FOR PRESCHOOLS, ELEMENTARY AND SECONDARY SCHOOLS, AND TECHNICAL-
VOCATIONAL SCHOOLS,
C. DESIGN OF SCHOOL BUILDING
PROFESSOR: ARC. JOSE G. ONG
REPORTER: JADE JEAN PACLETA-UCHI

Introduction:
School buildings are classified according to structure, function and design. As to structure, it may
be classified as permanent, semi-permanent and temporary. As to function it is classified as instructional,
administrative and non-programmed. As to design, it is classified as Gabaldon type, RP-US Bayanihan,
DepED standard/modified, for Learning And Public Use School building (LAPUS) building, and others. In
line with the classification enunciated in the National Building Code of the Philippines, school buildings
are categorized as follows:

1. CATEGORIES OF SCHOOL BUILDINGs

Type of Building Floor Floor Area (sq. Gross Area per place @ 45
Dimensions (m) m.) pupils/ students per room
(sq. m.)

Gabaldon Type 7 x 9 minimum 63 1.40

Army Type 6x7 42 0.93

Magsaysay Type 6x7 42 0.93

Marcos Type 6x7 42 0.93

Bagong Lipunan I, 6x8 48 1.06

II, III

RP-US Bayanihan 7.35 x 6 44.1 0.98

ESF BLDG 6x8 48 1.06

IMELDA TYPE 6x8 48 1.06

PAGCOR BLDG 6x8 48 1.06

GOJ-TRSBP BLDG 8X6.25 52 1.15

GOJ-0EFIP BLDG 8X7 56 1.14

SEDP BLDG 8X7 56 1.24

CARINO TYPE
c According to Function:
1. Instructional Spaces
These spaces are designed to directly accommodate the educational program. The basic
instructional spaces for elementary schools are classrooms and work education shops or
multi-purpose buildings for Home Economics and Industrial Arts Classes
. 2. Administrative and Service Spaces
The administrative and services spaces are those which serve to facilitate administrative
and administration – related functions and services such as administrative offices,
canteens, or lunch counters, medical-dental clinics, guidance room, dormitories, etc.
3. Non-Programmed Spaces
Non-programmed spaces are those which are not directly related to the implementation of the
educational program and administrative functions or services such as lobbies, corridors, stairs,
etc.
4. Corridors
Corridors are required at ground level if appropriate direct access to enclosed spaces is provided.
Every corridor shall not be less than 1.10 meters wide and shall be unobstructed

B. MINIMUM STANDARDS FOR INSTRUCTIONAL AND ADMINISTRATIVE SPACES FOR

PRESCHOOLS, ELEMENTARY AND SECONDARY SCHOOLS, AND TECHNICAL-VOCATIONAL
SCHOOLS

1. Classroom - 1. 40 sq. m. per place

2. Science Laboratory - 2.10 sq. m. per place
3. School Shops
Practical Arts/Technology/Industrial Arts and Home Economics
4. The Computer Room/ Laboratory – 1.40 sq. m. per place
5. Library/Learning Resource Center (LRC) – 2.40 sq. m. per place The library/LRC shall have a
capacity of 10% of the enrolment at 2.40 sq. m. per place, provided that the total area is not less than that
of a standard classroom
.
6 The Library Hub- An innovative project aimed at developing love and habit of reading among pupils and
students in public elementary and secondary schools through building warehouse libraries provided with DepED
approved Supplementary Reading Materials (SRM).
The basic features of the Library Hub are as follows:
• a main area with steel shelves to hold book bundles
• a conference/training room
• book repair and bindery section
• check-out counters
• print shop
• loading and sorting bay with steel curtain
• reference filing system
Among the basic equipment are:
• shelving
• furniture
• plastic bins and roll-away carts
• at least 2 computers
• bar code scanners
• bindery equipment
• photo copier
• multi-media equipment
7. Administrative and Service Spaces
Administrative Office - 5.00 sq. m. per place Medical/Dental Clinic - 28.00 sq. m. gross Guidance Room
- 28.00 sq. m. gross
8. Preschools
Preschool education is recognized as a stage where early childhood development has long been felt.
The present standards for preschool education consider the child, the teacher and the school with the
support of the family in maximizing the child’s potentials and his capacity for learning. The stimulating
and meaningful experiences provided in all aspects that will make him a socially sensitive, independent,
spiritual and rational individual. The teacher is therefore expected to come up with a class program suited
to the needs of the children in a particular school.

Hereunder are the standards for the physical environment (minimum requirements for the school site, the
physical facilities and the learning equipment for a preschool).
a. Nursery (Pre Kindergarten
b. Hazards to safety of small children must be looked into such as wells, diggings, stairways, pools,
electric installations, etc. to minimize or eliminate accidents
C. Activity Centers o Listening/Speaking and Acting area o Reading corner o Housekeeping area o
Aesthetic Center o Work area o Health/Clealiness area o Playground
. School Site (for Kindergarten only)
DECS Order No. 107 s., 1989 dated November 10, 1989 stated the Standards for the Organization
and Operation of Preschools (Kindergarten Level). These are:
1. Minimum lot area 500 square meters (sq. m.) (for not more than 4 classes) classroom 140
sq. m. (minimum) playground 360 sq. m.
1. Alternative space for playground – nearest park or open space not more than 200 meters from walking
distance from the school. This arrangement must be approved in writing by the authorized representative
of the park or open space.
2. School site must be used for educational purposes only, must not serve as residence of the owner and
should not be a “convertible school” (during day time is used as school and after class hours is a residence
or used for commercial purposes)
3. Provision for office, teachers’ room, music and library room or rooms combining any two of these
must be considered.
Classroom size should be 1.5 square meters per child
C. Equipment
a. Playground and Garden
b. Classroom Equipment and Fixtures
d. Health Facilities and Provisions for Safety
e. Activity Centers or areas which may contain the following or their equivalent:
* Personal Care and Grooming
f. Motor and Creative Development Corner

9. Strengthened Technical-Vocational Schools

One of the Department’s goals is to equip the high school students with relevant skills through the
Strengthened Technical-Vocational Education Program (STVEP) in order to prepare them for higher
education, world of work and for entrepreneurships. The Tech-Voc High Schools (TVHSs) shall
be strengthened by providing a competency-based curriculum and training, physical facilities,
instructional materials, manpower requirement and other logistic support.
III. THE DESIGN OF SCHOOL BUILDINGS

1. Design Guidelines
The following general guidelines shall be observed in the design of school buildings:
a. A school building shall be designed in accordance with its functions, needs of its user, and the
nature of the environment.
b. In view of scarce resources, a school building shall be conceived for economy in construction,
utilization and maintenance.
c. The design approach shall be straight forward, relying upon simplicity of concept in the context
of innovation to reflect order and dignity, ensure flexibility in anticipation of educational change,
and achieve structural stability.
d. Human dimensions, static and dynamic, specifically with reference to Filipino children and
youth, shall be the basis for establishing scale.
e. Aesthetic elements shall be integral to the overall design and even given contemporary
treatment, shall derive from historical, traditional or native themes.
f. The use of indigenous or locally produced materials shall be maximized in conjunction with the
application of appropriate construction technology.
g. Provision for mobility of handicapped/disabled persons shall be given due consideration in the
design and construction of school buildings and other facilities in accordance with Batas
Pambansa Bilang 344. (Accessibility Law).

2. Placement and Layout

A school building shall be properly oriented, i.e. properly placed with regard to air currents, natural light
and heat from the sun, utility of the plant and grounds and most advantageous display. It is directly
related to the health and comfort of the pupils/students and teachers; hence, the efficiency of the school
plant.
3. School Building Orientation
Orientation of school buildings located in coastal areas should consider the direction of possible
storm surge. Impact of storm surge will be less if the shorter side of the building faces the coast
instead than its front. (Engr. Rodel Veneracion, Plan Philippines

.
4. Layout The layout of school building on the school site refers to the location and
arrangement of school buildings to achieve maximum functional efficiency and aesthetic effect.
As a general rule, the different school buildings shall be laid out according to functional
grouping.
5. Building Plans: There are two types of plans for the design and specifications of public
elementary and secondary school buildings.
a. Standard Building Plan. This is usually prepared by the architects and engineers of the
DepED and the DPWH and approved for general use in all schools throughout the country.
B.Special Building Plan. This is a plan designed specifically for a particular school for a special
purpose or because of certain unique or peculiar features of the school site. A special building
plan may originate from the field.
6. Building Plan Requirements: A school building plan originating from the field, local
government units and private entities shall be submitted to the PFSED-OPS, DepED for review
and approval
7. Design Requirements. The following pertinent requirements prescribed in the National Building Code
of the Philippines shall be considered in the design of school buildings:
a. Windows
B. Ceiling Height
c. Floor Construction.
d. Roof Construction.
e. Exit Doors.
f. Door Shutters.
g. Corridors
h. Stairways.

Reference: 2010 Educational Facilities Manual