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Pushing and pulling Hanging Most rhythm activities must take place on hard-surface areas, such as asphalt or concrete. Running games and ball games require turfed areas.
Activities such as climbing, tumbling, and gymnastics, however, require the use of various apparatus on a soft or padded ground cover.
Good practice and safety require that appropriate instructional areas be constructed for the children of various age groups in schools with more than six classrooms. The general age-group pattern is kindergarten, grades one through three, and grades four through six.
Hard-surfaced areas, turfed field areas, and apparatus areas should be provided for each group.
For schools with six classrooms or fewer, outdoor facilities should be combined. Therefore, there would be only one turfed field area, one hard-surface area, and one apparatus area for the entire school.
The California Department of Education conducted studies to determine the facilities and space allocation needed for physical education outdoor teaching stations for schools of various sizes.
The analysis of activities and the scheduling for each class throughout the day resulted in a determination of what percentage of time children of various ages would likely spend in various programmed activities. As a result of those studies, a teaching station was defined as a play area adequate for one class to be taught by one teacher at one time so that pupils waste no time waiting turns because of lack of space and facilities.
The tables in this guide are based on this definition and therefore present a breakdown of actual space requirements and equipment for each required teaching station.
To ensure compliance with gender equity laws Education Amendments ofTitle IXthe California Department of Education conducted a study of the adequacy of playfield areas that were planned and constructed under the Department's guidelines until the present.
The study involved a sample of high schools throughout the state stratified by size; geographic location; and urban, suburban, and rural areas. About two-thirds of the school districts surveyed reported that their field areas were inadequate to accommodate women's team sports.
Smaller schools were usually able to offer equal access by scheduling and overlapping the use of playfields, but larger schools that scheduled two or three levels of softball freshmen, junior varsity, and varsity needed additional playfield space.
As a result of that study, an additional field area for grades nine through twelve has been added in this current edition.
Together with the percentage factor for layout, this configuration will add 1. Land for a Developed Building Site There are many ways to design a site master plan. School buildings may be spread out into wings, wrapped around courtyards, or blocked together into compact clusters.
Many different patterns and forms have been implemented in California schools. Land for the developed building site includes not only the land required for the buildings but also the land adjacent to the buildings, which may be developed as paved areas, walkways, lawn area, outdoor classrooms, or courtyards.
For the purposes of this guide, such land is designated as the areas required for buildings and grounds. Excluded are the areas for parking, service areas, and outdoor physical education and recreation facilities. An analysis of prior submitted plans reveals a pattern or ratio of approximately 2 to 1 between the developed grounds area around the buildings and the building areas themselves.
Few schools, either elementary or secondary, are designed in such a way that the developed land area is more than twice the building area.
In most instances it is slightly less. The School Facilities Planning Division believes that when the grounds exceed this ratio by an appreciable amount, the maintenance costs for landscaping increase beyond the budget of the average school district.
In those cases where the developed grounds are extremely limited e. Most districts provide well-kept and well-landscaped grounds even if maintenance costs require that the total grounds area be somewhat restricted.
The tables in this guide were developed on the assumption that the land purchased will permit a ratio of approximately 2 to 1 between the developed grounds and the building area.
Computation of the Area for Buildings and Grounds In the past the area for the developed building site was computed on the basis of state-aid area allocations. These allocations are no longer in effect since the passage of the Leroy F. The computations for buildings and grounds in Tables 2 through 6 and in the tables in the appendix are based on building allowances that were in effect up toexclusive of the extra allowance for portable buildings.
These square footages are as follows: For kindergarten and grades one through six: Actual area allocation for grades nine through twelve varies from The figure of 92 square feet per pupil applies to high schools with an enrollment of 1, to 2, Typical problem A: Assume a kindergarten-through-grade-six school with an anticipated enrollment of pupils.
At the 2 to 1 ratio, each pupil will generate square feet 59 feet x 3 feet for the building plus adjacent grounds. Thus the school would needsquare feet feet x feetor about 2.
As shown in Table 3, a total of 2. Assume a middle school, grades six to eight, with an anticipated enrollment of pupils. At the 2 to 1 ratio, each pupil will generate square feet for the building plus adjacent grounds.
Thus the school would needsquare feet, or about 4.The Illinois General Assembly is the state legislature, composed of the member Illinois House of Representatives and the member Illinois Senate. The members of the General Assembly are elected at the beginning of each even-numbered year.
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