霍姆布什西部公立学校
Homebush West Public School
Working collaboratively with TKD Architects, the school community, and NSW Department of Education, a strong focus was placed on the potential of the landscape to create an environment where students would feel comfortable, stimulated, and connected to nature and the surrounding Homebush community.
景观通过参考场地和周围社区的历史，为学校建立了强烈的标识。当地和再生材料的使用、地形的温和操纵、多样的本土种植调色板以及“景观即学习”的概念，都参考了Homebush背景下的本地和欧洲自然和文化遗产。
The landscape establishes a strong identity for the school by referencing the history of the site and the surrounding community. The use of local and recycled materials, gentle manipulation of the topography, a diverse native planting palette, and the concept of ‘landscape as learning’, all reference the site’s natural and cultural heritage—both Indigenous and European—within the context of Homebush.
一条突出的南北步行轴线连接新旧；将现有的学校建筑与新的学习中心整合在一起，并以一个铺砌的庭院作为学校的主入口。这一行人脊柱以再生砖突出，末端呈放射状，围绕着现有的重要成熟桉树，在新校舍附近形成了一个突出的焦点和会议场所。再生砖的材料调色板提供了新旧之间的强烈视觉联系，同时提高了整个校园的易读性。
A prominent north-south pedestrian axis connects the old with the new; integrating existing school buildings with the new learning centre and terminating in a paved courtyard framing the school’s main entrance. This pedestrian spine, highlighted with recycled brick, ends in a radial pattern surrounding the significant existing mature Eucalyptus trees, creating a prominent focal and meeting place adjacent to the new school building. The material palette of recycled brick provides a strong visual connection between old and new while enhancing legibility through the campus.
景观设计考虑了学生全天的不同需求，以及支持他们上学所需的学习和社交环境。多样的户外空间，如活动体育、户外教室、安静的游戏、避难区和教育空间，如生产性花园，结合在一起，提供了各种各样的教学和社交机会。
The landscape design considers the diverse needs of the students throughout the day, and the learning and socialising environments required to support their schooling. A diversity of outdoor spaces, such as active sports, outdoor classrooms, quiet play, refuge areas, and educational spaces like the productive gardens, combine to provide a variety of opportunities for teaching and socialising during, and after, school hours.
融入亲生物设计原则对于建立与自然的紧密联系和增进学校社区的福祉至关重要。景观设计提供了前景和避难所、复杂性和秩序，以及与自然系统的接触，以激发好奇心和与自然环境的互动。
The integration of biophilic design principles was vital in creating a strong connection to nature and enhancing the wellbeing of the school community. The landscape design provides places of prospect and refuge, complexity and order, and contact with natural systems to provoke curiosity and interaction with the natural environment.
A native planting palette with a seasonal variety of flowers, textures and colour creates a sense of wonderment, attracts native fauna, immerses students in an urban bushland experience, and fosters a respect for the native Australian landscape.
学校边界沿线有一条当地特有和本地植物物种的学习路线。当小径穿过“灌木丛玩耍花园”时，覆盖物路径和踏脚石让学生们沉浸在花园中，发现昆虫、花卉解剖和其他自然奇观的微型植物世界。
An indigenous learning trail of endemic and native plant species runs along the boundary of the school. As the trail passes through the ‘Bush Play Garden’, mulch paths and stepping stones allow students to immerse themselves within the garden and discover a micro-botanical world of insects, flower anatomy, and other natural curiosities.
创建屋顶游戏区使学校能够最大限度地扩大空间，为学生提供户外游戏，同时还包括由一个有阴影的分层圆形剧场提供的正式团体聚会机会。在屋顶环境中，安全和安保是最重要的，围栏被“伪装”成一个网格结构，创造了一个绿色的围墙，将学生与自然联系起来，同时提供有效的屏障和阴影。
Creating a rooftop play area allowed the school to maximise space and provide outdoor play for students, while also including opportunities for formal group gatherings provided by a shaded tiered amphitheatre. Safety and security was paramount in the rooftop environment, with the fencing ‘camouflaged’ as a trellis structure, creating a green wall perimeter connecting the students to nature whilst providing an effective screen and shade.
Website: www.context.net.au
Other designers involved in the design of landscape (architects and landscape architects): TKD Architects
Project location: Homebush West, Sydney, Australia
Design year: 2015-2019
Year Built: 2019
