Education - Eureka


Social Landscape

by Annette Chu , Wendy Hui & Tommy Yeung


During our site visit, we observed the landscape formed by the Good Hope girls - how they moved from a room to external space, and to another room. They chatted, discussed, shared, talked to each other, ate... various activities happened outside the classrooms where formal teaching was conducted.

It was a very beautiful picture.

At the same time we saw inconvenience and struggle. The campus was built in three phrases, and now, except the lawn outside the library, the remaining outdoor spaces are these interstitial spaces between blocks, escape routes and external staircases.

Inspired by the intrinsic contrasts of old and new; indoor and outdoor; quiet and active; formal and informal territories of the existing school campus, the idea for a new landscape penetrating and connecting the different blocks of building emerged, and we named it the SOCIAL LANDSCAPE.

Social Landscape

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by Annette Chu , Wendy Hui & Tommy Yeung


During our site visit, we observed the landscape formed by the Good Hope girls - how they moved from a room to external space, and to another room. They chatted, discussed, shared, talked to each other, ate... various activities happened outside the classrooms where formal teaching was conducted.

It was a very beautiful picture.

At the same time we saw inconvenience and struggle. The campus was built in three phrases, and now, except the lawn outside the library, the remaining outdoor spaces are these interstitial spaces between blocks, escape routes and external staircases.

Inspired by the intrinsic contrasts of old and new; indoor and outdoor; quiet and active; formal and informal territories of the existing school campus, the idea for a new landscape penetrating and connecting the different blocks of building emerged, and we named it the SOCIAL LANDSCAPE.

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Education - Eureka


Hut and Fields

The initial thought underlying the nursery design is to create a multifaceted arena for the little ones where interesting stories could happen amidst exciting backgrounds. Given a 18m by 30m footprint sitting in a rarely isolated and unique urban lot with 4 candlenut trees, a 7-storey stacking of many otherly worlds slowly emerges. Children shall walk through a vast vertical landscape with small huts where they shall find each hut is a little different from each other.

The building cores and service areas are situated with an intention to naturally divide the floor plate to 3 big rooms while eliminating the use of doors, encouraging children to run freely and interact. Each room faces a different facade, giving children a sense of orientation and etching memories of places as they grow up. Activity rooms such as library, art room, music room are planned to mingle with classrooms such that children can discover their interest at close proximity as they promote up the classes.

At the ′fields′ where most of the activity rooms are located, large window walls are generously proportioned, opening up the space to become an infinite scene flooded in natural light. Open-plan furniture arrangements set out the stages for children to explore and nurture their curiosity. Inside the ′huts′ are the more refined and calm classroom spaces, where solid walls finished with ceramic tiles characterise the exterior enclosing the room, small windows are punctured to frame views of the immediate context. The interplay of ′huts′ and ′field′ defines one another and varies throughout the seven storeys.

Concrete column and beam structures supports the scattered ′huts′ at different levels with the incorporation of ribbed slabs holding up large span of ′fields′ in between. The material palette incorporates slight transitions across floors, spilling in diverse colour of nature and seasons as children wander. The use of fair-faced concrete with occasional textured relief at large wall surfaces and cores brings in subtle grey hues and depth to the backdrop. Inspired by the children′s drawings displayed in the existing nursery, distinctive ′happy objects!′ that are a little awkward, out-of-proportion are thrown at various chosen corners, serving the room functions and stamping landmarks for the little ones.

In search of the right scale for small people, we hope to design from the eyes and minds of children, setting out stages of dreams against a merry garden, foliage of autumn leaves, a sky high-up, a rainy mist...

Hut and Fields

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The initial thought underlying the nursery design is to create a multifaceted arena for the little ones where interesting stories could happen amidst exciting backgrounds. Given a 18m by 30m footprint sitting in a rarely isolated and unique urban lot with 4 candlenut trees, a 7-storey stacking of many otherly worlds slowly emerges. Children shall walk through a vast vertical landscape with small huts where they shall find each hut is a little different from each other.

The building cores and service areas are situated with an intention to naturally divide the floor plate to 3 big rooms while eliminating the use of doors, encouraging children to run freely and interact. Each room faces a different facade, giving children a sense of orientation and etching memories of places as they grow up. Activity rooms such as library, art room, music room are planned to mingle with classrooms such that children can discover their interest at close proximity as they promote up the classes.

At the ′fields′ where most of the activity rooms are located, large window walls are generously proportioned, opening up the space to become an infinite scene flooded in natural light. Open-plan furniture arrangements set out the stages for children to explore and nurture their curiosity. Inside the ′huts′ are the more refined and calm classroom spaces, where solid walls finished with ceramic tiles characterise the exterior enclosing the room, small windows are punctured to frame views of the immediate context. The interplay of ′huts′ and ′field′ defines one another and varies throughout the seven storeys.

Concrete column and beam structures supports the scattered ′huts′ at different levels with the incorporation of ribbed slabs holding up large span of ′fields′ in between. The material palette incorporates slight transitions across floors, spilling in diverse colour of nature and seasons as children wander. The use of fair-faced concrete with occasional textured relief at large wall surfaces and cores brings in subtle grey hues and depth to the backdrop. Inspired by the children′s drawings displayed in the existing nursery, distinctive ′happy objects!′ that are a little awkward, out-of-proportion are thrown at various chosen corners, serving the room functions and stamping landmarks for the little ones.

In search of the right scale for small people, we hope to design from the eyes and minds of children, setting out stages of dreams against a merry garden, foliage of autumn leaves, a sky high-up, a rainy mist...

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Learning Space, Yew Chung International School

Eureka took on the challenge to transform, in 5 years, the existing campus of Yew Chung International School floor by floor to a new learning environment.

The school campus was typical, consists of two linear blocks of 50 classrooms and laboratories with open corridors, interconnected by two bridges of special rooms. 

To respond to Client’s bold vision of transforming and creating new learning experience to the community,  traditional classrooms which could only facilitate lecture mode of learning are removed and replaced with learning studios, with teachers collaborative room placed strategically to create more interactions and supervision.  

With many partitions being removed, a diverse and transparent learning landscape is created. Corridors blocked by lockers are enclosed by full-height window wall, allowing abundant natural light into the interior space.  It has also increased learning area by more than 20%.   

The colour of the mullions changes in gradations from blue to pink, breaking down the long space and making students easy to navigate.  They also inform the interior colour scheme.    The interior design uses various ceiling acoustics, writeable bi-folding partitions, lockers and loose furniture to create a variety of space within the open landscape to cater different learning modes. 

Students can pick and spot their own spot of learning space.  Through acknowledging presences of others and the diversity of learning modes, the design has proved to improve students’ engagement and encourage cross-disciplines collaboration.  New paradigm shift has happened inside this colourful school.

Learning Space, Yew Chung International School

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Eureka took on the challenge to transform, in 5 years, the existing campus of Yew Chung International School floor by floor to a new learning environment.

The school campus was typical, consists of two linear blocks of 50 classrooms and laboratories with open corridors, interconnected by two bridges of special rooms. 

To respond to Client’s bold vision of transforming and creating new learning experience to the community,  traditional classrooms which could only facilitate lecture mode of learning are removed and replaced with learning studios, with teachers collaborative room placed strategically to create more interactions and supervision.  

With many partitions being removed, a diverse and transparent learning landscape is created. Corridors blocked by lockers are enclosed by full-height window wall, allowing abundant natural light into the interior space.  It has also increased learning area by more than 20%.   

The colour of the mullions changes in gradations from blue to pink, breaking down the long space and making students easy to navigate.  They also inform the interior colour scheme.    The interior design uses various ceiling acoustics, writeable bi-folding partitions, lockers and loose furniture to create a variety of space within the open landscape to cater different learning modes. 

Students can pick and spot their own spot of learning space.  Through acknowledging presences of others and the diversity of learning modes, the design has proved to improve students’ engagement and encourage cross-disciplines collaboration.  New paradigm shift has happened inside this colourful school.

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Education - Eureka


The Civic Square

The project transforms an existing semi-outdoor transitional space into a civic square for the members of the academy, in the name of Professor Charles Kao, the pioneer of the development and use of fibre optics in telecommunications.

The design concept is to construct a pavilion under the sky where students, teachers and visitors gather. Two-layered glued-laminated timber beams are used to construct the spatial structure, with directions echoing the spatial connections linking the key spaces. They become lines guiding people across the square.

Lighting is essential to create an uplifting atmosphere in such a deep space. To achieve this, above each timber beam inserts a continuous line of light boxes. Each light box is made of LED strip light with stretched barrisol membrane below to diffuse light uniformly like the sky.

The design delibrately replaces the wall of The Clifford C. F. Wong Secondary Library with a stage to create a smooth transition between the square and the library. Informal and formal performances, sharing and talks can take place. Existing staircase to senior common space on floor above is enlarged to create a hang-out steps where members can sit and relax next to the lush hillside. Cafe is connected to the square with seating spilling out, and the existing courtyard is enclosed and framed to appear an internal garden for the square.

The whole space becomes a vibrant space with various activities can take place.

What’s unique about it

We see there are two key reasons:

Firstly, the civic square has created a strong sense of identity for the school. It is a free space for everyone. During the breaks, one can see students happily gather around in the square: playing the piano, sitting causally and chatting, grabbing food, discussing works with teachers, getting a book from the library and reading along the steps or next to the courtyard. Sometimes in the morning we can see parents or members from the public coming in and playing tai-chi, and mothers drinking coffee. The members can feel strongly power of the space and the freedom to use the space.

Secondly, to create a pavilion under the sky, the design has to carefully intergrate the existing and the new building services. Features such as sprinkler heads and air grilles are delibrately removed from the barrisol ceiling. At the same time, the design has adopted natural materials, and considered cross ventilation during autumn and winter for energy saving.

The Civic Square

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The project transforms an existing semi-outdoor transitional space into a civic square for the members of the academy, in the name of Professor Charles Kao, the pioneer of the development and use of fibre optics in telecommunications.

The design concept is to construct a pavilion under the sky where students, teachers and visitors gather. Two-layered glued-laminated timber beams are used to construct the spatial structure, with directions echoing the spatial connections linking the key spaces. They become lines guiding people across the square.

Lighting is essential to create an uplifting atmosphere in such a deep space. To achieve this, above each timber beam inserts a continuous line of light boxes. Each light box is made of LED strip light with stretched barrisol membrane below to diffuse light uniformly like the sky.

The design delibrately replaces the wall of The Clifford C. F. Wong Secondary Library with a stage to create a smooth transition between the square and the library. Informal and formal performances, sharing and talks can take place. Existing staircase to senior common space on floor above is enlarged to create a hang-out steps where members can sit and relax next to the lush hillside. Cafe is connected to the square with seating spilling out, and the existing courtyard is enclosed and framed to appear an internal garden for the square.

The whole space becomes a vibrant space with various activities can take place.

What’s unique about it

We see there are two key reasons:

Firstly, the civic square has created a strong sense of identity for the school. It is a free space for everyone. During the breaks, one can see students happily gather around in the square: playing the piano, sitting causally and chatting, grabbing food, discussing works with teachers, getting a book from the library and reading along the steps or next to the courtyard. Sometimes in the morning we can see parents or members from the public coming in and playing tai-chi, and mothers drinking coffee. The members can feel strongly power of the space and the freedom to use the space.

Secondly, to create a pavilion under the sky, the design has to carefully intergrate the existing and the new building services. Features such as sprinkler heads and air grilles are delibrately removed from the barrisol ceiling. At the same time, the design has adopted natural materials, and considered cross ventilation during autumn and winter for energy saving.

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