Designing for schools
Successful design of school grounds requires awareness of the unique challenges they present.  For example, the site must allow for large volumes of traffic in concentrated periods of time – imagine 300 students using this space at recess.  The grounds will be accessible by the public on evenings, weekends and during the summer.  It must be safe for people of various ages and should be resistant to damage caused by vandalism or active children. 

The Calgary Board of Education has a set of guidelines that reflects these concerns. For example, they suggest rocks on the site must be the size of pea gravel or smaller, or larger than a 300- pound boulder to eliminate the risk of broken windows.  The Board also requires furniture to be of park-grade quality to ensure safe use. To download a copy of the Calgary Board guidelines click here. To see if your board has similiar guidelines refer to the Map. 

More information on designing for schools is found on the Resources page.

Designing for children
With respect to outdoor spaces, children’s needs are unique from adults.  They are far less concerned with aesthetics and much more interested in using space for activity. They value “found” or discovered spaces more than those manufactured for their use.  To facilitate creative play, children need stimulus for all senses, providing safe challenges and a chance to interact directly with the natural environment. Key concepts in creating outdoor spaces for children are diversity, manipulability, and opportunities for privacy. When designing school grounds we must leave room for unscripted, exploratory experiences.

There has been a significant amount of research done on this topic.  To see more information refer to the Resources page.

Designing with nature in mind
Some schoolyard naturalization projects have a traditional garden look but are populated with native plants; others aim to replicate a natural ecosystem.  Both strategies are valid - schools can decide which approach works best for them. However, to replicate natural habitat you should get a feel for how nature arranges itself. Visits to natural spaces can provide a sense of the structure of ecosystems. Observe how the plants, rocks, logs, topography and other features relate to each other in function and form.  For regional information on places to visit and resources to access see the Map. More information on ecosystem gardens can be found in the Native Plants and Resources pages.

Designing for wildlife
The potential for attracting wildlife adds purpose and excitement to a naturalized site.  Generally speaking, the closer the school is to an established wildlife population, the more successful it will be in attracting local wildlife.  You may see garter snakes, beetles, spiders, squirrels, butterflies, moths, bats and birds.  Many schools choose to design areas to attract certain kinds of wildlife like butterflies, birds and hummingbirds.  Any space designed for wildlife must provide space, food, shelter and places to raise young, water, botanical and structural diversity, layering, edges and native plants.  Having students research what wildlife is local and what they need for habitat makes great class activities.  For tips on wildlife gardens see the Resources section.

Designing for crime prevention
Schools that are redeveloping their landscape should be aware of the potential for crime and vandalism.  The best advice will come from your local police service.  If your school has a police liaison officer, consult with them directly.  Crime Prevention Through Environmental Design (CPTED) is an initiative that helps create healthy, safe communities through well planned environmental design.  Most police services subscribe to this philosophy – the Calgary Police Service website includes a page on CPTED.  For further information see the Resources page.

Common design elements
Many schools include seating to accommodate teaching outdoors.  Amphitheatre-style seating is popular in Calgary but can be expensive – costs range  from $10,000 to $20,000. Alternatives include picnic tables, boulders, logs or stumps.  Signs are also common and can vary in size, shape, materials and cost.  They can be used to provide educational information, mark the entry to the project and recognize donors.  Paths can be made of materials such as mulch, gravel, brick and other options.  Edging is often required to keep grass from invading planting beds and is available in a number of different materials. Irrigation and lighting are also options that many schools consider.  These are discussed in the FAQ section of this website. Some schools include features like murals, tipis and labyrinths to make their garden unique.

For examples of these and other design elements, see ‘What can it look like’, and Dress it Up, or download photos from our collection of naturalized sites.