Abstract:
In alignment with India’s National Education Policy (NEP) 2020, this thesis proposes the design of a residential school on an 18.4-acre site in Sector 161, Noida, Uttar Pradesh. The project responds to the growing need for holistic, inclusive, and future-ready educational environments that integrate learning, living, and play into a single, cohesive ecosystem. Designed for students from LKG to Grade 12, the campus aims to serve as a model for next-generation schooling in urban India.
The proposal envisions the school as a collection of age-based academic blocks—Primary, Middle, and Secondary—each articulated through varied scale, color, and spatial identity. These blocks are unified by a central landscaped spine and a series of elevated “learning bridges” that not only facilitate circulation but also act as informal learning and interaction zones. The built form is consciously low-rise and porous to promote openness, ease of navigation, and safety.
The design approach emphasizes age-appropriate zoning, student-centric planning, and active outdoor learning. Learning spaces are interspersed with breakout areas, shaded courtyards, amphitheaters, and activity terraces to support both structured and exploration modes of education. The residential component includes student hostels, staff housing, and shared community spaces, offering a balanced environment for living and learning.
The architectural language responds to the local context of Noida through orientation-sensitive planning, generous use of open and green spaces, and natural ventilation strategies. The project aims to create a vibrant and inclusive campus that nurtures creativity, independence, and a strong sense of community among its users.
This thesis aspires to present a replicable framework for residential schooling that enhances the student experience, supports progressive pedagogy, and reflects the evolving values of 21st-century education.
Keywords: NEP 2020, Holistic Learning Environment, Student Centric, Learning spaces
