Balliol College, Sports Pavilion

BALLIOL COLLEGE, SPORTS PAVILION

NOVEMBER 2019

7:45 AM, London Bridge. The train from Uckfield just entered the station and is spitting out hundreds of commuters, flowing past us. We hop on the now empty train and leave London to visit our timber sub-contractor’s workshop in East Sussex.

We are fast approaching the construction stage of our Sports Pavilion project for Balliol College in Oxford and were invited to review a mock-up of the roof structure. The pavilion roof is formed of slender sweet chestnut glulam joists; 10 layers are stacked on top of each other, each layer cantilevering further into the space, creating a coffer.

1:50 model

From outside the roof structure expresses itself as a lantern, popping up in the centre of the building. The lantern is fully glazed, allowing for rays of sunshine to enter through the stacked glulam. In the evening, the dense timber lattice will be highlighted by a subtle glow, originating from LED strips, that are recessed in the top of the glulam joists.

The mock-up in Inwood’s (timber sub-contractor) workshop

Lighting strategy detail plan and section

The mock-up was used to test the connection details between the individual layers of glulam, the construction sequence, and the integration of the LED strips and the associated wiring. Preceding the assembly of this mock-up, these details have been worked through and coordinated in many lengthy design workshops, involving the contractor, structural and electrical engineers, the timber sub-contractor, electricians and us architects. As such, it was even more enjoyable to review the mock-up with all the parties involved and to see our combined efforts bearing fruit.

The carpenters who built the mock-up and the Electrical Engineer, Design Manager, and Architect discussing the installation and accessibility of the LED strips

RIBA EDUCATION REVIEW PRESENTATION

MARCH 2015

Niall gave a presentation to the RIBA Education Review at a specially convened Forum and Council, which debated significant changes to the structure of architectural education. Niall spoke about the relationship between education and practice, arguing for a lifelong cycle of practice and education.

“Education should not end with RIBA Part III, or even limp along through minimum prescribed CPD events. It should no longer be possible for an architect to finish their education. I propose a more comprehensive model of life-long learning. If practitioners come back to the schools throughout their lives, they will be constantly invigorated and, by extension, they will constantly invigorate the schools to which they return. This would constitute a discourse – in the sense of a ferrying back and forth – in which practice and education are both part of a seamless continuity. The purpose of education is not so much the acquisition of set skills but – to borrow a phrase from John Hattie – learning how to learn. Once you have done this, you have built an engine for a lifetime of renewal.”