SPONSOR CPD PROGRAMME Continuing professional development (CPD) is the regular maintenance, improvement and broadening of your knowledge and skills, to maintain professional competence. It is a requirement of CIBSE and other professional bodies. This Journal CPD programme can be used to meet your CPD requirements. Study the module and answer the questions on the final page. Each successfully completed module is equivalent to 1.5 hours of CPD. Modules are also available at www.cibsejournal.com/cpd Evaluating lighting needs for educational facilities This module explores how to evaluate effectively the lighting requirements for schools, colleges and other educational environments Learning, whether by discussion, interaction, practical application, or formal lecture, requires sufficient light of an appropriate quality. As highlighted in CIBSE SLL LG5,1 whether a primary school classroom or a professional lecture theatre, used by the young or old, with differing visual abilities and needs, the quality of light in the learning environment will directly affect the learning experience and motivation to learn. If the occupants cannot, for example, see clearly what is being displayed, identify true colours, or read the facial expression and body language of others, then the learning experience will suffer. Educational establishments encompass a wide variety of categories including nurseries, schools, universities, and colleges, as well as many other facilities that may be used for education in what are otherwise commercial and institutional locations. Buildings that would be considered as primarily educational in their function will include a multiplicity of areas that could include diverse use of spaces such as classrooms, lecture theatres, gyms, laboratories, workshops, offices, cafeterias, assembly halls and communication areas. In each of these areas, lighting is likely to play a different but always important role, serving a specific purpose depending on the tasks undertaken. In the UK, the Department for Education (DfE) publishes Advice on standards for school premises for local authorities, proprietors, school leaders, school staff and governing bodies that includes a brief summary of the key deliverables of a lighting design. Although this is specifically for school premises, the list is equally relevant to other centres of learning. In terms of the internal environment these are: Achieving adequate light levels, including the lighting of teachers and pupils faces for good visual communication Giving priority to daylight in all teaching spaces, circulation, staff offices and social areas Providing adequate views to the outside or into the distance to ensure visual comfort and help avoid eye strain Providing lighting controls that are easy to use Providing means to control daylight and sunlight, to avoid glare, excessive internal illuminance and summertime overheating Providing emergency lighting in areas accessible after dark. The DfE document directs designers to the 2011 edition of CIBSE SLL Lighting Guide 5: Lighting for education (LG5) for detailed advice (LG5 is currently under review). LG5 advises that a holistic strategy will maximise benefits and reduce wasted resources with a whole building design perspective, reaching beyond natural and electric lighting to include the effects on thermal loading, ventilation and acoustics. It proposes that six distinct aspects of lighting need to be considered: legal requirements; visual function; visual amenity; architectural integration; energy efficiency; and sustainability. These aspects may not have equal weight, and the creative design will require iterative processes that revisit factors as the design progresses to produce an integrative, and satisfactory, solution. The philosophy of holistic design is possibly even more important today than www.cibsejournal.com April 2022 43 CIBSE Apr 22 pp43-46 CPD 194 Supp.indd 43 25/03/2022 15:01