Abstract
The educational landscape is constantly shifting with unprecedented advancement in technology and changing pedagogy. Educators today seek to future-proof their classrooms and school-buildings in order to accommodate changes in new teaching and learning styles. In the upgrading of Singapore’s public school system, the traditional classroom remains largely unchanged, and instead resources are put into providing a variety of facilities, both natural outdoor and Information and Communication Technology (ICT). However, we postulate that the mere addition of facilities are ineffective as the root problem lies with prioritising classrooms in the design of schools. We reject the notion that the traditional, polyvalent classroom is future-proof, as it assumes that learning each and every subject can be effectively done within the same four walls. This thesis dreams of a school design not governed by the needs of a multipurpose classroom but rather, the curation of integrated learning experiences. This empowers the learners to take charge of their own learning through more flexible and autonomous exploration. We use a schematic framework of scientific exploration, comprising of discovery, testing and community feedback for young learners to understand the world and to define the learning experiences required in this school design. This system is expected to be future-proof by providing unique experiences that will remain relevant in the face of technology. It inspires sustainability by nurturing a love for life-long learning through cultivating the child-like curiosity into teenage-hood and adult-hood.