This will include new and refurbishment projects and will address infrastructure issues and energy use.

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1 MASTERPLAN TENDER PURPOSE The Masterplan will become a road map for CGGS building and infrastructure developments. The plan will provide the concept overview for building developments to be completed over the next five to ten-year period, addressing various strategic components including 21st century educational design, building priorities, town planning processes and financial considerations. The School will partner with the best consulting team to assist in developing a high level vision that will support future aspirations including growth objectives and the development of 21st Century learning spaces that are highly adaptable, technologically rich and aesthetically pleasing. BACKGROUND CGGS is an Anglican girls school located across two adjoining campuses in Camberwell. Our Junior School, Ormiston, has a rich history. Established in 1848, it is Australia s oldest independent girls school. It became part of Camberwell Girls Grammar School in This new Campus, adjacent to the Senior School, was built in 2007 and received international recognition when it was awarded the Best Designed Primary School in the world. Its state of the art facilities make Ormiston the perfect learning environment, guaranteeing that students enjoy the best possible start to their education. Ormiston s programs cater for children from Early Learning to Year 6. Our aim is to build strong foundations that provide a basis for life this includes instilling a love of learning. Participation and teamwork are part of our culture and this develops confidence, motivation and self-esteem. Our teachers focus on educating the whole person in a friendly, caring and challenging environment. Our Senior School was established in The School opened with eight pupils and was located in the St Mark s Church Hall in Camberwell, where it flourished until It then moved to its present site in Canterbury and the School has thrived ever since. Recognised as one of Australia s leading girls schools, we provide a well-rounded secondary education that nurtures and guides students through the complexities of life with understanding, tolerance and infinite patience. We achieve academic excellence through innovative teaching practice, a strong work ethic and our unique culture. Our six-year average median ATAR score is Recently we completed all capital works identified in the previous Masterplan. We are now preparing to engage a multi-disciplinary team to prepare a Masterplan, which looks to the future and identifies capital projects needed to support the School s objectives over the next ten years. This will include new and refurbishment projects and will address infrastructure issues and energy use. MASTERPLAN 2014 TO 2024 AND BEYOND Melbourne's population growth will be significant over the coming decades and CGGS will need to accommodate ongoing growth in its own population and programs and respond to ever evolving technologies and learning/educational approaches and programs. The Masterplan for CGGS must encompass this and other variables such as the School s strategic educational vision, technological, safety and service related infrastructures, adequacy, functionality, acoustics, capacity, utilisation, Building Code compliance, accessibility, environmental and structural impacts.

2 In addition a detailed site analysis will include assessments of vehicle movement, precincts/zones, congregation, linkage, vistas/views, landscaping, geotechnical, maintainability and cultural/historical/heritage. PEDAGOGY CGGS aims to ensure that Students will have access to quality education that realises their learning potential, maximises their education achievement and promotes enthusiasm for lifelong learning. Our key purpose is to motivate and challenge our Students intellectually, emotionally, socially, physically, morally and aesthetically so that they become independent, responsible, confident and contributing members of the wider community. Skills: CGGS learners are encouraged to see themselves as connected global citizens who value and enjoy learning, who can use high end technology to access expertise and content, and who have acquired skills and knowledge for the 21st century, namely: Citizenship: able to work effectively and sensitively with people of all cultures on local and global issues (human and environmental) Collaboration: communication and negotiation Intellectual curiosity: loves learning, asks questions, aims for deep understanding Creative and critical thinking: self-directed, patient, analytical, can solve problems using high order skills, reflection, innovation Problem solving/solution finding Learner Dispositions: Successful learners who are: Motivated to achieve their potential Critical and creative thinkers Prepared to work in teams Able to communicate effectively in multiple modes Productive users of technology Active and Informed Citizens who: Have a sense of self-worth, self-awareness, personal identity and optimism Possess strong values Are enterprising Develop confidence to pursue tertiary education and productive employment Are prepared for roles in family, community and the workforce Embrace opportunities, make informed decisions and accept responsibility Confident and creative individuals who: Act with moral and ethical integrity Appreciate Australia s cultural diversity, government, history and culture Have an understanding and knowledge about indigenous culture Are responsible citizens who can interact and work with people of all cultures, who participate in civic life and are committed to Australian values of democracy, equity and justice MASTERPLAN PROCESS The School will undertake a comprehensive, search and evaluation process to identify our key partner in the Masterplanning process. It is envisaged that the Masterplanning process will be conducted over a 12 to 16 week period. This period should allow sufficient time for high-level community consultation (conducted via an online survey) and investigation of all project requirements.

3 The process will be broken down as follows: Weeks 1-2: Advertise and firms mobilise teams Weeks 3-4: Literature review and consideration Weeks 5-6: Interview and information gathering with short-listed firms Weeks 7-8: Short-list firms prepare responses Weeks 9-10: School stakeholder liaison and identification of preferred firm Weeks 11-12: Final negations between the School and preferred firm Weeks 13-16: School governance process, internal approvals and contract completion A review of town planning issues and preparation of strategies will be required to allow for the implementation of any proposed Masterplan capital works. Clarity around maximising height and scale is of importance. Ms Natalie Gray has played a significant role assisting CGGS in town planning matters over many years. Ms Gray is available to participate in this process with firms submitting EOIs. Two broad categories are expected of the Masterplans: Operational Masterplan: A medium-term plan connected to a budget or project seeking firm outcomes to guide capital works requirements. This could be expressed as a series of capital projects with annualised budget forecasts over a ten-year time frame. Long Term Masterplan: This plan is the result of more extensive consultation, representing longer-term aspirations, which incorporate a broader and more detailed educational vision including wider community use of the school campus. To inform the development of this stage, the School will enter into strategic discussions with the successful firm. A full confidentiality disclosure must be executed between the School and the successful firm. Within the School the Principal and Business Manager of the School will have responsibility for: Identifying key stakeholders in the process; Issuing invitations to identified key stakeholders to participate in the process; Notification and coordination of committee meetings including collation of agenda items for discussion, recording of minutes and publishing the minutes to all stakeholders; Site tours with prospective firms; Implementation of the plan The governance and decision making structure during the building and Masterplanning process in the School involves the following: Building Priorities: Reviewed and recommended by the Property Committee, approved by School Council. Budgets: Reviewed and recommended by Finance Committee, approved by School Council. Design Development: Workshops attended by the Principal and Business Manager, department specialists invited as required. Variations/Scope Changes: Agreed and approved by the Principal and Business Manager

4 Stage 1: Expression of Interest An EOI will be advertised in the Tenders section of the weekend papers and online, inviting architectural firms to submit to become the School s partner in the Masterplanning process. The advertisement will call for a multidisciplinary team, led by an architect to compile a capability statement demonstrating their firm s design skills, relevant works, marriage between sub-consulting firms and articulating why they would be the best option for our School. At this stage submissions will be limited to five single pages (maximum), with text only (Arial, font type 12). No marketing materials or graphics will be accepted. Stage 2: Short Listing and Evaluation Once the School has reviewed the EOIs a short list of three to five firms will be selected to take part in an information gathering and review process. During this process firms will be invited to attend interviews, conduct full site tours, review existing plans of the school and understand the concepts / ideas already scoped by the School. The School will provide significant guidance to the tenderers regarding the School s strategy, expected student enrolment patterns for the next ten years, pedagogy development and philosophies, School ethos and expectations from a revised Masterplan. Firms will be assessed on their ability to articulate their firm s design capability, design skills, quality of their consulting team and the methodology for developing a strong working relationship with the client. It is expected that the team will be led by the architect and will include the following consultants and others as deemed necessary: Architect Town Planner Landscape Architect Services Engineers Civil and Structural Engineers Environmental Engineers Traffic Engineer Quantity Surveyor Others as deemed necessary The tenderers are expected to submit proposals that detail their expected approach to developing the Masterplan (including required interactions with the School community, formation of reference groups and other sources of input), detail the capabilities of key team members, including examples and references of previous Masterplans delivered with a multi-disciplinary team, expected price range and expected resourcing hours and rates of key personnel from the team. The tender process will also be used to test the team s ability to work collaboratively and proactively with key School personnel. At the conclusion of Stage 2, a preferred team will be selected and final details of their engagement will be negotiated. Stage 3: Agreement with Preferred Firm In this phase the selected firm will develop, scope, prioritise, and sequence the plan into integrated short, medium and long-term capital projects to optimise future needs and funding. Concept plans are to be sketched and project plans are to be developed. Costs and benefits are weighed. Options and alternative scenarios may also be explored. Proposed projects need to be optimised to balance conflicting objectives and constraints. CGGS wishes to optimise efficiencies and operating costs.

5 Development of strategies will need to deliver consistent character and high quality design outcomes both on buildings and landscape that reflect the School community, location and education aspirations are essential. Input from School and consultant teams will identify current educational programs and services and perceived future needs. Sometimes these programs will be linked to a specific educational brief. Issues of strategic importance will be identified in the wider context of education delivery and will express how these interact with the development of the CGGS Masterplan. The firm will be asked to aggregate and evaluate diverse information to fully understand the current conditions of facilities and capital assets, which may range from School buildings to vacant land. Assessment is typically interpreted as a physical inspection of facilities but maintenance and facility management plans may also provide significant data. To this end a copy of the CGGS Maintenance Plan may be reviewed. The Masterplan may be considered in two parts a medium term plan (ten years) with identified projects and budgets and a long term plan which considers the School s possibilities into the future based on population growth assumptions, infrastructure, technology and land acquisition. Key objectives include: Recognising the diversity of backgrounds and needs of students and communities at the School, providing avenues to promote flexibility in the delivery of education; Guiding best value expenditure of capital funds to develop facilities at the School; Representing current School and community expectations and explore future aspirations; Adding value to primary assets and facilities; Achieving better functionality in terms of operation: Improving the livability or quality of experience on the School campus by design; Reflecting and embodying an understanding of a range of site-specific factors including climatic factors, physical attributes, cultural issues, educational/curriculum issues, where possible within the scope and funding for the Masterplan; and Producing a document that addresses constraints and opportunities in a format, which can be regularly updated. Development of environmental strategies that minimise the School s energy consumption are also critical. In this context we expect that an audit of the School s current energy use and future use predictions will be made and that energy generation options, solar, wind, etc will be reviewed on a whole of School basis, with a recommendation as to the medium term cost effectiveness of the implementation of any of these strategies. It is expected that the consultant team will provide an integrated Masterplan response to this issue.

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