Discover how the fundamentals of sound shape the way people hear, learn and interact within a space. This CPD simplifies acoustic design through real‑world insights on sound absorption, material performance and the unique challenges of educational environments, empowering architects to specify solutions that elevate wellbeing and functionality.
 

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Learning outcomes

At the end of this presentation, you should be able to:

  • Explain what sound is and describe how it behaves within interior spaces, including how spatial design influences human speech and its perception.
  • Understand and apply key principles of sound absorption, including how absorbent materials function, how much absorption is required, and how placement impacts acoustic performance.
  • Identify the unique acoustic challenges of open‑plan educational environments and evaluate design strategies that balance speech privacy, noise control, and the needs of both teachers and students.
  • Assess acoustic materials for educational and commercial spaces by considering not only their absorption performance but also factors such as colour fastness, sustainability, and fire compliance.

This presentation will deliver outcomes related to the following Competency/s from the National Standard of Competency for Architects 2021:​

 
PC 28​ PROJECT INITIATION AND CONCEPTUAL DESIGN

Be able to draw on knowledge from building sciences and technology, environmental sciences and behavioural and social sciences as part of preliminary design research and when developing the conceptual design to optimise the performance of the project. ​

PC 33​ PROJECT INITIATION AND CONCEPTUAL DESIGN

Understand how relevant building codes, standards and planning controls apply across architectural practice, including climate change implications, the principles of fire safety and barriers to universal access.​

PC 39​ DETAILED DESIGN AND CONSTRUCTION DOCUMENTATION

Understand how the integration of material selection, structural and construction systems impacts on design outcomes.

 

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