Earthquake resilience of school buildings
Access reports, research and templates that support schools to ensure their buildings are earthquake resilient.
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Schools are a central part of their community and often play an important role in a community’s earthquake or natural disaster response. We have undertaken significant research to inform our guidance and requirements for building new and maintaining existing school buildings, and it is important that they are followed for all school projects.
- Engineering strategy group (ESG)
- Earthquake resilience for new school buildings
- Earthquake resilience for existing school buildings
- Tools and documents
- Research reports and information
- Further information
Our Engineering Strategy Group was established in October 2012 to provide technical leadership and oversight of our seismic resilience policy, technical design guidelines for new school buildings and ongoing work to improve the resilience of our school buildings.
Some of New Zealand’s leading engineers and industry experts with structural, seismic and geotechnical experience sit on the group. The chair of the group is Dave Brunsdon from Kestrel Group.
Our Structural and Geotechnical Requirements provide guidance to reflect the special nature of schools and includes specific building performance criteria and design load requirements that designers must meet when they are designing schools.
Timber-frame school buildings
The majority of state school buildings are of one, or two storey, timber-frame construction. Timber-frame buildings have been proven to be resilient in recent earthquakes. Research we commissioned also found that there is low life-safety seismic risk from these buildings, as well as single storey steel-framed buildings such as many hall and gymnasium school buildings.
You can read more about our research in our research toolbox.
Assessment of school buildings
Between 2011 and 2016 we engaged engineers to manage the seismic assessment of school buildings across Aotearoa |New Zealand. The seismic assessment programmes identified buildings requiring remediation, with the remediation works subsequently prioritised based on the assessment findings and other property upgrade and refurbishment work.
There is more information in the Earthquake Resilience Programme Contextual Report [PDF, 631 KB], and guidance for undertaking new assessments is provided in the Structural and Geotechnical Requirements.
All new seismic assessments of school buildings must align with the documents detailed in the research toolbox and should be reported using our seismic assessments template.
Ongoing Earthquake Resilience Work
There is further ongoing work to improve the seismic resilience of our school buildings due to changes to building standards, legislation and specific issues that may arise that have implications on the wider portfolio. Contact your Property Advisor if you have any concerns or would like to know of any work that may be related to your school.
|Design of new school buildings|
|Structural and Geotechnical Requirements||The updated structural and geotechnical requirements set out our requirements for the structural and geotechnical aspects of designing new school buildings|
|Design Features Report [In Development]||We have developed a Design Features Report template engineers must use to capture the key considerations and design methods they’ve used to meet our requirements and building code requirements|
|Seismic assessment of existing school buildings|
|Structural and Geotechnical Requirements||The updated structural and geotechnical requirements set out our requirements for assessing existing school buildings|
|Detailed Strength Assessment (DSA) Template [DOCX, 2.1 MB]||A template to be used for the Detailed Seismic Assessment of school buildings|
|Initial Strength Assessment (ISA) Template [DOCX, 2.1 MB]||A template to be used for the Initial Seismic Assessment of school buildings, and provides a broad indication of the likely level of seismic performance of a building|
|Earthquake Resilience Programme Contextual Report [PDF, 631 KB]||An outline report on the Ministry’s national seismic assessment programme|
School building research reports and information
|Establishing the resilience of timber-framed school buildings in New Zealand [PDF, 747 KB]||A report on the lessons learnt from the Canterbury earthquakes in relation to timber framed buildings|
|Ministry report: Structural testing of a standard classroom block — Carterton [PDF, 1.1 MB]||Report on the full scale destructive testing of a standard timber-framed Avalon classroom block|
|BRANZ report: Load testing of 2 classroom Avalon block at South End School [PDF, 3.4 MB]||Technical report on the full scale destructive testing of a standard timber-framed Avalon classroom block|
|Ministry report: Structural testing of a standard classroom block — Christchurch [PDF, 1.6 MB]||Report on the full scale destructive testing of a standard timber-framed Dominion classroom block|
|BRANZ report: Load testing of a Dominion block at Hammersley Park School [PDF, 5 MB]||Technical report on the full scale destructive testing of a standard timber-framed Dominion classroom block|
|Hammersley Park School Destructive Testing (1min, 54 sec) — YouTube (external link) (external link)||Watch the destructive testing of a typical timber-framed school block|
|BRANZ report — Gymnasium wall testing [PDF, 2.3 MB]||Technical report on the full-scale testing of typical school gym walls|
|Report: Canterbury Earthquakes — Impact on the Ministry of Education's School Buildings [PDF, 4.7 MB]||A report on the performance of school buildings during the Canterbury earthquakes|
|Catalogue of standard school building types [PDF, 9.6 MB]||This catalogue identifies standard building types in the Canterbury region. Some are found throughout the whole country|
|Report: Two Storey Nelson Block — Physical Inspection Findings and Implications on Detailed Seismic Assessment Results [PDF, 1.1 MB]||This report details our research findings of seismic assessments of Nelson blocks, one of the most common school blocks in secondary schools|
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