W1 Briefing Document
[The Wild Exchange]
[Executive Summary]
[Executive Summary]
Why this project matters
The campus feels inaccessible and unwelcoming to many demographics of learners. The edges are hard and deterring, whilst there is little connection with local creativity or research. Students and the public are segregated, with very few places supporting collaboration or socialising. There are also minimal opportunities to engage with nature or workshops on campus. Whilst flood risk poses a significant threat within the site’s wider context.
This project intends to solve these issues by reshaping the ecology and principles of the landscape and creating a building that supports ecological learning, creativity and community. Directly responding to policy (HEA7) of the Plymouth plan.
Who the project is for
The project intends to support a wide range of user groups with a specific focus on
-Local residents
-Local creatives and professionals
-Young people and nearby schools
-The general public
-Ecology groups
-Students and staff
Where and how
The masterplan forms the catalyst of change in three steps to contextualise the built response in ARCH 6002
Stage 1 - Wilding
The campus begins to open itself through rewilding, inspired by policy (INT6). Forming meadows across the site with a focus on the south entrance plateau to facilitate a softened and open arrival. With a core wild space at the centre of campus to encourage movement through. Removing hard boundaries helps break the initial feeling of separation. Pollinize and Greenminds NGOs guide seed mixes and host community wilding sessions.
Stage 2 – Observation and care
As the landscape grows, the focus turns towards tending and nurturing it. The aim at this stage is to support long-term care and curiosity within the community. People record the changes they see in plants and wildlife. Feeding into teaching, research and creative practices. This stage builds a culture of shared stewardship.
Stage 3 – Social animation and belonging
The aim at this stage is to facilitate social connections between different user groups. Spaces across campus are reshaped to encourage mixing between students and the wider community. Spaces that give room for non alcoholic socialising and informal creative exchange. Nature becomes part of daily movements, responding to policy (HEA4).
The Centre for wild learning
The building intends to gather everything that grows from the new campus identity. Creating a hub where ecological work meets creativity, collaboration and socialising. Intended to display research, art and stories that have grown from the landscape. Whilst providing flexible spaces to support workshops, talks and events hosted by both the university and the community. Acting as a clear anchor for community collaboration and celebration, responding to Plymouth policies (HEA7), (GRO2) ,(INT8) and (HEA4).
How it aims to be delivered safely and effectively
The project is delivered in stages to support ecological growth and allow natural systems time to adjust. Intending to include flood management in its land adjustment and planting strategies to respond to the Plymouth plan policy (GRO8). By collaborating with Pollinize Biodiversity surveys and Green Minds Plymouth, it ensures professional long-term stewardship. Whilst the Stonehouse Timebank workshops system ensures effective collaboration and accessibility within workshops and collaborative spaces.
01 – Why?: Conceptualise the core aims of the project with strategic intentions
[Listening to the Needs of the Community]
[Conceptualising the needs of the community]
Core aim [campus scale]
To utilise rewilding of key spaces, particularly at the constricted entry to the south, to create inclusive spaces that invite people in rather than shut them out. To facilitate a transformation in who feels welcome, by softening the hard edges of campus and prompting curiosity and pause. These landscapes will act as places where people of all backgrounds can coexist, socialise and learn from the living ecosystem around them.
Core Aims [Main Hub]
The building should act as a place where environmental research and creative work meet collaboratively. It will display and celebrate the art, data and stories that have grown from the rewilding process. It should also provide versatile indoor and outdoor spaces for guest lectures
Why [Rewilding as a Catalyst]
Surfaces of Campus
Wilded spaces
Context
A sterile landscape made mostly of concrete leaves little room for the softness and sensory relief required for comfortable pause. Therefore, the outside spaces of the campus are seen as spaces to move between buildings, rather than dwelling in them. The absence of diverse outdoor spaces reinforces the sense that the campus belongs solely to students. As shown with the core social spaces of the Uni being hidden within buildings or underground in the SU. This doesn’t represent the needs of several generations of learners. Therefore, there is little reason for the wider community to linger, pause or interact on campus. This is choking opportunities for the typical student to interact beyond their demographic.
Plymouth also faces growing flood risks from heavier rainfall and its extensive impermeable surfaces. The city’s hard landscaping limits natural drainage, which has caused frequent surface flooding throughout history. As a ‘sustainable institution’, the Uni should be pushing to develop its campus with absorbent landscapes that work with water rather than against it.
Inspired by the mapping techniques of James Corner, with the way in which his maps reveal the hidden systems at play within a site’s context. Pulling apart core systems of topography, hydrology and geology, then stacking them to reveal relationships.
Why [Rewilding as a social catalyst]
02 - Where and When 1?: Reading and responding to key socio-spatial conditions to inform a contextual response
Meso Context: Campus
Macro Context: Plymouth
[Where/When]
The macro climate
On a larger social and spatial scale, Plymouth works as a city divided into zones. The waterfront pulls in tourism and retail, so it feels busy and open. The city centre has large post-war blocks and wide streets that guide movement in a regimented grid. Many neighbourhoods sit further out, featuring iconic Victorian townhouses, feeling more local with low-rise buildings and student housing. Districts such as Mutley are shaped by student life and feel younger and vibrant because of university culture. New developments rise out of areas such as Royal Williams yard, injecting new life and culture into the city. The overarching theme is Plymouth can't be viewed by one spatial climate, as it features so many distinctly different districts that, when combined together create a complex set of relations.
[Where/When]
The Meso climate
Plymouth Uni campus feels compact and tight in comparison. Although situated near the centre of Plymouth, it’s seen as a pocket of student life set back from its surrounding context. It feels disconnected from its surroundings due to its constricted entry points and rhetoric of being a place for young students. This constriction is particularly prevalent at the south border of campus, prompting an opportunity for gestures to soften this edge.
Spatial Qualities of site
Points of restriction
Where [Responding to Key Social and Spatial Conditions]
Main Hub Location
Facilitating Key Movements
Wilding Masterplan
Facilitating Contextual Connections
[Theoretical Framework]
Lefebvre: Production of space
At the core of this theory is the idea that space isn’t neutral. But instead, is made and shaped through social and political forces. Separating spaces into conceived, perceived and lived forms. He explains that every environment carries power, which prescribes how people act and who feels included. Guiding behaviour without people even noticing (Lefebvre, 1991).
Sennet: Open City Ideas
Sennet argues that cities and townscapes should have porous edges, with boundaries that invite curiosity instead of promoting exclusion. He believes hard edges can exclude places from their context, making them feel closed and limiting chances for social interaction. He theorises that an open and porous city scape encourages healthy encounters between different groups and demographics (Sennett, 2017).
As outlined by Lefebvre (1991), space is shaped by social forces that carry power in deciding who feels they belong. Sennet (2017) argues that places facilitate belonging and social interaction better when their edges stay porous because soft boundaries pull people in. This project facilitates both these theories. Rewilding the entry plateau changes the first feeling of arrival from the core city connection at the south. People step in without stopping to think about permission or belonging. The wild clearings work as social nodes, with small programs and activities inside them giving visitors reason to pause and stay. Some only pause, but these pauses build confidence to return to the site. A core proposition at the centre of campus ties everything together, becoming a shared ground that pulls people into the heart of campus. A space which facilitates Sennet’s healthy encounters and reimagines the idea that campus is only for students.
03 - CDM: Identifying, designing out, and managing hazards
[Risk Assessment]
[Determining and Designing out Risks]
Risk Map
Action to be taken
1.Surveying/testing of soil quality in the central park area before our rewilding efforts. To avoid any possible contaminants that the demolition of Brunel could have created.
2.Research the current ecology on site to avoid introducing any incompatible plant life to the ecosystem
3.Test for Radon gas before breaking ground.
4.Use CAT scanning to detect underground utilities before starting construction
5.Get professionals to survey for unexploded ordinance or archaeological sites.
6.Test for asbestos before working with any of the campus’s-built fabric
7.Improvement in safety of pedestrian campus access
8.Design to mitigate flood and run off risk
Quanli New Town planned a huge urban growth that covered a vast sprawl of land with impermeable surfaces. This increased flood risk and damaged its remaining wetlands. The landscape architect turned what remained of the wetlands into a stormwater park. It kept the core wetland untouched but built a ring of ponds and mounds around it to catch and filter runoff from the city. Also, introducing paths and platforms to transform it into a useful public space.
Kéré’s 2017 Serpentine Pavilion uses rain as its driving design idea. Its roof is shaped like a wide tree canopy, which funnels rainwater towards the circular opening at its centre. When it rains, the falling water is turned into a spectacle as it cascades into the open courtyard. Under the surface, a gravel bed and drainage system carries the water to a storage tank. This water can then be used for irrigation around the park. Treating rainwater as a spectacle instead of something to hide from.
Study
Qunli Stormwater Park
Serpentine Gallery
Rainwater Pavilion
(Turenscape, 2006)
(Baan, 2017)
04 - What?: Initial socio-spatial programming
[Socio Spatial Bigger Picture]
Designed in w2
Stage 1
[Unleashing Wild]
Masterplan
Core Space
2025-2030
Stage 1 forms the initial catalyst of change. Intending to rewild the spaces that form the initial impression of campus and a core space at the campus’s centre. Beginning with re-routing the road under a wild plateau at the south entrances, to form an uninterrupted invitation to campus from the city. Whilst a core wild space at the centre draws movement through. Wilding from the outside in encapsulates the aim of the project to bring outside demographics into Uni culture.
Local NGOs Pollinize and Green Minds, figurehead the transition, with Pollinize surveying the site and curating seed mixes to specifically tend to the area's ecology. Whilst Green Minds coordinates wilding and garden sessions for anyone to attend. The sessions called ‘polleniser days’ give a collective community goal.
Stage 2
[Observing/Tending]
Masterplan
The Crows Nest
2027 Onwards
The rewilded areas need active care, so stage 2 intends to create a main nature observation platform at the centre of campus. Whilst several smaller hides are strategically placed across the project. The platform is figureheaded by Pollinize and Green Minds, engaging with students and the community to observe and document the changes in the landscape. Recording insects, plants, and animals to decide what to plant, cut back or nurture. The observations and recordings feed into teaching, research and creative projects in the university, but also provide inspiration for local creatives and professionals.
Stage 2 also intends to introduce native defence with the adoption of the nest sweeper system provided by Pollinize. This uses a vapour attractant and AI cameras to catch early signs of the invasive Asian hornet. Protecting insect biodiversity is essential for the success of this project.
Stage 3
[Social Animation]
Masterplan
The Veil of the Lotus
2030 Onwards
Stage 3 intends to socially animate these rewilded areas. Seen in W2, a social node appears in front of the Scott building, acting as a shared space between the Uni and the city. This facilitates natural mixing of students, residents and staff. Future proposals include opening the rear library façade and creating new canopies to allow students to drift in and out of study with a connection to the landscape. Turning what used to be a hard border into a soft spatial transition. Whilst the arts corridor has an opportunity for a canopy structure to form the catalyst for pause. Encouraging people to look at work, interact and be inspired by this creative corridor of campus.
These spaces intend to provide for the many user groups who desire non-alcohol-based socialising. Giving room for small meet-ups and casual hangouts. The nodes also act to introduce the wild landscape into everyday campus life.
Future Design Arch 6002
Stage 4
[The Centre for wild leaning]
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2032 Onwards
What
With the rewilded spaces acting as living laboratories for research, workshops and creative collaboration. Insights and inspiration from this landscape can feed into creative and analytical outputs.
Prompting an opportunity for a gesture that encapsulates the energy of the new habitats and spaces across campus. To form a hub for everything that makes the new campus ‘wild’ to converge. A place where research and creative work meet collaboratively. Displaying and celebrating the art, data and stories that have grown from the rewilding process. Whilst creating space for versatile indoor and outdoor lectures, open talks, and workshops. Providing a space of education and inspiration to the community. Animating the campus as a space driven by collaborative learning.
Precedent [The Spheres, Seattle]
The spheres were built by Amazon as a place where people can work, explore and learn whilst surrounded by thousands of plant species. Creating a workspace, social space and an educational environment. Intended to create a landscape where planting and nature shape how people meet, work and learn. Making a strong reference for a project that mixes learning, celebration and natural immersion.
Inside, terraces, balconies and canopy-like walkways replace typical rooms. Creating a loose network of spaces where people can drift between workshop spaces, casual social spots, open platforms and quiet nooks. Dense planting sits along the circulation, which slows movement and encourages small encounters. Workshops and learning spaces sit along the circulation so education feels more natural than staged. With the warm, humid atmosphere softening behaviour and encouraging people to pause for longer. The whole building becomes a social ecosystem shaped by plants, immersion and exploration.
[Ap,2018]
[Ap,2018]
What [Centre for Wild learning]
Distilling Aims
Initial Spatial Programming
Intended Spatial Facilitation
Narrative – AI informed
The Centre for Wild Learning sits gently in a landscape of soil and plants. The building feels grown rather than built. Light shifts through simple openings, and the rooms stay easy to read. A shared route carries people through the heart of the place. Gallery displays sit along this path in loose clusters. They range from community projects to student work and technical prototypes. The building treats all of it as part of daily life. Workshops sit nearby with open fronts so noise and activity spill out. People repair objects, test ideas and make things without worrying about mess. Lecture areas rest close to planted pockets, so talks mix with the quiet sounds of leaves and water.
Research rooms are transparent enough that visitors can see small experiments and sometimes join a conversation. Social spots settle along edges of circulation. People share food, rest, sketch, talk or just watch others moving through. Gardens weave between rooms and hold outdoor installations that shift with time and weather. The building and landscape blend at their edges. The whole place becomes a calm but active environment where making, learning and curiosity meet naturally.
Core Intentions [Centre for Wild learning]
Garden Spaces
Intend to weave greenery throughout the building to inspire occupants and create a close relationship with the masterplan it encapsulates.
Potential indoor greenhouse
Workshop Spaces
Flexible indoor and outdoor spaces for talks, workshops and sessions run by students, wildlife groups and local creatives.
Gallery/Display Spaces
Dedicated display area to show output from student and community projects, ensuring the work happening is visible and celebrated.
Social Space
Relaxed social space that isn't centred around drinking culture. A meeting point for communal campus life and care for the land.
Potential courtyard
Proposed spatial Scheduling
05 - Where and When 2?: Reading and responding to socio-climatic conditions
[Socio Climatic Conditions]
[The Headlines] Socio Economic Context
Students in Higher Education
Jobs at Risk
Plymouth Uni's Budget Shortfall
Dropped by 1.1%
Over 200
£20 million
Response – Community Collaboration
The aim is to create a low-cost but high-value hub that responds to the Uni's financial pressures. By building on the shared activity already happening through the rewilding masterplan, the project isn’t footed by the Uni alone. Responsibility in running the workshops, seminars and installations is shared between students, local NGOs Pollinize and Greenminds, and local creatives relying on the Stonehouse timebank system. This opens the door for joint funding and community grants.
Another aim is to widen who feels welcome on campus. By working with residents, local NGOs, creatives and local schools, it puts a wider range of demographics into regular contact with the campus. The goal is to make learning feel public and hands-on, which supports more people to move into further study, facilitating the concept of ‘lifelong learning’.
NGO Collaboration- Stonehouse Timebank
Time bank is a non-profit organisation that facilitates and encourages local people to exchange their skills and time instead of money, promoting community support. My project could host this local charity and encapsulate its ideology to give community ownership over the animation of the workshop and seminar spaces. Run by the community, for the community.
[Socio Climatic Conditions]
[Proposition Location]
Core Climatic Aims
The project aims to respond to the current flood risk in the centre of Plymouth by disrupting the rainfall runoff channels that contribute to it. A building that uses rain capture technology or permeable surfaces would help facilitate this.
The site has huge solar potential in its northernmost part. The use of adaptable shading facades would help to utilise this solar energy and allow spaces to have control over their natural lighting and solar gains.
[Solar Considerations]
Sun Hours [Winter Solstice]
Area of Potential
Spatial Response
Receiving 6-7 hours of sunlight per day, the most northern area of my site poses the most potential for a building to achieve significant solar gains.
Bright Spaces
Retreat Spaces
When comparing the sun path and wind direction on site to the climatic needs of my core spaces, it presents an obvious organisation. With open public spaces situated to the south to take advantage of direct sunlight, whilst the less public spaces of retreat are situated to the north to be protected from the wind and receive a softer lighting.
[Flood Considerations]
Rainfall Runoff Patterns
Potential for Disruption
The site sits at the crossover point between two main runoff channels. Giving this space huge potential to disrupt this flow of water and mitigate the flood risk in the city centre.
Strategic Intent
06 – Tectonic Heritage and Culture: Understanding historic cultures and developing tectonic responses
[Heritage and Culture]
Same space different intentions [1950/2025]
Plymouth University sits with roots in a long history of learning and craft. The university grew out of historic schools and technical buildings on campus. Some of these go back as early as the 19th century, showing the long history of learning within this space. The mix of architecture shows how the city and university have changed and adapted to a different set of educational needs over time. With the old stone Scott building situated next door to the sharp edges and glass facades of the Roland Levinski building, showing the duality of campus material tectonics. With the box situated adjacent to campus, holding vast collections and archives of the city’s heritage. Presenting the campus as more than a teaching space, but instead an important part of the city's heritage.
As shown in the map, the new buildings on campus still mostly follow the historic 1950s street layout. Showing a sensitivity to the city's historic urban fabric.
Where it began
[Tectonic Background] - A study of on site Materials
[Heritage Palette, Modern Application]
The past
The present
An interesting relationship between old and new is seen within the architecture across campus. You see the nineteenth-century Plymouth limestone in heritage buildings like Scott, with its soft greys and blues. Then this same palette appears in modern glass facades of projects such as the Marine Building and Link. Showing a relationship where the contemporary projects feel connected to the heritage fabric, even though the forms and technologies are very different.
[Tectonic Background] - Inspired Material Enquiry
ETFE Foil
(nguy1621, 2012)
Contextual application
ETFE is a lightweight polymer that can be used as a substitute for glass. This translucent façade is known for diffusing daylight to create bright, soft interiors. Printed patterns on the sheets can shape how much light enters, giving advanced control over the interior environment. The incorporation of LEDS behind the polymer can spread smooth light across its surface, creating a dynamic and adaptable façade that can be used to stand out or blend in with its surroundings.
This technology could be used to replicate the colours found in the heritage limestone across the site. Following the trend of utilising this colour palette throughout the site. The spaces I intend to create, specifically the garden space and gallery space, rely on having finely tuned light to facilitate growth and recollection. The translucent and adaptable properties of this material pose significant opportunities to tune light within my spaces.
Properties
07 – How?: Determining appropriate structural material systems
[Determining Appropriate Material Systems]
Material Aims
The materials should work with nature to support the wildlife and ecology growing out of the masterplan. They need to be able to shape soft, calm light, so workshops and display spaces feel accessible to the community, whilst also supporting the proposal of indoor gardening. Finally, material systems should respond to Plymouth’s flood risk and have systems in place to manage water and runoff.
Potential Material System Studies- Ecological Integration
Consisting of straight timber slats that are fixed together with a set of steel rings. When these slats are set at an angle, they form a hyperboloid lattice. Facilitating a curved shape without the need for complex and expensive wood-bending techniques. Over time, the slats become a catalyst for moss, lichen and climbing plants to attach themselves. The small gaps between the slats act as a climbing frame for stems to weave through.
1.Timber Hyperboloid Lattice
Green walls use panels or modular frames that hold soil or hydroponics. To facilitate a living material system that mixes the structure with vegetation. Architects use it to bridge architecture and the natural world, as it has the effect of softening architecture. Whilst also cooling the air through evapotranspiration, and filtering dust. Providing an effective environmental response.
2. Green Walls
(Architizerediters, 2017)
(Nathler, 2025)
Mycelium works as a bio-grown material that forms when fungal networks bind agricultural waste into a solid mass. It's grown in moulds, so architects can shape panels or blocks out of it with little energy use. The material is soft at first but dries into a firm composite. Once its growth is stopped, the material becomes stable and offers great insulating properties. This material presents a low-carbon alternative to traditional construction by using living processes to make new forms.
3. Mycelium
Most Potential
Material System Studies- Flood Mitigation
(Hazen and Sawyer, 2013)
The blue roof is a temporary rainfall holding system on top of a flat-roof building. The roof deck and membrane stay the same, but the system adds baffles or gravel trays that store a shallow layer of water. A restrictor in the drain of these baffles slows the release of water to the city network, so sewer systems aren't overwhelmed during storms. Delaying peak runoff lowers flood pressure on the city.
1. Blue Roofs
Resin-set gravel works as a porous surface that lets rain pass through instead of running off its surface. Its mix uses small stones bound with clear resin, but keeps a lot of open gaps. Water moves down through these gaps into a graded subbase where it can sit for a short time before draining away. Reducing surface run off and slowing peak flow helps ease pressure on sewer systems during a storm. Whilst the surface still feels solid underfoot.
2. Permeable Paving- Resin Set Gravel
(Elite Resin Driveways, 2025)
Wetlands in architecture slow and clean stormwater before it reaches the ground network. Using layers of gravel and soil planted with reeds that trap sediment. Water enters at one end and is slowed as it moves through the marshy ecosystem, which at the same time filters pollutants. This helps cut flood risk as the wetland stores water for a short time and releases it slowly. Whilst also creating a diverse habitat for several different species.
3. Wetland Incorporation
(Camlins, 2025)
[Developing Appropriate Material Systems]
Timber Hyperboloid Lattice
Timber Array
Steel Rings
Straight Timber Members
Straight natural timber slats are fixed together with a set of steel rings. Set at an angle, these slats form a curved mesh. These timber ribs twist as they rise, creating a stiff shell that spreads loads evenly, whilst the members stay slender. This mesh poses opportunities for controlled exchange with the outside and for plant life to intertwine. With most of its construction consisting of renewable timber, which means carbon is embodied within its built fabric. It therefore contributes much less CO2 than using steel or concrete. Posing a promising structural application in my project.
ETFE Foil
(Structurflex, 2014)
The translucent properties of ETFE foil pose a promising potential in my proposal. Posing the opportunity to finely control light in the gardens and galleries. ETFE can shift how much light enters a space, as the cushions can be printed or layered to change their transparency. This is important to facilitate light for growth in my proposed garden space but also trap solar heat to reduce my building’s reliance on artificial heating.
Timber Lattice ETFE Hybrid
(Ellis Williams Architects, 2011)
A timber hyperboloid lattice can carry an ETFE skin in a lightweight hybrid system. ETFE cushions sit between the timber lines and clip into a simple frame. The foil keeps the structure bright and protects the interior, whilst the lattice provides shape and support. Together, they create a lightweight envelope that controls heat and light, whilst keeping most of the mass in renewable timber.
[Timber Lattice ETFE Foil] - Construction Study
Canary wharf Crossrail station
(Archetizer, 2019)
Canary Wharf station is known for its Crossrail Place roof garden. It is a famous example of utilising a timber lattice combined with ETFE foil. The roof uses a long glulam diagrid that forms a curved shell over the gardens. ETFE cushions fill many of the diamond openings, yet some are left open to facilitate ventilation and irrigation of the gardens.
Garden Spaces
(Archetizer, 2019)
This hybrid ETFE system creates a mild microclimate on the terrace. Sheltering visitors from wind whilst facilitating enough solar gain to support an exotic planting palette. Allowing it to provide a home to plants that wouldn’t normally survive on an exposed Canary Wharf roof.
[Material Sourcing]
Material sourcing is a big contributor to the carbon footprint of a project. By aiming to source timber and steel locally in Devon, it will keep travel distance to a minimum whilst also supporting the local economy. This coincides with the project’s aims of nurturing the natural environment and supporting local communities.
However, the ETFE foil cannot be sourced within Devon due to its specialist nature. Arc Structures in Bristol is the closest supplier at 94 miles away from the site.
Reference List
[Reference List]
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