Acoustic Panels for Schools & Classrooms Melbourne
When people search for classroom soundproofing, they are usually trying to solve a very specific problem: a classroom, library, kindergarten room or hall feels too loud, speech is unclear, and the room is harder to teach in than it should be. In most schools, the issue is not actually “soundproofing” in the strict sense. It is poor room acoustics.
Hard ceilings, bare walls, glazing, plasterboard, timber flooring and other reflective surfaces cause sound to bounce around the room rather than fade quickly. That creates excessive reverberation, reduces speech clarity, and makes normal classroom activity feel louder, harsher and more tiring than it should. The result is familiar in education spaces across Melbourne and Victoria: teachers repeat themselves, students miss instructions, halls become difficult to manage, and some learners are affected far more than others. At SoundFix Acoustics, we help schools, kindergartens, early learning centres, libraries, multipurpose rooms, school gyms and community halls reduce echo and improve speech intelligibility with practical acoustic treatment. Our solutions are designed to improve the sound inside a room, making it easier to teach, hear, focus and participate.
If your classroom or hall feels noisy, the first step is not guesswork. It is measurement.
What the standards say:
Australia-wide acoustic requirements for education facilities. Every state and territory references AS/NZS 2107:2016 as the primary standard for reverberation time in classrooms and learning spaces. Click each jurisdiction to view the specific document, requirements, and key clauses.
Victoria
Victorian Department of Education and Training — Building Quality Standards Handbook
5.5 Acoustic engineering
Classrooms and core learning spaces must be designed to allow clear verbal communication between teachers and students while minimising noise disturbance.
5.5.3 Internal noise levels
Spaces must be designed to achieve the design sound level from AS/NZS 2107 for their use type.
5.5.4 Reverberation
Spaces must be designed to achieve a sound reverberation time below the maximum stated in the recommended reverberation time in AS/NZS 2107, based on the most relevant space type.
New South Wales
NSW Department of Education — Education Facilities Standards and Guidelines
Room acoustics requirement
The acoustic design of rooms and spaces must address internal noise levels, room acoustics (principally reverberation time), noise emission to the environment, and room-to-room noise control.
Internal noise level assessment
An internal noise level assessment is required for all new buildings to ensure comfortable acoustic conditions in occupied spaces. Room acoustics must meet the sound reverberation time standards in both the performance guidelines and AS/NZS 2107:2016, adhering to whichever is the more stringent requirement.
South Australia
SA Department of Education — Design Standards for Education Facilities
Acoustics — general
Educational facility design must consider acoustic issues including reverberation, acoustic separation, and internal noise from mechanical services. An acoustic engineer is required for complex situations.
Reverberation requirements (pp. 26–27)
Reverberation requirements have been developed based on AS/NZS 2107 and the AAAC Guidelines for Educational Facilities Acoustics. Recommended noise levels are set out on pp. 31–32 of the document.
Queensland
Queensland Department of Education — Design Standards for DETE Facilities
14 — Acoustic engineering
Designs must provide an acoustic environment in which clear communication between teachers and students is achieved while disturbance from other activities is minimised.
Standard compliance
Acoustic designs are to be in accordance with the higher requirement of this standard, AS/NZS 2107, or the Association of Australasian Acoustical Consultants (AAAC) Guideline for Educational Facilities.
Tasmania
Department of Education — Built Environment Guide
Amenity — acoustic performance
Acoustic performance must suit the intended use and consider distraction, intelligibility of speech, hearing, and noise levels. Design must allow adjoining spaces to be effectively used when connected (opened) and when separated (closed).
Northern Territory
NT Government — Minimum Design Standard: Architectural Design
3.1 Objectives — Physical environment
Effective design must positively enhance the health and wellbeing of staff, including through natural light, air, materials, spaces, and acoustics.
Designer responsibility
Professional advice is essential to ensure designs meet compliance. It is the designer’s responsibility to follow legislation, codes, and best practices — including the NCC, Australian Standards, DDA, WHS Act, and specific agency requirements.
Australian Capital Territory
ACT Government — Volume 2 Output Specification Part A: Functional Brief
15 — Acoustic engineering
The acoustic performance of education facilities must:
- Control sound transfer between spaces
- Control room reverberation (echoing) within spaces
- Control ambient noise levels arising from mechanical plants, hydraulic fixtures, equipment, or external noise (transportation)
SoundFix Acoustics provides a free written Acoustic Reverberation Report for schools, early learning centres, and community halls — measuring your space against AS/NZS 2107:2016 at no cost or obligation. Book your free assessment here.
Source: State and territory education department design standards and facility guidelines, as referenced above. All documents publicly available via the linked official government URLs. AS/NZS 2107:2016 is published by Standards Australia. Guide produced by SoundFix Acoustics.
Acoustic design in learning spaces is not just a matter of comfort. It is a recognised design requirement.
The UK Department for Education’s BB93 is one of the most widely referenced school acoustic standards internationally. It sets out guidance on acoustic design and performance standards in schools and supports school premises and building regulations requirements. Even though it is a UK document, BB93 is useful because it clearly reflects international best practice for designing school spaces that support speech, listening and learning.
In Victoria, the education guidance summary points to the Victorian Department of Education and Training Building Quality Standards Handbook, which states that classrooms and core learning spaces must be designed to allow clear verbal communication between teachers and students while minimising noise disturbance, and that internal noise levels and reverberation are to be designed in accordance with AS/NZS 2107 for the relevant space type.
That is an important distinction.
Schools do not need acoustic products simply because they are “nice to have.” They need acoustic performance that is appropriate to the function of the room. Across jurisdictions, the objectives are broadly aligned: reduce internal noise, control reverberation, improve speech intelligibility, and support comfort in occupied learning spaces. The way those objectives are expressed varies slightly by state and territory, but the design intent is consistent: education spaces must be easier to hear in, not harder.
Small focused learning spaces, breakout spaces, libraries, laboratories, circulation zones, multipurpose areas, private meeting rooms, and specialist spaces such as music or drama rooms do not all need the same treatment. Good acoustic design begins with room use, room volume, surface finishes, and how sound behaves in that particular space.
That is why a blanket “one panel everywhere” approach is rarely enough.
Acoustic requirements across Australia: a quick guide to tailoring every learning space
Optimising acoustics starts long before the first panel is installed. Thoughtful floor planning can reduce sound disturbance between spaces by separating noisier uses from quieter learning environments. Assembly halls, indoor sports areas and multipurpose spaces should be zoned away from focused learning rooms wherever possible. Corridors, breakout zones and transitional areas can also act as acoustic buffers between louder and quieter parts of the building.
Within individual rooms, partitions, ceilings and wall treatments all play a role. Partitions help limit sound transfer between spaces. Ceilings are often the most efficient location for bulk sound absorption because they address reflected sound across a wide surface area without reducing usable floor space. Wall treatments can then be added strategically to manage specific reflections, particularly on perpendicular surfaces and opposite glazing or other highly reflective elements.
Small learning spaces, libraries and focused learning areas generally require lower reverberation times than larger or more open environments. Breakout and collaboration spaces may need both strong ceiling absorption and meaningful wall treatment. Large general learning spaces and multipurpose rooms often require more extensive ceiling coverage, while specialist rooms may require dedicated acoustic design rather than standard classroom treatment alone. This is exactly why schools benefit from an acoustic assessment before making decisions. The right solution depends on:
- room volume
- ceiling height
- hard versus soft finishes
- how the room is used
- whether the main issue is speech clarity, noise build-up, or both
- whether wall treatment, ceiling treatment, or a combination is needed
In short: every learning space is different, but the objective is the same — clear communication, lower reverberation, and a room that supports learning rather than working against it.
Acoustic requirements across Australia: a quick guide to tailoring every learning space. The table below is derived from AS/NZS 2107:2016 and the AAAC Guidelines for Educational Facilities Acoustics, and applies across all Australian states and territories. Requirements are set by room function — not building type — so each space must be assessed and treated individually.
The Noise Reduction Coefficient (NRC) measures a material’s sound absorption ability on a scale from 0 (no absorption) to 1.0 (total absorption). A higher NRC means fewer panels are needed to achieve the target reverberation time.
| Room function | Design RT60 target (seconds) | Ceiling treatment required | Wall treatment required |
|---|---|---|---|
| Large general learning spaces >300 m³ — open-plan classrooms, large teaching rooms | Refer to AS/NZS 2107:2016 Fig A1 Volume-dependent — consult engineer | NRC 0.80 — 100% coverage or NRC ≥0.90 — min 80% coverage |
NRC ≥0.40 acoustic display linings On at least two perpendicular sides of the room. Total wall treatment to minimum 30% of ceiling area. |
| Small learning spaces <300 m³ — standard classrooms, focused learning areas, libraries | Primary: 0.4–0.5s Others: 0.6s |
NRC 0.80 — 100% coverage or NRC ≥0.90 — min 80% coverage |
NRC ≥0.40 acoustic display linings On at least two perpendicular sides. Total wall treatment to minimum 30% of ceiling area. |
| Technology spaces & laboratories Science labs, computer rooms, workshop spaces | 0.5–0.8s | NRC 0.80 — 100% coverage or NRC ≥0.90 — min 80% coverage |
NRC ≥0.40 acoustic display linings On at least two perpendicular sides. Total wall treatment to minimum 30% of ceiling area. |
| Circulation spaces Corridors, foyers, shared thoroughfares | ≤0.8s | NRC 0.70 — 100% coverage or NRC ≥0.80 — min 80% coverage NRC ≥0.90 — min 80% coverage |
NRC ≥0.40 acoustic display linings As required and ideally opposite reflective surfaces such as glazed partitions and doors. |
| Breakout spaces & collaboration areas Small group rooms, quiet zones, breakout pods | ≥0.6s | NRC 0.85 — 100% coverage or NRC ≥0.90 — min 80% coverage |
NRC ≥0.70 on two perpendicular sides Total wall treatment to minimum 35% of ceiling area. |
| Private offices & meeting rooms Staff rooms, interview rooms, admin offices | 0.6s | NRC 0.70 — 100% coverage | NRC ≥0.70 on two perpendicular sides Total wall treatment to minimum 20% of ceiling area. |
| Specialist spaces Music rooms, music practice, multimedia, recording, multipurpose halls, drama studios, auditoria | Specialist acoustic design required — AS/NZS 2107:2016 does not specify a single target. Engage a qualified acoustic engineer.
These spaces have highly variable use requirements. Multipurpose halls used for sport, assembly, and performance require different reverberation profiles for each function. Acoustic engineers model each scenario separately and design treatment accordingly. |
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We measure every space before recommending a solution — and provide a free written Acoustic Reverberation Report benchmarked against AS/NZS 2107:2016. No cost. No obligation. Book your free assessment here.
Source: AS/NZS 2107:2016 (Acoustics — Recommended design sound levels and reverberation times for building interiors, Standards Australia) and AAAC Guidelines for Educational Facilities Acoustics, Table 2. NRC coverage requirements derived from the AAAC Guidelines. Guide produced by SoundFix Acoustics — soundfixacoustics.com.au — 1800 330 927.
Real school results: before and after reverberation data
A school acoustic page should not rely on theory alone. The strongest proof is measured performance in a real education project.
Schools need more than products. They need a partner who can assess the space properly, recommend the right treatment, install with minimal disruption, and explain the result in clear terms.
That is where SoundFix Acoustics adds value. We understand that education projects often need to work around teaching schedules, maintenance windows, holiday periods, shared facility use, and budget approval cycles. We also understand that many schools do not need a full rebuild. They need a practical way to reduce echo in the rooms they already have.
Our process is straightforward:
we assess the room, identify the acoustic problem, recommend the appropriate treatment, and provide a written report so you can make an informed decision.
For schools and community learning venues, that means less guesswork, clearer scope, and a solution designed around how the room is actually used.
Real school results: before & after reverberation data
Every SoundFix Acoustics installation is measured before and after using calibrated RT60 testing across the full frequency range (125 Hz–8 kHz). The results below are real, verified data from Victorian schools, preschools, and community spaces — not estimates.
Kingsville Primary School
School gym — ceiling & wall panels
Before
2.43s
After
1.06s
Leongatha Secondary College
Classroom acoustic treatment
Before
1.83s
After
0.92s
Watsonia Primary School
Classroom acoustic upgrade
Before
1.6s+
After
0.6s
Panorama Heights Preschool
Main activity room — ceiling panels
Before
1.40s
After
0.36s
Newlands Primary School
Multiple classrooms — VSBA upgrade program
Before
1.14s
After
0.38s
McKinnon Scout Group Hall
Community & multipurpose hall
Before
2.01s
After
0.92s
Get your space measured — free, with no obligation
We visit your school, preschool, hall, or community centre, measure reverberation time (RT60) across the full frequency range, and provide a written Acoustic Reverberation Report benchmarked against AS/NZS 2107:2016 — at no cost and with no obligation to proceed.
Book your free acoustic assessmentAll RT60 data measured using calibrated acoustic equipment pre- and post-installation. Results are site-specific and will vary based on room dimensions, surface materials, and treatment coverage. All projects benchmarked against AS/NZS 2107:2016. Case study documentation available on request. View all SoundFix Acoustics case studies.
Acoustic requirements: a quick guide to tailoring every learning space
Not every learning space needs the same acoustic treatment. A classroom, library, breakout area, hall and music room all behave differently because sound moves differently in each space. Room size, ceiling height, hard surfaces, glazing and the type of activity all affect how much echo builds up. That is why good acoustic design is not about adding random panels and hoping for the best. It is about matching the treatment to the way the room is used.
If your classroom, hall or learning space feels too loud, get it measured.
Book a free acoustic assessment with SoundFix Acoustics and we will help you understand what your room needs.
📞 1800 330 927
🌐 soundfixacoustics.com.au
📩 Book via the linkWhat NRC rating do I need for a classroom?
The right NRC depends on the room size, ceiling height, surface finishes and reverberation target, but for classrooms you generally want high sound absorption rather than low-performance decorative finishes. In practice, many education projects use ceiling and wall treatments with moderate to high NRC values so reflected speech energy is reduced across the frequencies most important for learning.
How much does classroom acoustic treatment cost in Melbourne?
The cost depends on the room size, how reverberant the space is now, the amount of panel coverage required, and whether wall panels, ceiling panels or both are needed. The most accurate way to price classroom acoustic treatment is to assess the room first and recommend the level of treatment required to meet the acoustic objective.
Can acoustic panels be installed during school holidays?
Yes. School holidays are often the best time to install acoustic panels because works can be completed with minimal disruption to teaching and student movement. Many classroom and hall projects can also be staged around school operations where holiday access is limited.
What fire rating do school acoustic panels need in Australia?
School acoustic panels should have fire test documentation appropriate to the intended application and project requirements. For the product criteria you supplied, SoundFix education panels are positioned around fire performance tested to AS/NZS 3837, but final compliance should always be checked against the project’s building and specification requirements.
How many acoustic panels does a classroom need?
There is no fixed number for every classroom because treatment depends on room volume, ceiling height, hard surface area, glazing, flooring and how the room is used. A proper acoustic assessment determines how much ceiling or wall coverage is needed to reduce reverberation to a more suitable level.
