[7][1] The growth of the suburb was stimulated by the establishment of the Swift Company, which built a large abattoir in 1913, described as one of the largest industrial operations undertaken in Queensland at the time.

Standard designs were continually refined in response to changing needs and educational philosophy and Queensland school buildings were particularly innovative in climate control, lighting and ventilation.

[16] This building type solved many of the problems of light, ventilation and classroom size that plagued previous school designs as well as providing what was considered the ideal, modern education environment.

[17] A significant feature was the construction of large windows, along with a particular classroom arrangement designed to maximise natural light from the left; a strategy developed by the Department of Works between 1894 and 1914.

[20] John Douglas Story (Under Secretary, Department of Public Instruction) termed the school "the most scientific building yet erected" in Queensland and maintained that "it lent itself in every way to the healthy education of the children".

Educators believed gardening and Arbor Days instilled in young minds the value of hard work and activity, improved classroom discipline, developed aesthetic tastes, and inspired people to stay on the land.

Despite the lack of funding, the Cannon Hill community succeeded in building the pool, necessary change sheds and amenities by hosting working bees at weekends.

The pool, which retains the dimensions noted in a 1946 drawing, has been in continuous use since its official opening on 9 December 1922, demonstrating its important function to the local community over the past century.

[1] Enrolment numbers remained steady over the following three decades - largely due to the establishment of Morningside State School in 1926[30] - until suburban growth after World War II spurred a building program.

This standard type was introduced as an expedient, temporary solution to the exceptional growth in student numbers in the immediate post-war period when skilled labour was scarce and materials were in short supply.

These new standards were based on conventional construction yet incorporated concepts derived from the imported prefabricated systems including large banks of glazing and a 4-foot (1.2 m) design module.

HF Hardacre (Minister for Public Instruction) was present when the first Anzac tree, a silver wattle, was planted at Cannon Hill State School.

It retains an array of representative Department of Public Works-designed buildings and an early swimming pool set in landscaped grounds with mature shade trees.

The school buildings, parade ground, swimming pool and tennis courts are concentrated on the northern half of the site, with playing fields and a pre-school situated to the south.

[1] Block B is a large, symmetrically arranged timber school building comprising a U-shaped footprint of three main gable roofed classroom wings, connected by continuous verandahs to the north side.

The projecting teachers rooms walls are lined with timber VJ, T&G boards and the original pressed metal ceilings and decorative air vents have been retained.

The cloak room located on the verandah at the junction of the central and west wings is formed by partitions lined with single skin VJ, T&G boards, with open timber shelves.

[1] Extensive interior modifications have resulted in an open-plan classroom space across the 1947 and 1957 sections of Block F. Above the large openings created in the former 1947 verandah walls, banks of original high-level horizontal-pivot windows remain, along with timber VJ, T&G board linings.

A small porch covers the ground floor entry to the north and a driveway passes through the building, with a former entrance passageway with timber bench seating on the west side.

An additional classroom is located to the east end of the understorey, enclosed by glass louvres to the north, face-brick with hopper windows to the south, and a solid brick wall to the west.

[1] The established grounds comprise lawn areas, garden beds and numerous mature plantings, as well as various built landscape features such as pathways, terraces and retaining walls; integrated with the concentration of school buildings to the north and surrounding the open playing fields to the south.

Mature trees including Poincianas (Delonix regia) are integrated into the front garden, with Wattle (Acacia pycnantha), Figs (Ficus), and Moreton Bay Ash (Corymbia tessellaris) scattered across the northwest corner of the site.

Several shade trees of various species, Moreton Bay Ash, Fig and Camphor Laurel (Cinnamomum camphora), form an avenue running south from Block A, in line with the driveway.

Various mature plantings including Paperbarks and a Mango tree are concentrated to the southeast corner of the site around the Pre-School Centre (location of the former Teacher's Residence) and along Molloy Road.

[1] The suburban timber school building (1915) represents the culmination of years of experimentation with light, classroom size and elevation, by the Department of Public Works.

[1] Two highset timber school building extensions (1954, 1957) demonstrate new standard designs that evolved after World War II, incorporating concepts from prefabrication systems.

These include: generous, landscaped sites with mature shade trees, assembly/play areas and sporting facilities; and a range of timber-framed teaching buildings constructed between 1915 and 1959.

[1] The large suburban timber school building (Block B, 1915) is a good, intact example of its type, comprising: a symmetrical plan of three gable-roofed wings connected via continuous verandahs; highset timber-framed structure with play space beneath; projecting teachers rooms; verandah cloak rooms and hat hooks; and continuous operable vents at floor level.

[1] The temporary classroom building (Block C, c. 1950-51) is a rare, intact example of its type, with lowset timber-framed structure, north facing verandah, vertical tongue-and-groove cladding and banks of casement windows with fanlights over.

They typically retain significant and enduring connections with former pupils, parents, and teachers; provide a venue for social interaction and volunteer work; and are a source of pride, symbolising local progress and aspirations.