Principles of Schools and Kindergartens
N u r S E r I E S A N D K I N D E r G A r T E N S (0 - 6 years)
S E C O N DA rY S C H O O L S (10 -18 years)
162
Collge Nicolas Robert
Vernouillet, Eure-et-Loir, France
Berthelier Fichet Tribouillet
166
Ale Upper Secondary School
Ndinge, Sweden
Wingrdh Arkitektkontor
168
Lyce Camille Corot
Morestel, France
Hrault Arnod Architectes
170
Gunma Kokusai Academy
Ohta City, Gunma, Japan
Kojima, uno, Akamatsu
172
Montessori School
Ingolstadt, Germany
Behnisch & Partner
174
Kuoppanummi School Centre
Nummela, Finland
Perko Architects
Meskanen & Pursiainen
176
Instituto Rafael Arozarena
La Orotava, Tenerife, Spain
AMP arquitectos
180
Kvernhuset Junior High School
Fredrikstad, Norway
PIr II Arkitektkontor, Duncan Lewis
182
Public School Jardim Ataliba Leonel
So Paolo, Brazil
Angelo Bucci, Alvaro Puntoni
184
Exemplar School
Lambeth, London, United Kingdom
Alsop Architects
186
Lyce Franois Magendie
Bordeaux, France
Brojet Lajus Pueyo
188
Greenwich Academy
Greenwich, Connecticut, USA
SOM Education Lab
190
St. Andrews College
Aurora, Ontario, Canada
Kuwabara Payne McKenna Blumberg
192
Nrum Amtsgymnasium
Nrum, Copenhagen, Denmark
Arkitekter Dall & Lindhardtsen
Dudek/Schools and Kindergartens. A Design Manual 978-3-03821-636-0 March 2015
Selection of Projects
P r I M A rY S C H O O L S (4 -12 years)
9
Preface
56 76 112 140
Kita Sinneswandel National Day Nurseries Association Kingston International School Taxham School Extension
Berlin, Germany Grantham, United Kingdom Hong Kong, China Taxham, Salzburg, Austria
Baukind Mark Dudek with Kwong & Associates Maria Flckner and Hermann Schnll
Building for Education Michael Stiff and Andy Trevillion
60 114 142
Cherry Lane Childrens Centre 78 Montessori Primary School Kingsmead Primary School
10
Hillingdon, London, UK Kindergarten Jerusalemer Strae De Eilanden, Amsterdam, Northwich, Cheshire, UK
Historical Paradigms Mark Dudek Associates Berlin, Germany The Netherlands White Design Associates
Staab Architekten Herman Hertzberger
62 144
16 San Antonio de Prado Kindergarten 80 116 Energy-plus Primary School
Educational Systems Medellin, Colombia Sheerness Childrens and Druk White Lotus School Hohen Neuendorf, Germany
Ctrl G Estudio de Architectura and Family Centre Ladakh, India IBuS Architects and Engineers
Plan B (Federico Mesa) Isle of Sheppey, Kent, United Kingdom Arup Associates
18 Architype 148
Schools in the Community 66 120 Jubilee School
Lavender Childrens Centre 82 Little Village Academy Brixton, London, UK
Mitcham, Surrey, UK cole Maternelle ZAC Moskowa Chicago, Illinois, USA Allford Hall Monaghan Morris
19 John McAslan + Partners Paris, France ross Barney Architects
Frdric Borel Architectes 152
School Typologies
68 122 Jockey Club Primary School
Sondika Kindergarten 84 Ranelagh Hong Kong, China
Sondika, Bilbao, Spain Shenyang Xiaohajin Multi-denominational School Aedas + Design Consultants
Eduardo Arroyo, No.mad arquitectos International Kindergarten Dublin, Ireland
Shenyang, China ODonnell + Tuomey Architects 154
Requirements of School Design 70 Shenyang Huaxin Designers Zrich International School
San Felice Nursery and Preschool 124 Wadenswil, Switzerland
San Felice, Reggio Emilia, Italy 86 Mary Poppins Primary School Galli & rudolf
22 ZPZ Partners Bubbletecture Maihara Kindergarten Berlin, Germany
Spatial Configurations Maihara, Japan Carola Schfers Architekten 156
74 Shuhei Endo Architect Institute South Bronx Charter School
Pamela Loeffelman Hoyle Early Years Centre 126 for The Arts
Bury, Northwest England, North Kildare Hunts Point, New york, USA
United Kingdom Educate Together School Weisz + Yoes Studio
28
DSDHA Celbridge, County Kildare, Ireland
Acoustic Design Grafton Architects 158
Dorothea Baumann and Christina Niedersttter Recycled Brick School
128 Tongjiang, Jianxi, China
Burr Elementary School Joshua Bolchover and John Lin,
34 Fairfield, Connecticut, USA rural urban Framework
SOM Education Lab
Lighting Design
S P E C I A L S C H O O L S (6 -18 years)
Mohamed Boubekri 130
Hachoresh School
Zichron yaacov, Israel
40 Shimon and Gideon Powsner
Sustainability 90 102
BSBO De Bloesem School Osborne School 132
Heather Marsden St. Truiden, Belgium Winchester, UK Westcliff Primary School
VBM Architecten Hampshire County Council Architects and After School Club
42 Westcliff on Sea, UK
92 104 Cottrell and Vermeulen
Outdoor Spaces Swiss Cottage SEN School Feather River Academy
Susan Herrington London, UK yuba City, California, USA 134
Penoyre & Prasad Architecture for Education A4E Joint Denominational School
Sheffield, UK
46 96 108 DSDHA
Pistorius School Special Pedagogic Centre
Designing Learning Landscapes
for Disabled Children Eichsttt, Germany 136
Peter Hbner Herbrechtingen, Germany Diezinger & Kramer Architekten Heinz Galinski School
Behnisch, Behnisch & Partner Berlin, Germany
Zvi Hecker
50 100
Schools and Kindergartens under Reconstruction Special School Sursee 138
Sursee, Switzerland
Susanne Hofmann Mossbrook Primary School
Scheitlin-Syfrig+Partner Norton, Sheffield, UK
Sarah Wigglesworth Architects
5 6
A C A D E M I E S A N D VO C AT I O N A L S C H O O L S (6 -18 years)
194 226 240
Albert Einstein Oberschule Flims Comprehensive School Marie Curie Gymnasium
Berlin, Germany Flims, Switzerland Dallgow-Dberitz, Berlin, Germany
Stefan Scholz Architekten Werknetz Architektur Grntuch Ernst Architekten
196 228 242
Sankt Benno Gymnasium Education Centre Tor zur Welt Diamond Ranch High School
Dresden, Germany Hamburg, Germany Pomona, California, USA
Behnisch, Behnisch & Partner BOF Architekten Morphosis, Thomas Blurock
198 234 244 Section and elevation
Lachenzelg School Extension Bexley Business Academy Ivanhoe Grammar School
Zrich, Switzerland Bexley, London, UK Mernda, Victoria, Australia
ADP, Beat Jordi, Caspar Angst Foster and Partners Bates Smart
200 236 246
Perspectives Charter School Montessori College Oost Secondary Intermediate
Chicago, Illinois, USA Amsterdam, The Netherlands Vocational School
Perkins+Will Herman Hertzberger Hoorn, The Netherlands
Herman Hertzberger
202 238
Bishops Park College Aurinkolahti Comprehensive School 248
Clacton, Essex, UK Vuosaari, Helsinki, Finland Packer Collegiate Institute
Architects Co-Partnership (ACP) Jeskanen-repo-Ternne Brooklyn, New york, USA
3
and Leena Yli-Lonttinen H Hardy Collaboration Architecture
204
Gymnasium Markt Indersdorf
Markt Indersdorf, Germany
Allmann Sattler Wappner Architekten
206
Instituto Villanueva del Rio y Minas
APPENDIX
Sevilla, Spain
J. Terrados Cepeda +
F. Suarez Corchete
252
208
Authors
Collge des Tuillires
Gland, Switzerland
253
Graeme Mann & Patricia Capua Mann
Selected Bibliography
212
254
Colegio Secundaria Industrial
Index of Places
Santiago de Cali, Colombia
Luis Fernando Ziga Gez
255
Index of Names Entrance foyer with wardrobe, featuring the fox graphic, earthy brick
214
Oskar Maria Graf Gymnasium wall feature and broad sliding doors | Ground floor wardrobe |
255 Homebase for 3-4 year olds, with cushion storage and soft plinths all
Neufahrn, Germany
Illustration Credits at child height | The rabbit image indicates the ground level
Hein Goldstein Architekten
216
Instituto La Serra
Mollerussa, Lleida, Spain
Often the easiest job for an architect is to be given a
Carme Pins Desplat
Kita Sinneswandel Architect Baukind, Berlin
greenfield site, a blank canvas so to speak, where he
218 Pupils 65 can do as he wishes without constraint. If you take
Berlin, Germany
Protestant Comprehensive School that freedom away, introducing conditions to which
Building area 750 m2
Gelsenkirchen, Germany he must respond, arguably it becomes more difficult
Plus+ Bauplanung
Average classroom 34.6 m (homebase)
2
and more expensive. So for example, a site which is
222 in a historic setting may limit the imagination because
Parking spaces 15
Jo Richardson Community School there are so many planning restrictions. Alternatively
Dagenham, London, UK Build cost 1 million EUR the architect may have to work within the confines
Architecture PLB of an existing building, and convert it from the inside
Completion 2013
with the challenge to create something stimulating
Year group system 3 age-related groups and child-orientated. The constraints of a tight budget
create equal challenges.
A building which provides a coherent narrative structure through design
7 56 NURSERIES AND KINDERGARTENS
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 1 Entrance foyer
2 Child WC
3 Group room 1 + 2 (per age group)
4 Snoezelraum,
controlled multi-sensory environment
5 Counselling room
6 Climbing and physical adventure room
7 Childrens restaurant
8 Rest and relaxation room
9 Staff room
10 Office
11 Personal conference/meeting room
Existing building
Demolished
New building
Ground floor plan
It is fair to say that all of these restrictions existed
when the specialist Berlin-based architectural prac-
tice, Baukind, was commissioned to transform an
existing school building (the former Helen Keller
School in Berlin-Charlottenburg) on three storeys to
accommodate 65 children, most in full daycare, and
many of them deaf or with impaired hearing. The new
nursery is completely bilingual, using spoken German
and German Sign Language. The challenge was to cre-
ate an intelligent building, one which was of course
functional and safe, but also a coherent sequence of
spaces to which the children themselves could relate
and learn from.
1 Entrance Court, Ankerplatz 10 Workshop
2 Foyer Torhaus 11 Science room
3 Parents caf 12 Therapy and movement space
4 Cafeteria for speech impediment school
5 Auditorium
6 Backstage work room
7 Main break area
8 Sports hall
9 Art room
4
2 1
3 9
Ground floor plan
View of playground in courtyard | Street facade | The energy centre
with its glazed walls, twin chimneys of the main wood pellet fired boiler
and integrated solar panels in the faade
people it serves, engaging with a richly mixed com-
munity of all age ranges; ultimately this reflects the
realities of the modern world, where learning can and
should take place anywhere.
In order for this open-access approach to work safely
and efficiently, the school has a number of different
zones or departments within the framework of its sin-
gular character. The main entrance on school days
is via the courtyard or Ankerplatz whose enclosing
wings of accommodation on either side present three
different entrance thresholds. The Foyer or Torhaus
comprises the restaurant and auditorium, a type of
community theatre which is used for a broad range
of events throughout the year; there is an entrance
230 A C A D E M I E S A N D V O C AT I O N A L S C H O O L S
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1 5
The accommodation required included six homebases
(ten children in each), an art studio and a large chil-
drens restaurant. On the ground floor the youngest
children aged 1-3 years find an environment which
is in warm earthy colours, violet, with brown to red
shades, evoking the soil in which the tree is rooted.
This symbolises the roots of a tree, perhaps the myth-
ical tree of life. A so-called Snoezelraum provides
a cosy environment that stimulates and soothes all
senses at the same time. More vibrant yellows and
oranges are adopted for the middle level which is for
the children aged 3-4. Here, the wall and floor graphic
melt into each other to give a dramatic zig-zag edge
to the room. On the top third level bright blue and
green colours are used, this area being dedicated to
8
10
11
to the schools academic wing, which is in turn strati-
fied into various departmental zones such as art, mu-
sic and science faculties, and finally there is the main
school entrance itself with a large foyer and informa-
tion point which is full of public events, exhibitions
and a busy caf. This in turn gives onto the sports hall,
again a self-contained faculty which is particularly
popular with older residents during the evenings and
weekends. There is a duality about this institution:
it is one institution, however, it is also a number of
separate entities depending on the time of day.
This attitude is clearly expressed in the buildings ar-
chitecture, which is efficient but loose, with skewed
angles in plan almost everywhere and a building form
3
4
3
2
2.Obe
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the oldest children aged 5-6. This colour orientation is
clearly a narrative structure which refers to the base,
the middle and the top of this most fundamental ele-
ment of natures structures. Both colour concept and
animal characters were developed together with Atel-
ier Perela.
The orientation is given further legibility with the use
of animal images, the worm and the rabbit around the
roots, the fox and the deer, animals which represent
the part of the tree trunk which is still grounded but
already stretching and growing in height, and the up-
per branches and canopy of foliage which is repre-
sented by the squirrel and the owl. This provides a
clear sense of orientation, one which exudes safety
NURSERIES AND KINDERGARTENS
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12
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11
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which appears to wrap itself seductively around the
existing residential blocks that surround the site. The
disparate angles of the various levels of accommoda-
tion laid whimsically one on top of the other snake
inside and out, to create enclosed courtyards and
rooftop terraces of great spatial quality. Almost every
interior space is also informed by this unusual geome-
try (except for the sports halls which must for obvious
reasons be conventionally formed of rectangular spac-
es). Thus corridors and classrooms take advantage of
the slightly disconcerting effects of the skewed grid.
It is systematic yet willfully eccentric at the same time,
a quixotic mix.
Site plan
The sophisticated vehicular controls create spatial continuity between
the buildings | Entrance court or Ankerplatz | The architecture creates
comfortable public spaces in the form of east- and westfacing court-
yards with rooftop walkways and terraces
In the early part of the new millennium, the City of
Education Centre Architect BOF Architekten (Bucking Ostrop Flemming),
Hamburg hatched its ambitious plans for an Inter-
Pupils 945 in new building, 670 in existing building nationale Bauausstellung IBA (International Build-
Tor zur Welt Building area 10,800 m2 new building, 20,169 m2 combined
ing Exhibition), held in 2007-2013. The focus of this
programme was the residential quarter of Wilhelms-
Hamburg, Germany
Average classroom 85 m (incl. 10 m wardrobe, 15 m workroom
2 2 2
burg, an underdeveloped 35 square kilometre area
which was already home to 50,000 people, located
Parking spaces 76
on the west side of the Elbe, between the northern
Build cost 29.1 million EUR and southern branches of the river. What the existing
community lacked was a coherent infrastructure of
Completion 2013
routes and key public buildings, such as schools and
Year group system Partially age-related and age-integrated groups adult education centres, which would connect its
(grades 1 + 2 and 3 + 4), up to 5 form entry in
people to wider city communities and to Hamburgs
primary school
cultural richness.
A building with a radical approach to community engagement
57 228 A C A D E M I E S A N D V O C AT I O N A L S C H O O L S
2.Obe
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1.Obe
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First floor plan
The business centre also extends the radical dimen-
sions of the curriculum to provide career orientation
and pupil preparation for vocational training courses,
Erdg
developing university and work-related educational
esch
methodologies. School children will be able to set up
oss
their own companies, develop products and services
ready for the market with the help of real business
partners. Regular work placements with local compan-
ies and similar study times at Hamburgs various uni-
versities and technical colleges will promote the idea
of learning for a tangible future. In every sense this
is Wilhelmburgs gateway to the future, a gift which
is rich in opportunities for all members of the com-
munity.
A C A D E M I E S A N D V O C AT I O N A L S C H O O L S 231
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