Inclusive learning and living space

“A symbiotic interaction of architecture, organisation and pedagogy”

Schools have developed into all-day and inclusive learning and living spaces. The new schools need spatial concepts that can be used flexibly. For this purpose, the big school is divided into several small organisational units, the small schools or clusters. This organisation in clusters makes it possible to create semi-autonomous social-spatial units in large schools, which are manageable for pupils and teachers and allow a sense of home to develop. These pedagogical objectives lead to new architectural requirements. Architecture becomes a pedagogue. Of course, there are also ‘normal’ classrooms but not exclusively. Lessons may also take place in other, informal areas: for example, on the large stairway with integrated seating levels in the foyer, in the courtyards designed as green classrooms and in the openable spaces at the end of each cluster area.