kindergarten and elementary school scheffau

architectural concept
the site for the new educational center scheffau am tennengebirge is characterized by its location between two existing buildings and a future residential development in the northeast. the site is mostly flat, with a steep, partially rocky slope on the northwest side.
the principle that the kindergarten spaces should ideally be located on the entrance level with direct access to outdoor areas, combined with the consideration of not placing a multi-story building opposite the two existing houses, led to the fundamental decision to design a low building consisting primarily of two levels: one for the youngest children and one for the primary school students. the third level, containing the gym and service rooms, is embedded in the terrain below the entrance level. the kindergarten and primary school levels are connected by a generous seating arena, creating a two-story aula. walkable roof areas at the primary school level maximize outdoor space: the kindergarten receives a garden area of approximately 1,350 m², the primary school a terrace area of about 900 m². additionally, the schoolyard with a covered entrance and sheltered seating for outdoor dining, as well as outdoor spaces for after-school care and the library, amounts to around 620 m². the lowered gym and play area next to the gym adds 80 m², resulting in a total outdoor area of just over 3,000 m²—nearly doubling the outdoor space available compared to the feasibility study stage.

site positioning
to provide a generous schoolyard, no construction is placed directly along the access road. the new building is positioned along the northwest boundary, minimally impacting the existing neighboring houses. to the southeast, a spacious outdoor area is created for the kindergarten. the paved forecourt connects near the bus stop to the public road, including bicycle parking and tree rows that form additional filters between the new building and existing structures. access to the future residential area is provided along the southwest boundary, in the zone excluded from construction due to flood and avalanche mitigation measures. most of the required parking spaces are located here. the entire ground floor is raised by 60 cm above existing grade to meet the requirements of the flood and avalanche protection regulations.

spatial concept
the center of the building is a two-story aula adjacent to the longitudinal side of the lowered gym, featuring a seating arena and small grandstand. this two-story foyer connects the kindergarten level with the primary school level. the indoor campus provides space for all types of events and serves as a meeting point for all children. it encourages sitting and observing, functioning as a recreation, play, and learning space, while offering good orientation within the building. the spatial design supports the spirit of the school: openness, clarity, orientation, connectivity, generosity, daylight-flooded friendliness, and fluid transitions between interior and exterior. various spatial situations offer a diverse range of uses for different groups and individuals. the areas are arranged to be clear and open. by reducing the building to two levels, short distances between kindergarten and primary school, and the shared two-story aula, synergies are achieved through shared spaces. external athletes can access the sports area directly from the schoolyard via stairs and a lift, without entering the school spaces.

kindergarten
the rooms for the youngest children are located near the entrance. all kindergarten group rooms face southeast and are on a single level, enabling cross-group learning and play. the group rooms are connected either directly or via cloakroom areas and feature generous movement and play areas as forezones. all group rooms have direct access to covered outdoor spaces. interior and exterior benches along the glass façades can be connected through sliding window elements to create large lounging and play areas, ensuring a seamless transition between indoor and outdoor spaces. large shed roofs over the group rooms expand the spatial volume and provide additional daylight from the northwest side. the kitchen, shared with the primary school, is located directly at the entrance, with a large covered outdoor area for dining.

primary school
primary school children enter their central cloakroom next to the main entrance and reach the two-story aula and upper-level area via the reading staircase. the generous forecourt to the classrooms and group rooms is arranged like a marketplace, connecting all primary school areas. the elongated classrooms are equipped with skylight shed glazing, allowing daylight from two sides. all classrooms have direct access to covered outdoor areas. interior and exterior benches along the glass façades can be connected via sliding window elements to form large lounging and play areas, creating a fluid transition between inside and outside. all primary school rooms open directly onto balconies or large terraces, from which stairs in the northwest and a seating arena in the southeast lead to ground-level outdoor spaces. an outdoor arena with a slide is created here.

outdoor spaces
for students’ well-being, frequent transitions between indoor and outdoor spaces are important. outdoor lessons can take place immediately adjacent to classrooms and learning landscapes. a key part of the spatial concept is extending learning areas directly to outdoor spaces such as terraces, seating steps, open classrooms, and balconies. during warm seasons, the aula, library, dining area, after-school care, and creative rooms can open onto covered outdoor spaces, enabling dining, relaxation, and outdoor studio work.

structural concept
to ensure maximum flexibility of use within the building, load-bearing wall panels are only employed to the extent required for horizontal stabilization. the primary structural elements are reinforced concrete columns and slabs, largely arranged in an economical grid.

material concept
material selection focuses on ecological impact, co₂ emissions from production, transport, and deconstruction. all classrooms have wooden floors to enhance the space as a seating or play area. other rooms receive appropriate surface finishes depending on requirements. ventilated façades are clad in wood, with windows constructed as wood-aluminum units. transparent surfaces are equipped with effective exterior sun protection. overhanging roofs or balconies provide sun shading, protect façades from weather and dirt, and facilitate cleaning and maintenance. trees in front of the façades contribute additional shading.

fire safety and escape routes
the entire structural system is reinforced concrete. the terraced building allows escape routes on every floor directly to terraces or adjacent grounds. from every point in the building, the exterior can be reached within less than 40 m, with at least two directions available. from terraces at the primary school level, two staircases lead to ground level and connect to public spaces. therefore, no dedicated escape stairwell is required.

energy concept
the energy strategy relies on passive optimization, including avoiding suspended ceilings to utilize available thermal mass (concrete slabs and walls). acoustic elements are designed to activate the thermal mass. at night, skylights can automatically open when external temperatures allow, enabling cross-ventilation. warm indoor air is expelled, cooler outside air is drawn in, and thermal mass is cooled, preconditioning the rooms for the next day. balconies, roof overhangs, and cantilevered building sections provide glare-free lighting, prevent summer overheating, and allow protected natural ventilation.
roof green spaces with a thick humus layer absorb and delay energy input, contributing to additional thermal stabilization. evaporation of soil moisture produces a cooling effect through latent heat release.