reininghaus elementary school

urban design concept
the development plan for quarter 12 stipulates, starting from 10 storeys along alte poststraße, a gradual reduction in height down to 3 storeys at building plot 5. this creates a soft transition of built volumes towards the quarter park in the east and the technology park area to the south. the moderate density at plot 5, along with the open spaces adjoining to the east and south, provides an ideal foundation for the organization of the educational facility volksschule reininghaus.
the configuration and orientation of the building volumes respond to these urban planning parameters as well as to existing environmental impacts on the site, caused by noise and other emissions. by positioning a “learning shelf” as a protective spine along margarete-schütte-lihotzky-straße and introducing a double façade at the school square, a building-inherent shield for all teaching areas and their directly adjoining outdoor terraces is created. the building volume implements the intentions of the development plan, forming three storeys on the north and east sides and reducing to two storeys towards the south.
the upper floors align with the building lines on the north, east, and south, while the ground floor (level e0) is partially recessed to create sheltered forecourts and strengthen the spatial relationship between reininghaus park and margarete-schütte-lihotzky-straße.
access for delivery and parking is provided via the service road. between the building and the access road, three car parking spaces and the delivery area are located on the property.

architectural concept
responding to the different parameters of urban intentions, environmental emissions, and pedagogical functions, volksschule reininghaus is conceived as a terraced educational landscape structured by a sequence of learning areas in both interior and exterior space.
the “learning shelf,” a protective volume with hybrid use combining circulation and interaction areas, shields the five educational clusters and their directly assigned outdoor spaces from the noise of the nearby railway and the emissions of adjacent industrial and commercial facilities.
openness, permeability, flexibility, functional neutrality, and adaptability are the guiding principles and requirements for learning spaces. structural and architectural responses must enable such educational space.
the seamless interconnection between clusters as well as the permeability towards the exterior are, in pedagogical terms, essential prerequisites – and, considering pandemic situations, the urgently needed foundations for healthy learning environments.
the ground level (quarter level e0) offers a continuum of spatial sequences available to all clusters and for afternoon care. at the same time, this level acts as a semi-public platform within the neighborhood. the assembly hall, multipurpose room, gymnasium, library, and workshop spaces offer versatile uses for both school and afternoon programs. through the clear separation from the learning clusters, these areas can also be made available to external users.
the all-day care area is located to the south, directly adjacent to dedicated outdoor zones. workshops, movement rooms, the library, and the assembly hall are also in close proximity. the embedded courtyards flood this compact and flexibly usable spatial continuum with light and air. the interior spaces extend generously into the outdoor areas.
above the base level unfolds the educational landscape, consisting of five learning clusters oriented away from the noise of the railway and industrial surroundings and facing the quiet, green school courtyards. the learning clusters can claim calm and intimacy both inside and outside, while at the same time enabling interaction and cross-cluster formats in both indoor and outdoor spaces.

the learning shelf
– serves simultaneously as circulation, meeting point, communication, and exhibition space, and incorporates a vertically developed library.
– forms the transition from public areas on the ground floor, through semi-private zones within the shelf itself, to the privacy of the learning clusters.
– offers within its generous volume open areas for interaction between clusters, allowing easy appropriation and flexible expansion.
the learning shelf serves as the showcase and display window of volksschule reininghaus.

structural concept
the overall building of volksschule reininghaus is divided into three parallel, two- to three-storey classroom wings oriented east–west, which are connected on the east side by a continuous learning and circulation zone – the “learning shelf” – and on the west side by external paths and staircases, which are also accessible from the courtyards.
the building is designed in reinforced concrete construction. the structural system of the ground floor, to ensure a generous and open circulation zone (including clearance height for the gymnasium), is dissolved into individual columns, supplemented by diagonal bracing for additional stability.
the upper floors feature a system of parallel load-bearing walls, also complemented by individual columns and diagonals for stiffening. the column arrangement allows for flat slabs without downstand beams. the uppermost roofs of the wings contain shed structures for natural lighting, with openings incorporating steel-diagonal trusses as load-bearing frameworks.
the structure includes a partial basement, and the foundation is designed as a shallow foundation system.

fire protection and escape concept
the designed staircases and external escape stairs ensure that the maximum actual escape distance of no more than 40 m from the farthest point of the school building to a staircase or to the outside is fully achieved. due to their fire-resistant construction and immediate exterior location, the external staircases are considered part of the “safe exterior.” the secondary maximum shared escape route length of 25 m to another exit or staircase is also met. the positioning and configuration of the external stairs thus ensure a safe evacuation from all upper floors.
by using appropriate building materials and by forming fire compartments, vertical and horizontal fire spread within the school building is largely prevented. in the present building, fire compartments are primarily organized by storey, except for the “movement zone” (gymnasium, assembly hall, galleries, etc.), which, due to its function, features an open plan. in combination with technical fire protection systems, visual connections between floors, and organizational measures, an equivalent safety level is achieved.
the primary technical measure is a fully automatic fire detection system with direct alarm transmission. the interplay of architectural, technical, and organizational measures ensures the safety of all occupants. the open staircase in the assembly hall connects the floors and is equipped with fire protection doors separating it from the learning clusters, thus minimizing the potential spread of fire and smoke.
at the top gallery level, smoke extraction openings are provided to ensure safe evacuation. adequate firefighting equipment and extinguishing systems are installed on each floor for initial firefighting and intervention by the fire brigade.

energy concept
climate protection firstly means decarbonized construction:
this is achieved in the present project through the use of renewable raw materials (nawaros) such as wood and natural fibers (hemp, flax, jute, or oiled paper), which not only enable favorable recyclability but also bind co₂ in the long term. for non-biogenic materials, the design aims for a service life of at least 100 years (primary structure). for concrete waterproofing, alternatives to bituminous layers are sought to facilitate future recycling. screed surfaces are left uncovered except in wet areas and kitchens. generally, the number of construction layers is kept to a minimum.

climate protection secondly means the integration of biomass:
through the consistent greening of the project, plants continuously bind co₂, which is then converted into humus in the school’s own composting facility and used for surrounding gardens. the project goes beyond the required green roof constructions by designing intensively planted roof gardens wherever terraces or photovoltaic systems are not located. these green roofs are significantly more effective in improving the microclimate in terms of air quality and heat mitigation.

climate protection thirdly means the use of highly efficient alternative energy systems:
this is ensured through the use of district heating and free cooling.
the sustainability of the project arises not only from the consideration of the life cycle of building components but – even more importantly – from the spatial intelligence and quality of the building itself. the structure offers high flexibility of use, achieved through deep, undetermined floor plans with optimal daylight and ventilation. by skillful grouping of classrooms, all areas are efficiently utilized, and no corridor spaces are wasted in the learning zones.
the circulation zone functions as a thermal and acoustic buffer space, offering high spatial quality (e.g., as a library) without requiring intensive energy conditioning. on the contrary, this zone contributes actively to air renewal and daylighting, becoming an integral part of the building’s overall energy system.