SCHOOL TRANSFORMATION PRINCIPLES

SCHOOL TRANSFORMATION PRINCIPLES NEW UKRAINIAN SCHOOL

INTRODUCTION The invasion of the aggressor affected more than 1,000 Ukrainian schools. This initiative will allow them to be redesigned in a new way, transforming Soviet-era architecture schools into modern ones, recreating their spaces, but without demolishing the buildings.

12 new principles for Ukrainian schools will allow the transformation to create schools that will grow a new strong Ukrainian society.

Ukraine’s Ministry of Education and Science, the Ministry of Digital Transformation, and the Ukrainian urban bureau Big City Lab are leading and implementing the transformation of educational spaces in Ukraine. European architects from Rebuild the Wonderful, who have experience working with Soviet heritage, were involved in creating the principles of new Ukrainian school vision, and the project is partnered with Mariupol Reborn.

What is the vision of the new Ukrainian school that we see?

The new Ukrainian school is a safe, inclusive, and innovative space that will prepare students for the challenges of the 21st century. It will be a place where students can learn, grow, and thrive.

VISION: SCHOOL IS AN OPEN PUBLIC BUILDING The school is an integral part of the city, where children are taught to be a part of the society, therefore, school is visible for the citizens. Also, scholars are able to see and feel the rhythm of the city through the window of the classrooms.

Therefore, the school site spatially is divided into two main areas. The public area is accessible for the citizens all day long and the school campus is available only for pupils in certain hours after the lessons. The public space can accommodate market, local events for annual celebrations or daily life activities such as coffee shops. This openness shows that school is a public building, which can contribute to the vibrant atmosphere of the neighbourhood and boost the village quality. Therefore, the space is created with the same tools as urban public spaces using soft boundaries, various surfaces, architecture elements and greenery instead of fences.

VISION: SCHOOL SPACES FORM SCHOOL COMMUNITY School is a system of different spaces which create sense of belonging. When a school is well-organized, with easily navigable hallways, welcoming common areas, and spaces

that encourage interaction, it fosters a sense of belonging and togetherness. The feeling of safety is encouraged. Students can move around comfortably, find their way to classes, and gather in inviting spaces for group activities or study sessions.

The clear spatial structure means that school is easy to orientate. The entrance leads to the main gathering space which works as a living room, where schoolers can encounter, meet teachers. The main functions are focused around the main common spaces such as entrance gathering space and multifunctional corridors, which work as a main street with various public functions around. The clear layout means that there are no dead ends or secretly hidden premises, the spatial arrangement is easy to understand.

The hierarchy of the spaces allow children to choose diverse condition for learning and collaborating. A thoughtfully designed school layout not only supports the educational mission but also enhances the overall sense of unity and collaboration within the school community, because spaces allow unexpected encounters.

All the spaces have to be multifunctional, what means that each space can be used for various functions. For example, a library can serve not only as a quiet place for reading but also as a venue for group discussions or presentations. Similarly, a courtyard can be a space for outdoor classes, recreational activities, or even community gatherings.

This adaptability ensures that the school can efficiently accommodate a wide range of educational needs and community activities. It promotes flexibility, creativity, and resourcefulness within the school environment, enriching the experiences of both students and the larger community it serves.

VISION: SCHOOL TEACHES HOW TO BE AN INDEPENDENT AND CURIOUS HUMAN Spatial solutions play a crucial role in creating a physically and psychologically safe space where children can explore, question and grow. School spaces create conditions for children to reveal their needs. Thoughtfully-designed classrooms, libraries, and common areas encourage collaboration and creativity, fostering a sense of security that allows young learners to venture beyond their comfort zones. When school becomes a place for curiosity and self-discovery, students gain the tools they need to move confidently in an ever-changing world.

01 SAFE SCHOOL

SCHOOL IS A PUBLIC BUILDING,

02 WHICH BRINGS NEIGHBOURHOOD TOGETHER

05 SCHOOL IS MULTI FUNCTIONAL

CORRIDORS ARE COLLABORATION

09 PASSAGES

MAIN INDOOR GATHERING SPACE

06 CREATES SCHOOL COMMUNITY

CLASSROOMS FOR VARIOUS WAYS

10 OF LEARNING

SCHOOL IS ACCESSIBLE TO

03 EVERYONE

NATURAL MATERIALS BRING A

07 FEELING OF HOME

VISUAL CONNECTIONS CREATE

11 HUMANE RELATIONSHIPS

SCHOOL OUTDOOR AREA IS

04 DIVERSE

SCHOOL REFLECTS LOCAL

08 IDENTITY

TEACHES HOW TO BE AN 12 SCHOOL INDEPENDENT AND CURIOUS HUMAN

Bunker in Hotel La Clausta Switzerland

01 SAFE SCHOOL Physical barriers such as double walls and underground shelters are necessary to provide physical safety under wartime conditions. School spatial arrangement should phychologically save from bullying and unexpected visitors.

Spatial tools: - Shelter is a space intended for physical safety, although serves as an additional space for learning.

- Double walls.

- Rollets for the glass windows.

Kindergarten “Pelėdžiukas“ extension Pagiriai, Lithuania DO ARCHITECTS, 2021 Campus provides safe outdoors environment.

- School is not a maze and the hierarchy of spaces is clear, what makes users to feel safe.

- No dead ends in the spatial structure and no closed or isloted spaces in the bathrooms.

- School has small spaces inside big open spaces, where one can hide little bit and not feel exposed all the time.

Integration of small spaces inside big open spaces, where one can hide little bit and not feel exposed all the time.

Ursulinen Mechelen, Belgium LABEL Architecture, 2020

SCHOOL IS A PUBLIC BUILDING,

02 WHICH BRINGS NEIGHBOURHOOD TOGETHER

School is a place, where children are taught to be a part of the society. Some parts of the school are open after working hours for citizens or villagers. Therefore, school becomes a space for exchange not only for children, but also for the residents.

Spatial tools: - The public space is created in front of the building using existing and newly planted trees, bushes and other locally sourced plants.

- Trees create shadows or save from the rain, when bushes and hedges creates an atmosphere and devides the space.

Bradesco Foundation School Osasco, Brasil Shieh Arquitetos Associados, 2017

- Benches, outdoor chairs, placed in the entrance square, create a possibility to stop, sit, snack and have conversations.

- Stands for parking the bikes are placed next to the main entrance to the school building. This enables students to come to school by bikes, scooters and leave it in a safe and visible place.

- Lightening makes the outdoor space safe and cosy. Using warm color lights the park atmosphere is created.

- Electric sockets are wisely located to enable the square use for markets, celebrations.

- Ground floor have a maximum visual and physical connection to the public space. The windows till the ground and glass doors create this connection.

- Accessibility for disabled people. School and facilities are accessible to everyone including disabled people, therefore, the right width of the entrances, ramps, appropriate handrails are integrated.

- Independent activities after the lessons.

Sport facilities, drawings, music, craft classes can be accessible after the school hours. The direct entrances to these spaces guarantee safety for the school users.

"Forge makerspace " the USA Makerspaces foster innovation through hands -on experimentation. Might be used by kids in the morning and by community in the afternoon.

Ed Roberts Campus Berkeley, USA Leddy Maytum Stacy Architects

03 SCHOOL IS ACCESSIBLE Universal design makes school accessible to everyone even disabled people, therefore, barrier free design solutions such as entrance ramp, physical connection between the floors are implemented.

Spatial tools: Entrance: - School building is physically connected to the outdoor spaces. The entrance level should be adjusted avoid any unneccessary curbs. Ramps are implemented, if the are stairs leading to the main entrance.

Bradesco Foundation School Osasco, Brasil Shieh Arquitetos Associados, 2017 Barrier-free entrance, accessible for disabled people.

Doors and openings: - The width of all the doors and openings should be appriopriate for the wheelchair users.

Elevators and ramps: - All the spaces should be accessible for disabled people. The elevators and ramps are implemented to create this opportunity for all the community members.

Barrier free spaces: - Inner spaces should be barrier free. The design should follow safety requirements, no unneccessary curbs or barriers in the space.

Evacuation routes: - Special marks for disabled users on the floor should be installed.

Hazelwood School elementary school Alan Dunlop Architect Limited Floor or wall signs to help you find your way around the school.

Royal Danish Academy Campus Copenhagen, Denmark

SCHOOL OUTDOOR AREA IS

04 DIVERSE

School outdoor area has spatial structure and hierarchy, which brings diverse activities and variety of users to the site. It is used for outdoor classes, playgrounds, courtyard, terraces, sport fields, and other spaces clearly defined by hedges and green fences.

Spatial tools: Spatial structure: - The division of the site is compact and ensures density of activities.

Greenery: - Respect the existing greenery.

- Hedges can work as fences to divide outdoor space, trees as a covering from the shaddow or rain.

Harvard Campus Greenery and architecture elements create park atmosphere as well as enable to use ourdoor spaces for learning or socialising.

The use all year long: - Outdoor pavilions enable the use of outdoor spaces all year long, the elements, which can shelter from the rain and save from the sun and heat are implemented.

- Shadows are important to make the outdoor spaces more comfortable to stay during sunny days.

- Utilities such as toilet, storage room are directly accessible from the campus / outdoor space.

Accessibility after the lessons: - The playgrounds are accessible for school community after the lessons. The access to the playgrounds and sport field is controlled to ensure safety for the users.

Outdoor spaces have to provide with architectural elements inviting to sit, to read, to rest.

Frederiksbjerg School Aarhus, Denmark Henning Larsen Architects and GPP Architects, 2016

05 SCHOOL IS MULTIFUNCTIONAL Multifunctionality is followed in every step starting from gathering space, which can work as library, canteen or event hall, to the corridors and classrooms, where various set ups can accomodate different ways of learning.

Spatial tools: - All the spaces are designed with multifunctional approach.

David Brownlow Theatre Newtown, United Kingdom Jonathan Tuckey Design, 2020

- Main gathering space can be used as a reading space, event hall, canteen.

The facade elements of the building are functional, what enables children to use space more actively.

- Corridors are used as collaborative spaces, with possibility to have informal meetings, - Classrooms can have various set ups, what makes learning process more interactive and inclusive.

- Outdoor space can be used for outdoor learning, playing, gathering or doing sports.

- Architectural elements such as window sills, stairsamphitheaters can become playful and functional elements for sitting, for playing, for learning.

Frederiksbjerg School Aarhus, Denmark Henning Larsen Architects and GPP Architects, 2016

Arnhem Preschool Amsterdam, the Netherlands Architectuurstudio HH, 2019

MAIN INDOOR GATHERING SPACE

06 CREATES SCHOOL COMMUNITY

This is the core of the school, which brings whole school community together and creates sense of belonging.

Gathering space serves for daily activities like informal meetings, as well as anual school events like Christmas celebrations, graduation ceremonies. Canteen and library also work as gathering spaces.

Spatial tools: - One main entrance to the building is clearly highlighted.

- Entrance leads directly to the main gathering space.

- Multifunctionality is a key element of the gathering spaces.

Heimdal High School Trondheim, Norway Henning Larsen Architects, 2018 Main entrances lead to the light-filled atrium, where students meet to socialize, conduct group work, or simply relax between classes.

- Canteen and library also work as gathering spaces.

- Foldable walls and easily transportable furniture help to easily rearrange this space for various events and occasions.

- Physical and visual connection to the public square as well as to the courtyard make gathering space more actively used.

- The atmosphere of the space is vibrant because there are always people around.

Haapsalu Primary School Estonia 3+1 architects, 2020 Canteen as a part of corridor

Hessenwald School Weiterstadt, Germany wulf architekten, 2016

NATURAL MATERIALS BRING A

07 FEELING OF HOME

Children develop their tactile experience through sound, smell and touch of natural materials. The wooden floor as natural material, bigger windows for the natural light create comfortable and cosy spaces. These spaces create a feeling of home rather than a playground or strict learning environment.

Spatial tools: - A choice of materials is an important part of the school identity. Choice of materials should give variation to typical building (could vary) and could be related to local traditions.

Double Kindergarten Steinmürli Dietikon, Switzerland Schmid Ziörjen Architektenkollektiv, 2019

- Preserve and integrate the existing materials in the facades and interior as much as possible.

- To create quality spaces use as much natural light as possible by integrating bigger windows, transparent doors, light interior colors, light furniture.

- Timber and plywood is applied in the interiors as much as possible.

- Wooden floor can be renewed and reused.

- Plants in the common spaces create the feeling of home.

- Light interior colours with a highlighted elements are used to show.

Haslach Primary School Herrenberg-Haslach, Germany Drei Architekten, 2020 Visual connection between the corridor and classrooms.

School and Community Center “B³ Gadamerplatz” Heidelberg, Germany Datscha Architekten, 2017

SCHOOL REFLECTS LOCAL

08 IDENTITY

Each school has its own unique identity, determined by its location, climate zone and users, such as the school community or the local residents. Therefore, architectural solutions, such as materials and functions, must reflect local interests and needs.

Spatial tools: - Architectural solutions reflect the currrent needs of the neighbourhood and school communities.

- Architectural design is based on the existing building and locally provided materials as much as possible.

- Transformation design respects the context, therefore, the structural body of the building is kept and only neccessary interventions to create better learning environment are implemented.

Dinning hall of Ralph Allen School Bath, United Kingdom Feilden Fowles, 2019 School building reflects the local spirit, the materials, plants and scale of the building are adjusted to the surroundings.

- The choice of plants takes into account the climate zone and the existing plants in the neighbourhood.

- After-school activities address the needs and interests of the whole neighbourhood.

David Brownlow Theatre Newtown, United Kingdom Jonathan Tuckey Design, 2020 The Theater becomes a center of neighbourhood. The materials and scale of the buidlng are well integrated in the context.

Varcoe Road London, United Kingdom Maccreanor Lavington Architects , 2019

CORRIDORS ARE COLLABORATION

09 PASSAGES

Collaboration passages are common spaces for the particular floor or annex users. These spaces are actively used in between the lessons by the groups, pairs or individuals. Instead of mono-functional corridors, collaboration passages provide spaces for leraning, playing, relaxing and even napping.

Spatial tools: - The diversity of working spaces such as single working booths, isolated niches, enclosed meeting rooms for several students is created.

- Relaxation spaces are created in the corridors can serve as quiet sleeping places.

Haapsalu Primary School Estonia 3+1 architects, 2020 Connections between floors can be playful and with integrated relaxation

- Window sills are used as benches, shelves too. More playful elements are used in the interior.

- An “inhabited wall” between classrooms and corridors for lockers, seating and ventilation ducts helps to use space more efficiently and create additional functions to the collaboration passages.

- Plants, natural light and lightening create a more cosy and humane atmosphere.

- Lockers in the common spaces become a safe place to leave personal things.

Extended school De Spil Arnhem, the Netherlands Architectuurstudio HH, 2008 Relaxation spaces in the corridors allow children to take a nap or comfortably play together.

Saunalahti school Saunalahti, Finland VERSTAS, 2012

CLASSROOMS FOR VARIOUS WAYS

10 OF LEARNING

Classrooms are transformable spaces that can be used for various roundtables, presentations, individual or group work. Classrooms have a visual connection to the collaboration corridors.

Spatial tools: - The flexible layout encourages the creativity, it can be reached using foldable walls, lightweight furniture.

Haapsalu Primary School Estonia 3+1 architects, 2020

- The visual connection between classrooms and corridors is significant to strengthen the connectivity and openness. Therefore, glass doors are implemented.

- Primary classrooms have a direct connection to the outdoor space. For safety reasons the private yards can be fenced.

Double Kindergarten Steinmürli Dietikon, Switzerland Schmid Ziörjen Architektenkollektiv, 2019 The arrangement of the classroom encourages creativity.

FS Kindergarten and Nursery Usa, Japan HIBINOSEKKEI + Youji no Shiro + KIDS DESIGN LABO, 2020

VISUAL CONNECTIONS CREATE

11 HUMANE RELATIONSHIPS

Visual connection creates tolerance and trust among the users of school community. The glass door between classroom and corridor extends the spaces, open kitchen encourages to create relationship between the cooks and children.

Spatial tools: - Openings and windows are in the eye level of the children.

Kindergarten “Pelėdžiukas“ extension Pagiriai, Lithuania DO ARCHITECTS, 2021

- The transparent partitions between the inner spaces give a sense of security, children can be observers.

Window to the kitchen made the cooks visible members of the community.

- Glass doors and windows to the "secret" inner spaces can become a significant element to boost the curiosity and knowledge. For example, the window to the kitchen, window to the cleaning lady room, window to the guard or headmaster room.

Streetmekka Viborg Viborg, Denmark EFFEKT, 2018

Frederiksbjerg School Aarhus, Denmark Henning Larsen Architects and GPP Architects, 2016

TEACHES HOW TO BE AN 12 SCHOOL INDEPENDENT AND CURIOUS HUMAN Child is being tautght not only by the teachers. School spaces have to create conditions for various experiences which become powerful tool of learning.

Spatial tools: - Spaces have to create conditions to encourage childrens' curiosity, therefore, functions are multilayered in the spaces.

- Library in the common public space is accessible for everyone, what invites students to use the facility more often.

Lishin elementary school Taichung City, Taiwan TALI DESIGN 2018 In order to improve the reading atmosphere in the school, the principal chooses the collaborative classrooms to replace the original library.

- Canteen works as a gathering space that brings community together, the hierarchy between the staff and students is diminished.

- Teachers' room is physically separated as a quiet personal space, although possible to abe accessed by students.

Montessori school Amsterdam, the Netherlands Architectuurstudio HH, 1983 Stairs with chessboards – architetural elements encourage curiosity.

implemented by

Mykhailo Fedorov

Oksen Lisovyi

Vadym Boychenko

Natalya Yemchenko

Max Yakover

Victoria Titova

created by

Gilma Teodora Gylytė

LITHUANIA

Eglė Kliučinskaitė

Karolis Žukauskas

ESTONIA

Justina Zibolytė

HUNGARY

Gilma Teodora Gylytė

Vadim Babij

Siiri Vallner kavakava

Indrek Peil kavakava

Csaba Nagy

Károly Pólus

Gergely Bognár

Dovilė Rudokienė

Gerda Jasilionytė

Ko Ai studio Majaja

Tristan Krevald stuudio Täna

Flóra Bordás

Eszter Major

Lili Gárdos

Rimgaudas Prašmutas

Deimjanas Gološčiapovas

Siim Tanel Tõnisson stuudio Täna

Diána Chvalla

Bence Várhidi

Bianka Varga

Edgar Vladimirenko

Martyna Kildaitė

Dóra Tihanyi

Debóra Leitold

Edvinas Skiestenis Bloorise