POST-PRIMARY SCHOOL DUBLIN

Status: Internationaler 2-phasiger Wettbewerb 2012
Ort: Kingswood Tallaght, Dublin, Irland
Grösse: 9.500 m²

Programm: Gesamtschule für 1000 Schüler
Kollaboration mit: Downes Associates Structural Engineers, Clarke & Associates MEP Engineers and KMCS Cost Estimating Consultants



The new post-primary school in Kingswood Tallaght will be a place for promoting the child’s growth, health and learning through positive interaction via a grid of educational facilities. It will be a building filled with light, each room functional, yet with a special character and view. Externally clear in form and expression with a grid organisation, reminiscent of the simple children’s noughts and crosses game.



The proposed school is located in the south west area of the site. The other parcel of land to the north-east is perfectly located to create new synergies between the new school and the existing St. Kilians Junior and Senior schools by accommodating additional community facilities.
With new shared teaching facilities for the schools, a new public library and an additional area set aside for further future developments i.e. a special needs school, the site becomes an educational centre for the students and for the wider community, while also maximising the quality of the open space with a new 1.2ha Sensory-Education park.

The building is organised as four 2-storey pedagogical ‘bands’ that act as a framework for promoting learning, interaction and play in the external space and courtyards enclosed by the school.  The outdoor spaces thus become integral to the design as each has a unique sense of place, special to the specific teaching activity taking place.

The grid of school teaching facilities manages to break down the traditionally large scale educational institution by creating four volumes of varying length, each with specific pedagogical identities which generate an intimate sense of scale that is at once lively and welcoming. The grid also reduces travel distances, as its organisation of programmatic ‘bands’ creates circulation overlaps, minimising extension corridors while helping maximise social interaction within the interval spaces.

The school creates a design of familiar standardised room layouts while generating circulation and informal spaces that are stimulating and unique. While the grouping and location of specialist and non-specific classrooms follows a logical order in the building, the four circulatory overlaps create informal zones of lockers, vertical circulation and social spaces, each with its own identity that the students can make their own.