The school complex of the Erich Kästner School in Marburg-Cappel currently consists of several buildings. The typical design language of the individual buildings, partly intersected by connecting corridors and buildings, creates an amorphous overall picture. There is no discernible overall design concept. Due to the heterogeneous overall picture, the school lacks an ‘address’, a clearly defined entrance. The space available no longer meets the needs. Parts of the afternoon care had to be outsourced to the town hall. The implementation of contemporary pedagogical concepts is not possible in the existing floor plan structures. In addition, existing buildings B and K have significant deficiencies such as lack of accessibility, functional and organisational deficiencies, static deficiencies, inadequate fire protection and energy renovation needs. On the basis of the above points, it was decided to demolish buildings B and K and replace them with a new building in which the additional rooms for care and canteen are also planned. In addition to remedying the above shortcomings, the new building will also provide the school with a recognizable "address" through a well-placed main entrance. Buildings A, G, F, H and I are preserved. Building A houses the administration, the teacher's room and 3 therapy rooms. The rooms in building G are used as specialist classes for music and works. Buildings H and I are used by the special needs school. Building A will have a small extension with technical rooms and additional storage areas. The existing building G is given an escape staircase as 2. Escape route with access to the room currently used as a common room on the ground floor. Project description Extension Building B, which is currently adjacent to building A, is being demolished. Part of the basement of building B remains standing and serves as a floor slab for a new single-storey extension to the existing building A. Static additions must be made to the demolition edges of the remaining basement in the shell. The new extension is planned in timber construction, with walls in timber frame construction (partially insulated) and a roof structure with roof beams, wood formwork and foil sealing. The outer walls are provided with a ventilated wooden cladding. In the area of demolition of building B, the existing gable roof of building A must be supplemented with wooden rafters and brick covering. In the newly planned extension, a technical room for the new house connection for the electrical supply of the Erich Kästner School area is planned, as well as a technical room for the heat supply of building A. In addition, a storage room for the school's play equipment is being created. The new school building consists of two rectangular, slightly offset structures, which are connected at the junction by a central entrance hall. Due to the topography, the southern building is 3-storey, with ground-level connection to the lower schoolyard and the northern building 2-storey, with connection to the upper schoolyard. The entrance hall is the central access element of the building. Access is via the entrances from the lower and upper schoolyards. The open, spacious staircase leads to the respective floors, whereby the elevator, which is also connected to the entrance hall, also ensures barrier-free access to all floors. The clear design of the open entrance hall offers good visual connections to all areas and thus allows a good orientation in the building. However, the entrance hall is not only a traffic area, but a central communication zone or meeting point for the pupils, and invites you to linger, especially with the stairs widened to seating steps on the ground floor. The ground floor area extends only under the southern building. There is a central toilet core as well as storage and technical rooms in the slope-side area. Oriented towards the schoolyard is the large dining room with adjoining kitchen and the necessary adjoining rooms. The kitchen has its own delivery from the south. The dining room receives a generous glazing to the schoolyard and a large opening to the entrance hall. Via a mobile partition, this opening can be closed or, if necessary, opened to the entrance hall, thus enabling a diverse playability of this area. The dining room on the ground floor is to be made available outside of school hours to the citizens and associations of Cappel for celebrations or other external events. The classrooms are located on the two upper floors. Each floor contains a cluster, a so-called ‘learning house’, for each building body. The teaching and differentiation rooms of the clusters are grouped around a central central central zone, which serves both the development and extended teaching area. This central zone is structured and furnished in such a way that it can be used for teaching purposes for individual or group work, but also for supervision. Appropriate openings between the classrooms and the central zone provide insight and thus ensure good supervision of the children. Each cluster also has a small teacher base, so the clusters are self-contained ‘self-sufficient’ learning houses with which the student community can identify and the group feeling is strengthened. On each floor, central toilets are located at the intersection between the two clusters, which can be reached quickly from the learning houses.
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