Today’s public schools accommodate increasingly hybrid approaches to learning, combining collective teaching, small-group work, and independent study. Yet many school buildings remain organised according to a spatial model inherited from more traditional, teacher-led and compartmentalised forms of education.
The Valmondois school complex illustrates this disconnect. Built through a series of successive additions, it has developed a fragmented spatial organisation that is difficult to navigate and poorly suited to evolving educational practices.
The project proposes to restructure the school around a system of activity spaces designed to accommodate different modes of learning.