Schoolyard Kandermatte

Reinforcing existing qualities

Existing qualities such as trees and generous play areas are taken up and integrated into a pastoral and bucolic landscape in relation to the Glütschbach stream.

A varied range of play, gardening and mobility facilities is integrated into the existing landscaped area. Open spaces for pupils, offering numerous opportunities for the training of social, motor and cognitive skills, are the central idea and transform the playground into a park landscape.

Some areas are deliberately left open so that pupils can make them their own. Overall, the result is a space for movement with no threshold for opportunities for social development, which is the fundamental attitude of the landscaped space project.

Realisation

2026

Client

City of Thierachern

Procedure

SIA 142 1^st prize

Collaborations

W2H Architekten AG
Anima Engineering AG
Grolimund + Partner AG
VINN GmbH

Services provided

SIA 31 - 53

Location

Thierachern (CH)

Surface

4'000sqm

the project's assets

Preserving the natural environment: The project enhances and preserves existing natural elements, such as trees. It is designed to be in harmony with nature, which can help raise students’ awareness of the importance of protecting the environment.

Promoting physical activity: The project offers a variety of spaces for games and physical activities. This encourages students to be more active, which benefits their physical health.

Development of social skills: By providing an open space for interaction, the project promotes the development of students’ social skills. It enables them to learn to work and play together, which can contribute to their personal and social development.

Flexibility of space: Leaving certain surfaces free for individual appropriation gives students the opportunity to be creative and personalize their environment. This can stimulate their imagination and foster a sense of belonging.

Promoting cognitive development: Integrating spaces for gardening can offer students the opportunity to learn new skills and knowledge, for example about nature, plants and agriculture, which can help their cognitive development.

Accessibility: The design of the project appears to be designed to be threshold-free, which means it is accessible to all, including students with special needs or mobility difficulties. This contributes to inclusivity and equity in the play space.

Improved campus aesthetics: By transforming the playground into a park-like landscape, the project improves the aesthetics of the campus, which can contribute to a more positive and attractive learning atmosphere.