Krampnitz Primary School
New construction and renovation of a compartmentalised primary school
On the former Krampnitz barracks site in the north of Potsdam, a new three-stream compartmentalised primary school has been realised as part of the transformation of a large-scale historic military complex into a new urban district. The site is characterised by a distinct ambivalence: between the homogeneous, listed barracks typology with its gabled roofs and robust brick architecture, and a protected, mature natural landscape that frames the area. The new school ensemble — comprising a primary school, a daycare centre and a sports hall — forms an identity-defining urban building block within this emerging neighbourhood.
The architectural concept responds to the historical context while translating it into a contemporary educational environment. The external appearance of the school ensemble adopts the small-scale, gabled building structure of its surroundings and reinterprets traditional elements such as exposed brickwork and the roof motif in line with present-day requirements. A stringent and efficient structural grid underpins the design of the building volumes, understanding the school as a built organism in which architecture and landscape are closely interwoven. Interior and exterior spaces flow into one another, creating a differentiated sequence of learning, play and recreation areas that extend into the surrounding park landscape.
The new school building was realised as a reinforced concrete skeleton structure with a regular structural grid, complemented by prefabricated timber frame elements. The façade is executed in brick, ensuring durability, low maintenance and a material continuity with the historic context. Exposed steel elements, such as external staircases, were left untreated as galvanised components, forming a precise and material-honest contrast to the masonry. Extensively and selectively intensively greened flat roofs integrate the building into its natural surroundings and contribute to the ecological performance of the ensemble.
The existing listed buildings were comprehensively renovated and structurally upgraded. Prior to intervention, the buildings were in a severely deteriorated condition. The renovation was carried out with great care, aiming to preserve and reactivate the historical qualities of the structures while meeting contemporary functional and technical standards. The building envelope was upgraded from a building-physics perspective, existing structures were repaired and retained wherever possible, and façades were restored to their original appearance. This careful approach resulted in a coherent ensemble in which new and old buildings coexist in a balanced and respectful relationship.
The school is a generous, light-filled forum. Classrooms, group organised according to the compartment learning principle, expressed architecturally through clearly legible learning clusters. Each cluster forms a compact spatial unit centred around rooms and after-school care spaces are arranged around these central areas, visually connected by large, characteristically round interior windows. The forums are emphasised by their spatial positioning, structured floor plans, high-quality built-in furniture and carefully designed lighting, creating spaces with a strong identity and orientation.
Inside, the architecture is defined by the authenticity of materials in their natural state. Concrete, timber, cement screed, wood wool panels, cement-bonded particle boards, linoleum, HPL and glass are used consistently throughout the building. Unclad and visibly expressed components give the interior spaces a robust, calm and long-lasting character. The restrained material palette supports clear, appropriation-friendly atmospheres and reinforces the architectural concept of material honesty.
Large openings provide views and access to the outdoor areas, dissolving the boundary between interior and exterior. Learning terraces and differentiated open spaces extend the spatial concept into the landscape, offering a variety of places for movement, retreat and informal interaction. Together, architecture, construction and landscape form a cohesive whole that supports contemporary learning while contributing to the long-term transformation of the Krampnitz district.
