The traditional classroom placement and the organization of the learning spaces correspond to an educational model of the Industrial Revolution. Our team of architects have worked in parallel with the academic management in the creation of spaces to achieve the usefulness, aesthetic, modernity, technique and versatility that our education project requires.

We have created a learning environment away from the static spaces and preset items, such as the rows of tables directed towards the teacher or the walls in the classrooms.

In order to differentiate the subjects and groups, we have created many open and versatile spaces. A learning environment away from the static spaces and preset items, such as the rows of tables directed towards the teacher and the board. Such approaches are based in recent researches of neuroscience.

We would aim to create an environment where the student feels comfortable to work and would aim to stay.
We are aware that not all students feel comfortable in the same spaces, so that we want to end up with the limited concept of the classroom and achieve all spaces to be suitable for learning.

We have designed different areas that facilitate the reflection, meetings, group works or the presentation of projects. A proposal that brings together aesthetic, modernity, versatility and transparency. We opted to break down the walls, replacing them by glass walls and movable partitions.

The glass, the construction element of the XXI Century, is the central role of our centre, providing the acoustic isolation needed for the new methodology that requires the constant movement of tables and chairs and the noise of the students who perform a collaborative work. We want to create a continuous space among the different areas, without distinction between classrooms, corridors and the rest of school places. The walls disappear and what happens in the classroom is visible from outside, happening the same on the contrary. Besides the glass, the areas can be modified by the use of movable partitions allowing that groups of the same level to work together or separately.

Our methodology promotes the autonomous work in small groups, so there will be occasions when the students will be assisted by two or even three teachers to guarantee an exceptionally direct and personal attention to them. The space favours the new teacher’s role as “guide” or “companion” of the students in their paths towards the knowledge.

The school is composed of a main building of three stories and a second one-storey building. The ground floor of the main building is distributed in two areas with independent entrances that separate the administrative section and the classrooms of primary education. The first floor of the same building houses the classrooms of secondary education and baccalaureate and over it, in the second floor there are the library and the workrooms. The second building hosts the Early childhood education, a canteen and the indoor sports complex.

Valle del Guadalentín School is committed with the city, being conscious of the great economic and social impact that the project has in Lorca, so that we consider that it was imperative to have a team of architects and a building contractor based in the city of Lorca.