In a competition for a state school the programme is not up for negotiation; it is handed to you. Classrooms for ESO (lower secondary, ages 12 to 16) and Bachillerato (the two pre-university years), library, multipurpose hall, dining room, administration, a sports pitch and playgrounds. The plot sits among other civic buildings, major roads and recent residential blocks, and left no room to spread out.<\/p>\n
A central courtyard, two stages kept apart<\/h2>\n
The first decision was to build compactly: clear volumes with a small footprint, so the ground saved goes to courtyards, playgrounds and the pitch rather than to corridors. On a tight plot the open ground is the scarce material. The building is the part you can fold.<\/p>\n
From there, everything is organised around a central courtyard. It is not a gesture. It is the mechanism that distributes pupil movement and the reason every classroom gets natural light and ventilation. The two stages occupy separate modules with their own entrances \u2014 different ages, different timetables, no reason to share a front door.<\/p>\n
Separation uses up entrances and perimeter, and that is a real trade-off. It is made up for by concentrating the shared rooms \u2014 library, multipurpose hall, dining room and administration \u2014 in the common spaces that link the two modules.<\/p>\n
Envelope, climate and access<\/h2>\n
The envelope alternates solid panels with glazing behind solar control, set by orientation. In M\u00e1laga, orientation and shade do more for comfort in a classroom than any amount of plant, and that work either happens in the design or it does not happen. Cross-ventilation and the shading are sized to cut the building\u2019s energy demand, not to flatter the render. It is the same climate the studio builds in elsewhere in the city, at MOSS<\/a> in the historic centre and at Casa Duquesa de Parcent<\/a>.<\/p>\n The pitch and the playgrounds are sized to the regulations the Junta de Andaluc\u00eda \u2014 Andalusia\u2019s regional government \u2014 sets for secondary schools, and those rules settle most of these arguments before they start. Access is handled in the same move: accessible routes throughout, stairs and lifts sized for intensive use (a secondary school empties its classrooms all at once, not one by one), and wayfinding designed in rather than added afterwards.<\/p>\n The sage green that gives the entry its name appears on the envelope and in the singular spaces. It is not a late coat of paint; it is how the school is meant to be recognised from the street.<\/p>\n \u201cSage Green\u201d remained a proposal. It is a competition entry, not a completed building, and that is worth saying plainly. What survives a competition is the judgement \u2014 how to read a tight urban plot, how to separate stages without duplicating the building \u2014 and judgement gets reused. Another of the studio\u2019s proposals, La Equitativa<\/a>, facing calle Larios, belongs to the same line of work.<\/p>\nWhere it ended<\/h2>\n
Gallery<\/h2>\n
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Project data<\/h2>\n
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