World’s first complete school inspired by FCL zones – Pirkkala Kirkonkylä school

Mikko Horila & Tuomo Tammi, Tampere University teacher training School

The primary objectives of FCLab’s activities are to develop new learning environments, teaching technology, and pedagogy, and to foster the utilization of teaching technology. While a significant portion of the development work occurs within the FCLab-units, the overarching aim of a publicly funded project is to yield benefits that extend more broadly across the entire educational landscape. This case study illustrates the collaboration between FCLab and Pirkkala Kirkonkylä School, tracing their journey from the conceptual stage to the school’s successful implementation over the course of a year.

How did it all start?

The primary objective of the initial phase of the FCLab.fi project was to develop a learning zone model tailored to the Finnish education system and curriculum. This model was launched in the spring of 2019, garnering immediate and significant interest. Among the interested individuals was Mikko Salkinoja, then the principal of Kirkonkylä School in Pirkkala, who attended a seminar presentation on FCLab’s zones at ITK conference in Hämeenlinna. Following our presentation, we engaged in a conversation with mr Salkinoja, and later he reached out to the operators of Tampere Lab, expressing interest in visiting our premises to seek consultation from FCLab for a construction project commencing in Pirkkala. This visit occurred at the onset of the semester and marked the inception of a long-term collaboration.

The collaboration between the principals and teachers of FCLab Tampere (KAKS10 56) and Pirkkala quickly evolved into an exceptional educational and planning partnership. Staff from the planned school visited KAKS10 in 2019 and 2020 to deliberate on the design of the premises, zones, co-teaching practices, and their future operational model. Within an authentic environment, the school’s teaching staff contemplated how to function within such a space, suitable furniture arrangements, effective technology integration, and more. Brainstorming in a space that simulated the future learning environment fostered expansive thinking and enabled envisioning the future with an open mind, free from the constraints of traditional learning spaces. From the outset, the emphasis was on cultivating a collaborative culture alongside designing the premises, aiming to enhance cooperation among teachers and promote team-based work while reimagining the school facilities.

As the process unfolded, FCLab participated in the design sessions of the new school, offering insights and experiences to Kirkonkylä School, particularly regarding furniture selection, technology integration, and co-teaching strategies. Throughout the entire process, a strong culture of consultation and staff engagement prevailed, fostering a sense of collective development, as perceived by observers outside the school. Teachers from Pirkkala were extensively involved in various stages of planning. Naturally, not all proposed ideas could be implemented, as is typical in construction and renovation projects. When making decisions, solutions have to be not only pedagogically sound but also financially sustainable. Notably, the project in Pirkkala underscored the belief that teachers possess a profound understanding of the requirements of a functional learning environment, and this knowledge was leveraged effectively. Trust was placed in the teachers, and the principal provided a clear vision for the school’s development. Salkinoja emphasizes that close collaboration with the architect leading the school’s design is crucial. Teachers often have a better understanding of the school’s, students’, and teachers’ needs through their experience than designers do. Designers and architects contribute their extensive professional expertise, experience, and vision, and successful collaboration is essential for achieving a satisfactory end result.

From planning to reality – the new school is now operational.

The renovation/construction project at Kirkonkylä School progressed smoothly and without major surprises. The school opened its doors in February 2023. Mikko Horila and Tuomo Tammi from FCLab Tampere had the opportunity to visit the school shortly after its opening in March, after it had been in operation for a few weeks. Marianne Tammi, the school’s headmistress, and Mikko Salkinoja, who assumed the role of head of education, conducted a comprehensive tour of the newly commissioned facilities. It was evident that the school project was a considerable success and that the collaborative efforts had paid off. The spaces were clearly defined with zoning, incorporating semi-open solutions reminiscent of those found in KAKS10. The final result was both stylish and functional; the premises were predominantly bright and spacious, intelligently partitioned and furnished to cater to the needs of their users. The technological solutions appeared successful and well-considered.

First Impressions from the users

During our visit, we had the opportunity to interview several teachers about their experiences with the facilities during the initial weeks of use. Overall, the feedback was quite positive, and the staff exhibited a notably positive and enthusiastic attitude towards development. Although some furniture had yet to arrive at this stage, and the building was not entirely complete, it was evident that the change was embraced very positively, with minor shortcomings and delays being remarkably well-tolerated.

It was evident that the teachers were not only content with the overall outcome but also proud of their new premises, fostering a positive sense of ownership. The initial conditions for the new school were, therefore, exceptional. However, it’s important to acknowledge that new facilities typically evoke initial enthusiasm following a prolonged construction and transition phase. Hence, longitudinal monitoring is crucial to better evaluate how the facilities eventually function and align with their intended purpose and goals. Consequently, monitoring has been ongoing, and efforts have been made to gather user feedback even beyond the initial phase.

Six months into the new premises – how have they worked in practice?

In school transitions, facilities offer opportunities, yet alone, they do not guarantee development. Changes in the operational culture play a pivotal role. In this instance, the school was meticulously planned with strong teacher involvement, fostering a thoughtful transition of operational culture alongside the construction project.

After approximately six months of working in the new premises, we reached out to one of the school’s teachers to share their experiences. It appears that, at least for the teacher in question, the experience has been overwhelmingly positive:

”The framework at our school is fantastic, although we’ve encountered some technical challenges and unfinished tasks. Our school features six so called market spaces, each comprising two teaching areas and, to some extent, additional small group spaces. Co-teaching has been most successful between the third and fourth grades. Additionally, combined classes such as the 3rd and 4th grades, and 5th and 6th grades, operate in shared spaces.

However, collaboration is somewhat limited due to the differing learning content across grade levels. At this juncture, more extensive feedback on the functionality of the facilities has not been collected. Nevertheless, it has been decided to continue monitoring and revisit the matter once the school has been operational for a year, likely when any issues have surfaced.”

One year in the new premises

After a bit more than a year of operation, we reconnected with Kirkonkylä School. This time, we spoke with Acting Principal Marianne Tammi and Director of Education Salkinoja, seeking insights into the school’s functionality, its strengths, and any potential shortcomings. Our aim was to gain a deeper understanding of the day-to-day operations in a zone-based school after the initial phase. Several teachers shared their experiences:

”I particularly appreciate the acoustics in our new school. Wood and soft floor materials are well-suited to the learning environment. The adaptability of the premises is commendable, with furniture solutions playing a crucial role.”

”Differentiation spaces, especially for special education and flexible groupings, are strategically located. However, additional square footage for segregation spaces would be beneficial.”

”We’ve been co-teaching for a year now, utilizing the facilities to their fullest. Differentiating students based on their needs, we’ve found that structured workrooms facilitate teacher-led and traditional teaching, while larger living areas with sofa groups accommodate more versatile teaching, emphasizing group and pair work.”

”In general, we believe the facilities support co-teaching effectively. Students work in different color-coded groups and spaces, allowing for individualized attention.”

Although the user feedback has been extremely positive, not all solutions have been ideal:

”The entrance to the first floor feels cramped, and the student coat racks are not the most functional solution.”

”In some duplexes, each student’s locker is located in the living room, potentially disrupting teaching activities. Furniture placement plays a significant role in functionality.”

”As the school grows, the gym becomes cramped, leading to simultaneous physical education classes for two classes. Additionally, only half of the hall is suitable for certain parts of physical education content.”

Overall, the first-year results are promising. Teachers appear comfortable in the new premises, and the zone model seems effective. However, there are some minor issues that have surfaced, underscoring the need for continuous improvement. It would be worthwhile to survey students about facility functionality and their comfort levels. It’s a reality that with time, minor grievances and areas for improvement become apparent in all school construction projects. Continued monitoring and interviews with Kirkonkylä School teachers will provide insights for building even better-functioning schools in the future.

Finally

From FCLab’s perspective, the most intriguing aspect of the project is that it represents the world’s first school based on FCL zones, or at least inspired by them. This fact has generated interest within FCL’s international network as well.

The collaboration between FCLab and Kirkonkylä School has successfully achieved the goals set forth in the initial phase of the FCLab project – to support Finnish school construction and serve as a catalyst for change processes. The partnership has persisted beyond the school’s inauguration in a mutually beneficial manner. For instance, Salkinoja participated in the Tampere event of the FCLab on the Road tour as an expert guest, showcasing the construction project to attendees. The process sparked interest, and a potential continuation could involve broader regional knowledge-sharing initiatives. This concept has already been broached at a conceptual level.

It is also encouraging that FCLab has been approached by the management of another school to be built in Pirkkala. The collaboration detailed in this article has evidently yielded positive results and is poised to continue in some capacity going forward. Perhaps in the next publication on learning environments, we will have more to share about this development.
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