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Urban development and construction stages
Urban development and construction phases
In the Luxembourg city of Esch-sur-Alzette, the Quartier Brouch neighborhood is being reorganized next to the existing primary school. In a competition, JSWD’s urban design proposal won first prize. This plan transforms the originally closed and impenetrable enclosed block into three independent building groups, each of which encloses a green courtyard. A public, car-free pedestrian link will be provided between the buildings, creating an open and accessible connection within the site. JSWD was also commissioned by the Municipality of Esch to undertake the renovation planning of the historic school building and the design of three new replacement buildings for the Brouch Elementary School (École Brouch). In the final layout, four building volumes will enclose an approximately square courtyard. Generous openings are provided between the ground-floor buildings to ensure visual transparency and to keep the courtyard visible and accessible from all directions. On the upper level, bridges connect all building parts.
In the city of Esch-sur-Alzette, Luxembourg, the Quartier Brouch district is being restructured adjacent to an existing primary school. As part of a competition, JSWD was awarded first prize for the urban design. The proposal transforms the previous impermeable perimeter block into three distinct building ensembles, each enclosing a green courtyard. A public, car-free pathway will run between the buildings, creating an open and accessible connection through the site. JSWD was also commissioned by the city of Esch to plan the refurbishment of the historic school building as well as three new replacement buildings for the primary school (École Brouch). In the final layout, four building volumes will form a nearly square courtyard. At ground level, generous openings between the buildings ensure visual permeability and allow the courtyard to remain visible and accessible from all sides. On the first floor, bridges link all building parts.
▼Project overview, overview of the project © JSWD / Franco Casaccia
▼Aerial view © JSWD / Franco Casaccia
▼top view, top view © JSWD / Franco Casaccia
At present, the first phase of the project has been completed and put into use, including two new teaching buildings – Building C on the south side and Building D on the west side. The buildings form a connection with the historic main building (Building A) while also presenting a confident and contemporary interpretation of the project. The new building’s brick facade is tonally coordinated with the existing building’s plaster and natural stone facade. The new development creates child-friendly indoor and open spaces and a friendly atmosphere, thereby enhancing students’ sense of identity with the school. The next construction phase will include the construction of a third replacement building, as well as the refurbishment of the existing building. Plans also include a new kindergarten opposite the primary school. The kindergarten will feature a sheltered courtyard garden, allowing children to play undisturbed in a space separate from the classroom environment.
The first construction phase is now complete and in operation. It includes two new school buildings – Building C to the south and Building D to the west. While these structures relate to the historic main building (Building A), they also represent a confident contemporary interpretation of the project. The brick facades of the new buildings are coordinated with the color tones of the existing plaster and natural stone facade. The new construction project creates child-friendly interiors and open spaces with a welcoming atmosphere, fostering a strong sense of identification between pupils and their school. The next Construction phases will include the third replacement building and the refurbishment of the existing structure. Plans also call for the construction of a new preschool opposite the primary school. The preschool will feature a sheltered courtyard garden where the children can play undisturbed, separate from the classroom environment.
▼Street view of the building © JSWD / Franco Casaccia
▼Facade details, facade details © JSWD / Franco Casaccia
Flexible learning landscape
Flexible learning landscape
The old and new buildings can be understood as independent units in a “campus village”, while at the same time operating as a unified organization. Designed to meet current needs while remaining flexible enough to accommodate future changes. Building C, which is mostly elevated, has three floors, while Building D is designed to have two floors. Both buildings have flat roofs and a setback level to house construction equipment and solar panels.
The new and existing buildings can be understood as individual elements within a “school village,” while functioning as a cohesive organizational unit. The design meets current requirements while remaining flexible enough to accommodate future changes. Building C, which is largely elevated, has three stories, while Building D is designed as a two-story structure. Both buildings feature roof flats with a recessed level housing building technology and solar panels.
▼Building appearance, building appearance © Andres Lejona
A glass bridge on the upper floor connects the new building to the historic school building. The circular layout and clear spatial sequence make direction identification and path finding in the entire building complex more intuitive. The classroom teaching space and the before- and after-school care spaces are not strictly separated, but are intertwined according to contemporary educational concepts to form a flexible learning landscape. The spatial structure includes open, semi-open and enclosed areas and can be adapted to changing needs without the need for large-scale structural modifications.
Glass bridges on the first floor connect the new buildings with the historic school building. The ring-shaped layout and the clear spatial sequence create intuitive orientation and wayfinding throughout the complex. Spaces for classroom instruction and for before- and after-school care are not strictly separated. Instead, they are interwoven in line with contemporary pedagogical concepts, forming a flexible learning landscape. The spatial structure allows for open, semi-open, and enclosed areas that can be adapted to changing needs without major structural interventions.
▼Glass bridges © Andres Lejona
In Building C, six wood-clad sitting steps are embedded under an open staircase and extend diagonally into the corner of the room, forming a space suitable for sitting and resting; the area where the staircase is located is a full-height space. The gymnasium is partially embedded underground and integrated into Building D. Large windows bring natural light into the interior, and the gymnasium can be divided as needed. An independent foyer is set up on the first floor to provide a separate entrance for external visitors, allowing the gymnasium to be used independently outside school opening hours. There is a production kitchen in the campus area on the south side of Building D, which can prepare up to 500 meals on site and can also provide an additional 200 meals to other schools. At the owner’s request, the delivery area was located as far away from the main entrance as possible. The kitchen work area is located on the ground floor, while the dining area is distributed on the upper floors of the two buildings. It can also be used as a group activity space or to meet other needs.
In Building C, six timber-clad seating steps are tucked beneath an open staircase with a full-height ceiling, projecting diagonally into the corner of the room to create an inviting space for sitting and relaxation. The sports hall, partially embedded underground, is integrated into Building D. Large windows bring in natural daylight, and the hall can be subdivided as needed. A separate foyer on the ground floor provides independent access for external visitors, allowing the hall to be used outside and independent of school hours. Adjacent to the southern side of Building D, the school campus includes a production kitchen capable of preparing up to 500 meals on site, as well as an additional 200 meals for other schools. In accordance with the client’s requirements, the delivery area is positioned as far as possible from the main entrance. Kitchen work areas are located on the ground floor, while dining areas are distributed across the upper floors of both buildings and can also serve as group spaces or meet other needs.
▼Gymnasium, sports hall © Andres Lejona
In the third new building, which is yet to be built, the entrance hall will be at the same level as the ground floor of the existing building, ensuring that all areas are accessible via same-floor traffic or elevators. The entrance and recess hall will open largely to the courtyard and a covered outdoor area, intentionally creating a connection with the loggia of the historic building. A stepped staircase with integrated seating connects the space to the courtyard level and can serve as a small stage for classroom activities or outdoor events.
In the third new building, which has yet to be constructed, the entrance hall will be aligned with the ground floor level of the existing building, ensuring barrier-free access to all areas either at the same level or via an elevator. The entry and recess hall will open generously onto the courtyard and a covered area, deliberately connected to the loggia of the historic building. A stepped staircase with integrated seating links this space to the courtyard level and can serve as a small stage for classes or open-air events.
▼Six timber-clad seating steps are tucked beneath an open staircase with a full-height ceiling © Andres Lejona
▼Corridor, corridor © Andres Lejona
▼stairs, staircase © Andres Lejona
The new kindergarten (Building E) is designed as an independent building in terms of space and architectural form, thus giving it a unique identity suitable for younger children. The outdoor play area will be set in a quiet courtyard garden, isolated from school activities. In addition, three group rooms for children aged 3 to 4 years old all have south-facing courtyards for outdoor play. The group room on the upper level is also facing south and can be added with a loggia. Room dimensions accommodate flexible uses, including sleeping areas as well as cooking and dining spaces.
The new preschool (Building E) is designed as a separate structure, both spatially and architecturally, giving it a distinct identity suited to younger children. Outdoor play areas will be located within a quiet garden courtyard, protected from school activities. In addition, the three group rooms for children aged three to four each include south-facing patios for outdoor play. Upper-floor group rooms are also oriented to the south and may be complemented by loggias. The rooms are sized to accommodate flexible uses, including sleeping areas as well as cooking and dining spaces.
▼Activity room, group rooms © Andres Lejona
▼loggias © Andres Lejona
Materials, facade design and artwork
Materiality, facade design, and artwork
The new building’s brick facade is tonally coordinated with the existing building’s plaster and natural stone. Solid veneer brick masonry was chosen for the project for quality and durability reasons. The new building’s window design echoes the proportions of the historic building, while the brickwork follows its established compositional principles. In order to strengthen this composition, the bricks on the parapets and railings of the new building were laid in an irregular manner and flush with the surface. In contrast, the brick masonry of the wall between the piers and window openings on the first floor is divided vertically, and the cross joints are highlighted in a relief-like manner. This interplay creates a distinct three-dimensional effect that gives the new building a character that is unique and true to the material itself. The window frame profiles on the outside of the building are made of bronze-coloured anodized aluminum. Oak is used in the interior, echoing other interior wooden elements such as window sills, cabinets and fittings.
The brick facades of the new buildings are coordinated with the color tones of the existing plaster and natural stone. For reasons of quality and durability, solid facing brickwork was chosen. The window design of the new buildings reflects the proportions of the historic structure, while the masonry follows its established compositional principles. To emphasize this structure, the bricks of the parapets and the balustrades of the new buildings have been laid in a random bond and finished flush with the surface. In contrast, the masonry of the ground-floor piers and the wall sections between window openings are vertically articulated, with cross joints expressed in a relief-like manner. This interplay creates a pronounced three-dimensionality, giving the new buildings a distinctive and materially authentic character. Externally, the window profiles are made of bronze-colored anodized aluminum. Inside, oak is used, matching other interior wood elements such as window sills, cabinetry, and fittings.
▼brick facades © Andres Lejona
Light beige terrazzo is used for the floors in the entrance hall, corridors and stairwells, and this tone is continued in the rubber floors in the classrooms. Classroom walls are finished in white plaster and exposed concrete ceilings are finished to high quality surface standards. Standardized acoustic performance is achieved through colored felt acoustic flaps arranged in a diamond pattern. The ceiling of the corridor area is finished in wood. Parts of the solid walls and window areas adopt watercolor-style artistic design, with blue and orange as the main colors. In the open stairwell, the image of a common local bird, the kingfisher, is integrated into a composition composed of abstract elements such as spots and droplets. The design creates a vivid and dynamic visual effect, conveying a sense of lightness and transparency while echoing the architecture and reinforcing the identity of the place.
The flooring in the entrance hall, corridors, and stairwells consists of light beige terrazzo, a tone that is echoed in the rubber flooring of the classrooms. Classroom walls are finished in white plaster, while the exposed concrete ceilings are executed to a high surface quality. Standardized acoustic performance is achieved through the use of colorful felt baffles arranged in a diamond-shaped pattern. The soffits in the corridor areas are clad in wood. Selected solid walls and parts of the window areas there feature artistic designs in a watercolor style, predominantly in blue and orange. In the open stairwell, the motif of a kingfisher – a bird typical of the region – is incorporated into a composition of abstract elements such as blotches and droplets. This creates a dynamic and lively visual effect, conveying lightness and transparency while complementing the architecture and reinforcing a sense of identity.
▼Selected solid walls and parts of the window areas there feature artistic designs in a watercolor style © Andres Lejona
energy concept
Energy concept
The energy concept focuses on the building’s primary energy needs and aims to reduce maintenance requirements as much as possible. Some of these needs are met through natural ventilation of indoor spaces. To support this strategy, a climate-adaptive window system (“Perieto system”) is integrated into the façade: in summer, it delivers cooled fresh air to the interior; in winter, solar radiation is used to preheat the air, allowing it to enter the building through the cavities between the glass. Fans on the roof regulate airflow. Additionally, on-site energy production is supported by solar panels installed on the new building’s flat roof.
The energy concept is designed to minimize maintenance requirements by focusing on the building’s primary energy needs. These are met in part through natural ventilation of the interior spaces. To support this, a climate-adaptive window system (“Parieto system”) is integrated into the facade, supplying cooled fresh air to the rooms during summer. In winter, air preheated by solar gain flows into the building through the cavity between the panes. Fans on the roof regulate the airflow. In addition, solar panels installed on the roof flats of the new buildings contribute to on-site energy generation.
▼Master plan © JSWD
▼Location map © JSWD
▼Plane, floor plan © JSWD
▼structure details, structure details © JSWD
▼section, section © JSWD
Technical sheet
Project address: 23, rue Michel Lentz, 4209 Esch-sur-Alzette, Luxembourg
Client: City of Esch-sur-Alzette, Luxembourg
Architects: JSWD, Cologne in cooperation with Jim Clemes Associates, Esch/Alzette
Artwork on the buildings: Daniel Mac Lloyd
Building technology: Betic Ingénieurs-Conseils
Structural engineering: AuCARRE
Completed in 2025/2027
Final GFA: approx. 11,000 sqm
Source: gooood.cn
