‘It’s high time to go outside and see if you’re there! Every child learns about himself, others and the environment in which he lives through play and discovery. Every child grows by experiencing. They only experience by experimenting. They experience only by playing. They only play by dreaming. They are seekers of the outside world. A child’s safety cannot be based on a reduction in his freedoms. They need to exist, to get out of their bodies, their families and their schools, precisely so that they can get back in, with their senses stimulated, their bodies trained, their desires revealed, their learning reinforced, their friendships cultivated…’ [1]

Based on an original idea by urban philosopher Thierry Paquot, who calls children ‘researchers of the outside world’, this ideas competition proposes to consider the whole city and not just the school building as a learning space. In this way, the school becomes a rear base to which children come every day, only to leave and go out to investigate, observe, collect, discover, meet, create and nourish their knowledge and imagination in the school of the outdoors, the city and nature.

The challenge is to imagine a city – Marseille – where you can go to class outdoors 4 days a week.

How can Marseille, with all its unique geographical, urban and climatic features, offer children an environment where learning is nurtured by the Mediterranean landscape, architecture and culture? How can the city’s streets, parks and neighbourhoods be designed so that tens of thousands of children can enjoy them? How can a chronotopic approach – i.e. one that takes into account not only the territoriality of the child but also school and extra-curricular temporalities – enable us to imagine a city at a child’s level?  How can the educational practices of the outdoor classroom, the walking classroom, outdoor learning, environmental education, the school outside the walls, environmental investigation, the educational garden, the adventure playground and free play reshape the city?

Ideas competition

Outdoor class 4 days a week

Scale S

Scale L

Scale XL

Three scales of intervention are proposed:

S – Around the school: How can a space located close to a school become an extension of the school, transforming its immediate environment into a place for learning, play and discovery?

L – The neighbourhood: How can a neighbourhood become children’s daily territory, where public space is a natural extension of the places where they live and learn?

XL – The city: How can rethinking the place of children in the city not only transform it for their benefit, but also make it more hospitable, friendly and convivial for everyone?

1. Presentation

1.1  The organisers

Topophile — l’ami·e des lieux | la revue des espaces heureux : 

The magazine takes an ecological look at our relationship with the world, with spaces and places, with built and natural environments. It questions our ways of building, living and thinking, so that we can remain fully and justly on Earth. It is organised into three parts (French): Savoir, la revue des idées, Faire, la revue des réalisations & Rendez-vous, la revue des événements.

School architecture, environmental education and the relationship between children and the places in which they live have been the subject of numerous publications, all of which are freely available at topophile.net.

Topophile is an independent electronic magazine published by a team of volunteers.

La Fabrique des communs pédagogiques :

The Fabrique des Communs Pédagogiques (FabPéda) is an association that was set up at the start of the health crisis to support the education community by mobilising and linking communities, documenting and sharing royalty-free resources, and promoting teaching practices from a variety of backgrounds.

In 2021, Fabpeda launched the Classe dehors programme to support teachers who are taking up this practice. This programme brings together all the leverage actions that will enable this major educational transformation to be generalised and supported. Fabpeda is the initiator of the Rencontres Internationales de la Classe Dehors.

“Les rencontres internationales de la Classe Dehors”

A park, a square, a garden, a patch of forest, a coastline or a courtyard planted with vegetation… How about a massive expansion of the outdoor classroom in schools, colleges and universities? It’s possible, and it’s a health, social, educational and environmental issue!

Initiated by the Fabrique des Communs Pédagogiques, in partnership with the Académie d’Aix-Marseille, the City of Marseille, the Ligue de l’Enseignement and numerous organisations from the worlds of teaching and research, popular education, ecology and the protection of the living, the Rencontres internationales de la classe dehors will be held from 14 to 17 May 2025 in Marseille in an open and friendly spirit.

For this second edition, the theme will be the element water and Italy the guest country.

1.2 Outdoor classroom, what does this mean ?

Teaching outdoors refers to a teaching practice that takes place on a regular basis in the natural and cultural environment close to the classroom (inside or outside the school), in an interdisciplinary way and by working on all the school’s learning areas.

Teaching outdoors in the vicinity should not be seen as a simple school outing. Teaching outside is simply teaching. Teaching outside does not exclude teaching inside, or even considering that the only nature that counts is far from city centres.

There, just a stone’s throw away, you’ll be able to meet nature and take part in the classroom: counting, reading, reciting poetry, writing, practising physical activities and plastic arts, singing, playing or any other activity compatible with the outdoors.

Source : OCCE. Fiche Guide by Crystèle Ferjou, mai 2020

2. General participation rules

2.1 Participation rules:

The competition is open to architects, landscape architects, urban planners, designers and education professionals, whether students, graduates or working professionals. There is no limit to the number of participants per team. Teachers and their classes are encouraged to take part. The same team may register for as many levels as it wishes, each time presenting the expectations for its respective level.

2.2 The jury’s method of analysis:

The jury is made up of around ten people from Marseille and the rest of France, including two elected representatives from the city of Marseille, representatives from the rectorat, the ligue de l’enseignement, the Ademe, the Institut Méditerranéen de la Ville et des Territoires, the CROA, a member of Topophile and Fabpéda, and Thierry Paquot.

If one of the members of the jury is unable to carry out his/her duties, the competition organisers reserve the right to appoint another prominent figure from the world of architecture to replace the member of the jury initially appointed.

The jury reserves the right to reject any application that is incomplete or does not meet the requirements of the competition rules.

2.3 Timetable:

January 13 2025 : open for registrations.

April 1st 2025 : end of Q&A, registration deadline.

May 1st 2025 : closing date for responses.

May 14-17 2025 : presentation at RICD 2025, exhibition and presentation seminar.

2.4 Explanation of the expectations:

Submissions can be made in French, Italian or English.

This is a competition for ideas on the outdoor classroom, with the aim of encouraging collective reflection on both the future of Marseille and the place of children in the city. Above all, we will be looking for original ideas. We would also like to point out the cross-disciplinary procedures expected at all three levels:

  • 2 A0 sized panels: the content depends on the scale, and the choice of representation is left to the discretion of the candidates.
  • A three-minute video: this is a narrative account of the project you are proposing in the absence of an actual oral presentation to the jury. This is not an additional graphic support for the project, but rather an explanatory element to help the jury understand your approach and the challenges you have set for yourself.

The posters will first be shown to the jury and analysed digitally. The winning projects will then be printed on A0 sized panels, so it’s a good idea to plan ahead for this format.

2.5 registration and contact details:

Registration is compulsory and free on the link below until 1 April:

Register for the competition

All questions should be sent to the following address by 1 April: alexis.desplats@topophile.net 

Documents must be submitted to the following email address before 1 May:
concours.marseille@fabpeda.org

2.6 Ownership and commitments:

Intellectual property : Participants retain intellectual property rights to their entries. However, the organisers reserve the right to publish or exhibit projects submitted as part of communications related to the competition.

Participants’ commitment : By submitting a project, participants undertake to comply with the competition rules and to guarantee the originality of their work.

2.7 Awards and valuation:

The winners will be rewarded as follows:

The entries shortlisted by the jury will be printed and presented at RICD 2025 in the form of an exhibition. This exhibition may travel and will be presented in various locations related to architecture, landscape and design. The work will be compiled for publication.

The winners will be able to present their proposals at a seminar organised by the city. They will also be invited to present their scheme at RICD 2025. They will also be able to co-host a workshop for professionals.

The winners will receive an allowance to create a scale model of their project.

The winner of the S scale will be put in touch with the departments of the city of Marseille to support the realisation of his or her project.

Complementary prize: A children’s public prize and a teachers’ prize will be awarded at the Rencontres internationales in Marseille from 14 to 17 June, based on the shortlist drawn up by the jury.

3. Scale and Criteria for Selecting Proposals

3.1 Scale S: Around the school (Street and immediate surroundings)

Objectives: Propose a facility, development or micro-architecture that can be realised with a detailed educational and design approach (association with children: schools, leisure centres, etc., what age range, what form of child participation, propose a schedule and a method; materials used, proposed uses). The aim is to match the age range of the children invited to participate and the target public for the use of the facility/development.  The site is to be selected from the schools built or renovated this year by the SPEM: Simone de Beauvoir (3rd), Malpassé les Oliviers (13th) Aygalades Oasis (15th). The precise site of the development and its extent around the school are left to the free choice of the participants (street, small square, urban wasteland, etc.).

Evaluation criteria:

  • Functional relevance : How does the layout meet the needs of the outdoor classroom? Is it suitable for a variety of teaching activities and uses (reading, observation, educational games, group classes)?
  • Comfort and accessibility: Are the proposals designed to provide appropriate comfort for children and teachers (all seasons)?Are they accessible to children with disabilities?
  • Materials and sensibility: Is the layout designed using local bio-sourced, geosourced or reused materials?What kind of sensory experience does it offer children?
  • Class participation and support: Is the proposed participatory and educational approach realistic and does it allow children to play an active part in the design and/or construction process?
  • Security: Does the proposed outdoor space make it possible to get away from the car? Is it welcoming and easily accessible to pedestrians and soft mobility?

Expected:

  • Two A0 sized boards, presenting the design of the object as well as its technical and educational implementation.
  • A 3-minute video (simple) presenting the project to the jury.

Simone de Beauvoir school, 3rd arrondissement, rue Massenat, delivered in September 2024. Urban district undergoing redevelopment.

Malpassé les Oliviers school, 13th arrondissement, rue Massenat, delivered in September 2024. Large housing estate.

Aygalades-Oasis school complex, 15th arrondissement, to be delivered in September 2024. Boulevard de la Padouane. Mixed-use neighbourhood.

3.2 Scale L: Neighbourhood

Objectives: At this scale, the aim is to extend the educational space beyond the walls of the school and adjacent streets by forging links between the schools and the surrounding parks, squares and public spaces. In this way, the neighbourhood becomes a broader place of learning, fostering encounters between classes and urban planning, architecture and landscape.

Proposals must be based on a detailed analysis of the existing situation and respond to the specific characteristics of the areas they pass through, in particular:

The rails between Belle de Mai and Longchamp: These physical and symbolic barriers can be transformed into opportunities for connection, by creating landscape and educational continuities between these spaces.

Saint-Charles station: A real urban crossroads, this site could become a pivotal point for educational developments, strengthening links between neighbourhoods and opening up new opportunities for children.

It’s not a question of choosing one of the sites, but of thinking about the links between these three districts of Marseille.

Evaluation criteria:

  • Local connections: Is the project based on identifying and making the most of local networks (associations, craftsmen, shopkeepers, etc.) to co-construct appropriate and inclusive solutions?
  • Boundaries and crossings: Is the project proposing a new way of linking these three neighbourhoods and transforming the area around the railway line? 
  • Integrative approach: Does the project propose educational, cultural or sporting activities that reinforce the identity of the neighbourhood while encouraging dialogue between its different components?
  • Children’s street: Does the project take into account the specific rhythms of childhood and allow children to use soft mobility?
  • School district: Does the project propose to bring certain schools together in dedicated areas to enable exchanges between educational communities?

The proposed site is as follows:

On both sides of the railway tracks, from La Belle de Mai to Longchamp via the Gare Saint Charles.

Expected:

  • An A0 sized design board (urban, architectural, landscape, etc.)
  • An A0 sized educational and narrative board
  • A 3-minute video (simple) presenting the project to the jury.

3.3 Scale XL: City of Marseille

Objectives: On a metropolitan scale, the aim is to imagine a transformation that puts children at the heart of Marseille, making it more educational, inclusive and resilient. The proposals must incorporate thematic learning paths, promote access to water, nature and heritage, and envisage solutions that strengthen climatic, social and economic resilience. By responding to the needs of children, these projects should contribute to an overall vision over 10 years, in which each neighbourhood and public space becomes a lever for education and quality of life for all.

Evaluation criteria:

  • Overall vision and coherence: Does the project propose a clear and coherent vision for making Marseille a ‘recreational city’ for children?
  • Connectivity of educational venues: Does the proposal promote a network of interconnected educational venues across the city? Are there easily accessible and safe learning routes (parks, monuments, museums)? What place is given to soft mobility and intermediate vehicles?
  • Innovation: Is the project bringing new ideas to bear on how to integrate outdoor learning in an urban environment on the scale of a large city?
  • Social impact and inclusion: Does the project take account of the social and cultural diversity of Marseille, and does it propose solutions to open up the various neighbourhoods?
  • Ecology and resilience: How does the project fit in with the city’s ecological objectives (reducing heat islands, sustainable development)?

Expected:

  • 2 A0 sized boards presenting the urban ideas and the story of the recreational city
  • A 3-minute video (simple) presenting the project to the jury.

4. Some reading recommendations (in French)

Books

  • Ferjou, C, Fauchier, M, 2020, Emmenez les enfants dehors, Robert Laffont.

·         Hallauer, E (dir.), Travaux d’école. Architecte et design : quand l’expérimentation et la participation transforment l’école, co-éditions ICI, La Comtesse & Hyperville : https://www.travauxdecole.com/

  • Paquot, T (dir.), 2015, La ville récréative. Enfants joueurs et écoles buisonnières, Infolio, coll. « Archigraphy ».
  • Paquot, T, 2022, Pays de l’enfance, éditions Terre urbaine, coll. « L’esprit des villes ».
  • Tonnuci, F, 2019, La ville des enfants: Pour une [r]évolution urbaine, éditions Parenthèses, coll. « Eupalinos ».
  • Ward, C, 2020, L’enfant dans la ville, éditions Eterotopia, coll. « Rhizome ».

Articles

·         Blanguernon, E, 1920, « Les classes-promenades, ou la découverte du milieu », in Topophile, revue numérique, le 12 mai 2024 : https://topophile.net/savoir/les-classes-promenades-ou-la-decouverte-du-milieu/

·         Conwentz, H, 1913, « Les villes et la Nature », in Topophile, revue numérique, le 13 novembre 2021 : https://topophile.net/savoir/les-villes-et-la-nature/

·         Chombart de Lauwe, M-J, 1965, « L’enfant et ses besoins dans la cité moderne », in Topophile, revue numérique, le 30 septembre 2024 : https://topophile.net/savoir/l-enfant-et-ses-besoins-dans-la-cite-moderne/

·         Collectif, 2020, « La ville des enfants et des jeunes : une ville pour tout.e.s ! », in Topophile, revue numérique, le 14 aout 2020 : https://topophile.net/savoir/la-ville-des-enfants-et-des-jeunes-une-ville-pour-tout·e·s/

·         Collectif, 2023, « Classe dehors, maintenant ! », in Topophile, revue numérique, le 14 mai 2023 : https://topophile.net/savoir/classe-dehors-maintenant/

·         Le Cœur, M, 2011, « La chaire et les gradins », in Topophile, revue numérique, le 22 mai 2023 : https://topophile.net/savoir/la-chaire-et-les-gradins-1-2-des-locaux-indecis/

·         Paquot, T, 2023, « La ville récréative », entretien avec Christophe Meunier, in Strenae, 23 – 2023 : https://journals.openedition.org/strenae/10696

·         Ricard, S & Vuarchex, C, 2024, « La permanence architecturale pour rénover l’école », entretien avec Martin Paquot, in Topophile, revue numérique, le 24 mai 2024 : https://topophile.net/savoir/la-permanence-architecturale-pour-reparer-lecole/

Other

Maps / Guides

Cartography du cerema pacifier les abords des écoles : https://cartagene.cerema.fr/portal/apps/storymaps/stories/d44adfa2ead74d9fbd5271fa295b30f4

See also: the Fabpeda Resource Library: https://classe-dehors.org/?AffichageActivites

Register for the competition

Partenaires :

Citations :

[1] Quoted from a Fabpeda article published in Le Monde in May 2023 to coincide with the first international meetings of the Classe Dehors, and signed by Patrick Bouchain, architect (winner of the 2019 Grand Prix de l’urbanisme); Etienne Butzbach, vice-president of the Ligue de l’enseignement; Christine Leconte, then president of the Conseil national de l’ordre des architectes; Thierry Paquot, urban philosopher; Arnaud Schwartz, president of France Nature Environnement.