Facilities and Classroom Design for OPPI Affiliated Schools
Finnish pedagogy asks more of a classroom than rows of desks facing a board. Here is what school owners typically need to think about when preparing spaces for a Finnish-pedagogy K-5 programme.
- Finnish-pedagogy classrooms are generally set up for small-group and project work rather than only whole-class instruction, which usually means flexible furniture that can be rearranged rather than fixed rows.
- Space for phenomenon-based projects, quiet reading corners and hands-on materials is typically prioritised over a single large front-facing teaching wall.
- Access to outdoor space matters more than in many conventional classroom models, since regular outdoor breaks and, where possible, outdoor learning are part of how the school day is structured.
- Existing school buildings do not usually need to be rebuilt to adopt Finnish pedagogy; most affiliated schools adapt existing classrooms rather than constructing new ones, which keeps the transition realistic for schools converting rather than building from scratch.
- Facilities planning is one part of the wider affiliation process, alongside teacher training and curriculum design, rather than a standalone requirement.
What changes in the classroom, and what does not
Adopting Finnish pedagogy does not usually mean demolishing and rebuilding. Most schools work with their existing classrooms, adding flexible furniture, varied seating and materials that support phenomenon-based learning and small-group work, rather than a single teacher-facing arrangement. This is consistent with how most Finnish-curriculum schools come about in the first place, as described in how to start a Finnish curriculum school in India, where an existing school layers Finnish pedagogy onto what it already has.
Why outdoor access matters
Outdoor time is not an add-on in Finnish pedagogy; it is built into how the school day is structured, as covered in recess and outdoor learning in Finnish schools. Schools preparing to affiliate typically review what outdoor space they have access to, and how it might be used more deliberately, alongside the classroom changes described in Finnish classroom design and learning spaces.
How facilities fit into the wider affiliation process
Facilities are planned alongside teacher training and curriculum design as part of a school's broader move into Finnish pedagogy, described fully in how school affiliation with OPPI works. Most of the practical adjustments to classrooms happen in the run-up to launch, covered in a school's first year of OPPI affiliation, rather than as a separate project handled in isolation.
Frequently asked questions
Does a school need to rebuild its classrooms to adopt Finnish pedagogy?
Usually not. Most schools adapt existing classrooms with more flexible furniture and materials for small-group work, rather than constructing new buildings, which is part of why converting an existing school is more common than building one from scratch.
How important is outdoor space?
Fairly important. Regular outdoor breaks and, where possible, outdoor learning are part of how a Finnish-pedagogy school day is typically structured, so access to some outdoor space is a practical consideration during affiliation planning.
Is facilities planning a separate process from teacher training?
No, it typically runs alongside it. Facilities, curriculum design and teacher training are usually planned together as part of a school's wider affiliation process rather than handled as separate stages.
Related reading
Bring Finnish pedagogy to your school
OPPI affiliates a selective cohort of schools each year for its K-5 Finnish-pedagogy programme, backed by Education Finland. Tell us about your school and our team will reach out.
Backed by Education Finland. Over 20 schools have already affiliated, including DPS, Radcliffe and Sanctus. Places in each cohort are limited.
Apply to the affiliation cohort →