ND; Architectural Technology
MIP ACADEMIC PAPER
Prepared By: Igeshen GovenderStudent Number: 207155381
Lecturer: Mrs H. Voulgarelish, Mrs J. MorkelSubject: CTD & STW
17 October 2011
DECLARATION
I hereby declare that this assignment is the original work of the author. All
information directly or indirectly quoted from other sources has been fully
acknowledged.
Signed:
Dated: 17 October 2011
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TABLE OF CONTENTS
ITEM PAGE
1 Introduction 4
2 Methods of Investigation 5
3 Findings
International Academic Design-Build Project
Green Schools
Multi-Grade/Small Rural Schools
Process followed at St. Michaels Primary School
6-10
10-20
20-25
4 Conclusion 27
5 Bibliography 28
3
INTRODUCTION
The Second year Architectural students were given a project which was compiled by Mrs
H.Voulgarelish and Mrs J. Morkel to which has to be submitted on different hand in dates
for the various aspects. The project that was issued to us students was to find, analyse and
compile an Academic paper on:
At least one international academic design-build project
At least three successful green schools
At least three successful multi-grade or small rural schools
And the process followed at St. Michaels Primary School
The purpose of this project will allow for us students to broaden our constructional
knowledge by gaining a better understanding and by familiarizing ourselves with the:
background/history of the various schools, organisational aspects within the building, a
good understanding of sustainability, different construction processes/methods and to
identify unforeseen problems, students perceptions, teaching methodologies and
pedagogic rationale which will help us during our constructional phase upgrade at the St.
Michaels Primary School in Grabouw.
This Academic paper will not only include my observations gathered from the precedent
studies but also the constructional issues within the design-build project.
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METHODS OF INVESTIGATION
The following methods were used for the gathering of information:
Precedent Study and Literature
Photographs/Pictures
Precedent Study and Literature –Information was obtained from precedent studies
from the selection of particular schools of my choice whilst adhering to the requirements
on the brief. Class notes and architectural dictionaries were used for constructional terms.
Photographs/Pictures – From the selection of schools that I chose and analysed I did
consider paying attention to the pictures, as we all say that a picture can say more than a
thousand words! Referring to them helped me in analyzing the various aspects within the
different schools.
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FINDINGS
1. INTERNATIONAL ACADEMIC DESIGN-BUILD PROJECT
1.1 OUTDOOR CLASSROOMS AT CAMPELL HALL, VIRGINIA:
BACKGROUND
Campbell Hall functions as a School of Architecture facility. The two upper floors
provide for a studio space and faculty offices whilst the second floor contains the
majority of administrative offices, a review space including the latest East Addition
providing for three distinctive floors to a digital visualization lab. The third floor is
occupied by lecture halls, wood shop, the A & A supply store, a Fine Arts Café,
departmental assistants and classrooms.
The building was officially completed in 1970 and named after Mr Edmund S. Campbell
who was a director of the McIntire Departments of Art from 1972 to 1950. During this
historical time the architecture program was part of the department of art. Later on in
2008 the school completed three formal additions to the building namely to the south and
east whilst the landscape connected them which completed the building. Amazingly is
that the additions were designed by their own faculty in collaboration with the SMBW
Architects of Richmond, Virginia.
Which now brings us to the background of the Outdoor Classrooms project; in 1999 the
Dean of the faculty gathered the team that produced a feasibility study for creating
additions to the Campbell Hall which were designed by members of the schools faculty.
Since then several distinct projects have been obtained by faculty members, students,
colleagues and the architect of SMBW Architects.
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An outdoor classroom space designed and built by Professor of Architecture, Mr Peter
Waldman accompanied with the help of his students and fellow faculty
members/colleagues was the most recent addition to be constructed to date in August
2004.
ORGANISATIONAL ASPECTS
The outdoor classrooms officially known as “The Eric Goodwin Passage” is located
adjacent to the North terrace whilst aligned on one side with an interior corridor of
Campbell Hall and on the other with an tree memorializing Carlo Pelliccia who was an
admired professor at the school.
Mr Eric Goodwin, a former member of the Class of 2002 passed away during his final
year of study at the school of architecture. During the course of the year his classmates
established the Eric Goodwin Memorial Fund to support Design/Build projects designed
by the faculty and to be installed at Campbell Hall.
The successful completion of The Eric Goodwin Passage was made possible by
grants/funding from Allied Concrete, the W.l. Lysons Brown Jr Charitable Foundation
and the Eric Goodwin Memorial Fund at the School of Architecture.
STUDENT PERCEPTIONS AND PARTICIPATION
The students from Professors Waldman’s studio were
exceptionally amazing with their participation and input
throughout the various options for the design. Final
designs were released in early June and began
construction by Professor Waldman and the assistance
of volunteers and students.
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The students went through a hard time preparing presentations and documents to the
governing bodies of the university in order to obtain a secure permission to build.
Students researched on solar and lunar phases to assist on the location/siting of the
project. Most importantly students kept a good record of documentation of every step of
the design development and construction process.
THE PEADAGOGIC RATIONALE
Regarding “The Eric Goodwin Passage” to the Pedagogic Rationale, research shows that
individual project-based learning units promote excitement and deep learning of the
targeted concepts such as the current one. However, in achieving deep, flexible,
transferable learning of cross disciplinary content and constructional/science practice, it
requires a learning environment that consistently, persistently and pervasively encourages
both educators and students the use of such content and practices over an extended period
of time.
By means of developing a project based project such as the present, we provide an
extended exposure to other building companies and educational institutions which in aid
allows them in obtaining different ideas in creating and developing future based projects
and sustaining the environment with the use of natural materials
THE DESIGN AND CONSTRUCTION
The North facing terrace is a study in opposing and
symbiotic themes. Professor Waldman accompanied by
his students incorporated two walls with circular
openings on either side of a slender passage. The larger
wall to the east appears dark grey in colour and stands at
an 83-degree angle whilst the smaller wall to the west,
has a yellowish tone and stand vertically at 90-degrees. In part, the larger grey wall is
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positioned at an angle to recall the tilt concrete method
by which the walls were filled, left to set and later raised
above the ground.
Each wall defines a space and functions for different
activities. The “rooms” are located outdoors but provide a semi sheltered environment
adhering to the interior spaces. The east side is sheltered from the afternoon sun by the
larger wall and vine scrim roof which provides for a public space completed with a
seminar table for presentations, group discussions and social gatherings. During their
afternoon studio sessions, the wall can function as a pin-up space for their drawings and
notes.
The west side is more private, secluded and a contemplative space containing a bench for
seating and a similar surface area for more intimate
conversations and solitary reflection. Both walls are
supported by a series of mild steel pipes forming a
trellis which also serves as a frame for landscaping
such as the ivy and wisteria plants. Between the
walls, the narrow passage floor is covered with a
layer of oyster shells creating a distinct texture recalling Mr Eric Goodwin’s love of the
beach.
Prof. Waldman noticed that the projects intention “is very similar to what the ancients did
at Stonehenge. We are reinforcing the connection with the sun. The very first lesson of
architecture is to locate yourself in respect to the passage of the sun and moon.” The
large circular openings in each wall create fascinating shadows and concentrated beams
of sunlight at different points throughout the day. The structure is aligned with true north,
thus giving a point of departure for studies of light and shadow. The professor however
that over time students will install brass plaques which would indicate the equinox and
other astronomical phenomena.
SUCCESSFULNESS OF THE PROJECT
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From my personal point of view I strongly think
that The Eric Goodwin Passage was an excellent
and successful project. The project was appropriate
to launch the construction of the building addition
since it’s a unique example of the intersections
between architecture and landscaping architecture
which are being explored in the new department of Architecture and Landscape
Architecture within the school.
What I really admired was their own faculty members all contributed to the overall
design and to which it was all in aid and dedicated to the late Mr Eric Goodwin
2. GREEN SCHOOLS
2.1 SOMERSET COLLEGE & PREPARATORY SCHOOL:
BACKGROUND
Somerset College functions both as a college and school and was registered for the Eco-
Schools Programme at the beginning of 2008. In doing so, the school then joined a vast
community of thousands of schools around the world who are also concerned in the well
being of the environment to pro-actively care for it.
The Eco-Schools Programme was official launched in 2003 in South Africa, supported by
the WWF-SA and the Wildlife and Environment Society of South Africa (WESSA)
which is endorsed by the Department of Education and funded by Nampak. Currently
there are approximately 1000 schools registered with the program including the Somerset
College Preparatory School. The Green/Eco-School international programme forms part
of the Foundation for Environmental Education (FEE) which was originally started in
Europe during 1994.
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Approximately 6000 schools have earned green Eco-School flags in more than 47
countries around the world with over 21 000 schools that are registered with the
programme. The South African initiative differed tremendously from the programmes
that operate in Europe in a way that it has been re-orientated in focusing more on
strengthening the national curriculum and supporting its implementation which in aid
supports the educators.
DESCRIPTION OF THE BUILDING
The building is set on a 32 hector plot against the backdrop of the breathtaking
Helderberg and Stellenbosch mountain ranges, close to Somerset West and occupies a
Pre-primary, Preparatory and Senior School.
In the pictures, it’s bold, unique and stands out within its open air landscape thus blended
well within the context of the vineyards and mountain. The theme of the buildings are all
crisp white walls with grey corrugated roof sheeting tucked along two parapets. All very
symmetrical referring to the windows and doors especially the dominant window feature
at the entrance of the Church.
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From a distance one would not say it’s a place of education because of its unique design
of the building and its location between the vineyards.
WHY THE SCHOOL IS DESCRIBED AS SUSTAINABLE AND/OR GREEN
It is described as a sustainable and green school
since environmental issues are integrated with their
curriculum and pupils equipped with the
information and skills that they require to become
environmentally responsible citizens of the future.
The schools practices what it preaches to an extent to which it has an active recycling
programme in place as well as having a board of members who are committed to care
about the energy and water they consume, the waste they produce, the food they serve,
the traffic that gets attracted and the challenges and opportunities for people living in this
local community. Thus it is part of the schools and campus strategic planning in
becoming more and more sustainable to such an extent where they installed energy
saving devices and using grey water to which it has been awarded the Green Eco Flag,
reflecting the commitment of the entire school community towards the environment.
HOW SUSTANABILITY WAS ACHIEVED
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The school obtained its sustainability/Green Eco Flag by its positive view and
commitment in continuously improving their environmental performance by having an
active recycling programme as well as an energy saving system and the usage of grey
water. Both teachers and learners are committed towards an ongoing process of
developing lesson plans and learner-centred activities that were aligned with the Revised
National Curriculum Statement (RNCS). This then led the school to choosing three focus
areas and developed plans and school improvement plans keeping record of their
progression in portfolios.
These portfolios were then assed at the end of every year of 2008 and then gained their
Eco-School status and to which awarded with their green flag. The school how ever
keeps their flag and status for a year, after which another portfolio has to be re-submitted
and assessed.
COULD THIS PROCESS/METHOD BE APPROPRIATE FOR SCHOOLS IN S.A
Regarding their actively recycling programme I
strongly think that this method would be or better
yet should be implemented in all schools
throughout South Africa. Where as not only the
teachers but the learners will be doing their part in
creating a better environment, since it never to late
to start making a change resulting in you feeling a much greater person in doing your bit.
At present I do know a few schools in South Africa such as Mondeor Eco School,
Newberry House Montessori School and the Macassar High School which has this
recycling system on their school property where one could recycle plastic bottles, glass
and paper, so I do urge schools that are not recycling do so by contributing in recycling
these types of materials resulting a lower cost of re-producing theses material from
scratch.
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2.2 ST MARY’S DIOCESAN SCHOOL FOR GIRLS, KLOOF:
BACKGROUND
St Mary’s Diocesan School for Girls belonging to
the Foundation for Environmental Education (FEE)
is located in Kloof, KwaZulu Natal which is a
prestigious private school with exceptional
facilities, offering a wide range of choices in the
academic fields, sporting to cultural spheres to students from Grade R to Grade 12.
The school offers a balance in many facets such as – the mind and body, the temporal and
spiritual; between discipline and freedom; tolerance and understanding; between tradition
and innovation; leadership and service and even climate.
St Mary’s has a strong environmental ethic for over 20 years where as environmental
principles underpin the formal curriculum and the overall management within the school
as well as extensive indigenous gardens that surround and contribute to the biodiversity.
DESCRIPTION OF THE BUILDING
The school is situated in over 9 hectares of beautiful lush
green grounds, 660 metres above sea level overlooking
Durban and the Indian Ocean, 24 kilometres away. The
buildings however are very outstanding amongst the
greenery, bold, steep pitched roofs, and double volume
spaces throughout the school which almost has this
“Amazon Resort” feeling with all the shaded areas.
WHY THE SCHOOL IS DESCRIBED AS SUSTAINABLE AND/OR GREEN
There were many factors considered that described St Mary’s as an Eco School such as:
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The school has wonderful gardens containing many
indigenous plants which attract butterflies and moths
which need certain plants as host plants for their
caterpillars. Many of the host plants are trees in the
school vicinity. These leaves are most important because
the caterpillars (larvae stage) eat the leaves to develop
into adult butterflies which then drink nectar from
flowers.
Succulent gardens can also be found around the school containing plants such as
Aloes and Bulbines which contain fleshy leaves that store water leaving them well
adapted to the humid climate.
Indigenous trees all contain labels such as Cape Chestnut (Calodendron capensis),
Yellow Wood (Podocarpus henkelli), and Umdoni (Sygium cordatum) etc and
used for teaching which is located outside the Life Sciences laboratories.
The school also grows their own vegetables in a Hydroponics garden which was
started in 2009 and continued throughout 2010 and developed by one of their
educators, Mr Bill Clark.
Also is a special garden providing food for the free-roaming Vervet monkeys.
Vervet Monkeys surely became a huge problem around the
school property to an extent where two educators came up
with an idea and created a “monkey garden” on the
perimeter next to the Art block to lure the monkeys away.
Fruit trees and shrubs occupy the garden providing the
monkeys with food, a water trough had also been placed under the trees since it was a
common problem that they come to the school grounds to find water.
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Each year, girls in Grade 8, 9 and 10 spend one week on
“Environmentalism” which is a carefully planned
programme that introduces students to their surrounding
environments; from the CBD to the lush green valleys
and bushes; from impoverished communities to the
seats of power. In addition, there are many subject
particulars and cultural outings, as well as holiday visits both within the South Africa and
Internationally.
These are just a handful of some of their sustainable factors to which awarded them with
their “Green Flag Status” as well as their motivation, dedication and commitment from
both their students and educators
HOW SUSTANABILITY WAS ACHIEVED
In 2008 St Mary’s achieved a silver medal for their Eco
school programmes although they aim was to achieve a gold
medal status in 2009. Ms Bridget Ringdahl from the
Wildlife and Environment Society (WESSA) assessed the
schools portfolio as an Eco School and personally came to
congratulate the girls and presented St Mary’s Diocesan
School for Girls, Kloof with the much sought “Green Flag Status.”
Been granted their “Green Flag Status” St Mary’s had showed a range of work done in
the following five themes:
Resource use
Global and local issues
Nature and biodiversity
Healthy Living
Community and heritage
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COULD THIS PROCESS/METHOD BE APPROPRIATE FOR SCHOOLS IN S.A
I surely think that having gardens within a school is an
appropriate way of cutting down costs within the
school. It also helps students reconnect with the natural
world, learn how life works, and pick up valuable food
production skills. It would also be better if schools
install green house, to extend the schools growing
season.
Schools should reclaim by replanting trees in the
portions of the fields that aren’t used for sports (with
permaculture, by planting fruit trees and bushes to
which native species should be used.) such as the
pictures alongside which is the Hydroponics garden at
St Mary’s. So I strongly think that all schools within the South Africa become aware of
the factors affecting g the environment and start developing vegetable gardens.
2.3 GORDON ROADS GIRLS SCHOOL (GRGS), KWA-ZULU NATAL:
BACKGROUND
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Gordon Road Girls School (GRGS) was established in 1912 and specializes in the
education of girls between the age of 3-13 years old from various religious, cultural and
economic backgrounds.
GRGS embraces and understands the importance of community service and are involved
in various projects together with the SPCA; Feed the Babies Fund and the Collection of
gifts over the festive seasons to name a few.
The school also has a twin school in Umlazi, Durban which is called Vumokuhle Primary
to which they assisted in setting up the Grade R Class by donating stationary, toys,
library books, clothing and school furniture just to get the school started. The staff from
Vumkuhle Primary is often invited to attend various workshops as guests at GRGS
focusing on three main aspects, namely Emotional Intelligence, Discipline and Whole
Brain Leaving. Networking between the two schools had taken place for the past 8 years
to which they have shown a keen interest in the solar panels that has been installed at
GRGS.
DESCRIPTION OF THE BUILDING
The school buildings are very geometric,
block like forms that are located between a
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suburban area. Nestled between the tall tress are the bold outstanding snow white walls,
its monopitched roof extended covering external corridors also providing for an Sport
club house located next to a tennis court and swimming pool.
WHY THE SCHOOL IS DESCRIBED AS SUSTAINABLE AND/OR GREEN
Gordon Road Girls School are highly passionate about
the use of alternative energy in our beautiful sunny
South African climate. They are currently hugely
successful with their recycling projects and various
other Eco-programs.
The school also takes part in Science Expo’s held by the KwaZulu Natal Ethekwini
Council at the Botanical Gardens where they have had their very own “Energy
Detectives” showcase their work at the Mercury’s Grideye Energy Save Competition
which they had won to which the prize money was invested in building a small Solar
Powered Panel for the school.
HOW SUSTANABILITY WAS ACHIEVED
Achieved by their dedication and commitment from both the students and educators,
through their hard work of voluntary work to taking part in Science Expo’s and using
their winning’s in investing in solar panels, which set a great example towards the
community since it would eventually become energy self-sufficient in a way that the
students will familiarize themselves with renewable energy technologies for the future.
By this the school is proud of being a Green School and were amazingly thrilled when
they were awarded a “Green Flag” by the Wildlife and Environment Society (WESSA) as
well as an Eco School Certificate.
COULD THIS PROCESS/METHOD BE APPROPRIATE FOR SCHOOLS IN S.A
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It’s highly recommended and appropriate for much needed schools in South Africa to
install Solar panels which would reduce their daily energy consumption. Even a wind
turbine would be as useful as Solar Panels which do not have to be a full scale but more
like a demonstration project for the students.
To add to this energy matter would be to install motion detectors in the classrooms to
make the lights go out/turn off when there’s nobody in the room which will also save and
reduce the schools usage to an extent where even energy efficient heating could
complement this energy conservation measures.
3. MULTIGRADE/SMALL RURAL SCHOOLS
3.1 PANGINDLELA JUNIOR SECONDARY SCHOOL, MQANDULI:
BACKGROUND
Following three years of research into the state of
education at poor rural schools such as
Pangindlela Junior Secondary School in South
Africa, The Nelson Mandela Institute introduced
the “Magic Classrooms” project in 2008 to address
such problems that had been identified.
Research conducted by the Institute revealed a
pattern of a under achievement amongst the
students in these rural schools whereas one of the
main contributing factors was that classrooms
were ill-equipped to provide a suitable learning
environment.
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After three years of applied research and training in rural schools, the first pilot Magic
Classroom was launched in the Pangindlela Junior Secondary School, on the occasion of
Nelson Mandela’s 90th birthday on 18 July 2008.
Presently there are more than 70 vibrant and colourful Magic Classrooms within our
South African boarders, Qunu, Mqanduli and Bizana, all located in the Eastern Cape
Province ranging from Grade R to Grade 3.
TEACHING METHODOLOGY & THE CONTRIBUTION OF ARCHITECTURE
Unlike multi-grade classrooms, Pangindlelala
Junior Secondary is classified as a rural school
whereas one teacher/educator teaches a single
grade and not two grades in a single classroom
simultaneously.
The way architecture contributed to the teaching methodology has had a tremendous
impact on their learners in a way that the Magic Classrooms are more organised,
spacious, vibrant and colourful and creates an environment that makes learning and
teaching fun in aid allows for the learners to excel in their school work.
WHY THE SCHOOL IS DESCRIBED AS SUCCESSFUL
Being under the Nelson Mandela Institute and being the first school that was launched
with the Magic Classrooms, the objectives were to:
Encourage Xhosa based bilingualism
Encourage interaction in the classroom on all levels
Making it easier for teachers to differentiate between individuals and group needs
Creating both productive and playful spaces enhancing the foundation phase
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Through Magic Classrooms, classrooms were re-designed to suit various learning
requirements and to allow for reading and other such activities to take place more
effectively. Learners are provided with a space to store their personal belongings, which
was aimed for them to encourage their responsibility.
One can clearly see that with the aid of these Magic Classrooms that was constructed, it
clearly had a positive impact on the school, the teachers and the learners in a way that it
brightened the whole learning environment with its organised teaching methods and
spaces.
WHAT ALTERNATIVES THERE ARE FOR THE CLASSROOM SITUATION
There are a range of alternatives that can be
altered and added within the classrooms
depending on the overall dimensions of the space.
By the use of clever methods one can use a single
classroom and create divisions providing for a
reading/art corner whilst incorporating clever
method for seating. Children enjoy exploring objects, by climbing onto, opening, pulling
etc, by creating academic and playful spaces it creates a more enthusiastic learner where
he/she will be more attentive in learning in such a bright environment.
3.2 IPETLENG SECONDARY SCHOOL, FREE STATE:
BACKGROUND
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Ipetleng rural Secondary School located in the Free State, South Africa has become the
latest addition to a community of 24 schools in Africa linked to world class learning as
part of the New Partnership of Africa’s Development (NEPAD) e-Schools initiative.
The NEPAD e-Schools initiative is a public private initiative involved in the
transformation of all rural African secondary schools over the period of the next ten years
through the provision of ICT hardware, software, digital content and teacher development
programmes.
TEACHING METHODOLOGY & THE CONTRIBUTION OF ARCHITECTURE
The school that’s part of the NEPAD project is
equipped with a computer laboratory containing at
least 20personal computers, a server and network
infrastructure, as well as peripherals such as scanners,
printers and whiteboards. By the usage of these
computers, this project is aimed to create critical mass
of African youngsters with the information and communication technology skills that are
crucial in the business world these days.
It’s more than providing the students with computers in a way that the teachers would be
re-skilled in this new method of teaching so that their skills can filter down to the
learners.
The contribution of architecture through this project is that laboratories were specially
built in housing the latest form of technology were one could see what this space
functioned as with a bright academic environment.
WHY THE SCHOOL IS DESCRIBED AS SUCCESSFUL
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Forming part of the NEPAD institution and according to the programme manager of the
Oracle Consortium, Ipetlang Secondary School were already benefiting from the systems,
and are using the software tools in adding more value to their learning experiences at
school.
They are delighted that the school is using the system not only for accessing learning
material such as virtual laboratories, subject tutors and television programmes but are
managing the learning delivery process more effectively.
WHAT ALTERNATIVES THERE ARE FOR THE CLASSROOM SITUATION
I think that schools should have computer laboratories for academic learning since the
availability of photocopiers, printers and a software build database which monitors
student progression and administration where as schools will begin to integrate the
learning environment with the learner and curriculum management.
3.3 CHRIS HANI SECONDARY SCHOOL, WESTERN PROVINCE:
BACKGROUND
Chris Hani Secondary School known and functions as a rural facility to which its location
is on the outskirts of Cape Town, in the township known as Khayelitsha.
The school approximately accommodated for 1 676 students which was obtained during
the year of 2006 and had a staff of 52 educators to which I strongly believe that the
numbers have grown tremendously to this present day.
TEACHING METHODOLOGY & THE CONTRIBUTION OF ARCHITECTURE
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The teaching method of Chris Hani Secondary functions as any normal urbanized
secondary school, in a way where as it is not categorized as a multi-grade school, but to
which educators respectively have their own individual classrooms where they are
responsible for educating one class of students but differentiating in the subjects within
that grade.
The way the architecture contributed to Chris Hani Secondary School is that it was built
to accommodate a large amount of pupils, resulting in comfortable teaching spaces
(classrooms), to a spacious library and multi-purpose hall as well as a sports field. So I
strongly agree that the school was planned and designed well according to the special and
functional requirements of the building.
WHY THE SCHOOL IS DESCRIBED AS SUCCESSFUL
Although the school is described and known as a rural school because of it location and
type of students, one would not say that the school would be successful but as seeing the
increase of students and educators the school has amazingly grown and continues to grow
gradually with the high marks achieved by their students, they continue to work hard and
be committed to making their educators proud resulting in providing the school with a
good name.
WHAT ALTERNATIVES THERE ARE FOR THE CLASSROOM SITUATION
Presently the classrooms are designed cleverly to accommodate for a large amount of
pupils although the amount of pupils tend to increase each and every year, time to come
there would be a problem regarding special issues but it would be a great intervention if
one could create outdoor learning spaces within the school property whereas students can
familiarise themselves academically with the environment.
4. ST MICHAELS PRIMARY SCHOOL
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4.1 ST MICHAELS PRIMARY SCHOOL, OUDE BRUG, ELGIN:
BACKGROUND
To be continued…
DESIGN-BUILD PROCESS
To be continued…
THE CONTRIBUTION THAT THIS INTERVENTION WILL HAVE
To be continued…
CONCLUSION
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My conclusion that was obtained within this Academic Paper is firstly that this
investigation of analyzing the different schools broadened my knowledge in a number of
various aspects of how these schools operate differently whilst compared to one another
which would help us students individually with ideas of constructing a structure at the St.
Michaels Primary Schools in October.
Secondly analyzing the schools not only helped in obtaining ideas in upgrading the St.
Michaels project but also for our general knowledge I obtained a better and clear
understanding on Green Schools and how one could improve/upgrade their schools in
making it a Green sustainable school.
In the end I’ve really gained some valuable information from this Academic Paper and to
which I enjoyed working and spending time on.
BIBLIOGRAPHY
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Dictionary of Architectural and Building Technology. 2000. England. Henry
Cowan
Govender, I. S.a. Construction and Detailing class notes. S.I.: S.n.
Oxford Dictionary of Architecture. 1999. Oxford. John Sambrook
The South African Pocket Oxford Dictionary. 1989. Oxford. William Branford
http://www.uvaschoolofarchitecture.com/campbellhall/goodwinpassagededication, accessed on 23/09/2011
http://www.somcol.co.za/preparatory/co-curricular/eco-school, accessed on 23/09/2011
http://www.helderbergnaturereserve.co.za/eco-schools, accessed on 23/09/2011
http://www.schoolgreening.co.za, accessed on 23/09/2011
http:www.stmarys.kzn.school.za/eco_school, accessed on 23/09/2011
http://www.nelsonmandelainstitution.co.za, accessed on 23/09/2011
http://www.southafrica.info/about/education/eschoolssa-180407.htm, accessed on 23/09/2011
http://www.en.wikipedia.org/wiki/chris_hani_secondary_school, access on 23/09/2011
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Figure 89