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ND; Architectural Technology MIP ACADEMIC PAPER Prepared By: Igeshen Govender Student Number: 207155381 Lecturer: Mrs H. Voulgarelish, Mrs J. Morkel Subject: CTD & STW 21 November 2011

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Page 1: MIP Completed Essay

ND; Architectural Technology

MIP ACADEMIC PAPER

Prepared By: Igeshen GovenderStudent Number: 207155381

Lecturer: Mrs H. Voulgarelish, Mrs J. MorkelSubject: CTD & STW

21 November 2011

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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: 21 November 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

26-28

4 Conclusion 29

5 Bibliography 30

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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 a 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

St Michaels Primary School which is part of the Multigrade Education (CMGE) aims to

improve the learning environment and facilities, both internally and externally to the

existing school buildings to an extent where it should empower and encourage teachers,

parents and children to solve similar problems in rural communities by adding a

sustainable structure and vegetable garden’s which would provide a sustainable

enlistment amongst the learners and teachers to an extent to which they will be

encouraged and motivated in learning about nature as such.

DESIGN-BUILD PROCESS

The design-build process was fairly simple where

natural materials were mostly used to obtain

sustainability. A covered veranda that needed to be

constructed out of gum poles and timber rafters each

with three different roof levels regarding the fall/slope

of the natural ground level and to obscure the prevailing

weather conditions by using corrugated roof sheeting.

The covered veranda was the dominant feature towards

the addition of the school, the second being that timber

slats from fruit pellets were used in constructing a staircase to the lower level of the

natural ground level leading towards the play area/jungle gym as well as using the timber

slats in constructing a decking leading towards the covered area as such. Last addition

being that of a vegetable garden alongside the play area/jungle gym creating an amazing

amongst the landscaped garden and timber chipping ground covering.

THE CONTRIBUTION THAT THIS INTERVENTION WILL HAVE

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The contribution that the structure will have is that it

would provide protection from the harsh sun during

summer months to come and the severe rains during

winter. Apart from the protection against the weather the

structure also contributes by forming part of an outdoor

activity area/classroom where the children could have an

outdoor lesson amongst nature, alongside the sustainable

vegetable garden where it would inspire their young

active minds.

The vegetable garden can also be used for the preparation of the children’s meals daily,

which saves the cost of buying vegetables where they can harvest their own at their very

own doorstep. So one can see the additions would certainly not go to waste, the covered

veranda will definitely be useful from protection of the weather elements and an outdoor

learning environment to the garden reducing the cost by just harvesting their own and

providing meals for the children.

MY CONTRIBUTION AND INVOLVMENT

Started off by helping with the setting out of the gum poles to carry the timber

beams overhead/pergola by digging out the trenches/footings and filling them up

with boulders and rocks before the concrete was poured into.

Eventually went into the “Fire” group and helped build up the Fire/Braai place by

contributing with the mixture of cement and plastering then moved on by helping

with the stone floor surface in front of the braai area which was challenging but a

great overall success indeed.

Remaining with the same group, we then

was given the task of revamping the new surface

area for the tap area located alongside the timber

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decking. The major challenge was in the connection of the water pipe, since we all ended

up getting wet although we pulled it off with a great success.

(Total amount of words: 5 621)

CONCLUSION

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

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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

Dictionary of Architectural and Building Technology. 2000. England. Henry

Cowan

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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