The 2023 Chronicle

This challenge required the boys to rigorously navigate the architectural design process. Through iterative refinement driven by constructive feedback and revision recommendations, they successfully met all criteria. This process not only honed their problem-solving abilities but also showcased their proficiency in computer-aided design skills, essential in the real-world design industry. Congratulations to Matthew Kennedy for securing first place in Engineering Graphics and Design. Matthew exemplified a profound dedication to his work and produced drawing and project work of outstanding quality. C BLOCK The C Block boys were presented with a unique opportunity for their project. They were given the task of designing a new multipurpose pavilion on the campus. They were also given a highly detailed brief. Many of them rose to the challenge and were excited by the prospect that their concepts might inspire the design of a real new pavilion on the campus. Some excellent designs were created. A section of C Block immersed themselves deeper into the complexities of computer-aided design skills. They embraced the task with enthusiasm, gaining confidence to explore increasingly intricate designs for their projects. Congratulations to Justin Higginson and Roelof Rossouw for securing first place in Engineering Graphics and Design. Both

young men exemplified a profound dedication to their work and produced drawing and project work of outstanding quality.

D & E BLOCK The primary objective of both D and E Blocks was to equip boys with fundamental technical drawing skills and methodologies, along with basic training in computer- aided design. Within the D Block curriculum, pupils were introduced to AutoCAD, a software tool assisting designers and engineers in visualising their concepts and drawings. They applied this software to undertake a project involving the design of a modern two bedroom dwelling constructed from upcycled materials. Both Gabriel Isabawa and Graydon Leslie produced excellent plans, demonstrating a firm grasp of the architectural design process. The E Block boys completed a drawing curriculum designed by teachers in the department, aimed at honing crucial drafting skills. This curriculum enabled them to discern the sequential stages of skill progression across various aspects of drawing. Once more, they were acquainted with SketchUp, an enjoyable and user-friendly 3D modelling program. Their assignment was to craft their unique mobile toy capable of being 3D printed. They needed to strike a balance between functionality, visual appeal and weight-bearing capacity to attain a successful result. Numerous remarkable projects were turned in, and the boys can take pride in their endeavours. • Systems, design and complexity theory https://learningforsustainability.net/systems-thinking/ • Education for sustainable development www.unesco.org/en/sustainable-development/education • Agile classroom project/product development https://agileclassrooms.com/about-us/ • Entrepreneurship and technology for a sustainable future o This includes contextual application of robotics, coding and AI. Some of the work covered this year, as well as the teachers involved, is outlined below: • EMS (Ms White) – Economic growth: past, present and future sustainable ways of viewing and understanding the economy • History (Mr Venter) – History and complexities of inequality • EGD (Mr Mickleburgh) – Sustainable and innovative infrastructure • Science (Mr von Mayer) – Future of cities, energy/electricity, food and water • Divinity (Revd Meyer) – From garden to garden: a Christian perspective on regenerating our planet for a sustainable future

FUTURE-FIT CURRICULUM

Staff: Katherine Cass, Mr Jed Coventry, Mr Gavin Erasmus, Rev Chris Meyer, Mr Evan Mickleburgh, Mr Gerry Noel, Mr Van Wyk Oosthuysen, Mr Brandon Venter, Mr Grant von Mayer, Ms Riette White

“Dream big, start small. But most of all, start.” – Simon Sinek

F

uture-fit is a transdisciplinary academic curriculum whose mission is to explicitly equip boys with the understanding, 21st-century competencies, attitudes, values and spirituality required for a future that is ever-changing, complex and uncertain. The curriculum is based on the following approaches and themes:

• Project and inquiry-based learning: https://bit.ly/DifferenceBetweenIBLandPBL

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