AM6

0:11

S… Speaker 1 (AM6)

There's an organisation called Cozy,

0:13

S… Speaker 1 (AM6)

and the way it's made,

0:15

S… Speaker 1 (AM6)

it's made out of solid wood.

0:16

S… Speaker 1 (AM6)

So you can see the chairs are literally hard from solid wood.

0:20

S… Speaker 1 (AM6)

We've gone from very,

0:21

S… Speaker 1 (AM6)

very natural resources to all wooden.

0:24

S… Speaker 1 (AM6)

In pre -KKG1,

0:26

S… Speaker 1 (AM6)

there won't be loads of tables and chairs because we want to create a flow of learning.

0:29

S… Speaker 1 (AM6)

And it continues provision,

0:31

S… Speaker 1 (AM6)

so as you go through out here,

0:34

S… Speaker 1 (AM6)

the way you say that little barrier is where it's like an outdoor

0:38

S… Speaker 1 (AM6)

environment as well for students.

0:40

S… Speaker 1 (AM6)

So our continuous provision goes on,

0:41

S… Speaker 1 (AM6)

that's about 2 .8 metres.

0:44

S… Speaker 1 (AM6)

So we've made sure it's not an add -on,

0:46

S… Speaker 1 (AM6)

it's everything that's deliberate.

0:48

S… Speaker 1 (AM6)

So when the children go out there,

0:50

S… Speaker 1 (AM6)

they're not in a corridor,

0:51

S… Speaker 1 (AM6)

just means they're squirreling out of whatever.

0:53

S… Speaker 1 (AM6)

And then if

0:57

S… Speaker 1 (AM6)

you look at, like, even the,

0:59

S… Speaker 1 (AM6)

you know how active that's in there?

1:01

S… Speaker 1 (AM6)

So these are display boards.

1:04

S… Speaker 1 (AM6)

They don't need to have backing paint.

1:05

S… Speaker 1 (AM6)

They don't need to have,

1:06

S… Speaker 1 (AM6)

if you feel it,

1:08

S… Speaker 1 (AM6)

like a material.

1:09

S… Speaker 1 (AM6)

And then students can basically make sure that

1:13

S… Speaker 1 (AM6)

this is their learning,

1:14

S… Speaker 1 (AM6)

that's being displayed,

1:14

S… Speaker 1 (AM6)

stuff that they're proud of.

1:16

S… Speaker 1 (AM6)

because it should be,

1:17

S… Speaker 1 (AM6)

it shouldn't be just higher,

1:17

S… Speaker 1 (AM6)

you know, we hear sometimes it's called letters and numbers.

1:20

S… Speaker 1 (AM6)

It's used like privacy.

1:22

S… Speaker 1 (AM6)

It needs to be stuff that they are proud of,

1:25

S… Speaker 1 (AM6)

but also stuff that they can,

1:26

S… Speaker 1 (AM6)

almost like a working wall,

1:27

S… Speaker 1 (AM6)

basically.

1:28

S… Speaker 1 (AM6)

It's also noise balancing.

1:30

S… Speaker 1 (AM6)

It's the echo in here as well.

1:32

S… Speaker 1 (AM6)

And these are chalkboards and whiteboards,

1:35

S… Speaker 1 (AM6)

because students,

1:37

S… Speaker 1 (AM6)

when they're developing their literacy skills and the mark -making on the floor,

1:41

S… Speaker 1 (AM6)

on the table, or whatever,

1:42

S… Speaker 1 (AM6)

also have their standing up.

1:44

S… Speaker 1 (AM6)

but then giving them the opportunity to use different materials,

1:46

S… Speaker 1 (AM6)

child,

1:47

S… Speaker 1 (AM6)

you know, whiteboard markers and things like that.

1:49

S… Speaker 1 (AM6)

Arabic will come into the classroom,

1:51

S… Speaker 1 (AM6)

so they don't,

1:52

S… Speaker 1 (AM6)

if they say, to go up to Arabic.

1:53

S… Speaker 1 (AM6)

Our Arabic teachers will be in their environments for children to be treated by people

1:57

S… Speaker 1 (AM6)

and have a value of Arabic as part of their learning.

2:00

S… Speaker 1 (AM6)

But it's in their space,

2:01

S… Speaker 1 (AM6)

they're thinking about it from the child's point of view,

2:04

S… Speaker 1 (AM6)

and also so they're not spending half the time traipsing off here,

2:07

S… Speaker 1 (AM6)

there, and everywhere at this age,

2:08

S… Speaker 1 (AM6)

because that can take...

2:10

S… Speaker 1 (AM6)

too much of the day.

2:11

S… Speaker 1 (AM6)

The

2:15

S… Speaker 1 (AM6)

lighting as well,

2:16

S… Speaker 1 (AM6)

it's really,

2:16

S… Speaker 1 (AM6)

really soft.

2:17

S… Speaker 1 (AM6)

It's not that fluorescent bright lighting.

2:19

S… Speaker 1 (AM6)

So I'm going to try and turn it on,

2:22

S… Speaker 1 (AM6)

but you'll see it puts such a lovely ambiance in here.

2:25

S… Speaker 1 (AM6)

Because again,

2:25

S… Speaker 1 (AM6)

there's a lot of research on low -level lighting.

2:27

S… Speaker 1 (AM6)

We could do some to high -quality teaching and learning as well.

2:30

S… Speaker 1 (AM6)

So that's been really thought about it.

2:32

S… Speaker 1 (AM6)

It's also about as dark of a day as it gets.

2:35

S… Speaker 1 (AM6)

It's just coming through 11 o 'clock.

2:37

S… Speaker 1 (AM6)

so actually the roof the building has been built to be light

2:41

S… Speaker 1 (AM6)

and bright but also not so to be light but not bright

2:45

S… Speaker 1 (AM6)

so i should say because actually bright light means the teachers pull the blinds down

2:49

S… Speaker 1 (AM6)

and turn the lights on we don't want that we don't want blinds you'll see if you haven't

2:53

S… Speaker 1 (AM6)

designed the school of blinds um the building is built to

2:57

S… Speaker 1 (AM6)

make use of the light as it means can you see this side it's not square

3:01

S… Speaker 1 (AM6)

It's not square because the light comes across this way.

3:05

S… Speaker 1 (AM6)

This is actually built to make sure that it gives as much light as it can.

3:09

S… Speaker 1 (AM6)

When there's something into the classroom to the building itself,

3:12

S… Speaker 1 (AM6)

the light also gives it a little shade in the building.

3:16

S… Speaker 1 (AM6)

And she's trying to knock,

3:20

S… Speaker 1 (AM6)

knock, knock, knock.

3:20

S… Speaker 1 (AM6)

Can we just come in just one minute?

3:24

S… Speaker 1 (AM6)

Because everything is delivered,

3:26

S… Speaker 1 (AM6)

we've been involved right from the beginning.

3:27

S… Speaker 1 (AM6)

12 things,

3:28

S… Speaker 1 (AM6)

not individual things.

3:29

S… Speaker 1 (AM6)

One, because actually when you've got to get 20 children once for lunch,

3:33

S… Speaker 1 (AM6)

this means there's not three things which you've normally got together.

3:36

S… Speaker 1 (AM6)

But also,

3:38

S… Speaker 1 (AM6)

every single hotel works.

3:53

S… Speaker 1 (AM6)

I want to come to this school.

4:03

S… Speaker 1 (AM6)

It's called to literally start writing at the age of three.

4:06

S… Speaker 1 (AM6)

You know they

4:12

S… Speaker 1 (AM6)

spread out when

4:17

S… Speaker 1 (AM6)

they're getting back here,

4:19

S… Speaker 1 (AM6)

like it's here,

4:20

S… Speaker 1 (AM6)

and the water's spread out.

4:35

S… Speaker 1 (AM6)

Thank you.

4:52

S… Speaker 1 (AM6)

It builds the development.

4:54

S… Speaker 1 (AM6)

I'm so excited.

4:56

S… Speaker 1 (AM6)

I'm nervous.

4:57

S… Speaker 1 (AM6)

What's your role?

4:58

S… Speaker 1 (AM6)

Head of crime,

4:59

S… Speaker 1 (AM6)

really.

5:00

S… Speaker 1 (AM6)

Thank you.

5:08

S… Speaker 1 (AM6)

So as I was saying,

5:08

S… Speaker 1 (AM6)

Amna's joke here,

5:09

S… Speaker 1 (AM6)

you realise today,

5:10

S… Speaker 1 (AM6)

when you stand here,

5:11

S… Speaker 1 (AM6)

so the windows are opposite each other on purpose,

5:14

S… Speaker 1 (AM6)

so teaching and learning is all connected,

5:16

S… Speaker 1 (AM6)

when we're observing,

5:17

S… Speaker 1 (AM6)

we're observing.

5:18

S… Speaker 1 (AM6)

Again,

5:19

S… Speaker 1 (AM6)

you know, come and see this morning,

5:20

S… Speaker 1 (AM6)

because this is going on.

5:21

S… Speaker 1 (AM6)

You can't just stand and watch the learning all the time.

5:23

S… Speaker 1 (AM6)

But Amna's joke will be using children or garden

5:28

S… Speaker 1 (AM6)

fields.

5:31

S… Speaker 1 (AM6)

Yeah, everyone wins.

5:32

S… Speaker 1 (AM6)

Our cubbies,

5:34

S… Speaker 1 (AM6)

even our little ones,

5:35

S… Speaker 1 (AM6)

even our little ones have cubbies that have been designed to

5:39

S… Speaker 1 (AM6)

take an escrow.

5:40

S… Speaker 1 (AM6)

So you know those little tiny thermal boxes?

5:42

S… Speaker 1 (AM6)

Yeah.

5:43

S… Speaker 1 (AM6)

We measured them out.

5:44

S… Speaker 1 (AM6)

So as a mum,

5:45

S… Speaker 1 (AM6)

you can just send in your little tipping tin and a frozen bottle of water.

5:49

S… Speaker 1 (AM6)

Put it in your oil,

5:50

S… Speaker 1 (AM6)

but you've actually got to put it in the cubby.

5:52

S… Speaker 1 (AM6)

See, I'm going to carry that fake thing out.

5:54

S… Speaker 1 (AM6)

It's kind of like polumpolis though.

5:57

S… Speaker 1 (AM6)

Yeah, exactly.

5:59

S… Speaker 1 (AM6)

And then the kids will bring their little crops,

6:01

S… Speaker 1 (AM6)

so when they get to the wet pie area,

6:03

S… Speaker 1 (AM6)

they'll disconnect it.

6:04

S… Speaker 1 (AM6)

Like the crops and peppers.

6:06

S… Speaker 1 (AM6)

Yeah.

6:08

S… Speaker 1 (AM6)

You know,

6:09

S… Speaker 1 (AM6)

it's really the same when they get to the forest.

6:12

S… Speaker 1 (AM6)

Yeah.

6:42

S… Speaker 1 (AM6)

Oh yeah, we didn't think of that, did we?

7:02

S… Speaker 1 (AM6)

So we go in here, let me show you.

7:19

S… Speaker 1 (AM6)

Health and sin.

7:20

S… Speaker 1 (AM6)

It's a good picture.

7:24

S… Speaker 1 (AM6)

Go back down.

7:25

S… Speaker 1 (AM6)

Can your knees do it?

7:27

S… Speaker 1 (AM6)

That's right.

7:29

S… Speaker 1 (AM6)

But it's going away

7:33

S… Speaker 1 (AM6)

so that it's not a trip hazard.

7:35

S… Speaker 1 (AM6)

And a lot of stores,

7:37

S… Speaker 1 (AM6)

I don't know if you've seen,

7:38

S… Speaker 1 (AM6)

they've had to now put in this foamy material.

7:41

S… Speaker 1 (AM6)

Right.

7:43

S… Speaker 1 (AM6)

It's disgusting, it's dirty,

7:44

S… Speaker 1 (AM6)

dusty, honestly.

7:46

S… Speaker 1 (AM6)

I was like,

7:48

S… Speaker 1 (AM6)

nah,

7:48

S… Speaker 1 (AM6)

not having that.

7:50

S… Speaker 1 (AM6)

So the carpet's lovely,

7:51

S… Speaker 1 (AM6)

you get the kids on the carpet,

7:52

S… Speaker 1 (AM6)

on the floor.

7:53

S… Speaker 1 (AM6)

But Kate Shearer said you cannot now put,

7:55

S… Speaker 1 (AM6)

can't have a chance anymore.

7:56

S… Speaker 1 (AM6)

So you've got to try on the list of things.

7:57

S… Speaker 1 (AM6)

One board is a nice thing.

7:59

S… Speaker 1 (AM6)

Yeah, well this is it.

8:01

S… Speaker 1 (AM6)

and then we can tell the difference because when the page you have it in the corner

8:06

S… Speaker 1 (AM6)

and then as they get older it goes right in the middle because then the learning

8:10

S… Speaker 1 (AM6)

happens around but when you're little we won't have that many tables

8:14

S… Speaker 1 (AM6)

and chairs in pre -k as you want it'll be a couple of tables and chairs but a lot of role play

8:18

S… Speaker 1 (AM6)

and fun play materials and then as they get to page two in grade

8:22

S… Speaker 1 (AM6)

one which is year one year two they will have tables and chairs but

8:27

S… Speaker 1 (AM6)

still a lovely carpet where the teachers can do that

8:30

S… Speaker 1 (AM6)

provision for the students that need that age of support,

8:32

S… Speaker 1 (AM6)

but then the others go back.

8:34

S… Speaker 1 (AM6)

But they still,

8:35

S… Speaker 1 (AM6)

again, have access to the outside care.

8:38

S… Speaker 1 (AM6)

I love that,

8:39

S… Speaker 1 (AM6)

even at half it's moved on.

8:41

S… Speaker 1 (AM6)

And then when they get to grade one,

8:43

S… Speaker 1 (AM6)

it's not that wooden furniture that I talked about,

8:45

S… Speaker 1 (AM6)

it becomes a little bit more grown up.

8:48

S… Speaker 1 (AM6)

So then they actually realise,

8:50

S… Speaker 1 (AM6)

actually I'm not in KG anymore,

8:51

S… Speaker 1 (AM6)

I'm in grade one.

8:52

S… Speaker 1 (AM6)

But it's still really lovely wooden material,

8:55

S… Speaker 1 (AM6)

but also blue,

8:56

S… Speaker 1 (AM6)

which has...

8:57

S… Speaker 1 (AM6)

Basically the colours you'll see are the beigy brown,

9:01

S… Speaker 1 (AM6)

blue and green.

9:02

S… Speaker 1 (AM6)

You can't see any of the colours.

9:04

S… Speaker 1 (AM6)

Because again,

9:05

S… Speaker 1 (AM6)

there's a lot of research.

9:07

S… Speaker 1 (AM6)

Yes,

9:07

S… Speaker 1 (AM6)

there is.

9:08

S… Speaker 1 (AM6)

So I went to Reggio Emilia in Italy in

9:13

S… Speaker 1 (AM6)

2018.

9:14

S… Speaker 1 (AM6)

I did a complete study there of how the learning environment should

9:18

S… Speaker 1 (AM6)

be the third teacher.

9:20

S… Speaker 1 (AM6)

And what that means is all the colours of the world.

9:22

S… Speaker 1 (AM6)

It's more about how can you ensure that the

9:26

S… Speaker 1 (AM6)

learning moment becomes part of the learning rather than just stickers

9:30

S… Speaker 1 (AM6)

and, oh,

9:31

S… Speaker 1 (AM6)

when I have to do a sportswear,

9:32

S… Speaker 1 (AM6)

it's so bright.

9:32

S… Speaker 1 (AM6)

And I walk in there,

9:33

S… Speaker 1 (AM6)

I'm over -simulated.

9:34

S… Speaker 1 (AM6)

So imagine a little kid,

9:36

S… Speaker 1 (AM6)

right?

9:36

S… Speaker 1 (AM6)

So that's where we've gone for the calming effect,

9:39

S… Speaker 1 (AM6)

pastoral colours.

9:41

S… Speaker 1 (AM6)

And we'll have the green shoots.

9:43

S… Speaker 1 (AM6)

So greeny colours down here from the walls

9:47

S… Speaker 1 (AM6)

for the younger one.

9:49

S… Speaker 1 (AM6)

the blue sky right

Opsomming

Vra Kunsmatige inteligensie oor hierdie teks