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CONCEPTS AND STRATEGIES TEACHER TRAINING COLLEGE

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History

The concept for the TTC campus emerges from our understanding of the sites history and its context. Its origins as a woodland area and subsequent history as a plantation presents a unique identify for the site which associates strongly with tree cover. The location of the site on a plateau with stunning views of its surroundings defines its sense of place and establishes its identity as part of a particular mountain fringe region. By taking these factors into consideration we propose to return the site to its woodland origins, reforesting the site with native trees and shrubs, creating numerous habitats that for a long time have been absent from the site.

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Proposal

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In order to preserve the views of the surrounding landscape the woodland is pulled back creating cutouts in the tree cover. These openings allow other landscapes such as grasslands and bush lands to establish creating diversity in the site and increasing the number of habitats which can provide homes for numerous animals, insects and birds and also provide numerous educational opportunities both for teachers and students.

The vegetation cover of the plantation standing in contrast to its surrounding landscape provides a strong basis for the landscape concept of the site. Returning the site to a landscape with high density of tree cover will provide both cooling effects and enhanced biodiversity, water infiltration capability and beauty.

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The dense cover of trees, or forest is proposed through the use of native trees.

These species are selected based on the origins and bioregions of the site which include Bracystegia spp. Julbernardia and Isoberlinia species.

Step 1

Open up Views i

Removing the forest at key locations to allow views to the surrounding landscape creates a diversity of experiences on the site, it also opens up opportunities to use the ‘cut outs’ for a new landscape typology.

Step 2

Create Diverse Landscape Landscapes

The ‘cutouts’ offer opportunities for new landscapes to emerge, creating diversity of both ecologies and aesthetics. The Bushland landscape located along the perimeter of the site will help hide the perimeter wall connecting both the internal and external landscape as one. The grasslands will allow uninterrupted views to the landscape beyond 29

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Site Areas The site is divided into three main programmatic zones. The campus to the south which makes up the majority of the site, the teachers housing in the center and the children’s school to the north which will serve as a training ground for the teachers studying at the college. Each zone has its own specific requirements with regards to users and landscape interventions.

Program HOUSING ACADEMIC PLAY HEALTH

School

ADMINISTRATION EATING/GATHERING

Is located at the furthest northern corner of the site. Construction is still underway on the buildings of the school. Within this area a football pitch will be located as well as a courtyard for the students to gather, a playground and permaculture demonstration garden.

Teachers Housing Is made up of 9 duplex buildings and 8 single houses. The faculty and staff of the college use this area for their personal residence. One major component to be considered in this area is food production for the individual homes.

A large area to the north of the homes has been set aside for this purpose.

Additionally a basic landscape proposal will be developed for each home in order to provide trees for shade, lawn areas and space for gardens.

Campus Is the main hub of the entire site, the campus consists of the administration buildings, the canteen where students eat their meals and gather for events, the classrooms where all lectures and studies take place, student housing and the health center. Additionally the campus has its own athletic facilities, maintenance area and utilities including the water tower.

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Active / Passive

Framework

HIGHLY ACTIVE

WOODLAND

ACTIVE

BUSHLAND

MODERATELY

GRASSLAND

PASSIVE

LAWN/PLANTING ATHLETIC FIELD COURTYARDS ATHLETIC FIELDS

The various programmatic elements that make up the site each have their own unique character. Some are of a more passive nature such as housing areas for teachers, dormitories for students and health facilities. While others are of a much more active nature, such as sports fields, and dinning halls. Classrooms, administrative buildings and maintenance buildings all fall somewhere in between these two creating a diverse set of uses requiring a unique set of interventions. In areas where active and passive uses share a close proximity a buffer should be provided to enable privacy and to mitigate the noise that would come from an active play on a sports field.

The same applies in areas where classrooms are adjacent to sports fields, providing buffers can eliminate the distraction and interruption caused by noise from the sports fields. \ The framework plan emerges as a series of landscape strategies that incorporate the concepts for the site and the requirements demanded by the programmatic uses. Dense vegetated areas or woodland is used both as a way to bring the site back to its origins but also provide a buffer to separate the teachers housing from the campus and school, or the playing fields and maintenance areas to the east of the site from the classrooms and dormitories. A holistic and integrated landscape approach is taken that takes into consideration the uses of each building and requirements it demands while keeping the larger view of the site within its context.

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INCREASE OPPORTUNITIES FOR INTERACTION * .! /! /! 0%*# +,,+.01*%0%!/ %* +1.05 . !/%#*/

The buildings on campus are oriented in an east west direction and organized along a central spine creating numerous courtyards which offer ample opportunities for outdoor interaction. The undeveloped nature of the landscape results in students only being able to use the hardscape elements of buildings and walkways as a means for both circulation and daily interaction. As one of the few shaded spaces on campus the central covered walkway becomes an attractive space to sit; however its linear configuration doesn’t allow for groups to easily sit and interact resulting in students sitting along the length of the walkway and talking across each other in order to have a conversation. Through landscape features such as seatwalls and benches, additional seating opportunities are proposed in order to encourage both cross interaction and flexible spaces such as lawn where groups of various sizes can sit and engage with each other.

A college campus is an environment of learning, engagement and interaction. A successful landscape proposal must provide opportunities for these interactions to take place, as well as offer opportunities for contemplation, exploration and numerous other activities that form part of the daily life of students and faculty. It is through the successful implementation of these spaces that the true potential of the campus is achieved.

Limited seating options create a linear seating arrangement

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Existing Condition Limited interaction

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Central activity spine

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Proposal

Increased interaction

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A variety of seating opportunities creates a more dynamic outdoor environment in which groups can gather on the lawn or on benches while still allowing individuals to have a space of their own.

INTENSITY OF INTERACTION High Interaction Low interaction

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MASTERPLAN An Environment of Learning

The principle of the campus as en environment for learning was at the heart of the design for the TTC Landscape Masterplan. The initial step aims to create the environment, a place of comfort, sheltered from sun and wind. Numerous trees planted along walkways, roadways, throughout the perimeter of the site and within the courtyards will create not only a beautiful campus but one that is enjoyable to be in. Improved connectivity will allow users to maximize their exploration of the site in a comfortable manner, and will improve access for guests to the different courtyards, sports fields and gardens. Seating areas throughout the site create spaces for interaction, contemplation, study and relaxation. Large areas of lawn help retain soil, absorb runoff, cool the environment and provide an area for play, gathering and relaxation.

Storm water management has been achieved through numerous rain gardens proposed along roadways, within courtyards and as a replacement to the conventional drainage system. All of these interventions will help reduce the amount of runoff leaving the property and return moisture to the water table.

Food production has been considered as a holistic approach, areas have been set aside specifically for intensive food production but also areas for agroforestry and permaculture have been set aside as tools for learning and exploration. Additionally fruit trees will be proposed throughout campus as a long term source of food.

In the continued development of the masterplan the incorporation of tools for learning, interactive landscape elements and the overall refinement of the landscape design, will set the foundation for the TTC campus to become the model for the incorporation of landscape and education within a holistic environmental approach.

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CAMPUS

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The Campus is the largest and most diverse of the landscapes on site. Meeting the demands for outdoor spaces ranging from small interior courtyards to large open lawns, athletic facilities and passive areas for relaxing. Numerous footpaths have been proposed to improve connectivity throughout the campus while also helping to define areas for planting vs lawn and the delineation of gravel courtyards. Increased seating opportunities were added to the main spine of the campus but also large seating areas were proposed at courtyards and near the athletic facilities. Smaller benches and individual seats are scattered throughout the campus provided numerous seating options. Stormwater management is a key factor in the proposal, existing drains are proposed to be modified in order to divert water into rain gardens and a large retention/infiltration pond has been added to the southern end of the site.

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Entrance

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Drop off and parking

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Maintenance yard/storage

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Cafe courtyard

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Library courtyard

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Western promenade

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Lecture hall courtyard

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Eastern lawn

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Netball Court and Athletic Courtyard

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Parking for Athletics

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Football pitch and running track

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Multiuse court

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Pavilion

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Large retention pond

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Small lawn area

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Health center gardens

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Forest courtyard

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Miombo woodland courtyard

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Mountain courtyard

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Lake Malawi courtyard

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Tea estates courtyard

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Great western grassland

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Picnic area

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Campus loop road

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TEACHERS HOUSING Ćľ ,.+ 1 0%2! ( * / ,!

Two key factors are taken into consideration in the design for the landscape of the teachers housing. Privacy and Food production. A forest buffer is proposed around the teachers housing as not only a privacy screen but also an area to capture excess stormwater runoff and allow it to infiltrate slowly in to the ground, replenishing the water table. Each plot is allocated an area for a vegetable garden and fruit trees are proposed within each plot.

North of the houses a large open field is allocated for food production.

Hedgerows follow the drainage ways from the plots and also demarcate the subdivision of the future development. Within the woodland it is proposed to incorporate some components of agroforestry as a way to increase production but also use it as an educational/learning opportunity for the students.

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Woodland and Infiltration Basin

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Northern Campus road

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Residential street lined with trees and rain gardens

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Vegetable Garden

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Agricultural land

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Woodland buffer and agroforestry research

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SCHOOL A landscape of discovery

The school landscape offers an opportunity to propose and outdoor environment that takes into account the different needs of the students while offering a fun and engaging outdoor environment that is full of opportunities for exploration, learning and outdoor teaching.

The main courtyard of the school is designed to offer a flexible space that is full of areas for seating yet also open enough to accommodate small events.

Surrounding the school a permaculture/exploration garden is proposed which capture runoff from the school property and has outdoor classroom areas.

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Headmaster and teachers housing

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Car park/Drop off painted in fun colors for kids

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Central courtyard

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Permaculture/exploration garden

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School gardens

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Childrens playground

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Athletics: Football and netball

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SITE LANDSCAPES TEACHER TRAINING COLLEGE

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CAMPUS

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The campus environment is characterize by large expanses of open spaces providing opportunities for large gatherings and free movement of students between the various buildings on campus. Paved walkways lined by trees provide directionality helping in way finding and providing an overall structure for the campus. Large lawn areas provide a flexible surface on which students can play, sit in groups or relax on their own. Other areas of the site that will be used less frequently are left to be covered by natural vegetation, reducing the demand for water and enhancing the biodiversity of the site.

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Parc Francois Mitterrand - Urbicus

Martin Luther King Park - Atelier Jacqueline Osty

Rogers School - MYKD

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The following graphics demonstrate how some of the design principles and requirements of a campus landscape were put into practice for the TTC proposal. The large open lawn area is bordered by a curving walk and trees providing shade not only for the pedestrians using the footpaths but also those sitting in the numerous benches which are dotted along the footpath.

This strong geometric layout of trees is juxtaposed with the more random nature of the trees planted within and near courtyards and other open lawn spaces. In the second image we see the how trees are being used in a similar way along roadways and footpaths to help structure the overall landscape and create a framework for the remaining garden spaces.

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COURTYARDS

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Courtyards are the most dynamic areas in the campus, providing spill out spaces from classrooms and dinning areas. seating areas for studying and dinning, gardens for relaxation and utilitarian spaces for washing of clothes.

Each courtyard design needs to respond to the various requirements it demands. In general however courtyards are characterized as high traffic areas and therefore are in many cases paved with planting areas and trees within them. Courtyards are designed to provide a wide variety of seating options and gathering spaces to increase the opportunities for social engagement and interaction on site.

Keene State Science Center - Dirtworks

Macquarie University Courtyard - HASSELL

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Keene State Science Center - Dirtworks

The Annenberg Center of Information Science and Technology - OJB

Macquarie University Courtyard - HASSELL

Symantec Chengdu - Tom Fox

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COURTYARDS %* !*0. ( +1.05 .

The proposal for the main courtyard creates quite a transformation from what is existing. Existing drains break up the site and make it uncomfortable to access the courtyard from the main walkway. A gravel courtyard is proposed which covers over the existing drain, still allowing water to drain yet allowing access for pedestrians over the drain. Seat walls are added as well as benches for people to enjoy the grove of 6 flowering Tabebuia proposed within the courtyard. The long east west drain is demolished and replaced with a large rain garden, bringing beauty and functionality into the space.

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SEATING AREAS

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Seating areas should be diverse and plentiful.

From the small park bench where an individual can go sit on his own to large seat walls where many people can gather. Table and chairs and in some instances even flexible seating options are appropriate for many of the spaces on campus. The main goal with the seating is to provide areas to relax, to gather in groups for conversation, to sit for short periods in between classes or while waiting for the dinning hall to open or in some cases to lie down and take a nap during the heat of the day. They should be located within high activity areas or along pathways and be easily accessible and built in a way that will last their repetitive use.

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Martin Luther King Park - Atelier Jacqueline Osty

Jubilee Gardens - West 8

Coyoacan Corporate Campus - dlc architects

Coyoacan Corporate Campus - dlc architects

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East End Taylor - Brammer Landscape Architects

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SEATING AREAS .%!05 +" /! 0%*# +,,+.01*%0%!/

Adequate seating is essential in encouraging people to use the outdoors paces of the campus. A nice comfortable bench under the shade of a tree is a very welcome site in the hot summers of Malawi. A variety of seating designs are proposed, from large circular benches used in the children’s courtyards for teaching to the circular benches around trees near football pitch. Near the campus long straight benches are used in reference to the character of the courtyards and architecture around it.

Circular bench around tree - near the football pitch

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Childrens school courtyard showing curved benches and colorful paving

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CIRCULATION

Formal, Informal, Variety of Materials

The current circulation on site is quite limit limited, a central covered walkway links all the b buildings together and a few footpaths are lo located along the front of buildings and conn connecting to the toilet facilities near the footb football pitch. The main pedestrian footpaths on site si are the roads. The proposal is to expand the ccirculation routes to create loops and bring peop people out into the landscape providing a com comfortable and accessible route to the various desti destinations on site.

Thes These footpaths will vary in material based on their hierarchy and their intended function.

Main circulation routes will be paved, while footp footpaths within woodland areas or more infor informal trails could be packed earth or crush crushed stone.

Governors Island - West 8

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Quilapilun Botanic Garden Park - Panorama Architects

Coyoacan Corporate Campus - dlc architects

Quilapilun Botanic Garden Park - Panorama Arch.

Martin Luther King Park - Atelier Jacqueline Osty

Parc Francois Mitterrand - Urbicus

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Quilapilun Botanic Garden Park - Panorama Arch.

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CIRCULATION $! 1.2! ,.+)!* !

The long promenade is one of the strongest landscape gestures of the proposal. A long continues curving walks leads you from the front gate to the dormitories and campus buildings down to the south west corner of the site where a shady grove of trees is proposed and seating areas. This walkway is one of the main spines of circulation for the site and is lines on both sides with trees ensuring a comfortable environment for the pedestrians.

Additionally benches are lined along the walkway as the view west from this walkway is beautiful and especially when the sun is setting.

View of curved promenade showing double row of trees and benches

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Birds eye view of curved promenade

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DRAINAGE/STORMWATER

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The TTC campus has a huge potential to address its storm water runoff through the use of various green infrastructure techniques.

Rain gardens can be used within courtyards to create garden like environments that provide an additional function in dealing with storm water runoff. Street kerb rain gardens can be used both to increase the aesthetic appeal of the streets on campus while increasing the capacity of the site to retain and infiltrate excess runoff. The large nature of the site also has the potential to accommodate large interventions such as infiltration basins and retention basins in the form of ponds that could provide habitats for fish, birds and reptiles.

Park Groot Schijn - Maxwan architects

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Parc Francois Mitterrand - Urbicus

Martin Luther King Park - Atelier Jacqueline Osty

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DRAINAGE/STORMWATER $! .!0!*0%+* ,+* Ä‹

Amongst the variety of Landscapes assigned to deal with storm water the most visually stunning is the retention pond. Intended to hold water throughout the year this water landscape will provide a unique habitat for aquatic animals, birds insects and fish that will be a great asset to the campus environment and ecology. The pond will collect runoff from the road and adjacent land areas and through the dry season will be filled with the overflow from the water tank. Additionally if water levels become too low a periodic filling of the pond will be required from water in the tank which will quickly refill from the three site boreholes. A retention pond provides a great example of a landscape amenity that is both functional but also beautiful and able to meet ecological, environmental and recreational needs.

Spillway collects water from roadway and diverts it into the retention pond.

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Birds eye view of pond showing pavilion and spillway

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PLAY AREAS

Formal, Informal, Variety of Materials

The school in the north of the site offers great opportunities to incorporate play within the landscape. Children thrive in these active and exploratory environments and they are a great means of exercise. Play structures themed around a woodland character are proposed to match the identity of the site.

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SPORTS AREAS Ƶ0$(!0% ü!( /Č )1(0% 1/! +1.0/ * .1**%*# 0. '/

The site currently has two football pitches and one netball court. During the design workshop with the landscape committee team, additional athletic facilities were requested including: Basketball court, Handball court and Volleyball. Additionally a running track was requested around the football pitch on campus.

Within the circulation routes of the site it is also possible to use the loop road around the campus as a running course.

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The two adjacent views show the configuration of the northern athletic fields near the children school and the eastern athletic fields near the campus. The eastern athletic field has a running track around the perimeter of the field and two multi use courts.

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FOOD PRODUCTION Formal, Informal, Variety of Materials

A large portion of land north of the teachers housing has been set apart for food production. While the space is not large enough to produce food for the whole year it can become an important educational component to the landscape through the testing of various sustainable agriculture strategies and methods of permaculture.

Opportunities for food production will also be incorporated throughout the site as means of providing readily accessible fruits and vegetables to students in the dormitories, and also near the dinning hall.

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COURTYARD LANDSCAPES TEACHER TRAINING COLLEGE

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COURTYARDS LANDSCAPE CONCEPT Landscapes in view and landscapes of memory

The layout of the buildings at the TTC campus creates and interesting and dynamic experience as you make your way down the corridors to the various buildings. If you remain on the north south corridor or spine, you encounter a sequence of stunning views each time you reach a break or opening between the buildings. This constant awareness of our surroundings and connections to the adjacent landscapes creates a strong sense of place and identity to the site. However as you reach the courtyards for the students you encounter a different experience. The internal courtyards of the dormitories do not have a view to the exterior and are therefore disconnected from that sense of place. The concept proposal for the courtyards is to design these enclosed courtyards in a different way than those with open views, and use the landscapes of Malawi as inspiration. Each courtyard would be designed with a different theme, varying from : Grassland, Mountain, Miombo woodland, Tea Estates, Lake Malawi and Forests; and a new link would be created to a landscape, but in this case its one from memory, and one that can relate to the numerous students coming from all over Malawi who can find something they can relate to in these spaces.

View of courtyard looking west.

View of courtyard looking west with mountains in distance

View of one of the dormitory courtyards with no view to the exterior.

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Malawi Landscapes

A LINK TO A BEAUTIFUL CONTEXT

Views from Campus

LAWN VELD LANDSCAPE BUSHLAND WOODLAND COURTYARDS (THEMATIC)

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GRASSLANDS: NYIKA PLATEAU The rolling hills in the north of Malawi

LANDSCAPE CHARACTER Grasslands are the dominant biome of Africa, with savannas covering almost half the continent. While typically savannas are interspersed with trees, some biomes of grasslands such as in the Nyika plateau have large expanses of land with various forms of grasses and not a single tree or shrub. Since this particular plant group is so dominant in Africa we give it special attention on site with most of the courtyards designed with a theme of grasses and indigenous species. By using one dominant thematic plant group, a common thread is established throughout all the courtyards helping to create harmony in the landscape.

The interpretation of the grassland theme in the courtyards can take on many forms. The children’s school in the north of the site proposes the use of rolling hills in the playground, as a way to create a fun undulating surface for play. In flatter areas of the site, a simple palette of grasses in mass and used as a way to create a soft texture against the buildings, while also creating movement through he blowing of the grasses in the wind.

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PROJECT PRECEDENT

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LANDSCAPE PROPOSAL . //( * ĆŤ+1.05 . ĆŤ$ . 0!.

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Drop off and Parking area Through use of paint and small interventions many schools have found new uses for their parking areas and paved areas and incorporated them into the play spaces for children. Planning this from the beginning will ensure a much smoother interaction between a space for kids and that which is use infrequently for vehicles. The painting of the pavement is in a flowing pattern taken as inspiration from the movement of grasses in the fields.

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Main Courtyard The flowing lines from the drop off area are extended into the courtyard and take the form of benches for children to sit on and lie on under the shade of the trees. The surface of the courtyard is gravel allowing for high traffic while minimizing dust and improving permeability of the soil.

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Permaculture and Exploration garden Following the same these as the previous two spaces, the Permaculture garden follows the principles of increased edge spaces for the garden which are the most diverse spaces in the landscape. The flowing lines not only benefit the garden but create interesting nooks and seating areas for kids to gather for an outdoor lesson or to just sit and relax.

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Mounded Play Area Taking a theme from the rolling hill in Nyika plateau the childrens play area takes on a 3 dimensional terrain with the central pathway weaving in and out of the various spaces. Traditional play structures are interspersed and combined with more unique play elements providing a diverse experience for the children.

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Grassland Areas The surrounding landscape to the school uses mixed grasses in large areas to create a field effect. These same species will be repeated within the main campus to help tie the two areas together.

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Lawn areas Lawn areas adjacent to the school and the grassland areas provide a place for gathering and relaxing while still fitting within the theme of the landscape area.

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TEA ESTATES $! (1/$ #.!!* Ăź!( /

LANDSCAPE CHARACTER Its hard to imagine a more memorable view than the lush green tea fields at the base of Mount Mulanje on a clear day. The ordered pattern of rows of tea and the footpaths that have been carved out to provide access create a wonderful tapestry or greens that stand in stark contrast to the arid fields around them. Taking inspiration from these fields we identify a few other landscapes that can be interpreted in a similar way without the direct agricultural component. The clipped hedges of formal gardens creates a similar aesthetic and can be used in a unique way through layering of various colored hedges as a method to evoked similar memories as that of the tea estates.

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PROJECT PRECEDENT

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Paving and work area The closed courtyards at the dormitories are used as utility courtyards. Washing of clothes and hanging up to dry as well as other cleaning needs. The washing lines are within this area and therefore the extent of landscaping is limited. The paving will extend in this area and follow a pattern similar to the geometry of the hedges.

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Shade Trees While the space is limited, trees will be carefully selected to ensure they will not cause damage while being so close to the building.

Two large canopy trees in this space should be more than sufficient to provide shade during different times of day and year.

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Clipped hedges and planting Following a geometric pattern with gaps between them to allow for passage and for ornamental planting, hedges provide reference to the tea plantations in both their shaping capacity but also their color.

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Seating Concrete benches provide a reinforcement to the geometry of the hedges while also providing both seating options and are built wide enough to be comfortable to lie on.

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MOUNTAINS + ' +10 .+,/

LANDSCAPE CHARACTER The approach to the TTC site from Blantyre leads you passed a series of smaller mountains that allow observation into some of the characteristics of the mountainous landscape. Large boulders scattered along the hillside are remnants from years of erosion and upheaval from the movements in the earths crust. The smooth exposed surface of these boulders make for beautiful features in the landscape and can be used for sitting on or as a play element for kids. Additionally the higher up you go on the mountain the landscape becomes more sparse with numerous rocks and boulders and some shrub and grasses growing within the gaps. The interpretation of this landscape within the courtyards can be quite literal, bringing some of these large boulders into the site and placing some within the courtyard would create a stunning feature in the space.

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Paving and work area The paving in this area will be hardscape following a linear pattern as shown in the drawing. The paving will end at the gravel which will be at the base of the large boulders

2

Central Gravel Area Gravel will be the ground plane for the area around the boulders improving permeability of the courtyard.

3

Large Boulders As is typical to the landscapes of the mountainous areas, large boulders will be requested to be brought in to place within the courtyard. These will function as seating areas but also as features within the landscape. A water feature could be incorporated within the rocks or in the gravel areas near it.

4

Planting Low grasses and shrubs typical to the highlands will be used around the boulders and within the planting beds. These will be intermixed with other indigenous species.

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Trees Narrow trees with columnar habit will be used within the courtyard to allow them to be planted closer together.

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Seating Concrete benches are proposed at the edge of the planting beds and in the open areas of the courtyard. Additionally small tables and chairs could be used in this space.

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LAKE MALAWI

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LANDSCAPE CHARACTER Lake Malawi offers bountiful material for inspiration, from the sparkling on its surface as the sun and moon shine on its waters, to the multi colored fish in its depths. With such a large presence and influence on the country Lake Malawi deserves special mention among these landscapes. Looking into its history also brings some inspiration, the old sailing ships from the middle east involved in the slave trade - the dhow. These sails could be reinterpreted as a shade structures providing a comfortable environment under them for sitting and studying or working on chores. Additionally the colorful fish and sparkling water can be interpreted through the use of paving and lighting at night.

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2

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LANDSCAPE PROPOSAL

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Paving and work area Mosaic tiles of various shades of blue are proposed in this courtyard to create the effect of water. The pattern of the paving with have an undulating character as waves moving over the lake.

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Shade Canopy Taking inspiration from the sails on the Dhow ships who used to sail on the lake, white shade canopies are proposed in the courtyard as a way to provide shade instead of trees.

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Seating Concrete Benches are proposed in the courtyard which will follow the geometry of the paving.

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Planting Indigenous planting found mostly at the lake shore will be proposed as well as some indigenous local species

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MIOMBO WOODLAND A tapestry of color in the spring

LANDSCAPE CHARACTER While there are many features of the Miombo woodland which are beautiful, one of its most striking characteristics is the colorful display of new leaves in the spring. Red, orange and yellow hues dominate the landscape and make a beautiful canopy overhead. Using this feature as inspiration, we find various examples of canopies that could allows us to achieve a similar effect to that of the trees. A combination of both colorful panels and abstract shapes create both visual appeal through color but also in the patterns of the shadows on the ground.

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LANDSCAPE PROPOSAL %+) + 3++ ( * +1.05 . $ . 0!.

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Paving and work area The paving throughout the whole courtyard will be hardscape following a linear pattern as shown in the drawing.

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Shade Canopy Taking inspiration from the colorful leaves of the Miombo Woodland the shade canopy will be made up of numerous colorful screens which will create a beautiful tapestry above and a pattern of shade bellow.

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Seating Movable tables and chairs are proposed as seating in this area to create flexibility in the use of the space but also of the seating.

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FOREST !*/! 0.!!/ * ,,(! 0+ !!, /$ !Ä‹

LANDSCAPE CHARACTER Forests are in rapid decline in Malawi due to high rates of deforestation, in some areas of the country the trees have been all removed leaving large expanses of barren earth waiting for the next rains to grown maize.

Bringing back a memory of the forest to one of the courtyards is crucial in reconnecting people to this important landscape. While space is limited in the courtyard tree species will need to be selected carefully which will allow for growing in such proximity to create a dense network.

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PROJECT PRECEDENT

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LANDSCAPE PROPOSAL +.!/0 +1.05 . $ . 0!.

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Paving and work area The paving in this area will be hardscape following a linear pattern as shown in the drawing. The paving will end at the gravel which will be at the base of the trees

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Planting/Gravel Area Gravel will be used at the base of the trees with some planting interspersed.

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Seating Concrete benches are proposed along the perimeter of the courtyard and in groups under the trees.

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EDUCATIONAL LANDSCAPES TEACHER TRAINING COLLEGE

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EDUCATIONAL LANDSCAPES $! +10 ++. (! .*%*# 0++(

The landscape as a tool for learning was a guiding principle for the development of the TTC campus landscape. The outdoor environment should be seen as an extension of the classroom, an outdoor laboratory of exploration capable of assisting and adding to the teaching curriculum. The following designed landscape components all have the capacity to be used as a tool for learning.

Outdoor seating and gathering areas The key to a successful outdoor education initiative is to provide adequate areas in which to gather and observe what is happening outdoors. A variety of seating opportunities has been proposed around the campus, and within various landscape environments. In the permaculture garden circular seating areas ensure large and small groups can gather for talks or demonstrations with a shady and comfortable place to sit.

Permaculture garden (The edible school yard) One of the primary design philosophies of permaculture design is to understand what nature is doing around you. Learning to observe and identify differences between the way plants behave in various environments is one example of this. Where do different plants thrive? where do they not thrive? these simple questions open the doors of understanding about our natural environment for they ultimately lead us directly into topics of sunlight, water, nutrients, soil, seasons and climate. The permaculture garden proposed near the children’s school offers diverse areas in which to explore growing different foods, and learning about the natural environment. Research shows that children who learn outdoors actually outperform their peers, they are more engaged in the activities they are performing and therefore engaged in the learning process which is essential in achieving a high rate of retention on the topics being covered. It is the aim of the permaculture garden to be one of many environments on the TTC campus which offers these outdoor learning opportunities.

CHIRADZULU TEACHER TRAINING COLLEGE - LANDSCAPE PROPOSAL

The outdoor environment provides numerous opportunities for learning through hands on practical interaction with our surroundings we entice all of the senses: /%#$0Č /)!((Č 0+1 $Č /+1* * 0 /0!ē

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EDUCATIONAL LANDSCAPES $! +10 ++. (! .*%*# 0++(

Variety of landscape environments: The various landscape typologies of the TTC Campus ensure that there are a variety of spaces and environments to explore and learn from. From woodland areas, to grassland and bushland landscapes, aquatic landscapes near the pond, permaculture, ornamental and rain gardens, and numerous trees all offering unique learning opportunities. As these landscapes grown new opportunities emerge for exploration, trees will begin to put on displays of color based on the seasons and some will lose their leaves, careful observation of these timelines brings awareness of the seasons. Trees can also get incorporated into play areas and become part of the play themselves, trees houses and climbing platforms built in the trees offer fun environments to explore and feel more connected to nature.

Landscape design based on seasons the planting strategy reflects a landscape which is inspired by the changing patterns of sunlight on campus. The western view to the setting sun is a stunning view from campus and the red, orange and yellow hues of the sunset are reflected in the planting stragey, likewise the cool morning sunrise of the east and the rising moon after the sunset lend themselves to a more subdued colour palette. Purples blues, pinks and whites are the predominant color of the gardens on the east side of the campus.

Teaching students to distinguish these two and understand how we can inspired and notice these changes in colours is a first step in the important skill of observation. So much can be gained by learning to observe our surroundings !

A variety of landscape types provide numerous opportunities for play and %*0!. 0%+*ċ Ƶ/ ( * / ,!/ #.+3 *!3 +,,+.01*%0%!/ !)!.#!Č (%'! %* +.,+. 0%*# trees into play areas.

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Shelters (Pavilions) Heavy rains can put even the best set plans off track especially when planning activities outdoors. It is essential to have shelters that can protect children from the rain and heat of the sun allowing them to be outdoors uninterrupted. Two pavilions are proposed on site, one large pavilion near the campus and one smaller one near the pond. These pavilions provide opportunities for outdoor education which are not limited by weather conditions. The open ground of the pavilions offers flexibility in how it is utilized. Large groups can sit sheltered under its expansive roof, or use the open floor space for learning activities such as drawing ground maps with chalk. Mathematical exercises and studies of geometry can be performed using the round building design and number of columns and determining aspects about its geometry from observation and calculation, such as circumference, radius, finding the center point of the circle.

Additionally the pavilions design offers an opportunity to learn about water harvesting and drainage as the rain water comes gushing down the opening and directed into the rain gardens.

Paved surfaces In a majority of schools in Malawi what welcomes children as an outdoor environment is a barren surface of compacted earth, with a scattering of trees if they are lucky and a few ornamental plants. Children lack a variety of surfaces on which to explore and interact. Paved areas offer a long term durable surface that will hold up to the heavy foot traffic of children and provide a flexible surface that can be used for many activities and functions. One activity in particular is chalk drawing. This simple technique is used in many schools as part of an outdoor classroom activity, children can be left free to unleash their creativity or learn about shapes, geometries and even other cultures and environments through drawings. The central courtyard of the childrens school is a perfect space for these kind of activities to occur.

2! /1." !/ / "+1* %* 0$! +1.05 . 0 0$! $%( .!*/ / $++( * %* 0$! , 2%(%+* +รป!. * empty canvas full of opportunity for kids to unleash their creativity

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ARCHITECTURE: PAVILIONS TEACHER TRAINING COLLEGE

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PAVILIONS

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INSPIRATION FROM CULTURE Pavilions are a unique asset to the landscape in that they provide immediate shade and shelter upon completion. Trees take years to grow and it will be some time before the cooling effect of trees has an impact on the campus and the enjoyment of the outdoor spaces. Therefore a pavilion fits in perfectly as a phasing element, providing immediate opportunities for engaging the outdoors, and allowing their use to occur throughout the entire year, as they provide shelter from rain.

During the TTC design workshops a request was made by the landscape committee to provide a pavilion which referenced traditional Malawian architecture. While researching this architectural style and observing the layout of houses in a village one thing that stood out was the organic development pattern of villages. As you can see in the adjacent image, the buildings within a traditional village will build up over time and grow in proximity to each other forming clusters of 2 or more, based on family ties, other homes stand on their own. Taking this as a starting point for the design, two pavilion designs emerged. One larger pavilion which is made up of 3 different size circles (based on the varying size of huts in a village) and a small pavilion made up of one circle. In the larger pavilion, the intersection of the circles provides the location of columns and their layout around the perimeter of the circle is also in response to the traditional methods of construction.

CLUSTER OF HOMES

Traditional village layout shows the organic nature of growth and formation of clusters

SINGLE HOME Traditional village architecture

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Large shade trees at center of village growth

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PAVILION 2: Rendering

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PAVILIONS */,%.! 5 * 01.! * 0$! 0.!!/ +" 0$! "+.!/0

When designing the profile and roof shape of the building it was important to tie the pavilion in to the landscape concept of “campus in the woods�.

Through research of the various trees that will form part of the woodland habitat on campus, elements such as leaves and seed pods inspired a slanted angle to the roof which opens outward, like a seep pod splitting open when dried out . The tilting roof adds a graceful and elegant look to the pavilion which sits in contrast the surrounding buildings of the campus. At its lowest point the center of the pavilion is 2.5m from ground level along the outer edges the roof opens up to 3m height. The pavilion is meant to be more about the outdoors than he indoors, it opens up to the landscape and surrounding landscape. This opening of the roof outwards is also a response to the beautiful views of the mountains beyond and making a statement about the importance of keeping view sheds open to these important landmarks.

CHIRADZULU TEACHER TRAINING COLLEGE - LANDSCAPE PROPOSAL

INSPIRATION FROM NATURE

Brachystegia leaves

Combretum seed pods

Schrebera seeds splitting open

Mopane leaves

Jacaranda seed splitting open

Camels foot leaf

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PAVILION 1: Rendering showing angle of roof inspired by nature

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PAVILION 1 ĆŤ(1/0!. +" 0$.!! 1%( %*#/

The slanted roof creates a low point in the centre with gutters running along the seams between the three circles. All the water from the roof is collected into the gutters and guided to a central opening in the roof, water spills through the opening down a large rain chain into an open drain pit filled with large stones located at the center of the pavilion. The water is then guided through a pipe under the pavilion and directed into a nearby rain garden. The design of the pavilion and its water collection was important in demonstrating the role of water collection and how design can play a role in developing a holistic approach to water management that is not only limited to the landscape but also in the proposed architecture.

RAIN GARDEN

CATCHMENT

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TO RAIN GARDEN

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PAVILION 2 %*#(! /0 * (+*! 1%( %*#

The second and smaller pavilion is located near the retention pond and provides a comfortable space for small group of people to enjoy a shelterd environment near the beautiful landscape of the pond. The roof on this pavilion is also slanted with water collected into a near rain garden and guided into the retention pond.

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PLANTING STRATEGY TEACHER TRAINING COLLEGE

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PLANTING STRATEGY ( *0%*# 6+*!/

The scale of the TTC campus requires a careful consideration of the extent and type of landscape area in order to ensure that it is sustainable.

As described in the concept of the project the site is divided into various landscape zones: courtyard landscapes, grassland landscapes, bushland landscape and woodland. The planting strategy focuses primarily on interventions within the courtyard landscape as a way to minimize water use and the amount of maintenance. The remaining landscape zones will be seasonal and left to grow naturally with periodic maintenance.

The courtyard landscape zone is divided into rain gardens and dry gardens, each with its own palette of plant material. As a way to tie these two gardens together even with such distinct characteristics a color theme was used inspired by the movement of the sun over the site. With the buildings facing east west the courtyards look to the east and west seeing both sunrise and sunset. The cool colors of the sky just before the sunset and also as the moon rises were utilized to represent the eastern side of the courtyards.

The western side on the other hand gets a full view of the sun setting with its magnificent oranges, reds and yellows. The graphic on the adjacent page shows how this concept has impacted the planting selection for both sides of the courtyards. This provides an educational opportunity and one that encourages observation and noticing the subtleties of colour and changes over the day as the sun moves across the sky.

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DRY GARDEN

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WET GARDEN

PLANTING STRATEGY Æ«+(+. %/0.% 10%+*

SUNSET

SUNRISE

Plant palette of oranges, reds and yellows

Plant palette of blue, purple, pink and white

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SHADE TREES (! * ! 105 Adansonia digitata Ficus natalensis Albizia saman

Large shade trees are a centerpiece of gathering within Malawian culture.

Villages are found structured around large Baobab trees, and Cachere Trees (Ficus natalensis) are commonplace as meeting points for community events and gatherings.

These stunning specimens have large spreading canopies some exceeding 30m in diameter. Their graceful form demands attention and they must be given the room to grow.

The adjacent diagram shows the location of the various shade trees, they have been strategically placed in large open lawn areas near the campus and also as focal points within the grassland areas.

Adansonia digitata

Ficus natalensis

Albizia saman

Trichilia emetica

Afzelia quanzensis

Ekebergia capensis

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Trichilia emetica Afzelia quanzensis Ekebergia capensis

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SPECIMEN TREES Elegance, color and form Jacaranda mimosifolia Acacia sieberiana

Specimen trees are those with such unique traits or characteristics (colour, form, texture) that they deserve to be in their own category. Many of these trees are favorites in gardens, campuses and urban landscapes throughout Southern Africa. Not all of them are indigenous; however some have become naturalized as they are so frequently used. Specimen trees are proposed both as individual trees and in groupings of 3 or more. A limited number of these are proposed on the TTC campus, as a way to encourage/ allow indigenous trees to become the dominant trees on site, and develop an appreciation for the beauty these indigenous trees also provide to the landscape.

Jacaranda mimosifolia

Acacia sieberiana

Cordyla africana

Caesalpinia ferrea

Erythrina abyssinica

Delonix regia

Cordilia africana Caesalpinea ferrea Erythrina abyssinica Delonix regia

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AVENUE TREES Form and Color along footpaths and roads Acacia xanthophloea

These trees could easily fall into the category of specimen trees, many boast of extraordinary flower colour, and others have a very unique and graceful form. These trees create grandeur through their repetition, creating a framework of trees for the site which differentiate and accentuate certain footpaths and roadways. One clear example is the double row of trees along the curved promenade to the west of the campus buildings, The Acacia Xanthophloea tree with its great stature and open canopy is contrasted with the smaller scale and stunning colour of the Tabebuia chrystotricha. The combination of the two is used to accentuate the importance of the curved promenade which demarcates the grassland area to the west from the campus landscape to the east.

Acacia xanthophloea

Tabebuia chrysotricha

Terminalia sericea

Bauhinia variegata

Acacia polyacantha

Bauhinia petersiana

CHIRADZULU TEACHER TRAINING COLLEGE - LANDSCAPE PROPOSAL

Tabebuia chrysotricha Terminalia sericeae Bauhinia variegata Acacia polyacantha Bauhinia petersiana

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COURTYARD TREES ! %1) /%6! 0.!!/ 3%0$ *+* ##.!//%2! .++0/ Tabebuia impetiginosa

Planting trees near buildings provides numerous challenges, on the one hand you want to have shade near the buildings to cool them down and create a more comfortable environment, yet many trees have very aggressive root systems which can damage foundations, sewage pipes, and other infrastructure on site. To avoid any issues in the future trees were selected for the courtyard areas which are smaller in stature and have less aggressive root systems, these trees have been proven winners in tight spaces and in small courtyards an ideal trait for the campus landscape.

Tabebuia impetiginosa

Plumeria rubra

Bauhinia corniculata

Moringa oleifera

Plumeria rubra Bauhinia corniculata Moringa oleifera Carpenteria acuminata

Carpenteria acuminata

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MEDICINAL TREES .!!/ 3%0$ *10.%0%+* ( * )! % %* ( ,.+,!.0%!/ Plumeria acuminata

This list could easily involve most of the indigenous trees of Malawi as their bark, leaves, roots and seeds have been and continue to be used for some medicinal purposes or other by local communities. The trees selected however have been identified as exceptional in their contribution to natural remedies and other medicinal treatments; some have expanded globally and become international symbols of health and beauty. The frangipani Plumeria acuminata is a great example of this, almost every part of this tree has some medicinal quality, its bark is used as prevention from skin inflammation, the flower helps to cure high blood pressure, cough, dysentery and fever and the sap serves as a balm for skin diseases. These trees offer a great educational opportunity on campus, retaining traditional cultural remedies through the numerous indigenous trees on site, and introducing some new exotic trees which also offer medicinal qualities.

Plumeria acuminata

Moringa oleifeira

Carica papaya

Bauhinia petersiana

Bridelia micrantha

Piliostigma thonningii

CHIRADZULU TEACHER TRAINING COLLEGE - LANDSCAPE PROPOSAL

Moringa oleifera Carica Papaya Bauhinia petersiana Bridelia micrantha Piliostigma thonningii

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FRUIT TREES Ćľ (+*# 0!.) /+1. ! +" "++ * ! 105 Uapaka kirkiana - Masuku Musa acuminata - Banana Carica papaya - Paw Paw

Trees not only provide beauty, medicinal qualities, shade and habitat for numerous species, they also are an excellent source of nutrition. Fruit trees provide a long term supply of food that can benefit numerous generations and produce enough fruit to also be used as a source of income. As displayed in the adjacent diagram most of the fruit trees are concentrated around the teachers housing, the permaculture garden at the demonstration school and near the dormitories and dining hall. Many of these fruit trees are used within the courtyards as a small shade tree as their roots are not aggressive and can be planted near buildings.

Citrus tangerina - Tangerine Psidium guajava - Guava Mangifera indica - Mango Morus nigra - Mulberry Persea americana - Avocado

Uapaca kirkiana - Masuku

Musa acuminata - Banana

Carica papaya - Paw Paw

Citrus tangerina - Tangerine

Psidium guajava - Guava

Mangifera indica - Mango

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WOODLAND TREES * %#!*+1/ /,! %!/ "+. $ %0 0 .! 0%+* Brachystegia spiciformis Acacia albida Acacia galpinia

A large percentage of the area of the campus will be left to grow as a natural woodland, already on site many of the indigenous trees are coming back and through careful nurturing by the maintenance staff they will flourish and allow other species to grow up alongside them. Many areas however, are still quite empty and indigenous trees are proposed to fill these gaps and aid in the establishment of the woodland on site. The predominant species which should be allowed to establish is the Brachystegia as this was the dominant species historically in this area. Other tree species are included which typically grow in combination with Brachystegias or would provided a benefit to the woodland landscape.

Brachystegia spiciformis

Acacia albida

Acacia galpinia

Colophospermum mopane

Khaya nyassica

Combretum molle

CHIRADZULU TEACHER TRAINING COLLEGE - LANDSCAPE PROPOSAL

Colophospermum mopane Khaya nyassica Combretum molle Combretum fragrans Combretum krausii Lonchocarpus capassa

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FUEL WOOD /0 #.+3%*# 0.!!/ "+. ) * #! "1!( 3++ ,.+ 1 0%+* Dendrocalamus asper

What a pity it would be to invest resources into growing all of these trees and then lose them over demands for fuel as is the case across most of the country. The TTC campus has a great opportunity to serve as an example on the proper management of fuel resources. Trees on site managed properly will provide a good source of fuel wood, through periodical trimming of branches; however this won’t be enough to meet the demands for the whole campus, and there is a risk that excessive pruning of trees will occur. In order to help balance these demands, managed woodland plantations of bamboo are proposed on site. Bamboo is a very fast growing source of fuel wood that can be harvested repeatedly and continue to provide new growth every year.

Two different types of bamboo are proposed: the indigenous Oxynanthera abyssinica and the exotic Dendrocalamus asper or Giant bamboo which can grow large woody culms up to 30m tall and 20cm in diameter. These bamboo are clump forming so do not pose the risk of spreading throughout the site and becoming invasive.

A tree species is also proposed -Gliricidia septum- which is a fast growing legume with nitrogen fixing capabilities, studies have shown that intercropping Gliricidia with maize can improve the overall productivity of the crop, this tree can be harvested repeatedly every growing season cutting it back to prevent it from shading the maize and resulting in fuel wood and leaves that can be used in compost or mulching.

Dendrocalamus asper

Oxytenanthera abyssinica

Oxytenanthera abyssinica Gliricidia sepium

Gliricidia sepium

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RAIN GARDEN PLANTING Stormwater management Rain Garden

Rain garden plants must be able to withstand periods of drought and periods of excessive moisture during the rains. The following species have been carefully selected to meet the requirements of the rain gardens on the TTC campus. Some of the grasses like vetiver with its deep roots help to stabilize the soil and prevent erosion, at the same time its deep roots help infiltration of water, this can also be said about the trees planted within the rain garden. The dominant species in the rain garden is Dietes grandifloris this indigenous iris is a very tough plant that can withstand periods of drought, it is also commonly found naturally occurring along waterways and is therefore an excellent choice for the rain gardens.

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Anthericum saunersiae

Chrysopogon zizanoides

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Agapanthus purple

Agapanthus white

Barleria repens

Physostegia virginiana

Hymenocallis littoralis

Bauhinia galpinii

Hypericum revolutum

Plectranthus ecklonii

Plumbago oriculata

Tecomaria capensis

Tulbaghia violaceae

Bauhinia corniculata

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DRY GARDEN PLANTING 0!. 3%/! # . !*/ Dry Gardens

In efforts to minimize the watering requirements for the site, the majority of the plants selected for the TTC campus are capable of withstanding periods with limited water (once the plant has established). Grasses, aloes, agaves and other succulents provide structure and beauty to the garden without the high demands for water that other plants require. This will ensure that the campus always looks its best throughout the year.

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Agave angustifolia

Allamanda nerifolia

Aloe arborescens yellow

Aloe arborescens orange

Breynia disticha

Bulbine frutescens

Bulbine frutescens ‘orange’

Caesalpinia pulcherrima

Furcraea foetida

Furcraea selloa

Gaura lindhimeri

Gaura lindhimeri ‘pink’

Gazania krebsiana

Miscanthus sinensis ‘zebrinus’

Ophiopogon japonicus

Pennisetum alopecuroides

Pennisetum setaceum ‘rubrum’

Puya mirabilis

Senecio barbertonicus

Tradescantia spathaceae

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31 MARCH 2016

POND PLANTING %0 0 "+. -1 0% /,! %!/

Pond planting

The proposed retention pond provides a great opportunity for the introduction of water plants to the campus environment. Reeds, grasses, irises and lilies are all proposed to create habitats for numerous aquatic species and birds and provide beauty to this aquatic landscape.

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Asparagus aethiopicus

Aesplenium

Canna indica

Typha minima

Cyperus alternifolia

Cyperus papyrus

Iris ‘yellow’

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Nephrolepsis exaltata

Pontedaria

Nymphaea odorata

Pistia stratiotes

Salvinia natans

Iris versicolor

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Eragrostis trichodes

Chlorophytum saundersiae

Stipa tenuissima

Cortaderia selloana

Tithonia diversifolia

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31 MARCH 2016

PERMACULTURE PLANTING Ćľ %2!./! ! % (! ( * / ,!

Permaculture planting

The area around the demonstration school is proposed as a permaculture garden, numerous species of vegetables, herbs and fruits are proposed to provide food for the children but also create a learning environment for the kids, in which they can explore and learn about the growth of plants and vegetables and how to intercrop them to help in the prevention of diseases and pests. Many of these plants are annuals and will need to be re-planted throughout the seasons. Below is a helpful chart to guide the planting schedule of the different vegetables.

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Allium cepa (Onion)

Allium sativum (Garlic)

Amaranth (Bonongwe)

Beta vulgaris (Beets)

Beta vulgaris (Chard)

Brassica oleracea (Kale/Rape)

Brassica oleracea (Cabbage)

Brassica oleracea (Turnip)

Cucurbita maxima (Pumpkin)

Cymbopogon citratus (L. Grass)

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Lycospersicon (Tomato)

Manihot esculenta (Cassava)

Oregano vulgaris (Oregano)

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Pisum sativum (Peas)

Solanum (Egg fruit)

Solanum (Sweet potato)

Sorghum bicolor (Sorghum)

Vigna subterranea (Groundnut)

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31 MARCH 2016

SHRUBS ,! %)!* "! 01.!/

Bixa orellana Calliandra surinamensis Clerodendrom paniculatum Hamelia patens

Shrubs provide a valuable asset to the landscape both as individual features, massing plants or mixed within planting beds. Once established many of the proposed shrubs can be extremely drought tolerant making them especially valuable for large institutional landscapes like the TTC. While many shrubs have already been included within both the rain garden and dry garden lists, a separate group of shrubs was identified which are proposed as specimens.

These shrubs were selected based on their size, shape, flower colour and overall form, and they will be plated within lawn areas and allowed to grow to their full size.

Bixa orellana

Calliandra brevipes

Clerodendrum paniculatum

Hamelia patens

Nerium oleander

Lagerstroemia indica

CHIRADZULU TEACHER TRAINING COLLEGE - LANDSCAPE PROPOSAL

Lagerstroemia indica !.+/ +(! * !. ę,%*'Ě !.+/ +(! * !. ę3$%0!Ě

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Vitex trifolia

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LAWN/GRASSES Ćľ (1/$ #.!!* .,!0

LAWN: Paspalum vaginatum

Lawn and Grasses account for the largest planting area on site, and provide numerous benefits to the landscape including: erosion control, cooling of the environment, improved drainage and beautification. The main grass variety proposed on site is paspalum vaginatum, this drought tolerant grass is very tough and can withstand maintenance through slashing as well as mowing, it spreads through rhizomes and makes a nice dense cover able to withstand high traffic areas. The second grass species proposed is Low Maintenance (LM) Berea. This grass species does especially well in shady areas making it ideal for areas under trees, it is not suitable for high traffic areas as it is not as tough as other grass species, but in undisturbed areas with lots of shade LM Berea thrives with very little maintenance required.

The proposed grasslands on site are made up predominantly of existing indigenous grasses, which are left to grow to their natural height and are slashed once per year, those grasses which exceed 2m in height will be removed from the grassland areas. One grassland area which differs from the rest is the landscape adjacent to the pond, where Chloris gayana (Rhodes grass) is proposed on the mound areas generated from the excavation of the pond. Rhodes grass is excellent at erosion control and bank stabilization and grows quickly outperforming the other weeds and grasses ensuring a uniform cover.

Paspalum vaginatum

LM Berea grass

LAWN: LM Berrea grass GRASS: Chloris gayana (Rhodes grass)

Chloris gayana - Habit

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