i believe that the physical environment we provide for children in our care has a direct impact on learning. It gives children a clear message about how we value them and how we value learning and supporting independence.
It is important that teachers keep the classroom and shared areas tidy and free of clutter both for health and safety reasons and to ensure an aesthetically pleasing environment and setting a good example for children.
The purpose of this lecture is to provide all CME EDUCATORS a framework to produce highly standard and consistent aesthetic throughout the school.
School learning environments have largely untapped potential as active contributors to the learning process. It is difficult if not impossible for us to separate learning environment from instructional activities.
This environment is as important as the curriculum because this built environment can become an active, three-dimensional textbook or teaching tool, rather than a passive space. So it’s important for school owner’s administration to provide a guide for all staff around the school
In every school the quality of the learning environment and display should serve as the silent curriculum meaning that the environmental aesthetic and design of a classroom has the power to facilitate and enhance the learning process in ways similar to that of the overt curriculum.
An aesthetically pleasing learning environment which recognizes, engages and embraces the imagination as source of content.
As we all know that our audience in are varied from visitors, parents, children, and colleagues. The first impressions of the School are often influenced by this silent curriculum. It is therefore imperative that the quality of display in all classes, corridor and the building at large should be of the highest standard.
A lot of policies in school and few talk about the learning environment, from my research just a school in Lagos have a working learning environment policy, so today I will take my time with you on how the learning environment policy works.
So we are starting we the first one
WHAT IS DISPLAY BOARD
A display board is a active instructional tool that can activate student inquiry, which reflects the curriculum in visual to the learners in the classroom environment.
WITHIN THE SCHOOL THERE SHOULD BE A VARIETY OF TYPES OF DISPLAY:
Child-Created Bulletin Boards
Seasonal Celebration Display Board
Memory Bulletin Board
Research-Based or Theme Bulletin Boards
Conceptual Bulletin Boards
Decorative Bulletin Boards
Interactive Bulletin Boards
Motivational Bulletin Boards
Current Affairs Bulletin Board
Displays are a valuable source of information for visitors to the school, especially parents, and as much detail as possible about the learning involved in creating the display is given. They should:
be stimulating, colourful and trigger enthusiasm and curiosity in the pupils – they should be “WOW”
be age appropriate and ensure that the focus is children’s learning.
to carry labels, captions and information which explain and enhance children’s work, objects and images.
Be mounted (or printed to appear mounted) to reﬂect the quality and importance we attach to presentation (unless the work is better without mounting).
Have a clear content and purpose and engage the audience.
ensure reflection of a broad and balanced curriculum and always include work related to literacy and numeracy
Maintain balance between celebration and information
Be current – all work on display should be up to date
Include pupil voice – comments, quotes, use of Aurasma and QR Code
Be 3D where possible (and include use of relevant text books and artifacts);
Have a variety of techniques and media employed in artistic displays
Have learners owned drafted independent works on display. It is acceptable for work not to be perfect
include reference to how and why the learning was undertaken (written explanation incorporated into the display)
have individual pieces of work labelled with the child’s name;
have labels which include information, facts and questions;
be backed and edged with a border
some displays should be interactive, including items for the children to investigate and questions to answer.
ensure that the paint on the building is not damaged by the ﬁxing of materials to the walls/ceilings.
Key questions and key vocabulary related to topics / specific subject areas
changed regularly in order to maintain the children’s interest, reﬂect current learning and appear in good order.
To ensure the learning environment and displays support pupil thinking, imagination and learning development.
Offer an excellent first impression.
Give information and communicate with different audiences.
To ensure learning environment and displays show evidence of creative, linguistic, mathematical, scientific and technological learning.
To ensure learning environment and displays are pupil-centred and reflect the achievements of the pupils.
Support teaching and exploration
To ensure the classroom environment reflects the current curriculum theme.
To establish consistency, continuity, progression and high quality of displays throughout school.
To ensure learning environments and displays promote equal opportunities to learn and take account of stereotypes, ethnicity and gender balance.
Become an integral part of the classroom and support the topics being studied.
Support the teaching of new skills and offer visual aids to help children complete learning activities.
Reflect the vision and aims of the school towards excellence
Encourage aesthetic awareness and a positive attitude to our school environment.
To promote questioning
To visually convey the ethos of the school, to children, parents, and visitors.
•No staples, pins or any other sharp objects should stick out.
•Do not stand on chairs or tables — please use a step ladder.
•Displays should be put up ideally in pairs if a step ladder is required.
•Displays should be taken down carefully, so that individual children’s learning can be taken home. All staples should be removed from work and the board.
All displays will be frequently monitored by the Head teacher and members of the learning environment team and feedback will be provided with action points if needed.
LABELLING – A display should be labelled clearly to express clearly the learning that is being undertaken or shown off.
There should be a uniformity in font and Labels should be written in the following formats: –
•Computer print using a clear font (check the letter a for correct formation) or
a font that matches the theme of the display.
•Hand-written in line with the school’s handwriting policy
– BORDERS and BACKGROUND – these should be renewed as and when needed with the aid of teaching assistants if you have one. It is advised to create background with a suitable colour and then border the edges.
LITERACY MIGHT INCLUDE:
Key features of a text type annotated on a model
Word bank – appropriate to genre
Modelled and shared writing
Sentence level work, e.g. display examples of compound, complex sentences
Punctuation & Grammar
MATHEMATICS MIGHT INCLUDE:
Annotated model of the appropriate method – linked to progression in
Calculations policy of the Federation – demonstrating the process
Examples of how the learning can be used and applied.
Mathematical vocabulary that is appropriate to the process
Resources available for the children to use – clearly labelled, with examples of
it is important that shapes are displayed in different views
ALL DISPLAYS MUST HAVE:
Open / closed questions
Learning Objectives/ Aim
Process (what the children did)
Reinforcement of key vocabulary
In addition to main displays, other visible items should include: –
fire evacuation procedures and class check.
class behavior reward system.
It is important that there is a consistent approach to display across our whole school and every policy should be reviewed at least every two years.
Every teacher should develop a skill in creating an aesthetically learning environment and display for all to archive above policy