DLA s Guide to a Fantastic Learning Environment

Transcription

1 DLA s Guide t a Fantastic Learning Envirnment Claire Slade STEP ACADEMY TRUST

2 Intrductin Fully inclusive classrm envirnments can bth supprt and enrich the learning f all children. As well as being vibrant and welcming, the classrm envirnment can be a learning tl, a way f engaging children and building the class cmmunity. It can create a sense f wnership and be used t supprt and prmte learning as well as celebrating children s wrk. With careful thught and planning, an effective classrm envirnment is used as an interactive resurce supprting teaching, learning and assessment. At DLA we believe that a well rganised and stimulating envirnment has a direct impact n the quality f teaching and learning, and therefre supprts raising standards and enables pupils t develp independence as learners. This guidance dcument sets ut t clarify the cmmn expectatins at David Livingstne, s that we prvide cnsistency fr all pupils in supprting, whilst challenging pupils t give their very best and develp a shared sense f what high standards lk like. Qutes frm the Ofsted Framewrk regarding envirnments The Behaviur and Safety f pupils at the schl 1. Pupils cntributin and respnse t the culture f the schl, hw they cnduct themselves, including their respect, curtesy and gd manners tward each ther; they understanding f hw such behaviur cntributes t schl life, the envirnment relatinships, adult life and wrk. 2. Pupils respect fr the schl s learning envirnments (including nt drpping litter) facilities and equipment (including the presentatin f/in bks), and adherence t schl unifrm plicies. 3. Behaviur and safety are inadequate when any f the fllwing apply: pupils lack f engagement and persistent lw-level disruptin cntribute t reduced learning..r a disrderly/cluttered classrm envirnment. Creating/rganising an enthusiastic, exciting, creative and alive classrm envirnment Our classrm envirnment is ne f the mst ptent teaching aids in ur class. It shuld be visually stimulating and lively and shuld help t develp and engage children's learning. All classrm envirnments will prvide the fllwing at an apprpriate level fr the age f the children wrking in the classrm (List A). The fllwing will als be used within lessns t supprt teaching and learning. List B represents what is desirable. Althugh it is extremely imprtant that ur classrms remain individual (wh wants t see classrms that lk the same?). Resurces: please cut ff the Sparklebx name thugh!; equally, there are sme great resurces t use n Primary Resurces Teaching Resurces, Twinkl and TES ; again websites that n dubt we are all using already.

3 List A (essential) Wrking wall (Numeracy and Literacy- see AfL What is a Wrking Wall? ); Prmpts, ideas and gd examples f wrk that can be generated during lessns are displayed and referred t, t supprt future learning; Children s wrk displayed; Wall fr Science, Discvery Time (tpic); Children s targets displayed/in their bks/sent hme t parents; Next steps fr learning/wagoll ( what a gd ne lks like ) wha t d children have t be able t d t get t the next stages in their learning. These can be n tables, walls and/r white/smartbard; Learning Objective clearly displayed (n IWB and n the AfL prfrma); Steps t success n the AfL prfrma/iwb- keep referring t these in lessn; Self and Peer Assessment n AfL prfrma/cards displayed t help prmpt staff (can be fund n Frnter/staffrm/DLA dcs/afl/self Assessment; Names n children s trays; Class Charter; Clear and visual Big Writing display- t include the entire punctuatin pyramid and examples f vcabulary (ww wrds), cnnectives and peners. These culd include wrds/phrases frm children, higher level wrds, phrases brrwed by bks children are reading in their Guided Reading/Literacy/Histry/IPC (etc). Anther idea is t use the VCOP mat (again see Frnter/staffrm/resurces/DL/big writing) and put them n the tables/put them in their bxes n tables (etc); Key wrds and subject-specific/technical vcabulary displayed and discussed fr a variety f curriculum areas. Please nte, these needs t be updated regularly t ensure vcabulary links t an apprpriate learning cntext (this was an Ofsted Pririty); Key questins are displayed and referred t in lessns (nt nly imprtant fr children but als enables adults wrking with children t be clear abut teacher expectatins); X Table grids (either large n display r individual all tables); Number lines (again differentiated fr year grup); Alphabet/sunds/phnics/blends displayed; Visual timetable (particularly imprtant fr SEND pupils); Mtivatin display (ie: Stars f the Week/Glden Time pints/team Pints, etc); Rcket behaviur bard; Exciting and enticing reading crner. Bk Crners Bk crners shuld be inviting, stimulating places t learn t read and learn. The use f sft fabrics, cushins and plants can sften the area making it mre inviting. The use f key questins, interactive authr fcus displays and displays f featured genres can all enhance the learning experience fr pupils using a bk crner well. Any bks in pr cnditin shuld be remved frm bk areas and reprted t ur English Leader. Children fund deliberately mis-using bks will receive letters t their parents requesting the replacement f bks. If cushins r mats need t be rdered, please d s as sn as the Autumn term starts, s bk crners can be set up asap.

4 Strage f Pupils Bks Pupil s bks shuld always be stred in neat, accessible, pupil friendly ways, using strage cntainers, table trays r individual pupil trays. This ensures that pupil bks are always maintained in gd rder and Key d Areas nt becme dg eared r wrn. Pupil bks shuld be easily accessible fr children t find r distribute. Building gd rutines fr pupils t find their bks is key t managing a wrkable system. By cntrast, where bks are left n the teacher desk r scattered arund a rm, this cnveys cnfusing messages t children that their bks are nt valued and makes it harder fr pupils t access wrk bks independently. Key Areas Key areas fr the strage f equipment must be clearly defined and easily accessible fr pupils. They shuld always be rganised and tidy. Recmmended key areas include: Art Resurces; Maths Area/Resurces; Tpic Table/Rle Play Area; Outdr Learning Spaces (EYFS/KS1), etc. List B (desirable) Plants; Birthdays; Psters - taking accunt f children s interests; Class mnitrs Ntice bard with grups n. AFL: Wrk in Prgress : The Wrking Wall Apprach What is a Wrking Wall? It is the public display f the learning prcess and evlves as each day prgresses. It is nt static. It can increase effective learning and teaching. The purpse f the wrking wall is t supprt children s independent writing. It evlves as a unit f wrk unflds, and is nt intended t be a tidy display f finished wrk. Well planned wrking walls can: Supprt independent wrking and learning: think f the Wrking Wall as an extra adult in the classrm. It can help supprt children wh becme stuck and direct children t new tasks when they have self-assessed that they have successfully finished an activity. Supprt whle class and guided grup teaching: mdels and images, key vcabulary and useful prmpts are displayed and referred t by the teacher t supprt children in their understanding. Celebrate success in Mathematics/Literacy: examples f successful wrk and phtgraphs f children wrking successfully shuld be displayed t shw that wrk in Mathematics/Literacy is valued, and t supprt learning. It is als a gd idea t allw children t make cntributins t the wall; pst-it ntes are an ideal resurce fr this.

5 What culd a Wrking Wall include? Objectives f the current unit (ie: This week we are learning.. :). This will change as the unit f wrk mve n; Targets; Key S2S; Mdels and images linked t an bjective r target; Key vcabulary/mind maps; Practical mathematical resurces linked t an bjective r target; Examples f children s wrk linked t an bjective r target (building up t eventual cmpletin) guided/independent; Phtgraphs f children wrking; Child selected activities that they can brrw frm the wrking wall t supprt r extend learning; An pprtunity fr children t interact with the display e.g. thrugh respnding t a Prblem f the week by attaching sticky ntes t the display, r explring relevant practical resurces. Sme examples Wrking Walls (Numeracy) Sme examples Wrking Walls (Literacy)

6 In Cnclusin A wrking wall is: Situated clse t where I mst ften teach; A place where children can find key infrmatin abut their current learning; Added t ver a series f lessns; A place where anyne can make a cntributin; A strehuse f infrmatin and ideas vcabulary, guidance, images, diagrams; Frequently changed t be current; Adapted t suit purpse; Age related; A place t display targets; Explicit acknwledgement f children s cntributins; A place that has visual impact; Cnfidence building; Cnstantly used and referred t; A place fr planning / structure f children s wrk; A teaching aid reinfrcing teaching pints; A wall that WORKS!! A wrking wall is nt: A display; A permanent fixture; A receptacle fr every bit f infrmatin relating t a tpic/ series f lessns.

7 Displays at David Livingstne At DLA, we pride urselves n the quality f display wrk which plays a significant rle in setting ut ur shared expectatins. We believe that display is fundamentally imprtant fr the fllwing reasns: It celebrates pupils wrk and learning achievements; Publishing pupils wrk well is a reward in itself fr pupils; It cmmunicates the schls shared high expectatins fr learning; Displays can inspire, create interest and generate discussin arund learning; Quality wrk which is carefully displayed values children s effrts and is aspiratinal fr all members f the DLA cmmunity. Prvided belw are sme practical guidelines fr displaying children s wrk. These guidelines are taken frm what we already d and sme new ideas, intended t supprt all staff in achieving the best quality displayed wrk at the schl. 1. Aim fr quality (and d nt accept secnd best!) All pupils are capable f prducing quality wrk regardless f age, ability r need. Having high expectatins and timetabling quality time fr pupils t publish wrk fr display is the key fr achieving gd results. If a pupil finds it difficult t sustain lnger pieces f wrk fr publicatin, publish extracts r even a small sectin f wrk. 2. Keep it simple A gd quality display is nt abut the brightness f the backing paper r the size f the title but mre abut the quality f the wrk. It shuld speak fr itself and shuld stimulate interest. 3. Aim fr symmetry When planning a display, plan the display frm a centre pint f the bard and have a fixed hrizntal tp line fr the display. Wrk utwards frm the centre, keeping the tp lines level. This creates a symmetrical effect which is easy fr the eye t rientate. 4. Using drapes and prps Drapes and fabrics can really enhance a classrm display, generating interest in the display and creating textures fr pupils. The same is true fr 3D bjects and materials.

8 5. Using phtgraphs in display t help shw the learning prcess Phtgraphs in display are really great fr thse yu had t be there mments. Especially when the learning takes place ver a perid f time, phtgraphs are great fr capturing the learning prcesses. 6. Qutes, Cntext and Key Vcabulary Qutes frm children can emphasise what they have learnt and the impact f learning. Alngside this add any key vcabulary linked t the learning and a cntext which explains what children have been learning. # 7. Insert Key Questins r Challenges The text in this display encurages pupils t find ut mre. It sets readers the challenge f finding the key infrmatin cntained in the display in the same way as a gd infrmatin bk wuld. Interactive maths displays are a great way f intrducing learning pprtunities such as prblem slving. Pupils will spend time slving the prblems and will apply skills taught in the lessns. 8. Get creative with the brders and let the wrk speak fr itself T add yur wn persnal tuch and emphasise creativity, try using different style brders t make yur display stand ut. The brders n the display are made frm newspaper. This cmpliments the theme f newspaper reprts. DLA is prficient at creating displays and utstanding envirnments. This dcument sets ut clear expectatins, particularly t align expectatins acrss the Trust. Enjy develping yur rm!