Display Policy for Learning Environments

Transcription

1 Display Policy for Learning Environments 1

2 Contents Section 1 1. Aims p.3 2. Policy Background p.3 3. Linking policy to curriculum priorities p.3 4. Purpose of display p.3-4 Section 2 5. The learning environment and working walls p.5 6. Strategy for implementation p.5 7. The learning environment p.6 8. Do and Don't guidance p Organising resources and structuring learning areas p.8 2

3 Section 1 1. Aims There are six main aims to this policy: To provide a visually stimulating learning environment for all pupils; To establish expectations for teachers, support staff and pupils; To promote continuity and coherence across the school; To give purpose and value to children's work - every child's work matters To give children positive affirmation and parents feedback that the work has been appreciated and celebrated To develop children's aesthetic awareness 2. Policy background During October 2009 the IEB carried out a review of display across the school with the Acting Deputy Headteacher. After discussion with staff in early November this policy was formulated and agreed using the recommendations from the IEB. It also combined advice and recommendations from the LA and the school's own monitoring (Oct - Nov 2009) 3. Linking policy and curriculum priorities effective displays take account of and help to support the learning needs of all pupils; effective displays for celebration of achievement that motivates and inspires all pupils to achieve their best work; relevant opportunities for pupils to interact with displays to further their learning; demonstrate continuity and progression in the achievement of all pupils a combination of the best features of learning environments to enhance the implementation of the National Curriculum and national strategies 4. The purpose of displays is that they: enable pupils to develop their ideas through independent enquiry; enable pupils to take appropriate responsibility for the aesthetic appearance of their classroom and school enable pupils to make the best use of wall space for learning and for teachers to give positive feedback; are organised so that pupils have role models of good presentation; reflect the current areas of study of the National Curriculum, including literacy and numeracy; contain high quality, stimulating and interactive visual aids which celebrate pupils' achievements and which help them with the work in hand so that they attempt to solve problems for themselves; engage and encourage pupils' learning by promoting a sense of pride in their own achievements and the achievements of others; enable pupils to use ICT to enhance their learning across all areas of the curriculum. 3

4 Section 2 5. The learning environmenet and working walls The classroom learning environment for literacy, numeracy and science is based on the `working wall approach` where teachers' modelling and prompts are displayed as part of ongoing learning in each classroom. WAGELLs - (What a good example looks like) Children's work is used to affirm features of work that are desired. These boards should also show pupil progress very clearly. Vocabulary relevant to the focus of the learning is evident in all three core subjects. There is an interactive element in displays using this approach, where children have the chance to interact with the display either during the main teaching input or as part of their lesson or informally to extend their learning beyond the lesson. Interactive aspects of the display should enable children to use a range of learning styles. Targets for reading, writing and maths are displayed. Pupils know their targets and can identify what the next steps are for themselves. All work is mounted (except on the WAGELL board as it is expected to develop rapidly and change frequently e.g. at least weekly) Teachers and pupils may write captions and posters by hand as part of the lesson, which are then put on the wall for reference. All handwriting, including for teachers should be in Nelson handwriting style e.g. on interactive whiteboards and on displays. 6. Strategy for implementation It is agreed by staff that this policy will be adhered to for all displays in learning environments. Where there are requests for variation then SLT will advise. 7. The learning environment - display as celebration Celebration of work is displayed in corridors and other shared areas, and is not the focus of the classroom learning environment., although it is expected that the central topic the classroom is studying will be clear and in evidence in the classrooms and this does involve display of pupil's work in foundation subjects and ICT, RE and PSHE. The current Key Stage/Year topic theme should also be evident in interactive displays, artefacts and books on display in each classroom. Work that is a finished piece and the end result of the teaching and learning process in an aspect of study should be mounted on separate paper. Paintings and photographs should be mounted as well as written work. 4

5 Captions to explain the learning process, pose questions or provide contextual information should be part of the celebration display. The use of fonts is optional although this is expected to be clearly legible and produced by computer. Captions should also be mounted. The use of artefacts, drapes or plants enhances the display. Using boxes and other devices to make parts of the display three dimensional are expected. Displays as celebration of pupil's work should be changed at least termly. Rotas for joint areas of display will be produced. Displays at the front of school should `market` the school and its achievements. 8. Do and don't guidance a. Displays should always belong to the children and not be window dressing. b. They provide one of the best ways of demonstrating that a child is valued and a range of abilities should be evident not just selections made from the highest attainers. Work that reflects process does not always have to be the finished product. c. A good display will stimulate discussion and curiosity and should be changed regularly to maintain the level of interest. Above all keep it accessible and think of the target audience. d. Vertical and horizontal lines look better aligned. e. Choose colours carefully - complimentary colours such as red and green or violet and yellow will make things stand out. Tonal colours such as blue and violet will create a harmonious, peaceful display. The background mount should compliment a piece of work not distract from it. Work of different sizes or types is unified for a single display by being mounted on the same colour. g. Work is less damaged if it is pinned to the wall rather than stapled which may be suitable only for larger pieces of work. h. All boards should be edged with border roll or other edging e.g. Ancient Greek pattern. i. Make sure that all display items are STRAIGHT and well-spaced. Work at angles can be clearly read or seen. j. Children's work should be named in line with the practice for their protection with their first name only and the first letter of their surname if there are more than one pupil with the same forename. k. Felt pens in displayed work rarely looks good for colouring and should not be used. l. Most work is surface mounted. However collages and other 3D work can look better window mounted using a card frame. m. Use a range of 3D objects to add interest. n. Cutting work into shapes such as circles, triangles and squares can add interest to the work. o. Work should be at eye level for pupils. 5

6 9. Organising resources and structuring learning areas All resources in a classroom should be clearly labelled. This is especially important if pupils are to maintain independence and to promote inclusion of our language unit pupils who may need additional language and visual prompts. Areas defined in a classroom tend not to be rigid. They should be flexible enough to change as the tasks demand and therefore support learning. For example, table arrangements may change from rows, horseshoe, `family` grouping, mixed ability, single sex etc. The key is to match the arrangements to the task and ensure routines are established. Because this aspect of class organisation is non-specific, further advice can be gained through discussion with the SLT. There must be a set of basic resources in each classroom for literacy and numeracy (see additional sheets supplied by subject leaders). In addition each class should have a set of general resources which includes glue sticks, scissors, pencils, pens etc. A list will be produced anually to support teachers in setting up their classrooms. 6