# Haytor View Community Primary School & Nursery

Learning together - enjoying success - aiming high - celebrating difference – enriching community

### Appendix 1: Learning Environment Guidance

Organisation of Learning Environment	In Practice
All learning areas must be appropriate for effective and/or independent learning to take place	• Learning areas must be set up and well organised. • Children must be able to access resources and learning tools as independently as possible. • ALL areas must be clutter free (including teacher areas)
Ensure that the variety and balance of the curriculum is well reflected in the learning environment.	• Displays should reflect the current curriculum areas and themes. • Displays/Working Walls should have a clear context, with a title and explanation of what the work is. • English working walls will exemplify the key text. • Maths working walls will reflect the learning sequence.
New theme, new environment	• As curriculum foci change, displays in classrooms should reflect this.
Language rich	• Language should be displayed around the learning environments; • Questions should evoke thought and response; • Language must be large enough to see and support learning (including the independent use of throughout the day).
Displays/Working Walls must be appropriate to reflect the teaching, learning and current interest of the class.	• This can be presented as photographs, drawings, writing, a finished 3D item made by children, etc... The more variety on display the better
Learning presented should be displayed with children’s names	• Learning does not have to be mounted and laminated, but should look neat (e.g. – edges trimmed straight)
Displays can be both 2D and 3D where possible	• 2D and 3D displays show the variety of learning going on in school
Displays should be interactive, initiating or supporting learning opportunities	• Children can have opportunities to engage with and contribute to classroom displays • Displays in classrooms can be used by children to provide information on curriculum areas and themes; • To show processes they can use to complete learning; • Provide extension activities; • Show a range of key words; • Show a range of questions to provoke thinking; • Be added to each lesson over the course of a week/term; • Children should be encouraged to interact with displays through learning walks;
Displays should have a high standard of finish and should look fresh. This includes Working Walls, reading areas, curriculum areas	• To keep displays looking fresh, replace things fallen off as soon as possible; • Working Walls, even though regularly changed, should be kept neat and tidy;
Displays can provide opportunities for children to be involved in their creation	• This may involve children creating captions or explanations. • Some children/groups may also be involved in developing displays / learning areas especially for a new theme;
Consistent Monster Phonics Font used	• Size of font used should be legible and able to be read clearly;
A mix of typed and handwritten text should be on display	• Children should be able to see adult (teacher and learning partner) modelled handwriting, both on display and through the use modelling for learning on working walls; • Adults should use Monster Phonics font in modelling handwriting;