Learning and Teaching should be Inclusive and Enjoyable:

Learning and Teaching should be Inclusive and Enjoyable:
The Learning Environment 

For education in school to be effective, the environment needs to be conducive to learning, allowing the pupils space and time to interact within the learning and teaching process.   Creating and maintaining stimulating learning environments can be achieved through effective classroom organisation, interactive and whole school displays and a climate of innovation.

Points Arising from Research

	The best learning environment is one of high challenge and low stress
	Ritualised and patterned positive teacher behaviour influences performance
	Constant and varied exposure to new material encourages quicker and deeper learning
	Differentiated structures are necessary for effective individualised learning
	Constant and varied exposure to new material encourages quicker and deeper learning
	Music can be used to improve recall as well as create the chosen learning  environment
	Incorporate a range of teaching strategies within planning
	Ensure resources are appropriate, accessible, identifiable and relevant to children’s learning needs
	Environment should support pupils to become independent and active learners
	Adopt a collaborative approach when planning for children’s needs
	Good visual display can improve recall and attention by up to 80%
	Equal opportunities form an integral part of the formal and informal curriculum

Key Elements of the Learning Environment

The visual environment:

	Whole school display linked to theme, which supports a planned set of values of the whole school community
	Good learning and teaching displays in classrooms and corridors reflecting a broad and balanced curriculum which is well matched to the needs of the pupils
	Displays include a variety of languages and scripts, positive images of minority groups and positive role models for all pupils and staff
	Teaching resources and displays reflecting the multi-cultural and social diverse nature of local and wider communities
	Provide opportunities for pupils to interact with a culturally and socially diverse range of people e.g. through visits, visitors, pen friends, exchanges
	Litter, graffiti or vandalism
	Good development of school grounds
	Tidy staff room and offices
	A planned programme of improvements to the school environment
	Purposefully organised classrooms
	Up to date ICT is accessible
	Staff take on responsibilities for areas of the school
	Develop citizenship
	Use intervention strategies e.g. ’circle time’, ’schools’ councils’, ’pupils’ courts’ and ’mediation’

The external environment:

	Use visual display around the room to highlight key topics, key words, and key concepts
	Use visual display to tell the story of the topic which is being studied
	Ensure visual display provides a good balance of images, symbols, pictures, colour and text
	Paint games on playground surfaces
	Purchase games equipment, which encourages physical activity and co-operative play
	Train playground supervisors in new playground games and the imaginative and safe use of playground equipment
	Plant bulbs, trees and sensory gardens
	Increase the provision of litter and recycling bins
	Install benches and tables

The internal environment:

	Display more pupils’ work in public areas and classrooms
	Pupils know where material, equipment and other learning resources are kept
	Renovate toilets and shower blocks (e.g. fixing locks on doors, improving lighting and ventilation)
	Better checking systems for toilets (e.g. ensuring soap and paper are available)
	Locate water-drinking stations
	Paint murals
	Redecorate areas in bright colours
	Carpet classrooms and corridors
	Relocate coat racks and ensure ‘easy stowing’ systems for shoes
	Fit blinds in ’sun trap’ rooms
	Create health notice boards

could be useful.

Brighouse, T. & Woods. D, (1999) How to improve your school  Routledge & Farmer

Moseley. J. (1995) Turn Your School Around  Cambridge: LDA

SCCC (1996) Teaching for Effective Learning Dundee: SCC

Smith, A. (19