The Learning Environment

Creating an environment for active learning (AcfE Building the Curriculum 2 P.17): Young children learn best when they have scope for active involvement in a wide range of learning experiences. The learning environment – both indoors and outdoors – needs to provide challenge and opportunity to explore exciting learning possibilities. All early years settings need to provide flexible and stimulating environments to fully engage children in their learning. At all stages this requires activities, space and resources to be well planned and organised.

Points Arising from Research

The best learning environment is one of high challenge and low stress
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
A planned programme of improvements to the school environment
Purposefully organised classrooms
Up to date ICT is accessible
Develop citizenship
Use intervention strategies e.g. ’circle time’, ’schools’ councils’, ’pupils’ courts’ and ’mediation’

The external environment:

In support of an active, stimulating approach to learning, staff need to be open to the changing possibilities of using the spaces they have, and using them flexibly and differently, with children learning both indoors and outdoors.
To enhance and stimulate learning use the sights, sounds and smells of the outdoors, the closeness to nature and the excitement, the wonder and curiosity most children feel when they go outdoors.
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
Review regularly how space is being used to provide variety and breadth of opportunity
Redecorate areas in bright colours , carpet classrooms and corridors
Involve pupils in planning the use of space so that contexts for learning are adapted to meet changing needs and interests
Relocate coat racks and ensure ‘easy stowing’ systems for shoes
Fit blinds in ’sun trap’ rooms
Create health notice boards

Reflection and Discussion

When considering learning indoors and outdoors:

How can you best organise the space you have available to provide an active
learning environment?
How do you ensure rich and varied opportunities for play and experiences that will stimulate children’s imagination?
How can you best organise your space and furniture to allow children to have places to carry out different kinds of activity?
How do you ensure regular opportunities for physical activity?

Reflection and Discussion

Does your teaching contain Enterprise elements?

Could you usefully introduce/adapt curricular items which would fit the EiE programme?

Are there CPD areas which you would like to know more about?

Some Activities Relating To the Issue of Enterprise

Key element	Objective	Action
Some examples and suggestions
Visual	Displays include a variety of languages and scripts, positive images of minority groups and positive role models for all pupils and staff.	School mounts exhibitions to emphasise positive role models e.g. achievements of females from a variety of ethnic groups in management and science, achievement of males in the arts and caring professions.
Aural	Use music to create a working mood appropriate to the activity. Aid relaxation, energise, learning and concentration with selected music	Use 'passive' concerts to establish a positive learning attitude e.g. Vivaldi - Five Concertos for Flute and Chamber Orchester; Bach - Fantasia in C minor; Ben E King - Stand by Me; Louis Armstrong - What a Wonderful Life;Tina Turner - Simply the Best.
Behavioural	Use intervention strategies e.g. 'circle time', 'school councils', 'pupil courts' and 'mediation'.	Pupils with staff support, organise their own groups e.g. school councils, where equality issues can be raised and discussed.
External	Use visual display to tell the story of the topic which is being studied.	Geography class - bright visual displays of work placed alongside large posters of beautiful scenery. Use a subject bulletin board for snippets of information, affirmation walls with individual bricks comprising students' statements of what they like about the subject. Photographs of field trips.
Internal	Pupils know where material, equipment and other learning resources are kept.	Train pupils both individually and collectively to care for resources and keep them in order.