Provide Displays in Schools
Provide Displays in Schools
1.1 Describe the school policy for displays Our school policy for displays is quite dated and maybe updated soon. It describes why we have displays in school and how this impacts on the children. There is a section on organising and actively involving children in the displayed work. We have no rules on backing or mounting. It is left to whoever is doing the display to pick and choose their colours and mounts. We are asked to take care as to how we secure items on the display (we don’t like drawing pins) and to keep in the restraints of finance. Different class are allocated different areas of the school for their displays. We can put up wall displays, table top and shelve displays. We can make mobiles to display work.
1.2 Describe the importance and purposes of displays in schools. Displaying pupils work is a powerful way of showing them that their work is valued. It creates a sense of achievement. It can very much boost pupil motivation. They should praise effort as well as perfect work. It should be that there is a piece of work by every child on display somewhere. Displays can be used to communicate to others what the class is doing. This can include other students from different classes, other teachers, official school visitors, parents and members of the community.
1.3 Describe how displays are used in the learning process. Displays can be simply decorative. They can make the classroom brighter, and a more interesting and stimulating place. This, in itself, can have a direct impact on pupil motivation and therefore on pupil learning. Display materials can include direct teaching aids such as anatomical models or number lines. They can use useful reference material to support pupil learning or information that is important for students to memorise such as number tables, formula’s, spellings and other important factual information. Display materials can include supplementary teaching aids that simply enrich or reinforce what is being taught, helping to bring a subject ‘to life’. If a foreign country was being studied as part of ‘geography’, a display might include pictures of people and their costumes, famous landmarks, and so on. Displays can be used to ‘set the scene’ for a new teaching topic.
They can form the central base of a piece of class work or a topic; they can be a means of recording work that has been done. For example, the title of a display might be ‘What we did in Science. Displays can be part of some on-going work such as an aquarium with tadpoles may be studied and their growth monitored and recorded on graphs to form part of the display. A nature table is another example of a display to create interest. Displays can be used to promote class management. They can include lists of routines, responsibilities, tasks and rules. They can include directions, labels and instructions. They can be used to form part of record keeping. They can be used to record pupil and class progress or topics covered. Student awards, such as ‘star of the day’ and house points can be displayed
1.4 Describe the requirements and procedures for carrying out a risk assessment for displays. There are no procedures printed out in the school policy for risk assessments. They are things you should watch out for especially when working at any height. Staff are instructed not to climb on chairs, tables or other furniture to access display boards. Consider the weight, shape or size of the display when working from a step ladder. Areas where ladders or other access equipment is to be clearly defined by use of signs and barriers if necessary. We have kick step style stools in school. Make sure equipment use is safe. We are encouraged to wear appropriate footwear, on or low healed with non-slip soles. Prepare displays as far as possible before putting them up. Do not work above pupils. Try and work with someone else if possible. Use a staple remover and not scissors or a knife. Ensure you clear up completely when you have finished.
University/College: University of Arkansas System
Type of paper: Thesis/Dissertation Chapter
Date: 7 November 2016
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