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Displays in Primary classes

Let’s face it; producing trulypiece of work be scuffed to a scrap because
astonishing  displays  is  a  gift.it’s mounted at chair height? Position
your  displays  accordingly.
I can spend half an hour carefully ruffling a
drape and fixing it to a wall and it stillTry to be flexible about how you think about
looks like someone’s fired staplesdisplay. I’ve seen information sheets
into an old rag from half-way across thestuck to the ceiling and wonderful (and
classroom. Similarly, colleagues have spentwaterproof!) displays created in toilet
valuable time showing me how to make artisticareas. Be as creative as you can and
groupings of conkers and russet leaves whilstdon’t  limit  yourself  to convention!
interspacing children’s work, and it
looks fabulous, but when I try it looks likePlanning Do plan your displays before you
there’s been some sort of mad autumnalstart them. Spending five minutes deciding
whirlwind. I just can’t do it! I likewhat you want to achieve before you start on
straight lines, abhor Paisley patterns andthe display, or you set the children their
drapes are a complete anathema to me. Intask, is five minutes well spent (Am I the
short, I am not one of the Laurenceonly one to have produced a display
Llewellyn-Bowens of this world. I do however,that’s far too big for the board?
recognise  those  with  talent.Surely not!). You might also elect at this
point to for ask advice on colour matches
Talented people are creative. They use afrom one of your stuffed-ferret colleagues
range of wonderful materials; they constructwho will tell you all sorts of things about
display areas with trellis and interwovenwarm and cold colours; be prepared to believe
drapes. They incorporate driftwood andwhat they say, even if it does sound like
seashells and hang things from the ceiling.gibberish.
They use soft lighting in corridors and make
collections of tactile objects that inviteCreating Backing a board is very much like
touch and exploration. Ultimately, these arewallpapering. Put the paper on from the
the people who are not queasy about handlingopposite side to the door, that means that
stuffed  ferrets.you won’t see the overlap on the paper
when you walk into the room, and don’t
I hope that you’re one of the talentedforget that you can use more than one colour
ones. If you are, stop reading now and go andto back a board; different coloured stripes
do some sort of artistic arrangement for oneor diamonds can be conducive to some work.
of your less able colleagues, they need yourAlternatively, you can let the displayed
help, really they do! If you’reitems do the talking and opt for a board
starting to empathise with my position, thenthat’s covered with hessian or a very
read  on.neutral colour. Intrusions in the board, e.g.
light switches are best handled by using a
Displays perform many functions; they inform,craft knife to cut a diagonal cross in the
inspire and celebrate. They also publish yourpaper over the offending article and folding
standards and expectations to colleagues andthe edges back before trimming them. Think
parents. So how about some golden rules forabout how hard you push the staples in;
display?remember you’ll have to get them out
again afterwards. A staple gun may be ideal
Types of display There are several differentfor upholstery but a small hand stapler (with
types of display. • Starting point:a piece of card placed underneath to raise it
usually a collection of posters, artefactsoff the board) will provide enough grip for a
and questions that stimulate interest in adisplay and allow you to get the staples out
new topic. • Information: these areat a later date without ripping the
things like multiplication tables, rules forchildren’s work. I always used very
grammar, code of conduct, targets, learningsmall staples to position the work on my
objectives, etc. They are often positioneddisplay before fixing it into place since I
higher on the classroom wall, but they needalways had to make alterations before it
to be large enough for the children to belooked vaguely balanced. Give some
able to read easily. • Interactive:consideration to the border. Scalloped
these displays are designed to involve theedging, wallpaper borders or strips of
children. Use questions with hidden answers,marbled card can add something special to a
moveable objects with sticky Velcro pads,display but make sure that they don’t
overlapping acetate sheets and laminated cardoverwhelm  the  contents.
on string. • Celebratory: these
displays applaud the children’sPublicising Of course your display may be so
efforts. It’s entirely up to you andfantastic that the children will step into
the ethos of your school whether you includethe room and gasp in sheer wonderment and
only perfectly drafted work or allow processdelight. They also might not even notice all
work to be displayed here too. Try to ensureof your efforts. Very often you’ll
that you allow everyone’s work to beneed to attract the children’s
displayed at some point; if a child has triedattention to new displays. You can do this by
hard their work deserves to be up there!simply talking about the display, pointing
• Notice-board: this can serve toout the excellence of the work or the value
involve children. Class notices can beof the information. You might also use an
published and children can bring ininteractive display as an introduction to a
photographs, newspaper clippings and worklesson and can even set a classroom quiz
from  home.about the work on the walls. However you
choose to do it, make certain that the
Consider just how much space you afford tochildren  notice  the  change of environment.
each type of display and try to retain a
balance. You should also consider how yourShare the workload For older children it can
displays reflect your current curriculumbe quite challenging and motivating for them
focus.to be given a display board of their own. Of
course you will have to live with the
Position Have a look around your classroomconsequences and a certain amount of vetting
from a child’s perspective. The heightmay be required before you feel that their
of the child will influence just where youplans match your standards. You may find
can position your display. Will the childrenyourself blessed by an incredibly talented
be able to interact with your interactiveteaching assistant who loves creating
display without clambering onto a chair? Willspectacular displays; if so use their talent
they be able to read their own name on theand ability without guilt. Failing that, do a
celebratory display if it’s lodgeddeal with one of the stuffed-ferret brigade!
somewhere near the ceiling? Will their best



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