| Let’s face it; producing truly | | | | piece 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 still | | | | Try to be flexible about how you think about |
| looks like someone’s fired staples | | | | display. I’ve seen information sheets |
| into an old rag from half-way across the | | | | stuck to the ceiling and wonderful (and |
| classroom. Similarly, colleagues have spent | | | | waterproof!) displays created in toilet |
| valuable time showing me how to make artistic | | | | areas. Be as creative as you can and |
| groupings of conkers and russet leaves whilst | | | | don’t limit yourself to convention! |
| interspacing children’s work, and it | | | | |
| looks fabulous, but when I try it looks like | | | | Planning Do plan your displays before you |
| there’s been some sort of mad autumnal | | | | start them. Spending five minutes deciding |
| whirlwind. I just can’t do it! I like | | | | what you want to achieve before you start on |
| straight lines, abhor Paisley patterns and | | | | the display, or you set the children their |
| drapes are a complete anathema to me. In | | | | task, is five minutes well spent (Am I the |
| short, I am not one of the Laurence | | | | only 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 a | | | | from one of your stuffed-ferret colleagues |
| range of wonderful materials; they construct | | | | who will tell you all sorts of things about |
| display areas with trellis and interwoven | | | | warm and cold colours; be prepared to believe |
| drapes. They incorporate driftwood and | | | | what 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 invite | | | | Creating Backing a board is very much like |
| touch and exploration. Ultimately, these are | | | | wallpapering. Put the paper on from the |
| the people who are not queasy about handling | | | | opposite 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 talented | | | | forget that you can use more than one colour |
| ones. If you are, stop reading now and go and | | | | to back a board; different coloured stripes |
| do some sort of artistic arrangement for one | | | | or diamonds can be conducive to some work. |
| of your less able colleagues, they need your | | | | Alternatively, you can let the displayed |
| help, really they do! If you’re | | | | items do the talking and opt for a board |
| starting to empathise with my position, then | | | | that’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 your | | | | paper over the offending article and folding |
| standards and expectations to colleagues and | | | | the edges back before trimming them. Think |
| parents. So how about some golden rules for | | | | about 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 different | | | | for 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, artefacts | | | | off the board) will provide enough grip for a |
| and questions that stimulate interest in a | | | | display and allow you to get the staples out |
| new topic. • Information: these are | | | | at a later date without ripping the |
| things like multiplication tables, rules for | | | | children’s work. I always used very |
| grammar, code of conduct, targets, learning | | | | small staples to position the work on my |
| objectives, etc. They are often positioned | | | | display before fixing it into place since I |
| higher on the classroom wall, but they need | | | | always had to make alterations before it |
| to be large enough for the children to be | | | | looked vaguely balanced. Give some |
| able to read easily. • Interactive: | | | | consideration to the border. Scalloped |
| these displays are designed to involve the | | | | edging, 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 card | | | | overwhelm the contents. |
| on string. • Celebratory: these | | | | |
| displays applaud the children’s | | | | Publicising Of course your display may be so |
| efforts. It’s entirely up to you and | | | | fantastic that the children will step into |
| the ethos of your school whether you include | | | | the room and gasp in sheer wonderment and |
| only perfectly drafted work or allow process | | | | delight. They also might not even notice all |
| work to be displayed here too. Try to ensure | | | | of your efforts. Very often you’ll |
| that you allow everyone’s work to be | | | | need to attract the children’s |
| displayed at some point; if a child has tried | | | | attention 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 to | | | | out the excellence of the work or the value |
| involve children. Class notices can be | | | | of the information. You might also use an |
| published and children can bring in | | | | interactive display as an introduction to a |
| photographs, newspaper clippings and work | | | | lesson 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 to | | | | children notice the change of environment. |
| each type of display and try to retain a | | | | |
| balance. You should also consider how your | | | | Share the workload For older children it can |
| displays reflect your current curriculum | | | | be 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 classroom | | | | consequences and a certain amount of vetting |
| from a child’s perspective. The height | | | | may be required before you feel that their |
| of the child will influence just where you | | | | plans match your standards. You may find |
| can position your display. Will the children | | | | yourself blessed by an incredibly talented |
| be able to interact with your interactive | | | | teaching assistant who loves creating |
| display without clambering onto a chair? Will | | | | spectacular displays; if so use their talent |
| they be able to read their own name on the | | | | and ability without guilt. Failing that, do a |
| celebratory display if it’s lodged | | | | deal with one of the stuffed-ferret brigade! |
| somewhere near the ceiling? Will their best | | | | |