Section Three:
The Commission
findings
need to accommodate more ‘hands-on, learning
by doing,’ cooperative/collaborative learning and
the use of ‘real life situations to contextualise
learning’ were viewed as critical. Schools should be
designed ‘from the inside out’, and this should take
account of 24/7. In addition, spaces that are more
informal were seen as more likely to attract
esponses community involvement.
% of r
esponses
Fig 1
% of r
Current policies are likely to improve the learning environment and
attainment of pupils over the next 5-10 years. (Response = 183)
In all the bar charts:
• ‘industry’ comprises education suppliers, education bodies or
consultants, and local authority advisers or representatives;
• all percentages have been rounded to the nearest whole
percentage.
Respondents were more certain about the possible
Fig 2
The provision and use of ‘less formal’ learning spaces will improve
impact of ‘less formal’ learning environments.
the learning environment and attainment of pupils over the next
5-10 years. (Response = 183)
Contributors in all categories were excited by the
prospect. Figure 2 evidences this enthusiasm. Respondent comments stressed that all of this
School leaders emphasised that personalising implies changes in the way that schools are
learning will require the development of a range of designed, constructed, maintained and supplied,
creative environments to engage and motivate and the way that environments are perceived and
students: sensory areas to stimulate learning using utilised. Educational suppliers noted the
music, art, film; outdoor learning spaces; and requirement for resources that are more robust to
classrooms that are flexible and incorporate ‘re-use, share and recycle’, for mobile workstations
adaptable furnishings, fittings and storage. The and for more industry-standard equipment.
34
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