Display: School and Corridor Curriculum Displays

Describe the school policy for displays
My setting has no written policy . However guidelines and requirements which covered a few health and safety aspects as well as procedures for putting together a display was given verbally
It was explained that displays should not cover any warning signs, overlap electrical or light switches. They cannot hang over heaters or obstruct fire exits, doorways or windows. Staff are not to stand on table’s chairs or stools while working on a display. When working on a classroom display the classroom should be empty. Similarly corridor displays are to be worked on only when children are in the classroom or on their lunch break. Staples, glue and blue tack can be used, but pins are not allowed. Before taking down a display staples used need to be counted, and then recounted for when taken off. Each classroom must have one display on literacy and one on numeracy. Corridor curriculum displays have to be changed once every term. All children should have their work on display at some point within the year.
Any materials left over should be returned to the recourses room for other staff members to use.
The area around the display should be left clean and tidy.
Where possible backing paper is to be reused for the next display.
All displays have to go up on backing paper, they must have a contrasting border and should have a bold heading as subject matter and the class and year group labelled clearly.
Each classroom must have one display on literacy and one on numeracy.
Corridor curriculum displays have to be changed once every term.
All children should have their work on display at some point within the year 1.2 Importance and purposes of displays in school
Displays form an important role in the info structure of a school setting. They provide a platform, where information and pupils work achievements can ne shared, and projects shown.
Displays can be used as a reference to a particular subject .e.g. In numeracy the displays may include a list of time tables. The children can then use that as a quick reference to their number work. ” These displays will be designed to enhance pupils learning experience” (Supporting and teaching and learning in schools .page 205). Displays can also be used to show off pupils work. This would help promote a sense of accomplishment. Displays can also be used to inform such as an introduction display. These displays would have photos of staff members with their names as an informal and friendly introduction. Such displays would be found near the school entrance or lobby.
One such display in my setting is The Welcome display . It is set on a blue background, and has photos of staff stuck on yellow backing paper and stapled on to the blue background. It has a red border framing it, and large bold lettering saying the word welcome. The names of the staff are underneath their pictures. This display introduces the teachers to the children and their parents. It includes photos of the lunch time serving staff and the staff working in the office. In my opinion this display is very useful as it places all staff members on there, giving information to parents as well as the children as to who are the school first aiders, or office staff who regularly deal with parents but mainly by phone, head teachers, deputy heads and classroom teachers. 1.3 How displays are used in the learning process
In my classroom setting there is a display focusing on literacy. It includes a large drawing of the character Burglar bill, its purpose is to help the children in creating literacy sentences. The children were learning about adjectives and used words to describe him and the things he does e.g. slimy, shiny, slyly. These words were then written on separate paper and stapled around Burglar bill. This display was used as a reference and a reminder of adjectives when they then had to write complete sentences. By choosing a well liked and famous character like Burglar bill and pinning he adjectives around him it’s become a good visual reminder. In particular the display stimulated and created pupils interests (classroom and school displays. A guide for teachers and for teacher training. Dr david smawfeild. Page 3) 1.4 Requirements and procedures for carrying out a risk assessment
To promote safety and well being in the school environment certain risk assessments are vital. By doing so you would insure your display is not causing any potential hazards or that you yours self are not at any risk while working on it. “Many accidents are caused by staff who ignore safety requirements and stand on tables and chairs” (supporting teaching and learning in schools by Louise burnham, Brenda baker. Page 207)
Risk assessments are important as they will help pinpoint what may potentially cause a dangerous situation. Once completed it would give you a good idea of any hazards. You can then rectify and prevent any foreseeable danger .. I.e. displays cannot cover or overlap and fire exits or important notices. The material used need to be assed as well, for instance if they have sharp edges. “the sequence is to classify the activity; identify potential hazards; evaluate possible risks; evaluate control measures; and specify any further action”. (teaching assistant handbook level 2 by Teena Karmen page 104)
One display in my setting is on dinosaurs, as it is 3D some of the display is protruding out a little too much, To rectify this I would cut the sides of the protruding piece and re adjust it so it does not brush pass you as you walk. Lentils and dried pasta used on it have started to fall or have been pulled off. To remove them would ruin the display so I thought we could cover the pasta and lentils with it rice paper. Bibliography
Supporting and teaching and learning in schools .page 205
Classroom and school displays. A guide for teachers and for teacher training. Dr David Smawfeild. Page 3
Supporting teaching and learning in schools by Louise Burnham, Brenda Baker. Page 207 teaching assistant handbook level 2 by Teena Karmen page 104

Bibliography: Supporting and teaching and learning in schools .page 205 Classroom and school displays. A guide for teachers and for teacher training. Dr David Smawfeild. Page 3 Supporting teaching and learning in schools by Louise Burnham, Brenda Baker. Page 207 teaching assistant handbook level 2 by Teena Karmen page 104