Learning environment
Teachers to consider the following:
- Are there regular daily routines, and clearly taught ways of doing things (these are called “routines for transitions”)?
- Are there routines that promote emotional wellbeing. For example, young people are greeted when they enter the classroom?
- Does the classroom layout and surroundings take into account the needs of learners, for example seating arrangements, personal space, organization and labelling of teaching materials, displays and signage, consistent and meaningful use of a timetable that includes pictures (for the class in primary school; for the individual learner in secondary school)?
- Are there resources and displays which encourage independence such as timetables, labelled resources, word banks or equipment lists?