Design for flexible use of space
Suggestion for implementing the strategy ‘Designing and configuring flexible learning spaces to support the full participation and engagement of all students’
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Design adaptable spaces
Design adaptable spaces
Design spaces that support flexible teaching approaches that meet the sensory, mobility, learning, and cultural needs of all students.
![10568 [classroom-simulator2.png]](https://inclusive-live-storagestack-assetstorages3bucket-3uty0hejzw6u.s3.ap-southeast-2.amazonaws.com/public/inclusive-education/example-images/classroom-simulator2__ScaleMaxWidthWzEwODZd.png)
Source: Maryland Learning Links
Enable student choice
Enable student choice
Students at Halswell School describe how they use different spaces and why they choose to work in them.
Offer different learning spaces
Offer different learning spaces
Steve Collis describes organising physical and virtual caves, watering holes, and campfires.
Students can then make considered choices to match their preferences and needs.
Using larger spaces
Using larger spaces
Larger, open learning spaces provide the flexibility to work in different groupings.
- Students can learn collectively and can easily come together in larger groups for activities such as kapa haka and waiata.
- Open learning spaces support tuakana-teina relationships between students and teachers.
- Students can work in separate spaces that are quiet and have low stimulus.
- Multiple groupings within open learning spaces support different teacher locations within the room and increase discursive teaching practice, which is linked to higher Māori student achievement.
- Orient spaces to receive good sunlight – natural light is linked to increased student achievement and Tamanui-te-rā (the sun) is important in the whakapapa of Māori culture.
Design outside spaces
Design outside spaces
Create visual and tactile landmarks to support student orientation when working and moving in and around outdoor spaces.
In your design, consider:
- coloured or tactile pathways for moving between buildings
- sculptures or cultural artifacts to act as keys to locations and spatial mapping of areas
- safe spaces where students can seek support from a peer or an adult
- using clear, high contrasting signage to identify buildings
- naming and attaching visuals to buildings, so that students can easily identify spaces.
Useful resources
Useful resources
W.S.C. – Becoming a 'new' school
The design of flexible learning spaces is explored using case studies from Australia, Canada, New Zealand, Singapore, Switzerland, the UK, and the US.
Publisher: Western Springs College
Flexible learning spaces: How the design of spaces can help student achievement
Read time: 3 min
This factsheet is a quick guide for schools, family/whānau, and communities creating a flexible learning space. It provides a starting point for the design of your space, and outlines the most important things to consider for your students, teachers, and community.
The impact of physical design on student outcomes
Read time: 94 min
This report summarises research aimed at better understanding design features of learning spaces in the context of learning and achievement. Topics covered in this report include: lighting, heating, acoustics, indoor and outdoor spaces, and furniture considerations.
Next steps
More suggestions for implementing the strategy “Design for all from the outset”:
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Current page Design for flexible use of space
Return to the guide “Planning innovative learning environments (ILEs)”
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How to use this site
Guide to Index of the guide: ILEs
Understand:
Strategies for action:
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Collaborate to develop an inclusive ILEShow suggestions for Collaborate to develop an inclusive ILE
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Develop inclusive teaching practicesShow suggestions for Develop inclusive teaching practices
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Design for all from the outsetShow suggestions for Design for all from the outset
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Involve students in transition to new spaceShow suggestions for Involve students in transition to new space
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Work with parents and whānauShow suggestions for Work with parents and whānau
