Georgi Eadie Primary Teacher
Embedding general capabilities to transform the classroom environment
The general capabilities of the Australian Curriculum encompass the knowledge, skills, behaviours and dispositions that students require to succeed in the 21st century (Australian Curriculum, Assessment and Reporting Authority [ACARA] 2017). These general capabilities are underpinned by the Alice Springs (Mparntwe) Education Declaration which outlines the educational goals for young Australians, whereby the importance of students becoming successful learners, confident and creative individuals, and active and informed citizens is emphasised (Education Council 2019). Although general capabilities are addressed through the content of the learning areas, when incorporated thoughtfully into the design of a classroom environment, the general capabilities of the Australian Curriculum also offer an opportunity to add richness and depth to student learning. Effective classroom design There is much research denoting a correlation between an effective learning environment and effective learning experiences (Robinson & Neylon 2018). The learning environment can be considered a visual representation of teacher pedagogy and form of communication with students and the learning community (Lewin-Benham 2011). Berris and Miller’s (2011) research on the effectiveness of classroom learning environments concluded that effective environments have the potential to affect children’s physical, emotional and cognitive development. Similarly, Lippman (2010) suggests students are more likely to engage in learning when the learning environment supports a diverse range of pedagogical practices and includes a variety of spaces for a range of learning experiences.
SUNATA
The Reggio Emilia Approach is a student-centred educational philosophy greatly recognised in terms of classroom design, whereby the classroom environment is influential in student learning, so much so that it is referred to as the ‘third educator’ (Kinney & Wharton 2015). Within Reggio classrooms are connected spaces which provide opportunities for children to express their potential, explore and learn both independently and collaboratively, and reinforce their sense of identity (Millikan 2003). The Reggio Emilia Approach supports the notion of emphasising the aesthetics of the classroom environment, while also recognising the environment as an important part of student learning.
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When designing an effective classroom space, Crowther (2011) suggests it is important to consider the size of space; fluidity of movement between separate spaces; displays that are aesthetic and meaningful; storage and organisation of
resources and materials which promote learner independence and support the function of the classroom; and representation of student identity. Similarly, Deviney et al. (2010) suggest the seven defining principles of classroom environments are the incorporation of natural materials; use of colour to generate students; textures which add depth and provide tactile experiences; furnishings which define the space and create areas within the room; displays which enhance the environment and support organisation; multiple light sources for ambience; and focal points which attract immediate attention and invite student participation. Classroom learning centres The general capabilities of the Australian Curriculum in conjunction with perspectives from Reggio Emilia and subsequent research regarding effective learning environments have informed my decisions to support student learning through a range of thoughtful learning centres within my classroom space. A learning centre can be likened to an area or space designated for a specific activity or learning opportunity (Wilson 2015). Learning centres not only provide students with opportunities to explore and construct their own knowledge, they also provide opportunities for movement, socialisation, and development of agency and responsibility for learning (Bottini & Grossman 2005). Some of these learning centres within my classroom include dramatic play, art, library, loose parts and tinkering, writing and communication, and numeracy and science investigations. Each learning centre has multiple links to the general capabilities of the Australian Curriculum and support the aspirations of the Alice Springs (Mparntwe) Education Declaration. A dramatic area invites the students to experiment with reallife experiences and offers an opportunity to develop literacy skills while learning to work harmoniously with others, use language to communicate effectively, and expand vocabulary. The dramatic area supports students in developing their social skills, exposes them to numeracy concepts such as money, and is a reflection of the families, cultures and communities of the students, which affords intercultural understandings (Feeney et al. 2013). An art area invites students to use critical and creative thinking behaviours such as resourcefulness, curiosity and innovation; literacy skills to prepare drawings and diagrams and follow instructions; and numeracy skills to estimate resource requirements and identify patterns.
