This Home Base area provides a learning space and seating for a medium group of up to 7 students with behavioural disorders, conduct disorders, or emotional disturbance plus teachers and support staff.  Consideration has been given to student learning, behaviour, social and mobility needs through the design of the main learning area which provides an adaptable and relatively agile learning environment.  It supports a full range of teaching strategies and is configured to support a variety of seating plans that take into account the types of support required to support student learning and behaviour.  Depending on the teacher’s plan, furniture available and the students’ learning and behaviour needs there is scope for the teacher to modify settings during a session however, given the needs of the particular students, it is more likely the teacher will need to plan settings in advance to support collaboration, social interaction and active investigation activities.  This Home Base area is suitable for activities that include discussion, reading and storytelling, explicit teaching and demonstrations. Students can work in small groups on research and reflective activities with support. This Home Base area provides a learning space in which student work can be displayed and where students can rehearse and perform in small groups.  The Practical Activities Area with sink and bench space provides for individual and small group activities that encourage students to explore, investigate, create, fabricate and construct. 

FURTHER OPPORTUNITIES

There is potential for an indicative operable wall to connect to an adjacent BD/CD/ED Home Base or, if greater integration is desirable, to an adjacent standard Home Base PS401.01. Retraction of this operable wall would enable a collaborative learning and teaching model for two teachers and their classes.  Connecting Home Base areas and/or secure access to an outside learning area would enable greater diversity of learning settings reducing the need for constant reconfiguration of furniture.  Providing different furniture and fittings to create alternative learning settings would also increase room use for more diverse learning processes including a reading and talking circle, quiet reading spaces, relaxation zones, small assemblies, performances, and structured play and tabloid learning activities. This room lends itself to other school and community uses subject to access to other necessary services and facilities. 

LEARNING IMPLICATIONS

The students’ learning, social and behaviour requirements and the potential need for specialist equipment, will dictate what consideration needs to be given to acoustic and spatial requirements for the types of learning activities planned and the support needed.  In particular consideration will need to be given to the size and types of resources used in explore, investigate, create, fabricate and construct activities for a medium sized group. Consideration should also be given to student mobility access to these learning spaces and accessible toilets.