This space provides a learning and social environment for up to 10 students and is configured to support seating plans for individuals to medium sized groups participating in a range of learning and social support activities.  The room can be readily reconfigured for activities that include discussion, reading or storytelling; and explicit teaching and demonstrations.  Students can work individually or in small groups on research and reflective activities with support. The room allows for collaborative group work with adjacent Library classes and the sharing of information technologies and resources.  

 

This space can be used for individual and small group student, staff and communal learning and formal meetings.  It lends itself to dedicated use as a special purpose setting such as a quiet zone, a small information technology laboratory, a dedicated Key Learning Area or a small research and investigation space.  Different choices of furnishings including lounges, work benches, and varying sized furnishings will support flexible seating plans. Adjacency to the Library enables planning for different learning processes and settings that are suited to low noise and low impact activity. Access to an outside learning area would allow some flexibility in learning activity options and group planning. Vertical display areas and glazing would allow display of student work and provide natural lighting and/or vision to an adjoining learning space.

 

Given the size of the room and the number of tables and chairs available, consideration will need to be given to acoustic and spatial implications depending on the number and size of groups and the types of learning activities planned.  In particular consideration will need to be given to the types of performance activities e.g. singing, poetry, drama and the number of groups included in the area completing other activities.  The room does not generally support explore, investigate, create, fabricate and construct activities as there is no wet area or durable surfaces. Noise interference from the adjacent learning spaces can be a factor if learning processes with different acoustic requirements are operated at the same time.