Introduction

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The learning space 'swamp' examined in this design portfolio is a library courtyard in a large state primary school, east of Brisbane in Redland City. The school has an explicit improvement agenda in literacy, with other pedagogical approaches such as STEM, differentiation, and the integration of digital technology also influencing the curriculum. The learning space currently does not support student well-being, collaboration or social connectedness, elements which are important parts of the school's curriculum agenda. This critical commentary will examine the impact of the Melbourne Declaration on Educational Goals for Young People and the educational influence of student wellbeing on the current educational context of the learning space. Implications of these educational influences on the learning space will also be discussed.  Finally, the impact of these implications on developing a design solution for the courtyard, will be addressed.

 

Wider education context

 

Education Policy

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The Ministerial Council’s Melbourne Declaration was issued in 2008 and outlined two broad goals for improving the educational outcomes for young Australians (Ministerial Council on Education, Employment, Training and Youth Affairs, MCEETYA, 2008). The first overarching goal relates to the promotion of equity and excellence in education to ensure all students regardless of social, cultural, linguistic or economic background are able achieve high educational outcomes (MCEETYA, 2008). The second goal supports students to become “knowledgeable, capable and articulate citizens”, with schools also playing an important role in promoting the wellbeing of young Australians (Carter, 2018; MCEETYA, 2008). The Melbourne Declaration is important and relevant to the educational context of the learning space, as it provides the policy framework for the Australian Curriculum currently taught in Queensland primary schools (Australian Curriculum, 2019).

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The Melbourne Declaration fails to explicitly address the physical learning environments of schools or their impact on learning outcomes or student wellbeing. The document outlines a general commitment to supporting "healthy, safe and stimulating environments" in early childhood education and acknowledges the influence of learning environments on maintaining student motivation and engagement in the middle years of schooling (MCEETYA, 2008). However, no mention is made of what these physical learning environments may look in practice. Willis et al. (2019), argue this is a common feature of many wellbeing policy documents, with little emphasis on how the physical environment enables student wellbeing.

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Education Influence

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A holistic approach to student wellbeing is an important educational influence in Australia and features prominently in contemporary research and policy about Australian children (Willis et al. 2019; Child, 2018). The Australian government's Australian Student Wellbeing Framework  was established to support Australian schools to promote student wellbeing as evidence suggests a strong link between student "safety, wellbeing and learning". This educational influence impacts the educational context of the learning space, as personal and social elements of  student well-being are also addressed in the general capabilities of the Australian Curriculum (Australian Curriculum, 2019). The personal and social  capabilities of the Australian Curriculum reflect the goal of the Melbourne Declaration to support students to become creative and confident individuals who "have a sense of self-worth, self-awareness and personal identity that enables them to manage their emotional, mental, spiritual and physical wellbeing"(MCEETYA, 2018 p.9).  Also impacting the learning space is research that highlights the positive relationship between the school library and student well-being, with the library providing a physical space for students to socialise, interact and engage in informal learning (Willis et al., 2019). 

 

Implications

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The educational goals of the Melbourne Declaration have particular implications for the library courtyard learning space. Although the document doesn't directly address what the physical environment should look like, it provides an overarching educational philosophy to inform the design process and final solution. Literacy development, the productive use of technology and improving the educational outcomes of indigenous students are particularly relevant aspects from the Melbourne Declaration that directly impact learners in this space. This is because of the school's focus on improving literacy achievement, integrating technology in the curriculum and supporting indigenous students who account for 6% of the school's population. Currently, the courtyard's design does not support and advance the school's goals in these areas as it does not allow for collaboration, innovative pedagogy or technology integration. This is a lost opportunity as research highlights the transformative role the library plays in inspiring new pedagogic practice (Willis et al., 2013).

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The library courtyard also does not reflect the importance of student well-being and the role libraries play in developing confident, creative, active and informed learners and citizens (Willis et al., 2019).  The design of the courtyard does not currently foster student well-being due to a lack of comfortable seating and visual appeal.  Student wellbeing is an important consideration for the courtyard's final design solution as research shows that school library spaces can have a considerable impact on not only students' social and emotional wellbeing but also their educational wellbeing (Willis et al., 2019).This is because the library is one of the only spaces in the school where students can experience both formal and informal learning with students of various ages and year levels (Willis et al., 2013). Factors identified that influence student wellbeing in the library included spaciousness, technology, social connectedness, connections with nature, peacefulness and playfulness (Willis et al., 2019).

 

Conclusions

The education goals of the Melbourne Declaration and the educational influence of student wellbeing have significant impacts on the learners in this education context and present design implications for the courtyard learning space. The courtyard does not reflect the key philosophies of this educational influences as the current design does not allow for student collaboration, social connectedness, innovative pedagogy or technology integration. A focus on improving literacy achievement levels, integrating technology and improving outcomes for indigenous students - as well as the implications of these goals on the physical learning environment - need to be considered during the design process. The final design solution also needs to incorporate factors that enhance student wellbeing such as spaciousness, technology, social connectedness, connections with nature and peacefulness.