School Map

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Links to Curriculum for Excellence Experiences and Outcomes

• I am aware of and able to express my feelings and am developing the ability to talk about them. HWB 1-01a / HWB 2-01a / HWB 3-01a
• I understand that my feelings and reactions can change depending upon what is happening within and around me. This helps me to understand my own behaviour and the way others behave. HWB 1-04a/HWB 2-04a/HWB 3-04a
• As I explore the rights to which I and others are entitled, I am able to exercise these rights appropriately and accept the responsibilities that go with them. I show respect for the rights of others. HWB 1-09a/HWB 2-09a/HWB 3-09a
• I value the opportunities I am given to make friends and be part of a group in a range of situations. HWB 1-14a/HWB 2-14a/HWB 3-14a

Learning Intentions

• Learners discuss the school environment and identify places where their experience is/is not positive and welcoming.
• Learners identify how to improve their school environment.

Duration

1 – 2 hours

What You Need

• Clipboards* (one for each group of four children)
• Template J (one per group printed on A4 paper and attached to clipboard)
• Colouring pens
• A0 paper or display paper (one per group)
• Glue sticks
• Scissors
• Collage materials

*Children can make clipboards using cardboard (or cereal boxes) and clothes pegs.

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Activity

Divide the children into small groups of four. Explain that each group will investigate the whole school building and playground. Explain the task (which is also clipped to the group clipboards): With your team, walk around the school and playground. As you walk together, use the boxes below to make a note of the places children feel safe, happy, welcome and listened to.

Ask the children to make their notes in each of the boxes on their instruction sheet:

• Children feel safe here
• Children feel happy here
• Children feel welcome here
• Children feel listened to here

Remind children that they do not have to agree about everything and that everyone will have different ideas and experiences. Groups should walk around the school together completing their task.

When all the teams have completed their tour, ask the children to find a space in the classroom where they can work around their A0 sheet of paper. You may need to move tables or stack chairs to clear floor space, if preferred by the children (see image).

Ask the children to draw a very rough outline of the school and playground site. It can help to pull up a map online or draw a rough sketch on a whiteboard as a guide. On the map, ask the the children to write on the places they identified as making them feel safe, happy, welcome and listened to. Using collage materials, encourage the children to illustrate and decorate their ideas.

Once completed, invite the groups to share their maps with the wider group. Encourage the children to ask questions to the children in other groups too. It is also useful to remind children to look for similarities and differences with their own. Ask children why they have chosen certain places, including those where they have not specified feeling safe, happy, welcome or listened to. For example, “I see that no one says they feel safe or happy in (insert space), why do you think that is? Could we do anything to make it a place where children feel more (insert)?

Extend the activity by inviting the children to share their maps with the headteacher or senior leadership team involved in the school improvement plan.

Click the button for the School Map templates and a printable activity plan.