What kids learn takes priority in shaping a display tied to the school's curriculum.

It may contain:

Key Vocabulary

Key vocabulary means the display includes important subject words pupils need to know, helping reinforce meaning, spelling and long-term recall.

Chronology or Timelines

Chronology or timelines mean the display shows events in time order to help pupils understand sequence and historical context.

Subject Identity

Subject identity means the display reflects the character and expectations of the subject.

Core Knowledge

Core knowledge means the display highlights key facts and concepts pupils are expected to remember.

Visual Explanations of Concepts

Visual explanations of concepts mean the display uses diagrams or graphics to help pupils understand complex ideas more clearly.

Progression

Progression means the display shows how learning builds over time, from simpler ideas to more advanced ones.

What makes a display curriculum based:

Reflect actual content being taught

Reflect actual content being taught means the display is based on what pupils are actually learning, not generic or stock content.

Match the age group

Match the age group means the design, language and complexity suit the pupils’ stage of learning.

Be readable from a distance

Be readable from a distance means text and visuals are sized and spaced so pupils can understand them while walking past.

Use accurate terminology

Use accurate terminology means the display includes correct subject vocabulary and definitions, aligned with the curriculum.

Support progression

Support progression means the display shows how knowledge builds over time from simpler concepts to more advanced ones.

Avoid Overcrowding

Avoid overcrowding means keeping the layout clear and uncluttered so key information is easy to take in.

Common mistakes school's make:

Overloading walls with too much text

It’s a common mistake because too much text makes displays hard to read and less effective.

Adding generic stock content

Adding generic stock content is a common mistake because it often doesn’t match the school’s curriculum, age group, or learning priorities.

Failing to link walls to curriculum

Failing to link walls to the curriculum is a common mistake because the display may look good but won’t reinforce what pupils are actually learning.

Choosing style over clarity

It’s a common mistake because good-looking designs can reduce clarity if readability isn’t prioritised.

Ignoring the viewing distance

Ignoring viewing distance is a common mistake because text that looks clear up close can become unreadable from across a corridor.

Where Curriculum Linked Displays Work Best

Long Subject Corridors

Long subject corridors work well because pupils pass through them daily, reinforcing key vocabulary and knowledge through repetition.

Library and Literacy Zones

Library and literacy zones work well because they reinforce reading culture, vocabulary and subject identity in dedicated learning spaces.

Math Department

Maths departments work well because displays can reinforce key terminology, methods and problem-solving approaches within the subject space.

Stairwells Used Daily

Stairwells used daily are effective because repeated exposure helps reinforce key ideas over time.

Science Departments

Science departments work well because displays can reinforce key concepts, vocabulary and scientific thinking in the subject environment.

Whole School Timeline Projects

They work well because daily exposure helps reinforce chronological understanding across the school.