Designing for EYFS

Visual Simplicity Focus

School values must be clearly defined before visual translation begins to avoid vague or generic messaging.

Routine Visibility

Visual language in schools should reflect the school's ethos, whether aspirational, disciplined, nurturing, or high-expectations.

Large Format Typography

Corridor statements need to be brief and focused to avoid overpowering the surrounding landscape.

Phonics Reinforcement

Brand messaging should reflect long-term strategic direction rather than short-term improvement initiatives.

Colour Clarity

Design decisions should consider pupils, staff, parents and visitors interacting daily within shared spaces.

Concrete Concept Anchoring

Brand messages should appear in high-visibility zones where behavioural reinforcement occurs naturally.

Designing For Key Stage 1

Structured Vocabulary Introduction

Some textbooks use the board as a display to clarify key vocabulary related to the subject and to provide simplified explanations to cater for emerging readers.

Illustrated Concept Support

Visual diagrams should clarify meaning while complementing structured written explanations for emerging independence.

Subject Zone Identity

Most areas of the classroom and corridor should relate to discipline identification with an absolute minimum of unnecessary 'window dressing'.

Short Explanation Blocks

Corridor exposure is made less mentally stressful by breaking down the information to be displayed into manageable items.

Behaviour Cue Reinforcement

Graphics can be used to depict expected behaviours for positive recognition when students choose to follow established classroom rules and expectations.

Moderate Information Density

Text should steadily increase in size while maintaining legibility and sufficient negative space to ensure visual breathing room.

Designing for Lower Key Stage 2

Layered Knowledge Presentation

I am a display with several steps to help children develop their reasoning and analytical skills.

Increased Text Engagement

Pupils can handle more text if the presentation is clear, well-organised and visually attractive.

Inquiry-Based Prompts

Some displays encourage children to think and enquire through interesting questions, encouraging them to reflect and discuss ideas with others.

Cocept Relationship Mapping

Relationships within a visual structure should be based on concepts, not on unrelated key terms isolated from context.

Subject Identity Development

Graphics should refer back to discipline-specific vocabulary and understanding and be contained within subject zones.

Distance-Readable Structure

Information should be clear and readable in areas shared by several year groups and used regularly, for example, in school corridors.

Designing for Upper Key Stage 2

Abstract Framework Introduction

Displays can introduce conceptual frameworks such as cause, consequence and comparative reasoning structures.

Independent Reference Function

Graphics must function as practical learning tools rather than passive decorative backdrops.

Aspirational Language Framing

Messaging should reflect preparation for secondary transition and increasing academic responsibility expectations.

Progression Pathway Visibility

Ideally, walls should show how learning builds, progressing from one year to the next and from one subject area to another.

Academic Vocabulary Emphasis

New vocabulary should be challenging and sequenced to build pupil understanding in an organised way.

Cognitive Stretch Balance

Information density must increase thoughtfully without overwhelming pupils' visual processing capacity.