Produced by Fife Musculoskeletal Physiotherapy Service
Information Version No. 2.5.1.8
Date of Issue: June 2018
Review Date: October 2025
If review date has passed, the content will apply until the next version is published
Creating the 'space' to learn at home
Depending on the space you have available, try and use the same consistent area that is set aside for learning. This helps associate the space with learning.
Alternatively, you may need to adapt an area whenever learning is going to take place. You will also need to allow for the age and stage of the child (see below).
It doesn’t need to be elaborate so consider the following simple suggestions:
Are you distracted?
- turn off the TV
- keep mobile phones and other devices away unless needed for learning
- minimise foot traffic and loud noises
- for younger children, limit toys in the space
Light levels
- natural light is best
- a desk lamp with adjustable brightness can help
- avoid shadows being cast over books, work pieces etc.
Are you comfortable?
- not too warm, not too cold
- comfortable and supportive chair
- a different place to sit or stand for short periods to allow for changes in posture
Are you organised?
- keep supplies and resources close by
- keep things organised in boxes or tubs
- labelling is a big help (using symbols or pictures if appropriate)
- tidy regularly, clutter can be distracting
Let’s think tech
- is everything charged?
- is your charger close by?
- are screens at the correct height?
- can you get online if needed?
- headphones can help block background noise and may be needed for online learning.
- is the number of apps and distractions on devices limited?
Routine
- have a visual schedule that can be referred to. You could use a sequence of symbols, a written timetable or daily planner.
- use a clock or timer to keep a track of when different activities take place and how long they are planned to last.
- think about using egg timers, stopwatches or even the length of time it takes a song to play
Age and stage of the child
Early primary (5 - 8 years)
- Use short, straight forward instructions
- Tasks broken down into smaller chunks
- Spend more time on hands on activities
- More frequent movement breaks
Later primary (9 - 11 years)
- May respond better to planners and calendars
- Can be encouraged to set up their own learning space in advance
- Will work more independently
Early secondary (12 - 14 years)
- Can take more ownership of their work and will benefit from periodic check-ins
- May be able to prioritise their own learning
Late secondary (14 - 18 years)
- Create their own detailed study plans, including exam schedules, breaks and working to deadlines.
Children with Additional Support Needs may need assistance beyond what is typically provided for their age group. The key priority is to address your child’s individual needs.
Accessible formats
If you require this information in a community language or alternative format such as Braille, audio, large print, BSL, or Easy Read, please contact the Equality and Human Rights Team at: email: fife.EqualityandHumanRights@nhs.scot or phone 01592 729130. For people with a hearing or verbal impairment you can also contact the team through the NHS Fife SMS text service number on 07805800005.
