Soft furnishings can turn one room into several learning settings. Here’s how to plan the zones, and what the research says about getting them right.
Most Australian classrooms are still a single rectangle with a single layout. In the University of Melbourne’s ILETC survey, principals reported that traditional classrooms made up roughly 75% of all spaces. Students rarely learn in only one mode. In a single lesson they may need to collaborate, concentrate, present and reset.
Zoning is a practical answer. You don’t need to rebuild anything. You define distinct areas within the existing room using furniture that is modular and easy to move.
Why the space matters
The best-known evidence comes from the University of Salford’s Clever Classrooms study. It found that classroom design explained 16% of the variation in learning progress over a year across 3,766 pupils. Light, temperature, air quality, colour and individualised design were among the most influential factors.
Australian research points the same way. The ILETC survey found students in more flexible environments showed more characteristics of deep learning than those in traditional classrooms. There is a caveat. Lead investigator Wes Imms has stressed that it is how a space is used that makes it innovative. Furniture alone won’t change learning. Furniture chosen for specific purposes can support it.
Four zones to consider
1. Collaborate
Group work needs seating that faces inward and can be rearranged in seconds. Modular ottoman suites such as the Jigsaw Ottoman Suite and Flower Ottoman Set suit small teams. For a more defined space, the Booth Suite pairs two lounges with a flip table, and a Booth Lounge can mark a group’s territory.
2. Focus
Some students need to work without distraction. The Study Hub range comes in single, two-seater and three-seater formats. It suits senior students who need a quieter corner for independent work.
3. Read and reset
A calm zone helps students who are overstimulated, finished early or simply need a break. Floor-level options such as the Large Commercial Beanbag, Ergerite Low Floor Seat and Cushion Caddy with 16 Floor Cushions make the space feel different from the desk area. A bookcase suite such as the Modulo Bookcase Suite can help mark its edge.
4. Gather and present
Whole-class discussion, show-and-tell and teacher instruction need a space where everyone can see. The Soft Theatre Ottoman Suite is designed for this, and shaped pieces like the Wedge Ottoman and Curved Ottoman let you build a tiered or curved arrangement that suits the group.
Making it work in practice
Start with the learning, not the furniture. List the activities that happen in the room across a week, then decide how many zones you need. Two well-used zones beat five that sit empty.
Keep it movable. A zone that can’t change will eventually fail. ILETC’s Transitions Pathway maps tools and strategies against 14 characteristics of using spaces well, which reflects how much teacher practice matters. Choose pieces light enough that students can reconfigure them with guidance.
Protect sightlines. Low furniture keeps the whole room visible, so teachers can supervise every zone from wherever they are standing.
Bring students in. Ask them where they work best. Students who help set up a space tend to use it as intended.
Choose for durability. Soft furnishings take heavy daily use, so look for commercial-grade construction and easy-to-clean finishes. Ask about warranty and replacement covers before you buy.
Start small
You don’t need to overhaul a whole room. Trial one zone, such as a reading corner or a small collaboration area. Watch how students use it for a term, then adjust. The aim is a room that changes as the lesson does.
Ready to trial your first zone? Explore Batger’s soft furnishings range of ottomans, lounges and suites, made for Australian classrooms.
References
- Barrett, P., Davies, F., Zhang, Y. & Barrett, L. (2015). The impact of classroom design on pupils’ learning: Final results of a holistic, multi-level analysis. Building and Environment. Summary: Clever Classrooms, University of Salford
- Imms, W., Mahat, M., Byers, T. & Murphy, D. (2017). Type and Use of Innovative Learning Environments in Australasian Schools: ILETC Survey 1. University of Melbourne. ERIC record
