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Meridian Primary School

Old Woolwich Road, Greenwich, London SE10 9NY Tel: 020 8858 3572


with Designated Special Provision for Deaf Children

Learning Styles



Everybody uses all their senses but most people have one sense that is more effective when we have to learn something.


                                 Visual learning style involves the use of seen or observed things, including                                               pictures, diagrams, demonstrations, displays, handouts, films, flip-chart, etc.



                                 Auditory learning style involves the transfer of information through listening: to                                       the spoken word, of self or others, of sounds and noises.



                                 Kinaesthetic learning involves physical experience - touching, feeling, holding,                                       doing, practical hands-on experiences.



By using a multi-sensory approach to teaching, different learning styles are be supported and all children will benefit.


    Every child in KS2 completed a VAK questionnaire to find out their preferred learning style. Children are encouraged to use their strengths to learn effectively and to develop weaker learning styles so that they become all-round learners.  

    Children in KS1 are aware of the different types of learning styles and are beginning to understand more about themselves as learners.


We invited all the children to enter our VAK competition to design a logo for each learning style.  The winning designs will be announced shortly.




During our Dyslexia launch the children explored Gardner’s theory of multiple intelligences.

Gardner asserts that we all have numerous intelligences through which we learn and communicate our knowledge. Some intelligences are stronger in each of us, but all contribute to our learning. These intelligences are not fixed at birth, but can be developed through the lifespan. (Gardner, 1983, 1993).

Visual, Auditory and Kinaesthetic

Multiple Intelligences

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