Join Us

We invite teachers, educators and schools to join our growing human-centred learning community. We work with schools in the following ways:

  • Providing grants to help teachers start HCE pilot;
  • Supporting senior leaders’ professional development and facilitate teachers’ professional dialogue around whole person learning and well-being;
  • Collaborating on specific programmes in areas such as:
    • students’ social emotional well-being (PHSEE)
    • students’ cognitive development (creative and critical thinking)
    • mentoring (adult to student)
    • peer mentoring (applicable for both students and teachers)
    • helping teachers to become reflective practitioners and researchers.

Every school and learning centre is different; we work closely with schools to identify their particular needs and interests and collaborate with teachers in developing programmes, initiatives and action-based research appropriate to the particular settings. Below are some examples of how we are working with schools.

HCE Project Examples

We work with schools and school leaders to develop programmes or interventions which support the education of the whole person. This includes supporting the development of curricula and providing opportunities for professional development and reflection.

We also facilitate opportunities for teaching and leadership teams to reflect deeply on their own values and visions of education, supporting them to provide holistic learning opportunities in their schools. See below for some examples of our recent projects:

HCE pilot in a British Secondary School

We completed a three-year HCE (pre)pilot in a small SEND setting, within a large secondary academy in the UK. This has involved:

  • Facilitated dialogue and reflection with the staff team on the process of becoming a human-centred learning community with shared values.
  • The introduction of protected time, every week, for a class of students to participate in the three core HCE curriculum areas (direction/mentoring time, cognitive development time, and emotional exploration time).
  • Ongoing teacher training, staff support/mentoring in the process of becoming HCE practitioners.

Students participating in the programme have shown significant shifts in their attitudes towards and abilities to engage with learning. Staff report finding participating students more self-aware and confident, more able to think critically and communicate their thinking, and more able to relate to both peers and adults in caring, respectful and meaningful ways.

The school is in the process of setting up a further 2-year programme with a new group of young people aged 14-16. For more detail see full report.

HCE in a Colombian secondary school

The GHFP has set up a HCE pilot in a school in Tebaida, Quindio, Colombia. 65 students take part in three weekly HCE programmes:

  1. one-to-one mentoring with a learning mentor;
  2. a group-based social emotional exploration session with a facilitator; 
  3. a cognitive development session. 

Each month, the GHFP facilitates professional dialogue amongst the team of 5 teachers directly involved in the pilot. Each term, we bring together the entire staff team of 30 teachers to review the HCE pilot programmes and students’ progress.  At the same time, our team is also evaluating the pilot, which consists of interviews with 23 students and feedback from the participating teachers. Additionally, we are conducting a survey on students’ self-perception with 50 participating students and 50 students who are not in the HCE pilot, one at the beginning of the pilot, one at the end. 

Entering the second year of the pilot, the school is pleased with the students’ progress and is now considering implementing the full HCE vision and practices in the entire school. We are now collaborating with the School Principal and senior leadership team in tailoring the HCE to the whole school.

Facilitating Teachers’ Professional Development, Dumfries House, Ayrshire

In winter 2018, the GHFP facilitated a 2-day professional dialogue with educators at Dumfries House, Ayrshire. This consisted in four parts:

  • Part I: Sharing each educator’s learning biography;
  • Part II: Exploring and developing a common vision of education at Dumfries House;
  • Part III: Aligning teaching and learning practices with the shared vision;
  • Part IV: Reflecting on ways to integrate a culture of dialogue and inquiry. 

The GHFP will continue to facilitate Dumfries House’s staff professional development and dialogue.

Facilitating Professional Dialogue, an international IB school in London

The GHFP is accompanying IB school’s journey towards educational innovation and transformation. Highlights of our support include exploring a rich conception of student well-being beyond mental health, approaches to staff well-being and development, and the potentials of developing a group-based peer mentoring programme.

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