Proven Framework
Our vision is to support schools to create world class learning environments using evidence informed, humancentric design process to give students the best opportunities through the strategic alignment of school culture with people, pedagogy and place. We recognise that every school across the world is unique. We enable schools to surpass expected standards, putting learners first, embracing diversity, inclusion and integrity. Our process is built around three central themes which are subdivided into 3 broad categories. These categories are further divided based on the requirements of the school.
Project Process
Project Discovery
Concept Ideation
Detailed Design
Contract Stage
Build Phase
Final Review
3 Core Competancies
PEOPLE
Stakeholders, users, Healthy, wellbeing
PLACE
design & deliver
PEDAGOGY
curriculum, cognition

1. PEOPLE
People
• Leaders to understand their staff
• Teachers to understand their students
• Students to understand themselves
• Reviewing their safeguarding policies
• Monitoring the use of the policies through termly and yearly audits
• Writing safeguarding & related policies

2. PLACE
Place
- Reviewing current spaces
- Writing a report on the findings with recommendations to include a sustainability plan
- Stakeholder engagement with the redesigning process and design
- Designing & building purposeful spaces
- Collecting and using data to track the impact

3. PEDAGOGY
Pedagogy
• Reviewing teaching and learning policies
• Monitoring the use of the policies through termly, yearly audits
• Writing teaching and learning, curriculum, assessment & related policies
• Providing training on areas identified needing support

We Are Noble+Eaton
A strategic consultancy group, dedicated to transforming schools and the futures of their people.
“Inclusive learning and teaching recognises all student’s entitlement to a learning experience that respects diversity, enables participation, removes barriers and anticipates and considers a variety of learning needs and preferences.”
Constructivism
- Learners construct their own learning environment
- Inquiry based learning can take place with minimal guidance
- Emphasise social element of learning
- Knowledge constructed by learning
- Assessed based on knowledge gained
Behaviourism
- Stimulus/Response
- Programmed Instruction
- Direct Instruction
- Programmed Tutoring
- Keller Plan (Personalised system of instruction)
- Computerised system of instruction
Cognitivism
- Knowledge of how students learn
- Assimilation & Accommodation
- Activate Prior Schema
- Build on Prior Schema
- Neuroscience
“Beyond being aesthetically pleasing, we need to consider how our spaces lend themselves to supporting our ultimate goal”
– Ensuring All Students Learn.
Inclusive learning and teaching recognises all student’s entitlement to a learning experience that respects diversity, enables participation, removes barriers and anticipates and considers a variety of learning needs and preferences.