Curriculum & Training
The Hearth develops and implements world-class professional development programmes, which are rooted in scientifically-based best practices that result in high quality teaching and learning. The programmes are responsive to regional and cultural contexts, conditions and resources. Further, the Hearth develops course materials, curricula, and academic structures for schools and universities.
The Hearth researches the specific needs of a region for a targeted group of teachers and academic disciplines through needs assessments and relevant academic reviews. This needs analysis is based on standards for the teaching profession, be at schools or at universities. The planned training is then delivered through a multi-faceted framework:
- The Hearth identifies partnerships with local, regional or international education centres and the professional community in order to provide a programme of teacher professional development unique to that community.
- The customised programme is often delivered by the in-house team of the Hearth, or through partners such as Cambridge Assessment.
- The Hearth also identifies research-based assessment tools and observation rubrics to evaluate teacher performance and determine individual and group needs for professional development, to include measures of student outcomes on standards-based assessments. This often leads to effective and co-created teacher appraisal processes at schools.
- There is a continuous learning component for the professional development programme that includes opportunities for teachers to interact with their colleagues in various activities structured around the learning of teaching practices.
The Hearth has experience and expertise in devising curricula and a variety of syllabus options for school examination boards, as well as bespoke curriculum options for high-performing schools. The focus is on using learning and instructional design to develop learning experiences that drive institutional goals and are centred on the students. Its services include evaluation of existing curricula and syllabuses, as well as end-to-end curriculum design. The Hearth uses a systematic approach to blend the school’s objectives with the requires of the national curriculum and examination imperatives, through mapping content to learning objectives. The teacher is the focus of instructional activities, while the student is the centre of learning experiences.
The Hearth also designs customised assessment systems that accurately measure student achievement against specific academic goals, including isolating areas of strengths and weaknesses at the student, school, regional, and system level.
The Hearth’s Pre-Primary curriculum is contemporary, progressive and thoroughly researched. The curriculum brings together expert knowledge, flexible worksheets, innovative and detailed lesson plans, planning tools, thorough guidelines for classroom design and management, and relevant contemporary contextualisation for schools that seek to give their young children a strong start. With this curriculum, pre-primary teachers have access to all the information they need, as well as a wealth of ideas and detailed instructions for creating and finding more resources.
At the university level, the Hearth develops academic programming, including:
- Assist formulation of programme educational objectives (broad goals) that address institutional and programme mission statements and stakeholders, programme outcomes (knowledge, skills, and attitudes programme graduates should have) to address objectives.
- Identify the programme core: set of courses in the curriculum that address the knowledge, skills, and attitudes specified in the outcomes. Define structure for planning: identify course content and define measurable learning objectives for it.
- Define mechanisms for assessment and evaluation: select and implement methods that will determine whether and how well the objectives have been achieved and the results.
- Create opportunities for students to engage in shadowing and internships in business and industry to determine interest and develop knowledge, skills, and professional experience.
- Design and develop bespoke university programmes, such as an integrated Liberal Arts undergraduate qualification.