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ABOUT US
HOW TO JOINTIMETABLES & FEESFREE TASTER SESSIONOUR COURSESMEET THE TEAMEVENTSCURRICULUM & PEDAGOGYRESOURCES
FAMILIES
SCHOOLS
LOCAL AUTHORITIES
LOGIN
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CURRICULUM & PEDAGOGY

We are all about engagement.

The more engaged a learner is the higher chance we have of the learning sticking and them reconnecting with a love of learning. The ultimate aim of education is to ensure that students learn as effectively as they can.

Key Gaia Learning Principles

We have adopted four key principles to High Quality Teaching:

  • Trauma-Informed Practice
  • Adoption of an agreed set of Non-negotiables
  • 21st Century learning
  • Understanding latest research into how the brain learns: Cognitive Load Theory

From January 2025 we are introducing modular GCSE's to give our learners greater flexibility in their exam phase of education.

Interest Based Learning

At Gaia Learning, we know that kids are naturally curious and love exploring the things that excite them. That’s where interest-based learning (IBL) comes in! It’s an approach that taps into their curiosity and guides them through a fun process of asking questions and finding answers based on what they’re really interested in. And the key part? It’s guided—so it’s not just about getting better at hobbies, but about turning that curiosity into real, meaningful learning.

In IBL, learners take a more active role in shaping their own learning journey. By giving them a say in what they learn, we’re encouraging them to be more engaged and curious. It’s all about letting them connect what they already know to new ideas in a way that feels natural and exciting.

Take a look at our courses

Feeling Safe

Students need to have a clear understanding of what is expected of them, there needs to be clear, predictable and understood routines and systems that everyone follows, and there needs to be healthy boundaries. Communication is also an essential element of safety, with the use of positive language and clam use of body-language and understanding of non-verbal messages we give off. The adults need to be self-aware of the signals they give to students.

Connection

Following on from safety, students need to feel that they belong. Staff should know students by name, and have knowledge of each student’s passions and interests. These should be included in planning and delivery, so as to encourage involvement in lesson content.


Regulation

Students need to be supported in self-regulation in class. This can also be linked to providing a ‘safe’ space; somewhere where there are no ‘wrong’ answers & inaccuracies are addressed positively, but also somewhere where students do not feel pressurised. Time should be allowed, once a question is posed, to enable thinking time, for example. Students should also know that they can make use of the ‘Time-out’ system to take themselves out of a space to calm down, rather than escalate in the lesson.

Learning

Once all this is in place, then learning can begin. But learning also needs to recognise the possible impact of Trauma; it should be well differentiated, with activities linked to students’ passions and goals. It should also have built in teaching of ‘executive functions’ – the ‘soft’ skills we frequently assume students know how to use, such as decision making & problem solving.