Our Services
School Design
We bring together expertise in design, construction, education and research to create learning spaces that truly support teaching and learning. By working with schools, teachers, architects, and education departments, we bridge the gap between design and practice, ensuring spaces are functional, and supportive of embodied learning.
Embodied Workshops | Presentations
We deliver interactive workshops on embodied learning, helping teachers design more active, memorable lessons while using classrooms and school spaces as powerful tools for learning. Drawing on research and real examples, we show how flexibility, variety, and innovative use of space can transform teaching, boost student engagement, and enhance learning experience.
We Work With
Spaces Enabling Embodied Learning
We believe that space can be an agent that supports embodied learning.
As experts in Architecture and Pedagogy,we bridge the gap between design and learning spaces with evidence-based research that makes learning more embodied, engaging, and effective. Transform your school with learning spaces designed by practitioners who know exactly what works. We use research to create environments that engage students and empower teachers.
Testimonials
We’re so grateful for Nagham’s support in helping us make the farm a more educational and accessible space. After visiting the farm, she put together a really thoughtful and thorough evaluation, highlighting what we’re doing well as well as areas where we could improve, with practical examples and ideas. Nagham has been so helpful and communicative throughout, and has continued to offer her support with designing and sourcing improvements. Her guidance has been genuinely valuable to us, and we really appreciate the care and thought she has put into supporting the farm.
Katie Bates, Farm Manager
Ouseburn Farm Charity
Throughout her PhD, Nagham was focused and disciplined in her approach to her work. From the outset she was determined that her research would centre on the realities of the classroom, so that ultimately her efforts could support and enrich the day-to-day work of teachers in practical, evidence-based ways. Nagham’s PhD journey reflects her ability to work across disciplines in collaborative ways – an approach which she has shown can lead to important new insights.
Rosie Parnell (PhD, Dip Arch, Senior Fellow HEA)
Professor of Architecture and Pedagogy
Associate Director of Architecture
Newcastle University
