Classmates Drawing Together, 1600x600

CLPL Currently on Offer

October 2022

Course Overview

Delivering the session: Claire Cassidy and Sharon Hunter

This short course will support participants to consider the place of children’s rights in educational contexts, and wider society. We will explore dilemmas and tensions in relation to children’s rights, and how we might explore these issues with colleagues and the children and young people with whom participants’ work. We will examine human rights education and how we might educate children and young people about, through and for human rights.

With the United Nations Convention on the Rights of the Child being incorporated into Scots law, and rights being central to GTCS Professional Standards, it is imperative that practitioners are equipped with the knowledge, language and confidence to address rights-based issues. This short course will facilitate practitioners in developing their knowledge, language and confidence in children’s rights. Through dialogue, we will reflect on theoretical issues in the session(s) and will also provide some practical advice and guidance that practitioners may take back to their contexts.

This course is suitable for the following participants: early years practitioners; primary teachers; secondary teachers; headteachers; and students

Course Overview

Delivering the session: Jackie Marshall

The General Teaching Council for Scotland (2021) highlights differentiation as an approach to effective planning to meet learners’ needs (Standard 3.1.1).

Have you ever wondered, ‘How can I teach a diverse range of learners within my class in Numeracy and Maths?’ Don’t worry, you’re not alone. Over the last four decades, differentiation has been highlighted as a major challenge for teachers at all stages in their careers.

Like inclusion, differentiation is based on a set of beliefs that all children can succeed. Internationally and nationally, differentiation has become more common in practice as a response from educators to meet the diverse needs within classrooms. In differentiating, teachers adopt an inclusive philosophy and aim to support all children to learn by implementing a range of teaching and learning approaches.

This short course will explore the potential advantages and disadvantages of a range of differentiation models. It will support reflection and decision-making with regards to how we may differentiate to meet the needs of the children in our classrooms.

This course is suitable for the following participants: primary teachers

November 2022

Course Overview

Delivering the session: Jonathan Firth

Remembering facts, concepts and skills over the long-term is essential to any aspect of education, and yet many teachers do not fully understand how human memory works.

In this workshop, decades of research in cognitive psychology will be succinctly condensed into an overview that gets right to the heart of what teachers should understand about long-term memory.

It will explain the role of meaningful associations and schema knowledge, the benefits of spaced retrieval practice to tackle forgetting, and the role of interleaving or mixing of concepts and skills.

The workshop will then show teachers how they can apply research to their classroom practice. Focusing on the role of challenge and ‘desirable difficulties’ in learning, teachers will be introduced to a range of ways in which activities could prompt active retrieval, develop broad schema knowledge, and make progress more visible to both learner and teacher.

This work will suggest specific changes – some minor, some more radical – to existing lesson plans, such as by incorporating more active retrieval practice and greater intermixing of key skills and knowledge, allowing these simple but powerful changes to be put to work in improving pupil attainment.

This course is suitable for the following participants: primary teachers; secondary teachers; headteachers; academics; and policy makers

Course Overview

Delivering the session: Jane Essex

The session considers practical steps to overcoming some of the barriers, identified by research, to full inclusion in STEM education. The practical approaches that will be illustrated use hands-on activities and the sharing of relevant resources with participants, so that they can evaluate which will be most useful in their own settings. The activities will NOT depend on having access to expensive, specialist equipment but focus on using ‘everyday’ items and materials.

This course is suitable for the following participants: primary teachers; secondary teachers; third sector organisations working with people with ASN; academics; and policy makers

Course Overview

Delivering the session: Jonathan Firth

Pupils of all ages need to develop good study habits, helping them to become successful, independent learners. However, most do not know how to study effectively because the process of learning is not intuitive, and effort only goes so far.

This session will cover the essentials of good study habits that can be applied to note-taking, revision, working for tests, review and consolidation work, and exam preparation. Drawing on the contemporary cognitive psychology of how people learn, this session will debunk certain popular myths and focus on well-evidenced study strategies that can be used by pupils of all ages and attainment levels.

This course is suitable for the following participants: pupils and students

Course Overview

Delivering the session: Jane Catlin, Yuchen Wang

This CLPL engages practitioners from all education settings to develop deeper understanding of the principles and pedagogical approaches for inclusion. Providing inclusive and equitable quality education is essential to achieving sustainable development, and ensuring all children’s access to effective educational supports is vital in post-pandemic recovery. The recent report Support for Learning: All our children and All Their Potential (Scottish Government, 2020) highlights the importance, and urgency, for workforce development in area of ASN and the Additional Support for Learning legislation (recommendation 5.1).

This short course is intended to address some of the key recommendations from this report and help participants build capacity and self-efficacy in working with ASN pupils by connecting theory, practice and policy. Participants will explore how to improve outcomes for children, families and wider communities (in accordance with the GIRFEC practice model) through participatory approaches, shifting from deficit models of ‘additional support needs’ towards strength/asset based practices. Respecting teachers as agents of change, participants will be encouraged to consider how they might utilise their own creative approaches to promote inclusion, equity and social justice in classrooms and other educational contexts.

This course is suitable for the following participants: early years practitioners; primary teachers; secondary teachers; headteachers; third sector/NGOs; academics; policy makers; and students

Course Overview

Delivering the session: Jane Essex

This session will draw on four research studies that have explored the features of science, science teaching and science learning, that can enhance or limit accessibility. It will focus on examples of good practice that respond to the barriers and opportunities that have been identified, and provide plenty of practical suggestions for practitioners.

This course is suitable for the following participants: early years practitioners; primary teachers; secondary teachers; third sector/NGOs, for example, STEM education and outreach organisations, campaigners around disability & equality; academics in Education and Physical & Natural Sciences; policy makers; and students.

January 2023

Course Overview

Delivering the session: June Pisaneschi

To support teachers in achieving an equitable and inclusive approach to teaching maths in their classrooms, we need to examine current practices and the accepted ‘norms’ of school and class structures, uncovering how they can emphasise difference and even perpetuate disadvantage among children who may already have recognised barriers to their learning.

Drawing on recommendations from the Making Maths Count group, this short course will identify and critique a range of pedagogical approaches that are intended to support the national drive to improve the perception of maths as a subject in which all children can and should experience success in learning. This class will consider recent policy developments and expectations relating to the Scottish Attainment Challenge and will be informed in part by recent findings from the Scottish Council of Deans Attainment Challenge Research Project.

This course is suitable for the following participants: primary teachers and headteachers

February 2023

Course Overview

Delivering the session: Joanna Holmes

The course is the opportunity for teachers and middle leaders to develop their skills and will touch on the importance of teachers having a voice as leaders and the values of leaders as enabling respect and fulfilment in the workplace.

Through interactive activities, discussion and debate, participants will consider the latest research and theories in relation to their own situation and context. It will allow them to reflect on their own preferred styles and to complete self-reflection during key stages of the programme. The challenges of empowerment and potential ramifications of this in relation to their role will be explored.

This short course draws on our MEd in Educational Leadership and acts well as a standalone course, or as a potential pre-cursor to further study. The final stages of the course will give guidance to participants in exploring their potential for leadership within their current roles, what that might look like and how they can move forward.

This course is suitable for the following participants: early years practitioners; primary teachers; secondary teachers; and middle leaders, principal teachers; and college lecturers

March 2023

Course Overview

Delivering the session: Nicky Shaw

‘Responsive and intentional planning approaches start with our observations’ (Realising the Ambition, 2020).

This short course offers an opportunity to consider the role of observation at Early Level. It will support practitioners to engage in high quality observation as part of a responsive planning cycle. Building on the narratives within the recently published National Practice Guidance for Early Years and Early Primary  (Realising the Ambition), this course will encourage staff to think deeply about WHY they observe, WHAT they observe, HOW they observe, and WHAT to then do with observations. This course offers practical guidance in supporting staff to develop purposeful, skilled observation in practice. 

This course is suitable for the following participants: early years practitioners and primary teachers

Course Overview

Delivering the session: Nicky Shaw

The refreshed narrative of CfE (Education Scotland, 2019), places children and young people at the heart of education, recognising relationships as fundamental to learning. This training session introduces an approach of Emotion Coaching (Gottman, 1996), which identifies that emotions matter to learning and provides examples of how this may be facilitated in practice. Grounded in theory relating to emotion regulation, Emotion Coaching offers a practical, empathic and brain-nurturing approach to supporting children’s emotions and subsequent behaviours.  This course is suitable for adults working with children who wish to move away from traditional discipline and behaviour management techniques towards an emotionally regulatory approach.

This course is suitable for the following participants: early years practitioners; primary teachers; secondary teachers; student teachers; ASL teachers; and headteachers

Course Overview

Delivering the session: Yvette Taylor 

This session will appeal to anyone interested in thinking critically about practising LGBTQ+ inclusive education, across different educational contexts and levels. The session is framed by a fast-evolving policy landscape, including the Scottish Parliament’s recent declaration of comprehensive support for LGBT+ Inclusive Education. It relates to broader equalities legislation and CfE core commitments and universities’ increasing concern with inclusion. 

We draw on research and teaching expertise as well as our experience partnering with LGBTQ+ advocacy and support groups to place LGBTQ+ inclusive education in historical context. This will involve considering the legacy of Section 2a of the Local Government Act 1988, which banned the ‘promotion of homosexuality’ by local authorities, alongside histories and presences of LGBTQI+ politics and activism. With relevance to sex and relationship education, as well as issues of inclusion across the curriculum, the session will equip participants with tools to critically evaluate different approaches to inclusive education, including by exploring tensions between inclusion within educational systems and attempts to transform those systems.

This course is suitable for the following participants: primary teachers; secondary teachers; headteachers; third sector/NGOs, equality and diversity practitioners, and LGBT+ community organisations; academics; policy makers; pupils; and students.

April 2023

Course Overview

Delivering the session: Maggie MacAskill

This short course gives an introduction to the field of Complex Additional Support Needs (CASN) within the current framework of Scottish Education. This course will consider Scottish policy and how it relates to this unique group of young people and the ways in which their CASN present themselves in the classroom context. An overview of considerations (both practical and theoretical) for practitioners will give a rounded picture of what it is like to practise in this field, followed by pedagogical considerations to ensure that young people with CASN are offered equal opportunities to participate in all aspects of education and realise their capabilities. Examples of the practical considerations that will be covered include, individuality, the importance of postural care, and communication.  These will be linked to underpinning theory and data where appropriate.

The importance of professional networking will be highlighted, and suggestions will be offered to assist with the creation of a professional network via a selection of signposted opportunities to take forward. In addition, approaches to teaching, learning and relationship building such as intensive interaction, sensology and technological supports will be introduced. Participants will be guided towards further information on all of these.

This course is suitable for the following participants: early years practitioners; primary teachers; secondary teachers; headteachers; third sector/NGOs; policy makers; and students

Course Overview

Delivering the session: Paul Wickham, Jane Catlin

‘Creativity and innovation are enabled by environments that engage with diversity, celebrate complexity, and value collaboration’ (Davis et al., 2012)

Participants will learn relevant and practical skills and techniques in music and art which can harness children’s natural curiosity, creativity and expression across all disciplines.

This CLPL will support practitioners to develop their thinking and practical skills for creative and inclusive pedagogies which include all learners in their classrooms. Drawing on current research evidence on the benefits of STEAM and interdisciplinary learning for children, participants will explore how centring pedagogy in the Expressive Arts supports collaboration and learning for all.

This short course uses theories of ‘multi-modal literacies’ to help practitioners understanding the role that music and art play as ‘the material of human thinking’ (Trevarthen, 2013). Participants will gain confidence in supporting children’s voice and agency to ensure that every child’s innate desire for creativity and collaboration is realised in an inclusive learning space.

No specialist expertise in music or art required!

This course is suitable for the following participants: early years practitioners; primary teachers; secondary teachers; students; and arts organisations, play organisations and youth club leaders

June 2023

Course Overview

Delivering the session: Yvette Taylor 

This session will appeal to anyone interested in contemporary debates on menstrual justice, including issues of ‘period poverty’, menstrual care and activism, the lived experience and lifecourse of menstruation and menopause, and  the place of menstrual justice across different classroom contexts. The Period Products (Free Provision) (Scotland) Act (2021) established a Scotland-wide scheme to allow anyone who needs period products to get them free of charge, including in schools, colleges and universities. While a clear policy success, questions of menstrual justice surpass bathroom and classroom provisioning, as long politicised by feminist debates and activist campaigns.  Such debates and activisms have their place in the ‘feminist classroom’ as a site of learning about the range and breadth of feminist organising. Feminist debates on and approaches to ‘menstrual justice’ suggest new ways of unlearning stigma, with conversations extending to menstrual activism, menstrual blood, menstrual products and contemporary discussions of menstruation and menopause as ‘equality, diversity and inclusion’ issues in our workplaces and educational institutions. This session thinks about why menstruation matters in creating feminist classrooms. 

This course is suitable for the following participants: primary teachers; secondary teachers; third sector/NGOs, policy makers; pupils; and students.