Classmates Drawing Together, 1600x600

CLPL Currently on Offer

August 2022

Course Overview

  • Date: 31st August 2022
  • Format: 17:00-18:30 via Teams
  • Cost: £25
  • FULLY SUBSCRIBED
  • Contact: Jan Bissett

Delivering the session: Charlotte Bowes and Deirdre Grogan.

This seminar will explore key characteristics of high quality play within the early years. There will be opportunities for interaction, discussion and questions.

Interactive elements will be shared throughout the presentation and the second pocket series of play books will be shared.

This course is suitable for the following participants: early years

September 2022

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

November 2022

Course Overview

  • Date: 19th November 2022 (Saturday)
  • Format: 10:00-15:00 on campus (including lunch break – lunch will be provided)
  • Cost: £50
  • Apply via our Online Shop (link tbc) to pay by card, or via our Application Form - Inclusion and ASN
  • Contact: Claire McConnell

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

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

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