Classmates Drawing Together, 1600x600

CLPL Currently on Offer

March 2023

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: 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: 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

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

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

May 2023

Course Overview

Presented by: Deirdre Grogan, Charlotte Bowes, University of Strathclyde

This training will support educators to examine the purpose and organisation of observations to support our young learners. A suggested planning format will be shared which explores twelve effective steps for observing children during play. The purpose and design of provocations to spark or extend children’s thinking, following observation, will be discussed and examples will be analysed together. There will be time for small group discussions and questions.

This course is suitable for the following participants: all staff within the early years or those with an interest in developing their observation skills and understanding of provocations.

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.