Classmates Drawing Together, 1600x600

CLPL Currently on Offer

Supporting Emotional Regulation at Early Level

Course Overview

This is an opportunity to consider how to support young children’s emotional development with a focus on interactions between staff and children. Reflecting the ethos of the recently published National Practice Guidance for Early Years and Early Primary  (Realising the Ambition), this course introduces staff to approaches which move away from behaviour management towards a focus on ‘brain-building’ through engaging in warm, empathic interactions with young children.

 

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

 

 

 

Financial Wellbeing

Course Overview

Delivering the session : Jackie Marshall

Financial education is mostly evident through the Numeracy and Mathematics Experiences and Outcomes under the skill set of money and enterprise within Social Studies. The Scottish Government favours an interdisciplinary approach to providing children with financial education experiences. However, financial education has been seen to fall short in Scotland by the OECD with a lack of clarity at times with what is expected to be taught and how. This short course shall explore how to design meaningful financial education while placing children at the centre of their learning.

We shall explore:

  • the values, beliefs, attitudes and experiences of children towards money and finances;
  • the skills and knowledge children require to develop financial capabilities, pulling together threads and concepts from Curriculum for Excellence
  • effective pedagogy within financial education to provide relevance and purpose for learning;
  • how children view themselves as learners relating to financial education, how this impacts motivation to and engagement with learning; and
  • recently designed supportive guidance and resources to develop meaningful financial wellbeing in schools.

This course is suitable for the following participants: primary teachers

Practical Approaches to Enhancing Inclusion in STEM

Course Overview

The session is delivered by Jane Essex and 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

 

 

 

Children Exploring Art

Course Overview

Delivering the session : Amy Kim (Sculpture Graduate GSA) and Deirdre Grogan

This training will focus on:

  • Engaging children in quality art experiences
  • Organising provocations in art
  • Learning the elements of art with young children

Participants will be involved in two art experiences. Please bring sheets of white paper and a black pen to the first session.

 

This training is suitable for anyone working within early years (nursery to Primary 2)

Trauma, Adversity and Resilience

Course Overview

Delivering the session : Catriona Robb

This short course follows a public health approach and has never been more necessary for professionals working with children and young people. The Covid-19 pandemic has raised the prominence of wellbeing and one unintended consequence of the Government’s measures to keep Scotland safe and protected (e.g. lockdown) has been an increase in domestic violence, child abuse and child exploitation. Such experiences will influence children and young people’s development and their health and wellbeing.

This important aspect of individuals’ lives is framed within policy and legislation in Scotland, e.g. Scotland’s Wellbeing Report; National Performance Framework and national outcomes; Getting it Right for Every Child and the National Practice model; UNCRC being incorporated into Scots law; CfE refreshed narrative;  National Improvement Framework and Improvement Plan: 2020; Realising the Ambition 2020.

Sessions are based on the principle that ‘adversity is not destiny’. The content of sessions includes raising awareness and understanding about adversity and trauma; exploring the concept of trauma informed practice; considering the evidence base on Adverse Childhood Experiences; and how school staff can promote protective factors in children and young people’s lives to help buffer the impact of the adversity and trauma they have experienced.

Sessions are designed to be interactive and collaborative, allowing participants to explore some approaches to supporting the children and young people with whom they work. Links will be made to theory and practice, which aligns with the GTCS suite of Professional Standards. This course is relevant to anyone working with children and young people in Scotland, and for those interested in social justice and equity.

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

 

What Research Tells us About Making Science Meaningful for All

Course Overview

This session will be delivered by Jane Essex and 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

 

 

 

Inclusive Pedagogy for Maths

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

 

 

Inclusion and ASN: theory, policy and legislation in practice and pedagogy

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

 

 

Supporting Children and Young People’s Mental Health

Course Overview

Delivering the session : Catriona Robb

This short course is underpinned by a socio-cultural perspective and framed within a public health approach. It adopts a stance that mental health is not extra-curricular and it is based on the continuum model. It is considered that education very much has a role to play in supporting children and young people’s mental health, with schools very often being the hub for a multi-agency approach.

Sessions will take account of relevant policy and legislation, e.g. Scottish Government’s Mental Health Strategy 2017-2027; Education Scotland’s Positive Mental Wellbeing 2020; Scotland’s Wellbeing Report; National Performance Framework and national outcomes; Getting it Right for Every Child; UNCRC being incorporated into Scots law; CfE refreshed narrative; Realising the Ambition 2020; and the National Improvement Framework and Improvement Plan 2020.

The content of the sessions will include understanding what mental health is; its prevalence in children and young people; how it influences learning and attainment; the misconceptions and stigma around mental health; and some approaches that can be used in schools. Sessions are designed to be interactive and collaborative, allowing participants to explore some approaches to supporting the children and young people with whom they work. Links will be made to theory and practice, which aligns with the GTCS suite of Professional Standards. Consideration will be given to the impact of the Covid-19 pandemic on children, young people and their families.

This course is relevant to anyone working with children and young people in Scotland, and for those interested in social justice and equity.

 

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

Pupil-led Approaches to Health and Wellbeing

Course Overview

Delivering the session : Monica Porciani

‘The importance of involving children and young people in the design and delivery of health and wellbeing /PSE lessons is crucial. This needs to be meaningful and allows teachers and school staff to really understand the 21st century issues that affect children's and young people's lives as they emerge’

(Scottish Government Review of Personal and Social Education, 23 January 2019).

Improving young people’s health and wellbeing sits at the heart of school improvement priorities. To offer effective support, it’s understood that we must shape learning experiences and whole school culture with young people themselves. The recent recommendations, published by Scotland’s Children and Young People’s Mental Health Task Force, underlines the importance of ‘putting the experience and voices of young people at the heart of creating solutions designed for them’ (July 2019). 

This introductory workshop has been designed to explore how schools can better engage pupils in school wellbeing and develop meaningful approaches to pupil voice, engagement and agency in health planning and development and will highlight current issues and research. The workshop will set the scene and go on to showcase a model for pupil-led approaches that encompass improving mental health, school bullying, improving PSE provision or general school wellbeing. Participants attending this introductory workshop will be able to go on and take part in a short course to develop a pupil-led enquiry approach for their school. This course is planned to run in February 2021.

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

 

 

Digital Storytelling

Course Overview

Delivering the session : Stavros Nikou

A powerful teaching and learning practise for the modern classroom that combines the art of storytelling with digital multimedia. The workshop will go through the complete digital storytelling process offering a hands-on experience (write the script, create the storyboard, compile different media elements, finalise and publish). Workshop includes development a digital story, presentation and evaluation.

Audience: Primary teachers; secondary teachers; headteachers; academics; students; every individual or organisation with an interest in digital storytelling

 

Enhancing Literacy through Play in the Early Years

Course Overview

 

This training will be jointly presented by Deirdre Grogan, University of Strathclyde and Fiona Ramsay, University of Strathclyde.

The training will focus on practical creative experiences to develop young children’s literacy skills.


Key skills:

  • Interacting with each other and texts
  • Creating and imagining story events
  • Telling and extending oral storytelling
  • Exploring a range of writing tools
  • Writing and illustrating stories

There will be time for questions and discussions.

This course is suitable for anyone who works in early years, both nursery and primary schools.

(This seminar is one session repeated on 2 dates. Attendance required at 1 session only.)

 

An Insight into Autistic Spectrum Disorders

Course Overview

Delivering the session : Gillian McConnell

This course will be suitable to a wide range of professionals, including teachers/other education professionals, multi-disciplinary team professionals, health professionals, social workers, commissioning teams, as well as professionals from the third sectors. It would also be suitable for university students and can be adapted for pupils in mainstream schools to provide them with a better understanding of peers who may have ASD. It could also be adapted for families/ carers/significant others with autistic family members. The course has also been delivered to autistic people to allow them a greater understanding of “self”. It can be delivered at different levels depending on the target audience and duration can be variable depending on the needs of the audience.

With the increasing prevalence and diagnosis raising the awareness of ASD, the demand for specialist Autism training is rising to ensure professionals meet the requirements for registration with bodies such as the GTCS, SSSC and NMC. Furthermore, the course fits strategically within the legislative, policy and guideline arena and links to legislation within education, health and social care. This includes the Scottish Strategy for Autism (2011), Keys to Life (2019), the Additional Support for Learning (Scotland) Act 2004 and 2009 amended, as well as the Education Act (Scotland) 2016. With the establishment of the HSCP, the Public Bodies (Joint Working) (Scotland) Act 2014 is more than relevant to this course as well as the Children and Young People (Scotland) Act 2014.

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

 

Beginning to Lead Change through ‘Learning by Enquiring’

Course Overview

Delivering the session : Lee Coutts

This short course will allow participants to:

  • Understand what is meant by ‘learning by enquiring’;
  • Explore models, questions and tools for engaging in ‘learning by enquiring’;
  • Reflect on their current practice and identify opportunities for change that link to current priorities and policy;
  • Make informed decisions to improve educational outcomes for children, by designing, implementing and reviewing a professional enquiry; and
  • Ask questions about their professional practice and opportunities for career growth.

This course will be suitable for participants who are considering undertaking a Masters in Education programme in the future.

This course is suitable for the following participants: Beginning teachers (all sectors) – within the first five years of teaching

Creating Feminist Classrooms

Course Overview

Delivering the session : Maddie Breeze and Yvette Taylor

What makes a feminist classroom? What forms can a feminist education take? Gender inequalities have been an enduring and central focus of equalities legislation, in part as a result of sustained feminist efforts. This session is for anyone interested in advancing their understanding of gender inequalities and feminist politics in relation to education, across compulsory and post-compulsory education contexts.

Securing women’s and girls’ access to education has a long history as an emancipatory feminist project, and while there is a contemporary success story we can tell about women’s and girls’ educational achievements, entrenched inequalities remain. This is particularly so when it comes to educational leadership, pay differentials among educators, the ways that credibility and authority are conceived and ascribed, and the gendering of particular subject disciplines as masculine or feminine.

Drawing on research and teaching expertise, this session introduces a range of feminist perspectives, and will provide the opportunity for participants to work creatively and collaboratively to develop ideas about what feminist classrooms might look like, enquiring into the possibilities and limits of feminist education. Thinking with feminism about education also involves asking critical questions about the intersecting forms of inequality that education can reproduce, challenge and change. 

This course is suitable for the following participants: Primary teachers; secondary teachers; headteachers; third sector/NGOs, e.g. Stonewall, Equality Network, LGBT Youth Scotland; academics; policy makers; pupils; and students

 

 

 

Building Teacher Leadership

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

 

 

 

LGBTQ+ Inclusive Education

Course Overview

Delivering the session : Maddie Breeze and 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, for example, Stonewall, Equality Network, LGBT Youth Scotland; academics; policy makers; pupils; and students

Widening Participation

Course Overview

Delivering the session : Maddie Breeze and Yvette Taylor

Who is expected to pursue further and higher education? Who is tacitly or directly excluded? With university-level qualifications positioned as a key route to social mobility, participation in post-compulsory education resonates with key policy urgencies across the UK, and is visible in initiatives like the Scottish Funding Council’s Commission on Widening Access.

Widening participation drives position education as a social good, with the capacity to offer re-dress for various forms of privilege and disadvantage. This session will appeal to educators who are interested in the theory and practice of addressing educational inequalities in access to college and university. Widening participation agendas and initiatives typically target specific groups; particularly those from areas classified as suffering from ‘multiple deprivation’, although definitions of ‘widening participation groups’ vary and can include women, mature students, and ethnic minorities.

Drawing on research and teaching expertise in the field of educational inequalities, including collaborations with organisations such as LEAPS, Stand Alone and our experience developing widening participation programmes, this session will challenge participants to critically reflect on the principles and practices of widening participation.

This course is suitable for the following participants: primary teachers; secondary teachers; headteachers; third sector/NGOs, for example, Stonewall, Equality Network, LGBT Youth Scotland etc.; academics; policy makers; pupils; students