Faculty of Education Continuing Professional Development (CPD) hub

Time: 4pm – 5:30pm

This session will explore the mathematical Early Learning Goals for Number and Numerical Patterns in the 2021 EYFS framework.

Learning Outcomes:

• To develop subject and pedagogical knowledge in the early mathematical concepts of subitising and counting.

Katie Smith

Time: 3pm – 5pm

This session will explore and review early reading opportunities for children under three and the wider implications for ECEC practitioners in their settings, supporting language and early reading.

Dr Karen Boardman

Time: 4pm – 6pm

This session will outline and explore the procedures and supporting documentation for teacher induction in England.  The session is relevant for school leaders/governors, ECTs and ECT mentors, ECT Induction tutors.

Heidi Winrow

Time: 4pm – 6pm

Learning outcomes:

• To have an improved understanding of how theory into second language acquisition relates to practice.
• How to support children who have English as an Additional Language in a school or early years setting.

Shamim Ashraf

Time: 4pm – 6pm

This session will explore what is behind the EYFS 2020 reforms and unpick the main changes to the Early Learning Goals (ELGs) Consider the new non-statutory Development Matters (DfE, 2021) and the sector-led Birth to 5 Matters Discuss some of the barriers/challenges of leading and implementing change in ECEC settings.

Dr Karen Boardman

This hands-on session will explore a variety of ideas for creating opportunities for children with SEN/D. The emphasis will be on providing engaging opportunities.

Looking at:

• The joy of working with children who have SEN/D
• The challenges young children face and ways to overcome them
• Tips on resources and activities
• Where to go for more information

Georgina Roberts

Time: 4pm – 6pm

This session will explore how to develop an enabling environment within an early years setting. Offer practical ideas and approaches to developing creativity and independence.

Shamim Ashraf

Time: 9am – 11am

Through sharing our practice, we will explore what we believe ‘collaboration’ to be and discuss its place within the ITE and school-based curriculum.

Jennifer Swift

Time: 2pm – 4pm

You will engage in a critical discussion and participate in practical tasks of identifying a leadership issue from your practice.

Learning outcomes:

• To review some of the key theories of leadership and management
• To reflect critically on the role of Leaders in an Early Years setting
• To develop new strategies of problem-solving related to the Leaders’ role

Dr Liana Beattie

Time: 1pm – 3pm

This hands-on session will explore a variety of ideas for creating opportunities for children with SEN/D. The emphasis will be on providing engaging opportunities. We will particularly focus on ways to make adaptions for children with speech and language difficulties and sensory impairments.

Looking at:

• The joy of working with children who have SEN/D
• The challenges young children face and ways to overcome them
• Tips on resources and activities
• Where to go for more information

Georgina Roberts

These sessions are designed to support practitioners with stimulating philosophical questions with young children. We will use some of the principles of the community of philosophical inquiry and philosophy for children. This can be a great way for children to connect with one another and other adults.

We will look at how we can engage young minds in philosophical thought experiments, philosophical questioning, and logical reasoning. In particular, we will consider ways to encourage children to expand their thinking and develop their perspectives on what is important in life to them.

These sessions are designed to be interactive, in which you will engage in some practical activities. Resources and activities will also be shared for you to take away and put into practice.

Victoria Jamieson

Time: 3pm – 4:30pm

This session will explore what is behind the EYFS 2020 reforms and unpick the main changes to the Early Learning Goals (ELGs) Consider the new non-statutory Development Matters (DfE, 2021) and the sector-led Birth to 5 Matters Discuss some of the barriers/challenges of leading and implementing change in ECEC settings.

Dr Karen Boardman

Time: 3pm – 5pm

This session is focused on the use of communication, language and quality talk for under-threes within their daily routines and activities. This session invites practitioners to think about agency, advocacy and ethics of care.

Dr Karen Boardman

Time: 2pm – 4pm

This session will look at some of the key theories, principles and processes relating to the development of young children generally and in specific developmental domains.

You will explore the perception of babies and young children as competent and complex learners.

Dr Annabel Yale

Time: 2pm – 4pm

Learning outcomes:

• Gain an awareness of the benefits of using social media for professional networking
• Understand some of the challenges and barriers to using social media for professional purposes
• Evaluate the boundaries between personal and professional use of social media

Sian Onions

Time: 3:30pm – 5:30m

This session will explore and review early reading opportunities for children under three and the wider implications for ECEC practitioners in their settings, supporting language and early reading.

Dr Karen Boardman

Time: 10am – 12pm

An introductory session focusing upon practical ways to support young children and their emotional well-being. Exploring the impacts of traumatic events and strategies to help in recovery.

John Clarke

Time: 3pm – 4:30pm

Geometry is often an area of mathematics where errors and misconceptions are prevalent.

This session aims to develop or reinforce your knowledge of shape and transformations at Key Stage 1 level and will suggest ideas for introducing and practising this knowledge in order to commit it to long term memory.

Hefin Williams

Time: 4pm – 6pm

This session will outline and explore the procedures and supporting documentation for teacher induction in England.  The session is relevant for school leaders/governors, ECTs and ECT mentors, ECT Induction tutors.

Heidi Winrow

Time: 10am- 11:30am

Providing children with the opportunity to understand their emotions and develop their emotional intelligence is an essential aspect of their holistic development.  

This session aims to identify the impact our emotions have on our capacity to learn whilst providing strategies that can be immediately applied in an early years setting.

Jamie Allman

Time: 3pm – 5pm

This session is designed to support practitioners/teachers with teaching Systematic Synthetic Phonics (SSP). This session offers opportunities to explore how to support children with their SSP ‘phonics’ understanding in context outdoors, as an enhancement to the discrete teaching of SSP. 

Dr Karen Boardman

Time: 2pm – 4pm

This session will provide an introduction to the shared characteristics of the Autism Spectrum and include information around early identification, diagnosis pathways, adapting provision and different support strategies.

Rachael Sackville-Jones

You will engage in a critical discussion and participate in practical tasks of identifying a leadership issue from your practice.

Learning outcomes:

• To review some of the key theories of leadership and management
• To reflect critically on the role of Leaders in an Early Years setting
• To develop new strategies of problem-solving related to the Leaders’ role

Dr Liana Beattie

Time: 2pm – 4pm

This session will explore how to combine computing and music taking account of Ofsted curriculum reviews whilst delivering stimulating lessons to inspire Early Years and Key Stage 1 children to experiment and play with music and audio in the composition of their own unique masterpiece!

Martyn Starkey

Time: 2pm – 4pm

Visual supports and resources can be used with a range of learners and for many different purposes. They can support children with Speech, Language and Communication needs and other SEND such as Autism. They are a positive way to support all children in their communication, in recognising and managing their emotions and supporting the development of behaviour for learning. For practitioners they can reduce confrontations with children and contribute to a positive classroom environment.

Rachael Sackville Jones

Time: 4pm – 5pm

These sessions are designed to support practitioners with stimulating philosophical questions with young children. We will use some of the principles of the community of philosophical inquiry and philosophy for children. This can be a great way for children to connect with one another and other adults

We will look at how we can engage young minds in philosophical thought experiments, philosophical questioning, and logical reasoning. In particular, we will consider ways to encourage children to expand their thinking and develop their perspectives on what is important in life to them.

These sessions are designed to be interactive, in which you will engage in some practical activities. Resources and activities will also be shared for you to take away and put into practice.

Victoria Jamieson

Time: 2pm – 4pm

This session will help you to understand the principles of Forest School education and undertake a range of practical tasks. You will identify health and safety risks and explore storytelling in the outdoor environment.

This session will be delivered outdoors. Outdoor shoes and clothing will be required for this session.

Jackie Sumner/Amanda Casey

Time: 2pm – 4pm

This session will examine how we can be more responsive to the changing needs of society in terms of intergenerational working practices, given the constraints placed upon everyone as a result of the covid crisis.

Learning outcomes:

• Explore the key concepts of intergenerational practice
• Critically analyse the benefits of bringing different generations together
• Discuss the role of the early years teacher and practitioner and how they have had to adapt the way in which they plan and deliver intergenerational practice throughout the pandemic and what this means for the field moving forward.

Louise Masterson

Time: 2pm – 4pm

More girls are now being identified as being on the Autism Spectrum. However, these are often older girls and adults. This session will provide an introduction to recent developments in this area, suggested reading and resources and consider the issue of how as practitioners we should be identifying and supporting younger girls who may be within this group of learners. Consideration will be given to making appropriate referrals for assessment, implementing supportive strategies, and working with parents/carers.

This session will include input from parents and practitioners. 

Rachael Sackville- Jones

Time: 2pm – 4pm

This session is an outdoor, nature-based session exploring the colours and textures of the season. You will be working in small groups creating a ‘weaving’ tapestry as a basis to inspire very young children to get involved in outdoor creative activities.

Dr Karen Boardman

Time: 2pm – 4pm

This session will explore Sensory Processing Disorder and how this impacts the learning and development of children with SEND. Often Sensory Processing Disorder goes undiagnosed or is misdiagnosed as ADD/ADHD and/or emotional behavioural problems. Learning Outcome: By the end of the session participants will be able to identify sensory processing challenging and will develop an understanding of intervention strategies.

Dr Julie Sealy

Time: 2pm – 4pm

This will develop further from Session 1 looking at a variety of apps and software to support music and the wider curriculum for Key Stage 2 pupils.

This will include how to make the best use of free software to support home learning as well as an exploration of inclusive and assistive technology for use with SEND with input from guest speaker Andrew Billington.

Martyn Starkey

Time: 4pm – 5pm

This event is for early career teachers who recognise the need for mutual spiritual support even if they do not identify with any religion.

Learning Outcomes: 

To explore how different intrapersonal/spiritual practices and exercise support the life of teaching in relation to:

• Wellbeing
• Resilience
• Sustainability
• To explore the extent to which such practices also support your approach to SMSC development and reflective RE in the classroom

Tim Saunders

Time: 1pm – 3pm

The session will explore approaches for taking your subject beyond the classroom and into a nature environment with the purpose of continuing subject specific learning, whilst also incorporating wellbeing and mindfulness-based strategies.

Learning outcomes: 

• To strengthen eco-awareness and build links with specific curriculum subject areas
• To support the development of young people’s relationships with their environment
• To promote positive mental health and support young people’s wellbeing

Time: 1pm – 3pm

The session will explore approaches for taking your subject beyond the classroom and into a nature environment with the purpose of continuing subject specific learning, whilst also incorporating wellbeing and mindfulness based strategies.

Learning outcomes: 

• To strengthen eco-awareness and build links with specific curriculum subject areas.
• To support the development of young people’s relationships with their environment. 
• To promote positive mental health and support young people’s wellbeing.

Natalie Reynolds

Time: 4pm – 5pm.

The purpose of session 1 is to introduce participants to research on the experiences of LGBTQ+ people who also identify as religious. We will focus on the life stories of LGBTQ+ religious people from the Jewish, Christian, and Muslim traditions in particular, and explore how these stories might be relevant for teaching RE in schools. The purpose of Session 2 is to introduce participants to queer theologies in Christianity. We will focus on the historical emergence and core concerns of these traditions and explore how ‘the basics’ of these traditions might feature as curriculum content in the RE classroom.

Learning Outcomes: 

In attending Session 1, participants will be given an opportunity to: 

• Explore the complexities some experience identifying as both LGBTQ+ and religious.
• Discuss the value of foregrounding affirmative life stories of those who hold LGBTQ+ and religious identities. 
• Reflect on how these stories could feature in the teaching of RE in schools. 

Dr Seán Henry

Teachers will come to the session with their mock exam papers (ideally marked). They will be paired up with another teacher who is using the same exam board to be able to moderate their papers together. We are hoping to get subject advisors from the exam board to be on hand to answer questions.

Learning Outcomes:

• To understand how to apply the mark scheme.
• To discuss the appropriate marks for students.
• To moderate exam papers with another teacher

Becci Peters

Pupil’s access to social media can lead to misconceptions and discriminatory attitudes. How can RE teachers counter the access to misleading information within the classroom?

Learning Outcomes:

• To understand the meaning of ‘religious literacy’.
• To recognise the implications of a religiously illiterate society.
• To demonstrate how effective teaching in R.E can help to develop religious literacy.

Glenn Millington

With the shift towards the exploration and development of worldviews within RE lessons, an  opportunity to explore responses to and around climate justice arises. With a focus on  veganism and plant-based choices, utilising Mezirow’s Transformative Theory and Freire’s  Pedagogy of the Oppressed, with their emphasis on the role of dialogue and exposure to deconstruct power relationships and transform society, as a framework to explore the  disruptive nature of some worldviews. The existence of vegans, particularly within our  educational contexts, moves away from what Freire sees as an adaption to change to fit in with the environment around them, to a rebellious and at times defiant integration which  could ultimately affect change

Learning Outcomes: 

• Understand the shifting RE sands
• Discuss alternatives to traditional worldviews
• Framing discussion using Mezirow’s Transformative Theory and Freire’s Pedagogy of the Oppressed

Heather Marshall

Time: 4pm – 5pm.

There is a move in RE (following the CoRE Report) to reposition the subject as Religion and Worldviews. This session will consider what that means (to different people) and consider what might be included in an RE curriculum.

Learning Outcomes: 

• Understanding of differing uses of the term(s) Worldviews. Some ideas about what could and could not be included in an RE curriculum.

Paul Smalley

Time: 4pm – 5pm

The purpose of Session 2 is to introduce participants to queer theologies in Christianity. We will focus on the historical emergence and core concerns of these traditions and explore how ‘the basics’ of these traditions might feature as curriculum content in the RE classroom.

Learning Outcomes: In attending Session 2, participants will be given an opportunity to:

• Trace key shifts in the development of queer theologies in Christianity.
• Identify some of the core concerns of queer theologies as an academic field.
• Reflect on how ‘the basics’ of queer theologies could feature in the teaching of RE in schools.

Time: 4pm – 5pm.

A significant gap between the outcomes for disadvantaged pupils and the rest remains. This session will look at what constitutes good practice within RE when trying to close this gap.

Learning Outcomes: 

• To recognise the barriers that prevent learning for disadvantaged pupils.
• To understand how progress can be made in RE with disadvantaged pupils.

Glenn Millington

Time: 4pm – 5pm.

It is likely that LGBT+ issues would be raised at some point in the RE curriculum, by students if not by teachers. This gives both teachers and students the opportunity to develop a broader understanding of LGBT+ experiences and identities, and attitudes to LGBT+ relationships that is found in few other subjects.

Learning Outcomes: 

• To explore the issues of sexuality in teaching of RE
• To consider the impact on teachers and students
• To reflect on our roles as RE teacher