Faculty of Education Continuing Professional Development (CPD) hub
We are delighted to be able to present you with a range of opportunities to engage with our academic colleagues across the Faculty of Education in relation to their areas of expertise and research. All CPD hub sessions are free and open to you or any of your colleagues. As a faculty, our vision is “to work collaboratively with others to enhance life chances” and we hope that this is another way we can do this.
If there are any particular topics you would like to see appearing more regularly or you have suggestions for others, please contact us on [email protected] to let us know. We have themed the CPD offer into:
- Behaviour and wellbeing
- Curriculum
- Early career teacher sessions
- Evidence-based practice
These sessions should meet your needs, but let us know if there are other sessions or additional content that would be helpful. We have the expertise to support professional development across education including, but not limited to:
- Practitioner research for teachers
- Learning outside the classroom
- Special educational needs
- Dyslexia
- Leadership
- Early years education
- Primary curriculum and pedagogy
- Secondary curriculum and pedagogy
- Mentoring and coaching
- Subject-specific support in sciences, mathematics, modern languages, physical education and computing
Available sessions
Our department CPD sessions aim to support our partners, staff and professionals working in a wide range of settings. Sessions are designed and delivered online or in person by our own expert early years, primary and childhood education, and secondary and further Education teams here in the Faculty of Education. They are free to attend.
Explore our upcoming sessions below and book your place online.
Book your place| CPD title | Description | Phase | Format | Time and date |
|---|---|---|---|---|
| Developing mathematical opportunities in play | 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. | Early years | Fact-to-face | Tuesday 28 February 2023, 3 – 4:30pm |
| Quality talk for under-threes | This session is delivered by Dr Karen Boardman. The 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. | Early years | Online | Tuesday 14 March 2023 4 – 5.30pm |
| Session 2: Queer theologies: Bringing the basics to the RE classroom | 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. | Secondary and further education | Tuesday 14 March 2023 4 – 5pm | |
| The Child as a Competent Learner- Theoretical Perspectives | 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. | Early years | Online | Wednesday 15 March 2023 2 – 4pm |
| EduSynthesis: Supporting Teacher Leadership Development | A session that supports teachers in integrating theory and practice to better engage with school leadership practices. Learning outcomes: You will work on your own Personal Leadership Philosophy (PLP) in relation to the following: – How to engage effectively in teamwork using Appreciative inquiry and the 4step process of team Forming, Storming, Norming and Performing – How to work out your own Leadership style preferences: Visionary, Coaching, Affiliative and Democratic – How work out how to influence 4 kinds of organisational culture – How to work out your preferences for 4 kinds of school Mission based on Educational Leadership and Management theory | Early years | Online | Thursday 16 March 2023 4 – 5pm |
| Teacher Twitter: Personal and Professional Boundaries | 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. | Early years | Online | Wednesday 22 March 2023 2 – 4pm |
| Early Reading for under-threes – what this is and what it is not | 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. | Early years | Online | Wednesday 12 April 2023 3.30 – 5.30pm |
| Supporting children’s emotional well-being | 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. | Early years | Online | Thursday 27 April 2023 10am – 12pm |
| ECT Induction and the ECF | 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. | Early years | Online | Tuesday 2 May 2023 4 – 6pm |
| Developing Emotional Intelligence In Early Years Settings | 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. | Early years | Face-to-face | Thursday 4 May 2023 10 – 11.30am |
| Supporting Disadvantaged Pupils through RE | 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. | Secondary and further education | Wednesday 10 May 4 – 5pm | |
| Teaching SSP outdoors | 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. | Early years | Thursday 11 May 3 – 5pm | |
| Introduction to working with young children on the Autism Spectrum | 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. | Early years | Online | Thursday 11 May 2023 2 – 4pm |
| Leadership in the Early Years | 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. | Early years | Online | Tuesday 16 May 2023 |
| EduSynthesis: Supporting Sustainable Development | A session that supports teachers in education for sustainable development. Learning outcomes: You will work on your own Personal World Philosophy (PWP) in relation to the following: – How to engage in dialogue concerning 4 western worldviews impacting on sustainability – How to engage in 4 kinds of metamodern Politics to promote sustainability – How to engage in 4 kinds of wicked Stewardship to care for the planet better – How to engage in 4 kinds of UN Sustainable Development Goals and prioritise the ones you want to contribute to | Early years | Online | Thursday 18 May 2023, 4 – 5pm |
| Primary Music and Computing (1) | 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! | Early years | Fact-to-face | Wednesday 17 May 2023 2 – 4pm |
| Using visual supports and resources – unlock their potential! | 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. | Early years | Online | Wednesday 17 May 2023 2 – 4pm |
| Big Questions! | 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. | Early years | Online | Thursday 18 May 2023 4 – 5pm |
| Forest School Taster Session EYFS | 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. | Early years | Fact-to-face | Monday 22 May 2023 2 – 4pm |
| Intergenerational Practice | 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. | Early years | Fact-to-face | Tuesday 23 May 2023 2 – 4pm |
| Introduction to Autism and Girls | 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. | Early years | Online | Wednesday 24 May 2023 2 – 4pm |
| ‘Wild Weaving’ Outdoor Session | 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. | Early years | Face-to-face | Thursday 25 May 2023 2 – 4pm |
| Understanding Sensory Processing Disorder in children with SEND and Emotional Behavioural Difficulties | 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. | Early years | 2 – 4pm | |
| Primary Music and Computing (2) | 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. | Early years | Face-to-face | Wednesday 24 May 2023 2 – 4pm |
| Representing Gender and Sexuality in RE | 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. | Secondary and further education | Tuesday 13 June 2023 4 – 5pm | |
| EduSynthesis: Action Learning for Leadership Development or Sustainable Development | A session that supports teachers in integrating their philosophy in practice via action learning and peer support. Learning outcomes: This is an interactive session to support your own action learning in one of the EduSynthesis strands. Bring along a practical issue, problem or opportunity to work on – Working on applying your PCP (Personal Leadership Philosophy) to your leadership development needs – Working on applying your PCP (Personal World Philosophy) to a sustainable development initiative |
Paid sessions
| CPD title | Description | Cost | Course code | Format | Time and date |
|---|---|---|---|---|---|
| Level 5 Certificate in Primary School Physical Education Specialism | This level 5 qualification is for class teachers, HLTA’s and TA’s in Edge Hill Partner schools. It is recognised by afPE and Sports Leaders UK with the aim of the course to improve the overall delivery of the physical education curriculum within partner primary schools. Outcomes: – Guaranteed to increase delegates’ confidence, competence and PE subject knowledge – Proven to raise standards across the curriculum and contribute to whole school improvement – Effective and sustainable use of the Primary PE and Sport Premium Course aims – The qualification teaches delegates how to understand the requirements of the primary school physical education curriculum, the links between the principles of pedagogy and child development and how using a range of activities can impact on ‘good or better’ teaching and learning within primary school physical education. – Delegates will also learn how to develop plans for units of work that cover the primary school physical education curriculum and that use assessment to impact on learning and progress. Delegates will deliver, teach, evaluate and review the plans for units of work and will learn how to use the outcomes of the unit of work to inform future planning. – Delegates will learn how to lead sustainable development within primary school physical education. This includes understanding the roles and responsibilities of a physical education subject lead. – Delegates will receive a certificate once they have passed the course. | £575 | 11964 | Face-to-face | Day 1 Wednesday 16 April 2023, 9.30am – 4pm Day 2 Wednesday 24 April 2023, 9.30 – 4pm Day 3 Wednesday 28 June, 9.30am – 4pm Day 4 To be confirmed between September 2023 and April 2024 (9.30am – 4pm) Day 5 To be confirmed between September 2023 and April 2024 (9.30am – 4pm) Day 6 To be confirmed between September 2023 and April 2024 (9.30am – 4pm) |
Bespoke sessions
We can offer bespoke sessions – please get in touch with us to discuss your request.
Bespoke children’s rights CPD sessions for schools
Our Professor of Children’s Rights (Carol Robinson) can provide children’s rights sessions to your school staff/groups.
The focus of the sessions would be on “What are children’s rights and what implications do these have for practice in early years and school settings?“.
The sessions would include looking at children’s rights as outlined in the United Nations Convention on the Rights of the Child (UNCRC) (UN, 1989) and at the core principles underpinning the articles within the UNCRC. The aim would be to provoke discussion around factors to consider when implementing these principles in practice and for participants to gain a critical understanding of considerations and dilemmas relating to implementing children’s rights in practice.
As part of this work, there would also be a focus on educating children about their rights and what this mean in the context of early year and school settings. This will include introducing participants to the key characteristics of human rights as outlined in the United Nations World Programme for Human Rights Education (UN, 2006) and outlining how everyday practices in early year and school settings contribute to children and young people’s human rights education. A further aim of the sessions would be to increase awareness of factors to consider when developing practices to educate children and young people about human rights.