The Faculty of Education offers an extensive range of high quality Continuing Professional Development (CPD) opportunities for individuals and organisations working within the Education sector. All of our programmes are practice-based and impact-driven in order to support high quality teaching and learning and school improvement priorities.
Our CPD portfolio is continually updated to respond quickly to national and local initiatives, and has been designed to be delivered in a flexible way. We offer a range of delivery patterns to suit school preferences including:
All CPD courses offered by Liverpool Hope are based on inquiry and research into your practice, and are designed to affect a real and lasting practical impact on the teaching and learning in your school and on school improvement.
We are happy to make a visit and discuss your requirements with you at your school.
Download our current brochure on Continuing Professional Development available from the Education Faculty at Liverpool Hope University. Liverpool Hope University CPD Centre, Education Faculty CPD Brochure
Liverpool Hope University offers a range of courses which are accredited at Masters level, from 30 credit Masters level CPD programmes to 60 credit Postgraduate Certificates and 180 credit Masters. The programmes are designed specifically for graduates of our own and other ITT programmes, as well as opportunities for more experienced practitioners to specialise in particular areas of interest - such as SEN or Leadership & Management. 30 and 60 credit programmes can be taken as stand-alone CPD or can be used to build towards a full Masters award.
| Course | Masters Credit | Overview | Suitable for |
|---|---|---|---|
| Postgraduate Certificate in Specific Learning Difficulties (Dyslexia) | 60 credits | This specialist programme enables professionals to develop the knowledge, skills and confidence to be a specialist teacher and/or assessor for dyslexic learners (up to the age of 18). |
Specialist teachers with two years experience supporting learners of a school age (18 years or under). |
|
National Award for Special Educational Needs Coordination - Liverpool Delivery
National Award for Special Educational Needs Coordination - Blackburn Delivery |
60 credits | This course consists of two modules; module 1 - Professional Knowledge and Understanding of the SENCo role (detailed above) and module 2 - Leading and Coordinating SEND Provision. Module 2 focuses on the development of effective partnerships to meet the needs of children and their families. The module will help you to identify and use knowledge, skills and values required to communicate effectively with a range of stakeholders. The module will consider the use of data, systems and external sources of support and their impact on professional practice. The module will encompass learning from both module 1 and module 2 of the national award to explore and develop the personal and professional qualities that SENCos need to make a positive impact on the ethos and culture in schools and other settings. |
Aspiring SENCos and SENCos in post |
|
PG Cert Management An Leadership of SEN Liverpool
|
60 credits |
The content reflects upon national perspectives that provide a framework to address key aspects of the role of Special Educational Needs managers and leaders. The course will help develop effective SEN management and leadership skills and Provide up-to-date knowledge support for professionals working within SEN, showing a commitment to Continuing Professional Development. The two modules each carry 30 Masters-level credits, which can be used towards a Masters in Education.
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| Developing Practice for Early Career Practitioners | 30 credits | This course supports the development of professional practice for those teachers in the early stages of their careers. It is intended to help participants to acquire the knowledge, skills and understanding essential to becoming effective, informed and reflective professional practitioners. |
Newly Qualified Teachers (NQTs) Recently Qualified Teachers (RQTs) |
| Aspiring Subject Leaders | 30 credits | This module will enable aspiring and new subject leaders to acquire the skills, knowledge and capabilities needed to lead sustainable improvement, whilst also giving participants the opportunity to critically analyse the challenges facing the subject area. | Aspiring and new subject leaders |
| Coaching, Mentoring & Training in Education | 30 credits | This course focuses on contemporary issues, debates and developing practice in the field of mentoring and coaching relevant to an educational setting. This course will provide support in the study of the theory and practice of mentoring and coaching and/or training. Participants will develop practical skills in the mentoring and coaching process by a critical exploration of a variety of coaching models with reference to relevant literature and theory. Participants will use a range of relevant theoretical perspectives to develop their skills in critical analysis and reflection on their practice as a mentor, coach and/or trainer. | Professionals in a coaching, mentoring and/or training role within an educational setting |
| Education Leadership & Management I: Perspectives on Leadership | 30 credits | This module explores leadership, with a specific focus on leadership within different education organisations. In particular, the module explores the nature of leadership and management through a number of different thematic ‘lenses’ and considers the role leaders play within improvement and change programmes. | Teachers, Middle and Senior Managers/Leaders, Professionals working within an educational context |
| Education Leadership & Management II: Working Effectively with Others | 30 credits | This module takes as its focus the need for all those working within schools and other education institutions to develop positive and productive relationships with others. It is designed not only to encourage the development of solutions to specific leadership and management problems, but also to provide participants with insights into the complex nature of organisations and of organisational life. | Teachers, Middle and Senior Managers/Leaders, Professionals working within an educational context |
| Professional Qualification for Aspiring School Leaders (PQASL) | 30 credits | The course will begin to consider relevant educational leadership and management theories and research and how these relate to, and support, the understanding and development of personal leadership capabilities and practices. The primary aim will be to deliver accredited training that integrates school based Continuing Professional Development (CPD) and the principles and practice of school leadership, underpinned by research informed practice. |
Aspiring, and newly appointed, middle or senior leaders within an educational context |
| Professional Qualification for Middle Leaders in Church Schools | 30 credits | The Professional Qualification for Middle Leaders in Church Schools is a 5-day programme that has been specifically designed in collaboration with the five North West Dioceses and Liverpool Hope University to support aspiring, and newly appointed, middle leaders working within a Christian school context. The programme will enable participants to explore and articulate their personal values and mission, have a better understanding of the distinctive mission and vision of Church of England schools and the role of middle leaders in these settings. It will provide participants with the opportunity to critically engage with leadership and management theories/research and how these relate to, and support, the understanding and development of personal leadership capabilities and practices. | Middle leaders working in primary schools, within a Christian context, and for those aspiring to/or recently appointed to Assistant or Deputy Headship |
| Professional Knowledge and Understanding of the SENCo Role | 30 credits | This module has been specifically designed to support current, newly appointed and aspiring Special Educational Needs (SEN) Co-ordinators (SENCos) to explore and fulfil the leadership role set out in the Code of Practice. This module will begin to explore the professional knowledge and understanding that SENCOs need of the legislative context for SEN and theoretical concepts that underpin effective leadership and practice. This module provides participants with an understanding of, and an engagement with, the complexity of current policy, legal and professional contexts. It provides participants with the professional capacity to identify, assess and provide for children with special educational needs within their setting. | Aspiring SENCos and SENCos in post |
| 30 credits | This module examines social and emotional aspects of learning. In particular, it explores how children’s familial contexts, early developmental experiences and consequent attachment patterns, impact on their attitudes to learning, to relationships and to their ability to reach their educational potential. |
Teachers, Teaching Assistants and Learning Mentors working in socially challenging school contexts. | |
| 30 credits | This module offers students the opportunity to engage in an in-depth, critical consideration of contemporary research linked to educational improvement. Students’ exploration of this knowledgebase will be informed by a critical reflection on the role of values in shaping their views about the aims and ends of education while also considering how professional experience informs their preferred “ways of teaching”. |
Teachers, leaders and professionals working within an educational setting. | |
| 30 credits | This module offers students the opportunity to gain systematic understanding of common research methods used in professional inquiry for the purposes of educational system improvement. Student exploration of this knowledge-base will be informed by a critical reflection on research methods with the intention of evaluating for implementation in cycles of educational improvement. |
Teachers, leaders and professionals working within an educational setting. | |
| 30 credits | This course provides an opportunity to undertake a professional development project within a school or other setting. This will support practising professionals in understanding the impact of research on practice, including how theory relates to practice, designing effective projects and evaluating impact. | Teachers, leaders and professionals working within an educational setting. | |
| 30 credits | This module examines three dimensions of educational leadership, taking cognisance of the experience of leaders in schools and their interpretation of education policy and how this impacts on leadership practice. Participants will explore the possibilities and limitations of acting upon policy, individually and collectively. |
Teachers, leaders and professionals working within an educational setting. |
Learn more about fees (including bursaries) which may be available to you in our guide to Professional Masters and CPD Fees. Group Discounts are also available, please contact us for details.
Please also see our postgraduate pages to view further information about our Masters in Professional Practice (MA/MEd) by clicking on the relevant 'tab'.
At Liverpool Hope University, we believe that professional development is crucial at every stage of a teacher’s career. Showing a commitment to CPD not only helps to enhance career progression prospects, but is also key to giving teachers confidence that they are performing to the best of their ability.
Our dedicated Hope Schools Advisory Service (Hope SAS) has been developed to offer, and deliver, a range of non-accredited CPD routes to directly support teachers and support staff in meeting individual and school priorities. This includes:
1. CPD Courses for Primary Schools ONLY
| SUBJECT: ENGLISH | ||||
|---|---|---|---|---|
| Course | Course Outline | Date and Time | Audience | Delivered by |
| English Subject Leaders (3 Sessions) | These termly half day sessions will provide English subject leaders with the up-to-date information required to effectively lead their subject in school. Sessions can be booked on a one-off basis or at a discounted rate for all three. |
Will run again in Academic Year 2019/20 |
English Subject Leaders | The Literacy Company |
| Mastering the Curriculum & Planning Greater Depth Writing Opportunities in KS1 | How to master key skills and English subject knowledge at KS1 will be explored through a range of reading and writing opportunities. Planning through an engaging text will be looked at over a series of literacy lessons and how to plan writing for greater depth pupils will be explored. Please note this course is a repeat from last year. |
Will run again in Academic Year 2019/20 | Key stage 1 teachers, English subject leaders, phase leaders |
The Literacy Company |
| Mastering the Curriculum & Planning Greater Depth Writing Opportunities in KS2 | How to master key skills and English subject knowledge at KS2 will be explored through a range of reading and writing opportunities. Planning through an engaging text will be looked at over a series of literacy lessons and how to plan writing for greater depth pupils will be explored. Please note this course is a repeat from last year. |
Will run again in Academic Year 2019/20 | Key stage 2 teachers, English subject leaders, phase leaders |
The Literacy Company |
| Supporting Higher Order Reading Skills Linked to the KS2 Reading SATs |
This course will address the higher expectations for reading in the Year 6 reading test. Teachers will be provided with an in-depth understanding of how to plan, teach and assess all aspects of reading to ensure pupils are ready for 2019. |
Will run again in Academic Year 2019/20 | Year 5, 6 and English subject leaders |
The Literacy Company |
| Reciprocal Reading |
Reciprocal reading is a powerful research-based technique which provides a framework for teaching the skills necessary for good comprehension. It is an instructional activity which involves the adult modelling, then helping children to lead group discussions using four strategies: summarising, questioning, clarifying and predicting. Session Details: |
Tuesday 4th June 2019 12:30pm - 4:00pm |
Primary Teachers and Teaching Assistants | Katharine O'Neill, Liverpool Hope University Head of Primary English |
| SUBJECT: ART | ||||
|---|---|---|---|---|
| Course | Course Outline | Date and Time | Audience | Delivered by |
| Developing Art Skills in Primary Education Includes ‘Working in my Sketchbook’ |
This is a half day course developed for Teachers, NQT’s and Teaching Assistants offering a CPD opportunity to support the Art & Design National Curriculum relevant to both KS1 and KS2. The half day is ‘hands on’ throughout so techniques can be tried and examples made to take away. During the course delegates will also have the opportunity to create a ‘handmade’ sketchbook. |
Will run again in Academic Year 2019/20 | Primary Teachers, NQTs and Teaching Assistants |
Gill Taylor, Art Specialist;Hope University Artist in Residence |
| SUBJECT: WELLBEING | ||||
|---|---|---|---|---|
| Course | Course Outline | Date and Time | Audience | Delivered by |
| HEARTSMART - Teacher Wellbeing | This is a highly interactive session which will inspire and equip teachers to lead themselves well through the daily pressures of life and the classroom. It will be a journey through 5 memorable principles that equip children and adults to make powerful decisions. It is rooted in the belief that love and self compassion build pathways in the brain that lead to true long lasting resilience, an essential requirement for any teaching staff. It will also be fun! | Will run again in Academic Year 2019/20 | Primary Teachers and Teaching Assistants | HEARTSMART |
| Mindfulness in the Classroom | ‘Little Sunshine Mindfulness and Yoga aim to provide lifelong skills that transform the mind to a calmer state, working together to make a positive change.’ We provide fun and engaging mindful techniques using breathing strategies, meditation, massage, listening games, self-esteem activities and much more. The benefits of this include improved concentration, resilience, focus, self-esteem, determination, cognitive development and reduced stress and anxiety developing a more positive mind set. We also include mindfulness for adults to support staff well-being in the workplace developing a whole school mindfulness approach. |
Will run again in Academic Year 2019/20 | Primary Teachers and Teaching Assistants | Katie Bigelow Qualified Primary School Teacher, Yoga and Mindfulness Teacher, Creator of 'Little Sunshine Mindfulness and Yoga' |
| AREA: Newly Qualified Teachers (NQTs) | ||||
|---|---|---|---|---|
| Course | Course Outline | Date and Time | Audience | Delivered by |
| Developing the Role of the Induction Tutor for Newly Qualified Teachers |
Induction tutors have a key role and significant responsibilities in the statutory arrangements for ensuring NQTs satisfactorily complete an induction period. The role of the induction tutor in the induction process is a crucial one which, if done effectively, provides the foundations of a successful and rewarding career in teaching for NQTs.
Content: |
Will run again Oct/Nov 2019 | NQT Induction Tutors |
Sue Cronin, Head of Teacher Education and Veronica Poulter, NQT Programme leader |
This CPD course provides an introduction for delegates who aim to increase their knowledge and understanding of standardised tests. The course will examine the language used in standardised tests. Through a case study example, delegates will interpret standardised test scores and consider how the analysis of the data derived from them can impact upon next steps to be taken in the learning environment. The course is designed to be stimulating and enjoyable. It aims to enable delegates to better understand why standardised test are a valuable tool for the educational practitioner. Both theoretical and practical approaches will be considered including how delegates can make informed choices when purchasing standardised tests for their own settings. There will be plenty of opportunity for delegates to share their own experiences and approaches in a supportive and inclusive environment.È
| AREA: Special Educational Needs (SEN) | ||||
|---|---|---|---|---|
| Course | Course Outline | Date and Time | Audience | Delivered by |
| Educating Children said to have Profound and Multiple Learning Difficulties |
This course will provide you with the opportunity to:
|
Tuesday 7th June 2019 9am - 4pm |
NQTs/Teachers/ SENCOs/ TAs/LSA in the primary, secondary schools/settings & Parents | Dr Laura Waite |
| Introduction to Dyslexia |
This CPD course provides two inter-related sessions for delegates who aim to increase their knowledge and understanding of what dyslexia is and how steps can be taken in the learning environment to improve outcomes for dyslexic learners.
|
Monday 20th May & Tuesday 4th June 2019 9am - 12pm |
NQTs/Teachers/ SENCOs/ TAs/LSA |
Helen Ackers, SEN Tutor |
| Introduction to the Role of SENCO |
SENCOs have a key role and significant responsibilities in their settings. This one day course will provide delegates with a valuable insight into the statutory role of the SENCO enabling them to consider the strategic role SENCOs have in their settings. The course aims to enable delegates to better understand how the SENCO can develop an inclusive ethos in their setting and a whole school/setting approach to special educational needs and inclusion. The day will also provide opportunities for delegates to share their own practical approaches and inclusive practice. |
Monday 3rd June 2019 10am - 3pm |
SENCOs/aspiring SENCOs, teachers working with SEN pupils |
Helen Ackers, SEN Tutor |
| Educating Children with Down Syndrome |
This course will provide you with the opportunity to:
|
Monday 24th June 2019 9am - 4pm |
NQTs/Teachers/ SENCOs/ TAs/LSA in the primary, secondary schools/settings & Parents | Dr Laura Waite |
| Introduction to Standardised Tests |
This CPD course provides an introduction for delegates who aim to increase their knowledge and understanding of standardised tests. The course will examine the language used in standardised tests. Through a case study example, delegates will interpret standardised test scores and consider how the analysis of the data derived from them can impact upon next steps to be taken in the learning environment.
|
Tuesday 25th June 2019
9am - 12pm |
NQTs/Teachers/ SENCOs/ TAs/LSA | Helen Ackers, SEN Tutor |
| AREA: MENTAL HEALTH | ||||
|---|---|---|---|---|
| Course | Course Outline | Date and Time | Audience | Delivered by |
| Mental Health and Basic Awareness |
This is a half day training session for Teaching Professionals which gives a basic awareness of Mental Health, various mental ill-health conditions, wellbeing and how to recognise risk factors and protective factors of Mental Health. |
Thursday 14th March 2019, 9am-12pm | Primary and Secondary Teachers, Teaching Assistants and other Educational Staff. |
Ronan Miller a Psychotherapy Counsellor |
Primary and Secondary Teachers/Teaching Assistants/Educational Professionals.
| Area: RESEARCH | ||||
|---|---|---|---|---|
| Course | Course Outline | Date and Time | Audience | Delivered by |
| Action Research for Educational Professionals |
This event will be a supportive and highly practical introduction to enable you to take the first steps in designing your own pedagogical action research (PedAR) project if you are unfamiliar with action research. If you already have |
Tuesday 9th July 2019 | Primary and Secondary Teachers/Teaching Assistants/Educational Professionals. |
Professor Lin Norton, Emeritus Professor in Education |
| Practitioner Action Research Programme for Teaching Assistants (3 Sessions) |
This practical ‘hands-on’ programme has been designed specifically for Teaching Assistants who work in primary or secondary schools. It will be of interest to those who want to develop a toolkit of skills that will help enhance and improve their everyday practice. The programme will offer Teaching Assistants the opportunity to think about how to develop their practice in a supportive environment. It will include strategies for reflective practice, and an introduction to action research. |
Bespoke Delivery | Primary and Secondary Teaching Assistants | Professor Lin Norton, Emeritus Professor in Education |
| Practitioner Action Research for Teachers (3 sessions) |
The practitioner action research programme has been designed to offer a suite of three interrelated workshops for teachers and other education professionals. |
Bespoke Delivery | Primary and Secondary Teachers and other Educational Professionals | Professor Lin Norton, Emeritus Professor in Education |
School Governors, Headteachers, Senior Leaders ,Business Managers and Trustees from Academies and Maintained Schools.
| Area: GOVERNANCE | ||||
|---|---|---|---|---|
| Course | Course Outline | Dates | Audience | Delivery |
| Church School Governance Online Training Programme |
|
January 2019 - April 2019 |
Governors and trustees (directors) working in church schools Governors working in other designated schools |
Online |
| Checks and Challenges Governors/ Trustees need to know to secure outcomes | • The core functions of governance and six features of governance and how to challenge the school/academy on outcomes to enable the school to meet its objectives • Workshop and discussion groups with practical examples |
Tuesday 23rd April 2019, 9:30am - 12:30pm | School Governors and any senior leadership member who is involved in governance. |
Delivered by experienced professionals in school improvement |
| Financial Understanding for Governors | • How their school/academy is funded • An understanding of budgets and financial information • Workshop and discussions on the understanding of the ’numbers’ and how they impact on school improvement |
Tuesday 21st May 2019, 9:30am - 12:30pm | School Governors and any senior leadership member who is involved in governance. | Delivered by experienced professionals in school improvement |
| Understanding Financial Accountability and Governance for Governors, Headteacher | • Statutory responsibilities of governors • Relationship between the information Headteachers need to know to advise the Board • The role of the Business Manager and how SMARTER systems can aid transparent management information for effective strategic financial monitoring • Efficiency savings through setting the strategy, monitoring the strategy and procurement. |
Thursday 13th June 2019, 9:30am - 2:45pm | School Governors, Headteachers, Senior Leaders ,Business Managers and Trustees from Academies and Maintained Schools. |
Delivered by experienced professionals in school improvement |
We are in the process of arranging courses for Governors, SEN and Primary Maths. If you would like to to be contacted when these courses have been arranged, please email cpd@hope.ac.uk and we can contact you with further details.
Subject Knowledge Enhancement (SKE) courses are designed to help potential Initial Teacher Training (ITT) trainees gain the depth of knowledge needed to train to teach their chosen subject. The SKE courses are designed for students due to embark on their Initial Teacher Training (ITT) who need to strengthen their existing subject knowledge.
If you have received your offer letter for an ITT course and you have to complete an SKE as a condition, please contact us at cpd@hope.ac.uk for further information and guidance.
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Courses Available |
8 Week |
16 Week |
28 Week |
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Mathematics |
x |
x |
x |
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Geography |
x |
x |
x |
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Spanish |
x |
x |
Not Available |
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French |
x |
x |
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Biology |
x |
x |
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Chemistry |
x |
x |
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Physics |
x |
x |
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Computer Science |
x |
x |
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English |
x |
Not Available |
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Religious Education |
x |
Please note: The 28 week Mathematics SKE will have 2 study weeks built into the programme and the course start date is 22nd January 2020.
Our blended SKE programmes are delivered via a distance-learning platform. English, Mathematics and Religious Education SKEs will also be complimented with a five day summer school in July 2020.
If you have to complete an SKE as a condition of offer and would like to register onto one of our programmes, you can choose from one of the following start dates:
Wednesday 22nd January 2020 (only start date available for 28 week programmes)
Wednesday 19th February 2020
Wednesday 25th March 2020
Wednesday 29th April 2020
Wednesday 27th May 2020
Wednesday 24th June 2020
The Subject Knowledge Enhancement (SKE) courses that we offer are designed to help potential Initial Teacher Training (ITT) trainees gain the depth of subject knowledge needed to teach their chosen subject. However, the SKE courses have become popular amongst secondary teachers who are looking for a refresher course in their area of expertise, or if they are looking to develop their knowledge and understanding in a new discipline.
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Courses Available |
8 Week |
Summer School |
|
Mathematics |
x |
x |
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English |
x |
x |
|
Religious Education |
x |
x |
|
Geography |
x |
Not Available |
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Spanish |
x |
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French |
x |
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Biology |
x |
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Chemistry |
x |
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Physics |
x |
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Computer Science |
x |
All SKEs are delivered via an online distance-learning platform, are equivalent to GCSE level and take around 8 weeks to complete. Mathematics, English and Religious Education SKEs will also be complimented with a five day summer school in July 2020.
If you would like to register onto one of our programmes, you can choose from one of the following start dates:
Wednesday 25th March 2020
Wednesday 29th April 2020
Wednesday 27th May 2020
Wednesday 24th June 2020
Participants will be expected to:
SKEs are non-accredited courses but you will be awarded a certificate upon successful completion of the course.
We have three options available to suit individual/school needs:
8 week course plus 5 day summer school (Maths, English and RE only): £1,500
8 week course only: £1,150
5 day summer school only: £350
We realise that your first year as a teacher can be both exciting and daunting with many challenges ahead. This is why our commitment to you as a Liverpool Hope student does not stop once you have graduated. We feel it is crucial to continue to support and encourage you during your first year of teaching and beyond to ensure you have a strong foundation to become outstanding practitioners.
The Faculty of Education at Liverpool Hope University offers all NQTs and RQTs the opportunity to engage in a support programme that will help you to update your knowledge, skills and ability in key areas that are essential in becoming an effective and competent teaching practitioner. Even if you have not secured a teaching position as yet, you will have access to a range of conferences, twilight sessions, online resources and tutor support.
For more information please visit NQT/RQT Alumni.
The NQT Team
Faculty of Education
Liverpool Hope University
Hope Park
Liverpool
L16 9JD
T: 0151 291 3406