• Education Leadership & Management I: Perspectives on Leadership (30 Credits).

Recognising the challenges faced by those in leadership roles and the need to support the development of leadership competencies at all levels, 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.

• 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. Leadership and management do not occur in a vacuum, and this module has been designed to develop both functional knowledge and critical understanding of a number of key perspectives on human behaviour within organisations and on the nature and processes of organising human activity. As such 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.

With opportunities to develop the skills to become a Special Educational Needs Co-ordinator (SENCo) in your school, this course gives you the knowledge to help students with SEND explore and develop their potential.

The content reflects upon national perspectives that provide a framework to address key aspects of the role of Special Educational Needs managers and leaders.

• Develop effective SEN management and leadership skills.
• Provides 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.

This Postgraduate Certificate comprises two x 30 credit modules:

• Social and Emotional Learning Dimensions: Leadership (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.

• Power, Policy and Politics in Educational Leadership (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.
The course is designed to provide the theoretical and practical knowledge and understanding to successfully
support aspiring and serving educational professionals in a critical engagement with research and in critical
reflection on their practice. The course will promote a greater understanding of the social and cultural contexts that create notions of disadvantage and consideration will be given into ways in which schools can mitigate disadvantage and actively promote advantage.

This Postgraduate Certificate comprises two x 30 credit modules that are designed to provide the theoretical and practical knowledge and understanding of mentoring and coaching, which is relevant to their role as a mentor in a variety of capacities such as a trainee teacher mentor, induction tutor or mentor to a new school leader. The programme draws significantly on a professional learning model that encourages students to make clear connections between relevant research, theory and practice.

• Develop the specialist knowledge, skills and confidence to be a specialist teacher and/or assessor for dyslexia.
• Be part of a specialist programme for professionals.
• Investigate research and literature relevant to SpLD dyslexia and relate this to specialist teaching and assessment.
• The two modules that make up the award each carry 30 Masters level credits, which can be used towards a Masters programme.

This Postgraduate Certificate (60 Level 7 Credits) draws significantly on a professional learning model that encourages students to make clear connections between relevant research, theory and practice.

The course comprises of two thirty credit modules which are designed to collectively provide the theoretical and practical knowledge and understanding of some of the important big themes and issues in education. These include the recognition of the importance of practice that is underpinned by values and informed through a critical engagement with evidence. In particular the block will explore values and evidence in relation to the social and emotional aspects of learning and teaching.

The programme draws significantly on a professional learning model that encourages students to make clear connections between relevant research, theory and their emerging professional practice.

Students will draw on their professional capabilities and extend their practice through their engagement with the assessments, which are designed to promote high levels of critical reflection on their Early Career practice and extend their understanding of the link between research evidence and practice. The two modules are designed to develop the Early Career Teacher as a reflective practitioner able to analyse their emerging practice and consider how it is informed by a critical engagement with evidence and research.

Developing Practice for Early Career Teachers

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.

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.

Suitable for: Teachers, Teaching Assistants and Learning Mentors working in socially challenging school contexts.

Values and Evidence Informed: Leadership

Research Informed: Leadership

Research Informed: Practice in Action

Power, Politics & Policy in Educational Leadership

 Attachment and Trauma - ACES, how they affect our pupils and what we can do to support them.

This session will give an outline of ACES, how they may present themselves within the primary and secondary sector and what we can do to support them. We will look at attachment bonds and trauma and the impact of these on the children within our schools. There will be opportunities during the session to discuss effective strategies to support and nurture pupils who have experienced adverse childhood experiences.

Date(s)

16/03/2021

Audience

Any school staff, teaching and non- teaching.

Delivery Details

Cost

Full Cost: £50

Partner School Rate*: £30

NQTs: £30

*A Partner School is any school that has an Initial Teacher Education (ITE) partnership arrangement with Liverpool Hope University and who work with our students on providing school placements. 

Behaviour & Classroom Management from an Environmental Perspective

This session offers an opportunity to understand the different theoretical approaches of behaviour and how this understanding can support the practitioner. We will then explore how adopting an environmental perspective can help a teacher to successfully manage the challenging dynamics within the classroom.

Date

20/04/2021

Audience

Secondary & Primary Teachers & Support Staff.

Delivery Details

Cost

Full Cost: £50

Partner School Rate*: £30

NQTs: £30

*A Partner School is any school that has an Initial Teacher Education (ITE) partnership arrangement with Liverpool Hope University and who work with our students on providing school placements. 

Sensory Processing Difficulties

Children with sensory processing difficulties may struggle to organise and respond to information that comes in through the senses. How can we support these children in our classrooms and ensure they are not over or understimulated?

Date

18/05/2021

Audience

Teachers and support staff.

Delivery Details

Cost

Full Cost: £50

Partner School Rate*: £30

NQTs: £30

Reading for Pleasure: A Whole School Approach

This session goes beyond the mechanics of teaching children to read and examines whether children are actually choosing to read and more importantly, the barriers which may prevent this from happening. Participants will be encouraged to consider different ways to promote reading for pleasure, as well as how to recognise and support reading for pleasure within a primary school setting.

Date

22/06/2021

Audience

Primary Teachers, Management & Support Staff.

Delivery Details

Cost

Full Cost: £50

Partner School Rate*: £30

NQTs: £30

Outline

• These qualifications consist of a 5-day programme together with an online element. They will be delivered by the five North West Dioceses, Liverpool Hope University and School Improvement Liverpool.
• Accredited by the Department for Education (DfE), the National Professional Qualification for Middle Leadership (NPQML) involves leading a bespoke project aiming to improve pupil progress and team capability. This can be tailored to be in line with the school development plan or a stand-alone project.
• The Professional Certificate for Middle Leaders in Church Schools will support aspiring, and newly appointed, middle leaders working within a Christian school context. This 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.

Date(s)

Audience

This programme is specifically for middle leaders working in primary schools, within a Christian context. 

Delivery

• Three Online sessions • Four taught face-to-face days • Group and individual tutorials • Celebration event 

Outline

• Aimed at Governors and Trustees (Directors) in both church schools and schools with a distinctively Christian ethos to provide support for Governors and Trustees (Directors) committed to working on school improvement.
• Specifically designed to raise awareness of the changing expectations of Governing Boards and meeting today’s challenges in the education sector, whilst still holding on to the mission and vision of a church school.
• Developed by experts and professionals with a background in church school leadership, governance and inspection.
• Collaborative online programme with interactive discussions between participants and tutors. Minimum expected engagement of 12 hours (1 hour per week).
• Key themes include the changing context, mission, vision and values, collaborative learning, decision-making and accountability.

Date(s)

Audience

Governors and trustees (directors) working in church schools and Governors working in other designated schools

Delivery

Outline

Research tells us that in order to learn to read, children need to have good phonological awareness (in other words, awareness of the sound structure of words). Researchers have also found that music can have a significant part to play in the development of phonological awareness.

Veronica has developed a set of materials which aim to develop children’s phonological awareness through music. The activities included address many of the aspects of Phonics Phase 1 (Letters and Sounds) and the Early Learning Goals, and can be taught by anyone because they use just the voice and untuned percussion. These will be modelled and shared in the session, and we will explore different ways we can use songs, raps and musical games to support children’s phonological development.

Date

TBC for 2020/1

Audience

NQTs/Teachers/TAs/EY Practitioners

Delivery

Outline

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.
The new Education Inspection Framework (Ofsted 2019) states:
• Inspectors will meet NQTs where possible and may wish to observe lessons given by NQTs.
• Inspectors should give consideration to the fact that NQTs have less experience than other teachers, but must assess the effectiveness of the support and professional development put in place for NQTs and other teachers who are in the early stages of their careers, particularly in dealing with pupil behaviour.
• This must include the quality of mentoring and what the school has done to support their development in areas for improvement identified by initial teacher training providers.

The recent Teacher Retention and Recruitment Strategy (2019) announced the government’s commitment
to increase funded support to Early Career teachers (ECF) in their first two years. This will have significant
implications for the Induction tutor and has a national roll out for those starting their induction in September
2021.

This programme will make sure you are up to date and ready for the expected changes as well as the current requirements to ensure you give the best support to new teachers entering the profession.

Date

TBC for 2020/1

Audience

 NQT Induction Tutors

Delivery

Courses Available

8 Week

12 week

16 Week

28 Week

Mathematics

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Spanish

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French

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Biology

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Chemistry

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Physics

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Computer Science

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English

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 Not Available

Religious Education

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