Education

Overview

Accredited CPD

Non-Accredited CPD

SKE

NQT/RQT

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:

Conference days, twilights and weekend sessions delivered at our Hope Park Campus
Bespoke programmes/consultancy delivered at Hope Park Campus or onsite training at your school
Fully accredited CPD modules and programmes of study at Master's level.

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. The University CPD Centre Booklet

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
Management and Leadership of Special Educational Needs, Liverpool Management and Leadership of Special Educational Needs, St Mary's, Blackburn	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.
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
Social and Emotional 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.	Teachers, Teaching Assistants and Learning Mentors working in socially challenging school contexts.
Values and Evidence Informed: Leadership	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.
Research Informed: Leadership	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.
Research Informed: Practice in Action	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.
Power, Politics & Policy 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. 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.

Progression Opportunities

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:

Bespoke CPD training/consultancy can be developed to meet your own school improvement priorities or organisational needs. These tailored sessions can be delivered flexibly on INSET days, twilights or over full/half day sessions at your school or at our Hope Park Campus.
Professional Hope: A variety of non-accredited CPD sessions and/or courses are delivered at our Hope Park campus throughout the academic year for both primary and secondary schools.

Continuing Professional Development (CPD) Calendar of Support 2019/20

Courses for Governors

Church School Governance Online Training Programme
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)	January 2020 - April 2020
Audience	Governors and trustees (directors) working in church schools and Governors working in other designated schools
Delivery	Online

The Three Core Functions of Governance
Outline	Three courses designed for Governors and Senior Leaders led by experienced professionals in school improvement and governance. Course 1: Setting the Vision and Strategy This half day course will enable governors and trustees to understand how to set the vision and strategy of the school. Course 2: Challenging Schools on Outcomes Holding executive leaders to account for the educational performance of the organisation and its pupils, and the effective and efficient performance management of staff. Course 3: Financial Control and Accountability Overseeing the financial performance of the organisation and making sure its money is well spent.
Date(s)	Course 1 - Tuesday 10th December 2019 Course 2 - Tuesday 14th January 2020 Course 3 - Tuesday 17th March 2020 All sessions are 9:30am - 12:30pm
Audience	School Governors and any senior leadership member who is involved in governance.
Delivery	Delivered at Hope Park by experienced professionals in school improvement.

Financial Understanding for Governors and Senior Leaders
Outline	This is a one day course and will consider in-depth: • The relationship between the statutory responsibilities of financial governance and how strategic plans and systems can enable sustainable and effective organisation, particularly in the light of reduced budget allocations. • 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.
Date	Tuesday 12th May 2020, 9:30am - 3:00pm
Audience	School Governors, Headteachers, Senior Leaders ,Business Managers and Trustees from Academies and Maintained Schools.
Delivery	Delivered at Hope Park by experienced professionals in school improvement.

Courses in Special Educational Needs

INTRODUCTION TO DYSLEXIA
Outline	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. The course is designed to be stimulating and enjoyable. It aims to enable delegates to better understand the range of barriers that dyslexic learners could face in the learning environment and how by developing a more dyslexia aware approach these barriers can be reduced. Both theoretical and practical approaches will be considered including how delegates can make informed choices when taking steps to start identifying characteristics of dyslexia in order to make referrals for diagnostic assessment. There will be plenty of opportunity for delegates to share their own experiences and approaches in a supportive and inclusive environment.
Date	Course 1 - Thursday 30th April 2020 Course 2 - Tuesday 21st May 2020 All sessions are 9:30am - 12:30pm
Audience	NQTs/Teachers/ SENCOs/ TAs/LSA
Delivery	Delivered at Hope Park by Helen Ackers, SEN Tutor

Introduction to Standardised Tests
Outline	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.
Date	Thursday 7th May 2020, 9am - 12pm
Audience	NQTs/Teachers/ SENCOs/ TAs/LSA
Delivery	Delivered at Hope Park by Helen Ackers, SEN Tutor

Introduction to the Role of SENCO
Outline	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.
Date	Thursday 4th June 2020, 10am - 3pm
Audience	SENCOs/aspiring SENCOs, teachers working with SEN pupils
Delivery	Delivered at Hope Park by Helen Ackers, SEN Tutor

Courses in Wellbeing

Mindfulness in the Classroom
Outline	‘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.
Date	TBC for 2019/0
Audience	Primary Teachers and Teaching Assistants
Delivery	Delivered at Hope Park by Katie Bigelow Qualified Primary School Teacher, Yoga and Mindfulness Teacher, Creator of 'Little Sunshine Mindfulness and Yoga'

Courses for Mentors

Developing the Role of the Induction Tutor for Newly Qualified Teachers
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	Sue Cronin, Head of Teacher Education and Veronica Poulter, NQT Programme leader

To book onto any of the above courses, please email cpd@hope.ac.uk with your details and confirm that you accept our CPD Terms and Conditions.

SKEs for Pre-ITT Applicants

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.

Subjects and Course Durations Available at Liverpool Hope University from January 2020

Courses Available	8 Week	16 Week	28 Week
Mathematics	x	x	x
Geography	x	x	x
Spanish	x	x	Not Available
French	x	x
Biology	x	x
Chemistry	x	x
Physics	x	x
Computer Science	x	x
English	x	Not Available
Religious Education	x	Not Available

Please note: The 28 week Mathematics SKE will have 2 study weeks built into the programme and the course start date is 22^nd 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.

Start Dates

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 22^nd January 2020 (only start date available for 28 week programmes)

Wednesday 19^th February 2020

Wednesday 25^th March 2020

Wednesday 29^th April 2020

Wednesday 27^th May 2020

Wednesday 24^th June 2020

SKEs for Teachers

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.

Courses Available	8 Week	Summer School
Mathematics	x	x
English	x	x
Religious Education	x	x
Geography	x	Not Available
Spanish	x
French	x
Biology	x
Chemistry	x
Physics	x
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.

Start Dates

If you would like to register onto one of our programmes, you can choose from one of the following start dates:

Wednesday 25^th March 2020

Wednesday 29^th April 2020

Wednesday 27^th May 2020

Wednesday 24^th June 2020

Course Requirements

Participants will be expected to:

Complete 200 hours of study
Complete a module summary
Complete a module reflection

SKEs are non-accredited courses but you will be awarded a certificate upon successful completion of the course.

Fees

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.

Contact us

The NQT Team
Faculty of Education
Liverpool Hope University
Hope Park
Liverpool
L16 9JD

T: 0151 291 3406

E: nqt@hope.ac.uk

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Contact us

The CPD Team

T: 0151 291 3093/3029/3834/3061

E: cpd@hope.ac.uk