School of Education

This session is for all educators who wish to deepen and extend their thinking around working with and for an increasingly diverse learning community. We will move beyond deficit framing of children’s capacities by exploring concepts from key scholars in the field of inclusive education. We offer an opportunity to unpack what ‘inclusion’ and ‘additional support needs’ should mean for practice. We share how to develop strengths-based perspectives in ways that dismantle systemic barriers and identify positive actions to bring about more socially just, equitable and inclusive learning for all. 
 Aims: 
•    Consolidate an understanding of inclusive education and pedagogy (what it is and what it is not)
•    Recognise learner diversity as an asset and understand strengths-based working in classroom practice
•    Be able to draw on disability theory to reframe our relational working and recognise the rights of the child under both the UNCRC and UNCRPD. 
•    Use creativity and arts-based methods to develop practical strategies for building a sense of belonging, inclusion, and community cohesion. 

Pupils need to develop good independent study habits, helping them to become successful, self-regulating independent learners. However, most do not know how to study effectively because the process of learning is not intuitive, and hard work only goes so far.

 
This session will cover the essentials of good study habits that can be applied to note-taking, revision, working for tests, review and consolidation work, and exam preparation. Drawing on the contemporary cognitive psychology of how people learn, this session will debunk certain popular myths and focus on well-evidenced study strategies that can be used by pupils of all ages and attainment levels. It will position effective learning as a skill, and one that can and should be developed to help support students’ journey of increasing independence through the school years and beyond.

More information can be found on the School of Education webpage.

This course will be suitable for early years leaders, primary and secondary school leaders, and headteachers who are considering progression into more senior or strategic roles. It will be particularly valuable for those preparing to apply for Into Headship or those seeking to strengthen their readiness for senior leadership. The course can be adapted to different levels depending on the audience. 

Delivered by the leaders of Strathclyde’s Into Headship programme, this one-day professional learning opportunity provides participants with the tools and insights required to lead strategically. Participants will explore what it means to move beyond operational leadership to shaping culture, driving improvement, and leading learning, communities, and change. The course situates strategic leadership firmly within the Scottish education policy landscape, ensuring participants understand the expectations and responsibilities of senior roles. 

In addition, the session provides space for critical self-reflection, enabling participants to analyse their own leadership journey, identify strengths, and recognise areas for growth. Time is dedicated to peer networking, offering opportunities to build supportive professional connections that can extend beyond the session itself.  

More information can be found on the School of Education webpage.

This professional learning session invites educators to rethink curriculum not as a predetermined sequence of outcomes, but as a lived experience co constructed with children. Drawing on the 6Cs-Culture, Context, Choice, Collaboration, Challenge, and Consolidation. This session  repositions the child as an active agent whose cultural world, relationships, and environment fundamentally shape the learning process.

Grounded in contemporary theory and practice, The Child’s Curriculum provides a powerful lens for understanding how children make meaning in early learning settings. Participants will explore how cultural experiences form the basis of identity and learning; how context (spaces, routines, materials and locality) anchors children in purposeful engagement; and how genuine choice supports intrinsic motivation and wellbeing. The session also examines the central role of collaboration in constructing knowledge with peers and adults, the importance of sensitive and meaningful challenge, and the need for consolidation opportunities that deepen and solidify understanding over time.

More information can be found on the School of Education webpage.