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.

Developments in Artificial Intelligence (AI) technologies, such as machine learning, natural language processing, neural networks and Generative AI (GenAI) have significantly influenced how we interact, work and learn. Therefore, as these technologies become increasingly embedded in everyday life, AI literacy is essential for teachers and their students to navigate, critically evaluate, and responsibly harness their potential. This workshop starts with a brief introduction to the basics of AI, while the focus is placed on GenAI. Designed for participants with no prior technical background, the session provides a clear and accessible overview of how GenAI works, allows experimentation with effective prompting strategies, and explores practical ways it can be integrated into teaching and assessment. Drawing on current academic literature, examples will highlight opportunities for personalised learning, feedback, and creativity, as well as challenges around integrity and responsible use. Participants will leave with actionable insights and confidence to begin exploring GenAI in their own classrooms.

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.

Drawing on policy and practice, this session will consider the role of play in fostering learner agency, creativity and collaboration. Play will be positioned as fundamental to children’s wellbeing, resilience and development. Participants will critically reflect on pedagogical approaches, including the balance between adult-led, guided and child-led play, and how these approaches support assessment, observation and responsive teaching.

Professional dialogue is embedded throughout the session for collaboration and discussion in breakout room and the plenary. By the end of the session, participants will have enhanced understanding of the value of play and how to implement and evaluate play-based learning that is coherent, progressive and aligned with national policy.