Ï㽶ÊÓƵ

Enjoy a stimulating afternoon at Ï㽶ÊÓƵ, where you can network with like-minded professionals, gaining inspiration and ideas on increasing the impact of your professional learning.

We are pleased to be able to offer this exciting conference that brings together the traditions of effective early years practice with the latest understandings of how young children develop

Join us as we share emerging findings from the study, focussing in particular on what we are learning about leadership at multiple system levels including in schools, Multi-Academy Trusts, and local school partnerships and hubs.

Information Event for Foundation and BA top up degrees in Education-Early Years and Education Learning Support

This conference welcomes researchers, teachers and trainee teachers, teacher educators and policy makers interested in drawing on CLIL and pluriliteracies pedagogies to design learning for diverse learners in bilingual contexts such as CLIL, EAL, immersion, ESP, TESOL, dual or heritage language programmes, in order to increase motivation, confidence, attainment and intercultural awareness.

Staff at the Sheffield Institute of Education Ï㽶ÊÓƵ and Knowledge Exchange

Testing the impact of a targeted Teaching Assistant led programme on word recognition, decoding and language comprehension in primary school pupils.

A group of 12 early years sector organisations including Early Education, NDNA, KEYU, TACTYC, BERA, PACEY, ECSDN and the NCB commissioned Professor Chris Pascal and Professor Tony Bertram to bring together a literature review of the most recent research evidence (from the last ten years) which underpins the Early Years Foundation Stage.

SHU Multimodal Discourse Analysis SIG invite you to come to a talk by Elisabetta Adami of University of Leeds and learn more about multimodal analysis and meet other interested colleagues. This is a transdisciplinary, cross college event, open to all.

The aim of the Wellcome CPD Challenge is to understand what changes need to take place within the education system for schools to meet defined criteria relating to the quality and quantity of teacher professional development.