Training & Events

AAIS Tier 2: The Early Years Toolkit

AIMS:

​Module 1: -

- To increase our knowledge, understanding and acceptance of Autism

- To become aware of the guidance and legislation relating to supporting autistic learners

Module 2:

- To enable staff to use physical and visual structure to set up an autism friendly environment

Module 3:

- To enhance social development and communication through play

- To increase our understanding of the development of play skills in children with autism

Module 4:

- To consider a proactive approach towards supporting children with autism and behaviour management

Course Details:

This course is divided into four modules and can be watched in sections at times convenient to the participant The link to access the course will be provided in the confirmation of registration email.

** Please ensure you have entered your email correctly to receive the training details **

Course Duration:

60 minutes maximum per Module

Audience:

Primary Teachers, Classroom Assistants and SENCos

** All participants should register individually even if the training is viewed within a group setting as this information is required for stats purposes  **

DENI Number

During the registration process you will be asked for your setting’s Department of Education Reference Number - this must be input accurately.

**If your setting is outside Northern Ireland please select ‘Outside Northern Ireland’ or if you are currently not attached to any school please select ‘Other’

AAIS Tier 2 Training Primary Toolkit (P3 - P7)

AIMS:

Module 1: An overview of theories and concepts of Autism.

Module 2: Physical and Visual Structure.

Module 3: Social Communication and Social Interaction.

Module 4: Autism and Positive Approaches to Behaviour.

Course Details:

Course participants can view the 4 Modules in their own time (pre-recorded)

The link to access the course will be provided in the confirmation of registration email.

** Please ensure you have entered your email correctly to receive the training details **

Course Duration:

60 minutes maximum per Module

Audience:

 Primary Teachers, Classroom Assistants and SENCos

** All participants should register individually even if the training is viewed within a group setting as this information is required for stats purposes  **

DENI Number

During the registration process you will be asked for your setting’s Department of Education Reference Number - this must be input accurately.

**If your setting is outside Northern Ireland please select ‘Outside Northern Ireland’ or if you are currently not attached to any school please select ‘Other’

AAIS Moving On Up : Transfer Training for Parents of Primary 7 Pupils

AIMS:

• To develop knowledge and understanding of the implications of the transfer process for pupils with an Autistic Spectrum Disorder

• To provide guidance in the completion of the Individual Pupil Profile for Year 7 pupils

• To provide a range of practical strategies to support the child in his/her transfer to the Post Primary Sector

COURSE DETAILS:

THIS COURSE MAY BE VIEWED ANYTIME UP TO 31/08/2025

It is an online course and details will be included in the confirmation email on how to access training.

 

COURSE DURATION:

17 minutes

 

Audience:

This course is specifically designed for Parents with Pupils moving into Post Primary School. 

** Please ensure you have entered your email address correctly **

AAIS Moving On Up - Transfer Training for Primary Professionals

AIMS:

- To develop knowledge and understanding of the implications of the transfer process for pupils with an Autistic Spectrum Disorder

- To provide guidance in the completion of the Individual Pupil Profile for Year 7 pupils

- To provide a range of practical strategies to support the child in his/her transfer to the Post Primary Sector

COURSE DETAILS:

Training can be viewed any time suitable to the participant up to 31/08/2025.

It is an online course and details will be included in the confirmation email on how to access training.

** Please ensure you have entered your email correctly to receive the training details in the confirmation email **

 

COURSE DURATION:

23 minutes

 

Audience:

Primary KS2, Teachers, Classroom Assistants and SENCos

** All participants should register individually even if the training is viewed within a group setting as this information is required for stats purposes  **

DENI Number

During the registration process you will be asked for your setting’s Department of Education Reference Number - this must be input accurately.

**If your setting is outside Northern Ireland please select ‘Outside Northern Ireland’ or if you are currently not attached to any school please select ‘Other’

AAIS Sensory Processing and Autism Spectrum Disorder for staff in Pre-school Setting

AIMS:

- Recognise and acknowledge sensory sensitivities associated with Autism Spectrum Disorder (ASD)

- Explore a range of practical strategies, with an emphasis on sensory strategies to support the pupil with ASD.

COURSE DETAILS:

This course will be available to access online throughout the school year up to 31/08/2025.

The link to access the course will be provided in the confirmation of registration email.

** Please ensure you have entered your email correctly to receive the training details **

Course Duration:

53 minutes

Audience

 Pre-School Teachers, Classroom Assistants, SENCOs

** All participants should register individually even if the training is viewed within a group setting as this information is required for stats purposes  **

DENI Number

During the registration process you will be asked for your setting’s Department of Education Reference Number - this must be input accurately.

**If your setting is outside Northern Ireland please select ‘Outside Northern Ireland’ or if you are currently not attached to any school please select ‘Other’

AAIS Sensory Processing and Autism Spectrum Disorder for Early Years, Primary and Special School Staff

AIMS:

- Recognise and acknowledge sensory sensitivities associated with Autism Spectrum Disorder (ASD)

- Explore a range of practical strategies, with an emphasis on sensory strategies to support the early years, primary and special school pupil with ASD.

 

COURSE DETAILS:

This course will be available to access online throughout the school year up to 31/08/2025.

The link to access the course will be provided in the confirmation of registration email. 

** Please ensure you have entered your email correctly to receive the training details **

Course Duration:

53 minutes

Audience:

Pre-School, Primary and Special Teachers, Classroom Assistants and SENCos

** All participants should register individually even if the training is viewed within a group setting as this information is required for stats purposes  **

DENI Number

During the registration process you will be asked for your setting’s Department of Education Reference Number - this must be input accurately.

**If your setting is outside Northern Ireland please select ‘Outside Northern Ireland’ or if you are currently not attached to any school please select ‘Other’

AAIS Sensory Rooms: Recommendations for Pre-School settings

AIMS:

- To recognise and acknowledge sensory sensitivities associated with Autism Spectrum Disorder (ASD)

- To explore a range of considerations and recommendations when setting up a sensory room within the pre-school setting

COURSE DETAILS:

This course will be available to access online throughout the school year up to 31/08/2025.

The link to access the course will be provided in the confirmation of registration email.

** Please ensure you have entered your email correctly to receive the training details **

Course Duration

17 minutes

Audience

Pre-school Teachers, Classroom Assistants and SENCO's

** All participants should register individually even if the training is viewed within a group setting as this information is required for stats purposes  **

DENI Number

During the registration process you will be asked for your setting’s Department of Education Reference Number - this must be input accurately.

**If your setting is outside Northern Ireland please select ‘Outside Northern Ireland’ or if you are currently not attached to any school please select ‘Other’

AAIS Sensory Rooms: Recommendations for Early Years and Primary School Settings

AIMS:

- Recognise and acknowledge sensory sensitivities associated with Autism Spectrum Disorder (ASD)

- Explore a range of considerations and recommendations when setting up a sensory room within the early years and primary school setting

COURSE DETAILS:

This course will be available to access online throughout the school year up to 31/08/2025.

The link to access the course will be provided in the confirmation of registration email.

** Please ensure you have entered your email correctly to receive the training details **

Course Duration:

17 minutes

Audience:

 Pre School and Primary and Special Teachers, Classroom Assistants and SENCos

** All participants should register individually even if the training is viewed within a group setting as this information is required for stats purposes  **

DENI Number

During the registration process you will be asked for your setting’s Department of Education Reference Number - this must be input accurately.

**If your setting is outside Northern Ireland please select ‘Outside Northern Ireland’ or if you are currently not attached to any school please select ‘Other’

Incorporating the Pupil's Voice within an SBEW Plan

AIMS:

- Outline the process of developing, monitoring and reviewing a Social Behaviour Emotional Wellbeing plan (proforma found in the updated SEN resource file)

- Develop an understanding of how to unlock the pupil’s voice in relation to contributing to the development of their SBEW Plan

- Increase awareness of how to use the pupil’s voice to shape support and monitor progress

Course Details:

Each individual member of staff attending must complete an individual registration.

Registration for the first session in the course will automatically register the applicant for the subsequent sessions in the set.

PLEASE NOTE: This training takes place online using MS Teams on 2 separate days. Participants must attend BOTH dates in the applicable set of sessions.

Links will be issued approximately one week prior to commencement of course.

 

1st Set of Sessions

18 & 25 September 2024     2:30-3:45

 

2nd Set of Sessions

13 & 20 November 2024    2:30-3:45

 

3rd Set of Sessions

15 & 22 January 2025     2:30-3:45

 

4th Set of Sessions

19 & 26 March 2025     2:30-3:45

 

5th Set of Sessions

14 & 21 May 2025     2:30-3:45

An Overview of the Social, Behavioural, Emotional and Wellbeing (SBEW) Chapter in the SEN Resource File

AIMS:

• To outline the shift from managing behaviour to understanding and supporting children and young people experiencing SBEW needs

• Provide guidance on establishing a whole school ethos firmly built on collective care, Trauma Informed Practice and the Principles of Nurture

• To know and understand how developing proactive and collaborative approaches leads to an evolution in how support is provided to pupils experiencing SBEW needs

Course Details:

Each individual member of staff attending must complete an individual registration.

Registration for the first session in the course will automatically register the applicant for the subsequent sessions in the set.

PLEASE NOTE: This training takes place online using MS Teams on 2 separate days. Participants must attend BOTH dates in the applicable set of sessions.

Links will be issued approximately one week prior to commencement of course.

16th & 23rd September 2024 - 14:15 - 16:00 (each day)

7th & 14th November 2024 - 14:15 - 16:00 (each day)

16th & 23rd January 2025 - 14:15 - 16:00 (each day)

27th February & 6th March 2025 - 14:15 - 16:00 (each day)

13th May & 20th May 2025 - 14:15 - 16:00 (each day)

 

SBEW and Neurodiversity

Our training hopes to:

Enhance your understanding of Neurodiversity
Further your understanding of Social Behavioural and Emotional Wellbeing needs
Look at how we can use neurodiverse language that is respectful, supportive and inclusive for neurodiverse individuals.
Explore how we can use inclusive teaching strategies supporting neurodiverse students with Social Behavioural and Emotional Wellbeing.

 

Course Details:

Each individual member of staff attending must complete an individual registration.

Attendance is only required at one session.

Links will be issued approximately one week prior to commencement of course.

 

13th January 2025 - 14:00 - 16:00

3rd February 2025 - 14:00 - 16:00

3rd March 2025 - 14:00 - 16:00

7th April 2025 - 14:00 - 16:00

12th May 2025 - 14:00 - 16:00

Toolkit for New Classroom Assistants supporting Social, Behavioural, Emotional and Wellbeing (SBEW) Needs

Aim:

Develop and increase understanding of the factors contributing to Social, Behavioural, Emotional and Well-being  (SBEW) needs and how to support these pupils in school.

 

Learning outcomes:

Become familiar with the range of tools, resources and strategies to support pupils with SBEW needs.

Develop increased confidence to support pupils with SBEW needs.

 

Course Details:

Each individual member of staff attending must complete an individual registration.

Attendance is only required at one session.

Links will be issued approximately one week prior to commencement of course.

 

Tuesday 24th September 2024 – 11:00 – 12:30

 

Tuesday 22nd October 2024 -11:00 – 12:30

Tuesday 26th November 2024 - 11:00 – 12:30

 

Tuesday 28th January 2025 – 11:00 – 12:30

 

Tuesday 25th February 2025 – 11:00 – 12:30

 

Tuesday 25th March 2025 - 11:00 – 12:30

 

Tuesday 29th April 2025 - 11:00 – 12:30

Tuesday 27th May 2025 – 11:00 – 12:30

Introduction to Understanding and Supporting Social, Behavioural, Emotional and Wellbeing (SBEW)

AIMS:

• Discuss, within a Positive Behaviour Management framework, key values which support our work

• Discuss ideas, resources and strategies which are being used successfully in schools across Northern Ireland

• Considering throughout challenges to success both operational and emotional • Encourage the ‘team brain’ to support colleagues solution focused planning through child-centred/best practice models

• Signpost more specific training available at whole staff level if schools wish to develop practice further in any of the areas touched upon today

 

Course Details:

Each individual member of staff attending must complete an individual registration.

Attendance is only required at one session.

Training will be in person in the following venues on applicable date: 

12 November 2024 - Clounagh Centre - 09:30 - 15:30

27 November 2024 - Antrim Board Centre - 09:30 - 15:30

29 January 2025 - Omagh TEC - 09:30 - 15:30

25 February 2025 - EA Dundonald - 09:30 - 15:30

Solution Focused Approach to Supporting Social, Behavioural, Emotional and Wellbeing Needs

AIMS:

This facilitative workshop aims to provide staff with a solution focused approach to support Social, Behavioural, Emotional and Well-Being (SBEW) within a busy mainstream classroom.

Staff will be provided with a structure to enable them to reflect on underlying and interacting factors in relation to SBEW.

In addition, staff will have the opportunity to develop, reflect and utilise their skills and experiences in formulating a solution circle approach to becoming ‘unstuck’ during this interactive workshop.

Course Details:

Each individual member of staff attending must complete an individual registration.

Attendance is only required at one session.

Training will be in person in the following venues  on applicable date: 

17 October 2024 - Antrim Board Centre - 09:30 - 13:00

13 November 2024 - Dundonald HQ - 09:30 - 13:00

06 February 2025 - Clounagh Centre - 09:30 -13:00

20 February 2025 - Omagh TEC - 09:30 -13:00

A Structured Model Empowering Peers To Enhance Inclusion

Staff will be provided with a structure to reflect on underlying and interacting factors in relation to SBEW and its impact on friendships. To create the favourable conditions for friendships to develop for those children most liable to be excluded by their peers due to their SBEW needs and presentation, using a research-based model. Focused child feels valued and an integral part of the class community Increased sense of belonging through the planned support of his/her peers. Increased peer understanding and empathy through a planned and practical approach to addressing feelings of isolation experienced by the focused child. Increased confidence of key adults in facilitating support around the focused child, with an understanding of the impact of peer influences on the child.

 

Course Details:

Each individual member of staff attending must complete an individual registration.

Attendance is only required at one session.

Training will be in person in the following venues  on applicable date: 

16 October 2024 - Antrim Board Centre - 09:30 - 12:30

15 November 2024 - Dundonald HQ - 09:30 - 12:30

05 February 2025 - Clounagh Centre - 09:30 - 12:30

19 February 2025 - Omagh TEC - 09:30 - 12:30

 

High Five Friday Information Session

AIMS:

- Provide an overview of the whole-school social, behaviour and emotional wellbeing programme

- High Five Friday - Share feedback from schools who have participated

- Outline core features of High Five Friday and how schools can get involved

- Provide an overview of PBS&P resources available on c2k Resource Hub

Course Details:

Each individual member of staff attending must complete an individual registration.

Attendance is only required at one session.

Links will be issued approximately one week prior to commencement of course.

 

Session Dates and times are as follows:-

24 October 2024 - 15:15 - 16:30

11 November 2024 - 14:15 - 15:30

30 January 2025 - 15:15 - 16:30

10 March 2025 - 14:15 - 15:30

8 May 2025 - 15:15 - 16:30

2 June 2025 - 14:15 - 15:30

C2k - Summer Series Results Import and Reporting

C2k is offering a training overview in preparation for the import of the Summer Series Results.

The course is for anyone new to the role of Examinations Officer or anyone who would like a refresher on importing and reporting on the Summer Series results.

The course will demonstrate how to check the Examinations Organiser module in preparation for the results download. It will also cover some A2C checks.

The course will cover the following:

Preliminary checks. Results embargo. Downloading and importing results. Reporting on results. Creating marksheets for displaying results, re-marks or missing marks.

C2k - Primary Assessment

C2k are offering schools an opportunity to attend Primary Assessment training.  A maximum of two places will be available per school.  This training is similar to training held in previous years so will be relevant to new Assessment Co-ordinators.  The training will be based around the following areas:

Assisting schools in the preparation of data for the primary inspection process Integrating real time pastoral data such as Attendance, SEN and Intervention support with academic data to set context for pupil achievement Highlighting the range of school improvement data available at teacher, coordinator, SLT and Leadership level within SIMS Benchmarking pupil’s baseline attainment Tracking and reporting on the progress and attainment of pupils KS1 and KS2 Supporting the analysis of your assessment data irrespective of the test publisher Creating a single individual report which profiles the pupil’s academic data Clearly outlining how schools can use their own data to set meaningful and evidence based targets for each school cohort Providing a method to measure value added at school, year group, class and individual pupil level

C2k - Introduction to Assessment & Reporting

C2k are offering training aimed at new Assessment Co-ordinators in schools. 

This is an introductory course and will be useful to new Assessment Coordinators or those starting to use Assessment Manager at a basic level.  Experienced users in Assessment Manager should not apply.

The course will focus on using Assessment Manager for reporting to parents and will include the following tasks:

Creating & Cloning Grade Sets Creating & Cloning Aspects Creating & Cloning Templates Creating Marksheets & Recording Data Creating Individual Reports eg Annual Reports for Parents Adding additional student data to Templates & Marksheets Importing external data into SIMS eg Baseline Data

This course is aimed at new or recently appointed Assessment Co-ordinators who have received no formal training. It may also be beneficial to those schools who wish to train additional staff in the use of the Assessment Manager module. 

C2k - SIMS End of Year Online Overview (Post Primary)

C2k are offering an online session to outline the End of Year Procedures carried out in SIMS.

The overview is directed at the members of staff in school who will be editing the Pastoral Structure and assigning pupils to Registration Groups (not academic classes) etc. in SIMS.

The overview will cover parts of the End of Year and Preparation for New Academic Year procedures.

Procedures covered will include:

Editing Academic Year (check Autumn Term Start Date) Adding FSM End Date Changing application status of new Year 8 students Pastoral Structure – Next Academic Year School Promotion Dealing with Leavers The School Closures and Planner report

C2k - SIMS End of Year Online Overview (Primary, Special & EOTAS)

C2k are offering online sessions to outline the SIMS End of Year procedures.  The overviews are directed at staff in school who will be assigning pupils to classes, etc. in SIMS e.g. School Secretary and/or Principal.  Staff in school must carry out all these processes.

Procedures covered will include:

Editing Academic Year (check Autumn Term Start Date) Adding FSM End Date Accept Applications Pastoral Structure -  Next Academic Year School Promotion Attendance procedures to be completed including Archiving The School Closures and Planner report

 

 

C2k - Timetable Training Course 2024

C2k are offering your school a place on our three-day training course for new timetablers. The course is designed for school staff who have not previously attended a C2k timetable training course. Each day will start at 9:30am, finish at approximately 3:00pm and will be delivered face to face in one of the four C2k Centres (Antrim, Craigavon, Dundonald and Omagh). There is one place available per school.

Day 1 Content Day 2 Content Day 3 Content Transferring and editing the curriculum The Cycle: days & periods Plan subjects, teachers and rooms Session lengths Staffing classes Non-Class codes Preparation for scheduling Partial schedule trials and combing chart Manual scheduling by band and block Auto-scheduling Bending and breaking scheduling rules Other scheduling techniques Optimising the timetable Rooming: automatic and manual Alternative Curriculum Exporting timetable to SIMS

C2k - Taster sessions: Just 2 Easy, Adobe, C2k NewsDesk/Seomra Nuachta

C2k is offering taster sessions for anyone that would like to learn more about Adobe, Just2 easy and C2k Newsdesk.

These Educational Taster Sessions will showcase how these three innovative programs will enhance learning and teaching in school.

There are two sessions available each day for selection. These sessions will take place on the following dates:

Date Time Location Tuesday 28th January

9:30am – 12:00pm

Or

12:30pm – 3:00pm

Omagh TEC Wednesday 29th January

9:30am – 12:00pm

Or

12:30pm – 3:00pm

EA Dundonald Thursday 30th January

9:30am – 12:00pm

Or

12:30pm – 3:00pm

EA Clounagh Wednesday 5th February

9:30am – 12:00pm

Or

12:30pm – 3:00pm

EA Antrim Thursday 6th February

9:30am – 12:00pm

Or

12:30pm – 3:00pm

St Marys PS, Maghera

Should you and / or a member of staff wish to participate in any of these sessions please complete the online booking form, selecting the appropriate session and venue by Tuesday 14th January 2024 at 12:00pm

 

C2k - November Series Results Import and Reporting

The course is for anyone new to the role of Examinations Officer in Post Primary, Special or EOTAS or anyone who would like a refresher on importing and reporting on the November Series results.

The course will demonstrate how to check the Examinations Organiser module in preparation for the results download. It will also cover some A2C checks. The course will also provide guidance on some reports that can be used for displaying results.

The overview will also identify the support available for Examinations Officer.

The course will cover the following:

Preliminary checks. Results embargo. Downloading results and attaching to the student record. Reporting on results. Creating marksheets for displaying results, re-marks or missing marks.

The course will take place on:

Date Time Location Thursday 23rd January 2025 10:00am - 11:00am Online

To book onto this course please complete the online booking form by:

Thursday 16th January 2025 at 12:00pm

Safeguarding Children who Perform Chaperone Training for Licensing and Registration

Course Details:

This training will be available until 31 December 2024. Following enrolment, you will receive the link to access the online training video and evaluation form. You can do this at a time that is convenient for you, up until 31 December 2024.

Aims:      

To build an understanding of safeguarding and child protection matters and to inform you about what to do if you have concerns regarding children that relate to safeguarding and child protection

 Outcomes:

Recognise and respond to children and young people’s safeguarding issues

Understand your own role and that of others

Contribute to the assessment and management of risk

Assist in safeguardingand promoting the welfare of children and young people

Understand the importance of your own behaviour and boundaries

Audience:

Chaperones

Safeguarding & Child Protection Training for Newly Appointed Designated & Deputy Designated Teachers 2024/2025 - Armagh

AIMS:

To enable Designated and Deputy Designated teachers to have an understanding of child protection and safeguarding issues.

​To equip Designated and Deputy Designated teachers with the knowledge and skills required to apply relevant child protection legislation, policies and procedures to their day to day practice.​

​OBJECTIVES:

Day 1:

Become familiar with the principles, legislation, policies and guidance underpinning safeguarding and the relationship between safeguarding and child protection.​​

Recognise and discuss the signs and symptoms of physical, sexual, emotional abuse, neglect and exploitation through the use of case studies.​​

Increase awareness of specific safeguarding issues such as neglect, mental health, child sexual exploitation and online safety and recognise safeguarding issues for children with increased vulnerabilities.​​

The roles and responsibilities of Designated Teachers, the safeguarding team, Board of Governors, EA CPSS and ETI and SBNI/Case Management Reviews.
Record Keeping and Records Management.

​Day 2:

Through the use of a case study focusing on Domestic Violence and Abuse participants should become familiar with  the following;​​

Domestic Violence and Abuse Issues​
Challenges for children and professionals in managing disclosures​
Recognising, receiving, responding to and recording activities following a disclosure or observation of child abuse​
Use of the UNOCINI referral document​
Relationships with our partner agencies and how we communicate with them.​
Case conference and decision making.​
Recording and record keeping

Participants will be invited by the Child Protection Support Service Team

​Audience

Newly Appointed Designated & Deputy Designated Teachers.

Course Details:

October 2023 - March 2024

9.30am -  4.00pm

Sub cover provided to a maximum of £229 for a full day

Safeguarding & Child Protection Training for Newly Appointed Designated & Deputy Designated Teachers 2024/2025 - Ballymena

AIMS:

To enable Designated and Deputy Designated teachers to have an understanding of child protection and safeguarding issues.​

To equip Designated and Deputy Designated teachers with the knowledge and skills required to apply relevant child protection legislation, policies and procedures to their day to day practice.​

​OBJECTIVES:

Day 1:

Become familiar with the principles, legislation, policies and guidance underpinning safeguarding and the relationship between safeguarding and child protection.​​

Recognise and discuss the signs and symptoms of physical, sexual, emotional abuse, neglect and exploitation through the use of case studies.​​

Increase awareness of specific safeguarding issues such as neglect, mental health, child sexual exploitation and online safety and recognise safeguarding issues for children with increased vulnerabilities.​​

The roles and responsibilities of Designated Teachers, the safeguarding team, Board of Governors, EA CPSS and ETI and SBNI/Case Management Reviews.
Record Keeping and Records Management.

​Day 2:

Through the use of a case study focusing on Domestic Violence and Abuse participants should become familiar with  the following;​​

Domestic Violence and Abuse Issues​
Challenges for children and professionals in managing disclosures​
Recognising, receiving, responding to and recording activities following a disclosure or observation of child abuse​
Use of the UNOCINI referral document​
Relationships with our partner agencies and how we communicate with them.​
Case conference and decision making.​
Recording and record keeping

Participants will be invited by the Child Protection Support Service Team

​Audience

Newly Appointed Designated & Deputy Designated Teachers.

Course Details:

October 2023 - March 2024

9.30am -  4.00pm

Sub cover provided to a maximum of £229 for a full day

Safeguarding & Child Protection Training for Newly Appointed Designated & Deputy Designated Teachers 2024/2025 - Belfast

AIMS:

To enable Designated and Deputy Designated teachers to have an understanding of child protection and safeguarding issues.​

To equip Designated and Deputy Designated teachers with the knowledge and skills required to apply relevant child protection legislation, policies and procedures to their day to day practice.​

​OBJECTIVES:

Day 1:

Become familiar with the principles, legislation, policies and guidance underpinning safeguarding and the relationship between safeguarding and child protection.​​

Recognise and discuss the signs and symptoms of physical, sexual, emotional abuse, neglect and exploitation through the use of case studies.​​

Increase awareness of specific safeguarding issues such as neglect, mental health, child sexual exploitation and online safety and recognise safeguarding issues for children with increased vulnerabilities.​​

The roles and responsibilities of Designated Teachers, the safeguarding team, Board of Governors, EA CPSS and ETI and SBNI/Case Management Reviews.

Record Keeping and Records Management.

​Day 2:

Through the use of a case study focusing on Domestic Violence and Abuse participants should become familiar with  the following;​​

Domestic Violence and Abuse Issues​
Challenges for children and professionals in managing disclosures​
Recognising, receiving, responding to and recording activities following a disclosure or observation of child abuse​
Use of the UNOCINI referral document​
Relationships with our partner agencies and how we communicate with them.​
Case conference and decision making.​
Recording and record keeping

Participants will be invited by the Child Protection Support Service Team

​Audience

Newly Appointed Designated & Deputy Designated Teachers.

Course Details:

October 2024 - February 2025

9.30am -  4.00pm

Sub cover provided to a maximum of £229 for a full day

Safeguarding & Child Protection Training for Newly Appointed Designated & Deputy Designated Teachers 2024/2025 - Dundonald

AIMS:

To enable Designated and Deputy Designated teachers to have an understanding of child protection and safeguarding issues.​
To equip Designated and Deputy Designated teachers with the knowledge and skills required to apply relevant child protection legislation, policies and procedures to their day to day practice.​

​OBJECTIVES:

Day 1:

Become familiar with the principles, legislation, policies and guidance underpinning safeguarding and the relationship between safeguarding and child protection.​​
Recognise and discuss the signs and symptoms of physical, sexual, emotional abuse, neglect and exploitation through the use of case studies.​​
Increase awareness of specific safeguarding issues such as neglect, mental health, child sexual exploitation and online safety and recognise safeguarding issues for children with increased vulnerabilities.​​

The roles and responsibilities of Designated Teachers, the safeguarding team, Board of Governors, EA CPSS and ETI and SBNI/Case Management Reviews.
Record Keeping and Records Management.

​Day 2:

Through the use of a case study focusing on Domestic Violence and Abuse participants should become familiar with  the following;​​

Domestic Violence and Abuse Issues​
Challenges for children and professionals in managing disclosures​
Recognising, receiving, responding to and recording activities following a disclosure or observation of child abuse​
Use of the UNOCINI referral document​
Relationships with our partner agencies and how we communicate with them.​
Case conference and decision making.​
Recording and record keeping

Participants will be invited by the Child Protection Support Service Team

​Audience

Newly Appointed Designated & Deputy Designated Teachers.

Course Details:

October 2023 - March 2024

9.30am -  4.00pm

Sub cover provided to a maximum of £229 for a full day

Safeguarding & Child Protection Training for Newly Appointed Designated & Deputy Designated Teachers 2024/2025 -Omagh

AIMS:

To enable Designated and Deputy Designated teachers to have an understanding of child protection and safeguarding issues.​

To equip Designated and Deputy Designated teachers with the knowledge and skills required to apply relevant child protection legislation, policies and procedures to their day to day practice.​

​OBJECTIVES:

Day 1:

Become familiar with the principles, legislation, policies and guidance underpinning safeguarding and the relationship between safeguarding and child protection.​​

Recognise and discuss the signs and symptoms of physical, sexual, emotional abuse, neglect and exploitation through the use of case studies.​​

Increase awareness of specific safeguarding issues such as neglect, mental health, child sexual exploitation and online safety and recognise safeguarding issues for children with increased vulnerabilities.​​

The roles and responsibilities of Designated Teachers, the safeguarding team, Board of Governors, EA CPSS and ETI and SBNI/Case Management Reviews.
Record Keeping and Records Management.

​Day 2:

Through the use of a case study focusing on Domestic Violence and Abuse participants should become familiar with  the following;​​

Domestic Violence and Abuse Issues​
Challenges for children and professionals in managing disclosures​
Recognising, receiving, responding to and recording activities following a disclosure or observation of child abuse​
Use of the UNOCINI referral document​
Relationships with our partner agencies and how we communicate with them.​
Case conference and decision making.​
Recording and record keeping

Participants will be invited by the Child Protection Support Service Team

​Audience

Newly Appointed Designated & Deputy Designated Teachers.

Course Details:

October 2023 - March 2024

9.30am -  4.00pm

Sub cover provided to a maximum of £229 for a full day

Safeguarding & Child Protection Training for First Time Principals 2024-2025 - Armagh

AIMS

• To provide newly appointed Principals with the knowledge and understanding to fulfil their role in managing safeguarding and child protection in their school/educational setting.

OBJECTIVES

•  Identify the role of members of the school safeguarding team.
•  Become familiar with the role of and support offered by the EA Child Protection Support Service (CPSS).
•  Discuss the role of ETI in safeguarding and child protection.
•  Increase their knowledge of legislation and DE guidance governing safeguarding and child protection.
•  Understand the role of the Principal in managing allegations against members of staff.
•  Consider the requirements around record keeping.
•  Become familiar with the Case Management Review process and the messages for schools from recent SBNI CMR reviews.
•  Become familiar with Domestic Homicide Reviews and the role of Education in the process.

Participants will be invited by the Child Protection Support Service Team

Audience

All Principals

Course Details:

9.30am - 4.00pm

Sub cover provided to a maximum of £229 for a full day

Safeguarding & Child Protection Training for First Time Principals 2024-2025 - Ballymena

AIMS

• To provide newly appointed Principals with the knowledge and understanding to fulfil their role in managing safeguarding and child protection in their school/educational setting.

OBJECTIVES

• Identify the role of members of the school safeguarding team.
• Become familiar with the role of and support offered by the EA Child Protection Support Service (CPSS).
• Discuss the role of ETI in safeguarding and child protection.
• Increase their knowledge of legislation and DE guidance governing safeguarding and child protection.
• Understand the role of the Principal in managing allegations against members of staff.
• Consider the requirements around record keeping.
• Become familiar with the Case Management Review process and the messages for schools from recent SBNI CMR reviews.
• Become familiar with Domestic Homicide Reviews and the role of Education in the process.

Participants will be invited by the Child Protection Support Service Team

Audience

All Principals

Course Details:

9.30am - 4.00pm

Sub cover provided to a maximum of £229 for a full day

An introduction to Addressing Bullying Type Behaviour ABSIT Level 1 training for all staff working in schools across Northern Ireland

EA ABSIT: Addressing Bullying in Schools Level 1 Training

An introduction to the Addressing Bullying in Schools Act (NI) 2016: important advisory information for all staff working in schools in Northern Ireland.

Outcomes:

Awareness of core aspects of the Addressing Bullying in Schools Act N.I. (2016) legislation and guidance.  Shared understanding of the definition of bullying type behaviour to be used in all schools in Northern Ireland.  Knowledge of the potential signs/symptoms of bullying type behaviour and systems for reporting/sharing any concerns.   Understanding what to do if you have a concern or one is shared with you, and the systems and processes for follow-up of concerns in your school.

Online (Asynchronous)

Supporting the Educational Needs of Children with Acquired Brain Injuries (ABI)

This training is provided jointly by the Educational Psychology Service and the Children’s Acquired Brain Injury Consultation Service (CABCS).  The CABCS is a regional multi-professional team including a Clinical Psychologist, Occupational Therapist and Speech and Language Therapist. 

Please use the following link to access the CABCS webpage: Children’s Acquired Brain Injury Consultation Service | Belfast Health & Social Care Trust website (hscni.net)

AIMS:

This course will enable participants to:

Learn about the developing brain Understand the unique profile of difficulties that children with an ABI may experience (e.g. physical / sensory, language and communication, cognitive and learning, as well as social, emotional, behavioural and wellbeing difficulties) Consider common myths and misconceptions around ABI Gain information on how to support pupils by tailoring a menu of appropriate learning strategies Practice writing IEPs for pupils with ABI Understand ABI in the context of current legislation / Code of Practice Become familiar with a number of real-life case studies Supporting staff in preparing for a pupil’s return to school following an ABI

Course Details:

11 October 2024

24 January 2025

15 May 2025

9.30am - 12.00pm

Physical & Sensory Needs - Acquired Brain Injury Q & A session

This training is provided jointly by the Educational Psychology Service and the Children’s Acquired Brain Injury Consultation Service (CABCS).  The CABCS is a regional multi-professional team including a Clinical Psychologist, Occupational Therapist and Speech and Language Therapist. 

Please use the following link to access the CABCS webpage: Children’s Acquired Brain Injury Consultation Service | Belfast Health & Social Care Trust website (hscni.net)

AIMS:

Q & A Session for joint consultation with Children's Acquired Brain Injury Service (CABC) and Educational Psychology Service (EPS).

This session will focus on physical and sensory impairments and there will be opportunity for you to address your concerns and seek advice specific to your pupils.

This may include examples of relevant strategies for use in school or help with IEP/PLP targets.

An opportunity for open discussion about your pupils’ ABI needs and strategies within schools.  These are informal interactive sessions which will focus on the key SEN categories.  Advice will be given and questions answered by members of the ABI team.  Further information can be sought once your place is booked.

Course Details:

5 June 2025

9.30am -11.00am

Early booking is advised due to limited availability.

Social, Emotional and wellbeing needs - Acquired Brain Injury Q & A session

This training is provided jointly by the Educational Psychology Service and the Children’s Acquired Brain Injury Consultation Service (CABCS).  The CABCS is a regional multi-professional team including a Clinical Psychologist, Occupational Therapist and Speech and Language Therapist. 

Please use the following link to access the CABCS webpage: Children’s Acquired Brain Injury Consultation Service | Belfast Health & Social Care Trust website (hscni.net)

AIMS:

Q & A Session for joint consultation with Children's Acquired Brain Injury Service (CABC) and Educational Psychology Service (EPS).

This session will focus on emotional wellbeing and peer relationships and there will be opportunity for you to address your concerns and seek advice specific to your pupils.

This may include examples of relevant strategies for use in school or help with IEP/PLP targets.

An opportunity for open discussion about your pupils’ ABI needs and strategies within schools.  These are informal interactive sessions which will focus on the key SEN categories.  Advice will be given and questions answered by members of the ABI team.  Further information can be sought once your place is booked.

Course Details:

7 March 2025

9.30am -11.00am

Early booking is advised due to limited spaces.

Introduction to Induction Core Day - ECT Professional Learning

Target audience: Early Career Teachers completing Induction

ECTs registered with the EA for the academic year 2024-2025 will have received an access code to enable them to apply for this event. 

About this event Aims

To introduce ECTs to the teaching profession in Northern Ireland, including its unique characteristics and challenges.

To provide opportunities for ECTs to explore their values, aims and visions for themselves as teachers.

To empower ECTs to navigate their professional journey effectively, starting from a strong foundation of reflective practice.

To familiarise ECTs with essential resources to support their induction and the support systems available to them.

To provide the opportunities for each locality group to suggest ideas for the programme.

To build a community of learning where participants can share experiences.

Objectives

Understand how their own unique vision for learners aligns with their values as a teacher and how it impacts in the classroom and on learners. 

Understand the key professional competences for teachers in Northern Ireland. 

Navigate the EA’s Induction website and be familiar with its supporting resources. 

Time

9.30 am - 3.30 pm

These face-to-face professional development events are offered in each locality/region.  You need only select one date from the options available.

Introduction to Induction Core Day (Target Audience:  Nursery/Primary/Special)

Date Venue 09 October 2024 EA Dundonald HQ 15 October 2024 EA Antrim Board Centre 23 October 2024 EA Omagh Technology Centre 14 January 2025 EA Dundonald HQ 21 January 2025 EA Antrim Board Centre 27 January 2025 EA Clounagh Centre, Portadown

Introduction to Induction Core Day (Target Audience: Post-Primary/Special)

Date Venue 08 October 2024 EA Dundonald HQ 16 October 2024 EA Antrim Board Centre 22 October 2024 EA Omagh Technology Centre 15 January 2025 EA Dundonald HQ 22 January 2025 EA Antrim Board Centre 30 January 2025 EA Clounagh Centre, Portadown

Substitute cover is available for the release of ECTs working in schools (excludes Independent Schools).  Monies in relation to sub cover will be issued to schools after teacher has attended event.  Schools advised to code to Miscellaneous School Charge/Cost on NISTR.

Event Closing Dates:  One week before the date of each event listed.

ECT First Steps to Induction Success - Professional Learning for Induction Teachers (Post-Primary/Special)

Target audience: Early Career Teachers completing Induction (Post-Primary/Special)

ECTs registered with the EA for the academic year 2024-2025 will have received an access code to enable them to apply for this event. 

About this event First Steps to Induction Success A series of six ECT twilight sessions with delivery across the region. Aims To introduce ECTs to the teaching profession in Northern Ireland, including its unique characteristics and challenges. To provide opportunities for ECTs to explore their values, aims and visions for themselves as teachers. To empower ECTs to navigate their professional journey effectively, starting from a strong foundation of reflective practice. To familiarise ECTs with essential resources to support their induction and the support systems available to them. To provide the opportunities for each locality group to suggest ideas for the programme. To build a community of learning where participants can share experiences. Objectives Understand how their own unique vision for learners aligns with their values as a teacher and how it impacts in the classroom and on learners. Understand the key professional competences for teachers in Northern Ireland. Navigate the EA’s Induction website and be familiar with its supporting resources.  Time

2.30 pm - 4.30 pm

One application will cover registration for the series of six twilight sessions.  Please note that you can book at any point in the series.

Region (East)      Venue: EA Dundonald HQ

Date Title 05 Nov 2024 ECTs Induction Twilight 1 27 Nov 2024 ECTs Induction Twilight 2 19 Feb 2025 ECTs Induction Twilight 3 18 March 2025 ECTs Induction Twilight 4 30 April 2025 ECTs Induction Twilight 5 20 May 2025 ECTs Induction Twilight 6

Region (North)      Venue:  EA Antrim Board Centre

Date Title 12 Nov 2024 ECTs Induction Twilight 1 04 Dec 2024 ECTs Induction Twilight 2 26 Feb 2025 ECTs Induction Twilight 3 25 March 2025 ECTs Induction Twilight 4 07 May 2025 ECTs Induction Twilight 5 27 May 2025 ECTs Induction Twilight 6

ECTs Primary Induction Mathematics and Numeracy - Professional Learning

Target audience: Primary Early Career Teachers completing Induction 

ECTs registered with the EA for the academic year 2024-2025 will have received an access code to enable them to apply for this event. 

About this event

This professional learning opportunity provides Early Career Teachers with information, strategies and resources to ensure high quality learning experiences in Mathematics and Numeracy.

Objectives

Mathematical strategies in Mental Maths and Problem Solving.

Characteristics of effective M&N lessons.

Time

9.30 am - 3.30 pm

One day face-to-face professional development session offered in each locality/region.

You need only select one date from the options available.

Date Venue 29 January 2025 EA Antrim Board Centre 30 January 2025 EA Dundonald HQ 31 January 2025 EA Omagh Technology Centre

 

ECTs First Steps to Induction Success - Professional Learning for Induction Teachers (Nursery/Primary/Special)

Target audience: Early Career Teachers completing Induction (Nursery/Primary/Special)

ECTs registered with the EA for the academic year 2024-2025 will have received an access code to enable them to apply for this event. 

About this event First Steps to Induction Success A series of six ECT twilight sessions with delivery across the region. Aims To introduce ECTs to the teaching profession in Northern Ireland, including its unique characteristics and challenges. To provide opportunities for ECTs to explore their values, aims and visions for themselves as teachers. To empower ECTs to navigate their professional journey effectively, starting from a strong foundation of reflective practice. To familiarise ECTs with essential resources to support their induction and the support systems available to them. To provide the opportunities for each locality group to suggest ideas for the programme. To build a community of learning where participants can share experiences. Objectives Understand how their own unique vision for learners aligns with their values as a teacher and how it impacts in the classroom and on learners. Understand the key professional competences for teachers in Northern Ireland. Navigate the EA’s Induction website and be familiar with its supporting resources.  Time

2.30 pm - 4.30 pm

One application will cover registration for the series of six twilight sessions.  Please note that you can book at any point in the series.

Region (East)      Venue: EA Dundonald HQ

Date Title 06 November 2024 ECTs Induction Twilight 1 09 December 2024 ECTs Induction Twilight 2 18 February 2025 ECTs Induction Twilight 3 19 March 2025 ECTs Induction Twilight 4 29 April 2025 ECTs Induction Twilight 5 21 May 2025 ECTs Induction Twilight 6

Region (North)      Venue:  EA Antrim Board Centre

Date Title 13 November 2024 ECTs Induction Twilight 1 03 December 2024 ECTs Induction Twilight 2 25 February 2025 ECTs Induction Twilight 3 26 March 2025 ECTs Induction Twilight 4 06 May 2025 ECTs Induction Twilight 5 28 May 2025 ECTs Induction Twilight 6

Community of Lifesavers Teacher Professional Learning 2024-2025

CARDIOPULMONARY RESUSCITATION (CPR) TRAINING AND AUTOMATED EXTERNAL DEFIBRILLATOR (AED) AWARENESS- TEACHER PROFESSIONAL LEARNING OPPORTUNITY

In March 2022, legislation came into effect stating that cardiopulmonary resuscitation (CPR) and Automated External Defibrillator (AED) must be included in the minimum statutory content in Learning for Life and Work at Key Stage 3. CCEA has partnered with the Northern Ireland Ambulance Service (NIAS), the Department of Education (DE) and the Education Authority to create the Community of Lifesavers Education Programme to support schools in meeting this requirement.

As part of the Community of Lifesavers Education Programme, two teachers from Post Primary settings who have not yet attended this training are invited to attend a 1 day, face-to-face TPL which will focus on the practical and essential CPR and AED lifesaving skills. Sub cover will be provided and schools  will be reimbursed after attendance (when booking a supply teacher on NISTR choose - Miscellaneous School Charge/Cost).

Please note this training is for teachers who teach Learning for Life and Work at Key Stage 3.

A limit of two teachers per school will be applied. 

Applications will be taken on a first come first serve basis.

Please use 'Book Now' green button to select and book a training date. Training runs from 9.15am-3.30pm.

Your personal information will be shared with NI Ambulance Service, CCEA and DE. who are involved in the delivery of this Professional Learning Programme.  It will not be shared or processed for any other purpose without your express consent.

Developing Immersive Pedagogy to Support Irish-Medium Education Early Career Teachers

Target audience: Irish-Medium Education Early Career Teachers (Induction & EPD)

ECTs registered with the EA for the academic year 2024-2025 will have received an access code to enable them to apply for this event. 

About this event Aims

To build the capacity of ECTs, within the Irish-Medium Education Sector, to support the delivery of high-quality Immersive Education.

To become familiar with a range of resources and materials that can be used to support Immersive Practice.

To build a community of learning where participants can share experiences.

Objectives

Explore the features of an Immersive Learning Environment.

Access a range of Resources to Support Immersive Practice.

Understand how to plan for Language and Literacy in IME.

Navigate the EA’s Irish-Medium Hub and be familiar with its content.

Time

9.30 am - 3.30 pm

Venue to be confirmed.

Substitute cover will be provided to your school to facilitate your attendance (excludes Independent Schools).  Monies in relation to sub cover will be issued to schools after course attendance (details taken from signed Registration Sheet).  Schools advised to code to Miscellaneous School Charge/Cost on NISTR.

Using Digital Technology to Support Irish-Medium Education Early Career Teachers

Target audience: Irish-Medium Education Early Career Teachers (Induction & EPD)

ECTs registered with the EA for the academic year 2024-2025 will have received an access code to enable them to apply for this event. 

About this event Aim

To explore the use of digital technology to enhance Irish-Medium Eduction.

Objectives

Explore a range of software that can be used to support Immersive Education.

Engage with educators to explore current practice used within IME to support Digital Skills.

Time

3.30 pm - 4.30 pm

This online training event will take place via MS Teams.

Please ensure you enter your email correctly when registering in order to receive the event joining details.

Supporting SEN within Irish-Medium Education Settings - ECT Professional Learning

Target audience: Irish-Medium Education Early Career Teachers (Induction & EPD)

ECTs registered with the EA for the academic year 2024-2025 will have received an access code to enable them to apply for this event. 

About this event Aim

To become familiar with a range of approaches to SEN within an Immersive Classroom.

Objectives

Recognise a range of strategies/approaches that can be used to support SEN within an immersive classroom.

Understand how educators create an inclusive learning environment to support pupils with SEND in IME.

Time

3.30 pm - 4.30 pm

This online training event will take place via MS Teams.

Please ensure you enter your email correctly when registering in order to receive the event joining details.

Emotionally Based School Non-Attendance (EBSNA) - A framework for supporting Post-Primary Pupils.

This training is suitable for post-primary school staff who work directly with children, young people and families. It is particularly useful for SENCOs, those who work in a pastoral care role and any member of staff responsible for supporting attendance.

The training will be delivered across two sessions as follows:

Session One aims to assist school staff in understanding EBSNA, including the factors that can contribute to it, and maintain it.

Session Two aims to provide school staff with practical ideas and strategies to support young people experiencing EBSNA.

This training will be delivered once per term on the following dates, please note that participants must be available to attend both sessions.

Term 1 Training Dates 

Session 1: 12th November 2024 3:00pm-5:00pm Session 2: 19th November 2024 3:00pm-5:00pm

Term 2 Training Dates

Session 1 : 28th January 2025 3:00pm-5:00pm Session 2: 4th February 2025 3:00pm-5:00pm

Term 3 Training Dates

Session 1: 13th May 2025 3:00pm-5:00pm Session 2: 20th May 2025 3:00pm-5:00pm

This is an online training event and will take place via Microsoft Teams. 

Please Note: Due to limited spaces and availability, we can only allow 2 members of staff per school to attend training.

Emotionally Based School Non-Attendance (EBSNA) - A framework for supporting Primary Pupils

This training is suitable for primary school staff who work directly with children, young people and families. It is particularly useful for SENCOs, those who work in a pastoral care role and any member of staff responsible for supporting attendance.

The training aims to:

Assist staff in identifying and understanding EBSNA, including the factors that can contribute to it, and maintain it. Provide staff with practical ideas and strategies to support young people experiencing EBSNA.

Training will be delivered on the following dates:

Option 1: Wednesday 26th February 2025, 3-5pm. Option 2: Wednesday 7th May 2025, 3-5pm.

This is an online training event and will take place via Microsoft Teams. 

Please Note: Due to limited spaces and availability, we can only allow 2 members of staff per school to attend training.

Suicide Awareness Training - Connections Link Life

CONNECTIONS LINK LIFE: Suicide Awareness Training

This training course covers:

Contributing factors that lead to poor mental health, emotional distress & suicide prevention awareness Understanding the role of mental health and emotions in relation to suicide prevention awareness Connect 4-Way Model for helping persons experiencing emotional distress or suicide Tools & resources for support in your community The role of self-care and wellbeing in fortifying mental health and preventing suicide

Participation & Readiness:

We ask that you are emotionally ready for suicide prevention awareness training and understand how to participate;

It is important you click to read and understand *Am I Suitable?* Suicide prevention awareness training is potentially triggering Be confident in your ability to cope with the content of the training Take steps to keep yourself emotionally safe during training Best practice advises that people who have been bereaved by suicide or by any other traumatic death within the last 6 months, should not attend It is important that you click to read and understand the *How To Participate group agreement*

Course Details:

12th November 2024

9th January 2025

25th February 2025

7th May 2025

Time: 9.30am - 1.00pm

Training will take place via online platform

Please ensure you have entered your email correctly to receive the training details

Audience

Primary, KS2 and Post Primary SENCO's, Principals and Pastoral Vice-Principals 

Developing a Whole School Response to Bereavement and Critical Incidents (2 day course)

AIMS:

Day One

1. Greater knowledge and understanding of bereavement, grief responses and mourning​
2. Increased ability to understand, promote, and support bereavement and loss issues within your educational setting
3. Additional confidence to identify, offer support and/or signpost a member of your educational setting experiencing bereavement or grief

Day Two 

4. Enhanced understanding of the supportive role of the Education Authority Critical Incident Response Team
5. Greater awareness of the many complex issues accompanying a critical incident
6. Increased knowledge and resources to develop a Critical Incident Management Policy and Plan

 

Course Details:

This course is a two day course and attendance on both days is compulsory.

8th & 9th October 2024

26th & 27th November 2024

11th & 12th March 2025

13th & 14th May 2025

Time: 9.30am - 1.00pm (on 2 consecutive days)

Training will take place via online platform

Please ensure you have entered your email correctly to receive the training details

Audience

Primary, KS2 and Post Primary SENCO's, Principals and Pastoral Vice-Principals 

Promoting Positive Emotional Health and Wellbeing

AIMS:

1. Greater knowledge of mental health and wellbeing issues which impact children and young people's readiness to learn​ 
2. Increased ability to understand, promote, and support positive mental health & wellbeing within your educational setting
3. Additional confidence to identify, offer support and/or signpost a member of your educational setting experiencing a wellbeing issue 

 

Course Details:

24th October 2024

5th December 2024

6th February 2025

17th April 2025

Time: 9.30am - 1.00pm

Training will take place via online platform

Please ensure you have entered your email correctly to receive the training details

Audience

Primary and Post Primary SENCO's, Principals and Pastoral Vice-Principals 

First Aid at Work Training (3 Day) 2024

Three day First Aid at Work course

Staff members who successfully complete this course will be recognised as a First-aider. 

This course will cover:

Administering First Aid to a casualty who is unconscious, wounded and bleeding, choking, suffering from shock, minor injuries and also administering CPR. Injuries to bones, muscles and joints, including suspected spinal injuries; chest injuries; burns and scalds; eye injuries; anaphylactic shock; sudden poisoning and recognise the presence of major illness and provide appropriate first aid.

Candidates must attend and complete all aspects of the course to qualify for certification.

9.30 - 16.30  

Location as selected. 

No previous first aider experience is necessary

Cost £91.50 & VAT pp 

Any cancellations must be made in writing at least 7 days before the course date or the full course fee may still be charged.  This applies to all withdrawals i.e. sickness, industrial action, medical appointments, unnotified non-attendance

Please see First Aid guidance for further information 

First Aid at Work Refresher (2 Day) 2024

Two day refresher course

This course is for staff members who hold a current First Aid at Work certificate and need to refresh their skills. Skills must be refreshed every three years. Holders of this certificate can refresh their skills three months prior to their certificate expiry date or up to twenty eight days after their certificate expires. The full three day course must be retaken if the refresher course is not successfully completed within this time period.

A copy of the applicant’s current First-Aid certificate must be uploaded at the time of booking.   

Candidates must attend both days and successfully complete all aspects of the course to qualify for recertification.

Cancellations must be made in writing at least 7 days before the course date or the full course fee will still be charged.

9.30 - 1630

Cost £62 & VAT pp 

Location as selected 

Please see First Aid guidance for further information 

First Aid at Work Refresher (2 Day) 2025

Two day refresher course

This course is for staff members who hold a current First Aid at Work certificate and need to refresh their skills. Skills must be refreshed every three years. Holders of this certificate can refresh their skills three months prior to their certificate expiry date or up to twenty eight days after their certificate expires. The full three day course must be retaken if the refresher course is not successfully completed within this time period.

A copy of the applicant’s current First-Aid certificate must be uploaded at the time of booking.   

Candidates must attend both days and successfully complete all aspects of the course to qualify for recertification.

Cancellations must be made in writing at least 7 days before the course date or the full course fee will still be charged.

9.30 - 1630

Cost £62 & VAT pp 

Location as selected 

Please see First Aid guidance for further information 

First Aid at Work Training (3 Day) 2025

Three day First Aid at Work course

Staff members who successfully complete this course will be recognised as a First-aider. 

This course will cover:

Administering First Aid to a casualty who is unconscious, wounded and bleeding, choking, suffering from shock, minor injuries and also administering CPR. Injuries to bones, muscles and joints, including suspected spinal injuries; chest injuries; burns and scalds; eye injuries; anaphylactic shock; sudden poisoning and recognise the presence of major illness and provide appropriate first aid.

Candidates must attend and complete all aspects of the course to qualify for certification.

9.30 - 16.30  

Location as selected. 

No previous first aider experience is necessary

Cost £91.50 & VAT pp 

Any cancellations must be made in writing at least 7 days before the course date or the full course fee may still be charged.  This applies to all withdrawals i.e. sickness, industrial action, medical appointments, unnotified non-attendance

Please see First Aid guidance for further information 

Understanding Expressive Language in the Classroom

AIMS:

The EA Language and Communication Service and RISE NI have come together to develop courses to support teachers in the classroom and beyond. Understanding Expressive Language in the Classroom will be delivered remotely via 4 online sessions: - What are Expressive language difficulties?

- How to identify a pupil with Expressive language difficulties.

- Building a supportive environment.

- Specific strategies for supporting Expressive language development.

Course Details:

Each session will consist of a pre-recorded online video presentation and activities to support your learning.

If you have never attended any receptive language training, it is recommended that you first complete “Understanding Receptive Language in the Classroom” in preparation for this course.

This course was originally developed for Googel Classroom. If you hear Google Classroom referenced treat it was the site you are using.

Audience:

Pre School and Primary Teachers, Classroom Assistants and SENCO's

Understanding Receptive Language in the Classroom

AIMS:

The EA Language and Communication Service and RISE NI have come together to develop courses to support teachers in the classroom and beyond. Understanding Receptive Language in the Classroom will be delivered remotely via 4 online sessions:

- What are Receptive language difficulties?

- How to identify a pupil with Receptive language difficulties.

- Building a supportive environment.

- Specific strategies for supporting Receptive language development.

Course Details:

Each session will consist of a pre-recorded online video presentation, activities to support your learning and useful links.

Audience:

Pre School and Primary Teachers, Classroom Assistants and SENCO's

KS2 - Creating a Communication and Emotion Friendly Environment in a Key Stage Two classroom

The EA Language and Communication Service and RISE NI have come together to develop a course to support teachers in the classroom and beyond. This course will help you build a Communication and Emotion Friendly Environment for your pupils in your setting.

By the end of this training we hope the following outcomes will be achieved by: 

Exploring what we as adults need to do to make our classrooms language, communication and emotion friendly.  Focusing on building strong interpersonal relationships  Looking at a few key areas: Communication Strategies, Social Communication, Emotional Communication Strategies and how to use talk to extend young people’s thinking.  Discussing resources and how to embed this into the school day! 

 

Developing Early Attention​ and Listening Skills

This professional learning course on developing early attention and listening skills, has been written and produced collaboratively by RISE NI, SENIS MLD, SEN EYIS, the School Improvement Service and the Language and Communication Service.   

Our aim is to present to you a toolkit to help you informally assess attention and listening skills, in your setting with individuals, groups or whole setting.

In this training there are five sessions: 

Introduction to early attention and listening skills Sensory Motor skills Attention skills Listening skills Attention and Listening Baselines

 

Phonological Awareness Programme

Created by the Language and Communication Service, the Phonological Awareness Programme offers a fresh approach to this fundamental area of learning. We have split each area into small chunks to allow you to learn at your own pace and delivered the course via Google Classroom so you can access the lessons and materials when and where you need them.

Alongside the lesson videos, you will have access to;
 + over 300 newly created resources and games,
 + example videos of how to use each resource,
 + a progression continuum with detailed charts, and
 + a 5 minute informal assessment tool.

Overview of Text Help Read Write Software

AIMS:

To introduce the software and explain the context of using it throughout schools in N. Ireland

To discuss the 18-month license for the software purchased by EA which will enable every child to have equal access to the latest version of this software in school and at home.

To explain the benefits of the software and discuss pupil cohorts who will find usage helpful.

To provide a live demo of the basic functions of the software and the settings that support each feature

To provide two short, timed tasks for participants to try themselves to gain experience using the software.

 Course Details:

The training is approximately a 45-minute training video which participants can view in their own time.

The link to access the course will be provided in your confirmation email.

Please ensure you enter your C2K email address correctly to receive the training details.

 

Strategies To Support Pupils With Working Memory Difficulties

AIMS:

Revise/highlight what working memory is and how it impacts on a pupil’s ability to learn while at school. To discuss the signs of working memory difficulties and how they might be recognised  both formally and informally. To highlight practical strategies which may support pupils with working memory difficulties at home and school. To signpost to resources and literature which may continue to support parents and teachers who are working to support pupils with working memory difficulties.

 

 

Course Details:

The training is approximately a 35 minute training video which participants can view in their own time.

The link to access the course will be provided in your confirmation email.

Please ensure you enter your C2K email address correctly to receive the training details.

 

An Overview of How Assistive Technology Can Help Pupils With Literacy Difficulties

AIMS:

The aim of this CPD presentation is:

To provide participants with an overview of the resources which are available through the school’s C2K network for supporting pupils experiencing literacy difficulties in the primary and post primary settings.

Course Details:

The training will consist of 2 videos: 1 x 21 minute video and 1 x 46 minute video.

The link to access the course will be provided in your confirmation email.

Please ensure you enter your email address correctly to receive the training details.

 

Strategies To Support Pupils With Spelling Difficulties

AIMS:

The aim of this CPD presentation is to:

Discuss the theory behind developing an effective approach to supporting spelling development.

Highlight practical strategies to support pupils with spelling difficulties.

 

 Course Details:

The training is approximately a 1 hour and 20 minute training video which participants can view in their own time.

The link to access the course will be provided in your confirmation email.

Please ensure you enter your email address correctly to receive the training details.

 

Strategies To Support Pupils With Comprehension Difficulties

AIMS:

The aim of this CPD presentation is to introduce participants to:

Discuss theory behind promoting comprehension as an essential reading skill

To discuss examples of best practice in supporting pupils with reading comprehension difficulties.

 

Course Details:

The training is approximately a 1 hour 25 minute training video which participants can view in their own time.

The link to access the course will be provided in your confirmation email.

Please ensure you enter your C2K email address correctly to receive the training details.

Dyslexia Friendly Post Primary Classroom

AIMS:

To discuss indicators of dyslexia at the Post Primary phase

To help teachers identify reasonable adjustments in their own classrooms and lesson delivery so that learning is more accessible and inclusive for students

To help teachers identify pre-existing in-house technology to help support learners who are underachieving in the classroom

To help teachers reflect on their own skills base and identify areas which they can develop through a dyslexia friendly audit.

 

Course Details:

The training is approximately a 55 minute training video which participants can view in their own time.

The link to access the course will be provided in your confirmation email.

Please ensure you enter your C2K email address correctly to receive the training details.

 

Dyslexia Friendly Primary Classroom

AIMS:

To highlight indicators of dyslexia across the Key stages.

To help teachers identify reasonable adjustments in your own classrooms and lesson delivery so that learning is more accessible and inclusive for all pupils

To help you identify pre-existing in-house technology to help support learners who are underachieving in the classroom

To reflect on your own skills base and identify areas that you can develop through a dyslexia friendly audit form

Course Details:

The training is approximately a 50 minute training video which participants can view in their own time.

The link to access the course will be provided in your confirmation email.

Please ensure you enter your C2K email address correctly to receive the training details.

 

Transition From P7 to Year 8

AIMS:

Discuss areas relating to transition which are difficult for pupils transitioning to post-primary school.

Highlight practical strategies to support pupils in their transition to post-primary school

 

Course Details:

The training is approximately a 30-minute training video which participants can view in their own time.

The link to access the course will be provided in your confirmation email.

Please ensure you enter your C2K email address correctly to receive the training details.

 

Theraplay Informed Practice - Activities to build attachment

AIMS:

Provide an overview of Theraplay and the practice associated.

Participants will gain an understanding of the following;

What is Theraplay The format of Theraplay Explore some of the activities involved

Course Details:

27 November 2024  -11am - 12pm 

12 March 2025 - 1:30pm  - 2:30pm 

21 May 2025  - 3pm - 4pm 

Audience:

Pre School, Nursery, Primary, Post Primary and Special School Teachers, SENCO's and Classroom Assistants

If you are currently not attached to any school please select ‘Other’ and if you are a member of Education Authority staff please select ‘Education Authority’ by scrolling to the bottom of the dropdown options.

Nurture in Five - Emotional Health Programme

AIMS:

Provide a practical application of emotional health and wellbeing techniques within a nurturing approaches framework Participants will gain an understanding of the following: Emotional health and wellbeing strategies and techniques

Course Details:

20 November 2024 - 11am  - 12pm 

5 March 2025  - 1:30pm - 2:30pm 

14 May 2025   - 3pm - 4pm 

Audience:

Pre School, Nursery,  Primary, Post Primary and Special School Teachers, SENCO's and Classroom Assistants

If you are currently not attached to any school please select ‘Other’ and if you are a member of Education Authority staff please select ‘Education Authority’ by scrolling to the bottom of the dropdown options

Connect and Nurture (CAN)

AIMS:

Provide an overview of the Connect & Nurture programme and its practical application of Circle. Participants will gain an understanding of the following; To build on previous Circle Time experiences relative to trauma informed practice. To provide staff with the opportunity to explore Connect and Nurture activities and ideas to support the development of Social, Emotional, Behavioural and Well-being (SBEW).

Course Details:

11 December 2024  - 11am - 12pm 

26 March 2025  - 1:30pm  - 2:30pm 

4 June 2025  - 3pm - 4pm 

Audience:

Pre School, Nursery,  Primary, Post Primary and Special School Teachers, SENCO's and Classroom Assistants

If you are currently not attached to any school please select ‘Other’ and if you are a member of Education Authority staff please select ‘Education Authority’ by scrolling to the bottom of the dropdown options

 

Nurturing Principles and Practice - An Overview

AIMS:

Participants will gain an understanding of the following: -

Context of Nurture 6 Principles of Nurture Underpinning theory - Neuroscience/Attachment/Trauma Aces Nurturing approaches

Course Details:

06 November  2024 - 11am -12pm 

19 February 2025  -  1:30pm  - 2:30pm 

30 April 2025  - 3pm  - 4pm 

Audience:

Pre School, Nursery,  Primary, Post Primary and Special School Teachers, SENCO's and Classroom Assistants

If you are currently not attached to any school please select ‘Other’ and if you are a member of Education Authority staff please select  ‘Education Authority’  by scrolling to the bottom of the dropdown options.

Children Looked After: Trauma and Attachment Awareness Whole School Training

AIMS:

The training is part of a suite of trainings available through the Primary Children Looked After Advisory Service, The Attach Programme. It aims to raise awareness in the whole school staff team of the needs of children who are Looked After, by exploring the following:

Introduction to Children Looked After Importance of Relationships Impact of Trauma and Adversity Insecure Attachment Patterns Other Areas of Need Blocked Care/ Culture of Caring Relational ways of Helping/ Supporting Children Looked After Trauma and Attachment Informed Spaces

Course Details

The course consists of eight pre-recorded videos of between 17 and 42 minutes each which participants can view in their own time. Please refer to the information sheet “Preparation for Whole School Training” that has been provided to your school by your supporting Assistant Advisory Officer.

The links to access the presentations will be provided in your confirmation email.

Please ensure you enter your email address correctly to receive the training details.

It Begins with You: Take Care and Culture of Caring

Aims

We recognise just how important it is to take care of the adults who are doing the important work of looking after our children who are Looked After, and all children. These PowerPoints provide some foundational information on self-regulation and creating school communities that are ‘Caring Cultures’ to enable the adults to look after themselves well. There is no requirement to access this resource, but it will hopefully be helpful.

Course Details

This resource is divided into 3 sections, providing approx. 1.5 hours of pre-recorded, narrated material:

It Begins with You: Take Care, Part 1 – why it is important to look after ourselves, stress responses, and supporting the basics of regulation to take care of ourselves.

It Begins with You: Take Care, Part 2 – therapeutic ideas and activities for achieving a regulated state in the context of looking after ourselves.

Taking Care of Each Other – how we can create a "Culture of Caring" in our school communities and look after each other.

Please refer to the information sheet "SNC Info on Narrated PowerPoints It Begins with You - Take Care and Culture of Caring" that has been provided to your school by your supporting Assistant Advisory Officer.

The links to access the presentations will be provided in your confirmation email.

Please ensure you enter your email address correctly to receive the training details.

Children Looked After: Social Care Systems Training for Schools

AIMS:

This training is part of a suite of trainings available through the Primary Children Looked After Advisory Service. It aims to explain the legal definitions and terms in relation to Children Looked After within the Social Care System.

• Introduction

• What is a Child Looked After

• The Legal Status of Children Looked After

• Placement Types

• Inter-Agency Working

• Children Looked After Processes

• Summary - The Social Care Profile

Course Details

The course consists of 7 pre-recorded modules lasting just over 30 minutes in total which participants can view in their own time.

The links to access the presentations will be provided in a confirmation email upon registration.

Please ensure you enter your email address correctly to receive the training details.

Children Looked After: Sensory Awareness Training

AIMS:

The training is part of an evidence-based suite of trainings available through the Primary Children Looked After Advisory Service.

It aims to increase the awareness of the whole staff team regarding the sensory and survival needs of Children Looked After, building on previous knowledge from the Trauma and Attachment Whole School Awareness Training. Staff can consider its application to Children Looked After, and indeed, every child in the school environment.

This training is developed and delivered by Aisling Mitchell, Advanced Clinical Specialist, Paediatric Occupational Therapist, specifically for the Primary Children Looked After Service following on from her consultancy work with us.

It is divided into 3 sections, each with its own recording, providing approximately 45 minutes of pre-recorded material:

Review of brain development and Polyvagal Theory of Social Engagement. Survival States in the Classroom and Introduction to the Sensory Systems. Scenarios you might see in school and ways to help.

The links to access the videos will be provided in your confirmation email.

Please ensure you enter your email address correctly to receive the training details.

Please watch each recording in order initially. Once the whole training has been viewed, you are free to navigate back and forth through the videos if you want a ‘top up’, as many times as you wish.

Prerequisites

This training should be viewed following on from completion of the Trauma and Attachment Whole School Awareness Training.

Completion of both the Trauma and Attachment Whole School Awareness Training and the Sensory Awareness Training will be a prerequisite for each staff member who will attend the 2-day TAP Team ‘Pupil’ Training and PEP Training.

The Engine Room - Locality North

AIMS

To build capacity of middle leaders to lead school improvement, in order to develop high quality learning experiences and improve outcomes for pupils.

Structure / Content

This programme consists of 3 x ½ day face-to-face sessions facilitated by officers in the Post-primary and Special School Improvement Team. It supports middle leaders to make a positive difference to learners by enhancing their leadership capacity. Sessions provide opportunities for participants to engage in high quality professional dialogue with peers and apply what they learn to their leadership practice. Sessions will focus on the following key questions:

Session 1

What is my role and responsibility as a middle leader? How do I develop a compelling vision that motivates others? What does my leadership feel like to those I lead? How do I know how good we are as a team?

Session 2

How do I create a culture which fosters improvement within my team? How do I know what works? How do I plan effectively for improvement?

Session 3

How do I build an effective team? How do I manage resistance to change? How do I secure accountability?

These sessions are intended as a starting point for participants to consider exploring and developing one or more of the above themes in more detail, which they may wish to pursue with their designated School Improvement Professional.

Participants will attend all sessions and will be supported to engage in inquiry-based practice between sessions.

Building Synergy - Session 2: How to Baseline, track and measure Impact for Community Use of Schools (CUOS)

These sessions are suitable for Principals and staff with remit for community links.

AIMS:

This two-session series offers schools an opportunity to explore how CUOS can impact children’s learning and school improvement.

After completion of the two sessions schools will be given access to an online portal of information, resources, case studies and a network of contacts to enable them to apply the learning from the sessions.

STRUCTURE/CONTENT:

This session will enable schools to baseline their level of CUOS and chart a pathway ahead to develop their progress.

Focus on how schools measure the impact of CUOS on their children, staff, parents/carers and the wider community.

Guidance provided on how to embed CUOS into a school development plan as a driver for school improvement. This will reference how CUOS relates to ETI’s proposed new inspection process.

The Engine Room - Locality East

AIMS

To build capacity of middle leaders to lead school improvement, in order to develop high quality learning experiences and improve outcomes for pupils.

Structure / Content

This programme consists of 3 x ½ day face-to-face sessions facilitated by officers in the Post-primary and Special School Improvement Team. It supports middle leaders to make a positive difference to learners by enhancing their leadership capacity. Sessions provide opportunities for participants to engage in high quality professional dialogue with peers and apply what they learn to their leadership practice. Sessions will focus on the following key questions:

Session 1

What is my role and responsibility as a middle leader? How do I develop a compelling vision that motivates others? What does my leadership feel like to those I lead? How do I know how good we are as a team?

Session 2

How do I create a culture which fosters improvement within my team? How do I know what works? How do I plan effectively for improvement?

Session 3

How do I build an effective team? How do I manage resistance to change? How do I secure accountability?

These sessions are intended as a starting point for participants to consider exploring and developing one or more of the above themes in more detail, which they may wish to pursue with their designated School Improvement Professional.

Participants will attend all sessions and will be supported to engage in inquiry-based practice between sessions.

Planning for Improvement Session 3

AIMS

To examine the challenges in selecting key priorities for the SDP. Explore the benefits of SMART targets and collaborative annual action plans. Sharing approaches to developing realistic and joined-up 3-year plans.

Structure / Content

During this workshop principals will be guided on how to make the most effective use stakeholders feedback gathered during the Engagement Stage.​ The focus of this workshop will be to provide advice and resources for principals to bring back to their schools to support selection of the main priorities for the SDP.   This will include developing 3-year strategic plans and costed action plans.​ Following attendance at the workshop an example planning workshop framework will be provided for principals to use with their staff to create SMART and owned 3-year plans.

 

Please note you are only required to book and attend 1 session/venue out of 19.

 

The Engine Room - Locality South West

AIMS

To build capacity of middle leaders to lead school improvement, in order to develop high quality learning experiences and improve outcomes for pupils.

Structure / Content

This programme consists of 3 x ½ day face-to-face sessions facilitated by officers in the Post-primary and Special School Improvement Team. It supports middle leaders to make a positive difference to learners by enhancing their leadership capacity. Sessions provide opportunities for participants to engage in high quality professional dialogue with peers and apply what they learn to their leadership practice. Sessions will focus on the following key questions:

Session 1

What is my role and responsibility as a middle leader? How do I develop a compelling vision that motivates others? What does my leadership feel like to those I lead? How do I know how good we are as a team?

Session 2

How do I create a culture which fosters improvement within my team? How do I know what works? How do I plan effectively for improvement?

Session 3

How do I build an effective team? How do I manage resistance to change? How do I secure accountability?

These sessions are intended as a starting point for participants to consider exploring and developing one or more of the above themes in more detail, which they may wish to pursue with their designated School Improvement Professional.

Participants will attend all sessions and will be supported to engage in inquiry-based practice between sessions.

Locality East - Towards an Evidence-Informed Profession

AIMS

To support the development of learning & teaching through a shared process of structured inquiry and professional reflection.

Structure / Content

The programme will provide a facilitated opportunity to collaborate, learn and network with colleagues across the system.  This approach is guided by Learning Leaders (2016) putting teachers at the heart of their own professional learning journey.  All teachers will be supported to identify their own inquiry question for professional development. The programme will consist of four half day workshops, with the first one aimed at leaders of learning and teaching in addition to teachers:

Session 1 - ‘What does effective learning and teaching look like?’  What does the research tell us are “best bets”? Session 2 - ‘Exploring a cycle of inquiry to develop your classroom practice.’ Session 3 – ‘Building, engaging with and contributing to professional learning communities’ including the development of subject networks. Session 4 - ‘Know thy impact.’ Evaluating the Impact of Teacher Professional Learning on student learning

Each session will be supported by featured modules / inputs from practitioners.

These sessions are intended as a starting point for participants to consider exploring and developing one or more of the above themes in more detail, which they may wish to pursue with their designated School Improvement Professional.

Participants will attend all sessions and will be supported to engage in inquiry-based practice between sessions. 

Senior Teachers with responsibility for leading learning and teaching will commit to supporting this developmental work, including attending the sessions and facilitating inquiry as a methodology for improving classroom practice.

 

Locality South West - Towards an Evidence-Informed Profession

AIMS

To support the development of learning & teaching through a shared process of structured inquiry and professional reflection.

Structure / Content

The programme will provide a facilitated opportunity to collaborate, learn and network with colleagues across the system.  This approach is guided by Learning Leaders (2016) putting teachers at the heart of their own professional learning journey.  All teachers will be supported to identify their own inquiry question for professional development. The programme will consist of four half day workshops, with the first one aimed at leaders of learning and teaching in addition to teachers:

Session 1 - ‘What does effective learning and teaching look like?’  What does the research tell us are “best bets”? Session 2 - ‘Exploring a cycle of inquiry to develop your classroom practice.’ Session 3 – ‘Building, engaging with and contributing to professional learning communities’ including the development of subject networks. Session 4 - ‘Know thy impact.’ Evaluating the Impact of Teacher Professional Learning on student learning

Each session will be supported by featured modules / inputs from practitioners.

These sessions are intended as a starting point for participants to consider exploring and developing one or more of the above themes in more detail, which they may wish to pursue with their designated School Improvement Professional.

Participants will attend all sessions and will be supported to engage in inquiry-based practice between sessions. 

Senior Teachers with responsibility for leading learning and teaching will commit to supporting this developmental work, including attending the sessions and facilitating inquiry as a methodology for improving classroom practice.

 

Leading and Managing Numeracy - Locality North

This is a full day course. If you register for a particular date and find that you are unable to attend it is important to email the named contact so your place can be reallocated.   Aims:  To consider the role of the Mathematics and Numeracy Co-ordinator. To provide guidance on creating an action plan for improvement in Mathematics and Numeracy. To explore a range of strategies for monitoring and evaluating progress and impact. Facilitators:

SDS Primary Team

Course Details:

This full day course will be delivered in four separate cohorts.  Please select the cohort that best suits you in terms of venue and dates.  If your first choice of cohort is not available, please select another cohort.  If there are no remaining places, a waiting list will be created and you will be notified if a place becomes available.

Please ensure you have entered your email correctly to receive the training details.

Course Duration:

1 day - 09:15 - 15:00

DENI Number: 

During the registration process you will be asked for your setting’s Department of Education Reference Number - this must be input accurately. 

 

 

Supporting Learning in Specialist Provisions in Mainstream Schools (SPiMs) - Primary

*This training event is for newly established 24/25 Specialist Provision staff only* PLEASE NOTE: THIS IS AN EXPRESSION OF INTEREST ONLY

If successful, we will be in contact to confirm your place and provide further details

Training Aim:

This session is an opportunity for Primary Specialist Provision staff to explore how to plan for delivering the NI Curriculum, to effectively meet the needs of pupils within their setting.

Course Content:

This session has been specifically developed to support the following -
1. Explore the rationale for a teaching, learning and assessment model using 3 IEP cycles,
2. Outline tools for identifying pupil needs,
3. Highlight possible models of curriculum delivery,
4. Suggest methods of monitoring and evaluating learning,
5. Signpost to relevant CCEA documentation.

Time: 3.00pm - 4.00pm

Suggested Audience:

Primary Setting Teachers, School Leadership Team, Learning Support Coordintors (SENCo)

Location - MS Teams

Setting up a Specialist Provision in a Mainstream School - Early Years Classroom

PLEASE NOTE: THIS IS AN EXPRESSION OF INTEREST ONLY

Places will be prioritised for newly established Specialist Provisions in Mainstream Schools.

If successful, we will be in contact to confirm your place and provide further details.

Training Aim:

To provide newly established specialist provisions with guidance on how to set up an Early Years classroom to support meeting the needs of each individual pupil.

Approach:

Course participants will learn through a delivered presentation, interactive discussions, and experiencing a simulated learning environment. Electronic resources will be made available on completion of training.
 
Course Content
The training comprises of three important areas for classroom practitioners to consider when setting up their classroom.
1. Physical Structure
2. Visual Schedules
3. Activity Systems

Each of these areas are covered in detail with real-life examples. SSST staff will model their use, followed by supporting discussion about how they can be adapted to suit your own individual classroom environment.

Course Details:

Location: EA Centre

Length: 9.30am - 3.30pm

Suggested Audience:

Early Years Setting Staff, Foundation Stage Setting Staff, School Leadership Team, Learning Support Coordinators (SENCos)

An overview of Baselining and Tracking in a Specialist Provision in Mainstream School (SPiM)

*This training event is for newly established 24/25 Specialist Provision staff only* PLEASE NOTE: THIS IS AN EXPRESSION OF INTEREST ONLY If successful, we will be in contact to confirm your place and provide further details.

Training Aim:

A cross phase session establishing, the purpose and process of baselining pupils, with a focus on identifying and overviewing appropriate baselining tools for each stage. This session will outline the Baseline and Tracking support available from the SSST.

Course Content:

This session has been specifically developed to support the following:

1. The purpose of Baselining -

• Why we need to baseline our pupils,
• How baseline assessments fit into planning and how they impact practice.

2. An overview of resources:

• A summary of some available baselining resources, outlining the cost, the provider, and an overview of how to use each resource.

3. Summary of support:

Outlining how SSST can support settings with baselining and tracking.

Course Details:

Time: 2.30pm -4.00pm

Suggested Audience:

Early Years, Primary Setting Staff, School Leadership Team, Learning Support Coordinators (SENCo)

Setting up a Specialist Provision in a Mainstream School (SPiM) - Primary Classroom

PLEASE NOTE: THIS IS AN EXPRESSION OF INTEREST ONLY Places will be prioritised for newly established 24/25 Specialist Provisions in Mainstream Schools (SPiMS). If successful, we will be in contact to confirm your place and provide further details.

Training Aim:

To provide staff from newly established, specialist provisions with guidance on how to set up a Primary SPiM to support meeting the needs of each individual pupil.

Approach:

Course participants will learn through a delivered presentation, interactive discussions, and experiencing a simulated learning environment. Electronic resources will be available on completion of training.

Course Content

The training comprises of three important areas for classroom practitioners to consider when setting up their classroom.

1. Physical Structure,
2. Visual Schedules,
3. Activity Systems

Each of these areas are covered in detail with real-life examples. SSST staff will model their use, followed by supporting discussion about how they can be adapted to suit your own indiviudal classroom environment.

Course Details:

EA Centre

Length: 9.30am -3.30pm

Targeted Audience:

Primary Setting Staff, School Leadership, Learning Support Coordinators (SENCos)

Supporting Learning in Special Provisions - Pre School

PLEASE NOTE: THIS IS AN EXPRESSION OF INTEREST ONLY

If successful, we will be in contact to confirm your place and provide further details

Training Aim:

This session is an opportunity for Pre-School specialist provision staff to explore how to plan for effective curriculum delivery to meet the needs of pupils within their setting.

Course Content:

This session has been specifically developed to support the following -

1. Explore the rationale for a teaching, learning and assessment model using 3 IEP cycles,
2. Outline observation and assessment methods to identify pupil needs,
3. Highlight possible models of curriculum delivery,
4. Suggest methods of monitoring and evaluating learning,
5. Signpost to relevant CCEA documentation.

Course Details:

MS Teams

Tme: 2.30pm - 4.00pm 

Suggested Audience:

Nursery/ Pre School staff

Setting up a Specialist Provision in a Mainstream School (SPiM) - Post Primary Classroom

PLEASE NOTE: THIS IS AN EXPRESSION OF INTEREST ONLY Places will be prioritised for newly established 24/25 Specialist Provisions in Mainstream Schools (SPiMS). If successful, we will be in contact to confirm your place and provide further details.

Training Aim:

To provide staff from newly established specialist provisions with guidance on how to set up a Post Primary SPiM to support meeting the needs of each individual pupil

Approach
Course participants will learn through a delivered presentation, interactive discussions, and experiencing a simulated learning environment. Electronic resources will be available on completion of training.
 
Course Content:

The training comprises of three important for classroom practitioners to consider when setting up their classroom:
1. Physical Structure
2. Visual Timetables
3. Systems to develop Pupil Independence

Each of these areas are covered in detail with real-life examples. SSST staff will model their use, followed by supporting discussion about how they can be adapted to suit your own individual classroom environment.

Course Details

Location: EA Centre

Time: 9.30am -3.30pm

Suggested Audience:

Post Primary Setting Staff, School Leadership Team, Learning Support Co-ordinators (SENCos)

Visual Timetables in a Post Primary Specialist Provision in Mainstream (SPiM)

PLEASE NOTE: THIS IS AN EXPRESSION OF INTEREST ONLY

If successful, we will be in contact to confirm your place and provide further details.

Training Aim:

A session tailored to your individual setting needs focusing on visual timetables. This training is an opportunity for specialist provision staff to explore how to implement Visual Timetables in their own
classrooms to better support their pupils with SEN.

Course Content:

This session has been specifically developed to support the following –

1. To develop an understanding of visual timetables and the benefit for pupils,

2. How to develop a pupil individual timetable,

3. Develop an understanding of the range and progression of individual timetables that may be required to meet individual pupil needs.

Course Details:

Length: 3.15pm - 4.00pm

Suggested Audience:  Post Primary Setting Staff, School Leadership Teams, Learning Support Coordinators (SENCOs)

Overview of Quest and Q skills CCEA Assessment Frameworks

PLEASE NOTE: THIS IS AN EXPRESSION OF INTEREST ONLY

If successful, we will be in contact to confirm your place and provide further details.

Training Aim:

A session tailored to provide an overview of Quest and Q-Skills as a tool to assess pupils within SPiMs. This overview is for specialist provision teachers & classroom assistants with a focus on using CCEA Assessment Frameworks within your classroom.

Course Content:

Understand how to access CCEA Resources for SEN, Understand the progression of the assessment continuum, Explore the CCEA developmental stages, Quest, Q Skills & SEN Framework for TSPC, Learn about CCEA work in development, Learn how to access CCEA Curriculum Resources & Guidance.

Course Details:

Delivered: MS Teams Time: 3.00pm - 4.00pm Suggested Audience: Early Years & Primary Setting Staff, School Leadership team, Learning Support Coordinators (SENCo)

SEND Implementation and SENCo Support

This learning area contains modules of SEND training resources and guidance materials for SENCos/Learning Support Coordinators, senior leaders, teaching and non-teaching staff in schools and educational settings. It replaces the old SEND Website which will no longer be accessible. Click on the ‘Documents’ link on the menu on the right of the Dashboard page to find the following topic areas:

Graduated Response (WEP and SpEP) Leadership and Management Parent and Carer Leaflets Personal Learning Plan (PLP) Policies Provision Mapping SEN and Medical Categories SEND Podcasts School Development Day Packs Views of the Child

Some of these resources are also available on the public-facing EANI SEND Website on the new SENCo Support page https://send.eani.org.uk/sencosupport

AIMS:

 

To provide an understanding of changes to the SEN Framework To share updates on changes to legislation, regulations and the draft Code of Practice To host resources and materials to support staff who are working with children and young people with SEN in your school or setting.

 

TIME/DATE:

This learning area is open year-round.

New SENCo Induction (Post-Primary) - 2 day training

AIMS:

To outline the current legislation and related documentation for SEN in the Post-Primary setting To clarify the roles and responsibilities of key stakeholders within the new SEN framework To discuss how we record pupils on the school SEN and medical registers To provide an overview of the key operational duties and the management of these in the post-primary school setting

Course Details:

Antrim Board Centre: 23 & 24 October 2024

Clounagh Centre: 26 & 27 November 2024

Time: 9.30am - 3.00pm

SENCo Induction – Special Schools

AIMS:

To outline the current legislation and related documentation for SEN in the special school setting To clarify the roles and responsibilities of key stakeholders within the new SEN framework To discuss some of the key operational duties of the SENCo and how to plan and manage these in the Special school setting

Course Details:

Antrim Board Centre: 3 December 2024

Omagh Technology Centre: 4 December 2024

Time: 9.30am - 3.00pm

Top Techniques: Meeting the Needs of Children in Early Years with Speech, Language and Communication Needs

AIMS:

To consider what speech, language and communication needs are To reflect upon the importance of speech, language and communication in a child’s overall development and learning To raise awareness of the typical development and the needs of the Early Years child To share strategies to support speech, language and communication within the Early Years environment

 

COURSE DETAILS:

06 September 2023 -  31 August 2025

Audience:

Pre School Staff, Classroom Assistants and SENCOs

Please ensure you enter your email address correctly 

Parents Training - Helping Your Child Understand and Manage Their Emotions

AIMS:

To explore ways to help your child understand and express their emotions. To explore ways to promote emotional wellbeing at home To explore ways to help your child calm down

 

COURSE DETAILS:

06 September 2023- 31 August 2025

Training will last around 1 Hour and​ Training can be viewed any time suitable to the participant within the date periods

Please ensure you enter your email address correctly to receive training details within your confirmation email.

Parents Training - Helping with Early Communication Skills

AIMS:

To become more aware of how children can communicate. To help respond to all attempts at communication. To provide a range of ideas and strategies to help develop communication skills.

Course Details:

This course will run from 06 September 2023 to 31 August 2025.

Duration: Approx 35 mins

Please ensure you enter your email address correctly to receive training details.

Parents Training -Supporting Your Child’s Toileting Needs

AIMS:

To learn more about toilet training To explore ways to support your child’s toileting needs

COURSE DETAILS:

06 September 2023 - 31 August 2025

Training will last around 1 Hour and​ Training can be viewed any time suitable to the participant within the date periods

Please ensure you enter your email address correctly to receive training details within your confirmation email.

Parents Training -Helping Your Child With Language Development

AIMS:

To Know what Speech, Language and Communication ( SLC) Needs are Know how to help your child with Speech, Language and Communication Needs

 

COURSE DETAILS:

06 September 2023 - 31 August 2025

Training will last around 1 Hour and​ Training can be viewed any time suitable to the participant within the date periods

Please ensure you enter your email address correctly to receive training details within your confirmation email.

Awareness and Management of toileting needs for children with SEN

AIMS:

To provide an awareness of the typical development of bladder and bowel control and the implications for supporting children with Special Educational Needs (SEN) To develop an understanding of toileting readiness and to consider strategies for advance preparation to support children with SEN To explore practical strategies for the management of toileting needs for children with SEN 

 

COURSE DETAILS:

05 September 2023 - 31 August 2025

Audience:

Pre School Staff, Classroom Assistants and SENCOs

Please ensure you enter your email address correctly 

Helping Children Understand and Manage Their Emotions

AIMS:

To explore strategies to help promote emotional literacy To explore structure, routine and positive behaviour strategies To provide a range of emotional regulation strategies To consider how we can help to de-escalate and manage challenging situations

 

COURSE DETAILS:

06 September 2023 - 31 August 2025

Audience:

Pre School Staff, Classroom Assistants and SENCOs

Please ensure you enter your email address correctly 

Supporting the Development of Early Communication Skills

AIMS:

To become more aware of how children can communicate. To help respond to all attempts at communication. To provide a range of ideas and strategies to help develop communication skills.

Course Details:

This course will run from 06 September 2023 to 31 August 2025.

Duration: Approx 45 Mins

Please ensure you enter your email address correctly to receive training details.

An Overview of the Inclusion of Young People with Down Syndrome in Post Primary Mainstream Settings

Aims:

To highlight some of the benefits of inclusion for young people with Down syndrome in post primary mainstream settings. To provide an overview of supporting inclusion for young people with down syndrome in post primary mainstream settings. To highlight some of the characteristic difficulties young people with down syndrome have in relation to learning. To provide practical classroom strategies that can be implemented in order to overcome barriers to learning for young people with Down syndrome.

Course Details:

This is an online training video which participants can view in their own time.

The link to access the course will be provided in your confirmation email.

Early Years Literacy for Children with Down Syndrome

AIMS:

To provide strategies to support language development in children with Down syndrome in the Early Years; To provide an understanding of the specific challenges children with Down syndrome face in learning to read; To provide strategies to begin to overcome these specific challenges; To introduce the Match/Select/Name approach to reading.

Course Details:

This course will be available to access online throughout the school year.

Early Years Numeracy for Children with Down Syndrome

AIMS:

To provide an overview of the difficulties children with Down syndrome may face in the development of numeracy skills. To provide classroom strategies that may help develop early numeracy skills through play. To introduce ways that multi-sensory maths resources can be used to support children with Down syndrome in the preschool setting.

Course Details:

This course will be available to access online throughout the school year.

Overview of the Effective Inclusion of Pupils with Down Syndrome

AIMS:

To provide an overview of the developmental profile of children and young people with Down syndrome To provide an overview of the learning profile of children with Down Syndrome To highlight ways of adapting good practice regarding inclusion. To provide teaching and learning strategies to support children with Down Syndrome within primary educational settings

Course Details:

This course will be available to access online throughout the school year.

Promoting Positive Behaviour in Children with Down Syndrome

AIMS:

To provide an overview of factors which impact behaviour and functions of challenging behaviour. To provide an overview of the behavioural traits/challenges of children with Down Syndrome. To provide an understanding of how to analyse and address behaviour using an ABC (Antecedent, Behaviour, Consequence) approach. To provide evidence based strategies to implement within a school setting to promote positive behaviour for children with Down Syndrome.

Course Details:

This course will be available to access online throughout the school year.

Sensory Integration for Children with Down Syndrome

AIMS:

To provide an overview of Sensory Integration/Processing. To provide an overview of how Sensory Integration/Processing affects children with Down Syndrome and how this might present within a school setting. To provide an understanding of specific sensory integration difficulties and the associated challenges. To provide a range of evidence based strategies that can be implemented to help reduce the impact of sensory processing difficulties for children with Down Syndrome.

Course Details:

This course will be available to access online throughout the school year.

Supporting Communication Difficulties In Children With Down Syndrome

AIMS:

To provide an overview of characteristic difficulties affecting language development in children with Down Syndrome. To explore the impact these characteristic difficulties have on communication. To provide evidence based strategies to implement within a school/early years setting to support language and communication difficulties in children with Down Syndrome. To provide an overview of signing systems and to explore the benefits of signing with children with Down Syndrome.

Course Details:

This course will be available to access online throughout the school year.

Language and Communication for Pupils with Severe Learning Difficulties

Aims: 

A session tailored to your individual setting needs with a focus on highlighting how speech and language develops and how it can be impacted by a diagnosis of severe learning difficulties.

Course Content:

This session has been specifically developed to support the following -

Cover a range of strategies to support children with language and communication difficulties, Explain what speech and language difficulties are, and how they may present in children with SLD, Provide setting staff with possible strategies and interventions which can help to support attention and listening. Course Duration: A 40 Minute Session Target Audience All staff supporting pupils with Severe Learning Difficulties Location: Delivered by SENIS SLD Service