A range of training modules have been made available in Sway format. Each Sway contains a series of short informational videos followed by a series of reflection questions. These courses are free of charge and can be accessed instantly by clicking on the link for your chosen course.
On average, each module takes around 60-90 minutes to complete.
In each instance, following completion of module materials, please remember to access and complete the Reflection Question Form in order to satisfy completion criteria.
This module focuses on high-quality observations, and the documentation of learning within an ELC setting.
It considers the key features of a high-quality observation, how these features contribute to the cyclical process of responsive and intentional planning, and discusses different ways to document learning, such as Learning Walls.
This resource will support practitioners to understand the typical way that children develop language and communication skills, providing strategies that practitioners can use to help children explore and achieve their potential.
This module will support practitioners to understand the vital role that they play in developing and maintaining positive relationships, making links between theory, policy, and practice, whilst providing insights into the universal strategies that can be used to enhance interactions.
This module covers multiple aspects of Outdoor Learning, including: the benefits of learning outdoors and how this can significantly contribute to children’s health and wellbeing, adopting a risk-benefit approach, the various curricular areas outdoor provision can support, and embedding literacy and numeracy in an outdoors context.
This module helps practitioners to explore what schematic play is, understand it’s developmental importance, and reflect on the critical role of the adult in supporting and nurturing children’s schematic play.
A ‘Nurturing Approach’ recognises that positive relationships are central to learning, wellbeing, and development. A key aspect of a ‘Nurturing Approach’ is understanding of attachment theory and the way in which early experiences can significantly impact upon development. All Early Years staff play an essential role in establishing positive, reliable, predictable, and consistent relationships required to promote healthy social and emotional development.
This series of modules have been developed collaboratively between Early Years and the Educational Psychology Service with the aim of supporting practitioners to develop knowledge and understanding of the theories, principles, and techniques that are central to a ‘Nurturing Approach’.
Conceptual Numeracy refers to a person’s ability to understand and work with numbers in a conceptual and intuitive way, rather than simply memorising procedures and formulas.
Through encouraging and supporting children to develop a strong conceptual understanding of numbers and maths concepts, we better equip them to apply mathematical knowledge within real-world situations, enabling them to solve problems across multiple contexts.
Conceptual numeracy skills are important for future learning, academic success, and making sense of the world within daily life.
This module aims to enable practitioners to further develop their knowledge and understanding of effective learning experiences in numeracy that can help to support children’s development of conceptual understanding, and foster positive attitudes towards maths.
Digital technology is ever-evolving. As children grow-up in a world surrounded by rapid technological change and advancement, practitioners must be capable of supporting children’s learning, understanding, and digital skill development.
Practitioner understanding of digital technology is essential in order to maximise potential for the use of technology as a valuable educational tool whilst ensuring that it is used in a safe and responsible manner.
This module will consider ways to support children to learn about computer science, digital literacy, and cyber resilience through play-based approaches. It will consider relevant documentation, whilst providing information surrounding possible resources that can be used to reach expectations and outcomes.
This module provides an introduction to working with 2-year-olds. Initially, it focuses on aspects of development typically observed in 18–36-month-olds, before considering the ways that practitioners can help to facilitate for these developmental particularities in the spaces, interactions, experiences, and resources that they provide.
Please note that the content contained in this module is not prescriptive, nor is it intended to provide a ‘how to’ guide for working with 2-year-olds, it simply offers useful information, ideas, and points for reflection.
