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Raising Standards of Early Years Provision and Care
Dr Pat Beckley, Senior Lecturer in Primary at Bishop Grosseteste University (BGU), was invited to speak and participate in a meeting at the Hallam Centre in London, organised by Inside Government, to discuss issues involved in raising standards of Early Years provision and care. Dr Beckley presented key findings of the book she has recently edited, Philosophy and Practice of Outstanding Early Years Provision and Supporting Vulnerable Children in the Early Years. The presentation highlighted the importance of working in partnership with all those involved in the care and education of young children, including parents, carers and the professionals around the child, to create a holistic approach for each child. The presented findings raised how particularly important this holistic approach could prove in changing circumstances, where challenges for parents, carers and young children who are vulnerable present themselves. Comparisons of learning and development in differing cultural contexts and approaches were raised along with why similar key factors in settings, such as knowledgeable practitioners and leaders with a shared vision, promoted successful outcomes for children. Settings in different contexts in England were used as examples to illustrate the outstanding pedagogy and practice observed. The philosophy that guided the settings was considered and how this had evolved through collaboration with a range of stakeholders. Photographic examples of how this was implemented in practice were shared, such as through creativity, bought and natural resources, exploration, investigation, indoor/outdoor learning and areas supporting time for children’s thinking. Maslow’s Hierarchy of Needs (1943) was used as a reference guide for settings and how the unique philosophical ethos of each setting would strengthen responses when striving to raise standards. The complexity and commitment of the role of the practitioners working in early years was emphasised. The subsequent discussions following the presentations were lively and raised concerns about workload, training, valuing Early Years practitioners and funding issues. Dr Beckley explained why these areas are so important: “The birth-eight age phase represents a crucial stage in young children’s development, influencing individual wellbeing and life chances. It is vitally important that informed decisions on issues are made to promote and enhance the early years’ sector and those who work in it, to give all children worthwhile experiences as a foundation for their lives” Chairing the meeting was Professor Leon Feinstein, Director of Evidence, Children’s Commissioner for England and participants included Ruth George, member, APPG Childcare and Early Education and Jonathan Broadberry, Head of Policy and External Relations, National Day Nurseries Association. If you’re interested in a future in Early Years provision or Teaching there are few institutions that can provide a better experience than BGU. You can find information on our range of education based courses on our website, or by contacting our Enquiries Team. -
Visiting professor shares teaching practices from across the continent
Bishop Grosseteste University (BGU) welcomed Professor Catalina Barragán from the University of Almería in Andalusia who was visiting the UK to find out more about the systems and processes which underpin the English primary school system. Teaching is a highly respected profession in Spain, with most primary teachers staying in the profession until they retire, and the English primary school system is held in an equal high regard. As part of her trip Professor Barragán visited two locals before spending time with BGU’s PGCE students to experience their training. This was a rewarding experience for both groups and Professor Barragán noted the focus given to teaching standards by all of the PGCE trainees whose seminars she had attended being particularly impressed by their professional manner and the genuine commitment to a career in teaching they communicated. Based on her experiences in Spain and her time exploring English primary education and teacher training, Professor Barragán’s was able to identify a number of key areas where English and Spanish practices differ, along with others where both nations followed similar approaches: “I found the emphasis given to the core subjects, reading, writing and maths, in the first years to be very different from schools in Andalusia. For example, in Almería and Andalusia as a whole there is much more focus on integrating the study of a modern foreign language from the earliest years, and this is often integrated in to the whole curriculum so that areas like maths or science can be taught in English. “In addition I was interested in the use of Teaching Assistants in classrooms as this is unknown in both my region and Spain as a whole. Schools employ trained teachers to support groups of children with special needs or linguistic diversity. In England there is also an impressive focus on outdoor learning which does not get such an emphasis in Spain.” “However I have found that in both countries there is a shared focus on the need to teach strategies to recognise and support the emotional well-being of children, including a recognition of the valuable role of parents, and the need to develop effective anti-bullying strategies.” While at BGU Professor Barragán worked closely with Dr Mark Larrad, Senior Lecturer in Primary, whose own research is focused on the different approaches in Andalusia and England to the training of teachers. Both are hopeful that her time at BGU will lead to further collaboration between the two institutions possibly including exchange visits for trainee teachers, joint research and shared practices. If you’d like more information on how to begin your adventure in the world of education, visit our website or contact our Enquiries Team today to find out more about our range of PGCE and Primary Education courses. -
Applications open for Psychology Summer Research Internship Scheme 2019
The Psychology team at Bishop Grosseteste University invite students and staff at BGU to apply for the 2019 round of the Psychology Summer Research Internships scheme. The internships offer the opportunity to collaborate with an experienced staff researcher on one of their existing or developing research projects over the Summer. In the process interns can gain experience of real research, develop specific research skills and expertise in an area of interest, and can contribute to BGU’s research culture. Internships are available in the broad field of Psychology, to all students and staff (no specific disciplinary background is required, although some projects may require specific skills and experience, such as statistical analysis.) Some projects offer flexible arrangements for you to contribute from home. Others would require full or partial presence on site. Projects offered in 2019 are outlined below. Please read carefully for more information. Application instructions: If you would like to apply for a specific project, please email the project lead and copy in caroline.horton@bishopg.ac.uk, by the deadline of 1pm Friday 17th May 2019, with “Psychology internships” as the subject. You will need to attach a statement of interest. The statement should include a rationale for applying for your chosen project(s), outlining why you would make a strong intern. Ideally please apply for just one specific project, or list one alternative, if you can’t decide. Shortlisted applicants will be contacted on Monday 20th May, and invited for an informal interview with the project lead on Wednesday 22nd May. Please note that this is a tight turnaround to facilitate appointment before students leave campus for Summer. Feel free to contact project leads with specific queries about projects, or Dr. Caroline Horton, scheme coordinator, if you have more general enquiries (caroline.horton@bishopg.ac.uk). We look forward to researching with you! Dr. Sue Becker Susan.becker@bishopg.ac.uk Two projects are available: Project title: Developing Experiential Writing Strategies Using Online Synchronous Collaborative Techniques Brief overview of project: The project used and evaluated online synchronous collaborative writing techniques with levels 4, 6 & 7 Psychology students. Brief overview of internship requirements: The internship will focus on drawing together existing analytic work and updating literature review to co-author journal article Expectations of applicant: Basic knowledge of mixed methods research Opportunities for the intern: opportunity to co-author research paper and experience submission and review processes Any other information: Although the internship will end in September it is expected that the intern will maintain contact with the supervisor through the submission and review processes. Project title: Resisting Epilepsy through humour Brief overview of project: The project is focused on the analysis of humour and laughter in interaction as it appears in 47 interviews with people diagnosed with Epilepsy in adulthood. Brief overview of internship requirements: The internship will focus on drawing together existing analytic work and updating literature review to co-author journal article Expectations of applicant: Familiarity with qualitative analysis, experience of literature searching Opportunities for the intern: opportunity to co-author research paper and experience submission and review processes Any other information: Although the internship will end in September it is expected that the intern will maintain contact with the supervisor through the submission and review processes. Mirena Dimolareva mirena.dimolareva@bishopg.ac.uk Three projects are available: Project title: Assessing the effectiveness of the 2-year review Brief overview of project: Investigating whether the 2-year-review is offered to all parents as intended by the government as well as whether it is effective in finding children who are showing a language delay. Furthermore, parent views of the 2-year-review are also investigated. Brief overview of internship requirements: This project is well under way and much of the data is collected. There is still some data to collect through questionnaires (online) and playing games with children in person (one-to-one assessment). The internship is flexible and students can choose whether they would like to take part in the online questionnaire collection and/ or in-person testing. Once data is collected, there will be an opportunity for data analysis. Training is provided for all tasks involved in this project. Expectations of applicant: Online questionnaires: ability to recruit online, using social media and other channels In person testing: Ability and confidence to work with children. Willingness to learn how to use a standardised test, ability to recruit parents in person. Opportunities for the intern: Training to use the pre-school language scale (if doing in-person testing), training on data collection and recruitment. Dates project commences and ends: on or after 27th May- latest until 22nd sept. This is flexible and depends on recruitment success Any other information: The online part of the project can be completed from home. You will need to have the training before commencing. Project title: Investigating the relationship between pet attachment and anxiety Brief overview of project: This questionnaire based project will be set up online and investigate the relationship between people’s attachment to their pets and the levels of their anxiety. Brief overview of internship requirements: The internship will involve setting up the online questionnaires, online recruitment and inputting data. Training will be provided for all stages of the project. Depending on the success of data collection, opportunities for data analysis will also be available. Expectations of applicant: Ability to do online recruitment. Opportunities for the intern: In this project you will be trained on how to run an online research project as well as the rules and guidelines of data inputting. Dates project commences and ends: 27th May- 22nd sept. Any other information: This project can be completed from home or BGU. You will need to have the training before commencing. Project title: Establishing the gaps for the rural autistic community Brief overview of project: Living in rural Lincolnshire often presents challenges for people with special needs due to a shortage of services. The project will aim to ask the Autistic community what they need in an attempt to explore options available for further services. This will likely be in collaboration with the Autism Research Innovation Centre at University of Lincoln. Brief overview of internship requirements: Online recruitment of autistic people and their families. Potential in person questionnaire completions. Attending Autism events organised locally. Expectations of applicant: The willingness to speak to, recruit and work with autistic people and their families. Opportunities for the intern: There is a possibility of an Autism event being organised at LORIC which you will be encouraged to attend. This will enable you to make connections with other local people involved within the Autistic community. Dates project commences and ends: 27th May- 22nd sept. Any other information: This project can be completed from home or BGU. You will need to have the training before commencing. Dr. Maria Efstratopoulou Maria.efstratopoulou@bishopg.ac.uk Project title: MBC checklist for children Brief overview of project: Entering data already collected (during a previous phase of the MBC Project) on children’s behaviour from: Local Schools in UK ( Primary mainstream schools/ teachers from Lincolnshire, London) Expectations of applicant: Preferably SENI or / and Psychology student year 2 (during the academic year 2018-19) with an ability to use SPSS, entering data (training will be provided). An ability to contact with local Primary schools for cooperation will be an asset. Opportunities for the intern: Training on simple Statistical analysis of data, possible cooperation in publications and Conferences. The intern will gain the knowledge and experience to write his/ her Thesis (during the next academic year) in a similar subject (ADHD, ASD, Mental health issues, Assessment of emotional and behavioural problems in children, effectiveness of interventions for challenging behaviours etc.). Help and support will be constantly available. Dates project commences and ends: Data entering and Statistical analysis May 2019 –end August 2019 Any other information: Students can work flexible hours in their own environment without having the obligation to be on Campus. Jenny Hamilton, Helen Elliott and Elizabeth Hicks jennifer.hamilton@bishopg.ac.uk Project title: Self-care among helping professionals: Looking after those who look after Brief overview of project: This project is in partnership with Lincolnshire County Council Social Services and aims to explore whether training/workshop interventions on self-care can raise awareness of the importance of self-care and improve upon workplace wellbeing and resilience among social services helping professionals. There is a disproportionately high rate of staff burnout among helping professions, and in particular among social services, and this project aims to explore how this can be tackled. Brief overview of internship requirements: The intern will have the opportunity to be involved in various research activities that the project requires. These may include transcribing audio recordings, conducting literature reviews and synthesising and critically evaluating research. Expectations of applicant: The applicant should be able to accurately transcribe verbal audio recordings verbatim; have a good level of ability using Microsoft Office programmes (including excel); ability to conduct a systematised and comprehensive literature review and to critically evaluate research; handle information sensitively and abide by confidentiality codes of conduct. Opportunities for the intern: Working within a supportive research team, gaining experience of conducting real world counselling research; opportunity to consolidate skills developed at university including literature reviews and academic writing. Dates project commences and ends: 3rd June – 6th September 2019 Dr. Caroline Horton Caroline.horton@bishopg.ac.uk Up to two projects are available over the Summer, in the DrEAMSLab (www.dreamslab.co.uk ; @sleepandmemory) Project title: Sleep hygiene adherence – what are people’s experiences of undertaking a sleep hygiene programme? Brief overview of project: Participants were asked to complete a two week sleep hygiene programme. They then engaged with focus group discussions about their experiences. The project aim to explore, for the first time, what challenges people experienced with a sleep hygiene intervention. Analyses aim to identify these challenges, which will inform the development of a wider sleep-hygiene intervention, across the campus. Brief overview of internship requirements: Interns will be asked to transcribe focus groups (June) and conduct content and thematic analyses on the data (July). Data will then be written up for publication (August). Expectations of applicant: All training will be given, however an interest in sleep hygiene would be very beneficial. The intern will be required to work independently. Opportunities for the intern: Interns will develop qualitative data analysis experience, and will contribute to the authorship of a peer-reviewed publication. Dates project commences and ends: Approximately 1st June – 31st August 2019. Any other information: This initial project will form part of a wider programme of impact activities, exploring sleep hygiene and its effects on emotion regulation, dreaming behaviours, academic outputs and memory. Project title: Hyperassociativity in sleep and dreams Brief overview of project: Hyperassociativity has been described in the sleep and dreaming literature as the process by which memories are only distantly related to one another, but with little evidence to explain it. The current project involves collecting data from systematically sampled dream reports, and scoring the presence of different forms of hyperassociativity. The data will be analysed and presented in a peer-reviewed paper, supporting the development of a larger research grant bid. Brief overview of internship requirements: The successful intern would be the main contact for data collection, involving meeting with participants, explaining about the sleep and dream measures, asking participants to code their own reports, and entering data for subsequent analysis. Expectations of applicant: Interns would need to be present over the Summer to engage with data collection, and would need to be organised with their time and with data. Full training would be given. Interns would have the opportunity to read through and analyse hyperassociativity from dream reports, so an interest in sleep and dreaming would be beneficial. This is a quantitative project, employing objective measures of sleep quantity, as well as involving dream diaries (analysed statistically). Opportunities for the intern: The intern would receive training in the measures, equipment and approaches employed in this study. They would engage with data collection, and therefore find out about the practicalities of psychological sleep research. Dates project commences and ends: Approx. 1st June to Sept 20th 2019. Any other information: Up to two interns could work on this project. Thomasin Nicholds Thomasin.nicholds@bishopg.ac.uk Project title: Women who Influence; exploring opportunities and barriers in organisations. Brief overview of project: Working with an external funder and community based partners we are exploring an emerging project to consider the opportunities, barriers and achievements of women in organisations. The project is in the initial stages of development with the aim of enabling and highlighting potential; whist challenging limiting factors. The project will be drawing on psychological theories and relating them to the workplace, with the potential to consider elements such as motivation, leadership, power and inclusion. The role of the intern will be to support the lead in project planning and literature review, to enable the development of a clear rationale which can be taken forward in partnership with other organisations. Brief overview of internship requirements: The role will involve supporting a literature review to contribute to project development in addition to opportunities to assist in meetings with cross-sector partners to define activities, investment requirements and roles. Expectations of applicant: The ability to undertake literature searches and synthesize resources. Strong communication skills with a clear understanding of appropriate professional conduct when working in partnership. Opportunities for the intern: This opportunity will give the intern the experience of project planning from an initial idea to shaping partnerships and identifying resource needs. These skills will be transferable to a variety of academic and professional environments, providing an experience that develops writing skills and professional practice. Any other information: Lincolnshire based, mainly BGU campus with the potential for some local travel. Dr. Gianina Postavaru Gianina.postavaru@bishpopg.ac.uk Two projects are available: Project title: Cancer carers’ nutrition and diet needs: a literature review Brief overview of project: This project will equip students with skills required to perform a systematic literature review (design of study protocol, Boolean search keywords, screening and data collection, quality assessment and academic write up). It is a collaborative project with Laura Miller, the Macmillan project lead dietitian at Nottingham University Hospitals. Brief overview of internship requirements: The intern will need to be available for the entire period of the internship and opportunity for development may be provided beyond its duration. Expectations of applicant: Interest in health or clinical psychology, with a focus on psychological aspects of eating behaviours following a diagnosis of and treatment for cancer. No statistical analysis is required. However, the student will need to possess great time management skills, be an organised individual, be able to work in a team and meet agreed deadlines. Opportunities for the intern: Training and supervision will be provided through regular meetings and teleconference with the project collaborator at Nottingham City Hospital. There is opportunity for joint publication and/or participation in a conference organised at the City Hospital in Nottingham in 2020 as part of this collaboration. There is also opportunity for mentorship to enhance employability skills beyond the lifetime of this project. Dates project commences and ends: July-September 2019. Any other information: The student will need to possess their own laptop and be able to use OneDrive. Project title: Self-managing chemotherapy side-effects and eating behaviours Brief overview of project: This project will equip students with skills required to transcribe sensitive data and potentially conduct face to face interviews with people living with and beyond cancer. The opportunity is part of an ongoing project in collaboration with support groups in Lincolnshire and Leicestershire. Brief overview of internship requirements: Training and supervision will be provided through regular meetings. The intern will get familiar with the ethical implications of conducting and transcribing interviews. Familiarity with General Data Protection Regulation (GDPR, 2018) and Data Protection Act (1998) is at the core of this work. Expectations of applicant: Great interest in health psychology, with a particular focus on psychological aspects of eating behaviours following a diagnosis of and treatment for cancer. No statistical analysis is required. However, the student will need to possess a professional and ethical conduct, great time management skills, be an organised individual, be able to work in a team and meet agreed deadlines. Opportunities for the intern: There is opportunity for developing clinical and employability skills. As part of this role, the intern may benefit from mentorship to develop these skills beyond the lifetime of this collaboration. Dates project commences and ends: July-September 2019. Any other information: The student will need to possess their own laptop and be able to use OneDrive. -
Expressive Arts Days empower future teaching talent
Trainee teachers at Bishop Grosseteste University (BGU) learned about the value of creative arts in primary schools through a series of Expressive Arts Days. Led by Sarah Howe, Ruth Pearson and Mark Larrad, Seniors Lecturers in Primary at BGU, the aim of these carousel sessions was to show the trainees how art activities could support their teaching, even if they didn’t believe art was one of their skills. The activities included sessions on approaches to painting from still life, the value of 'small world' play across the primary curriculum, as well as the opportunity to design art around the theme of blossom trees on the BGU campus. Despite not always having a prominent focus in curriculum plans, creative arts offer a wealth of opportunities to encourage and support pupils, as Mark Larrad explained: “It is often stated that the arts are crowded out of the National Curriculum. As educators we have a duty to ensure the next generation of teachers is empowered to be able plan and teach purposeful and motivational expressive arts activities, knowing they are making a real difference to outcomes for children and their schools. All teachers should be able to teach art, not just those who considered themselves to be artists, and the sessions provided support for all those who realise their main challenge is to inspire the disposition to create in all the class, not just those children who have a special talent. Ultimately, whilst we know that art will always have a less prominent focus in school than the core subjects, like English, Maths or Science, we aimed to ensure trainees were empowered to be able to ensure that what little time they for expressive arts in school will really count, so maximum benefit is achieved; and the enthusiastic feedback we had suggests the trainees found all of these sessions really useful. We´re looking forward to repeating the carousel next year.” If you’d like more information on how to begin your adventure in the world of education, visit our website or contact our Enquiries Team today to find out more about our range of PGCE and Primary Education courses. -
School of Teacher Development at the TEAN Conference
On the 9th and 10th of May, a group of academics and students from the School of Teacher Development represented BGU at the 10th annual Teacher Education Advancement Network conference, in Birmingham. The TEAN conference offers an opportunity for colleagues to spend time together to share great practice and ideas. The team thoroughly enjoyed the conference, which showcased research from across the UK, with a focus on initial teacher training. The conference is a brilliant opportunity to meet colleagues from institutions and schools who are involved with the training and support of teacher trainees. -
Lecturer aims to bring lessons from the forest into the classroom
Paul Brenham-Foster, Senior Lecturer in Primary at Bishop Grosseteste University (BGU), has been presented with a Level 3 Forest School Practitioner Award following a year of training and delivering sessions with local schools. The training, which included an initial week introducing the ethos and theory behind forest school, sits alongside an online portfolio covering health and safety, ecology, delivery of sessions, theories of play, learning and development. Both of these were followed by a practical assessment week, out in the woods, which explored a number of aspects including camp fire cookery, safe use of tools and fire, planning for holistic development and nature study skills. The Forest School Association defines Forest School as: ‘an inspirational process, which offers all learners regular opportunities to achieve and develop confidence and self-esteem through hands-on learning experiences in a woodland or natural environment with trees. It is a specialised learning approach that sits within and complements the wider context of outdoor and woodland education.’ The ethos is shared by thousands of trained practitioners across the UK and beyond. Its roots reach back to early years pioneers in outdoor learning and overseas to Scandinavia. As part of the approach, all participants are viewed as: equal, unique and valuable competent to explore & discover entitled to experience appropriate risk and challenge entitled to choose, and to initiate and drive their own learning and development entitled to experience regular success entitled to develop positive relationships with themselves and other people entitled to develop a strong, positive relationship with their natural world Following his award, Paul discussed why he became involved in the initiative and what he hoped its impact could be on the students at BGU: “Having worked in the Foundation Stage for over 20 years, the importance of outdoor learning and the Forest School approach affirms my own personal philosophy on teaching and learning within Early Years.” “With the increased focus schools have on mental health and well-being, it is important our trainees have an awareness of approaches such as Forest School as they begin their careers.” “The aim is for all trainees across the Primary programmes to experience the sessions as a participant and to begin to understand some of the theory behind the approach and hopefully be inspired to train as a Forest School practitioner at some point in their career.” Paul is currently researching how the Forest School approach can be used within school’s to promote children’s mental health and well-being and the importance of risky play in children’s development. If you’d like to find out more about innovative and diverse primary education course visit our website, speak to a member of our Enquiries Team or join us on one of our Open Days. -
Staff and Students Reflect on Research with IMPact
Two tutors and two 2nd year students from the BA Primary Education course at Bishop Grosseteste University have had an article published in IMPact the University of Lincoln’s journal for Higher Education research. Dr Ashley Compton and Emma Rogers, both lecturers in Primary at BGU, co-authored the paper alongside students Christopher Johnstone and Dan Waite. The paper reflects on their learning about research through researching with children as part of the ‘Beginning to Research’ module of the Primary Education course. During this module the students learn about designing and undertaking research, including the ethics involved, and then have two days when children come on to campus to take part in the research projects. Staff at the University of Lincoln read about the research days on the BGU website and contacted Ashley and Emma asking for a write up of the experience for their journal. Following the publication Dr Compton discussed the unusual opportunities for reflection it offered: “The process of writing an article about practice makes you reflect quite deeply on what you're trying to achieve with that practice and what theory underpins it - things we don't always articulate when focusing on our research” “Both Emma and I felt it was important to incorporate staff and student perspectives and were delighted that Christopher and Dan were able to work with us, both have been excited about being published authors now” The paper has now been published and is available to read in the first anniversary edition of IMPact. If you’d like more information on how to begin your adventure in the world of education, visit our website or contact our Enquiries Team today to find out more about our range of PGCE and Primary Education courses. -
Academics Explore Research Partnerships with International Visitors
Academics from Bishop Grosseteste University (BGU) welcomed Kerem and Meral Coşkun from Artvin Çoruh University in Turkey to explore and discuss potential collaborative research opportunities. Their planned research is based on the social, emotional and moral development of young children and has developed from a collaborative article ‘Is it possible to teach values without social psychology?’ (International Journal of Progressive Education, 14 (6). pp. 38-50. ISSN 1554-5210) written by BGU’s Dr Pat Beckley and academics from Artvin Çoruh. Dr Beckley discussed the new research and how it would build on the existing work carried out by the collaborative group: “The research builds on previous comparative studies the group have undertaken and focuses on differences and similarities between perceptions of social, emotional and moral development in selected primary school sites in England and Turkey. It is proposed to broaden those participating in the studies in both countries. It is an exciting opportunity for BGU as it creates a dynamic collaboration between two similar sized universities which have teacher training as a fundamental element of their work.” If you’re interested in a future in Early Years provision or Teaching there are few institutions that can provide a better experience than BGU. You can find information on our range of education based courses on our website, or by contacting our Enquiries Team. -
General Practice Nursing Trainees Enjoy Unique Sessions and Guest Speakers
Bishop Grosseteste University (BGU) welcomed Gill Beardmore this week as she delivered a talk to our General Practice Nurse (GPN) trainees about their funded programme and the motivations behind developing a career as a GPN. Gill is RN & Queens Nurse and works for Health Education England as Primary Care Nurse Workforce Lead in the East Midlands. She was also involved in the development of the NHS 10 point plan to look at novel ways to better train General Practice nurses, of which BGU’s new Post Graduate Certificate in General Practice Nursing (PG Cert in GPN) is a part, and the overall proof of concept for the new GPN trainees. Joining our trainees, who are now a third of the way through their programme, Gill discussed the importance of their course and its potential impact on healthcare training across the UK. The PG Cert in GPN is a completely new model of training for General Practice Nursing covering wider skills and practices designed to futureproof the profession. While the BGU course is currently one of only two on offer across the UK, if it is successful the model will be rolled out nationwide. Following Gill’s presentation the trainees took part in a session exploring blood test interpretation. Led by Dr Graham Basten, Head of the School of Social Sciences at BGU, blood test interpretation is one of the new skills being covered by the course. General Practice nurses would not normally be trained in this area and its inclusion, in addition to being part of the evolution of the General Practice nursing role, is completely unique to BGU. The PG Cert In General Practice Nursing is a fantastic opportunity for health care professionals to up skill and provides a pathway into the developing course portfolio within the School of Social Science at BGU which reflects current and future needs of the health and social care sector. Other current courses include Master's in Health & Social Care Leadership and Primary & Community Care. To find out how these courses can help develop your healthcare skills visit our website or contact our Enquiries Team. -
Academics complete international project exploring personalised learning
Academics from the School of Teacher Development at Bishop Grosseteste University (BGU) have completed work on an Erasmus+ project this month, attending the final meeting in The Netherlands to showcase their output. The Erasmus+ project, on Personalised Learning in Primary and Secondary education phases, included research teams from The Netherlands, Poland, Sweden, Finland and the BGU UK team. The academics involved from the School of Teacher Development were; Dr. Emma Clarke, Kevin McLaughlin, Shaun Thompson, Dr. Jonathan Wainwright and Aimee Quickfall. The BGU team joined the project in January this year, taking over from a school partner in Lincoln, and quickly became part of a strong research group across Europe during visits to The Netherlands and Sweden in the spring. Their output is the 'teacher profile' - a tool for teachers across Europe to assess their own level of personalised learning practice, with advice and targets if they wish to increase their level of skill in this area as Dr Clarke explained: “The toolkit is deliberately non-judgemental, for teachers to use individually or with peers. It avoids suggesting that some teaching approaches are better than others - but will support practitioners who wish to develop key personalised learning skills.” As part of the final project meeting, the Erasmus+ team presented to teachers and leaders in The Netherlands. Returning from the meeting Aimee commented: “It has been a pleasure to be involved in this European project, with researchers who have different backgrounds, settings and perspectives, but who share a passion for improving education and professional development for teachers. We have built relationships with our partner teams and hope we can continue to develop our links and projects.” The completed project will 'go live' in the autumn of 2019. If you’re interested in a future in education, our BA (Hons) Primary Education with QTS (3 year undergraduate degree), BA (Hons) Primary Teaching Studies with QTS (15 month top up degree), and PGCE courses are the perfect ways to begin or continue your adventure on the path to becoming a fantastic teacher! If you have any questions, our Enquiries Team are ready to help. Contact them today or visit our website to find out how to take your next steps.
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