Dr Andrea Mallaburn and Dr Linda Seton developed Absolute Chemistry which is an ongoing outreach project (since 2014), supported by funding from Shaping Futures as part of the OfS UniConnect programme, focuses on enthusing and inspiring local school-aged pupils to continue studying science beyond secondary school.
Dr Matt McLain has a professional and research interest in design and technology (D&T) curriculum, pedagogy, and assessment in schools, as well as for teacher education and development. He has recently co-edited the Bloomsbury Handbook of Technology Education. Matt has experience of D&T curriculum policy design at national level and is an advocate for teacher research in the subject. He is available for consultancy on the development of signature pedagogies, curriculum and practitioner inquiry in D&T education.
Professor David Putwain is an international expert in test and exam anxiety and links with educational achievement, mental health, and wellbeing. David can advise, or conduct, mental health and wellbeing screening within your school with or without an emphasis on test/exam anxiety. David has also developed an evidence-based six-session cognitive-behavioural intervention to enable students preparing for high-stakes exams to gain the skills necessary to effectively manage exam pressures. Training can be provided for school staff without a background in psychology to deliver the intervention. Alternately, it may be possible for an LJMU placement student to be able to deliver the intervention at your school.
Dr Kalum Bodfield and Aisling Culshaw are supporting education professionals with their wellbeing and mental health and that of the colleagues and students they work with. They are currently researching and developing training for trauma informed practice and mindfulness in education.
Dr Avril Rowley develops training for teachers, lecturers and students on the Natural Curriculum (link to webpage). The Natural Curriculum approach harnesses the educational benefits of outdoor learning and enhances children’s development and wellbeing. It helps them learn key curriculum knowledge and skills alongside managing risk and building their resilience.
Lizzie Yeomans offers schools training sessions on Religion and Worldviews.
Testimonial from Headteacher of Lander Road Primary School, Jeff Taylor:
“It was extremely useful to have a summary of the recommendations from the RE Ofsted Research Review and to start thinking about its implications for the teaching of RE in the school, not least thinking about the three forms of subject specific knowledge that the children need to learn. It was great to see our staff so engaged and open to talk about their own experiences of teaching RE. Thanks also for bringing in, and alerting us to, a range of resources and external sources of support that are available to support the teaching of high-quality RE. We will certainly be making use of many of your suggestions to further improve our provision.”
Dr Pete Atherton contributes to training and research events on Artificial Intelligence in education. His latest book is “Goal-Setting and Problem-Solving in the Tech-Enhanced Classroom: A Teaching and Learning Reboot” published by Routledge (2023). He also produces a popular podcast called “Edtech Innovators” interviewing the most influential and innovative people and discussing ideas in education and edtech.
Dr Fran Tracy is developing online training in Data Analytics for educators with British Council finding support and in collaboration with the University of Technology Malaysia.
Angela Garden is a trained Therapeutic Forest School Leader with a background in Child Psychology and Person-centred Therapy. She has extensive experience of applying a therapeutic toolkit outdoors. She has also published book chapters and several journal articles on Forest Schools and working with children with social, emotional and mental health needs.
CPDs can be offered on Therapeutic Play and the Natural Curriculum for teachers, teaching assistants, therapists and forest school practitioners. It is an introduction to key therapeutic techniques that can be used in outdoor environments such as forest school areas. The aim is to give practitioners confidence to work in a more therapeutic way with children. The programme will introduce a therapeutic toolkit which uses natural materials and the outdoor environment to create activities such as painting, clay work, whittling, sand sculptures and cooking. Case studies and real-life examples will be used to show how these activities can support children to express their feelings and concerns and talk about difficult experiences.
