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This seminar is organised jointly by the Humanities Research Centre and Sheffield Institute of Education. Studies of two-year-olds are comparatively rare. Yet the third year of life is a period of momentous change: for example learning verbal language, becoming confidently mobile, discovering how to participate in social and cultural worlds. Research that does investigate this age-group tends to focus on learning that is recognised as important in later life: speech, awareness of rules and conventions, creative play, sharing, etc.

We are now recruiting schools to the Wellcome CPD Challenge. This is a wonderful opportunity to make a difference to educational policy and practice on a national level.

In this lecture Professor Cathy Burnett explores what can be learned by looking beyond the frame of ‘schooled literacy’ and observing what matters to children and teachers when engaging in literacy practices in and out of school

Based on a cross-curricular approach to language learning, this conference focuses on the role played by written language in art with a special focus on the amazing work of the renowned artist Ali Omar Ermes.

We are excited to be working with The Whole School Equality Programme: Gender Champions at The Institue of Physics, and LKMCo to address issues of gender, race and religion head on.

List of Institute of Education staff profiles at Sheffield Hallam University

Sheffield Institute of Education blog

As academics adapt to a new emphasis on ‘teaching excellence’ and as inequalities in student outcomes become increasingly apparent, more reflection is needed on what being a teacher in HE really means. This book is about developing practice in creative and innovative ways to enhance teaching and ensure that all students thrive.

On the 17th June 2017 we are holding the second mixed attainment mathematics conference. This is a conference for secondary school teachers of mathematics who are keen to develop ways of working with mixed-attainment groups.

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