Fix it Friday 2016
Whatever the size or nature of your company, this MERI consultancy event will give you the opportunity to talk through a particular problem or innovative idea
Getting it right in the Early Years Foundation Stage
A group of 12 early years sector organisations including Early Education, NDNA, KEYU, TACTYC, BERA, PACEY, ECSDN and the NCB commissioned Professor Chris Pascal and Professor Tony Bertram to bring together a literature review of the most recent research evidence (from the last ten years) which underpins the Early Years Foundation Stage.
IT Help
Information about different methods for contacting the IT Service Desk
Library and IT
Information for students at Sheffield Hallam about the library and IT
Weekly Seminar: Lime-Based Materials in Construction, by Dr Richard Ball
This talk will describe the different types of lime available and some of the important properties which make it more appropriate than cement for many applications, especially conservation of historic structures
Professor Colin McCaig Book Launch
All are welcome to attend the launch of Professor McCaig's recently published book Equality and Differentiation in Marketised Higher Education: A New Level Playing Field?, co-edited by Marion Bowl, Colin McCaig, Jonathan Hughes and Published as part of the Palgrave Studies in Excellence and Equity in Global Education
Primary and Early Years Education conference
The 2017 Primary and Early Years Education Conference is designed to support teachers, educators and researchers in primary and early settings.
Difficult Conversations - Gender, ethnicity and religion in the classroom
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.
Sustainability Support Consortium
Join us on the 30th June for the first Sustainability Support Consortium breakfast event!
Epistemic justice: knowledge and the school curriculum
In this symposium the implications for powerful knowledge in the curriculum are examined, alongside the extent to which what counts as legitimate knowledge reproduces social hierarchies, while having the potential to disrupt them