Thursday, 1 March, 2018 6-8pm
Matthew always felt he had a charmed life, until he didn't anymore. In 2006 depression knocked him off his feet, he almost didn't get up. Life continued to challenge Matthew with a series of highs and lows but again, he got back up, but life wasn't finished with him yet. In 2014 his marriage collapsed and his life as he knew it was turned upside down.
In 2015 Matthew hit back, by taking up his pen and writing. He discovered a new passion, and a talent that he never knew he had. Writing led to many new opportunities culminating in the publication of his first book in December 2017, the bestselling 'Something Changed: Stumbling Through Divorce, Dating & Depression'.
Now Matthew wants to use his experiences to inspire others to reach their goals and to become the greatest versions of themselves. To find greater purpose and meaning, and to become the champions of their own lives that they were born to be.
Thursday, 22 March 2018 9am - 4.15pm
WHY RELATIONSHIPS MATTER: Responding to Trauma and Attachment in the Classroom
Wrexham Glyndwr University and The Consortium for Therapeutic Communities supported by Shropshire Academy and Learning Trust have come together to present this exciting and innovative conference.
The conference will appeal to all working to teach, care for and support young people, especially those with emotional, social and additional learning needs. We know that increasingly schools are facing the challenges of supporting the well-being of pupils and managing the impact on the whole child of a range of adverse childhood experiences.
This event will be relevant to those working in or supporting mainstream and special school settings and with pupils who are at home with family, in foster care and in residential settings.
We intend to provide the ideal opportunity to come together with other professionals and practitioners to participate in workshops and debate with speakers and presenters, whilst enjoying a rang eof networking opportunites. We will have the benefit of active contributions of young people on the day.
Tuesday, 15 May, 2018, 6pm
Claire is an educationalist with nearly 30 years’ experience working with learners across different sectors. She is currently Deputy Vice-Chancellor and Professor of Education at Wrexham Glyndŵr University. Previously she was Pro Vice-Chancellor (Academic) at St Mary’s University, London and has also held senior roles at Bishop Grosseteste University, Lincoln. Prior to working in higher education, Claire held teaching and leadership positions within the schools’ sector. Claire is a Principal Fellow of the Higher Education Academy, a Fellow of the Staff and Educational Development Association and a Professional Affiliate Member of the Chartered College of Teaching. She is a UK Teaching Excellence Framework Assessor and Panel member and sits on the Higher Education Funding Council for England National Student Survey Advisory Group, the Higher Education Funding Council for Wales Committee for Student Opportunity and Achievement, and Universities Wales Learning and Teaching Advisory Group.
Learning without Limits: thriving (not just surviving) in Wonderland
The current higher education landscape represents the set of a crazy production of Alice in Wonderland. Like Alice (in the context of policy decisions for example) we are often expected to believe as many as six impossible things before breakfast. Or like the White Rabbit, we end up defaulting to rather manic and reactive behaviour; it feels the only way to cope sometimes with everything that is thrown at us. So as educators and leaders how do we navigate Wonderland? A world obsessed with data, metrics and league tables. A world of TEF, NSS, REF and soon KEF. In this environment, how do we operate in a way that not only aims to safeguard our own principles, values, sense of integrity and well-being, but that also (and most importantly) benefits our students?
Together we will explore the key pedagogical principles of ‘Learning without Limits’, a movement that has gathered momentum in schools over the past 15 years, but which has been slow to gain traction within higher education. We will explore how ‘Learning without Limits’ articulates an educational approach that rises above and goes beyond the instrumentalism of metrics and transcends the ‘Wonderland’ within which we find ourselves. By creating space to reflect upon what really impacts upon learning and achievement we also present ourselves with a challenge. That challenge is to grasp and take forwards a more hopeful but also more courageous approach to teaching and supporting learning; an approach that may be metrics-minded, but that should never, ever default to being metrics-driven. An approach that hinges upon a pedagogy of transformability for the benefit of all.