The informed level is relevant to anyone working with children and young people and enhances universal support for all. It can also be used by those who work with adult learners, parents, carers, families and in community learning contexts. The activities and resources in this level have been designed to support all educators’ knowledge and practice and is not intended to reflect someone’s seniority.

In each of the four themes there are a range of activities and resources, in a variety of formats to select from.

Inclusion

Rights and Equalities

Relationships

Wellbeing and Care

How to use the informed level of the framework

Depending on your context and setting, there are different ways you could use the framework resources, for example:

1. Facilitated Professional Learning
2. Collaborative Professional Learning
3. Self-Directed Professional Learning

The resources within the framework can also be used with a combination of the above approaches.

For example

• teams may focus on one of the four themes, use development time to access a activities and resources and then discuss at an in-service day
• individuals and teams can use the activities and resources in this level to ensure a consistent understanding of supporting all children and young people

Improvement questions

1. How do you know if the professional learning you can access meaningfully supports improvement in the outcomes of all learners, including those who require additional support at the universal level?
2. How can the informed level of the Inclusion, Wellbeing and Equalities Professional Learning Framework complement the professional learning your establishment or local authority provides?

Inclusion

Accessibility - an introduction (PPT)

Introduction to planning for learners with ASN (PPT)

Collaborative working to support inclusive practice (PPT)

Collaborative Working - Information Note (PDF)

Differentiation – an introduction (PPT)

The Inclusive Scottish Context – an introduction (PPT)

Supporting Transitions (PPT)

Back to top

Rights and Equalities

Bias and inequality: Reactive and proactive approaches (PPT)

Bias and Inequality - Facilitation Note (PDF)

Bias and Inequality - Information Note (PDF)

Impact of Inequality (PPT)

Impact of Inequality - Facilitation Note (PDF)

Impact of Inequality - Information Note (PDF)

Mirrors and Windows: Diversity in the Curriculum (PPT)

Mirrors and Windows - Facilitation Note (PDF)

Mirrors and Windows - Information Note (PDF)

Talking about Diversity (PPT)

Talking about Diversity - Facilitation Note (PDF)

The United Nations Convention on the Rights of the Child (PTT)

UNCRC - Facilitation Note (PDF)

UNCRC - Information Note (PDF)

Develop Your Religious Literacy Part 1 (PPT)

Develop Your Religious Literacy Part 1 - Information notes (Word)

Develop Your Religious Literacy Part 1 - Facilitation notes (Word)

Develop Your Religious Literacy Part 2 (PPT)

Develop Your Religious Literacy Part 2 - Information notes (Word)

Develop Your Religious Literacy Part 2 - Facilitation notes (Word)

Back to top

Relationships

Active Listening (PPT)

Active Listening - Information Note (PDF)

Attunement (PPT)

Attunement - Information Note (PDF)

Co-regulation and de-escalation (PPT)

Co-regulation and de-escalation - Information Note (PDF)

Expectations and consequences (PPT)

Expectations and consequences - Information Note (PDF)

Regulate, relate, reason and restore (PPT)

Regulate, relate, reason and restore - Information Note (PDF)

Relational approaches (PPT)

Relational approaches - Information Note (PDF)

Relationships matter (PPT)

Relationships matter - Information Note (PDF)

Self-Regulation (PPT)

Self-Regulation - Information Note (PPT)

The Brain and Emotional Regulation (PPT)

The Brain and Emotional Regulation - Information Note (PDF)

Window of Tolerance (PPT)

Window of Tolerance - Information Note (PDF)

Back to top

Wellbeing and Care

What is trauma? (PPT)

Back to top