Summer Courses 2026

This course supports primary teachers in implementing the Primary Mathematics Curriculum (PMC) through inclusive, and meaningful classroom practice. Across the modules, participants will explore how children develop deep mathematical understanding, beginning with number sense and progressing towards confident problem-solving and real-world application.

Teachers will examine key ideas such as place value, relationships between numbers, estimation, and flexible computation, with a strong focus on moving beyond rote learning. The course emphasises the development of conceptual understanding alongside procedural fluency, using concrete materials, visual models, and cognitively challenging tasks to support all learners.

Participants will also explore the importance of mathematical talk, reasoning, and fostering a positive disposition. Strategies to promote growth mindset, encourage pupil voice, and use maths journals as reflective tools will be embedded throughout. Opportunities to engage with problem-solving, coding, and integrated STEM activities will further support pupils in applying their learning creatively and confidently.

The course concludes by supporting teachers in translating these approaches into effective classroom practice through planning, assessment, and reflection aligned with the PMC. By the end of the course, participants will be equipped with practical strategies to foster inclusive, engaging, and high-quality mathematics learning experiences for all pupils.

• Demonstrate a deep understanding of the Primary Mathematics Curriculum (PMC) by applying key principles such as number sense, conceptual understanding, procedural fluency, and problem-solving in their classroom practice.
• Design and deliver mathematics learning experiences that use concrete materials, visual representations, and appropriate supports to ensure all pupils can access, engage with, and progress in their learning.
• Facilitate rich mathematical learning experiences by promoting mathematical talk, reasoning, and positive learner dispositions, including the use of growth mindset strategies and reflective tools such as maths journals.
• Plan for, assess, and reflect on pupils’ learning effectively by using a range of formative assessment strategies, cognitively challenging tasks, and School Self Evaluation (SSE) processes to improve teaching and learning in mathematics.

Supporting Learning Through Regulation and Connection, While Maintaining Clear Boundaries and Accountability

As former teachers, we understand the complexity and intensity of the classroom. Balancing regulation, behaviour, learning, relationships, and curriculum demands can be extremely challenging. A clear, consistent, and developmentally informed framework is essential in the school environment.

The F.I.R.M.® Approach - Fair, Intentional, Regulated, and Modelling - provides educators with a structured, research-informed framework that supports both pupil wellbeing and effective teaching and learning. Grounded in educational and therapeutic practice, and aligned with relational, developmentally informed frameworks such as RELATE, it supports teachers in responding to children in a way that strengthens connection, supports regulation, and maintains firm limits and accountability.

Participants will explore how children’s behaviour may reflect underlying emotional, developmental, or sensory needs, and consider how the adult’s response influences classroom dynamics. The course offers practical, inclusive strategies suitable for a wide range of classroom contexts and pupil profiles, including neurodivergent learners.

The F.I.R.M.® Approach provides a consistent anchor for teachers, supporting calm and measured responses, reducing reliance on reactive practices, and contributing to sustained, positive change within the classroom environment.

Learning Outcomes

By the end of this course, participants will be able to:

• Apply the F.I.R.M.® Approach as a clear, practical framework to respond effectively in both everyday and challenging classroom situations
• Use developmentally informed, relational strategies to support pupil regulation, connection, and engagement, without reliance on shouting, rewards or shame-based approaches
• Implement consistent, fair, simple and inclusive practices that support all learners, including neurodivergent pupils, while maintaining FIRM boundaries and promoting positive, sustainable classroom environments

Supporting Learning Through Regulation and Connection, While Maintaining Clear Boundaries and Accountability

As former teachers, we understand the complexity and intensity of the classroom. Balancing regulation, behaviour, learning, relationships, and curriculum demands can be extremely challenging. A clear, consistent, and developmentally informed framework is essential in the school environment.

The F.I.R.M.® Approach - Fair, Intentional, Regulated, and Modelling - provides educators with a structured, research-informed framework that supports both pupil wellbeing and effective teaching and learning. Grounded in educational and therapeutic practice, and aligned with relational, developmentally informed frameworks such as RELATE, it supports teachers in responding to children in a way that strengthens connection, supports regulation, and maintains firm limits and accountability.

Participants will explore how children’s behaviour may reflect underlying emotional, developmental, or sensory needs, and consider how the adult’s response influences classroom dynamics. The course offers practical, inclusive strategies suitable for a wide range of classroom contexts and pupil profiles, including neurodivergent learners.

The F.I.R.M.® Approach provides a consistent anchor for teachers, supporting calm and measured responses, reducing reliance on reactive practices, and contributing to sustained, positive change within the classroom environment.

Learning Outcomes

By the end of this course, participants will be able to:

• Apply the F.I.R.M.® Approach as a clear, practical framework to respond effectively in both everyday and challenging classroom situations
• Use developmentally informed, relational strategies to support pupil regulation, connection, and engagement, without reliance on shouting, rewards or shame-based approaches
• Implement consistent, fair, simple and inclusive practices that support all learners, including neurodivergent pupils, while maintaining FIRM boundaries and promoting positive, sustainable classroom environments

This engaging, reflective and practical course aims to enhance teaching and learning in mainstream primary classrooms by developing teachers’ understanding of ADHD and how it presents in diverse learners, including important differences between girls and boys.

Pupils engage with learning in different ways, and ADHD can impact attention, executive functioning, emotional regulation and motivation. This course develops teachers’ understanding of ADHD and its influence on learning, concentration and regulation, supporting more informed and inclusive classroom practice.

Participants will explore ADHD as a difference, using a strengths-based, neurodiversity-affirming approach. Teachers will develop their ability to recognise ADHD, especially in less visible presentations such as inattentive ADHD across both girls and boys.

The course provides practical, evidence-informed strategies to support focus, organisation, self-regulation and engagement across whole-class teaching, group work and independent tasks. Teachers will also explore Universal Design for Learning (UDL), flexible assessment practices and flexible learning environments.

This course is practical, relevant and empowering, supporting inclusive environments that promote wellbeing and positive learning outcomes for all pupils.

Learning Outcomes

• Enhanced knowledge of ADHD, including differences between girls and boys
• Improved understanding of how ADHD impacts attention, executive functioning, emotional regulation, motivation and learning
• Clear understanding of teacher role in identifying ADHD
• Increased confidence in applying inclusive approaches to teaching and assessment, including UDL principles, to support engagement and learning
• Critically reflect on current classroom practice and identify ways to create more inclusive, supportive learning environments for all pupils

Are you a school leader, aspiring leader, ISM member or teacher wishing to consider what is involved in leadership in education? Then this course is for you. Learn about theory and practice with lots of ideas and suggestions on leadership practice for your classroom or school. Various facets of leadership will be discussed with practical ideas to implement. In addition, reference will be made to various circulars, and DES guidelines for leadership and management in schools. This course will also suit teachers who may be considering applying for posts in schools or those who wish to understand what school leadership entails.

Teaching reading is rocket science! Providing effective research-based literacy instruction that meets the diverse learning needs of all students in middle and senior classes is incredibly challenging. In this course, teachers will consider the fundamentals of literacy instruction for older students and explore how to align classroom practices and instruction with the science of reading.  Participants will explore models of reading and consider how this aligns to the Primary Language Curriculum in a practical manner. Through a blend of knowledge and practical implementation, teachers will learn how to establish routines and procedures which elevate student voice and engagement across all curricular areas.  Topics include comprehension instruction, vocabulary, morphology, differentiated instruction, spelling, writing and cultivating a joyful reading community. In all areas, participants will examine both research and practice, while also availing of high quality resources to aid in implementation in middle and senior classes.  At the end of this course, participants will be more confident in cohesively planning effective instruction that aligns with the science of reading and most importantly meets the needs of all students.

Learning Outcomes

·        Identify and explore research-validated elements of literacy instruction in the middle and senior classes.

·        Develop an understanding of an effective programme of literacy development for middle and senior class pupils and the instructional implications for informing the whole school self-evaluation process.

·        Identify and examine approaches to develop students’ oral language and vocabulary both formally and informally. 

·        Develop an knowledge of the explicit nature of Comprehension Strategy Instruction across a variety of text genres and examine its use in all curricular areas.

·        Understand how explicit writing instruction can advance thinking across all subject areas.

Consider how assessment data can be used to inform literacy instruction and identify misconceptions.

Discover how play and relationships shape wellbeing in both teaching and learning. This engaging course explores how child-led play can be used in all class settings to foster wellbeing, social inclusion and nurture creativity. This course delves into social and emotional development, the nervous system and attachment—offering insights into how these elements shape our interactions, experiences and relationships. This course aims to support teachers in reconnecting with their own playful side while gaining value insights to support their own personal development. Finally, participants will be supported in devising a framework for creating a whole school plan based on Experiential Wellbeing to enhance social inclusion and in line with the Department of Educations 'Wellbeing Policy Statement & Framework for Practice.'

Learning Outcomes:

• Understand the value of child-led play through the lens of wellbeing, social & emotional development and social inclusion.
• Explore how the nervous system works and learn to identify and understand the ‘Language of the Nervous System’.
• Identify the skills necessary to nurture a supportive teacher-pupil relationship underpinned by an understanding of attachment theory.
• Look specifically at ordinary everyday interactions to foster connection, emotional balance, resilience, insight and empathy.
• Support teachers in reconnecting with their own innate playfulness to foster social inclusion.
• Explore creating a whole school plan to promote experiential wellbeing in line with the Department of Education’s ‘Wellbeing Policy Statement and Framework for Practice’, based around play and relationships (informed by educational neuroscience) in line with SSE.

This course will provide teachers with a bank of games and digital resources which they can use in their classrooms to support the teaching of Gaeilge and the facilitation of the new Primary Language Curriculum. The course will give teachers the confidence to plan and create meaningful activities around the needs of their pupils with a focus on fun, child-led learning through games and digital technologies. Teachers will be enabled to set clear objectives for their games/ICT lessons and also equipped with the skills to adapt and assess these activities. The assignment aspects of this course will be hands-on and give teachers the opportunity to practice and demonstrate their new learning. The course will provide teachers with a renewed energy and approach towards the teaching of Gaeilge, which will support them in creating a classroom where a love for the language is fostered.#

Participants will be enabled to:

• Reflect on their current practice of teaching Gaeilge
• Identify the benefits and potential of using cluichí in their teaching
• Set clear game objectives for their class using assessment and the Primary Language Curriculum as a support
• Effectively adapt a variety of games to suit their Gaeilge theme, class level, pupil needs and differentiation
• Create their own card games, board games, oral language games and physical games
• Acquire a bank of games to use upon their return to the classroom (adaptable for all classes)
• Increase their confidence around the use of cluichí  in the classroom
• Develop an excitement and positivity around the planning for Gaeilge next year through the incorporation of cluichí
• Explore a variety of online resources which support the teaching and learning of Gaeilge

This course will provide teachers with a bank of games and digital resources which they can use in their classrooms to support the teaching of Gaeilge and the facilitation of the new Primary Language Curriculum. The course will give teachers the confidence to plan and create meaningful activities around the needs of their pupils with a focus on fun, child-led learning through games and digital technologies. Teachers will be enabled to set clear objectives for their games/ICT lessons and also equipped with the skills to adapt and assess these activities. The assignment aspects of this course will be hands-on and give teachers the opportunity to practice and demonstrate their new learning. The course will provide teachers with a renewed energy and approach towards the teaching of Gaeilge, which will support them in creating a classroom where a love for the language is fostered.#

Participants will be enabled to:

• Reflect on their current practice of teaching Gaeilge
• Identify the benefits and potential of using cluichí in their teaching
• Set clear game objectives for their class using assessment and the Primary Language Curriculum as a support
• Effectively adapt a variety of games to suit their Gaeilge theme, class level, pupil needs and differentiation
• Create their own card games, board games, oral language games and physical games
• Acquire a bank of games to use upon their return to the classroom (adaptable for all classes)
• Increase their confidence around the use of cluichí  in the classroom
• Develop an excitement and positivity around the planning for Gaeilge next year through the incorporation of cluichí
• Explore a variety of online resources which support the teaching and learning of Gaeilge

The course aims to equip primary teachers with the knowledge, skills, and strategies to effectively identify, support, and challenge exceptionally able and gifted learners within primary schools. It will explore best practices in meeting the needs and interests of exceptionally able and gifted learners in mainstream contexts and provide opportunity for participants to deepen their professional knowledge, understanding and skills to create sufficiently challenging learning experiences for these learners. It will include the use of a range of pedagogical approaches and resources that facilitate differentiation, enrichment, and inclusion whilst promoting project-based and interdisciplinary learning. The course will also provide opportunity for participants to critically reflect on whole-school policies and practices that address the holistic needs of all gifted and exceptionally able learners including learners with double/ triple exceptionality with particular emphasis on supporting the development of positive wellbeing and social and emotional needs. The course will also examine ways in which teachers’ individual and collective practice can support parents and gifted and exceptionally able learners during periods of transitions.

Specific skills and practices to be developed include:

• Differentiation Approaches including curriculum compacting, acceleration, enrichment and in-class cluster models
• Universal Design for Learning
• Teacher- Learner interaction techniques to optimise challenge in learning experience
• Using digital technologies as part of a suite of enrichment activities
• Activating agency of exceptionally able and gifted learners
• Reflection on whole-school policies and practices that support holistic development of gifted and exceptionally able learners

Water Safety Ireland's Summer Course aims to give teachers the toolkit to confidently teach PAWS (Primary Aquatics Water Safety) programme. The course also supports the teaching of water safety as part of the Strand Myself, Strand Unit Safety and Protection (Personal Safety) in the SPHE programme.  It aims to increase teachers’ knowledge and awareness of water safety at sea, on inland waterways, on the farm, in swimming pools and at home, through the use of factual information and local  evidence of water safety incidents.  Teachers  will explore lesson content exemplars and teaching methodologies and provide a variety of resources suitable for teaching and discussing water safety.  Learn how water safety lessons can be evaluated and assessed and how it may be situated within the context of the school self-evaluation process. The course will also enable teachers to enhance their awareness of their own safety when in, on and near water

This new and innovative course will highlight and discuss the neuroscience behind why movement, sensory, brain breaks and drama games need to be an integral part of the school day. The information provided will enhance teaching and learning in the classroom and provide knowledge of how breaks can enable children to maintain focus, integrate learning across both of the brain's hemispheres, decrease challenging behaviour, build relationships and avoid feelings of overwhelm.

Participants will gain an in-depth insight into the difference between movement, sensory and brain breaks and be provided with a bank of resources to bring with them into the new academic year. Each module is motivating, relevant and child-centred and designed specifically with the constraints of classroom life in mind.

This experiential, reflective course is inclusive and suitable for ALL class levels including SEN. It is fun and exciting and packed with ideas, tools, actionable resources and strategies, that will empower your own teaching and learning.

Learning Outcomes

·        Participants will obtain basic knowledge on the underpinning neuroscience behind reaching the learning brain & why breaks should be an integral part of classroom life.

·        Participants will be learn about a variety of simple and effective ways to increase attendance in learning and will be given a bank of resources to utilise in the new academic year.

·        Enhance knowledge of the importance of movement, sensory & brain breaks to encourage class cohesion, enhance social and emotional skills, which will lead to children flourishing in the classroom environment.

·        Participants will critically reflect on their current practice and plan to incorporate change in their teaching methodologies in the new academic year.

This new and innovative course will highlight and discuss the neuroscience behind why movement, sensory, brain breaks and drama games need to be an integral part of the school day. The information provided will enhance teaching and learning in the classroom and provide knowledge of how breaks can enable children to maintain focus, integrate learning across both of the brain's hemispheres, decrease challenging behaviour, build relationships and avoid feelings of overwhelm.

Participants will gain an in-depth insight into the difference between movement, sensory and brain breaks and be provided with a bank of resources to bring with them into the new academic year. Each module is motivating, relevant and child-centred and designed specifically with the constraints of classroom life in mind.

This experiential, reflective course is inclusive and suitable for ALL class levels including SEN. It is fun and exciting and packed with ideas, tools, actionable resources and strategies, that will empower your own teaching and learning.

Learning Outcomes

·        Participants will obtain basic knowledge on the underpinning neuroscience behind reaching the learning brain & why breaks should be an integral part of classroom life.

·        Participants will be learn about a variety of simple and effective ways to increase attendance in learning and will be given a bank of resources to utilise in the new academic year.

·        Enhance knowledge of the importance of movement, sensory & brain breaks to encourage class cohesion, enhance social and emotional skills, which will lead to children flourishing in the classroom environment.

·        Participants will critically reflect on their current practice and plan to incorporate change in their teaching methodologies in the new academic year.

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This course aims to ...

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This course aims to ...

This course aims to support you in enhancing your own wellbeing, by learning how to nourish your body and mind with delicious, easy and nutritious recipes. It will support your teaching of Nutrition in SPHE and the promotion of wellbeing in your school. In Nutrition for Wellbeing, we will explore the science behind nutrition and how to use food to enhance your mood and energy levels. We will explore a variety of resources and initiatives that will support you in teaching children about nutrition and healthy eating through the SPHE curriculum, which will equip them with key skills and knowledge to enable them to confidently make healthier life choices. You will learn how to support children in growing and preparing food at school and how to prepare a Healthy Eating Policy for your school. We will also explore a wide range of healthy lunch recipes for the busy teacher, and you will be invited to make some delicious, nutritious high energy snacks to bring with you to school!