Miss Helen Sutherland

Over the past 17 years I have taught, led, developed, and designed a range of undergraduate and postgraduate programmes and modules. I have worked collaboratively across the Faculty of Health, Science, Social Care and Education, working with different departments within the School of Education, Social Work and Midwifery including School Centred Initial Teacher Training partners.

I have shared my knowledge of early years including international perspectives and wellbeing on a range of inter-professional courses including BA Primary, BA Working with Children and Young People, BA Early Years and BA Child Centred Interprofessional Practice. Using the research and innovative resources created by the EU grant projects (TODDLER, ToWe and ETEIP) I ensure my teaching is research-led and research-informed.

I have also disseminated my knowledge to Kingston University's Bi-Lateral partners including Thomas More, Mechelen, Belgium, Högskolan i Gävle, Sweden, Blanquerna, Univesitat Ramon Llull, Barcelona, Spain, and Kirchliche Pädagogische Hochschule, Vienna, Austria. This has led to innovative teaching and learning opportunities influencing students' educational provision and practice.

I am currently the Course Leader for the PGCE Birth to Five with Early Years Teacher Status where I have designed, developed, and implemented a phased curriculum and range of assessment opportunities to support the students' attainment of the Early Years Teacher Status. One being an enrichment activity of short-term international visits to Sweden to provide students with an alternative international perspective on early years provision.

Through my role as an External Examiner, I have worked with a number of universities to support the development of their early years programmes using my early years knowledge and practice.

Undergraduate courses taught

Primary Education (QTS) BA (Hons)

Postgraduate courses taught

Case studies

Sutherland, Helen (2022) Designing and developing the curriculum, assessment, and programme for the Reflective Teacher Module (PGCE, QI7000). Internal Kingston University Report, unpublished.

The review and development of QI7000 Reflective Teacher module is a continuous and collaborative process working with 4 SCITT partners and seminar tutors to ensure that the changes and curriculum design are suitable across the partnership and occurrences. This collaboration involves meeting with students, SCITT partners and Seminar Tutors to ensure all stakeholders have a voice. Key areas and issues relating to being a reflective teacher were identified. Assessment amendments supported clarity with additional academic support included through effective working with the Academic Success Centre and English for Academic and Professional Development to deliver additional support sessions. Seminar sessions concentrate on the development of reflective skills through exploration of different reflective models and theory. Students fed back that the content was interesting, built knowledge over the course of the module. Secure in knowledge and clear with the method of reflection liking the opportunities to reflect on their experiences, beliefs, and values within education. (MEP, 2020). University Liaison Tutors noticed student reflections being better and meaningful as students reflected on issues pertinent to them. Changes were introduced to SCITT partners and Seminar Tutors with weekly meetings discussing session outlines. Feedback was this comprehensive approach supported confidence in delivery.

Sutherland, Helen [Co-creator] and Kimhag, Kia [Co-creator] (2022) Early Years Initial Teacher Training (EYITT) Enrichment Activity: A 2-day Intense International Educational Visit to Sweden. Internal Kingston University Report, unpublished.

These trips provided opportunities to explore alternative international perspectives and pedagogical approaches to enhance the teaching and learning experience. It creates opportunities for students to explore and reflect upon another country’s educational system, curriculum, provision, and context in relation to their own. Challenging their own pedagogical perspectives, knowledge and understanding of education through the process of reflection to encourage change and improve provision and practice in light of new learning. The 2-day Intense International Educational Visit model provides a context for students’ comparative reflection through lecturers on the host country’s educational system and curriculum. Early years settings selected for their unique or different perspective on provision and lecturers supporting student engagement within the reflective process through pinpointing key areas as aspects for reflection creating a reflective discourse with opportunities for questioning. This helps to broaden and deepen student reflection challenging their thinking and perspectives of what they are observing. Evaluative feedback has highlighted the impact of this experience on students’ personal pedagogical approaches to practice, transforming their views and thinking as they observed and reflected upon practice re-evaluating their personal views and own education connected to how they would like to work with children in the nursery setting.

Sutherland, Helen and Styman, Jan (2022) TODDLER Project (2010-2013) Towards Opportunities for Disadvantaged and Diverse Learners on the Early-childhood Road. European Union, Lifelong Learning Programme, Comenius. Internal Kingston University Report, unpublished.

TODDLER Project, Lifelong Learning Programme created opportunities for knowledge transfer and exchange through focusing on the development of provisions for toddlers and investigations of different approaches promoting learning in a child-centred way. Module materials explored strategies and good practice of provision of high-quality education and care for disadvantaged toddlers. A framework created a report on ‘Toddler in Europe the Context’ on ECEC systems and approaches used to support diverse and disadvantaged toddlers. Then explored topic areas of ‘Language Support in Multicultural Settings’, Supporting Wellbeing’ and ‘Enhancing Parental Involvement’ with ‘Educating the Reflective Practitioner’ underpinning all of this. The module materials were successfully trialled and completed being made available on the TODDLER website as a Course Reader, Course Lecture Materials, and resources. KU led the Report and Case Studies: Promoting the Wellbeing of Toddler’s within the European Union creating an innovative pedagogical approach ‘Reflective Story Boards’ using a description of the context of the strategy followed by photos with explanations and supported with further description /explanation making visible to all stakeholders how educators promote wellbeing for toddlers. The final report highlighted the Reflective Story Boards contribution reaching the goal of showing the educational potential of high quality ECEC (Final Report, 2011).

Sutherland, Helen [Course Lead] and Maisey, Daryl [Contributor] (2022) Designing and developing the curriculum, assessment and programme for the Early Years Initial Teacher Training (EYITT) as the Course/Route Leader. Internal Kingston University Report, unpublished.

In September 2014, the Department for Education reformed the Early Years Professional Status pathways to EYITT with Early Years Teacher Status (EYTS). The redesigned programme needed to build upon student’s prior knowledge, be robust and rigorous, to be compliant and meet the DfE requirements of the Teachers’ Standards (Early Years), and OfSTED, the Professional Statutory and Regulatory Body (PSRB). National Priorities (NCTL, 2014) and government agendas, such as phonics, early reading, SEND, safeguarding and ‘Prevent’ were also required to be part of the teaching programme. The programme ensured that students developed their knowledge and understanding of teaching birth to five years while successfully applying and providing evidence of meeting the Teachers’ Standards (Early Years) within their teaching practice across the age ranges. An outcome of this development was a School of Education team book (2014) was published to support students now studying to become an Early Years Teacher. In 2017, the EYITT programme joined the PGCE the Primary and Secondary QTS portfolio with students undertaking 2 level 7 accredited modules alongside the EYTS to attain the PGCE Birth to Five with EYTS. The programme maintains strong retention (between 94%-100%, 2014-2021), and pass and completion (between 90% -100%, 2014-2021) rates.

This list was generated on Wed Dec 18 05:21:27 2024 GMT.

Publications

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Number of items: 1.

Conference or Workshop Item

Sutherland, Helen and Jackson, Claire (2022) Education and Teaching in Early Years from International Perspectives (ETEIP) Project - Being a Reflective Early Years Educator (EYE) Manual for Mobility Visits. In: EECERA 2022: Cultures of Play : Actors, Affordances and Arenas; 23-26 Aug 2022, Glasgow, U.K.. (Unpublished)

This list was generated on Wed Dec 18 04:57:33 2024 GMT.

I have been involved in the writing of a number of EU bids, the ToWe and ETEIP Project both having research aspects built within them. The ToWe Project involved my leadership in ensuring that the ethical materials and guidelines produced were adhered to. I was involved in the design, implementation, data gathering and analysis of the research contributing to the ToWe Projects Case Study Impact Report. This has led to opportunities to present and publish the results.

I have engaged with and supported the Principal Investigator in the Hedge Fun(d) commissioned research and Impact Report, trialing the FAB APP for 3-6 years with Kingston University's Alumni.

Grants and Funding:

ETEIP Project (2019-2021[2022]) Education and Teaching in Early Years from International Perspectives. ERASMUS +, Key Action 2, School Education Strategic Partnership Project. [2019-SE01-KA201-060552] https://internationalearlyyearshub.eu
ToWe Project (2015-2018) Enhancing the Education and Wellbeing of Disadvantaged Toddlers through the Development of Training and Materials to Support Early Years Practitioners. ERASMUS +, Key Action 2, School Education Strategic Partnership Project. [2015-1-UK01-13431] https://www.toddlerswellbeing.co.uk
TODDLER Project (2010 - 2013) Towards Opportunities for Disadvantages and Diverse Learners on the Early-childhood Road. Lifelong Learning Programme Comenius, [61609-LLP-I-2010-NO-COMENIUS-CMP] http://www.toddlerineurope.eu (website no longer active)

Qualifications and expertise

MA in Professional Studies in Education (Management and Leadership)
Principal Investigator for ToWe Project
Lead Investigator for Kingston University for ETEIP Project
Lead Investigator for Kingston University for TODDLER Project

Areas of specialism

Early Years: Birth to five
Toddler Wellbeing

Case studies

Sutherland, Helen and Styman, Jan (2022) TODDLER Project (2010-2013) Towards Opportunities for Disadvantaged and Diverse Learners on the Early-childhood Road. European Union, Lifelong Learning Programme, Comenius. Internal Kingston University Report, unpublished.

TODDLER Project, Lifelong Learning Programme created opportunities for knowledge transfer and exchange through focusing on the development of provisions for toddlers and investigations of different approaches promoting learning in a child-centred way. Module materials explored strategies and good practice of provision of high-quality education and care for disadvantaged toddlers. A framework created a report on ‘Toddler in Europe the Context’ on ECEC systems and approaches used to support diverse and disadvantaged toddlers. Then explored topic areas of ‘Language Support in Multicultural Settings’, Supporting Wellbeing’ and ‘Enhancing Parental Involvement’ with ‘Educating the Reflective Practitioner’ underpinning all of this. The module materials were successfully trialled and completed being made available on the TODDLER website as a Course Reader, Course Lecture Materials, and resources. KU led the Report and Case Studies: Promoting the Wellbeing of Toddler’s within the European Union creating an innovative pedagogical approach ‘Reflective Story Boards’ using a description of the context of the strategy followed by photos with explanations and supported with further description /explanation making visible to all stakeholders how educators promote wellbeing for toddlers. The final report highlighted the Reflective Story Boards contribution reaching the goal of showing the educational potential of high quality ECEC (Final Report, 2011).

Sutherland, Helen [Project manager], Mukadam, Yasmin [Collaborator], Flores, Carme [Collaborator], Corcoll Lopez, Cristina [Collaborator], Geis, Angels [Collaborator], Rothle, Monika [Collaborator], Rosell, Yngve [Compiler] and [Collaborator] (2022) Toddler Wellbeing (ToWe) Project: Enhancing the Education and Wellbeing of Disadvantaged Toddlers through the Development of Training and Materials to Support Early Years Practitioners. Internal Kingston University Report, unpublished.

ERASMUS+ Project built on knowledge transfer and exchange as University Partners (UP) shared expertise designing materials and tools to support practitioners in enhancing wellbeing of disadvantaged toddlers with early years Setting Partners (SP). Working collaboratively through transnational meetings, training event, job shadowing and project events Practitioners and Teachers used the materials and tools, to develop strategies on ToWe project website. Initially 13 staff and 39 children from Sandvedhaugen Barnehage used the materials and tools. Now with 57 staff and 240 children. Changed settling-in process, mealtimes enabling children’s independence and autonomy, and parental involvement with ‘stay and play’ sessions. Working with Kindergartens in Sandnes, Stavanger and Sola on SToWe using project’s materials. Achieving for Children ran yearlong CPD within Kingston and Richmond Children’s Services on wellbeing using materials in their annual conference, local multiplier event and Cluster groups. Settings developed provision, changing snack times, toddlers used child friendly serrated knives to cut up fruit developing autonomy and independence. Visual cards supported parents’ encouragement of describing words. Publication of materials on website, with over 2,000 users from 64 countries when completed. Publishers approach lead to book on Supporting Toddlers Wellbeing by Jessica Kingsley Publishers. Positive review in Early Years Educator, June 2018.

This list was generated on Wed Dec 18 05:21:27 2024 GMT.

Publications

Jump to: | | |

Number of items: 23.

Article

Sutherland, Helen (2019) Supporting toddlers’ wellbeing : reflections on the impact of the Toddler Wellbeing (ToWe) Project. TACTYC Reflections : 2019 Reflections,

Sutherland, Helen and Styman, Jan (2013) Shared experience: new materials offer guidance for those working with diverse and disadvantaged toddlers. Nursery World, 112(4331), pp. 30-31. ISSN (print) 0029-6422

Sutherland, Helen and Styman, Jan (2012) Towards Opportunities for Disadvantaged and Diverse Learners on the Early-childhood Road (TODDLER) Project. Comenius Journal, 21, pp. 36-38. ISSN (print) 2033-4443

Book

Sutherland, Helen and Mukadam, Yasmin, eds. (2018) Supporting toddlers' wellbeing in early years settings : strategies and tools for practitioners and teachers. Jessica Kingsley. 216p. ISBN 9781785922626

Book Section

Sutherland, Helen and Maxey, Angie (2014) More than just a Post-it! Making accurate and productive use of assessment. In: Johnson, Jessica, (ed.) Becoming an early years teacher. Maidenhead, U.K. : Open University Press. pp. 92-115. ISBN 9780335264445

Sutherland, Helen and Dallal, Jo (2008) A ‘grow model’ for work-based learning. In: Rawlings, Anne, (ed.) Studying early years: a guide to work-based learning. Maidenhead, U.K. : Open University Press. pp. 40-60. ISBN 9780335219933

Conference or Workshop Item

Sutherland, Helen (2024) Toddler Wellbeing Project (ToWe) : enhancing the education and wellbeing of disadvantaged toddlers through the development of training and materials. In: Nursery World Show 2024; 2-3 Feb 2024, London, U.K.. (Unpublished)

Sutherland, Helen and Jackson, Claire (2022) Being a reflective early years educator. In: ETEIP Project International Workshop Event; 21 Jun 2022, Gävle, Sweden. (Unpublished)

Sutherland, Helen and Jackson, Claire (2022) Overview of the Project and State of the Art : Information on the educational systems in England, Norway, Spain and Sweden. In: ETEIP Project Local Workshop Event; 20 May 2022, Kingston upon Thames, U.K.. (Unpublished)

Sutherland, Helen and Quinlan, Shiv (2019) Inspection framework for the foundation stage. In: UCET Annual Conference; 05-06 Nov 2019, Stratford-upon-Avon, U.K.. (Unpublished)

Sutherland, Helen, Lazarides, Rachel and Turmo, Silvia (2018) Summary to date on the case study impact report. In: Enhancing Opportunities for Toddlers’ Wellbeing : ToWe Project International Workshop; 15-16 Mar 2018, Kingston, U.K.. (Unpublished)

Sutherland, Helen and Rosell, Yngve (2018) Case study impact report of the ToWe Project (Toddler Wellbeing). In: 28th EECERA Conference : Early Childhood Education, Families and Communities; 28-31 Aug 2018, Budapest, Hungary. (Unpublished)

Sutherland, Helen (2018) About the ToWe Project. In: Enhancing Opportunities for Toddlers’ Wellbeing : ToWe Project International Workshop; 15-16 Mar 2018, Kingston, U.K.. (Unpublished)

Sutherland, Helen, Mukadam, Yasmin, Hjertø, Liv and Lazarides, Rachel (2018) Manual material for wellbeing. In: Enhancing Opportunities for Toddlers’ Wellbeing : ToWe Project International Workshop; 15-16 Mar 2018, Kingston, U.K.. (Unpublished)

Sutherland, Helen (2018) 'Toddler' project 2010. In: Toddler Wellbeing Conference 2018 : Toddlers the World Over : What Works for Wellbeing and Why it Matters!; 10 Jan 2018, Kingston, U.K.. (Unpublished)

Mukadam, Yasmin and Sutherland, Helen (2017) Supporting toddler's wellbeing. In: 27th EECERA Conference : Early Childhood Education Beyond the Crisis; 29 Aug - 01 Sep 2017, Bologna, Italy. (Unpublished)

Sutherland, Helen, Rothle, Monika and Geis, Angels (2017) Enhancing the education and wellbeing of disadvantaged toddlers through the development of training and materials to support early years practitioners. In: 27th EECERA Conference : Early Childhood Education Beyond the Crisis; 29 Aug - 01 Sep 2017, Bologna, Italy. (Unpublished)

Sutherland, Helen and Kimhag, Kia (2015) How can students develop reflective learning and practice during a short visit to view another country's educational system? In: 25th EECERA Annual Conference: Innovation, Experimentation and Adventure in Early Childhood; 07-10 Sep 2015, Barcelona, Spain. (Unpublished)

Sutherland, Helen (2014) Results from the International Toddler Project. In: SEFDEY: Sector Endorsed Foundation Degrees in Early Years Professional Association: National Meeting; 06 Jun 2014, Kingston, U.K.. (Unpublished)

Sutherland, Helen and Styman, Jan (2014) The TODDLER Project work and outcomes (Towards Opportunities for Disadvantaged and Diverse Learners on the Early-childhood Road). In: European Association for Practitioner Research on Improving Learning (EAPRIL) Conference 2014: Where Practice and Research on Learning and Development Meet; 25-28 Nov 2014, Nicosia, Cyprus.

Sutherland, Helen and Styman, Jan (2013) Promoting the wellbeing of toddlers within the European Union. In: Toddler Conference; 07-08 Oct 2013, Ghent, Belgium. (Unpublished)

Röthle, Monika, Morkeseth, Elisabeth Ianke, Sutherland, Helen and Styman, Jan (2013) TODDLERs in Europe. In: Toddler Conference; 07-08 Oct 2013, Ghent, Belgium. (Unpublished)

Sutherland, Helen and Styman, Jan (2012) Promoting the wellbeing of toddlers within Europe. In: 22nd EECERA Conference: Pre-birth to Three: Identities, Learning, Diversities; 29 Aug - 01 Sep 2012, Oporto, Portugal. (Unpublished)

This list was generated on Wed Dec 18 04:45:02 2024 GMT.

Since 2009, I have been involved in the writing and collaborative partnerships of 3 international strategic partnerships for the European Commission and British Council. These successful grant bids have provided opportunities to develop pedagogical approaches and materials to support students, practitioners and teachers working within early years across Europe. As well as providing Continuing Professional Development opportunities through course materials, manuals, mobility visits and job shadowing. These have led to successful knowledge transfer and exchange with students, practitioners and teachers developing and improving their provision and practice through the use of the training, materials and strategies provided. I have also had the pleasure of leading the ToWe Project, working collaboratively with HEI and early years setting partners, ensuring that the outcomes of the project were met, reporting to the European Commission and British Council (including progress, interim, final, and financial reports) and managing the ToWe Project International Conference held at Kingston University in March 2018.

These international development projects have led to some consultancy roles and involvement in professional and academic networks. The most significant consultancy role to date is with the Hedge Fun Educational Team, a Start-up Venture Capital and Private Equity Company with Headquarters in Bangkok. This consultancy involves developing a birth to three framework to support parents in understanding, engaging, and learning with their baby and/or toddler. We are designing an approach to support parents in recognising their child's voice and providing ways of identifying, supporting, and extending patterns of learning within a flexible framework to co-learn, co-create, and co-explore possibilities and spaces with their baby and toddler facilitating their unique patterns for learning. There hopefully will be video-clips, activities, information, materials, resources to help support engagement with their baby and/or toddler in playful learning - actively engaging in unique ways of feeling, thinking, and doing. https://fabapp.co.uk/

Qualifications and PROFESSIONAL expertise

MA in Professional Studies in Education (Management and Leadership)
Principle Investigator - Pingu's English Research - Evaluation and Scoping Review Report (September to December 2023)
Principal Investigator - Toddler Wellbeing (ToWe) Project (2015-2018) Enhancing the Education and Wellbeing of Disadvantaged Toddlers through the Development of Training and Materials to Support Early Years Practitioners. ERASMUS +, Key Action 2, School Education Strategic Partnership Project. [2015-1-UK01-013431]
Lead Investigator for Kingston University - ETEIP Project (2019-2021[2022]) Education and Teaching in Early Years from International Perspectives. ERASMUS +, Key Action 2, School Education Strategic Partnership Project. [2019-SE01-KA201-060552]
Lead Investigator for Kingston University - TODDLER Project (2010-2013) Towards Opportunities for Disadvantaged and Diverse Learners on the Early-childhood Road. European Union, Lifelong Learning Programme, Comenius, [61609-LLP-I-2010-NO-COMENIUS-CMP]
Post Graduate Certificate in Education (Post Compulsory Education and Training)

Areas of interest

Supporting early years practitioners and teachers in developing the wellbeing of disadvantaged toddlers'
Developing and supporting students' reflective skills
Developing students' experience of internationalisation

Case studies

Sutherland, Helen and Styman, Jan (2022) TODDLER Project (2010-2013) Towards Opportunities for Disadvantaged and Diverse Learners on the Early-childhood Road. European Union, Lifelong Learning Programme, Comenius. Internal Kingston University Report, unpublished.

TODDLER Project, Lifelong Learning Programme created opportunities for knowledge transfer and exchange through focusing on the development of provisions for toddlers and investigations of different approaches promoting learning in a child-centred way. Module materials explored strategies and good practice of provision of high-quality education and care for disadvantaged toddlers. A framework created a report on ‘Toddler in Europe the Context’ on ECEC systems and approaches used to support diverse and disadvantaged toddlers. Then explored topic areas of ‘Language Support in Multicultural Settings’, Supporting Wellbeing’ and ‘Enhancing Parental Involvement’ with ‘Educating the Reflective Practitioner’ underpinning all of this. The module materials were successfully trialled and completed being made available on the TODDLER website as a Course Reader, Course Lecture Materials, and resources. KU led the Report and Case Studies: Promoting the Wellbeing of Toddler’s within the European Union creating an innovative pedagogical approach ‘Reflective Story Boards’ using a description of the context of the strategy followed by photos with explanations and supported with further description /explanation making visible to all stakeholders how educators promote wellbeing for toddlers. The final report highlighted the Reflective Story Boards contribution reaching the goal of showing the educational potential of high quality ECEC (Final Report, 2011).

This list was generated on Wed Dec 18 05:21:25 2024 GMT.

Publications

Jump to:

Number of items: 1.

Conference or Workshop Item

Sutherland, Helen and Jackson, Claire (2022) Education and Teaching in Early Years from International Perspectives (ETEIP) Project - Being a Reflective Early Years Educator (EYE) Manual for Mobility Visits. In: EECERA 2022: Cultures of Play : Actors, Affordances and Arenas; 23-26 Aug 2022, Glasgow, U.K.. (Unpublished)

This list was generated on Wed Dec 18 04:34:32 2024 GMT.

The EU grant Projects have enabled my research-led teaching and professional practice to be used to benefit and support a wide range of early years stakeholders. I have developed Continuing Professional Development opportunities for early years practitioners and teachers through international job-shadowing and mobility visits in England, Norway, Spain, and Sweden. I have led and organised an International Conference/Workshop disseminating the ToWe project results and creating knowledge exchange between HEI and Early Years Partners sharing experience and expertise. I have led and organised a Local Conference on the ETEIP Project attended by Kingston University students, alumni and early years professionals from Kingston and Richmond Children's Services. I have also contributed to knowledge exchange through my engagement in both professional and civic organisations, associations, networks, and communities of practice. Through this work I have influenced educational early years provision and practice with practitioners and teachers developing shared pedagogic strategies in supporting toddlers' wellbeing and currently challenging early years values and perspectives through the use of reflection, internationalisation and shared practice.

Qualifications and expertise

Early Years Expert for the Department for Education Early Years Covid Recovery Programme (1st September 2022 to 31st July 2024)
Consultancy on: Pingu's English Digitisation Project - Pingu's English Stage 1 Evaluation and Scoping Review Report for Linguaphone Group (12th September 2023 - 19th December 2023)
External Examiner: University of Brighton for the Post Graduate Certificate in Education Early Years Education with Early Years Teacher Status (1st September 2022 - 30th September 2026)
Co-opted Governor: Surbiton Hill Nursery School (14th October 2021 to present)
Lead Investigator, Kingston University: ETEIP Project (2019-2021 [2022]) Education and Teaching in Early Years from International Perspectives. ERASMUS +, Key Action 2, School Education Strategic Partnership Project. [2019-SE01-KA201-060552]
Consultancy for: Hedge Fun on Birth to Three APP for Parents (22nd March 2021 to 22nd May 2022) https://fabapp.co.uk/
Consultancy on: international good practice in early years for Blanquerna (Univesitat Ramon Llull) on Early Years Jesuit Project (21st June 2021 to 8th December 2021)
Principal Investigator: Toddler Wellbeing (ToWe) Project (2015-2018) Enhancing the Education and Wellbeing of Disadvantaged Toddlers through the Development of Training and Materials to Support Early Years Practitioners. ERASMUS +, Key Action 2, School Education Strategic Partnership Project. [2015-1-UK01-013431]
Lead Investigator for Kingston University: TODDLER Project (2010-2013) Towards Opportunities for Disadvantaged and Diverse Learners on the Early-childhood Road. European Union, Lifelong Learning Programme, Comenius, [61609-LLP-I-2010-NO-COMENIUS-CMP]
External Examiner: University of Bedfordshire for the Professional Graduate in Early Years Teaching with Early Years Teacher Status and Post Graduate Certificate in Education Birth to Five with Early Years Teacher Status (27th November 2018 – 31st October 2022)

Professional and scholarly affiliations

The Higher Education Academy: Senior Fellow
Comenius Association: Member
Early Years Initial Teacher Training (EYITT) Harmonisation Group
Kingston University: Early Years Special Interest Group

Case studies

Sutherland, Helen [Co-creator] and Kimhag, Kia [Co-creator] (2022) Early Years Initial Teacher Training (EYITT) Enrichment Activity: A 2-day Intense International Educational Visit to Sweden. Internal Kingston University Report, unpublished.

These trips provided opportunities to explore alternative international perspectives and pedagogical approaches to enhance the teaching and learning experience. It creates opportunities for students to explore and reflect upon another country’s educational system, curriculum, provision, and context in relation to their own. Challenging their own pedagogical perspectives, knowledge and understanding of education through the process of reflection to encourage change and improve provision and practice in light of new learning. The 2-day Intense International Educational Visit model provides a context for students’ comparative reflection through lecturers on the host country’s educational system and curriculum. Early years settings selected for their unique or different perspective on provision and lecturers supporting student engagement within the reflective process through pinpointing key areas as aspects for reflection creating a reflective discourse with opportunities for questioning. This helps to broaden and deepen student reflection challenging their thinking and perspectives of what they are observing. Evaluative feedback has highlighted the impact of this experience on students’ personal pedagogical approaches to practice, transforming their views and thinking as they observed and reflected upon practice re-evaluating their personal views and own education connected to how they would like to work with children in the nursery setting.

Sutherland, Helen and Styman, Jan (2022) TODDLER Project (2010-2013) Towards Opportunities for Disadvantaged and Diverse Learners on the Early-childhood Road. European Union, Lifelong Learning Programme, Comenius. Internal Kingston University Report, unpublished.

TODDLER Project, Lifelong Learning Programme created opportunities for knowledge transfer and exchange through focusing on the development of provisions for toddlers and investigations of different approaches promoting learning in a child-centred way. Module materials explored strategies and good practice of provision of high-quality education and care for disadvantaged toddlers. A framework created a report on ‘Toddler in Europe the Context’ on ECEC systems and approaches used to support diverse and disadvantaged toddlers. Then explored topic areas of ‘Language Support in Multicultural Settings’, Supporting Wellbeing’ and ‘Enhancing Parental Involvement’ with ‘Educating the Reflective Practitioner’ underpinning all of this. The module materials were successfully trialled and completed being made available on the TODDLER website as a Course Reader, Course Lecture Materials, and resources. KU led the Report and Case Studies: Promoting the Wellbeing of Toddler’s within the European Union creating an innovative pedagogical approach ‘Reflective Story Boards’ using a description of the context of the strategy followed by photos with explanations and supported with further description /explanation making visible to all stakeholders how educators promote wellbeing for toddlers. The final report highlighted the Reflective Story Boards contribution reaching the goal of showing the educational potential of high quality ECEC (Final Report, 2011).

Sutherland, Helen [Project manager], Mukadam, Yasmin [Collaborator], Flores, Carme [Collaborator], Corcoll Lopez, Cristina [Collaborator], Geis, Angels [Collaborator], Rothle, Monika [Collaborator], Rosell, Yngve [Compiler] and [Collaborator] (2022) Toddler Wellbeing (ToWe) Project: Enhancing the Education and Wellbeing of Disadvantaged Toddlers through the Development of Training and Materials to Support Early Years Practitioners. Internal Kingston University Report, unpublished.

ERASMUS+ Project built on knowledge transfer and exchange as University Partners (UP) shared expertise designing materials and tools to support practitioners in enhancing wellbeing of disadvantaged toddlers with early years Setting Partners (SP). Working collaboratively through transnational meetings, training event, job shadowing and project events Practitioners and Teachers used the materials and tools, to develop strategies on ToWe project website. Initially 13 staff and 39 children from Sandvedhaugen Barnehage used the materials and tools. Now with 57 staff and 240 children. Changed settling-in process, mealtimes enabling children’s independence and autonomy, and parental involvement with ‘stay and play’ sessions. Working with Kindergartens in Sandnes, Stavanger and Sola on SToWe using project’s materials. Achieving for Children ran yearlong CPD within Kingston and Richmond Children’s Services on wellbeing using materials in their annual conference, local multiplier event and Cluster groups. Settings developed provision, changing snack times, toddlers used child friendly serrated knives to cut up fruit developing autonomy and independence. Visual cards supported parents’ encouragement of describing words. Publication of materials on website, with over 2,000 users from 64 countries when completed. Publishers approach lead to book on Supporting Toddlers Wellbeing by Jessica Kingsley Publishers. Positive review in Early Years Educator, June 2018.

This list was generated on Wed Dec 18 05:21:25 2024 GMT.

Publications

Jump to:

Number of items: 1.

Conference or Workshop Item

Sutherland, Helen and Jackson, Claire (2022) Education and Teaching in Early Years from International Perspectives (ETEIP) Project - Being a Reflective Early Years Educator (EYE) Manual for Mobility Visits. In: EECERA 2022: Cultures of Play : Actors, Affordances and Arenas; 23-26 Aug 2022, Glasgow, U.K.. (Unpublished)

This list was generated on Wed Dec 18 04:36:36 2024 GMT.

I have contributed to the Leadership and Management of the School of Education, Midwifery and Social Work, Department of Teacher Education in my roles as Course Leader, Module Leader, International Study Abroad Tutor, Stage 1 Appeals and Complaints Investigator, Project Leader for TODDLER and ETEIP and Principal Investigator for the ToWe Project.

In my role as:

· International Study Abroad Tutor for the Department of Education, I facilitate and support staff and student engagement in internationalisation.

· Stage 1 Appeals and Complaints Investigator for the Faculty of Health, Science, Social Care and Education, I review students appeals and complaints in line with Kingston University regulations and respond accordingly liaising with the Faculty's Data, Quality and Reporting Coordinator.

· Course Leader for the PGCE Birth to Five with Early Years Teacher Status, I lead the successful programme by ensuring that the students are fully equipped to meet the Teachers' Standards (Early Years) through the programmes design and are compliant with Professional Statutory Regulatory Body (PSRB) requirements. To achieve this, I work collaboratively with colleagues, employers, and the students to create a personalised programme. I monitor the students' progress and achievements adapting the programme accordingly through the Course Evaluation Plan, Self-Evaluation Development plan (PSRB requirement) and create an Improvement Plan.

· Module Leader for the PGCE Birth to Five, Primary and Secondary Reflective Teacher (QI7000), I work in partnership with our four SCITT partners to ensure that the programme runs smoothly. Through the Module Evaluation Plan, I have worked collaboratively and in consultation with colleagues, SCITT partners and students (Module Evaluation Questionnaire, Student Voice Committee and student meetings) to develop this module to ensure that it supports students in becoming Reflective Teachers.

· Principal Investigator for the ToWe Project, I have led this Pan-European EU funded project with seven partners from England, Norway and Spain. I have managed this diverse team in successfully achieving the projects aims and objectives, with a comprehensive final report for the British Council.

Qualifications and expertise

MA in Professional Studies in Education (Management and Leadership)
Lead Investigator for the ToWe Project, EU ERASMUS+ Key Action 2 Strategic Partnership

University responsibilities

Course Leader for the PGCE Birth to Five with Early Years Teacher Status
International Study Abroad Tutor for the Department of Education
Stage 1 Appeals Investigator for the Department of Education
Module Leader for the PGCE Birth to Five, Primary and Secondary - Reflective Teacher Module
Module Leader for the BA Primary Year 3 - Pedagogy and School Experience Module

Public and CIVIC roles

Governor for Surbiton Hill Nursery School (14th October 2021 to present)
External Examiner: University of Brighton for the Post Graduate Certificate in Education Early Years Education with Early Years Teacher Status (1st September 2022 - 30th September 2026)
External Examiner for the University of Bedfordshire - Professional Graduate in Early Years Teaching with Early Years Teacher Status and Post Graduate Certificate in Education Birth to Five with Early Years Teacher Status - from 27th November 2018 and 31st October 2022
Advisory Board for North East Kingston Children's Centres – Achieving for Children Community Interest Company - Royal Borough of Kingston upon Thames Children's Services from 3rd December 2013 - 16th January 2019.
External Examiner for Teesside University - Kirklees College from 1st November 2013 - 31st December 2018 for the Foundation Degree in Childhood Studies, Foundation Degree in Teaching Assistants, and the BA (Hons) in Childhood Studies (0-8 years).

Case studies

Sutherland, Helen (2022) Designing and developing the curriculum, assessment, and programme for the Reflective Teacher Module (PGCE, QI7000). Internal Kingston University Report, unpublished.

The review and development of QI7000 Reflective Teacher module is a continuous and collaborative process working with 4 SCITT partners and seminar tutors to ensure that the changes and curriculum design are suitable across the partnership and occurrences. This collaboration involves meeting with students, SCITT partners and Seminar Tutors to ensure all stakeholders have a voice. Key areas and issues relating to being a reflective teacher were identified. Assessment amendments supported clarity with additional academic support included through effective working with the Academic Success Centre and English for Academic and Professional Development to deliver additional support sessions. Seminar sessions concentrate on the development of reflective skills through exploration of different reflective models and theory. Students fed back that the content was interesting, built knowledge over the course of the module. Secure in knowledge and clear with the method of reflection liking the opportunities to reflect on their experiences, beliefs, and values within education. (MEP, 2020). University Liaison Tutors noticed student reflections being better and meaningful as students reflected on issues pertinent to them. Changes were introduced to SCITT partners and Seminar Tutors with weekly meetings discussing session outlines. Feedback was this comprehensive approach supported confidence in delivery.

Sutherland, Helen [Co-creator] and Kimhag, Kia [Co-creator] (2022) Early Years Initial Teacher Training (EYITT) Enrichment Activity: A 2-day Intense International Educational Visit to Sweden. Internal Kingston University Report, unpublished.

These trips provided opportunities to explore alternative international perspectives and pedagogical approaches to enhance the teaching and learning experience. It creates opportunities for students to explore and reflect upon another country’s educational system, curriculum, provision, and context in relation to their own. Challenging their own pedagogical perspectives, knowledge and understanding of education through the process of reflection to encourage change and improve provision and practice in light of new learning. The 2-day Intense International Educational Visit model provides a context for students’ comparative reflection through lecturers on the host country’s educational system and curriculum. Early years settings selected for their unique or different perspective on provision and lecturers supporting student engagement within the reflective process through pinpointing key areas as aspects for reflection creating a reflective discourse with opportunities for questioning. This helps to broaden and deepen student reflection challenging their thinking and perspectives of what they are observing. Evaluative feedback has highlighted the impact of this experience on students’ personal pedagogical approaches to practice, transforming their views and thinking as they observed and reflected upon practice re-evaluating their personal views and own education connected to how they would like to work with children in the nursery setting.

Sutherland, Helen and Styman, Jan (2022) TODDLER Project (2010-2013) Towards Opportunities for Disadvantaged and Diverse Learners on the Early-childhood Road. European Union, Lifelong Learning Programme, Comenius. Internal Kingston University Report, unpublished.

TODDLER Project, Lifelong Learning Programme created opportunities for knowledge transfer and exchange through focusing on the development of provisions for toddlers and investigations of different approaches promoting learning in a child-centred way. Module materials explored strategies and good practice of provision of high-quality education and care for disadvantaged toddlers. A framework created a report on ‘Toddler in Europe the Context’ on ECEC systems and approaches used to support diverse and disadvantaged toddlers. Then explored topic areas of ‘Language Support in Multicultural Settings’, Supporting Wellbeing’ and ‘Enhancing Parental Involvement’ with ‘Educating the Reflective Practitioner’ underpinning all of this. The module materials were successfully trialled and completed being made available on the TODDLER website as a Course Reader, Course Lecture Materials, and resources. KU led the Report and Case Studies: Promoting the Wellbeing of Toddler’s within the European Union creating an innovative pedagogical approach ‘Reflective Story Boards’ using a description of the context of the strategy followed by photos with explanations and supported with further description /explanation making visible to all stakeholders how educators promote wellbeing for toddlers. The final report highlighted the Reflective Story Boards contribution reaching the goal of showing the educational potential of high quality ECEC (Final Report, 2011).

Sutherland, Helen [Course Lead] and Maisey, Daryl [Contributor] (2022) Designing and developing the curriculum, assessment and programme for the Early Years Initial Teacher Training (EYITT) as the Course/Route Leader. Internal Kingston University Report, unpublished.

In September 2014, the Department for Education reformed the Early Years Professional Status pathways to EYITT with Early Years Teacher Status (EYTS). The redesigned programme needed to build upon student’s prior knowledge, be robust and rigorous, to be compliant and meet the DfE requirements of the Teachers’ Standards (Early Years), and OfSTED, the Professional Statutory and Regulatory Body (PSRB). National Priorities (NCTL, 2014) and government agendas, such as phonics, early reading, SEND, safeguarding and ‘Prevent’ were also required to be part of the teaching programme. The programme ensured that students developed their knowledge and understanding of teaching birth to five years while successfully applying and providing evidence of meeting the Teachers’ Standards (Early Years) within their teaching practice across the age ranges. An outcome of this development was a School of Education team book (2014) was published to support students now studying to become an Early Years Teacher. In 2017, the EYITT programme joined the PGCE the Primary and Secondary QTS portfolio with students undertaking 2 level 7 accredited modules alongside the EYTS to attain the PGCE Birth to Five with EYTS. The programme maintains strong retention (between 94%-100%, 2014-2021), and pass and completion (between 90% -100%, 2014-2021) rates.

This list was generated on Wed Dec 18 05:21:27 2024 GMT.