Class of 2021 "uniquely skilled for classroom"
Its been a tough year for LJMU's six hundred or so trainee teachers, but they will be uniquely skilled, argues Jan Rowe.
Its been a tough year for LJMU's six hundred or so trainee teachers, but they will be uniquely skilled, argues Jan Rowe.
National hero Phil Packer MBE visited Liverpool John Moores University today (Jan 30) as part of a campaign for better student mental health.
Sport and Exercise Science Professional Doctorate student, Tom Clark, visited LJMU last week in preparation for the start of the new Formula 1 season and to discuss his jet lag research. Tom has spent the past four years working with the Alpine F1 team and specifically their driver Esteban Ocon.
Liverpool Business School recently hosted innovators from 10 countries in the first European Symposium for Sustainability in Business Education.
International Relations team bid wins £1m to double Turing Scheme funding for 24/25.
One of Britain's leading figures in police leadership has joined Liverpool John Moores University as an adjunct Professor.
RE: The LJMU Together (LGBTIQ+) Staff Network and EDI Team, invite YOU to participate in a series of activities and events to mark LGBT+ History Month 2021!
Matt McLain from LJMU’s School of Education has been honoured for his achievements in teacher training at the Design and Technology Association Excellence Awards held last month. The Design and Technology teachers of tomorrow may have a special someone to thank for inspiring them in their careers, if a special accolade awarded to an LJMU lecturer is anything to go by.
Liverpool will become a leading authority on policing following the launch of the University's Centre for Advanced Policing Studies.
A new interactive online training resource will help schools unlock opportunity and help disabled children reach their full potential. LJMU in collaboration with the Equality and Human Rights Commission (EHRC) have launched the project after statistics for attainment in primary and secondary schools show a significant gap between pupils with no identified special educational needs (SEN) and disabled pupils.