The MEd Early Years is primarily aimed at professionals working in the Early Learning and Childcare sector in its widest definition (school and Early Learning and Childcare settings, health and social work), who are addressing these agendas and supporting their own development and of and others.
The current national and international priorities focus on tackling inequality through raising attainment and reducing poverty. Current policy frameworks are underpinned by UN Convention on the Rights of the Child (1989) and tackle inequality through working sensitively supporting and involving families, early years intervention and improvement, literacy and pedagogy and practice.
There is no requirement to attend ‘face-to-face’ sessions on this innovative course as it is offered by distance learning, using the UWS virtual learning environment. However, face-to-face delivery may also be an option for some cohorts. Materials are supplied online and the system allows access to both electronic journals and e-books. Participants are required to contribute to online discussion threads on themes relevant to the modules. The approach taken to the learning and assessment is that of reflection on and in practice thus making the theory and practice links necessary to enhance future practice.
There are three stages to the programme.
The Postgraduate Certificate stage consists of three 20-credit SCQF Level 11/ Masters level modules, and can be taken as a discrete programme. All new students start with the compulsory
Participation and Children’s Rights module and then select 2 from:
Or 20 credits of their own choice from the The School of Education CPD portfolio.
The Postgraduate Diploma also consists of three 20-credit SCQF Level 11/ Masters level modules and can be taken as a discrete programme. The mandatory module is Research Methods in Education and then students select 2 from:
Or 20 credits of their own choice from the School of Education CPD portfolio.
Upon successful completion of the diploma phase interested applicants can continue with the Masters phase which comprises a dissertation in consultation with the course Leader.
Teaching & Assessment
Our course is taught largely online through the Moodle Virtual Learning Environment. Within Moodle, you will make use of e-learning methods such as:
You will be assessed using a combination of the methods below:
Find out more about the structure, learning outcomes, compulsory and optional modules in this course.
This course also gives you the option of taking a language module, which can count towards your degree. These modules cover ten languages and range from absolute beginner to near-native speaker level.
The aim of this research is to understand the reasons for the under-representation of women within engineering and men within the Early Childhood sector. Numerous perspectives have been proposed including the lack of exposure to possible careers in STEM for females and ECEC for males. The lack of female role models in STEM and male role models in ECEC along with the societal and cultural expectations of men and women are also possible explanations (Bontempo, 2017). According to McGuire (2016), on average, only 6% of female students sit the Engineering leaving cert examination paper. In addition, the Faculty of Engineering at IT Carlow has been unable to recruit female engineer students for the academic year 2017/2018.
Likewise, the Department of Humanities, IT Carlow currently has only 2 male registered students in ECEC and has had only one male graduate in the last 3 years. Less than 1% of early years practitioners are men (Independent, 2009). International research has found that mentoring programmes and more recently the integration of the principles of the social sciences into engineering can encourage women into more typically male dominated disciplines such as engineering. US Universities have focused on the benefits of engineering for societies and communities and have found that this approach appeals to female students (Amrose, 2017). Dispelling the myths around men in childcare, changing public perceptions of the role of men in childcare and increasing an awareness of the professionalism of the sector have been the most successful strategies in encouraging men to enter the ECEC sector (Barnados, n.d).
In summary, the key objectives of this project are to;
A mixed methods flexible approach will be utilised. Phases one will include conducting focus groups with secondary school students aged between 14 and 17 years in the Carlow and surrounding areas. Teachers and career guidance teachers will also participate in a survey to explore the barriers to participation in these discipline areas. The results of this along with the international literature will inform the strategies developed. For example, workshops with young people, mentoring/sha dowing an Engineering/ECEC student. This data will inform the development of a policy to promote ECEC/Engineering to males and females. An evaluation of the policy and promotion strategies will take place.
The PGCE Primary programme is taught from one of the largest centres of teacher training the UK.
Students can opt to follow either the Foundation Phase route or Key Stage 2 route.
Please note that it is very likely that Standards for Qualified Teacher Status will change in June 2018 to be implemented for programmes starting from September 2018. This is a Welsh Government directive.
Please note: ITE courses in Wales are currently going through an accreditation process. Cardiff Metropolitan University hopes to continue to provide PGCE Primary and PGCE Secondary ITE courses. The outcome of the accreditation process will be known on 30 June 2018. If our accreditation is successful, our intention is to start receiving applications for both of the above courses in October 2018.
All applicants should meet the following essential criteria:
- GCSE grade B or above in English Language and mathematics and a grade C or above in science (or a standard equivalent) on entry to the programme. Students studying to teach in Welsh medium schools will also need a GCSE grade C or above in Welsh (first language).
- Applicants who have achieved a grade C or above in English Language and mathematics or equivalent on application will be considered for interview. Applicants will need to have made arrangements to resit the GCSEs or equivalent in order to obtain a B grade and indicate this on the UCAS Teacher Training application. If successful at interview, applicants will be offered a place subject to the B attainment. Please note, if you are taking a GCSE equivalent qualification, do not choose the option 'Equivalent' on the UTT application as this suggests you are applying to sit an internal test with Cardiff Met which we do not offer, you will need to select 'Other'.
- Good honours degree in an area related to primary education, of at least 2:2 classification; or any honours degree of at least 2:2 classification where an A level grade C or above (or equivalent) has been obtained in a primary curriculum subject area. Access to HE programmes are considered as an equivalent to A level within a relevant subject where 15 Merits have been achieved at Level 3. CACHE Level 3 Diplomas at grade C are also considered as well as Pearson BTEC (QCF)/OCR/NQF Level 3 Diplomas within Childcare at Merit Profile.
- Recent and relevant experience in a mainstream school across the primary age range. This should be for a minimum of ten days and taken place within the 12 months prior to attending interview. Evidence of this MUST be included on the UCAS Teacher Training application. Please include details within the work experience section of the UCAS Teacher Training form. Should applicants reach the interview stage, they will be required to bring evidence of the experience with them. This will be in the form of a reference from the head teacher of the school where the experience takes place, on headed paper and signed off by the head teacher.
- A strong personal statement indicating the applicant's potential to undertake the PGCE Primary Programme. The statement should demonstrate the breadth of knowledge and personal experience gained in primary education to date and how this has equipped the applicant to potentially be an effective primary teacher. A high standard of written English/Welsh is essential.
- The principal referee must be an academic who is most able to comment on the applicant's academic and vocational abilities. An academic reference for those applicants who have undertaken their degree more than 5 years in not required although one is preferred if this can be obtained. For those applicants whose HEI reference is more than 8 years old a reference from a more recent educational professional such as a head teacher is required. Should you have any queries regarding your reference, please contact Admissions.
- School Based Component
The School based component is undertaken in our excellent range of SEWCTET partnership schools and is an integral part of the programme. Students will spend a total of 120 days in school, which is predominantly arranged on a 4:1 split. This means that Monday – Thursday is spent on school placement whilst Friday is spent in university. This allows for clear links to be made between theory and practice and for the skills associated with being a reflective practitioner to be developed.
A key part of the development of the reflective practitioner is enquiry based learning to encourage student teachers to reflect critically on learners, their own practice, and to develop an independent, enquiring approach to their professional development. This is achieved through the completion of “Learning Packages” that focus on key educational priority aspects. The packages scaffold the student teacher in identifying their own areas of interest and to improve their practice in systematic ways, as they are more able to closely examine the issues and acquire newfound knowledge that is readily retained.
- University Based Sessions
The university-based sessions include either experience in the Areas of Learning outlined in the Foundation Phase or the subjects outlined in the National Curriculum orders. All university-based modules are studied at Master's level, allowing 60 credits to be achieved. The module ‘Learning and Teaching’ consists of three constituent parts:
- Learning & Teaching 1: Professional Studies
- Learning & Teaching 2: Literacy and Numeracy
- Learning & Teaching 3: Curriculum focus
All parts of the programme complement each other and specific links are made with the School Experience module. The module as a whole develops students’ conceptual understanding of fundamental principles of primary education and pedagogical aspects related specifically to Foundation Phase or Key Stage 2 (depending on route chosen).
- Time commitment required
The school-based element requires students to be in school for the normal working school day as well as additional time before and after school for preparation and meetings.
This course looks at research in child psychology, focusing on the advanced study of psychological development in children and the implications of psychological theory and research for policy and practice. It is ideal if you would like to start or promote a career working with children in areas such as teaching and social work; it also provides an excellent foundation for pursuing a research career in child/developmental psychology.
Taught by researchers active in the field of child psychology, this MSc has a strong research focus, and you will be encouraged to approach empirical research critically. You will study four, year-long, 30-credit modules, including three core modules and one option module, plus a 60-credit dissertation.
You will be introduced to the theories of child psychology, considering them in relation to the real world, and will cover the empirical research and theories of developmental psychology, focusing on implications for policy and practice. You will also study the application of developmental psychology to social policy, such as social issues, education and school issues and health, and the factors influencing the development of children's relationships. You will consider both typical and atypical development, including a range of developmental disorders, such as autism spectrum disorders, dyslexia, etc. Your dissertation enables you to study an area of interest in depth and gain valuable research skills.
Essays, in-class tests, presentations, unseen examinations, laboratory reports and dissertation.
Please note that this is an indicative list of modules and is not intended as a definitive list.
Optional modules to be confirmed.