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The PGCE Early Childhood Education with recommendation for Early Years Teacher Status is funded by the National College for Teaching and Leadership (NCTL) for the Initial Teacher Training for specialist early years teachers (birth to five years). Read more
The PGCE Early Childhood Education with recommendation for Early Years Teacher Status is funded by the National College for Teaching and Leadership (NCTL) for the Initial Teacher Training for specialist early years teachers (birth to five years).

Visit the website: https://www.canterbury.ac.uk/study-here/courses/postgraduate/early-childhood-education-with-early-years-teacher-status.aspx

Course detail

There are two routes for this course. The Graduate Entry (Mainstream) and the Graduate Entry (Employment Based).

The Graduate Entry (Mainstream) is a twelve month, full-time course suitable for high calibre graduates who have limited experience of working with children from birth to five, but who are looking to pursue a career working in early years.

On this pathway you will work for some periods of the week in a minimum of two placements, undertake a number of PGCE modules and attend Early Years Teacher Status professional study days.

The Graduate Entry (Employment Based) pathway is suitable for graduates working in an early years setting or who require training and further experience to demonstrate the Teachers’ Standards (Early Years), or for newly recruited graduates in an early years setting who need to undertake early years ITT through an employment based route.

Suitability

This postgraduate route into teaching is a credible career choice for students wishing to pursue specialisation and expertise as a teacher with children from birth to five years.

Content

All PGCE pathways cover three main areas: Curriculum Studies, Professional Studies and Enhanced Studies. The Early Childhood Education pathway is designed to complement professional practice and the academic study should be informed by and inform practice.

In Curriculum Studies modules and taught days, you will develop your understanding and knowledge of the Early Years Foundation Stage curriculum, pedagogy and resources to support the teaching.

As you progress through your studies and can apply your learning to practical teaching situations, you will be introduced to a wider range of critical perspectives on teaching and learning in the early years. You will be expected to apply that critical reflection to your own teaching.

In Professional Studies modules and taught days, you will learn about broader aspects of education and the early years, its role in society and communities and how education policy and practice has an impact on schools. Key principles and values in early years education will be explored as you develop your own theories of education and reflect critically on others.

In the Enhanced Studies module and taught days, you will have the opportunity to choose a particular aspect of early years education and to study that in greater depth. Your learning in this context will enable you to reflect more strongly and critically on your own emerging identity as an early years teacher.

On completion of the course you will be awarded your Early Years Teacher Status from the National College of Teaching and Leadership. The Early Years Teacher Status is subject to the relevant standards and requirements set out by the Department for Education which are subject to change.

Format

You can expect to receive 50 hours academic direction for each module in a university taught session. The range of learning and teaching strategies is a central component of the design and planning of the PGCE Early Childhood Education pathway on the ITE course.

There is an expectation of 150 hours practice learning and independent study to support your individual and collaborative learning. We will use of a range of ways of engaging you in critical debate and discussion during taught sessions, including talk partners, small group discussion and micro-teaching, while enhancing the experience with practical, creative and active learning.

The Graduate Entry (Mainstream) students on this course are required to be in placement for 120 days. These placements are linked to two credit bearing modules and will contain the assessment process for the recommendation of the award of Early Years Teacher Status. The placements will be in settings for children from birth to five years and will be sourced by the Partnership Team in line with the University placement procedures and processes.

Students studying on the employment pathway (Graduate Entry Employment Based) will be able to use their current employment as their base location in addition to contrasting placements to meet the requirements of the course. On commencing the course they will complete a needs analysis with tutors so that gaps in their knowledge, skills and experience can be highlighted; in this way additional placements will be arranged to ensure these students can cover the breadth of the 0-5 years subject area.

Assessment

Early Childhood Education PGCE pathway students who opt for the PGCE modules (either as a whole or for separate Masters level modules) will be assessed in two main ways – via academic assignments and via assessment of your teaching.

You will submit academic assignments for 20 credits in curriculum, professional and enhanced studies. Each submission will include a written element, but you may also be assessed via presentation or practical performance as relevant to your subject or chosen options. You can achieve up to 60 Masters (Level 7) credits (except in the PGCE Modular pathway which offers up to 40 Masters (Level 7) credits.)

What can I do next?

On successful completion students will be awarded a Postgraduate Certificate in Education with Early Years Teacher Status. Students may have already achieved 60 Masters level credits and may wish to continue studies by applying for the MA Early Childhood Education.

How to apply

For information on how to apply, please follow this link: https://www.canterbury.ac.uk/study-here/how-to-apply/how-to-apply.aspx

Funding

-Masters Loans-

From 2016/17 government loans of up to £10,000 are available for postgraduate Masters study. The loans will be paid directly to students by the Student Loans Company and will be subject to both personal and course eligibility criteria.

For more information available here: https://www.canterbury.ac.uk/study-here/funding-your-degree/funding-your-postgraduate-degree.aspx

-2017/18 Entry Financial Support-

Information on alternative funding sources is available here: https://www.canterbury.ac.uk/study-here/funding-your-degree/2017-18-entry-financial-support.aspx

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Our course aims to. support you in becoming a specialist in early childhood development. enable you to gain a postgraduate certificate that reflects your specialist role working with babies and children from birth to five years old. Read more

Why choose this course

Our course aims to:
• support you in becoming a specialist in early childhood development
• enable you to gain a postgraduate certificate that reflects your specialist role working with babies and children from birth to five years old.

About this course:

Upon completing this course, you will be a specialist in early childhood development and will have Early Years Teacher Status (EYTS). This will reflect the specialist role that you have in working with babies and children from birth to five years old.
Early Years Teacher Status is awarded to graduates who have been judged to have met all of the Teachers’ Standards (Early Years) in practice. We offer both full and part-time options to gain EYTS.

Available pathways
We offer two pathways that you can choose to complete in order to achieve Early Years Teacher Status:
Graduate Entry (GE): (12 months full-time)
You’ll study Early Years Initial Teacher Training (EYITT) through reflective teaching modules, alongside academic modules and placements within the sector.
Graduate – Employment Based (GEB): (12 months part-time)
You’ll be currently working in an early years setting, and require training and further experience to demonstrate the Teachers’ Standards (Early Years). Alternatively, you may be a newly recruited graduate in an early years setting. You will study reflective teaching modules, alongside academic modules and your working practice.

Which pathway should I choose?
When you apply, we can help you to decide the right pathway for you.
A key element of your training is practical experience in an early years setting. Placements will help develop your key skill sets. As a minimum, you’ll spend the following periods of time training in the early years sector:
GE pathway - 120 days (24 weeks)
GEB pathway - As determined by the training programme.
Whichever pathway you choose, you must complete a minimum of two weeks in a school in Key Stage 1.
Throughout your PG Certificate in Early Years, you’ll complete assessed teaching placements and additional enhanced placement opportunities that will provide you with challenging, varied, and exciting experiences. For the duration of your placement, you will be supported by a placement/setting mentor and a University of Derby assessment mentor.
Upon completing your course, you’ll have earned 60 credits towards a masters qualification, which means you can progress to stage 2 of a masters degree and quickly progress in your professional career. Our tutors enjoy a strong reputation for the quality of their training, so you can be confident that you’ll be learning from a highly-qualified and competent team.
What is an Early Years Teacher?
Early Years Teachers will be specialists in early childhood development and will have Early Years Teacher Status (EYTS), reflecting the specialist role that they have in working with babies and children from birth to five years old.
Early Years Teachers make the education and care of babies and children their first concern. They are accountable for achieving the highest possible standards in their professional practice and conduct.
The Teachers’ Standards (Early Years) support the training, assessment and award of Early Years Teacher Status (EYTS). Early Years Teacher Status is awarded to graduates who have been judged to have met all of the Teachers’ Standards (Early Years) in practice from birth to five years old.
Early Years Teacher Status will be seen as the equivalent of Qualified Teacher Status (QTS), as the entry requirements are the same as for Primary Initial Teacher Training (ITT).
For more information about the role of Early Years Teachers, visit National Careers Service.

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The . MA in Medieval and Early Modern Studies.  is an interdisciplinary MA associated with Durham's . Institute of Medieval and Early Modern Studies. Read more

The MA in Medieval and Early Modern Studies is an interdisciplinary MA associated with Durham's Institute of Medieval and Early Modern Studies (IMEMS), and is currently run from the History Department. The programme is suitable for students whose undergraduate training is in Archaeology, Classics, History, Literature/Languages, Philosophy, Theology, or other related disciplines. The main aim of the programme is to prepare students for doctoral research in the study of the medieval and early modern past by offering outstanding interdisciplinary training to equip students with the skills they need for their future careers. It is taught by specialists who are members of IMEMS, primarily from the departments of ArchaeologyClassicsEnglishHistoryModern Languages and CulturesPhilosophy and Theology.

Students are incorporated into the vibrant research communities within departments, IMEMS, and the university. Durham has a large and extremely active postgraduate community, and IMEMS supports the Medieval and Early Modern Student Association (MEMSA), whose members organise regular seminars and conferences. IMEMS has more than fifty staff members from arts, humanities, social science and science departments across the University, all active researchers, and is one of the largest gatherings of scholars in this area in the world. IMEMS is situated in the historic setting of the World Heritage Site, which includes Durham CathedralDurham Castle, and the surrounding area. Students of medieval and early modern studies at Durham benefit from the rich archival and manuscript resources in the collections of the University (at Palace Green Library and at Ushaw College) and in the Cathedral Library, while the wider regional resources for study of the period are also highly significant.

All students on the MA in Medieval and Early Modern Studies take two core modules, Reading the Medieval and Early Modern Past, and Writing the Medieval and Early Modern Past (30 credits each); both of these run throughout Michaelmas and Epiphany Terms. Students also write a 15,000-word dissertation (60 credits), supervised by one of Durham's specialists, which allows them to focus on a specialist topic of their choice in the period AD 300-1700, which may be interdisciplinary or focused primarily on one of the individual disciplines which make up the programme. They also take two optional modules (30 credits each) which run either in Michaelmas or Epiphany or throughout both terms. These may be content, language or skills modules, and are drawn from the seven participating departments as well as Durham’s other centres and programmes. All elements of the programme have embedded within them a range of content, subject-specific skills, and key skills.

Core modules

The two team-taught core modules enable students to develop advanced skills in interpreting and usinga range of different kinds of source-material from the medieval and early modern periods, including textual, material and visual culture. They allow students to consider developments over the longue duree and enable a more rounded understanding of how a range of themes, ideas and institutions changed from the end of the classical world, through the Middle Ages and into the early modern era. These modules are intended to guide students whose backgrounds are in a range of disciplinary specialisms towards an understanding of how study of the medieval and early modern past can be nuanced and enhanced by approaches from multiple different disciplines used alongside each other. The modules also help students develop from a more tutor-led approach to independent learning, in order to support their work on their dissertations and their future careers. Reading the Medieval and Early Modern Past takes one key item or body of material (e.g. a text, a site, an archive) as a lens through which to explore different disciplinary and interdisciplinary approaches to studying the period 300-1700. Students are assessed by a 5000-word essay on a topic of their choice connected with the themes of the module. Writing the Medieval and Early Modern Past focuses on major themes, movements and institutions which can best be examined across the whole medieval and early modern period, and which can best be explained by close study of change and continuity over a long period of time. A number of these themes will invite interdisciplinary or multidisciplinary approaches, and thus will allow students to develop their skills in bringing together different kinds of material for study of the past. Students are assessed for this module by a) a 4000-word essay on a topic of their choice, connected with the themes of the module, and b) a 15-minute presentation.

Optional modules

Students choose two optional modules offered by the departments participating in the programme. These modules are taught by subject specialists and usually involve a series of seminars with an emphasis on close study of original material from the medieval and early modern periods, and provide a ‘step up’ from the level of final-year undergraduate study. The breadth of modules available means that students can develop their skills and research interests according to their own tailored programme and with the advice of their dissertation supervisor, ensuring the best possible preparation for the future. There are also some modules focusing on particular skills-training such as medieval or modern languages or auxiliary skills (e.g. Latin; Ancient Greek; Old Norse; Old English; Academic French; Academic German; Palaeography).

The range of optional modules in each year varies according to staff availability and departmental provision, but as a representative sample optional modules may include the following:

  • Anglo-Saxon Societies and Cultures: interdisciplinary approaches to early medieval England
  • Archaeology of the Book
  • Christian Northumbria, 600-750
  • Contact and Conflict: Texts and Cultures
  • Courts and Power in Early Modern Europe and the New World
  • Latin for Research
  • Narrative Transformations: Medieval Romance to Renaissance Epic
  • Negotiating Life in the Early Modern World
  • Old English Language, Texts and Contexts
  • Old Norse
  • Palaeograpy: Scribes, Script and History from Antiquity to the Renaissance
  • Power and Society in the Late Middle Ages
  • Renaissance Humanism
  • Rewriting Empire: Eusebius of Caesarea and the First Christian History
  • Warrior Poets in Heroic Societies
  • Work and Play in Early Modern Europe


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This programme is for you if you have some experience in the early years sector and wish to develop your knowledge and gain Early Years Teacher Status. Read more
This programme is for you if you have some experience in the early years sector and wish to develop your knowledge and gain Early Years Teacher Status.

As an early years teacher, you can play an essential role in children's development , providing high-quality early education. This Early Years Teacher Status programme will teach you how to use your knowledge and skills to ensure all children have access to high standards of learning. It is awarded to graduates who have been judged to have met all of the Teachers' Standards (Early Years) in practice from birth to five years old.

The Teachers' Standards (Early Years) support the training, assessment and award of EYTS. Funding is available from the National College for Teaching and Leadership (NCTL). Your course fees will be covered by an NCTL grant. If your first degree is at 2.2 or above you will also be eligible for a bursary to help cover any additional study costs. For further details please visit the education.gov.uk website.

You will spend 120 days, or 24 weeks, working on placement in early years settings in order to demonstrate that you meet the teaching standards. This will include experience across all age groups from birth to five years, and at least two weeks in a school at Key Stage 1. The Department of Education & Community Studies has strong partnerships with education providers and other early years settings and we will support you in finding suitable local placements.

The aims of the programme are:

- To develop professional practice with children from birth - five years
- To develop leadership skills in the early years
- To support and lead reflective practice and quality provision in early years.

Visit the website http://www2.gre.ac.uk/study/courses/pg/eduge/eytsprof

Education - General

Our programmes in education benefit post graduate professionals and researchers from a wide range of backgrounds. Focus on independent research. Or combine taught coursework with a supervised thesis. You can tailor your programme to suit your own interests and ambitions.

What you'll study

Full time
- Year 1:
Students are required to study the following compulsory courses.

Early Years Teacher Status Portfolio of Practice (30 credits)
Mentor Preparation for the Children's Workforce (15 credits)
Keeping Children Safe from Harm (15 credits)

Students are required to choose 1 course from this list of options.

Leading and Managing in the Early Years (30 credits)
Leadership and Management in Early Years: Working in a Multi Professional Context (30 credits)

Students are required to choose 1 course from this list of options.

Child Development and Learning: Birth to Five Years (30 credits)
The Child's Lived Experience: Developing Confident Learners (30 credits)

Fees and finance

Your time at university should be enjoyable and rewarding, and it is important that it is not spoilt by unnecessary financial worries. We recommend that you spend time planning your finances, both before coming to university and while you are here. We can offer advice on living costs and budgeting, as well as on awards, allowances and loans.

Assessment

The programme is assessed in a variety of ways, including reports, essays, presentations and practical performance. All assessment is designed to enhance your professional development and strengthen your understanding of issues affecting the birth to five age range.

Professional recognition

This programme is accredited through the National College for Teaching and Leadership (NCTL). Early Years Teacher Status is awarded when all the early years teaching standards have been judged to be met. This award does not lead to Qualified Teacher Status.

Career options

Early years specialists with Early Years Teacher Status can aspire to become leaders of practice in early years settings.

Find out how to apply here - http://www2.gre.ac.uk/study/apply

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Overview. Early Years Teacher Training leading to Early Years Teacher Status (EYTS) is designed for people with a passion for working with children from birth to five years old and who wish to specialise in early childhood development. Read more
Overview

Early Years Teacher Training leading to Early Years Teacher Status (EYTS) is designed for people with a passion for working with children from birth to five years old and who wish to specialise in early childhood development.

Working as an Early Years Teacher is a challenging but rewarding career and teachers can make a real difference to a child’s development and life chances. Early Years Teachers are responsible for organising and leading high-quality practice in early years settings, contributing to improving outcomes for young children and making a positive difference to their learning and development.

University College Birmingham is offering two entry routes from September 2016:
Graduate Entry Route

Aimed at graduates with limited experience of working with children, but who wish to work in the early years sector.
Graduate Employment-Based Route

Aimed at existing practitioners, both experienced or newly-qualified, who work in relevant early years settings (childminders, nurseries in the PVI sector, children’s centres, free schools, academies and independent schools).

Early Years Teacher is a relatively new status and awareness and recognition is still building. Gaining EYTS will significantly enhance career development prospects and could open the door to leadership and management roles in a range of early years settings.

Why should I choose this course?

The Graduate Entry Route will appeal to graduates with limited experience of working with children, but who wish to work in the early years sector.
This route is fully funded by the NCTL and includes a bursary of up to £5,000
The Graduate Employment-Based Route is ideal for graduates who already have experience of working with children, and who wish to widen their knowledge and continue their career in the early years sector.
This route is fully funded by the NCTL and also includes a financial incentive for employers of £7,000 as a contribution towards training costs

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Visit our website for more information on fees, scholarships, postgraduate loans and other funding options to study Early Modern History at Swansea University - 'Welsh University of the Year 2017' (Times and Sunday Times Good University Guide 2017). Read more

Visit our website for more information on fees, scholarships, postgraduate loans and other funding options to study Early Modern History at Swansea University - 'Welsh University of the Year 2017' (Times and Sunday Times Good University Guide 2017).

The MA in Early Modern History offers the study of the period of history that runs from the fifteenth to the eighteenth centuries, and encompasses the Renaissance, Reformation and Counter Reformation, and Enlightenment.

Key Features of MA in Early Modern History

The wide-ranging expertise of Swansea University's early modern historians allows students to study British, European, American or Asian History. The MA in Early Modern History explores the history of art and culture, empire, gender, politics, religion, sexuality and science.

Swansea University has excellent research resources for postgraduate study in the area of Early Modern History. In addition to the general holdings in the University library, the National Library of Wales at Aberystwyth is within travelling distance. The University works closely with the National Galleries and Museums of Wales. There are a postgraduate common room and an electronic resources room available in the James Callaghan Building for students enrolled in the MA in Early Modern History programme.

The College of Arts and Humanities has a Graduate Centre. The Graduate Centre fosters and supports individual and collaborative research activity of international excellence and offers a vibrant and supportive environment for students pursuing postgraduate research and taught masters study. The Centre provides postgraduate training to enhance academic and professional development and facilitates participation in seminar programmes, workshops and international conferences.

The full-time Early Modern History course structure is split across the year with three modules taken in each academic semester (a total of six modules) and then a dissertation over the summer.

Students study three compulsory modules and three optional modules. The dissertation is written on a specialist research topic of the student's choosing.

Part-time study is available.

Who should Apply?

Students interested in early modern history from a history or related background. Students interested in preparation for postgraduate research, MPhil or PhD, or who wish to develop skills and knowledge related to early modern history.

Modules

Modules on the Early Modern History course typically include:

• Historical Methods and Approaches

• New Departures in the Writing of History

• Gender & Humour in Medieval Europe

• From Princely Possessions to Public Museums: A History of Collecting and Display

• Venice and the Sea

• Medieval Manuscripts

• Directed Reading in History

MA in Early Modern History Programme Aims

- To acquire advanced knowledge and understanding of a range of topics related to early modern history.

- To develop theoretical and methodological skills relevant to all aspects of the study of early modern history.

- To lay a solid foundation of knowledge and analytical and presentational skills for further research work in the field.

Research Interests

All staff in the Department of History and Classics are research active and publish books and articles in their areas of expertise. Our researchers are involved with the Arts and Humanities research centres: the Callaghan Centre for the Study of Conflict, Power and Empire, the Richard Burton Centre for the Study of Wales and the Research Groups: MEMO: the Centre for Medieval and Early modern Research and GENCAS: the Centre for Research into Gender in Culture and Society. Regular research seminars and lectures are run through these groups and also through the Research Institute for Arts and Humanities (RIAH) which students are encouraged to attend.

Careers

Career expectations are excellent for Early Modern History graduates. MA degree holders may move on to doctoral study or enter employment in such areas as museums, heritage and tourism; marketing, sales and advertising; business, art, design and culture; media and PR; social and welfare professions; humanitarian organisations; the civil service, and education.

Student Quotes

“I graduated with a First-Class Honours BA History degree and an MA in Early Modern History from Swansea University. My four years of study here were truly the most enjoyable of my life so far! The lecturers, tutors and all members of the History department were also incredibly friendly and always willing to help. The MA was fully funded by a University Alumni bursary. The range of modules available to MA students is exceptional and the facilities here are fantastic. With a designated Arts and Humanities Postgraduate computer room and common-room area, as well as the University’s very own archives, Swansea is a great place to study History.”

Cath Horler, Early Modern History, MA



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The PGCE Early Years Teacher Status part-time programme is for you if you are currently working in the early years sector, have an undergraduate degree in a related subject, and wish to gain Early Years Teacher Status. Read more
The PGCE Early Years Teacher Status part-time programme is for you if you are currently working in the early years sector, have an undergraduate degree in a related subject, and wish to gain Early Years Teacher Status.

You will need permission from your employer to be released for study, and to attend placements as necessary.

As an early years teacher, you can play an essential role in children's development, providing high-quality early education. This Early Years Teacher Status programme will teach you how to use your knowledge and skills to ensure all children have access to high standards of learning. It is awarded to graduates who have been judged to have met all of the Teachers' Standards (Early Years) in practice from birth to five years old.

The Teachers' Standards (Early Years) support the training, assessment and award of EYTS. Funding is available from the National College for Teaching and Leadership (NCTL). Your course fees will be covered by an NCTL grant and your employer will receive up to £7,000 to cover your release.

The Department of Education & Community Studies has strong partnerships with education providers and other early years settings and we will support you in finding suitable local placements.

The aims of the programme are:

- To develop your professional practice with children from birth - five years
- To develop your leadership skills in the early years
- To support and lead reflective practice and quality provision in early years.

Visit the website http://www2.gre.ac.uk/study/courses/pg/eduge/eyts

Education - General

Our programmes in education benefit post graduate professionals and researchers from a wide range of backgrounds. Focus on independent research. Or combine taught coursework with a supervised thesis. You can tailor your programme to suit your own interests and ambitions.

What you'll study

Part time
- Year 1:
Students are required to study the following compulsory courses.

The Child's Lived Experience: Developing Confident Learners (30 credits)
Leadership and Management in Early Years: Working in a Multi Professional Context (30 credits)
Early Years Teacher Status Portfolio of Practice (30 credits)

Fees and finance

Your time at university should be enjoyable and rewarding, and it is important that it is not spoilt by unnecessary financial worries. We recommend that you spend time planning your finances, both before coming to university and while you are here. We can offer advice on living costs and budgeting, as well as on awards, allowances and loans.

Assessment

The programme is assessed in a variety of ways, including reports, essays, presentations and practical performance.

Professional recognition

This programme is accredited through the National College for Teaching and Leadership (NCTL). Early Years Teacher Status is awarded when all the early years teaching standards have been judged to be met. This award does not lead to Qualified Teacher Status.

Career options

Early years specialists with Early Years Teacher Status can aspire to become leaders of practice in early years settings.

Find out how to apply here - http://www2.gre.ac.uk/study/apply

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Develop a variety of teaching approaches to become an outstanding teacher of children in Early Years. Read more
Develop a variety of teaching approaches to become an outstanding teacher of children in Early Years.

Partnerships with local schools and early years settings give you opportunities to put theory into practice on two contrasting placements, supported by experienced mentors and University staff as you develop the knowledge and skills to meet the national requirements for Early Years Teacher Status (EYTS).

This course is accredited by the National College for Teaching and Leadership (a department of the Department for Education) to deliver Initial Teacher Training

Visit the website: https://www.beds.ac.uk/howtoapply/courses/postgraduate/next-year/early-years-birth-to-7-with-eyts

Course detail

• Study on a course designed to enable you to join a challenging and rewarding profession – becoming an effective and inspiring teacher who draws on broad knowledge and secure understanding of early years teaching and learning theories – delivered by a long-established teacher training partnership
• Explore your passion for working with babies and young children, as you apply your subject knowledge and expertise to planning and managing early years teaching, and hone your skills of critical self-evaluation and improvement
• Develop your experience in the workplace as well as research interests that you can apply to your own practice
• Gain knowledge of key policy developments in the Early Years and foundation phase, with added consideration of international perspectives
• Benefit from a qualification that gives you recommendation for Early Years Teacher Status (EYTS), enabling you to work in a nursery, private childcare setting, free school and academy; to start your own setting or take up work as a childminder
• Pursue continuous development through further study at MA/MSc, MPhil, PhD and EdD levels.

Modules

• The Professional Early Years Practitioner
• High Quality Practice in the Early Years
• The Early Years Researcher
• The Reflective Early Years Practitioner

Assessment

You will be assessed through a range of tasks, including presentations, portfolios, development of resources, research proposals, written tasks and a research project in an area of particular interest to you.

As part of your Early Years placement, you will be observed teaching and working with young children by your mentor and University tutor. This will support your development as an Early Years teacher and allow you to focus on ensuring that you meet the necessary Early Years Teacher Standards.

In all your assessments, you will be encouraged and supported to make links between your developing practice in the workplace and your unit assessments.

Careers

Early Years Teacher Status is a new nationally-recognised qualification. This course will place you at the forefront of the profession.

The course enables you to become an outstanding practitioner in an early years setting and school, qualified to teach young children from birth to age 5.

You will keep abreast of policy and research developments, engage in research at your own setting and work with families and other professionals to improve outcomes for babies and young children.

You are also likely to take up further study to Masters Level, e.g. MA Education, MA Education (Early Years), MA Education (Special Educational Needs), MA Education (Leadership) and beyond.

Funding

For information on available funding, please follow the link: https://www.beds.ac.uk/howtoapply/money/scholarships/pg

How to apply

For information on how to apply, please follow the link: https://www.beds.ac.uk/howtoapply/course/applicationform

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The mainstream graduate entry pathway on the Early Years Initial Teacher Training (EYITT) programme is designed for those who wish to work with babies and children from birth to five years old. Read more
The mainstream graduate entry pathway on the Early Years Initial Teacher Training (EYITT) programme is designed for those who wish to work with babies and children from birth to five years old. Early Years Teacher Status (EYTS) will be awarded to graduates who have been judged to have met all of the Teachers' Standards (Early Years).

Degree information

Early Years Teachers will be specialists in early childhood development and the Early Years curriculum. As highly skilled graduate leaders, they will be responsible for facilitating and leading high quality professional practice in early years settings. Participants will leave the programme as reflective practitioners who work with integrity, fostering positive relationships with parents/carers and children as well as other professionals.

Students undertake modules to the value of 60 credits.

The programme consists of three core modules (60 credits total), plus 124 placement days across a range of settings, including a 10 day key stage 1/2 placement. There are no optional modules on this programme.

Where less than 60 credits are achieved at Master’s level (level 7), but are successfully passed at undergraduate/Bachelor’s level (level 6), a Professional Graduate Certificate of Education (PgCE) will be awarded.

An additional pathway is also available for those already employed in an early years setting: http://www.ucl.ac.uk/prospective-students/graduate/taught/degrees/early-years-initial-teacher-training-employment-route

Core modules
-Teaching and Learning Module (Level 7)
-The Action Research Module (Level 7)
-Professional Practice Module (Level 6)
-Teaching and Learning Module (Level 7)

Placement
The programme consists of 124 placement days across a range of settings, including a 10 day KS1/2 placement.

Teaching and learning
The programme is delivered via a combination of taught sessions, workshops and work-based learning. The content of the programme aims to keep a careful balance between early years initiatives, educational theory and its practical application. Work-based learning means that academic knowledge, skills and understanding are clearly integrated and contextualised within the professional role of an early years practitioner.

Careers

Early years teachers can work in all private, voluntary and independent (PVI) early years settings which is where the majority of children and early years provision is based. They can also work in free schools, academies and independent schools which can employ teaching staff without the requirement for them to have QTS.

Employability
Recent research such as the EPPE Project (Sylva et al, 2010) has provided sound evidence that high quality early education teaching and care can have a powerful impact on young children, not only preparing them for school, but contributing to positive outcomes later in life (Prout, 1999). Acknowledging the key importance that quality education has on the outcomes for young children from their earliest years, government reforms in initial teacher education are focused on the years birth to five. Consequently, this specialist programme is designed for those already working or seeking to work with babies and children from birth to five years old.

Why study this degree at UCL?

Students on the Early Years Initial Teacher Training (EYITT) programme benefit enormously from the complementary skills and expertise of staff in partnership schools and at the IOE.

The EYITT route complements other existing initial training educational programmes at the IOE by both harnessing the expertise of internationally renowned lecturers and well respected researchers in early years education.

At IOE we have a long tradition of working in partnership with inner city, London settings and schools. The placement settings offer teaching experience where practitioners serve as mentors and joint assessors for our student Early Years teachers. IOE tutors have extensive experience of teaching, school management, inspection, research and consultancy.

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This MA offers you the opportunity to explore current issues within early childhood education in national and international contexts, and can open up a wide range of career opportunities in areas including childcare management, lecturing and research. Read more
This MA offers you the opportunity to explore current issues within early childhood education in national and international contexts, and can open up a wide range of career opportunities in areas including childcare management, lecturing and research.

It focuses on the crucial role that experiences in early education play in producing happy, healthy and successful children. Drawing on your own professional experience, practice and interests you'll be able to research and develop specialist areas of expertise within this field.

Specifically, our re-validated course provides an exciting new opportunity to:
• Engage in rigorous and critical professional development
• Explore issues of relevance to your own workplace
• Enhance your skills in research and critical enquiry
• Investigate the latest research
• Innovate and lead practice

Visit the website: https://www.canterbury.ac.uk/study-here/courses/postgraduate/early-childhood-education.aspx

Course detail

The range of modules is designed to reflect the range of expertise and specialisms within the Early Childhood Directorate teaching team, who are passionate about using insights from their research to enhance your learning experience. You will have the opportunity to develop your own research and specialist areas of expertise, based on personal interests and professional experiences. We encourage you to gain experience as a researcher, and there may be opportunities to get involved in research projects and student internships within the Faculty of Education.

You will study a core module at the outset which will help you develop an understanding of Level 7 learning and the importance of reflection on practice, as you begin to develop effective Level 7 writing skills and abilities.

• Professional Development through Research, Reflection and Professional Practice (core 20 credit module)

As you progress you will have the opportunity to develop these skills further in a range of optional 20 credit modules. Options include the following although some combinations may be limited due to your mode of study (full/part¬time). All modules are subject to change.

• Early Childhood Education: Curricular and Pedagogical Approaches (optional)
• Leading Quality Practice in Early Childhood Education (optional)
• Policy and Practice in Early Childhood Education (optional)
• Learning Outdoors in Early Childhood (optional)
• Children’s Lives in Context: Historical and International Perspectives (optional)
• Children and Charities in Early Childhood Education (optional)
• Early Childhood Education for Sustainability (optional)
• Early Childhood Education: Negotiated Project (optional)

The final 60 credits of the course are designed to enable you to demonstrate self-direction and originality in conducting an independent research study into a specialist area in early childhood education.

Suitability

The MA attracts a wide range of graduates from a variety of backgrounds not necessarily Early Years related but those who wish to expand and deepen their knowledge of young children from birth to 8 years. Throughout the course you will have the opportunity to engage in extracurricular activities hosted by the University such as conferences, open lectures, and visits to early years settings.

Format

You'll study using a variety of learning and teaching strategies involving you as an active participant in the process of learning and teaching depending upon the mode of delivery. Modules typically consist of a series of lectures, workshops and seminars which are delivered over the course of seven weeks. Some modules may be offered on a blended basis combining face to face Saturday sessions with access to online learning resources. Blended delivery is particularly appropriate where the module content demands experiential learning and some sessions may include field work as well as classroom based activities. It is also appropriate for modules such as the Negotiated Project where students are encouraged to further their own specific research interests with one-to-one tutor support.

All learning will be supported through the use of the University Virtual Learning Environment (Blackboard) as well as other digital media. Individual tutorials are offered to students in all modules and individual supervision forms an essential part of work on the dissertation. The module tutor or the Programme Director will act as your personal tutor.

Assessment

The programme uses a range of assessment types including presentations, action research reports, reflective commentaries, literature reviews and document analysis. You will also complete a 15,000 word dissertation based on your research interests.

What can I do next?

As a programme of rigorous and critical professional development, the MA Early Childhood Education can open up a wide range of opportunities. Graduates from the MA Early Childhood Education have been successful in pursuing careers in a variety of different professional contexts with roles including Lecturer in Early Years, Nursery Manager, Childrens Centre Manager, Deputy Headteacher (primary) and Creative Early Years Specialist. Some students have gone on to enroll on doctoral programmes and to undertake a PhD based on their particular research interests.

How to apply

For information on how to apply, please follow this link: https://www.canterbury.ac.uk/study-here/how-to-apply/how-to-apply.aspx

Funding

-Masters Loans-

From 2016/17 government loans of up to £10,000 are available for postgraduate Masters study. The loans will be paid directly to students by the Student Loans Company and will be subject to both personal and course eligibility criteria.

For more information available here: https://www.canterbury.ac.uk/study-here/funding-your-degree/funding-your-postgraduate-degree.aspx

-2017/18 Entry Financial Support-

Information on alternative funding sources is available here: https://www.canterbury.ac.uk/study-here/funding-your-degree/2017-18-entry-financial-support.aspx

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This course is aimed at people who are currently working with young children aged 0-5 years in early years settings including children's centres, schools and private day care. Read more

This course is aimed at people who are currently working with young children aged 0-5 years in early years settings including children's centres, schools and private day care. You deepen your knowledge and understanding of the Early Years Foundation Stage (EYFS) and early childhood development for young children.

During the course you cover developing the curriculum and pedagogy for the age phases 0-3 and 3-5 years. You also gain knowledge and understanding of transition issues, including children's progress through key stages 1 and 2.

Supported by experienced workplace mentors, you extend your knowledge and professional skills in key areas including

  • the observation and assessment of young children's development
  • children's development and learning through play
  • children's participation and inclusion
  • collaborative working with parents and carers
  • the leadership of staff teams

During your training you strengthen your expertise in teaching early literacy, including reading, and mathematics, including numeracy. The course also enhances your skills in supporting children's learning and development across all the prime and specific areas of the EYFS. You deepen your understanding of the characteristics of effective learning that are key to this stage of development.

You complete an assessed teaching practice in your home school or early years setting, and a second assessed placement with a younger or older age-group in a second school or early years setting. Placement experience is organised so that you cover the three age groups within the 0-5 age range.

Throughout your course you are supported to develop a range of relevant academic and professional skills at graduate and postgraduate level. This supports and enhances your career potential, opening up opportunities for higher level posts within early years services.

Professional recognition

By meeting the standards for Early Years Teacher Status, you are recognised as an Early Years Teacher (0-5) with EYTS by the http://www.nationalcollege.org.uk/index" target="_blank">National College of Teaching and Leadership.

Course content

Key areas include

  • child development for babies, toddlers and young children
  • the Early Years Foundation Stage
  • play in early childhood
  • working with families
  • leadership
  • working across professional boundaries

Assessment

  • course work including reflective writing, presentations and e-portfolio
  • practice during placements

Employability

Previous students have gained roles as early years teachers in private nurseries, preschools and children's centres, working with children and their families.

Early career roles are often practice based but involve some form of leadership such as a room leader, EYT leading practice across a setting or SENCO co-ordinating provision for children with special education needs. Students have also gained practitioner roles in schools, working with young children aged 2 - 5.

There are developing opportunities in schools, as schools extend provision to two-year-olds. Early career salaries on graduation vary across the early years sector, starting at around £16,000 going up to £24,000.

For experienced early years teachers, there are good opportunities for career progression leading to higher level leadership roles. These roles include private nursery manager, nursery chain teacher and children's centres co-ordinator or manager, where you would lead a multiprofessional team. Salaries range between £25,000 and £40,000.

Some graduates take up teaching roles in further education, with salaries starting at £25,000. Others continue their academic and professional development at masters level.



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A child's early years are a critical period for learning the practical, emotional and social skills that form a foundation for success in later life. Read more
A child's early years are a critical period for learning the practical, emotional and social skills that form a foundation for success in later life.

As an early years teacher you’ll support children’s development through play and care, creating a secure base from which they can safely explore their world.

This part-time employment-based route is suitable for skilled graduates who are already working with children aged from birth to five.

You'll gain training and further experience to demonstrate the Teachers' Standards (Early Years) and gain Early Years Teacher Status (EYTS) alongside a solid understanding of the continuum to Key Stage 1.

Achieving EYTS means that you’ll be able to take on higher level and leadership roles to improve the experiences and life-chances of young children, providing them with the best start in life.

Our trained teachers are specialists in early childhood development and many go on to lead practice across the Early Years Foundation Stage (EYFS).

We work in partnership with your current employer to provide training and support and offer your employer a £7,000 financial incentive to provide for your cover while you're at university and on placement.

Course structure

On this programme you will spend the majority of your time in your current workplace, with two other placements working with other age ranges including at Key Stage 1. In your workplace and on your placements you will put into practice the skills you learn through your training, with regard to current research and relevant theories.

You will attend university sessions once a month, where you will reflect on and analyse your own practice, and evaluate the work practices of your fellow practitioners. The training programme is dynamic, tailored to your individual needs and areas for improvement.

Assessment process

You will be assessed via:

• a formative review to determine your progress in meeting the Early Years Teachers' Standards
• a portfolio of evidence which relates to your practice against the Early Years Teachers' Standards
• direct observation of your practice.

Areas of study

Your training may include aspects of the following:

• placement experience with the 0–5 age group including 14 days in a school at Key Stage 1 and 16 days with an alternative age range
• development and learning in the 0–5 age group
• presentation skills
• reflective practice
• leadership skills
• working with sector professionals including speech and language therapists.

Placements

As well as gaining further experience in your early years workplace setting, you will have the opportunity to go on placement in other settings, including in a school at Key Stage 1 for two days per week over seven weeks.

In addition to your Key Stage 1 placement, you will undertake a placement with an alternative age range. This means that you will work in a different setting to your own, with a different age range. For example, if you normally work with children aged 3–5, you would have a placement working with under 3s. This placement is for two days per week for eight weeks.

At the university we have close partnerships with local schools and early years settings to support your placements. The EYITT course team will help you to arrange them and you will have the support of mentors throughout.

Why train?

How you will benefit:

• Improve and change practice in your setting.
• Lead practice across the Early Years Foundation Stage.
• Support and mentor your colleagues and others.
• Model skills and behaviours that safeguard and promote good outcomes for children.

How your setting will benefit:

• Early years teachers are leaders of change and can manage and inspire those they work with.
• Early years teachers have a wealth of up to date knowledge of effective practice that they have developed through training.
• Ofsted recognises the difference graduates are making and you will be contributing to its vision for a highly skilled workforce.
• Parents may be influenced to choose a setting that employs an early years teacher over one that doesn't.

Careers and employability

There is great demand for early years teachers to provide high-quality education for young children.

As an early years teacher, you’ll play an essential role in children’s development. By training to deliver the Early Years Foundation Stage (EYFS), you’ll be able to use your knowledge and skills to ensure all children can experience high standards of learning.

You'll be equipped to make decisions based on the depth of your knowledge of the EYFS framework and of relevant theories and research. You'll also be alive to changing circumstances and able to respond flexibly with children’s interests at heart.

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The employment-based route on the Early Years Initial Teacher Training (EYITT) programme is designed for those already working with babies and children from birth to five years old. Read more
The employment-based route on the Early Years Initial Teacher Training (EYITT) programme is designed for those already working with babies and children from birth to five years old. Early Years Teacher Status (EYTS) will be awarded to graduates who have been judged to have met all of the Teachers' Standards Early Years).

Degree information

Early Years Teachers will be specialists in early childhood development and the Early Years curriculum. As highly skilled graduate leaders, they will be responsible for facilitating and leading high quality professional practice in early years settings. Participants will leave the programme as reflective practitioners who work with integrity, fostering positive relationships with parents/carers and children as well as other professionals.

Students undertake modules to the value of 60 credits.

Participants will be working to a timetable of no more than 90 per cent of full time working hours and be released for training and study days. Students take three core modules (60 credits total). In addition to this, students will undertake other placements of up to 6 weeks in order to cover the full 0-5 age range.

Where less than 60 credits are achieved at Master’s level (level 7), but are successfully passed at undergraduate/Bachelor’s level (level 6), a Professional Graduate Certificate of Education (PgCE) will be awarded. There are no optional modules on this programme.

An additional pathway is also available for those who wish to study full-time: http://www.ucl.ac.uk/prospective-students/graduate/taught/degrees/early-years-initial-teacher-training-mainstream-route

Core modules
-Teaching and Learning Module (Level 7)
-The Action Research Module (Level 7)
-Professional Practice Module (Level 6)
-Teaching and Learning Module (Level 7)

Placement
Students will undertake placements of up to 6 weeks in order to cover the full 0-5 age range, including 10 days in a Key Stage 1/2 placement.

Teaching and learning
The programme is delivered via a combination of taught sessions, workshops and work-based learning. The content of the programme aims to keep a careful balance between early years initiatives, educational theory and its practical application. Work-based learning means that academic knowledge, skills and understanding are clearly integrated and contextualised within the professional role of an early years practitioner.

Careers

Early years teachers can work in all private, voluntary and independent (PVI) early years settings which is where the majority of children and early years provision is based. They can also work in free schools, academies and independent schools which can employ teaching staff without the requirement for them to have QTS.

Employability
Recent research such as the EPPE Project (Sylva et al, 2010) has provided sound evidence that high quality early education teaching and care can have a powerful impact on young children, not only preparing them for school, but contributing to positive outcomes later in life (Prout, 1999). Acknowledging the key importance that quality education has on the outcomes for young children from their earliest years, government reforms in initial teacher education are focused on the years birth to five. Consequently, this specialist programme is designed for those already working or seeking to work with babies and children from birth to five years old.

Why study this degree at UCL?

Students on the Early Years Initial Teacher Training (EYITT) programme benefit enormously from the complementary skills and expertise of staff in partnership schools and at the IOE.

The EYITT route complements other existing initial training educational programmes at the IOE by both harnessing the expertise of internationally renowned lecturers and well respected researchers in early years education.

At the IOE we have a long tradition of working in partnership with inner city, London settings and schools. The placement settings offer teaching experience where practitioners serve as mentors and joint assessors for our student Early Years teachers. IOE tutors have extensive experience of teaching, school management, inspection, research and consultancy.

Read less
This part-time work-based course provides intensive specialist training in becoming an early years teacher that will enable you to gain the Early Years Teacher Status in one year. Read more
This part-time work-based course provides intensive specialist training in becoming an early years teacher that will enable you to gain the Early Years Teacher Status in one year. Alongside you will also complete a Postgraduate Certificate in Professional Studies in Education (60 masters-level credits) which may count towards a full masters qualification.

What will you study?

You will gain a greater understanding of what it is to be an early years teacher within the Early Years Foundation Stage and the knowledge that underpins the delivery of this to babies and children in the birth to five years age range. Topics covered include, safeguarding and child protection, early literacy and phonics, early maths, personalised progress and tracking and leadership and management.

As an early years teacher, you play an essential role in children's development between birth and the age of five, providing high-quality early education. By training to deliver the Early Years Foundation Stage whilst undertaking the Graduate Employment Based course, you will learn how to use your knowledge and skills to ensure children benefit from a high standard of early years teaching.

Employment of early years teachers

The Government wants to give more autonomy to headteachers so that they can decide who is best qualified and suited to teach in their schools. Early years teachers will be specialists in birth to five years old and will be ideally placed to fulfil the needs of employers in private and independent settings and schools to provide high-quality education and care for babies and young children. Settings and schools are able to take advantage of changes introduced in September 2013 that mean that head teachers will have even more flexibility and freedom on pay and will be able to place staff on the most appropriate point on the relevant pay scales.

Training and assessment pathway

The Graduate Employment Based pathway is designed for graduates in an early years setting who require some additional training and further experience to demonstrate the Teachers' Standards (Early Years).

Trainees will be required to undertake a the minimum of a two-week alternative placement in an appropriate early years setting as well as 10 days in a Key Stage 1 school. However, depending on experience this may be extended to four weeks if it is identified that the trainee requires more experience in a specific age group within an early years setting.

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The Early Years Education (Online) MA offers exceptional career development opportunities for early childhood practitioners and other professionals worldwide. Read more
The Early Years Education (Online) MA offers exceptional career development opportunities for early childhood practitioners and other professionals worldwide. This new programme builds upon the success of our established campus-based Early Years Education MA programme.

Degree information

This Master’s degree offers students the opportunity to:
-Enhance their professional development and understanding of national and global issues in early learning, early years policy and curricula.
-Critically evaluate a range of literature about young children’s learning and best practice in early education.
-Develop their understanding of research methodology with and about young children.
-Conduct their own small-scale research project in a setting of their own choice.

Students undertake modules to the value of 180 credits. The programme consists of four core modules (120 credits) and a dissertation (60 credits). There are no optional modules for this programme.

Core modules
-Contemporary Issues in the Early Years
-Early Childhood Education
-Leadership in Early Childhood Education
-Researching Early Years and Primary Education

Dissertation/report
All students undertake an independent research project which culminates in a dissertation of 20,000 words.

Teaching and learning
The programme is delivered through online sessions based on Moodle, our virtual learning environment. Assessment is by 5,000-word coursework assignments and a 20,000-word dissertation.

Careers

This is a new programme and no information on graduate destinations is therefore available. Graduates of the campus-based Early Years Education MA are currently working as advisers to local and national governments; nursery, children’s centre and primary school senior leaders; further and higher education tutors; early years doctoral and funded researchers.

Employability
This programme will enable students to understand and reflect on current knowledge of early years policy and practice in the UK and internationally; raise awareness of research into early childhood practice and of research methods and approaches relevant to the field of study; enable early years educators to gain a critical understanding of policy development in early childhood services, at a local, national and international level.

Why study this degree at UCL?

The UCL Institute of Education (IOE) is ranked first for education in the QS World University Rankings (2015).

This new online programme provides students worldwide with an opportunity to access the exceptional expertise of the IOE.

The Early Years Education staff team at the IOE have been at the forefront of international research for two decades including the renowned Effective Pre-School, Primary and Secondary Education (EPPSE) project - http://www.ioe.ac.uk/research/153.html

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