The programme allows students to engage with current issues and debates relevant to early years education, increasing understanding of policy development and developing leadership knowledge and skills to assess the quality of early years practice. Students gain understanding of general methodology and research methods, which enables them to conduct research in early years settings.
This programme provides the opportunity for students to access professional development that is informed by best practice in early years education. It will also prepare students for leadership roles and develop their understanding of general methodology and research methods.
Students undertake modules to the value of 180 credits.
The programme consists of three core modules (90 credits), one optional module (30 credits) and a dissertation (60 credits).
Core modules
Optional modules
Students can also choose one from a wide range of Master's-level optional modules across the IOE offering.
Dissertation/report
All students undertake an independent research project which culminates in a 20,000-word dissertation.
Teaching and learning
This programme is delivered through face-to-face evening sessions. Assessment is through assignments and a dissertation.
Further information on modules and degree structure is available on the department website: Early Years Education MA
Graduates of the Early Years Education MA are currently working as nursery teachers and managers, primary school teachers, advisers to local and national government and researchers on early childhood programmes.
Recent career destinations for this degree
Employability
By taking this programme students develop an international, critical and deep understanding of early years leadership, curriculum, pedagogy and assessment.
Careers data is taken from the ‘Destinations of Leavers from Higher Education’ survey undertaken by HESA looking at the destinations of UK and EU students in the 2013–2015 graduating cohorts six months after graduation.
The Early Years Education staff team at UCL Institute of Education (IOE) have been at the forefront of international research for two decades including the renowned Effective Pre-School, Primary and Secondary Education (EPPSE) project.
The research and teaching team specialise in early years leadership, pedagogy and curriculum and assessment
The Research Excellence Framework, or REF, is the system for assessing the quality of research in UK higher education institutions. The 2014 REF was carried out by the UK's higher education funding bodies, and the results used to allocate research funding from 2015/16.
The following REF score was awarded to the department: Learning & Leadership
78% rated 4* (‘world-leading’) or 3* (‘internationally excellent’)
Learn more about the scope of UCL's research, and browse case studies, on our Research Impact website.
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.
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 can expect to study an average of 300 hours per 30-credit module and 600 hours for the Dissertation. The number of weekly study hours can vary during the programme. As a general guide, students following the suggested 2-year programme structure can expect to study 7-14 hours per week and 1-2 hours per day.
Students undertake modules to the value of 180 credits.
The programme consists of four core modules (120 credits) and a dissertation (60 credits).
Core modules
Please note:
There are no optional modules for this programme.
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.
Further information on modules and degree structure is available on the department website: Early Years Education (Online) MA
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.
The UCL Institute of Education (IOE) is ranked first for education in the QS World University Rankings by Subject 2017.
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.
The Research Excellence Framework, or REF, is the system for assessing the quality of research in UK higher education institutions. The 2014 REF was carried out by the UK's higher education funding bodies, and the results used to allocate research funding from 2015/16.
The following REF score was awarded to the department: Learning & Leadership
78% rated 4* (‘world-leading’) or 3* (‘internationally excellent’)
Learn more about the scope of UCL's research, and browse case studies, on our Research Impact website.
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.
By becoming an early years teacher, you’ll make a lasting, positive impact on children’s wellbeing and development through play and care, creating a secure base from which they can safely explore their world.
Our part-time, employment-based Early Years Initial Teacher Training (EYITT) 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). On successful completion, you will be awarded a postgraduate certificate (PGCert) in Early Years Education with Early Years Teacher Status (EYTS). You will also achieve 60 masters-level credits.
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. EYTS is awarded and professionally accredited by The National College for Teaching and Learning (NCTL).
Our trained teachers are specialists in early childhood development and many go on to lead practice across the Early Years Foundation Stage (EYFS).
This course is fully funded. We also 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.
This new course is in the final stages of development and small changes may occur. Check back for the most up-to-date information.
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.
During university taught sessions you will engage with two masters level modules that will focus on:
These sessions will support you to reflect on and analyse your own practice, as well as develop practice within your setting. The training programme is dynamic, tailored to your professional development needs.
You will be assessed via:
Your training may include aspects of the following:
As well as gaining further experience in your early years workplace, you will have the opportunity to undertake placements in other settings, including in a school at Key Stage 1 for a minimum of two weeks.
In addition you will also undertake a work placement with an alternative age range. So, 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.
How you will benefit
How your setting will benefit
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.
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
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.
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.
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.
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.
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.)
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.
For information on how to apply, please follow this link: https://www.canterbury.ac.uk/study-here/how-to-apply/how-to-apply.aspx
See our Teacher Education Funding page to discover the scholarships and bursaries available.
View http://www.canterbury.ac.uk/study-here/fees-and-funding/teacher-education-funding.aspx
This employment based course provides intensive specialist training to become an early years teacher, enabling you to gain the Early Years Teacher Status in one year.
This course will enable you to become an effective, inclusive and evidence informed teacher. At the heart of our course is a commitment to personalising your journey to Early Years Teacher Status. We'll help you to grow in confidence and competence by providing you with outstanding support as you train. We have high student satisfaction rates, as evidenced in the Guardian University League table for Education.
You'll find a supportive learning environment at the University. This will help you develop a deep understanding of the early years curriculum and acquire a range of teaching methods, based upon the latest research in education. We model good teaching as we train you, so you can transfer what you've experienced into your own practice. You will benefit from an additional contrasting placement.
You'll also benefit from a course that supports you in becoming a research-engaged teacher, who can use evidence to drive improvements in young people's learning and well being. Your PGCE modules form part of our Master of Research in Education, which you can continue with beyond your PGCE year.
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, tracking and leading and supporting.
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 course, you will learn how to use your knowledge and skills to ensure children benefit from a high standard of early years teaching.
The Graduate Employment Based pathway is designed for graduates working in an early years setting who require additional training and further experience to demonstrate the Early Years Teacher Standards.
You will attend taught sessions once a week, usually a Friday from 9.00am until 5.00pm.
Trainees will also 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.
Early years teachers will be specialists in birth to five years old and will be ideally placed to fulfill the needs of employers in private and independent settings and schools to provide high quality education and care for babies and young children.
Professional placement in early years setting
PGCE Academic Modules
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).
Early Years Teachers will be specialists in early childhood development and the EYFS Framework. 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 130 placement days across the range of ages within the EYFS and a 10 day key stage 1/2 placement.
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.
Core modules
Optional modules
Placement
The programme consists of 130 placement days, in at least 2 EYFS settings, and 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. Setting-based learning means that academic knowledge, skills and understanding are clearly integrated and contextualised within the professional role of an early years practitioner.
Further information on modules and programme structure is available on the department website: Early Years Initial Teacher Training (mainstream pathway)
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, graduates from this specialist EYITT programme are highly sought after throughout the EYFS sector..
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 teacher education programmes at the IOE by 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.
Accreditation
Early Years Teacher Status (EYTS) will be recommended for graduates who have been judged to have met all of the Early Years Teachers' Standards.
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).
Early Years Teachers will be specialists in early childhood development and the EYFS Framework. 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 placements in at least one other setting, 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.
An additional pathway is also available for those who wish to study full-time.
Core modules
There are no optional modules on this programme.
Placement
Students will undertake placements 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.
Further information on modules and programme structure is available on the department website: Early Years Initial Teacher Training (employment pathway)
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, successful graduates of the specialist EYITT programme find that they are highly sought after throughout the EYFS sector.
Students on the Early Years Initial Teacher Training (EYITT) programme benefit enormously from the complementary skills and expertise of staff in partnership schools/settings and at the IOE.
The EYITT route complements other existing initial teacher education 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.
Accreditation
Early Years Teacher Status (EYTS) will be recommended for graduates who have been judged to have met all of the Early Years Teachers' Standards.
As an early years teacher, you play an essential role in a child's development.
The quality of teacher training at Greenwich in the areas of early years was rated 'Good' by Ofsted in its recent report. The report commented on the "trainees' warm relationships with the children and the high level of care they provide" as well as identifying that "trainees understand and take account of children's individual needs".
If you wish to gain Early Years Teacher Status, our full-time programme is for you. Our professional programme will teach you how to provide high-quality early years education. We will create an individual training plan unique to you and you will learn how to use your knowledge and skills to ensure all children have access to high standards of learning.
During your time with us, you will develop your professional practice with children from birth to five years, as well as your leadership skills. You will also support and lead reflective practice and quality provision.
You could be eligible for your tuition fees to be covered by a National College for Teaching and Leadership (NCTL) grant and there are also bursaries of up to £5,000 for graduates with a firstclass degree, £4,000 for graduates with a 2:1, and £2,000 for graduates with a 2:2. Visit the National College for Teaching and Leadership (NCTL) website for more information.
Located at the university's prestigious Greenwich Campus, the Early Years Teacher status Professional PGCE programme has world renowned attractions right on its doorstep from the Cutty Sark to Greenwich Park.
With the opening of the highly anticipated Dreadnought Building on the horizon, not only will you study in the heart of the Greenwich campus, but you will also have access to state-of-the-art learning, teaching and social spaces.
Year 1
Students are required to study the following compulsory courses.
Students are required to choose 1 course from this list of options.
Students are required to choose 1 course from this list of options.
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 early years issues (from birth to age five years of age).
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.
Early years specialists with Early Years Teacher Status can aspire to become leaders of practice in early years settings.
Are you working in primary education? Do you want to improve and advance your skills in order to start leading and designing study? This programme could offer you an ideal way of improving your knowledge and skills without leaving your classroom. It is entirely delivered online. This means you can fit it around your work and also apply it to your work at the same time. You can study three options which are MEd, PgDip and PgCert depending upon time and personal circumstances. Whichever option you choose you will learn more and gain more to apply to your classroom context.
The programme looks at enhanced professionalism within Early Years Education developing capacity to evidence arguments and support judgements in ambiguous situations.
MEd
Semester 1
Semester 2
Semester 3
Find out more detail by visiting the programme web page
Find out about fees from the School of Education direct
Further Information about fees
*Please be advised that some programmes have different tuition fees from those listed above and that some programmes also have additional costs.
View all funding options on our funding database via the programme page
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