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Early Years Practice - PGCert


Course Description

You will train to teach Early Education and Care across the birth to five age range, leading to 60 master’s credits and Early Years Teacher Status (EYTS).
-Gain the experience, opportunity and knowledge to work within the Early Years sector
-Experience placements in three different settings, including a children’s centre
-Culminates in assessment against the specialist Teachers’ Standards (Early Years)
-Qualifies you to work towards a leadership role in private, independent or ‘free’ schools, voluntary settings, and some children’s centres

WHAT WILL YOU STUDY?

Modules include:
-The Early Years Foundation Stage
-The professional self in Early Years leadership
-Child development

Please note that all modules are subject to change.

WHAT CAREER CAN YOU HAVE?

In addition to the many masters' and PhD graduates, each year we have over 500 students become newly qualified teachers (NQTs). Our excellent links with local schools ensure that our employment rates are consistently high, with well over 90 per cent of our NQTs finding a teaching job last year.

With pay scales to match other industries, job security, an excellent pension and better work-life balance, teaching is becoming one of the most sought-after professions of today. Our masters' and professional courses have allowed many teachers to gain promotion within their institutions. A number of students also continue their studies onto EdD/PhD courses to develop a career in educational research.

Visit the Early Years Practice - PGCert page on the University of Reading website for more details!

Entry Requirements

A good undergraduate honours degree (or equivalent from a university outside the UK). Entrants who do not meet this requirement will be assessed on a caseby- case basis and practical experience may be taken into account where appropriate. In addition entrants must meet the DfE requirements of: maths, science and English language grade C or above at GCSE or equivalent and DfE skills tests in literacy and numeracy.

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Recipient: University of Reading

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