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).
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.
Visit the PGCE Early Childhood Education with Early Years Teacher Status page on the Canterbury Christ Church University website for more details!
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