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
An honours degree in a childhood related subject.GCSEs in English, maths and science at grade C or higher.
Recipient: University College Birmingham
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