Plymouth University · 2. The Graduate Entry Mainstream (GEM) – a postgraduate full-time pathway...
Transcript of Plymouth University · 2. The Graduate Entry Mainstream (GEM) – a postgraduate full-time pathway...
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Plymouth University
Faculty of Arts and Humanities
Plymouth Institute of Education (Early Childhood)
Programme Specification
Award Title: PGCert. Early Childhood (EYITT)
Graduate Entry Mainstream (GEM) &
Graduate Entry Employment Based (GEEB) Pathways
Date of approval 09/12/14
Definitive Documentation approved on: 18/02/15
Approved by:
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1. The Qualification: Post Graduate Certificate
Final award title PG Cert Early Childhood (EYITT)
Level 7 Intermediate award title(s) Early Years Teacher Status
(Professional Status)
UCAS code: N/A
JACS code N/A
2. Awarding Institution: Plymouth University
Teaching institution(s): Plymouth University,
Institute of Education.
3. Accrediting bodies: Plymouth University (PGCert. Early
Childhood)
NCTL (Early Years Teacher Status)
Summary of specific conditions/regulations:
This Programme is intended to lead to a professional qualification (Early
Years Teacher Status), that is, achievement of the Early Years Teachers’
Standards accredited and awarded by NCTL.
The underpinning study and understanding for the PGCert Early Childhood
are supported by two 30 credit Masters Modules accredited by Plymouth
University. The Masters Modules are regulated by the Plymouth University
Postgraduate Regulatory Framework and QAA (Masters Level Benchmarks)
Specific Guidance Summary
The NCTL stipulates Early Years Initial Teacher Training Requirements in
NCTL (2013) Early Years Initial Teacher Training Requirements: Supporting
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Advice This advises that:
3.1 In order to deliver early years initial teacher training (early years
ITT), a provider must be accredited to deliver ITT leading to the
award of qualified teacher status (QTS) and deliver a minimum of
one programme leading to this award.
All accredited providers must continue to meet the ITT criteria.
That all entrants have achieved a standard equivalent to a
grade C in the GCSE examinations in English, mathematics
and a science subject.
R1.2 That, in the case of graduate programmes of early years
ITT, all entrants hold a degree from a UK higher education
institution or equivalent qualification
R1.3 That all entrants, as part of the provider's selection
procedures, have taken part in a rigorous selection process
designed to assess their suitability to teach
R1.4 That all entrants beginning early years ITT on or after 1
August 2014 have passed the professional skills tests prior to
entry
R2.1 That the content, structure, delivery and assessment of
programmes are designed to:
a) enable trainee teachers to meet all the Teachers’ Standards
(Early Years) across the age range of training
b) ensure that no trainee teacher is recommended for the award
of EYTS until they have met all of the Teachers’ Standards
(Early Years) (Appendix 1)
R2.2 All trainee Teachers are prepared to teach across the 0 to
5 age range (the Early Years Foundation Stage) and engage
with the educational continuum of expectations, curricula, and
teaching in Key Stages 1 and 2.
R2.3 That training programmes are designed to provide trainee
early years teachers with sufficient time being trained in early
years settings or schools to enable them to demonstrate that
they have met all the Teachers’ Standards (Early Years). This
means they would typically be structured to include at least the
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following periods of time to be spent in training in early years
settings or schools that should include a minimum of 2 weeks in
a school in key stage 1:
- a graduate (non-employment based) programme 120 days
(24 weeks)
- employment-based programme – as determined by the
training programmeR2.4
That each trainee early years teacher has taught in at least 2
schools or early years settings.
R3.1 That their management structure ensures the effective
operation of the training programme.
R3.2 That partners establish a partnership agreement setting
out the roles and responsibilities of each partner. Provision that
is not school or setting-led must assure the significant role of
schools and early years settings in recruiting, selecting, training
and assessing trainee early years teachers.
R3.3 That they monitor, evaluate and moderate all aspects of
provision rigorously and demonstrate how these contribute to
securing improvements in the quality of training and the
assessment of trainees.
Early years ITT providers should clearly define the
arrangements and responsibilities for monitoring and
evaluating the quality of training provision across all the
contexts in which it takes place, and identify ways in which it
could be improved.
Early years ITT providers should ensure that arrangements for
internal moderation are in place and that they work effectively.
Early years ITT providers should appoint suitable External
Moderators.
All accredited providers of employment-based early years ITT
must, additionally, ensure all of the following:
- R4.1 For the period of training, all applicants employed at a
school, (except applicants employed in academies,
independent schools and early years settings) must be
employed as unqualified teachers and must be paid in
accordance with at least point 1 on the unqualified teachers’
pay scale for the period of their training.
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R4.2 No candidate will be required to perform more than 90% of the
duties normally required of a full-time early years teacher.
Date of re-accreditation: N/A This is a first request for approval
4. Distinctive Features of the Programme and the Student Experience
Introduction:
Early Years Teacher Status (EYTS) is a professional award for those leading
practice with children aged 0-5 largely in the private, voluntary and
independent (PVI) settings, but to also include Academies, and schools. The
training programme is referred to in Government Documents as ‘Early Years
Initial Teacher Training’ and has the intention of raising the professional
status of those working with the youngest of children in care and education
settings. Early Years Teachers will make the education and care of babies
and children their first concern and they are accountable for achieving high
standards in their professional practice and conduct, acting with integrity and
honesty. Early Years Teachers are expected to have and maintain strong
early development knowledge, keep skills up to date and are self-critical.
They recognise that KS1 and KS2 curricula follow the Early Years
Foundation Stage (EYFS) in a continuum and can work with parents and
partner colleagues in the best interests of babies and young children.
EYTS or EYITT is considered by DfE/ NCTL from 2015 as a part of the suite
of teaching qualifications and is intended to attract high quality graduates to
work in the early years. Early Years Teachers will specialise in early
childhood development and meet the same entry requirements and pass the
same skills tests as trainee school teachers. The Early Years Teacher Status
is considered as the equivalent of QTS but does not currently attract the
same level of pay and conditions for those holding this status.
From September 2014 the NCTL has adopted a new approach to the
allocation of places to training providers of EYITT. They will no longer
contract providers to offer training for a predetermined number of places over
an agreed period, but will allocate places according to need at a national and
local level on an annual basis. Therefore this specification is initially for
academic year 2015-16 but with a view to ongoing provision if successfully
delivered.
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This programme has been specifically designed in response to market
research which highlighted the disparate early years population in Dorset,
Devon and Cornwall, and requests for a more distant approach where
possible. This research also highlighted the range of starting points for those
interested in entering the two pathways and the need for some tailoring for
individual need.
4.1 Key Features:
This programme will offer the two graduate entry pathways to EYTS:
1. The Graduate Employment Based (GEEB) – a postgraduate part-time
pathway for those already in employment in the sector (Employer
Incentive of £14,000 of which £7,000 may be used for course fees). This
is setting based training, but also requires experience of 2 different
settings (one for comparison within the same age range, and one to
understand children’s progression to KS1 and KS2).
2. The Graduate Entry Mainstream (GEM) – a postgraduate full-time
pathway for those wishing to enter the workforce (and which involves
substantial placement opportunity) (Fees funded by NCTL currently
£7000). (This attracts an individual student bursary of currently £4,000 for
students with a 2:1 or £9,000 for a First degree) This is largely placement
based with 120 days of placement across the age ranges: Babies,
Toddlers and Young Children, and with an understanding of teaching and
pupil expected outcomes in KS1 and 2.
**Additional note: at the time of submitting approval documents further
information on delivery and audit requirements were still awaited from the
NCTL and their guidance is subject to change**.
Both routes will have significant placement opportunities (120 days
minimum) so that trainees are able to evidence that they meet the Teacher
Standards Early Years across the age range
Students have access to a multi-disciplinary teaching team with expertise
working with children who are 0-5
Within the programme trainees will have the opportunity to achieve 60
Master’s level credits and Early Years Teacher Status
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Face-to-face days of study per module are spread throughout the term/year
supported by on-line materials accessed through Plymouth University’s
Digital Learning Environment.
Each candidate will have an interview during induction to determine their specific training needs on the programme and sessions and access to other support will be tailored accordingly
Both routes will involve a balance of academic modules (EYITT701 and EYITT702) and work-based/placement learning to build depth of knowledge and critical reflection and an evidence portfolio (Professional Modules EYITT703 and EYITT704).
Formative assessment and reviews will take place throughout the period of
study
M Level credits achieved lead to Masters progression opportunity.
5. Relevant QAA Subject Benchmark Group(s)
QAA (2010) Subject Benchmark for Master’s Degrees: ‘Masters' Degree
Characteristics’.
6. Programme Structure
The programme is of one year’s duration (12 months maximum from registration to
completion).
For both pathways students will be expected to register for and complete two 30
credit Masters Modules EYITT701 Early Years Foundation Stage: Providing
appropriate experiences and EYITT702 Developing Leadership Skills in Early
Childhood Settings. These offer the required NCTL ‘additionality’ of Masters
Credits alongside the professional qualification.
Students on both pathways study part-time for the Masters Modules for the
academic underpinning knowledge and interpretation over a 12 month period and
achieve a PG Cert. in Education. Alongside this students study for 2 termly zero
credit modules for each pathway which focus only on preparation for and
attainment of the Early Years Teacher Standards, and monitors practice
experience accordingly.
EYITT701 (30 credits) (Term 1): ‘The Early Years Foundation Stage: Providing
Appropriate Opportunities’.
This will include topics such as
Quality continuous provision for outstanding learning
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Collaborative learning
Outdoor learning in the early years
Self-evaluation and improvement
EYITT702 (30 credits) (Term 2): Developing Leadership Skills in Early Childhood
Settings
Reflective Practice
Models and approaches for leadership in early childhood settings
Leading through change
Leadership for quality: collective approaches to developing quality early
childhood provision
Two Professional modules (zero credit – EYITT703 and EYITT704):
Incorporate the practice elements and understanding needed to achieve the Early
Years Teachers’ Standards. There will be a range of face-to-face sessions to
cover topics relevant to the Early Years Teacher Standards. These may include
sustained shared thinking, phonics, supporting mathematics learning in young
children.
Practice and Placements: All trainees will have to demonstrate practice across
the age ranges from babies, toddlers and young children. This will be achieved by-
Graduate Entry Mainstream - 120 days /24 weeks minimum placement in
registered or maintained setting
Graduate Entry Employment – will be based in their setting but required to
undertake a further minimum of 2 weeks experience in another setting
where not employed
Both pathways will be required to undertake 2 weeks in a Key Stage 1
classroom
Placements can only be undertaken in registered settings or schools given
a grade 1 or 2 by Ofsted.
Student teachers will work collaboratively and independently on self-directed study
that reflects their reading and critical reflection upon generic issues in children’s
learning, teaching practice and professional development.
Assessment will be made via written work submitted for the two Masters
modules, and evidence of meeting the Teacher Standards via portfolio and
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observation (by associate tutors and supervising tutor) via the professional
modules.
The Masters level (Level 7) work will be assessed in line with National expected
QAA benchmarks and internal Masters level criteria. The academic assessment
requirement for each of the 2 modules is a written assignment (an essay or
reflective piece) that meets the academic standards of master’s level study, and
demonstrates an element of critical reflection on practice.
The achievement of Early Years’ Teacher Status will be assessed through
formative and summative assessment of practice. Mentors trained and operating
in settings, or visiting ‘tutor mentors’ for settings which are not yet ‘associate
schools’ will assess practice throughout the year and across the age ranges, and
against the Early Years Teachers’ Standards using a similar method to the existing
Teacher assessment implemented by Plymouth University. These assessments
will be recorded in the trainee portfolio.
The professional assessments require the trainee to produce practical evidence
relevant to each standard and indicator, across the 3 age ranges: babies (0-20
months), Toddlers (16-36 months) and Young Children (aged 30-60 months).
Individual Trainee teaching and facilitation of children’s learning and development
will be graded through assessment of a portfolio of practice evidence and
reflection, records of attendance and levels of practice, and observation by
associate tutors or supervising tutors. The final grade will be agreed in
consultation with the link tutor (quality assurance role). Moderation meetings will
be held across the partnership region for penultimate and final placements (both
programmes) to consider grades and all tutors are invited to represent their
students. Students will be able to discuss interim and penultimate grades with
professional and associate tutors to ensure areas of focus are set for the next
practice. Trainee assessment outcomes will be moderated by:
the School Experience internal moderator who serves on other ITT
programmes;
the internal moderation exchange of assessed files
and examination of outcomes by an external moderator, who will observe a
proportion of trainees in their final placements (10% minimum) for objective
standardisation purposes.
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Feedback processes
Formative feedback is an important and ongoing part of professional and
academic development. Summative feedback informs participants/students
of their achievements to date and areas for future improvement.
Regarding M Level (Level 7) work: tutors will provide detailed feedback
against the module intentions and assessment criteria and in relation to the
qualities of completed assignments. Thorough feedback on formal
assignments is offered through written feedback processes with turnaround
within 4 weeks of submission in line with PU processes. Students will have
opportunities for further discussion with teaching staff/personal tutors upon
receipt of feedback.
Regarding the Professional Status (EYTS) practice element – Trainees will
receive ongoing feedback from regular online tasks, from their setting based
supervisors/mentors/link tutors in both written and unwritten (discursive)
format. Each trainee will have a Development and Progress Review against
the Early Years Teachers’ Standards approximately 6 months into the
programme. They will receive written feedback and an individual action plan
will be established at this point.
Summative feedback at the end of the process will be provided in the form of
achievement or non- achievement of the professional status in line with
guidance from the NCTL. This may take as long as 3 months from end
assessment date.
(See pages 11&12 for diagrammatic illustration)
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6.1 Diagrammatic Illustration of the Graduate Entry Mainstream Pathway
Graduate Entry (Mainstream) (FT)
Sept 2015 Induction week - H&S & Safeguarding
Awareness - The role of practice mentor
etc.
Oct – Dec 2015
Module 1 EYITT701 ‘The Early Years Foundation Stage: Providing Appropriate Opportunities’ 5 days face to face
Dec-Jan Summative Assessment of Academic understanding Formal Development and Progress Review Student evaluation of Semester. 1 Modules
Jan – May Module 2 EYITT702 ‘Developing Leadership Skills in Early Childhood Settings’ 5 days face to face contact
June / July Final Assessment of Academic understanding Assessment of portfolio and summative assessment of practice Student evaluation of Sem. 2 Modules and over-all process/experience
July/August Internal and External Moderation and upload of outcomes.
Zero Credit Professional Practice EYITT703 60 days mentored
placement practice in 2 early years settings
expected as a minimum. 2 weeks assessed
placement in KS1 in early December
Zero Credit Professional Practice EYITT703. 60 days placement
practice assessed in 2 early years settings
expected as a minimum. 1 weeks assessed
placement in KS1 in July to consolidate transition
awareness
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Diagrammatic Illustration of Graduate Entry Employment Based Pathway
Graduate Entry (Employment Based) (PT)
Sept 2015 Induction
- H&S & Safeguarding
Awareness
- The role of practice mentor
- Partner expectations
- Student professional
agreement.
Oct – Dec
2015
Module 1 EYITT701
‘The Early Years Foundation
Stage: Providing Appropriate
Opportunities’
5 days face to face
Dec-Jan Summative Assessment of Academic understanding
Formal Development and Progress Review
Student evaluation of Sem. 1 Modules
Jan – May Module 2 EYITT702
‘Developing Leadership Skills in
Early Childhood Settings’
5 days face to face contact
June / July Final Assessment of Academic understanding
Assessment of portfolio and summative assessment of practice
Student evaluation of Sem. 2 Modules and over-all process/experience
July/August Internal and External Moderation and upload of outcomes.
Zero Credit Professional EYITT703.
work based practice. To include placement experience in a further
setting of choice according to need. 2 weeks assessed
placement in KS1 in early December
Zero Credit Professional Module EYITT703. Work based and
additional placement practice assessed in 2
early years settings as a minimum.
1 week assessed placement in KS1 in July to consolidate transition
awareness
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7. Programme Aims
The programme will:
- Provide sufficient underpinning knowledge and understanding, with practice
experience to enable learners to achieve the Early Years Teachers’ Standards
and Early Years Teacher Status (EYTS) and an M level award at Level 7
(PGCert.)
- Enable learners to have a strong knowledge and understanding of the ways
that young children’s development and learning can be effectively supported
- Enable learners to assess and lead quality enhancement of provision for
children aged 0-5 years.
- Enable learners to become critically reflective and effective leaders of early
years practice and with enhanced interpersonal skills and the ability to coach
and mentor others.
- Produce graduate professionals with advanced research and evaluation skills
8. Programme Intended Learning Outcomes
The learning outcomes of the programme and pathways reflect the guidance given
by the Quality Assurance Agency (QAA) Framework for Higher Education
Qualifications in England, Wales and Northern Ireland for level 7 study. and the
requirements to meet the Early Years Teachers’ Standards (DfE/NCTL 2013)
8.1 Knowledge and Understanding
ILO’s Teaching and Learning Methods and Strategies
1) A systematic understanding of knowledge related to pedagogy, growth , development and learning of young children aged 0-5,
2) A critical awareness of current problems approaches and/or new insights, much of which is at, or informed by, the forefront of their academic discipline, field of study or area of professional practice
3) Thorough knowledge and understanding of the elements which make up the standards for the award of EYTS namely:
- Professional attributes - Professional Knowledge and
Understanding including EYFS and KS1 & 2
- Professional Skills
All ILO’s are addressed through a combination of faculty based and setting based learning and teaching. There will be some whole cohort lectures, group work, modelling of teaching practices and sustained shared thinking, use of practical work and discussion. Setting based learning allows students to consider issues in the school context and to practice skills of facilitating learning and development in others, both children and adults. The learner is expected to develop awareness of the unique child and the complexities of the learning and development processes and range of responses. Throughout the programme the learner is expected to undertake independent
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4) Critical understanding of the possible needs of children including those with special educational needs and disabilities.
5) Understand the important influence of parents and carers and how to work in partnership with others.
6) A comprehensive understanding of techniques applicable to their own research or advanced scholarship
7) Originality in the application of knowledge, together with a practical understanding of how established techniques of research and enquiry are used to create and interpret knowledge in the discipline
reading and study, including use of the DLE, to supplement and consolidate what is taught in face to face sessions. Additional support is provided through self-access study-skills programmes available through student services as well as through tutor supported specialist knowledge input (mathematics and phonics for example). Assessment strategies: Assessment will be through a combination of a range of coursework tasks in the form of essays, presentations, online discussions, as well as partnership tutor assessed placements in the relevant educational setting. The M level work will be assessed by applying Masters criteria to a written essay and reflective piece.
8.2 Cognitive/intellectual skills
ILO’s Teaching and Learning Methods and Strategies
1) Conceptual understanding that enables the student:
2) to evaluate critically current research and advanced scholarship in early childhood studies as a discipline
3) to evaluate methodologies and develop critiques of them and;
4) where appropriate, to propose new hypotheses.
5) To critically apply educational concepts
6) To demonstrate and exercise independence of mind and thought.
7) Critical reflection and evaluation
‘Students entering the programme are all graduates and there is an expectation therefore that they are in a position to continue to develop these skills throughout their studies. Intellectual skills continue to be developed through the teaching and learning strategies outlined in 8.1 above. The programme will offer a range of opportunities for analytical and synthesis skills to be used in a systematic way to evaluate, interpret and apply concepts of learning and development in the practical context of the early years setting. Students will have the opportunity to respond both orally and in writing. Assessment Strategies: A variety of assessment methods is employed to enable the learner to demonstrate skills 1-6 through coherent written and oral responses to issues or set tasks. Summative assessment criteria for both M level and professional work reflect these points and critical feedback is available in both written and oral form to
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prompt further skills improvement.
8.3 Key/Transferable skills Typically, holders of the qualification will be able to:
ILO’s Teaching and Learning Methods and Strategies
1) Deal with complex issues both systematically and creatively, make sound judgements in the absence of complete data, and communicate their conclusions clearly to specialist and non-specialist audiences.
2) Demonstrate self-direction and originality in tackling and solving problems, and act autonomously in planning and implementing tasks at a professional or equivalent level
3) Evaluate and assess their ability and performance, reflect on personal learning and seek appropriate advice, applying goals for development of self and others
4) Structure and communicate ideas effectively both orally and in writing: engaging confidently in professional communication with others.
5) Recognise where they have accountability and know how to act to maintain this appropriately
6) Continue to advance their knowledge and understanding, and to develop new skills to a high level.
7) Effectively manage time and work to deadlines
The work-based and practice elements of the programme and related tasks will offer many opportunities for reflection on and response to issues, including appropriate communication, and demonstration of leadership skills. Skills 1, 2, 3, 4 & 7 are learned through managing the demands involved in completing tasks, coursework submission and in learning to work as a professional in registered early years settings. Skills 1, 2, 4 & 6 are learned particularly though reading, research, reflection and evaluation in M level assignments. Skill 3 highlights the reflective cycle which is embedded within the programme and forms the basis for individual monitoring and evaluation of professional development throughout the programme. Assessment: As with other ILO’s in this short programme, skills are assessed through regular feedback, student contribution to discussions and group work, formative assessment and the summative assessments of M level work. A mid-programme Development and Progress Review will support this self-review.
8.4 Employment Related Skills
ILO’s Teaching and Learning Methods and Strategies
1) The qualities and transferable skills necessary for employment as an early years teacher requiring:
i. the exercise of initiative and personal responsibility
ii. decision-making in complex and unpredictable
All teaching and learning methods and strategies are designed to culminate in the achievement of these employment related skills and competencies. Strategies include workshops, group and individual work in classroom, DLE and in registered settings. There will be
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situations iii. the independent learning
and reflective ability required for continuing professional development.
2). Understanding and competence against the DfE/NCTL Early Years Teachers’ Standards
lectures, self-assessment and critical evaluation of own learning, an element of co-coaching, self-profiling, assignments and planned demonstration and training. Assessment strategies: Through assignments, a core portfolio, observations in practice experience setting or work based employment.
8.5. Practical skills On successful completion graduates should have developed:
ILO’s Teaching and Learning Methods and Strategies
1) Sector relevant practical skills (taken from Early Years Teachers’ Standards) 1a Management of enabling environments for children’s learning and development to include: 1b Leading and modelling effective strategies to develop and extend children’s learning and thinking 1c Develop children’s confidence, social and communication skills 1d Observe and assess children’s development and learning, using this to plan next steps 1e plan balanced and flexible activities and educational programmes for children 1f understand and use a range of teaching approaches 1g support children through transitions 1h give feedback to children and parents/carers to help children progress towards their goals 1i model and implement effective care and education and support and lead other practitioners including Early Years Educators.
Practical skills will largely be assessed through observation of practice, self-evaluation and formative feedback and reflective accounts whilst in placement or work based practice. This will be supported by classroom based simulations, and behaviour in classroom situations.
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8.6 The Award and Related Issues
Successful completion of Early Years Teacher Status is defined as:
- A pass in all summative assessments including experiences in each of the age
ranges Babies, Toddlers and Young Children, and a 2 week placement in KS1
- Competence in each of the standards required for Early Years Teacher Status
as defined by the DfE/NCTL including appropriate ethical and professional
conduct
In order to be awarded EYTS students must:
- Have submitted all written work for the PGCert. Early Childhood EYITT701
and EYITT702 or the Level 6 modules EYITT601 and EYITT602
- Have satisfied all other DfE requirements for Early Years Teacher Status
Regulations governing retrieval of failure:
- If a student fails a summative assessment the Award Assessment Board may,
at its discretion and with regard to the student’s overall profile
- require the student to retake an appropriate assessment
- require the student to withdraw from the programme
- require the student whose extenuating circumstances will prevent
completion of the award during the normal period of registration or have
prevented him/her form making academic progress, to interrupt studies or
withdraw from the programme provided this falls within the contract for
delivery with NCTL.
- Require a student who has developed a health or other problem which
prevents her/him from meeting the learning outcomes of her/his programme to
defer if that option is available from the DfE/NCTL, or alternatively to withdraw
from the programme.
The Award:
Students who successfully complete 60 credits at level 7 will be awarded a
Postgraduate Certificate in Education
Students who fail to achieve 50% at level 7 but whose work is deemed to be of
level 6 standard at 60% or above will be deemed to have achieved 30 level 6
credits in Early Childhood Studies.
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Students who successfully complete a minimum of 120 days practice across the
age ranges babies, toddlers and young children; and demonstrate competence
against all the Early Years Teachers’ Standards in accordance with current
DfE/NCTL guidance will be awarded Early Years Teachers Status.
9. Admissions Criteria, including APCL, APEL and DAS arrangements
As there are specific criteria offered by NCTL for this programme this is given
below to inform admissions.
1. That all entrants have achieved a standard equivalent to a grade C or
above in the GCSE examinations in English, mathematics and a science
subject.
The requirement makes it clear that it is the standard, not the certificate that
matters. Applicants who are otherwise suitable but, for whatever reason, have not
successfully achieved a GCSE grade C may be given an opportunity to show that
they can nevertheless meet the required standard, either by taking an equivalence
test or by offering other evidence of attainment, which should demonstrate a
similar level and breadth.
NCTL does not provide a list of qualifications that can be considered equivalent to
the GCSE examinations in English, mathematics and science. When early years
ITT partnerships look for evidence that a qualification is of a standard equivalent to
GCSE grade C, they should look at the content not only in terms of its level, but
also in terms of its breadth. (NCTL 2013)
Qualifications in key and functional skills at level 2 are not equivalent to GCSEs in
terms of content, and early years ITT partnerships should look for additional
evidence of breadth of knowledge and understanding in applicants with key and
functional skills certificates but without GCSEs at grade C or above in English and
mathematics.
While applicants with a GCSE grade C or above in English and/or English
language may be deemed to have met the requirement, early years ITT
partnerships should look for further evidence of a breadth of achievement in
English where applicants have achieved a GCSE grade C or above in English
literature.
2. All entrants hold a degree of a UK higher education institution or equivalent
qualification
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A first degree comprises 300 HE credit points of which 60 must be at level 6 of the
QCF. Applicants with a foundation degree will need to supplement this
qualification with at least 60 credits at level 6 (HE level 3) in order to attain an
equivalent qualification (NCTL 2013) Applicants with a Masters or PhD will be
deemed to have a 2:1 for the purposes of the bursary.
As bursary varies according to degree qualification it is imperative that there is a
record maintained of degree classification.
3. All entrants beginning early years ITT on or after 1 August 2014 to have
passed the professional skills tests prior to entry.
4. That all entrants, have taken part in a rigorous selection process designed
to assess their suitability to teach.
We will “consider a wide range of evidence to judge applicants’ suitability to teach,
for example; information from application forms, referees’ reports, advice from
schools, results of any entry tests or tasks, applicants’ portfolios, and interviews”.
(NCTL 2013)
We will implement a fair process of; application form, screening for mimimum entry
requirements, shortlisting, tests and interviews (echoing the PGCE Primary
recruitment methods with group exercise, written task and interview). All trainees
will be required to complete the entry Skills Tests in line with NCTL requirements.
References will be taken up for all trainees and DBS, Barred Lists (POCA) and
Health Checks will be undertaken prior to acceptance on the programme
5. that trainees have the health and physical capacity to teach and will not put
children and young people at risk of harm.
Applicants will be required to undertake a fitness to teach assessment prior to
practice.
6. DBS - Statutory guidance, Safeguarding Children and Safer Recruitment in
Education, requires providers to ensure that entrants on all routes have
been subject to Disclosure and Barring Service (DBS) barred list and
criminal records check
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Applicants required to request Enhanced DBS check including POCA -
applications to be issued immediately post recruitment interview and offer.
7. An applicant’s true identity should be established in a face-to-face session,
and the appropriate identity documents validated at the earliest opportunity.
Applicants to be asked to produce photographic documentary evidence of identity
(Passport, etc.)
10. Progression criteria for Final and Intermediate Awards
This is a single year post-graduate programme. There is no intermediate
progression point.
Students achieving 60 credits at level 7 may choose to progress to complete their
Masters in Education.
Non-achievement of Masters level credits will not prohibit progression to
achievement of the Early Years Teacher Status providing the student can
evidence that all Early Years Teacher Standards criteria are met through both
practical and written work.
11. Exceptions to Regulations
There are no current exceptions to PU Postgraduate or Undergraduate
Regulations as a result of NCTL guidance.
Early Years Teachers’ Status is a professional award covered by the NCTL
requirements as outlined in Early Years Initial Teacher Training Requirements:
Supporting Advice (issued Sept 2013 and subject to updates)
12. Transitional Arrangements
Students with level 7 credits may wish to progress to complete a Masters in Early
Years. Information will be provided on progression opportunities during the
programme.
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13. Mapping and Appendices:
13.1. ILO’s and Skills LO’s against Modules Mapping
Module ILO’s Early Years Teachers’
Standard
EYITT701
The Early Years
Foundation Stage:
Providing Appropriate
Opportunities
K&U : 1, 2, 3, 4, 5, 6, 7
C&I : 1-7
K/T Skills: 1,2,3,4,5,6
1. (1.1;1.2;1.3)
2. (2.1;2.2;2.3;,2.4; 2.5;
2.6; 2.7)
3. (3.1; 3.2; 3.3; 3.4; 3.5)
4. (4.1;4.2;4.3;4.4;4.5)
5. (5.1;5.2;5.3;5.4;5.5)
6. (6.1;6.2;6.3)
7. (7.1;7.2;7.3)
8. (8.1; 8.2; 8.6)
Zero Credit Module
EYITT703
K&U 1, 3, 4, 5,
K/T Skills: 1,2,3,4,5,6
E. R Skills: 1,2
Practical Skills 1,2
1. (1.1;1.2;1.3)
2. (2.1;2.2;2.3;,2.4; 2.5;
2.6; 2.7)
3. (3.1; 3.2; 3.3; 3.4; 3.5)
4. (4.1;4.2;4.3;4.4;4.5)
5. (5.1;5.2;5.3;5.4;5.5)
6. (6.1;6.2;6.3)
7. (7.1;7.2;7.3)
8. (8.1; 8.2; 8.6)
EYITT702
Developing Leadership
Skills In Early Childhood
Settings
K&U: 2, 5, 6, 7,
C&I : 1-7
K/T Skills: 1,2,3,4,5,6
1 (1.1; 1.3);
2 (2.1; 2.4; 2.7)
8. (8.1;8.2;8.3;8.4;8.5;
8.6;8.7)
Zero Credit Module
EYITT704
K&U 2,
K/T Skills: 1,2,3,4,5,6
E. R Skills: 1,2
Practical Skills 1,2
Particularly addresses
Leadership competence.
1 (1.1; 1.3);
2 (2.1; 2.4; 2.7)
4 (4.3; 4.5)
5 (5.1; 5.2; 5.5)
6 (6.1; 6.2; 6.3)
7 (7.2;7.3)
8 (8.1-8.7)
Summative assessment of
all EYT standards
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13.2. Assessment against Modules Mapping
Module Assessments
EYITT701
The Early Years Foundation Stage:
Providing Appropriate Opportunities
100% Written Coursework 4000 words
Assessed through M level modes:
Critical Review of a Body of Knowledge,
Critical Reflection on Practice,
Making an Argument
Zero Credit Module
EYITT703
100% Portfolio
To include verification of 60 days
practice and Development and
Progress Review and Action Plan
EYITT702
Developing Leadership Skills In Early
Childhood Settings
100% Coursework 4000 words
To be addressed through M level
modes:
Critical Review of a Body of Knowledge,
Developing Practice through a Project,
Critical Reflection on Practice,
Making an Argument
Zero Credit Module
EYITT704
80% Portfolio
To include verification of 60 days
successful practice
20% Summative Observation and
Interview with Candidate.
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13.3. Appendices
Appendix 1: The Early Years Teachers’ Standards
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Appendix 1:
Teachers’ Standards (Early Years) From September 2013
July 20132
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Preamble
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. Early Years Teacher Status is awarded to graduates who are leading education and care and who have been judged to have met all of the standards in practice from birth to the end of the Early Years Foundation Stage (EYFS).
Early Years Teachers act with integrity and honesty. They have strong early development knowledge, keep their knowledge and skills up-to-date and are self-critical. Early Years Teachers recognise that the Key Stage 1 and Key Stage 2 curricula follow the EYFS in a continuum. They forge positive professional relationships and work with parents and/or carers in the best interests of babies and children.
An Early Years Teacher must:
1. Set high expectations which inspire, motivate and challenge all children.
1.1 Establish and sustain a safe and stimulating environment where children feel confident and are able to learn and develop.
1.2 Set goals that stretch and challenge children of all backgrounds, abilities and dispositions.
1.3 Demonstrate and model the positive values, attitudes and behaviours expected of children.
2. Promote good progress and outcomes by children.
2.1 Be accountable for children’s progress, attainment and outcomes.
2.2 Demonstrate knowledge and understanding of how babies and children learn and develop.
2.3 Know and understand attachment theories, their significance and how effectively to promote secure attachments.
2.4 Lead and model effective strategies to develop and extend children’s learning and thinking, including sustained shared thinking.
2.5 Communicate effectively with children from birth to age five, listening and responding sensitively.
2.6 Develop children’s confidence, social and communication skills through group learning.
2.7 Understand the important influence of parents and/or carers, working in partnership with them to support the child's wellbeing, learning and development. 3
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3. Demonstrate good knowledge of early learning and EYFS.
3.1 Have a secure knowledge of early childhood development and how that leads to successful learning and development at school.
3.2 Demonstrate a clear understanding of how to widen children’s experience and raise their expectations.
3.3 Demonstrate a critical understanding of the EYFS areas of learning and development and engage with the educational continuum of expectations, curricula and teaching of Key Stage 1 and 2.
3.4 Demonstrate a clear understanding of systematic synthetic phonics in the teaching of early reading.
3.5 Demonstrate a clear understanding of appropriate strategies in the teaching of early mathematics.
4. Plan education and care taking account of the needs of all children.
4.1 Observe and assess children’s development and learning, using this to plan next steps.
4.2 Plan balanced and flexible activities and educational programmes that take into account the stage of development, circumstances and interests of children.
4.3 Promote a love of learning and stimulate children’s intellectual curiosity in partnership with parents and/or carers.
4.4 Use a variety of teaching approaches to lead group activities appropriate to the age range and ability of children.
4.5 Reflect on the effectiveness of teaching activities and educational programmes to support the continuous improvement of provision. 4
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5. Adapt education and care to respond to the strengths and needs of all children.
5.1 Have a secure understanding of how a range of factors can inhibit children’s learning and development and how best to address these.
5.2 Demonstrate an awareness of the physical, emotional, social, intellectual development and communication needs of babies and children, and know how to adapt education and care to support children at different stages of development.
5.3 Demonstrate a clear understanding of the needs of all children, including those with special educational needs and disabilities, and be able to use and evaluate distinctive approaches to engage and support them.
5.4 Support children through a range of transitions.
5.5 Know when a child is in need of additional support and how this can be accessed, working in partnership with parents and/or carers and other professionals.
6. Make accurate and productive use of assessment.
6.1 Understand and lead assessment within the framework of the EYFS framework, including statutory assessment requirements (see annex 1).
6.2 Engage effectively with parents and/or carers and other professionals in the on-going assessment and provision for each child.
6.3 Give regular feedback to children and parents and/or carers to help children progress towards their goals.
7. Safeguard and promote the welfare of children, and provide a safe learning environment.
7.1 Know and act upon the legal requirements and guidance on health and safety, safeguarding and promoting the welfare of the child.
7.2 Establish and sustain a safe environment and employ practices that promote children’s health and safety.
7.3 Know and understand child protection policies and procedures, recognise when a child is in danger or at risk of abuse, and know how to act to protect them. 5
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8. Fulfil wider professional responsibilities.
8.1 Promote equality of opportunity and anti-discriminatory practice.
8.2 Make a positive contribution to the wider life and ethos of the setting.
8.3 Take a lead in establishing a culture of cooperative working between colleagues, parents and/or carers and other professionals.
8.4 Model and implement effective education and care, and support and lead other practitioners including Early Years Educators.
8.5 Take responsibility for leading practice through appropriate professional development for self and colleagues.
8.6 Reflect on and evaluate the effectiveness of provision, and shape and support good practice.
8.7 Understand the importance of and contribute to multi-agency team working. 6
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Teachers’ Standards Annex 1: Early Years Foundation Stage Statutory Assessment Guidance as specified at standard 6
Section 2 – Assessment
2.1 Assessment plays an important part in helping parents, carers and practitioners to recognise children’s progress, understand their needs, and to plan activities and support. Ongoing assessment (also known as formative assessment) is an integral part of the learning and development process. It involves practitioners observing children to understand their level of achievement, interests and learning styles, and to then shape learning experiences for each child reflecting those observations. In their interactions with children, practitioners should respond to their own day-to-day observations about children’s progress, and observations that parents and carers share.
2.2 Assessment should not entail prolonged breaks from interaction with children, nor require excessive paperwork. Paperwork should be limited to that which is absolutely necessary to promote children’s successful learning and development. Parents and/or carers should be kept up-to-date with their child’s progress and development. Practitioners should address any learning and development needs in partnership with parents and/or carers, and any relevant professionals.
Progress check at age two
2.3 When a child is aged between two and three, practitioners must review their progress, and provide parents and/or carers with a short written summary of their child’s development in the prime areas. This progress check must identify the child’s strengths, and any areas where the child’s progress is less than expected. If there are significant emerging concerns, or an identified special educational need or disability, practitioners should develop a targeted plan to support the child’s future learning and development involving other professionals (for example, the provider’s Special Educational Needs Co-ordinator) as appropriate.
2.4 Beyond the prime areas, it is for practitioners to decide what the written summary should include, reflecting the development level and needs of the individual child. The summary must highlight: areas in which a child is progressing well; areas in which some additional support might be needed; and focus particularly on any areas where there is a concern that a child may have a developmental delay (which may indicate a special educational need or disability). It must describe the activities and strategies the provider intends to adopt to address any issues or concerns. If a child moves settings between the ages of two and three it is expected that the progress check would usually be undertaken by the setting where the child has spent most time. 7
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2.5 Practitioners must discuss with parents and/or carers how the summary of development can be used to support learning at home. Practitioners should encourage parents and/or carers to share information from the progress check with other relevant professionals, including their health visitor, and/or a teacher (if a child moves to school-based provision at age three). Practitioners must agree with parents and/or carers when will be the most useful point to provide a summary. It should be provided in time to inform the Healthy Child Programme health and development review at age two whenever possible (when health visitors gather information on a child’s health and development, allowing them to identify any developmental delay and any particular support from which they think the child/family might benefit). Taking account of information from the progress check (which reflects ongoing, regular observation of children’s development) should help ensure that health visitors can identify children’s needs accurately and fully at the health review. Providers must have the consent of parents and/or carers to share information directly with other relevant professionals, if they consider this would be helpful.
Assessment at the end of the EYFS – the Early Years Foundation Stage Profile (EYFSP)
2.6 In the final term of the year in which the child reaches age five, and no later than 30 June in that term, the EYFS Profile must be completed for each child. The Profile provides parents and carers, practitioners and teachers with a well-rounded picture of a child’s knowledge, understanding and abilities, their progress against expected levels, and their readiness for Year 1. The Profile must reflect: ongoing observation; all relevant records held by the setting; discussions with parents and carers, and any other adults whom the teacher, parent or carer judges can offer a useful contribution.
2.7 Each child’s level of development must be assessed against the early learning goals (see Section 1). Practitioners must indicate whether children are meeting expected levels of development, or if they are exceeding expected levels, or not yet reaching expected levels (‘emerging’). This is the EYFS Profile.
2.8 Year 1 teachers must be given a copy of the Profile report together with a short commentary on each child’s skills and abilities in relation to the three key characteristics of effective learning (see paragraph 1.10). These should inform a dialogue between Reception and Year 1 teachers about each child’s stage of development and learning needs and assist with the planning of activities in Year 1.
2.9 Schools must share the results of the Profile with parents and/or carers, and explain to them when and how they can discuss the Profile with the teacher who completed it. For children attending more than one setting, the Profile must be completed by the school where the child spends most time. If a child moves to a new school during the academic year, the original school must send their assessment of the child’s level of development against the early learning goals to the relevant school within 15 days of receiving a request. 8
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If a child moves during the summer term, relevant providers must agree which of them will complete the Profile.
2.10 The Profile must be completed for all children, including those with special educational needs or disabilities. Reasonable adjustments to the assessment process for children with special educational needs and disabilities must be made as appropriate. Providers should consider whether they may need to seek specialist assistance to help with this. Children will have differing levels of skills and abilities across the Profile and it is important that there is a full assessment of all areas of their development, to inform plans for future activities and to identify any additional support needs.
© Crown Copyright 2013. Standards are available for download at
www.gov.uk/government/publications. Reference: NCTL-00108-2013