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Early Years Initial Teacher Training (EYITT) Early Years Teacher Status
Do you want to be part of a high-quality workforce that is dedicated and passionate about the learning of young children? Do you like working with very young children (ages 0-5 years old), are you passionate about their growing and learning, and do you want to be a part of their amazing educational journey? If so, become an Early Years Teacher (EYT)!
To find out more about the course and to meet the Programme Leader, please visit us on Thursday 8th September 2016, 5-7pm.
|Campus||Riverside Campus, Chester|
|Length||3 Months to 1 Year depending on route chosen|
EYTS is the professional status for those who lead practice with children aged from birth to five years. Our EYTS course can be followed either full-time or part-time, providing opportunities for those in employment as well as graduates in a related or unrelated subject to achieve the status with appropriate experience.
EYTS is part of successive Governments’ drives to raise the status and quality of the Early Years workforce, and to improve the early education and care for pre-school children (see www.education.gov.uk/get-into-teaching/subjects-age-groups/early-years). Those awarded EYTS will enter the workforce as lead professionals, or gain promotion to this level if they are already working in the sector.
Early Years Teachers will be specialists in early childhood development, trained to work with babies and young children from birth to five. They will be graduate leaders responsible for organising and leading high-quality practice in early years settings. Early Years Teachers can make a real difference to the lives of babies and young children.
Successful completion of an early years initial teacher training course leads to the award of Early Years Teacher Status. This award is different to the award of QTS and is designed for those who wish to specialise in work with babies and young children from birth to five years. The role Early Years Teachers play will depend on the type of provision they work in, but whatever the setting, they will bring knowledge, skills and experience and contribute to improving outcomes for young children.
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.
There are three training routes available, and you have the opportunity to choose the best route for your own individual background and needs:
Funding is currently available to cover the cost of the EYTS training, placements, mentoring and assessment for the Graduate Employment Based and Graduate Entry routes.
Please see the individual route pages for the specific fees for each route.
For further funding guidance, please see: https://www.gov.uk/guidance/early-years-initial-teacher-training-funding-guidance
Children and their Worlds – 20 credits at Master's level
According to Alexander (2010, p.3), "The education of young children matters immeasurably – to them both now and in the future, and to our society". Jarvis, Holford & Griffin (2003, p.19) stated that, "the social conditions in which education has traditionally functioned … are changing beyond recognition". More recently, an interim report of the Cambridge Primary Review (Alexander, 2007) noted that times were changing fast. Therefore, it is "… appropriate [to] … explore the condition of childhood today…" (Alexander, 2010, p.5). There are a number of ‘contemporary’ issues that impact on children and their families. In turn, this influences the development of practice to meet needs of children in living for today and preparing for tomorrow.
The Unique Child 0-5 Years – 20 credits at Master's level
‘Children are born ready, able and eager to learn. They actively reach out to interact with other people, and in the world around them. Development is not an automatic process, however. It depends on each unique child having opportunities to interact in positive relationships and enabling environments.’ (DFE, 2012 p.2)
Children have a right, spelled out in the United Nations Convention on the Rights of the Child, to provision which enables them to develop their personalities, talents and abilities irrespective of ethnicity, culture or religion, home language, family background, learning difficulties, disabilities or gender.
This module explores the context of child development through key theoretical models and historical and contemporary pioneers in the field of early childhood. The influences on development, the risks and the protective factors are examined and the significant potential of young children revealed as examples of their thinking, learning and development are made known to us in practice.
The Critically Reflective Practitioner – 20 credits at Master's level
During this module, you will familiarise yourself with the Teachers’ Standards (Early Years) that you will be assessed against, and the ways in which you will be able and expected to gather the evidence for your assessment. There will be opportunities to discuss issues that professionals face in practice, such as:
Emphasis will be on the development of critical reflection in daily practice and practice-based research.
There are opportunities for Accreditation of Prior Learning for part of the Postgraduate Certificate, particularly for those who have already achieved EYPS or EYTS.
EYTS trainees must complete a minimum of 120 days of assessed setting-based learning. Full-time trainees will be those with limited experience of working in early years settings, and they will be placed in at least two different settings covering the 0-5 age range. Part-time trainees will be those who are currently working in an early years setting, and will be expected to spend some time in at least one other setting. All trainees will spend at least ten days in a school with Key Stage 1 children. Financial support is provided to the employee’s setting to release part-time students for placements.
Each of the three 20-credit modules features formative and summative assessment. Forms that assessment takes are varied and include the following:
There are a number of academic assessment points in the year, normally December, March and July.
Preparation for assessment will take place continuously throughout the year and you will be allocated a mentor to support them from either within the setting or a professional mentor appointed by the University. Assessment against the Standards will normally take place in the setting at two points in the year.
The University of Chester awards the PG Cert in EYP and the National College for Teaching and Learning (NCTL) awards EYTS to successful trainees. There are opportunities for reassessment of academic work that does not meet the minimum requirements.
On completion of the course, you may go on to one of the following roles:
You will need a GCSE grade C in English, Mathematics and Science or equivalent, and will have to pass the numeracy and literacy skills tests before taking up their place. There is no cost for the initial skills test.
For more information, go to: http://sta.education.gov.uk/
Route-specific entry requirements:
Each route also has specific entry requirements. Please see the individual route pages for the specific entry requirements: