The aim of the programme is to prepare trainees to enter the teaching profession as confident, knowledgeable and enthusiastic professionals.
We believe that we achieve this by integrating the university based training with the training out in schools where trainees learn and teach in our Partnership schools.
Why study this course?
The PGCE (EY) programme focuses on children's learning and development in the age range 3-7years. The teaching staff are passionate about their subjects and this age phase, and our Partnership schools work closely with the University and are involved in all aspects of the training and assessment. The University of Chester has been educating teachers for more than 160 years and, even though we regard ourselves as forward looking, we are proud of our history and tradition.
There are opportunities for trainees to develop the theoretical underpinning of learning and teaching as well as the practical skills and knowledge needed for teaching in the Early Years Foundation Stage and Key Stage 1.
Features
- Size of the cohort which promotes positive relationships and support between trainees and tutors.
- Dedicated staff with a wealth of experience of working with young children and early years settings and schools
- Curriculum which considers child development as well as the requirements for the Early Years Foundation Stage and Key Stage 1
- Opportunities to work in different schools and Children's Centres across the 3-7 yrs age phase
- A strong PAT (Personal and Academic Tutor) support system which monitors and sets targets for professional and academic progress
- High number of trainees obtaining a first teaching post before the end of the programme
- The programme has been identified as a key strength of Initial Teacher Training at the University of Chester at the last OfSTED inspection
- Successful completion of the PGCE gives trainees 60 credits which is a third of the credits required to gain a Masters qualification
Programme Structure
There are 3 academic modules and 2 Professional Placement Modules
Professional Development Education (PDE)
Professional Issues in Early Years Education explores issues such as the principles underpinning learning and development, observing and assessing learning and development, planning for learning, promoting positive attitudes and children's well being and working effectively in a team and with parents and carers.
The core curriculum in the Early Years Foundation Stage and Key Stage 1
This module explores English, Mathematics Science and ICT and the relevant areas of learning and development. The university based training covers subject knowledge at trainees own level and subject specific teaching skills and methods for the work in schools and early years settings.
The non core curriculum in the Early Years Foundation Stage and Key Stage 1
This focuses on the design and content of the curriculum. History, Geography, RE, Music, Art and Design, Design and Technology and PE and the relevant areas of learning and development are included in the university based training. Children learn best when they can make links across and within subjects set within a curriculum that values diversity and reflects current educational initiatives and this is the aim of the non core curriculum module.
Professional placement modules (1 and 2) aim to provide trainees with the opportunities to meet the standards for QTS in 2 different settings and in 2 age phases. The expectation for each placement is based on trainees' needs and targets. At the end of Placement 2 trainees are expected to have met all the standards and will identify their priorities for their first teaching post as a Newly Qualified Teacher (NQT).
There are 5 main components to the programme:
- Professional Placements
- Professional Development Education
- Core subjects
- ICT
- Non-core subjects and RE
Cross curricular themes, such as education for sustainability, the role and influence of literacy, numeracy and ICT, diversity, equality and special educational needs, permeate all the modules.
Different forms of assessment are used to ensure trainees have met the learning objectives for the modules and these include essays, posters, reports and presentations.
There are no formal examinations, however, trainees will undertake audits of their subject knowledge at significant points in their training.
The school based assessments have been devised to enable trainees to chart their progress against the standards for QTS. Assessment of trainees in professional placements is undertaken by University Tutors, school and professional mentors.
After each main block of time on placement, trainees will reflect on their development as a teacher and set targets with their PAT, university tutor and professional mentor.
Degree:
Applications are invited from graduates with a good honours degree (normally a minimum of 2:1), or from students in the final year of their degree. Neither a Higher National Diploma (HND) nor a Higher National Certificate (HNC) are acceptable as equivalent to a degree for the purpose of PGCE entry.
Extra Information:
At the time of application, candidates should have a minimum of GCSE grade C or above (or equivalent) in English Language, Mathematics and a Science (preferably combined).
Applicants must disclose any criminal record, and all successful candidates will be required to apply for and be in receipt of a CRB Disclosure before taking up their place
For details on fees and grants, please visit our online prospectus.
What we are looking for in your GTTR application for the PGCE Early Years Programme
Applications for the PGCE Early Years Programme are carefully screened by a team of experienced Admissions Tutors. After this process, selected applicants are invited to interview.
In order to begin study on the PGCE Early Years programme, you must meet the basic entry qualifications for entry to Initial Teacher Training via the PGCE route (GCSEs, first degree and so on. Please see guidance above and our on-line Prospectus for details). Given that these fundamental entry requirements are met, Admissions Tutors will make a judgement about your overall profile for entry into primary teaching. In essence, in making the decision to invite you to interview, they will look at your application form for evidence of:
- Your academic and personal capacity for Masters level study
- Clear and correct communication in written English. (Spoken English would be explored at interview.)
- A Personal Statement that demonstrates commitment to the age phase of the programme and an enthusiasm for it
- Relatively recent experience in a state-maintained primary school or an Early Years Setting which follows the Early Years Foundation Stage and/or the English National Curriculum and, as a guide, we would expect your experience to be 10 working days minimum. Of course, you are not expected to have worked in a full teaching role but rather to have gained some direct classroom experience, helping the teacher in whatever capacity was available and gaining some knowledge of teaching and learning. Undertaking this experience both allows you to check out whether teaching is the career for you and us to check out your basic appreciation of the fundamentals of your potential professional role.
Please make the dates and type of your experience clear.
Reference
This should be a professional reference that comments on your academic aptitude for Masters level study, your work ethic and your experience with children.
In addition, Admissions Tutors will also take into consideration other 'desirable' characteristics such as:
- All other experiences of working with children
- Any paid or voluntary work you have undertaken
- Your personal experiences and personal interests, especially those that could directly contribute to your role as a teacher
Please remember that at the University of Chester we are committed to developing you into an excellent teacher. Do make sure that your commitment and enthusiasm to become an excellent teacher are clear in your application.
