Early Years Education (QTS)

Three years full-time.

The course supports teacher trainees in developing the skills, knowledge and understanding required to demonstrate the professional standards for teaching three-to-seven-year-olds required by Department for Education Teaching Agency (TA). On successful completion, graduates are recommended for and awarded Qualified Teacher Status (QTS).

The course is structured to promote academic rigour, skilled practice, independence and flexibility. The emphasis of the course reflects the Early Years approach to practice and the KS1 school-based curriculum. The balance of the taught programme is between promoting trainees' own professional subject knowledge and encouraging its application through teaching in Early Years settings and KS1 classrooms. All subject study is closely linked with practice-based work.

Stage one

Trainees engage in Early Years core studies (English, Mathematics, Science and ICT) in the three to eight age range, Early Years Foundation Studies, Professional Studies and Advanced Early Years Education as a specialism.

Stage two

Trainees continue their stage one studies and also complete an integrated programme (including Religious Education) around how young children learn.

Stage three

Early Years core studies, Professional Studies and Advanced Early Years Education are studied in greater depth. Trainees select either EYFS or KS1 for their qualifying school experience. There is also a focus upon preparing for transition to their first post.

• Highest award from Ofsted (Grade 1)
• Category A provider status awarded by the Teaching Agency (TA) 
• Among the highest newly qualified teacher (NQT) employment ratings nationally
• Praised by the Teaching Agency and the National Strategies Team for our teaching of Phonics
• Double Green - rated outstanding, with teaching of English and mathematics

• Early Years Core Studies
• Early Years Curriculum
• Issues in Early Years Education and Care
• Observing Children

All elements of the course are assessed by coursework. In addition, elements of core subject knowledge are assessed in the first year by tests or examinations. Coursework assumes a variety of forms and includes essays, group presentations, exhibitions, displays, lesson plans and a final year dissertation. Practical teaching, including planning and assessment, is also assessed on a pass/fail basis throughout the course.

The following modules of the programme are studied:

• Professional Studies
• School Experience
• Core Subjects (Mathematics / English / Science / ICT)
• Foundation Subjects and RE are studied in the first two years
• Subject Specialism (Advanced Early Years Education)

The school has specialist facilities for Art, Science and Design and Technology and a school experience area within the library which holds a collection of books, teaching aids and resources. View virtual tours of the facilities.

The School Experience (Early Years) provides students with an opportunity to enhance the taught sessions they have within the University. Early Years settings are carefully selected and their staff work as mentors in partnership with students and University tutors to enable student teachers' learning to develop in both Key Stage 1 and the Foundation Stage.

Stage one students are placed in schools and early years' settings throughout the year for a total period of just under eight weeks. Students need to work in Key Stage 1 and the foundation stage. It is important that the general nature of the course with its three to seven age-range is not overlooked. Experience is divided between a variety of placements, where students are in school on a regular one day a week basis, and block placements.

A typical Early Years School Experience in the first stage:

Autumn term introductory placement. Two week block placement (ten days) 

Spring term main placement. Serial days (four days)

Summer term main placement. Block attachment (24 days)

Total school-based days: 38

In the autumn and spring terms there are short placements, while in the summer term placement extends to four weeks. This first stage is critical in promoting students from the status of inexperienced apprentices to autonomous practitioners assuming the responsibilities of the setting for much of the day. All students will be given the opportunity during this placement to observe teaching and learning in a culturally and linguistically diverse context.

In terms of student development and professional competence, the focus of stage one school-based work is lesson planning and preparation for diversity, relationships with children and professional commitment. University core subjects and knowledge of young children and their impact in the classroom application will be developed in parallel with these professional skills.

The pattern of school experience has been planned to ensure that students will be in contact with settings throughout the year. Teaching is a highly complex activity in which the required knowledge, understanding and skills are most appropriately acquired cumulatively. The structure of School Experience in stage one enables students to familiarise themselves quickly with the organisational routines, resources and curriculum delivery associated with both Early Years and Key Stage 1.

At the start of both placements students will be collecting information about the context in which they are working through observation and enquiry. They will supervise groups of children who are working under the teacher's planning. As they progress through the year they will undertake directed tasks that will involve the planning and teaching of lessons. From the outset students can establish their professional status with the whole class by reading stories and taking the register. By the summer term block practice it is anticipated that students will be assuming more class management responsibility so that for the final three weeks they assume their class teacher's responsibility for approximately 70% of the day.