Course overview
This Early Years Initial Teacher Training (EYITT) course supports you to meet the requirements of the Department for Education (DfE) Early Years Teachers’ Standards and is built around, and mapped against, three core areas:
- high expectations – the practitioner’s role and safeguarding
- the role of assessment, planning, pedagogy, and environment
- professional behaviours.
Course details
Course structure
Core modules
Critical Review of Early Years Research
This module underpins pedagogy with research-informed practice knowledge. You are supported to lead your own research to locate existing academic knowledge to inform your own pedagogic practices, with a critical consideration for policy.
This module underpins the recording of the practice aspect of the course; using a reflexive model to drive informed decision of child-focused practice improvement, and using observations, research, assessment, and professional and peer relationships to consider critical introspection.
Modules offered may vary.
How you learn
You work in practice and are released for one day a week. Each setting will receive a bursary from the Department for Education to release the practitioner to attend University for at least half of that day. Block attendance may be required outside of school term dates.
Additional training sessions will be delivered online using both synchronous and asynchronous learning. You also have weekly online learning, which is mainly asynchronous. In addition, one week of intensive teaching will take place at the start of each semester block.
How you are assessed
Throughout the course, you are provided with frequent opportunities to receive and provide feedback across taught sessions.
Wherever possible flexible assessments and an element of choice have been introduced into assessment tasks. Trainees on the course will come from a wide variety of experiences. Providing a choice in the ways assessments can be undertaken enhances inclusivity and recognises the value of differing skills sets and approaches in the professional workplace.
Formative assessments may include:
• an academic poster presentation
• a podcast
• a teaching artefact
• a team briefing.
Summative assessments include a portfolio of teaching records and resources and practice critique.
Entry requirements
Grade 4 or equivalent in GCSE English, maths and science. If you have not successfully achieved a GCSE grade 4, you may be given an opportunity to show that you can meet the requirements.
A first degree or equivalent. A foundation degree will need to be supplemented with at least 60 credits at Level 6 (HE Level 3) to attain an equivalent single qualification. Any equivalent qualification must be one single qualification, not a number of separate qualifications.
You should demonstrate an acceptable level of subject knowledge in the early years foundation stage. This may be through a detailed employer reference and/or a suitable first-degree subject area (a transcript may be requested).
Completion of a Declaration of Suitability for Early Years Teacher Training document. A recommendation and suitability confirmation from your current employer for the duration of the course. Your employer must ensure that suitability checks have been carried out.
• Satisfactory enhanced Disclosure and Barring Service (DBS) criminal records check.
• Successful completion of a formal interview and selection process.
This course is for graduates who are in paid employment in an early years setting and who have the right to work in the UK for the duration of the training.
For international applicants, further checks must be carried out by your employer so that events that occurred outside the UK can be considered. Employers must check that candidates are not subject to a prohibition order issued by the Secretary of State.
Confirmation of achieving IELTS 6.5 in all components is also required.
For general information please see our overview of entry requirements
Employability
Work placement
You receive support from a practice mentor who provides formative feedback. You also have an assigned TUITT personal tutor who will support you through your practice placement, working with your practice-based PM.
Your mentors support you throughout your placement, offering information, advice and guidance, and will support the development of your professional skills and attributes.
Professional practice development is supported by a range of activities including:
regular support, meetings, and developmental observations within the placement setting
tripartite meetings (mentor, trainee, course team)
the observation of experienced practitioners and peers
formal and informal observations of teaching practice
the opportunity to engage with weekly placement clinics
the opportunity to contribute to the TUITT magazine and newsletters
attendance at CPD activities within the placement setting, at the University, and attendance of institutional events.
Career opportunities
You can expect to become a leader and influencer of research-informed early years practice, and a dedicated professional with a genuine interest in learning, teaching, and children’s development. Our course places a strong emphasis on developing the ability of our trainees to become autonomous professionals with the capacity to drive and sustain their own continued personal and professional development.
