Course specification and structure
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PEECEYTE - PGCE Early Childhood (Employment-based)

Course Specification


Validation status Validated
Highest award Postgraduate Certificate in Education Level Masters
Possible interim awards Professional Graduate Certificate in Education, Postgraduate Certificate in Education
Total credits for course 120
Awarding institution London Metropolitan University
Teaching institutions London Metropolitan University
School School of Social Professions
Subject Area Education
Attendance options
Option Minimum duration Maximum duration
Part-time 1 YEARS 3 YEARS
Course leader  

About the course and its strategy towards teaching and learning and towards blended learning/e-learning

Each PGCE route (labelled i-viii in sections 1 and 3 above) is a distinctive and separate route. Students may not transfer between routes once they have been accepted onto one route, except by applying afresh via UCAS Teacher Training.

The PGCE programme is a one year course, which leads to two outcomes. The first outcome is the academic award of PGCE, the second relates to the recommendation for qualified teacher status (QTS) or Early Years Teacher Status (EYTS). The university does not award QTS/EYTS, but makes a recommendation for the award of QTS/EYTS (currently to the National College for Teaching and Leadership), when students successfully complete the Post Graduate or Professional Graduate PGCE/EYTS course, including both school experience modules. The rules governing QTS/EYTS are set by the government (through the National College at the DfE at the time of revalidation).

The course is a blend of taught sessions at the university and school-based training. The taught course includes lectures, seminar sessions, workshops, educational visits, face-to-face discussions and on-line interactions. The PGCE course includes time to allow for individual meetings with the student’s personal group tutor to review progress and set personalised targets.

There is a statutory minimum number of days, determined by the DfE which must be based in a school / Early Years setting. This requirement of time spent in school is met through two assessed placements in a school / Early Years setting. Regular observation, formative feedback and target setting from university and school staff support the student to make progress in their own teaching practice.

Course aims

The main educational aims of the PGCE course are:
• To enable students to take active responsibility for their own learning and development as professionals.
• To develop students’ subject knowledge, understanding and competences necessary to teach in Schools / Early Years settings.
• To prepare students for teaching in a range of contexts with a focus on teaching in multilingual, multicultural urban schools.
• To enable students to attain the professional Teachers’ Standards/Early Years Teachers’ Standards for Qualified Teacher Status (QTS)/Early Years Teacher Status (EYTS).
• To enable students to develop a critical understanding of the Rights of the Child and to develop a sense of professional identity which reflects this.
• To provide reflective, active and collaborative learning opportunities that enable students to explain, reflect upon and critically assess their own practice.
• To enable students to access, interpret and undertake their own research to enable them to critically reflect on teaching and learning.
• To integrate theoretical principles of teaching and learning with practical applications for teaching.
• To support students to understand the importance of working closely with families, communities and other professionals, and to develop the full range of skills, competencies and attitudes needed to enhance their employability.
• (For Postgraduate award) to prepare students for further Postgraduate study and research.
• (For Postgraduate award) to provide students with the tools and theoretical understandings needed to conduct a range of investigations and research into their own practice and that of the schools / settings in which they are placed.
• (For Postgraduate award) to provide students with a critical and comprehensive grasp of the literature relating to their specialism.

Course learning outcomes

The following learning outcomes incorporate and depend on a systematic understanding of knowledge, and a critical awareness of current problems and/or new insights, much of which is at, or informed by, the forefront of the academic discipline, field of study or area of professional practice.

On successful completion of this course students will be able to:

1. Apply methods and techniques appropriate to their own research or advanced scholarship in the PGCE.

2. Apply knowledge with originality, based on a practical understanding of how established techniques of research and enquiry are used to create and interpret knowledge in the PGCE.

3. Evaluate critically current research and advanced scholarship in the PGCE.

4. Evaluate methodologies and develop critiques of them and, where appropriate, to propose new hypotheses

5. 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

6. Exercise self-direction and originality in tackling and solving problems, and act autonomously in planning and implementing tasks at a professional or equivalent level

7. Advance their knowledge and understanding, and to develop new skills to a high level

8. Exercise initiative and personal responsibility, including decision-making in complex and unpredictable situations

9. Learn independently for the purposes of continuing professional development.

Course learning outcomes / Module cross reference

Module Code

SDQ017
SDQ018
SDQW21
SDQW22

Learning Outcomes LO1 - LO9

Principle QAA benchmark statements

The course is compliant with the National College for Teaching and Leadership professional standards, which are requirements for Initial Teacher Education. The course is inspected by Ofsted to ensure compliance with the above.

Assessment strategy

Assessment for the university taught components of the course (60 credits) is implemented through a variety of coursework instruments and practical tasks. One assignment involves a portfolio of tasks relating to teaching, whilst the second assignment is a research report. The portfolio assignment includes several opportunities to receive formative feedback from tutors and peers.

These credits are associated with ‘hybrid’ modules, and can thus be awarded at either level 6 or level 7. Student work is marked according to one assessment criteria grid, and an overall mark is identified:
(1) Level 7 Distinction
(2) Level 7 Pass
(3) Level 6 Pass
Students gaining 60 credits at level 7 will be awarded the Post Graduate PGCE; others passing both modules but failing to gain 60 level-7 credits will be awarded the Professional Graduate PGCE.

Assessment of the school experience modules (60 credits at level 6) is through observation of teaching and professional practice in relation to the professional Teachers’ Standards for QTS.

Organised work experience, work based learning, sandwich year or year abroad

Students require placements in consecutive Key Stages/phases (e.g. Foundation Stage & KS 1 or KS1 & KS2 or KS3 & KS4) depending on the route they take.

Autumn term (flexible to fit in with school terms)
assessed placement

Spring term - Summer term
assessed placement (flexible to fit in with school terms)

A minimum of 120 days in total across the two placements. An additional 15 day block is available in June for students requiring additional time to meet compliance regulations.

Course specific regulations

PGCE Course Regulatory Schedule

Status
1. This schedule forms part of the Regulations for all PGCE / ITE courses and should be read alongside the University’s Regulations, which govern courses and the responsibilities of students. This regulatory schedule lays out a number of programme specific regulations: (i) some of these refer to specific issues where additional regulations apply to PGCE / ITE students and (ii) others refer to areas where PGCE / ITE students are exempted from the normal university regulations. Programme specific regulations reflect the requirements of ITE courses established by the National College for Teaching and Leadership, Department for Education and Ofsted. For areas that are not addressed in this document, students should refer to the regular student regulations.

Preamble
2. All University students are bound from the commencement of their course or from the point of enrolment, by all relevant Regulations, Procedures and policies.

3. Students enrolled on all teacher education programmes leading to QTS/EYTS are governed by:

• The University’s Academic Regulations which govern the standards of the University’s awards, the responsibilities of students and the formal roles played by staff in relation to admission to courses and programmes of study, assessment of student’s work and conferment of award;

• Regulations which govern the conduct of students, in particular, the Regulations applicable to all Students in cases of Misconduct – Incorporating a Code of Discipline; and,

• Responsibilities placed upon them regarding not only their conduct but also their professional suitability, as outlined in the Standards and successor guidance from relevant government departments. The Code of Practice is a list of statements that describes the standards of professional conduct required of teachers as they go about their daily work. Failure to meet these responsibilities can lead to the termination of training. All breaches of the professional Code of Practice will be progressed in accordance with within the University’s Student Misconduct Regulations. A student may at any time be suspended by the University if in breach, or alleged to be in breach, of professional conduct.


4. In addition, teacher education students on the qualifying programmes have specific regulations governing professional practice placements that are also outlined below.

5. It is the responsibility of all students to read the Teachers’ Standards (and all relevant codes / guidance issued by successor bodies) and the relevant University Regulations to familiarise themselves with all responsibilities and requirements.

6. In the event of receiving an allegation of Student Misconduct, students are advised to seek advice, guidance and support from the Students’ Services.

Issues that may affect a student’s suitability to commence or continue training as a teacher
7. As a condition of entry to the course the student is required to declare whether they have any criminal conviction (including spent, unspent, cautions, warnings or reprimands), through self-declaration and completing a Disclosure and Barring Service disclosure and to declare any relevant health issues through the occupational health checking procedure. Students also have to undertake an overseas criminal record check (where relevant), prohibition checks and confirm that neither they nor anyone with whom they share an address have ever been barred from working with children. These disclosures are processed in accordance with the current ITE criteria and the Childcare Act 2006. In addition, students are required to comply with whatever requirements are introduced by relevant government bodies, legislation or guidance, such as the work of the Independent Safeguarding Authority, DBS and other subsequent developments.

8. If any change of circumstances related to paragraph 7 occurs subsequent to enrolment this must be declared as soon as is practically feasible.
a) Where the matter relates to criminal convictions or cautions this should be communicated in writing to the Head of Education Subject Group who will investigate the matter. Where the student’s suitability for teacher training is in question, it shall be referred to the University Secretary by way of a formal report from the Head of Education Subject Group (in relation to criminal activity) for consideration in accordance with the Academic Regulations (Section 9.1 Regulation 19).
b) Where the matter relates to changes in health it is the student’s responsibility to bring this to the attention of the Head of ITE in a timely and appropriate manner. The Head of Teacher Education will seek an investigation of the matter and may refer the case to a relevant occupational health professional and seek to review the student’s suitability for the course in relation to the guidance documents and ITT criteria (or subsequent relevant publications).

9. Failure to disclose any circumstances (in paragraphs 7 and 8) occurring prior to entry to the course or subsequent to enrolment shall be deemed a breach of the University’s Code of Discipline and shall be progressed in accordance with the Student Misconduct Regulations. They may result in termination of a student’s status as a student or suspension.

Specific issues relating to Initial Teacher Education courses
10. The University’s PGCE awards lead to a recommendation to the appropriate body for ‘Qualified Teacher Status’ (QTS)/’Early Years Teacher Status’ (EYTS)

11. PGCE courses at the University are courses of Initial Teacher Education (ITE) .

12. The PGCE Course Regulatory Schedule incorporates recent changes to the relevant national frameworks as approved by the National College for Teaching and Leadership and the Quality Assurance Agency (QAA). These developments offer the opportunity for the PCGE to be studied at Undergraduate level or at Undergraduate and Postgraduate level.

In brief the implications are as follows:

• Our qualification at Undergraduate level-6 is a ‘Professional Graduate Certificate in Education’ (PGCE), with 120 credits at level 6.

• The ‘Post Graduate Certificate in Education’ (PGCE) will be awarded to students who complete 60 credits at level 7 and 60 credits at level 6.

• Unless otherwise indicated ‘PGCE’ shall refer to both the Professional and Post Graduate routes.

• Given the complexity of the PGCE programme combining undergraduate and postgraduate regulations, if a student is unclear about how the regulations apply to them they should seek clarification from the Head of Teacher Education.

Course Structure and Assessment
General
13. All PGCE courses shall be based on a teaching year comprising an autumn, spring and summer term. The total number of weeks for each programme is dependent on statutory government requirements.

14. PGCE courses are studied in full-time mode only.

15. In addition to regulation on assessment (Section 6) students are assessed in accordance with the Teachers’ Standards/ Early Years Teachers’ Standards which are periodically reviewed by the DfE.

Assessment
16. The study and assessment for all modules must be undertaken.

17. School Experience modules are all registered at level 6 (15 credits for SE to Progress Point 2 and 30 credits for SE to Progress Point 5. They will be marked according to the following criteria:

SDQW21 School Experience Progress Point 2
• Pass (level-6 credits)
• Fail

SDQW22 School Experience Progress Point 5
• Grade 1 - Outstanding (level-6 credits)
• Grade 2 - Good (level-6 credits)
• Grade 3 - Satisfactory (level-6 credits)
• Grade 4 - Fail

18. 60 credits in each PGCE programme will provide students with the possibility of gaining either level 6 or level 7 credits, depending on the quality of the work (these modules differ for primary and secondary programmes but are clearly identified for students in programme handbooks). These modules will be marked according to the following grades:
• level-7 distinction
• level-7 pass
• level-6 pass
• Fail

For full text of course specific regulations please see Course Handbook

Modules required for interim awards

All modules on the PGCE course are core-compulsory.

Arrangements for promoting reflective learning and personal development

The PGCE course is designed to encourage students to reflect upon their learning and make links between their practice and pedagogic theory.
• Assignments incorporate reflection on experience and encourage students to evaluate their practice and explain how they are having an impact on learners.
• Weekly reflections during school experience require students to identify clear personal targets and to reflect on their progress in relation to these targets.
• During school experience students receive individual feedback on their teaching, which enables them to evaluate their progress and set targets for further development.
In addition, students are required to keep a portfolio of evidence and reflections to demonstrate their achievement of the Teachers’ Standards for QTS/EYTS.

Career, employability and opportunities for continuing professional development

Successful award of QTS/EYTS means students are eligible to teach in schools and children’s centres in the age range for which they trained.

Professional Statutory and Regulatory Body (PSRB) accreditations & exemptions

Successfully complete the course to be awarded the National College for Teaching and Leadership (NCTL) Early Years Teacher Status (non-QTS) professional accreditation.

Career opportunities

Our graduates who gain Early Year Teacher Status become eligible for practice as an early years teacher (non-QTS) and are often employed across private and voluntary early years settings.

Those who go into roles in early years settings find work within free schools, mainstream academies, alternative provision academies and existing academies.

These are organisations that can employ teaching staff without the requirement for them to have Qualified Teacher Status (QTS). Although QTS is currently a requirement for teachers working in maintained schools and nurseries, 80% of early years provision is outside the maintained sector.

The success of our students from this course reflects the current need for well-trained graduates who can quickly move up to more senior roles in children's centres, nursery and primary schools and other early childhood care and education settings.

A variety of other career paths are also open to graduates in the education, health and social care fields. Some go on to specialise in a particular area, such as special educational needs, while others take up advisory posts in local authorities or government departments.

A significant number of students continue their professional studies, including academic studies at a master's level.

Entry requirements

You will be required to have:

  • a UK degree grade 2.2 (or equivalent) or above
  • GCSE grade C (grade 4 from 2017) or above in Maths, English and Science (or equivalent, eg qualifications from Equivalency Testing or A* Star Teachers)
  • been employed for at least 16 hours per week in an appropriate early years setting that delivers the Early Years Foundation Stage (accepted settings include nursery schools, independent schools, maintained schools, academies and any setting on the Early Years Register)
  • been working directly with children aged up to five-years-old
  • the ability to demonstrate your suitability to teach and have an enhanced Disclosure and Barring Service (DBS) certificate

All applicants must also have passed the DfE’s professional skills tests prior to entry. This means that upon submitting your application, you’ll immediately need to register to undertake your skills tests.

Due to statutory requirements, we are not able to offer sponsorship under the Tier 4 visa route for this course. We will be happy to consider those falling into this category for an alternative suitable course on request. Overseas nationals who already hold an alternative visa in a suitable category or have been granted permission to remain in the UK indefinitely, and EU nationals may be considered for admission but please note that an additional international enhanced police check will be required.

Applicants with third class degrees can apply on the condition that this qualification is supported by a completed Master's degree and relevant work experience.

All applicants must be able to demonstrate proficiency in the English language. Applicants who require a Tier 4 student visa may need to provide a Secure English Language Test (SELT) such as Academic IELTS. For more information about English qualifications please see our English language requirements.

Official use and codes

Approved to run from 2014/15 Specification version 1 Specification status Validated
Original validation date 01 Feb 2015 Last validation date 01 Feb 2015  
Sources of funding NCTL
JACS codes 100510 (early years teaching): 100%
Route code ECEYTE

Course Structure

Stage 1 Level 07 September start Offered

Code Module title Info Type Credits Location Period Day Time
SDQ017 Curriculum Studies Core 30 NORTH AUT+SPR NA  
SDQ018 Professionalism and Inclusive Practice Core 30 NORTH AUT+SPR NA  
          NORTH AUT NA  
SDQW21 School Experience to Progress Point 2 Core 15 NORTH AUT NA  
SDQW22 School Experience to Progress Point 5 Core 45 NORTH SPR NA