Learning outcomes will be assessed by a portfolio of evidence and the judgement of work based mentors and university tutors on the quality of performance in settings.

This is governed by the “Teachers’ Standards” issued by DfE as specified below.

1. Set high expectations which inspire, motivate and challenge all children.
2. Promote good progress and outcomes by children.
3. Demonstrate good knowledge of early learning and EYFS.
4. Plan education and care taking account of the needs of all children.
5. Adapt education and care to respond to the strengths and needs of all children.
6. Make accurate and productive use of assessment.
7. Safeguard and promote the welfare of children, and provide a safe learning environment.
8. Fulfil wider professional responsibilities.

Trainees will demonstrate their attainment against the Teachers’ Standards for Early Years Teacher Status as specified by the DfE
Knowledge & Understanding
Learning
Enquiry
Analysis
Problem Solving
Communications
Application
Reflection

You will observe experienced Early Years Professionals, teachers and other staff; collaborate with others in planning, delivering and reviewing sessions and take sole responsibility for these. Your responsibilities will increase during the course of each of two school or Early Years placements as indicated by the following broad outline:

First placement until Christmas (12 weeks)
Total class contact 60 hours Minimum teaching 36 hours
Initially you will observe lessons, then take responsibility for parts of sessions. You will collaborate with others in planning and delivering sessions. As the term progresses you will take sole responsibility for an increasing number of sessions.

First Placement, January and February (6 weeks)
Total class contact 48 hours Minimum teaching 36 hours
During this phase you will have responsibility for planning short schemes of work for sessions and you will have increased responsibility in terms of number of sessions and supervising babies and young children’s progression.


Second Placement (18 weeks)
Total class contact 180 hours Minimum teaching 126 hours
The sequence of your experience in the second placement will follow that in the first.

Building a Portfolio
Through this experience you will assemble a portfolio of evidence to reflect your attainment of standards for the Award of Early Years Teacher Status. The standards are in the Course Handbook. This process of assembling your evidence should be ongoing, including the replacement of earlier work by superior examples from later in the year as you develop. You are also expected to include in your portfolio statements describing how you believe your evidence demonstrates attainment of standards. These statements will show how you interpret the standards.

Evidence can take a variety of forms:

* session plans and evaluations
* written reports by the work based mentor
* written reports by the University tutor on lessons observed
* maintenance of an evaluation check list
* photographs of sessions, teaching material and outcomes
* notes taken at a workshop, departmental or general staff meeting
* schemes of work and session plans
* personal notes and annotated bibliographies
* record of personal tutorials and action taken
* photocopies of children’s work with written comments
* marking schemes

Your work based mentor will provide regular tutorial supervision each week throughout your time in the main placement setting. This will provide advice on the preparation of sessions, and a forum for the discussion of learning outcomes and setting/session performance. Your tutorials with your work based mentor also provide an opportunity for you to discuss your targets for development and the development of your portfolio. You will be expected to set clear targets for your own progress on a weekly basis. Work based mentors will formally observe you teaching once as a minimum requirement; University Tutors will normally observe you teaching once per placement.

University teaching sessions
Tutorials
Placement School/College meetings with Mentor
University library
Materials and Links on PGCE Blackboard

For students on the PGCE EYTS course.

General:

ARTHUR, J and DAVIES, I (2009) The Routledge Education Studies Textbook, London: Routledge

BECK, J (2003) Key Issues in Education, London: Continuum International Publishing

BURTON, B (2007) Introduction to Education Studies, London: Sage

COHEN, L (2010) A Guide to Teaching Practice, London: Routledge

ELLIS, E (ed) (2011) Learning and Teaching in Secondary Schools, London: Learning Matters

GREEN, A (2007) Effective Teaching for the 21st Century, London: UWIC Press

KYRIACOU, C. (2009) Effective Teaching in Schools: Theory and Practice, London, Nelson Thornes

MOORE, R (2004) Education and Society: Issues and Explanations in the Sociology of Education,London: Polity Press

POLLARD, A. (2008) Reflective Teaching: Evidence-informed Professional Practice, London: Continuum International Publishing

PRITCHARD, A (2008) Ways of Learning: Learning Theories and Learning Styles in the Classroom, London: Routledge

SEWELL, S. (2008) Doing your PGCE at M Level: A Guide for Students, London: Sage

SMOTH, P (2003) Understanding Children’s Development, London: John Wiley and Sons

Primary:

ARTHUR, J. AND CREMIN, T (eds) (2010) Learning to Teach in the Primary School, London: Routledge

MOYLES, J (2007) Beginning Teaching, Beginning Learning: in Primary Education, Berkshire: OU Press

HAYES, D (2008) Foundations of Primary Teaching, London: Routledge

Early Childhood:

ANG,L (2014) The Early Years Curriculum; The UK context and beyond. London: Routledge

BRIGGS, M. and HANSEN, A. (2012) Play-based learning in the primary school. London: Sage

DESAILLY, J. (2012) Creativity in the primary classroom London: Sage

MACINTYRE, C. (2012) Enhancing learning through play 2nd ed, London: David Fulton

OATES, R. and HEY, C. (2014) The student practitioner in early childhood studies London: Routledge

WATTS, A. (2013) Outdoor learning throughout the seasons London: David Fulton