This employment based course provides intensive specialist training covering babies, toddlers and preschool children to become an early years teacher in one year, with Early Years Teacher Status.
This course will enable you to become an effective, inclusive and evidence-informed teacher. At the heart of our course is a commitment to personalising your journey to Early Years Teacher Status. We'll help you to grow in confidence and competence by providing you with outstanding support as you train.
You'll find a supportive learning environment at the University. This will help you develop a deep understanding of the early years curriculum and acquire a range of teaching methods, based upon the latest research in education. We model good teaching as we train you, so you can transfer what you've experienced into your own practice. You will benefit from an additional contrasting placement which will provide you with a breadth of experience in schools, private, voluntary and independent early years sector.
You'll also benefit from a course that supports you in becoming a research-engaged teacher, who can use evidence to drive improvements in children's learning and wellbeing. Your PGCE modules form part of our Master of Research in Education, which you can continue with beyond your PGCE year.
If you are planning to join this course in the academic year 2020/21 (i.e. between August 2020 and July 2021), please view the information about changes to courses for 2020/21 due to Covid-19.
Students who are continuing their studies with Kingston University in 2020/21 should refer to their Course Handbook for information about specific changes that have been, or may be, made to their course or modules being delivered in 2020/21. Course Handbooks are located within the Canvas Course page.
You will study the Early Years curriculum and teaching methods based on the latest research. Topics include safeguarding, literacy, early maths, forest school and special educational needs and disability (SEND). Personalised support will help you with your study.
Sessions are for one full day a week, usually a Friday. Placements are in an Early Years setting (minimum 10 days, which may be extended to minimum 20 days depending on prior experience) and a Key Stage 1 school experience. You will be fully supported by setting mentors and university tutors.
Non-credit bearing module
This module focuses on developing your ability to teach, assess and undertake your professional responsibilities in your chosen phase of education. It is part based at the University, where lectures, seminars and online learning will provide you with research, theory and practice based insights into effective learning and teaching. It is largely based upon your practice in school and settings, where you receive formal training, experience of working alongside professionals, experience of being the lead practitioner in a classroom/setting and experience of the wider aspects of being a teacher.
This module introduces students to theories of reflective practice and the value and purpose of reflection for teachers. This will enable students to develop in-depth understanding of how they reflect in order to identify issues and develop solutions in their professional settings.
The main features of the module are critical explorations of factors that affect how children develop physically, socially and as learners. Students will critically analyse issues relevant to their current practice considering their own position as effective teachers.
Through completion of a reflective journal during the module students will develop critical, reflective and reflexive skills to inform peer and colleague discussion within a learning community. Students will be encouraged and supported to challenge and develop their professional practice.
This module enables you to locate yourself as an emerging professional within wider discourses about teaching as a profession. It allows you to evaluate your own identity as a professional and reflect on the values that you and the wider profession hold. You will critically analyse discussions and debates which affect classroom practice. These debates will focus on specific areas to exemplify wider issues in education. The focus of these discussions will be on inclusive teaching and learning and the legislative frameworks which provide codes of practice.
A key focus of the module is to develop your ability to make sense of education research and to apply this in the context of your school or setting.
The information above reflects the currently intended course structure and module details. Updates may be made on an annual basis and revised details will be published through Programme Specifications ahead of each academic year. The regulations governing this course are available on our website. If we have insufficient numbers of students interested in an optional module, this may not be offered.
Trainees must prove that they meet all the following entry requirements before the start of the programme. All overseas qualifications must be accompanied by NARIC equivalence.
All trainees must be UK based and have the right work and study in the UK for at least the duration of their pathway.
All candidates will attend an interview day, which will include a group activity, and English test and an individual interview with one of the course team.
Information about GCSE equivalency test sessions for 2021/22 admissions to be communicated at a later date.
All non-UK applicants must meet our English language requirement, which is Academic IELTS of 6.5 overall, with no element below 6.0. Make sure you read our full guidance about English language requirements, which includes details of other qualifications we consider.
Applicants who do not meet the English language requirements could be eligible to join our pre-sessional English language course.
Applicants from a recognised majority English speaking countries (MESCs) do not need to meet these requirements.
University sessions are led by highly rated lecturers and visiting lecturers who have all had successful teaching careers. Sessions are held once a week.
When not attending timetabled sessions, you will be expected to continue learning independently through self-study. This typically will involve reading journal articles and books, working on individual and group projects, undertaking preparing coursework assignments and presentations, and preparing for exams. Your independent learning is supported by a range of excellent facilities including online resources, the library and CANVAS – the online virtual learning platform.
As a student at Kingston University, we will make sure you have access to appropriate advice regarding your academic development. You will also be able to use the University's support services.
You will attend university once a week. You will have a reflection task to complete each week during the first term. You will gather evidence from your workplace about how you meet the Teachers' Standards (Early Years).
Assessment typically comprises of a professional development portfolio, assignments and observation of your teaching ability whilst on placement.
You will produce a portfolio of work to evidence how your practice meets the Early Years Teachers' Standards. You will receive regular feedback with targets that enable you to grow in confidence and ability. Your portfolio and teaching observations will be used as a key part of the decision to recommend you for Early Years Teacher Status.
The university liaison tutor will carry out six visits over the year to assess your teaching practice and evidence of meeting the Teachers' Standards (Early Years).
We aim to provide feedback on assessments within 20 working days.
Sessions are for one full day a week, usually a Friday.
The course is taught by a team of early years experienced staff who are active researchers. Our academics led an EU project researching how to support toddler well-being and education and teaching in early years from international perspectives.
While you are studying to become a teacher much of your time will be spent putting your skills into practice within a school/settings environment. The rest of the time will be spent being taught by highly experienced professionals.
The Kingston Hill campus features an outdoor learning environment where trainee teachers lead curriculum-linked natural sciences activities with children. It includes a specially built 'cubby house', outdoor pond, beehive and nature trail. It offers students the opportunity to simulate teaching and learning with natural materials.
Find out more about the Kingston Hill campus in the virtual tour.
There are a number of teaching rooms set up to replicate actual classrooms. Each classroom is subject based - such as an art room, science lab, and each is equipped with all the relevant facilities you will need to practise your lessons before taking them into school.
Our library (the Nightingale Centre) has an excellent range of teaching resources to help you plan and teach your lessons, such as a range of children's topic books, music and nursery rhymes on CD, as well as artefacts and kits that can be used to illustrate historical periods, different religions, science, maths and music.
Roles include early years teaching, management, and running an early years setting. The course can lead to a masters: credits from PGCE modules form one-third of our Education MRes.
The course was a great transition for me to consolidate the practical and theory of being an Early Years Teacher (EYT). It has allowed me to gain a deeper insight into the different practices across various settings through engaging with other students on the course.
Kingston University have great lecturers with a depth of knowledge, they are eager to share their knowledge to help students develop. The University encompassed both the EYITT with the PGCE to allow for a wide variety of teaching and practical expertise.
I have been able to utilise my previous skills and qualifications in a different field with becoming an Early Years Teacher to progress to a Headteacher in an independent school.
Sophia Abbas, former EYITT trainee
I would recommend the EYITT course because it enables you to complete a teaching award whilst being employed. I found this beneficial because I could share what I had learnt directly with my colleagues and as a result it enabled me to improve my practice during the course.
The course enabled me to meet like-minded individuals from a range of early years settings, we were able to share our practice and as a result we have remained in contact and continue to share our experiences and ideas.
The MA part of the course was particularly interesting because it enabled me to think critically about aspects of early years and link my practice to different theories. I particularly enjoyed the 'change management project' as it enabled me to work with the other practitioners at my setting to evaluate and develop our practice on risk management.
Since finishing the course, I have become Room Leader of the Pre-school room, which is in combination to my EYT role. This has allowed me to build my confidence in leading and managing a team of practitioners.
Saffron Blevin, former EYITT trainee
The training involves a mix of theory and practice. There are lecturer and peer led learning sessions, and also some independent study. Part of the training involves building up knowledge and experience with different age groups by going on the appropriate placements.
The lecturers at Kingston were always on hand to support us in everyday practice as well as our studies. We also had a lot of support from our peers, as we had a huge wealth of knowledge within our EYITT group, this was invaluable.
I had a setting based mentor, who had completed the Early Years Professional Status, and she was able to provide me with practical advice about my studying and my practice. We also had a University Liaison Tutor, who was the link between students and the University, and was also on the end of the phone whenever a question about an assignment, teaching folders, or practice arose.
Sarah Howard, former EYITT trainee
Kingston University works regularly with local authority early years advisers and workforce development officers across London and the South East to deliver a fit-for-purpose programme to meet employers' needs. We have links with:
We do not anticipate making any changes to the composition of the course, i.e. number of modules or credits in a year, as a result of the pandemic.
Changes can be made to courses as part of normal enhancement processes in order to keep our courses up to date with current developments in that subject area and to provide a high quality student experience. Any such changes made to the composition of the course will be highlighted to students during the induction period.
We do not anticipate making any changes to module titles and summaries or to the availability of modules as a result of the pandemic.
Changes can be made to modules as part of normal enhancement processes in order to keep our courses up to date with current developments in that subject area and to provide a high quality student experience. Any such changes made to module titles and/or availability of modules will be highlighted to students during the induction period.
We expect to deliver the course within the planned timescales to enable successful students to progress through and graduate from the course without delay.
In exceptional circumstances the sequence of learning and teaching activities may be changed, e.g. re-sequencing those modules that can be delivered more effectively under the current restrictions with those which would be more difficult to deliver, such as practical modules and placements.
We have not changed entry requirements as a result of the pandemic. However, the range of accepted alternatives have increased as has the way in which we select students, which now includes virtual interviews and online portfolios.
We have not changed entry requirements for international students as a result of the pandemic. However, in response to the pandemic, we now accept a much broader list of English language exams for entry to the course; the level of these exams remain the same.
Due to the current pandemic the course's teaching and learning activities will be delivered through both online and on-campus methods (blended learning) in 2020/21. In order to provide all students with a comparable on-campus experience, the University has committed to ensuring that all courses provide at least 30% of their teaching and learning activities on-campus.
While physical distancing measures remain in place, you will receive your learning and teaching via a blend of on-campus and on-line activities. Should your circumstances prevent your attendance at on-campus sessions, you will still be able to engage with your course in a way that allows you to progress. Where this is not possible, support will be available to consider what options are open to you.
Whole cohort lectures will be online. On-campus seminar groups and Early Years phase learning groups will adhere to social distancing requirements.
The University will continue to closely monitor government announcements and advice in relation to the current pandemic and, where required, will take any necessary action in order to comply with such advice.
In the event that a further lockdown is enforced the University will aim to deliver the course fully online. This may require some additional changes being made to planned teaching and learning activities, including assessments. The majority of our courses are prepared to be delivered fully online if the situation requires it. Where the quality of the student experience may be compromised significantly, or the course is unable to be delivered fully online, the University may need to suspend the delivery of that course until a time that it can be delivered appropriately. Students will be supported in these situations to ensure they are able to make the right choices for their particular circumstances.
In the event that the current social distancing restrictions are fully lifted and the University is able to resume normal delivery of teaching and learning activities, courses will assess whether it is in the students' interest to resume normal delivery. In some cases it may be better to continue and complete modules under the planned blended delivery mode.
Changes to the overall breakdown of scheduled teaching hours, placements and guided independent study hours will not be made as a result of the pandemic. However, it is possible that some adjustments might be made at module level, e.g. a few more scheduled activities, in order to help ensure student engagement with blended learning.
Any changes made to the overall breakdown of scheduled teaching hours, placements and guided independent study hours for the course will be highlighted to students during the induction period.
'Scheduled teaching' includes teaching that is online either live or recorded / on demand.
Your individualised timetable for teaching block 1 (i.e. from September 2020 to December 2020) should be available by the end of August 2020. Timetables for teaching block 2 (i.e. from January 2021) will not be available until the autumn. Whilst we make every effort to ensure timetables are as student-friendly as possible, scheduled teaching can take place on any day of the week between 9am and 9pm. To accommodate smaller group sizes and social distancing, we will need to maximise the time available for teaching. This means, we may have to use Wednesday afternoons and enrichment week for additional teaching slots. Timetables for part-time students will depend on the modules selected.
Changes can be made to modules, including how they are assessed, as part of normal enhancement processes in order to keep our modules up to date with current developments in that subject area. Due to the current restrictions in place, i.e. social distancing, it is anticipated that many formal on-campus examinations, including practical examinations, will be replaced with alternative assessments which can be completed online. These changes will be considered and approved through the University's processes to ensure that student assessments will be able to demonstrate they have achieved the expected learning outcomes. The approval process will also assess whether the change impacts the status of any professional body accreditation the course benefits from.
Any changes to the overall methods of assessment for the course will be highlighted to students during the induction period.
No changes are expected to the general level of experience or status of staff involved in delivering the course.
As a result of the social distancing restrictions in place, on-campus teaching activities may need to be split into smaller groups which may require the support of teaching assistants and student mentors, who will be managed by experienced staff.
There will be no changes to published tuition fees for 2020/21.
As a result of the blended delivery of courses in 2020/21, where a significant proportion of the teaching will be done online, students will need a personal laptop or computer and access to the internet to participate in online teaching and learning activities. Students who are able to travel will have access to computers on campus, however, it should be noted that access to on-campus facilities will be restricted due to social distancing requirements.
The University is considering how best to provide support to students who do not have access to suitable hardware and software requirements and access to the internet. Identifying students who require this type of support is an important milestone for the University in our journey to ensure equity of access while we continue to deliver our blended approach. Information about the support that will be available will be provided to students during the induction period.
There will be no changes to any existing University funding arrangements for 2020/21. Currently there are no indications from the UK government that there will be any changes to government funding arrangements.
There will be no changes to published tuition fees or funding arrangements specifically relating to international students for 2020/21.
EYITT students are employed in their own settings. Alternative experience early years setting placements are still valid but subject to Covid-19 restrictions. This will be monitored closely. EYITT trainees must adhere to their employer's and alternative setting experience Covid-19 guidance. The Swedish field trip is unlikely to happen in this academic year.
Placements (including work and clinical placements) and field trips included as part of the course will go ahead as planned. However, to ensure students are able to gain maximum value from these activities, it may be necessary to reschedule them to later in the year when current restrictions have been lifted. We acknowledge that this year it may be more difficult for students to secure appropriate placements. In those situations, students will be guided and supported through the various options that will be available to them, including switching courses or interrupting their studies until a time when they can complete their placement.
Any proposed changes to placements or field trips would go through University's agreed processes where the impact of the change will be carefully considered. Students will be advised of any changes that may become necessary and appropriate support will be available to students to guide them through the various options that may be available to them.
In the interest of the health and wellbeing of our students, the University will ensure that appropriate risk assessments are made before students are sent on a placement.
Courses which require placements or field trips to be completed in order to pass relevant modules will have contingency plans in place in the event that a placement or field trip cannot be completed due to another lockdown or more stringent social distancing measures.
Voluntary placements or field trips may be rescheduled, or, as a last resort, cancelled if it becomes difficult to deliver them and doing so is in the interest of the health and safety of our staff and students.
No changes will be made to the qualification awarded, e.g. MSc, as a result of the pandemic.
Changes can be made to courses, including the qualification awarded (although very rare), as part of normal enhancement processes in order to keep our courses up to date with current developments in that subject area. Any changes made to the qualification awarded for the course will be highlighted to students during the induction period.
International students should maintain awareness of the UK government's and their home country's government advice on possible travel restrictions. The University will closely monitor advice and guidance published by the UK government and assess its impact on our international students. Appropriate advice and guidance will be provided as and when required.
The University will ensure students who are unable to attend on-campus learning and teaching activities are able to effectively engage with their studies remotely. For certain courses an inability to attend on-campus learning and teaching activities may not be in the students best interest, as it may impede their chances of succeeding in the course or lead to them receiving a poor learning experience. In such cases students will be advised and guided through the various options available to them, such as deferring their studies until they can engage fully with the course.