Graduate Certificate Early Years Initial Teacher Training Programme Specification Primary Purpose Course management and quality assurance. Secondary Purpose Detailed information for students, staff and employers. Current students should refer to the related Course Handbook for further detail. Disclaimer The University of Portsmouth has checked the information given in this Programme Specification. We will endeavour to deliver the course in keeping with this Programme Specification; however, changes may sometimes be required arising from annual monitoring, student feedback, review and update of units and courses. Where this activity leads to significant changes to units and courses, there will be prior consultation of students and others, wherever possible, and the University will take all reasonable steps to minimize disruption to students. It is also possible that the University may not be able to offer a unit or course for reasons outside of its control, for example; the absence of a member of staff or low student registration numbers. Where this is the case, the University will endeavour to inform applicants and students as soon as possible. Where appropriate, the University will facilitate the transfer of affected students to another suitable course. Copyright The contents of this document are the copyright of the University of Portsmouth and all rights are reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted, in any form or by any means electronic, mechanical, photocopying, recording or otherwise, without the prior consent of the University of Portsmouth.
Contents Course Details...1 1. Named Awards...1 2. Course Code (and UCAS Code if applicable)...1 3. Awarding Body...1 4. Teaching Institution...1 5. Accrediting Body...1 6. QAA Benchmark Groups...1 7. Document Control Information...1 8. Effective Session...1 9. Author...1 10. Faculty...1 11. Department...1 Curriculum...1 12. Educational Aims...1 13. Reference Points...2 14. General Learning Outcomes...2 15. Learning Outcomes...3 A. Knowledge and Understanding of:... 3 B. Cognitive (Intellectual or Thinking) Skills, able to:... 3 C. Practical (Professional or Subject) Skills, able to:... 4 D. Transferable (Graduate and Employability) Skills, able to:... 4 16. Learning and Teaching Strategies and Methods...4 17. Assessment Strategy...5 18. Course Structure, Progression and Award Requirements...5 19. Employability Statement...5 Course Management...5 20. Support for Student Learning...5 21. Admissions Criteria...5 A. Academic Admissions Criteria... 6 B. Disability... 6 22. Evaluation and Enhancement of Standards and Quality in Learning and Teaching...6 A. Mechanisms for Review and Evaluation... 6 B. Responsibilities for Monitoring and Evaluation... 6 C. Mechanisms for Gaining Student Feedback... 7 D. Staff Development Priorities... 7 23. Assessment Regulations...7 24. Role of Externals...8 25. Indicators of Standards and Quality...8 A. Professional Accreditation/Recognition... 8 B. Periodic Programme Review (or equivalent)... 8 C. Quality Assurance Agency... 8 D. Others... 8 26. Further Information...8 i
Course Details 1. Named Awards Graduate Certificate Early Years Initial Teacher Training (EY ITT) 2. Course Code (and UCAS Code if applicable) C2634P 3. Awarding Body University of Portsmouth 4. Teaching Institution University of Portsmouth 5. Accrediting Body The National College for Teaching and Leadership (NCTL) 6. QAA Benchmark Groups Education 2015, Early Childhood Studies, 2014 In order for you to be recommended for Early Years Teacher (EYTS) you need to demonstrate that you meet the Standards set out for Early Years Teachers (Teachers Standards - Early Years, 2013) as laid out by the National College of Teaching and Leadership (NCTL). 7. Document Control Information February 2016 8. Effective Session 2017-18 9. Author Sarah Barton 10. Faculty Faculty of Humanities and Social Sciences 11. Department School of Education and Childhood Studies Curriculum 12. Educational Aims This programme is designed to provide Early Years trainee teachers the opportunity to study the theory and practice of early years education from the perspective of children, practitioners, teachers and other key stake holders in early years education. The overarching aim of the Graduate Certificate Early Years ITT is to provide a programme to train effective practitioners and teachers Programme Specification for GradCert Early Years Initial Teacher Training Page 1 of 8
who will be able to ensure positive outcomes for babies and young children. This will be achieved by: Enabling early years trainees to recognise and apply the principles of equity, inclusion and participation in work with children, families, communities, colleagues and the wider professional team Promoting an autonomous, enquiry based approach to the challenging nature of professional learning and the development of pedagogical awareness, subject knowledge and teaching skills. Providing a rigorous theoretical and research-based perspective to extend an ability to reflect critically upon personal and professional values and the complex nature of effective learning & teaching. Encouraging accountability for personal progress through the planning and completion of study and subsequent professional development. Enabling trainee teachers to develop conceptual and analytical methods in educational research and to recognise the complex interrelationship between educational theory, policy and practice Enabling trainees to gain advanced knowledge and professional skills as required to meet the standards for Early Years Teacher Status 13. Reference Points The Graduate Certificate EY ITT is placed within a framework of other courses in Initial teacher training and all courses follow similar DfE guidelines. The course adheres to the statutory requirements outlined in the relevant government documents including Teachers Standards (Early Years) (2013) and ITT requirements guidance. The learning outcomes are designed to enable the required standards to be met whilst at the same time introducing trainee teachers to education research enabling them to begin to develop critical, evaluative and reflective thinking in their practice. 14. General Learning Outcomes Level 6 Graduate Diplomas are awarded to students who have demonstrated: a systematic understanding of key aspects of their field of study, including acquisition of coherent and detailed knowledge, at least some of which is at, or informed by, the forefront of defined aspects of a discipline an ability to deploy accurately established techniques of analysis and enquiry within a discipline conceptual understanding that enables the student: to devise and sustain arguments, and/or to solve problems, using ideas and techniques, some of which are at the forefront of a discipline to describe and comment upon particular aspects of current research, or equivalent advanced scholarship, in the discipline an appreciation of the uncertainty, ambiguity and limits of knowledge the ability to manage their own learning, and to make use of scholarly reviews and primary sources (for example, refereed research articles and/or original materials appropriate to the discipline) Typically, holders of the qualification will be able to: apply the methods and techniques that they have learned to review, consolidate, extend and apply their knowledge and understanding, and to initiate and carry out projects critically evaluate arguments, assumptions, abstract concepts and data (that may be incomplete), to make judgements, and to frame appropriate questions to achieve a solution - or identify a range of solutions - to a problem Programme Specification for GradCert Early Years Initial Teacher Training Page 2 of 8
communicate information, ideas, problems and solutions to both specialist and non-specialist audiences And holders will have: the qualities and transferable skills necessary for employment requiring: the exercise of initiative and personal responsibility decision-making in complex and unpredictable contexts the learning ability needed to undertake appropriate further training of a professional or equivalent nature 15. Learning Outcomes A. Knowledge and Understanding of: A.1 The Early Years Foundation Stage (EYFS) and National Curriculum (NC) Programmes of Study for Key Stage 1 and pathways for progression. A.2 The values, aims and purposes and the general teaching requirements set out in EYFS and the NC. A.3 The expectations, typical curricula and teaching arrangements in Early Years and Key Stage 1. A.4 Relevant research informed and good practice guidelines and inspection evidence relating to pedagogy and professional values and practice. A.5 Basic enquiry methods relevant to education. A.6 Theories of teaching and learning including learning and teaching styles and pedagogical knowledge and practice relevant to both stage and subject. A.7 Procedures and practice for both formative and summative assessment, their strengths and limitations within Early Years education. A.8 A range of strategies for promoting positive values, attitudes and behaviours expected of children and establishing a safe and stimulating learning environment. A.9 The role and application of technology and media in the wider environment and its value and impact within Early Years education. A.10 The diversity of learners individual needs and meeting those needs through differentiation. A.11 The role of multi-agency professional teams and partnership with parents and/or carers. B. Cognitive (Intellectual or Thinking) Skills, able to: B.1 Within their own professional dialogue and practice to be able to use good practice guidelines and inspection evidence effectively. B.2 Suggest independent interpretations of data using primary sources. B.3 Reflect critically upon the relationship between theory and their professional practice B.4 Consider the effectiveness of a range of teaching and learning strategies used within the field of early years education B.5 Use IT and e-learning competently to access, interpret, assess and present information in a range of appropriate formats. B.6 Deal with educational issues effectively and communicate their conclusions based upon evidence to a range of audiences including mentors, practitioners, teachers, other professionals and senior management within the EY ITT programme. B.7 Consistently apply professional integrity to their own practice. B.8 Make recommendations based upon enquiry into practice to justify improved practice. Programme Specification for GradCert Early Years Initial Teacher Training Page 3 of 8
C. Practical (Professional or Subject) Skills, able to: C.1 Communicate effectively with babies, children, professional colleagues, parents and carers C.2 Reflect on and improve their practice, and take responsibility for identifying and meeting their professional development needs. C.3 Be aware and have knowledge and understanding of teaching, learning and the positive values, attitudes and behaviours expected of children including adapting education and care to respond to the strengths and needs of all children to provide an opportunity for all children to achieve their potential. C.4 Understand and lead assessment within the framework of the EYFS framework, including statutory assessment requirements (see annex 1 of the Teachers Standards Early Years). C.5 Have secure knowledge of the EYFS areas of learning and development to enable them to teach effectively across the age and ability they are trained to teach. Demonstrate academic, core subject pedagogy as an EYFS practitioner. C.6 have secure knowledge of the relevant statutory and non-statutory EYFS and Key Stage 1 curricula frameworks and other relevant initiatives across the age and ability they are trained to teach Professional Learning Outcomes In addition, trainees will be required to evidence the professional skills and underpinning knowledge required to meet the Teachers Standards Early Years: Standard 1: Set high expectations which inspire, motivate and challenge all children. Standard 2: Promote good progress and outcomes by children. Standard 3: Demonstrate good knowledge of early learning and EYFS. Standard 4: Plan education and care taking account of the needs of all children. Standard 5: Adapt education and care to respond to the strengths and needs of all children. Standard 6: Make accurate and productive use of assessment. Standard 7: Safeguard and promote the welfare of children, and provide a safe learning environment. Standard 8: Fulfil wider professional responsibilities. D. Transferable (Graduate and Employability) Skills, able to: D.1 Organise, evaluate and communicate their opinions and arguments in both written and spoken language, showing confident use of specialist vocabulary. D.2 Use a range of educational IT hardware and software appropriately. To include digital cameras, interactive whiteboard, Early Years Online Learning Journals, Power Point, Microsoft Office and Excel and the internet. D.3 Process and synthesise empirical and theoretical data, to present and justify arguments D.4 Work independently, demonstrating initiative and self-management D.5 Interpret and use graphical and tabular presentation of data in a critical and constructive way D.6 Articulate on preferred learning strategies, reflect on these in the light of learning theories, and use them to organise an effective work pattern including working to deadlines and targets. D.7 Identify and provide credible solutions to complex issues within the field of Early Education that are significant in scope. 16. Learning and Teaching Strategies and Methods Ongoing subject specific personal needs assessment will be undertaken by each trainee and their progressed tracked by their link tutor, work based mentor and the programme leader. Programme Specification for GradCert Early Years Initial Teacher Training Page 4 of 8
Trainees will be encouraged to identify broader opportunities for standards specific continuing professional development. Trainees will be given formative feedback in addition to summative assignments. There are also specified placement and setting tasks. Trainees will have both formative and summative feedback on recorded observations and reflection of teaching alongside work based mentors, and link tutors. 17. Assessment Strategy All assessment is through course work. Assessment will be through formative assessment records, written academic assignments(such as essays), written reflective accounts, witness testimonies, a portfolio of work based documentation and observations which are designed to enable the trainee teacher to demonstrate their knowledge and understanding, as well as their intellectual and transferable skills. 18. Course Structure, Progression and Award Requirements See Unit Web Search 1 for full details on the course structure and units GRADUATE EMPLYMENT BASED ROUTE DEVELOPING PROFESSIONAL PRACTICE 1 (EYITT) DEVELOPING PROFESSIONAL PRACTICE 2 (EYITT) DEVELOPING PROFESSIONAL PRACTICE 3 (EYITT) U25154 U25155 U25156 UNDERGRADUATE ROUTE (BAECS OPTION) DEVELOPING PROFESSIONAL PRACTICE 1 U25273* DEVELOPING PROFESSIONAL PRACTICE 2 U25274* DEVELOPING PROFESSIONAL PRACTICE 3 U25275* 19. Employability Statement This is an employment focused professional course preparing students to enter the early years teaching profession. All students have to meet the Teachers Standards (Early Years) in order to pass and be employed as an Early Years Teacher. This is done through a portfolio of evidence gathered during placements and work based practice, including observations of classroom teaching. Course Management 20. Support for Student Learning The Course is managed by a Course Leader Extensive induction programme introduces the student to the University and their course Each student has a personal tutor and work based mentor responsible for pastoral support and guidance University support services include careers, financial advice, housing and counselling The Academic Skills Unit (ASK), Departmental based Learning Development Tutor (LDT) The Additional Support and Disability Advice Centre (ASDAC) 1 www.port.ac.uk/unitwebsearch Programme Specification for GradCert Early Years Initial Teacher Training Page 5 of 8
Excellent library facilities Student course and unit handbooks provide information about the course structure and University regulations Feedback is provided for all assessments Personal Development Planning (PDP) for all awards 21. Admissions Criteria A. Academic Admissions Criteria The entry requirements for Early Years Initial Teacher Training (ITT) are the same as those for primary ITT. Applicants must: Have achieved a standard equivalent to a grade C in the GCSE examinations in English, mathematics and a science subject Have passed the professional skills tests prior to entry. Hold a good honours degree from a United Kingdom higher education institution (L6), or equivalent qualification, of at least 2.1 standard, (for graduate pathways). Applicants with a 2.2 classification may be considered if they have extensive experience working in Early Years and can submit a strong application form. Possession of a clear enhanced criminal record check through the Disclosure and Barring Service (DBS). Be in employment in an EYFS setting. Have taken part in a rigorous selection process designed to assess their suitability to teach (See C1.3 as detailed below in Initial teacher training criteria supporting advice Information for accredited initial teacher training providers June 2015 ) B. Disability The University makes no distinction in its admissions policy with regard to disability and will endeavour to make all reasonable adjustments in order to make it possible for students to study at Portsmouth on a course of their choice. The University adheres to Higher Education Occupational Physicians/Practitioners (HEOPS) guidance Trainee Teachers Standards of medical fitness to train. The standards for training in teaching are defined by the Department for Education (DfE). These standards meet the criteria in the Equality Act 2010 in that they are a proportionate means of achieving the legitimate aim of ensuring children s safety. Health and physical capacity to teach Providers have a responsibility to ensure that trainees have the health and physical capacity to teach and will not put children and young people at risk of harm. The activities that a teacher must be able to perform are set out in the Education (Health Standards) (England) Regulations 2003. Providers are responsible for ensuring that only trainees who have the capacity to teach remain on the programme. People with disabilities or chronic illnesses may have the capacity to teach, just as those without disabilities or medical conditions may be unsuitable to teach. Further information on training to teach with a disability is available from the DfE website. (Initial teacher training criteria supporting advice Information for accredited initial teacher training providers - June 2015 NCTL p.11) 22. Evaluation and Enhancement of Standards and Quality in Learning and Teaching A. Mechanisms for Review and Evaluation Course Leader s Annual Standards and Quality Evaluative Review Head of Department s Annual Standards and Quality Evaluative Review Unit and Course Level student feedback considered at Board of Studies Programme Specification for GradCert Early Years Initial Teacher Training Page 6 of 8
Unit Assessment Board consideration of student performance for each programme Annual Standards and Quality Reports to Board of Studies, including consideration of Subject and Award External Examiner Reports Periodic Programme Review Student Representatives and Student/Staff Consultative Committees National Student Survey (if appropriate) Staff Performance and Development Review Peer Review and Development Framework Faculty Learning and Teaching Committee B. Responsibilities for Monitoring and Evaluation Unit Co-ordinators for unit content and delivery Course Leader for day-to-day running of course Board of Studies with overall responsibilities for operation and content of course Head of Department Associate Dean (Academic) Associate Dean (Students) Quality Assurance Committee Unit, Award and Progression Board of Examiners C. Mechanisms for Gaining Student Feedback Student Representation on Board of Studies Student Staff Consultative Committees Unit and Course level student feedback questionnaires University participates in external student surveys, e.g. National Student Survey (NSS), Postgraduate Taught Experience Survey (PTES), Postgraduate Research Experience Survey (PRES) and International Student Barometer (ISB) D. Staff Development Priorities Academic staff undertake activities related to research, scholarship, teaching and learning and student support and guidance Annual staff performance and development reviews match development to needs Managers undertake a variety of management development programmes New academic staff required to undertake appropriate University of Portsmouth learning and teaching programmes All academic staff encouraged to seek Higher Education Academy membership Academic staff undertake initial and continuing professional development within the Academic Professional Excellence Framework (APEX) programme which is aligned with the Higher Education Academy (HEA) s UK Professional Standards Framework (UKPSF) Support staff are encouraged to attend short courses in areas such as minute taking, and specific IT packages 23. Assessment Regulations The current University of Portsmouth academic regulations will apply to this programme (see Assessment and Regulations 2 ). 2 www.port.ac.uk/departments/services/academicregistry/qualitymanagementdivision/assessmentandregulations/ Programme Specification for GradCert Early Years Initial Teacher Training Page 7 of 8
24. Role of Externals Subject External Examiners who will: Oversee unit assessment and usually attend Unit Assessment Boards Review unit assessment strategy Sample assessment artefacts Present report to Unit Assessment Boards Award External Examiners (usually also a Subject External Examiner) who will: Oversee and attend Award/Progression Boards Scrutinise and endorse the outcomes of assessment Ensure that the standard of the award is maintained at a level comparable with that of similar awards elsewhere in the United Kingdom 25. Indicators of Standards and Quality A. Professional Accreditation/Recognition The National College for Teaching and Leadership (NCTL). Students who complete the course successfully are recommended to the NCTL for Early Years Teacher Status. B. Periodic Programme Review (or equivalent) The ITT provision is subject to regular inspection by Ofsted in addition to University of Portsmouth Periodic Review when appropriate. C. Quality Assurance Agency QAA Higher Education Review, March 2015, judgements about standards and quality meet UK expectations (for full report see Higher Education Review of the University of Portsmouth, March 2015 3 ). D. Others None. 26. Further Information Further information may be found in: Student Handbook University of Portsmouth Curriculum Framework Document University of Portsmouth Prospectus University of Portsmouth 4 and School/Department 5 websites 3 www.qaa.ac.uk/en/reviewsandreports/documents/university%20of%20portsmouth/university-of-portsmouth-her- 15.pdf 4 www.port.ac.uk/ 5 http://www.port.ac.uk/school-of-education-and-childhood-studies/ Programme Specification for GradCert Early Years Initial Teacher Training Page 8 of 8