School of Education - University of Brighton · 2020. 9. 8. · Early Years Initial Teacher...

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Trainee Handbook 2020-2021

PG Cert Early Years Education with Early Years Teacher Status

EYITT Graduate Employment-Based (GEB) Route

Contents

1. PG Cert Early Years Education with Early Years Teacher Status (EYTS) .................................1

2. Meet the Team ........................................................................................................................2

3. Communicating with the Team.................................................................................................2 3.1 My Studies (previously StudentCentral)................................................................................2 3.2 UniMail ................................................................................................................................2

4. Training Dates .........................................................................................................................3

5. Assessment Dates...................................................................................................................4

6. Student Support ......................................................................................................................5 6.1 Personal Academic Tutor .....................................................................................................5 6.2 Student Support & Guidance Tutor: School of Education ......................................................5

7. Student Services .....................................................................................................................6

8. Complaints Procedure .............................................................................................................8

9. University-Based Training (UBT) .............................................................................................8

10. Academic Modules ..................................................................................................................8

11. Programme 2020-21 ................................................................................................................9

12. e-Portfolio (PebblePad) and Impact and Progress Tracker (IPT) ............................................ 17

13. Evidencing the Teachers’ Standards (Early Years) ................................................................ 18

14. Setting/School-Based Training and Tasks (SBT).................................................................... 19

15. Assessment........................................................................................................................... 20 15.1 Formative Review .......................................................................................................... 20 15.2 Final Assessment .......................................................................................................... 21 15.3 Moderation..................................................................................................................... 21

Appendix 1: The Teachers’ Standards (Early Years) ......................................................................... 22

Please note: This handbook has been produced as early as possible on behalf of the ITE Partnership. Changes may be made to some of the information during the academic year. The Partnership reserves the right to make changes as necessary.

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1. PG Cert Early Years Education with Early Years Teacher Status (EYTS)

Welcome to the PG Cert Early Years Education with Early Years Teacher Status (EYTS) at the University of Brighton. We are delighted that you have chosen to undertake the Graduate Employment-Based route to EYTS with us and look forward to working with you.

The course is designed to be flexible in order to meet the needs of a wide range of trainees and this handbook gives you information about the different requirements and options available to you depending on your individual needs.

The course will help you to develop skills and knowledge in the field of Early Years necessary to become an Early Years Teacher and will support your experience with work-based learning opportunities. In addition it will enable you to make important links between theory, policy and practice and use this in your response to the two academic modules which make up the PG Cert Early Years Education.

This handbook is designed to tell you about the course and the staff who will be working with you. It explains what skills you will be developing and how we will be helping you to develop those skills. It outlines the requirements and expectations for the professional setting/school-based training that you will need to undertake. This handbook will signpost other relevant and important information located in the EYITT Partnership Handbook. Please take time to read both of these key documents.

We would like to wish you every success and hope you enjoy the course. If you have any questions or comments please contact us by e-mail.

Eve Lumb Early Years Initial Teacher Training Programme Leader

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2. Meet the Team

Eve Lumb – EYITT Programme Leader. Lecturer and Personal Academic Tutor [email protected] 01273-643377

Helen Carter – EYITT Programme Assistant [email protected] 01273-641931

University Tutors The EYITT course team work closely with a team of highly qualified tutors who are all committed to early years care and education. Their role is to liaise with Setting/School-Based Training (SBT) mentors to ensure that fair and rigorous assessments of trainees are made against the Teachers’ Standards (Early Years).

3. Communicating with the Team

The most efficient method of communicating with the EYITT team is by email. This allows them to deal with queries in an ordered and clear manner, providing a record of the communication in the process.

3.1 My Studies (previously StudentCentral)

My Studies is the virtual learning environment for all University of Brighton students. It has links to

general programme and module information as well as study and assessment materials for individual

subject routes.

If you are a returning student

My Studies is the new name for studentcentral – you’ll use it in the same way as before but moving to

My Brighton will allow you to see everything in one place with easy access on any device. It’s easy to

access My Studies through the My Brighton portal and you’ll automatically be logged in.

If you are a new student

My Studies is a secure online space for students with access to learning materials, assessment and

other study related content. There’s also a range of collaborative tools for sharing information, as well

as signposting to other University of Brighton services, such as libraries. You'll be able to log in to the

My Brighton portal after you enrol. Then, when you access My Studies through the My Brighton portal

you’ll be automatically signed in.

Additional details relating to your specific course can be found in the ‘my course’ section of My

Studies.

All ITE programmes in the SoE operate according to principles found in the UoB’s General

Examination and Assessment Regulations (GEAR) This document is available in full on My Studies.

3.2 UniMail

Every EYITT trainee is given a University of Brighton email address. We strongly advise that you regularly check your UniMail account as this will be the only email address that the university will use to communicate information to you.

mailto:[email protected]


https://studentcentral.brighton.ac.uk/

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4. Training Dates

University-Based Training (UBT) Dates

**Please check My Studies for updates** University-based training days will run from 9am to 5pm, with planned breaks.

Day Date Activity

Mon 14 Sept 2020 Induction

Tue 15 Sept 2020 Induction

Wed 16 Sept 2020 Induction

Thu 24 Sept 2020 PG Cert Intro to Modules

Fri 25 Sept 2020 Attachment

Wed 30 Sept 2020 Mentor Training (online) 4pm- 5:30pm

Fri 23 Oct 2020 Planning and Assessment

Fri 20 Nov 2020 Communication (SLT) and Early Phonics

Fri 11 Dec 2020 Safeguarding

Thu 14 Jan 2021 Movement, Play and Creativity

Fri 15 Jan 2021 SST and Early Maths

Day Date Activity

Fri 12 Feb 2021 Inclusion and Diversity

Thu 25 Feb 2021 PG Cert and Formative Review

Fri 26 Feb 2021 PG Cert and Formative Review

Thu 25 Mar 2021 Systematic Synthetic Phonics and Maths

Fri 26 Mar 2021 Digital Literacy and School Placement

Wed 19 May 2021 Mentor Training (online) 4pm-5:30pm

Fri 21 May 2021 Leadership Presentations and Final Course Elements

Thu 24 June 2021 Final interview

Fri 25 June 2021 Final interview

Setting/School-Based Training (SBT):

SBT1 (Host Setting) SBT2 (EY Training) SBT3 (Placement)

Sept Oct Nov Dec Jan Feb March April May June

SBT1 SBT1 SBT1 SBT1 SBT1 SBT1 SBT1 SBT1 SBT1 SBT1

SBT2 SBT2 SBT2 SBT3 SBT3

SBT Details SBT Dates

Setting-Based Training 1 (SBT1) (employment setting)

Throughout duration of course

Revised Setting-Based Training 2 (SBT2) (additional training to meet age range requirements)

2 days per week for 8 weeks (days to be negotiated between the trainee and their employment setting)

9th November - 10th December 2020 (5 weeks) 11th - 29th January 2021 (3 weeks)

Setting/School-Based Training 3 (SBT3) (additional training to meet age range requirements)

14 days across 3 weeks

1st Week 19 - 23 April 2021: 5 days 2nd Week 26 - 30 April 2021: 5 days 3rd Week 4 - 7 May 2021: Total 4 days:

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5. Assessment Dates

SBT1 Host Employer Setting

Details Suggested Date of Review/Assessment

Form Date to be returned to the university

Progress Review 1 (jointly with university tutor)

w.b. 12/10/20 EYA 21 October 2020

Engaging with Postgraduate Study (KV710) Formative Submission

9 November 2020 (via Turnitin by 4.30pm)

Progress Review 2 w.b. 01/02/21 EYA 10 February 2021

Engaging with Postgraduate Study (KV710) Submission

11January 2021 (via Turnitin by 4.30pm)

Professional Knowledge and Enquiry in Early Years Education (KJ701) Formative Submission (Proposal)

19 February 2021 (via Turnitin by 4.30pm)

Progress Review 3 (jointly with university tutor)

w.b. 15/03/21 EYA 15 March 2021

Professional Knowledge and Enquiry in Early Years Education (KJ701) Submission

26 April 2021 (via Turnitin by 4.30pm)

Progress Review 4 w.b. 24/05/21 EYA 3 June 2021

Final Assessment Report (university tutor to visit setting to attend meeting with mentor and trainee to support completion of the EYC)

University tutor visit to be arranged w.b. 7/06/21

EYC (SBT1)

17 June 2021

Revised SBT2 (compulsory)



Progress Review 1 (with university tutor)

w.b. 23/11/20 EYA 3 December 2020

Progress Review 2 (with university tutor)

w.b. 18/01/20 EYA 28 January 2021

SBT3 (compulsory)



Progress Review (jointly with university tutor)

w.b. 26/04/21 EYA 7 May 2021

Final Assessment Report EYC (SBT3)

14 May 2021

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6. Student Support

6.1 Personal Academic Tutor

Every EYITT trainee at the University of Brighton is allocated a Personal Academic Tutor (PAT). The PAT provides you with regular opportunities to review your professional and academic development and personal well-being as you progress through your pathway. You are allocated a PAT at the beginning of the course. You are supported by your PAT through face to face support sessions, online support through My Studies, and through email correspondence.

6.2 Student Support & Guidance Tutor: School of Education

The School of Education Student Support and Guidance Tutors are available to provide support, information and guidance on a range of issues. These include: making the most of your course, juggling home life, work, and study, getting support if you have additional learning needs, accessing study skills support, adapting to part-time study. They can provide a listening ear as well as practical and emotional support. They can also refer you on to other services that are able to give you more specialist help. However, they cannot offer counselling advice.

The SSGT team is part of the Student Services department, meaning that personal information you disclose will not be revealed to others in the School of Education without your express permission. They might suggest that it is in your interest to share certain information with your PAT tutor or Programme Leader (for example, information that could be used as evidence for mitigating circumstances). However, it is your final decision as to whether this information is shared. Confidentiality will only be broken in exceptional circumstances: for example, where you are deemed to be a danger to yourself or to others, or if there is a legal duty.

The Student Services statement of service (pdf) contains more information about confidentiality.

For a friendly, informal chat about the issues concerning you, contact the SSGTs via email: [email protected]

https://staff.brighton.ac.uk/ss/Documents/Statement_of_Service.pdf


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7. Student Services Opportunities and support to help you get the most out of your time at university

Student Services is a central department that provides a range of services to support you through university and to help you get the most from the student experience.

Our experienced and supportive staff offer advice on a range of issues, including:

- Advice about money worries and how to live on a budget.

- Support in finding jobs and volunteering opportunities.

- Help accessing academic support if you have a disability, learning difficulty or long-term

medical condition.

- One to one support for students with worries or concerns in a safe, confidential space.

Here for you, whatever the issue

Below is an outline of some of the ways in which we can help you during your time here.

Careers and Employability

Build your employability skills and boost your graduate potential, with careers guidance, enterprise skills, and employment and volunteering opportunities.

You can find further information about Careers and Employability at: https://www.brighton.ac.uk/careers/index.aspx

Student Advice

The Student Advice Service provides support to students on finance-related issues. These include checking you are getting the correct funding, accessing DWP benefits, how to make your money go further, and additional help if you are facing financial difficulties. They can also help if you are an international student needing immigration advice, or support if you’re experiencing culture shock and homesickness.

Get ahead of the game and subscribe to the Money Matters blog which has all the latest money news, advice and tips.

You can find further information about Student Advice at: https://www.brighton.ac.uk/current-students/contacts/index.aspx

Student Wellbeing

We take a holistic approach to wellbeing and provide a range of wellbeing support services including:

Chaplaincy

The University Chaplaincy is here to offer pastoral care and support to all students and staff, whatever their faith. There are also a range of activities to get involved with including social events, retreats, worship, and discussions.

Childcare

The One World nursery is based at Tithe Barn on the Moulsecoomb campus. Further information is available here: https://www.brighton.ac.uk/brighton-students/your-student-life/childcare/one-world-nursery/index.aspx

https://www.brighton.ac.uk/careers/index.aspx

http://blogs.brighton.ac.uk/studentadviceservice/

https://www.brighton.ac.uk/current-students/contacts/index.aspx

https://www.brighton.ac.uk/brighton-students/your-student-life/childcare/one-world-nursery/index.aspx

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Counselling

We offer a range of support to students experiencing stress, anxiety and other mental health issues. Your Student Support and Guidance Tutor (SSGT) may be the best person to support you initially. Or counselling may be more suitable for you. Counselling offers you the opportunity to talk about how you feel and to share your concerns. You can register with our service and a professionally qualified counsellor will then call or email you as soon as possible, within two weeks, to determine how best we can help you.

Disability and Dyslexia Support

If you have a medical condition, physical disability, mental health condition or Specific Learning Difficulty (e.g. dyslexia), please let us know as soon as possible so we can talk to you about the support we can offer. We have a dedicated team who will support you, and we can talk to you about which facilities and equipment may be appropriate to help you make the most of university.

Health Services

When you arrive at university, it’s important to register with your local health services so you can get help if problems arise. You can register with our Medical Centres on the Eastbourne and Moulsecoomb campuses. Or you may want to register with a doctor and dentist surgery in your city.

Residential Life

If you’re a student living in halls or university managed accommodation, you can access a range of wellbeing support from your Residential Life team. We are here to make you feel welcome and help with the transition to university life. We provide wellbeing support plus community building and social opportunities to enrich your student experience.

Student Support and Guidance Tutor (SSGT)

Student Support and Guidance Tutors (SSGTs) are an invaluable source of information and advice, working to provide relevant and timely assistance on a range of issues that might be impacting your studies. SSGTs are part of the Student Services department but work within schools alongside academic staff, meaning that information is only shared with schools with your permission.

Wellbeing

Our Wellbeing team provide a range of support including: self-help guides, the peer led programme Mood Boost, wellbeing workshops, and coaching. Whatever the problem might be, we are here to listen, support and guide you.

You can find further information about all our Student Wellbeing services at: https://www.brighton.ac.uk/brighton-students/your-student-life/my-wellbeing/index.aspx

Get in touch

You can find further information about our services and answers to your student life queries at: https://www.brighton.ac.uk/brighton-students/contacts/index.aspx

We can help answer your questions in confidence via email, at [email protected] or you can access our services at each campus by visiting our student centres, or call us to find out more or book an appointment.

Eastbourne – Trevin Towers, Gaudick Road T: 01273 643845 Falmer – E354, Checkland Building T: 01273 643584 Grand Parade – Student Centre, Ground Floor, main building T: 01273 643187 Moulsecoomb – Manor House, Moulsecoomb Place T: 01273 642895

https://www.brighton.ac.uk/current-students/my-student-life/student-support-and-guidance-tutors/index.aspx

https://www.brighton.ac.uk/brighton-students/your-student-life/my-wellbeing/index.aspx

https://www.brighton.ac.uk/brighton-students/contacts/index.aspx


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8. Complaints Procedure

The University recognises that students and members of the public may have legitimate complaints

about its provision, facilities, services or staff. The University complaints procedure seeks to ensure that

such complaints are treated seriously and resolved as quickly as possible. For full details regarding the

University complaints procedure please follow this link:

https://www.brighton.ac.uk/current-students/my-studies/student-policies-and-regulations/index.aspx

9. University-Based Training (UBT)

The PG Cert Early Years Education with Early Years Teacher Status (EYTS) programme is designed to enable you to engage in professional development activities that will support you to meet the Teachers’ Standards (Early Years), and successfully complete the two academic modules. You will be supported to develop your understanding of the Teachers’ Standards (Early Years) through monthly Standards support sessions, online discussion and reflective tasks. Additionally, you will engage in opportunities that will enable you to develop your expertise in working with babies, toddlers and young children. PAT sessions will focus on your professional and academic development. They will provide opportunities to review your progress in meeting the Standards and academic requirements.

A central component of the course is the role of setting/school-based training in supporting you to develop excellent subject knowledge, high levels of professional competence and a secure understanding of the principles underlying best practice. Through a process of continual reflection, and progress tracking you will engage with professional action planning to ensure you are able to meet the Standards.

10. Academic Modules

The PG Cert Early Years Education forms the academic element of the course and consists of two modules:

• KV710 Engaging with Postgraduate Study (20 credits)

• KJ701 Professional Knowledge and Enquiry in Early Years Education (40 credits)

These modules are studied at Level 7 (Masters) and enable you to develop critical thinking in relation to early years policy, theory and practice. Please see the module handbooks for more detail.

https://www.brighton.ac.uk/current-students/my-studies/student-policies-and-regulations/index.aspx

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11. Programme 2020-21

Date Content – to be covered during university sessions. Please engage with the reading or viewing material identified prior to the sessions. These materials can be accessed through your reading list and via My Studies.

Reflecting on Practice – questions to stimulate reflection on practice in relation to the Standards.

Induction Day One 14/9/20 9-5

Focus: Introductions. Getting to know one another. Getting to know My Studies. The role of the early years teacher. The Course Programme.

Which aspects of the Teachers’ Standards (Early Years) do I feel most confident about? Why?

Which aspects of the Teachers’ Standards (Early Years) do I feel least confident about? Why?

Induction Day Two 15/9/20 9-5

Focus: Partnerships and setting/school-based training. Getting to know the Teachers’ Standards (Early Years).

What do I need to do to support my progress in meeting the Standards?

Induction Day Three 16/9/20 9-5

Focus: Engaging with remote learning. Using your Impact and Progress Tracker to develop professional action planning. The e-Portfolio (PebblePad).

EYTS Assessment process.

Personal Academic Tutor (PAT) Session: Setting group expectations. Professionalism, autonomy and your role.

PG Cert Modules 24/9/20 9-5

Focus: Introduction to PG Cert Early Years Education modules. Studying at Level 7. Introduction to formative task.

Using library to support study.

Reflecting on academic skills and identifying areas for development.

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University-Based Training (UBT) Session 25/9/20

Focus: Attachment (S2).

Prior to this session please read:

• Page, J. (2016) Educators’ Perspectives on Attachment and Professional Love in Early Years Settings in England. In White, E.J. and Dalli, C. (eds) Under-three Year Olds in Policy and Practice (pp. 131-142) Singapore: Springer.

• Page, J. (2017) Reframing infant-toddler pedagogy through a lens of professional love: Exploring narratives of professional practice in early childhood settings in England. Contemporary Issues in Early Childhood, 18(4), pp. 387-399.

• Page, J. (2018). Characterising the principles of Professional Love in early childhood care and education. International Journal of Early Years Education, 26 (2), pp. 125-141.

And watch:

• NSPCC (2012) Growing an emotional brain, [online] Available: https://www.youtube.com/watch?v=fzn9OuBqKYs

[Accessed 15/7/20]

How does your Key Person policy work to promote positive attachments?

How do you work in partnership with parents?

How does the concept of ‘professional love’ relate to your work with young children?

https://www.youtube.com/watch?v=fzn9OuBqKYs

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UBT Session 23/10/20 9-5

Focus: The Planning Cycle.

The role of observation, assessment and planning in supporting children’s learning and development. Including parents and children in the planning cycle.

Links to Standards S1, S2, S4, S5 and S6.


• Rodger, R. (2016) ‘Planning for children’s learning’, in Planning an Appropriate Curriculum in the Early Years. 4th edn. Abingdon, Oxon: Routledge.

And

• Roberts-Holmes, G., and Bradbury, A. (2016) Governance, accountability and the datafication of early years education in England, British Educational Research Journal, 42 (4), pp. 600-613.

How do I use observations to inform my planning?

How do I use formative assessment to support children’s learning and development?

How do I keep track of children’s progress, individual and group?

How do I involve parents and children in the planning process?


Focus: Communication and Language development.

Morning session – led by Penny Taylor, Speech and Language Therapist.

Afternoon session: Focus: Introduction to early phonics.


• Neaum, S. (2017) ‘Early literacy: the current context’ in What Comes Before Phonics, London: Learning Matters, Sage.

How do you support children to develop language and communication skills?

How do you communicate effectively with babies? Toddlers? Young Children?

What activities and opportunities do you plan that support early phonological awareness?

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Focus: Safeguarding (S7)

Prior to this session:

One: Please locate and visit your Local Authority website (listed under S7). Explore this website. Make a note of your local LADO (Local Authority Designated Officer) and their role. Write down three pieces of information that you found on this site and bring this list to our session for discussion. For example, you could look at:

• Support offered through your Local Authority safeguarding pages

• Information relating to signs and symptoms of abuse and/or neglect

• Information about serious case reviews

• Information about your local safeguarding team

• Useful links or publications

Two: Complete the online Prevent training: https://www.elearning.prevent.homeoffice.gov.uk/edu/screen1.html

• Upload your certificate to S7.1 and update the safeguarding training record within the PebblePad Pen Portrait. Send a copy of this certification to Helen at [email protected] and [email protected]

Three:

Complete the online FGM training: https://www.fgmelearning.co.uk/

• Upload the CPD self-certification form to S7.3 and update the safeguarding training record within the Pebblepad Pen Portrait. Send a copy of the form to Helen at [email protected] and [email protected]

Have you read your setting/school safeguarding policy recently?

What procedures would you follow if you suspected that a child in your care was at risk of harm?

How do you promote the welfare of children in your setting/school?

Do you know who your local authority designated officer (LADO) is? Do you know how to make contact with this person?

What is your understanding of the Prevent Duty? How does this relate to early years?

How do you promote Fundamental British Values in your setting?

What is your understanding of FGM? What are your legal responsibilities?

https://www.elearning.prevent.homeoffice.gov.uk/edu/screen1.html



https://www.fgmelearning.co.uk/



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Movement session - led by Maya Cockburn, Movement Play Specialist.

Focus: the role of movement play in supporting healthy development.

Further session – Focus: the role of play and creativity in children’s learning.


• Whitebread, D., Neale, D., Jensen, H., Liu, C., Solis, S.L., Hopkins, E., Hirsh-Pasek, K. and Zosh, J. (2017) The role of play in children’s development: a review of evidence. The Lego Foundation: DK.

What opportunities do children have for movement play?

What value is placed on play in your practice?

What is the adult role in supporting children’s play?


Focus: Sustained Shared Thinking (S2). Early Maths (S3)


• Purdon, A. (2014) ‘An exploration of practitioners’ perspectives of promoting sustained shared thinking in an early childhood setting…a case study’, [online][ Available: https://tactyc.org.uk/pdfs/2013-conf-Purdon.pdf [Accessed 13/7/20]

And

• Montague-Smith, A., and Price, A. (2018) “Number and Counting” in Mathematics in Early Years Education, London: Routledge.

And watch:

• Carlsson Paige, N. (2013) When education goes wrong, [online] Available: https://www.youtube.com/watch?v=BZzFM1MHz_M [accessed 15/7/20]

How do you promote opportunities for sustained shared thinking with young children?

What does sustained shared thinking look like with babies?

How do you use the learning environment to promote early mathematical understanding?

What role does play have in supporting mathematical development in your setting?

https://tactyc.org.uk/pdfs/2013-conf-Purdon.pdf

https://tactyc.org.uk/pdfs/2013-conf-Purdon.pdf

https://www.youtube.com/watch?v=BZzFM1MHz_M

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Focus: Inclusive Practice. Meeting the needs of all children. Promoting equality of opportunity and anti-discriminatory practice.

Links to Standards S1, S5, S8.


• Early years: guide to the 0 to 25 SEND code of practice

• “Promoting Equality and Inclusion” (Chapter 12) in Edmond, N. and Price, M. (2012) Integrated working with children and young people: supporting development from birth to nineteen, London: Sage.

• Boggis, A. (2016) ‘Special Educational Needs and Disability

(SEND) in the Early Years’ in: Lyn Trodd (Ed), The Early Years

Handbook for Students and Practitioners, London: Routledge.

How do you meet the needs of individual children?

How do you support children with additional needs?

How do you work with other professionals and parents to ensure all children make progress?

What is your understanding of the medical and social model? How do these models relate to your practice?

How do you use Early Years Pupil Premium (EYPP) in your setting/school?

Formative Review 25/2/21 and 26/2/21

You will also be timetabled for a session with your PAT, during these two days, to review progress in meeting the Standards.

During the review you will show the evidence you have gathered to date and you will use your Impact and Progress Tracker to demonstrate progress and discuss areas for continued development.

The taught sessions will focus on your Professional Enquiry (KJ701) and leadership role. Please refer to the KJ701 handbook for content.

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Morning Session: Maths

Please bring:

• Resources or photographs showing how your provision supports early maths.

Afternoon session – Systematic Synthetic Phonics (SSP) and early reading (S3.4).


• Glazzard, J., and Stokoe, J. (2017) Teaching systematic synthetic phonics and early English. 2nd edition. St Albans: Critical Publishing.

Links to Standards: S2, S3, S5

How does your setting incorporate maths into everyday practice?

What activities do you plan to support early mathematics? What resources do you use?


Morning Session: Digital Literacy

Afternoon Session:

Preparing for School-Based Training (SBT3)


• Yelland, N., and Gilbert, C., (2017) Re-imagining Play with New Technologies, in Arnott, L. (ed) Digital Technologies and Learning in the Early Years, London: Sage.

How does your setting use digital media to support children’s learning and development?

Reflect on the impact of your professional enquiry.

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Morning Session:

Presentations of Professional Enquiry findings (15 minutes)

Afternoon Session:

Safeguarding Quiz Final elements of course programme

At this stage, which aspect(s) of early years teaching do you find most interesting and rewarding?

What do you consider to be your main strengths and achievements as an early years teacher?

In which aspects of early years teaching would you benefit from further professional development?

Do you have any thoughts about how you would like to see your career develop?

Final Interview 18/6/20 or 19/6/20

You will be timetabled for a final course interview. During this 1:1 session you and your PAT will review the final report (EYC) and discuss your Career Development Plan.

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12. e-Portfolio (PebblePad) and Impact and Progress Tracker (IPT)

You will develop and use an e-Portfolio (PebblePad). The e-Portfolio (PebblePad) is a fundamental element of the Early Years ITT course. The purpose of the e-Portfolio (PebblePad) is to:

• Support you to reflect upon your progress in meeting the Teachers’ Standards (Early Years) through self-assessment of your practice and impact, and through appropriate professional action planning.

• Provide the mechanism by which you will gather evidence to demonstrate your ability to meet the Teachers’ Standards (Early Years).

A key element of the e-Portfolio (PebblePad) is your Impact and Progress Tracker (IPT). You will use this to continually self-assess your progress, consider the impact of your work and set targets against relevant Standards. Targets will be identified through:

• Mentor discussions;

• Mentor and university tutor feedback;

• Reflective tasks;

• University-based training.

You will continually reflect upon and review your progress in meeting the Standards. You will gather evidence to demonstrate how you are meeting the Standards. The ability to critically reflect on this process, analyse and evaluate learning and take responsibility for professional development is at the centre of this course. You are expected to participate in this cycle and will be encouraged to take responsibility for your own professional development and self-assessment. Throughout the early years teacher pathway, you will be encouraged and supported:

• To become an autonomous and active learner;

• To become a critical and reflective practitioner;

• To be responsible for reviewing and updating your Impact and Progress Tracker.

The e-Portfolio (PebblePad) will be scrutinised throughout the course, by mentors, your university tutor and your PAT. At the end of the course the e-Portfolio (PebblePad) will be assessed in order to determine whether you have sufficient and strong evidence to meet the Teachers’ Standards (Early Years) and be recommended for the award of EYTS. Therefore, it is crucial that the e-Portfolio (PebblePad) is regularly updated to inform progress.

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13. Evidencing the Teachers’ Standards (Early Years)

As you progress through your course you will be gathering evidence to demonstrate your ability to meet the Teachers’ Standards (Early Years) (see appendix 1). You will select strong pieces of evidence and upload these to your e-Portfolio (PebblePad). Strong sources of evidence will come from the progress reports completed by your mentors and university tutor. Detailed information about these forms and the assessment process can be found in the EYITT Partnership Handbook. Evidence contained in your PebblePad e-Portfolio must be shared with your mentor, university tutor and PAT.

In addition, you will identify supplementary evidence for each Standard. You should aim to upload a minimum of one piece of evidence for each supporting statement for each Standard by the end of the course. The evidence should demonstrate your practice across the full age range 0-5. Evidence from your SBT experiences must be included. Examples of supplementary evidence can be found in the EYITT Partnership Handbook.

When you upload your evidence to PebblePad you must ensure it clearly reflects your professional progress and that you indicate which age range the evidence relates to (Babies 0-20 months; toddlers 16-36 months; young children 30-60 months).

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14. Setting/School-Based Training and Tasks (SBT)

Setting/school-based training and tasks plays a significant role in supporting you to successfully meet the Standards for the award of EYTS. Setting/school-based training/tasks is a crucial aspect of the course as it provides opportunities for you to close gaps in your experience. During the training year, you must have your progress reviewed across the full age range 0-5. Previous experience working with a different age range cannot be used as evidence. Including your employment setting, you will also have experience of working within at least two different schools/settings throughout the course of the training year (subject to continued Public Health England guidance).

As an employed practitioner you are located within your ‘host employer’ early years setting (SBT1). In addition to this you will need to undertake a focussed training period to enhance your early years teaching knowledge (SBT2). You will also complete the compulsory school/setting-based training period (SBT3). These SBTs will be arranged by the course team, in collaboration with the Course Steering Group and the School of Education ITE Partnership. You will use setting/school-based training and task experiences to gather evidence of your effective practice in meeting the Teachers’ Standards (Early Years) across the full age range 0-5. Setting/school-based training will aim to provide you with opportunities to engage with diverse experiences.

Where needed, trainees may be expected to undertake additional placement experience days in order to secure their progress in meeting the Teachers’ Standards (Early Years).

Information about setting/school-based training is located in the EYITT Partnership handbook, including information about:

✓ Trainee responsibilities in relation to setting/school-based training periods ✓ The role and responsibilities of the SBT provider ✓ The role and responsibilities of the mentor ✓ The role and responsibilities of the university tutor ✓ Progress tracking and assessment process

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15. Assessment

The course uses two different elements of assessment. One is directly linked to the academic award of the PG Cert Early Years Education. This assessment is made up of two assignment tasks, related to modules KV710 Engaging with Postgraduate Study and KJ701 Professional Knowledge and Enquiry in Early Years Education. Please see academic module handbooks for further detail.

The second element of the course assessment relates to the professional award of EYTS. You will be assessed on your ability to demonstrate effective practice and leadership across the 8 Teachers’ Standards (Early Years). You must access and use the EYITT Impact and Progress Tracker (IPT) to monitor progress in meeting the Teachers’ Standards (Early Years) and in developing professional expectations (located in the EYITT Partnership Handbook). The progress tracker sets out the standards that are expected of the trainee and will be used by mentors and university tutors when considering your progress and judging your final practice and leadership in relation to the 8 Teachers’ Standards (Early Years). You will gather evidence of your practice in relation to the Teachers’ Standards (Early Years), and across the full age range 0-5.

15.1 Formative Review

Sessions will involve ongoing formative peer and tutor review of your progress in meeting the Teachers’ Standards (Early Years) and the academic award. In addition, midway through the course you will undertake a formal formative review tutorial with your PAT. The formative review is a formative assessment which supports you to consider your progress and identify development points. The formative review provides an opportunity for you to reflect upon:

• Your progress to date in both professional and academic development;

• The Standards which you feel most confident about and why;

• The Standards which you feel least confident about and why;

• The extent to which you are able to evidence practice and leadership across the 8 Teachers’ Standards (Early Years);

• The extent to which you are able to meet the Teachers’ Standards (Early Years) in relation to the full age range 0-5;

• The extent to which you are able to demonstrate engagement with the educational continuum of expectations, curricula and teaching of Key Stage 1 and 2;

• Your knowledge with regard to supporting early reading and maths;

• How you are using feedback identified by your mentor and university tutor to update your Impact and Progress Tracker (IPT);

• The extent to which you are demonstrating your impact on children’s progress;

• How your session tasks and academic work have shown impact in your practice.

You will be supported and encouraged to update your EYITT Impact and Progress Tracker to ensure that it reflects your current professional development needs in relation to meeting the Teachers’ Standards (Early Years). Following the formative review, you are expected to discuss updated targets with your SBT1 mentor.

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15.2 Final Assessment

At the end of the Graduate Employment-Based route, you will submit your final e-Portfolio (PebblePad) for assessment. You will meet with your SBT1 mentor and your university tutor for a final assessment meeting (EYC). Together you will discuss your progress in meeting the Standards. Prior to this meeting you will complete the EYC meeting prompt sheet. This will help you to reflect on your evidence and present it. At the EYC meeting your mentor and university tutor will assess the quality of your evidence and agree judgements for each of the 8 Standards. Your e-Portfolio (PebblePad) must provide sufficient evidence to demonstrate that you have met the requirements for the award of EYTS:

1. You have met all 8 of the Teachers’ Standards (Early Years) (Trainees should aim to present at least one piece of evidence for each of the supporting statements for each Standard);

2. You have met the age range requirement, with evidence to show that you have the knowledge

and understanding and related pedagogy to be able to teach children from birth to age five; 3. You have engaged with the educational continuum of expectations and curricula for Key Stage 1

and Key Stage 2. Following this meeting, the EYC will be moderated by the EYITT Programme team. You will then attend a final interview with your PAT tutor to review the EYC and discuss targets on your Career Development Plan.

15.3 Moderation

Moderation of progress and assessment occurs at identified points throughout the year. The university tutor has a quality assurance role, moderating mentor judgements to ensure they are accurate and fair. Further details about the role of the university tutor can be found in the EYITT Partnership Handbook.

Following the final assessment (EYC) there is a process of moderation. Moderators review assessment outcomes to ensure that you have been fairly assessed, and that assessment practices and standards are consistent and reliable. Final assessments will be presented at the EYITT exam board. Following the exam board, you will be informed of the final outcome. In most cases this will happen within four weeks of the exam board.

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Appendices

Appendix 1: The Teachers’ Standards (Early Years)

Preamble

Early Years Teachers make the education and care of babies and children their first concern. They are accountable for achieving the highest possible standards in their professional practice and conduct. Early Years Teacher Status is awarded to graduates who are leading education and care and who have been judged to have met all of the Standards in practice from birth to the end of the Early Years Foundation Stage (EYFS).

Early Years Teachers act with integrity and honesty. They have strong early development knowledge, keep their knowledge and skills up-to-date and are self-critical. Early Years Teachers recognise that the Key Stage 1 and Key Stage 2 curricula follow the EYFS in a continuum. They forge positive professional relationships and work with parents and/or carers in the best interests of babies and children.

An Early Years Teacher must:

1. Set high expectations which inspire, motivate and challenge all children. 1.1 Establish and sustain a safe and stimulating environment where children feel confident and are

able to learn and develop. 1.2 Set goals that stretch and challenge children of all backgrounds, abilities and dispositions. 1.3 Demonstrate and model the positive values, attitudes and behaviours expected of children.

2. Promote good progress and outcomes by children. 2.1 Be accountable for children’s progress, attainment and outcomes. 2.2 Demonstrate knowledge and understanding of how babies and children learn and develop. 2.3 Know and understand attachment theories, their significance and how effectively to promote

secure attachments. 2.4 Lead and model effective strategies to develop and extend children’s learning and thinking,

including sustained shared thinking. 2.5 Communicate effectively with children from birth to age five, listening and responding sensitively. 2.6 Develop children’s confidence, social and communication skills through group learning. 2.7 Understand the important influence of parents and/or carers, working in partnership with them to

support the child's well-being, learning and development.

3. Demonstrate good knowledge of early learning and EYFS. 3.1 Have a secure knowledge of early childhood development and how that leads to successful

learning and development at school. 3.2 Demonstrate a clear understanding of how to widen children’s experience and raise their

expectations. 3.3 Demonstrate a critical understanding of the EYFS areas of learning and development and engage

with the educational continuum of expectations, curricula and teaching of Key Stage 1 and 2. 3.4 Demonstrate a clear understanding of systematic synthetic phonics in the teaching of early

reading. 3.5 Demonstrate a clear understanding of appropriate strategies in the teaching of early mathematics.

4. Plan education and care taking account of the needs of all children. 4.1 Observe and assess children’s development and learning, using this to plan next steps. 4.2 Plan balanced and flexible activities and educational programmes that take into account the stage

of development, circumstances and interests of children. 4.3 Promote a love of learning and stimulate children’s intellectual curiosity in partnership with parents

and/or carers. 4.4 Use a variety of teaching approaches to lead group activities appropriate to the age range and

ability of children. 4.5 Reflect on the effectiveness of teaching activities and educational programmes to support the

continuous improvement of provision.

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5. Adapt education and care to respond to the strengths and needs of all children. 5.1 Have a secure understanding of how a range of factors can inhibit children’s learning and

development and how best to address these. 5.2 Demonstrate an awareness of the physical, emotional, social, intellectual development and

communication needs of babies and children, and know how to adapt education and care to support children at different stages of development.

5.3 Demonstrate a clear understanding of the needs of all children, including those with special educational needs and disabilities, and be able to use and evaluate distinctive approaches to engage and support them.

5.4 Support children through a range of transitions. 5.5 Know when a child is in need of additional support and how this can be accessed, working in

partnership with parents and/or carers and other professionals.

6. Make accurate and productive use of assessment. 6.1 Understand and lead assessment within the framework of the EYFS framework, including

statutory assessment requirements (see annex 1). 6.2 Engage effectively with parents and/or carers and other professionals in the ongoing assessment

and provision for each child. 6.3 Give regular feedback to children and parents and/or carers to help children progress towards

their goals.

7. Safeguard and promote the welfare of children, and provide a safe learning environment. 7.1 Know and act upon the legal requirements and guidance on health and safety, safeguarding and

promoting the welfare of the child. 7.2 Establish and sustain a safe environment and employ practices that promote children’s health and

safety. 7.3 Know and understand child protection policies and procedures, recognise when a child is in

danger or at risk of abuse, and know how to act to protect them.

8. Fulfil wider professional responsibilities. 8.1 Promote equality of opportunity and anti-discriminatory practice. 8.2 Make a positive contribution to the wider life and ethos of the setting. 8.3 Take a lead in establishing a culture of cooperative working between colleagues, parents and/or

carers and other professionals. 8.4 Model and implement effective education and care, and support and lead other practitioners

including Early Years Educators. 8.5 Take responsibility for leading practice through appropriate professional development for self and

colleagues. 8.6 Reflect on and evaluate the effectiveness of provision, and shape and support good practice. 8.7 Understand the importance of and contribute to multi-agency team working.

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