Develop as a creative innovative and reflective teacher specialising in working with the youngest children in primary schools (aged 3-7) on a course that meets the requirements for Qualified Teacher Status.
About the course
Develop as a creative innovative and reflective teacher specialising in working with the youngest children in primary schools (aged 3-7) on a course that meets the requirements for Qualified Teacher Status.
This course offers all the benefits of our Primary Education PGCE but with a focus on the 3-7 age range. Through specialist placements in Early Years Foundation Stage and Key Stage 1 you develop a secure understanding of early years teaching and learning supported by experienced early years and primary teachers.
You attend subject-specific sessions lectures and seminars designed to develop awareness and understanding of general professional issues; the content of the National Curriculum; and practical guidance on aspects of teaching such as lesson planning and assessment.
When you successfully complete the course you achieve Qualified Teacher Status (QTS) enabling you to work as an early years or primary teacher.
Why choose this course?
Study at our Bedford campus home to one of the largest education providers in the region with a long history of teacher education and an impressive graduate employment rate
Benefit from our well-established links to schools across the eastern region a network that puts us at the forefront of educational developments
Hone your skills of critical self-evaluation and gain confidence in analysing your own practical experience during your school placements
Engage with relevant research literature and develop the skills of a reflective practitioner
Develop your creativity and team-working skills preparing you to influence and lead in educational settings while enhancing your own sense of independence
What will you study?
Studying our Primary Early Years PGCE course will equip you with in-depth knowledge and skills around education, teaching and curriculum. You will start by building your understanding of teaching and learning, as well as how to apply that knowledge into practice in our Evidence Informed Primary Teacher (Level 7) unit.
Based on key literature, you will focus on developing evidence-informed teaching and subsequently be critical of your own practice in The Reflective Primary Teacher (Level 7) unit. This will help you prepare for work within complex and unpredictable early years classroom settings that demand innovative thinking and actions.
In areas of practice, you will have the opportunity to undertake a school placement where you will build your experience to independently plan and deliver lessons based on your observations and learning in our School Experience 1 – The Primary Early Years Teacher unit. You will learn to apply useful management strategies in a school context while aligning with behaviour management policy.
In the second part of this unit; School Experience 2 – The Primary Early Years Teacher; you will continue to develop and apply your experience from the first unit while also learning methods to adapt teaching, effective use of assessment and to promote good progress.
School Experience 1 - The Primary Ey Teacher
As part of this unit, you will undertake a school placement designed to enable you to observe and practise the procedures which support effective preparation for beginning to demonstrate the teaching and learning in respect to achieving the Teachers’ Standards (DfE, 2012) by the end of the course.
This placement’s teaching pattern is designed to ensure that you successfully make the transition from observing and supporting lessons to independently planning and delivering lessons during the placement.
It also aims to help you to develop a range of school contextualised behaviour management strategies, which you are increasingly able to apply effectively and appropriately in keeping with the placement school’s behaviour management policy.
Our University is proud of our super-diverse local and global community of students and staff.
All of us who work and learn within the University are committed to ensuring that all our work begins from the advancement of equity and a principle of inclusion where we respect the rights and dignity of all people whatever their background.
Diversity is one of our key strengths and fundamental to our success. We value the diversity of all, and recognise peoples’ distinct, intersectional identities and their role in enhancing our University community.
We want to ensure that everyone thrives and are treated equally and with respect and are committed to eliminate practices that undermine or are harmful to anyone involved in the activities of our University.
We therefore have a zero tolerance of unlawful discrimination, intimidation or harassment of anyone connected with the University, specifically related to their race, religion or belief, age, gender reassignment, disability, marital or partnership status or maternity and pregnancy and are committed to take appropriate action to address it. In addition we strive to advance equality of opportunity and foster good relations between all people at the University.
We are committed to a developing a culture of learning and will create an environment where people can address and debate differences and constantly reflect on practices to drive improvement.
We recognise that conversations and debate on areas of equality, diversity and inclusion are often challenging and that people will make mistakes. We will openly acknowledge our mistakes and take accountability to improve practices and ensure mistakes are not repeated.
Through our policies, practices and behaviours we will build a culture of equality, openness, inclusion, fairness and transparency. We will do this by avoiding assumptions and check in with peoples lived experience to ensure equity of opportunity.
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