Postgraduate Certificate in Education - Primary Education (Early Years)
This is a Masters level course and offers an in-depth and high-quality qualification in primary school teaching, leading to Qualified Teacher Status (QTS). The 38-week, three-unit course is run in partnership with local schools and prepares you to teach the 3-7 age range. The course has a professional emphasis with a minimum of 90 days (18 weeks) spent in schools in a series of week and block placements. School experience is a crucial element of the course and you will undertake two different school placements, Key Stage 1 and Early Years (although not necessarily in sequential order). Over the course of the placements, you will have increasing responsibility for a whole class.
The course starts early in September with an intensive induction programme during which you will be introduced to the University; learn about the use of ICT for personal and professional development; be introduced to the foundation subjects and science; and start your sessions on research methodology. During this time, we will start to prepare you for your first placement. This course is offered for assessment at Masters level with a maximum of 60 Masters (M) level credits available. The course is divided into three units. Two of the units carry 30 credits each. All three units are assessed for QTS. The taught elements are made up of the following: Perspectives, Values, Principles and Beliefs in Education (PVPB); The Reflective Journal (Professional Development Planning - PDP); and Learning and Teaching the Curriculum. The sessions run throughout the course, the content of which presents issues that relate to learning and teaching, classroom management assessment and reporting, as well as topics such as behaviour and inclusion.
The teaching is made up of lectures, seminars, workshops technology-enhanced activities and tutorial with additional support from mentors and professional staff when out on placements. Students follow the same course as other Primary PGCE students, but with slight timetable modifications to allow you to study aspects of Early Years Practice which include:- Pedagogical approaches to teaching in an Early Years setting, including specific practical teaching and learning ideas, and activities-Planning, teaching and assessing the Early Years curriculum.
Why choose this course?
As postgraduate students, you are expected to make direct and meaningful connections between the course content and your own work based experiences and aspirations.
You will spend a minimum of 90 days in two assessed placement experiences in two consecutive key stages (Foundation/Reception and Key Stage 1 for Early Years strand).
In addition to face to face teaching, significant use will be made of e-learning to support both academic and professional development. As beginning teachers, you need to know how to interpret the uses of ICT to fit your philosophy of education and the best interests of your learners. The goal of this course is to develop teachers who can use ICT in this way, at a personal level e.g. for administration and record keeping, but also so that they use ICT as a teacher for teaching your pupils and as a teacher for the benefit of your pupils learning. It is for these reasons that this course includes a PDP strand which will be delivered through e-learning mechanisms. This will form the central spine of the course. It is through this that your reflective capabilities of your learning and teaching will be supported using action planning and formative feedback. The ICT in the course is truly embedded and will play a central role in the development of you as a beginning teacher, setting you up for your Continuous Professional Development (CPD) ahead and developing your skills for an M-level profession.
The aspects of ICT in education with which teachers must engage are:
- ICT the Subject
i.e. National Curriculum programmes of study and attainment targets
- ICT for Teaching
e.g. Interactive Whiteboards, use of shared resources
- ICT for Administration
e.g. Management Information, Learning Platforms, Email
- Pupils using ICT for Learning
i.e. Planned use by the teacher, cross-curricular, out of school learning
Additionally, as a student, you must understand ICT for your own learning and development.
The course is designed to facilitate progression to a full Masters degree, consistent with government aspirations for teaching to become a Masters level profession and to ensure that you achieve to the highest academic levels possible within the personalised learning agenda.
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Last updated February 2, 2018