PGCert Early Years Teacher Status Postgraduate Certificate in Education (PGCE)

Grade 4 or equivalent in GCSE English, maths and science. If you have not successfully achieved a GCSE grade 4, you may be given an opportunity to show that you can meet the requirements.

A first degree or equivalent. A foundation degree will need to be supplemented with at least 60 credits at Level 6 (HE Level 3) to attain an equivalent single qualification. Any equivalent qualification must be one single qualification, not a number of separate qualifications.

You should demonstrate an acceptable level of subject knowledge in the early years foundation stage. This may be through a detailed employer reference and/or a suitable first-degree subject area (a transcript may be requested).

Completion of a Declaration of Suitability for Early Years Teacher Training document. A recommendation and suitability confirmation from your current employer for the duration of the course. Your employer must ensure that suitability checks have been carried out.

• Satisfactory enhanced Disclosure and Barring Service (DBS) criminal records check.
• Successful completion of a formal interview and selection process.

This course is for graduates who are in paid employment in an early years setting and who have the right to work in the UK for the duration of the training.

For international applicants, further checks must be carried out by your employer so that events that occurred outside the UK can be considered. Employers must check that candidates are not subject to a prohibition order issued by the Secretary of State.

Confirmation of achieving IELTS 6.5 in all components is also required.

Critical Review of Early Years Research

This module underpins pedagogy with research-informed practice knowledge. You are supported to lead your own research to locate existing academic knowledge to inform your own pedagogic practices, with a critical consideration for policy.

Practice Portfolio

This module underpins the recording of the practice aspect of the course; using a reflexive model to drive informed decision of child-focused practice improvement, and using observations, research, assessment, and professional and peer relationships to consider critical introspection.

Modules offered may vary.