children’s rights and trainees’...
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School of Health & Education
EYITT Graduate Employment Based Route
Programme Handbook2016-17
Programme Leader: Dilys Wilson
EYITT GEB
Purpose and status of your student programme handbook:Welcome to the Early Years Initial Teacher Training (EYITT) Graduate Employment Based Route at Middlesex University. This handbook contains information about the training programme and the Post Graduate Certificate Professional Practice in Early Years Foundation Stage (EYFS) Teaching.
On completion of the programme, successful trainees will be recommended for Early Years Teacher Status (EYTS), and gain 60 credits at Masters Level which they can use towards a future continuing professional development qualification..This handbook describes the programme and provides important information about other aspects of studying at Middlesex University. The material in this handbook is as accurate as possible at the date of production; however, you will be informed of any major changes in a timely manner.
Your comments on any improvements to this handbook are welcome. Please put them in writing (an email will suffice) with the name of the handbook to Dilys Wilson [email protected].
Information in alternative formats
This handbook can be found online at: https://myunihub.mdx.ac.uk/web/home-community/mystudy
If you have a disability which makes navigating the website difficult and you would like to receive information in an alternative format, please contact http://unihub.mdx.ac.uk/support/disability/index.aspx
We can supply sections from this publication as:a Word document with enlarged type — sent by email or supplied on a CD or memory stickprinted copy with enlarged typeprinted copy on non-white paperas Braille
Other formats may be possible. We will do our best to respond promptly. To help us, please be as specific as you can about the information you require and include details of your disability.
The University Regulations and Student Charter
As a student of Middlesex University you agree to abide by the University Regulations when you enrol and therefore you should read this handbook in conjunction with the Regulations which are available online at; www.mdx.ac.uk/regulations
Some of the key regulations have been repeated on the Your Study pages on UniHub http://unihub.mdx.ac.uk/study.
You should also read the Student Charter which was co-developed by Middlesex students, staff and the Students’ Union. This sets out your responsibilities as a student and those of the University to ensure that all students have an enjoyable, rewarding and effective experience during their time at Middlesex. You can find the Student Charter on UniHub.
EYITT Graduate Employment Based Handbook 2016/17 Page 2
The Student Guide
Before reading this Programme Handbook you should read the Student Guide; this guide contains information on more general university services and facilities, such as UniHub, UniHelp and the Library. It is important that you familiarise yourself with this information in order to get the most from this handbook.
CONTENTS ........................................................................................................................................................................... 1Purpose and status of your student programme handbook:.......................................................................2Information in alternative formats................................................................................................................... 2The University Regulations and Student Charter..........................................................................................2The Student Guide............................................................................................................................................ 3CONTENTS........................................................................................................................................................ 4University and Programme Academic Calendar............................................................................................61. WELCOME TO THE SCHOOL OF HEALTH AND EDUCATION..................................................................81.1 Welcome from the Dean............................................................................................................................. 81.2 Programme Leader’s Welcome...............................................................................................................102.CONTACTS AND COMMUNICATION..........................................................................................................112.1 Programme staff and contact details......................................................................................................11
Graduate Academic Assistants...............................................................................................12
3.1 Programme structure............................................................................................................................... 133.2 Professional, statutory and/or regulatory body requirements.............................................................15
Children’s Rights and Trainees’ Responsibilities........................................................................15
3.3 Assuring the quality of your programme...............................................................................................163.4 Reading List.............................................................................................................................................. 164. TEACHING, LEARNING AND ASSESSMENT............................................................................................184.1 Teaching and Learning............................................................................................................................ 18
E-Learning..................................................................................................................................18
4.2 Assessment.............................................................................................................................................. 18
Principles....................................................................................................................................18Assessment regulations..............................................................................................................19Assessment Feedback...............................................................................................................19Assessment of Placement Experience.......................................................................................20Workplace and Placement Assessment.....................................................................................21The role of the University Link Tutor...........................................................................................22The Professional Portfolio...........................................................................................................22
4.3 Targeted support...................................................................................................................................... 22
The ‘Cause for Concern’ process...............................................................................................23Cause for Concern: Flow diagram for Trainees requiring extra support.....................................24
4.4 Appeals...................................................................................................................................................... 25
Complaints..................................................................................................................................25
5. LEARNING RESOURCES........................................................................................................................... 265.1 The library................................................................................................................................................. 265.2 Learning Enhancement Team (LET) (Former Learner Development Unit)...........................................26
EYITT GEB5.3 Programme documentation..................................................................................................................... 276. HOW TO HELP ENHANCE YOUR PROGRAMME.....................................................................................286.1 How you can feed back to us...................................................................................................................28
Boards of Study..........................................................................................................................28Student surveys..........................................................................................................................28How we consider your feedback.................................................................................................28
7. Supporting Documents.............................................................................................................................. 297.1 Quality Assurance: EYITT........................................................................................................................29
EYITT Graduate Employment Based Handbook 2016/17 Page 4
University and Programme Academic Calendar
This is your schedule for the 2016/17 academic year. The full calendar is available on unihub
EYITT Programme timetable 2016/17Friday 23 Sept
Induction 9.30 – 3.30:
Fridays 9.30 – 11.00 Theme 11.30 – 13.00 Standards Workshop 14.00 – 15.30 Block 130 Sept
1 EYFS: Overarching Principles; Partnership with parents
Standards workshop: The Teachers’ Standards (Early Years); Supporting documentary evidence
Training plan; Placement preparation
07 Oct 2 EYFS: Safeguarding and welfare requirements; Child Protection
PG Cert AssessmentTarget setting
Training plan; Placement preparation
14 Oct 3 EYFS: Safeguarding and welfare requirements: health and safety
Safeguarding: Group presentations Group supervision: safeguarding
21 Oct 4 Models of Reflective Practice; Work-based project guidance
Safeguarding: Group presentations Group supervision: safeguarding
28 Oct Reading week4 Nov GEB KS1 Placement dayBlock 2 11 Nov
1 Observing children: skills and techniques
Standards workshop: EYFS Early Years Outcomes/Development Matters
Group supervision: Work discussion
18 Nov 2 Attachment theories; Key person approach
Standards workshop: Positive relationships
Group supervision: Work discussion
25 Nov 3 Theories of Communication and language development
Group presentations: Early Years Theory Group supervision: Work discussion
02 Dec 4 Theories of cognitive development; Schemas
Group presentations: Early Years Theory Group supervision: Work discussion
09 Dec 5 Learning through play: theory and practice
Autumn Term review Autumn Term review
16 Dec GEB KS1 Placement day 19 - 23 December Vacation (placement as required)
26 - 30 December Vacation (placement as required) 06 Jan GEB KS1 Placement dayBlock 3 13 Jan
1 Early Reading: Systematic Synthetic phonics
Standards Workshop: EYFS Specific Area: Literacy
Group supervision: Work discussion
20 Jan 2 Early Mathematical learning Standards Workshop: EYFS Specific Area: Mathematics
Group supervision: Work discussion
27 Jan 3 KS1 and 2 Standards Workshop: School readiness Group supervision: Work discussion
03 Feb 4 Equality, diversity and children’s rights
Standards Workshop: children whose home language is not English
Group supervision: Work discussion
10 Feb 5 Supporting children with additional needs; SEND;
Standards Workshop: Contributing to the work of a multi-agency team
Group supervision: Work discussion
17 Feb Reading week24 Feb GEB KS1 Placement dayBlock 4 3 Mar
1Theories of Leadership EYTS: Leading practice – Standard 8
Spring Term Review Spring Term Review
10 Mar 2 The Healthy Child programme; Working with health professionals
Lullaby Trust: Safer sleep training Group supervision: Work discussion
17 Mar 3 Babies’ development and well-being Standards workshop: EYFS: Positive Relationships
Group supervision: Work discussion
24Mar 4 Meeting the needs of 2 year olds Standards Workshop: The integrated review at age 24 – 30 months
Group supervision: Work discussion
31 Mar 5 Sustained shared thinking Standards Workshop: SSTEW scale Group supervision: Work discussion
07 Apr GEB KS1 Placement day 10 - 14 Apr Vacation (placement as required)
17 - 21 Apr Vacation (placement as required)Block 528 Apr
1 Outdoor play and learning; Forest school
Standards Workshop: EYFS Prime Area: Physical Development
Group supervision: Work discussion
05 May 2 EYFS Specific Area: Understanding the World
Standards Workshop: Using Digital technology
Group supervision: Work discussion
12 May 3 Project Presentations (all day)
EYITT GEB19 May 4 EYFS Specific Area: Expressive
arts and designStandards Workshop: methods of summative assessment
Group supervision: Work discussion
26 May GEB KS1 Placement day02 June Reading WeekBlock 609 June
1 Leading teams: supervision, training, support and skills
Standards Workshop: Leading practice Portfolio workshop
16 June 2 Early Years Teacher Employment opportunities
Applying for jobs as EYTs: Employers perspectives
Portfolio workshop
23 June 3 Assessment and Review Period: Assessment and Review Period 30 June 4.Assessment and Review Period: Assessment and Review Period07 Jul 5 Assessment and Review Period: Assessment and Review Period 14 Jul 6 Assessment and Review Period: Assessment and Review Period
EYITT Graduate Employment Based Handbook 2016/17Page 6
1. WELCOME TO THE SCHOOL OF HEALTH AND EDUCATION1.1 Welcome from the Dean
Welcome to Middlesex University and to the School of Health and Education. This programme handbook contains an overview of your programme and its modules – keep it safe so that you may refer to it throughout your time on the programme.
The School offers a wide range of study opportunities at undergraduate and postgraduate level including diplomas, degrees, short courses and CPD opportunities. Many of the programmes are designed and accredited in conjunction with the relevant professional bodies.
The School of Health and Education is a leading centre for professional education in London. Along with our diverse range of programmes and research activities, we offer various approaches to study and delivery to suit you and your commitments. We emphasise a flexible, lifelong learning approach to study - backed up by expertise gained through our pioneering developments in work based learning and knowledge transfer.Middlesex has built a strong reputation as a leading innovator in higher education. Many of our programmes are UK firsts and have set the standard for others to follow. Teaching, learning and research in the School has a strong emphasis on interdisciplinary activity. Our aim is to link policy and practice, theory and action through high quality learning and research. Our excellent skills laboratories and access to high quality practice areas will support your learning. We intervene at the interface between academia and practice. In Healthcare, social work and education, we apply our considerate resources to train the practitioners of the future. Essential to this is our very close partnership working with Schools, NHS Trusts, Local Authorities and other public and private sector organisations as well as our local communities and a wide range of UK, EU and international collaborative partnerships. We aim to respond to student feedback to improve your experience at the university so that we will deliver the best student experience we can. In return we expect you to engage actively in the learning process, to be fully committed to your studies and determined to succeed.
In your early weeks, this includes reading through this handbook and consulting the other information sources flagged here; you are not expected to absorb everything in detail but to be aware of main documents and their contents. In particular as an enrolled Middlesex student you have certain rights but also specific responsibilities. For details see the full University Regulations, in particular ‘University Membership’ (www.mdx.ac.uk/regulations), and if you have not already done so, explore UniHub (http://www.unihub.mdx.ac.uk) the student website which contains detailed advice and support to assist you further.
We know it takes time to settle in to University life. If you still have questions to ask, your first port of call should be the UniHelp (http://unihub.mdx.ac.uk/unihelp) which offers face-to-face, email and telephone information and advice, seven days a week. The Unihelp desk is located on the Ground Floor of the Sheppard Library and the advisors there will be pleased to help and direct you.
Here at Middlesex we are very proud of our staff and students and we look forward to helping you build on your skills and knowledge to fulfil your full potential. We wish you well in your future studies.
EYITT GEB
Jan WilliamsDean of School and Pro Vice-Chancellor
School of Health and EducationHendon CampusThe BurroughsHendonLondonNW4 4BT
Telephone: +44(0)20 8411 5426Web: http://www.mdx.ac.uk/about-us/our-schools/school-of-health-and-education
EYITT Graduate Employment Based Handbook 2016/17Page 8
1.2 Programme Leader’s Welcome
The EYITT Programme team would like to welcome you to what we hope will be one of the most challenging but rewarding years of your life. The Middlesex Initial Teacher Training (ITT) Partnership has gained well-deserved recognition for establishing high quality ITT and prides itself on offering quality programmes that support training teachers in achieving high levels of attainment and professional standards. You have been selected as someone who possesses the attributes and potential necessary to maintain and improve our high standards. The Graduate Employment Based route to Early Years Teacher Status (EYTS) is designed to provide inspiring and challenging training to support the development of your career in early years teaching.
The Post Graduate Certificate will encourage you to reflect on your practice with babies and young children from birth to five years and further support your knowledge and understanding of early years theory, policy debates and quality practice. Being able to reflect on your personal progress and having clear precise targets for yourself is essential in ensuring your success. As a postgraduate student, you will be expected to be proactive in finding ways to progress during the year, with help from your colleagues, mentors and University tutors.
We hope that your experience on the programme will provide you with the competence and confidence to lead practice as an Early Years Teacher in an appropriate role in the early years sector.
Very best wishes for a successful year,
Dilys WilsonProgramme Leader for EYITT
EYITT GEB
2.CONTACTS AND COMMUNICATION2.1 Programme staff and contact details
The following members of staff are those who have a major input into your programme and you will be able to find most of these, as well as other important contacts listed in your Key Contacts on myUniHub: https://myunihub.mdx.ac.uk/web/home-community/mymiddlesex
Please contact staff by email.
Dilys Wilson [email protected]
Programme Leader 020 8411 5182
Sharon Goate [email protected]
Lecturer
Amanda Oscar [email protected]
Lecturer 020 8411
EYITT Graduate Employment Based Handbook 2016/17Page 10
Kathleen Zielinska [email protected]
Programme Co-ordinator 020 8411 6914
Progression and Support Advisors
Progression and Support Advisors are dedicated to helping all students’ progress to their next year and successfully complete their studies. We pride ourselves on providing a quality service that meets the individual needs of every student. We aim to do this by providing accurate in-formation, support, and advice in a non-judgmental, confidential and welcoming environment.
We focus on helping students progress by working with programme leaders and academics to support all students. We don’t just work by referrals from academics, but we also use data such as attendance and My Learning access to identify students who may need additional support.
For more information and how to contact us please follow the link below.
http://unihub.mdx.ac.uk/your-study/progression-and-support-advisors
Graduate Academic Assistants
Sandip Gill [email protected]
Graduate Academic Assistant
Alina Ursuleanu [email protected]
Graduate Academic Assistant
Learning Enhancement Team (LET) (Former LDU - Learner Development Unit)
Your Academic Writing & Language Coordinator will provide academic support to you in areas such as writing essays and reports, giving presentations and participating in academic discussions. She will work with you in seminars and you can also contact her for individual support.
Alexandra PittRoom SB12Tel: 020 8411 6128Email: [email protected] info on: http://unihub.mdx.ac.uk/let Means of communication: emails/phone/in person
Liaison Librarian
EYITT GEBYour liaison librarian, Monica Johnson, works closely with the EYITT staff to ensure the resources and support that you need is available and provides information and research skills workshops relevant to Early Years Education and Care. You can contact her if you require individual support or if you would like to suggest a book, DVD etc for the library.
Monica JohnsonRoom Library Email: [email protected]
3. YOUR PROGRAMME3.1 Programme structure
The Graduate Employment Based Programme enables you to work towards Early Years Teacher Status (EYTS) whilst being employed in an early years setting. During your training your working timetable should be no more than 90% of the full time working hours of an Early Years Teacher which will enable you to be released for training days, study and placement. As a Middlesex training partner, your employer must be in full support of your application and agree to release/support you to undertake the requirements necessary to achieve EYTS. The programme prepares you to teach and lead practice across the Early Years Foundation Stage (EYFS) with children from birth to five years. In addition to the teaching practice in your workplace you will also spend up to 30 days on placement in an early years setting which will provide a contrast to your existing teaching experience and a 10 day placement in a Key Stage 1 classroom so that you can gain an understanding of the curriculum and expectations for children as they progress through KS1 and 2.
The weekly training programme includes a series of lectures and seminars on early years theory, policy and practice linked to the Teachers’ Standards (Early Years). Small group supervision sessions provide you with an opportunity to share ideas and discuss your experience of early years practice and leadership. Preparation and follow up tasks are an important part of your training in that they enable you to theorise your practice and apply theory back into your practice in order to support your achievement of the Teachers’ Standards (Early Years). Integral to the Programme are the assessments for the PGCert which have been designed to draw upon your workplace and placement experiences and enhance your progress towards being recommended for EYTS. As trainees on this route to EYTS often have different training needs, more experienced trainees can negotiate a more flexible training plan.
Postgraduate Certificate Professional Practice in Early Years Foundation Stage Teaching
The PG Cert provides academic credits at level 7 and guides your learning journey towards Early Years Teacher Status. It aims to develop your skills as a reflective practitioner who is able to critically investigate relevant issues to inform your teaching practice with the additional benefit of gaining 60 academic credits at Level 7 (one third of an MA). By the end of the Programme you will be able to:
critically reflect on your own practice as an early years teacher. understand early years pedagogy through critically investigating relevant issues and aspects
of practice. apply your own knowledge to a wide range of contexts and model effective practice for other
practitioners. evaluate the effectiveness of observation, planning and assessment in supporting children’s
progress and outcomes. evaluate the impact of your practice with babies and young children and your work in part-
nership with parents/carers and other professionals.
EYITT Graduate Employment Based Handbook 2016/17Page 12
consider ethical issues when dealing with, reflecting and reporting on sensitive issues includ-ing safeguarding and promoting the welfare of children.
provide evidence to meet the Teachers’ Standards (Early Years). Programme StructureThe programme uses the work based learning framework for postgraduate professional practice programmes and is compiled of 100% work based learning credits. It is constructed of two components;
1) Accredited Short Course: trainees complete a portfolio of evidence of their professional knowledge and skills as an Early Years Teacher as evidence of accredited activity, which leads to a claim for 40 credits at Level 7
2) Module: WBS4010: Trainees complete a negotiated work-based learning project which leads to the achievement of a further 20 credits level 7.
1. Accredited Short Course: Professional knowledge and skills for the Early Years TeacherThe academic credits for this part of the programme track the process of your training and your capacity to reflect on your developing role as an Early Years Teacher in leading practice with children from birth to five years with reference to the Teachers’ Standards (Early Years).
Assessment requirements: A portfolio (equivalent to 8000 words) to include following tasks: A training needs analysis and training plan demonstrating the process of transition from
trainee to the ‘recommendation for Early Years Teacher Status’. Initial reflection and starting point self-assessment; review points 1, 2 and 3.
A reflective log showing self-awareness as a learner/Early Years Teacher trainee and critical reflection on professional practice with reference to the Teachers’ Standards (Early Years): Work discussion assignment based on 3 presentations on each of the 3 age groups (babies, toddlers and young children) during group supervision.
Documentary evidence of work based practice for each Standard supported by an analytical rationale based on a synthesis of theory and practice: Final submission of evidence at the end of the programme.
Observation of practice in work place and placement/s and subsequent critical reflection on personal goals and professional targets (2000 words): A reflective account of your personal and professional progress and the strategies that you will use to address professional targets following review periods 1 (Autumn Term) and 2 (Spring Term).
2. Module WBS4010: Work Based Learning Project The focus of the project is on leading change within your early years work place or placement setting by developing an aspect of professional practice. Links should be made to the Teachers’ Standards (Early Years) and Standard 8 in particular where you are expected to demonstrate your leadership of practice.
Assessment requirements: A 3000 word work-based project report with annotated portfolio evidence focusing on leading
and implementing an aspect of early years practice. A 10 minute presentation reflecting on the process and outcomes of the work-based project
The PG Cert assessment calendar:Portfolio Assessment Submission DatesNeeds Analysis/Training plan 05/10/16Assessment review 1 30/11/16Professional practice reflective review 1 11/01/17Assessment review 2 22/02/17Professional practice reflective review 2 22/03/17
EYITT GEBWork-based project 03/05/17Work-based project presentation 12/05/17Work discussion assignment 31/05/17Standards Analysis 14/06/17Assessment review 3 21/06/17
IMPORTANT: Assessment deadlines do occasionally change and while every effort has been made to ensure dates are correct at the time of publishing you should check your email and ‘My Learning’ on my UniHub so you are aware of any changes. You will be provided with further information about assessment submission methods as the need arises.
3.2 Professional, statutory and/or regulatory body requirements
The Graduate Employment Based training route is designed to enable you to meet the Teachers’ Standards (Early Years) leading to EYTS. As detailed above in the assessment for the accredited short course Professional knowledge and skills for the Early Years Teacher, you will be addressing the Teachers’ Standards (Early Years) and your targets for meeting them through a series of assignments and opportunities for self-assessment. You will be supported in your early years teaching practice through regular target setting meetings and observations of your practice with your placement mentors and your University link tutor. Small group supervision sessions provide further opportunities to discuss your teaching practice and provide support for you during the training period. Alongside the professional portfolio which forms part of the PG Cert assessment, you are expected to compile a training file with records of your mentor meetings, teaching observations and examples of supporting documentary evidence to show how you meet the Teachers’ Standards (Early Years).
As you are embarking on a training programme that prepares you to take on the professional responsibilities of being an Early Years Teacher you are therefore expected to demonstrate consistently high standards of personal and professional conduct both in your placements and at University. In order to be recommended for EYTS, you must demonstrate that you have met the Teachers’ Standards (Early Years) as stipulated by the Department for Education. On successful completion of the programme you will be recommended for EYTS.
The School of Health and Education has a Fitness for Practice Policy and as part of that the Education Department has a Fitness for Practice annexe which outlines how issues relating to professional conduct or health matters are dealt with. Where it is deemed that a trainee or student may not be fit for practice then a case panel will be convened. The Fitness for Practice Policy operates alongside the University regulations and is available on UniHub.
Children’s Rights and Trainees’ ResponsibilitiesThe UN Convention on the Rights of the Child is a human rights treaty (which the UK has signed up to) that enshrines specific children’s rights in international law. These rights define universal principles and standards for the status and treatment of children worldwide, where a ‘child’ is defined as every human being below the age of eighteen. UNICEF’s Rights & Responsibilities for Children Article 29 1a states: ‘that the education of the child shall be directed to the development of the child’s personality, talents and mental and physical abilities to their fullest potential’.
The EYFS Safeguarding and Welfare Requirements set out the legal context for your role and conduct as an Early Years Teacher. Groups of children are placed under your care, and you are given a huge responsibility for their wellbeing. Teaching requires a high ethical standard, fully professional conduct and constant duty of care. The University, your workplace and placement early years settings, parents and children are depending on you to be responsible at all times in every way you can. The University has developed a Code of Personal and Professional Conduct for Early Years Trainee Teachers to ensure that all our trainees are always positive, professional and vigilant about children and for children in support of their human rights.
EYITT Graduate Employment Based Handbook 2016/17Page 14
3.3 Assuring the quality of your programme
The EYITT programme works closely with our partnership early years settings/schools and the ITT Partnership works closely with all partners to ensure that standards of training and achievement are consistent across the partnership. There are a number of different ways in which the Middlesex University Partnership works to assure quality of The Graduate Employment Based Training route. University link tutors visit trainees in their placement early years settings/schools regularly to observe and discuss individual trainee progress and the processes in place to support them.
The programme also has input from external examiners who assure that the standard of Middlesex awards is comparable to those in other higher education institutions and that the programme curriculum, teaching, assessment and resources are appropriate. In addition trainees are invited to provide regular evaluative feedback and contribute to the Board of Studies.
3.4 Reading List
There are a number of texts that will support your training and development as an Early Years Teacher. It is recommended that you spend time reading and developing your interests and capacity for critical reflection on your practice. You will be referred to appropriate literature during training sessions and provided with further reading, including journal articles, to support the assessment for the PGCert.
EssentialAbrahamson, L. (2015) The Early Years Teacher Book: Achieving Early Years Teacher Status London: Sage
DfE (2014) Statutory Framework for The Early Years Foundation Stage http://www.foundationyears.org.uk/eyfs-statutory-framework/
DfE (2013) Early Years Outcomes http://www.foundationyears.org.uk/eyfs-statutory-framework/
Early Education (2012) Development Matters http://www.early-education.org.uk
NCTL (2013) The Teachers’ Standards (Early Years) www.gov.uk/government/publications/early-years-teachers-standards
RecommendedAtherton, F., & Nutbrown C. (2013) Understanding Schemas and Young Children from Birth to Three London: Sage
Arnold, C. (2003) Observing Harry Maidenhead: Open University Press
Baldock, P., Fitzgerald D., and Kay, J. (2013) Understanding Early Years Policy 3 rd edition London: Sage
Bennett, E., & Weidner, J. (2014) The Building Blocks of Early Maths Abingdon: Routledge
Brooker, L. (2008) Supporting Transitions in the Early Years Maidenhead OUP
Clemson, D. & Clemson W. (2013) Mathematics in the Early Years London: David Fulton
Degotardi, S., & Pearson, E. (2014) The Relationship Worlds of Infants and Toddlers Maidenhead: Open University Press
Dubiel, J. (2014) Effective Assessment in the Early Years Foundation Stage London: Sage
EYITT GEBElfer, P., Goldschmied, E., & Sellek, D. (2011) Key Persons in the Early Years London: Building Relationships for Quality Provision in Early Years Settings and Primary Schools: London: David Fulton
Fawcett, M (2009) Learning through Child Observation London: Jessica Kingsley
Fisher, J. (2010) Moving on to Key Stage 1: Improving Transition from the Early Years Foundation Stage, Maidenhead, Open University Press
Gerhardt, S. (2004) Why Love Matters Hove: Brunner-Routledge
Goldschmeid, E. and Jackson, S (2004) People Under Three: Young Children in Day Care 2 nd edition. London: Routledge
Goouch, K., & Powell, S. The Baby Room: Principles, Policy and Practice Maidenhead: Open University Press
Hallett, E (2013) The Reflective Early Years Practitioner, London: Sage
Johnson, J. (2014) Becoming an Early Years Teacher Maidenhead: OUP
Jolliffe, W., Waugh, D., Cass, A. (2012) Teaching Systematic Synthetic Phonics in Primary Schools London: Sage
Knowles, G., & Holmstrom, R. (2012) Understanding Family Diversity and Home-School Relations Abingdon: Routledge
Langston, A. (2014) Facilitating Children’s Learning in the EYFS, Maidenhead: Open University Press
Manning-Morton, J. (2014) Exploring Well-being in the Early Years, Maidenhead: Open University Press
Manning-Morton, J., & Thorpe, M. (2015) Two Year Olds in Early Years Settings: Journeys of Discovery, Maidenhead: Open University Press
Rodd, J. (2015) Leading Change in the Early Years Maidenhead: Open University Press
Rose, J., Gilbert, L. & Richards, V. (2016) Health and Well-being in Early Childhood London: Sage
EYITT Graduate Employment Based Handbook 2016/17Page 16
4. TEACHING, LEARNING AND ASSESSMENTThe learning, teaching and assessment approaches used throughout your programme will encourage you to be actively involved in your learning and to co-operate with other students. We aim to give you prompt feedback on your learning as well as opportunities to reflect upon and learn from that feedback.
4.1 Teaching and Learning
You will be actively involved in a range of learning, teaching and assessment approaches as part of your training. Such active approaches aim to put you at the centre of your learning so that you are involved and engaged in all aspects. Your programme will require your active participation in learning activities and engagement with your fellow trainees both individually and collaboratively, working and learning as part of a small group.
Your learning will also be supported by technology. Your programme will be facilitated using a variety of media and online tools (My Learning on UniHub etc.) which will allow you flexible access to a diverse range of online resources and learning materials as well as collaborative tools with which you can engage and learn with your peers. Not confined by the time and space associated with traditional teaching methods you may take part in online discussions and learning activities from wherever you are based.
Your tutors and the UniHelp desk will provide any support you may need whilst learning online. By engaging with e-learning you will also be developing skills which are essential for your learning and are also highly valued by employers. These include but are not limited to: working flexibly, communication, understanding of IT, team working and creating shared understandings based on quality resources and access to global expertise.
E-LearningBy design The EYTS Graduate Employment Based Training Route is a blended learning programme. Trainee teachers spend most of their time engaged in work based and placement practice which is enhanced by more theoretical learning at University. To help us bridge this experience and make it a coherent whole we make use of some e-Learning.
4.2 Assessment
The training programme includes assessment for EYTS through placement practice with children from birth to 5 years and assessment of the PG Cert outcomes through the University led assignments.
PrinciplesAssessment on the programme has been developed to meet the University’s aspirations expressed through its Enhancing Learning Teaching and Assessment (ELTA) Strategy to enhance the assessment experience for Middlesex students on innovative programmes leading to improvements in student achievement.
The programme will continue to adopt innovative approaches to assessment that integrate formative and summative assessment for monitoring and self-evaluation in an improvement cycle designed to continuously raise the standards of trainee teachers.
The following principles have been adopted:
Assessment at each stage of the course measures the progress made by trainee early years teachers against the Teachers’ Standards (Early Years).
EYITT GEB Assessment informs and reinforces learning by trainees and is embedded in student
learning. Assessment tasks are linked directly to taught sessions.
Assessment is clearly aligned with learning outcomes and is appropriate to the diversity of trainees
Assessment relates to a breadth of evidence developed through integrated study and setting-based practice.
The assessment process is collaborative and involves trainees, mentors and tutors.
Detailed assessment criteria are published and shared with students and by all those involved in assessment. Audits and reports are made available to all parties in order to provide information to support planning.
Trainee early years teachers are required to take responsibility for their own learning and aspire to the highest standard in a continual process of self-assessment. This is an essential feature of their professional development and characteristic of professional practice. Trainees engage in peer and self-review of assignments.
Formative feedback to trainees by tutors and mentors supports a process of target setting and action planning for development
Trainees receive prompt, clear and constructive feedback and feed forward where appropriate on their performance.
The EYITT team take responsibility for ensuring that the assessment process is carried out consistently and fairly for all trainee early years teachers through monitoring and moderation processes.
The EYITT team are responsible for ensuring that the university assessment regulations, standards and criteria are applied rigorously and consistently across all EYITT routes through the process of moderation.
There are staged deadlines to manage the assessment workload.
Guidance is provided on academic and reflective writing with targeted individual support
Assessment regulationsThis section should be read and considered in conjunction with the assessment guidance within the University Regulations, with reference to the PG Cert Professional Practice in Early Years Foundation Stage Teaching assessment (see p15) and further specific guidance on each component of the PG Cert assessment available on Unihub which clarifies the nature and style required for each assignment. Submission dates are published in advance and comply with university regulations.
Assessment FeedbackAssessment is an integral part of learning and you may hear it referred to as formative or summative.
Formative assessment is developmental in nature and designed to give you feedback on your performance and how it can be improved. As a result you will get detailed feedback on formative assessment but not a grade. Formative assessment is an important part of the learning process and has been shown to contribute to enhancement of learning and the raising of standards.
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You will receive feedback from tutors and your fellow students throughout the training programme both in University through group activity and tutorials and in your workplace and placement settings through peer observation and guidance from mentors and link tutors.
Summative assessment is designed to measure the extent to which you have achieved the intended learning outcomes of a module and therefore the appropriate grade to be awarded. Summative assessment should assess achievement of all learning outcomes in a secure, fair and accurate manner and on this programme this will comprise the PGCert assignments and your teaching performance on placement which is assessed and monitored by your placement mentor/s and the visiting University link tutor.
Assessment may also involve self, peer or group approaches. For example, you may be asked to self-assess your own work, indicating where you feel you have clearly demonstrated your understanding and also identifying areas where can see you have room to improve. Assessment may also be a peer process where students, individually or as groups, offer feedback on one another’s work. Group assessment may also be part of your programme where part of the assessment requires you to demonstrate your ability to work as part of a group and possibly receive a group mark.
Feedback on your assessment (both formative and summative) provides the opportunity for you to reflect and to use the feedback as the basis for learning and to improve your work.
Feedback can take many forms and may be informal. For example it may be given and discussed orally in the classroom, or it may be more formal and delivered in written or audio form from academic staff or fellow students. Understanding your feedback is very important and to achieve this you are encouraged to discuss feedback with your peers and academic staff.
Receiving feedback on your work is an essential and important part of learning and therefore all programmes provide regular opportunities for formative assessment, the purpose of which is to get detailed feedback on your performance so you get a regular update on how you are developing and to prepare you for any summative assessment.
Feedback on summative assessment will be offered in a variety of forms and all your work will be marked and moderated in line with the Code of Assessment Practice which can be found in section M of the University Regulations: http://www.mdx.ac.uk/regulations
You will normally be provided with feedback within 15 working days of the published submission date.
Assessment of Placement ExperienceTrainees must meet all of the Teachers’ Standards (Early Years) in order to be recommended for EYTS by the end of the programme. Evidence for meeting these standards will be collected throughout the training year to form a professional portfolio.
Specialist external examiners visit the course as part of the University’s quality assurance proced-ures. The external examiners then moderate a sample of trainees assessed course work for the PG Cert and in the observation of trainees’ teaching practice on placement.
The assessment of teaching is graded using the following 4-point scale:
Grade 1: Much of the trainee’s practice is outstanding and never less than consistently goodGrade 2: Much of the trainee’s practice is good, with examples of outstanding practiceGrade 3: The trainee’s practice meets the minimum requirements to be awarded EYTS but is not yet consistently goodGrade 3 (Emerging): The trainee is not yet meeting the minimum requirements to be awarded EYTS
EYITT GEBTrainees who have failed to reach the necessary level of teaching standards will be considered indi-vidually, and the ITT assessment board will make a ruling on the period of further assessed school experience needed, if appropriate. Partnership early years settings/schools will also be involved at this stage with any decisions made. Trainees are reminded that there is no automatic right to reas-sessment of the Teachers’ Standards (Early Years).
Workplace and Placement AssessmentElements include:
Use of the Assessment Guidance for the Teachers’ Standards (Early Years) during observa-tion of practice
Grading Trainees Target setting
Use of the Assessment Guidance for the Teachers’ Standards (Early Years) during observation of practice allows tutors and mentors to provide feedback to trainees that develops a sense of pro-gress and identifies targets in relation to the standards. Evidence of achievement against the Teach-ers’ Standards (Early Years) is recorded by the trainee using the relevant paperwork to track their progress and is collated within the professional portfolio.
Grade characteristics of trainees based on the descriptors in the Assessment Guidance to the Teachers’ Standards (Early Years) are shared with mentors and trainees. This ensures that they are applied systematically and that the data resulting from assessments are rigorous and robust. The use of these characteristics for assessment and reporting is discussed at mentor training sessions to ensure consistency and where possible, training mentors observe other trainees and discuss grades to support their understanding.
Trainees are supported to set targets through regular mentor meetings with reference to their achievement of the Teachers’ Standards (Early Years). The discussions are recorded on mentor meeting record sheets that are also shared regularly with an experienced EYITT tutor during Stand-ards Workshops. Mentor development sessions stress the use of the Teachers’ Standards (Early Years) in practice observations, target setting and monitoring progress.
The formal assessment of practice experience requires link tutors and mentors to reflect on and judge trainees’ performance against the standards before pointing towards clear and specific ways forward to address gaps and areas of weakness. As part of their assessed course work trainees de-vise action plans through self-evaluation linked to their standards mapping and their knowledge audits.
The assessment procedure is reviewed annually following the end of the last academic programme. One of the advantages of a one-year course is that change can be initiated and introduced rapidly. The assessment processes have been designed to allow a more holistic assessment of achieve-ment against the standards.
Observation of Teaching PracticeGaining feedback on your early years teaching practice comprises a large element of both formative and summative feedback. Your placement mentor and the University link tutor will observe your practice with babies, toddlers and young children in your placement settings regularly during the training year. Some of these observations may be informal with verbal or informal feedback provided. Regular formal feedback will be provided using the tutor/mentor practice observation form which includes an observation record, a summary of areas of strength and targets to work towards linked to the Teachers’ Standards (Early Years). Link tutors and mentors will observe your practice jointly at agreed points during your training period. When you are being observed you need to provide the observer with:
Planning appropriate for the activity/experience to be observed.
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Previous evaluation(s) of planned and unplanned activities/experiences Information about the group of children e.g. the age group, your key children, children with
additional needs including SEND, children with EAL.
The role of the University Link TutorYou will be visited up to five times during your training year by a University link tutor. Each visit will have a different focus and purpose, but at each visit the link tutor will meet with your mentor and yourself to review your progress and plan for development. You will receive regular feedback from your link tutor and mentor on an your progress towards meeting the Teachers’ Standards (Early Years). At each review point you will discuss your progress with your mentor/link tutor and agree an interim grade.
The Professional PortfolioYour portfolio is a professional document which you will use to support evidence claims for meeting the Teachers’ Standards (Early Years). An electronic version of your portfolio will be built up from submitted course work on unihub throughout the programme.
The Training File You will also require a hard copy training file so that you can share your ideas with other trainees during Standards Workshops and have it available for scrutiny at mentor meetings and when your University link tutor visits you at your placement settings. This file will be the focus of discussion between you and your link tutor during the Assessment and Review Period at the end of the pro-gramme.
You will be provided with further information about the contents of your training file during the train-ing period. Examples include:
Planning for mentor/link tutor observation of teaching Records of observation and target setting Examples of supporting documentary evidence Reflective inputs on your development as a learner and professional practitioner
4.3 Targeted support
Group Supervision
Group supervision sessions provide a structure where you will be supported in small groups by an experienced EYITT tutor. During these sessions your supervisor will get to know you and your training contexts well and provide guidance on the development of your training. You supervisor will also liaise with your link tutor to ensure that you are making appropriate progress towards the achievement of the Teachers’ Standards (Early Years). If it is considered that you are experiencing difficulty in any aspect of the training programme then the ‘cause for concern’ process will be put in place so that additional support can be provided.
Examples of factors that could initiate the cause for concern process: Poor punctuality or attendance Late or non submission of course work Insufficient preparation for planned observations of your teaching practice Difficulty in accepting professional feedback
Raising these initial concerns does not mean that the trainee is ultimately at risk of failing. Trainees who make a slow start can become very effective early years teachers given the time to develop their skills and confidence. It is far better to identify additional support early rather than waiting and hoping for an improvement that does not materialise. In such cases it may be too late to make an effective intervention. A trainee is considered to be failing, or is judged to be in danger of failing, if they are not making sufficient progress towards meeting the Teachers’ Standards (Early Years).
EYITT GEBThe ‘Cause for Concern’ processThe group supervisor, link tutor, mentor or the trainee can initiate a cause for concern. The ‘Cause for Concern’ form (C1) identifies the nature of the concern and includes a recovery plan with details of the additional support required. A review date is set and progress is monitored to ensure that further support is provided until the cause for concern has been resolved or further action needs to be taken.
Additional support could include:
Ensuring the trainee receives consistent guidance from the group supervisor, mentor and link tutor about action to be taken.
Arranging for the trainee to work alongside an experienced teacher in a support role. For ex-ample leading specific aspects of practice in order to allow them to work to their strengths and hence develop successful practice.
Providing extra support in developing the trainees subject knowledge. Arranging for additional, focused, observation in order to develop the trainee’s understanding
of good teaching in practice. Setting clear and unambiguous short-term achievable targets.
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Mentor/Group Supervisor or link tutor has judged the
Trainee to be making poor
progress.
Or
Trainee raises a concern
Cause for concern process
initiated (C1): Additional support put in place and
progress monitored by
mentor and link tutor/supervisor
Situation improves, no further actionSituation
improves, no further action Cause for concern
remains in place and the group supervisor, link
tutor and the programme Leader monitor the situation
Judged as poor
progress again
No improvement made at initial review, further
support provided
Formal Review Meeting: Review of cause for concern and support provided (Form C1). Agree a final review date with the trainee to
meet agreed targets.
Final review date: decision made on outcome.
Outcome 1Successful Review. No further concern
Outcome 3Unsuccessful review: remove from
the training programmeOutcome 2
Some progress made, extend C1. New date set for review. Once only
Cause for Concern: Flow diagram for Trainees requiring extra support
Or
Either
Either
Or
4.4 Appeals
All students are able to appeal against Assessment Board decisions and the outcome of academic misconduct cases. The regulations for appeals are set out in Section G of the university regulations:http://www.mdx.ac.uk/aboutus/Strategy/regulations/index.aspx
More information can be found on UniHub:http://unihub.mdx.ac.uk/study/assess/appeals/index.aspx
ComplaintsIf you have cause to make a complaint against any aspect of university life, you can find out information on the process on UniHub:http://unihub.mdx.ac.uk/mdx/feedback/complaint/index.aspx
5. LEARNING RESOURCES
5.1 The library
You will meet your Liaison Librarian (see Key Contacts at the start of this handbook) during your welcome week firstly for an introduction to the library service and resources and then in a follow up session that will show you how EYITT trainees should be utilising the library and resources including key journals and other learning resources.A series of Library Subject Guides (http://libguides.mdx.ac.uk) have been designed to assist students. Each one supports an individual subject area, and includes links to useful resources such as key websites and blogs as well as general help with studying and researching topics for assessment.
You can also get specialist support from your Liaison Librarian (see Key Contacts at the start of this handbook) who provides information and research skills workshops relevant to your studies. The subject librarian works closely with your lecturers to ensure the resources and support that you need is available. You can contact your librarian if you require individual support or if you would like to suggest a book/DVD etc. for the library.
Please refer to UniHub for full information about the library and learning resources available to you: http://unihub.mdx.ac.uk/study/library
5.2 Learning Enhancement Team (LET) (Former Learner Development Unit)
The Learning Enhancement Team (LET) is a team of specialists who work with students at the university on different aspects of academic study and developing these essential skills. They offer face-to-face help through:
o Academic Writing & Language o Maths, Statistics & Numeracy o Dyslexia & various SpLDs
For further details see the University Guide to or the Learning Enhancement Team pages on UniHub. unihub.mdx.ac.uk/let
Academic Writing and Language Academic Writing and Language (AWL) is a team of lecturers whose role is to support and guide students to excel in their academic communication. They help you develop effective academic communication in 4 main ways:
Embedded sessions: are run in collaboration with your lecturers and they are programmed into your modules.
Workshops: These are FREE classes. To find out what’s on and to book a place, go to http://workshops-ldu.mdx.ac.uk/; or visit UniHelp in the Sheppard Library
Online resources: Online tutorials, activities and factsheets are available at http://unihub.mdx.ac.uk/study/ldu/onlineresources/index.aspx
Tutorials: tutorials are 30-minute one-to-one meetings with one of the LDU lecturers. AWL tutorials are confidential and FREE!To find out more, go to http://unihub.mdx.ac.uk/study/ldu/facetoface/awl/index.aspx ; and to book a tutorial, go tohttp://tiny.cc/ldubookingor visit UniHelp in the Sheppard Library
A note on proofreading: LET do NOT offer a proofreading service. This means they will not find and correct every ‘error’ in a piece of work. Instead, they will read your work, identify aspects for you to work on, and help you understand how to make your own improvements.
Dyslexia / Specific Learning Difficulty Support [SpLD] Dyslexia/SpLD Support provide an extensive range of services for students, including:
o 1:1 specialist tutorial support for students with Dyslexia and other Specific Learning Difficulties (SpLD) such as Dyspraxia, AD(H)D.
EYITT GEB
o Initial Dyslexia/SpLD Screenings o Diagnostic Assessments o Guidance and support through the Disabled Students Allowance (DSA) application process. o Workshops and embedded support for students on topics such as: Dyslexia and other SpLDs, DSA
procedures, Exam preparation, Employability/job application advice, etc.o Work-placement supporto On-line Dyslexia/SpLD Resources
For further information regarding Dyslexia/SpLD Support please see: http://unihub.mdx.ac.uk/study/ldu/fa-cetoface/dyslexia/index or visit UniHelp in the Sheppard Library. You can also email [email protected] or phone 020 8411 6073.
Mathematics, Statistics and Numeracy SupportLDU offer friendly, confidential and free support for all Middlesex University students in the form of one-to-one tutorials, group workshops or embedded sessions.
o You can book a one-to-one tutorial here: http://tiny.cc/ldubooking or visit Unihelp in the Sheppard Library
o Details of our workshops are here:http://workshops-ldu.mdx.ac.uk/Alternatively you can visit our UniHub site to access our online resources:http://unihub.mdx.ac.uk/study/ldu/onlineresources/maths-stats-numeracy/index.aspx
o You can also drop in to the Learning Lounge (Basement of the Sheppard Library) where you can find some of our resources or have an informal chat with one of our Student Learning Assistants.
http://unihub.mdx.ac.uk/study/ldu/facetoface/learning-lounge/index.aspxo Or you can contact the numeracy co-ordinator by e-mailing
5.3 Programme documentation
The course documentation relating to your school-based training, central training and PG Cert assignments can be accessed from Unihub My Learning:
You will need to familiarise yourself with the contents posted here immediately since they will be needed during your training and assessment process.
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6. HOW TO HELP ENHANCE YOUR PROGRAMME
6.1 How you can feed back to us
As well as talking to your programme leaders about any issues, there are also other ways you can help enhance the quality your programme.
Boards of StudyThis is a forum where Student Voice Leaders and staff meet to discuss the EYITT programmes. This includes any issues but also talking about future developments and things that are going well. The Board also looks at student survey results and the reports from External Examiners.
Student Voice Leaders are student representatives, elected at the start of the academic year. They ensure that the interests of students on the programme are represented, attending Boards of Study as well as Student Voice conferences. They are also responsible for feeding back the outcomes of any meetings or events they attend. You can find out more about how to become one and who your student voice leader is on the Middlesex University Students’ Union (MdxSU) website: http://unihub.mdx.ac.uk/your-study/become-a-student-voice-leader
Student surveysDuring your time at Middlesex you will be asked at to give your feedback on your modules, programme and the university by completing exit surveys. These help your programme and the university to determine areas for improvement (as well as what is going well) and therefore please take the time to complete these.
How we consider your feedbackThe feedback you give through your student voice leaders, through surveys and at Boards of Study meetings play an important part in reviewing the EYITT Programme during and at the end of the academic year. Some of the changes we have made to the programme have been a result of student feedback. For example we have tried to streamline the amount of paperwork that trainees are required to collect in order to make this process more manageable.
7. Supporting Documents
7.1 Quality Assurance: EYITT
Middlesex University has overall responsibility for the quality assurance of all aspects of provision leading towards the award of EYTS. The quality assurance of all assessment processes in relation to achievement of the Teachers’ Standards (Early Years) is supported by the different roles and responsibilities of Work place and placement Mentors, University Link Tutors, Group Supervisors, Programme Leaders, Directors of Programme and Head of ITT.There are a number of different tools that we use to monitor and record trainee progress, the quality of mentoring and the accuracy and consistency of assessment decisions. It is important that all records from meetings, visits and trainee progress review are shared appropriately across the partnership so that we can intervene as required when issues occur. University Link Tutors by necessity can only meet with mentors and observe trainees teach periodically and the quality assurance of training and assessment is also dependent on the valuable input from Partnership early years settings/schools.
Placements We aim to ensure that placements will extend the knowledge, skills and understanding of our trainees and provide opportunities for them to gain experience of different approaches to teaching and to school and early years setting organisation and management. Trainee early years teachers need breadth and variety of experience in schools and early years settings to enable them to meet all of the Teachers’ Standards (Early Years) across the birth to 5 age range. They are required to demonstrate their practice against the Teachers’ Standards (Early Years). Mentors who have experience as Early Years Professionals or Early Years Teachers with EYTS/QTS provide support and guidance for Graduate Entry trainees.