Early Years Teacher Status Diary - Happy New Year!

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Students on all four pathways will be busy working towards their EYTS in January, says Nikki Fairchild, programme co-ordinator at Chichester University.


I am also thrilled to announce that the University of Chichester has been successful in securing a number of funded places to deliver Early Years Teacher Status from September 2014. I am currently working on how the delivery will be structured and will be in contact with potential trainees who have expressed an interest in applying over the next month.

 The Graduate Practitioner Pathway (GPP)

During the month of December the GPP’s have considered observations, assessment and planning. The session allowed time to reflect in groups on what their setting currently has in place. The group discussions allow for professional conversations and can lead on to changes being taken back into settings. How to listen to the child’s voice was explored with trainees delivering a group presentation on a paper they had read previously. During this session the child’s voice was considered from a range of perspectives.

 The final session before Christmas was preparing for the setting visit. Trainees discussed the paperwork and timetable for the setting visit. There was time to review possible options for the tour and the observation. The setting visits for this cohort are in February and the purpose of the session was to ensure all trainees had sufficient time to think about how they wanted to structure the visit. The third written assignment was handed in and feedback was given on any outstanding strands to be covered in the final assignment.

 The Graduate Entry Pathway (GEP)

GEPs spend much of their time in placements during December. The requirement of a hundred days placement has given trainees the opportunity to attend in longer blocks. The benefit of these block placements is trainees get to know the working of the setting and start to meet parents. They can evaluate areas where they can have an impact for the children and the setting and can plan how this can be evidenced back to the Teachers’ Standards (Early Years).

The Undergraduate Practitioner Pathway (UPP)

Following completion of 45 credits towards their ordinary degree there were no taught sessions for EYTS. These recommence in January as does the final credit bearing module required of this pathway.

The Undergraduate Entry Pathway (UEP)

In addition to their BA modules and Independent project all UEPs have been given the opportunity to have a tutorial to discuss their progress in evidencing the standards. This session was an opportunity to consider how they can impact in their chosen setting and reflect on challenges to date.

There were two taught sessions. The first considered working in partnership with parents. Trainees were asked to reflect on their work with parents and consider the relationship from different angles. Current policy was discussed and this was linked to working with two-year-olds to ensure trainees had a holistic view of their role.

The second session concerned policy and how it impacts practice. This included policy at national and local levels and how the setting generates, uses and updates policy.








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