The Graduate Practitioner Pathway (GPP)
Trainees have completed their final written assignments and feedback has been provided. All trainees have been encouraged to demonstrate they have met all the Standards and underpinning strands in their assignments, so assessors can then be clear of their knowledge and understanding of early years theory and practice. To support trainees moving to their final setting visit there was a seminar on the document portfolio.
Trainees broke into small groups and gave peer feedback on each other’s portfolios; this allowed them to explore different sources of documentary evidence with their peers.
There were three taught sessions prior to the setting visits. We were fortunate to welcome two guest speakers. The first, Mary Pye, was able to discuss working with phonics in the Early Years and the links to KS1 and KS2. Here trainees were able to reflect and discuss their own settings and to consider additional ways to enhance phonics and early reading.
The second was Sheilagh Blyth, an occupational therapist. Sheilagh was able to highlight the benefits and challenges of working in a multi-agency team and the contribution trainees could make. The final session was an evaluation of the National Curriculum which included reflections on KS1 and KS2, statutory assessments, English and maths curricula, PISA, global education markets and the influence of neoliberalism.
GPP trainees are in the final stages of their pathways and will be assessed over the next two weeks.
The Graduate Entry Pathway (GEP)
To support the work underway in their placements the GEPs have been exploring sustained shared thinking and quality interactions with children. They are able to evidence this with tasks completed on placement. Bilingualism and English as an Additional language (EAL) was explored and strategies to support children and families were discussed. Trainees were challenged to make links with parents during their placement activities.
The Undergraduate Practitioner Pathway (UPP)
The UPP trainees have been welcomed back with a session on written assignments particular to their pathway. They have also explored Bilingualism and EAL and reflected on their settings/schools practice. Their personal views on the construction of childhood have been challenged and the historical and philosophical view of children and childhood was explored.
The Undergraduate Entry Pathway (UEP)
The UEP’s have been balancing their BA modules and final dissertations with their EYTS commitments. Taught sessions have supported the formation of their professional identity and they have explored what it means to be a leader in the early years. To enhance their cross curricula knowledge they have reflected on the National Curriculum and maths within the EYFS. These sessions provided practical steps to maintain the educational continuum and provide quality maths experiences in the early years.
September 2014
We are currently working on recruitment for the September 2014 pathways. Any potential trainees who wish to explore the routes we have to offer should e-mail eyts@chi.ac.uk for further information. We are consulting with strategic partners in the sector to ensure that the Early Years Teacher Status training is relevant to their needs and reflects the requirements of the Teachers’ Standards (Early Years).
Nikki Fairchild is pogramme co-ordinator at Chichester University
