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School of Education and Psychology

Postgraduate Credit Graduate Employment Based Early Years Initial Teacher Training

Postgraduate Credit Part-time 1 year

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Postgraduate Credit
Start date(s)
14 September 2026
Course specifications
View course spec
Course length
Part-time (1 year)
Campus location
University: Walsall Campus
School
School of Education and Psychology

What happens on the course?

Placements on the course

Every student will now have the opportunity for a professional development work placements, to bridge the gap between academic learning and the world of work.

These short-term, structured experiences include:

  • Short duration: condensed work-like experience in professional environments
  • Academic integration: always linked to coursework, assessments or professional development modules
  • Project-based learning: students work on specific tasks or research with an organisation
  • Flexible format: can be in-person, remote, hybrid or virtual
  • Skill development: enhances workplace skills like communication, teamwork and problem-solving
  • Experiential learning: helping to close the gap between knowledge gained and the skills needed to succeed

Employability on the course

Our courses are designed from day one to prepare you for your future career. You will benefit from:

  • Extended induction: a period to familiarise yourself with your new university
  • Structured learning pathways: courses are crafted with a focus on preparing students for future careers
  • Hands-on project experience: projects and practical activities designed around real-world activities
  • Embedded professional development: all courses are designed with workplace skills development and professional placements as part of the course
  • Industry-informed modules: course content is kept up-to-date with industry standards through our industry links, staff's research and work in the field
  • Placement opportunities: professional development placements for every student

Course Modules

Module: 7PE037
Credits: 30
Period: 1
Type: Core

The guiding principles of the Early Years Foundation Stage (EYFS) underpin the content on the course and this module. The key aims of the curriculum design for this route will ensure that as an Early Years teacher, you are critically reflective of your practice and the practice you see around you, your practice is research informed and you consistently act with the level of integrity and conviction required to drive positive improvements in any setting. This is a year-long module. This module will develop your knowledge and understanding of the EYFS and the National Curriculum and the legal responsibilities of teachers and practitioners. The status of the EYFS for early years education and care and NC for primary will be explored, together with explorations of ways settings/schools implement the statutory requirements and non-statutory guidance, as well as how they respond to current educational initiatives and priorities. This module is purposefully integrated with placement based modules (which includes the employing setting). The module is carefully sequenced into 3 phases and each phase has a number of patchworks. The phases move from Beginning (Safeguarding, Overarching Principles of the EYFS, Areas of Learning and Development), to Developing (Inclusive Practice and Meeting Individual Needs), to finally Embedding (Leadership and impact on your setting).

Module: 7PE038
Credits: 0
Period: 1
Type: Core

This module focuses on your practice within your home Early Years setting, where you are employed. Where appropriate and outlined in your individual training plan, some assessment may also take place in a second setting. The module supports Phase One and the beginning of Phase Two of your training and is designed to help you develop confidence and competence in teaching young children. You will be observed teaching in your setting and will plan, teach and assess learning across the Early Years Foundation Stage areas of learning. Throughout the module you will work closely with your setting-based mentor and a university lead mentor, who will support your development and provide feedback on your progress. During this module you will: Observe effective teaching and learning within your age phase and setting Participate in a range of setting-based professional activities Support and teach individual children, small groups and whole classes Develop effective behaviour for learning and classroom management strategies Plan, teach and assess learning, initially with guidance from experienced colleagues and increasingly independently Reflect on and discuss your developing understanding of early years pedagogy You will also demonstrate consistently high standards of personal and professional conduct expected of Early Years Teachers.

Module: 7PE039
Credits: 0
Period: 1
Type: Core

This module builds on module The Trainee Early Years Teacher 1 – Beginning Practice This module will reflect Phase 2 and Phase 3 of training. It will include observations of your teaching in the home (employing) early years setting, placement setting and planning and assessing for learning across the areas of learning. You will work closely with a setting-based mentor and a university lead tutor. During this module, you will: Observe good practice in teaching and learning in your phase and age range Undertake school/setting-based activities Work with and support individual children, small groups and whole classes Make effective use of behaviour for learning and classroom management strategies   Collaboratively and independently plan, teach and assess lessons under direction of expert colleague/s initially, moving to independent planning, teaching and assessing Reflect on and discuss your own learning, understanding and use of pedagogy Demonstrate consistently high standards of personal and professional conduct.  You will move towards more complex, composite sequences and scenarios, in the setting/classroom and will identify, re-visit, and isolate areas which require further consolidation, as you progress towards the end of the training course. You will demonstrate an in-depth understanding of teaching and learning strategies within your specialist age range, and will demonstrate knowledge across the birth to five age range as well as key stage 1 and 2. This will include more complex elements of effective classroom organisation, behaviour management, planning for teaching and learning, and approaches to assessment. This module has been designed as part of our EYITT curriculum so that successful completion on the course leads to recommendation of Early Year Teacher Status (EYTS).

Additional Information

Everything you need to know about this course!

  • To hold a first degree of a United Kingdom higher education institution or equivalent qualification.

For example Bachelor of Arts (BA), Bachelor of science (BSc) etc. or similar . They are sometimes known as 'undergraduate' or 'first' degrees.

  • To have achieved a standard equivalent to a grade 4 (previously Grade C) in the GCSE examinations in English, Mathematics and Science (Biology, Chemistry, Physics or Combined Science).
  • Candidates must be employed in a setting offering the Early Years Foundation Stage (EYFS).
  • To have taken part in a rigorous selection process designed to assess your readiness to train to teach, which will include as a minimum both an interview and audit of your subject knowledge. Further information regarding the interview process can be found at https://www.wlv.ac.uk/apply/how-to-apply/4---after-youve-applied/subject-specific-applications/.

Please note we do NOT accept GCSE Short Courses, GCSE Equivalent Tests from other institutions or organisations, Key Skills Level 2 or Functional Skills Level 2.

If you unsure please contact our Admissions Department admissions@wlv.ac.uk for clarification.

Important Requirements

As part of the Department for Education (DfE) ITT compliance, if you are successful you will be required to provide your ORIGINAL certificates to the University of Wolverhampton Admissions Unit.

We will not accept applicants onto our professional courses who have been unsuccessful on professional courses at other institutions of higher education.

You will also take part in a rigorous selection process designed to assess your readiness to train to teach.

Interview and Selection

First Stage: All applicants that are successful with their application will be invited to complete a set of short professional scenarios involving reading, writing and numerical tasks. These will provide us with an audit of your existing strengths as well as indicate any areas where you need to develop your knowledge and understanding during your course. If you are offered a place following interview, you will be required to demonstrate your professional readiness through successful completion of all of the tasks as one of your conditions of acceptance before the course starts. This may mean that you are asked to attend support sessions in English and mathematics during your course to enable you to demonstrate a satisfactory level of proficiency by the completion of your course.

Any work to address shortfalls in English and mathematics must be undertaken by the trainee teacher in addition to other aspects of their training. It is the trainee’s responsibility to secure these fundamental skills before being recommended for Qualified Teacher Status.

Second Stage: You will undertake either an observed group task or a subject-specific activity (if you are applying for secondary teacher training).

Third Stage: You will engage in individual face to face interview

We will be assessing your ability to be able to meet the Teachers’ Standards by the completion of your course.

Those successful in the audits and at interview will be subsequently required to meet enhanced DBS checks, fitness to teach and medical check and prohibition order check requirements. You will be expected to complete these forms once you have been successful and have a Conditional Offer.

Free Disclosure and Barring Service (DBS) and Occupational Health Check:

Due to the professional nature of some of our courses you may also be required to complete a Declaration of Health and Disclosure and Barring Service (DBS) Check. We will coordinate both of these non-academic conditions with you should your course require this and you receive an offer from us.

There will be no cost for the DBS this is free to applicants who have secured an offer and have chosen to study at the University of Wolverhampton.

 

National College for Teaching and Leadership (NCTL)

Accredited by the Department for Education (DfE) for the purpose of delivering initial teacher training programmes to achieve Qualified Teacher Status (QTS) or Early Years Teacher Status (EYTS).

Self-funding:

If you intend to self fund, you might want to take advantage of the University’s scheme to pay by instalments: see How to pay.

Gateway.


Your employer, embassy or organisation can pay for your Tuition fees:

If your employer, embassy or organisation agrees to pay all or part of your tuition fees; the University will refer to them as your sponsor and will invoice them for the appropriate amount.

We must receive notification of sponsorship in writing as soon as possible, and before enrolment, confirming that the sponsor will pay your tuition fees.


Financial Hardship:

Students can apply to the Dennis Turner Opportunity Fund for help with course related costs however this cannot be used for fees or to cover general living costs.


Bursaries and Scholarships:

In addition the University also offers a range of Bursaries and Scholarships packages

You can find more information on the University’s Funding, cost, fee and support pages.

Please note that this course does not attract the NHS Learning Support Fund

Telephone

01902 32 22 22

Email

enquiries@wlv.ac.uk

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