Home

Early Years Initial Teacher Training (EYITT) (Mainstream Route) PGCE

London, Bloomsbury

This is the programme information for 2025 entry

If you require details of the previous year's programme, Early Years Initial Teacher Training (EYITT) (Mainstream Route) PGCE (2024), click here

The Graduate Entry Mainstream (GEM) pathway on the EYITT programme is designed for those who wish to work with children from 0-5yrs old. Early Years Teacher Status (EYTS) will be recommended for graduates who have met all the Early Years Teachers' Standards. This is different from Qualified Teacher Status (QTS), which is required to lead learning in Local Authority maintained schools. EYTS enables people to teach 0-5yr olds within all other areas of the sector, which is the provision where most children in the Early Years Foundation Stage (EYFS) attend.

UK students International students

Study mode

Full-time

UK tuition fees (2025/26)

£7,000

Overseas tuition fees (2025/26)

Fees to be confirmed

Duration

1 academic year

Programme starts

September 2025

Applications accepted

All applicants: 05 Nov 2024 – 01 Aug 2025

Applications close at 5pm UK time

Applications open

Apply for this course

This is the course page for the Mainstream route pathway. Find our Employment based pathway courses.

Skills

This course will give you everything you need to teach in an Early Years setting, both the pedagogical theory and practical skills to be an inspiring early years teacher.

Support

Our gradual immersion approach will enable you to become increasingly familiar with your EYFS context and all elements of the teaching role. You will be supported by Setting Mentors and IOE Tutors, to enable you to develop your practice and apply pedagogical ideas to your teaching.

A unique gradual approach to teaching

Experience

Placements in different contexts will allow you to experience teaching children of all ages in the EYFS (0-5yrs), and reflect upon the pedagogical priorities in different settings.

Read our placement guide

Start teaching

With a PGCE and a recommendation for Early Years Teacher Status (EYTS), you can start teaching in the EYFS as soon as you successfully complete the course.

IOE, UCL's Faculty of Education and Society, has been ranked 1st for Education in the QS World University Rankings by Subject since 2014.

Entry requirements

First degree

A minimum of a lower second-class UK Bachelor’s degree or an overseas qualification of an equivalent standard.

A levels

No specific subject required.

GCSEs

English Language, Science (one from Combined Science, Biology, Chemistry or Physics) and Mathematics at grade C / 4 or above. We do not accept "applied" or "additional" GCSE subjects. Applicants who do not offer a GCSE in English Language, Science or Mathematics may demonstrate an equivalent standard by completing a test via Equivalency Testing or A Star Equivalency and achieving at least a grade 4. For Mathematics, equivalency tests in Mathematics Foundation or Mathematics Higher with grade 4 are accepted. For Science, equivalency tests in either Combined Science or Biology with grade 4 are accepted. BTEC, Functional Skills or Access course qualifications are not accepted in place of GCSEs.

School experience

We recommend that you aim to gain some experience in an EYFS Setting before you enrol on the EYITT PGCE. This may involve observations, work experience (e.g. as a teaching assistant or cover supervisor), or voluntary work.

Skills tests

Trainees will be assured against a set of fundamental Mathematics and English skills by the end of their teacher training.

Relevant experience and background

Applicants whose degree qualifications are below a lower second-class standard may be admitted if they can demonstrate an appropriate academic background at Master's level and above and/or significant postgraduate experience in the relevant field.

Country-specific information, including details of when UCL representatives are visiting your part of the world, can be obtained from the International Students website.

International applicants can find out the equivalent qualification for their country by selecting from the list below. Please note that the equivalency will correspond to the broad UK degree classification stated on this page (e.g. upper second-class). Where a specific overall percentage is required in the UK qualification, the international equivalency will be higher than that stated below. Please contact Graduate Admissions should you require further advice.

The English language level for this programme is: Level 2

Further information can be found on our English language requirements page.

This programme is suitable for international students on a Student visa - study must be full-time, starting September.

DBS and occupational health

If you are made an offer you will be required to successfully complete Occupational Health and Disclosure Barring Service (DBS) Enhanced Disclosure checks. The Occupational Health Check is £100 and, depending on your DBS requirements, there may be an additional fee between £12.75 to £25.50, depending on the number of documents checked, if you submit your DBS Enhanced Disclosure check via a UK Post Office. These checks are required to ensure you meet the Department for Education’s requirements for physical and mental health to teach, as well as assessing your suitability for access to children and vulnerable adults. More details can be found on the Entry requirements page.

If you have lived, worked, studied or travelled in any single country outside of the UK for six continuous months or more, in the last five years, you will be required to obtain a Certificate of Good Conduct from the relevant country/countries. The cost of this check varies by country and is payable by the student. More information on how to obtain these can be found on gov.uk.

For more information about the DBS application process, please contact the UCL ITE Admissions team.

About this course

Early Years Teachers will be specialists in early childhood development and the EYFS Framework. As highly skilled graduate leaders, you will be responsible for facilitating and leading high quality professional practice in early years settings. Graduates will leave the programme as reflective practitioners who work with integrity, fostering positive relationships with parents/carers and children as well as other professionals.

Who this course is for

This route is for those not employed in an early years setting or phase of a school who wish to specialise in working with children aged 0-5 years.

Read more about the requirements for teacher training

What this course will give you

Students on the EYITT programme benefit enormously from the complementary skills and expertise of staff in partnership schools/settings and at IOE, UCL's Faculty for Education and Society.

The EYITT route complements other existing Initial Teacher Education (ITE) programmes at IOE by harnessing the expertise of internationally renowned lecturers and well-respected researchers in early years education.

At IOE we have a long tradition of working in partnership with early years settings and schools in inner cities, particularly in London. The placement settings offer teaching experience where practitioners serve as Mentors and joint assessors for our student Early Years teachers. IOE Tutors have extensive experience of teaching, leadership, setting management, inspection, research and consultancy.

Read more about teacher training at the IOE

The teacher you want to be

Significant research, including the Effective Provision of Pre-School Education (EPPE) project (Sylva et al, 2010), has provided sound evidence that high-quality early education and care has a powerful impact on young children, not only preparing them for school, but contributing to positive outcomes later in life (Prout, 1999). It has become increasingly recognised that quality education in the early years has a significant influence upon long term outcomes for children. Government reforms in Initial Teacher Education (ITE) have focused on the years birth to five. Consequently, successful graduates of the specialist EYITT PGCE programme find that they are highly sought after throughout the EYFS sector.

The tools of a great educator

Understanding of pedagogy and reflection upon practice
Knowledge of the Statutory requirements
Collaboration with families, colleagues and wider agencies
Understanding of how to create engaging learning environments for children that promote progress in all areas of learning and development

Employability

Early Years Teachers (EYTs) can lead learning in all Private, Voluntary and Independent (PVI) settings which is where most children and EYFS provision is based. They can also work in Free Schools, Academies and Independent Schools which can employ teaching staff without the requirement for them to have QTS. EYTS graduates have gone on to work in many different roles within the EYFS, as specialist teachers of 0-5yr olds.

Accreditation

Early Years Teacher Status (EYTS) will be recommended for graduates who have been judged to have met all the Early Years Teachers' Standards and who have successfully passed all three modules. Please note that EYITT leads to the award of EYTS, not QTS which is required to lead teaching and learning in maintained schools. EYTS enables people to be specialist teachers of 0-5year olds within Academies, Free Schools, Independent Schools and within the Private, Voluntary and Independent (PVI) sector which is the provision where most children in the early years foundation stage (EYFS) attend.

Structure

The programme includes a combination of taught sessions, workshops, independent study and work-based learning. The content of the programme aims to keep a careful balance between early years initiatives, educational theory and its practical application. Work-based learning means that academic knowledge, skills and understanding are clearly integrated and contextualised within the professional role of an early years teacher.

The EYITT programme has been developed to provide you with the knowledge, skills and understanding to meet all the Early Years Teachers’ Standards and develop as a reflective practitioner. As part of this course, you will carry out your own action-based research project, undertake teaching practice and develop your knowledge of child development and learning which will be assessed through a written assignment.

The EYITT GEM route is a one-year course run over a period of 36 weeks (excluding holidays).

During university taught sessions, you are expected to be present all day. You spend a minimum of 120 days on placement and will be required to attend for full and entire days, including pre-and post-teaching sessions as expected of a normal, full-time teacher at their setting or school.

University sessions run from 10.00am - 4.00pm. During school and early years placements you will be expected to attend at least 30 minutes prior to the start of each day and leave at least 30 minutes after the teaching day ends. You will have readings and additional self-directed study to complete in addition to these contact hours.

Modules

The EYITT programme has been developed to provide you with the knowledge, skills and understanding to meet all the Early Years Teachers’ Standards and develop as reflective practitioners.

Throughout the EYITT programme you will complete three modules. These are Teaching and Learning and the EYFS Curriculum, Developing Action-Based Research, and Professional Practice (EYITT).

Teaching and Learning and the EYFS Curriculum

This module is designed to introduce the key ideas that will underpin your practice. You will develop your understanding of all Areas of Learning and Development within the EYFS Framework and consider theoretical perspectives on child development and learning.

The module enables you to develop an understanding of practice for providing young children with rich experiences that foster all that is central to children’s intellectual, creative, social, physical and emotional development.

Developing Action Based Research

This module draws on the expertise of active researchers in the field of early education and care. Taught sessions outline the process and principles underpinning the action research approach, and early childhood researchers present key elements of their own research.

You will develop an understanding of the action research process and key components of undertaking research within EYFS settings. You will complete your own research project, within your placement, to consider the potential of, and barriers to, implementing changes to practice within EYFS settings. This is intended to further develop your approaches to interpreting your influence upon children’s experiences and impact upon children’s development.

Professional Practice (EYITT)

Throughout the year, within the Professional Practice Module, you will undertake placements in two different EYFS settings. The first placement (Setting Experience 1) covers the upper age-phases (3-5 yrs and KS1), and the second (Setting Experience 2) covers the lower (0-3yrs). Both are split into three parts, to ensure that you gain experience of teaching all age-groups (3-4yrs, 4-5yrs and KS1 for Setting Experience 1, and 0-1yrs, 1-2yrs and 2-3yrs for Setting Experience 2). The aim of each period of Setting Experience is to provide opportunities for you to work progressively towards demonstrating competent practice and ability to meet the Early Years Teachers’ Standards.

Throughout Setting Experience 1 and Setting Experience 2, you will receive support from Setting Mentors and a UCL Supervision Tutor. You are encouraged to reflect upon your own progress and observation of your practice is designed to facilitate professional dialogue about your placement activities, your impact on children’s learning and your evidence of competent teaching to the required standard. You will compile a Portfolio of Evidence to demonstrate how you are meeting the Early Years Teachers’ Standards. You will use a Tracker to monitor your own progress and identify areas for your development. You will complete an ongoing Professional Development Plan (PDP) to identify and prepare specific activity to support your own development. Mentors and Supervision Tutors will work in close collaboration with you to monitor your progress, support you in developing your practice and furthering your understanding. This is intended to further your understanding of reflective practice and engender both an independent and collaborative approach to continuous professional development which continues beyond your EYITT year and enable you to knowledgeably adapt to differing educational climates throughout your career.

Compulsory modules

Teaching and Learning and the EYFS Curriculum

Developing Action Based Research

Professional Practice (EYITT)

Please note that the list of modules given here is indicative. This information is published a long time in advance of enrolment and module content and availability are subject to change. Modules that are in use for the current academic year are linked for further information. Where no link is present, further information is not yet available.

Upon successful completion of 60 credits and the Professional Practice module you will be awarded a PGCE in Early Years Initial Teacher Training (mainstream pathway). Please note that EYITT leads to the award of Early Years Teacher Status, not Qualified Teacher Status which is required to lead teaching and learning in maintained schools.

School placements

You will undertake placements which cover the full 0-5 age range and engage with the educational curriculum beyond the EYFS. This involves a minimum of 120 days of placements, that IOE provides.

During placement periods you should be prepared to travel to and from each placement. It should be noted that there is variation in how accessible early years settings are, and whether they have parking facilities. However, if you let us know of any specific accessibility needs you have, we will endeavour to accommodate them.

We ensure your placement will provide fulfilling and valuable experiences through:

A dedicated Placements Team to identify the best settings for your placements, as close to your home as possible
Interconnection between specific programme tasks and placement activity, to facilitate relating theory and practice
Ongoing support from a specific Setting Mentor and IOE Supervision Tutor
Programme documentation that is designed to facilitate progression along bespoke trajectories, to enable you to set, and meet, personalised targets

Making the most of your placement

We understand that working in different contexts can be challenging. Balancing work, study, placements and personal life can need careful consideration. Maintaining your own well-being, throughout your studies, is essential for effective teaching. We support you all of the way through. Setting Mentors, IOE Supervision Tutors and a specific Personal Tutor are all able to help you to navigate your individual situation and support you to maximise your learning opportunities. Wider UCL services are also freely available to you, throughout your studies, to support with any challenges that you may encounter.

Accessibility

Details of the accessibility of UCL buildings can be obtained from AccessAble. Further information can also be obtained from the UCL Student Support and Wellbeing Services team.

Fees and funding

Fees for this course

UK students International students

Fee description	Full-time
Tuition fees (2025/26)	£7,000
Tuition fees (2025/26)	Fees to be confirmed

A DfE training grant is available to cover the full cost of tuition fees. This is paid directly to UCL on your behalf.

The tuition fees shown are for the year indicated above. Fees for subsequent years may increase or otherwise vary. Where the programme is offered on a flexible/modular basis, fees are charged pro-rata to the appropriate full-time Master's fee taken in an academic session. Further information on fee status, fee increases and the fee schedule can be viewed on the UCL Students website: ucl.ac.uk/students/fees.

Additional costs

You are responsible for covering the costs of travel to and from placements (these are typically located within the M25) and travel costs for visits organised by the programme.

The cost per day, as of July 2024, if you are using Oyster pay as you go varies between £8.50 (zones 1 and 2 only) and £22.30 (zones 1 to 9) based on current prices. Costs can be reduced by purchasing a weekly or monthly travelcard as well as applying for an Oyster Student photocard which allows up to 30% off travel when purchasing a travelcard.

You also require an enhanced Disclosure and Barring Service (DBS) check plus an Occupational Health check prior to beginning the course. Information about costs are available on our entry requirements page for teacher training programmes.

The Financial Assistance Funds provide support to UCL students who are in unexpected financial need.

UCL’s main teaching locations are in zones 1 (Bloomsbury) and zones 2/3 (UCL East). The cost of a monthly 18+ Oyster travel card for zones 1-2 is £114.50. This price was published by TfL in 2024. For more information on additional costs for prospective students and the cost of living in London, please view our estimated cost of essential expenditure at UCL's cost of living guide.

Funding your studies

A grant is available to cover programme fees. This funding is provided to UCL automatically and does not need to be applied for. Please note that the funding outlined above is provided by the Department for Education (DfE) and therefore subject to DfE policy changes.

Bursaries may also be available. Further information is available on the Department for Education's Get into Teaching website.

For a comprehensive list of the funding opportunities available at UCL, including funding relevant to your nationality, please visit the UCL Scholarships and Funding website.

See all the ways you can fund your studies

Application and next steps

Students are advised to apply as early as possible due to competition for places. Those applying for scholarship funding (particularly overseas applicants) should take note of application deadlines.

Choose your programme