GCSE : Grade 4/C in English Language and Mathematics.
Accepted T Levels: Design Survey and Planning for Construction; Design Production, Design and Development; Education and Childcare; Healthcare Science; Health; Science; Digital Support Services; Digital Business Services; Onsite Construction; Building Services Engineering for Construction; Accounting; Design and Development for Engineering and Manufacturing; Engineering, Manufacturing, Processing and Control; Finance; Maintenance, Installation and Repair for Engineering and Manufacturing; Management and Administration; Agriculture, Land Management and Production; Legal Services.
All students from non-majority English speaking countries require proof of English language proficiency, equivalent to an overall IELTS score of 6.0 with a minimum of 5.5 in each band.
If you do not have the required IELTS or equivalent for direct entry on to your degree programme, our Pre-sessional English and International Foundation courses can help you to achieve this level.
For more details on the University of Hertfordshire's entry requirements, please visit our Undergraduate Entry Requirements page.
Find out more about International Entry Requirements .
Access Course Tariff | IB requirement | ||||
---|---|---|---|---|---|
104–112 | BBC– BBB | DMM–DDM | 104–112 UCAS points Please see additional requirements for accepted T Level subject | Diploma with 45 level 3 credits at merit | 112–120 points |
The programme has membership of the Early Childhood Studies Degrees Networks (ECSDN) which provides CPD and opportunities for student publication.
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If you want to truly make a difference to young children, future generations and transform communities in a very rewarding field then the BA (Hons) Early Childhood Education programme is a course you would want to pursue. The course enables you to be hands on in creative ways thereby allowing you to take part in shaping the Early Childhood Education curriculum. If you are searching for a career that is in high demand, with opportunities now and in the future, then this is a viable course for you. This course will help you become a confident, independent, critical thinker, a skilled learner, a pedagogical leader and a self-aware professional. Most importantly, the BA (Hons) Early Childhood Education qualification is accepted as 'full and relevant' by the Department for Education (DfE) Early Years Qualification List (EYQL) which allows you to work in an early years setting or to count in Early Years Foundation Stage (EYFS) staff:child ratios.
Each year of the study programme (year 1, 2 and 3) is characterised by placement and all modules are designed to help you develop professional skills through placement-related tasks and assessments which will broaden your employability opportunities. The exciting thing about this programme is that you can undertake placement in a wide range of contexts, such as, day nurseries, pre-schools, special schools, children’s centres or family support organisations.
The BA (Hons) Early Childhood Education programme is offered in full-time (3years) and part-time (6 years) routes. Entry is normally at level 4, but it is possible at level 6 with suitable qualifications (e.g., a relevant foundation degree). What this means is that the degree is suitable for prospective students who have just completed their Level 3 studies and early childhood practitioners who want to increase their qualifications. If you’re passionate about improving early childhood education, then we’ve got this flexible programme of study that’s right for you. New intake normally takes place in September.
The programme offers you an opportunity to apply knowledge in practice through placement in all three years. It offers you an opportunity to understand and critically evaluate a range of theoretical and practice-based knowledge and skills that are both specific to the early childhood sector and relevant in many other professions. This will support you in your future career and enable you to stand out from other candidates when seeking employment.
In addition, the programme allows you to acquire the BA (Hons) Early Childhood Education with Study Abroad in your second year. Great news! Funding is available if you choose to Study Abroad in your second year, from The Turing Scheme which is the UK government’s scheme to provide funding for international opportunities in education and training across the world. It supports Global Britain by providing an opportunity for UK organisations from higher education, further education, vocational education and training and schools sectors to offer their students, learners and pupils life-changing experiences to study or work abroad. Do not miss out on such an exciting opportunity!
You’ll learn from experienced and well qualified lecturers who have worked in various early childhood settings for many years. For instance, our lecturing staff come from a variety of professions, including primary teaching, children centre management, health visiting and nursing. With so much experience to learn from, you’ll gain a unique and valuable insight into your chosen career. Our expert teaching team are committed to delivering an innovative education experience and in the 2022 National Student Survey (NSS) 94% of students agreed that staff value their views and opinions about the course.
In your first year , You will begin to understand how your own educational experiences influence your growing knowledge of early childhood practice and engage with critical theorists and expert practitioners in the fields of education, care and family support. We’ll equip you with knowledge and skills of promoting children’s well-being in the 21st Century and working with young children for them to explore their identity, values and voice. You will be equipped with knowledge and skills on how to support children’s play, learning and development. The first year will also enable you to explore the child’s world through engagement with family, culture and community. You will visit early childhood settings for placement to observe the curriculum in practice for 25 days.
In your second year , you will build a robust, critical understanding of knowledge and skills required to support children’s learning and development in a range of practice settings. We will teach you how to develop identity, values and voice in practice and various ways to empower children from the early years. This is the time when you could study abroad and gain an international perspective about working with young children. The second year of your study is also essential in that it will enable you to celebrate differences in children regarding inclusion and diversity in Early Childhood Practice. We will teach you how to enable children’s play and explore approaches to the curriculum during placement. You’ll design stimulating learning environments and observe children as they play and learn. What do you notice? You will gain the skills and knowledge to design effective interventions. We will teach you how chronic illness, special educational needs and disability can affect how a child develops. You will question your assumptions and theories. You will see every challenge as a chance to think creatively. By the end of this year, you will feel confident in the area you want to specialise in. You will visit early childhood settings for placement to observe the curriculum in practice for 30 days.
In your third year , your own practice is enhanced and consolidated through an increasing focus on areas of personal interest, aiming to achieve the best possible outcomes for both children and their families. You will investigate a range of concepts central to early childhood as an advocate for children. These could include children’s rights or cultural, political and economic factors. We will teach you how to develop effective partnerships with child development professionals, parents, families, and communities. You will learn how to work with parents from all cultures and backgrounds, so everyone is included in the child’s development. You will develop an Early Childhood Specialisation at this stage of the programme. To enhance the curriculum, you will design fun activities to stimulate children’s learning and development. You will delve into an independent research project to improve your practice. By the end of this year, you will have everything you need to support a child’s development. You will visit early childhood settings for placement to observe the curriculum in practice for 25 days.
You’ll share this campus with students from business, law, sport, and education subjects. The student housing is close to our Sports Village which includes a gym, swimming pool and climbing wall. You can get breakfast, lunch, or dinner in our on-campus restaurant or bar (in the newly built Enterprise Hub) on days you don’t feel like cooking. You can also use the common room to play pool, video games or just to hang out with friends. Our Learning Resources Centres are open 24/7, which means you can study whenever it suits you best. Do you want to pop over to the other campus? You can take the free shuttle bus or walk there in just 15 minutes.
Degree programmes are structured into levels, 4, 5 and 6. These correspond to your first, second and third/final year of study. Below you can see what modules you’ll be studying in each year.
Module | Credits | Compulsory/optional |
---|---|---|
30 Credits | Compulsory | |
In society and early years education 'wellbeing' and 'safeguarding' are terms we hear a lot; have you ever wondered what ideas sit within these concepts and how they are linked? Have you ever wondered how we might recognise our own wellbeing and how this might influence the wellbeing and safety of the child? In this module we explore similar questions as you are invited to explore the complex and diverse situations that children are born into and grow up in. You will have space to acknowledge the subjectivity of wellbeing and build confidence to understand and act upon objective measures for safeguarding. You'll gain a firm grounding in knowing and recognising the extent of the roles and responsibilities of a practitioner and with whom they should share their concerns and make referrals. You will be able to explore how adverse circumstances affect children and their well-being and safety. As the nurturing of children's voice is important to development and a right under international law, you will consider your role in supporting children to protect themselves through successful growth of personal, social and emotional development. | ||
30 Credits | Compulsory | |
Supporting students to successfully transition into university is an important part of what we do on your degree. This module is designed to prepare you for long-term success on the programme and as a graduate professional. You will begin to explore and analyse your own educational journey and consider how this has influenced your own values and identity. From examining your educational narratives, you will then turn to explore your beliefs and values in relation to working with children. You will explore the development of children's lives, different global aspects and identities and assess the way in which educational and social policies and practice are at work in your life and the life of the child. Throughout the module, you are provided with opportunities to really nurture your academic skills, such as reflective thinking, reading professional and academic texts and identifying good quality alternative sources. You will have the time and space to develop skills needed for rich discussion and for presenting ideas orally and in writing. | ||
15 Credits | Compulsory | |
In this module you will have plenty of opportunities to develop your understanding of the importance of holistic child development by observing play-based learning in a range of different contexts. Together, we will explore how theories of learning and development, policy and national documentation may explain and influence a child's learning in education settings, in the home environment or in public spaces like parks and libraries. You will have the opportunity to explore play on a globally and consider how adverse circumstances affect play, learning and development. Drawing on theorists like Froebel and Tovey in relation to the outdoor environment and pedagogical practices like Reggio Emila, we will also challenge you to think about what a good learning environment looks and feels like for the child to ensure they can flourish. Throughout the module you will be nurturing the lenses and skills you need to undertake high-quality observations of learning and development in play and use your evidence to promote achievable goals to support the holistic development of the child. You will explore aspects of play such as creativity, imagination and fantasy play, motivation and current neuroscientific theories. | ||
30 Credits | Compulsory | |
Do you think you know what 'childhood' is? Has 'childhood' always been like this or was it invented? How does society, culture, politics or global and economics influence what different societies and groups of people believe 'childhood' to be? Well, in this module you'll explore these kinds of questions and much more. As you begin to learn about some of the most influential thinkers on childhood, from the past right up to present day (for example, John Locke, Jean-Jacques Rousseau and Peter Moss), you'll be tasked with sharing and making sense of your own experiences of childhood. Additionally, you'll begin to apply thinkers' ground-breaking ideas to practice observations so that you can see and experience where theory influences practice. | ||
15 Credits | Compulsory | |
You will be tasked with deepening your understanding of practice through experience. You'll learn how to implement national policies, curricula or intervention strategies and use your own and other's observations to develop learning opportunities for children. You will engage with children first-hand, to explore their world and reflect on how behaviour management techniques affect opportunities for development. In addition, you'll develop the skills to bring together learning from your other modules so that you can undertake rich self-reflection. By doing this we'll help you bring your knowledge and experiences together to consider what it means to be a professional advocating the safeguarding and wellbeing of children, children's rights and observing children's learning in an enabling environment. |
Module | Credits | Compulsory/optional |
---|---|---|
30 Credits | Optional | |
Analyse ideas that inform competing and complementary notions of childhood (e.g., focusing on working within a highly effective team to support the children's holistic development); explore social justice issues, children's rights, and the team around the child, and apply your understanding in small-scale inquiry tasks during placements and taught sessions. | ||
30 Credits | Optional | |
Explore implications of current legislation and policy for practice and how young children and babies can exercise their rights; explore agency and empowerment concepts in theory and practice through the lenses of yourself as a practitioner, children, carers, and wider society drawing on (e.g., Clark & Moss, Dahlberg and Einarsdottir). | ||
30 Credits | Optional | |
Recognise how accepting and promoting difference supports inclusion and diversity in services for children and their families; examine unconscious biases and stereotypes impacting on high quality professional work with young children and families; explore theory and writers (e.g., Nutbrown and Clough, Owen), and policy relating to equality, inclusion, and diversity. | ||
15 Credits | Optional | |
Explore your role in supporting high quality learning and promoting children's holistic development in an inclusive environment; and reflect on collaborative working with carers, professionals, and volunteers to support the child's holistic development in formal education settings, home environment and in informal play spaces like toddler groups and creches. | ||
15 Credits | Optional | |
Implement your curriculum plans/intervention strategies and evaluate the adult role in scaffolding learning through continual provision in either professional settings or simulated experiences; use your knowledge and understanding to explore the adult's role in creating an inclusive environment; and examine how different curricula; intervention strategies and policies influence children's successes. | ||
60 Credits | Optional | |
This optional Semester B module enables you to study abroad (e.g., Australia/United States of America). The UH Study Abroad office assists you to choose a university that offers an early childhood degree to enhance your insight into childhood provision, children's lived experiences, cultural and societal features in your host country. |
Module | Credits | Compulsory/optional |
---|---|---|
30 Credits | Compulsory | |
Challenge yourself and integrate knowledge from other areas of study and practice (e.g., advocating for children's wellbeing, voice, and rights, which is supported through high quality collaboration and partnership working), and apply interprofessional working, leadership and learning models based on theorists and researchers (e.g., Sims-Schouten, Ancona, Goleman and Molyneux). | ||
15 Credits | Compulsory | |
Explore an area of early childhood education that you are interested in based on three main questions underpinning your inquiry; find relevant literature relating to your chosen research interest; and you will be given time, space, and resources to nurture your critical reflection and evaluation skills through your selected sources. | ||
15 Credits | Compulsory | |
Focus on your values and beliefs to increase the quality of early childhood practice; critically reflect on your abilities to work collaboratively and consider barriers to effective collaborative working and leadership and consider your position as a future graduate professional (e.g., early childhood educator, teacher, social worker, family support worker). | ||
30 Credits | Compulsory | |
Consolidate your skills of criticality, reflection, and professional development in practice and in simulated learning and teaching experiences; unpick assumptions in the sector and consider your role in improving children's lives, (through research, innovating policy, or becoming a pedagogical leader), explore and consider how philosophical perspectives influence early childhood. | ||
30 Credits | Compulsory | |
Investigate an element of your interest in early childhood practice (e.g., academic issues relating to literacy, mathematics, digital learning, how children are seen on a global scale/what impacts children?), select appropriate data collection tools and critically analyse data to extend your own learning underpinned by literature (e.g., Denscombe, Punch, Thomas). |
The study abroad option offers you an opportunity for an amazing experience, which will help make you stand out from the crowd. With more and more companies working internationally, experience of living in another country can make a great impression on future employers.
As such, this course offers you the opportunity to enhance your study and CV by studying abroad in semester B of your second year of study. The University has partnerships with over 150 universities around the world, including the USA, Canada, Asia, Africa, Australia, South America and closer to home in Europe.
We’ll ask you to make your decision towards the end of your first year, so there is plenty of time to think about it.
Find out more about Study abroad opportunities
Please note Erasmus+ funding is only available until May 2023. For students starting their course in September 2022 and wishing to study abroad in 2023-24 or 2024-25, please refer to the Turing Scheme .
You will be in placement for 80 days in all three years of the programme and all modules develop professional practice skills through placement-related tasks and assessments. You can undertake placement in a wide range of contexts, for example, day nurseries, pre-schools, special schools, children’s centres or family support organisations. You will attain the Early Childhood Graduate Practitioner Competencies in addition to gaining their BA (Hons) award.
Your learning and experience in placement will support and inform your learning in the taught modules during the three years. If you are already in work, you may not need an additional placement, but the placement tutor may recommend some visits to other settings.
You’ll get a personal tutor to guide you through your course, all the way to graduation. You might also want or need extra support during your time with us. Rest assured, no matter what you study, we’ve got you covered. For help with study skills, including referencing, essay writing and presentations, you’ll have access to our academic support services. You can attend workshops, 1-to-1 sessions and online tutorials. Both our LRCs (Learning Resource Centres) run drop-in study skills sessions. And the best thing is, it’s all free.
There are also opportunities to have a peer mentor, who will be a more experienced student specially trained to provide support for you.
Sarah Gillman - Week at a glance
A Week in the Life of an Early Childhood Education undergraduate student. Hi! My name is Sarah, and I’m a first-year university student studying at Hertfordshire Uni.
I’m studying an undergraduate degree in Early Childhood Education, and I hope to become a nursery teacher in the future! When I was considering which universities I wanted to apply for, I found it helpful to know how each day would look on the course, partly so I could see how many days I needed to commute as I was looking to stay home while studying. So, I thought it might be helpful to show you what my normal week looks like. Monday: After commuting via train to the De Havilland university, I check my online uni schedule to see what lecture room I’m in and make my way there. (students can use the Herts app for directions).
On Mondays I have a 10am start. During these Monday lectures, we have been covering a module which involves creating an activity plan for children aged 0-3 or 3-5. We often have the opportunity to have interactive learning in our lectures to help us with ideas. For example, our class were provided with various outdoor learning equipment to experiment with- it was so much fun!
At around 1pm, my friends and I then have lunch. Sometimes we go to the food court on campus. Each week there are different options available to buy. Some days that may be burgers and fries, other days it could be stir fry or mac and cheese! Herts recognises that we are all broke students, and so their food prices are really cheap- I highly recommend grabbing a bite to eat from there.
After an hour lunch break, I return for a final lecture. This usually involves a ‘seminar’ which is a discussion about what we learnt that day. Sometimes it involves group work to keep us engaged.
Finally, it’s time to go home at 4pm!
Tuesday: On Tuesdays my lectures also begin at 10am. On this day we cover a separate module all about our identity- both personal and professional. For this assignment, we need to submit a short video, rather than a written essay! I love how the course tries to make each assignment as engaging to complete as possible. (Tip: make lots of notes during lectures, as this can really come in handy when completing your assignments).
After a couple of hours of lectures, I go to the Starbucks on campus as they have really comfortable seating and great music! They serve a range of hot lunch foods like toasties, and also many things that a normal Starbucks wouldn’t have- like a whole pizza for £5! They have lovely hot drinks too if you’re feeling cold or sleep deprived.
Finally, after another lecture from 2-4pm, we go home.
Wednesday: On Wednesdays, I have a day at home to complete uni work. This sometimes involves completing extra reading that our lecturers have asked us to look at, or writing my assignments.
Thursdays + Fridays: On these days I work at my local nursery- I have found that working in a childcare setting whilst completing a childcare related degree really helps put things into perspective and supports you to become more experienced.
Because of my experience, I can now use examples from my work in my assignments, and find it easier to understand some aspects of the course.
And that’s a week in my life as a student at Herts university! Thank you very much for reading, and I hope you will consider this university and course, I can’t recommend it enough.
If you have any questions about this course, the university in general or just about being a student at Herts, feel free to drop me a message and I would be more than happy to answer.
Katie - Why I love education
I loved my course because we learnt Psychology, History of Education, Contemporary Ideas and Philosophy-what is education. In my First Year, to give you a different view what education is about and then you were able to decide if you wanted to general overview of education or be more specific and I chose special education needs as I wanted to understand in more detail about special education needs what it meant in a different context.
In my Second Year, I learnt more about special education needs and what is inclusion I was able to explain what cerebral palsy is to my fellow classmates and we had real-life experiences from other people who had different disabilities talk to us which gave me the opportunity to see it through their eyes and I became to see things differently not everything is as straight forwarded as I first thought.
We were given the chance to have work experience within our modules and I really enjoyed this part of the course as I was able to go back to my old school and do my work experience there as I was able to go to two schools: Lonsdale and Nobel and it were nice to see how much they have changed for the better and I was able to improve their access as they asked my opinion and they have used some of my suggestions that I put forward.
Working with my teacher again was one of the highlights as he said I’m still the same person; passionate about people seeing passed the wheelchair and I have had other students with disabilities come up to me asking who I am and they want to be as confident as I am! This gave me a different idea of what I wanted to do within education, which I will discuss further on.
With the new knowledge that I had gained helped me with my work as a governor as I was able to articulate my views very well and some of my ideas that I have suggested have been used at the school. We were also the opportunity to learn about research and all the terminology, so we had the skills ready for our final year.
They say Final Year is the hardest and I totally agree it is but that is the challenge as learning is not always meant to be easy. We only had one lecture a week for the research project in semester A, the rest were seminars to do with Research and Special Educational needs. Research Project was split into two sections: a proposal of our research project and presenting it as a presentation. This gave the tutors insight about how we thought through our question as it had to be a small example due to the time restrictions so that we focused on the question we wanted to answer.
I was grateful for this as I was able to use the proposed plan as my main structure for the writing part in part two which saved me so much time and effort. I would suggest that you use part one of the research as your layout in part two.
On a personal level, my time at Herts has been amazing even with the challenges that I had to face within the university and school of education are an amazing team to be a part of as they supported me to voice my ideas and express them to the relevant people.
As said previously I was passionate about people seeing passed the wheelchair and because of my personal challenges at university. I then realised I wanted to start my own business as a disability awareness coordinator as I feel that I can educate people on how to how to communicate with people with different disabilities. I have my Canine Partner still waiting for my partnership and I will have him work alongside me in this new journey. So, I have new experiences happening in my life after university which is exciting.
Katie - Why I chose herts
I chose Herts because I could commute from home and because of my care needs had to be taken into consideration. Also, Herts they offered the course I wanted to do which was Education Needs with Special Education Needs. I wanted to learn more about special education needs in a broader content because I know about cerebral palsy as I live with it myself.
Annabelle - Unibuddy
Full information about UK education: schools, universities and programs.
The educational system in the UK is considered to be among the best in the world. The U.S. News Report placed it in second place after the USA in its rating [1] . Many decisions — especially concerning curriculum design and grading systems — are made by schools and universities at the local level. Thanks to this, studies are suitable for students with completely different needs.
In this article, we explain the structure of education in the UK at all levels — from kindergarten to doctorate studies. Read about higher education and admission to British universities in separate articles.
Usually, preschool education (known as Early Years) begins at the age of 2-3 years and ends at 5 years old. This stage is optional, but most parents prefer to send their children to kindergartens, which in England are called preschools or playschools . The state finances preschool education in the form of vouchers, with which parents can fully pay for their child's education in a public institution or cover part of the costs at a private kindergarten.
The main goal of preschools is to help kids learn to communicate and understand other people. There, they receive basic knowledge about society and the world around them, as well as develop literacy and mathematical abilities. Under the guidance of teachers, children play, draw, sculpt from clay, learn songs, and do exercises. Classes occur 15 hours per week, and the study load per year is 570 hours.
Primary education.
School education in the UK is divided into primary education and secondary education. These stages are further divided into key steps. For primary education, these are:
In primary school, children learn English, mathematics, science, art and design, geography, history, music, and physical education. Students begin learning a foreign language in third grade. The school day lasts from 8:30 to 15:30 with a lunch break and additional15 minute breaks.
The grading system in English primary schools is based on the expectation of how a child should develop at his age (expected standard). In total, four levels are distinguished:
Each school sets its own specific criteria for evaluation. This makes the system more flexible.
At the end of their second and sixth years, students take standardized SATs. After second grade, children take tests in reading and mathematics, and after sixth — in reading, mathematics, grammar, punctuation, and spelling.
After graduating from primary school, students move on to secondary education. They are automatically transferred to state institutions, and for admission to private institutions, they have to pass specialized Common Entrance exams.
Education in secondary school is divided into two stages:
At Key stage 3, several new subjects are added to the basic subjects: the basics of social responsibility (citizenship), sex education, and career guidance. The whole program is divided into three main blocks:
High school education is divided into trimesters. At the end of each trimester, credit weeks are held, where students are assessed for how well they have learned the material. Knowledge is evaluated on a nine-point scale.
At the age of 14, students begin to prepare for the final exam — General Certificate of Secondary Education (GCSE). It tests all of the subjects studied by the student and officially confirms graduation from high school. This concludes compulsory secondary education. Those who wish to pursue university studies continue their high school education through the Sixth Form program.
At Sixth form or Key stage 5, students study from ages 16-18. Schools offer various training programs, but the most common is called A-Levels . This is an advanced program that lasts two years. In this program, students receive university-level knowledge, reducing the length of their undergraduate studies to three years.
There are no compulsory subjects in A-levels — the students themselves draw up a schedule depending on the specialty they are going to enroll in. At the beginning of the first year of study, students choose 3-5 disciplines. The next year, 1-2 can be abandoned in order to fully focus on the subjects of interest. This approach makes education more flexible and individualized.
Most often, classes are held from 8:30 to 17:00 with a lunch break. Additionally, 8-14 lessons per week are allocated for independent work. There are no mixed classes — pupils are united in groups according to their chosen subjects, similar to a university setting. Usually, there are 10-15 students per group.
The knowledge of each student is assessed according to the specific course. While some subjects conduct intermediate exams, others do not. Practical work, essays, individual and group projects play an important role in the assessment process. In the creative disciplines, portfolios may also be assessed.
A-levels end with final exams in selected subjects, which are taken in January or May-June. These exams determine the final grade for the discipline [3] . They are ranked on a letter scale from E to A*, where E is the worst result. The same grades are assessed for admission to universities. A student usually needs to pass three exams in specialized subjects, thus the passing scores for universities look like a combination of three letters. At Cambridge , for example, the passing score is A*AA or A*A*A, and at the lesser-known University of Sussex , the score is AAB or ABB.
The advantage of A-Levels is that after passing the exams, you can apply to not only English universities: the results are also recognized in the USA , Canada , Australia , and at many European and Asian universities .
Higher education in the UK
Higher education in the UK is of the highest quality and prestige: among the top 100 best universities in the world according to QS Ranking, 17 are British universities [4] . British universities have high graduate employment rates and good funding. Due to the high salaries and living standards, the best teachers from all over the world are employed at universities. Thanks to this, the country has the second highest number of international students after the USA [5] .
Vocational education in the UK is separate from secondary, but at the same time does not belong to higher education. Such education is available at technical schools — FE Colleges . Students go to FE Colleges immediately after graduating from high school and passing the GCSE exams. FE Colleges train specialists in IT, business, engineering, and support staff of medical institutions. As a result, graduates receive BTEC qualifications, after which you can get a job or continue your education as part of an apprenticeship.
Apprenticeships are on-the-job training programs, With classes in college or university constituting 20% of the training. Such qualifications are equivalent to bachelor's degrees, but you cannot continue an academic career after completing them. It will be especially difficult for foreigners to enroll in such programs, because they will need a work visa, rather than a student visa. You can receive such a visa only in agreement with an employer.
In the UK, as in most other countries, higher education is divided into three levels. However, the length of study is different:
Due to the fact that secondary education in Britain lasts 13 years, and during the last two years students are engaged in a university program, the time of study at a university is reduced. At the same time, there will be no problems with the recognition of an English diploma abroad. It is equivalent to a bachelor's degree in any other country.
There are several special types of programs at British universities:
At universities, students make their own timetable. Usually, there are several compulsory disciplines in bachelor's programs, without which it will not be possible to complete the degree. That being said, students are free to choose their own additional subjects. The main thing is to obtain the required number of study hours, which are measured in credits.
Knowledge, especially in the humanities, is assessed mainly through essays, research papers, and projects. There are also exams, but they are less common than at universities in other countries. British education in any specialty is aimed at developing practical skills, one of them being critical thinking. Professors encourage students to ask questions, express their opinions, and lead the discussion. Disagreeing with a teacher is completely normal.
Admission to bachelor's programs occurs through a special platform called UCAS , while the admission process for master's and doctorate programs takes place directly through the university's website. The admissions committee evaluates the candidate based on his GPA , motivation letter , references, and resume . You will also need an English proficiency certificate (for example, IELTS ). Some programs require you to pass an interview.
Education in the UK is quite expensive: from 19,702 USD to 52,539 USD per year. An additional 15,762 USD can be expected for accommodation. In America or Australia, prices are comparable, but prices in Europe are several times lower. In order for talented, but not very rich students to come to the country, British universities and the government offer large scholarships. Some of them fully cover the cost of education, but they are often available only to undergraduate students. For bachelor’s programs, the usual size of a scholarship is 10-30% of the tuition cost.
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Education in singapore.
Education Research Assistant and PhD Candidate, Anglia Ruskin University
Lucie Wheeler does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.
Anglia Ruskin University (ARU) provides funding as a member of The Conversation UK.
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There has been a notable rise in parents choosing to home educate their children over recent years, and particularly since the COVID pandemic.
Elective home education – carrying out a child’s education at home, outside the school system – is a legal right in the UK .
The number of families home educating is not known. There is no legal requirement to register with a local authority in England, nor is there any other register for parents choosing to home educate. This means relying on data from organisations carrying out research to gain an idea of these numbers.
The Association of Directors of Children’s Services reported that there were around 81,200 children receiving home education in England in 2021. Charity Education Otherwise reported a similar number of 83,974 in April 2021.
More recently, the Department for Education has begun conducting its own research on home education, from data reported by local authorities. It found that in January 2023, around 86,200 children were being home educated in England – and that this had risen to around 92,000 in autumn 2023.
There are several routes that families take when choosing an educational pathway for their children.
If a child in England is already at mainstream school when their family decides to home educate, the parents must de-register their child before beginning home education. To do so parents need to send a letter of de-registration, requesting the school to remove the child from their roll.
In Scotland, a parent needs the local council’s permission to withdraw their child from school.
If a child is not at school and has not been entered into the schooling system, there is no requirement to alert the local authority and they can simply continue to educate how they want.
Some parents may choose a combination of school and home education. This is known as flexi-schooling : the child attends school part time and learns at home part time. However, this is not a right and in England, requires the agreement of the school’s headteacher.
Other educational options available to families when their children are struggling in the mainstream system include “education other than at school”. In this case, the school remains responsible for the child’s education but it is provided either at home or within a specialist provision, such as a special school.
Alternatively, a child may be educated in alternate provision . In England, this might be in a Pupil Referral Unit. This is a type of school that caters for children who are unable to attend mainstream school. This could be for a range of reasons such as illness, behavioural difficulties or neurodiverse learning styles.
There are many reasons parents choose to home educate their child.
There are those who reject the mainstream way of educating and opt for a more “unconventional” approach. The parents want to focus on nurturing their children and want to be at home learning with them.
Some families talk of being unhappy with the school curriculum . They choose to home educate so they can teach the curriculum they wish and give their child or children a personalised education .
Families may choose home education because it fits best with their own lifestyle. Work and life commitments can dictate how the children learn and some families choose to do it while travelling, which is known as roadschooling or worldschooling .
Some families feel they do not have a choice but to home educate. They have been termed in some research as “last resort” home educators.
Their child might have special educational needs or disabilities that their school is unable to meet adequately. Their child might be being bullied at school, or they might be highly gifted, meaning that they or their parents feel the school curriculum isn’t suitable for them. Some young people may refuse to attend school due to overwhelming anxiety or what is known as “emotionally based school avoidance” .
A study that explored why parents in the UK chose to home educate found the most common reasons were that parents were disappointed with the education and schools (31%); they had always planned and had the intention to home educate (30%); their child was being bullied (25%) or the child was sick, exhausted or depressed (24%).
Social media – whether through homeschooling families’ Instagram accounts or sites such as the Not Fine in School Facebook page, where parents discuss the challenges their children face in mainstream education – has played a powerful role in expanding knowledge of home education. More parents may be making this choice because they know it is an option available to them.
The challenge is to ensure adequate support is in place for the children who may want to remain in school but feel they cannot, as well as for those whose families wish to take this route.
$5,000 per annum
1 year - opportunity to re-apply Commencing T1, 2025
New or Continuing students
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5 January 2025
Ian Duncan was fortunate to have scholarships at both Agricultural College and University studying Veterinary Science; he has not forgotten the generous assistance these scholarships provided.
Anthea and Ian have three daughters; one a hospital pharmacist; another who originally trained as an early childhood/primary teacher and who now teaches deaf children; and the third, a veterinary surgeon. Hence the two Duncan Family Scholarships in Pharmacy and Early Childhood Teaching at UNE, the much-respected University in Armidale, their hometown for many years.
Check the details below to see if you are eligible to apply for this scholarship. If you are eligible, keep a record of the name of this scholarship to add to your scholarship application.
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Study Load | Full-time (48 credit points per academic year) |
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Financial disadvantage | Applicant must be able to demonstrate financial need (see Supporting Documentation/Required Information below) |
The listed documents are acceptable forms of evidence in each of the following criteria:
If you are awarded a scholarship you will be required to supply evidence of your financial situation as described in your application. Evidence of income can include:
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Recipients seeking the extension of their scholarship may re-apply through the normal application process. Preference may be shown to the scholarship incumbent.
You can apply for multiple scholarships in the one application. We recommend you create a list of all the scholarships you wish to apply for beforehand so you can include them on the one application form.
Please check the eligibility criteria for each scholarship. If you have any questions about your eligibility for a scholarship, please contact the Student Scholarships Team.
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© University of New England, 2024
The University of New England respects and acknowledges that its people, courses and facilities are built on land, and surrounded by a sense of belonging, both ancient and contemporary, of the world's oldest living culture. In doing so, UNE values and respects Indigenous knowledge systems as a vital part of the knowledge capital of Australia. We recognise the strength, resilience and capacity of the Aboriginal community and pay our respects to the Elders past, present and future.
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56 days remaining to apply, start date details.
As soon as possible
28 October 2024 at 12pm (midday)
2 September 2024
Working pattern, contract type, full-time equivalent salary, what skills and experience we're looking for.
A Real Living Wage Employer: We are a Real Living Wage employer with a minimum salary of £13.15 per hour for all roles in London. We also pay 11% pension contributions
Ongoing Learning: We are committed to providing the best development for all our staff. We close the nurseries for five days each year to focus on staff training and ensure there is protected time for training and supervision each week for every adult. We work hard to ensure there are clear career progression routes
Annual leave: We are proud of our staff and want everyone to feel valued for playing their part. That’s why staff receive 25 days holiday each year, excluding bank holidays
Wellbeing: Staff wellbeing is incredibly important to us. We know that while incredibly rewarding, working in a nursery can be challenging. We therefore work hard to ensure all staff have the support and infrastructure they need to take care of their wellbeing
Part of a Network: Ark Start is part of Ark, a charity that aims to transform children’s lives through education. Ark operates a network of 39 schools across London, Birmingham, Portsmouth, and Hastings as well as a number of charitable ventures. Being part of a network means our staff get access to the opportunities, infrastructure, and support of a large organisation
Ark is committed to safeguarding and promoting the welfare of children and young people. In order to meet this responsibility, we follow a rigorous selection process to discourage and screen out unsuitable applicants.
All employees must undertake an enhanced DBS check. You are required, before appointment, to disclose any unspent conviction, cautions, reprimands or warnings under the Rehabilitation of Offenders Act 1974 (Exceptions) Order 1975. Non-disclosure may lead to termination of employment. However, disclosure of a criminal background will not necessarily debar you from employment - this will depend upon the nature of the offence(s) and when they occurred.
Apply for the job by following the link below.
CVs are not accepted.
If you need these documents in an accessible format, please contact the school.
We’re an international charity, transforming lives through education. We exist to give every young person, regardless of their background, a great education and real choices in life. In the UK, we’re a network of 39 schools, educating around 28,500 pupils in areas where we can make the biggest difference and we’re recognised as one of the highest achieving academy groups in the country. We want to change the lives of children everywhere, not just in our own schools. So, we create and incubate Ventures designed not only to help pupils in Ark schools, but also to improve education systems.
To arrange a visit and increase the chance of a successful application email [email protected] .
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Erskine Stewart’s Melville Schools are currently recruiting for a Teacher of Physical Education to join The Mary Erskine School on a permanent basis from 6 January 2025 or 28 October 2024 if possible (subject to satisfactory pre-employment checks). The role is full time, with a salary of £34,508 -£49,977 per annum dependent on qualifications and experience.
The successful candidate must be GTCS registered or eligible for registration, they must have a recognised teaching qualification along with a subject-specific degree, strong communication skills, integrity, resilience, and a commitment to student development and fairness. Familiarity with SQA qualifications is desirable.
To learn more about this role, please access the job description provided.
Eligibility
ESMS is unable to sponsor the employment of international workers in this role. International applicants will therefore be unable to apply for and secure a Skilled Worker visa. The successful candidate will only be able to take up this role if they can demonstrate an alternative right work in the UK.
Staff are offered a range of benefits including: a generous holiday allowance, enhanced sick pay, family friendly policies, use of the Schools’ swimming pool and fitness room outside school hours, membership of the ESMS Discount and Benefits Scheme, including a range of discounts at 130,000 retail and entertainment locations.
We are looking for individuals who can embody and promote ESMS values of Kindness, Confidence, Resilience, Integrity, and Curiosity while role modelling behaviours in line with our school pillars of Ambition, Innovation, and Community.
ESMS is committed to safeguarding and promoting the welfare of children and young people. Applicants must undergo child protection screening, including checks with past employers and Disclosure Scotland.
All staff working at ESMS have direct access to young people therefore all posts within the school are considered exempt from the Rehabilitation of Offenders Act 1974.
APPLICATION PROCEDURE
In order to apply for the position, applicants must visit https://jobsearch.esms.org.uk/ to submit their application form.
Any enquiries about this position should be directed to the ESMS Recruitment Team at [email protected]
The closing date for applications is 12pm on Friday, 13 September 2024. We anticipate shortlisting to be held the week commencing 16 September 2024, with interviews later that week or the week after.
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The Mary Erskine School is an independent, non-denominational day school for girls aged 11-18 in Edinburgh. There are approximately 740 girls, of whom about 25 are boarders. Admission is through assessment. ESMS has a charitable foundation and provides financial assistance to over 150 bursary holders, who attend The Mary Erskine School or Stewart's Melville College. The school is one of the oldest girls' schools in the UK, having been founded in 1694, and was voted The Sunday Times Independent Secondary School of the Year in 2012.
The school enjoys an excellent academic reputation and prides itself on the range of musical, dramatic and other extra-curricular opportunities offered to its girls. Girls have sung in the Royal Edinburgh Military Tattoo choir, represented the UK in the European Youth Parliament on four occasions, performed in professional West End touring shows, gone on incredible trips to diverse locations including Malawi, Vietnam, New Zealand and China, and represented their school and country in sports including hockey, fencing, cricket and equestrianism.
The Mary Erskine School is part of the ESMS family of schools and is closely twinned with Stewart's Melville College through a shared House system and co-education in many activities, including trips, shows, concerts, orchestras, bands, numerous Outdoor Education projects and in the Combined Cadet Force. The co-educational Sixth Form aims to offer a genuine pre-university experience.
Mr Anthony Simpson
Values and vision
The Mary Erskine School has nine core values that are recognised by all members of the school community: kindness, respect, commitment, enthusiasm, responsibility, grace, appreciation, confidence and integrity.
The school follows its own curriculum prior to examination years. The Curriculum for Excellence is not followed. Girls generally sit the public examinations prescribed by the Scottish Qualifications Authority. It is normal for girls to sit a combination of eight subjects at National 5 and to proceed to Higher courses in S5. The majority will return for a final year in Sixth Form, with a high proportion taking Advanced Highers. ‘A’ Levels are offered in Art and in Music.
The Mary Erskine School aims to provide the opportunity for its students to find their voice, ignore stereotypes and to become confident young women. Students are encouraged to be ambitious, set very high standards for themselves and learn leadership skills, making them ready to take their place in society as strong leaders and role models for future generations of girls.
Education Scotland report
“There were very good links between the school and the Houses. The Principal, senior managers with responsibility for boarding and the Housemaster and Housemistress monitored pupils’ academic and personal progress closely.”
View the Mary Erskine School's latest Education Scotland report
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https://educationhub.blog.gov.uk/2024/08/20/gcse-results-day-2024-number-grading-system/
Thousands of students across the country will soon be finding out their GCSE results and thinking about the next steps in their education.
Here we explain everything you need to know about the big day, from when results day is, to the current 9-1 grading scale, to what your options are if your results aren’t what you’re expecting.
GCSE results day will be taking place on Thursday the 22 August.
The results will be made available to schools on Wednesday and available to pick up from your school by 8am on Thursday morning.
Schools will issue their own instructions on how and when to collect your results.
The shift to the numerical grading system was introduced in England in 2017 firstly in English language, English literature, and maths.
By 2020 all subjects were shifted to number grades. This means anyone with GCSE results from 2017-2020 will have a combination of both letters and numbers.
The numerical grading system was to signal more challenging GCSEs and to better differentiate between students’ abilities - particularly at higher grades between the A *-C grades. There only used to be 4 grades between A* and C, now with the numerical grading scale there are 6.
The grades are ranked from 1, the lowest, to 9, the highest.
The grades don’t exactly translate, but the two grading scales meet at three points as illustrated below.
The bottom of grade 7 is aligned with the bottom of grade A, while the bottom of grade 4 is aligned to the bottom of grade C.
Meanwhile, the bottom of grade 1 is aligned to the bottom of grade G.
If your results weren’t what you were expecting, firstly don’t panic. You have options.
First things first, speak to your school or college – they could be flexible on entry requirements if you’ve just missed your grades.
They’ll also be able to give you the best tailored advice on whether re-sitting while studying for your next qualifications is a possibility.
If you’re really unhappy with your results you can enter to resit all GCSE subjects in summer 2025. You can also take autumn exams in GCSE English language and maths.
Speak to your sixth form or college to decide when it’s the best time for you to resit a GCSE exam.
Entry requirements vary depending on the college and course. Ask your school for advice, and call your college or another one in your area to see if there’s a space on a course you’re interested in.
Apprenticeships combine a practical training job with study too. They’re open to you if you’re 16 or over, living in England, and not in full time education.
As an apprentice you’ll be a paid employee, have the opportunity to work alongside experienced staff, gain job-specific skills, and get time set aside for training and study related to your role.
You can find out more about how to apply here .
The National Career Service is a free resource that can help you with your career planning. Give them a call to discuss potential routes into higher education, further education, or the workplace.
Whatever your results, if you want to find out more about all your education and training options, as well as get practical advice about your exam results, visit the National Careers Service page and Skills for Careers to explore your study and work choices.
You may also be interested in:
Tags: GCSE grade equivalent , gcse number grades , GCSE results , gcse results day 2024 , gsce grades old and new , new gcse grades
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School starting age.
Most children start reception full-time in September after their fourth birthday.
For example, if your child turns 4 in June, they’ll usually start school in September that same year.
If you do not think your child is ready to start school in September, they can start later. For example, if your child only turns 4 in August, you might decide to wait before sending them to school. But they must be in full-time education by the time they reach ‘compulsory school age’.
They can start:
You’ll still need to apply for a school place at the same time as everyone else. You can ask for a later start when you apply.
Your child will go into year 1 . Contact the local council or school if you want your child to start in reception instead. They do not have to agree.
Your child must start full-time education once they reach compulsory school age. This is on 31 December, 31 March or 31 August following their fifth birthday - whichever comes first. If your child’s fifth birthday is on one of those dates then they reach compulsory school age on that date.
For example, if your child reaches compulsory school age on 31 March, they must start full-time education at the beginning of the next term (summer term that year).
Children must stay in full-time education until they reach school leaving age .
All 3 to 4-year-olds in England are entitled to free early education before they start school full time.
Step 1 : find out if you can get help with childcare costs.
You can only get help with 'approved childcare'.
You can get help with childcare costs for children under 18. You might be able to apply for:
You could also get free childcare when your child is aged 9 months to 4 years. You might be able to apply for:
You can only get childcare vouchers if you have already joined a scheme.
Tell government straight away if your circumstances change and you're getting:
If you're getting free childcare if you're working or Tax-Free Childcare you have to confirm if your details are up to date every 3 months.
Your eligibility for support with childcare costs might also change.
You might be able to use help like tax credits or Tax-Free Childcare to pay for childcare like wraparound care, after school clubs or other activities.
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Sir keir starmer spoke with pupils at perry hall primary school in orpington on monday..
The scrapping of single-phrase inspection headline grades for schools in England will be a relief for parents, the Prime Minister has said as he visited a primary school and chatted with students on their first day back.
Sir Keir Starmer spoke with pupils at Perry Hall Primary School in Orpington on Monday, telling one class that it is his Government’s job to “make sure that you get the best education you can”.
He, along with Education Secretary Bridget Phillipson, sat and quizzed Year Ones on their summer holidays before Sir Keir was grilled by Year Fours on why he wanted to be prime minister, on his values and on what he is going to do to help the environment.
Sir Keir spoke to the media during the visit and started off by defending the decision to scrap Ofsted single-word headline grades.
He denied sacrificing simplicity for parents and insisted the move “is about driving up standards”.
“Making sure we’ve got a richer picture so parents can see in a more accountable way the real strength of a school and making sure we’ve got the improvements in to catch schools quickly,” he said.
Sir Keir added: “We’ll be absolutely pressing schools on standards and I don’t accept that parents will be confused.
“I’ve got two children in secondary education and so we have ourselves had to look at schools, and I have to say, from our point of view, the single grade didn’t work very well because we want to know what about the other areas, what about this aspect?”
He said he thinks a lot of parents “will be really relieved” to have a “richer picture, more accountability and that you’ve got a Government that is absolutely determined to drive up standards”.
The Prime Minister was also asked to respond to comments made by shadow communities secretary Kemi Badenoch who described the Labour government as dishonest and misleading the public over the state of public finances.
Sir Keir told reporters: “I’m not going to take lectures from anyone from the previous government who left the worst possible inheritance.”
He referenced a “£22 billion black hole” in the economy, citing the figure again when he defended his decision to cut winter fuel allowance.
“We’ve got to make tough choices,” he said.
“I don’t want to cut the winter fuel allowance … but we’ve got to fix the foundations of our economy and that’s what this is all about – making sure that we fix the foundations and then, having done that, that we can build a better future that pensioners and so many other people voted for in this election.”
Sir Keir was also questioned on why he has not taken action after tenants claimed they were living with black mould and ant infestations in some of Labour MP Jas Athwal’s rental properties.
He called it “unacceptable for any landlord”, but said Mr Athwal was “taking the necessary measures to put it right”.
Asked if he would remove the whip from the MP if it is not put right as quickly as possible for the tenants and questioned on why he has not taken action, Sir Keir said: “It has to be put right. He’s taking action to put it right, we need to do that as quickly as possible.”
The Prime Minister also addressed questions on allegations of cronyism following the announcement of a probe into Labour-era hires to the senior civil service by the Whitehall appointments watchdog.
He told reporters that he was “getting on with” a “government of service”.
“We want the best people in the best posts, for sure, but that government of service matters deeply to this government, matters deeply to me, because I came in to government to serve,” Sir Keir said.
Speaking to Year Four pupils, Sir Keir said he wanted to be prime minister to “make things better for lots of people across the country”.
He highlighted integrity as an important value, telling students that doing things “for the right reasons” is crucial.
He also told them he was going to “preserve and protect” the environment “to make sure that it’s there for you and your future children and children after that”.
The class also discussed with him their favourite sports, with some of them cheering when Sir Keir said he supported Arsenal Football Club.
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The early years foundation stage ( EYFS) sets standards for the learning, development and care of your child from birth to 5 years old. All schools and Ofsted-registered early years providers must ...
According to the Childcare Survey (2021), the average costs for nursery and preschool in the UK, for children aged three to four, calculated with the free hours' entitlement are: £101.58 (England), £145.70 (Scotland), and £89.12 (Wales) per week/full-time (50 hours) placements
The Cost of Preschool Education. If you are unable to enroll your child in a state-aided nursery school, you will have to pay for the attendance. The cost of private nursery schools varies. Generally, it is ranged from £50 a week to £15,000 a year. In average, a short-term at preschool that includes 25 hours of attendance will cost you about ...
The British pre-school curriculum in focus. The key features of the British EYFS based pre-school education are: It is curriculum based. There are three prime areas of core learning: communication and language (speaking, listening and experession); physical development; personal, social and emotional development.
The cost of pre-school will be set by each individual pre-school but the average cost of pre-school per hour in England in 2020 was £3.72 per hour. You can get help with childcare finding though. All children aged 3-4 are entitled to 15 hours' worth of funded childcare per week. Some may be entitled to up to 30 hours per week.
Across the UK there are five stages of education: early years, primary, secondary, Further Education (FE) and Higher Education (HE). Education is compulsory for all children between the ages of 5 (4 in Northern Ireland) and 16. FE is not compulsory and covers non-advanced education which can be taken at further (including tertiary) education ...
What to expect in the Early Years (age 3-4) If your child is age 3-4, the chances are that they are in some form of Early Years setting, whether that is a nursery, preschool, playgroup, or with a childminder. This is a hugely important stage for your child's learning, and it's a really fun one too! We have used the term 'nursery ...
The UK education system covers preschool, primary, and secondary schools. ... The Pre-school Education Programme, in Northern Ireland, funds childcare the year before primary school. So, between the ages of 3 to 4. Although this phase is not compulsory, parents must apply online for a place. Parents can enroll their children in nursery schools ...
Cambridge Early Years is our new programme for 3-6 year olds. It gives young learners the best start in life, helping them to meet key early milestones and thrive in and outside of school. Cambridge Early Years is the first stage in our Cambridge Pathway, which gives students a clear path for educational success from age 3-19. VIDEO: Cambridge ...
Research on early childhood education has helped shape policy and practice in the UK and beyond. Major longitudinal studies - Effective Preschool, Primary and Secondary Education Study (EPPSE) 1997-2016) and its follow up Study of Early Education and Development (SEED) - demonstrated the long-term benefits of early education, identified ...
Early Education is a charity established in 1923 to promote high quality early childhood education, especially for the most disadvantaged More Info ... Early Education is a charity and membership organisation for individuals and organisations working in early childhood education across the UK. Who we are Who we are Find out about our staff ...
Available in England only. Working parents may be able to get free childcare for a child aged 9 months to 4 years old. If your child is: 9 months to 2 years old, you can get 15 hours per week of ...
The most recent UK research is dominated by the Effective Provision of Preschool Education (EPPE) project, later called Effective Preschool & Primary Education (EPPE) and Effective Preschool, Primary & Secondary Education (EPPSE) (Melhuish et al., 2008a; Sylva et al., 2010).This is a longitudinal study of a nationally-representative sample of young children's development (intellectual and ...
Updated sections: Qualifications started after 1 September 2014, Early childhood studies (ECS) and related degrees, and Level 2 literacy and numeracy qualifications. 7 February 2020
Here is a summary: Pre-schools: Pre-school is normally for children aged between two and five years old. Pre-schools are more formal and structured to help with the transition to school. Sessions at pre-schools are often 2.5 to 3 hours long, either in the morning or afternoon. Opening hours are usually 9am to 3pm.
Learn about the education system in the UK: local public and private schools, international curriculum options, and the calendar of school holidays. ... Preschool and daycare in the UK. Your child can attend a preschool in the UK until they start school at four or five. Here are the things to consider when choosing a daycare.
Pre-school education in the UK. Usually children from 2-3 years of age are admitted to kindergartens. There are some kindrgartens that also accept children of a younger age. A child attends pre-school until the age of 5-6. Whilst school places in the UK are only available where you live, you can choose a nursery school of your choice, wherever ...
Professor Lloyd, active in influencing and helping to develop central government policy in early childhood education and care focuses on UK and international policy developments.Professor Lloyd was awarded an Honorary OBE for services to education. Her research includes the piloting of free education for disadvantaged two year olds.
This Official Statistics release provides the main findings of the 2023 wave in the Childcare and Early Years Survey of Parents series. The survey is funded by the Department for Education (DfE) and managed by Ipsos. It aims to provide information to help monitor the progress of policies and public attitudes in the area of childcare and early years education. </p><p>The 2023 survey reports the ...
Pick the path that's right for you. The BA (Hons) Early Childhood Education programme is offered in full-time (3years) and part-time (6 years) routes. Entry is normally at level 4, but it is possible at level 6 with suitable qualifications (e.g., a relevant foundation degree).
Preschool education in the UK . Usually, preschool education (known as Early Years) begins at the age of 2-3 years and ends at 5 years old. This stage is optional, but most parents prefer to send their children to kindergartens, which in England are called preschools or playschools.The state finances preschool education in the form of vouchers, with which parents can fully pay for their child ...
Details. This guidance is for local authorities. It relates to their duties under section 2 of the Childcare Act 2016 and sections 6, 7, 7A, 9A, 12 and 13 of the Childcare Act 2006. It contains ...
A study that explored why parents in the UK chose to home educate found the most common reasons were that parents were disappointed with the education and schools (31%); they had always planned ...
Bachelor of Education (Early Childhood and Primary) Bachelor of Education (Early Childhood Teaching) Academic requirement: New students: ATAR/UAC Ranking equivalent mark of at least 75.00 is required ... The University of New England respects and acknowledges that its people, courses and facilities are built on land, and surrounded by a sense ...
Early Childhood Educator - St Clement job from Ark Schools. Apply by 28 Oct 2024. ... a charity that aims to transform children's lives through education. Ark operates a network of 39 schools across London, Birmingham, Portsmouth, and Hastings as well as a number of charitable ventures. ... a great education and real choices in life. In the ...
Erskine Stewart's Melville Schools are currently recruiting for a Teacher of Physical Education to join The Mary Erskine School on a permanent basis from 6 January 2025 or 28 October 2024 if possible (subject to satisfactory pre-employment checks). ... represented the UK in the European Youth Parliament on four occasions, performed in ...
The Education Hub is a site for parents, pupils, education professionals and the media that captures all you need to know about the education system. You'll find accessible, straightforward information on popular topics, Q&As, interviews, case studies, and more. ... They're open to you if you're 16 or over, living in England, and not in ...
Your child must start full-time education once they reach compulsory school age. This is on 31 December, 31 March or 31 August following their fifth birthday - whichever comes first. If your child ...
September 02, 2024 at 1:28pm BST. The scrapping of single-phrase inspection headline grades for schools in England will be a relief for parents, the Prime Minister has said as he visited a primary ...
Private schools have widened their lead over state schools in this year's GCSE results. The share of top grades awarded to GCSE entries from private school pupils in England rose to 48.4 per ...