Taught course

Early Years Initial Teacher Training (mainstream pathway)

UCL - University College London · Institute of Education

Entry requirements

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

If your education has not been conducted in the English language, you will be expected to demonstrate evidence of an adequate level of English proficiency.

The English language level for this programme is: Good.

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

Months of entry


Course content

The mainstream graduate entry pathway on the Early Years Initial Teacher Training (EYITT) programme is designed for those who wish to work with babies and children from birth to five years old. Early Years Teacher Status (EYTS) will be awarded to graduates who have been judged to have met all of the Teachers' Standards (Early Years).

Students on the Early Years Initial Teacher Training (EYITT) programme benefit enormously from the complementary skills and expertise of staff in partnership schools/settings and at the IOE.

The EYITT route complements other existing initial teacher education programmes at the 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, including 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, school management, inspection, research and consultancy.

Fees and funding

Please see UCL website for full information about fees and costs for this programme.

Qualification, course duration and attendance options

  • PGCE
    full time
    12 months


    The programme is delivered via a combination of taught sessions, workshops 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. Setting-based learning means that academic knowledge, skills and understanding are clearly integrated and contextualised within the professional role of an early years practitioner.

    Course contact details

    +44 (0)20 3370 1214