Middlesex University
Early Years Initial Teacher Training (EYITT)
Graduate Employment Based Route
2016/17 Guidance for School Placement: Key Stage 1 and 2
EYITT Graduate Employment Based Route:
Graduate employment based trainees are employed in early years settings and are training to become Early
Years Teachers with Early Years Teacher Status (EYTS), teaching children from birth to the end of the EYFS. They
bring to the school placement their expertise as early years practitioners and their understanding of practice
with young children and their families.
School Placement Requirements:
To fulfil the requirements for Early Years Teacher Status (EYTS), with reference to the Teachers’ Standards
(Early Years), Early Years Teacher trainees are required to spend 10 days on placement engaging ‘with the
educational continuum of expectations, curricula and teaching of Key Stage 1 and 2’ (S3.3).
Placement time allocation: KS1 and 2
The trainee should agree the dates and times of the placement with the Head teacher and work flexibly within
the school’s timetable. The majority of the 10-day placement should be spent in KS1 classrooms with visits
arranged to KS2 classrooms. ‘Engagement’ could also include visits to different schools and settings,
observations of lessons, or working with curriculum documents and plans.
Placement dates 2016/17
Friday November 4th
Friday December 16th
Friday January 6th
Friday February 24th
Friday April 7th
Friday May 26th
4 additional days to be agreed with the school
Reception class
All trainees on the EYITT programme require experience of practice with children up to the end of the Early
Years Foundation Stage. As four and five year old children often attend Reception classes in school, it would be
useful for trainees to have an opportunity to become familiar with the Reception class planning and teaching
and the arrangements in place for transition from Reception to KS1.
The aims of the school placement experience are as follows:
 To introduce the approaches to teaching and learning used in Key Stage 1 and 2.
 To provide opportunities for trainees to develop their understanding and skills in the teaching of early
reading using systematic synthetic phonics.
 To provide opportunities for trainees to observe and contribute to the teaching of early mathematics
 To observe and implement strategies for group teaching and learning
 To become familiar with the methods and organisation of assessment used in Reception and KS1.
 To develop a clearer understanding of transition from the EYFS to KS1 and the factors involved in
Middlesex University October 2016
promoting children’s school readiness.
Record of attendance
A record of attendance is required for the time spent engaging with Key Stage 1 and 2 up to a total of 10 days.
Witness Statement
A witness statement should be completed by the class teacher/mentor at the end of the placement.
Trainee preparation for the school placement:
In preparation for the school placement, the trainee will identify the aspects of teaching practice that s/he
would like to contribute to whilst on placement, with reference to the Teachers’ Standards (Early Years), and
agree this with the class teacher/mentor e.g.
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Contribute to the teaching of early reading, including synthetic phonics
Contribute to the teaching of early mathematics
Use different teaching strategies to support children’s learning in groups
Opportunities to support children with additional needs, including those with SEN and disabilities.
The trainee’s is expected to:
1. Introduction
 Meet the class teacher(s) and other staff
 Explain the purpose of the placement and activities they would like to be involved in.
2. Observation
 Observe the methods used for whole class and small group teaching.
 Observe the teaching of reading (including systematic synthetic phonics) and mathematics.
 Spend time looking at planning, resources, books, IT resources, information for parents etc. and engage
in professional discussion with teaching staff.
3. Supporting teaching practice
 Contribute to the teaching practice under the guidance of the class teacher/mentor.
 Contribute to the teaching of reading (including systematic synthetic phonics) and mathematics with
groups of children.
 Become familiar with the methods for assessment in Reception and KS1
 Find out about transition arrangements and readiness for school from the school’s perspective.
 Make arrangements to spend additional time in Reception/KS1/KS2 as necessary.
4. Record keeping
 Complete the EYFS to KS 1 and 2 reflection
 Keep a copy of the attendance record sheet in their training file
 Liaise with the class teacher/mentor about completing the school placement witness statement to be
at the end of the placement
Middlesex University October 2016