Teach Early – I-College

The aims of the qualification are to enable candidates to develop and demonstrate a range of personal, key and employability skills leading to personal effectiveness and to broaden their experience and manage learning through enriched activities.
The Teach Early course is designed for those students who have an interest in education and a desire to become teachers of the future. To achieve the Certificate of Personal Excellence, students must gain credits by completing challenges, and providing evidence to demonstrate skills development. 

The course is assessed 100% through the completion of a portfolio demonstrating at least one example of working at the level set for each assessment unit and it is necessary to complete sufficient challenges to achieve the required number of credits. The portfolio will be internally assessed before being sent off to the exam board for moderation.
Students will also be given the opportunity of work experience within one of our local Primary Schools to further develop their leadership skills. The course encourages creative and independent thinking as well as developing leadership skills. These talents are highly valued by universities, colleges and employers.

Accreditation of the Teach Early Qualification

Certificate of Personal Effectiveness Level 3

What is it?

The Certificate of Personal Effectiveness (CoPE) is a substantial, nationally recognised Level 3 qualification in skills development. It enables students to practise, develop and demonstrate six important skills that are required for success in higher education, training or employment: teamwork, problem solving, discussion, research, oral presentation and self-management.

Sample Portfolio Schedule

Teach Early Schedule of Units

Please attend Weekly meeting Monday Period 3.

Complete Plan, Do, Review sheets in as much detail as you can for each unit.

Include Action Plans and Learning Logs in each unit.

Use the information below to complete

You must make sure that your total hours add up to a minimum of 150 hours and you spend 20-50 hours on each challenge – keep a record on page 5.

Please note:  All notes that are printed and used as extra evidence must be highlighted, annotated and cross referenced in your PDR sheets.

Put all your work in a well organised ring binder in the following order of units:

  • Working with Others
  • Improving own Learning and Performance
  • Problem Solving
  • Research
  • Discussion
  • Oral Presentation

Sample of Course Structure

(Subject to change each year depending on the individual aspirations of students.)

Improving Own Learning and Performance (Module 2 Challenge A)

Complete a Baseline lesson in the September where targets will be set.

Begin your PDR sheets by completing the plan page and producing a detailed Action Plan detailing how you will meet your targets.

Begin your Work Experience in October – keep a journal outlining what you do each time, what you have learnt and what you could do to improve your performance.

Complete the Do and Review Sheets ready for submission of this unit in April.

Include PDR, initial action targets, action plan that has been reviewed and monitored regularly, resources, photos and research notes, final lesson plan and evaluation, teacher final assessment as evidence of your work.

 Oral Presentation  (Module 2 Challenge A)

 Organise to teach a full lesson to a group in April.

Complete your Planning sheets, produce 2 types of visual aid, ask a teacher to observe your lesson and complete the Witness statement on the Common Drive (Oral Presentation) and judge you against your Improving Own Learning and Performance targets.

Include your PDR, visual aids, research notes into your chosen topic, notes about individuals in your class, presentation notes, lesson plan and lesson evaluation (will be the same as in unit 1), witness statement from the observing teacher.

 Research (Module 6 Challenge A)

Choose one of your targets and select an area to research during October.

Prepare 2 mind maps – 1 that shows a broad range of aspects to look into and 1 that fine tunes this down more into specific areas that you will look into.

Prepare a question that you will answer – this must allow for two sides of an argument to be answered and for Primary and Secondary data to be used.

Complete the Plan sheet in detail and make sure that you carefully select a range of Primary and Secondary sources that you will use to support your work.

Prepare a report to use your findings to answer your question, this must be produced in a written format and supported by a Power Point presentation. 

Include PDR, a regularly reviewed and monitored action plan, annotated notes, your report and Power point.

Discussion (Module 3 Challenge B)

We will be researching and discussing routes into Higher Education in November.

Include PDR sheet, annotated and highlighted notes, a summary of points for discussion and teacher witness statement.

 Problem Solving (Module 1 Challenge A)


You will be given a reluctant learner and £5, you will be tasked with the improving the outcomes and progress of the learner.

Include PDR, action plan that is monitored and reviewed, a learning log, photos, resources produced, a spending breakdown and receipts, an evaluation of how each strategy tried worked, witness statements, evidence of the child’s work before, during and after your intervention.

Working with others (Module 5 Challenge B)


Working with Primary Colleagues and I-College Year 7 students raise as much money as possible for the Big Cat Sanctuary in Smarden.  You may wish to use/ adapt the Enterprise pack supplied to work with a select group or choose to do individual events.  The contact is Linda Chandler who can be contacted by Homewood email as she does supply cover in school.

Include PDR, group action plan, individual action plan, a learning log, photos, annotated and highlighted noted, resources, posters, at least 3 minutes of meetings held.