Why study this course

With over 160 years of experience in teacher education, and our long-standing national reputation within the field, you will develop an understanding of how practice and theory are linked by working in small teaching groups with a range of expert leaders

Our excellent pastoral support can enable you to feel at ease, relaxed and supported both academically and personally

Our strong school partnerships will empower you to gain valuable hands-on experience during school placements; we ensure you have more days in school than are currently required by the DfE

Our degree and placements work together to ensure you receive the best preparation for teaching in order to achieve QTS at the end of the programme

Course summary

The three-year Primary Education course at BGU is designed to allow you to study a vocational honours degree in Primary Education leading to Qualified Teacher Status (QTS). It provides an integrated academic and professional preparation for teaching. If you believe that you can inspire children to learn and are passionate about the role that primary education plays in shaping a child’s future, then this is the course for you.

Key facts

Award

BA (Hons)

UCAS code

X120

Duration

3 years

Mode of study

Full-time

Start date

September

Awarding institution

Bishop Grosseteste University

Institution code

B38

Apply for this course

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About this course

Have you been taught by someone who has truly inspired you? Are you ready to pass your knowledge and enthusiasm on to children to help shape their futures? This course will provide you with an integrated academic and professional preparation for teaching, leading to Qualified Teacher Status.

Our course team will work with you to enhance and develop your understanding of learning and teaching. You’ll spend a significant amount of time in school throughout the course, and will be encouraged and supported as you learn to develop effective ways to teach the whole primary curriculum. You will explore the theory and practice of primary education and develop a personal philosophy that will underpin all that you seek to achieve with the children you teach.

Initially, you will work with small groups of children, progressing on to working with a whole class with the support of a mentor. This then leads to longer personalised school placements in your second and third years where you will take full responsibility for whole classes of children.

Our course is based around the Initial Teacher Training Core Content Framework to ensure you are well prepared to teach during each of the placements and to prepare you for your future career in the classroom. You will study modules that develop your understanding of pedagogy and educational theory, curriculum subject knowledge, assessment, behaviour management, inclusion, professional behaviours, wellbeing and educational research.

In year one you will begin to reflect on the nature of learning and teaching including the requirements of the national curriculum, classroom management, behaviour, assessment, planning, SEN and Inclusion, the core subjects of the primary curriculum (English, Mathematics, Science), along with the foundation subjects. You will also spend time working with children both at the university and in school.

In your second and third years, you will specialise in one age phase – 3-7 or 5-11. The modules in year two build on and extend understandings developed in the first year of the course, with a particular emphasis on issues relating to research, curriculum knowledge and SEN and Inclusion. You will also widen your school experience, perhaps by visiting multicultural and special schools, as well as undertaking a more extensive solo placement focusing on your chosen age range.

Your third year will help you to prepare you for life as an Early Career Teacher (ECT formerly known as NQT). As well as extending your learning from Year 1 and Year 2, in Year 3, you will carry out a research project in an area of interest to you. Your final school placement provides the opportunity to take on responsibility for a whole class. At the end of the course, you will undertake a transitional placement to further develop your school-based knowledge and skills.

On completion of your degree, with your recommendation for Qualified Teacher Status, you’ll be fully equipped with the skills and knowledge to work as a primary school teacher.

Placements

Throughout the course, students will have the opportunity to learn from experts in a range of school placements. These will lead towards assessment for Qualified Teacher Status (QTS) at the end of the course. Each year there will be one longer block of school placement and students are prepared for these placements through academic enhancement sessions and intensive training and practice experiences (ITaPs). During school placements students will be expected to work towards being responsible for a class of children and their progress. Students and their school mentors will be fully trained and supported by university-based mentors during each school placement.

ITaPs provide opportunities for students to concentrate on specific pivotal teaching skills; to make links with the associated theory, to inform practice and support professional development. ITaPs involve a range of modes of learning including use of digital approximations, developing use of resources, engaging in discussion and observation with school-based experts and practising teaching a concept.

The core content framework is woven carefully throughout the course. In all subjects, trainees learn about how to adapt their teaching to meet the needs of pupils.

Ofsted report, 2024

What you will study

Alongside placements (see below), as a student on this course, you may study some or all of the modules listed below.

This module aims to introduce students to the skills, knowledge and understanding required to teach pupils in primary and early years.

It will introduce students to the subject knowledge requirements of the primary national curriculum and EYFS framework.

Students will undertake audits to assess and develop their subject knowledge in English and Maths as well as track improvements in their subject knowledge across all curriculum subjects. Students will develop their understanding and knowledge of the school curriculum. Students will understand that a school’s curriculum enables it to set out its vision for the knowledge, skills and values that its pupils will learn, and understand the importance of encompassing a curriculum within a coherent wider vision for successful learning.

Teaching sessions will prepare students for their introductory placement and the Developing Pedagogy, Curriculum and Assessment module in Seminar 2. During the subsequent module students build upon this knowledge to plan and assess these subjects and areas of learning.

In this module you will engage in Intensive Training and Practice (ITaP) sessions concentrating on developing a pivotal teaching skill. ITaPs are a teaching approach and provide opportunity for students to:

• learn about theory in relation to the pivotal skill,

• analyse expert teaching,

• practice the skill and receive feedback,

• receive support to apply their learning,

• reflect on professional development.

The module will be assessed through a formative written assignment. You will make use of your subject knowledge audits and curriculum requirements as part of the assessment.

This module aims to enable students you to develop the skills, knowledge and understanding required to teach pupils in primary and early years. The module builds on the previous PCA Y1 module with a specific focus on planning and assessing each subject. You will develop understanding of the National Curriculum and Early Years Statutory Framework. You will be supported to develop your understanding of the value of specific subject planning, including sequence of lessons and planning for progression in both subject knowledge and skills. You will explore the benefits of cross-curricular planning whilst recognising the importance of sequencing learning across different subjects in order that specific skills and knowledge are mastered. The key elements of what makes a ‘good’ lesson are explored. You will continue to develop their knowledge and understanding of the purpose of formative and summative assessment to inform planning.

In this module you will develop your understanding of classroom behaviour management strategies that help create an effective learning environment. You will explore how to build effective relationships, establish and reinforce routines (for example through positive reinforcement) and respond consistently to pupil behaviour (for example through the use of rewards and sanctions). There will also be an introduction to Special Educational Needs and Disabilities (SEND) and how teaching and learning might be adapted to meet the needs of all pupils. In this module you will engage in Intensive Training and Practice (ITaP) sessions (20hrs) concentrating on developing a pivotal teaching skill. ITaPs are a teaching approach and are subsumed within the scheduled hours within the module.

This module focuses on the aspects of professionalism and the role of the teacher in school. You will be introduced to some theories and will develop the ability to think critically to support their academic ideas. This will lead into the introduction of specific teaching pedagogies. In this module you will engage in Intensive Training and Practice (ITaP) sessions (10hrs) concentrating on developing a pivotal teaching skill. ITaPs are a teaching approach and are subsumed within the scheduled hours within the module.

This module focuses on aspects of child development and how they link to the Early Years Foundation Stage. You will plan for and evaluate a small-scale project appropriate for young children. Your academic reading and writing is developed in order to be able to produce a literature review.

In this module, you will learn how to engage and motivate learners across the curriculum through the use of meaningful materials. You will be introduced to high-quality texts such as poems, picture books, fiction and non-fiction as well as digital-based texts. You will also be introduced to a range of curriculum tools and artefacts that can engage, motivate and stimulate learners within and across different subjects.

You will explore how these may be used to introduce key vocabulary and knowledge as well as generate learning questions to stimulate learning across the topic/subject. You will also consider the wider benefits and concepts in teaching and learning (such as inclusion and diversity, global learning, curiosity). You will develop your knowledge further within intensive training and practice experiences.

In this module, you will find out how to plan sequences and individual lessons to ensure purposeful and coherent learning for children across the primary and early years age range. You will develop your understanding of the interaction between assessment and planning, so that all lessons are adapted to the learning needs and progress of all pupils. You will explore methods of formative assessment and consider the strengths and potential limitations of each and how to design and select approaches suitable for the intended learning, the age/current attainment of the pupil and the requirements of the subject being taught.

Throughout the module relevant literature will be discussed and reflected upon. You will develop your understanding further through intensive training and practice experiences.

In this module you will develop their understanding of the SEND Code of Practice (2015) and topics in relation to Special educational needs and disabilities (SEND). You will explore a range of high frequency SEND such as ASD, Dyslexia and ADHD and strategies to support these children. You will develop an understanding of how schools adapt teaching and learning to meet the needs of all pupils through observation, wider reading and reflection on inclusive teaching.

In this module, you will consider the importance of routines, responses and relationships to create effective learning environments. You will reflect on different approaches to behaviour management and consider how whole-school culture, ethos and school-wide systems of behaviour management can be harnessed in the classroom to create high behavioural expectations. You will have the opportunity to observe, practice and reflect on approaches to behaviour management during your year 2 intensive training and practice experience.

This module further develops aspects of professionalism from Year 1 and the wider role of the teacher in school, including working and developing relationships with a wide range of other professionals and school stakeholders. You will engage in discussions and research around mental health and wellbeing and the impact this can have on outcomes, and develop your understanding in intensive training and practice experiences. The module will build on your academic writing skills at level 5.

This module will introduce you to the processes of conducting research, including ethics and a range of methods commonly used in education. You will be working in groups with other students, supported by a tutor, to design, conduct and analyse the research.

In this module, you will build on your learning about the curriculum and subject knowledge from years 1 and 2 as well as reflecting on placement experiences. You will extend your understanding by considering contemporary subject issues, innovative subject developments to the curriculum, and wider curriculum issues pertaining to teaching and learning. You will learn how teachers are research-informed in order to continually improve and develop a curriculum specific to the needs of their pupils and how this is implemented through effective professional development.

In this module you will develop your understanding of the wider lens of inclusion in the classroom. You will explore the impact of building effective relationships and classroom culture to support the needs of children. You will develop your understanding of pupils’ differences, the potential barriers to learning that they may cause, learn strategies to support these children and how to ensure high expectations of all pupils. There will also be links to whole school behaviour culture and how to manage complex behavioural needs. You will have the opportunity to reflect on the development of your inclusive practice over the 3 years via an assessed digital presentation.

This module supports the transition from trainee to ECT (Early Career Teacher) and other roles as you will consider your wider role in the school environment and beyond. The module will explore a range of current issues in education as well as further developing your understanding of how theory and practice are inextricably linked through reflection on your professional journey over the 3 years of the programme.

In this module you will learn how to design your own research project. You will create a research question within the field of education and determine how to research this, choosing appropriate methods. The ethical issues related to educational research will be explored, with you identifying those issues most relevant to your topic and considering ways to address these. You will be supported in completing your ethics form and devising your methods.

This module builds on experience at level 5 with research and the previous Level 6 module where you will have designed your own research project. In this module you will collect and analyse data, taking responsibility for ethical practice. The module requires you to be intellectually curious and accept ambiguity. Throughout the module you will be closely supported by a research tutor through individual tutorials and group seminars. You will have the opportunity to carry out research in school where applicable.

Entry requirements

You will normally need 112 UCAS tariff points (from a maximum of four Advanced Level qualifications). We welcome a range of qualifications that meet this requirement, such as A/AS Levels, BTEC, Access Courses, International Baccalaureate (IB), Cambridge Pre-U, Extended Project etc. We will accept one AS Level as part of the 112 points, in a subject not included as an A2 subject. We also accept an extensive list of combinations of the qualifications above.

However this list is not exhaustive – please click here for details of all qualifications in the UCAS tariff.

You will also need GCSEs in English Language, Mathematics and Science at grade 4 (previously C) or above (or equivalent). Please see our list of accepted equivalents.

Further information

Click here for important information about this course including additional costs, resources and key policies.

In accordance with University conditions, students are entitled to apply for Recognition of Prior Learning, RP(C)L, based on relevant credit at another HE institution or credit Awarded for Experiential Learning, (RP(E)L).

How you will be taught

There is no one-size-fits-all method of teaching at BGU – we shape our methods to suit each subject and each group, combining the best aspects of traditional university teaching with innovative techniques to promote student participation and interactivity.

You will be taught in a variety of ways, from lectures, tutorials and seminars, to practical workshops, coursework and Intensive Training and Practice (ITaPs). Small group seminars and workshops will provide you with an opportunity to review issues raised in lectures, and you will be expected to carry out independent study. There will be up to 20% of online synchronous learning during the course.

Placements are a key part of degree study within many courses at BGU. They provide an enriching learning experience for you to apply the skills and knowledge you will gain from your course and, in doing so, give valuable real-world experience to boost your career.

Assessment

We recognise that individuals come from a wide range of backgrounds and experiences, so we use a variety of assessment strategies in our courses. These include presentations, essays, assessed tutorials, and a research report. All of these individual assessments allow you to reflect on your practice and theory as you evidence your learning.

Careers & Further study

The teaching profession has a well-structured career pathway which moves progressively from initial teacher training through to Early Career Teacher (ECT) status to qualified teacher. Your career can progress in a variety of ways, including leadership and management roles. BGU can help with your continued professional development through the Master's programme.

What Our Students Say

Discover what life is like at Bishop Grosseteste University from our students.

Support

Studying at BGU is a student-centred experience. Staff and students work together in a friendly and supportive atmosphere as part of an intimate campus community. You will know every member of staff personally and feel confident approaching them for help and advice, and staff members will recognise you, not just by sight, but as an individual with unique talents and interests.

We will be there to support you, personally and academically, from induction to graduation.

Free Sports and Fitness membership

Fees & Funding

A lot of student finance information is available from numerous sources, but it is sometimes confusing and contradictory. That’s why at BGU we try to give you all the information and support we can to help to throughout the process. Our Student Advice team are experts in helping you sort out the funding arrangements for your studies, offering a range of services to guide you through all aspects of student finance step by step.

Click here to find information about fees, loans and support which will help to make the whole process a little easier to understand.

Undergraduate course applicants must apply via UCAS using the relevant UCAS code. For 2024 entry, the application fee is £27, and you can make a maximum of 6 choices.

For the 2025 cycle, UCAS is removing the undergraduate application fee for any student who is/or has received free school meals (FSM) during the last six years, up until the end of their final year at school or college. More information on the UCAS fee waiver can be found here.

Year of Study

UK ‘Home’ Students

International Students

Full-time Tuition Fee

Part-time Tuition Fee per 20 credit module

Part-time Tuition Fee per 30 credit module

Full-time Tuition Fee

2025/26

£9,250
n/a
£2,313
£13,600
2024/25

£9,250
n/a
£2,313
£12,945

For all applicants, there are full instructions at UCAS to make it as easy as possible for you to fill in your online application, plus help text where appropriate. Full details of all tuition fees can be found here.