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
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.
This course is Subject to Revalidation. Click here to learn more.
Mode of study
Bishop Grosseteste University
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.
What you will study
Alongside placements (see below), students on this course currently study some or all of the following modules:
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.
This module aims to enable students to develop the skills, knowledge and understanding required to teach pupils in primary and early years.
In this module students will develop their understanding of classroom behaviour management strategies that help create an effective learning environment. Students 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.
This module focuses on the aspects of professionalism and the role of the teacher in school. Students 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 and the link with these and practice in intensive training and practice experiences.
This module focuses on aspects of child development and how they link to the Early Years Foundation Stage. Students will plan for and evaluate a small-scale project appropriate for young children.
In this module, students will learn how to engage and motivate learners across the curriculum through the use of meaningful materials. They will be introduced to high-quality texts such as poems, picture books, fiction and non-fiction as well as digital-based texts. They will also be introduced to a range of curriculum tools and artefacts that can engage, motivate and stimulate learners within and across different subjects.
In this module, students 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. They will develop their understanding of the interaction between assessment and planning, so that all lessons are adapted to the learning needs and progress of all pupils. They 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.
In this module students will develop their understanding of the SEND Code of Practice (2015) and topics in relation to Special educational needs and disabilities (SEND).
In this module, students will consider the importance of routines, responses and relationships to create effective learning environments. They 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.
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. Students will engage in discussions and research around mental health and wellbeing and the impact this can have on outcomes, and develop their understanding in intensive training and practice experiences.
This module introduces the students to the processes of conducting research, including ethics and a range of methods commonly used in education. The students will be working in groups, supported by a tutor, to design, conduct and analyse the research.
In this module, students will build on their learning about the curriculum and subject knowledge from Y1 and 2 as well as reflecting on placement experiences. They will extend their understanding by considering contemporary subject issues, innovative subject developments to the curriculum, and wider curriculum issues pertaining to teaching and learning.
In this module students will develop their understanding of the wider lens of inclusion in the classroom. They will explore the impact of building effective relationships and classroom culture to support the needs of children. Students will develop their 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.
This module supports the transition from trainee to ECT and other roles as students consider their wider role in the school environment and beyond. The module will explore a range of current issues in education as well as further developing the students’ understanding of how theory and practice are inextricably linked through intensive training and practice experiences.
In this module students will learn how to design their own research project. They 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 students identifying those issues most relevant to their topic and considering ways to address these.
This module builds on experience at level 5 with research and the previous Level 6 module where the students designed their own research project. In this module the students will collect and analyse data, taking responsibility for ethical practice. The module requires the students to be intellectually curious and accept ambiguity.
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.
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 work-based placements. 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.
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.
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.
Fees & Finance
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.
Undergraduate course applicants must apply via UCAS using the relevant UCAS code. For 2022 entry, the application fee is £22 for a single choice, or £26.50 for more than one choice. 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.
Throughout the course, students will have the opportunity to learn from experts in a range of school placements and intensive training and practice (ITP) placements. These will lead towards assessment for Qualified Teacher Status (QTS) at the end of the course. Broadly, in each year there will be one block of ITP placements and one longer block of school placements in which 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.