Bachelor of Education Honours Degree Primary with QTS

About the course

1/

This course is available to Home and EU applicants only.

Why choose this course?

The BEd (Hons) degree for Primary Teaching (with QTS) is a three-year full-time programme offering professional and academic training leading to recommendation of the award of Qualified Teacher Status. It is structured to allow you to develop the skills and subject knowledge required by primary teachers to teach the full National Curriculum, and develop specific expertise for making a distinctive contribution to primary practice.

School based training will be offered in Early Years, Key Stage 1 and Key stage 2. You will be qualified to teach across the 3 – 11 age range.

Teaching in primary schools is a demanding, but satisfying and fulfilling career, and this BEd degree is designed to ensure you meet these demands with growing confidence. Our students are intelligent and resourceful, communicate well, and have a wide range of interests. The teaching quality and excellent provision in the School of Education have been consistently recognised by Ofsted inspections.

Entry requirements...

2017 entry 

UCAS have introduced a new tariff for 2017 entry so the points being asked for are substantially different to previous years.

112 UCAS points 

IB - 112 points from a minimum of 2 HL subjects at H4 or above.

Maths, English Language and Science GCSE Grade 4 or above (Grade C or above under the old grading structure).

All students from non-majority English speaking countries require proof of English language proficiency, equivalent to an overall IELTS score of 6.0 with a minimum of 5.5 in each band. 

If you do not have the required IELTS or equivalent for direct entry on to your degree programme, our Pre-sessional English and International Foundation courses can help you to achieve this level.

For country specific qualifications, please visit our Your Country page.

UCAS points can be gained from any combination of the following:

A Levels in:

  • Art including Textiles, Fashion, Photography
  • Business Education including Economics
  • Design Technology
  • English including Language, Literature, Language and Literature, Media Studies, Drama
  • Foreign Language - any 
  • Geography including Geology
  • History
  • IT including Computer Science
  • Law
  • Mathematics
  • Music including Performing Arts
  • PE
  • Philosophy including Philosophy and Ethics
  • Politics
  • Psychology
  • RE including Critical Thinking, Philosophy and Critical Thinking
  • Science – Biology, Chemistry, Physics, Additional Science, Applied Science, Zoology, Environmental Science
  • Sociology

A level General Studies and A level Health & Social Care accepted if accompanied by one or more of the subjects above.

Or: Level 3 BTEC in:

  • Applied Science
  • Art & Design (inc 3D Design, Design Crafts, Fine Art, Graphic Design, Interactive Media, Photography, Textiles)
  • Business
  • Children’s Care, Learning & Development  
  • Children’s Play, Learning & Development
  • Computing 
  • Creative Media Production 
  • Creative Digital Media Production Information Technology
  • Music (inc. Music Technology)
  • Performing Arts
  • Production Arts (inc Design and Technical)
  • Sport Science
  • Sport and Exercise Science

BTEC National Diploma in a subject not previously stated (i.e. Health & Social Care, Travel & Tourism) plus 1 A level from the list above.

Or: Access to Higher Education qualifications are welcomed (subject dependent) with a profile of 45 Level 3 credits at merit or above.

Equivalents acceptable: 

  • Welsh Baccalaureate 
  • Irish Leaving Certificate to include English, Maths and Science 
  • At least 2 Scottish Advanced Highers, one must be in a National Curriculum subject 

We do accept:

  • Extended projects, music/dance exams, ASDAN, COPE etc. and any AS subject not carried through to A Level (i.e any UCAS tariff bearing qualification to support reaching required number of 112 points)

You will also be required to pass the Professional Skills tests in literacy and numeracy before starting the programme.

Personal suitability for teaching is important and is assessed at interview. Five (5) days recent (within the past year) work experience, in a state primary school, is essential before application, in order to complete specific school-based tasks and assessment. Download task list. Please state the length of time spent in school in your personal statement.

During registration on the programme, you will be required to complete a Disclosure and Barring Service (DBS) barred list and criminal records check, and a Disqualification by Association.

Subject to interview and DBS check.

BTECs in some subjects ie ICT, PE and Science are acceptable but need to be supplemented with an A level in a specified subject.
 

2018 entry 

96-112 UCAS points 

GCSE Maths, English Language, and Science at grade 4 or above (Grade C or above under the old grading structure)

Subject to interview and DBS check and Skills Test Pass.

Access to Teaching Diploma students must have 45 Level 3 credits at Merit.

IB - 112 points from a minimum of 2 HL subjects at H4 or above (with the remaining points to come from a combination of HL, SL and Core).
 

Professional Accreditations

Qualified Teacher Status

Careers

Opportunities for BEd graduates are excellent with many obtaining first teaching posts in local schools.

Teaching methods

You will be supported in thinking critically about education, learning and teaching in a variety of contexts, including lectures, seminars and practical workshops. There is an expectation that you will engage with on-line materials and you will be encouraged to take responsibility for studying independently. In school, there will be enquiry based tasks to complete as well as opportunities to observe professional practice.

The BEd (Hons) programme has an ongoing 100% coursework assessment structure. Assignments are varied and encourage a wide range of knowledge and skills to be assessed. All teaching placements must be successfully completed for the award of Qualified Teacher Status (QTS)  to be recommended.

Work Placement

There are twenty four weeks of assessed school based training spread over the three years of the degree. In each year you are placed in a partnership school under the guidance of a class teacher who has received mentor training from the University. Curriculum courses are closely linked to work in school through a series of directed tasks undertaken with class teacher support. This enables your learning to be based in professional practice. The excellent partnerships with primary schools enable you to benefit from the range of expertise of local teachers.

Structure

Year 1

Core Modules

  • An introduction to mathematics learning

    This module provides an introduction to learning and teaching in primary school mathematics. It sets the context for teaching mathematics within the school and wider educational environment, exploring how practices in mathematics teaching have altered to take account of research in learning and teaching. Students will reflect on themselves as learners of mathematics, and consider their attitudes towards mathematics as a curriculum subject, exploring what has influenced their views and how this shapes their identity as a teacher. Students will begin to develop their mathematics subject knowledge, particularly in relation to arithmetic, and will be introduced to the structure and content of statutory documents relevant to the teaching of mathematics.

  • Children's Development in English

    This module provides students with an understanding of the theories of child development that are the foundations of teaching English and literacy. The module includes a focus on the relevant subject knowledge and pedagogic underpinning to begin to teach English and literacy successfully in EYFS, KS1 and KS2.

  • Developing Professional Practice Induction 1

    This module enables students to reflect on their current understanding of learning based on their own experiences. This will then be developed by evaluating and comparing with how others learn and as a result of this begin to develop an emergent set of core values and an initial philosophy for learning and teaching.

  • Developing Professional Practice Induction 2

    This module progresses on from Developing Professional Practice Induction 1, where students reflected on their own learning, to students reflecting on the diverse ways that they observe children learning in the classroom. Students will enquiry into and evaluate the range of approaches they observe to the meet the diverse needs of children. This will require students to take responsibility during placement to make the links between theory and practice.

  • Introduction to English

    This module introduces students to the three aspects of English: speaking and listening, reading and writing. Students will reflect on the significance and impact of English and literacy on their own and children’s lives. They will be given opportunities to investigate and explore their own learning of speaking and listening, reading and writing in relation to effective teaching practice.

  • Introduction to Foundation Subjects and RE

    In this module students will be introduced to creative and enquiry based learning. The module will include seminars, first hand practical experience, tutor input and guided independent activity, focusing on collaborative and reflective learning. Students will learn about the discrete knowledge and skills of each foundation subject as well as using cross curricular approaches to enhance learning and teaching.

  • Personal and Professional Enhancement 1

  • School Placement 1

    The first school placement provides an opportunity for students to develop professional relationships and basic teaching skills when working with children in the primary classroom. Students will reflect upon their practice in the classroom in order to be able to make progress towards meeting the current Standards for Qualified Teacher Status (QTS).

  • Science: Learning and Teaching

    Students' knowledge and understanding of science and enquiry skills will be developed to enable them to become confident, effective and reflective practitioners of primary science as defined in the relevant curricula for the primary school and Early Years Foundation Stage. The taught course uses lectures and practical workshops to develop and extend knowledge and understanding of science and how to teach it through first-hand experience. Activities will be related to children's scientific learning in the classroom. Students will be expected to work independently, co-operatively and collaboratively with others.

Optional

  • Alternative to School Placement

    This module builds upon experience from school experience in Year 1 and the learning from the modules. Students have an opportunity to demonstrate their knowledge, understanding and skills required to teach primary/Foundation stage children as defined by the current DfE standards.

Year 2

Core Modules

  • Creative Enquiry in Science and the Foundation Subjects

    This module has four strands: • Students’ own skills of creativity and enquiry • Understanding how creativity and enquiry supports children’s learning • Developing creativity and enquiry skills through a range of teaching and learning strategies • Application of creativity and enquiry in Science and the Foundation subjects.

  • Developing Professional Practice Consolidation 1

    This module begins with a reflection of your learning from year 1 and how this has influenced your developing core values and philosophy for learning. Students will develop more depth of understanding of issues associated with effective learning and teaching through the analysis of theories, research and current practices.

  • Developing Professional Practice Consolidation 2

    This module begins with a reflection on your developing values and philosophy. Students will develop more depth of understanding of issues associated with effective learning and teaching through the analysis of theories, research and current practices. There will be a particular focus on learning environments.

  • Developing classroom practice in mathematics

    This module builds on the Year 1 module, An introduction to mathematics learning. It seeks to develop students’ confidence as teachers of mathematics through • further developing maths content subject knowledge, and • examining how students’ maths content knowledge supports planning for learners’ progression, confidence and resilience and contributes to monitoring and assessment. Students will consolidate their knowledge and understanding of diversity, equality and inclusion by examining teaching approaches which meet the needs of all learners.

  • English: Children's Experiences of Texts

    In this module, students will be given the opportunity to extend their knowledge of children’s literature: fiction and non-fiction. Students will explore current research and classroom practice that supports and also promotes the reading process. Sessions dedicated to specific genres of texts will enable students to evaluate the appropriateness and effectiveness of these texts in the teaching and learning of English and literacy. There will be opportunities to explore current issues and initiatives in the teaching of reading.

  • English: Diversity and Inclusion

    This module consolidates students’ subject knowledge and pedagogic underpinning to enable them to teach English inclusively to reflect the diversity of children. Students will develop a reflective and analytical understanding of children’s learning and development of English and literacy. Students will consolidate their skills, knowledge and understanding to enable them to plan effectively and inclusively for English and literacy.

  • English: The Teaching of Writing

    Writing can be considered a challenge for different learners in different ways. Writing involves drawing together a range of skills (understanding the role of context, grammar and form) that all come together to produce a carefully crafted piece of work. Motivating writers and sustaining writing are vital to the role of the teacher and you will therefore consider the importance of purpose and audience in writing as you develop your knowledge of compositional and transcriptional skills. Using this understanding of writing as a starting point you will further develop your knowledge of how children use reading and spoken language to develop their writing. You will refine your understanding of how teachers support children’s writing from planning to publication. You will explore strategies to enable you to create an engaged community of writers in EYFS, KS1 and KS2. Throughout the module you will have opportunities to plan for the teaching of writing using a range of text types, first hand experiences and discussion.

  • Personal and Professional Enhancement 2

  • School Placement 2

    The second school placement builds upon experience from Year 1 with an increased expectation for students to take on the class teacher's role. A wider range of subjects is taught and students have an opportunity to further develop their skills of planning, teaching, class management and monitoring of children's progress. Reflective practice is an essential element for ensuring on-going progress in meeting the Standards.

Optional

  • Alternative to School Placement

    This module builds upon school experience from Year 1 and in some cases Year 2. A wider range of subjects are taught and students have an opportunity to further develop their skills of planning, teaching, class management and monitoring of children's progress.

Year 3

Core Modules

  • Becoming an outstanding maths teacher

    This module will develop students’ understanding of learning maths from the perspective of pupils in their class, strengthening their awareness of the teacher’s role as facilitators, supporting learners to construct their own understanding of mathematical concepts. Students will focus on what it means to be an excellent teacher and develop the confidence to take risks in their teaching in order to motivate and engage learners. They will also critique current initiatives in mathematics teaching and use this to strengthen their own teaching.

  • Developing Professional Practice Enrichment 1

    This module begins with a reflection on your developing values and philosophy. Students will focus on an aspect of Developing Professional Practice. They will deepen their knowledge and understanding of this area through enquiry and critical evaluation. This will also involve considering the implications for developing their own practice to meet individual needs. Independence and resilience will be required to complete the assignment.

  • Developing Professional Practice Enrichment 2

    This module begins with a reflection on your developing values and philosophy in order for you to recognise the influences on and changes to your understanding of teaching and learning throughout your BEd journey. The module requires you to be aware of your strengths and areas for development so that you can plan for your continuing professional development.

  • Developing a creative curriculum

    This module further enriches students’ subject knowledge and pedagogic underpinning to enable them to teach creatively. Students will develop a critical understanding of children’s learning and development through a cross- curricular, creative approach. Students will enrich their skills, knowledge and understanding to enable them to plan creatively and for creativity.

  • English Across the Curriculum

    This module further enriches students’ subject knowledge and pedagogic underpinning to enable them to teach English and literacy across the curriculum successfully. Students will develop a critical understanding of children’s learning and development of English and literacy through a cross- curricular, creative approach. Students will enrich their skills, knowledge and understanding to enable them to plan effectively for English and literacy across the curriculum.

  • Personal and Professional Enhancement 3

  • School Placement 3

    The final school placement builds upon experience from Years 1 and 2 with the expectation that students take on substantially the class teacher's role. Students have an opportunity to demonstrate their knowledge, understanding and skills required to teach primary/foundation stage children as defined by the current Standards for Qualified Teacher Status.

Optional

  • Alternative to School Placement

    This module builds upon experience from school experience in Years 1 and 2 and in some cases Year 3.Students have an opportunity to demonstrate their knowledge, understanding and skills required to teach primary/Foundation stage children as defined by the current DfE standards

Fees & funding

The government has yet to announce the upper limit of Tuition Fees for applicants wishing to study an undergraduate course in 2018/19. As soon as this information becomes available, our website will be updated and we will contact everyone who has applied to the University to advise them of their Tuition Fee.

Fees 2017

UK/EU Students

Full time: £9,250 for the 2017 academic year

International Students

Full time: £11,350 for the 2017 academic year

*Tuition fees are charged annually. The fees quoted above are for the specified year(s) only. Fees may be higher in future years, for both new and continuing students. Please see the University’s Fees and Finance Policy (and in particular the section headed “When tuition fees change”), for further information about when and by how much the University may increase its fees for future years.

View detailed information about tuition fees

Other financial support

Find out more about other financial support available to UK and EU students

Living costs / accommodation

The University of Hertfordshire offers a great choice of student accommodation, on campus or nearby in the local area, to suit every student budget.

View detailed information about our accommodation

How to apply

2017

Start DateEnd DateLink
28/09/201720/05/2018Apply online (Full Time)
28/09/201720/05/2018Apply online (Full Time)
28/09/201720/05/2018Apply online (Full Time)
28/09/201720/05/2018Apply online (Full Time)

2018

Start DateEnd DateLink
28/09/201820/05/2019Apply online (Full Time)
28/09/201820/05/2019Apply online (Full Time)
28/09/201820/05/2019Apply online (Full Time)

2019

Start DateEnd DateLink
28/09/201920/05/2020Apply online (Full Time)
28/09/201920/05/2020Apply online (Full Time)
28/09/201920/05/2020Apply online (Full Time)