Primary and Early Years Education with QTS BA(Hons)

It’s not too late to apply for September.

Start date

16 September 2024

Duration

3 years full-time

Entry requirements

A Level - BBB

BTEC - DDD

See full entry requirements

Places available (subject to change)

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About the course

Reasons to study

Our Primary & Early Years Education with QTS course achieved an overall satisfaction score of 95% in the National Student Survey 2022
100% of our undergraduate students go on to work and/or further study within fifteen months of graduating
Upon successfully completing this course, you'll be a qualified teacher, ready to embark on your Early Career Teacher (ECT) professional development programme in school

If you’re striving to become a primary school teacher, then this course will help you on your way. The course focuses on developing the skills you need to teach children from ages three to eleven and upon successful completion we’ll recommend Qualified Teacher Status (QTS).

We were ranked best in Yorkshire* for student satisfaction in the subject Teacher Training (National Student Survey 2022)

Why Primary and Early Years Education?

The course content is designed to address the full breadth of the Teachers’ Standards, combining university-based and school-based training. You’ll have the opportunity to gain comprehensive knowledge of the core subjects (English, Mathematics and Science), the seven areas of learning in the Early Years Foundation Stage and the full breadth of the National Curriculum.
We know there’s no substitute for learning how to teach in the classroom environment, so we give you lots of opportunity to gain practical experience across our partnership schools, starting from your first term. In fact, you’ll undertake a range of longer and shorter enrichment placements every year. Your placements will be organised by our dedicated placements team alongside your academic tutors to ensure you get the experience you need. As part of your placements you’ll be able to observe experienced teachers, gain practical, hands-on experience in front of students and benefit from one-to-one mentoring. It’s all designed to help you develop your skills and move on to become an outstanding teacher.
While you’re studying at Huddersfield, you’ll be able to access our extensive professional and academic network, not to mention our excellent facilities and specialist equipment, including our mock Early Years and Primary classrooms designed to help you prepare for the real world whilst you study.

*subjects rankings refer to Common Aggregation Hierarchy level 3 and are further filtered to include English HEI's with income over £100m+ in the 20/21 academic year, Question: Overall Satisfaction (Q27)

Course detail

Year 1

Core modules:

Initial Professional Development and School-Based Training 1: Theories and Strategies for Teachers and Learners

This module aims to help you to develop critical reflection, a personal philosophy and your professional practice as a teacher. It provides the opportunity to study theories of child development and education and learning. It encourages evaluation and critique of these areas of educational debate, informed by theory, current research and policy.

Teaching and Learning in the Foundation Areas and RE 1

This module will introduce you to the National Curriculum requirements in the foundation subjects and the requirements of the Early Years Foundation Stage (EYFS) framework. You will explore creative and innovative ways of teaching the foundation areas and RE and develop your understanding of planning, and of appropriate assessment strategies for different subjects. Assessment typically involves producing a poster and a group presentation on one of the foundation subjects of the National Curriculum, RE or an area of learning in the EYFS.

Introduction to Core Curriculum Studies - English, Maths and Science

This module will help prepare you to teach English, mathematics and science across the early years and Key Stage 1. The module will be taught jointly by subject specialist tutors and school-based trainers. Training sessions will take place both in schools and in the University. Assessment is typically via a series of practical assignment tasks examining English (including Phonics), maths and science in the EYFS or primary classroom, exploring and synthesising theory into practice.

Teaching and Learning in the Early Years Foundation Stage

This module will aim to develop your knowledge and understanding of teaching and learning in the Early Years Foundation Stage (EYFS), incorporating key features of effective learning environments and effective pedagogy in the birth to five age range. A strong emphasis is given to understanding child development and the crucial role of the adult in observing, assessing and planning for learning. This module will support you to develop your skills for observing, assessing and teaching young children and communicating effectively with them. It aims to prepare you for EYFS classroom practice based on sound understanding and critical reflection of the Early Years Foundation Stage.

Year 2

Core modules:

Advanced Primary Core Curriculum Studies - English, Maths and Science

This module builds on learning undertaken in Introduction to Core Curriculum Studies – English, Maths and Science. The aim is to provide you with the opportunity to consolidate and extend your subject knowledge in mathematics, science and English through a series of training sessions which will take place both in the University and in partnership schools. Assessment is typically via the design, planning and evaluation of practical resources to support a sequence of lessons for a specific age group in either English, Maths or Science.

Teaching and Learning in the Foundation Subjects and RE 2

This module will extend your knowledge of the foundation areas and RE and their corresponding areas of learning and development in the EYFS. You will extend your subject knowledge and learn how to plan for cross curricular links and holistic learning in creative and innovative ways. Training takes place both in university and in schools and you will have the opportunity to undertake a wider curriculum placement in which you’ll teach a series of lessons. Assessment is typically via the planning, delivery and evaluation of a sample unit of work for a chosen year group, incorporating several of the foundation areas of the National Curriculum or their corresponding areas of learning and development in the EYFS.

Initial Professional Development and School-Based Training 2: Creative Teachers and Creative Learners

This module supports you to further develop your skills of critical reflection and professional development planning. You will extend your knowledge of theory, research, policy and practice furthering your ability to demonstrate your own professional identity and educational philosophy. Through practical sessions you will also develop your Personal Development Portfolio. The module is practice based; all students undertake an eight week assessed block of School-Based Training, involving planning, teaching and assessing children’s learning. Assessment is typically via the submission of a teaching file to include lesson planning, evaluations of your own teaching, assessments for learners, feedback from trainers/mentors, a record of professional development activities and an impact study to show learner progress.

Working with Children with Special Educational Needs and Disabilities

This module introduces you to the barriers to learning experienced by those with special educational needs and disabilities and explores strategies teachers use to overcome these. You will have the opportunity to undertake enrichment experience in an alternative educational setting to enable you to apply theory to practice, and will aim to compile a reflective and critical portfolio based on your experiences which enables you reflect critically on your knowledge and practice.

Safeguarding Children and Young People

This module will help raise your awareness of current legislation, policies and procedures which exist to promote children and young people’s rights and to keep them safe from harm. It emphasises the knowledge, skills and qualities required to work with children, young people, their families and carers and other professionals in safeguarding contexts; and critically explores broader concepts of child abuse. Assessment typically involves the completion of an oral assessment and a test.

Year 3

Core modules:

Initial Professional Development and School Based Training 3: Curriculum, Assessment and Data

This module seeks to prepare you for your final block placement in which you’ll be required to take responsibility for planning and teaching for the majority of the timetable. Through critical self-reflection and personal development planning you will be guided to establish your professional values and become the teacher you aspired to be. Assessment is typically via the submission of a portfolio demonstrating your competence across the Teacher Standards parts one and two. Evidence will include planning, evaluations, feedback, a record of professional development and an impact study to show learner progress.

Diversity, Equality and Inclusion in Primary and Early Years Education

This module will develop further your understanding of the concept of equality, diversity and inclusive education; it builds on the work undertaken across the whole of the course, with an emphasis on promoting a good understanding of the diverse nature of classrooms and the implications of this for resourcing, teaching and learning. Assessment is typically via a written reflective report on work undertaken as a community of practice in devising a scheme of work in a primary school or EYFS setting.

Subject Leadership and Management in the Primary School and EYFS

The module will introduce you to leadership and management in the primary school and EYFS. It will be led by University tutors and subject leaders drawn from across the partnership. It will introduce you to the principles behind effective middle leadership and some of the associated challenges. Following a series of lectures focusing on leadership styles, middle leadership, action planning and data analysis students will undertake a focused subject project within their partnership school that supports the school’s priorities. Assessment is typically via a mini-research project implemented in school, providing evidence of dissemination of findings and suggestions for innovation in the school or EYFS setting.

Dissertation: A Research Project in Primary/Early Years Education

This module will facilitate development of knowledge, understanding and skills required to utilise basic research methods to explore a specific question in a small-scale investigation within the context of a primary school. The findings will be analysed critically with reference to published theory and recent research. Assessment is typically via the submission of a dissertation.

Teaching and Assessment

You’ll be taught through a series of lectures, seminars, tutorials and interactive workshops. On average, 17.1%* of the study time on the course is spent with your tutors (either face to face or online) in university lectures, seminars, tutorials etc. You’ll also have a personal tutor assigned to you throughout your degree to support your ongoing wellbeing and ensure that you have a positive learning experience. In addition trainees take part in compulsory school placements and school led training.

*based on 2020/2021 timetables

Assessment includes assignments on learning theory and professional issues associated with education. Within partnership schools, mentors assess your teaching to help you develop into an effective teacher.

Feedback (usually written) is normally provided on all coursework submissions within three term time weeks – unless the submission was made towards the end of the session in which case feedback would be available on request after the formal publication of results. Feedback on exam performance/final coursework is available on request after the publication of results.

Teaching excellence

The University of Huddersfield has been rated Gold in all three aspects of the Teaching Excellence Framework (TEF) 2023. We were the only university in Yorkshire and the Humber and the North West to achieve Gold ratings in all three aspects of the TEF among those announced in September 2023. In fact only 13 Universities, out of the 96 that were announced in September 2023, were Gold in all three ratings.
Further proof of teaching excellence: our staff rank in the top three in England for the proportion who hold doctorates, who have higher degrees, and hold teaching qualifications (HESA 2024). So, you’ll learn from some of the best, helping you to be the best.
We are first in the country for National Teaching Fellowships, which mark the UK’s best lecturers in Higher Education, winning a total of 22 since 2008 (2023 data).
We won the first Global Teaching Excellence Award, recognising the University’s commitment to world-class teaching and its success in developing students as independent learners and critical thinkers (Higher Education Academy, 2017).

Global Professional Award

At Huddersfield, you'll study the Global Professional Award (GPA) alongside your degree* so that you gain valuable qualities and experiences that could help you to get the career you want, no matter what your field of study is. On completion of the Award, you'll receive a GPA certificate from the University of Huddersfield, alongside the specialist subject skills and knowledge you gain as part of your degree, which may help to set you apart from other graduates.

Giving students access to the Global Professional Award is one of the reasons the University won ‘Best University Employability Strategy’ award at the National Graduate Recruitment Awards 2021. Find out more on the Global Professional Award webpage.

*full-time, undergraduate first degrees with a minimum duration of three years. This does not include postgraduate, foundation, top-up, accelerated or apprenticeship degrees.

Entry requirements

BBBat A Level or equivalent

120 UCAS tariff points from a combination of Level 3 qualifications

Merit at T Level

DDD in BTEC Level 3 Extended Diploma in a relevant area

Access to Higher Education Diploma with 45 Level 3 credits at Merit or above
120 UCAS tariff points from International Baccalaureate qualifications.

In addition you must also:

have GCSE English language, Maths and a Science subject at grade 4 or above, or grade C or above if awarded under the previous GCSE grading scheme.

provide an Enhanced Disclosure and Barring Service (DBS) check and health clearances.

offers are subject to interview.

All conditions must be met by 31 August for entry in September in the year of application.

If your first language is not English, you will need to meet the minimum requirements of an English Language qualification. The minimum for IELTS is 7.0 overall with no element lower than 6.5, or equivalent. Read more about the University’s entry requirements for students outside of the UK on our Where are you from information pages.

Other suitable experience or qualifications will be considered. For further information please see the University's minimum entry requirements.

Placements

A key element of your studies and learning takes place whilst you’re on placement. In Years 1 and 2, on average, trainees undertake a compulsory block teaching placement of between 6-8 weeks duration and also undertake shorter enrichment placements (also compulsory) of between 1-4 weeks per placement. The aim of these shorter placements is to focus on topics including special educational needs, behaviour management, English and mathematics. In the final Year, trainees undertake a compulsory block placement of between 12 – 13 weeks duration. In recent years students have undertaken placements in special schools, pupil referral units and in settings for children with communication needs.

Your placements could be based in areas some distance from your point of study, so please be aware of potential associated travelling costs.

I attended a range of placements in a wide variety of schools. I definitely feel that this prepared me well for my first teaching post. One of my most memorable moments was being signed off as an outstanding teacher in my final placement.

Hannah Scoffin, graduated from Primary Education (Early Years and Key Stage 1) BA(Hons) with QTS in 2017

Facilities

Primary teaching session

Mill Cafe

Your career

If you aspire to become a primary school teacher, this course provides the knowledge, practical experience and qualification (including Qualified Teacher Status) to help you on your way.

*Percentage of graduates from this course who are in work and/or further study within fifteen months of graduating (HESA Graduate Outcomes 2020/21, UK domiciled, other activities excluded).

95% Graduates employed*

Professional links and accreditations

Upon successful completion of the course we recommend Qualified Teacher Status be awarded by the Department for Education. This accreditation is reviewed on a regular basis.

Further study

We offer a number of taught Master’s courses in the subject area of Education and details of these, including the entry requirements, can be found on our course search.

Inspiring Graduate

Our graduates go on to succeed in a whole range of exciting careers. Hereâs just one example.

As a graduate of the University of Huddersfield youâll also become a member of our alumni community, allowing you to stay in touch and continue to access university services.

I have always wanted to become a positive and enthusiastic teacher as watching children grow and develop has provided me with immense satisfaction and motivation (even as a trainee). I hope to become a great driven teacher that teaches children to love learning. Progressing into a leadership role has also been a goal for me as I would love to lead a subject area I am passionate about.

I feel confident to enter the world of work as I feel my degree has taught me all I need to know to help make me the best teacher I can be. The in-house advice on how to find your first ECT job to being successful at interviews has really set the correct foundations to help me achieve my full potential. The practical experiences in schools help me really mirror what I learn in university and apply it in the classroom finding what works for me.

Momina Hanif, Graduate (2021), Early Years and Primary Education with QTS (Hons)

Upon successful completion of the course we recommend Qualified Teacher Status be awarded by the Department for Education. This accreditation is reviewed on a regular basis.

We offer a number of taught Master’s courses in the subject area of Education and details of these, including the entry requirements, can be found on our course search.

Our graduates go on to succeed in a whole range of exciting careers. Hereâs just one example.

As a graduate of the University of Huddersfield youâll also become a member of our alumni community, allowing you to stay in touch and continue to access university services.

I have always wanted to become a positive and enthusiastic teacher as watching children grow and develop has provided me with immense satisfaction and motivation (even as a trainee). I hope to become a great driven teacher that teaches children to love learning. Progressing into a leadership role has also been a goal for me as I would love to lead a subject area I am passionate about.

I feel confident to enter the world of work as I feel my degree has taught me all I need to know to help make me the best teacher I can be. The in-house advice on how to find your first ECT job to being successful at interviews has really set the correct foundations to help me achieve my full potential. The practical experiences in schools help me really mirror what I learn in university and apply it in the classroom finding what works for me.

Momina Hanif, Graduate (2021), Early Years and Primary Education with QTS (Hons)

Student support

At the University of Huddersfield, you'll find support networks and services to help you get ahead in your studies and social life. Whether you study at undergraduate or postgraduate level, you'll soon discover that you're never far away from our dedicated staff and resources to help you to navigate through your personal student journey. Find out more about all our support services.

A wide range of resources are also offered within the School of Education and Professional Development, which you would be a part of should you decide to study this course. The school provides you with support in a variety of areas, these include:

Student Support Office (iPoint): a one-stop-shop for students, studying within the School. Here you can get help and advice, including checking your timetable, finding a tutor, handing in assessments. We can also refer you to other departments within the University such as, student finance, student services etc.

Academic Skills Tutor: provides guidance about how you can develop your academic skills in order to improve your grades. We provide support with general academic skills including essay writing, time management, presentations and group work skills; information technology and numeracy; research skills, as well as personal development for example confidence building and assertiveness.

Student Support Officer: provides confidential and impartial advice on welfare and course related issues.

Placements, Employability and Partnerships An enormous part of your learning takes place whilst on placement. To help you get the best possible experience we operate an extensive professional network giving you the opportunity to access a wide range of high quality placement providers. Our professional network includes links with local authorities, schools, colleges, early years settings, voluntary organisations, youth services and youth offending teams to offer you real-life experience whilst you study. Our placements team offer you help to find your placement and support you through it.

The full-time undergraduate tuition fee for 2024/25 entry will be £9250.

Tuition fees will cover the cost of your study at the University as well as charges for registration, tuition, supervision and examinations. For more information about funding, fees and finance for UK students, including what your tuition fee covers, please see Fees and finance.

If you are an EU or international student coming to study at the University of Huddersfield, please visit the International Fees and Finance pages for full details of tuition fees and support available.

Please email the Student Finance Office or call 01484 472210 for more information about fees and finance.

Your placements could be in Huddersfield or surrounding areas, so please consider any travelling costs you may incur.
A Disclosure and Barring Service (DBS) check is required to enable you to undertake placements in settings with children. We arrange this as part of the application process. Please note that there may be a charge for the DBS check.

Fees and Finance

Tuition Fees - full-time

The full-time undergraduate tuition fee for 2024/25 entry will be £9250.

Please email the Student Finance Office or call 01484 472210 for more information about fees and finance.

Additional costs

Your placements could be in Huddersfield or surrounding areas, so please consider any travelling costs you may incur.
A Disclosure and Barring Service (DBS) check is required to enable you to undertake placements in settings with children. We arrange this as part of the application process. Please note that there may be a charge for the DBS check.

Important information

We will always try to deliver your course as described on this web page. However, sometimes we may have to make changes as set out below.

Changes to a course you have applied for

If we propose to make a major change to a course that you are holding an offer for, then we will tell you as soon as possible so that you can decide whether to withdraw your application prior to enrolment.

Cancellation of a course you have applied for

Although we always try and run all of the course we offer, we may occasionally have to withdraw a course you have applied for or combine your programme with another programme if we consider this reasonably necessary to ensure a good student experience, for example if there are not enough applicants to ensure you have a good learning experience. Where this is the case we will notify you as soon as reasonably possible and we will contact you to discuss other suitable courses with us we can transfer your application to. If we notify you that the course you have applied to has been withdrawn or combined, and you do not wish to transfer to another course with us, you may cancel your application and we will refund you any deposits or fees you have paid to us.

Changes to your course after you enrol as a student

We will always try to deliver your course and other services as described. However, sometimes we may have to make changes as set out below:

Changes to option modules

Where your course allows you to choose modules from a range of options, we will review these each year and change them to reflect the expertise of our staff, current trends in research and as a result of student feedback or demand for certain modules. We will always ensure that you have a range of options to choose from and we will let you know in good time the options available for you to choose for the following year.

Major changes

We will only make major changes to the core curriculum of a course or to our services if it is necessary for us to do so and provided such changes are reasonable. A major change in this context is a change that materially changes the services available to you; or the outcomes, or a significant part, of your course, such as the nature of the award or a substantial change to module content, teaching days (part time provision), classes, type of delivery or assessment of the core curriculum.

For example, it may be necessary to make a major change to reflect changes in the law or the requirements of the University’s regulators; to meet the latest requirements of a commissioning or accrediting body; to improve the quality of educational provision; in response to student, examiners’ or other course evaluators’ feedback; and/or to reflect academic or professional changes within subject areas. Major changes may also be necessary because of circumstances outside our reasonable control, such as a key member of staff leaving the University or being unable to teach, where they have a particular specialism that can’t be adequately covered by other members of staff; or due to damage or interruption to buildings, facilities or equipment.

Major changes would usually be made with effect from the next academic year, but this may not always be the case. We will notify you as soon as possible should we need to make a major change and will carry out suitable consultation with affected students. If you reasonably believe that the proposed change will cause you detriment or hardship we will, if appropriate, work with you to try to reduce the adverse effect on you or find an appropriate solution. Where an appropriate solution cannot be found and you contact us in writing before the change takes effect you can cancel your registration and withdraw from the University without liability to the University for future tuition fees. We will provide reasonable support to assist you with transferring to another university if you wish to do so.

Termination of course

In exceptional circumstances, we may, for reasons outside of our control, be forced to discontinue or suspend your course. Where this is the case, a formal exit strategy will be followed and we will notify you as soon as possible about what your options are, which may include transferring to a suitable replacement course for which you are qualified, being provided with individual teaching to complete the award for which you were registered, or claiming an interim award and exiting the University. If you do not wish to take up any of the options that are made available to you, then you can cancel your registration and withdraw from the course without liability to the University for future tuition fees and you will be entitled to a refund of all course fees paid to date. We will provide reasonable support to assist you with transferring to another university if you wish to do so.

When you enrol as a student of the University, your study and time with us will be governed by a framework of regulations, policies and procedures, which form the basis of your agreement with us. These include regulations regarding the assessment of your course, academic integrity, your conduct (including attendance) and disciplinary procedure, fees and finance and compliance with visa requirements (where relevant). It is important that you familiarise yourself with these as you will be asked to agree to abide by them when you join us as a student. You will find a guide to the key terms here, along with the Student Protection Plan, where you will also find links to the full text of each of the regulations, policies and procedures referred to. You should read these carefully before you enrol. Please note that this information is subject to change and you are advised to check our website regularly for any changes before you enrol at the University. A person who is not party to this agreement shall not have any rights under or in connection with it. Only you and the University shall have any right to enforce or rely on the agreement.

The Office for Students (OfS) is the principal regulator for the University.

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View more courses

Start date

Duration

Entry requirements

Places available (subject to change)

About the course

Reasons to study

Why Primary and Early Years Education?

Course detail

Initial Professional Development and School-Based Training 1: Theories and Strategies for Teachers and Learners

Teaching and Learning in the Foundation Areas and RE 1

Introduction to Core Curriculum Studies - English, Maths and Science

Teaching and Learning in the Early Years Foundation Stage

Advanced Primary Core Curriculum Studies - English, Maths and Science

Teaching and Learning in the Foundation Subjects and RE 2

Initial Professional Development and School-Based Training 2: Creative Teachers and Creative Learners

Working with Children with Special Educational Needs and Disabilities

Safeguarding Children and Young People

Initial Professional Development and School Based Training 3: Curriculum, Assessment and Data

Diversity, Equality and Inclusion in Primary and Early Years Education

Subject Leadership and Management in the Primary School and EYFS

Dissertation: A Research Project in Primary/Early Years Education

Entry requirements

Placements

Facilities

Your career

Student support

Fees and Finance

Fees and Finance

Important information

Changes to a course you have applied for

Cancellation of a course you have applied for

Changes to your course after you enrol as a student

Changes to option modules

Major changes

Termination of course

You may also be interested in...

Primary Education Studies (Non QTS Accelerated Degree) BA(Hons)

Childhood Studies BA(Hons)

Early Childhood Education and Care BA(Hons)

Education BA(Hons)

Special Educational Needs; Disabilities and Inclusion BA(Hons)