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

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    Overview

    This course is designed to help you develop your knowledge of primary and early years education, equipping you with the skills you’ll need to progress towards becoming a teacher in a primary or early years setting, or for other roles and careers within the field of education.

    Completion of this course does not result in a recommendation for Qualified Teacher Status (QTS), a requirement for becoming a primary school teacher. However, following successful completion of the course, Qualified Teacher Status (QTS) can be achieved through completion of a postgraduate teacher training course (such as a Primary Education PGCE).

    If you aspire to become a primary school teacher, this course offers an accelerated route to completing an Undergraduate degree. In just two years, you’ll gain the requirements needed to apply for a Postgraduate teacher training course. From there, you can delve into further study and potentially look forward to a career in early years, primary schools, or higher and further education.

    Why study Primary Education Studies (Non-QTS Accelerated Degree) BA(Hons)

    The BA (Hons) Primary Education Studies (Non-QTS Accelerated Degree) will support you in preparation for employment in the primary education sector, but the course content also reflects the skills and knowledge useful to those wishing to work in education-related roles in, for example:

    • School management
    • Social work
    • Health and social care
    • Counselling and mentoring

    You’ll have the opportunity to undertake a work placement in a primary school and, as part of your placements, you’ll be able to observe experienced teachers and gain practical, hands-on experience in contributing to classroom practice.

    Please note: This course follows an accelerated delivery pattern across all three terms of the academic year. This means you’ll complete the same number of modules and assignments as students on a three-year degree course.

    Entry requirements

    BBB-BBC at A Level or equivalent.

    120-112 UCAS tariff points from a combination of Level 3 qualifications.

    Merit in T Level

    DDM-DMM in BTEC Level 3 Extended Diploma.

    • Access to Higher Education Diploma with 45 Level 3 credits at Merit or above.
    • 120-112 UCAS tariff points from International Baccalaureate qualifications.

    In addition you must also:

    • have GCSE English Language or Literature, Maths and a Science subject at grade 4 or above, or grade C or above if awarded under the previous GCSE grading scheme. In accordance with DfE guidance, equivalent UK Level 2 qualifications for example functional skills are not accepted.
    • provide an Enhanced Disclosure and Barring Service (DBS) check and health clearances.

    Please note that offers are subject to interview.

    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 (TOEFL 87), or equivalent. Read more about the University’s entry requirements for students outside of the UK on our International Entry Requirements page.

    Course Detail

    Core modules:

    Theories and Strategies for Learning

    This module introduces you to a variety of key skills intended to support your transition into higher education. The module encourages the development of academic study and communication skills necessary for success on your course along with academic tenacity and resilience. It encourages you to harness your organisation skills, have aspirations and develop self-efficacy.

    Perspectives in Learning and Development

    This module introduces significant theories and research which underpin development and learning for children, young people and adults. It considers a range of key concepts to explain the basis of development and learning. It identifies the different dimensions of development (cognitive, linguistic, social, moral) and locates these aspects of development in their cultural and social context and in an international context. It focuses on different transitions that children and young people must make as they develop into adulthood and introduces students to different perspectives on the processes involved in learning and development.

    Social Justice and Curriculum in Primary Education

    This module will support you to develop your understanding of the term ‘curriculum’, and how different forms of knowledge and power shape the construction of curriculum. The module aims to equip you with an understanding of the theoretical perspectives on social justice and provide explanations as to how the curriculum can be re-fashioned towards a more equitable model. You will apply understandings of social justice and curriculum to create an alternative model of curriculum. To do this, you will be introduced to some alternative foci for curriculum: Neurodiverse Affirming Practice in the Curriculum, Ecojustice, Sustainability, and Social Justice in the curriculum, an Anti-racist Curriculum, and Critical Education. By the end of the module, you will design an alternative curriculum model of social justice explaining how it is situated theoretically and practically, supported by a national and international curriculum, and reflect on the challenges of implementing this model within the current structures, policies, and discourse the increasingly operate within and control education.

    Contemporary Issues in Core Curriculum

    This module equips you to effectively teach English, mathematics and science across the primary age range with small groups of children. You will be introduced to historical and contemporary teaching and learning strategies within the core subjects and you will consider how educational reform, policy, and theories have shaped curriculum and practice. The module examines how the economic, political and educational landscape shapes curricula, especially the impact on 'other' curriculum areas such as the foundation subjects and the 'creative arts' - music, art, drama for example. The module encourages you to analyse the impact of these curriculum issues on teacher autonomy, professionalism, and practice, and asks you to identify more equitable responses for curricula reform.

    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 timed test.

    Culture and the Curriculum

    On this module you will consider the relationship between curriculum and culture. You will develop your understanding of the wider curriculum and learn about the rationales for a range of approaches. You will be encouraged to reflect on your own observations of practice to inform and further your understanding. Assessment is typically via a presentation and a written assignment.

    Core modules:

    Working in Primary Education

    This module will develop your understanding of your own professionalism and practice through workplace learning. You will explore work-based learning, employability, professional concepts and reflective practice. Assessment is typically via a written report and a portfolio demonstrating your professional practice.

    Autism, Neurodiversity and Inclusion

    You will study theories of child development from historical, psychological and sociological perspectives, exploring how neurodivergent and autistic children are constructed within these narratives. You will explore atypical development, examining a range of neurodivergent experiences of education, and analysing pedagogical approaches utilised to strengthen inclusive practices for neurodivergent children and young people in a range of educational settings. You will explore the impact of autism and neurodivergence on individuals and their families and demonstrate critical understanding of support systems within and beyond educational settings.

    Planning Your Final Year Project

    This module will help you to learn how to design and conduct a final year project. It does this by exploring a range of research and design approaches, strategies and methods. The module helps you to design a project that utilises your knowledge and abilities, carry it out and evaluate its outcomes. Your final year project will focus on an empirical research, policy or practice development, documentary research, policy analysis, entrepreneurship activity, or other options in negotiation with your tutor. The module guides you towards gaining a thorough, critical understanding of project planning and evaluation, research protocols, methods, ethics and ways of doing data analysis. By the end of the module you’ll be confident and capable of designing your own rigorous and valid project.

    Final Year Project

    This module allows you to pursue your academic and work-related interests and to demonstrate the breadth of knowledge, understanding, and strengths that you have developed during your degree studies. You will review critical understanding of project planning and evaluation, research protocols, methods, ethics, and analysis. You will be supported in the selection of a focus for your final project, in the development of an application for ethical approval, and at each stage of your study. Your final year project will focus on an empirical research, policy or practice development, documentary research, policy analysis, entrepreneurship activity, or other options in negotiation with your tutor. This module is your opportunity to work together with a supervisor to confidently and rigorously undertake a valid project.

    Critical Approaches to Inclusive Education

    You will examine definitions and different understandings of inclusion and models of disability, considering a national and global context. You will explore the impact these different definitions and models have on educational policy and practice. You will critically analyse current approaches to inclusion in a range of settings. You will develop your understanding of approaches to inclusive planning, teaching and assessment that ensures accessibility, challenge and achievability for all pupils.

    Option modules:

    Choose one from a list which may include:

    Health and Wellbeing

    Through this module you’ll explore different aspects of the health and well-being of children and young people and become equipped to evaluate the wider public health agenda, national trends and supporting legislation. Assessment is typically via research, presentation, discussion and written evaluation.

    Supporting Social, Emotional and Mental Health in Education

    This module explores the context of and responses to a range of social, emotional and mental health needs in educational settings. Your understanding of different techniques that can be used to promote positive social, emotional and mental health plus behaviours for learning will be developed. You will explore causes of social, emotional and mental health needs, and look at how these can lead to dysregulated behaviour as well as the way that emotional and other difficulties can be recognised in one-to-one, small group encounters and whole class contexts. You will also consider theoretical aspects of supporting positive social, emotional and mental health, alongside behaviour management.

    Leadership and Management in Professional Contexts

    This module seeks to develop your understanding of theories of leadership, management and the organisation of professional practice. You’ll have the opportunity to explore relevant theory and practical factors such as mentoring arrangements, group structures, staff development and the leadership of change in professional practice. Assessment typically involves the development of an annotated bibliography and a poster presentation.

    You’ll be taught through a series of lectures, seminars, tutorials and interactive workshops. On average, 14%* of the study time on the course is spent with your tutors (either face to face or online) in lectures, seminars, tutorials etc. You’ll also have a personal tutor who’ll be assigned to you throughout your degree to support your ongoing wellbeing and ensure that you have a positive learning experience.

    *based on 2022/2023 timetables

    Teaching takes place across all three terms of the academic year, so that you’ll complete the 360 credits required for a BA(Hons) degree in two years. To accommodate the teaching programme required for an accelerated degree, the course includes teaching through day schools over the summer months between years 1 and 2. The day schools involve intense teaching of module content over a short period of time – usually three days plus one day for assessment.

    Some modules on the course will be taught alongside other courses within the School of Education and Professional Development, creating opportunities for students to share knowledge and experiences.

    100% of assessment on the course is based upon coursework. Your module specification/course handbook will provide full details of the assessment criteria applying to your course.

    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.

    1. 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.

    2. 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.

    3. 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).

    4. 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).

    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.

    Placements

    During your time on the course, you will be required to complete at least 70 hours of work placement in your first year and 120 hours in your second year. placement

    This placement will be in a relevant primary education setting, providing you with hands-on teaching experience.

    We will endeavour to place you in a location convenient to you, although some placements may be located further from your point of study. Please be aware of potential travel costs associated with your placement.

    Additionally, your dedicated course tutors will work closely with placement mentors to provide guidance and support throughout your experience, ensuring you gain maximum benefit from your placements.

    We have the chance to find and choose our own placements, so I was able to find a great local school to practise in. The staff there were very welcoming and encouraging, and I learnt so much from them. I'm very much looking forward to my placements in second year!

    Headshot of Joe.

    Joe Tymon, Current Student, Primary Education Studies (Non-QTS Accelerated Degree)

    Hands-on Early Years learning environment.
    Practical teaching in a real-world setting

    Discover more about the course

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    Further Study

    Learn about pursuing a Master’s or PhD at Huddersfield.

    Research Excellence

    See how our innovative research shapes what you'll learn.

    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.

    Equal opportunities

    The University of Huddersfield is an equal opportunities institution. We aim to create conditions where staff and students are treated solely on the basis of their merits, abilities and potential, regardless of gender, age, race, caste, class, colour, nationality, ethnic or national origins, marital status, disability, sexual orientation, family responsibility, trade union activity, political or religious belief, or age. Please visit our website to see our Equal Opportunities and Diversity Policy

    Data protection

    The University holds personal data on all enquirers, applicants and enrolled students. All such data is kept and processed in accordance with the provisions of the Data Protection Legislation. The University’s Data Protection Policy and Privacy Notices are available on the University website.

    Students’ Union membership

    Under the 1994 Education Act, students at all UK universities have the right to join, or not to join, the Students’ Union. There is no membership fee. If you choose not to join you have the right not to be disadvantaged; however, you are not entitled to vote, take part in elections, or hold any office. The following arrangements apply in order that non-Union members are not disadvantaged: Non-members are welcome to take part in the activities of Affiliated Clubs and Societies on payment of the appropriate subscription. However, they may not vote or hold office in the society or club. Union members may be offered a discounted subscription. Non-members are free to use Union facilities on the same basis as members. Welfare, catering and shops are available to non-members as well as members. Union members may be offered a discounted price.

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

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