Skip to main content
  • Home
  • Courses
  • Primary Education Studies (Non QTS Accelerated Degree) BA(Hons)

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

    • Apply now Order a prospectus Open Days
    {{menu.previous.name}}
    {{menu.center.name}}
    {{menu.next.name}}

    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)

    Primary Education Studies (Non-QTS Accelerated Degree) BA(Hons) will prepare you for teacher training, postgraduate research, employment in the primary education sector or other education-related roles in, for example:

    • Policy-maker or researcher
    • 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.

    Teacher Training is top in Yorkshire in the 2024 NSS for Assessment and Feedback, Academic Support and Organisation and Management. (National Student Survey 2024)*

    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.

    The top five job titles advertised in the UK for graduate roles associated with Primary Education Studies (Non QTS Accelerated Degree) BA(Hons) are Teaching Assistants, SEN Teaching Assistants, Early Years Teachers, Nursery Practitioners and Early Years Practitioners.**

    *(All modes, all levels, taught, using Yorkshire £100m+ , limited to rank = 1 and more than 3 institutions)

    **Lightcast data extracted from Graduate Career Explorer – job postings from Dec 2023 to Nov 2024 showing jobs advertised associated with a selection of relevant graduate.

    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.

    This course has modules making up 360 credits over the 2 years, with each credit being 10 hours of study (3600hours in total). An average approximately* 20% (675 hours) of the study time on this course is spent with your tutors face to face or online in lectures, seminars, tutorials, practicals and workshops. The remainder of the time will be spent on independent study. Assessments takes place through a variety of exams and coursework.

    Subject to mode of study. *Based on current core modules.

    Calculated using data from the academic year 2024/25, as of November 2024.

    Teaching

    The teaching year for most courses normally starts in September with breaks at Christmas and Easter, finishing with a main examination/assessment period around May/June. Teaching on other courses including professional courses, postgraduate taught, research, distance learning and apprenticeship may have other start dates including January and May. All start dates can be found on each course page and term dates are also available. Students on a full-time course may have to attend every day of the week. Students who choose to study a full-time course on a part-time basis will generally attend modules at the same time as our full-time students. Timetables are normally available one month before registration.

    Our courses are taught at our University campus and you can expect that your lectures and seminars will be held face to face, except in cases of emergency or if specifically stated otherwise in the module description.

    Feedback

    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.

    Progression

    You may progress to the next stage of your course or research degree, subject to meeting University assessment criteria and professional, statutory or regulatory body guidelines.

    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. Our teaching staff rank first in England for the proportion with higher degrees and teaching qualifications, as well as being top five for those holding doctorates (HESA 2025). So you’ll learn from some of the best, helping you to be the best.

    3. We are second in the country for National Teaching Fellowships, which mark the UK’s best lecturers in Higher Education, winning a total of 24 since 2008 (2025 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).

    Visit ‘Our experts’ page where you’ll find in-depth profiles of all our academic staff

    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

    Your Career

    Discover the job roles our graduates are working in now.

    Inspiring Graduate

    Get inspired by real students and their careers.

    Student Support

    Discover all the support available so you can thrive.

    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

    When you enrol as a student of the University, your study and time with us will be governed by our terms and conditions, Handbook of Regulations and associated policies. It is important that you familiarise yourself with these as you will be asked to agree to them when you join us as a student. You will find a guide to the key terms here, along with the Student Protection Plan.

    Although we always try and ensure we deliver our courses as described, sometimes we may have to make changes for the following reasons:

    Changes to a course you have applied for but are not yet enrolled on

    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. 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. Where this is the case we will notify you as soon as reasonably possible and if you are unhappy with the change we will discuss with you other suitable courses we can transfer your application to. If 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

    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 an equivalent range of options to that advertised for the course. 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 non-optional modules on a course if it is necessary for us to do so and provided such changes are reasonable. A major change is a change that substantially changes 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), 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 or a commissioning or accrediting body. We may also make changes to improve the course in response to student, examiners’ or other course evaluators’ feedback or to ensure you are being taught current best practice. Major changes may also be necessary because of circumstances outside our reasonable control, such as a key member of staff being unable to teach due to illness, where they have a particular specialism that can’t be adequately covered by other members of staff; or due to pandemics, other disasters (such as fire, flood or war) or changes made by the government.

    Major changes would usually be made with effect from the next academic year, but may happen sooner in an emergency. We will notify you as soon as possible should we need to make a major change and will consult with affected groups of students and any changes would only be made in accordance with our regulations. 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 let us know before the change takes effect you can cancel your registration and withdraw from the University without liability to the University for any additional tuition fees. We will provide reasonable support to assist you with transferring to another university if you wish to do so and you may be eligible for an exit award depending on how far through your course you are.

    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 in accordance with the student protection plan.

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

    You may also be interested in...

    Primary and Early Years Education with QTS BA(Hons)

    Full-time

    Undergraduate

    If you aspire to become a primary school teacher for Foundation and Key Stage 2 pupils (aged three to eleven), this course provides the knowledge, practical experience and qualification (including Qualified Teacher Status) to help you on your way.

    Find out more How to apply

    Early Childhood Education and Care BA(Hons)

    Full-time

    Undergraduate

    The Early Childhood Education and Care (ECEC) BA (Hons) is the course for you, if you are an aspiring early years specialist and passionate about working with young children and their families. On completion of the ECEC degree, graduates have the skills and knowledge needed to enter a profession where they become advocates for children and where they understand and promote equality, diversity and inclusion in their work with families. The course will enable you to gain essential experience and skills through work placement opportunities in relevant early years/early childhood settings

    Find out more How to apply
    View more courses