Primary and Early Years Education (3-11) with QTS
University of Cumbria
UCAS Code: X124 | Bachelor of Arts (with Honours) - BA (Hons)
University of Cumbria
UCAS Code: X124 | Bachelor of Arts (with Honours) - BA (Hons)
Entry requirements
A level
Access to HE Diploma
60 credits overall, 45 graded at level 3
Pearson BTEC Level 3 National Extended Diploma (first teaching from September 2016)
Scottish Higher
T Level
All subjects are accepted however we recommend the T level Education and Childcare for entry to this course
UCAS Tariff
You may also need to…
Attend an interview
About this course
Ready to impact young learners' lives and inspire the next generation? This comprehensive and forward-thinking programme is designed for individuals passionate about shaping the development and education journey of children aged 3-11. Upon completion, you will be equipped to be a dynamic, skilled educator, proficient in teaching all National Curriculum subjects for this age group.
This programme has been structured to blend a rich mix of academic theory with the necessary practical, training and experience to achieve Qualified Teacher Status* (QTS*). With this qualification, you can immediately pursue teaching roles, ready to positively impact the lives of children.
During the programme, you will gain hands-on teaching experience with 24 weeks of school-based placements, which offer real-world classroom exposure and skill development. Unique experiential placements extend learning beyond traditional environments, ensuring a well-rounded educational experience, while assessments support you in developing your own areas of interest, allowing you to pursue your educational passions.
Our programme is taught in intimate groups, which means you'll learn in a more personalised setting with one-to-one support from peers and tutors. This supportive environment will enhance your learning experience and prepare you for a fulfilling career in education.
*QTS is ratified by the University of Warwick. Accreditation may revert to the University of Cumbria for students commencing programme from September 2025 onwards.
**Course Overview**
Our Primary and Early Years Education programme will give you the training and confidence to thrive as a passionate and effective teacher. With Qualified Teacher Status (QTS) built into the degree, you’ll be eligible to apply for teaching positions as soon as you graduate.
You’ll study how children engage with the curriculum and explore key areas of school practice through focused modules. This will help you build strong knowledge, understanding and pedagogy, enabling you to make a meaningful impact on young children’s lives.
Learning takes place across a variety of settings, including 24 weeks on school-based placements. You’ll also have the chance to work with local children in our on-campus facilities, including our dedicated Early Years outdoor classroom.
Our supportive tutors bring a wealth of classroom experience to your studies and maintain strong partnerships with local teaching schools. Optional international trips provide additional opportunities to broaden your planning and teaching skills.
**On this course you will:**
- Achieve Qualified Teacher Status upon completion.
- Spend at least 24 weeks working with children in school-based placements, both locally and farther afield.
- Train to teach children aged 3-11 years, a uniquely broad catchment that gives you a wealth of diverse experience.
- Be taught in small groups with lots of opportunities to collaborate with your peers and tutors.
- Boost your employability in the education sector by studying an enhancement theme.
**What you will learn**
During this course, you'll explore how children between the ages of 3 and 11 learn. You'll explore the curriculum, specialisms and pedagogy, so you can make a positive contribution to young children's lives by delivering engaging lessons and life-changing support.
Modules
This course is structured to equip you to become an inspiring and dynamic teacher, delivering modules that lead you through curriculum teaching, key theoretical work and placement work.
**Year one**
- Investigating Learning and Teaching 1: Learning and Teaching and Research
Written research project analysing learning and teaching theory.
- Introducing EYFS and the Curriculum Carousel
Portfolio of work centred around the Early Years Foundation Stage Framework and an introduction to the Curriculum Carousel.
- Introducing Curriculum Carousel
Portfolio assignment focussing on the Curriculum Carousel.
- Pedagogy through Specialism: Teaching and Learning
Portfolio Assessment with an emphasis on specialisms in the teaching and learning context.
- Beginning to Teach English
Introduction to teaching English at Early Years and Primary.
- Beginning to Teach Maths
Introduction to teaching Mathematics at Early Years and Primary.
- Beginning Placement
Hands-on placement within a school environment.
- The Cumbria Teacher of Reading: Beginning
Execution of reading list, which forms contributions to group work, placement knowledge and taught sessions.
**Year two**
- Pedagogy through Specialism: Gathering and Using Information to Enhance Learning and Teaching
Further development of pedagogy through specialism module.
- Developing EYFS and Curriculum Carousel
Continued development of Early Years Foundation Stage Framework and the Curriculum Carousel.
- Developing Curriculum Carousel
Continued study of Curriculum Carousel
- Pedagogy through Specialism: Learning Environments
Development of pedagogy through specialism module, with an emphasis on the impact of learning environments.
- Investigating Learning and Teaching 2: Inclusion
Study into inclusion in educational settings.
- Writing and Creativity
Introduction to writing and creativity in the educational setting of 3-11 year olds.
- Developing Maths
Development of Teaching Maths module.
- Developing Placement
Second-year in-school placement.
- The Cumbria Teacher of Reading: Developing
Continued engagement in relevant literature with the second-year reading list.
**Year three**
- Investigating Learning and Teaching 3: Responding to a Dynamic Education Landscape
Final Investigating Learning and Teaching module, with an emphasis on dynamic education landscapes.
- Investigating Learning and Teaching: Specialism Research
Research module centred around students' specialism.
- Curriculum Elective
Curriculum module with a focus on students' elective subject.
- Assessment
Portfolio Assessment
- Pedagogy through Specialism: Thematic and Cross-Curricular Approaches
Final specialism module, analysing approaches to thematic and cross-curricular teaching.
- Effective Monitoring and Assessment of Diverse Learners in English
Final English teaching module.
- Extending Maths
Final Maths teaching module.
- Extending Placement
Third-year in-school placement.
- The Cumbria Teacher of Reading: Extending (Q10)
Continued engagement in the third-year reading list.
Assessment methods
Assessments take a number of forms, from written assignments and portfolios to placement reflections and class participation. Students complete short formative pieces of work, which prepares them for their summative pieces of work. The formative work may be peer-reviewed or shared in a round table discussion. In some instances, especially in their first year, formative work may be marked by tutors with specific feedback given to support individual development.
Assessments include essays, reports, lesson plans, medium-term plans, pieces of research about pupils individual needs, creating resources for use in the classroom, and reflections. Assessments are designed to become more open and possible to individualise in the final year and include a piece of small-scale research exploring an aspect of Education in which they are personally interested.
Tuition fees
Select where you currently live to see what you'll pay:
The Uni
London - Tower Hamlets
Lancaster
Carlisle - Fusehill Street
Institute of Education
What students say
We've crunched the numbers to see if the overall teaching satisfaction score here is high, medium or low compared to students studying this subject(s) at other universities.
How do students rate their degree experience?
The stats below relate to the general subject area/s at this university, not this specific course. We show this where there isn’t enough data about the course, or where this is the most detailed info available to us.
Teacher training
Teaching and learning
Assessment and feedback
Resources and organisation
Student voice
Who studies this subject and how do they get on?
Most popular A-Levels studied (and grade achieved)
After graduation
The stats in this section relate to the general subject area/s at this university – not this specific course. We show this where there isn't enough data about the course, or where this is the most detailed info available to us.
Teacher training
What are graduates doing after six months?
This is what graduates told us they were doing (and earning), shortly after completing their course. We've crunched the numbers to show you if these immediate prospects are high, medium or low, compared to those studying this subject/s at other universities.
Top job areas of graduates
The stats above mainly cover teaching degrees for training and qualifying in primary school education. These tend to be three or four-year courses — check with course tutors about how long you will need to study to get your Qualified Teacher Status. Most graduates go into teaching roles — usually primary school teaching, so these courses have good employment rates and starting salaries. We have a shortage of teachers of all kinds, which is deepening, and whilst many of the most severe are at secondary level, the prospects for this degree are not likely to take a downturn any time soon.
What about your long term prospects?
Looking further ahead, below is a rough guide for what graduates went on to earn.
Teacher training
The graph shows median earnings of graduates who achieved a degree in this subject area one, three and five years after graduating from here.
£22k
£26k
£28k
Note: this data only looks at employees (and not those who are self-employed or also studying) and covers a broad sample of graduates and the various paths they've taken, which might not always be a direct result of their degree.
Explore these similar courses...
Higher entry requirements
Nearby University
Lower entry requirementsSame UniversityThis is what the university has told Ucas about the criteria they expect applicants to satisfy; some may be compulsory, others may be preferable.
Have a question about this info? Learn more here
This is the percentage of applicants to this course who received an offer last year, through Ucas.
Have a question about this info? Learn more here
This is what the university has told Ucas about the course. Use it to get a quick idea about what makes it unique compared to similar courses, elsewhere.
Have a question about this info? Learn more here
Course location and department:
This is what the university has told Ucas about the course. Use it to get a quick idea about what makes it unique compared to similar courses, elsewhere.
Have a question about this info? Learn more here
Teaching Excellence Framework (TEF):
We've received this information from the Department for Education, via Ucas. This is how the university as a whole has been rated for its quality of teaching: gold silver or bronze. Note, not all universities have taken part in the TEF.
Have a question about this info? Learn more here
This information comes from the National Student Survey, an annual student survey of final-year students. You can use this to see how satisfied students studying this subject area at this university, are (not the individual course).
This is the percentage of final-year students at this university who were "definitely" or "mostly" satisfied with their course. We've analysed this figure against other universities so you can see whether this is high, medium or low.
Have a question about this info? Learn more here
This information is from the Higher Education Statistics Agency (HESA), for undergraduate students only.
You can use this to get an idea of who you might share a lecture with and how they progressed in this subject, here. It's also worth comparing typical A-level subjects and grades students achieved with the current course entry requirements; similarities or differences here could indicate how flexible (or not) a university might be.
Have a question about this info? Learn more here
Post-six month graduation stats:
This is from the Destinations of Leavers from Higher Education Survey, based on responses from graduates who studied the same subject area here.
It offers a snapshot of what grads went on to do six months later, what they were earning on average, and whether they felt their degree helped them obtain a 'graduate role'. We calculate a mean rating to indicate if this is high, medium or low compared to other universities.
Have a question about this info? Learn more here
Graduate field commentary:
The Higher Education Careers Services Unit have provided some further context for all graduates in this subject area, including details that numbers alone might not show
Have a question about this info? Learn more here
The Longitudinal Educational Outcomes dataset combines HRMC earnings data with student records from the Higher Education Statistics Agency.
While there are lots of factors at play when it comes to your future earnings, use this as a rough timeline of what graduates in this subject area were earning on average one, three and five years later. Can you see a steady increase in salary, or did grads need some experience under their belt before seeing a nice bump up in their pay packet?
Have a question about this info? Learn more here
