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Primary Initial Teacher Education (with QTS) BA (Hons)

What makes training to teach at Worcester special?

When you’ve decided you want to be a primary school teacher, you’ll want your degree to lead you smoothly into this fulfilling, rewarding career. At Worcester, we have excellent contacts with the schools in the region where you’ll do your placements. They also keep us up to date with job vacancies, so not surprisingly, our employability statistics are very impressive.

You’ll also experience a great sense of community on the course. The majority of sessions are delivered in small seminar groups, with some whole cohort sessions. You will receive excellent academic and personal support from your tutors throughout the course and exceptional guidance from mentors and colleagues in schools.

Key features

  • Good balance between teaching and placements – including a two week placement in the first term, where you’ll experience school life and learn about the role of the class teacher
  • The opportunity to carry out placements in different schools to provide a broad yet personalised experienced, tailored to specific needs
  • ‘Beyond the Classroom’ module, offering you the opportunity to carry out a placement outside the classroom – for example, with a museum, Brownies or Cubs, Camp America, or sports coaching – and to develop a wider understanding of teaching pedagogy and management of behaviour
  • Qualified Teacher Status (QTS) when you complete the course
  • Specialise in either 3-7 or 5-11 year-olds.
Female teaching student on placement in a primary classroom

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Entry requirements

What qualifications will you need?


UCAS tariff points

Entry requirements

112 UCAS points (from A level qualifications or equivalent level 3 qualifications).

A minimum of 4 GCSEs at grade C/4 which must include in Maths, English Language and a Science (equivalent qualifications will be considered*)

School experience is desirable, but not essential prior to an interview. At interview we will discuss relevant prior school experience or opportunities applicants have had to work with school aged children. It is at this point that we would discuss with a candidate whether additional school experience would support an individual in their decision that teaching is right for them. 

The NCTL requires all trainee teachers, prior to starting the course, to satisfactorily complete a medical questionnaire to demonstrate their fitness to teach and to get a Disclosure and Barring Service (DBS) check.


We welcome Access to Higher Education Diploma - please contact us for specific requirements.

If you have lived overseas for three months or more in the last five years a Certificate of Good Conduct from the country of residence will be required. Further information and guidance associated with additional costs are available at the Home Office website. You will also be subject to the usual prohibition list and criminal record checks.

*For further details on our GCSE equivalence tests, or if your qualifications are not listed, please contact or telephone 01905 855111.

Professional skills tests

All applicants for teacher training courses need to take the numeracy and literacy professional skills tests as part of the application process. You will need to ensure you have passed them both before the start of the course.

The tests are required in addition to your mathematics and English GCSEs, and are designed to show that you have the basic levels of literacy and numeracy needed to teach to a national standard. They will not test your knowledge of the curriculum or how to teach.

The first three attempts at taking your skills tests in each subject are provided free of charge.

Support we offer

We offer free skills tests workshops if you have accepted a place on the course. If you are unsuccessful on your first attempt of the skills test then we will also provide one-to-one support in both numeracy and literacy.

Find out more about our skills tests workshops and support.

Taster days

A Primary Initial Teacher Education taster day gives you the opportunity to explore our facilities, take part in PITE taster activities, and find out about student life. This day is for those considering applying for the course, not those who have already applied or those who have been offered an interview. For further information or to request a place please email or complete this enquiry form.

Upcoming taster days:

  • 6 December 2018, 9am-1pm
  • 14 February 2018, 9am-1pm

For more details, please view the PITE taster day programme.

A day in the life of a primary school teacher

The course is bringing the students into the sphere of the very best in education practice... this is because the staff are well-informed and engaged with their subjects and areas of interest and pass this enthusiasm to their students.

External Examiners (2017)

Course content

What will you study?

Our courses are informed by research and current developments in the discipline and feedback from students, external examiners and employers. Modules do therefore change periodically in the interests of keeping the course relevant and reflecting best practice. The most up-to-date information will be available to you once you have accepted a place and registered for the course. If there are insufficient numbers of students interested in an optional module, this might not be offered, but we will advise you as soon as possible and help you choose an alternative. 

Year 1

Term One
Professional Studies; Core Subjects 1 (English, Mathematics and Science); ICT.
Foundation subjects.
Block school experience - opportunity to work in all age phases.

Term Two
Age phase programme to be pursued for duration or course: 3-7 years or 5-11 years.
Professional Studies; Foundation Subjects.
Block school experience (4 weeks).

Term Three
Professional Studies; Core Subjects 2 (English, Mathematics and Science); ICT;
Foundation Subjects.

Year 2

Term One
Professional Studies; Core Subjects 3 (English, Mathematics and Science); Foundation Subjects 2 (Art, Geography, History and PE).
Block school experience.

Term Two
Professional Studies; PSHE and Citizenship; Core Subjects 4 (English, Mathematics and Science); ICT; Foundation Subjects 2 (DT and Music); Religious Education 1.

Term Three
Professional Studies; Religious Education .
Block school experience (7 weeks).

Year 3

Term One
Professional Studies: Initial preparation for NQT; Core Subjects (English, Mathematics and Science – cross curricular module); ICT; Professional Development Research Project , Research Methods.Serial school experience. (1 week) plus block placement (8 weeks)

Term Two
Block school experience (8 weeks) including classroom-based, small-scale research project.

Term Three
Completion of: Professional Studies: Final preparation for NQT; Core Subjects 5 (English, Mathematics and Science); ICT; Professional Research in Specialist Subject (including Research Methods and Curriculum Area option).

Additional opportunities

You'll be able to engage in a diverse range of additional opportunities to enhance your development. Including:

  • MiniMe Yoga - see how yoga and other mindful exercises can be used in the classrooms to support children’s and staff’s emotional wellbeing
  • Signalong - in these externally run courses you are trained to communicate with children of all abilities
  • STEM Ambassador - volunteer to actively encourage young learners to enjoy STEM (Science, technology, engineering and mathematics) subjects
  • Students as Academic Partners - a paid opportunity for you work in partnership with academic staff to strengthen the student learning experience at Worcester for the benefit of all. Successful projects include the development of a resource to support the teaching of phonics; the use of iPads in the classroom; and organising a values led conference for primary age children.

An absolute pleasure and could not have spent a better 3 years of my life. It was a joy to be here and I only have fond memories of UW. I'm sad to leave.

Year 3 Student



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Teaching and Assessment

How will you be taught?

Teaching and Learning

The University places emphasis on enabling students to develop the independent learning capabilities that will equip you for lifelong learning and future employment, as well as academic achievement.  A mixture of independent study, teaching and academic support through the personal academic tutoring system enables you to reflect on progress. You will build up a profile of skills, achievements and experiences that will enable you to flourish and be successful.


You are taught through a combination of interactive seminars, workshops and lectures. The seminars will enable you to link educational theory to practice through reflection and evaluation. You will have seminars in all National Curriculum subjects to enable you to experience the full range of educational provision in primary schools. Practical subjects will be taught in specialist spaces such as DT rooms, gymnasiums and dance studios.

You will have the opportunity to plan and deliver lessons in your seminar rooms and then take them into placement to teach in the classroom. Following placement your seminars will give you opportunities to discuss your teaching – what went well and what changes you would make in the future – linked to the Teachers’ Standards. Workshops delivered by Head Teachers and teachers in school will complement your seminars to ensure you are constantly up to date with current practice in the classroom. In addition, meetings, called Staging Posts, with personal academic tutors are scheduled on at least 4 occasions in each year of your course.

You will also undertake placements in each year of study matched to your pathway choice (3-7 or 5-11 year olds).  You will receive training on how to succeed in placement through successfully meeting the Teachers’ Standards over the three years of study. You will receive outstanding support whilst in school from trained mentors and class teachers, as well as a tutor from University who will observe you teach and give instant feedback to ensure you continue to improve through reflective practice.

Contact time

In a typical week you will have around 18-24 contact hours of teaching.  The precise contact hours will depend on the optional modules selected and in the final year, you will normally have slightly less contact time in order to do more independent study. 

Typically class contact time will be structured around:

  • 4 hours of large group lectures
  • 18 hours of seminars / workshops in groups of around 28 students

Independent self-study

In addition to the contact time, you are expected to undertake around 36 hours of personal self-study per week.  Typically, this will involve pre and post reading for each of your seminars or large group lectures, completion of subject audits, working on group activities or presentations, undertaking research in the library and online, preparing for coursework assignments and /or placement.

A range of excellent learning facilities, including the Hive and library resources, the virtual learning environment, and extensive electronic learning resources, supports independent learning. 

Teaching staff

You will be taught by a teaching team whose expertise and knowledge are closely matched to the content of the modules on the course. The team includes senior academics, professional practitioners with school experience and senior leaders from school.

Teaching in based on research and consultancy, and 33% per cent of course lecturers have a higher education teaching qualification or are Fellows or Senior Fellows of the Higher Education Academy. You can learn more about the staff by visiting our staff profiles.


Each module has one or more formal or ‘summative’ assessments, which are graded and count towards the overall module grade. Assessment tasks are designed to assess the appropriate level of professional and academic knowledge, understanding and skills required and which encourage increasing levels of independence as well as the development of critical analysis, reflection and evaluation.

Assessment methods include a range of coursework assessments such as essays, presentations, production of lesson plans and resources, subject profiles and a final year research dissertation.

The formal summative assessment pattern for each year of the course is:

Year 1

5 written assignments
4 subject profiles
3 individual or group presentations
1 reflective portfolio (RP) for school experience

Year 2

8 written assignments
3 individual or group presentations
1 reflective portfolio (RP) for school experience

Year 3

4 written assignments (including research dissertation)
1 research poster
1 research proposal
1 individual presentation
1 reflective portfolio (RP) for school experience

In addition, mentors undertake continuous assessment of your progress whilst you are on school experience (SE). In discussion with the University School Experience tutor, a final written report on progress is produced, indicating the level of suitability and aptitude for primary teaching. Assessment of your performance is graded against the Professional Standards for QTS and increase in demand with each placement. Grades are based on two features of SE:

  • continuous assessment of performance in relation to learning outcomes against the Professional Standards for QTS;
  • the SE file, including a record of work with children and responses to tasks set for the placement.


You will receive feedback on formal assessments undertaken by coursework. Feedback supports learning and you are encouraged to discuss it with personal academic tutors and module tutors as appropriate.

We aim to provide you with feedback on formal course work assessments within 20 working days of hand-in.


Where could it take you?

Student teachers recieving awardOur Newly Qualified Teachers (NQTs) have one of the highest employment rates of all graduates. There are excellent employment opportunities and good promotion prospects alongside job security. At the end of the course you will be advised about suitable in-service courses to follow in your teaching career, as part of your continuing professional development.

You will be invited to enrol on the Masters programme after your successful completion of the BA (Hons).

University of Worcester Newly Qualified Teachers have been awarded ‘NQTs of the Year 2014-15’ in the City of Wolverhampton for their dedication and enthusiasm to the teaching profession. Congratulations to both of our graduates, Heather Proudler and Stephanie Wignall.

  • graduation-2018-abbie-cooper-promo

    Case study

    Abbie Cooper

    Abbie Cooper, from West Bromwich, has achieved a lifelong dream of becoming a teacher.

    She graduated with First Class Honours in her degree in Primary Initial Teacher Education and is now working at a primary school teaching Year 1.

    “Teaching has been a goal of mine from a very young age, and to have secured a job and to have achieved a First Class Honours degree, the hard work has definitely paid off,” she said.

    Read Abbie's story.

  • graduation-2018-megan-davies-promo

    Case study

    Megan Davies

    Megan Davies, from Walsall, is now working full time as a teacher, after achieving First Class Honours in her Primary Initial Teacher Education degree.

    “I never expected to come to university and achieve a First Class Honours degree,” said the 21-year-old. “I put so much hard work into my course to follow my childhood dreams of becoming a primary teacher and the hard work has paid off. I feel like I’ve made my family proud and I’ve surprised myself in what I can achieve.”

    Read Megan's story.

  • graduation-2018-sophie-bowen-promo

    Case study

    Sophie Bowen

    Sophie Bowen is a Newly Qualified Teacher back in her home of Taunton, after achieving First Class Honours in her Primary Initial Teacher Education degree at the University of Worcester.

    “I am delighted and overwhelmed to achieve my First Class Honours degree,” said the 22-year-old.  “After a very tough three years due to personal family issues, it was a very proud moment to receive this award.  It definitely would not have been possible without the help, support, encouragement and love from my family, friends, tutors at the University and mentors on my school placements.”

    Read Sophie's story.

  • Alex-Holloway-education

    Case study

    Alex Holloway

    Alex Holloway believes his time studying at the University of Worcester has set him up for life as a teacher.

    “The teaching profession is filled with amazing people,” said Alex.

    “It is a difficult job and a tiring job, but the feeling you get from doing it makes it all worth it...  there's not a job I can think of that could give you more satisfaction”

    Read the full story

  • Samantha-Jones-education

    Case study

    Samantha Jones

    Although it has its challenges, Samantha Jones says getting into teaching was the best decision she ever made and that it has been “life-changing”.

    Samantha says she is now doing the career she had always dreamed of since she was young. She says “if you want to be the best teacher you can be, the University of Worcester can give you that.” 

    Read the full story

The quality of the reflective students who can see a clear link between theory and practice in developing their practice is to be commended. This is due to the high quality and highly relevant content of the course.

Head Teacher

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How much will it cost?

Full-time tuition fees

UK and EU students

The standard tuition fee for full-time UK and EU students registering in the academic year 2019/20 will be £9,250 per year.

For more details, please visit our course fees page.

International students

The standard tuition fee for full-time international (non-EU) students registering in the academic year 2019/20 will be £12,400 per year.

For more details, please visit our course fees page.

Additional costs

Every course has day-to-day costs for essential books, stationery, printing and photocopying.

Travel costs for placements vary depending on the location of schools and your mode of transport, sometimes these may be reclaimed depending on your individual circumstances.

If you have lived overseas for three months or more in the last five years a Certificate of Good Conduct from the country of residence will be required. More information and guidance  on costs are available from the Home Office. You will also be subject to the usual prohibition list and criminal record checks.


Finding the right accommodation is paramount to your university experience, and our welcoming student communities are great places to live and study.

We have over 1,000 rooms across our halls of residence. With rooms to suit every budget and need, from our 'Traditional Hall' at £102 per week to 'En-suite Extra' at £165 per week (2019/20 prices).

For full details visit our accommodation page


How do you apply?

Applying through UCAS

Primary - Early Years (3-7 years) BA (Hons) (Single Honours) X121 BA/eyrQTS

Primary - Later Years (5-11 years) BA (Hons) (Single Honours) X122 BA/lyrQTS


UCAS is the central organisation through which applications are processed for entry onto full-time undergraduate courses in Higher Education in the UK.


Read our how to apply and personal statement advice for more information on applying, and to find out what happens to your application.


Early Years - X121 Later Years - X122

Apply now via UCAS

Get in touch

If you have any questions, please get in touch. We're here to help you every step of the way.

Admissions office

01905 855111  

Course leader

Suzanne Horton
01905 85 5272