Our BA Primary Education with QTS programme provides you with a variety of dynamic and diverse opportunities that will equip you to engage, motivate and inspire young learners in a wide range of schools. Our innovative programme is responsive to new initiatives in primary education and will enable you to become a highly effective and reflective teacher. In addition you will have the opportunity to pursue a subject study to deepen your understanding of an area of primary practice.
Our graduates are shaping the world, achieving things they never imagined.
Jamie Barry gives you his top tips on how to get ahead in Primary Education with QTS and succeed in your chosen career.
Our course offers you the chance to gain the professional qualification of Qualified Teacher Status (QTS) as well as a degree. It enables you to specialise in age phases 3-7 or 5-11, qualifying you to teach in primary schools and early years settings.
We have developed a shared vision for educational excellence with the schools in our partnership and the course reflects our commitment to partnership working. You will benefit from working with and learning from outstanding classroom teachers in schools and at University. Working in schools with teachers and children is key to developing committed, creative and confident teachers and practice based opportunities drive the learning experience right from the start of the course.
Our course is underpinned by a commitment to the well-being and achievement of all of our students in a supportive and nurturing environment. You will be provided with the opportunity to take risks within a professional, safe and supportive community of practice. The learning is led by highly experienced tutors who facilitate a wide range of practical experience and taught sessions to engage you in reflective and critical evaluation of research, policy and practice. You will be well supported during the course in your journey to becoming an outstanding teacher.
Our brand new learning facilities at the City South campus, including music and art studios, enable you to develop your knowledge and skills in an environment specifically designed for primary teachers.
We are the top university providing education training in the West Midlands, and 25th in the UK. (Guardian University Guide 2016)
Visit our School site for more student work and extra information.
Our students have gone on to work with companies such as:
We accept a range of qualifications, the most popular of which are detailed below.
To study on this course you will need to have recently completed a minimum of two weeks work experience in a state primary school.
A minimum of 5 GCSEs, at grade C or above (or Grade 4 or above from 2017), at the point of enrolment. These must include English Language, Mathematics and Science or equivalent. For GCSE Science an equivalent in BTEC level 2 Applied Science with an minimum Merit grade will also be accepted. Please note that the remaining additional two subjects need to be actual GCSEs.
112 UCAS tariff points from A Level with a minimum of 2 A Levels
For entry onto any teaching training course you will need to successfully pass the government's Professional Skills Tests in Literacy and Numeracy. You will not be allowed to enrol on your course until you have passed these tests. Further information.
|UK Qualification||Requirements 2016/17|
|GCE A Level||Grade BBC at A-level or 112 UCAS Tariff points. General Studies is not considered. AS Levels are not considered.|
|Access to Higher Education Diploma||Teaching or Education related pathway. 60 credits including 45 at Level 3, of which 40 Level 3 credits are at merit / distinction. If you do not hold GCSE English, Maths and Science at grade C or above, then credits must also include English, Maths and Science at Level 2.|
|BTEC National Diploma (12-units not including early years)||Combined with other level 3 qualifications to achieve a minimum total of 112 UCAS points.|
|BTEC Extended Diploma (18-units not including early years)||DMM|
|BTEC Subsidiary Diploma/ National Award (6-units not including early years)||Combined with other level 3 qualifications to achieve a minimum total of 112 UCAS points.|
|International Baccalaureate Diploma||26 points overall|
|Irish Leaving Certificate||112 UCAS points including 4 higher level grades at C2 or above from a maximum of 5 subjects.|
|Scottish Higher/ Advanced Higher||Minimum of 3 subjects to a total of 112 UCAS points.|
|Welsh Baccalaureate (core plus options)||120 tariff points combined with other level 3 qualifications to achieve a minimum total of 112 UCAS points|
|If you have a qualification that is not listed in the table please refer to our full entry requirements on UCAS.
The following CACHE qualification can be considered for entry to the BA (Hons) Primary Education with QTS course:
We are not able to consider the following:
Further guidance on tariff points can be found on the UCAS website.
|EU/Non-EU (International) Qualifications||Requirements 2016/17|
|IELTS||6.0 overall with 5.5 minimum in all bands|
|International Baccalaureate Diploma (or equivalent, including internationally accredited Foundation courses).||26 points overall
Country-specific entry requirements and qualifications.
International students who cannot meet the direct entry requirements can begin their degree studies at Birmingham City University International College (BCUIC).
In addition successful candidates will be required to obtain an Enhanced Disclosure and Barring Service (DBS) clearance via the Faculty.
If you're considering applying for this course to start in September 2017 onwards, it's important to know that the UCAS tariff system is changing.
UCAS tariff points – the points system most universities use to compare different qualifications – will be introducing a new system on how points are calculated.
|BA (Hons)||Sep 2017||FT||3 years||£9,250 per year||Apply via UCAS|
|BA (Hons)||Sep 2017||FT||3 years||£12,000 per year|
The University reserves the right to increase fees broadly in line with increases in inflation, or to reflect changes in government funding policies or changes agreed by Parliament.
UK and EU students applying for most undergraduate degree courses in the UK will need to apply through UCAS.
The Universities and Colleges Admissions Service (UCAS) is a UK organisation responsible for managing applications to university and college.
There are three ways to apply:
You will need to complete our International Application Form and submit it together with scan copies of your original academic transcripts and certificates.
Our in-country representatives can help you make your application and apply for a visa. They can also offer advice on travel, living in the UK and studying abroad.
If you are applying for an undergraduate degree or a Higher National Diploma (HND), you can apply through the UK’s Universities and Colleges Admissions Service (UCAS).
You can request a printed form from your school or nearest British Council office. You will be charged for applying through UCAS. Birmingham City University’s UCAS code is B25 BCITY.
If you are interested in a career in primary education make sure you gain some first-hand experience in the classroom (at least two weeks) and talk to teachers about their role. Get involved with the children and talk to them about their learning. All of this will be essential for you to make a good impression at your interview. Make sure you are aware of any current issues/areas of interest within Primary Education as these will be useful to talk about in your interview.
Your personal statement is a highly important part of your application. It gives you a crucial opportunity to say why you’re applying and why the institution should accept you.
Here are the key areas you’ll need to address:
Why does this course appeal? What areas are of particular interest?
If you have a specific career in mind, say how your chosen course will help you pursue this goal.
Mention any work that is relevant to your subject, highlighting the skills and experience gained.
Highlight skills gained at school/college, eg summer schools or mentoring activities.
eg Duke of Edinburgh Award, Young Enterprise scheme.
You should also mention your future plans – if you’re planning to take a year out, don't forget to give your reasons. Talk about any subjects you’re studying that don’t have a formal assessment and any sponsorships or placements you’ve applied for. And don't be scared to add in details about your social, sports or leisure interests.
Get more information on writing personal statements.
We offer a wide range of professionally accredited and vocational courses that require the purchase of, among other things, uniforms, equipment, subscriptions, professional body memberships and DBS checks, and may require you to pay to attend conferences or participate in placements.
The link below provides our estimate of the possible costs associated with key activities on specific courses. Please bear in mind that these are only estimates of costs based on past student experience and feedback. The actual costs to you could vary considerably (either greater or lower than these estimates) depending on your choices as you progress through the course. We set out where we can, based on experience, where these indicative costs are for activities that are optional or compulsory.
All our students are provided with 100 free pages of printing each year to a maximum total value of £15.
Whether you’ve not started yet, or just making final tweaks, we’ve got advice from students and experts on how to nail your personal statement by 15 January. You can download a free checklist too!
Included in your course fees are a range of specialist/visiting speakers and all mandatory field trips.
An Introduction to Core
You will explore the nature of the core subjects (English, mathematics and science) and prime and specific areas of the EYFS. You will begin to develop your understanding of the subject knowledge required and will start shaping your own approach to teaching the core subjects and meeting the needs of all learners.
The Developing Child
Will seek to develop your knowledge and understanding of the ways in which children develop in the early years and primary settings. It will develop the link between theory and practice as part of the module will be delivered through observation of school practices and your experiences during school based training.
The Emerging Teacher
You will be encouraged to consider your first experiences in your placement school, considering the complexity of the teacher’s role and the importance of adopting a professional stance at all times. You will understand the importance of an effective learning environment and develop practical strategies to support you in managing children’s behaviour.
Understanding the Foundation Curriculum
An introduction to subjects taught in Primary Schools (besides core subjects). You will be introduced to key areas of learning for each subject and supported to understand some of the frameworks and resources used to deliver them. You will understand the relevance of each subject and how they support one another.
Year 1 Subject Study
Will enable you to develop your understanding and expertise in a specific subject area. It will address the relevant curricular content and learning and teaching strategies appropriate to the chosen subject. You will develop professional skills and attributes through collaborative group work.
School Based Training 1
You will work alongside experienced teachers and other education professionals to develop your knowledge, understanding and skill in the classroom and the wider school environment in order to help you to become a confident, creative and committed teacher. You will be able to implement theory and evidence-based understanding in your teaching.
Promoting Progress in Core
You will draw upon your classroom experience to develop their sense of responsibility for children’s progress in the core subjects (English, mathematics and science). This module builds on the skills and knowledge introduced in the Year 1 core module and links to the Year 3 core module.
Assessing and Reporting
You will develop your knowledge and understanding of how assessment and reporting are fundamental to learning and teaching in primary and EYFS settings. This module will enable you to become confident in meeting the challenges of inspiring all children to reach achieve their goals and to overcome disadvantage and barriers to learning.
Special Educational Needs and Disability and Inclusion
You will explore the diverse needs of pupils in EYFS and Primary settings with an emphasis upon SEND. The module explores the challenges for inclusive teachers within changing educational environments whilst providing opportunities for developing knowledge and practical skills relating to working with pupils with a range of individual needs.
Developing the Foundation Curriculum
You will develop excellent subject, curriculum and pedagogical knowledge directly related to the foundation subjects. You will develop a clear understanding of how subject planning will support and enhance children’s progress within subject areas.
Subjects in Action
You will have opportunities to develop your understanding and expertise in a specific subject area, planning collaboratively for a specific age group in the chosen subject, having consideration of pupils’ individual needs when differentiating and personalising the learning. You will assess and monitor progress of children and evaluate your own teaching.
School Based Training 2
You will observe teachers and build on your teaching style and behaviour management strategies. Through extending your subject knowledge, understanding of differentiation and assessment, you will develop planning and teaching skills to ensure pupils make consistent progress in your lessons. You will evaluate and reflect on your practice to identify your individual strengths and needs.
Critical Issues in Core
You will develop your understanding of formative and summative assessment, considering your own experiences and evaluating policy and research. You will reflect on your teaching experiences and evaluate and explore your own philosophy. You will collaborate with a group to produce an assessed presentation exploring and analysing an aspect of one core subject.
Current Issues in Education
Responding to changes and developments within education, you will develop an in-depth understanding of how these issues will impact your work in the primary classroom. A strong commitment to inclusive values will empower you to address issues of equality, diversity and justice to optimise the life chances for all children you teach.
Creative Teaching in the Foundation Curriculum
You will develop, support and enhance thinking and learning skills in EYFS and Primary settings. This will be considered through statutory and non-statutory curriculum guidance, and theoretical perspectives. You will focus on developing creativity and cross-curricular opportunities, and evaluating and justifying resources, enabling you to become a highly confident, committed and creative teacher.
Research in Education
You will be supervised by an experienced tutor so that you can conduct research relevant to your subject study in a supportive and nurturing environment, demonstrating good subject and curriculum knowledge. It will actively encourage you to develop your research skills and to pursue your learning journey at Masters level and beyond.
School Based Training 3
This module enables you to build on and demonstrate your mastery and achievement of the professional standards and expectations of teaching through practical, school-based experience. You will have opportunities to create appropriate conditions for learning, demonstrate a secure understanding of the curriculum and implement assessment that ensures progression for all learners.
The content of the programme is research led, innovative and responsive to change and we employ a variety of learning and teaching approaches that focus on modelling good practice which, as a trainee teacher, you shall be encouraged to use in the classroom.
The programme comprises five strands that combine to enable you to develop your skills and knowledge to become committed, creative and confident primary school teachers.
The strands are as follows: Core (English, Mathematics and Science and/or the prime and specific areas of learning from the Early Years Foundation Stage Curriculum), Professional Studies, Foundation (all other National curriculum subjects and/or the prime and specific areas of learning from the Early Years Foundation Stage Curriculum), Subject Study and School Based Training. These strands are repeated in each year of study to enable you to build up your knowledge, understanding and skills in each key area.
The School Based and University Based aspects of the training course are interlinked and interdependent.
You will have between 18 to 20 hours of taught sessions across the week (Monday to Friday).
41% Scheduled Learning and Teaching
41% Guided Independent Study
33% Scheduled Learning and Teaching
49% Guided Independent Study
22% Scheduled Learning and Teaching
54% Guided Independent Study
100% Coursework Assessments
80% Coursework Assessment
100% Coursework Assessment
Verity Graham has begun her teaching career full of experience, skills and knowledge gained during her placements and taking advantage of paid mentoring opportunities.
The programme hosts students on the Erasmus and Study Abroad programmes from a number of partner Universities from around the world who will study alongside you and facilitate debate about different approaches to learning and teaching. You also have the opportunity of a transnational teaching experience in a number of European countries through the partnerships the School of Education has established with The Sorbonne in Paris, The University of Cordoba in Spain and Schwabisch Gmund University in Germany.
The school offers a programme of continuing professional development for newly qualified teachers and serving teachers. Graduates may also consider pursuing their studies further on the MA Education or MTL programmes.
Jamie graduated from Birmingham City University in 2004 with a BA (Hons) Primary Education with QTS - and less than a decade later he was appointed head of Welford Primary School in Birmingham in January 2013. He was 30 when he took up the post.
Attracting the attention of school leaders, by the end of his fourth year of teaching, he took up a post as a deputy head teacher and worked at this level until taking up his first headship at Welford Primary School. The school has 480 children, aged between 3 and 11 years.
On the BA (Hons) Primary Education with QTS programme you will experience a wide variety of learning and teaching approaches that are designed to develop your confidence, knowledge and skills as you progress through the course.
We will support you in the transition to university through a careful induction process, confidence building activities, group work and a carefully planned programme with a range of formative and summative assessments.
Your programme will be interactive, practical, engaging, thought provoking and challenging and is designed to promote independence so that you become a confident, committed and creative teacher ready to join the teaching profession.
On the programme you will experience a variety of learning and teaching approaches that focus on modelling good practice and these will include: workshops, conferences, lectures, seminars, a range of guest speakers, visits to schools/settings and other sites as well as a range of practical teaching experiences.
The content of the programme is research led, innovative and responsive to the educational climate to enable you to develop your subject and pedagogical knowledge and apply it in the classroom.
The BA Primary Education with QTS programme is a three year undergraduate course that leads to the award of a degree and qualified teacher status.
The newly designed programme offers you an honours degree and a recommendation for the award of QTS (Qualified Teacher Status) on successful completion of all elements over three years full-time study.
We have developed a shared vision for educational excellence with the schools in our partnership. You will benefit from working with and learning from outstanding classroom teachers in schools and at University. Working in schools with teachers and children is key to you becoming a committed, creative and confident teacher.
The new concept for the school based elements of the programme provide greater opportunities to spend time in school. In your first and second year you will spend one day per week in school (during one term) to allow you to make links with your observations in school and the taught programme in university. There are also a number of block placements in school where you will begin to lead the learning for a class. The NCTL Professional Standards for Teachers which lead to recommendation for the award of QTS will be assessed through the school based training modules.
OpportUNIty: Student Jobs on Campus ensures that our students are given a first opportunity to fill many part-time temporary positions within the University. This allows you to work while you study with us, fitting the job around your course commitments. By taking part in the scheme, you will gain valuable experiences and employability skills, enhancing your prospects in the job market.
It will also allow you to become more involved in University life by delivering, leading and supporting many aspects of the learning experience, from administration to research and mentoring roles.
Through our courses we give you the skills and experience needed to get a head start when applying for jobs. But we offer something extra too – Graduate+.
Our unique programme gives you the chance to develop valuable skills outside of the more formal classroom learning. We award points for Graduate+ activities (including firewalking!) and these can be put towards a final Graduate+ award.
Employment prospects are outstanding compared to national averages - we expect all students to obtain teaching posts on graduation. League tables show that our primary graduates are consistently successful in gaining responsible teaching posts.
All students on our Primary Education course take part in extensive placements to enhance their learning. Current students Abigail, Esma and Zoe provide an insight and share their experiences of life as trainee primary school teachers in a blog.
“I was excited about being in a small class as I thought this would make getting to know the children a lot easier. By the second day I knew all the children’s names - they were so impressed!” Abigail said.
Primary Education graduate Sean Boyd is one of the most exceptional teachers in the West Midlands, being named 'Regional Outstanding New Teacher of the Year' in the Pearson Teaching Awards.
Sean now works at Smith's Wood Primary Academy in Birmingham, where he is already working in the senior leadership team after just three years of teaching.
"I felt privileged to be recognised for doing the best job in the world. It is an absolute honour to be awarded for changing and improving the life chances of children."
"The University has provided me with the skills to plan and deliver outstanding teaching and learning."
Birmingham City University is a vibrant and multicultural university in the heart of a modern and diverse city. We welcome many international students every year – there are currently students from more than 80 countries among our student community.
The University is conveniently placed, with Birmingham International Airport nearby and first-rate transport connections to London and the rest of the UK.
Our international pages contain a wealth of information for international students who are considering applying to study here, including:
Overseas students studying in the UK are happier and have a better learning experience compared to those studying in other countries.
The International Undergraduate Students: The UK's Competitive Advantage report asked 365,754 international students studying outside their home country to give their feedback on what it's like to study in this country. And the UK scored top in every aspect.
So if you're looking at studying with us, you'll be making a good choice.
Overall measures: ranked positions
International students who have a serious interest in studying with us but who perhaps cannot meet the direct entry requirements, academic or English, or who have been out of education for some time, can enter Birmingham City University International College (BCUIC) and begin their degree studies.
BCUIC is part of the global Navitas Group, an internationally recognised education provider, and the partnership allows students to access the University’s facilities and services and move seamlessly through to achieving a Bachelor’s degree from Birmingham City University.
We are constantly investing in our estate and are currently in the process of spending £260 million on new learning facilities.
A fly through of the £41 million expansion of our City South Campus. It will provide specialist laboratories and teaching spaces for the new life sciences courses and a new home for the School of Education.
Our laboratory and Science Education Learning Room have been newly built for the start of the 2015/16 academic year. The Science Education Lab will enable trainees to encounter and explore the latest Science Education pedagogies, and together with the Science Learning Room will facilitate trainees’ transition from “subject expert” to “expert subject teacher”. Trainees will work in a fully hands-on way with the core science education materials to develop excellent subject and pedagogic knowledge - the twin attributes of the outstanding teacher.
City North is a big, bustling campus, three miles north of Birmingham city centre. It's easy to get to and offers on-site parking. Located 5 minutes from Perry Barr train station, City North Campus is also ideally positioned along major bus routes.
The School of Education will be moving to City South Campus in Edgbaston during the 2017/18 academic year.
Our new development at City South Campus will ensure students have access to the best facilities, including our specially developed replica classrooms with interactive whiteboards, enabling you to experience the classroom environment.
All our departmental facilities replicate the school learning environment.
Each student has a personal computer user name and server space Specific software for use by teachers and for use in classrooms.
Other items available include:
There are fully equipped art studios suitable for 3D construction, printmaking, drawing and mixed-media. For textile and ceramics specialists, there are sewing machines and facilities for batik work and a large kiln for firing ceramics. The department has an ICT Suite for digital media that includes both Mac and PC computers. There is also access to a bank of Apple iPads for on and off-site digital working including the use of social media.
The department has access to specialist facilities, including a dedicated teaching suite for food and textiles. The textiles area has 10 sewing machines, an overlocker, CAD/CAM embroidery machines, dye sublimation equipment, a felting machine and an electronic microscope that links to the interactive whiteboard. It is also well resourced with surface decoration and construction equipment.
The food area has five electric cookers, combination microwave/ovens, an extensive range of industrial and domestic equipment, eg industrial ice cream makers and electric pasta makers, bench top printer and a CAD/CAM icing printer. The specialist tutor is a Speed Step and basic food hygiene trainer.
There is a specialist room for design and technology teaching and independent work, as well as a well-stocked reference library that contains a wide range of resources that are relevant for undergraduate and postgraduate students.
Other features include a recycling materials area, specialist work benches and a bank of computers linked directly to CAD/CAM equipment.
There are plenty of replica artefacts in the department and other superb facilities, including a huge library of dedicated subject books and an interactive whiteboard. We also inspire our trainee teachers to bring history to life by offering them opportunities to travel to historic sites.
The School of Education has two dedicated English teaching rooms that contain a substantial children's collection of works including fiction, non-fiction, poetry, picture books and multicultural text. There is also a selection of phonics teaching materials, puppets and story bags that are used in teaching sessions.
You can explore the links between ICT and literacy through the department's Digital Blue cameras and electronic photo albums.
There are two dedicated teaching rooms for mathematics. The rooms make use of Promethean and Smart interactive white boards. Both rooms contain a library of recent and relevant publications as well as a wide range of resources for use while on teaching practice.
Trainees are supplied with the use of a laptop for the duration of the course. The laptops come with Autograph and Geometers Sketchpad software. There are a class set of iPads available for the teaching sessions.
This teaching room attempts to bring sacredness in its vicinities and a visitor will find precious collections of artefacts and devotional utilities, audio-visual resources, books, sacred texts and children's books from a range of religious traditions to support learning and teaching.
As well as enjoying very strong links with local schools and specialist nurseries, we have a specialist teaching room that has a range of story sacks and puppets, an extensive selection of planning resources, copies of key texts, and toys and equipment that are relevant for foundation stage.
The music department has two dedicated classrooms and seven practice rooms, five of which contain dedicated computer-based recording/sequencing equipment. There is also a fully equipped sound recording studio and Apple Mac computers for sound manipulation.
There is a fully equipped drama studio with stage lighting.
I gained my BA (Hons) degree in Geography from the University of Wales, Aberystwyth and returned there to complete my PGCE in Upper Primary Education in 2001/2.
My first teaching role was at a primary school in Walsall where I was appointed Geography Coordinator. Following this, I moved to a secondary school in Sandwell to pursue my interest in special educational needs. Whilst there I also gained my Master's degree in Autism.
My final teaching role before joining Birmingham City University was as a SENCO at a primary school in Walsall.