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Early Years 3-7 years, Later Years 5-11 years

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 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 school.



Key features

  • 95% overall student satisfaction (NSS 2020) for the programme
  • An appropriate balance between teaching and placements, including 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
  • 'Developing Self' module ensures mental health and wellbeing sit at the heart of our programme and provide opportunities for your personal and professional development
  • Qualified Teacher Status (QTS) on successful completion of the course
  • You can either take the Early Years (Ages 3-7) route or the Later years (Ages 5-11) route.
  • Opportunities to work with innovative schools to enhance professional practice 
  • Find out what we are up to on our Twitter account

Register your interest

Enter your details below and we will keep you up to date with useful information about studying at the University of Worcester.

Ofsted Outstanding logo

Ofsted has rated us as "Outstanding" in training Primary and Secondary Teachers 2023.

The University of Worcester’s education of future primary and secondary teachers has been given the highest possible grade with inspectors stating that, along with its partners, the University creates “a learning community that places children at the heart of everyone’s endeavours”.  

Read our full news story
Becky Redfern in Great Britain attire holding a medal

Becky Redfern

Paralympian swimmer Becky Redfern declined the chance to celebrate her sporting success at Buckingham Palace to attend Graduation 2022.

Since finishing her degree, the 22-year-old, of Droitwich, spent the last two terms teaching in a local school and has stayed there as a supply teacher for this year. “Starting my time at Worcester was very daunting, especially with my visual impairment,” she said. “However, the first few weeks were made a lot easier with the guidance from older students in terms of finding our way around and the additional support from the Disability and Dyslexia Services. Despite packing a lot into my four years at Worcester – two World Championships, Covid, having a baby, winning silver at the Tokyo Paralympics – I thoroughly enjoyed my time at uni and am very grateful for all of the support and flexibility that the University gave me with time away training and competing.”

Primary Initial Teacher Education (with QTS) graduate Isabelle Cooke

Isabelle Cooke

Isabelle has graduated with a First Class honours degree in Primary Initial Teacher Education with QTS

“My dream since I was in primary school myself was to become a primary school teacher. So to be graded as an ‘outstanding’ primary teacher at the end of my final teaching placement and to be awarded a First Class Honours, was simply, a dream come true,” said Isabelle.

Isabelle has secured a job at the school at which she took her final teaching placement and will be teaching a Reception class.


Ellie Dowsett

Ellie Dowsett

Ellie Dowsett achieved a First-Class Honours in Primary Initial Teaching Education (with QTS) BA (Hons).

“When I opened my results, I did not believe they were mine," said Ellie, "I had to double check the name to confirm. It still feels so surreal that at 21 years old, I have a First-Class degree and I am a Primary School teacher.” 

Ellie secured her first teaching role in a primary school upon completing her degree and she is loving every minute of it.  “Everything seems to have fallen into place and I feel so lucky to be working alongside a highly experienced and supportive team in my new school,” she said. “Long-term I would like to work my way up in the education sector. As someone who has had great mentors on teaching practice, I would love to work with trainee teachers, offering them the same support I received.” 

Primary Initial Teacher Education (with QTS) graduate Jamie Trumper

Jamie Trumper

After graduating in 2003, Jamie has gone on to teach in Herefordshire, Derbyshire, Birmingham and Worcestershire

I really enjoyed the PITE course. I had the opportunity to learn from excellent lecturers, who taught me the theory behind teaching and provided opportunities to explore teaching through planning and delivering sessions. The balance between being on placement and being in the classroom felt just right. It provided me with a clear foundation in understanding child development and learning approaches. This in turn supported me in developing the well-rounded teacher that I am today.

I also think the nurturing and caring ethos of the University was in line with my own beliefs and values and made the whole experience very valuable and enjoyable.

Primary Initial Teacher Education (with QTS) graduate Abbie Cooper

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.

Primary Initial Teacher Education (with QTS) graduate Sophie Bowen is wearing a purple formal dress. She is hugging another woman who is dressed in black formal attire.

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.”

Entry requirements

What qualifications will you need?

UCAS tariff points

Entry requirements

  • 112 UCAS points (from A level qualifications or equivalent level 3 qualifications).
  • All entrants have achieved a standard equivalent to a grade 4 (formerly grade C) in the GCSE examinations in English Language or English Literature, Mathematics and Science (applicants must have these qualifications by the start of the course). Alternatively, we offer an equivalency test if you don’t have the required GCSE grade to apply for our courses. Trainees who begin courses before providing evidence of the required GCSE standard (or equivalent) will not be eligible for financial incentives, such as bursaries or grants until they achieve the required standard.

Additional requirements

  • An Enhanced DBS check. You will be sent details of how to apply for your DBS in the summer term. You will need to pay for this.  You may already be part of the DBS update service. Find out about the update service here. As part of the DBS process, you will be checked against the Children’s Barred List.
  • A check against the Prohibition List.
  • If you have lived, studied or worked 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 from the Home Office.
  • A range of other safeguarding checks is undertaken.
  • An online occupational health check. All those on a teacher training programme must be certified as meeting national requirements for physical and mental fitness to teach, as set by the Department for Education.
  • International students: IELTS 6.5 or equivalent

Other information

Shortlisted applicants will be interviewed, with interviews currently taking place in person.

To help you prepare for your interview, you can expect questions covering the following:

  • the role of being a teacher - both the positives and the challenges
  • your ability to identify the skills and qualities a teacher requires including key English and Maths skills
  • your understanding of current issues in education and the wider role of a teacher
  • your knowledge of professionalism and how teachers demonstrate this
  • how schools and teachers keep children safe

In addition, we are looking for enthusiasm, commitment and potential. Clear communication skills are integral to this which you will have an opportunity to demonstrate throughout the interview.

T Levels may be used to meet the entry tariff requirements for this course. Find out more about T levels as UCAS tariff points here.

Visitors at a University of Worcester open day

Book your place at an Open Day

Want to know why so many students love living and studying in Worcester?

Our Open Days are the perfect way to find out.

Book your place

A day in the life of a Primary School Teacher

''My overall view is that the quality of teaching and learning opportunities at Worcester are very good - students are happy and supported, mentors are happy and secure, staff are responsive and committed.''

External Examiners (2022)

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. 

Year 1

Mandatory modules

  • Professional Practice in Primary Teaching –Professionalism and Behaviour Management
  • Teachers as researchers
  • Developing self
  • Teaching and Learning: core subjects and PE
  • Teaching and Learning: foundation subjects   
  • School Experience 1: building phase


  • Autumn term: block placement
  • Summer term: block placement 


Year 2

Mandatory modules

  • Professional Practice in Primary Teaching: Considering Inclusive Practice 
  • Teachers as Researchers: Contemporary Issues
  • Developing Self and Experiences
  • Teaching and Learning: Core Subjects and PE - Planning, Progression, Assessment 
  • Teaching and Learning: Foundation Subjects -Planning, Progression, Assessment
  • School Experience 2: enriching phase


  • Autumn term: block placement
  • Summer term: block placement 

(SEND option)

Year 3

Mandatory modules

  • Professional Practice in Primary Teaching –Preparation for Transition into Early Career Teaching
  • Teachers as Researchers -Dissertation 
  • Developing Self: Experiences and Practice 
  • Teaching and Learning: Core Subjects and PE –Contemporary Issues 
  • Teaching and Learning: Foundation Subjects - Diversity and Inclusion

Students are required to have met the Teachers' Standards (School Experience) by the end of their training period in order to be recommended for Qualified Teacher Status (QTS).

Optional Module

  • School Experience 3: thriving phase and Meeting the Teachers’ standards

Students are required to have met the Teachers’ standards (School Experience) by the end of their training period in order to be recommended for Qualified Teacher Status (QTS).


  • Spring term: block placement

+ Days for research

From 2024/25, Intensive Training and Practice (ITaP) will be integrated within the course programme. ITaP allows trainees to explore granular aspects of the core content framework and focus on key skills that they will need to be effective teachers. You will be taught about the ITaP focus area, explore what this looks like in practice, engage in deliberate practice at university, before exploring the concept in school and engaging in deliberate practice within the school environment

"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

Teaching and assessment

How will you be taught?

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 seminars, before using this experience on placement to plan and deliver in the classroom.

Following placement, your seminars will give you opportunities to discuss your teaching – what went well and what changes you make in the future. 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, Staging Post meetings, 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 a placement. You will receive 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, a trainee will have around 20 contact hours of teaching. The precise contact hours will depend on the modules being undertaken. At level 6 there is less contact time taken in the final term, due to placement or the opportunity for independent study.

Typically contact hours will be structured around:

  • 16 hours of seminar sessions on campus
  • 2-4 hours whole cohort sessions on campus
  • Individual tutorial sessions for academic progress and assignment support

Independent self-study

In addition to the contact time, as part of the course 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, Blackboard (our virtual learning environment) and extensive learning resources, support independent learning.

Teaching staff

You will be taught by a 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 is based on research and consultancy, and many of our academics 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.


The course provides opportunities to assess understanding and learning, both formatively and summatively, across the programme. Each module has one or more formal or ‘summative’ assessments which are graded and count towards the overall module grade.

Assessment methods may typically include:

Level 4:

Formal formative assessments will include presentations and posters. Formal summative assessments will take the form of written assignments, individual presentations and/or poster presentations.

Level 5:

Formal formative assessments will include presentations, critical debates, and/or creation of teaching resource packs. Formal summative assessments will take the form of an individual presentations with justification, a formal critical debate/presentation, written essays, poster presentations and/or an exhibition.

Level 6:

Formal formative assessments will include presentations and/or professional discussions. Formal summative assessment will take the form of written assignments, presentations and a dissertation (independent study).

On school experience, you are formatively assessed against our University of Worcester Curriculum. You will work with school colleagues alongside University tutors to complete reflections and activities in school to support your formative assessment. This will build towards your assessment against the Teachers’ Standards at the end of your course.

Throughout your course, you will be supported to prepare for your transition into your early career teacher years through the Career Entry Profile, as part of your Continuing Professional Development.


You will receive feedback on formal assessments, presented as written assignments. Feedback supports learning and you are encouraged to discuss all feedback with personal academic tutors and module tutors as appropriate.

We aim to provide you with feedback on formal assessments within 20 working days of the submission date.

Programme specification

For comprehensive details on the aims and intended learning outcomes of the course, and the means by which these are achieved through learning, teaching and assessment, please download the latest programme specification document.

Meet the team

You will be taught by a teaching team whose expertise and knowledge are closely matched to the content of the modules on the course.

You can learn more about the staff by visiting our staff profiles.

Caroline Thomas Meredith smiling at camera

Caroline Thomas Meredith

Caroline is a Senior Lecturer and Course Leader for BA (Hons) Primary Initial Teacher Education with QTS. She joined the School of Education in 2019, primarily working within her specialist area of Science teaching on the primary undergraduate and postgraduate teacher training programmes.

Before joining the University, Caroline worked in several First and Primary schools within Worcestershire. She had the fantastic opportunity to undertake a number of roles with wider ranges of responsibility including; Assistant Headteacher, Strategic Leader for Key Stage 1, Strategic Lead for Key Stage 2, Strategic Lead for English and Phonics, SENDCo, Key Stage 1 Phase Leader and Science Coordinator.

As a senior leader and class teacher, Caroline championed the positive learning behaviours of each individual child whilst ensuring the curriculum provided challenging, achievable and ambitious opportunities for children to learn to master new skills and generate new knowledge. Caroline uses these valuable approaches, skills and experiences to enable her to effectively and fully support student teachers through coaching, mentoring and sharing and modelling best practice.


Karen Bubb

Karen joined the School of Education at the University of Worcester in 2014, as a Senior Lecturer in Education.  As Year 1 Cohort Lead for the Primary Initial Teacher Education (PITE) course, Karen manages and organises the transition into university for Year 1 students.  She is also part of the Primary Partnership Team, this role includes supporting trainee teachers, class teachers/mentors and the School Experience Tutors from the university.

Karen teaches Religious Education on the Undergraduate PITE course and the Primary PGCE course. Religion Education is a key focus of Karen's current research interests, she also offers Religious Education CPD opportunities to schools.

Samantha Wallett

Sam Wallett is an experienced primary school practitioner with a career of over 25 years working in schools across the Black Country. 10 of these years were spent working as a Senior Leader and it was during this time that she achieved NPQH.

Sam started working with the University of Worcester as a Lead Mentor in school and then in September 2021 became an Associate Lecturer. Her role has now developed, and she works as a part time Lecturer in Primary Education and has recently taken on the role of UG2 Cohort Lead.

Sam is passionate about education and the privileged position she is now in - working alongside the next generation of teachers.


Ben Shakespeare

Ben is a senior lecturer and teaches students on the Primary BA ITE pathway and Primary PGCE pathway, primarily working within his specialist areas of mathematics and science. He is also the Year 3 Cohort Leader – supporting students on the final year of the undergraduate programme and ensuring that they are well-equipped to successfully gain employment as they finish the course. Ben is also module leader for Year 3 Professional Practice; a module focusing on effective preparation for Early Career Teaching. Before joining the University in April 2018, he worked in Gloucestershire schools for 10 years as a class teacher, Mathematics Subject Leader and has also worked as part of Senior Leadership Teams. He has a strong teaching/leadership background within Key Stage 1 and EYFS – appreciating (and enjoying!) the exciting challenge of working with young children!

Ben has had experience with supporting a wide range of student teachers, early career teachers, teaching assistants and class teachers. He enjoys supporting others to become the best that they can be and aims to use these experiences to effectively support students at the University.


Where could it take you?

Our Early Career Teachers (ECTs) 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).

Our graduates have gone on to secure employment in a variety of settings in many roles including leadership teams, subject leads, international posts and consultants.   

Alex Holloway

Alex Holloway

Alex works as a year 3 teacher and Computing coordinator at a Gloucestershire Academy

The teaching profession is filled with amazing people. It is a difficult and a tiring job, but the feeling you get from doing it makes it all worthwhile. With a class of 35 last year and 35 again this year, I am so pleased to know I have had a positive impact on 70 children's lives already and there's not a job I can think of that could give you more satisfaction than that.

My PITE course at the University of Worcester was fantastic. The lecturers were brilliant and it did a great job of setting me up for life as a teacher.


Elise Parle

After leaving The University of Worcester in 2016, I decided to stay in Worcester to do my NQT year at a local primary school and ended up staying for three years. I absolutely adored Worcester and my primary school, but started to get itchy feet. I wanted a new adventure. So, I began looking at other jobs, in other countries, and happened to stumble upon Dubai. I decided to send a few applications, managed to get an interview and get a job for the following September.

I’ve now been living and teaching in Dubai for a month and it has been incredible! I wouldn’t have been able to get here without all the support and help I received at the University of Worcester. 

Megan Davis and a man dressed in a denim jacket are sitting in a garden next to an Alsatian dog.

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.”

Two students are walking next to each other and smiling

Careers and Employability

Our Graduates pursue exciting and diverse careers in a wide variety of employment sectors.

Find out how we can support you to achieve your potential

How much will it cost?

Full-time tuition fees

UK and EU students

The standard fee for full-time home and EU undergraduate students enrolling on BA/BSc/LLB degrees and FdA/FdSc degrees in the 2024/25 academic year is £9,250 per year.

For more details, please visit our course fees page.

International students

The standard tuition fee for full-time international students enrolling on BA/BSc/LLB degrees and FdA/FdSc degrees in the 2024/25 academic year is £16,200 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.

The DfE requires all trainee teachers to obtain an Enhanced Disclosure & Barring Service (DBS) check, which you will need to pay for.

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. Our halls of residence are home to friendly student communities, making them great places to live and study.

We have over 1,000 rooms across our range of student halls. With rooms to suit every budget and need, from our 'Traditional Hall' at £131 per week to 'En-suite Premium' at £221 per week (2024/25 prices).

For full details visit our accommodation page.

How to apply

How do you apply?

Applying through UCAS

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

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

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 pages for more information on applying and to find out what happens to your application. 

Primary Teaching - Early years (3-7 years) - X121

Apply via UCAS

Primary Teaching - Later years (5-11 years) - X122

Apply 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.

Caroline Thomas Meredith

Course leader