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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

  • 91% overall student satisfaction (NSS 2019) for the programme
  • 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
  • '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
  • Specialise in either 3-7 or 5-11 year-olds
  • Opportunities to work with innovative schools to enhance professional practice
  • Find out what we are up to on our Twitter account

Join us this September

It's not too late to apply for a September 2020 start. We have places available on a range of courses through clearing.

Find out more
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.


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).
  • A minimum of 4 GCSEs at grade C/4 which must include in Maths, English Language and a Science (for 2020 entry, applicants must have these qualifications by 30 November 2020). Alternatively, we offer equivalency exams 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.
  • 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.

We welcome Access to Higher Education Diploma, for specific requirements, or if your qualifications are not listed, please contact our admissions team.

Other information

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.

You will also be subject to the usual prohibition list and criminal record checks. In addition, the Department of Education requires all trainees to satisfactorily complete a medical questionnaire to demonstrate their fitness to teach.

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

Shortlisted applicants will be interviewed.

You are no longer required to take the Professional Skills Tests for entry to teacher training courses.

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

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.

Details of upcoming taster days will be added as soon as they are available.

The taster days are 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.

A day in the life of a Primary School Teacher

"The course continues to bring the very best the workplace partnerships have to offer in educational practice. The quality of the student learning experience is exemplary"

External Examiners (2019)

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
  • Teachers as researchers
  • Developing self
  • Teaching and Learning: core subjects and PE
  • Teaching and Learning: foundation subjects   


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


Year 2

Mandatory modules

  • Professional practice
  • Contemporary issues in education
  • Developing self and experiences
  • Planning, progression, assessment: core subjects and PE
  • Planning, progression, assessment: foundation subjects   


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

(SEND option)

Year 3

Mandatory modules

  • Independent study 
  • Developing self, experiences and practice
  • Diversity and inclusion: core subjects and PE
  • Diversity and inclusion: foundation subjects   

Optional modules

  • Professional practice
  • Professional practice (Non-QTS)


  • Spring term: block placement

+ Days for research

Additional opportunities

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

  • Mini Me 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

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 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.


The course provides opportunities to assess understanding and learning formatively and summatively across the programme. Each module has one or more formal or ‘summative’ assessment which is graded and counts towards the overall module grade.

Assessment methods may typically include:

Level 4:

Formal formative assessment will include subject profile, reflective target setting, practical demonstration. Formal summative assessment will take the form of written assignments, individual presentations, poster presentations.

Level 5:

Formal formative assessment will include subject profile, reflective journal entry, audit.Formal summative assessment will take the form of an individual presentation with justification, a formal critical debate/presentation, written essay, poster presentation, exhibition.

Level 6:

Formal formative assessment will include subject profile, presentation, target setting reflection. Formal summative assessment will take the form of written assignments, presentations and a dissertation (independent study).


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.

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.

In person teaching from September

We intend to start the academic year as planned in September 2020.

For many years, the majority of our teaching has taken place in small group settings such as seminars, laboratory classes, tutorials, clinical simulation and other practical sessions. We are planning to continue to teach these in person, while strictly following the Government safety guidelines in place at the time.

Other sessions will be delivered through a blend of in-person and online learning. You can read more about this approach in our coronavirus FAQs.

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.


Suzanne Horton

Suzanne is the Course Leader for the BA (Hons) Primary Initial Teacher Education with QTS.  She joined the School of Education in 2012 as a senior lecturer and subject lead for Primary English. She teaches on the undergraduate and postgraduate English modules and the undergraduate Professional Studies Programme.


Karen Bubb

Karen joined the Institute 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.


Victoria Pugh

Victoria joined the Institute of Education in 2017 as a lecturer and subject lead for Primary PSHE and RSE. She teaches on the undergraduate professional studies module and leads PSHE and SENDI across the undergraduate and postgraduate ITT courses. She is undergraduate cohort leader and part of the partnership team.

Prior to joining the university she spent 15 years working in primary schools both in the UK and abroad and has had experience teaching all year groups ranging from Nursery to Year 10. During her career in primary education, she has been part of a number of management teams in various roles and has spent the majority of her career as both PSHE coordinator and SENCo across the primary and secondary age phase. She worked as a Specialist Leader of Education (SLE) for PSHE creating PSHE networks and training across Herefordshire and Worcestershire.

Joy Carroll 2020

Joy Carroll

Joy trained as a Primary School teacher and started her teaching career in London before teaching in America, Staffordshire, Herefordshire and Worcestershire. Joy held a range of leadership roles including Lead Teacher for Literacy, Key Stage One Moderator for a Local Authority, Geography and History Coordinator, Special Educational Needs Coordinator, Key Stage 1 Manager and Assistant Head Teacher.

Her research interests include action research and how policy informs practice in ITT. Joy is currently studying for a Doctorate in Education at University College London, researching the impact of how schools and universities can work collaboratively to support Initial Teacher Education within the different routes into teaching.


Where could it take you?

Our 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).

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 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.”

Cover of the 2020 University of Worcester prospectus

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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 2020/21 is £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 2020/21 is £12,700 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, 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 £105 per week to 'En-suite Extra' at £169 per week (2020/21 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.

Suzanne Horton

Course leader