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Gain hands-on experience at each stage of the course
You'll be able to go straight into a teaching job when you graduate
We have connections in over 50 early years settings and schools
The BA (Hons) Primary Education with QTS provides a route into the primary teaching alongside gaining an education degree, which means you'll be able to go straight into your first job as a primary school teacher when you graduate.
Our course puts learning at the heart of what we do. This means that your learning is at the centre of the course just as, when you are teaching, the learning of your school students must be at the centre of your work.
The course is distinctive because it involves a mix of university input and school experience, close attention to your individual needs and a genuine sense of partnership with the schools that we work with. You'll undertake valuable and varied placements at each stage of the course in a range of settings.
On successful completion of study, we will issue the following award: BA (Hons) Primary Education with Qualified Teacher Status (3-7) (5-11)
Our full-time BA (hons) Primary Education provides intensive training leading to Qualified Teacher Status ('QTS') for early years establishments and primary schools in the 3-7 or 5-11 age range. The course will include theoretical foundations in: child development; learning strategies; primary curriculum and comparative education. Alongside this, throughout the award students will undertake placements in schools to develop their teaching and create links between theory and practice.
The course operates on a modular basis that provides flexibility and choice. Typically the majority of modules are 30 academic credits with a smaller number of 15 credit modules. Each credit taken equates to a total study time of around 10 hours. Total study time includes scheduled teaching, independent study and assessment activity. Full-time students take modules worth 60 credits per semester, with part-time students taking proportionately fewer credits per semester. All students take a total of 120 credits per level and 360 credits for the degree as a whole. Your overall grade for the course and your degree classification are based on the marks obtained for modules taken at levels 5 and 6. The full-time course has one start point in September.
Find out more about our excellent quality of teaching.
The tables provide an indicative list of the modules that make up the course for the current academic year. Each module is worth a specified number of credits. Our teaching is informed by research, and modules change periodically to reflect developments in the discipline. We aim to ensure that all modules run as scheduled. If for any reason a module cannot be run we will advise you as soon as possible and will provide guidance on selecting an appropriate alternative module.
This module will require you to undertake a work placement in the Early Years/Education sector. This will provide you with an opportunity to demonstrate evidence of theory in practice, and both personal and professional work-based skill sets. You will explore their role within this work setting, whilst reflecting upon your ability to immerse into the team in order to stimulate, engage and maintain learning. Furthermore you will consider wider issues relating to your role, including but not limited to; ethics, professional identity, their own strengths and targets. You will be encouraged to keep a blog or journal of your experience.
Module code: EDUC40606
The module takes an issues-based approach and explores how various ideas, individuals and events along with significant political, social and economic factors have influenced, and continue to shape educational policy and practice in Britain. Significant contemporary issues in the provision and organisation of education are examined in relation to their historical developments. As such, you will examine developments in British education from 1870 to the present day. You will explore a variety of topics during this module which will include:Different forms of school provision (by type e.g. church/faith, maintained, independent, public, academies, free schools, special schools), The educational experiences of different kinds of pupils/students in different educational settings in the system (i.e. from nursery/pre-school to university),The impact of education polices on education practitioners practice and responsibilities,Different approaches to education, such as traditional and progressive,The influence of political and educational ideologies,The relationship between education and the economy,The curriculum and assessment/testing,The education marketplace and competition,The role of the media in reporting education-related news,Education and training from 14+,Widening participation in HE,The shape of education in the future.A range of historical sources (major enquiries, reviews, reports, events, policies, initiatives, legislation) and relevant research in education are drawn upon. You will be able to develop a chronological and conceptual understanding of developments in education policy and practice as well as exploring the historical roots of some contemporary issues.
Module code: EDUC40505
You will examine the legislative and policy framework relating to child protection, for example, UNCRC (1989), Every Child Matters (2003), Children Act (1989/2004), Common Assessment Framework (CAF), Data Protection Act (1998), Working Together to Safeguard Children (currently 2015 version) and the Prevent Duty (currently 2015 version). You will review the terms used within the area of children protection and examine how children can be helped to protect themselves. You will also consider cultural perspectives of childhood, child abuse and differing attitudes and perspectives of childrens vulnerability. You will learn how abuse is dealt with, within agreed professional boundaries of confidentiality, and distinguish clearly between evidence directly observed and information gathered from other reliable sources. You will understand the boundaries and limitations of your roles and responsibilities, when to make referral to protective and specialist services and how to contribute to the overall process. You will investigate changes in policy from intervention to prevention approaches within universal services and the role of the various agencies involved in child protection and safeguarding such as Ofsted, children's centres, the police, courts and social services. In support of this this module will also examine national guidelines on interagency co-operation. This will also enable consideration to be given on the governments current policy with regard to preventing radicalisation amongst young people.
Module code: EDUC40506
This module will focus on introducing the subjects which make up the core Primary National Curriculum, examining the key educational theory and policy which underpins their effective delivery. The purpose of this is to ensure that you have an informed position with respect to current policy and practice. This will allow you to engage in informed debate, whilst developing your core curriculum knowledge/delivery during early placements via the evaluation of current classroom practice.You will explore the nature of creativity in the planning and delivery of the core subjects, developing your understanding of both practice and theory, linking this to your school placement experiences. You will become confident in your understanding of the statutory requirements of each of the core subjects and the statutory summative assessment processes connected to each of the core subjects.
Module code: EDUC40604
This module will enable you to reflect on you personal and professional development and your journey to meeting the Teacher Standards. You will have the opportunity to demonstrate learning and reflection of continuing personal and professional development in terms of how you co-operate, collaborate and interact with others in schools. This will primarily concern your interactions with children and your teaching skills but will also include the wider role of the teacher, for example, working with other adults.
Module code: EDUC50604
This module aims to examine the social, cultural and political circumstances in which work with children, young people and adults operates, specifically in relation to diversity and disadvantage. In particular, the module examines the impact of policy upon practice in promoting equality and inclusion within services and provision for children, young people and adults.It may includePersonal, cultural and structural factors affecting equalities and inclusive practice,Attitudes and values,Historical perspectives and landmarks,Legislation and policy around equal opportunities, anti-discrimination and social inclusion,Evaluation of current practices,The role and responsibilities of the practitioner/professional
Module code: EDUC50517
The module will explore how teachers can develop creative approaches to teaching foundation subjects. This will include all subjects and you will be encouraged to be fully involved. This module will have lots of hands on experiences in subjects such as art, physical education, design and technology and geography. This module will enable you to apply your learning to the planning and delivery of lessons in schools.
Module code: EDUC50605
This module examines the ideas connected to the assessment of children within main-stream primary schools. On a practical level the module will explore how teachers approach the use of formative, summative and evaluative assessment methods to support future planning. The module will then progress to a more theoretical perspective on how the measuring of assessment within education is changing the nature of the sector over time, for example, the use of league tables.
Module code: EDUC50606
This module enables detailed and systematic examination of personal and professional development. This includes the final preparations of meeting the Teacher Standards and will be evidenced by the production of a detailed and well-structured portfolio, based on the experienced gained primarily within the final two years of the course.
Module code: EDUC60618
The purpose of this module is to provide you with an understanding of relevant theory and practice in relation to:Rationale for use of qualitative or quantitative data in researching education. Underlying methodological assumptions underpinning choice of method: positivism, ethnography, post-modernism and critical realism;Integrity in educational research: making assumptions explicit, acknowledging sources of bias, caution in interpretation of data, triangulation;Quantitative methods including questionnaire design, descriptive statistics, sample size and composition, regression, residuals, statistical significance, confidence intervals and effect sizes. Application of these methods in the study of educational effectiveness, target setting and management practice;Qualitative methods including interview format, document analysis, participant observation, systematic analysis of qualitative data. Application of these methods in the context of education andEthical issues in the context of education: preserving anonymity, obtaining permission, checking authenticity of data etc.
Module code: EDUC60603
This module will allow you to participate in a small scale independent research project. The content of the research will be determined by the selection of the topic to be studied and the framing of the hypothesis/research question. This module will allow you to build on and develop your research skills, to implement different research methodology and to undertake small scale research utilising appropriate academic conventions.
Module code: EDUC60604
This module will change year on year as it aims to engage with contemporary issues in education. This will link to government led initiatives, sector driven concerns as well as future challenges within the wide field of primary education.
Module code: EDUC60619
Please note, the Professional Skills Tests will be replaced for 2020 entry. Details of the replacement for the tests are still to be announced, however they will be benchmarked against a defined set of English and Mathematics skills that students will be expected to have by the end of the course (rather than at the point of entry).
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Students see a broad picture of early years settings and schools that is not limited to a single place, giving you a vast range of experience in different settings.
You'll have access to a range of high quality placements. We work with 50 plus high performing early years settings and schools within the local area and in Birmingham, the Black Country, Shropshire, Manchester, Derbyshire and beyond.
After graduating you could find yourself working in a range of educational roles and settings, such as early years, primary schools, secondary schools, learning support, inclusive education and special educational needs and management.
You will be provided with opportunities to prepare you for employment.
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Students learn in different ways. To help everyone get the most out of their studies, we teach students through a blend of lectures, seminars, workshops and laboratory practicals. Seminars enable you to discuss and develop your understanding of topics covered in lectures in smaller groups of around 16-18 students. In addition, you will have timetabled meetings with your personal tutor. You will be taught in first-class learning spaces throughout your course.
Your course will provide you with opportunities to test your understanding of your subject informally before you complete the formal assessments that count towards your final mark. Each module normally includes practice or ‘formative’ assessments, for which you receive feedback from your tutor. Practice assessments are developmental and any grades you receive for them do not count towards your module mark. There is a formal or ‘summative’ assessment at the end of each module. This includes a range of coursework assessments, such as essays, reports, portfolios, performance, presentations, final year, independent project and written examinations. The grades from formal assessments count towards your module mark.
In addition to the excellent support you will receive from your course teaching team, our central Academic Skills team provides group and one-to-one help to support your learning in a number of areas. These include study skills (including reading, note-taking and presentation skills); written English (including punctuation and grammatical accuracy); academic writing (including how to reference); research skills; critical thinking and understanding arguments; and revision, assessment and examination skills (including time management).
Our AccessAbility Services support students with additional needs such as sensory impairment, or learning difficulties such as dyslexia.
You will normally receive feedback on coursework assessments within 20 working days following the date of submission. Examination feedback may take a variety of formats. However, as a minimum, generic feedback will be made available to all students who take written examinations.
Your study time will consist of class contact hours, self-directed learning, assessment and placements where appropriate. Your actual contact hours will depend on the subject area, on the option modules you select and professional body requirements.
When not attending lectures, seminars, placements or other timetabled sessions, you will be expected to continue learning independently through self-study. Typically, this will involve utilising a range of digital resources including our virtual learning environment; reading journals, articles and books; working on individual and group projects; undertaking research in the library; preparing coursework assignments and presentations, and preparing for examinations. Your independent learning will be supported by a range of excellent facilities. These include the library, open access computer facilities, informal learning zones, a range of laboratories and performance and studio spaces.
You will be taught by an expert teaching team whose expertise and knowledge are closely matched to the content of the modules on the course. The team includes senior academics and professional practitioners with industry experience. Postgraduate research students who have undertaken teaching training may also contribute to the teaching of seminars under the supervision of the module leader.
For the course starting on 21 September 2020 the tuition fees are:
UK, EU and Channel Island students: This tuition fee is agreed subject to UK government policy and parliamentary regulation. If the UK government passes appropriate legislation, the fee for subsequent years of study may increase in each academic year. But this increase will not exceed the rate of inflation as measured by RPIX**. Any change in fees will apply to both new and continuing students. The University will notify students of any change as early as possible. Further information about fee changes would be posted on the University’s website once this becomes available.
**RPIX is a measure of inflation equivalent to all the items in the Retail Price Index (RPI) excluding mortgage interest payments.
International (Non-EU) students: Tuition fees will remain the same for each year of your course, as long as you complete it in the normal time-frame (i.e. no repeat years or breaks in study).
Accommodation and living costs are not included in our fees.
For more information on accommodation and living costs, please see: Accommodation
If you receive funding from Student Finance you may be eligible to apply for additional benefits. Details can be obtained by visiting: www.gov.uk
As an undergraduate student at Staffordshire, you may be eligible for additional financial support through one of our scholarships and bursaries. You can visit our funding page to find out more and check your eligibility.
I have really enjoyed the course so far and feel well supported by the course tutors and Staffordshire University as a whole. The University holds student well-being, as well as academic success in high regard and there is a real sense of working in partnership to achieve.
I feel that the course structure is a real positive at Staffordshire University; delivering a successful balance of university sessions and school experience.
Being placed at the same school for the academic year enables students to really become part of the school community and it is very rewarding to see the children grow and share their progress and achievements throughout the year. Over several weeks, the block placements provide a realistic school life experience and the weekly sessions in school bring the university pedagogical theory sessions to life.
The teaching on the QTS course takes a student-centred approach as the lectures ensure that all the content is relevant and supports our time in placement. The lectures ensure that if there are specific areas we are unsure about (whether that be a curriculum area or a reflective theorist), we are directed to further readings and information is provided on Teams to support our development. I feel that the teaching in this course is well prepared and strongly supports our learning.
Teaching isn't easy, but it is rewarding more than you could ever believe, and you get to learn how to do it with support from people who understand your struggles and push you to do better.
All of the lecturers are very approachable and supportive; they are always available to talk if you need further support or advice.
If you are offered a place at Staffordshire University, your offer will be subject to our rules, regulations and enrolment conditions, which may vary from time to time.
Students of Staffordshire University enter into a contract with us and are bound by these rules and regulations, which are subject to change. For more information, please see: University Policies and Regulations.
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10/07/2020 07:01:48 / Primary Education with Qualified Teacher Status (3-7) (5-11) / Full-time / 41.0 / 37.0 / SSTK-11759 / Direct link
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