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Primary Education (QTS) BA Honours

Encouraging children to build confidence and pride in their achievements is rewarding like nothing else. Start your teaching journey today.
Code
X120
Start
September 2022
Duration
3 years full-time
Attendance
Full-time
Fees
£9,250 (UK) *
£14,700 (EU / INT) *
Course leader
Rebecca Lerman

Teaching in a primary school is one of the most rewarding careers you can have and a BA (Hons) in Primary Education will give you the experience and support you need to succeed in your studies and achieve Qualified Teacher Status. You will be working with a team of teachers and other adults to support children (aged 5 to 11) to succeed inside and outside the classroom. The course is taught using a blended learning and teaching approach, combining practical workshops and seminars, by expert tutors with extensive experience working in educational settings, ensuring you are well supported to achieve the best results.

Why study primary education with us

Our BA Primary Education is a highly competitive programme with a curriculum that has fully embedded the Core Content Framework for Initial Teacher Training. All our students are dedicated individuals with a passion for developing the experience and skills needed to become an excellent teacher. You will have the opportunity to gain the knowledge and skills required to fully meet the Teacher Standards by the end of your training programme.

You will learn through a mix of theory and practice to develop the ability and confidence to teach all the subjects in the National Curriculum to children in  Reception, KS1 and KS2. You will benefit from the guidance of expert tutors who bring a wealth of professional experience to their teaching, and who are widely published across disciplines such as multilingualism, diversity and child development.

Develop practical teaching skills with our hands-on methods

You will combine studying on campus and online, with practical classroom experience at one of our partnered primary schools in London and the surrounding areas. We have excellent relationships with schools across the capital and home counties. The nature of the course allows you to return to University to reflect on your practical application. The teaching quality and individual support for students on the Initial Teacher Training (ITT) programmes at Middlesex consistently produce the highest outcomes and very high employment rates of our trainees who typically gain their first teaching appointments during the course.

Our primary education courses have been highly rated by Ofsted (the official body for inspecting schools and education), so you know that you will be getting the best quality of training.

Get the support you need to succeed

You will be among graduates with a strong reputation for their learning and education skills. You will be allocated a Personal Tutor to receive the academic and well-being support that you need as well as a wealth of University resources and Learning Enhancement Team support.

Course highlights

  • With a curriculum that has fully embedded the Core Content Framework for ITT, you will learn through a mix of theory and practice to develop the ability and confidence to teach all the subjects in the National Curriculum to children from 5 to 11 years.
  • You will stay in contact with your tutors, allowing continual mentoring and mutual knowledge exchange
  • The diverse teaching placements enable you to understand, critically evaluate and respond to the needs of children in multicultural, multilingual and multi-faith settings and schools in an international, urban environment
  • An ITT Curriculum that imbeds learning outside the classroom opportunities and uses the cultural wealth and diversity of London
  • Many of our graduates have their first teaching post at the schools where they had a placement
  • You may be able to undertake an enrichment placement in a SEND school
  • As a student of this course you will receive a free electronic textbook for every module,


Find out more

Sign up now to receive more information about studying at Middlesex University London.

What will you study on the BA Primary Education (QTS)?

As a Primary school teacher you will be expected to demonstrate a sound knowledge of the subjects in the curriculum and how they inter-relate. You will study the core subjects of English, Mathematics and Science throughout the degree as well as Art, RE, Humanities, Music, Design and Technology, and Computing. These subjects will be taught separately and through interdisciplinary approaches.

Modules

  • Year 1 - Compulsory

    • The Core Curriculum: Subject Knowledge Development (20 credits)

      Throughout this module, you will develop a growing understanding of teacher identity and empowering pedagogies through a study of the core curriculum.

      You will begin to consider aspects of inclusion, and cultural responsibility, encouraging thinking of what teacher identity means to the students as a trainee teacher.

      You'll also study the subject knowledge and skills within the core curriculum of English, Maths, and Science.

    • Physical Education (10 credits)

      The aim of this module is:

      • To develop a growing understanding of teacher identity and of empowering pedagogies.
      • Begin to consider aspects of inclusion and cultural responsivity, and encourage thinking for learning beyond the classroom.
      • To develop student teachers’ knowledge and understanding of the role of Physical Education and Health and Well-being Education for all children, and
      • To meet the subject knowledge and pedagogical requirements to plan, teach and assess Physical Education from FS to KS2 according to current Teachers’ Standards.
    • Computing in the Primary Curriculum (10 credits)

      The aim of this module is to:

      • To develop a growing understanding of teacher identity and empowering pedagogies in the learning and teaching of computing.
      • To begin to consider aspects of inclusion and cultural responsivity in the learning and teaching of computing and to encourage thinking for learning beyond the classroom.
      • To meet the subject knowledge and pedagogical requirements to plan, teach and assess computing in the primary curriculum.
    • Science and Design Technology in the Primary Curriculum (10 credits)

      The aim of this module is to:

      • Develop a growing understanding of teacher identity and empowering pedagogies
      • Begin to consider aspects of inclusion, and cultural responsivity and encourage thinking for learning beyond the classroom, and
      • Meet the subject knowledge and pedagogic requirements to plan, teach and assess science and Design Technology at reception and Key Stage 1.
    • Mathematics in the Primary Curriculum (10 credits)

      The aim of this module is to:

      • Grow an understanding of teacher identity and empowering pedagogies in the learning and teaching of mathematics.
      • Develop knowledge, skills, and understanding in the learning and teaching of reading, writing, speaking, and listening, as well as storytelling, and systematic synthetic phonics.
      • Begin to consider aspects of inclusion, and cultural responsivity in the learning and teaching of English and encourage thinking of the importance of story.
    • English in the Primary Curriculum (10 credits)

      The aim of this module is to:

      • Grow an understanding of teacher identity and empowering pedagogies.
      • Developing knowledge, skills, and understanding in the learning and teaching of reading, writing, speaking, and listening, as well as storytelling, and systematic synthetic phonics.
      • Begin to consider aspects of inclusion, and cultural responsivity in the learning and teaching of English and encourage thinking of the importance of story.
    • Creativity and the Arts (20 credits)

      The aim of this module is to:

      • Develop a growing understanding of teacher identity and empowering pedagogies in relation to creativity and to learning and teaching in Art & Design, and Music
      • To begin to consider aspects of inclusion and cultural responsivity in the learning and teaching of Art & Design, and Music and to encourage thinking for learning beyond the classroom, and
      • To meet the subject knowledge and pedagogical requirements to plan, teach and assess Art & Design, and Music in the Key Stage 1 and KS2 classroom.
    • Discovering the Humanities (20 credits)

      This module involves developing a growing understanding of teacher identity and empowering pedagogies.

      You will begin to consider aspects of inclusion, and cultural responsivity and encourage thinking for learning beyond the classroom.

      You will meet the subject knowledge and pedagogic requirements to plan, teach and assess the Humanities subjects (History, Geography, and Citizenship).

  • Year 2 - Compulsory

    • English: Creative Literacy (15 credits)

      The aim of this module is:

      • To develop a growing understanding of teacher identity and of empowering pedagogies in practice.
      • To consider aspects of inclusive practices in the classroom, encouraging reflection on cultural responsivity, and developing links with learning beyond the classroom.
      • To extend your knowledge, skills, and understanding of English learning and teaching, and
      • To provide a focus on the pleasure of listening, speaking, reading, and writing in an inclusive classroom.
    • Cross Curricular Learning and Teaching (20 credits)

      The aim of this module is to:

      • Develop reflective perspectives on teacher identity and empowering pedagogies in practice.
      • Consider aspects of inclusive practices in the classroom, encouraging reflection on cultural responsivity and developing links with learning beyond the classroom.
      • Develop a critical understanding of a cross-curricular approach to teaching and learning, by reflections on self as learner and teacher, and in the collaborative planning and participation of a masque.
    • Inclusive Practices for Children with SEND (10 credits)

      The aim of this module is to:

      • Develop reflective perspectives on teacher identity and empowering pedagogies in practice.
      • Consider aspects of inclusive practices in the classroom, encouraging reflection on cultural responsivity and developing links with learning beyond the classroom.
      • Develop your subject knowledge and understanding of pedagogic requirements for inclusive teaching of children with Special Educational Needs or Disabilities in the Early Years, Key Stage1 and Key Stage 2 and the Teachers Standards, 2012.
      • Use your critical reflections of learning and teaching to inform your understanding of best practice.
    • Religious Education (10 credits)

      The aim of this module is to:

      • Develop reflective perspectives on teacher identity and empowering pedagogies in practice.
      • Consider aspects of inclusive practices in the classroom, encouraging reflection on cultural responsivity and developing links with learning beyond the classroom.
      • You will attend schools in a variety of localities including intercultural, multilingual, and multi-faith school settings across the primary phase.
      • Further, develop and demonstrate your progress in the understanding and skills necessary to operate as an effective teacher.
      • Demonstrate you are meeting current professional requirements as described by the Teachers’ Standards (DfE, 2012).
    • Primary Professional Practice Two (30 credits)

      The aim of this module is to:

      • Develop reflective perspectives on teacher identity and empowering pedagogies in practice.
      • Consider aspects of inclusive practices in the classroom, encouraging reflection on cultural responsivity and developing links with learning beyond the classroom.
      • You will attend schools in a variety of localities including intercultural, multilingual, and multi-faith school settings across the primary phase.
      • Further, develop and demonstrate your progress in the understanding and skills necessary to operate as an effective teacher.
      • Supports you in demonstrating you are meeting current professional requirements as described by the Teachers’ Standards (DfE, 2012).
    • Physical Education, Health and Wellbeing (10 credits)

      The aim of this module is to:

      • Develop reflective perspectives on teacher identity and consider aspects of cultural responsivity when teaching physical education and well-being in the school setting.
      • To develop your teachers’ knowledge and understanding of the role of Physical Education and Wellbeing education for all children.
      • To meet the subject knowledge and pedagogical requirements to plan, teach and assess Physical Education from FS to KS2 according to current Teachers’ Standards.
      • To develop your ability to analyse the performance of self and others and suggest improvements and interact effectively within a team to achieve personal and group outcomes.
    • Investigating Science (10 credits)

      The aim of this module is to:

      • Develop reflective perspectives on teacher identity and empowering pedagogies in practice.
      • Consider aspects of inclusive practices in the classroom, encouraging reflection on cultural responsivity and developing links with learning beyond the classroom.
      • Use your critical reflections on teaching science at reception to help you meet the subject knowledge and pedagogic requirements for the teaching of science at Key Stages 1 and 2.

      If you're following a subject specialism in science, you will also develop additional depth of practical and theoretical knowledge and understanding, with an extended focus upon subject concepts and skills, curriculum content, pedagogy and subject leadership and management.

    • Mathematics: Mathematical Literacy (15 credits)

      The aim of this module is:

      • To understand the development of the primary curriculum key mathematical concepts through the medium of children’s literature.
      • To develop an awareness of children’s common errors and misconceptions and develop strategies for dealing with them.
      • To understand the mathematical operations concerning the appropriate age-related strategies.
      • To develop reflective perspectives on teacher identities and to empower pedagogies in practice.
      • To consider aspects of inclusive practice in the classroom, encourage reflection on cultural responsivity, and develop links with learning beyond the classroom.

      If you follow a subject specialism in mathematics, you will develop additional depth of practical and theoretical knowledge and understanding, with an extended focus upon subject concepts and skills, curriculum content, pedagogy, and subject leadership and management.

  • Year 3 - Compulsory

    • Primary Professional Practice Three (60 credits)

      The aim of this module is to:

      • Develop well-informed thinking on teacher identity and empowering pedagogies.
      • Critically engage with inclusion within and beyond the classroom.
      • Critically reflect on cultural responsivity and the power of learning beyond the classroom.
      • Consider how all these aspects contribute to being an effective, influential teacher and learner.
      • Attend schools in a variety of localities including intercultural, multilingual, and multi-faith school settings across the primary phase.
      • Develop and demonstrate your progress in the understanding and skills necessary to operate as an effective teacher.
      • Demonstrate you are meeting current professional requirements as described by the Teachers’ Standards (DfE, 2012) in full.
    • Interdisciplinary Learning and Teaching Across the Curriculum (20 credits)

      The aim of this module is to:

      • Develop well-informed thinking on teacher identity and empowering pedagogies.
      • Critically engage with inclusion within and beyond the classroom.
      • Critically reflect on cultural responsivity and the power of learning beyond the classroom.
      • Consider how all of these aspects contribute to being an effective, influential teacher and learner.
      • Gain opportunities to develop within communication and numeracy, problem-solving, teamwork, digital literacy, ethical and cultural awareness, and creativity.
      • Critically examine curriculum discourse about interdisciplinarity to advance pupils’ cognitive and social learning.
      • Critically develop your knowledge, understanding, and organisation of the primary curriculum and demonstrate the ability to research and plan creatively.
      • Critically employ a range of pedagogies to develop a creative outlook and an inspirational, enquiring and adaptable approach to children’s learning.
    • Inclusive Practices Beyond the Classroom (20 credits)

      The aim of this module is to:

      • Develop critical thinking on teacher identity and empowering pedagogies.
      • Critically engage with inclusion within and beyond the classroom.
      • Critically reflect on cultural responsivity and the power of learning beyond the classroom and consider how all these aspects contribute to being a practical and influential teacher and learner.
      • Develop an understanding of the principles of inclusion and the recognition of the underlying integrity of inclusive practice.
    • Core Curriculum Two (20 credits)

      The aim of this module is to:

      • Develop well informed thinking on teacher identity and empowering pedagogies and consider how they contribute to being an effective, influential teacher and learner.
      • Develop knowledge and understanding of the subjects of the Early Years and Primary School core curricula and how the subjects interrelate.
      • Demonstrate a critical understanding of current research in the area of core subjects, especially in more specialised knowledge and understanding of the needs of all children and their learning.
      • Critically evaluate new concepts and evidence from a range of sources and transfer and apply diagnostic and creative skills in a range of situations.
      • Equip you with the cultural competence to teach and learn with openness, empathy, and respect in intercultural, multilingual, multi-faith settings and schools.

More information about this course

See the course specification for more information about typical course content outside of the coronavirus outbreak:

Optional modules are usually available at levels 5 and 6, although optional modules are not offered on every course. Where optional modules are available, you will be asked to make your choice during the previous academic year. If we have insufficient numbers of students interested in an optional module, or there are staffing changes which affect the teaching, it may not be offered. If an optional module will not run, we will advise you after the module selection period when numbers are confirmed, or at the earliest time that the programme team make the decision not to run the module, and help you choose an alternative module.

  1. Overview
  2. Teaching and learning
  3. Assessment and feedback
  1. UK
  2. EU / International
  3. Additional costs

How can the BA Primary (QTS) support your career?

Our course qualifies you as a primary school teacher which is a profession with excellent progression and benefits. Our graduates have an excellent reputation within the profession, and our employment rates are extremely high. Many graduates gain their first class teacher role in the school where they carry out their final School Experience, and many also continue to work with the university as members of staff in partnership schools. According to the Unistats website, 100% of our students are in employment or further study six months after graduation.

What support is available?

Our Employability Service can help you to develop your employability skills and get some valuable work experience. We provide workshops, events and one to one support with job hunting, CVs, covering letters, interviews, networking and so on. We also support you in securing part-time work, placements, internships, and volunteering opportunities, and offer an enterprise support service for those looking to start their own business.

Helen Farmery
Programme Leader

Helen is a Senior Teaching Fellow of the Higher Education Academy and has many years of experience teaching in Primary schools in North London. Along with a team of Primary Education tutors, she works closely with her student teachers and the schools they are placed in to develop innovative and creative classroom teachers.

‘Highlights of our University sessions are when our students bring their Wow! moments back from their lessons with children to reflect on and develop with their tutors and peers on campus’.

  • Katherine Kelly

    Katherine Kelly

    Primary Education BA graduate

    Katherine is now a KS2 class teacher

    I chose to study Primary Education at Middlesex University as I had worked alongside trainee teachers from Middlesex and I had been exceptionally impressed with the calibre of trainee teacher. I was really impressed with the structure of the course and the amount of contact time.

    I was attracted to the amount of time spent on placement as other courses were more theory based. I was also impressed with the number of graduates who had been employed by the end of their course - the percentage was high.

    I really enjoyed the relationships we had with our lecturers and I personally credit the interest that the lecturers took in ensuring that we graduated as successful teachers as a contributing factor to the success of the cohort.

  • Alex Pepe, BA Primary Education

    Alex Pepe

    Primary Education BA graduate

    Alex now works as a teacher at Coleridge Primary School, Crouch End

    There were a number of reasons why I chose [to study at] Middlesex, but probably top of the list were the great reputation it has – a lot of my primary teachers had trained there - and the location as it was close to home so meant I could keep my job.

    I really enjoyed interacting with my tutors who were all incredibly helpful and approachable. They really took the time to get to know us as individuals. I also really enjoyed meeting new people who were on the course and working on tasks with them. A lot of our activity was very practical and directly applicable to a primary school setting.

    It [studying at Middlesex] really prepared me well as many of the things I learnt could be applied straight away. Additionally, the support available outside of standard tutorial hours, such as help with my CV, interview preparation and general guidance from tutors, played a major part in helping me get to where I am professionally.


We’ll carefully manage any future changes to courses, or the support and other services available to you, if these are necessary because of things like changes to government health and safety advice, or any changes to the law.

Any decisions will be taken in line with both external advice and the University’s Regulations which include information on this.

Our priority will always be to maintain academic standards and quality so that your learning outcomes are not affected by any adjustments that we may have to make.

At all times we’ll aim to keep you well informed of how we may need to respond to changing circumstances, and about support that we’ll provide to you.

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