How does a three-year-old child learn to read? How do you write an individual teaching plan for a seven-year old with dyslexia? How do you manage the behaviour of the five-year-olds you teach every day?
On our three-year course, you’ll develop the practical skills you need to become a teacher, such as ways to teach reading, writing and mathematics, how to write learning plans for your class, and how to plan lessons.
You’ll also develop strong research skills, learning how to interpret the latest educational research and incorporate it into your teaching methods. This is so you can draw on research to guide your teaching in the classroom, and find new, creative ways to teach a topic or solutions to issues, such as managing behaviour or identifying misconceptions about the way that children learn.
Some of the concepts you’ll explore include how the ways our minds work affect our ability to learn, how your personal experiences shape who you become as a teacher, and the ways that children’s backgrounds influence their learning.
You’ll go on placements in each year of study, gaining experience in teaching every key stage across ages 3-11 years so that you can teach any year group when you graduate.
In February 2017, the Secretary of State for Education made a commitment to strengthen Qualified Teacher Status (QTS) by September 2019. As part of this work, the Department for Education has launched a consultation to explore a number of options and proposals to strengthen QTS and support teacher career progression which includes, amongst other points, a review of the point at which QTS is awarded. Further information on the content of the consultation can be found here. The consultation ends on the 9 March 2018. We will update this webpage as and when updated information becomes available. Please check back regularly.
Features and Benefits
Specialise your studies- At the end of your first year, you’ll choose two specialisms to study in Years 2 and 3.
Teaching excellence- You’re taught by lecturers who have experience in teaching in primary schools.
Gain teaching experience- You’ll spend a minimum of 120 days on placements over the three years, gaining experience across the key stages, in both mainstream primary schools and in a special educational needs (SEN) setting.
Study abroad- There may be opportunities for enrichment visits to look at education and schools in other countries during the second year of the programme
Qualified Teacher Status- When you complete your degree you will graduate with QTS.
“What stood out to me about Manchester Met was the course guidelines. The placement options seemed to be a vital focus of the course. The practical aspect really appealed to me, nothing is going to prepare you to go into a classroom more than trialling and testing it out at university.” Kirsty Swift, BA (Hons) Primary Education with QTS
"I can't wait to have my first class and to be able to implement my own ideas and routines, which will definitely include plenty of music and singing!"
Seren Ruane, BA (Hons) Primary Education
After graduating, you’ll have the opportunity to work in a range of educational roles and settings, such as early years, primary schools, learning support, inclusive education and special educational needs and management.
We focus on generating Primary Education graduates that are skilled teachers, highly employable, resilient and knowledgeable. Teachers driven to make significant contribution to education, that are able to enhance the quality of learning for children and confidently take on roles within the leadership and management structures of schools.
Alternatively, you may choose to continue your professional development to masters or Doctorate level. The Faculty of Education offers Masters programmes, with awards in: Education Studies; Inclusive Education and Disability; Educational Leadership Management; Childhood and Youth.
of students are in employment or further study six months after completing the degree*
*Destination of Leavers from HE Records
We will interview you as part of your application.
UCAS tariff points/grades required
112 UCAS points are required at A2 excluding General Studies. National Curriculum subjects preferred. CACHE Diploma grade B excluding CACHE Level 3 Diploma in Early Years Education and Care (Early Years Educator VRQ).
Specific GCSE requirements
GCSE English Language, Mathematics and Science at Grade C or level 4 (we do not accept Human Biology). Two additional GCSEs at Grade C or level 4 are also required.
The following qualifications and subjects are not accepted: Adult numeracy and literacy, Functional Skills. Key Skills, Human Biology and Physiology. GNVQ Science (unless this is at intermediate level and graded Merit or Distinction).
Please Note: You can apply with GCSEs in English and Mathematics pending, though these must be completed before the start of the course. We also accept GCS Science equivalence courses accredited by Higher Education Institutions
Non Tariffed Qualifications
Access to HE Diploma in a relevant subject with an overall tariff point score of 112 points.
All trainee teachers are now required to pass skills tests in numeracy and literacy before they can be recommended for the award of qualified teacher status (QTS). Applicants to Initial Teacher Training courses are required to pass the skills tests before starting their course.
The numeracy and literacy skills tests:
cover the core skills that teachers need to fulfil their professional role in schools, rather than the subject knowledge required for teaching. This is to ensure all teachers are competent in numeracy and literacy, regardless of their specialism;
do not replace the GCSE Grade C equivalence entry requirement;
are set in the context of the professional role of a teacher; all questions use real data and information which teachers are likely to encounter; and
are computerised and can be taken at any of approximately 150 test centres throughout the UK.
All candidates must have passed the QTS skills tests before 1st August in the year of starting their course. Preference will be given to candidates who have passed both tests prior to interview although support will be available to candidates who have still to complete them successfully.
In addition, all candidates should provide clear evidence in their UCAS Personal Statement and interview of:
Successful candidates will demonstrate a good understanding of teaching and learning within a primary school setting. Candidates may wish to evidence their understanding by drawing on related examples or experiences, such as time spent in schools or other learning settings.
An ability to communicate effectively in spoken and written English.
An informed and realistic understanding of the complexities and challenges of teaching in a primary school.
Personal qualities and abilities appropriate to becoming an effective teacher, including a strong motivation to teach young children, and an ability to express personal views with clarity and conviction.
All candidates must have evidence of study at level 3 or equivalent within the three years prior to application and must provide an academic reference.
A Disclosure and Barring Service Check and Occupational Health Screening are required for all students. This will be completed through the University prior to enrolment.
We welcome applications from mature students and career changers.
If selected for an interview candidates must attend in person.
Placements at Manchester Met
“Training to become a teacher is interesting as you are constantly learning something new every day and that’s what keeps me motivated. Learning at university is great, but you can only learn so much from books, you have to learn on the job. The placements are essential to becoming a teacher.”
Gregory Dale, BA (Hons) Primary Education with QTS
When you’re at university, you’ll have a mix of lectures, seminars, one-to-one tutorials, practical skills sessions and workshops. In taught sessions, you’ll learn about a variety of strategies to challenge and engage learners, discussing ideas with your peers to help you learn.
Our sessions tend to be very practical, with hands-on workshops or you may be asked to present your thinking to others or deliver a ‘miniteach’ session, where you can plan a small input like you would in a school. This allows you to practice and receive feedback on techniques you’ll use in the classroom.
Over the course of this three-year degree, you’ll spend 120 days on placements – it’s where you’ll develop your practical skills as a teacher.
You’ll spend time in a variety of mainstream primary schools and you’ll usually have two weeks in a SEN setting too, because we think it’s important in your development as a teacher.
In your first year, you’ll study the same curriculum as students on our BA (Hons) Primary Education with Mathematics course.
You’ll learn how to teach a variety of subjects in children’s education (including English and science), explore how your personal experiences shape who you become as a teacher, and develop skills in planning and delivering lessons. And you’ll go on your first block placement where you’ll plan, assess and teach a class.
We know that going on a placement for the first time can be daunting. So, in your first year you’ll go on your placement with two other students from your course. The three of you will plan lessons together, teach in the same class, and observe each other. It’s a great way to develop your skills – and it builds your confidence for your individual placements in Year 3.
Read more about this year of study
Core 1: English, Mathematics, Science, Computing
An introduction to the place and importance of English, mathematics, science and computing in children’s education. You will audit your own subject knowledge and use this as the basis for personal target setting. This unit will prepare you to explore early reading and early mathematical concepts.
Foundation Subjects 1
In this unit, you will explore the teaching of the foundation subjects in school. You will develop a professional, creative, confident, analytical and critical approach to the teaching of these foundation subjects with a focus on the expressive arts.
Foundation Subjects 2
In this unit, you will explore the teaching of the foundation subjects in school. You will develop a professional, creative, confident, analytical and critical approach to the teaching of these foundation subjects with a focus on the humanities and modern foreign languages.
School Based Training 1: Is the Learner Learning?
Trainees will have day visits to a primary school followed by a block placement in the same school. There will be the opportunity to observe in a range of classrooms and gain experience of working in Early Years (EY).
Teaching Studies 1: Being and Becoming a Teacher
An introduction to the way in which children learn and how primary schools support their learning. You will use your observations from school to reflect on your role as a teacher in particular contexts, learn how to plan for teaching and how to manage behaviour effectively.
In Year 2, you’ll start to develop your research skills, so that you can analyse and understand the latest educational research and theories. We place a strong focus on research throughout the three years of this course so that you can draw on research to guide your teaching, such as exploring ways to manage challenging behaviour.
You’ll normally have two placements. For the first, you’ll support readers in Key Stage 3 for one day a week over a full half-term. For the second, you’ll take on the role of a class teacher in a 10-week assessed block placement.
Read more about this year of study
School Based Training 2: Inclusion and Next Steps
You will be placed in a secondary school during the Autumn term, working in small groups with your peers to support reading in key stage 3. There will be opportunities to explore the issues around transition and to look at how your own specialist areas are organised. In the Spring term you will have a nine week block placement that includes one week with a focus on special educational needs . Here you will continue to develop your planning and teaching skills.
Teaching Studies 2
This unit recognises the diversity of the learners you will meet in primary schools. You will reflect on how you will provide for children’s needs, taking into account their backgrounds, language, experience and requirements and consider your role in establishing an orderly, supportive and safe environment for learning.
Core 2: English, Mathematics, Science, Computing
In this unit you will extend your subject knowledge of English, mathematics, science and computing. You will explore how the subjects can be linked to other areas of the curriculum and develop children’s creativity.
In this unit you will develop your knowledge, skills and understanding in an area of expertise. You will begin to identify and critically reflect upon different ideas, pedagogies and philosophies that impact on curriculum construction, teaching and learning.
In this unit you will develop deeper knowledge, understanding and pedagogy in the subject area studied together with the role of the subject leader and curriculum innovation and development.
In your final year, there is a 10-week assessed block placement where you will be expected to be the class teacher, planning, teaching and assessing your children’s achievements, in addition to supporting the school in the provision of additional activities to support children’s learning.
Read more about this year of study
School Based Training 3: Joining the Profession: Evidence Based Teaching
Your final school experience is designed to give you experience of the wider responsibilities of the teacher, including reporting to parents, assessing and recording learning and being involved in the wider life of the school.
Teaching Studies 3
This unit offers you the opportunity to identify elements of your professional development for further research in preparation for your work as an NQT (Newly Qualified Teacher).
Core 3: English, Mathematics, Science, and Computing
This core unit includes discussion of current educational priorities in the core subjects. You will develop your skills in engaging different learners to ensure they all achieve their potential.
Specialism 1 Research
In this unit you will identify a personalised focus within area(s) of expertise and through taught input and research, your knowledge, skills and understanding will be developed in personal and professional practice.
Specialism 2 Curriculum Innovation and Development
In this unit you will develop deeper knowledge, understanding and pedagogy in the subject area studied together with an exploration of the role of the subject leader, curriculum innovation and development.
Assessment weightings and contact hours
10 credits equates to 100 hours of study, which is a combination of lectures, seminars and practical sessions, and independent study. A 3 year degree qualification typically comprises of 360 credits (120 credits per year). The exact composition of your study time and assessments for the course will vary according to your option choices and style of learning, but it could be:
Year 1 20% lectures, seminars or similar; 20% placement ; 60% independent study
Year 2 20% lectures, seminars or similar; 30% placement ; 50% independent study
Year 3 20% lectures, seminars or similar; 30% placement ; 50% independent study
Year 1 80% coursework; 20% practical
Year 2 80% coursework; 20% practical
Year 3 80% coursework; 20% practical
Additional information about this course
Health checks - You will be required to complete an Occupational Health Assessment to ensure that your health does not constitute a barrier to the achievement of the programme learning outcomes or eligibility to apply for registration with the professional body. This will require the completion of a health questionnaire before or during the first few weeks of your course, followed by an occupational health screening appointment if required.
Travel costs to appointments (which will be within the Greater Manchester area) will not be covered by the University. Professional Suitability - students on programmes leading to professional qualifications are required to adhere to professional standards and codes of practice during their studies. Failure to do so may lead to exclusion from the programme on the grounds of professional unsuitability.
You will be briefed about the requirements at the start of your studies. Course specific regulations - Professional, Statutory and Regulatory Bodies require students to achieve results that demonstrate their ability to practise safely. There are therefore some exceptions to the standard University Assessment Regulations for those students, for example limitations on resits and on condonement of failed marks.
We aim for you to have a rich and varied training experience in different schools and contexts and work with our partner schools to organise placements. Throughout your placements, you are closely supported in school and at university.
In Year 1, in addition to having a personal tutor, you will also have a mentor in school, who is responsible for ensuring that you feel supported in making good progress.
In Years 2 and 3, you will be supported by your school based tutors who are also your placement class teachers and mentors. All these teachers and mentors attend development meetings with university staff on a regular basis and a number of mentors are specifically trained to work with students.
You will also be assigned a university based tutor who will visit you during your placement. The University will organise your placements - we do not expect you to do this. Starting with your term time postcode, we match this with placement offers from schools. You are expected to travel up to 1.5 hours each way from where you live and to arrive in your school 45 minutes before the school day commences. We take into consideration special circumstances, such as, disabilities, cultural requirements and medical conditions. In addition, we match carefully to ensure a breadth of experience across different key stages.
See course in depth for further placement details.
School of Teacher Education and Professional Development
Our School of Teacher Education and Professional Development was established over 100 years ago and specialises in training teachers and education professionals.
The department is home to three main areas in primary and secondary teacher education and professional development, and has partnerships with over 1,500 regional schools, colleges and educational organisations.
Your studies are supported by a team of committed and enthusiastic teachers and researchers, experts in their chosen field. We also work with external professionals, many of whom are Manchester Met alumni, to enhance your learning and appreciation of the wider subject.
UK, EU and Channel Island students: Full-time fee: £9,250 per year. This tuition fee is agreed subject to UK government policy and parliamentary regulation and may increase each academic year in line with inflation or UK government policy for both new and continuing students.
Non-EU international students
Non-EU international students: Full-time fee: £14,500 per year. Tuition fees will remain the same for each year of your course providing you complete it in the normal timeframe (no repeat years or breaks in study).
A degree typically comprises 360 credits, a DipHE 240 credits, a CertHE 120 credits, and an integrated Masters 480 credits. The tuition fee for the placement year for those courses that offer this option is £1,850, subject to inflationary increases based on government policy and providing you progress through the course in the normal timeframe (no repeat years or breaks in study). The tuition fee for the study year abroad for those courses that offer this option is £1,385, subject to inflationary increases based on government policy and providing you progress through the course in the normal timeframe (no repeat years or breaks in study).
All of the books required for the course are available from the library. The University also has PC labs and a laptop loan service. However, many students choose to buy some of the core textbooks for the course and/or a laptop. Students may also need to print their assignments and other documents. Campus printing costs start from 5p per page. Estimated costs are £300 for a laptop and up to £100 each year for books and printing.
The University will organise your placements - we do not expect you to do this. Starting with your term time postcode we match this with placement offers from schools. You are expected to travel up to 1.5 hours each way from where you live and to arrive in your school 45 minutes before the school day commences. Travel by public transport may involve a number of changes eg train and bus. We take into consideration special circumstances, such as, disabilities, cultural requirements and medical conditions. In addition, we match carefully to ensure a breadth of experience across different key stages. You will need to budget for travel costs to your placement. You may be able to claim back a contribution if you do not have a bursary or you have to travel over a specified distance set by the faculty. There may be an optional residential visit which will last no more than three days the cost is unlikely to exceed £100. You may also need to budget for student membership of professional bodies.
Up to £135 depending on your status. Please go to our DBS webpage for more details - mmu.ac.uk/dbs
DBS Checks - Before starting on your course, you must undergo a satisfactory Disclosure and Barring Service check (Enhanced Disclosure). At the time of going to press, you do not have to pay for your first DBS check. If you cannot attend a DBS session at the University before the start of the course, you can use the UK Post Office Document Certification Service, which costs approximately £10. If you are not a UK citizen, or if you have lived in one country outside the UK for six or more months in the last five years, you must where this is possible obtain a police clearance certificate from the country in which you resided, in addition to the Disclosure and Barring Service check. You must supply a certified translation if the certificate does not automatically include this. Costs vary and can include fingerprint and translation fees where required. Returning students, who have already had a DBS certificate from Manchester Met and who need a second DBS certificate, for example, due to a suspension of study, are required to pay the DBS fee. Please go to our DBS webpage for more details and for current DBS fees: mmu.ac.uk/dbs You may also need to budget for student membership of professional bodies.
For further information on financing your studies or information about whether you may qualify for one of our bursaries and scholarships, follow the links below:
University isn’t just about learning. It’s about living. Find out all you need to know about accommodation here.
Being at university isn’t just about learning. It’s about living. Before you arrive, we’ll make sure you know where to go and what to do. And once you’re settled in, our team’s ready to support you during your stay.
From apartments and eco-friendly townhouses, to en-suite and standard rooms, we have all sorts of accommodation on (or near) campus. Whichever option is right for you, you’ll have a room complete with desk, heater, and storage, together with a shared kitchen, laundry facilities and free WiFi.
And in such a handy location, you’ll never be more than a few minutes from the library, Students’ Union, your next lecture or a bite to eat in one of the many nearby eateries.
We’re incredibly proud to be part of such a distinctive global city – and we think you will be too.
Manchester is a city of enterprise and sport, culture and diversity. Here, connections are formed and futures begun. Art, science and business coexist and collaborate. Actors and accountants, lawyers and linguists – they’ve all found a home for their ambitions.
We have sporting excellence, culinary creativity, digital innovation and thriving commerce. Entrepreneurs and entertainers. Theatre and music. A rich and distinctive culture. We have character, spirit and personality.
Here, you’ll find people of every type, making leaps in technology, taking strides in industry and creating art in every form. We have a proud heritage to look back on, and a vibrant and diverse future to look forward to, full of possibility and promise.
From advice and support to a fantastic Union and sports clubs, we’ve got your time here covered..
Whether you’re coming to Manchester from another continent or down the road, we’re here to help. As well as our Student Hubs, where you can get all sorts of information and advice, we offer a range of professional support services and social groups for our students.
Being part of our community, you’ll find societies, teams and groups that will help you make the most of your time here. This means you’ll have the chance to pursue your passions, but also to meet people with the same interests.
The Students’ Union is your voice in the University. Through the officials that you elect, the Union supports its members and stands up for your issues. And, with its building at the heart of the campus, it also provides you with a bar, shop, café, and event venue.
Programme Review Our programmes undergo an annual review and major review (normally at 6 year intervals) to ensure an up-to-date curriculum supported by the latest online learning technology. For further information on when we may make changes to our programmes, please see the changes section of our Terms and Conditions.
Important Notice This online prospectus provides an overview of our programmes of study and the University. We regularly update our online prospectus so that our published course information is accurate. Please check back to the online prospectus before making an application to us to access the most up to date information for your chosen course of study.
Confirmation of Regulator The Manchester Metropolitan University is regulated by the Office for Students (OfS). The OfS is the independent regulator of higher education in England. More information on the role of the OfS and its regulatory framework can be found at officeforstudents.org.uk.
All higher education providers registered with the OfS must have a student protection plan in place. The student protection plan sets out what students can expect to happen should a course, campus, or institution close. Access our current Student Protection Plan.