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BEd (Hons) Primary Education - Early Years (with QTS)

Become a primary school teacher with a specialism in early years.


Qualified Teacher Status (QTS)


Entry requirements

Three A-levels at grades BBC or above.

Or BTEC triple grades DMM or above.

Or Access 30-42 D/M with min 18D.

And GCSE English Language, Mathematics and Science at grade 4 or grade C or above.


UCAS points 112

UCAS code X310

Duration 3 years full-time

How to apply for this course

Course Summary

BEd (Hons) Primary Education - Early Years with Qualified Teacher Status (QTS) is the ideal preparation for a successful and rewarding career in primary or early years teaching. QTS enables you to embark on your teaching career straight after finishing your studies.

Building on long established partnerships with a diverse range of schools all students have ample opportunities to learn with experienced primary and early years practitioners. From the start of the course students work in a range of schools gradually building up confidence and expertise.

This comprehensive course allows students to explore their love of teaching with a specific focus on the Early Years Foundation Stage and Key Stage One, with an overall primary coverage. It is carefully structured to provide you with the skills and subject knowledge required to teach all the National Curriculum subjects as well as providing specific opportunities to teach in nursery and reception classes.

This breadth of experience will enable you to specialise with the age groups you particularly enjoy working with whilst ensuring you have theskills required by all primary schools. Through working with experienced and passionate tutors in interactive and practical teaching sessions you’ll develop a thorough grounding in all the major skills and issues of education including special educational needs and disabilities, behaviour management, planning and assessment, managing the teaching and learning of a classroom team, child development and learning through play. In years two and three you will focus more specifically on early years practice. You will also select an early years focus for your final-year research dissertation.

By combining academic study and practical experience in a range of placement settings in the South West and East London, you are fully prepared to progress to your New Qualified Teacher (NQT) year. Our extensive network offers opportunities such as working in special schools, outdoor centres and other educational settings or leading specific projects with children and young people.

Show video transcript

Gillian: We have a long history of providing teacher education. And one of the oldest institutes in the country. We work in partnership with a range of school partnerships offering school direct routes into teaching, both at primary and secondary level. A long history means that we have a very high reputation nationally and internationally for producing high quality teachers.

Bea: As a training teacher, it's really important to just be in the classroom and learn that way. Placement has to be a highlight, and I've been very fortunate with my placements that I've had a huge variety of placements. I've done a village school, a really big city school. Myself and a couple of my peers went to Germany for our third year placement. That definitely has to be a highlight to just be offered those kinds of things.

Chloe: And I chose the University because the fact of how small it is here. It wasn't like a massive university and you're just a number. It's actually because of the small class sizes.

Bea: I really like the fact that it has a really small community campus. And I wasn't going to be going to a big uni where none of my lecturers or tutors would know me.

Thomas: The lecturers are really helpful. They're always on hand if you need to ask anything or if you're having any problems with anything to do the course.

Maeve: Because they know you so well, they know your areas of development, which is really helpful, especially being on a practical course. And they can lead you in the right direction. So that's really good to know, that you can go to someone. They know you well enough, they feel comfortable to tell you what you need to work on.

Thomas: I think it's really helpful to work in a group of like-minded people who are really driven to get the best out of their teaching.

Chloe: I would say, come and visit for a start, because that's what really sold the university to me was seeing everything they have to offer here and then actually talking to lecturers and the students and just everyone who get to see what an amazing place and course you're actually on.

Marie: Currently I'm working as a class teacher in a year five class. I have been here since September. So my responsibilities range from the planning, the resourcing and assessment, everything that a teacher needs to do to make the classroom run really. With the School Direct program, where you're based in the schools and having the essays and assignments and things to do, it's only really setting you up for what life is like as a teacher. So although sometimes it's hard work, you think, well, actually it's really no different next year when I'm teacher, I feel like it really did set me up.

Why this course at Marjon?

Maximises opportunities to teach in both primary schools and early years settings when you qualify.

Diverse range of placement schools and early years settings including East London, to prepare you to teach in any type of school.

National curriculum subjects and the Early Years Foundation Stage covered by specialist tutors delivered in our specialist primary classrooms and in schools.

High quality, personal support in schools and on campus.

Forest school and outdoor learning experiences.

High quality training and outcomes – almost all trainees are graded as good or outstanding.

Students say...


Annie Howard

“I love that we put theory into practice as much as possible, making our lectures and seminars fun and memorable. Our lecturers have made a massive effort to continue this during the switch to online learning, so we are never staring at a screen for too long. We receive a great amount of support. I know that I can always email any of my lecturers and will receive advice that they have put time and effort into, or I can contact my personal tutor if I just need a chat about how things are going.”


Shona Hawke

“School placements are a real highlight for me. It is great to be able to put theory into practice and learn first-hand from qualified teachers in the classroom. Being a mature student, I had not been to school for a long time but with the support of the lecturers I’ve improved my academic skills. The social side of coming to university has been a really positive experience and I have loved meeting new people and making new friends for life. I’m happy to be a part of the Marjon family.”

This course is perfect if you're curious about

Why is play so central to learning?

Should all learning be fun?

How would you welcome a refugee child into your class?

What is ‘dough disco’?

Would you class a left-hander as a special needs child?

Who should be able to dress up as Cinderella?

I have been very impressed with the depth of knowledge and understanding shown by the students. They are privileged to have such dedicated and hardworking staff who clearly enjoy working together to produce the very best outcomes. It is apparent that the Marjon BEd student is immersed in a wealth of high quality opportunities and experiences to prepare them for their future role in teaching.
Julie Sutton - External examiner from University of Worcester

What might you become?

On completion you will be able to teach in a Primary or Special school or Early Years setting as a Newly Qualified Teacher (NQT). Graduates from this course have progressed quickly into specialist or leadership positions in a wide range of schools and locations. Ofsted (2014) praised the University’s ‘effective use of local diversity and wider links which ensures trainees have breadth and variety in their training, so making them highly employable’.

Show video transcript

Carly: My favourite thing about teaching might sound a bit strange, but I really love Monday mornings. So sometimes on a Sunday you think, "Oh, I just don't want to go to work," and that's a normal feeding that everyone feels, but as soon as I walk through the door and the children are happy to see me, and they're skipping down the path, ready to find out what's happening that day, I'm ready for them. And I'm ready to see their progress in their learning.

Paul: When I'm doing PE with the children, and we're learning how to catch and they catch the ball for the first time, a little girl ran up to me last week and she was like, "I caught it, Mr. Dixon. I caught it." It's those moments why I do teaching.

Carly: I looked around lots of different universities, and I liked the size of Marjon. It felt really warm and welcoming when I walked in, and I quite liked that it was around that quad in the middle. And I saw lots of other students chilling out in the quad, and having their lunch and walking between lectures, and I thought that's a place that I'd like to be.

Paul: The most helpful part for me, that Marjon helped me with my teaching, was the placement, and it was allowing and working alongside me to produce the placements where I felt I really wanted to develop my own skills.

Carly: I had three really good placements and really different placements. They made sure I was in different key stages each time. So my first one was in key stage two, then key stage one, and then a different class within key stage one, which was really, really useful, because I could see the breadth of the curriculum and see how children progress through different skills. I also really enjoyed the fact that the groups in the seminars were really small. And I got to know my fellow students in my group very, very well, and we stayed in that group the whole way through the three years. So I felt very secure and comfortable to share ideas and any problems I thought I had. If I was to give advice to a new teacher starting the primary course At Marjon, I would say make the most of your placements and the most of all of the experience that the teachers have there. You'll have newly qualified teachers within your school. You'll have teachers with real specialisms in their subjects, and teachers who have just a wealth of experience because of the years they've been teaching. Ask them questions, shadow what they do, and find out as much as you can, because it'll all help when you finally have your very own class.

Paul: If someone was worrying about whether it's Marjon or another university, I would say, I ended up choosing Marjon. It was down to the sizes of the seminars and the lecture sizes, and the ability to have that one-on-one contact time with the tutors, when I was in dissertation writing, as well. There was every opportunity that we had there. And you could take as much time as you needed with the tutors who are really available. I think it was that availability that really pulled me to Marjon. And that was why I ended up choosing Marjon, it was down to the sizes of the seminars, the lecture sizes and that availability to have one-on-one contact time with the tutors, even when I was doing dissertation writing as well. So that's why I would recommend someone else go to Marjon.

Carly: If someone was sitting on the fence about going to Marjon and training to be a teacher, I would say, think about what you really want and do the best thing for you. But if you want somewhere that's small and welcoming and really supportive, and you can get the most out of your course and the most out of your lecturers, then I would recommend Marjon.

Graduates


Lucy Trevarthen

“The small class size meant that I felt as though every lecturer knew me well and cared about me. They are so approachable that I felt comfortable asking for support whenever I needed it. The interactive lectures made learning enjoyable and created a relaxed learning atmosphere. Placements in three different schools enabled me to work with a variety of children. Now I am teaching my own class and often find myself thinking back to specific lectures and using the techniques I learnt.”

Lucy is a Reception class teacher in inner-city London


Modules for this course

Course Snapshot

You start by learning what it takes to be an outstanding teacher and take that into your first teaching placement. As well as a focus on developing your core subject area skills, you will develop skills in planning, delivering and reviewing lessons. Further teaching practice takes place in the second year and subject knowledge is built up in foundation subjects. You’ll focus on how to teach for different needs in the classroom, including special educational needs. In the third year you will develop knowledge in a specialism of your choosing, undertake a dissertation and take on a substantial teaching placement.
MarkAndrew Dearden - Course Leader

Modules

1st Year

Curriculum studies: Foundation subjects & Religious Education
Experience the full range of national curriculum foundation subjects and R.E. through practical and interactive teaching sessions by specialist tutors. Learn about how to enthuse and excite children in a creative way whilst developing your knowledge and skills in each subject.
Foundations of learning: Literacy & numeracy
Explore fundamentals of early literacy and numeracy and how children learn to read, write, count and calculate. Picture books, maths games and interactive activities make this module very practical. You will design your own picture book or maths game as part of the assessment.
Child development & early learning
Develop your understanding of the central importance of child development, play and early learning for all children. Forest school experience and visits to early years classes enhance your knowledge of this fundamental stage of education.
Professional studies & first teaching practice – EYFS and Key Stage 1
20 serial days and 4 week block. What makes an outstanding teacher? Consider this as you start the course and build on it in school. Working with a partner in a paired placement will help you develop skills and confidence enabling you to plan and teach full lessons across the curriculum by the end of the year.
Professional skills of the teacher
Linked to your placement, this module equips you to develop all the key skills needed to embark on your teaching career. Carefully structured inputs and weekly tasks ensure you build confidence in planning, teaching, assessment and classroom management across different age groups.
Curriculum studies: Core subjects
Develop your subject knowledge in English, maths, science and computing and explore exciting and challenging ways to teach these to primary pupils. Using a range of practical resources, you’ll build your understanding of key concepts essential for ensuring children’s progress.

2nd Year

Inclusion & primary education
Develop your understanding of how to meet the needs of all the pupils in your class. This module covers key aspects of theory and practice relating to special educational needs, disability and inclusion. Seminars and lectures led by experts in the field support your learning.
Professional studies: Developing as a teacher
Through lectures and seminars explore a range of issues which will impact upon your effectiveness as a teacher. Enhance your ability to reflect on your own practice through journal writing and develop your own philosophy of teaching and learning combining theory and practice.
The role of play in developing learning
Examine in more depth the role of play in developing learning across the whole curriculum. Consider how literacy and maths can be taught through playful learning and visit a Forest School in a local primary school to experience further outdoor learning opportunities.
Curriculum studies: Developing core subject knowledge
Continue to build on developing your key skills in the teaching of the core subjects. Extending your own subject knowledge through on-going audits and target setting helps ensure you are confident to put this into practice on your forthcoming placement.
Managing medium-term teaching & learning
Serial visits into schools help support this module as you learn how to plan units of work across the key stage 1 curriculum and develop your understanding of the key role of assessment in teaching and learning. This complements the module on planning the EYFS.
Second teaching practice - EYFS
8 serial days and a 6 week block. This individual placement working with a different age group in a new school will take you to the next stage of development as a teacher. You will move onto planning, teaching and assessing sequences of lessons across the curriculum taking on more of the role of the class teacher.
Planning the Early Years curriculum
Using the Early Years Foundation Stage curriculum learn to plan for exciting and challenging experiences focusing on all areas of children’s development. This module prepares you for the second teaching placement in the EYFS.
Curriculum studies: Deepening core subject understanding
The module develops your ability to challenge and support all the pupils in your class with a specific focus on teaching pupils with English as an Additional Language and extending more able pupils. Input from school staff on supporting EAL learners makes this very practical.
Enhanced placement
Up to 3 weeks. Enhance your professional skills through a teaching placement in a special school, a nursery or a specific project or choose your own focus and set up an individual experience anywhere in the world! A great chance to explore different options for future teaching.

3rd Year

Final teaching practice – EYFS or Key Stage 1
10 week block.Your final placement will help ensure that you are well prepared for your NQT year. Working 75% of the school day with the class, you will be taking responsibility for much of the planning, teaching and marking as well as playing a full part in the wider life of the school.
Early learning in a nursery setting: Experience in foundation stage 1
Develop your understanding of how nursery aged children learn and develop through theoretical and practical experiences in a nursery setting. Use this to help learn how to plan a diverse range of experiences to meet the needs of all children and showcase this in a portfolio.
Enhancing the role of the Early Years specialist
Drawing on all your experiences this module helps consolidate your understanding of the principles of EY education and helps you to develop your emerging personal philosophy. Work on the key partnership with parents will also be covered preparing your for your first job.
Dissertation
Support from your supervisor helps you to select a clear early years focus, plan, carry out your research and compile your findings. Researching something you are passionate about enables you to develop your independent research skills under the guidance of an experienced tutor.

Fees and funding

Fees UK students: £9,250 per annum


Fees for International students: £12,000 per annum


Teaching and assessment

How will you be taught?

Mainly delivered in our specialist primary class rooms, often in small group workshops. Sessions are practical and interactive to mirror primary school and early years scenarios. You will also have lectures, seminars, tutorials, experiences in schools and early years units and in outdoor locations, both on and off-site.   

How will you be assessed?

Assessment is by coursework only through a range of creative assignments including portfolios, presentations, designing and making resources and written assignments. Placement assessment is carried out by school mentors and university tutors against the Teachers’ Standards. 

Course leader

MarkAndrew Dearden

MarkAndrew is a Senior Lecturer in Primary Education and teaches across the programme, specialising in professional studies, Art & Design and Religious Education. He works closely with final year trainees on the dissertation module. The Primary Education team includes ex-headteachers, senior managers, advisory staff and subject experts.

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Lecturers

Victoria Brown

Senior Lecturer

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Caroline Colfer

Senior Lecturer

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Caroline teaches aspects of the course related to how children learn and leads on Design & Technology teaching.

Sally Eales

Senior Lecturer

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Sally is a Senior Lecturer in Primary Education and teaches across the programme, specialising in English and professional studies. She works closely with primary schools to support the mentoring of trainee teachers. She is responsible for Admissions of BEd Primary Education students.

Alison Ewen

Associate Lecturer

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Alison is a 'Specialist Leader in Education' and former Head Teacher. She teaches science and professional studies and has a PG Cert in coaching and mentoring.

Kate Firks

Lecturer

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Kate specialises in Special Educational Needs and Disability. She is a Qualified Teacher of the Vision Impaired. 

Dr Tara Hollins

Senior Lecturer

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Tara specialises in teaching primary mathematics and is also currently involved with an international project about making maths more accessible to primary aged children and their parents.

Clare Shaw

Senior Lecturer

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Clare teaches professional studies and her specialised subject is English. Clare is the Year 2 lead for the BEd Primary Programmes and works extensively with schools on supporting trainee placements and mentoring.


More information

  • As this is a professional programme, all candidates are interviewed and we look for a range of attributes and candidates must take part in an individual and group interview with representatives from schools as well as University tutors.
  • A DBS (Disclosure and Barring Service) check is required.
  • We have a responsibility to ensure that trainees have the health and physical capacity to teach. Candidates must meet the Secretary of State’s requirements for physical and mental fitness to teach as detailed in ‘Fit to Teach’ by completing an on-line medical questionnaire.
  • The Skills tests no longer exist as an entry requirement however, all teachers are expected to be competent in fundamental English and Mathematics. We will be assuring that trainees have these skills either during the selection process, or later during the training programme.
  • Please note that Level 2 Key Skills in Application of Numbers and Communication or Certificates in Adult Literacy or Numeracy, are not sufficient to meet the entry requirements to a BEd programme.

Show video transcript

The teaching training rooms are designed to replicate the classroom environment typically found in schools. Desks can be rearranged for group work. The walls are decorated with posters and other student work. There is a smart screen and lectern for presentations and lectures. This room offers a lovely view of the quad and chaplaincy, with additional seating by the windows.

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