Become a primary school teacher with a specialism in early years.
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-timeHow to apply for this course
Register your interest and we'll call you to chat about clearing and your options at Marjon.
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.
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.
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.
“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.”
“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.”
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.”
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’.
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.
“The course is structured so you have opportunities to develop your teaching and use the most effective research-based approaches. My lecturers went above and beyond to ensure I understood the theory of early child development and that I put this into practice on placements. They adapt the course each year to ensure it’s relevant to the current teaching climate and supported me in the search for my first teaching role. I finished feeling confident to start my Early Years teaching career.”
Emily is an Early Years Lead in a school
“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
“ 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.”
Fees UK students: £9,250 per annum
Fees for International students: £12,000 per annum
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.
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.
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.View full profile
Senior LecturerView profile
Senior LecturerView profile
Caroline teaches aspects of the course related to how children learn and leads on Design & Technology teaching.
Senior LecturerView profile
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.
Associate LecturerView profile
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 specialises in Special Educational Needs and Disability. She is a Qualified Teacher of the Vision Impaired.
Senior LecturerView profile
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.
Senior LecturerView profile
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.
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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