School of Education

BA (Hons) Primary Education (QTS)

BA (Hons) Full-time 3 years

Our Primary Education degree offers top-tier training for aspiring primary school teachers. With exceptional teaching (97% student satisfaction), superior academic support (94% student satisfaction), and national recognition (ranked 9th in the UK for Education), our program stands out.

Register your interest
Apply now

Our Primary Education degree offers top-tier training for aspiring primary school teachers. With exceptional teaching (97% student satisfaction), superior academic support (94% student satisfaction), and national recognition (ranked 9th in the UK for Education), our program stands out.

Award
BA (Hons)
Start date(s)
15 September 2025
UCAS Code
X120
Course specifications
View course spec
Course length
Full-time (3 years)
Campus location
University: Walsall Campus
School
School of Education
UCAS points calculator
Open Points Calculator

Why choose this course?

  • 97% of students are happy with the teaching on their course (NSS, 2024).
  • 94% of students are happy with the academic support they receive (NSS, 2024).
  • Ranked 9th in the UK for Education (The Guardian University Guide 2025).
  • GOOD Ofsted rating for all of our Initial Teacher Education Courses.

You will be taught by knowledgeable lecturers who are all qualified teachers with a wealth of experience and are passionate about primary education. The course is enhanced through the involvement of expert colleagues and intensive training and practice.  

You will focus on the teaching of the National Curriculum for primary schools and specialise in teaching Key Stages 1 and 2 whilst also having valuable opportunities to experience alternative educational settings such as Early Years, Secondary and SEND settings as well as enhancement opportunities that support your development as you train to teach. 

We have partnerships with a large number of schools and educational settings across the West Midlands and wider area for your placements and enhancement experiences throughout your course. We work with trained and passionate school mentors who will support you with every step of your placements.  

You will be taught at Walsall Campus, just a short walk from Walsall town centre and a bus ride from the centre of Birmingham and Wolverhampton.  Our provision includes lecture theatres and classrooms as well as social learning areas, which include the Student Union.  

The Walsall Campus is a welcoming campus with a community feel. The course is designed for a cohort size where all students and staff are able to get to know each other and build a sense of belonging. We have strong partnerships with schools across Walsall, Wolverhampton, Staffordshire, Sandwell and Birmingham, which allow you to experience a diverse range of teaching practices that will equip you with the knowledge and skills to be a resilient and responsive teacher. 

We are a widening participation university, which means that we are committed to breaking down perceived barriers to Higher Education. We work to inspire, engage and enable everyone, including those who may not have previously considered higher education, to fulfil their full potential. We strive to create opportunity, deliver social mobility and transform lives.  

You will work with a range of staff, including lecturers who themselves were first-generation graduates. We live, work and immerse ourselves in the local community with a keen focus on high aspirations, targeted support and understanding of our students. This is reflected in our student satisfaction results again with 94% student satisfaction for Academic Support. 

Our clear and student-focused timetable is designed to ensure that there is time to complete assessments as well as engage in social activities. You will also have the opportunity to learn from both current trainees and alumni to demonstrate how to develop your practice further. 

We offer a range of additional opportunities beyond the standard requirements, such as an option to undertake time within a SEND school setting, engage with a short-term international teaching experience and a range of employability and subject-focused research conferences. 

 

What's unique about this course?

  • Exceptional teaching: 97% of students are happy with the teaching on their course (NSS, 2024).
  • Superior support: 94% of students are happy with the academic support they receive (NSS, 2024).
  • National recognition: ranked 9th in the UK for Education (The Guardian University Guide 2025).
  • GOOD Ofsted rating: for all of our Initial Teacher Education Courses.

What happens on the course?

Our trainee teachers are equipped with the knowledge, skills and behaviours required of a primary school teacher. Trainee teachers gain not only the subject knowledge across Early Years, Key Stage 1 and Key stage 2 curriculums, but also the skills that develop high aspirations, such as self-confidence, critical thinking, compassion, inclusion & diversity, wellbeing, digital literacy, time management, independence, creativity and an understanding of the importance of belonging for staff, students, pupils and the wider education community.  

Assessments largely take the form of coursework or projects that are aligned to practical experiences of placement in schools. Trainee teachers are also assessed within practical school placements, where partner schools and university staff help to develop students’ confidence and ability in teaching.  

We believe firmly in the ability to link theory to practice, and our modules and assessments reflect this. They also encourage critical reflection, creativity, and problem-solving. 

Course Modules

Module: 4PE017
Credits: 10
Period: 1
Type: Core

This module aims to introduce and equip trainee teachers with the expectations and fundamental skills required to successfully access this primary ITT course. Students will work towards developing a secure understanding and knowledge of how to use the VLE platform Canvas, including how to upload assignments and view feedback, and other available resources to best support their outcomes. Students will identify their areas of strength and those to develop in relation to studying in higher education. Students will engage in sessions with expert colleagues to develop their academic writing and presentation skills to further maximise their outcomes and role of a future teacher.

Module: 4PE015
Credits: 30
Period: 1
Type: Core

This module aims to inspire and motivate trainee teachers, equipping them with a pedagogical understanding of how to teach English, Maths and Science in the primary school and early years’ settings while developing their subject knowledge. Trainee teachers will identify ideas and concepts that underpin teaching and learning theories and examine issues from a number of perspectives, demonstrating their understanding of the diverse needs of learners. Students will engage in independent reading allowing them to evaluate and reflect on their practice. Trainee teachers will develop a secure knowledge and understanding of: the aims, principles, content and design of relevant curriculum documentation and guidance (e.g. the National Curriculum and the Early Years Foundation Stage); how children’s learning in core subjects can be affected by a range of factors, including their physical, intellectual, linguistic, social, cultural and emotional development. Trainee teachers will be able to plan, teach and evaluate lessons in the primary classroom and/or early years’ settings; and evaluate their own practice and that of other practitioners to improve their teaching and the children’s learning in core subjects. Trainee teachers will be able to consider learning theories and relate this to effective learning and teaching in core subjects; communicate effectively and accurately (at appropriate levels in oral, visual and written forms) with children, colleagues, parents and carers; confidently organise teaching and learning resources and understand how to use this effectively in the classroom.

Module: 4PE016
Credits: 30
Period: 1
Type: Core

This module introduces trainee teachers to the key concepts and basic pedagogical principles of teaching the foundation subjects in primary schools. Subject knowledge will be developed while trainee teachers are shown how to engage children in learning across the foundation curriculum. Trainee teachers’ engagement with and enthusiasm for the different subjects will be developed simultaneously. They will develop their ability to evaluate, select and design appropriate activities for each subject. Trainee teachers will be introduced to key documentation including the National Curriculum and the Ofsted subject reviews. They will also begin to develop their understanding of how to plan lessons in each of the different subjects. Trainee teachers will explore issues in each subject from different perspectives including a variety of theoretical frameworks. They will also consider how classroom management differs from subject to subject while they explore the variety of facilities and resources required across the foundation curriculum. Students will engage with reading and self-study to enhance subject knowledge and they will also develop their presentation and planning skills through the assessment activities.

Module: 4PE013
Credits: 20
Period: 1
Type: Core

This is the first of three assessed school placements which the trainee teacher undertakes during the BA (Hons) in Primary Education course. 

Module: 4PE014
Credits: 30
Period: 1
Type: Core

In this module you will be provided with an initial consideration of early child development and formal education. We will have a clear focus around ‘how’ children learn, including relevant learning/child development theories and up to date research. The module will enable you to understand how schools and early years settings are organised and the structure and balance of the curriculum in the early and primary years. The module will then progress to initial teaching and learning strategies providing an understanding of classroom organisation, behaviour management, common assessment tools, keeping children safe and how all of these impact on pupil progress and form the ‘art of teaching’ (Pedagogy).

Module: 5PE022
Credits: 30
Period: 2
Type: Core

This module builds on the Level 4 Module Introduction to the Core Subjects in Primary Education. Its purpose is to develop further subject, pedagogical and curricular knowledge and understanding which underpin teaching and learning in English, mathematics and science. Trainee teachers will engage with a variety of principles and philosophies in relation to suggested current and agreed classroom practice. This module provides an in-depth exploration of the National Curriculum programmes of study of the core subject areas in Key Stage 1 and 2 and Communication and Language, mathematics, Literacy and selected parts of Understanding the World Areas of Learning in the EYFS. This module provides is a greater emphasis on the core curriculum for KS2 but all age phases are examined, especially key ideas first explored in Core module in Level 4. Students will develop knowledge and understanding of national documentation, planning, assessment and suggested teaching approaches across the core curriculum. In English, trainee teachers continue their learning journey in systematic synthetic phonics and their developing pedagogies for use in the literate classroom, there are emphases on the use of language as a tool of communication, digital literacy, performance, personalisation and inclusion. There are also focuses on the development of reading and writing, from children’s first steps in these through to independence and mastery in these skills. In mathematics the concept of teaching for mastery (TfM) and its associated pedagogies are a key focus. Trainee teachers are supported to develop a deep understanding of the underpinning structures within mathematics and how to draw these out as part to effective teaching. Students learn to appreciate curriculum coherence, develop fluency, their understanding of variation, how to expose and use different representations and become confident mathematicians who can problem solve and reason alongside their pupils. In science, trainee teacher development focuses on developing deeper understanding of a wide range of scientific ideas. They learn to work and think scientifically themselves and then to develop these traits in the pupils they teach. Whilst undertaking deep study of the substantive science content in the programmes of study, trainee teachers develop as scientists, learning how to select appropriate ways to answer questions and use different types of scientific enquiry. Trainee teachers develop the skills and confidence to support their pupils in drawing conclusions based on their scientific activity. Trainee teachers will develop a deeper understanding of the underlying curriculum concepts within core subjects and become more proficient in developing these within pupils. Trainee teachers will also build theoretical understanding and be able to connect this to their experiences in the classroom. Subject, pedagogical and curriculum knowledge development go hand in hand with each other.   Trainee teachers analyse pedagogical practice and develop a growing knowledge of how to respond to the diverse needs of learners. The module encourages independence, exercising of initiative and developing responsibility as trainees prepare for complex teaching and learning situations. The module will specifically support trainee teachers in developing more robust teaching strategies and will also help them consider the needs of specific groups of students, such as those with SEND, those who use English as an additional language (EAL) and those who may be designated as ‘greater depth’ or 'rapid graspers'. The module draws upon guidance and key materials provided by the DFE and other professional bodies and explores how it may be used in the classroom. 

Module: 5PE023
Credits: 20
Period: 2
Type: Core

This module will build upon the level 4 Introduction to the Foundation Subjects module. It will further develop students’ subject knowledge across the foundation subjects alongside their ability to plan and teach lessons. This module will focus on the following factors: Subject specific skills and knowledge – students will focus on how to develop pupils’ skills which are unique to each subject such as skills of historical enquiry or performance skills in music. Planning sequences rather than individual lessons in order to develop pupils’ skills and knowledge. Developing students’ awareness of progression within and across year groups. Develop digital competence and capability of trainee teachers Support digital pedagogies across the curriculum

Module: 5PE019
Credits: 30
Period: 2
Type: Core

This is a placement-based module where trainee teachers are placed in schools/EY settings for an assessed teaching placement. There are pre-placement, post placement briefings, group and individual tutorials. Trainee teachers and their school-based staff and mentors are supported and guided by a university tutor.  

Module: 5PE020
Credits: 30
Period: 2
Type: Core

This module examines issues relating to adaptive teaching of children with a range of inclusive barriers within primary and early years settings. The module will allow trainee teachers to develop an understanding of pupils' varying needs which can create barriers to learning. Trainee teachers will then have the opportunity, via expert colleagues, academic research, and relevant source materials to identify strategies to adapt teaching for a range of SEND and inclusion barriers to learning, which can be observed through engagement with partner schools within the module and associated scenario tasks. Trainee teachers will be able demonstrate, via an understanding of the code of practice, the role of the teacher and wider professionals/parents for adapting teaching which ultimately provides challenge and aspiration for all pupils.

Module: 5PE024
Credits: 10
Period: 2
Type: Core

In this module you will be begin to explore the purpose and importance of research in education and will begin to explore an area relevant to primary teaching that you are particularly interested in. You will develop an understanding of the background and issues pertaining to the area of interest by reviewing published literature. You will begin to consider the suitability of different approaches to research and will evaluate critically design research instruments and apply this knowledge in a research proposal. The module will prepare you for more detailed planning and carrying out a research investigation in an Early Primary or Primary educational setting at Level 6.

Module: 6PE028
Credits: 20
Period: 3
Type: Core

This module aims to support trainee teachers to implement their understanding of a range of key concepts from the English, maths and science primary curriculums. It aims to support trainee teachers to consider how interdisciplinary approaches can be utilised to plan meaningful and real-world learning opportunities. Trainee teachers will be able to critically evaluate approaches to teaching the core subjects.

Module: 6PE029
Credits: 10
Period: 3
Type: Core

This module builds on the corresponding Level 4 and Level 5 modules in continuing to embed students’ subject knowledge and understanding of the key principles underpinning the teaching of the foundation subjects. This module will develop students’ ability to critically evaluate different approaches to teaching. The module aims to equip students with the ability to critically analyse and evaluate schemes and pre-existing planning in order to be able to make necessary adaptations. They will also critically reflect on their own ethos and teaching style which will inform adaptations and support them in identifying developmental targets as they move towards the start of their careers. Students will develop their ability to use different assessment approaches relevant to different subjects in order to plan sequences of lessons for progression in subject specific skills and knowledge. The module will help students to appreciate the connectedness of curriculum, teaching and assessment.

Module: 6PE026
Credits: 30
Period: 3
Type: Core

This is the third and final of three assessed school placements which the trainee teacher undertakes during the BA (Hons) in Primary Education course. The module will enable trainee teachers to continue to enhance skills as a critical, reflective practitioner in readiness for their ECT (Early Career Teacher) years.

Module: 6PE027
Credits: 30
Period: 3
Type: Core

This module provides students with the opportunity to enhance subject knowledge in a chosen area relating to primary education, as well as the development of professional behaviours to equip students with skills and experiences to support early career teaching. The module will allow students to identify and select an area of development relevant to modern primary education. Through the use of expert colleagues, taught input, relevant up to date research and engagement with field trips and school experiences, students will have the opportunity to secure subject knowledge to motivate pupils and teach effectively. Students will then gain experience and opportunities to explore strategies for modelling to develop accessible concrete ideas, through the development of scaffolded original resources to make learning concrete and accessible for learners. Alongside these opportunities, students will engage with reflective practice, supported by feedback and input from expert colleagues to understand that long term, high quality professional development and collaboration with professionals can help teachers improve and develop sustainable practices.

Module: 6PE030
Credits: 30
Period: 3
Type: Core

In this module you will initiate, carry out and write a small-scale education research project, relating to a special area of interest in early primary or primary education. You will construct a detailed research design for your investigation, building substantially and critically on initial work and tutor feedback from the Level 5 Research module. You will apply for and acquire ethical approval to do your investigation. You will arrange to collect research data in an early primary or primary educational setting, carry out your investigation there, interpret and analyse critically the data you collect and produce a precise and well organised final written project for submission. Throughout the module you will be expected to work to a great extent independently, while making full critical use of printed, online and face-to-face guidance and discussion.

Potential Career Paths

You!

Qualified Primary School Teacher

Additional Information

Everything you need to know about this course!

  • The University of Wolverhampton is one of the West Midlands’ largest providers of teacher education, with many of our graduates going on to work within the conurbation.  Our tutors are all experienced teachers who have worked with our partnership and family schools for many years.#
  • We are proud of our long-standing tradition of training teachers of Early Years, Primary, Secondary and Post Compulsory Education.
  • High quality learning facilities, including well equipped teaching rooms, cutting edge learning spaces, lecture theatres and a social learning environment.
  • Access to leading research in the field of Education that enables trainees to develop as reflective practitioners.

What do Ofsted say?

The University of Wolverhampton provision is particularly effective in developing highly professional teachers with the skills to reflect critically on the quality of their teaching in order to improve it. They are valued highly by the schools, colleges and other settings where they secure employment in the region.

The university has an excellent reputation that enables it to build strong partnerships across the region to support high-quality teacher training and educational improvement.  Employment rates in all phases are high, with many former trainees working in the region.

Ofsted (2021), Initial Teacher Education Inspection Report, London: Ofsted

Looking for 1-1 advice? OPEN EVENTS - FIND OUT MORE

Come to one of our Open Days, or, where you will have the opportunity to talk to staff and students who are currently studying and find out more about the course and our facilities. 

  • A range of subject-specific knowledge across the domains of the primary national curriculum.
  • Enhancement opportunities and opportunities to develop your knowledge, skills and behaviours in areas that you are particularly interested in and work with highly skilled tutors and expert colleagues who are recognised and commended for their passion and expertise. Examples include National Curriculum subjects, SEND, Inclusive practice, Early Years, digital pedagogies, and social justice. 
  • Intensive training and practice in specific aspects of teaching is embedded in the course. These areas are carefully selected to respond to local and national priorities. These currently are Oracy, Behaviour, Adaptive Teaching, Digital Pedagogies and Assessment.  
  • Skills to support a diverse range of inclusive practices and adaptive practice to support pupils.
  • Scholarly research informed practice and the opportunity to attend conferences relating to specific primary education knowledge, provided by expert colleagues from local partner schools.
  • A range of skills that underpin the role of a primary school teacher, such as compassion, creativity, critical reflection, ingenuity, flexibility, problem solving, cultural sensitivity, diverse communication skills and self confidence.
  • A sense of community and belonging to our ‘Wolf Pack’. We pride ourselves on our students feeling part of a course and community that is both supportive and uplifting.

Location Mode Fee Year
Home Full-time £9250 per year 2024-25
Home Full-time £9535 per year 2025-26
International Full-time £14950 per year 2024-25
International Full-time £15995 per year 2025-26

The University is committed to a transparent fee structure, with no hidden costs, to help you make an informed decision. This includes information on what is included in the fee and how fees are calculated and reviewed

Applicants must have achieved a standard equivalent to a grade 4 (previously Grade C) in GCSE English, Mathematics and Science (Biology, Chemistry, Physics or Combined Science). If you are unsure whether you hold an acceptable GCSE equivalent qualification for ITT, please contact our Admissions Department admissions@wlv.ac.uk for clarification.

Please note we do NOT accept GCSE Short Courses or GCSE Equivalent Tests from other institutions or organisations, Key Skills Level 2 or Functional Skills Level 2.

PLUS

Typical entry requirement: 96 UCAS points

  • A Levels - grades CCC / BCD (excluding General Studies and Critical Thinking)
  • BTEC L3 Extended Diploma or OCR Cambridge L3 Technical Extended Diploma - grades MMM
  • BTEC L3 Diploma - grades DD
  • NCFE CACHE L3 Diploma in Childcare and Education or NCFE CACHE L3 Technical Diploma in Childcare and Education - grade C
  • Access to HE Diploma (60 credits) of which a minimum of 45 must be at Level 3 (96 UCAS point equivalence, minimum 45 credits at merit)

Use the UCAS Tariff calculator to check your qualifications and points

Your personal statement is an important part of the application process. We will be reviewing your personal statement to find out more about you and we will also be reviewing your spelling, grammar and punctuation and you have followed the UCAS (for undergraduate applications) or DfE Apply (for post graduate applications) guidance regarding length and what to include. Your application will not be successful if you do not demonstrate the high standards of accuracy the teaching profession demands.

 

Important Requirements

As part of the Department for Education (DfE) ITT compliance, if you are successful you will be required to provide your ORIGINAL certificates to the University of Wolverhampton Admissions Unit.

We will not accept applicants onto our professional courses who have been unsuccessful on professional courses at other institutions of higher education.

 

You will also take part in a rigorous selection process designed to assess your readiness to train to teach.  Further information regarding the interview process can be found at https://www.wlv.ac.uk/apply/how-to-apply/4---after-youve-applied/subject-specific-applications/.

Interview and Selection

First Stage: All applicants that are successful with their application will be invited to complete a set of short professional scenarios involving reading, writing and numerical tasks. These will provide us with an audit of your existing strengths as well as indicate any areas where you need to develop your knowledge and understanding during your course. If you are offered a place following interview, you will be required to demonstrate your professional readiness through successful completion of all of the tasks as one of your conditions of acceptance before the course starts. This may mean that you are asked to attend support sessions in English and mathematics during your course to enable you to demonstrate a satisfactory level of proficiency by the completion of your course.

Any work to address shortfalls in English and Mathematics must be undertaken by the trainee teacher in addition to other aspects of their training. It is the trainee’s responsibility to secure these fundamental skills before being recommended for Qualified Teacher Status.

Second Stage: You will undertake either an observed group task or a subject-specific activity (if you are applying for secondary teacher training).

Third Stage: You will engage in individual face to face interview

We will be assessing your ability to be able to meet the Teachers’ Standards by the completion of your course. Those successful in the audits and at interview will be subsequently required to meet enhanced DBS checks, fitness to teach and medical check and prohibition order check requirements. You will be expected to complete these forms once you have been successful and have a Conditional Offer.

Free Disclosure and Barring Service (DBS) and Occupational Health Check:

Due to the professional nature of some of our courses you may also be required to complete a Declaration of Health and Disclosure and Barring Service (DBS) Check.  We will coordinate both of these non-academic conditions with you should your course require this and you receive an offer from us

There will be no cost for the DBS this is free to applicants who have secured an offer and have chosen to study at the University of Wolverhampton.

Those who do not meet the entry requirements may be offered an alternative course.

 

‘The Lecturers have all shown fantastic support throughout the 3 years, and because of that, I’ve been able to develop into (what I hope is) a great teacher with a passion for the job. The course is particularly strong around SEND and provides us with a range of opportunities and the confidence to adapt teaching for pupils. Schools always seem to think very little work is done around SEND in particular, this is not the case here’

Georgie Pratt – BA (Hons) Primary Education Graduate, Mature Student

‘One of my favourite things about the course was partaking in the international trip to India and Dubai. This opportunity provided a unique chance to explore diverse cultures alongside building long-lasting friendships. It also broadened my understanding of international teaching opportunities which can be explored and skills that can be applied back here in the UK’.

Georgia Evans – BA (Hons) Primary Education Graduate, Sports Scholar

Studying Primary Education at the University of Wolverhampton has been an incredibly enriching experience, which has provided me with countless opportunities and experiences within my degree which will be of lifelong benefit. This is due to the high level of support you get from the lecturers, which is phenomenal, there is always somebody to turn to. Nothing compared to any other uni!’

Chaahat Takhi – BA (Hons) Primary Education Graduate

‘Even as a mature student, I felt this course helped me grow as a person, as well as an educator. I have a better understanding of children’s needs and have the confidence to address them’

David Thomas – BA (Hons) Primary Education Graduate, Mature Student

‘The course really equips you for school life and the lecturers ensure that the sessions are interactive and engaging. The staff are super helpful and encouraging. Overall, a really fun and interesting course. Attending a variety of special schools really helped me in terms of what to expect in my own class, I’m genuinely grateful to have such supportive lecturers, schools and university staff who supported me during placement.

Rumanique Gill – BA (Hons) Primary Education Graduate

‘I feel that the practice in schools during the course is really effective as you gain experience and opportunities, you really do feel like a teacher. All the lecturers are supportive, and I definitely have learnt what it takes to become a teacher, thanks to this course’.

Karolina Grygiel – BA (Hons) Primary Education Graduate

Tuition Fees Loan (Home Fee Status):

Most students will be able to apply for a loans to pay for these subject to eligibility. To find out more information please refer to the government Student Finance website.

Changes for EU students:

The UK government has confirmed that EU students starting courses from 1 August 2021 will normally be classified as having Overseas Fee status. More information about the change is available at UKCISA:

EU citizens living in the UK with 'settled' status, and Irish nationals living in the UK or Ireland, will still be classified as Home students, providing they meet the usual residency requirements, for more information about EU Settlement Scheme (EUSS)


Self-funding:

If you don’t want to take out a loan to pay your fees or if you aren’t eligible to receive a loan, you might want to take advantage of the University’s scheme to pay by instalments: See How to pay.

For more information please contact the Gateway.


Your employer, embassy or organisation can pay for your Tuition fees:

If your employer, embassy or organisation agrees to pay all or part of your tuition fees; the University will refer to them as your sponsor and will invoice them for the appropriate amount.

We must receive notification of sponsorship in writing as soon as possible, and before enrolment, confirming that the sponsor will pay your tuition fees.


Financial Hardship:

Students can apply to the Dennis Turner Opportunity Fund.

for help with course related costs however this cannot be used for fees or to cover general living costs.


Bursaries and Scholarships:

In addition the University also offers a range of Bursaries and Scholarships packages

You can find more information on the University’s Funding, cost, fee and support pages.

Telephone

01902 32 22 22

Email

enquiries@wlv.ac.uk

Online

Order a prospectus

How We Compare

Find out how our course is rated on Discover Uni, the official website for comparing UK higher education courses

Full-time Course

Make it happen

Order a prospectus Visit an Open Day
Ask a student about University Life

Related Courses

Prof GradCert Ed Post Compulsory Education
BA (Hons) Special Educational Needs, Disability and Inclusion
CertEd (PCE) Post Compulsory Education
BA (Hons) Early Childhood Studies with Foundation Year
BA (Hons) Childhood, Family and Education Studies with Foundation Year

Your recently viewed courses Recently Viewed