Prepare yourself to become a teacher with London Met’s accelerated degree in Primary Education. This two-year long, full honours degree equips you with the knowledge, skills and understanding to build your professional career, including access to Qualified Teacher Status.
An accelerated degree course only takes two years to complete by having three semesters instead of two. The three semesters are October to January, February to early May and May to late July.
In the 2020 National Student Survey, 92% of our Primary Education students said they had access to resources and facilities that supported their learning.
If you’re passionate about educating the next generation, London Met’s Primary Education BA will provide you with the skills and experience to join the education workforce in rapid time. This accelerated course will allow you to graduate in just two years, instead of the traditional three years.
You'll build a sound foundation of knowledge, skills and understanding from which to launch your career. This course will help you form the ability to think clearly, act decisively and exercise intelligence, which you'll achieve through research-based innovation, ethical judgement and a capacity to work in collaboration with others.
The internationally recognised staff at London Met will help you gain an abundance of experience. The curriculum is designed to aid you in becoming an effective teaching professional and build your understanding of educational systems.
The formal title of the course is Primary Education BA (Hons). This is what will be shown on the certificate and transcript.
You will be assessed through a range of methods based on coursework. These include presentations, portfolios, posters and essays.
In addition to the University's standard entry requirements, you should have:
*If you have not passed any of the required GCSEs at Grade C/4, you can study for them at private centres. Alternatively, you could undertake an equivalency test through one of the following agencies: A* Equivalency or Equivalency.com. They will assess your level prior to undertaking the test, to ascertain how much teaching input you will need in order to pass.
If you do not hold a GCSE at grade C/4 or above in either Mathematics or Science, you will need to gain this or pass an equivalency test in order to be considered for a PGCE. Students graduating from the degree who hold a GCSE grade C/4 or equivalent in English and either Mathematics or Science are guaranteed an interview for a PGCE or equivalent route to QTS at London Met.
The course is designed to equip you to progress to a postgraduate programme offering QTS and therefore the expectation is that you possess the necessary qualifications before commencing the degree.
To study a degree at London Met, you must be able to demonstrate proficiency in the English language. If you require a Tier 4 student visa you may need to provide the results of a Secure English Language Test (SELT) such as Academic IELTS. For more information about English qualifications please see our English language requirements.
If you need (or wish) to improve your English before starting your degree, the University offers a Pre-sessional Academic English course to help you build your confidence and reach the level of English you require.
The degree may be accelerated, but it offers full access to all of the University’s sports, social, and scholarly networks as well as expert careers and other advice, including support for disabilities and recognised special educational needs. Opportunities to work and study abroad may be available within the programme. Whether work or social, opportunities for collaborations across our diverse student body will make your experience at London Met unforgettable.
The modules listed below are for the academic year 2020/21 and represent the course modules at this time. Modules and module details (including, but not limited to, location and time) are subject to change over time.
Year 1 modules include:
This module aims to:
• Extend, consolidate and enhance the meaning of the curriculum
• Explore how children learn
• Reflect on and capture students personal learning journeys and the influence these have on their learning and teaching
• Analyse pioneers of learning theories and how they influence learners and learning in the 21st century
• Enable students to understand the early years and primary curricula, exploring the distinctiveness of each phase
• Engage students in thinking about the relevance of subject knowledge and how this impacts on effective delivery of the taught academic and pastoral curricula
• Examine assessment in the curriculum and how this is linked to progression of learning
• Understand early years and primary pedagogy
This core module addresses a key aspect of professional knowledge in the early years field and aims to enable students to:
• Study relevant legislation, curriculum frameworks, codes of practice and official guidance in all areas of social inequalities;
• Understand the development of diverse identities in children and explore issues of stigmatisation, labelling, stereotyping and discrimination;
• Consider that children’s experience of childhood will be mediated by class, race, gender, culture, language, sexual orientation, age and disability through reflecting on their own identities and experiences;
• Develop an understanding of the concepts of inclusion and diversity as they relate to both children and adults in their sphere of work and to critically reflect on their own practice in seeking to address inequalities;
• Consider the children as active in shaping their own childhood and how practitioners can develop a listening culture in settings.
This module aims to enable students to:
- Experience, and develop confidence with, a range of academic skills
- Recognise areas for development relating to their own learning
- Understand key concepts relating to education research
- Explore the use of research relating to education
- Engage with a range of academic literature
The module aims:
• to offer students a broad overview of educational policies, themes and issues that will encourage reflection on their experience and inform their identities as educational professionals;
• to situate these policies, themes and issues within historical, political, social, economic and global contexts thereby opening up students’ educational imagination;
• to consider the meaning of primary education, along with debates over its values in relation to social, economic and personal goals;
• to introduce pedagogy, curricula and assessment
• to enable students to construct and use critical languages and appropriate vocabulary to express their knowledge and understanding of education and professional practice;
• to recognise education as a site for dispute, controversy and contest and the responsibilities of teachers as social pedagogues.
This module is designed to enable students to undertake a period of work-based learning, in relation to their course at level 5, within an appropriate organisation, and to gain credit for that learning. Students will have the opportunity to apply, to test and to extend the knowledge that they have gained at all levels of their course. In so doing, students will be able to enhance and extend their understanding of professional educational practice. The module will also afford them the opportunity to gain professional experience of an appropriate education-related work environment.
Students will be expected to find and organize their own placement in an educational setting where they get insight into professional teaching and learning practice. Objectives of the placement might be in relation to professional standards, how teaching and learning is facilitated, or intended outcomes of interventions.
The module is framed by Kolb’s (1984) learning style model, the four-stage learning cycle: planning – reflecting – interpreting – identifying next steps. This cycle will inform both the module structure and the assessment strategy.
At the beginning of the module, students will attend a series of workshops where they will be briefed on the module and undergo induction. Guidance on securing a placement will be offered in conjunction with the career service, including inputs on personal and professional development.
Students will need to have their work-based learning agreement approved, before they take up the opportunity to gain practical experience.
During the work-experience, students will reflect on their observations and actions with respect of the objectives of their learning agreement and wider professional standards. There will be two or three feedback sessions allowing students to discuss their own practice and learning.
Towards the end of the work-based learning period there will be a series of workshops to support students’ interpretation of their experience in relation to theory and professional educational practice.
Students will also be offered scheduled opportunities to prepare for the QTS skills tests prior to application for PGCE places (or equivalent).
Kolb, D. (1984) Experiential learning experience as a source of learning and development, New Jersey: Prentice Hall.
Year 2 modules include:
This module offers an opportunity for independent study and aims to enable students to:
- Undertake a professional placement with children in an education setting
- Develop further professionally by pursuing a line of study which arises out of an aspect of her/his work with children.
- Extend professional competence by developing a critical understanding of the relationship between theory and practice
- Introduce some of the major positions/philosophies in relation to research methods
- Develop an understanding of the major research methodologies used in the field of early years/primary education
- Develop an awareness of ethics in relation to research Design, execute and evaluate a small-scale action research project and experience supervised independent study of an extended nature.
- Develop some of the skills required for post-graduate study
• To introduce subject content of the National Curriculum and Religious Education to students.
• Demonstrate practical ways in which topics and/ themes can be delivered creatively through good subject knowledge and an in-depth understanding of assessment and pedagogies.
• To engage with influences of learning between child development and the curriculum and the impact this has on effectively teaching the creative curriculum
• To enable students to understand multiculturalism, inclusion and diversity in primary curriculum.
The aims of this module are to:
• Examine childhood as an historically and culturally constructed phenomenon and understand the role of institutions and professional practice in reproducing those constructions;
• Explore the intersections of social variables with childhood and the position of children as social actors;
• Reflect on ways that settings can and do respond to difference;
• Introduce students to the spatial turn across the social sciences and its affordances in offering insight into children’s lives;
• Equip students with practical and workable approaches to research enquiry with and by children.
The module aims:
• To offer students opportunities to understand primary education through historical themes of continuity, change and difference;
• To demonstrate the historical nature of the primary school as a commonplace phenomenon in the 21st century and thereby to suggest that it will be subject to change in the future;
• To propose a social constructionist understanding of schooling and educational institutions;
• To explore the language of pedagogical practice in relation to the goals of education and the meaning of childhood;
• To identify curriculum, pedagogy and practice as the focus for debate.
The emergent 21st century has brought with it significant challenges for education and for educators. This module explores and investigates these challenges along with some informed speculation on likely directions for educational development. It examines the emergence of diverse societies under the impact of globalisation, economic restructuring and encounters with cultural difference as well as the impact of climate change. The relationship of these phenomena to technological change is examined along with its implications for the future of schooling and teachers in an age of rapid communication, robots and institutions with fuzzy boundaries. The module encourages students – whose careers will undoubtedly span an era during which the pace of change will gather momentum – to consider possible educational responses to these challenges at policy, curricular and institutional scales as well as at a personal level; thereby preparing them for a role as active professional agents.
The module aims to:
• Situate education, schooling and teaching within a broad, but accessibly interpreted social, political, economic and technological context and encourage students to take a wider view of educational phenomena and practice;
• Offer students knowledge of a number of pressing challenges at global and local scales and to open up consideration of educational responses to them, along with possible linkages between them;
• Develop skills supporting formal discussion, informed debate and the judicious use of evidence to form and substantiate arguments;
• Consider their standpoint in relation to the themes and issues examined as well as the meaning of being a teacher in light of these challenges.
Our two-year Primary Education BA is primarily focused on progression to the role of classroom teacher for children aged between three and 12, following subsequent completion of QTS.
This course also supports those wishing to enter para- or alternative professional roles within the primary school, including those offering support for specific needs, mentoring, skills coaching and more. As a full honours degree, it opens up options for postgraduate study and career development across a number of fields concerned with children and their well-being beyond the classroom.
Our graduates pursue careers in:
Please note, in addition to the tuition fee there may be additional costs for things such as equipment, materials, printing, textbooks, trips and professional body fees.
Additionally, there may be other activities that are not formally part of your course and not required to complete your course, but which you may find useful (for example, optional field trips). The costs of these are additional to the tuition fees set out above and will be notified when the activity is being arranged.
Discover Uni is an official source of information about university and college courses across the UK. The widget below draws data from the corresponding course on the Discover Uni website, which is compiled from national surveys and data collected from universities and colleges. If a course is taught both full-time and part-time, information for each mode of study will be displayed here.
If you're a UK/EU applicant applying for full-time study, you must apply via UCAS unless otherwise specified.
UK/EU applicants for part-time study should apply direct to the University.
Non-EU applicants for full-time study may choose to apply via UCAS or apply direct to the University. Non-EU applicants looking to study part-time should apply direct to the University. If you require a Tier 4 (General) student visa, please be aware that you will not be able to study as a part-time student at undergraduate level.
The University and Colleges Admissions Service (UCAS) accepts applications for full-time courses starting in September from one year before the start of the course. Our UCAS institution code is L68.
If you will be applying direct to the University, you are advised to apply as early as possible as we will only be able to consider your application if there are places available on the course.
Please select when you would like to start: