- Study at the top undergraduate teacher training provider in the South, and No.2 in England, leading the way in values-driven education since 1840 (The Good Teacher Training Guide, 2017)
- Become an ‘Outstanding’ Teacher – Ofsted rated our teaching as 'Outstanding'
- Join one of the largest and happiest programmes for primary teacher training in the country
- Benefit from our extensive partnerships with over 400 schools giving you excellent opportunities to gain experience and develop as a skilled practitioner
- Ranked in the Top 20 education courses in the UK by the Guardian’s University League Table 2018
Anyone already in education will tell you that teaching is one of the toughest jobs out there. It's also one of the most rewarding. To make sure you’re a successful and confident teacher in the 21st-century, we have devised a vibrant programme informed by research and constantly reviewed to ensure students are equipped with the most up-to-date developments in primary education.
And we should know a bit about preparing teachers for the joys and rigours of the classroom, as the University began its life as a teacher training college more than 175 years ago. All that experience adds up and pays off: the latest Ofsted report stated that students “display impressive levels of confidence and understanding about how to be effective teachers”.
Our passion is to provide you with a university experience that immerses you in the theory and practice of teaching. You will love studying at our beautiful campus where your lecturers know you by name, helping you to develop the confidence you need to be an outstanding teacher and make a real difference in the world.
Our Primary Education programme aims to produce creative and critically reflective teachers able to meet the needs of even the most demanding modern schools. The course covers the core curriculum subjects, the full range of wider foundation subjects and a specialist subject study.
There’s ample scope for you to personalise a professional portfolio in both breadth and depth to meet your own needs and follow areas of particular interest. The teaching team encourages this and combines plenty of hands-on experience, expertise and enthusiasm to nurture you through your academic and professional journey.
All students complete common first and second year modules. In Year 2, with experience of both the taught programme and teaching in schools, you select your three or four year route. This flexibility supports personal academic and professional development opportunities.
The four-year route allows you to further enhance and enrich your professional practice and offers the opportunity to gain up to 120 Level 7 Masters credits before taking up employment in a first teaching post.
The programme aims are addressed through three key interdisciplinary themes – identity, perspectives and relationships – chosen for their relevance to the graduate primary teacher. You are encouraged to reflect on your educational values as you develop into enthusiastic, creative and respectful educators, equipped to respond to the needs of children and to engage with wider aspects of schooling such as citizenship and sustainability.
Most students take up a position in teaching although, occasionally, graduates pursue other careers using the range of transferable skills gained during study.
Accredited by the National College for Teaching and Leadership (NCTL) for the purpose of Qualified Teacher Status (QTS).
Winchester Initial Teacher Education graduates have a high employment rate and are well respected in the region and beyond. A programme of preparation for applying for teaching posts is held annually for students in their final year. Most students take up a position in teaching although, occasionally, graduates pursue other careers using the range of transferable skills gained during study.
Partnership teachers contribute to the programme from recruitment to preparation for the Newly Qualified Teacher year to ensure the University appropriately supports ongoing teacher development. Many local Headteachers and Deputy Headteachers are Winchester graduates.
A programme of preparation for applying for teaching posts is held annually for final year students. If, in rare instances, students realise that teaching is not their long-term vocation, they can complete a degree without QTS and advice and support is available to find an allied or alternative career.
94.4% of our 2015/16 graduates (first degree and other undergraduate courses) were in employment and/or further study six months after completing their course (The Destinations of Leavers from Higher Education survey).
Pre-approved for a Masters
If you study a Bachelor Honours degree with us, you will be pre-approved to start a Masters degree at Winchester. To be eligible, you will need to apply by the end of March in the final year of your degree and meet the entry requirements of your chosen Masters degree.
ABOUT THIS COURSE
Suitable for applicants from:
UK, EU, World
Students undertake a range of self-directed work. There are opportunities for work experience placements abroad; previous students have worked across Europe and in Africa, India, USA, China, Japan and Thailand.
Our BEd (Hons) Primary Education with Recommendation for Qualified Teacher Status (3 Years) course provides an opportunity for you to study abroad in the United States of America (USA) and Europe via Erasmus. For more information see our Study Abroad section.
Learning and teaching
Our aim is to shape 'confident learners' by enabling you to develop the skills needed to excel in your studies here and as well as onto further studies or the employment market.
You are taught primarily through a combination of lectures and seminars, allowing opportunities to discuss and develop your understanding of topics covered in lectures in smaller groups.
In addition to the formally scheduled contact time such as lectures and seminars etc.), you are encouraged to access academic support from staff within the course team, your personal tutor and the wide range of services available to you within the University.
Over the duration of your course, you will be expected to develop independent and critical learning, progressively building confidence and expertise through independent and collaborative research, problem-solving and analysis with the support of staff. You take responsibility for your own learning and are encouraged to make use of the wide range of available learning resources available.
Your overall workload consists of class contact hours, independent learning and assessment activity.
While your actual contact hours may depend on the optional modules you select, the following information gives an indication of how much time you will need to allocate to different activities at each level of the course.
Year 1 (Level 4): Timetabled teaching and learning activity*
Teaching, learning and assessment: 276 hours
Independent learning: 612 hours
Placement: 312 hours
Year 2 (Level 5): Timetabled teaching and learning activity*
Teaching, learning and assessment: 252 hours
Independent learning: 708 hours
Placement: 240 hours
Year 3 (Level 6): Timetabled teaching and learning activity*
Teaching, learning and assessment: 228 hours
Independent learning: 504 hours
Placement: 468 hours
*Please note these are indicative hours for the course.
The BEd course has both academic and professional requirements. Although the majority of placement hours are reflected in the block placement modules, every module has applied hours that enable students to relate theory to practice. These applied hours are allocated to each module as placement related activity to reinforce the links between theory and practice; in some cases they are not additional placements, while in some others they are direct experiences in school, for example, to enhance specific curriculum areas. Generally, students are timetabled for most days of the week, although not always for the whole day. During school placements, students are required to match the class teacher hours, being at the school for up to nine hours per day and doing further follow up work prior to the next day. BEd students are required to complete additional self-directed placements outside of normal University terms or during their non-timetabled periods
A key feature of the student experience is the close relationship between University based and school based learning. Ofsted commend this coherence and consider “the overall effectiveness of the provider is outstanding because the training, assessment and quality of the provision across the partnership are of the highest quality, enabling trainees on all programmes to make excellent progress and to achieve consistently good or outstanding results.
Taught elements of the course take place on our King Alfred Campus or at West Downs Campus, Winchester.
Our validated courses may adopt a range of means of assessing your learning. An indicative, and not necessarily comprehensive, list of assessment types you might encounter includes essays, portfolios, supervised independent work, presentations, written exams, or practical performances.
We ensure all students have an equal opportunity to achieve module learning outcomes. As such, where appropriate and necessary, students with recognised disabilities may have alternative assignments set that continue to test how successfully they have met the module's learning outcomes.
Percentage of the course assessed by coursework
The assessment balance between examination and coursework depends to some extent on the optional modules you choose. The approximate percentage of the course assessed by different assessment modes is as follows:
Year 1 (Level 4)*:
0% written exams
42% practical exams
Year 2 (Level 5)*:
0% written exams
21% practical exams
Year 3 (Level 6)*:
0% written exams
25% practical exams
*Please note these are indicative percentages and modes for the programme.
We are committed to providing timely and appropriate feedback to you on your academic progress and achievement in order to enable you to reflect on your progress and plan your academic and skills development effectively. You are also encouraged to seek additional feedback from your course tutors.
For more information about our regulations for this course, please see our Academic Regulations, Policies and Procedures.
2018 Entry: 112-120 points
A GCSE A*-C or 9-4 pass in English Language, mathematics and a science are required. Original certificates or certified copies will be requested at interview stage.
- Applicants must be able to demonstrate, on their UCAS personal statement, recent and relevant work experience in a mainstream primary school amounting to a minimum total of two weeks in the two years prior to interview
- Disclosure and Barring Service (DBS) clearance check required when applicants accept their offer for a place on the course (applicants cover the cost of this which is £44 at the time of publishing)
- Medical 'Fitness to Teach', assessed by an Occupational Health Adviser
Completion of pre-entry NCTL skills tests Skills Tests in Literacy and Numeracy as required by the Department of Education
A further period of two weeks school experience after interview, and prior to joining the programme
Course enquiries and applications
Telephone: +44 (0) 1962 827234
Send us a message
If you are living outside of the UK or Europe, you can find out more about how to join this course by emailing our International Recruitment Team at International@winchester.ac.uk or calling +44 (0)1962 827023
Explore our campus and find out more about studying at Winchester by coming to one of our Open Days.
Year 1 (Level 4)
|School Experience Preparation, Practice and Review 1a||10|
For this module students will undertake a University taught course ahead of the school based experience. They will be introduced to the role of the teacher and the professional expectations and responsibilities associated with this role as well as issues relating to safe working practice and confidentiality. In addition they will start to consider how teachers organise the learning environment, plan for teaching and learning and manage the behaviour of pupils. Whilst in school they will work under the direction of school staff and will learn through participant observation and the completing of directed tasks. Students will reflect on their practice in order to set targets and action plans for their professional development.
|ICT across the Primary Curriculum||10|
The aim of the module is to give students the knowledge, skills and understanding to make informed decisions about when it is, and when it is not, appropriate to use ICT to support and enhance learning and teaching in all subjects. This will be achieved through a combination of seminars, practical workshops and
|Wider Curriculum in Practice||20|
This module will focus on experience and enquiry. Students will be encouraged to develop their knowledge and understanding of curriculum approaches which promote exploration, investigation and enquiry through taught sessions and opportunities for practical work. Students will engage with a range of strategies to promote effective teaching and learning across the wider curriculum.
|Wider Curriculum Perspectives||10|
This module will provide students with introductory sessions into the areas of learning within the wider curriculum. The purpose of these sessions will be to build students’ confidence within the wider curriculum. In addition this will contribute to building the students’ identity as a teacher through a range of curriculum perspectives.
|Curriculum Science 1: Teaching Scientific Enquiry and the Passionately Curious||10|
In this module students will be supported in the learning and teaching of science in an environment that fosters independent and collaborative working practices. Students will begin to develop their own knowledge and understanding of science enquiry to become both confident students and confident teachers by engaging in practical activity, reasoning and narrative that inspires them to be curious and passionate about learning. In order to develop their enthusiasm and understanding, students will be encouraged to show respect, responsibility and a positive attitude towards each other; reflect on their own experiences and take charge of their own learning; interpret and build on expected and emergent outcomes and to recognise the role of research and policies to inform and justify teaching approaches and practice.
|Curriculum Mathematics 1: An introduction to primary mathematics||10|
In this module students will be introduced to and engage in an exploration of the nature of primary mathematics and the key ideas that underpin understanding, such as counting and place value. The language integral to this understanding will be developed. There will be an opportunity to develop an awareness of aspects of early mathematics and of ‘number sense’. Students will begin to explore how these early key ideas can be effectively taught to all learners using appropriate tasks, resources and representations. Starting from students’ own experience they will explore factors which promote a positive teaching and learning environment in conjunction with challenging and reflecting on their own attitudes and beliefs about mathematics.
|Curriculum English 1: Using Language||10|
Starting from the students’ own experience, this module will focus on factors which promote positive teaching and learning of English. A range of teaching and learning strategies will be explored and examined. The nature and language of English will be introduced and the experience of children as language users considered in this context. Students will begin to develop their own knowledge and understanding in this area through reflection on their own learning, setting personal targets and reviewing progress. Students will begin to understand current statutory requirements and initiatives in English within the context of research about children as language users.
Students will complete the directed tasks outlined in the Early Reading Portfolio, in order to make connections between the taught module and their own practice in the teaching of reading, including phonics.
|Personal Professional Development 1||10|
This module will introduce students to work at HE level 4 and associated academic expectations. Academic skills to support study habits and confidence in academic reading and writing will be introduced. Students will be supported in target setting to inform Action Plans. During this module students will be mentored by a Professional Development Tutor as they track progress and collate evidence of achievement throughout the year.
|School Experience Preparation Practice and Review 1b||10|
For this module students will undertake a University taught course ahead of the school based experience. They will further develop their understanding of the role of the teacher including the management of behaviour and through consideration of the different ways in which teaching and learning is personalised to the needs of all learners. They will be introduced to assessment and asked to reflect upon the observed use of formative strategies designed to enhance learning. In addition they will start to consider different physical learning environments and associated health and safety considerations. Whilst in school they will be expected to form effective working relationships with the adults and children and teach a range of subjects, progress to planning for and teaching whole class lessons and. Students will continue to reflect on their practice in order to set targets and action plans for their professional development.
|Education Theory 1B: Learners and Learning||10|
Students will reflect on their own experiences as learners to provide starting points for consideration of a range of issues relating to learners and learning. The impact of factors including emotional and social aspects will be considered and current understandings of a range of related issues will be explored. Issues of entitlement for all learners will be considered. Connections will be made throughout to the work of significant educational theorists and to primary practice.
|Education Theory 1A: Teachers and Schools||10|
This module focuses on the key themes of identity and perspectives, allowing students to reflect on themselves as participants in Higher Education and as developing teachers. The role of the primary teacher and attributes of the ‘good teacher’ will be examined and related to personal and professional targets. Students will be invited to explore the nature and purposes of primary education and the primary curriculum, considering historical perspectives, current educational, social, global and political pressures; introductory links to related key educational theory will be made as appropriate.
Year 2 (Level 5)
|Wider Cross-Curricular Perspectives||15|
This module will provide students with the opportunity to explore further the relationships between wider curriculum areas. A topical theme will be identified each year and tutors will plan sessions which demonstrate how to design meaningful and relevant links across the wider curriculum. Primary partners will share their experiences of developing a broad, balanced and creative curriculum within local schools.
|Curriculum Science 2: Teaching Scientific Enquiry and Exploring Intrigu||10|
This module aims to support students as they explore their science subject knowledge and pedagogical content knowledge in the context of a range of primary science topics. In each area, students will recognise and value children’s ideas and common misconceptions and use these to inform planning and identification of assessment opportunities to ensure continuity and progression in learning. Students will begin to analyse how classroom approaches inspire children’s questions and provide space for children’s creativity. As students develop their knowledge and understanding of teaching science, they will be encouraged to enact respect for the ideas of all learners. Peer mentoring is an important aspect of this module. Students will reflect on their own learning, review progress and set personal targets for continued development.
|Curriculum: Mathematics 2: Children Learning Mathematics||10|
This module focuses on how teachers can support children in developing conceptual understanding of mathematics. Students will develop their understanding of key ideas in mathematics to include equivalence. Students will explore progression in key ideas and develop their understanding of appropriate intervention. Drawing on theory from research and reports different perceptions of teaching and learning will be analysed and students will begin to consider how these approaches inspire and motivate all learners to develop secure understanding. Students will develop their own knowledge and understanding of mathematics by reflecting on their own learning, setting targets, reviewing progress and articulating priorities for mathematics teaching and developing their identities as teachers of mathematics.
|Curriculum English 2: Understanding Language Development||15|
In this module students will build on their understanding about language and literacy. Drawing on their knowledge of language use, they will engage with theories and models of language and literacy development. They will develop and explore appropriate teaching and learning strategies for all learners. The structure of language will be explored in relation to first language, Modern Foreign Languages and English as an Additional Language.
The interdependence of reading, writing and speaking & listening will be a key feature. Students will illustrate their subject knowledge through engagement with school-based tasks, School Experience enabling them to articulate their priorities as effective teachers of English.
Students will complete the directed tasks outlined in the Early Reading Portfolio, in order to make connections between the taught module and their own practice in the teaching of reading, including phonics.
|Personal Professional Development 2||10|
This module will support students to address work at HE level 5 and associated academic expectations. Academic skills to support development of independent study and presentation will be provided. Students will be supported in target setting to inform Action Plans for academic and professional progress.
During this module students will be mentored by a Professional Development Tutor as they track progress and collate evidence of achievement throughout the year.
|Personal Professional Development: Reflecting on Self Directed Experience||10|
This module will prepare and support students as they plan, undertake and reflect on experience gained in educational settings of their own choice. Students will be encouraged to make decisions about their professional needs and interests. They will be required to negotiate a placement in an appropriate setting, which might include school settings across the age phases, museums, galleries, libraries, hospital education, field centres, activity clubs etc. Students will be supported in the development of reflective practice and target setting to inform Action Plans for continued professional development.
|Professional Enquiry 1: Research Proposal and Literature Review||10|
The module aims to develop students’ understanding of the role of classroom based research in supporting practice and continuing professional development. Students will be introduced to research methods and skills of the researcher through a mixture of lectures and seminars. Students will be introduced to the role of ethics in educational research. Students will prepare and submit a research proposal for their chosen area of study. Students will submit a Literature Review based upon their chosen area of study.
|School Experience Preparation Practice and Review 2||10|
For this module students will undertake a University taught course ahead of the school based experience. They will consolidate their understanding of the role of the teacher through further consideration of ways in which teaching and learning is personalised to the needs of all learners within a whole class setting. Student’s knowledge and understanding of assessment for learning and behaviour management will be extended and developed alongside planning for sequences of lessons and cross-curricula work. Whilst in school students will work in partnership with the class teacher and other adults using medium term plans to develop and deliver their own sequences of lessons. They will increasingly take responsibility for the whole class. Students will reflect on their practice in order to set targets and action plans for their professional development including self-directed placements.
|Educational Theory 2 : The Inclusive Classroom||10|
This module will focus on issues surrounding inclusive practice. The overall aim is to provide opportunities for students to develop an understanding of their own identities and to enable them to develop their own attitudes towards key issues surrounding inclusion. The module will focus specifically on issues relating to inclusion.
Students choose one specialist subject and complete two modules:
Art and Design Education 1: Developing and Evaluating Artistic Practice 10 Credits
Year 3 (Level 6)
|Inclusive Curriculum: Provision for and Evaluation of an Additional Nee||10|
This is a generic module about Additional Educational Needs, in which the student will be expected to show a critical understanding of their role in supporting the needs of a child with a particular need. The module will incorporate discussion and critical analysis of the skills needed in developing and evaluating learning structures / programmes for a child with Additional Needs. As part of the ongoing programme of learning students will also critically analyse methods of monitoring and evaluating SEN /AN practice.
|Curriculum English, mathematics and science 3: Making connections||15|
In this module students will develop their understanding of each subject as a connected body of knowledge in which key ideas are interlinked. Students will also consider opportunities to make appropriate links between the three curriculum areas. Students will consider ways in which learning could be enriched by placing it in different contexts. Students will extend their understanding of different approaches to teaching and learning, drawing critically on research evidence to form a rationale for priorities as a teacher of primary English mathematics and science.
|Personal Professional Development 3||10|
This module will support students to address work at HE level 6 and associated academic expectations. In developing a critically evaluative approach to the work undertaken across the year students will be supported in working towards the demands and expectations of the teaching profession in line with current statutory requirements and research informed practice. Students will engage in developing an appropriate evidence based portfolio in order to support their professional development. During this module students will be mentored by a Professional Development Tutor as they track progress and collate evidence of achievement throughout the year.
|Professional Enquiry 3: Knowledge Exchange||10|
This module seeks to further develop students understanding of the role of classroom based research in supporting practice and continued professional development. Students will be introduced to some of the methods used to disseminate research in order to facilitate knowledge exchange. Students will then prepare to disseminate their own research/reflective study which they will subsequently share with peers and colleagues in a Faculty based knowledge exchange event.
|Professional Enquiry 2: Research Report||20|
The module aims to develop students understanding of the role of classroom based research in supporting practice and continuing professional development. The module will follow an Action Research based approach. Students will be introduced to research data collection and analysis through a mixture of lectures and seminars. Students will be expected to undertake small-scale research in school or a non-empirical study analysing research approaches of others. Students will be expected to undertake reflective practice through some type of reflective journal or learning log. Students will be required to prepare and submit their written research project.
|Finalist School Experience Preparation, Practice and Review 3 (3)||20|
For this module students will undertake a University taught course ahead of the school based experience. This module will support students in preparing for final school experience where they will be expected to assume the role of the class teacher from an early stage taking full responsibility for the class. They will be expected to demonstrate a range of teaching strategies and good knowledge and understanding in all primary curriculum subjects. As far as possible they will become involved in the wider life of the school, working with parents and engaging in extra-curricular activities. By the end of the experience students will be assessed against the requirements for newly qualified teachers and prepared for their induction into the teaching profession.
|Educational Theory 3: Current Issues in Education||10|
This module encourages students to engage with broader perspectives and to reflect on the links between primary schools and the society in which they operate. Students will become aware of the current complex debates affecting primary education and the primary curriculum. They will be encouraged to develop an informed attitude to the changes taking place and to appreciate their wider impact.
Students choose one optional module and one specialist module :
Championing Creative Approaches to Primary Geography
Students take one of the following specialism modules:
Art and Design Education 3: The Development and Leadership of Primary Art and Design
Please note the modules listed are correct at the time of publishing, for full-time students entering the programme in Year 1. Optional modules are listed where applicable. Please note the University cannot guarantee the availability of all modules listed and modules may be subject to change. For further information please refer to the terms and conditions at www.winchester.ac.uk/termsandconditions.
The University will notify applicants of any changes made to the core modules listed above.
Course Tuition Fees
UK/EU/Channel Islands and Isle of Man
If you are a UK or EU student starting your degree in September 2018, the first year will cost you £9,250. Based on this fee level, the indicative fees for a three-year degree would be £27,750 for UK and EU students. Remember, you don't have to pay any of this upfront if you are able to get a tuition fee loan from the UK Government to cover the full cost of your fees each year. If finance is a worry for you, we are here to help. Take a look at the range of support we have on offer. This is a great investment you are making in your future, so make sure you know what is on offer to support you.
Full-time £9,250 p/a
Total Cost: £27,750 (3 years) | £28,450 (sandwich option)
UK/EU Part-Time fees are calculated on a pro rata basis of the full-time fee for a 120 credit course. The fee for a single credit is £77.08 and a 15 credit module is £1,156. Part-time students can take up to a maximum 90 credits per year, so the maximum fee in a given year will be the government permitted maximum fee of £6,938
Full-time £12,950** p/a
Total Cost: £38,850** (3 years) | £39,550** (sandwich option)
International part-time fees are calculated on a pro rata basis of the full-time fee for a 120 credit course. The fee for a single credit is £107.92 and a 15 credit module is £1,620. Fees for students from Vestfold University College in Norway (who receive a 10% reduction) and NLA are £11,655.
As one of our students all of your teaching and assessments are included in your tuition fees, including, lectures/guest lectures and tutorials, seminars, laboratory sessions and specialist teaching facilities. You will also have access to a wide range of student support and IT services.
There might be additional costs you may encounter whilst studying. The following highlights the mandatory and optional costs for this course:
Disclosure and Barring service
A Disclosure and Barring Service (DBS) clearance check is required when applicants accept their offer for a place on the course. Applicants cover the cost of this which is £44 at the time of print.
Scholarships, bursaries and awards
We have a variety of scholarships and bursaries available to support you financially with the cost of your course. To see if you’re eligible, please see our Scholarships and Awards page.
Key course details
- UCAS code
- 3 years full-time
- Typical offer
- 112-120 points
- King Alfred Campus or at West Downs, Winchester