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Qualify as a primary school teacher with the knowledge and skills you need to work with younger children
Our BA (Hons) Primary Teaching with Early Years (QTS) course provides quality training to teach in the 3-7 age range (Nursery, Reception and Key Stages 1) enabling you to graduate as a qualified teacher at the end of your three-year degree.
Learn the art of teaching
You will develop the knowledge, skills and attitudes required by the teaching profession, as you learn the fundamentals of the national curriculum to fully prepare you for working in primary schools alongside student teachers working on BA (Hons) Primary Teaching.
In addition, you will pursue the advanced study of Early Years, where you will develop deeper knowledge and understanding of pedagogy and practice for teaching younger pupils and how this relates to the Early Years Foundation Stage (EYFS) framework.
As a key part of the programme, you will gain vital hands-on experience of working within the classroom through our school experience modules, which develop your confidence and competence to teach effectively.
Outstanding Ofsted provider
The University of Chichester is proud to have received a rating of Outstanding from Ofsted at its inspection this year.
The Ofsted report recognised that “trainees leave very well-placed to continue on their journey towards being aspirational, inspirational and motivational teachers.”
“…trainees flourish at the University of Chichester and develop into skilled and knowledgeable global citizens.”
“University and school staff support trainees to thrive through their highly effective ‘team around the trainee’ approach.”
“Trainees value the nurturing family ethos at Chichester, with one trainee commenting, ‘they are there to catch you when you fall, but they are also there to stop you falling in the first place’.”
Ofsted Report 2023
Proud history of teacher training
The University of Chichester has been training teachers for over 180 years and we look to train employable professionals who will make a positive difference to children’s education.
You will be taught by experienced primary education specialists and our dedication to small teaching groups allows you to develop strong professional relationships with the University teaching team.
On this course you will:
- Gain Qualified Teacher Status that will allow you to teach in primary schools in England and Wales.
- Develop your competence and confidence working within the classroom environment.
- Gain the knowledge, skills, and attitudes required by the teaching profession.
- Understand the cornerstone of the national curriculum for primary education, as well as un understanding of the Early Years Foundation Stage curriculum.
Learn how to make a difference for children in this crucial stage of their development
As a Primary Teaching with Early Years student, you will learn the early years framework and national curriculum and how to deliver it to young children in exciting and engaging ways.
You will learn the fundamentals of teaching English, Maths and Science, as well as the key theories of learning development to better understand how to ensure that all children can succeed and thrive in school. You will also learn about the key issues in primary teaching through our professional studies modules.
You will also learn how to teach subjects that form the wider curriculum, including aspects of ICT/Computing, PE, Modern Foreign Languages, Music, Art, History, and Geography.
As an Early Years student teacher, you will complete a suite of modules in the advanced study of Early Years enabling you to be awarded a BA (Hons) Primary Teaching with Early Years degree.
Our suite of on campus modules is complemented by modules that will take you into school where you will practise as a student teacher.
As part of the programme, you will study curriculum modules that develop your pedagogic and subject knowledge within these areas.
Modules explore each subject within the core curriculum (English, Mathematics and Science), alongside modules that look at the wider curriculum (music, physical education, art etc.) to provide you with a thorough grounding in the full National Curriculum.
The course will equip you to take a critical and reflective view of each subject’s curriculum and pedagogies. You will develop a detailed understanding of the distinctive features of each subject area and explore relevant research concerning children’s learning in that subject.
By linking your learning to school experience, the module will promote the necessary understanding you need to plan, teach and assess the core curriculum effectively.
The modules of professional studies will explore the teaching skills that are required for the classroom, including behaviour for learning, planning for progression and assessing pupils effectively.
You will explore effective inclusive practice and recognise how quality first teaching can support the progress of all children.
The final professional studies module explores your position as a teacher in the contemporary educational landscape. Through this, you will develop and articulate a personal philosophy of education that has built over the three years.
Advanced Study of Early Years Subject Study
The specialism module in semester 1 provides a grounding for early years practice. It considers the principles of the EYFS, how these can be embedded in practice and their relevance to KS1 teaching and learning. A visit to an outstanding setting allows for effective theory to practice links.
In semester 1, early years student teachers explore the topic of child development and implications for teaching practice. Semester 2 focuses on the concepts of play and pedagogy and their value and place in primary classrooms.
Your third year allows you to investigate a topic of your choice related to early years through the final independent project.
Select a year
Foundations in Primary English
This module introduces students to the content, pedagogical, and curricula knowledge, along with the attitudes necessary to be teacher of English in primary and early years settings. In doing so, the module support students in developing the foundational knowledge required to be a teacher of English.
Through seminar sessions, students will examine good practice in the teaching of reading and writing whilst addressing the statutory requirements of the National Curriculum. Strong links will be made between theory and practice, as students explore the value of different texts in school. Integral to the module is an understanding of progression in English and how to teach this through drawing upon the language modes of communication, reading and writing.
Foundations in Primary Mathematics
This module introduces students to the subject matter knowledge, pedagogical content knowledge and curriculum knowledge that contribute to becoming an outstanding teacher of mathematics in primary and early years settings.
The module will explore how these elements interplay and will draw on the students’ own experiences of being a learner of mathematics. Strong links will be made between relevant theory and current practice, encouraging students to critically evaluate these. The module will provide an opportunity for student teachers to develop their professional understanding of effective approaches to teaching mathematics.
Foundations in Primary Science
This module introduces students to the content, pedagogical, and curricula knowledge, along with the attitudes necessary to be teacher of science in primary and early years settings. The module seeks to develop student teachers’ understanding of science whilst addressing the statutory requirements of the national curriculum and EYFS.
Good practice in teaching primary, and early years curriculum is dependent on well-developed subject knowledge; as such, this module will partially focus on developing student teachers’ scientific understanding of key concepts. In addition, the module will begin to explore the importance of the interplay between substantive and disciplinary knowledge and science-specific pedagogy in order to enable student teachers to teach practical investigative science.
Student teachers will also identify how theory and practice are linked so that they can recognise how research informs practice. Integral to the module is an understanding of progression. Student teachers will understand the need to create an inclusive learning environment (e.g. will begin the learn how the science capital teaching approach applies to lesson planning).
Strong foundations in the wider curriculum
This module introduces the foundation subjects to student teachers. Students will develop their understanding of the teaching and learning of the range of foundation subjects taught in primary schools.
The module explores the uniqueness of each subject area through drawing upon key literature to emphasise pedagogical underpinnings, subject knowledge and the skills that children need to acquire during the primary and early years. This module allows student teachers to experience the distinctive challenges and affordances of each subject area.
Learners and Learning
This module focuses on the behaviours and needs of the learner and the implications of this for teachers. It will explore how different conditions for learning are established and how these conditions are influenced by school-based factors, as well as the range of other factors that can inhibit or promote pupils’ ability to learn, including children’s social, physical and cognitive development.
The module sessions, student discussion and reflection, supplemented by school experience, will therefore include reference to current research, including aspects of neuro-science, learning theory from seminal theorists and the observation of learning behaviours and environments in school.
This combination aims to aid the establishment of links between theory and effective practice, as well as highlighting issues regarding children’s holistic development which may impact learning in the classroom.
The module will support the key study skills needed for reading and writing at HE Level 4. It also includes 12 days of school experience enabling student teachers to begin to understand how the teacher as researcher can be effective in shaping classroom practice.
Teachers and teaching
This module supports students in becoming a teacher. Students will be supported in recognising and developing their teacher identity, knowledge, understanding and appreciation of professional roles and responsibilities within professional frameworks.
This module will equip students with the skills, knowledge and organisational structure needed in preparation for their first full-time 4 week school experience placement.
School Experience 1
This module will complement university-based studies, particularly the level 4 professional studies content. The module aims to develop student teacher confidence and competence in the classroom. The student teacher must demonstrate their potential to teach whilst also making the theoretical and evidence-based links to university taught content.
Primary English: Developing and Refining expertise
This module builds upon the first core module ‘Foundations in Primary English’. It is designed to allow student teachers to extend their substantive, syntactical and pedagogical curriculum knowledge through the exploration of communication, reading and writing.
In doing so, they will learn how to be an effective teacher of English within the context of developing as a professional. Student teachers will be asked to articulate a personal philosophy for the effective learning and teaching of English, drawing on current educational research and inspection evidence.
Primary Mathematics: Developing and Refining expertise
The subject-matter, pedagogical content and curriculum knowledge acquired during the core module in Year One and school placement will be built upon to develop students’ skills and confidence to plan and teach sequences of mathematics lessons.
Knowledge and understanding of progression and complexity in mathematical learning will be central to the module and support students’ ability to respond to and meet differing needs. They will explore strategies that support connections within and between mathematical procedures and concepts in more depth.
The professional use of source material to inform and critique practice will be developed further to include more focused evaluation and support decision making.
Primary Science: Developing and Refining expertise
This module builds upon the Year One Core module ‘Foundations in Primary Science’. Student teachers will be expected to continue to develop their knowledge of less familiar, but important, concepts in science and will deepen their understanding of how learners learn and create more complex schemas over time.
In addition to this, there will be an emphasis on developing student teachers’ ability to know that curriculum design is underpinned by deep understanding of how children learn and utilise key insights from current thinking on cognitive science. Student teachers will apply knowledge and understanding of when and how to use models and worked examples in combination with verbal exposition and other strategies (e.g. dual coding and concrete representations).
The module will consolidate the importance of the interplay between substantive and disciplinary knowledge and science-specific pedagogy in order to enable student teachers to teach practical investigative science. Student teachers will also identify how theory and practice are linked so that they can recognise how research informs practice.
Integral to the module is an understanding of progression and the importance of building on foundational knowledge. Student teachers embed their knowledge of the importance of access to a rich learning environment through an intersectional approach (e.g. applying the science capital teaching approach when lesson planning).
Wider Curriculum: Developing and Refining expertise
This module builds upon the Year One mandatory module ‘Foundation Curriculum – Good Foundations’. Students will continue to develop their substantive and pedagogical knowledge of Foundation subjects throughout the module through discussions, and engagement in personal reading and research.
The module will enable student teachers to develop coherent learning sequences in the Foundation curriculum in the primary and early years. Students will consider how to adapt, develop and deepen learner’s knowledge in each of the Foundation subjects. Drawing on current educational research and inspection evidence in the Foundation subjects, students will critically reflect upon the effectiveness of approaches used.
The Inclusive Classroom
This module aims to enable student teachers to develop and refine students understanding of the principles of equality and inclusive. This understanding can then be applied to the primary classroom. Students will explore key legislation, critically reflect on effective practice and consider the multiple barriers that children can face as they move through their primary schooling. Key concepts, such as ‘intersectionality’ will be explored within the context of current thinking and practice in primary schools.
Developing Pedagogic Practice
This module is designed to develop student teachers’ understanding of the relationship between quality first teaching and pupil outcomes. It builds upon the professional studies module ‘The Inclusive Classroom’.
Student teachers will look at research into a range of pedagogies enabling them to critically reflect on their practice. The link between theory and practice will be foregrounded as students use key research ideas from the module to reflect upon their own and others’ teaching.
School Experience 2
Student teachers will complete whole class teaching for a range of primary subjects across this placement. Student teachers will be expected to plan for, assess and evaluate their lessons as they develop their skills as a teacher.
It is assumed that, by the end of this placement, student teachers will be regularly planning for and teaching the whole class, carefully reflecting upon their practice to identify the way in which their teaching skills are developing and the impact of their teaching upon the pupils learning experiences.
During the course of the placement, student teachers will have to demonstrate a competent level of subject and pedagogical knowledge with respect to the subjects they teach. They must also demonstrate an awareness of inclusion issues and begin to demonstrate an ability to plan and assess for a range of needs in the classroom (as appropriate to the placement).
Global Citizenship for Primary Teaching
This module builds on the principles of the Global Citizen dimension from the Vision of a Chichester Teacher met through other modules.
It aims to support you in understanding the relationship between global issues and the role of the primary teacher in helping children make sense of these.
In doing so, it will draw upon statutory guidance, non-statutory guidance and ambitious objectives from international, national and local frameworks (e.g. national curriculum and UN sustainable development goals).
You will refine your understanding of social justice and injustice, equality and diversity and realise the interconnected nature of local and global policies, actions and events (inc. those that are natural, political and social).
Professionalism in Primary Teaching
This module aims to develop you as a professional and consider your own professional values, attitudes, behaviours and approaches within the current educational landscape.
In this module, you will develop a critical approach when considering what is needed to support teachers to become effective professionals.
You will analyse what it means to engender appropriate pedagogies and classroom cultures in school within national and local frameworks.
You will analyse how teachers build effective and authentic relationships with the school community and the impact of that . You will also analyse the key aspects of social justice education that support reflect teachers’ positions as professionals.
This module aims to develop your skills and confidence in your professional world.
To do so, it aims to engage you in effective professional development within an area of interest relevant to primary teaching.
You will hone skills and develop their knowledge, including transferrable skills in preparation for the dynamic workplace.
You will be directed towards different areas of the curriculum to work through.
This double module aims to provide a context in which you can broaden and deepen their knowledge and understanding of a chosen educational topic as well as the importance of teachers being research literate.
Areas of interest will be identified, developed and refined into a research project. During this process, you will be provided with guidance and support to raise awareness of different approaches to the investigation and presentation of your project.
School Experience 3
On this school placement, you will take on the responsibilities associated with being a class teacher. You will plan, teach, evaluate, assess and monitor pupils’ progress in arrange of subjects.
You should plan, teach, evaluate and assess those foundation subjects not taught on their last school experience in Year 2.
You will be required to evaluate progress and set personal targets with the mentor. You are expected to demonstrate a high level of competence, and by the end, independence in your practice.
You should be fully aware of the requirements of National Curriculum and EYFS, national assessment requirements and the characteristics of progression across year groups. In order to pass this module, you will be expected to demonstrate that they meet the Teachers’ Standards.
Subject Study 1: Enrichment
You will select a subject to focus on in greater depth from the following options: English, Social Justice Education (humanities), SEND, STEM, Physical Education. Early Years students will focus on the Advanced Study of Early Years as their subject.
This module will build on what you have already learnt about your subject from the compulsory modules of the programme. You will develop a deeper understanding of the ways that pedagogy and curriculum can be enriched through a critical understanding of contemporary, research-informed practice.
You will engage with current research reports, debates and good practice to explore specific aspects of their subject in doing so, reflect on how primary schooling can be enriched through this deeper understanding.
Subject Study 2: Promoting best principles
You will select a subject to focus on in greater depth from the following options: English, Social Justice Education (humanities), SEND, STEM, Physical Education. Early Years students will focus on the Advanced Study of Early Years as their subject.
This module will build on what you have already learnt about your subject from the compulsory modules of the programme and the first semester subject study module. You will grow in confidence to become an advocate for the best principles of Early Years in primary schools.
You will critically reflect on your positionality as a teacher and explore the subject’s importance in primary schools. In so doing, you will consider where and how their area of interest fits into school frameworks and policy. Whilst this module is not about becoming a subject co-ordinator, the importance of leadership values and attributes will be explored through the context of the subject.
Gain vital experience as you develop your confidence at the heart of Early Years and Key Stage 1 classrooms
We strongly believe in giving you a range of school placement opportunities to provide distinctive and rewarding experiences to help develop your professional skills.
You will progress from planning, teaching and managing the learning of a group of children for the core curriculum (Year One) to meeting the needs of a class of pupils in all curriculum areas (Year Three). You’ll get the opportunity to practise in a school early in the course.
You will receive substantial teaching experience in schools and other settings in the following pattern:
- Year One – Four weeks for three days per week in Term One and a block of four weeks in Term Three.
- Year Two – Seven weeks plus two weeks special interest placement.
- Year Three – Ten weeks in Term Two.
These placements will usually provide distinctive opportunities in which to develop your professional and teaching skills.
In particular, efforts will be made to place you in schools with different organisational characteristics and in contrasting socio-economic catchment areas.
The special interest placement will also provide you with the experience of an alternative educational setting.
It enables you to follow an educational area of interest and extend your learning about a particular area of education, for example: working with bilingual learners, teaching in an outdoor education setting, or working in a special school.
Teaching and Assessment
Innovative teaching methods that develop your full potential as a future teacher
We use strategies that are designed to enable you to effectively master a broad base of concepts, skills, knowledge and understanding that will inform your teaching practice.
You will join lectures and small seminars led by experienced tutors, in which discussion and debate are key to developing your knowledge and skills.
There are opportunities on campus for you to simulate real world classrooms, allowing you to become more familiar, confident and comfortable in teaching spaces ahead of your professional placements.
All of our staff have a strong background within education and use their experience to inform their teaching, as the help your development into a professional and capable teacher.
Assessments include essays, presentations, 1:1 discussions, course work, and the creation of creative stimuli.
Over 20,000 classroom resources available to use on placement
As a Primary Teaching with Early Years student, you will gain access to our dedicated library of teaching materials.
You can find thousands of classroom resources that you can borrow to use while on placement.
From posters to books, classroom kits to DVDs, our library of resources has options for all ages and needs.
You can take resources out for up to six weeks and can be taken on placement to aid with your teaching, or help you develop your skills and confidence within our classroom environments.
Find resources that fit a variety of age ranges whether you are teaching early years, primary, or secondary aged children
Our collection of visual resources includes everything from model skeletons, fluffy toys, dress up outfits and replica war artefacts.
A wide range of posters are available on a number of topics to enhance visual displays at your school or nursery
Discover a large selection of French and Spanish books to aid students looking to teach modern foreign languages.
Borrow a large sized book to ensure that everyone in your class can see the pictures.
Choose from our large variety of picture books to share with your class.
Short stories and fiction
Our selection of short stories for the end of the day, or to link to a major calendar event (e.g. Christmas, Halloween). We also have a large collection of longer fiction titles.
Discover dedicated facilities that help support your learning
University of Chichester Academy Trust
Learning Resource Centre
Subject specific librarians
Explore the opportunity to study part of your course abroad
As a student at the University of Chichester, you can explore opportunities to study abroad during your studies as you enrich and broaden your educational experiences.
Students who have undertaken this in the past have found it to be an amazing experience to broaden their horizons, a great opportunity to meet new people, undertake further travelling and to immerse themselves within a new culture.
You will be fully supported throughout the process to help find the right destination institution for you and your course. We can take you through everything that you will need to consider, from visas to financial support, to help ensure that you can get the best out of your time studying abroad.
Take the first steps towards your career within primary education
We expect that our Primary Teaching graduates will have a desire to pursue a career with an early years focus, with 98% of our graduates in employment or further study within fifteen months of completing the course (Discover Uni 2021).
This course aims to ensure that you will be well placed to further your career in education through leading year groups and subjects, as well as joining senior leadership team.
Alumni have also progressed into headship, consultancy roles, initial teacher training lecturing and more.
- MA Education
- MA in Inclusive Special Education
- PGCiPP: Workplace Learning Development
Course Fees 2024/25
For further details about fees, please see our Tuition Fees page.
For further details about international scholarships, please see our Scholarships page.
To find out about any additional costs on this course, please see our Additional Costs page.
Course specific costs
You will be required to have a satisfactory enhanced Disclosure Barring Service (DBS) check costing £40 which needs to be paid for before the start of the course.
Access to HE Diploma
CACHE Technical Level 3
- We will consider applicants who are taking the relevant GCSEs whilst applying.
- We would normally expect applicants to have taken and passed the full GCSE course, however in some circumstances we do accept equivalent qualifications or equivalency tests. Please note, however, that we are unable to accept Level 2 Functional Skills courses that do not cover the full breadth of a GCSE. If you are unable to enrol for the full GCSE course, please contact Admissions to discuss which equivalent qualification we may accept.
Interview and DBS
Secondary Teacher training applicants are required to have an enhanced Disclosure Barring Service check which needs to be paid for before the start of the course.
This course also requires you to attend an interview as part of the application process.
This gives our staff a chance to meet you, as well as giving you the opportunity for a campus tour and ask any questions you might have.
The interview is designed to assess the applicant’s suitability for the teaching profession, as well as academic ability.
All applicants will be expected to demonstrate an understanding of professional requirements and an awareness of current educational issues.
Cost incurred during placements
Over the duration of your course, you will spend 24 weeks on placement.
These school experiences are organised in our partnership schools which extend across East & West Sussex, Hampshire and Isle of Wight and into Surrey.
Travel to placements, which can be by car or public transport, varies but your commute will not usually exceed an hour from your term-time address to the placement school (assuming your term-time address is within our partnership area).
Students may receive a contribution towards travel costs depending upon the distance.
Whilst on School Experience appropriate professional dress will be required.
Students may wish to purchase a laptop/tablet to use whilst on school experience as schools are not required to provide these.
A satisfactory occupational health assessment is required.
Frequently asked questions
How do I apply?
Click the ‘Apply now’ button to go to relevant UCAS page.
What are UCAS tariff points?
Many qualifications have a UCAS Tariff value. The score depends on the qualification, and the grade you achieved.
How do I know what my UCAS tariff points are?
Head to the UCAS Tariff Points web page where you can find a tariff points calculator that can tell you how much your qualification and grades are worth.