BA (Hons) (QTS) Primary Education with Qualified Teacher Status QTS

3 Years On Campus Bachelors Program

Liverpool John Moores University

Program Overview

The BA (Hons) Primary Education with Qualified Teacher Status (QTS) at Liverpool John Moores University combines academic study with professional teaching preparation, enabling students to gain Qualified Teacher Status upon graduation. It is ideal for individuals passionate about teaching children in the primary phase, committed to making a difference in schools, and aiming to develop strong pedagogical, classroom management, and curriculum delivery skills.

Curriculum Structure

Year 1 (Level 4)

In the first year, students build foundational knowledge in child development, education theory, and teaching practice. Modules such as Learners and Learning in Contemporary Society explore how social, psychological, and cultural factors influence learning. Introduction to Primary Education and Holistic Understanding of the Child focus on child development and early-years pedagogy, while Professional Practice in Primary Education 1 introduces classroom observation and basic teaching skills. Students begin to develop reflective practice and professional understanding within primary school contexts.

Year 2 (Level 5)

The second year deepens pedagogical knowledge and practical skills in primary education. Pedagogy and Practice in Primary Education 2 focuses on planning, teaching, and assessment strategies across the curriculum. Modules like Creativity and Discovery Learning encourage innovative teaching methods, while Research Methods for Education equips students with skills to analyse educational practice and outcomes. Students undertake placements in schools to apply theory to practice, enhancing classroom management and teaching confidence.

Year 3 (Level 6)

In the final year, students consolidate their learning and prepare for full-time teaching. The Professional Practice in Primary Education 3 module provides an extended teaching placement, allowing students to deliver lessons, manage classrooms, and assess pupil progress under the mentorship of experienced teachers. The Dissertation or Major Project in Education enables independent research into a specific aspect of primary education. Modules such as Contemporary Issues in Primary Education and Education, Culture and Identity develop critical understanding of policy, inclusion, diversity, and leadership in schools.

Focus Areas

The programme emphasises child development, curriculum planning and delivery, pedagogy, assessment, classroom management, research in education, professional placements, inclusion and diversity in schools, and leadership skills for primary teaching.

Learning Outcomes

Graduates achieve Qualified Teacher Status (QTS) alongside a strong academic grounding in primary education; the ability to plan, deliver, and evaluate effective lessons; competence in classroom management, assessment and differentiation; understanding of contemporary educational issues; and readiness to begin a career as a primary school teacher.

Professional Alignment (Accreditation)

The course is fully accredited to award Qualified Teacher Status (QTS), meeting all professional standards for entry into primary teaching in England. The integration of school placements and professional practice ensures graduates are classroom-ready.

Reputation (Student Satisfaction & Employability)

Students benefit from LJMU’s long-standing expertise in teacher education, with strong student satisfaction ratings and high employability among graduates. Extensive school partnerships and practical placements give students real-world teaching experience, supporting smooth transition into primary teaching roles.

Experiential Learning (Research, Projects, Internships etc.)

This Primary Education with QTS programme at Liverpool John Moores University is strongly practice-oriented. Students spend a significant amount of time teaching and learning in real primary-school settings, gaining direct classroom experience under mentorship.

Key experiential and practical features include:

Substantial school placements across all three years: Students complete approximately 24 weeks of full-time, hands-on placement in Key Stage 1 and Key Stage 2 classes. This includes a 6-week block in Year 1, an 8-week block in Year 2, and a 12-week full placement in Year 3. Additionally, from late in Year 1, students spend one regular day per week in school to gradually build confidence and familiarity with teaching.
Diverse curriculum-teaching practice: Students learn to teach the full national primary curriculum, including English, mathematics, science, design & technology, computing, and foundation subjects. Training also covers systematic synthetic phonics, cross-curricular and creative approaches, and teaching across different age groups.
Mentoring by both school teachers and university tutors: Each student is paired with a mentor teacher during placements. University staff also observe, provide feedback, and guide development — ensuring balanced practical and academic support.
Professional-practice training, reflection & research: Modules focus on subject knowledge, pedagogy, professional values, ethics, inclusive teaching, and reflective practice. Later-year students engage in school-based projects, cross-curricular teaching, advanced pedagogy, and enrichment activities to deepen teaching skills.
Enrichment and optional certifications: Students have opportunities to gain additional experience, such as teaching phonics, planning mathematics trails, delivering global-project lessons, foundation-subject teaching, extracurricular activities, or certifications in coaching, forest-school, and safeguarding/child-protection.

Facilities, Resources & Academic Support at LJMU

The programme is based in the Education Building on the Mount Pleasant campus, which includes pedagogy rooms, lecture halls, computing facilities, and outdoor-learning / “Forest School” spaces for creative or outdoor-based pedagogies.
Teaching uses a blended approach: lectures, seminars, workshops, ICT-supported sessions, school-based practice, tutorials, and independent study — providing a balanced learning experience.
Students receive individual support from a personal tutor throughout the course. School mentors and university liaison tutors provide supervision and feedback during placements.
Additional support includes library access, digital/IT resources, study-skills services, and wellbeing/student-life support for managing coursework, placements, research, and personal welfare.

Why This Programme Is a Strong Foundation for a Teaching Career

Qualified Teacher Status (QTS) on graduation: Graduates are eligible to teach in primary schools (ages 5–11) immediately upon completion.
Comprehensive training across all primary-school subjects: Students gain competence in English, mathematics, science, foundation and creative subjects, computing, and cross-curricular teaching.
Strong employability record: Extensive placements and mentoring give graduates hands-on experience and confidence, preparing them for immediate employment in schools.
Personalised training in small cohorts: Small cohort sizes allow personalized attention, better mentor-student ratios, and stronger relationships with staff and partner schools.
Pathways for further professional development: Graduates may progress into curriculum development, leadership, inclusive education, or advanced study (e.g., MA or MSc in education, psychology of education, or leadership).

Progression & Future Opportunities

Graduates from this programme are eligible to become qualified primary‑school teachers (for ages 5–11), with full professional teaching credentials. Alternatively, they may take roles such as learning support/mentor, SEN & inclusion support worker, education administrator, community youth or family support officer, or work in educational policy, social care, or community‑based services. They benefit from:

University support for employment and teaching readiness — Students receive mentoring from both school‑based teachers and LJMU academic staff during their school placements, plus guidance from LJMU’s careers and employability services to support teaching or education‑sector roles.
Extensive practical experience / placements — Over the three years, students complete a total of 24 weeks of full‑time placements (including block placements and regular in‑school time) across Key Stage 1 and Key Stage 2 settings, giving hands‑on teaching experience with real classes of 5–11‑year‑olds.
Comprehensive subject and pedagogical knowledge — The degree covers the full primary curriculum: English and mathematics every year, STEM (science/technology/computing), foundation subjects, plus training in professional practice, assessment, inclusive education, and child development — ensuring readiness to teach all core and foundation subjects across primary school.
Strong career outcomes and high employability — Graduates are highly employable, with the majority going on to work or further study within 15 months of completing the programme.
Flexibility beyond classroom teaching — Thanks to the broad training, graduates can also pursue roles in educational support, inclusion/SEN support, community education, social care, youth work, educational administration, or policy and research — not just front‑line teaching.

Typical roles graduates enter include:

Qualified Primary School Teacher (ages 5–11)
Learning Support / Mentor / SEN / Inclusion Support Worker
Education Administrator or Education Officer
Community, Youth or Family Support Worker
Social Care or Welfare Worker in child‑centred services

Further Academic Progression:
After completing the BA (Hons) Primary Education with QTS, graduates may continue with postgraduate study (for example, master’s degrees in education, educational leadership, inclusion, child psychology or social justice) to advance into senior educational, policy, research, or management roles. They may also specialise further — for example, in special educational needs (SEND), inclusion leadership, educational policy‑making, or educational research — enhancing their career trajectory beyond teaching.