BA Hons Education and Primary Studies

3 Years On Campus Bachelors Program

Liverpool John Moores University

Program Overview

The BA (Hons) Education and Primary Studies at Liverpool John Moores University provides students with a broad, interdisciplinary understanding of primary-phase education — combining psychology, sociology, history, philosophy, and contemporary educational theory. It suits someone passionate about young children’s learning and development, interested in how social and cultural factors shape schooling, and aiming for a career supporting children’s education or progressing to teacher training (PGCE) afterward.

Curriculum Structure

Year 1 (Level 4)

In the first year, students build foundational knowledge across multiple dimensions of education. Through modules like Learners and Learning in Contemporary Society, they explore how psychological, cultural, and societal changes influence learning. Education and Society and Snapshots of Education offer grounding in the history, philosophy, and sociology of education — helping students understand what shapes modern schooling. Introduction to Education and Primary Studies and Holistic Understanding of the Child focus specifically on children’s development and the theories behind primary-phase learning. Exploring Primary Education examines influential theorists and how their ideas impact primary-phase policy and practice.

Year 2 (Level 5)

In the second year, students start integrating pedagogy, research skills, and practical understanding of primary education. Student Enquiry into Research Methods develops academic research skills. Pedagogy and Practice in Primary Education explores theories underpinning effective teaching and evidence-based practice. Creativity and Discovery Learning examines how creativity, play, and active learning can be supported in primary settings. The compulsory Professional Project Enquiry includes placement-based learning, giving students first-hand exposure to educational settings and helping them connect theory with real-world classroom or school-context experiences.

Year 3 (Level 6)

In the final year, students broaden and deepen their critical understanding of education, culture, identity, and children’s lives. The Dissertation module allows independent research on a topic of interest within primary education or children’s development, honing analytical and research skills. Modules such as Contemporary Issues in Children’s Lives and Education, Culture and Identity enable students to explore global, societal, and cultural contexts of schooling, policy, social inclusion, equity, and how identity and culture interact with education systems. Optional modules like Working Therapeutically with Children and Families, Parents and Schools, and Supporting Vulnerable Children and Young People in Education allow students to specialise in family engagement, welfare, inclusive education, or community support — offering flexibility to tailor studies to career goals.

Focus Areas

The programme emphasises child development and early-years education theory, sociology and history of education, pedagogical theory and practice for the primary phase, creativity and discovery learning, research methods, cultural and social identity in education, inclusion, and flexibility through elective modules for special interests such as family support, vulnerability, welfare, and alternative education settings.

Learning Outcomes

Graduates emerge with a broad, multidisciplinary understanding of primary-phase education and children’s learning; ability to critically analyse educational systems, policies, and social context; competence in research, reflection, and applied educational practice; readiness to engage in school- or community-based roles involving children’s learning and welfare; and a foundation to progress to teacher training (PGCE) if they meet entry requirements.

Professional Alignment (Career & Opportunities)

The course enables students to seek roles in educational support, community education, child- and family-centred services, or progress to teacher training (PGCE), which can lead to Qualified Teacher Status (QTS). LJMU also integrates work-related learning and placements into the course, giving students valuable hands-on experience before graduation.

Reputation (Student Satisfaction & Employability)

On this course, 95% of students surveyed reported that the skills they developed will be useful for their future career — reflecting strong student satisfaction and perceived value. The course is also valued for its broad theoretical foundation, its flexibility through optional modules and placements, and its potential to build transferable skills (communication, critical thinking, research, interpersonal skills) that are highly regarded in education, social work, community services, and related sectors.

Experiential Learning (Research, Projects, Internships etc.)

Students on Education and Primary Studies at Liverpool John Moores University engage with both theory and real-world education settings, gaining a well-rounded understanding of primary-phase education, child development, and the broader social, cultural, and policy contexts that shape schooling. The course combines academic rigour with opportunities to apply learning in practice.

Practical and experiential learning includes:

Work-related learning & placements: The programme embeds block placements to give students first-hand experience in school or primary-education settings, where they observe, assist, and reflect on teaching and learning practices.
Research, enquiry and academic study: Students learn research methods and complete a dissertation or major project in their final year, enabling them to investigate education issues, evaluate policies or pedagogical practices, and develop evidence-informed insights.
Pedagogy and practical modules focused on teaching and learning: Modules such as “Pedagogy and Practice in Primary Education,” “Creativity and Discovery Learning,” “Holistic Understanding of the Child,” and “Exploring Primary Education” combine theoretical foundations with reflections on real educational practices.
Flexibility via optional modules & international or comparative perspectives: Students can choose modules on working therapeutically with children and families, supporting vulnerable children, non-formal education, parent-school collaboration, or global education, allowing them to align their studies with personal interests or career aspirations.

Facilities, Resources & Academic Support at LJMU

The course is delivered from the dedicated Education Building on the Mount Pleasant campus, including pedagogy rooms, lecture halls, computing facilities, and nearby outdoor-learning spaces.
Students receive personal tutor support for academic guidance and pastoral care.
Teaching is delivered through lectures, seminars, workshops, ICT-supported sessions, school placements, independent study, and online materials.
Access to library, study spaces, digital and IT support, and student-welfare services helps students manage coursework, research, and personal development.

Why This Programme Is a Strong Foundation for a Career

Broad, multidisciplinary grounding: The programme draws on psychology, sociology, history, philosophy, and education to provide deep insight into how societal, cultural, economic, and individual factors influence learning and childhood development.
Versatile career paths: Graduates can pursue teaching (after postgraduate qualification), learning support, inclusion or SEN support, educational administration, community or youth work, social care, policy work, education research, or education-related outreach.
Strong foundation for further training: The degree prepares students for postgraduate teacher-training (PGCE), leading to Qualified Teacher Status (QTS).
Flexibility and personalisation: Optional modules and placement experiences allow students to steer their degree toward their interests, whether in mainstream primary education, vulnerable children support, community education, or global/policy-oriented work.

Progression & Future Opportunities

Graduates from this programme often go on to roles such as primary school teacher (after further teacher training), learning support/mentor, SEN & inclusion support worker, education administrator, community education officer, or roles in youth, family, or social‑care services. The broad academic grounding in education, society, child development, and school practice at Liverpool John Moores University gives them flexibility to work in schools, community organisations, social‑welfare agencies, or pursue further training.

They can expect the following advantages:

University support for career readiness and employment — Students benefit from LJMU’s dedicated careers, employability, and enterprise services that support placements, internships, job searches, and long‑term career planning.
Strong work‑related learning and real‑world experience — The course includes embedded block professional placements in primary‑education settings, giving students a chance to apply theory in real classrooms and educational environments.
Multidisciplinary, holistic training — The curriculum draws on sociology, history, psychology, philosophy, and education studies to examine how social, political, psychological, and cultural factors impact children’s learning and development. This helps graduates understand education in a broad, socially aware context — not just as subject delivery but as societal engagement.
Graduate‑ready skills and broad applicability — In addition to child‑centred career readiness, graduates build transferable skills: research, writing, interpersonal communication, critical thinking, and reflective practice — valuable for many roles beyond teaching, such as administration, policy work, social care, or community programmes.
Clear path towards teaching qualification — For those who meet the entry requirements, the degree provides a suitable foundation to apply for a postgraduate teacher‑training course (e.g., PGCE), enabling them to become qualified primary‑school teachers.

Typical roles graduates can aim for include:

Primary School Teacher (after further certification)
Learning Support / Mentor / SEN Support Worker
Education Administrator or Education Officer
Community or Youth / Family Support Worker
Social‑Care or Welfare Worker focused on children/families

Further Academic Progression:
After completing the BA (Hons) Education and Primary Studies, students may pursue postgraduate teacher‑training (e.g., PGCE), which upon successful completion awards Qualified Teacher Status (QTS), qualifying them to teach in mainstream schools. For those interested in deeper academic or policy‑oriented work, there’s also potential to move into master’s‑level study or research in education, child development, social policy, or community education — opening pathways to educational leadership, social‑care research, or roles in non‑profit and governmental organisations.