Primary Education (3-11) with Qualified Teacher Status - BA (Hons) Degree

• University and school experiences that train student teachers to teach the Curriculum for Wales across the 3-11 age range 
  
• Research-informed clinical practice where structured opportunities enable student teachers to use theory to interrogate practice and vice versa. 
  
• A supportive and collaborative culture of learning 
  
• School-led training days led by schools identified as leading providers of education and professional development 
  
• Opportunity to undertake the Agored Cymru Accredited Assist at Forest School Level 2 training 
  
• A commitment to the development of Welsh language skills of all student teachers based on their individual experience and needs
  

To train to teach at Cardiff Metropolitan University is an exciting opportunity to learn within the Cardiff Partnership for Initial Teacher Education, an Education Workforce Council accredited provider of ITE in South East Wales. 

The Cardiff Partnership for Initial Teacher Education comprises Cardiff Metropolitan University and its associated schools, working in collaboration with University of Oxford, Cardiff University, Central South Consortium (CSC), Education Achievement Service (EAS), and City of Cardiff Council. Together, the Cardiff Partnership collaborates to ensure that our student teachers not only achieve, but seek to surpass the professional standards for QTS through high-quality professional education that is rigorously practical and intellectually challenging.

Find out more about the Cardiff Partnership.

All student teachers will be allocated 36 hours of direct teaching in relation to Welsh development. 

Welsh medium students will receive Gloywi Iaith sessions that will address grammatical elements of the Welsh language and student teachers will be instructed on methods linked to developing pupils’ personal literacy skills and understanding of the socio-linguistic backgrounds of learners. 

Welsh learners and emerging Welsh speakers will follow a recognised language scheme: ‘Cynllun Colegau Cymru’/ Welsh Colleges Scheme. This course addresses the needs of student teachers who intend teaching Welsh Second Language (WSL) in English medium primary schools in Wales. The course ensures that, on completion, student teachers receive a sound introduction to the Welsh language and develop at least a basic level of Oracy. Student teachers will be taught in streamed groups according to prior experience and qualification.

Studying through the medium of Welsh

It is possible to study part of the course through the medium of Welsh. Details are as follows:

• You can undertake at least a third of your degree through the medium of Welsh (equating to a minimum of 40 credits per academic year)
• All assignments can be submitted and assessed in Welsh
• All school placements can be in Welsh medium schools
• You will be allocated a Welsh medium personal tutor

For more information about the Welsh study option, please contact Bethan Rowlands browlands2@cardiffmet.ac.uk

The BA (Hons) Primary with QTS degree is modular in structure, with modules ranging from 20 to 40 credits. Where modules are more than 20 credits, they are designed as such in order to capture and give due attention to the interrelationship and range of curricular areas within the revised Curriculum for Wales. We aim to make these modules deliverable through the medium of Welsh as well as English, subject to availability.

A total of 120 days will be undertaken in school with at least one school placement being in a Lead Partner School/Alliance (LPS/A). Clinical Practice is also available through the medium of Welsh.

Year One:

Areas of Learning and Experience (I) (30 credits) 

This module will explore the differing definitions and theoretical perspectives of literacy, numeracy and digital competence while considering the effectiveness of different approaches in developing these skills within the new Curriculum for Wales. 

Successful Futures (I) (40 credits) 

This module will explore relevant subject content knowledge and pedagogical content knowledge in relation to the teaching of languages, literacy and communication; mathematics and numeracy; science and technology; health and wellbeing; and the expressive arts, specifically art, music and dance. Theoretical understanding of how children develop and learn and how to stimulate and challenge all learners will be integral to this module. 

Exploring Play and Early Learning (20 credits) 

This module will explore critical issues relating to play, and the value and importance of play in children’s learning and holistic development. Student teachers will have the opportunity to complete a Level 2 Assisting at Forest School qualification as an optional, additional qualification (subject to an Agored Cymru student teachers’ registration and assessment fee) as part of this module.

Introduction to Child Development and Clinical Practice (30 credits)

This module will examine child development including cognitive, social, emotional, physical and language development. It includes 15 days clinical practice in schools where opportunities to support and extend holistic child development are considered based on observational findings.

Year Two:

Areas of Learning and Experience (II) (30 credits) 

This module will critically analyse the effectiveness of a variety of methods used in the learning and teaching of the ‘Areas of Learning and Experience’ within the Curriculum for Wales. Student teachers will have the opportunity to make relevant, meaningful connections within and across curricular areas. 

Successful Futures (II) (40 credits) 

This module will consolidate and extend subject content knowledge and pedagogical content knowledge in relation to the teaching of languages, literacy and communication; mathematics and numeracy; science and technology. It will also explore the relevant subject content knowledge and pedagogical content knowledge in relation to the teaching of humanities. Theoretic understanding of assessment, differentiation and meeting pupils’ needs will be an integral aspect of this module. 

Researching Early Years and Primary Education (20 credits) 

This module will prepare student teachers for completion of an independent study in year three. It will develop criticality in reading and research with a focus on using research to impact on provision for pupils with additional learning needs. 

Clinical Practice 1 (30 credits)

This module is mainly based in schools where student teachers will have the opportunity to bridge the gap between theory and practice and to safely apply their teaching skills in the workplace. Student teachers will demonstrate emerging skills and confidence in observing, teaching and assessing within at least one age phase and make substantial progress towards meeting the professional standards for QTS.

Year Three:

Local, Global, and Pioneering Approaches in Education (20 credits) 

This module offers an insight into education systems, theories and concepts locally and across the world. It will explore different philosophies and cultures within local and international education systems, settings and teaching environments. 

Professional Practice and Well-Being (30 credits) 

With a focus on developing wellbeing for a future career in teaching, this module explores the contemporary professional demands facing today’s primary school practitioners and considers how teachers can effect change and be responsive to the situations and environments in which they operate. 

Independent Project (40 credits) 

This module will enable student teachers to complete an independent research or enquiry-based project to enhance their clinical practice. Research will take place alongside and within student teachers’ clinical practice so that it impacts on learning and teaching. The focus of research will be based on meeting the needs of a learner/group of learners with additional learning needs or English as an additional language. 

Clinical Practice 2 (30 credits) 

This module is mainly based in schools where student teachers will have the opportunity to bridge the gap between theory and practice and to safely apply their teaching skills in the workplace. Student teachers will be placed in a classroom that will be a different age phase to the one they were placed in during Clinical Practice 1. By the end, it is expected that student teachers should meet or surpass the level pertaining to the award of Qualified Teacher Status (QTS).

​The university and school-based teaching and learning opportunities have been designed to complement one another in order to maximise student progress. The methods used emphasise and facilitate student teachers’ critical development skills, and cohere around the integration of research and enquiry, practice and theory. In both University and school settings, student teachers will normally experience both tutor-led learning and self-directed methods of learning, developing increasing independence and reflection as they progress through the course. There will be regular opportunities throughout the course for student teachers to review their personal progress with their tutors and take responsibility for planning and executing their own learning. 

In university, the on-campus and online learning and teaching methods used within modules may include lectures, seminars, workshops and tutorials, all supported via use of Cardiff Metropolitan’s virtual learning environment. In many of the modules, the learning and teaching strategies that will be used will be those with the strongest research evidence of impact on student teacher learning and pupil attainment e.g. microteaching, clinical practice and feedback, metacognition and self-regulation, direct teaching and flipped learning. 

School-based learning and teaching
In the first year, Clinical Practice is included within an academic module and student teachers will not be expected to engage in independent teaching at this stage. This is to ensure an incremental model of personal and professional development. 

In years two and three, student teachers will be scaffolded by team teaching approaches as well as engaging in independent teaching and they will be required to take increasing responsibility for teaching a class, or classes, independently over a sustained and substantial period. At least one school placement will be in a Lead Partner School/Alliance (LPS/A). Clinical Practice will include directed time for Research and Enquiry; independent and team teaching; and planning, preparation and assessment.

In addition, student teachers will receive fifteen training days led by Lead Partnership Schools/Alliances. During these days, a variety of teaching and learning approaches will be employed including examination of school documentation, learning rounds, video-stimulated reflective dialogue, learning walks, learning conversations with pupils or teachers and book scrutiny.

Although every effort is made to take a student’s personal circumstances into consideration, please be aware that student teachers may be required to travel up to a maximum of 90 minutes from their place of residence to school placement.

Please note: This is a professional Initial Teacher Education degree and successful BA with QTS applicants should not book holidays during the programme. For all three levels of study (Years 1-3), the programme typically begins in the third week in September and concludes around the end of June.

The course includes a range of assessment methods, including case studies, portfolios, research, traditional essays, posters, information packs, and blogs that enable student teachers to develop knowledge and skills pertinent to the teaching profession. The submission points for all assessments are staggered throughout the year to manage student teachers’ workloads and, where appropriate, support formative feedback. 

All student teachers will be assessed against the Standards for QTS and must pass all Standards to attain Qualified Teacher Status. During Clinical Practice (school placement), student teachers will receive ongoing verbal and written formative feedback as well as summative reports. As part of the course, student teachers will gather evidence in demonstrating their attainment and achievement and this will be made available to Personal Tutors / University Tutors so that they can monitor progress at regular intervals. 

Given the centrality of literacy, numeracy and digital competence within the curriculum in Wales, all student teachers will complete audits in literacy, numeracy and digital competence throughout the programmes. Primarily, this will be to help pinpoint strengths and areas for development and to engage in study to fill the gaps in knowledge and skills. Student teachers who might benefit from further support will receive additional support sessions.

Successful completion of the programme will lead to recommendation to the Education Workforce Council for Qualified Teacher Status (QTS) and provides opportunities for employment at the primary level. Graduates can obtain work in schools across Wales, the UK and abroad. 

The course is designed to provide a wide range of experiences that will provide our graduates with the knowledge, skills and confidence to prepare them well for the world of work. Cardiff Partnership’s Lead Partnership Schools have been identified as leading providers of education and professional development in Wales and so the opportunity to learn from them and within their own environments means that career progression from student teacher to Newly Qualified Teacher should be seamless.

For further information, please visit the Discover Teaching Wales website.

What can I expect to earn when I start teaching? 
Information can be obtained from the Training and Development Agency for Schools website: 

Further Study
The BA (Hons) Primary Education with QTS programme provides an excellent basis for further study either full time or part time for an MA/PgD/PgC Education Masters (with pathways) at Cardiff Met.

All applicants will be required to apply through UCAS by completing an online application form. Applications will then be assessed against the entry criteria for the relevant programme and invited to attend an interview on the basis of this information.

All applicants should: 

• Have the aptitude, capability, and resilience to meet the required QTS outcomes by the end of their ITE programme; 
  
• Possess the appropriate personal and intellectual qualities to become excellent practitioners; 
  
• Read effectively and be able to communicate clearly and accurately in spoken and written English and/or Welsh; 
  
• Not have a criminal background which might prevent them working with children or vulnerable young people, or as an education practitioner; and have not previously been barred or excluded from teaching or working with learners (student teachers are required to arrange for an Enhanced Disclosure from the Disclosure and Barring Service (DBS)); 
  
• Demonstrate at the interview stage as having the appropriate personal functional skills in literacy, numeracy and digital competence applicable in a professional teaching and learning context; 
  
• Demonstrate their suitability to become excellent teachers; 
  
• Meet the requirements of the Welsh Government’s Education Health Standards (2004)*, confirming their health and physical capacity to undertake a teacher’s responsibilities. 
  

In addition to the above requirements, applicants should have a sound academic profile, including: 

Five GCSE passes including: 

• GCSE Grade C/grade 4 or above in English Language/Welsh Language (First Language) 
  

• GCSE Mathematics at grade C/grade 4.  For Welsh applicants, we accept GCSE Mathematics or Mathematics - Numeracy
  

• GCSE Science (or a standard equivalent) at grade C/grade 4
  

Students studying to teach in Welsh medium schools require a GCSE grade C or above in Welsh (First Language).

Applicants should also have one of the following (or an equivalent):

• 115 points to include grades BCC; Welsh Baccalaureate – Advanced Skills Challenge Certificate considered as the third subject
  
• RQF BTEC National Extended Diploma/Cambridge Technical Extended Diploma DMM
  
• T Level Merit with C in the Core Component
  
• 115 points from the Irish Leaving Certificate at Highers to include 3 x H2 grades. Higher level subjects only considered with a minimum grade H4
  
• 115 points from at least two Scottish Advanced Highers to include grades CDD
  
• 115 points from the Access to Higher Education Diploma
  
• NCFE CACHE Diploma will be considered if equivalent to at least 2 A levels. The offer made will be dependant on the actual CACHE Diploma studied
  
  

Contextual offer: See our contextual offers page.

If you are studying combinations of the above, or if your qualification isn't listed, please either contact Admissions or refer to UCAS Course Search for the entry requirements​​.​ Further information on our entry requirements, including qualifications from the EU can be found by clicking here.

If you are a mature applicant and have alternative qualifications or experience that you would like us to consider, please contact a member of staff. 

Unfortunately, we are unable to consider deferred applications for this course.

GCSE Equivalents:

We also accept equivalent qualifications for the GCSE requirements, which include examinations undertaken with Equivalency Testing,  University of South Wales, the National Extension College and A Star Equivalency. We also accept the Mathematics equivalency modules from Aberystwyth University.

Please click here to view Cardiff Met's requirements, or to view this document in Welsh click here.

Work Experience:

Applicants are asked to evidence some form of work experience in a mainstream school across the primary age range but we understand due to the current situation that this may not be possible.  We would ask applicants to evidence what they can through their UCAS application and personal statement.

Personal Statement:

A strong personal statement indicating the applicant's potential to undertake the BA (Hons) Primary Education with QTS Programme. The statement should demonstrate the breadth of knowledge and personal experience gained in primary education to date and how this has equipped the applicant to potentially be an effective primary teacher. Reference to personal experiences/extra curricular interests that could contribute to enriching children's learning should also be included. A high standard of written English/Welsh is essential.

Academic Reference:

The reference must be from the applicant’s most recent place of education who is most able to comment on the applicant's academic and vocational abilities. For those applicants whose academic reference is more than 5 years old, a reference from a more recent educational professional such as a head teacher is required. It is important that this referee can make objective and informed judgements based on significant knowledge of the applicant in an educational context. Should you have any queries regarding your reference, please contact Admissions.

Criminal Records/DBS Check:

Entry is also subject to a satisfactory criminal records check. More details about criminal records procedures can be found at www.cardiffmet.ac.uk/dbs.

International Applicants

Students whose first language is not English will need to provide evidence of fluency to a minimum IELTS score of 7.5 overall with no sub score lower than 7.0 (or equivalent qualification). For full details about how to apply and English Language qualifications please visit the International pages on this website.

Mature students

A mature applicant is anyone over the age of 21 who didn't go to university after school or college. Cardiff Met welcomes applications from mature applicants and further advice and information can be found here.

Interviews are currently being held online via MS Teams. You will receive notification of your interview date via UCAS and via email from Cardiff Met. You will then receive a MS Teams invitation, with your specific interview time, from the programme team. Interviews will last approximately 30 minutes.  

Applicants are required to indicate within their personal statement, and inform Admissions as soon as possible if they wish for their interview to be conducted through the medium of Welsh.

The Skills Tests that are usually undertaken as part of your interview day, will now be undertaken during the start of your course as an audit of where you may need additional support. These tests no longer form a part of your selection criteria however, you are still recommended to undertake the appropriate revision from the information on the links provided below:

Literacy Test:

The test will focus on spelling, punctuation, grammar and comprehension. This test will be completed electronically on the day of interview but a printable, sample copy of the paper is available here. 

This test will be 30 minutes long.  

Preparation:

• work through the sample paper provided 
• look at the current literacy skills test in England, as found on the DfE website as the tests are similar, and may serve as a useful reference tool 
  
• Another useful resource is: Johnson, J. (2012) Passing the Literacy Skills Test (Achieving QTS) 3rd edn. Exeter: Learning Matters, ISBN 9780857258793.
  

Numeracy Test:

• there will be one numeracy test, which focuses on the functional mathematics which teachers need in their professional role. 
  
• The test will be completed electronically on the day of interview but a printable, sample copy of the paper is available in English or Welsh . 
  
• Calculators will not be allowed but candidates will be provided with paper for jottings and notes. 
  
• The test will be 30 minutes long. 
  
• To prepare for the numeracy test, applicants should work through the sample paper provided. In addition, the current numeracy skills test in England, as found on the DfE website , will also serve as a useful reference tool, including Numeracy Practice Paper 2 and Numeracy Practice Paper 3.
  
• Another useful resource is Tyreman, C. (2011) How to Pass the QTS Numeracy and Literacy Skills Tests: Essential Practice for the Qualified Teacher Status Skills Tests. London: Kogan Page 
  

Digital Competency Test:

Applicants will complete a 30 minute task designed to evidence their personal digital skills at a basic level. This is because all teachers in Wales need to be able to consolidate and develop the digital skills of the pupils they teach, as well as using digital technology in carrying out their own professional duties.

The test will involve using basic skills in Microsoft Office, including manipulating education-related content in Word, Excel and PowerPoint.

Applicants would be advised to ensure they have the basic abilities required to, for example, alter font sizes, apply themes to PowerPoint presentations, and using simple Excel formulas such as SUM and AVERAGE.

Extra information for Welsh medium applicants

All applicants will complete the first literacy test in English. However, Welsh medium applicants will also complete a literacy skills test in Welsh (15 minutes), which requires applicants to demonstrate their understanding of Welsh grammar. In preparation for this test we recommend that you look at the sample paper provided here and refer to the following useful text: Breese, N., Clement, B. (2011) Seren Iaith. Ceredigion: Atebol Cyfyngedig. ISBN 978-1-907004-85-8 (£5.99). The following sections will be most useful: Chwilio'r gwallau 1 pp.6-105 and pp.166-197

Numeracy Tests
English and Welsh versions of the question paper will be provided. Applicants can choose to answer in either language.

Interview Tasks
Depending on the total number of Welsh medium applicants per any one interview date, all interview tasks can be performed through the medium of Welsh.

For general enquiries please contact the Admissions Team on 029 2041 6044, email: ​askadmissions@cardiffmet.ac.uk or tweet @CMetAdmissions.

For course specific enquiries please contact the Programme Director, 
Jordan Allers:
Email: jallers@cardiffmet.ac.uk

For Welsh course specific enquiries please contact, Bethan Rowlands:
Email: browlands2@cardiffmet.ac.uk