Distinctive Features of the 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
- A ‘return day’ to university and/or lead partnership schools every week during clinical practice to consolidate and cohere learning
- 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
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.
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. The clinical practice structure of these days includes a ‘return day’ to university or lead partnership school every week to consolidate and cohere the key principles of a collaborative culture and research-informed learning. Clinical Practice is also available through the medium of Welsh.
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.
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.
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).
Learning & Teaching
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 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. 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. .
The course includes a range of assessment methods, including case studies, portfolios, research, traditional essays, presentations, information packs, blogs, posters and practical assignments that enable student teachers to develop their planning and classroom management skills. The submission points for 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, 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 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 at the start and at the end of 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.
Employability & Careers
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:
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.
Entry Requirements & How to Apply
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. Typical offers may include:
Five GCSE passes including English Language and Maths at grade B (grade 5 for applicants holding the reformed GCSE in England) and Science (or a standard equivalent) at grade C or 4. Students studying to teach in Welsh medium schools will also need a GCSE grade C or above in Welsh (First Language). A B grade in Welsh (First Language) will be considered in combination with a C grade in English Language for entry.
- 112 points from at least two A levels to include grades CC; Welsh Baccalaureate – Advanced Skills Challenge Certificate considered as the third subject
- RQF BTEC National Extended Diploma/Cambridge Technical Extended Diploma DMM
- 112 points from the Irish Leaving Certificate at Highers to include 2 x H2 grades. Higher level subjects only considered with a minimum grade H4
- 112 points from at least two Scottish Advanced Highers to include grades DD
- 112 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
*For Welsh applicants sitting the reformed Mathematics GCSE, we will accept either GCSE Mathematics or Mathematics – Numeracy.
Additional Entry Criteria
GCSE B grades (Grade 5 for applicants holding the reformed GCSE in England) in English Language and Maths are preferred at point of application; however, applicants who have achieved a grade C or above in English Language and Mathematics (or equivalent) may make arrangements to resit the GCSEs (or an acceptable equivalent) in order to obtain the B grade and this should be indicated on the UCAS application form. You will also need to provide us with evidence of the grade C/grade 4 (or equivalent) attainment. If successful at interview, applicants will be offered a place subject to the B grade attainment. If there is high demand for the course, preference will be given to those candidates who already hold the relevant GCSE requirements.
Cardiff Metropolitan University offers an
in-house equivalency exam for GCSE English Language and Maths to meet B grade requirements. We also accept equivalent qualifications for the GCSE requirements, which include examinations undertaken with Equivalency Testing, University of South Wales and the National Extension College.
Please click here to view Cardiff Met's requirements, or to view this document in Welsh click here.
Recent and relevant experience in a mainstream school across the primary age range. This should be for a minimum of five days and taken place within the 12 months prior to attending interview. Evidence of this MUST be included in your personal statement on your UCAS application.
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.
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.
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.
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.
Information for Attending Interview
Please report to the main reception at the Cyncoed Campus where a member of staff will collect you. You will need to allow for the whole day for the interview process.
Additional information is contained in your interview letter and available here -
Interview Day Information and
Written Task information. Details of the Tests you are required to sit on the day are also on the tab below,
Tests - Literacy, Numeracy & Digital Competency.
Applicants are required to inform Admissions prior to the interview date if they wish for their interview to be conducted through the medium of Welsh.
Due to the high demand for this course we are unfortunately, unable to offer alternative dates for interview.
Tests - Literacy, Numeracy & Digital Competency
There will be
1. The first 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.
2. The second test will focus on reading and writing skills. It will be focussed on a journal article sent to you prior to your interview. You can also view the article
This test will be 30 minutes long.
- Read the journal article carefully, a number of times
- Look up unfamiliar words
- Aim to understand the meaning of the article
- Consider what message(s) the writer intends to give
- Think about whether you agree with the writer
At interview, you will be given a fresh copy of the article and given two questions to answer. You will be expected to write approximately 300 words.
The task will assess the ability to:
- locate information and refer appropriately to the reading material
- demonstrate a sound understanding and interpretation of the reading material
- communicate your ideas clearly in an appropriate style
- present well-structured, coherent writing
- use spelling, punctuation and grammar with a good level of accuracy
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.