Primary Education Leading to Qualified Teacher Status
Bangor University
UCAS Code: X131 | Bachelor of Arts (with Honours) - BA (Hons)
Entry requirements
General Studies and Key Skills not normally accepted.
Pass required
GCSE/National 4/National 5
GSCE: Grade C/Grade 4 in the GCSE examination in any of the following required: English Language, English Literature, Welsh First Language, Welsh Literature; Grade C/Grade 4 in the GCSE Examination in Mathematics or Mathematics-Numeracy must also be achieved; GCSE Grade C/Grade 4 in Science required.
Pass required
Pearson BTEC Level 3 National Extended Diploma (first teaching from September 2016)
We will also consider other BTEC qualifications in conjunction with other level 3 qualifications.
Minimum of 5 Scottish Highers - some subject specific grades/Advanced Highers may be required.
T Level qualifications are accepted on a case by case basis.
UCAS Tariff
We are happy to accept combinations of the qualifications listed below, as well as alternative equivalent Level 3 qualifications.
We will accept this qualification in conjunction with other level 3 qualifications.
You may also need to…
Attend an interview
About this course
You’ll develop a thorough understanding of how children learn and the skills needed to develop as a creative and innovative teacher who can make a make a real difference to the lives of young people. School placements are in a wide range of settings including urban and rural, mainstream and special schools where you’ll be supported by experienced staff to learn how to plan appropriate schemes of work and consider assessment and reporting strategies.
This exciting degree with Qualified Teacher Status (QTS) trains you as a primary teacher especially equipped to teach in Wales and is equally valid for those wanting to teach in the rest of the UK and beyond. It is a great time to come and study to be a teacher in Wales. Education in Wales is entering an exhilarating new era developing a world class curriculum for schools. Bangor University, with its longstanding and excellent reputation for teacher training and education, is partnered with quality schools in north Wales who have had an active role in designing the course you’ll study. This course is delivered as part of the CaBan partnership between schools, Bangor University, the Regional Consortium GwE and the research institute CIEREI. Together we share the common goal of educating the next generation of world-class educators, from initial teacher education, through continuous career long professional learning.
Our partner schools have well-trained mentors who will support your progress towards becoming an excellent and innovative teacher. Experienced tutors and researchers in university and school based staff will provide excellent support and stimulating learning sessions both in the university and in your placement schools. Students on this English medium course will be placed in English medium schools only and you do not need to speak Welsh, or live in Wales, to apply for the course. However as part of our commitment to bilingualism we will support you in your understanding of Welsh culture and your Welsh language learning, whether you are a complete beginner or a fluent user of the language.
‘Placement Year’ and 'International Experience Year’ options are available for this course. You will have the opportunity to fully consider these options when you have started your course at Bangor and can make an application for a transfer onto such a pathway at the appropriate time. You can find more information about these options on our website and if you have any questions, please get in touch.
This is the English-medium course. For the Welsh-medium course use UCAS code X130.
Modules
For details of the modular structure, please see the course description on Bangor University's website.
Tuition fees
Select where you currently live to see what you'll pay:
The Uni
Bangor University
School of Educational Sciences
What students say
We've crunched the numbers to see if overall student satisfaction here is high, medium or low compared to students studying this subject(s) at other universities.
How do students rate their degree experience?
The stats below relate to the general subject area/s at this university, not this specific course. We show this where there isn’t enough data about the course, or where this is the most detailed info available to us.
Teacher training
Teaching and learning
Assessment and feedback
Resources and organisation
Student voice
Who studies this subject and how do they get on?
Most popular A-Levels studied (and grade achieved)
After graduation
The stats in this section relate to the general subject area/s at this university – not this specific course. We show this where there isn't enough data about the course, or where this is the most detailed info available to us.
Teacher training
What are graduates doing after six months?
This is what graduates told us they were doing (and earning), shortly after completing their course. We've crunched the numbers to show you if these immediate prospects are high, medium or low, compared to those studying this subject/s at other universities.
Top job areas of graduates
The stats above mainly cover teaching degrees for training and qualifying in primary school education. These tend to be three or four-year courses — check with course tutors about how long you will need to study to get your Qualified Teacher Status. Most graduates go into teaching roles — usually primary school teaching, so these courses have good employment rates and starting salaries. We have a shortage of teachers of all kinds, which is deepening, and whilst many of the most severe are at secondary level, the prospects for this degree are not likely to take a downturn any time soon.
What about your long term prospects?
Looking further ahead, below is a rough guide for what graduates went on to earn.
Teacher training
The graph shows median earnings of graduates who achieved a degree in this subject area one, three and five years after graduating from here.
£17k
£21k
£26k
Note: this data only looks at employees (and not those who are self-employed or also studying) and covers a broad sample of graduates and the various paths they've taken, which might not always be a direct result of their degree.
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Teaching Excellence Framework (TEF):
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This information comes from the National Student Survey, an annual student survey of final-year students. You can use this to see how satisfied students studying this subject area at this university, are (not the individual course).
This is the percentage of final-year students at this university who were "definitely" or "mostly" satisfied with their course. We've analysed this figure against other universities so you can see whether this is high, medium or low.
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This information is from the Higher Education Statistics Agency (HESA), for undergraduate students only.
You can use this to get an idea of who you might share a lecture with and how they progressed in this subject, here. It's also worth comparing typical A-level subjects and grades students achieved with the current course entry requirements; similarities or differences here could indicate how flexible (or not) a university might be.
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Post-six month graduation stats:
This is from the Destinations of Leavers from Higher Education Survey, based on responses from graduates who studied the same subject area here.
It offers a snapshot of what grads went on to do six months later, what they were earning on average, and whether they felt their degree helped them obtain a 'graduate role'. We calculate a mean rating to indicate if this is high, medium or low compared to other universities.
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Graduate field commentary:
The Higher Education Careers Services Unit have provided some further context for all graduates in this subject area, including details that numbers alone might not show
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The Longitudinal Educational Outcomes dataset combines HRMC earnings data with student records from the Higher Education Statistics Agency.
While there are lots of factors at play when it comes to your future earnings, use this as a rough timeline of what graduates in this subject area were earning on average one, three and five years later. Can you see a steady increase in salary, or did grads need some experience under their belt before seeing a nice bump up in their pay packet?
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