Primary Education
University of Wolverhampton
UCAS Code: X120 | Bachelor of Arts (with Honours) - BA (Hons)
University of Wolverhampton
UCAS Code: X120 | Bachelor of Arts (with Honours) - BA (Hons)
Entry requirements
A level
excluding General Studies and Critical Thinking
Access to HE Diploma (60 credits) of which a minimum of 45 must be at Level 3 (96 UCAS point equivalence, minimum 45 credits at merit)
GCSE/National 4/National 5
GCSE English, Maths and a Science subject (Biology, Chemistry, Physics or Combined Science) at grade C / 4 or above. Please note we do NOT accept GCSE Short Courses or GCSE Equivalent Tests from other institutions or organisations.
OCR Cambridge Technical Extended Diploma
Pearson BTEC Level 3 National Diploma (first teaching from September 2016)
Pearson BTEC Level 3 National Extended Diploma (first teaching from September 2016)
T Level
Core grade needs to be C or above
UCAS Tariff
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About this course
Our three year Undergraduate course in Primary Education provides a high standard of training for those preparing to take up a teaching post in the primary school sector. The course complies with the statutory guidance from the Department for Education for Initial Teacher Training courses.
Our tutors are recognised for the excellent support we provide. We have high aspirations for all trainee teachers and our course provides opportunities to deepen and broaden your learning and prepare you well for employment. We are proud of our pastoral support, including support to maintain good mental health and well-being and we place a strong emphasis on inclusion, equality and diversity.
Our expert tutors are passionate about education and we have a wealth of expertise across the team, including adaptive teaching, inclusion and SEND, Early Years, behaviour, outdoor learning, wellbeing, and of course, all National Curriculum subjects.
We have strong partnerships with schools and mentors and the involvement of expert colleagues is embedded in our course. We work with around 275 primary schools from across the entire West Midlands region and beyond.
We include trips and visits to experience teaching in diverse settings, build pre-service teacher transferable skills that serve our diverse community.
Trainee teachers attend Inclusion and Learning conferences with expert colleagues to complement a strong curriculum. We also incorporate Masterclass sessions – trainee teachers learning from each other and expert colleagues as they progress though the course. Our expert colleagues include alumni, specialists and a host of nationally recognised experts.
We incorporate agile learning platforms where digital content complements and extends our face to face learning, promoting the love for, and importance of, digital literacy.
We have strong faith community links that support our developing faith curriculum teaching.
We also have collaboration with sport based organisations to promote healthy and active lifestyles amongst our students.
We incorporate school pupil visits for trainees to plan and deliver contextually relevant learning whilst supporting aspirations.
The Uni
University of Wolverhampton
School of Education
What students say
We've crunched the numbers to see if the overall teaching satisfaction score 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.
£19k
£25k
£25k
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.
Explore these similar courses...
Higher entry requirements
Lower entry requirements
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This is the percentage of applicants to this course who received an offer last year, through Ucas.
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This is what the university has told Ucas about the course. Use it to get a quick idea about what makes it unique compared to similar courses, elsewhere.
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Course location and department:
This is what the university has told Ucas about the course. Use it to get a quick idea about what makes it unique compared to similar courses, elsewhere.
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Teaching Excellence Framework (TEF):
We've received this information from the Department for Education, via Ucas. This is how the university as a whole has been rated for its quality of teaching: gold silver or bronze. Note, not all universities have taken part in the 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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