Everything you need to know...
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What is the fee?
Home: £9,535 per year
International/EU: £17,155 per year -
How long will I study?
3 / 4 Years
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Where will I study?
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What are the entry requirements?
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What is the UCAS code?
X110
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When do I start?
September 2025
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Placement year available?
Yes
Course summary
- Learn from expert colleagues in local and regional primary schools and early years settings.
- Develop subject expertise through both university and placement-based training.
- Study teaching and learning in both the early years and primary phases.
- Apply theory, research and evidence to meet the Teachers’ Standards and develop as a critically reflective practitioner.
- Explore an area of individual specialism to enhance your expertise and practice.
Join our dynamic community of students, researchers and academics at the Sheffield Institute of Education. On our BA Early Years and Primary course, you’ll learn about the key aspects of a teacher’s role – including theories of learning, pedagogy, assessment and behaviour management. You’ll also study inclusive practices that promote positive outcomes for all learners.
Accredited by
This course is accredited by the DfE for the purposes of achieving Qualified Teaching Status upon succesful completion.
Number 13 in the UK
We're the 13th best university in the UK for education in the Guardian University Guide 2025.
Come to an open day
Visit us to learn more about our gold-rated teaching and why we were awarded the highest possible rating in the Teaching Excellence Framework.
How you learn
Your lecturer’s view
Watch course leader Jemma Monkhouse talk about the BA Early Years and Primary Education (3-7) course at Sheffield Hallam University.
We have been rated outstanding by Ofsted across all initial teacher education courses (March 2024). We offer sector leading initial teacher training in early years, primary, secondary and post-16 and we are rated outstanding in all four areas by Ofsted. Inspectors said that ‘trainees access training that is highly ambitious in its vision’ and that ‘trainees feel very well prepared to become future teachers. They show a passion to improve life chances for pupils they teach.’
Our Sheffield Institute of Education is one of the UK’s largest providers of teacher training, supporting 1,000 new teachers every year.
Because we partner with more than 600 schools and colleges in the region, you’ll have every opportunity to gain experience and network with leading educational providers. We’ll help you grow your profile, develop professional skills and build your confidence as a work-ready graduate and teacher.
You learn through:
- On-campus lectures and seminars
- Workshops and teaching simulations
- Guest speakers
- Individual reflection and goal-setting
- Peer engagement
- Class debates
- Group tutorials
- Research-informed practice
- Collaborative projects
- Real-world projects and placements
- Opportunities to study abroad
- Essays and presentations
- Lesson plans, teaching and evaluation
- Independent research projects
Key themes
We’ll help you champion equality, diversity and inclusivity – you’ll gain a range of skills to support positive learning behaviours and positive outcomes. You’ll study the curriculum and teaching strategies you’ll need to teach the subject you want to teach – as well as understanding how children learn and the stages of child development.
The teaching and learning on this course fully integrates university-based and school-based learning with placements in all three years – amounting to at least 24 weeks in schools. You’ll also develop skills in planning and assessment while engaging in current debates about education.
As the course progresses, you’ll have the opportunity to engage in your own area of classroom enquiry, enabling you to develop your expertise and classroom practice in an area of individual specialism or interest.
Course support
You’ll be taught by a close-knit community of qualified and highly experienced teaching staff who take the time to get to know you. Throughout your time, you’ll receive personalised support, such as:
- Specialist Hallam tutors and school-based mentors.
- Access to specialist support services to help with your personal, academic and career development.
- Access to our Skills Centre with one-to-ones, webinars and online resources.
- Career support for up to five years after you graduate.
Course leaders and tutors
Jemma Monkhouse
Senior Lecturer in Primary and Early Years EducationMy main duties are teaching on the undergraduate and post graduate English modules. I also teach on some professional practice modules and computing sessions
Applied learning
Placements
You’ll complete placements in all three years of the course, with the opportunity to undertake at least 120 days in school – across both Foundation Stage and Key Stage 1. This will enable you to apply and further develop your growing knowledge and skills as you progress through the course.
Your placements will vary in purpose. Some will have a particular area of focus over several days or weeks – others will support you in taking on the role of a class teacher and teaching the breadth of the curriculum within a particular class.
You’ll also have the opportunity to undertake a year-long work placement (25 weeks minimum) or multiple placements between your second and final years. This gives you valuable work experience to prepare you for your future career and allows you to graduate with an Applied Professional Diploma to add to your CV.
Future careers
The majority of students completing the course go directly into employment as qualified teachers.
However, you will also develop a range of professional skills you can use to progress your career in other areas, such as:
- Local authorities
- Alternative educational settings
- Charity sector
- Non-government organisation (NGO)
- Administrative and research posts
- Enrichment work with children and young people
- Other graduate careers, such as retail management and the civil service
You could also continue to Masters-level study – such as Hallam’s MA in Education or MA in Autism – or a PhD.
Where will I study?
You study at City Campus through a structured mix of lectures, seminars and practical sessions as well as access to digital and online resources to support your learning.
City Campus
City Campus is located in the heart of Sheffield, within minutes of the train and bus stations.
City Campus map | City Campus tour
Adsetts library
Adsetts Library is located on our City Campus. It's open 24 hours a day, every day.
Learn moreEquipment and facilities
We’ve invested over £100m in new facilities to help you study how and when you want. This means 24-hour libraries, modern cafes and study spaces designed by our students.
Most of our teaching is conducted in person at our City Campus, right in the heart of Sheffield.
You’ll have access to industry-standard teaching facilities and equipment, such as:
- Teaching resources found in early years and primary settings.
- Specialist spaces that reflect placement settings.
- Virtual learning environments where you will access materials and resources.
Entry requirements
All students
UCAS points
- 120-128
This must include at least two A levels including at least 40 points in each, one of which would normally be a primary national curriculum subject though this is not essential, or DDM from equivalent BTEC National qualifications. For example:
- BBB-ABB at A Level.
- DDM in BTEC Extended Diploma.
- Distinction overall from a T Level Qualification.
- A combination of qualifications, which may include AS Levels, EPQ and general studies.
You can find information on making sense of UCAS tariff points here and use the UCAS tariff calculator to work out your points.
GCSE
- English Language at grade C or 4, or equivalent.
- Mathematics at grade C or 4, or equivalent.
- Science at grade C or 4, or equivalent.
Where applicants have achieved a GCSE grade 4 or above in English literature only we will look for further evidence of a breadth of achievement in English.
• Access - QAA recognised diploma with at least 45 credits at level 3, including 20 credits at merit or above. Ideally, but not essentially, at least 18 credits at level 3 should be in a primary national curriculum subject, or sociology, or psychology. You can take GCSE equivalents for English, mathematics and science on Access courses (12 level two credits in each).
• Grade B from CACHE Diploma in Child Care and Education.
Candidates who are successful will demonstrate a sound understanding of teaching and how children learn, where possible within a school setting. We encourage all candidates to evidence their understanding by drawing on related examples or experiences, such as time spent in schools or other learning settings. Demonstrating an ability to make links between experience and knowledge, and their proposed career would be desirable.
If English is not your first language, you must have an IELTS score of 7.0 with a minimum of 6.5 in all skills or equivalent. For equivalents see our English language entry requirements.
We welcome applications from people seeking a career change into primary teaching. We actively encourage applications from those groups under-represented in teacher education to ensure the teaching profession represents the diverse nature of present-day UK society.
Selection event
If you are shortlisted, we will invite you to a selection event and you should present a passport or photo driving license. You can present other forms of photo ID for the selection event, but if you do, you will still need to present valid identity documents required by the Disclosure and Barring Service (DBS) prior to starting your course.
Additional information for EU/International students
If you are an International or non-UK European student, you can find out more about the country specific qualifications we accept on our international qualifications page.
For details of English language entry requirements (IELTS), please see the information for 'All students'.
Modules
Important notice: The structure of this course is periodically reviewed and enhanced to provide the best possible learning experience for our students and ensure ongoing compliance with any professional, statutory and regulatory body standards. Module structure, content, delivery and assessment may change, but we expect the focus of the course and the learning outcomes to remain as described above. Following any changes, updated module information will be published on this page.
You will be able to complete a placement year as part of this course. See the modules table below for further information.
Year 1
Compulsory modules
Module Aim:
This module will prepare you for academic study at university and introduce you to key knowledge and skills that you will develop throughout the course. You will reflect on your experiences of teaching and learning to date and begin to explore the current context of teaching and learning for the age range you are training to teach.
Indicative content:
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Academic reading and writing skills
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Developing academic and professional behaviours and attributes
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Introduction to professional standards relating to teaching
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Exploring your own relationship with learning
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Working with and learning from expert colleagues
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Exploring own and others’ educational values
Module Aim:
This module will provide an introduction to child development and how children learn, while recognising that all children develop in different ways and development is not a linear or automatic process. You will develop an understanding of key theory surrounding how children learn and construct knowledge and how teachers/practitioners apply this understanding to their role.
Indicative content:
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An introduction to child development
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Exploring learning theory surrounding how children learn, how knowledge is constructed and remembered
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An introduction to key approaches to supporting children’s learning, skills, knowledge and attitudes
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An introduction to safeguarding
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An introduction to principles of inclusion
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An introduction to principles of developing positive learning behaviours
Module Aim:
This module will provide an introduction to early years and primary curricula. You will develop your subject knowledge in relation to early years and primary curricula, alongside your knowledge of key teaching approaches. You will apply this knowledge to designing activities, experiences and lessons.
Indicative content:
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Examining statutory and non-statutory curriculum guidance
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An introduction to subject knowledge across a range of curriculum subjects/ areas of learning and development
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Consideration of curriculum beyond subject domains
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Examination of key teaching techniques/strategies to support pupil learning
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Understanding the principles of lesson/activity design
Module Aim:
This module will provide an introduction to and exploration of subject knowledge and teaching approaches relating to the teaching of early maths and early reading, including communication and language and systematic synthetic phonics. This will enable application of key principles and approaches to designing activities and lessons in these subject areas.
Indicative content:
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Examining principles relating to the teaching of early reading and early maths
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Examining policy and research context for teaching early reading and early maths
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Developing subject knowledge for the teaching of early reading and early maths
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Examining key techniques to support pupil learning in early reading and early maths
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Application of subject and pedagogical knowledge to the design of lessons/activities and experiences
Year 2
Compulsory modules
Module Aim:
This module will support you in developing subject knowledge and pedagogy for teaching a prescribed range of curriculum areas. You will apply this knowledge to your understanding of the teaching, learning and assessment cycle to design effective sequences of learning.
Indicative content:
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Development of subject knowledge across a range of curriculum areas
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Understanding of key teaching and assessment strategies across the curriculum/educational programmes
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Applying understanding of the teaching, learning and assessment cycle to designing sequences of learning
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Consideration of progression in curriculum areas
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Critiquing the use of pre-existing resources
Module Aim:
This module will support you in developing as a specialist in an aspect of early years and/or primary education. You will use enquiry approaches to support your developing expertise in your chosen specialism.
Indicative content:
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Developing in depth subject knowledge in relation to an area of specialism
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Critiquing research and theory relating to an area of specialism, including exploration of current priorities and debates
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Use of enquiry approaches to develop knowledge and understanding
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Considering implications of research for own and others’ practice
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Developing skills in communicating effectively with peers and other professionals
Module Aim:
This module will provide opportunities for developing concepts, knowledge, values and skills relating to belonging, participating and achieving. It will explore how enabling environments optimise the development and learning potential of every child within a safe and enabling learning environment. It will enable reflection on and application of principles of inclusion, behaviour for learning and the well-being of children, including strategies for your own practice.
Indicative content:
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Consideration of principles and discourses around inclusion
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Exploring approaches to enabling a positive, safe and nurturing learning environment
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Critiquing approaches to behaviour management and reflecting on behaviour for learning principles in relation to own practice
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Considering the impact of trauma within establishing safe learning environments
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Developing understanding of safeguarding in relation to learning and behaviour
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Exploring opportunities for supporting children’s well-being and personal development across the curriculum
Module Aim:
The aim of this module is to develop and apply skills as set out in the SHU formative benchmarks to support progress towards the professional standards required to achieve Qualified Teacher Status (QTS) by the end of the course. The module will support progress against the SHU ITT curriculum as outlined in the SHU formative benchmarks.
Indicative content:
Development of and application of skills on assessed block placement to enable progress through SHU formative benchmarks relating to:
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Professional behaviours
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Managing behaviour
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Curriculum and subject knowledge
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Pedagogy
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Assessment
Module Aim:
This module will explore how teachers plan sequences of learning, ensuring sequences support progression and are informed by key approaches to assessment. You will apply your knowledge of the teaching, learning and assessment cycle to planning sequences of learning in English and mathematics.
Indicative content:
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Understanding principles of assessment, including formative and summative assessment
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Exploration of practical approaches to assessment
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Developing subject knowledge per se and related pedagogy for the teaching of literacy (underpinned by communication and language) and mathematics
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Application of the teaching, learning and assessment cycle to designing learning sequences for literacy (underpinned by communication and language) and mathematics
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Understanding of statutory requirements relating to assessment
Year 3
Optional modules
Module aim:
The aim of this module is to enhance students’ professional development through the completion of and reflection on meaningful work placement(s).
A work placement will provide students with opportunities to experience the realities of professional employment and experience how their course can be applied within their chosen industry setting. The placement will:
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Allow student to apply the skills, theories and behaviours relevant and in addition to their course
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Enable students to enhance their interpersonal skills in demand by graduate employers – communication, problem solving, creativity, resilience, team work etc.
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Grow their student network and relationship building skills.
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Provide student with insights into the industry and sector in which their placement occurs
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Help student make informed graduate careers choices.
Indicative Content:
In this module students undertake a sandwich placement (min 24 weeks / min 21 hours per week) which is integrated, assessed and aligned to their studies.
Their personal Placement Academic Supervisor (PAS) will be their key point of contact during their placement and will encourage and support students to reflect on their experience, learning and contribution to the organisation they work for.
To demonstrate gains in professional development, students will be required to share their progress, learning and achievements with their Placement Academic Supervisor and reflect on these for the summative piece of work.
Final year
Compulsory modules
Module Aim:
This module will further support you in developing subject knowledge and pedagogy for teaching a prescribed range of curriculum areas. You will explore this pedagogy with a focus on inclusive practice and adaptive teaching to enable you to design learning sequences that meet the needs of all learners.
Indicative content:
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Development of subject knowledge across a range of curriculum areas
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Exploring inclusive pedagogy across a range of curriculum areas
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Understanding of provision for all through quality first teaching
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Understanding barriers to belonging, achievement and participation and how these can be overcome through adaptive teaching
Module Aim:
This module will explore current issues and debates in early years and primary education. You will explore and critique current influences, principles and practices globally and nationally and consider how these shape curriculum and pedagogy at a local level in schools.
Indicative content:
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Agendas shaping current curriculum and pedagogy across a range of subjects and areas of learning
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Principles and practices relating to inclusion
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The position of education within the digital era
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Global influences on education
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The global dimension of education
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Personal educational values and philosophy
Module Aim:
This module will develop your enquiry and research skills in relation to an area of interest. Through your enquiry you will develop your specialist knowledge and design research to inform your future professional practice.
Indicative content:
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Critiquing of theory and research in relation to an area of interest
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Designing of research questions
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Understanding of a range of approaches to research in the field of education
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Exploring ethical considerations when designing research
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Reflecting on the impact of research on practice
Module Aim:
The aim of this module is to meet the mandatory professional Teachers’ Standards associated with Qualified Teacher Status (QTS). From September 2012 the Teachers' Standards for use in schools in England have defined the minimum level expected of trainees from the point of being awarded QTS.
This module will enable trainees to meet the Teacher Standards and be recommended for Qualified Teacher Status.
Indicative content:
Development of and application of skills on assessed block placement to enable progress through SHU formative benchmarks and achievement of the Teachers’ Standards by the end of the placement, including:
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Set high expectations which inspire, motivate and challenge pupils
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Promote good progress and outcomes by pupils
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Demonstrate good subject and curriculum knowledge
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Plan and teach well-structured lessons
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Adapt teaching to respond to the strengths and needs of all pupils
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Make accurate and productive use of assessment
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Manage behaviour effectively to ensure a good and safe learning environment
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Fulfil wider professional responsibilities
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Demonstrate consistently high standards of personal and professional conduct
Module Aim:
This module will support you in reflecting on the progress you have made as a learner and professional throughout the course. You will use your reflection to assist you in looking forward as you prepare for your progression into a professional role.
Indicative content:
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Reflecting on your learning throughout the course
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Reflecting on your philosophy of education and values
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Developing understanding of career pathways, including progression into employment, leadership roles in schools and further study
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Exploring approaches to CPD
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Utilising models of reflection
Fees and funding
Home students
Our tuition fee for UK students on full-time undergraduate courses in 2025/26 is £9,535 per year (capped at a maximum of 20% of this during your placement year). These fees are regulated by the UK government and therefore subject to change in future years.If you are studying an undergraduate course, postgraduate pre-registration course or postgraduate research course over more than one academic year then your tuition fees may increase in subsequent years in line with Government regulations or UK Research and Innovation (UKRI) published fees. More information can be found in our terms and conditions under student fees regulations.
International students
Our tuition fee for International/EU students starting full-time study in 2025/26 is £17,155 per year (capped at a maximum of 20% of this during your placement year)
Financial support for home/EU students
How tuition fees work, student loans and other financial support available.
Additional course costs
The links below allow you to view estimated general course additional costs, as well as costs associated with key activities on specific courses. These are estimates and are intended only as an indication of potential additional expenses. Actual costs can vary greatly depending on the choices you make during your course.
General course additional costs
Additional costs for Sheffield Institute of Education (PDF, 255.8KB)Legal information
Any offer of a place to study is subject to your acceptance of the University’s Terms and Conditions and Student Regulations.
