Do you want to play a major role in a crucial stage of the development of a child’s cognitive ability?
Children enter Key Stage 1 having experienced a range of different approaches and practical play-based learning opportunities in the Early Years Foundation Stage (EYFS). The Key Stage 1 curriculum for Years 1 and 2 is carefully planned to build on prior knowledge and skills learnt in the EYFS.
In Key Stage 2, children are learning to use key skills such as working with others, problem-solving and communication. They need high-quality learning opportunities to help them develop these skills effectively and prepare them for moving to secondary education and beyond.
As soon as you begin the programme, you start your journey of professional development towards becoming a qualified teacher.
Our Primary Education (Later Years 5-11) degree fulfils the minimum entitlement of the Initial Teacher Training and Early Career Framework (ITTECF), alongside an ambitious and innovative curriculum which provides opportunities to develop clear links between theory and practice along with a series of visiting speakers to enhance your understanding of all aspects of primary school life and learning.
Throughout this course, we give you the opportunity to specialise in training to teach children aged 5-11 years old, so that you can ensure all children access the learning they need during this key period.
You’ll learn how effective teaching and learning can impact a child’s educational progress, developing teaching skills informed by theory and subject knowledge. You’ll apply your knowledge in a classroom setting, working across all areas of the National Curriculum.
You’ll understand the roles and responsibilities of a teacher and develop the professional skills of planning, teaching and assessing learning, as well as how to build effective relationships with children and create positive classroom climates for learning.
Over the course of the three-year programme, you will complete a minimum of 26 weeks of assessed school experience. In the first and second years your school experience is eight weeks; in the final year, it’s ten weeks. Intensive training and practice (ITaP) weeks provide opportunities to focus upon foundational aspects of teaching and learning. These will draw upon the expertise of a range of colleagues and have been developed to give you the opportunity to practice, apply and refine your skills in specific aspects of teaching and learning. You will be mentored by expert colleagues in school and University settings.
In the first year, you will gradually take on some of the teacher’s role by working with small groups of children, setting activities in areas of provision, team teaching and moving on to teach whole group lessons.
Throughout the second and third year, you will increase the amount of time you spend planning, teaching and assessing children; building your confidence, independence and progress in meeting the Teacher Standards and preparing you for your Early Career development.
You will study a variety of modules across your programme of study. The module details given below are subject to change and are the latest example of the curriculum available on this course of study.
The Initial Teacher Training and Early Career Framework (ITTECF) provides the foundation for our curriculum which has four overlapping strands which are revisited in different contexts and increase in complexity over your three years of study.
Centre-based Training at University and School Experience are integrated to allow for reflective practice as you progress through each level.
Students will study a range of core modules across their three years of study, designed to build phase expertise in Key Stage 1 where you will gain both theoretical and subject knowledge alongside practical experience in these phases of primary school.
During your first year, you'll study seven core modules.
You’ll be introduced to the nature of higher education studies and the systems in place to support their development. You’ll engage with examining education from personal, social, spiritual and political perspectives, exploring tensions and opportunities.
Develop a variety of skills that are required to learn effectively in a HE environment including reading, research, and understanding the requirements and purpose of academic writing and presentation.
You’ll be encouraged to engage with sources which inform your emerging philosophy of education and professional values.
You’ll reflect on the professional attributes of a teacher and your own academic and assessment experiences, allowing you to make links between theory and practice. You’ll be guided in managing your time effectively, using independent study time and taking responsibility of your professional and academic progress.
Familiarise yourself with the legal frameworks within which the wider pastoral responsibilities of educational settings are carried out. Develop an understanding of current Safeguarding guidance.
Develop an understanding of child development, knowledge of how pupils learn and the role of memory in learning. You’ll also be introduced to cognitive science and learning theory.
Using the work of current theorists and researchers, explore how active and working memory support pupils learning more and how the principles of instruction underpin knowledge application.
Reflective practice is used to develop an understanding of teachers' professional attributes and conduct.
You’ll examine the role of the teacher in creating and managing an effective learning environment and the interactions that take place therein and explore behaviours for learning and the implications for teaching and learning.
You’ll be introduced to the principles behind the reflective tool used to identify the “Learn that” and “Learn how to” statements (ITTECF) and how theory and practice are synthesised between centre and school.
You’ll reflect on the SKAP and PES knowledge from your Level 4 centre-based learning and are prepared to co plan and co teach individual lessons across the curriculum.
You’ll be introduced to the relevant foundation subject and curriculum knowledge in the wider curriculum and Religious Education (including statutory and non-statutory subjects/areas of learning), across EYFS and KS1 or KS1 and KS2, subject to age phase specialism.
You’ll identify current national priorities in these key subject areas, as identified by the DfE, Ofsted and other professional bodies and be introduced to signature pedagogical theory and practice for each subject and area of learning.
You’ll be introduced to the relevant foundational subject and curriculum knowledge in English (including Early Reading and SSP), mathematics, science, computing and P.E across KS1 and KS2.
Current national priorities in these key subject areas, as identified by DfE and Ofsted will be highlighted and you’ll be introduced to signature pedagogical theory and practice for each subject area.
During your second year, you'll study seven core modules.
Further develop your knowledge and understanding of developing, adapting and delivering sequences of learning in English, Mathematics, Science, computing and PE across EYFS and KS1.
Subject knowledge and understanding will underpin your capacity to break learning down into smaller steps to plan and deliver learning sequences, embedding assessments for formative and summative purposes as per relevant national frameworks and structures.
Review and deconstruct published schemes of work including units and documentation written and delivered by partner schools in preparation for school experience and academic assessment.
Further develop your knowledge and understanding of developing, adapting and delivering sequences of learning in wider curriculum subjects across EYFS and KS1, or KS1 and KS2, depending on age phase specialism.
Subject knowledge and curriculum will underpin your capacity to build on prior learning and break learning down into smaller steps in order to effectively plan and deliver learning sequences, embedding assessments for formative and summative purposes as per relevant national frameworks and structures.
You’ll review and deconstruct published schemes of work including units and documentation written and delivered by partner schools in preparation for placement and academic assessment.
You’ll have school-based preparation training sessions underpinned by the Core Competencies which will be assessed in School Experience.
Develop your understanding of the principles behind the reflective tool used to consolidate your knowledge of the statutory ITT curriculum and continue to make links between how theory and practice are synthesised across centre and school.
Demonstrate your understanding of building on prior knowledge, and breaking learning down into smaller steps through preparation and deconstruction of planning sequences of lessons.
You’ll look at how teachers identifying individual needs builds students’ knowledge of approaches or interventions to support specific needs.
Learn how to prepare lessons with awareness of common barriers or misconceptions about a topic and with reference to pupils’ prior knowledge.
You’ll gain an awareness of barriers to learning experienced by children with identified specific additional needs: e.g. physical needs, medical needs, social/emotional/behavioural needs, linguistic needs and specific learning differences.
Build knowledge of key documents and requirements, including The Equality Act 2010 and the Public Sector Equality Duty (PSED).
You’ll use this knowledge to consider how school policy and decisions affect people who share protected characteristics, drawing connections between national policies and local practices.
You’ll be encouraged to identify cultural capital and understand how skills and knowledge within a schools’ curriculum build cultural and academic capital.
Compare and contrast how issues related to EDI impact on school experiences for children, such as evaluating the impact of formative and summative assessment.
Develop the knowledge and skills related to academic enquiry and to reflect on how these can impact their own learning and development.
You’ll be introduced to the principles of research-informed practice and the influence it can have on professional development for teachers and improved outcomes for children. These principles will be linked to the role of practitioners as enquirers and the process of practitioner enquiry.
There will be opportunity to discuss principles of ethical practices and you’ll engage in deep thinking about a specific area of interest related to their academic and professional development.
During your final year, you'll study six core modules.
You’ll have the opportunities to recall what you already know of the planning, teaching and assessment cycle used in school. You’ll revisit the meaning and purpose of planning and assessment cycles from previous modules.
You’ll critique the overall intent for delivery of the Foundation Subjects in the Primary School, in line with statutory documentation and examine examples of curriculum design and assessment processes.
Expert colleagues from Partnership Schools will be invited to talk about cultures and values of curriculum design across a range of contexts and school demographics.
You’ll consider subject development plans and aspects of subject leadership to support your transition into early career teachers.
Students have school-based preparation training sessions underpinned by the LTU Core Competencies and are introduced to the Teachers’ Standards that they will be assessed against at the end of their training. They embed their knowledge of the principles behind the reflective tool used to consolidate their understanding of the ITT curriculum statements. Students demonstrate their competence when planning, teaching and assessing the learning cycle across the curriculum. They are prepared for wider professional responsibilities and employment and will identify next steps for transition to their early career.
You'll independently carry out a small-scale research project and record your findings appropriately.
Develop your knowledge and understanding of ethical issues, carry out literature reviews, plan and conduct research, analyse evidence and draw conclusions.
You'll also critically evaluate the role of research in developing personal and professional practice.
Explore current and key issues affecting primary education.
Indicative content includes the changing nature of schools and the different types of schools in the UK system.
You'll synthesise international evidence on successful school systems and school reform.
You'll critically appraise different pedagogical models and interrogate the evidence of ‘high-quality teaching’ and the science of learning.
Get an understanding of what determines evidence-based teaching and how to embed research into your pedagogical toolkit.
We'll examine the role of teachers in the 21st century, enabling your development in critical reflection, professional learning and teacher leadership.
Our Primary Education team are on hand to answer your questions, whether you want to know about the modules you'll be studying, where you can complete your professional placement or the types of assessments you'll do, they are here to help.
A variety of assessment methods are used, matched to the learning outcomes for your programme, allowing you to apply and demonstrate the full range of knowledge and skills that you have developed.
For more details on specific assessment methods for this course contact hello@leedstrinity.ac.uk
Your time on campus, learning through in-person teaching, is at the heart of your academic experience and the way we deliver our programmes. This is supported and further enhanced by additional engagement activities and opportunities provided online and through digital teaching materials. This blended approach seeks to ensure a positive learning and teaching student experience.
Your programme of study has been carefully designed around a three-phase model of delivery:
Preparation, Live and Post teaching and learning and the digital materials used will vary by course, but will be designed to help you structure your learning, take a full and active part in your course, and apply and test your developing knowledge and skills.
At Leeds Trinity we aim to provide an excellent student experience and provide you with the tools and support to help you achieve your academic, personal and professional potential.
Our Learning, Teaching and Assessment Strategy delivers excellence by providing the framework for:
We have a strong reputation for developing student employability, supporting your development towards graduate employment, with relevant skills embedded throughout your programme of study.
We endeavour to develop curiosity, confidence, courage, ambition and aspiration in all students through the key themes in our Learning and Teaching Strategy:
To help you achieve your potential we emphasise learning as a collaborative process, with a range of student-led and real-world activities. This approach ensures that you fully engage in shaping your own learning, developing your critical thinking and reflective skills so that you can identify your own strengths and weaknesses, and use the extensive learning support system we offer to shape your own development.
We believe the secret to great learning and teaching is simple: it is about creating an inclusive learning experience that allows all students to thrive through:
Leeds Trinity University is committed to recruiting students with talent and potential and who we feel will benefit greatly from their academic and non-academic experiences here. We treat every application on its own merits; we value highly the experience you illustrate in your personal statement.
Information about the large range of qualifications we accept, including A-Levels, BTECs and T Levels, can be found on our entry requirements page. If you need additional advice or are taking qualifications that are not covered in the information supplied, please contact our Admissions Office.
| Qualification | Grade |
|---|---|
| UCAS tariff | 112-144 |
| GCSE requirements | GCSEs in English Language or English Literature, Maths and Science at grade C or 4 (or higher) will be required. A variety of level 3 qualifications are accepted. Please note that in accordance with DfE guidance, qualifications in key and functional skills at level 2 are not equivalent to GCSEs in terms of content and therefore do not meet the minimum entry requirements of the course. |
In addition to the academic entry requirements, you will also need to meet the additional entry requirements set by the DfE for selection. This includes a satisfactory Enhanced Disclosure and Barring Service (DBS) criminal records checks and a health check that demonstrates fitness to train to teach prior to the start of the course.
Applicants also need to demonstrate the commitment, attitudes and values appropriate to those of a primary teacher and the potential to train as a teacher. Strong applicants often have experience in primary schools, but this is not a requirement.
For further information, please visit our Initial Teacher Training additional entry requirements page.
Applicants who meet the entry criteria will be invited to interview. At the interview, a written assessment may be used to evaluate your strengths and needs. Once you have completed your interview we will be able to make a decision about your offer.
Tuition fees cost £9,535 a year for this course in 2025/2026. Students who enrolled in 2024/2025 will also be charged £9,535 for academic year 2025/2026.
Tuition fees for part-time study are charged a pro-rata amount of the full-time equivalent.
Depending on government policy, tuition fees may change in future years.
Tuition fees for 2026/2027 entry will be set in summer 2025.
Living costs, e.g. accommodation, travel, food, will also need to be taken into consideration.
Leeds Trinity offers a range of bursaries and scholarships to help support students while you study.
Visit our webpage for international students.
Part-time study is not available for international students on a Student Route Visa.
We advise students that there may be additional course costs in addition to annual tuition fees:
For full-time undergraduate courses, you apply through UCAS. That's the University and Colleges Admissions Service.
On your application form, you'll need to know our institution code - it's L24 - and the course code. If you click through to the UCAS website using the button below, it'll take you to the right place with all the information you need.
You'll need to write a personal statement - we've prepared a guide to help you.
Applications are now open for courses starting in September 2025. The UCAS application deadline for courses starting in September 2025 is 29 January 2025.
There's lots more information about the application process on the UCAS website, or you can get in touch with our admissions team who will be happy to help:
Providing you with the opportunity to develop the professional skills and experience you need to launch your career is at the heart of everything we do at Leeds Trinity University.
As a qualified teacher, you’ll open the door to a wide range of career progression opportunities that will help you to make a difference at a much higher level. We’re really proud of our alumni, whose teaching careers have taken them across the UK and the world. They’re making their mark on the future generation as heads of departments, headteachers, pastoral care leaders and even as international school founders.
After you graduate, Careers and Placements will help you as you pursue your chosen career through our mentoring scheme, support with CV and interview preparation and access to graduate employability events.
To find out how we can help you make your career ambitions a reality, visit:
Achieve an additional qualification alongside your degree with the Catholic Certificate in Religious Studies.
Although the CCRS isn't compulsory, it is recognised across the Catholic sector as a desirable qualification that can expand both your expertise and your vocational focus. The course aims to ensure you have the basic knowledge, understanding and appreciation of the beliefs and principles of the Catholic Faith while providing a basis for further study.
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It helps you make sense of all the information out there by linking to other quality resources and explaining what can be found where. It also allows you to search for and compare information and data for individual undergraduate courses across the UK.