BA Hons Primary Education

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Key facts

  • UCAS Code: X120
  • Accreditation: General Teaching Council Scotland
  • Study abroad: international exchange opportunities include China, Malawi, The Gambia, Switzerland, Sweden, Spain, Belgium & The Netherlands

  • Work placement: school & nursery placements

Study with us

  • undertake work placements with children and young people from 0 to 14 years
  • benefit from opportunities to develop a primary teaching specialism. For example, languages, STEM or creativities
  • the programme meets the requirement for provisional registration by the General Teaching Council for Scotland
  • enhanced provision of Gaelic medium pathway for Gaelic speakers to develop as Gaelic-Medium Primary teachers
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Why this course?

At Strathclyde, we're very proud of our long tradition of initial teacher education.

Our staff, who work closely with education authorities, are here to help you make a difference in the schools and communities in which you'll go on to work. This BA (Hons) Primary Education programme places social justice at the heart of teaching and learning

A career in Primary Education is challenging and very rewarding. Primary teachers are faced each day with complex and demanding tasks. Teachers develop, plan, implement and evaluate programmes of study in all curricular areas (Expressive Arts, Health and Wellbeing, Languages, Literacy and English, Mathematics, Religious and Moral Education, Physical Education, Sciences, Social Studies and Technologies). They promote the social and personal development of all children, working with parents and fellow professionals both within and outwith the school.

Primary Education is an exciting degree programme designed to meet the recommendations of the 2010 Donaldson Report, Teaching Scotland’s Future. This course will allow students to study Primary Education along with other subjects in the Faculty of Humanities and Social Sciences, and to work with a wide variety of students throughout their four-year programme.

We work in accordance with the Guidelines for Initial Teacher Education Courses and the Benchmark Statements issued by the General Teaching Council (Scotland) on behalf of the Scottish Government.

Gemma's story

Watch Primary Education student Gemma explain how our scholarships programme is helping her achieve her dream of becoming a teacher.

THE Awards 2019: UK University of the Year Winner

What you’ll study

Year 1

Year 1 Primary Education focuses on exploring and investigating education in society, an introduction to a range of curricular areas through creativity, and placements in the community and nursery settings. In addition to focusing on Primary Education, Year 1 students will study one other HaSS BA subject.

This other subject adds to the knowledge, skills and areas of interest that the student primary teacher can use as an asset throughout their career. For example, studying another language such as French or Spanish to help with their teaching of these languages.

The subject options available to students in Year 1 are:

  • Economics
  • English
  • English & Creative Writing
  • French
  • History
  • Journalism, Media & Communication
  • Law
  • Politics & International Relations
  • Psychology
  • Social Policy
  • Spanish
  • Human Resource Management

Students going on placement are required to register with the Scottish Government’s Protection of Vulnerable Groups scheme. Guidance for and support with this will be given by the university at the beginning of first year.

At the end of Year 1, those of you who wish to continue on the BA Primary Education programme go through a selection process. Students are supported in preparing for this selection throughout their first year. If you decide at the end of first year that Primary Education is no longer your chosen career, you'll have the opportunity to study for a BA degree in your other first-year subjects.

Years 2 to 4

  • education studies
  • primary curriculum studies
  • teaching and learning
  • school-based placement (Years 2, 3 and 4)
  • option to further study your other first-year HaSS subject, opportunity to specialise in a range of curricular subjects (Year 3), opportunity to select a specialist area (Year 4)
  • choose to study abroad (Year 3)
  • research methods and dissertation (Year 4)

Work placement

Students undertake a placement on each year of their course:

  • Year 1: Seventy hours with children and/or young people aged 0-14 years in a community setting. Plus the equivalent of four weeks of placement in a nursery setting.
  • Year 2: Primary 2-4 school-based placement, running throughout the academic year and closely linked to on-campus modules
  • Year 3: Primary 5-7 class (placement in Year 3 can be undertaken as international placements through partner universities).
  • Year 4: Primary age and stage of the student's choice.

Please note that you may be required to join the Protecting Vulnerable Groups (PVG) Scheme. This is for all applicants applying for courses which involve placement opportunities (working with children or vulnerable adults). The cost of the PVG scheme will depend on the related work you apply to, please check the fees and funding section for costs.

Major projects

Our students organise, manage and run a wide range of student-led personal and professional development opportunities for their peers and sometimes for staff.

Students are encouraged to choose projects that allow them to use their strengths, help them to address development needs and which support them in developing specific interests.

Examples of projects include a nationally recognised Literacy Clinic working with children in one of the most deprived areas in Glasgow; an annual trip to Romania to work with disadvantaged children at a summer camp; work with charities like Nil by Mouth, Mary’s Meals and SWIIS; student-led British Sign Language classes.

These opportunities allow students to develop attributes that promote successful student learning and experiences that enhance employability skills.

International opportunities

Students are encouraged to take part in academic international exchange opportunities in third year. At present, these exist primarily with a number of partner European universities in Sweden, Belgium, The Netherlands, Spain and Switzerland, though other global contexts are being developed.

There may also be opportunities to spend shorter periods abroad in a range of activities with partner organisations in Ireland, China, Malawi and The Gambia.

Facilities

The Education Resources Centre within the University library has everything students need to plan and practise lessons together. It has more than 12,000 practical, activity-based resources, including teachers’ handbooks, local authority guidelines, reading schemes etc. and covers all areas of the curriculum.

A smartboard is available for students to practise and develop lessons and training is given. There is wireless access, PCs and colour photocopying. It is a hub where you can meet and exchange ideas with other students.

Additional support

The University has a policy in place to support students with a declared disability and will ensure that appropriate support is in place to help students with their studies. As well as being offered assistance by the Disability Service, members of staff teaching on the BA Primary Education course are willing to make reasonable adjustments to ensure a quality experience for all students.

Gaelic-medium education

There has been a rapid growth in Gaelic-medium education in primary schools in Scotland in recent years. This is a Scottish Government priority and the University has a Gaelic Plan to support Gaelic-speaking students studying at Strathclyde. 

Students wishing to work as Gaelic Medium Primary teachers are supported throughout the BA Primary Education course and this includes dedicated modules in Year 1 which focus on developing and understanding of Gaelic language and culture including the role of Gaelic Medium Education. These modules are delivered through the medium of Gaelic to support proficiency in the language.

Student competitions

Undergraduate Primary Education students have the opportunity to have their final-year dissertation considered for the General Teaching Council for Scotland’s George D Gray Prize, which is awarded annually to the best dissertation by an initial teacher education student in Scotland.

The BA Primary Education prize is awarded each year to the fourth-year student whose performance is considered by the Board of Examiners to be exceptional.

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Course content

Placement Learning: Children’s wellbeing and development in the community

Placement learning is one of the most powerful learning experiences for you on initial teacher education programmes at the University of Strathclyde.   The seventy-hour first-year placement allows you to work with children 0 – 14 years in a setting out-with mainstream schools and nurseries.  This class allows for real diversity and student choice in selecting a placement.  In the past students have worked in prisons, with families, in community projects and in a whole range of settings that have helped them understand more about the development of children.

The on-campus programme for this class offers students from across disciplines the opportunity to work together to learn about children and the communities in which they live; children's health and wellbeing; child protection; children's voice; working with families; and how to reflect on your practice as a developing professional. The notion that the health and well-being of children and young people is central to the advancement of society is a seminal theme in this class. 

Education and Society

This class will introduce students to the relationship between social and educational inequalities. Students will explore the extent of educational inequality, its persistence, the ways in which it is conceptualised, and the efforts made in policy to address it.

Students will explore the situation in Scotland focusing initially on the extent and distribution of educational inequality. To understand differential access to educational opportunities the module will consider factors such as social class, gender, race, and disability. Students will engage in stimulating discussion, and reflection and will explore social division and how this interacts with educational outcomes and social mobility, challenging the taken-for-granted belief in meritocracy.

Curriculum through Creativity 1

This module aims to deepen students’ understanding of Curriculum for Excellence through the lens of creativity across multiple disciplines, including Expressive Arts, Religious and Moral Education (RME), Social Studies and Physical Education.

Students will explore opportunities to develop innovative approaches to curriculum development and implementation.

By infusing creativity into these subjects, students will develop knowledge and understanding of the core creativity skills (Education Scotland) and a deeper understanding and appreciation of diverse perspectives and experiences embedded within the Curriculum for Excellence. Students will experience practical, collaborative opportunities to explore creative techniques and processes relevant to each subject area, promoting experimentation and innovation.

Pedagogy and Professional Practice: Playful approaches in the Early Years

This module will develop students’ knowledge and understanding of children’s early learning based on relational and playful pedagogies. It will familiarise students with the contexts, values, principles and practices of early education (Education Scotland, 2020). Students will have the opportunity to apply their learning across the placement experience and to explain how aspects of Early Years pedagogy are evidenced in practice.

The General Teaching Council for Scotland's Standard for Provisional Registration requires that primary teachers can teach across the age range of 3-12. Teachers are bridging professional-leading learning and teaching across both the ELC and Primary sector (Dunlop et al., 2016). This means that all students require experience of teaching in ELC and early primary settings in order to develop an initial understanding of the role of the teacher in Early Years contexts.

Year 2 Pedagogy and Professional Practice: Children as learners and thinkers

This module offers a range of experiences to prepare students for first school placements in P2-P4. Lectures and seminars target key information related to placement.

There will be a focus on how children engage in their learning; how to create a positive learning environment; child protection; inclusion; professional conduct and planning formats and expectations. Expectations of planning whilst on placement will be a major focus and students will begin to plan using lesson plans and will plan for longer blocks using overview plans. The importance of reflection will be explored, as this is integral to quality planning. Students are guided through placement expectations and requirements.

Students studying Primary Education with a specialism in Gaelic medium may have a placement in a Gaelic medium school.

Children’s Language, Literature and Literacy

This module seeks to understand the complexities of learning to read and building an equitable literacy curriculum. It will consider how research and policy initiatives focus attention on the cognitive, social, emotional, and cultural aspects of becoming readers and writers.

There will be a focus on developing techniques for noticing and interpreting children’s language and literacy behaviours and how to analyse and prioritise learning needs to inform the development of inclusive literacy experiences, interactions, and spaces.

Students are asked to complete placement tasks, to help consolidate their understanding of the complexities of teaching language, literature and literacy.  University and placement learning seeks to ensure students can orchestrate their knowledge and deploy it appropriately to work with specific children as readers and literacy learners.

Numeracy and Mathematics in the Primary School

This class will provide opportunities for student teachers to consider how children learn about numeracy and mathematics as well as helping student teachers to develop their understanding of key numerical and mathematical processes.

You'll explore a variety of approaches to teaching and learning in numeracy and mathematics, and consider the implications of these approaches for classroom practice. You'll consider how to develop children’s skills in numeracy and mathematics and will study the progression of specific aspects as described in Curriculum for Excellence outcomes. You'll identify and make effective use of appropriate selected contexts and resources to stimulate children’s interest in, and enthusiasm for, numeracy and mathematics.

Furthermore, student teachers will use their school placement experience as a context through which to further develop their knowledge and skills and to consolidate their understanding of curriculum content and teaching methodologies, in numeracy and mathematics in the primary school.

Education, Thinking and Learning

This module develops the Education Studies element of the programme, building on the work from 1st year.

It explores how thinking and learning develop in the primary classroom, drawing on theories of learning, including ideas around the construction of knowledge and the (meta)cognitive processes at work in teaching and learning. With a focus on the challenges and inequalities facing learners, the module explores the implications of key psychological and social theories and develops students’ ability to think and write critically about classroom practice. It is assessed by a portfolio of written pieces.

Interdisciplinary Learning, options

A wide range of interdisciplinary and education optional classes are offered in Year 2 and students can choose to continue with either their Year 1 subject or explore a different HaSS or subject or educational theme.

Course options include:

  • Vertically Integrated Projects for Sustainable Development*
  • Digital Cultures: Empowering Scotland’s Young People Online
  • Exploring Creativities in Practice (Art/Music and Drama)
  • Languages such as French or Spanish

*Please note, that there may be a limited capacity on projects

 

Year 3 Pedagogy and Professional Practice: Being a primary teacher

This module builds on students’ existing knowledge and understanding of the important elements of effective learning and teaching. Students will be encouraged to work both independently and in collaboration with others. The programme focuses on enabling students:

  • to identify, justify, apply, and evaluate a range of teaching approaches
  • to develop a range of questioning and interaction strategies
  • to demonstrate effective learning and teaching approaches through collaborative working in digital literacy
  • to meet the needs of all learners through differentiated teaching approaches
  • to plan and implement appropriate assessment strategies which recognise children’s achievements

Language Learning and Teaching in the Primary School

This module helps students develop a knowledge and understanding of the languages strand of the Curriculum for Excellence as well as the 1 + 2 Policy. Using the National Framework for Languages, students will reflect on the different languages and cultures represented in their classroom and school and how to support all learners (including those who speak languages other than English) to develop intercultural competencies.

Science and Technology in the Primary School

Students benefit from a strong practical element to the module with laboratory and workshop experience forming a core element of its structure. This enables students to develop a toolkit of practical approaches to teaching and learning that exemplify current policy and research Sciences and Technologies. Students have opportunities to develop knowledge of and apply (in a planning context) a range of STEM-specific pedagogies that promote experiential and inquiry-based approaches.

The module addresses key issues such as equality, diversity, inclusion, and equity in Science and Technologies. The module recognises the importance of preparing students for a changing world and equipping them with the knowledge and skills to address global challenges. This is reflected in its focus on Topical Science and Learning for Sustainability within STEM.

Curriculum through Creativity 2

Building upon the level 7 Curriculum Through Creativity Module in year 1, this module focusses on exploring interdisciplinary and transdisciplinary approaches, fostering connections beyond traditional primary education subject boundaries. Students will develop advanced skills in creative curriculum design and will explore pedagogical strategies as well as digital literacies aimed at promoting deep learning, critical thinking and creativity across disciplines. Students will explore what Education for Sustainable Development looks in creative disciplines.

Education, Wellbeing and Freedom

This module addresses the questions: what does it mean to live a full human life and how does education support that end? Students will explore the history and meaning of human rights, with particular attention to the rights of the child. Scotland is the first country to incorporate the UNCRC in its national legislation. What does this mean for children and young people, their teachers and other adults? Using the capability approach we will consider the idea of well-being and what it means for a person to flourish in terms of their capabilities and functions.

Education, Evidence and Ethics

This module prepares students to carry out a small-scale research project. The module will provide students with a solid grounding in debates about research methods, evidence and ethics, and in current approaches to conceptualising, designing, and conducting a piece of research in education.

The module will support the interpretation and mobilisation of evidence in preparing a topic for investigation and reporting through the dissertation in the final year. The acquisition of this knowledge and experience will enhance students’ ability to draw on research practices appropriate to their individual educational interests, as well as meet the practical demands of the evidence-informed, inquiry-led profession to which they are progressing.

Year 4 Pedagogy and Professional Practice: Professionalism in action

The theme of Year 4 Pedagogy and Placement Learning is 'Professionalism'. Through participation in a broad range of structured University activities and an extended teaching placement in a primary school (11 weeks), students will gain an enhanced understanding of the role, values and personal and professional commitment expected of entrants to the teaching profession in Scotland.

This module will support the student in achieving each of the standards set by the GTCS in the Standard for Provisional Registration but will have a particular focus on increased evidence of professional responsibility, meeting the needs of all learners and developing teacher agency.

The key themes of focus within this module are:

  • Developing a Professional Identity: Professional Development (Target Setting); Teacher Agency; GTCS Profiles
  • Differentiation & Inclusive Practices
  • Additional Support Needs
  • Children’s Mental Health
  • Digital Skills for Teaching
  • Anti-sectarianism/Anti-racism
  • Multi-Agency Working & Parental Involvement
  • Assessment: Tracking, Recording & Reporting 

Students choose their preferred age and stage for their final year school placement.

Students studying in Primary Education with a specialism in Gaelic medium may have a placement in a Gaelic medium school.

Developing Understandings of Inclusive Literacy and Numeracy

This pioneering module bridges university and school-based learning to develop an understanding of ways to become inclusive literacy and numeracy teachers. Lectures, workshops and tutorials build theoretical and pedagogical reasoning to support current and future practice-based decision-making.

Students work in professional learning groups to develop their knowledge of literacy and numeracy learning & teaching as well as the skills to notice, think reflexively and adapt practice in response to evidence as it emerges during teaching sessions.  They are asked to attend to emerging evidence from working with the pupils and from research to determine a learning mix that will give the biggest payoff for children as literacy and numeracy learners.

Professional Specialisation

This innovative core module is designed to allow students to undertake further study in an area of particular educational interest.

It is recognised that students develop a variety of experiences and expertise across their time on BAPE. This module also recognises the importance of allowing final-year students especially, to look more closely at the inquiry processes that may perhaps, sometime in the future, inspire them to gain professional recognition or further qualifications if appropriate, in an area of particular interest and relevance to modern teaching.

Protecting and Safeguarding Children: Role of the Primary Teacher

Staying safe is one of the eight domains of child well-being that the Scottish Government promotes: "Children and young people should be protected from abuse, neglect or harm”, as well as it is central to their rights (UNCRC Article 19). This is a core aspect of the policy, Getting it Right for Every Child (2008), the legislative framework Children and Young People Act (Scotland) 2014, and UNCRC (Incorporation) (Scotland) Act 2024.  This legislation aspires to place children and young people at the heart of planning and service provision to ensure that their rights are respected at school and beyond.

This core module for all student primary teachers will provide a broad exploration of the evidence base and examine how this is being addressed in schools.  The module aims to prepare student teachers to develop their own agency and efficacy in supporting children who have suffered abuse, trauma, and neglect, and to understand how child protection policy is implemented in primary schools.

The themes which will be taught in the module aim to be responsive to data and research published on child protection across Scotland, however, the general content is detailed below:

  • Child protection and safeguarding policy, guidance and legislation.
  • Understanding neglect.
  • Domestic abuse and coercive control.
  • Living with parental substance dependence.
  • The increasing risks posed to children engaging with online platforms.
  • Care experience, including the Children’s Hearing System.
  • Planning to meet the needs of all children.
  • Partnership working/approaches.
  • The use of language when working with vulnerable children.

Over the course of the module, students will be encouraged to take a reflective stance on their own practice, challenge bias and critically consider their role as a safeguarder.

Dissertation

For the dissertation in primary education, students will undertake a self-directed, small-scale piece of research, to say something useful about an aspect of education.

The module will make a significant contribution to fulfilling the main aims of the BA Primary Education course by supporting students to develop an informed, critical, and reflective approach to practice through the experience of professional inquiry involving the sustained application of research knowledge and know-how. Based on a research proposal developed in year three, the module tasks students to execute a rigorously crafted investigation of a topic of their own choosing.

Students will take ownership of the project, justify the focus of the study, and take into account any ethical issues arising from their investigation. They will put into practice a wide range of skills and understanding, including the selection of appropriate research techniques and making critical judgements about the findings they generate.

Primary Education student Leah Monk
My main highlight from the course has definitely been the placements I have embarked on. Each year you feel yourself growing in strength and actually envisaging yourself as a teacher.
Leah Monk

Learning & teaching

Alongside traditional lectures and tutorials, our learning methods include:

  • workshops
  • field trips
  • elective and optional classes
  • placements

Professional development is an important aspect of the work of all teachers in Scotland. Our students have many opportunities to participate in Career Long Professional Learning (CLPL) beyond their core classes and have the opportunity to develop and lead their own CLPL projects.

Education students currently work with educators across the course, across Scotland, across the UK and across the globe to provide the very best CLPL for their peers. This culture of student-led professional development for education students has been described as ‘sector leading’ by our external stakeholders.

Guest lectures

Students have lectures every year from members of the education community who share information on schools, education policy and new and innovative practice in education.

Assessment

Our assessment methods include:

  • tutor and peer support
  • student-led tutorials
  • presentations

Formal assessment is mainly by written submission or practical work. There is one exam across the four years of the course.

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Entry requirements

Required subjects are shown in brackets.

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Highers

Standard entry requirements*:

  • 1st sitting: AABC 
  • 2nd sitting: AABBC

Including Higher English C or above, plus at least one other social science subject from those listed under the preferred subjects list below. Plus National 5 Maths or Applications of Maths at C* or above.

Minimum entry requirements**:

  • 1st sitting: ABBC
  • 2nd sitting: ABBBC 

Including Higher English C or above, plus at least one other social science subject from those listed under the preferred subjects list below. Plus National 5 Maths or Applications of Maths at C* or above.

*Higher English and National 5 Maths/Applications of Maths, either attained or in progress, are an absolute requirement of this course.

Preferred Subjects

  • Art
  • Classical Studies
  • Drama
  • Economics
  • Gaelic
  • Geography
  • History
  • Modern Studies
  • Modern Language (French/Spanish/German/Italian)
  • Music
  • Philosophy
  • Politics
  • Psychology
  • Religious, Moral and Philosophical Studies
  • Sociology
A Levels

ABB-BBB

(GCSE English language 6/B and English literature 6/B, GCSE maths 6/B)

International Baccalaureate

32 - 30

(Maths SL5)

Irish Leaving Certificate

Two H2 passes and three H3 passes including English

HNC

Early Education & Childcare/Childhood Practice:

Year 1 entry: A in Graded Unit, plus two Highers at B (including English) and Mathematics National 5 B, or equivalent

Social Sciences:

Year 1 entry: A in Graded Unit; two Highers at B (including English); Mathematics National 5 B, or equivalent

Other HNC or HND qualifications will be considered in accordance with the strength of the overall application.

International students

View the entry requirements for your country.

Deferred Entry

Not normally accepted

Additional Information

Students are required to register with the Scottish Government’s Protecting Vulnerable Groups scheme (PVG)

**Higher subject list

  • Art
  • Classical Studies
  • Drama
  • Economics
  • French
  • Gaelic
  • Geography
  • History
  • Modern Studies
  • Modern Foreign Language
  • Music
  • Philosophy
  • Politics
  • Psychology
  • Religious Moral & Philosophical Studies
  • Sociology

Foundation Apprenticeship: Social Services Children and Young People (award is equivalent to a Higher at B grade)

*Standard entry requirements

Offers are made in accordance with specified entry requirements although admission to undergraduate programmes is considered on a competitive basis and entry requirements stated are normally the minimum level required for entry.

Whilst offers are made primarily on the basis of an applicant meeting or exceeding the stated entry criteria, admission to the University is granted on the basis of merit, and the potential to succeed. As such, a range of information is considered in determining suitability.

In exceptional cases, where an applicant does not meet the competitive entry standard, evidence may be sought in the personal statement or reference to account for performance which was affected by exceptional circumstances, and which in the view of the judgement of the selector would give confidence that the applicant is capable of completing the programme of study successfully.

***Minimum entry requirements

Find out if you can benefit from this type of offer.

Back to course

Entry requirements

Required subjects are shown in brackets.

Go back
Highers

Standard entry requirements*:

  • 1st sitting: AABC 
  • 2nd sitting: AABBC

Higher English C, and Maths/Applications of Mathematics National 5 C) In addition to Higher English, at least one Higher should come from our list of preferred subjects below.

Minimum entry requirements**:

  • 1st sitting: ABBC
  • 2nd sitting: ABBBC 

Including Higher English C or above, plus at least one other social science subject from those listed under the preferred subjects list below. Plus National 5 Maths or Applications of Maths at C* or above.

*Higher English and National 5 Maths/Applications of Maths, either attained or in progress, are an absolute requirement of this course.

Preferred Subjects

  • Art
  • Classical Studies
  • Drama
  • Economics
  • Gaelic
  • Geography
  • History
  • Modern Studies
  • Modern Language (French/Spanish/German/Italian)
  • Music
  • Philosophy
  • Politics
  • Psychology
  • Religious, Moral and Philosophical Studies
  • Sociology
A Levels

ABB-BBB

(GCSE English language 6/B and English literature 6/B, GCSE maths 6/B)

International Baccalaureate

32 - 30

(Maths SL5)

Irish Leaving Certificate

Two H2 passes and three H3 passes including English

HNC

Early Education & Childcare/Childhood Practice:

Year 1 entry: A in Graded Unit, plus two Highers at B (including English C) and Mathematics National 5 C, or equivalent

Social Sciences:

Year 1 entry: A in Graded Unit; two Highers at B (including English C); Mathematics National 5 C, or equivalent

Other HNC or HND qualifications will be considered in accordance with the strength of the overall application.

International students

View the entry requirements for your country.

Personal statement

Your personal statement must reflect an understanding of the challenges facing the profession in 21st century Scotland, in addition to focussing on children as learners.

Deferred Entry

Not normally accepted

Additional Information

Students are required to register with the Scottish Government’s Protecting Vulnerable Groups scheme (PVG)

Foundation Apprenticeship: Social Services Children and Young People (award is equivalent to a Higher at B grade)

*Standard entry requirements

Offers are made in accordance with specified entry requirements although admission to undergraduate programmes is considered on a competitive basis and entry requirements stated are normally the minimum level required for entry.

Whilst offers are made primarily on the basis of an applicant meeting or exceeding the stated entry criteria, admission to the University is granted on the basis of merit, and the potential to succeed. As such, a range of information is considered in determining suitability.

In exceptional cases, where an applicant does not meet the competitive entry standard, evidence may be sought in the personal statement or reference to account for performance which was affected by exceptional circumstances, and which in the view of the judgement of the selector would give confidence that the applicant is capable of completing the programme of study successfully.

***Minimum entry requirements

Find out if you can benefit from this type of offer.

Contextual Admissions for Widening Access

We want to increase opportunities for people from every background.

Strathclyde selects our students based on merit, potential, and the ability to benefit from the education we offer. We look for more than just your grades. We consider the circumstances of your education and will make lower offers to certain applicants as a result.

Find out if you can benefit from this type of offer.

University preparation programme for international students

We offer international students (non-UK/Ireland) who do not meet the academic entry requirements for an undergraduate degree at Strathclyde the option of completing an Undergraduate Foundation Programme in Business and Social Sciences at the University of Strathclyde International Study Centre. ​

Upon successful completion, you can progress to your chosen degree at the University of Strathclyde.

International students

We've a thriving international community with students coming here to study from over 140 countries across the world. Find out all you need to know about studying in Glasgow at Strathclyde and hear from students about their experiences.

Visit our international students' section

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Fees & funding

All fees quoted are for full-time courses and per academic year unless stated otherwise.

Fees may be subject to updates to maintain accuracy. Tuition fees will be notified in your offer letter.

All fees are in £ sterling, unless otherwise stated, and may be subject to revision.

Annual revision of fees

Students on programmes of study of more than one year (or studying standalone modules) should be aware that the majority of fees will increase annually. The University will take a range of factors into account, including, but not limited to, UK inflation, changes in delivery costs and changes in Scottish and/or UK Government funding. Changes in fees will be published on the University website in October each year for the following year of study and any annual increase will be capped at a maximum of 10% per year.

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Scotland

To be confirmed.

Fees for students who meet the relevant residence requirements in Scotland are subject to confirmation by the Scottish Funding Council. Scottish undergraduate students undertaking an exchange for a semester/year will continue to pay their normal tuition fees at Strathclyde and will not be charged fees by the overseas institution.

England, Wales & Northern Ireland

£9,535

Republic of Ireland

If you are an Irish citizen and have been ordinary resident in the Republic of Ireland for the three years prior to the relevant date, and will be coming to Scotland for Educational purposes only, you will meet the criteria of England, Wales & Northern Ireland fee status. For more information and advice on tuition fee status, you can visit the UKCISA - International student advice and guidance - Scotland: fee status webpage. Find out more about the University of Strathclyde's fee assessments process.

International

£19,850

University preparation programme fees

International students can find out more about the costs and payments of studying a university preparation programme at the University of Strathclyde International Study Centre.

Additional costs

Course materials & costs

  • travel costs to school placement
  • core books recommended available form library
  • some minor additional costs on some optional modules (for example, consumables) usually not exceeding £20

Placements & field trips

  • travel costs for placement in schools: costs vary depending on distance to school
  • field trips required on some optional modules costs vary but are never excessive optional classes are by student choice only
  • if a student uses their own car to travel away from campus for research/study purposes (such as placements) then changes may be required to individuals’ car insurance policies and such associated costs are the responsibility of the student

Study abroad

International study is a voluntary component of the course for students. These can vary from a week to an entire term. Students require to fund some travel and subsistence.

PVG scheme (Protection of Vulnerable Groups)

PVG costs are involved in this course (£59 new member, £18 existing member update).

Visa & immigration

International students may have associated visa and immigration costs. Please see student visa guidance for more information.

Available scholarships

Take a look at our scholarships search for funding opportunities.

Please note: All fees shown are annual and may be subject to an increase each year. Find out more about fees.

How can I fund my studies?

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Students from Scotland

Fees for students who meet the relevant residence requirements in Scotland, you may be able to apply to the Student Award Agency Scotland (SAAS) to have your tuition fees paid by the Scottish government. Scottish students may also be eligible for a bursary and loan to help cover living costs while at University.

For more information on funding your studies have a look at our University Funding page.

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Students from England, Wales & Northern Ireland

We have a generous package of bursaries on offer for students from England, Northern Ireland and Wales:

You don’t need to make a separate application for these. When your place is confirmed at Strathclyde, we’ll assess your eligibility. Have a look at our scholarship search for any more funding opportunities.

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International Students

We have a number of scholarships available to international students. Take a look at our scholarship search to find out more.

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Careers

Most of our graduates go on to work as primary school teachers, working for the social and personal development of their pupils. A primary school teacher develops, plans, implements and evaluates teaching programmes in all areas of the curriculum. The role also involves working with parents and fellow professionals within and outwith the school.

Many graduates from Strathclyde also enjoy the benefits of the Teacher Induction Scheme (TIS).  The TIS provides the offer of a one-year post in a local authority school to students from Scotland, other parts of the UK or the Republic of Ireland or in some categories of EU status.  The GTCS, in partnership with the Scottish Government, is responsible for the administration of the scheme. More information on the TIS can be found on the GTCS website.

Teachers who work in Scotland are required to register with the General Teaching Council for Scotland (GTCS).

With experience, teachers in Scotland can apply for posts as Principal Teacher, Deputy Head or Head Teacher. A number of graduates will become lecturers on initial teacher education courses, HM Inspectors or take on other development roles at Education Scotland or with the General Teaching Council for Scotland. While the course is directed mainly to the Scottish education system, the qualification is widely recognised in the rest of the UK, Ireland and in schools across the globe.

Chat to a student ambassador

If you want to know more about what it’s like to be a Humanities & Social Sciences student at the University of Strathclyde, a selection of our current students are here to help!

Our Unibuddy ambassadors can answer all the questions you might have about courses and studying at Strathclyde, along with offering insight into their experiences of life in Glasgow and Scotland.

Chat to a student ambassador
Angela de Britos
Having started my career as a student at Strathclyde, I have done a full 360° by returning here to work. What drew me to the University then is what still attracts me now – an ambitious vision and a sense of dedication to improving society. I’m a true Strathclyder at heart!
Angela de Britos
Teaching Fellow in Primary Education
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Start date: 2025

Primary Education

Start date: 2025

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Contact us

Prospective student enquiries

Telephone: +44 (0) 141 444 8600