City

What you'll study

This honours degree combines academic study of child development, pedagogy and curriculum with assessed school placements that lead to Qualified Teacher Status (QTS). Modules explore core areas such as primary curriculum and assessment, subject-specific pedagogy (literacy, mathematics, science, foundation subjects), classroom management and behaviour, special educational needs and inclusion, and approaches to teaching in diverse and multilingual classrooms.

Programme structure typically includes university-based modules in the first year to establish foundations in educational theory, child development and teaching methods, followed by increasing amounts of school-based experience in subsequent years. Professional practice placements are assessed and mapped to QTS standards, and students receive mentorship in partner schools. Research methods and a dissertation or major project are often included to develop skills in evidence-informed practice and reflective inquiry.

• Primary curriculum and subject pedagogy (English, maths, science, foundation subjects)
• Child development, assessment for learning and progression tracking
• Classroom organisation, behaviour management and pastoral care
• Inclusion, SEN and working with vulnerable children and families
• Teaching in multilingual and multicultural urban settings
• Professional practice placements across Key Stages 1 and 2 with assessed QTS standards
• Research methods and a school-based enquiry or major project

Entry requirements

Entry is aimed at applicants with a combination of post-16 qualifications (such as A-levels, BTEC or equivalent) together with GCSEs in English and mathematics at grade equivalent to a C/4 or above. Applicants normally need to demonstrate suitability for the profession through classroom experience and references. International applicants will need an English language qualification at the level required for degree-level study.

All offers are subject to satisfactory pre-course checks including an enhanced Disclosure and Barring Service (DBS) check, occupational health clearance and any fitness to practise requirements. Applicants may also be invited to selection activities, such as an interview, teaching task or assessment centre, to evaluate potential for classroom practice and communication skills.

Career prospects

Graduates leave with Qualified Teacher Status and are prepared to teach across Key Stages 1 and 2 in primary schools. Many go straight into classroom roles as newly qualified teachers (NQTs) and progress to leadership positions such as phase leader, deputy head or headteacher with experience and further professional development.

Other career pathways include specialist roles — for example special educational needs coordinator (SENCO), literacy or numeracy specialist, curriculum developer, educational consultant, assessment and moderation officer, or advisor within local authorities. The degree also provides a foundation for postgraduate study in education, leadership or specialist areas such as special education, assessment or educational research. The London location offers opportunities to gain experience in a wide range of school contexts and to network with multi‑academy trusts and educational organisations.

Why study at City

City offers teacher education with strong links to schools across London, so students gain practical experience in diverse urban classrooms and benefit from partnerships with local headteachers and school improvement networks. The programme emphasises research‑informed practice, with academic staff active in educational research feeding current evidence into teaching and curriculum design.

Students receive structured support through school placement mentoring, university-based tutors and careers services focused on teacher recruitment and transition to the NQT year. City’s location provides access to a wide range of cultural and professional resources, and the programme’s focus on inclusion and multilingual learners reflects the diversity of the city’s school population.

Practical facilities, professional workshops and opportunities for continuing professional development mean graduates are prepared both to meet statutory QTS standards and to pursue leadership or specialist roles in education.