YourEHU Children, Education and Communities – your department information

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Use the tabs below to find out more about our exciting department.

Facilities

Our state-of-the-art £9 million Faculty of Education building, overlooking a picturesque lake, is the centrepiece of our Western Campus and the hub of our teaching activity.

It features a 300-seat lecture theatre, five well-equipped ICT suites and 18 further teaching rooms complete with the very latest technology, plus a popular café where students meet to socialise and discuss their studies.

Read more about the facilities within the faculty here.

      

Student Life

BA (Hons) Primary Education with QTS

The best people to give you an insight into the course are our students. Watch the video below to find out more about studying Primary Education at Edge Hill.

You can also read about the experiences our students have had during their studies below:

“It’s safe to say, the three years of university have flown by. I’ve met lots of new people, developed a wealth of knowledge about teaching and carried out two a regional teaching placements including one on the Isle of Man. This is just one example of the many opportunities the Faculty of Education offers. Before coming to Edge Hill, I was worried about making friends, I also had reservations about moving into a new town and living away from friends and family. I soon realised that many others have the same worries and concerns and within a matter of days I felt comfortable in my new surroundings with my fellow flat mates. The course itself is comprised of lectures, seminars and learning outside the classroom opportunities. I have particularly enjoyed exploring different teaching approaches such as ‘bucket school’ in science and the exemplar days where we are able to visit different schools to widen our experiences. The breadth and depth of learning engages us as students through hands-on activities and support materials which we will continue to develop throughout our careers. I have found Professional Practice to be the most challenging yet rewarding aspect of the course. The teachers on placement and the support from tutors and peers enhance the experience and for many of us, this has been our greatest learning curve. It may seem daunting at first especially if you’re placed in an age group that you have little prior experience of teaching, but I can honestly say it’s the most valuable experience. Support at the University is second-to-none; personal tutors, lecturers, class representatives, student mentors…the list goes on! The lecturers and tutors hold so much knowledge that we can learn from, and use, to become creative and inspiring teachers. Overall my university life has been full of challenges, excitement and fun.” Hannah Coe, BA (Hons) Primary Education with QTS

“I decided to return to education to become a Primary School Teacher, although being 35 years old, having two small children and financial commitments I wondered if it would be possible. I knew I had a lot of hard work to come, even before I got onto a degree course, but the support offered by Edge Hill really motivated me and gave me the drive and enthusiasm to succeed. For a small fee I came to Edge Hill and studied in the evening to re-sit my science and maths GCSEs, whilst working full-time. After completing these, I applied and was accepted onto the Fastrack programme which I passed, automatically gaining a place on my chosen degree to start in the September. My first Professional Practice was in a Year 4 class and I absolutely loved it. The confidence I gained enabled me to stand up in front of a class of 30 children and deliver lessons that I have planned and created my own interactive resources for. At times it can be challenging, but having my goal planned out ahead of me and seeing my journey of success progress from where it started really keeps me motivated. Everyone on the course works together and shares concerns, problems, ideas and advice, especially regarding assignment writing. It really feels like being part of a family. My advice is to take the help, advice and re-assurance from the tutors and prepare yourself for hard work and get stuck in straight away. If you are looking for a university that supports and gives you the opportunities, then this is the place for you.” Craig Phoenix, BA (Hons) Primary Education with QTS

 “The study week was a fantastic way to get to know others on the course and share our experiences and challenges we were all due to face. A great bond was definitely formed and we always look forward to meeting up on our twilight sessions in University. We often contact each other during the week for support, guidance and advice, which has been invaluable. I am so glad I decided to train to become a Primary School Teacher. I have a long way to go but there is no doubt in my mind that it was the right decision. My first professional practice, the challenge of moving from key stage 1 to 2 was scary enough, but on top of that to become a student teacher as opposed to a Teaching Assistant was overwhelming. However, with support from the staff and my mentor in school, university, and others on my course, it was an amazing experience. I learned so much from my placement and loved watching the way the class responded to me, gaining respect and confidence in me as a ‘teacher’. My confidence grew massively, not only in front of the class, but with planning and assessment. Overall, it was challenging and hard work, but I can’t wait for the next one.” Karen Strong, BA (Hons) Primary Education with QTS (part-time, school-based route)

”As a mature student I was very apprehensive about starting university, but I had nothing to be worried about! I soon realised that I was not alone and made lots of new friends and settled into university life. I love the day to day life of university, which involves lectures, seminars and lots of exciting and innovative ways to teach. No two days are the same and there are lots of hands on activities in all the seminars to keep us engaged. Some of my favourites so far have been; using the forest school for an English seminar and bucket school in science! All the lecturers are knowledgeable and have so many imaginative and stimulating ideas for us to use whilst on Professional Practice. The exemplar days the university organises, where we are able to visit other schools, is a very valuable experience and thoroughly enjoyable. 

I have just finished my first Professional Practice and this has been an amazing yet challenging experience. The teachers in the school and the visiting tutors from Edge Hill were on hand at any time to support and the knowledge and ideas I gained from my time in the school has been invaluable.  Although daunting at first as I haven’t been in a school setting for so long; my nerves soon disappeared when I realised how rewarding life as a teacher can be. The teachers and mentors in schools have so much knowledge they are willing to share to help us become creative and inspiring teachers.” Jemma Law, BA (Hons) Primary Education with QTS 

”University life has been completely different to everything I have ever experienced in the best way possible. I have spent time on professional practice doing what I enjoy in a wonderful school, as well as making new friends. When I moved onto campus, I was worried that I would not be able to live by myself. However, I was very wrong. Living on campus doesn’t mean that you live by yourself because you are surrounded by amazing people all going through the same experience. I have made the most wonderful friends which make living on campus a breeze. I hoped that university life would be great, but I never expected it to be as brilliant as it is!

During welcome week, it is very important that you take the time to get involved in as much as you can. A great place to start is the society fair, where you are able to see a huge variety of different societies; all unique in their own way. There is a society for every single student and all it takes is to write your name on a piece of paper. Whether it is joining a sports team, or just meeting up with friends one day a week to sit down and eat popcorn while watching a film. A standard week on the course involves a mixture of lectures, seminars and classes. Being on a teacher training course, they don’t expect you to learn through watching someone talk to 300 students through the use of a PowerPoint. You are able to actually practice the methods of teaching. Whether that’s bucket school in science, where you learn how to deliver a lesson outside of the classroom or sitting round in English experiencing how to say the word ‘cat’ correctly in phonics. Everything that you do and learn is something that you need to enhance your ability to actually teach.” Kevin Powis, BA (Hons) Primary Education with QTS

BA (Hons) Children and Young People’s Learning and Development

Student Academic and Well-being Mentors

Students in year 1 will be supported by Student Academic and Well-being Mentors. These are students in year 2 on the programme who have been trained to support students in relation to academic support within modules and also have undertaken the Mental Health First Aid Training. The mentors act as a buddy system and run sessions for students within Welcome Week and remain a visible part of the support system provided for students by the programme. Mentors work with students on campus and help support students in the transition to campus life that are particularly challenging within the first term.

Hear from our students

Our students are best placed to give you an insight into the course and the experiences they have had whilst studying with us. Read on to find out more from the perspective of our students:

“The placement aspect of the course has helped me decide on my career options. I thought I wanted to teach so experiencing a primary school has been great however it has also broadened my interactions with additional services that come into schools. Working with these services has challenged my thinking and made me re think my career choices. I now want to apply to an MA Education Psychology.” Heidi Wakes , BA (Hons) Children and Young Peoples Learning and Development.

 

“The modules have forced me to think about the whole child and question my original ideas about how children learn and the barriers to learning that children face outside of the classroom. Placements outside of school have enabled me to see the real challenges. I’m excited about my future and a career in Social Work.” Carla Henry  BA (Hons) Children and Young Peoples Learning and Development.

 

“The second year of the course was a real turning point for me. Having the opportunity to undertake module focused on multi agency working and complete the Mental Health First Aid (for Children and Young People) award really encouraged me to think more about children’s mental health. I was also able to undertake my dissertation on school proactive approaches to mental health. I’m now studying on the MA Child and Adolescent Mental Health and am excited for my future career.” Tracey Gillespie BA (Hons) Children and Young Peoples Learning and Development.

 

“This course has definitely given me a more in-depth view of the education system. We are not just being taught how to teach but we are taught what it takes to be a teacher. We actually get chances to plan lessons and assessment strategies. It’s not just looking at maths and literacy. It’s more in-depth and interesting. The course really does open doors to so many different pathways if you enjoy working with children this course is definitely beneficial.” Leah Willis BA (Hons) Children and Young Peoples Learning and Development.

BA (Hons) Teaching, Learning and Child Development

Student Academic Mentors

Students in year 1 will be supported by Student Academic Mentors (|SAMs). These are students in year 2 on the programme who have been trained to support students in relation to academic support within modules. The mentors act as a buddy system and support students throughout Welcome Week and remain a visible part of the support system provided for students during your first year of study on the programme. Mentors work with students on campus and help support students in the transition to campus life that are particularly challenging within the first term and first year.  SAMs are a source of support and guidance over academic study and support students’ introduction to work-based learning.

Watch the video below to find out all about the Student Academic Mentoring Scheme which runs on the Teaching, Learning and Child Development degree at Edge Hill:

”I chose to be a SAM as I wanted an opportunity to help others and wanted to become more involved with the course to help my academic and personal development.
As a SAM, I’ve had the opportunity to work with the first-year students, both in person and online and have represented the course on Open Days. SAM’s get the chance to offer many things, much more than simple academic support. We try to help as much as we can, no matter what it is!” Molly, BA (Hons) Teaching, Learning and Child Development

”I chose to be a Student Academic Mentor because I like to support people with assignments and I believe the experience will be beneficial when applying for jobs as a Teacher. Since becoming a SAM I have been able to offer academic support which involved reading through assignments and giving some ideas as to how the work can be improved. I have been involved in open days, enrolment days and academic support sessions.

What can a SAM offer? Academic support, advice on starting your new life at Edge Hill, someone to talk to and a friend!” Imogen, BA (Hons) Teaching, Learning and Child Development

Hear from our Students

Our students are best placed to give you an insight into the experiences you could have whilst studying Teaching, Learning and Child Development at Edge Hill.  You can read about their experiences below:

”The course has helped me gain confidence and has provided the opportunity to develop my subject knowledge in all curriculum areas and as a result gave me a substantial portfolio of lesson ideas and strategies to implement whilst on my placement.” Becky, BA (Hons) Teaching, Learning and Child Development

”Work-based learning is an opportunity to gain more experience within a primary school environment. The work-based learning (WBL) can be both challenging and rewarding and you need to take on board any opportunities which arise in the school such as supporting a school assembly, trips and out of school activities and clubs. To get the most out of your WBL with your research project, you will need to be organised and this helps bring a focus in your WBL to your needs as a researcher; however, you will also need to have patience and tenacity, when collecting your data. Building strong relationships is also important as members of staff can help in so many different ways.” Anna, BA (Hons) Teaching, Learning and Child Development

“Over the last three years on BA Hons Teaching Learning & Child Development I have gained an abundance of knowledge regarding teaching practice and the whole child. I am confident now to go into a postgraduate role and develop further into an outstanding practitioner. I have been able to develop my presentational skills by delivering various activities in front of my peers. This has enabled me to grow in confidence which has supported the delivery of whole class taught sessions whilst on placement. I would definitely recommend this route into teaching because the course provides you with significant information about all aspects of teaching which you are able to put into practice each year whilst on placement. Work-based learning has been an invaluable experience for me because I have had the opportunity to be involved with all aspects of school life at three very diverse schools, which I would not have been able to complete independently. Since starting the PGCE I have realised how beneficial the TLCD course was, not only for developing my confidence in the classroom but for the knowledge and understanding I have acquired about education.” Mollie Baker, BA (Hons) Teaching, Learning and Child Development

“I think TLCD is an amazing course and is a brilliant alternative route into teaching. I hope subsequent years of students get as much from the course as I did because I know I’ve made friends and gained skills I will have for the rest of my life. As for TLCD, I don’t think it could have in any way prepared us anymore for our PGCE’s/Schools Directs. I feel that, now I am on a Schools Direct PGCE, the experience I gained on the course and the academic preparation was extremely helpful. I feel it helped me gain confidence in myself as an individual and also as an aspiring teacher. It also provided the opportunity to develop my subject knowledge in all curriculum areas and as a result gave me a substantial portfolio of lesson ideas and strategies to implement whilst on my professional placement. The support from all the tutors has proved invaluable to me. ” Becky Murray, BA (Hons) Teaching, Learning and Child Development

“The process of gaining a placement at a primary school didn’t seem like a big deal when I first joined the course. I only realised how important it was and how much I wanted the experience, when all my peers had their placements confirmed before I did.

Although I am based in one particular class, the school have arranged for me to sit in and observe other lessons in other year groups, I have seen and had the pleasure of being part of some outstanding lessons and feel like I am making a difference to the pupils. Throughout my placement, I have gained experience of teaching small groups and a whole class alongside the class teacher, which has provided me with invaluable insight into the role. I have only been at placement since January but have already discussed joining a PGCE course at the end of my degree. All the teachers are more than happy to share their experiences and offer help and advice with assignments, which is very helpful.

Placement days are now my favourite part of university life, the children you meet absolutely love meeting new people, talking about themselves and their learning. I have been asked to stay and help out until the end of the year, which is going to give me an excellent opportunity to gain extra knowledge.”Throughout my placement, I have had gained experience of teaching small groups and a whole class alongside the class teacher which has provided me with invaluable insight into the role.

From first entering the classroom my confidence has grown immensely and I am sure, now, more than ever that I am on the right course. I have even been asked to stay and help out until the end of the year, which will give me an excellent opportunity to gain extra knowledge.” Lauren Gibbons, BA (Hons) Teaching, Learning and Child Development

“I’m currently at Work Based Learning (WBL), where my experience so far has been extremely positive. My placement has taught me a vast amount about the perspective of a teacher. I have had opportunities both in a school but also outside within the community. I have been involved within W.R.I.S.T; an event where primaries within the community work alongside each other to create celebrations for children. This encouraged me to have an understanding of how positive out of school activities can impact just as much as those in a classroom. I am absolutely loving every moment of my Work Based Learning adthe opportunities that it is providing me with. I am very thankful for the experience, as this has widened my knowledge and understanding within a primary setting.”

I am absolutely loving every moment of my Work Based Learning and the opportunities that it is providing me with”  Paige Rhodes Melling, BA (Hons) Teaching, Learning and Child Development

 

Information for Primary Education with QTS applicants

If you are holding an offer for BA (Hons) Primary Education with QTS, you will know that one of the conditions of your offer is the successful completion of a Professional Skills Test in Numeracy and Literacy. We would really encourage you to start work on these as soon as you can, and advise that you don’t leave them until the last-minute. We offer a variety of support to help you prepare, including a webpage with details of how to take the tests and free support sessions for anyone holding an offer with us.

There are also some text books that you may wish to read to support your preparation:

  • Passing the Numeracy Skills Test by Mark Patmore – ISBN number 9781446275160
  • Passing the Literacy Skills Test by Jim Johnson and Bruce Bond – ISBN number 9780859258793
  • How to Pass the QTS Numeracy and Literacy Skills Tests by Chris Tyreman – ISBN number 9780749462413

Developing your subject knowledge

Development of subject knowledge across all the subjects in the primary national curriculum will be a key focus of your training with us. Why? Well, imagine you’re teaching a class of Year 2 children; they’re ready to learn about vertical lines of symmetry in equilateral triangles, circles and rectangles. Can you describe a 2D shape in terms of its vertical, horizontal and diagonal lines of symmetry? How would you teach the children so that they would understand, remember and be able to apply their learning to other contexts?

The curriculum modules in your programme aim to support you in developing the following aspects of subject knowledge:

  • Knowledge and understanding of the content of the curriculum
  • Knowledge and understanding of a range of effective approaches to teaching
  • Understanding of how children’s learning progresses and how to assess it
  • A positive, enthusiastic attitude to subject in the primary curriculum.

Using your interview feedback

If you attended an interview for your course you will have received feedback from the subject knowledge tests which may have identified some aspects that you need to address before you begin your programme. Perhaps you need to make sure you know how to use apostrophes or how to calculate percentages? You don’t need to have all the answers before you start but we would like you to start thinking about this. You could have a look at the primary national curriculum and think about where you might need to focus your own subject knowledge development. Whilst you’re enjoying the summer, think about how the places and cultures you encounter; the people you communicate with; the problems you solve and everything that you read and write, informs your subject knowledge.

Your future

Employability is embedded within all of our programmes and skills are developed at each academic level. During the final year students are supported in gaining employment through enhancement lectures from Head Teachers and other employers, mock interviews, individual tutorials and careers fairs. Select your course below to find out more about how we will help you develop towards your career goals below:

BA (Hons) Primary Education with QTS

During your first year you will complete the first of three assessed professional practices in school. Your first practice usually lasts for seven weeks. You may undertake this practice in a pair or trio based together in one class, building up to planning and teaching for 30-40% of the timetable. You will begin by observing the class and will work with groups of children under the direction of the class teacher. Often, trainees complete their first professional practice in a familiar and supportive school setting so please keep your links with schools you have experience in.

Christine Adams, the Head Teacher at Middleforth CE Primary School (a school within our Partnership) said:

“When I was a trainee, I found the most valuable part of my training being in the classroom and working alongside experienced teachers. They gave me the opportunity to learn and gain experience under their guidance. I had the opportunity to try out new ideas, be creative and most importantly make mistakes and learn from them. I worked with some inspirational teachers and want to give that opportunity to new trainees now. As a school we want to show trainees what life is really like for a teacher. Our trainees work alongside an experienced teacher, initially planning with them, working with groups and watching good practice, then build up to teaching sessions, groups and a whole class. We always work at the pace of the trainee and always let them have a go when they are ready. We encourage our trainees to take part in every aspect of school life: sitting alongside the teacher at a parents’ evening, speaking to parents before/after school, attending meetings in school, attending training sessions and helping at the Christmas production or on school trips. I want every trainee in school to leave having made the most of every opportunity and feeling confident in every area of teaching. Having a trainee helps us as a school to reflect on our own practice. Staff see new ideas, they reflect with the trainees on their own practice, see what works with their own children in a different way and share experiences with a trainee which both teacher and trainee find beneficial. Trainees bring a new energy and ideas to the school and allow us to continue to develop. Being a trainee is the first part of an exciting journey, and the experience in school is the best part of that journey as this is when you start to have an influence and realise the impact you can have on their lives.”

BA (Hons) Children and Young People’s Learning and Development

Trips and Visiting Speakers

To further enhance your learning experience and to provide some real-world examples of the application of the knowledge and skills that you will be acquiring on your course, we shall invite visiting speakers from various parts of the education sector to come into sessions and deliver lectures on their areas of work. We shall also aim to provide opportunities for you to visit places where you will be able to engage with those delivering education in real-world settings. Speakers might come from, or we might undertake visits to, educational settings such as museums, National Trust properties, schools and colleges, large corporations, community projects, faith centres, and nurseries.

Employment after graduation

Some of the options you may have include:

  • Further Education: Undertaking further study, such as a PGCE, to take on a role as a qualified teacher for a formal classroom setting
  • Employment in Education: Providing education outside of a classroom such as within a museum, gallery, or large business
  • Graduate Trainee: Being recruited by a large company to undergo a period of training with a view to undertaking a management or leadership role
  • Post Graduate Study: On average, at least 25% of Education graduates go on to study for a Masters of PhD qualification

Work-based Learning

Students on this programme have an opportunity to undertake an integrated work-based learning programme throughout their three years of study.  This work-based experience is embedded into the modules you will study and will be a key link between studying in theory at university and seeing and engaging in actual practice in schools.   You can experience a range of school settings and become involved in the life of a school.

Here’s what some of our student say about work-based learning:

Whilst you are studying for your degree we will be engaging you with building your employability Profile.  This will form part of your Progress & Development Profile (P&DP).  The degree has a bespoke employability strategy with key input from our award-winning Careers Service at key points in the programme.  This employability development culminates in our Envisioning the Future Day where you will have a real-life experience of job application, interview and employability workshops to help you prepare you for post-graduate teaching study or your first graduate job.

More about the Programme

This inspiring and innovative course has been developed for students seeking a route to a career as a primary school teacher or working with children and young people in a variety of educational settings. Throughout the programme you will develop an understanding of child development, enhance your subject knowledge in English, Mathematics and Science and immerse yourself in the Primary Curriculum; as well as developing your own interests by choosing a subject specialism in Computing or Special Educational Needs.

You are passionate about developing your knowledge and understanding of teaching, learning and child development, and gaining professional skills through work-based learning placements and our excellent links with employers to enhance your graduate employability while you study.  Your ultimate aim will be to apply for postgraduate teacher training opportunities in order to become a creative primary teacher.

During your first semester you will be studying two theory based modules in child development and theories of learning, and equality and diversity issues.  These modules will give you a grounding in academic study and key knowledge to build your degree upon.  In the second semester you will undertake two modules related to teaching and learning and these will be complemented by your experiences in work-based learning settings.  Throughout the year, you will also complete a Personal and Professional Development module, designed to support and guide you in developing and enhancing your professional values and behaviours.

BA (Hons) Teaching, Learning and Child Development

Trips and Visiting Speakers

To further enhance your learning experience and to provide some real-world examples of the application of the knowledge and skills that you will be acquiring on your course, we shall invite visiting speakers from various parts of the education sector to come into sessions and deliver lectures on their areas of work. We shall also aim to provide opportunities for you to visit places where you will be able to engage with those delivering education in real-world settings.

Employment after graduation

Some of the options you may have include:

  • Further Education: Most students undertake further study, such as a PGCE or School Direct, to take on a role of training as a qualified teacher
  • Employment in Education: undertaking education based roles in schools in addition to teaching
  • Graduate Trainee: Being recruited by a large company to undergo a period of training with a view to undertaking a management or leadership role
  • Post Graduate Study: On average, at least 25% of Education graduates go on to study for a Masters qualification in education or health related fields.

Work-based Learning

Students on this programme have an opportunity to undertake an integrated work-based learning programme throughout their three years of study.  This work-based experience is embedded into the modules you will study and will be a key link between studying in theory at university and seeing and engaging in actual practice in schools.   You can experience a range of school settings and become involved in the life of a school.

Here’s what some of our students say about work-based learning:

Whilst you are studying for your degree we will be engaging you with building your Employability Profile.  This will form part of your Progress & Development Profile (P&DP).  The degree has a bespoke employability strategy with key input from our award-winning Careers Service at key points in the programme.  This employability development culminates in our Envisioning the Future Day where you will have a real-life experience of job application, interview and employability workshops to help you prepare you for post-graduate teaching study or your first graduate job.

More about the Programme

This inspiring and innovative course has been developed for students seeking a route to a career as a primary school teacher or working with children and young people in a variety of educational settings. Throughout the programme you will develop an understanding of child development, enhance your subject knowledge in English, Mathematics and Science and immerse yourself in the Primary Curriculum; as well as developing your own interests by choosing a subject specialism in Computing or Special Educational Needs.

You are passionate about developing your knowledge and understanding of teaching, learning and child development, and gaining professional skills through work-based learning placements and our excellent links with employers to enhance your graduate employability while you study.  Your ultimate aim will be to apply for postgraduate teacher training opportunities in order to become a creative primary teacher.

During your first semester you will be studying two theory based modules in child development and theories of learning, and equality and diversity issues.  These modules will give you a grounding in academic study and key knowledge to build your degree upon. During this first semester you will also be supported in your transition to university study by completing study skills sessions on what to expect from your university based study and assessment.  This will build on work you complete on pre-entry to the programme.  In the second semester you will undertake two modules related to teaching and learning and these will be complemented by your experiences in work-based learning settings.  Throughout the year, you will also complete a Personal and Professional Development module, designed to support and guide you in developing and enhancing your professional values and behaviours.

Department News

Science Fair

The Department of Children, Education and Communities have had a flurry of exciting activities including a science fair, where students helped to set up a range of activities to showcase. Local primary school children attended the fair where they engaged in activities set up and taught by our students. The event was a great way for our students to engage with primary school children and develop the theoretical skills in a practical environment.

Beetleblocks

Beetleblocks is a ‘blocks based’ programming language, that teachers and children can use to code beautiful and interesting 3-D objects. In our workshops children have been experimenting, coding and 3D printing their own design, and exploring other opportunities for using 3D printing in their classroom, computer club and homes.

Colleagues from the computing team, teach both students and school children how to code in this way throughout the academic year.  This is just one example of the many different, and engaging activities that occur during the year.

The Book Bench Project

The EHU Book Bench Project is part of What’s Your Story Chorley?’ – an event organised by Chorley Council which gives authors, writers and story tellers the chance to showcase their craft in a range of venues around Chorley Town Centre. Now in it’s third year, The Book Bench Project is run by Chorley Council and Year 2 Primary Education students and lecturers from the Faculty of Education here at Edge Hill University who believe the project is a great way to encourage young people to read more widely and enjoy what they read.

Research has consistently shown that reading for enjoyment has a significant positive impact on children’s progress not only in literacy but across the curriculum. The Primary English team at Edge Hill University believe it is important that every child has the literacy skills they need to fulfill their potential and will work with schools to develop a thriving reading community through researching, reading, sharing stories and book talk around the books or authors they choose to depict on their bench.

Find out more about the project here.

Beach School

The Department of Children, Education and Communities leads and co-ordinates the coastal education and Beach school Network across the NW coast and is involved in developing and promoting the concept of Beach Schools.  Working in partnership with educational organisations and schools to promote the use of the coast, students across all our programmes learn about the importance of using natural environments as a learning context for children and how learning in such contexts supports children’s personal and social development, wellbeing, cognitive attainment and sense of stewardship and ecological justice.

Students experience the latest phenomenon that has emerged from outdoor learning; Beach Schools – visiting the Sefton coastline and working alongside tutors, other environmental educationalists and teachers in understanding the principles and practices of this form of learning.  Students have undertaken practical conservation work to support the rescue of local endangered species along our coast, and work with rangers to understand and develop excellent ecological education practices required on an internationally protected coastline.  There are opportunities to work with children on the beach, planning and assessing activities so that they can see the impact that this approach can bring to children’s learning.

Learning Outside the Classroom is an important aspect of education with the department.  In June we will be holding our Farming and Countryside education training Day at the Royal Cheshire Show.  Students undertake a Level 2 Diploma during the one day training event in which they investigate ways of incorporating topics around farming and countryside education in the classroom.  Students will explore ways to plan and deliver visits to working farms and they will also have the opportunity to work alongside the Young Farmers and to visit the different stalls and events at the show.

Click here to find out more.

Youth Mental Health First Aid (MHFA)

As we enter the summer term our students are completing the Youth Mental Health First Aid (MHFA) course.  Being conscious of our own mental health and wellbeing is increasingly important and the university is engaged in a number of activities to support students including wellbeing weeks, campus activities and campus allotment.

 

Preparing for your studies

It will be helpful to familiarise yourself with current educational issues and news, for example you may be interested in these reports and news stories:

You may also wish to develop your knowledge of the primary curriculum by browsing the national curriculum and relevant resources.

For links to current news items and to keep you in touch with what’s going on at Edge Hill, please follow us on twitter @ehu_foe for items from the Faculty of Education, and @edgehill for the main Edge Hill news.

Staff profiles

To find out more about the staff in the Department please click on the images below:

 

 

Our courses

  • BA (Hons) Children and Young People’s Learning and Development
  • BA (Hons) Primary Education with QTS
  • BA (Hons) Teaching, Learning and Child Development