Two students walking past a lake to the western side of the campus, with the Faculty of Education building in the background.

BA (Hons) Teaching, Learning and Child Development

Prepare for a career working with children aged 5-11, as well as their families and communities, in a range of settings on a degree which features tailored work-based learning opportunities in each year of study.

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    Overview

    Covid-19 - Teaching, Learning and Child Development Essential Information

    View essential information and videos about the changes to teaching and learning and campus facilities from September 2020
    UCAS Code: 8G77
    Course Length: 3 Years Full-Time
    Start Dates: September 2021, September 2022
    Subjects: Education and Teaching
    Location: Edge Hill University
    Example Offers: BCC-BBC (A Level) or DMM (BTEC)
    View full entry criteria

    This inspiring and innovative course provides a non-traditional route to a career as a teacher or working with children and young people in a variety of educational settings. You will be introduced to the latest teaching techniques and principles, develop your own interests, and choose a subject specialism in Computing or Special Educational Needs, while also enhancing your English, Mathematics and Science subject knowledge. Work-based learning placements will enhance your employability as well as help you gain the necessary skills to apply for postgraduate teacher training opportunities in order to become a creative primary teacher.

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    In Depth

    What will I study?

    The programme is designed around four key strands.

    The Subject Knowledge strand focuses on child development and psychology, the theories of teaching and learning, principles of pedagogy, behaviour for learning and inclusive education. You will gain a greater understanding of holistic child development in social and cultural contexts and will be introduced to the best teaching techniques and principles.

    The Preparing To Teach strand places an emphasis on specific aspects of pedagogy. Exploring a range of teaching methods, you will be immersed in providing stimulating, imaginative and effective learning experiences for children.

    The Personal and Professional Development and Employability strand will enhance your academic and transferable skills and you will be supported in developing personal study targets from the point of application onwards. The key objective is to improve your capacity to understand what and how you are learning and to review, plan and take responsibility for your own learning. You will also be supported through a bespoke employability initiative embedded into the programme.

    The Work-Based Learning strand is designed to draw upon the breadth and diversity of education. The timing and content of placements and modules throughout the programme are designed to support your personal, professional and curriculum development. You will review, consolidate, extend and apply your knowledge and understanding and complete a range of projects.

    How will I study?

    The course is delivered in sessions that include tutor presentations, small group and whole class discussions, workshops, tutorials and visiting tutor seminars.

    How will I be assessed?

    Assessment is based on a portfolio-building approach. You will be given clear assessment criteria and constructive feedback and feedforward.

    There are no formal written examinations as part of the current assessment methods on this programme.

    Who will be teaching me?

    The programme is delivered by highly experienced, well qualified, research active staff, many of whom have worked in primary or secondary schools, or within further and higher education institutions.

    A Great Study Environment

    The Faculty of Education has been at the forefront of teacher education for more than 125 years and today enjoys the enviable position of being one of the country’s leading providers of education, training and research for the children’s workforce.

    Housed in a state-of-the-art £9m building, the Faculty of Education’s facilities include a 300-seat lecture theatre, five well-equipped ICT suites, and 18 teaching rooms complete with the latest technology.

    The faculty has a strong commitment to practice-based learning and has developed partnerships with over 2,000 schools and colleges, local authorities and professional associations.

    Modules

    Expand All

    Year 1

    TLD1000Personal Professional Development (20 credits)

    Personal Professional Development offers you a framework for the identification of training needs within educational settings, including developing vocational skills and knowledge in a specific context through a process of reflection, analysis and target setting. You will complete and analyse your individual training needs and produce an action plan and evaluation. This module is also designed to analyse your professional development needs in relation to your future employability.


    Assessment: Coursework: 100%.

    TLD1001Theories of Learning and Child Development (20 credits)

    Theories of Learning and Child Development provides an introduction to the relationship between learning theory and practice. The module develops understanding of education practice and how a variety of approaches may be evident in different settings to meet individual needs. You will progress your knowledge and understanding of basic concepts and study the principles, theory and practice underpinning specific aspects of child development. There is a focus on developmental theories, social constructivist and behaviourist approaches, multiple intelligences, conditions for learning, individual learning styles and theories related to motivation and learning climate.


    Assessment: Coursework: 100%.

    TLD1002Equality and Diversity (20 credits)

    Equality and Diversity considers educational provision in an inclusive context. The module is aimed at professionals working in educational settings wishing to increase their awareness, knowledge and understanding of inclusion, inclusive policy and inclusive education. The focus is on reflecting upon practice and analysing and critiquing school practices surrounding theories, concepts and practices of inclusion. It will also consider how professionals may intervene effectively using a variety of approaches and working with other agencies. The module is designed to enable you to advance your skills in creating a safe environment for children.


    Assessment: Coursework: 100%.

    TLD1003Pedagogy and Principles of Teaching (20 credits)

    Pedagogy and Principles of Teaching introduces you to the concept of the planning and assessment cycle within curriculum frameworks and the need for assessment and evaluation to impact upon learning. The module will explore relevant theories of teaching and learning and the significance of such learning theories in lesson planning. Different teaching strategies which promote effective teaching for learning will be critically examined and you will be encouraged and supported in planning teaching. You will develop your knowledge and understanding of the role of curriculum models in children’s learning and development.


    Assessment: Coursework: 100%.

    TLD1004Preparing to Teach: Key Stage 1 and 2 (40 credits)

    Preparing to Teach: Key Stage 1 and 2 will develop your approaches to the role of the teacher, initially with small groups evolving to whole classes as appropriate. You will experience a range of professional practices and individual action plans will be supported by personal tutors, visiting tutors and school mentors. The module will also involve the enhancement of relevant subject knowledge in relation to the core subjects of English, Mathematics and Science.


    Assessment: Coursework: 100%.

    Year 2

    TLD2000Personal Professional Development (20 credits)

    Personal Professional Development offers a framework for the identification of further training needs for those in educational settings, including developing vocational skills and knowledge in a specific context through a process of reflection, analysis and target setting. The module will enable you to understand the reflective practice cycle (Pollard, 2010) to allow you to develop as a practitioner. You will gain an understanding of the importance of analysing critical incidents with a view to informing practice. This module is also designed to analyse your professional development needs in relation to relevant future employability.


    Assessment: Coursework: 100%.

    TLD2001Behaviour for Learning (20 credits)

    Behaviour for Learning will equip you with a thorough knowledge and critical understanding of the principles which underpin positive behaviour for learning. You will critically analyse current research and outstanding practice, enabling you to draw upon highly successful strategies. You will examine and evaluate the effectiveness of behaviour for learning strategies within your own practice to enable excellent teaching and learning. You will then be able to make informed recommendations to improve practice.


    Assessment: Coursework: 100%.

    TLD2002Leading Learning and Teaching (20 credits)

    Leading Learning and Teaching focuses upon educational leadership and management. The module will equip you with an understanding of how current legislative frameworks, relevant theories, and current and emergent policy initiatives relate to the professional practice of those working in educational settings, using an enquiry-based approach.


    Assessment: Coursework: 100%.

    TLD2003Preparing for Research (20 credits)

    Preparing for Research introduces you to research methodology and the importance of completing an initial plan as a means of scaffolding preparation for a future research project. You will focus on the development of critical reading and critical analysis of a wide range of texts.


    Assessment: Coursework: 100%.

    TLD2004Preparing to Teach: The Core Subjects (40 credits)

    Preparing to Teach: The Core Subjects will further examine the learning areas of Mathematics, Science, English and Computing within the primary phase to develop your subject and curriculum knowledge. Throughout the module you will be encouraged to engage creatively with teaching and learning in these curriculum areas. A training needs analysis review using the QTS standards will be undertaken.


    Assessment: Coursework: 100%.

    Year 3

    TLD3000Personal Professional Development (20 credits)

    Personal Professional Development offers a framework for the recording of progress towards the achievement of your training needs in educational settings, including developing vocational skills and knowledge in a specific context through a process of reflection, analysis and target setting.


    Assessment: Coursework: 100%.

    TLD3001The Research Project (40 credits)

    The Research Project requires you to carry out a small scale research project that will provide a foundation for those who wish to pursue higher degree and further research work. You should understand the need to keep up to date with research and development in knowledge and pedagogy in the subjects you teach. You are provided with the tools to research and will engage with and critique a wide range of texts, including reflecting upon methodological and ethical issues.


    Assessment: Coursework: 100%.

    TLD3004Preparing to Teach: The Foundation Subjects (40 credits)

    Preparing to Teach: The Foundation Subjects examines the Foundation Subjects and Religious Education curriculum areas. You will be required to demonstrate your ability to make effective use of the planning, teaching, assessment and evaluation cycle. A training needs analysis review using the QTS standards will be undertaken.


    Assessment: Coursework: 100%.

    You will select one of the following modules:

    TLD3002Computing (20 credits)

    Computing provides you with an opportunity to develop and enhance awareness of cross-curricular elements that permeate the current primary curriculum. This module will enhance your knowledge of computing both as a subject in its own right and as a cross-curricular tool. The module will include participation in the planning and implementation of a whole class event, incorporating computing in relation to curriculum development. There will then be a critical reflection on the process and outcome of the event.


    Assessment: Coursework: 100%.

    TLD3003Special Educational Needs and Disability (20 credits)

    Special Educational Needs and Disability will enable you to develop a strong understanding of relevant curriculum development issues from a whole school perspective. This will include participation in the planning and implementation of a whole class event incorporating SEND (Special Education Needs and Disability), based on an identified area of development. There will then be a critical reflection on the process and outcome of the event.


    Assessment: Coursework: 100%.

    Optional modules provide an element of choice within the programme curriculum. The availability of optional modules may vary from year to year and will be subject to minimum student numbers being achieved. This means that the availability of specific optional modules cannot be guaranteed. Optional module selection may also be affected by timetabling requirements.

    Timetables

    Timetables for your first week are normally available at the end of August prior to enrolment in September. You can expect to receive your timetable for the rest of the academic year during your first week. Please note that while we make every effort to ensure that timetables are as student-friendly as possible, scheduled teaching can take place on any day of the week. Wednesday afternoons are normally reserved for sports and cultural activities.

    Disclaimer

    Every effort has been made to ensure the accuracy of our published course information, however our programmes are subject to ongoing review and development. Changing circumstances may necessitate alteration to, or the cancellation of, courses.

    Changes may be necessary to comply with the requirements of accrediting bodies, revisions to subject benchmarks statements, to keep courses updated and contemporary, or as a result of student feedback. We reserve the right to make variations if we consider such action to be necessary or in the best interests of students.

    Entry Criteria

    Entry Requirements

    Typical offer 104-112 UCAS Tariff points, for which no specific subjects are required. GCSE English Language at Grade C or Grade 4 or above (or equivalent) is essential. GCSE Mathematics and GCSE Science at Grade C or Grade 4 or above (or equivalent) are desirable.

    If you accept a formal offer from Edge Hill University you will be required to apply for a Disclosure and Barring Service (DBS) Enhanced Disclosure indicating that you meet the mandatory criteria of ‘Clearance to Work with Children and/or Vulnerable Adults’. Further information will be sent to you after you have firmly accepted an offer.

    Example Offers

    Some examples of how you can achieve 104-112 UCAS Tariff points are detailed below.

    • A Level: BCC-BBC;
    • BTEC Extended Diploma (or combination of BTEC QCF qualifications): Distinction, Merit, Merit (DMM);
    • International Baccalaureate (IB): We are happy to accept IB qualifications which achieve the required number of UCAS Tariff points;
    • Access to Higher Education Diploma: 45 credits at Level 3, for example 9 credits at Distinction and 36 credits at Merit or 15 credits at Distinction and 30 credits at Merit. The required total can be attained from various credit combinations.

    Please note, the above examples may differ from actual offers made. A combination of A Level and BTEC awards may also be accepted.

    As long as you have a minimum of two A Levels (or equivalent), there is no maximum number of qualifications that we will accept UCAS points from. This includes additional qualifications such as the Welsh Baccalaureate and Extended Project Qualification (EPQ), AS Levels that haven’t been continued to A Level, and General Studies AS or A Level awards.

    For further information on how you can meet the entry requirements, including details of alternative qualifications, please visit www.edgehill.ac.uk/offers.

    EU students can get country-specific information about the University’s entry requirements and equivalent national qualifications at www.edgehill.ac.uk/eu.

    International students should visit www.edgehill.ac.uk/international for information on the entry criteria for overseas applicants.

    English Language Requirements

    International students require IELTS 6.0, with a score no lower than 5.5 in each individual component, or an equivalent English language qualification.

    If your current level of English is half a band lower, either overall or in one or two elements, you may want to consider our Pre-Sessional English course.

    Are there any alternative ways to meet the entry requirements?

    If you have the ability to study for a degree but lack the necessary qualifications or confidence, our Fastrack: Preparation for Higher Education course could be for you. This free, seven-week programme provides a great opportunity to enhance your study skills and subject knowledge and demonstrate that you are ready to study a particular subject with us, in lieu of achieving the UCAS Tariff points in the entry criteria.

    Upon successful completion of a Fastrack course, you will be well placed to progress onto a corresponding Edge Hill University degree, although additional entry requirements may apply and the availability of specific programmes cannot be guaranteed. For more information, visit www.edgehill.ac.uk/fastrack.

    Recognition of Prior Learning

    Edge Hill University recognises learning gained elsewhere, whether through academic credit and qualifications acquired from other relevant courses of study or through recognition of an individual’s professional and employment experience (also referred to as ‘experiential learning’). This may include credit or learning undertaken at another university.

    Previous learning that is recognised in this way may be used towards meeting the entry requirements for a programme and/or for exemption from part of a programme. It is your responsibility to make a claim for recognition of prior learning. For guidance, please consult the University’s academic regulations (sections C7 and F3.1) or contact the faculty in which you are interested in studying.

    Career Prospects

    What are my career prospects?

    This degree provides ideal preparation for applying to a postgraduate route in teacher training. You will also graduate well placed for a range of other careers, including becoming a learning mentor, pastoral care worker, pastoral team leader or pastoral support officer. You may also wish to undertake further study in preparation for a career in child psychology, mental health or social work.

    To facilitate your career choices, we organise meetings between students and employers from public, private and voluntary early years settings as well as representatives from supply agencies.

    You will be offered advice and guidance from a careers adviser and receive support from a volunteer coordinator to help identify placement and enhancement opportunities. We will help you to create an effective CV and personal statement and provide you with an opportunity to develop your job application skills and interview techniques.

    Finance

    Tuition Fees

    If you are a prospective UK student who will be joining this undergraduate degree in academic year 2021/22, the tuition fee will be £9,250 per annum (subject to final Government approval).

    Tuition fees for international students enrolling on the programme in academic year 2021/22 are £12,500 per annum. Exemptions apply for EU students who have settled or pre-settled status under the EU Settlement Scheme, as well as Irish nationals, who may be eligible for the UK tuition fee rate.

    The University may administer a small inflationary rise in tuition fees, in line with Government policy, in subsequent academic years as you progress through the course.

    Financial Support

    Subject to eligibility, UK students joining this undergraduate degree can apply for a Tuition Fee Loan from the Government to cover the full cost of tuition fees. UK students enrolling on the programme may also be eligible to apply for additional funding to help with living costs.

    For comprehensive information about the financial support available to eligible UK students joining this programme in academic year 2021/22, together with details of how to apply for potential funding, please view our Money Matters 2021/22 guide at www.edgehill.ac.uk/undergradfinance2021.

    EU students who have settled or pre-settled status under the EU Settlement Scheme may be eligible to apply for financial support. Irish nationals should apply to Student Universal Support Ireland (SUSI).

    Financial support information for international students can be found at www.edgehill.ac.uk/international/fees.

    Scholarships

    Ten scholarship winners sitting together in a lecture theatre at the Scholarship Awards Evening.Edge Hill University offers a range of scholarships with a competitive application process for prospective full-time undergraduate students.

    These scholarships aren’t linked to academic success and celebrate determination, talent and achievement beyond your coursework, for instance in creativity, enterprise, ICT, performance, sport or volunteering.

    An additional scholarship, which you may qualify to receive, rewards outstanding A Level and BTEC grades.

    To find out more about scholarships, to assess your eligibility, and to meet some of our dedicated scholarship winners, visit www.edgehill.ac.uk/scholarships.

    Apply

    How to Apply

    Apply online through UCAS at www.ucas.com.

    Visit www.edgehill.ac.uk/applyucas to find out more about the application process.

    Further information for international students about how to apply is available at www.edgehill.ac.uk/applyinternational.

    Should you accept an offer of a place to study with us and formally enrol as a student, you will be subject to the provisions of the regulations, rules, codes, conditions and policies which apply to our students. These are available at www.edgehill.ac.uk/studentterms.

    Visit Us

    If you are considering applying to study at Edge Hill University, the best way to gain an insight into student life is to discover our stunning campus for yourself by attending an open day. You can view dates and book your place at www.edgehill.ac.uk/opendays.

    Alternatively, if you are unable to attend an open day, you can find out more about our full range of events for prospective students, including campus tours and virtual activities, at www.edgehill.ac.uk/visitus.

    Request a Prospectus

    If you would like to explore our full range of degrees before you apply, you can order an undergraduate prospectus at www.edgehill.ac.uk/undergradprospectus.

    Get in Touch

    If you have any questions about this programme or what it’s like to study at Edge Hill University, please contact:

    International students should visit www.edgehill.ac.uk/international or email international@edgehill.ac.uk with any queries about overseas study.

    A prospective student and her parents read a printed open day guide while stood on a bridge near the Catalyst building.

    Course Changes

    Expand All This page outlines any material changes to course content, programme structure, assessment methods, entry criteria, and modes of study or delivery, implemented in the past two years.

    23rd January 2019 - Change to Entry Requirements

    104-112 UCAS Tariff points are required to join this programme with effect from September 2020 entry.

    Covid-19 - Teaching, Learning and Child Development Essential Information

    Teaching, Learning and Child Development Course Statement

    Delivery for the academic year 2020/21 will consist of six hours per week of face-to-face teaching on campus (delivered accumulatively, where appropriate) supported by a minimum of four hours of online learning per week comprising synchronous (seminar, tutorial) and asynchronous (lecture, discussion board, other) learning activities and academic support. This pattern will not apply in weeks when students are engaged in full time blocks of professional practice or work-based learning experiences.

    Teaching and Learning at Edge Hill University in 2020

    In this video Pro Vice-Chancellor, Lynda Brady, answers your questions and explains how teaching will work when you join us at Edge Hill University in September.

    Campus Facilities at Edge Hill University in 2020

    In this video Pro Vice-Chancellor, Lynda Brady, explains how we’re preparing the campus for your arrival in September and the facilities that will be available.