BA (Hons) Working with Children 5-11

  • International Students Can Apply
  • Work Placement Opportunity

Overview

UCAS Code:XX33
Course Length:3 Years Full-Time, 4 Years Part-Time
Start Dates:September 2020
Department:Faculty of Education
Location:Edge Hill University

Please note, this programme is not available for September 2019 entry.

For details of Children and Young People programmes which are open to applications for academic year 2019/20, please see www.edgehill.ac.uk/studycyp.

  • Prepare for a career working with children aged 5-11, their families and communities in a wide range of settings;
  • Study on a flexible degree designed in close collaboration with potential employers;
  • Benefit from tailored work-based learning opportunities in each year of the programme.

This degree will develop key knowledge and understanding in the study of children and childhood in the middle years (ages 5-11) and place you at the forefront of developments and current thinking in this area. You will be supported in developing essential intellectual and practical skills, enabling you to become an effective children’s practitioner across a range of roles, equipped with the professional attitudes and qualities that will make you stand out to potential employers. Built on a strong underpinning of research, the programme places an emphasis on understanding the complexities and challenges of the contexts within which children live, develop and learn. International perspectives on children, childhood and education are considered with practical, real-life case studies. There are also opportunities to experience a range of work-based settings.

On successful completion of the programme, your final award will reflect your choice of pathway. You will graduate with one of the following award titles:

  • BA (Hons) Working with Children 5-11 (The Education Workforce)
  • BA (Hons) Working with Children 5-11 (The Wider Children’s Workforce)
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In Depth

What will I study?

The lives of children in their middle years, contemporary issues in working with children aged 5-11, and how to be an effective children’s practitioner, are three key strands that run throughout the programme to form an essential foundation to your studies.

Year 1 is designed to help you make an informed decision about which of the two pathways to pursue. You will study the three key strands along with modules that explore children’s health and wellness, social contexts and learning. You will have two work-based learning experiences, one in a school and the other in a wider workforce setting such as a children’s charity or an alternative educational setting such as a museum or zoo.

In Year 2 you will embark upon the first of your pathway-specific modules, completing three of these alongside the key strand modules. You may start to consider international perspectives on children and childhood or investigate children as communicators and mathematicians. You will be supported in identifying a work-based learning experience that enables you to start to build your individual professional portfolio, an essential tool in securing graduate employment or further study opportunities.

Depending on your choice of pathway, in Year 3 you will either explore social policy and examine case studies of children’s lived experiences, or take an in-depth look at the defining features of curricula and alternative educational settings. You will also complete a dissertation on an aspect of the middle years of childhood that is of particular interest. A final work-based learning opportunity will further enhance your professional portfolio, with additional support provided to hone the skills you will need to apply for and secure employment or postgraduate study.

How will I study?

You will learn through a combination of seminars, lectures and tutorials, as well as practical classes and workshops, work-based placements and independent study.

How will I be assessed?

You will be assessed through a combination of written assignments, presentations, portfolios, practice-based tasks and a research project.

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

Who will be teaching me?

Well qualified and highly experienced tutors will be teaching on this programme, supplemented by input from external experts. You will be supported in your development by guided reflection, discussion and self-appraisal. Tutors will take an active role in modelling and scaffolding creative learning.

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

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Level 4 (Year 1 of Full-Time Programme)

WCH1001Children 5-11: Children's Identity (20 credits)

Children 5-11: Children’s Identity introduces you to the multi-disciplinary nature of the study of middle childhood and the construction of children’s identity, addressing the questions of ‘what is a child?’ and ‘how does a child know who they are?’. Key issues and theoretical perspectives in the study of identity in middle childhood are introduced and constructions of childhood and identity are examined. You will consider how children develop their sense of self through their personal and social worlds, assess the defining features of this phase in life and explore the concept of childhood both historically and in contemporary society.


Assessment: Coursework: 100%.

WCH1002Contemporary Issues in Working with Children 5-11 (20 credits)

Contemporary Issues in Working with Children 5-11 explores a range of contemporary issues in working with children in the middle years, their families and their communities. The module includes the opportunity to select a specific issue of personal interest for more in-depth study. There is also a focus on developing key academic study skills, such as structuring an argument and using research to support a line of reasoning.


Assessment: Coursework: 100%.

WCH1003The Effective Children's Practitioner 1 (20 credits)

The Effective Children’s Practitioner 1 introduces you to some key attitudes and attributes that are essential in order to work effectively with children in the middle years, their families and communities. The module includes two work-based learning experiences, one in a school setting and one in a wider children’s workforce setting. The aim is to begin to build your professional portfolio of experiences and evidence. You will also be introduced to approaches to reflection to support you in starting to take responsibility for your own ongoing professional development.


Assessment: Coursework: 100%, Practical(s): Pass/Fail Element.

WCH1004Children's Health and Wellness (20 credits)

Children’s Health and Wellness will develop your knowledge and understanding of children’s physical literacy and motor competence in the middle years.  Motivation, engagement and emotional literacy will be studied as important considerations in ensuring the success of initiatives designed to improve children’s health and wellness. The challenges and barriers which may prevent children in the middle years from engaging in physical activity, developing a positive attitude to health and fitness, accessing a healthy diet and participating in relevant initiatives will also be assessed.


Assessment: Coursework: 100%.

WCH1005Children's Social Contexts (20 credits)

Children’s Social Contexts recognises that family is usually a child’s first social context. The origins and meanings of terminology within this field, including the term ‘family’, will be explored and debated. You will develop and extend your knowledge of current government initiatives and UK legislation which governs the provision of services to children and their diverse families and explore the key issues these raise. You will be encouraged to analyse, reflect upon and challenge your own concepts of family. The module will also assesses how social context may impact on the wellbeing of children and their ability to achieve their potential, as well as begin to consider how those working with children may be advocates for them and their families.


Assessment: Coursework: 100%.

WCH1006Children as Learners (20 credits)

Children as Learners centres on one of the defining features of the middle years of childhood which is the transition from being home-based to being school-based, where the explicitly identified goal is for children to ‘learn’.  The module introduces you to key theories and models associated with learning to give a sound underpinning for observing, analysing and discussing children’s development. You will consider how motivation and engagement impact children’s learning and explore ‘creativity’ and ‘curiosity’ as key attributes of successful learners.


Assessment: Coursework: 100%.

Level 5 (Year 2 of Full-Time Programme)

WCH2001Children 5-11: Challenges in Childhood (20 credits)

Children 5-11: Challenges in Childhood considers some of the very specific challenges that children in the middle years might face. The module assesses the impact of a range of social factors on a child’s identity and their place in society. Some of the issues explored will include (but will not be limited to) children as refugees and asylum seekers, children as carers, children in care, children of prisoners, children as offenders, children facing bereavement, children in poverty, and children with special educational needs and disabilities. You will consider the impact of these issues on children and their families, reflect upon the rights and voices of children and their families, and analyse how practitioners can advocate for these rights to be upheld.


Assessment: Coursework: 100%.

WCH2002Contemporary Issues in Working with Children 5-11: Researching Childhood (20 credits)

Contemporary Issues in Working with Children 5-11: Researching Childhood enables you to acquire the knowledge and skills required to conceptualise, design and communicate a research proposal, by enhancing your understanding of what constitutes high quality research. You will be introduced to the distinction between methodology and methods, learn how to situate your work within particular traditions, and design a consistent and valid research procedure. The module enables you to explore a relevant issue of personal interest in more depth, in addition to developing and presenting a proposal for a small scale research project.


Assessment: Coursework: 100%.

WCH2003The Effective Children's Practitioner 2 (20 credits)

The Effective Children’s Practitioner 2 enhances the professional skills, attitudes and attributes that are essential for effective working with children in the middle years, their families and communities. The module involves completing a work-based learning experience that will reflect your developing interests and further strengthen your professional portfolio of experiences. The focus will be on developing your understanding of group dynamics and your own group working skills. You will explore issues such as developing appropriate assertiveness in your work with children, their families and colleagues, in addition to managing ‘difficult conversations’ effectively.


Assessment: Coursework: 100%, Practical(s): Pass/Fail Element.

If you are studying the Education Workforce pathway, you will complete the following additional modules in Year 2:

WCH2007Children as Mathematicians (20 credits)

Children as Mathematicians considers the nature of mathematical thought, learning and development. You will explore your own attitude to mathematics as a subject and the potential impact of adults’ attitudes to mathematics on children’s confidence and engagement. The module will also consider how number systems and operations can be represented and examine the different models and images that can be used to enhance children’s understanding.


Assessment: Coursework: 100%.

WCH2008Children as Communicators (20 credits)

Children as Communicators encourages you to explore your own language and literacy biography in order to consider the range of influences on children’s communication, language and literacy development. You will study children’s use of a range of media to communicate, explore language identity, and place a particular focus on children as readers to explore the purpose and use of children’s literature.


Assessment: Coursework: 100%.

WCH2009Approaches to Learning (20 credits)

Approaches to Learning will deepen and extend your understanding of what constitutes effective learning and examine how children’s successful learning can be supported. You will investigate multiple perspectives on learning, explore a range of models for how children learn, examine higher order thinking skills, and assess the nature and value of social learning.


Assessment: Coursework: 100%.

If you are studying the Wider Children’s Workforce pathway, you will complete the following additional modules in Year 2:

WCH2004Children's Wellbeing and Flourishment (20 credits)

Children’s Wellbeing and Flourishment is underpinned by an appreciation that child emotional and mental health problems affect the health and wellbeing of many children and young people, but also that children can be taught to develop positive coping skills that can help develop resilience and allow them to flourish. This module equips you with a broad understanding of the issues surrounding child wellbeing and flourishment and associated behaviours. It provides the opportunity to look at methods for enhancing children’s wellbeing and resilience, in addition to exploring how to promote an understanding and appreciation of diversity, investigating how diverse backgrounds may affect children’s holistic lifestyles.


Assessment: Coursework: 100%.

WCH2005Children and Families: Equality and Injustice (20 credits)

Children and Families: Equality and Injustice explores notions of how communities work, the influence they have on children, and the roles of children and families as actors in their communities. Theories about how communities and neighbourhoods work will be considered in terms of unconscious bias, social inequalities and oppressive social relations. You will also reflect upon related social policy, community processes and interventions.


Assessment: Coursework: 100%.

WCH2006Children and Communities: International Perspectives (20 credits)

Children and Communities: International Perspectives takes a comparative approach to consider the lives of children and their families in a global context. You will explore factors affecting the lives of children and families from selected countries beyond Britain and Europe. The impact of environmental, cultural and economic factors on children and families will be considered, in addition to local, national and international strategies as enacted through Governments, Non-Governmental Organisations, third sector organisations and community initiatives.


Assessment: Coursework: 100%.

Level 6 (Year 3 of Full-Time Programme)

WCH3001Children 5-11: Inclusion - Opportunities and Dilemmas (20 credits)

Children 5-11: Inclusion – Opportunities and Dilemmas explores the conceptual basis of difference and considers how social barriers impact on the diversity of individuals. You will consider varying perspectives on inclusion, participation and equality held by academics, those in professional roles, parents and other stakeholders, including children. You will also consider dilemmas that exist through the use of difference to define ourselves and others, as well as examine the experiences of a range of individuals as a consequence of their identified difference.


Assessment: Coursework: 100%.

WCH3002Contemporary Issues in Working with Children 5-11: Dissertation (40 credits)

Contemporary Issues in Working with Children 5-11: Dissertation provides you with the opportunity to conduct a robust piece of research into a contemporary issue relevant to working with children 5-11 of your choosing. With support from your tutors and peers, you will design and execute a project that develops both your skills in independent investigation and your knowledge of specific contemporary issues in relation to working with children. You will select an appropriate topic, collect and analyse data, and produce a final research report that communicates your findings.


Assessment: Coursework: 100%.

WCH3003The Effective Children's Practitioner 3 (20 credits)

The Effective Children’s Practitioner 3 further enhances the professional skills, attitudes and attributes that are essential for effective working with children in the middle years, their families and communities. You will complete a work-based learning experience to further enhance your professional portfolio and demonstrate the leadership qualities that employment in this sector requires. Working with a group of your peers to plan an event or initiative, you will identify potential funding streams and present a proposal. You will be supported in securing your first graduate role or a place on a postgraduate programme of study through a focus on application and interview techniques.


Assessment: Coursework: 100%, Practical(s): Pass/Fail Element.

If you are studying the Education Workforce pathway, you will complete the following additional modules in Year 3:

WCH3006Education and Curriculum (20 credits)

Education and Curriculum explores the international, historical, cultural and political influences on how children in the middle years are ‘educated’. You will consider, as a key question, what we mean by the term curriculum. In exploring potential answers to this question, you will compare and contrast curricula as lists of subjects, syllabuses, the sum total of what children learn in school, or a programme of study with a set of goals for education. You will investigate different beliefs about the purpose and nature of education, examine variation between countries to gain an international perspective, and assess the influence of political and historical contexts in the evolution of education.


Assessment: Coursework: 100%.

WCH3007Contemporary Approaches to Learning within Alternative Educational Settings (20 credits)

Contemporary Approaches to Learning within Alternative Educational Settings provides you with an opportunity to consider the potential impact on children’s learning and development in educational settings other than schools. This module will critically examine contemporary approaches and issues related to education that are developed and practised within Alternative Education Settings (AES), such as museums, zoos, galleries, heritage sites, outdoor learning centres and environmental centres. A critical understanding of how these approaches evolve and are influenced by current social, economic and political policy will be established, drawing from both national and international perspectives.


Assessment: Coursework: 100%.

If you are studying the Wider Children’s Workforce pathway, you will complete the following additional modules in Year 3:

WCH3004Children and Families: Social Policy (20 credits)

Children and Families: Social Policy explores the sometimes controversial role of the State in the private sphere of the family. You will consider and critically evaluate a range of current policies, investigate how notions of support are conceptualised, explore the role of the Government and third sector organisations in enacting social policies and assess the impact of these on the children and families they are intended to support.


Assessment: Coursework: 100%.

WCH3005Children's Lived Experiences (20 credits)

Children’s Lived Experiences provides the opportunity to engage with case studies and hear the voices of children experiencing a range of challenges. You will critically evaluate a number of factors affecting these children and their families and apply your practical and theoretical knowledge in order to consider how they can best be heard, advocated for and empowered.


Assessment: Coursework: 100%.

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 2019/20

Entry Requirements

Typical offer 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 and GCSE Mathematics at Grade C or Grade 4 or above (or equivalent) is desirable.

You should also be able to demonstrate experience of working with children in any context.

If you accept a formal offer from Edge Hill University you will need to demonstrate medical fitness and 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 112 UCAS Tariff points are detailed below.

  • A Level: BBC;
  • BTEC Extended Diploma (or combination of BTEC QCF qualifications): Distinction, Merit, Merit (DMM);
  • Access to Higher Education Diploma: 45 credits at Level 3, for example 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 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’).

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 Recognition of Prior Learning Policy and contact the faculty in which you are interested in studying.

Entry Criteria 2020/21

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 and GCSE Mathematics at Grade C or Grade 4 or above (or equivalent) is desirable.

You should also be able to demonstrate experience of working with children in any context.

If you accept a formal offer from Edge Hill University you will need to demonstrate medical fitness and 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);
  • 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 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’).

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 Recognition of Prior Learning Policy and contact the faculty in which you are interested in studying.

Career Prospects

What are my career prospects?

You may join this programme with a high degree of confidence that you want to work with children aged 5-11 and their families and communities, but with some uncertainty as to the precise role or sector that’s right for you. This degree is designed to help you identify a potential role, for example working within a children’s charity, as a teaching assistant, in a hospital, museum or art gallery. The skills, knowledge and experience that you will develop are designed to place you in the strongest possible position to secure employment in such roles.

The programme has been developed in collaboration with potential employers in order to ensure you graduate with the skills and attributes required to enter employment in the wider children’s or education workforce. You will also be well placed to proceed onto teacher training.

Work-based learning opportunities will form a central part of your studies, enabling you to make strong connections with employers and to observe and engage in good practice.

Finance

Tuition Fees

If you are a prospective student who will be joining this undergraduate degree in academic year 2020/21, tuition fees are still to be announced. You are advised to check this page regularly and once the position has been confirmed we will update this information.

If you are a prospective UK or EU student who will be joining this undergraduate degree in academic year 2020/21, tuition fees are still to be announced. You are advised to check this page regularly and once the position has been confirmed we will update this information. Tuition fees for international students enrolling on the programme in academic year 2020/21 are £12,250 per annum.

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 and EU students joining this undergraduate degree in academic year 2020/21 can apply for a Tuition Fee Loan from the Government to cover the full cost of tuition fees. UK and EU students may also be eligible to apply for additional funding to help with living costs.

Further details of financial support arrangements for eligible UK and EU  students joining this programme in academic year 2020/21 are still to be announced. You are advised to check this page regularly and once the position has been confirmed we will update this information.

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.

Additional scholarships, which you may qualify to receive, reward outstanding grades and are available to eligible UK and EU students.

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

If you wish to study full-time, apply online through UCAS at www.ucas.com. Visit www.edgehill.ac.uk/applyucas to find out more about the application process.

If you wish to study part-time, apply directly to Edge Hill University at www.edgehill.ac.uk/apply-part-time.

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 all of our events for prospective students, including monthly campus tours, 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.

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.

2nd November 2018 - Change to Entry Requirements

GCSE Science at Grade C or Grade 4 or above (or equivalent) has been removed from the entry requirements for this degree.

11th January 2018 - Change to Entry Requirements

With effect from academic year 2019/20 entry, GCSE Mathematics at Grade C or Grade 4 or above (or equivalent) is desirable.