Part-time Programmes

On this page you will find some key information to help you get started, including course preparation, information about tuition fees and details about enrolment.

Tuition Fees and Finance

Tuition fees will be charged according to the number of credits you will study in each academic year at the published standard fee rate.If you intend funding your course with a tuition fee loan from Student Finance and have not yet applied, you should do so immediately. The process can take some time, so it is important that you do not delay with making your application. Please note that part-time maintenance loans are now available for part-time study and are dependent on course intensity.  For more information regarding this and to make your application please go to

Once you have submitted your application to Student Finance you should regularly check the ‘To-Do List’ on your Student Finance online account.  Please ensure you provide all evidence requested by Student Finance in order for your application to be completed.  Payment will be withheld by Student Finance until this has been received, processed and final checks have been completed.

When you are fully enrolled on course and your funding is approved confirmation of your attendance will be sent to Student Finance and your maintenance loan will be released. Your tuition fee will be paid direct to the University.

Please note that payment of the maintenance loan for undergraduate students studying a part-time course will be two weeks after the start of each term.

Self-funding Students

Tuition fees for September programmes must be either paid in full at the start of each academic year or by recurring card payment in three equal instalments.

In order to be fully registered on your course you must have either paid your tuition fees in full or set up your recurring card payment.  Please note you will only be able to set up your recurring card payment 24 hours after you are fully enrolled on your programme.  Once this time has elapsed please go to //

For further information related to payments contact the Fees, Scholarships and Bursaries Team at prior to enrolment.


Please note that the final deadline to satisfy all conditions of your offer is 31 August. Some courses may have additional requirements with earlier deadlines. If this is applicable to your offer, you will have been advised of these additional requirements by our Admissions Team.

Applicants must have satisfied all conditions of their offer to be able to enrol with the university.

If you are unsure of your current status, or have any queries regarding the conditions of your offer, you can send an email to

Module Choices

If you are a part-time undergraduate student studying in the Faculty of Arts and Sciences and have any queries regarding module choices, please contact


Enrolment is a mandatory process that you must go through at the beginning of the year to become a member of the University, release your finance from the Student Loans Company (if applicable) and activate your IT/Library account and benefit from all its services.Enrolment will open on Tuesday 3 September.

If your status on UCAS Track is Unconditional Firm (UF) by this date, you will receive an email to the email address you used to make your application. Please allow 24 hours for this to arrive. If you do not receive the email, please check your junk folder and then contact

This email will contain everything you need in order to complete enrolment including your login details. You should ensure that you have completed stage one at least two days before you arrive at either the Ormskirk Campus or Holy Cross site.

As part of enrolment, you are required to upload a photograph and identification. To prepare for this, please read the online guide.

Click here to read the online enrolment guide including details on ID and photo requirements

If you need help with any stage of the enrolment process get in touch:

Course Preparation for BA (Hons) Primary Education with QTS (School Based Route).

Your programme is designed to develop high quality, reflective teachers. There are a number of things we would like you to do before you arrive.  Some points to note:

    • All tasks are for all trainees regardless of chosen specialism.
    • All the tasks outlined below are compulsory and will help you to prepare for the programme. They are not submitted and marked but will be referred to in taught sessions during the first few weeks of the programme.
    • Please engage with any reading highlighted in the curriculum tasks – you don’t need to purchase the books unless it indicates that you need to, as there may be opportunities to purchase books when you arrive or borrow them from the library.

Interview Targets

You will have received targets as part of your feedback from your interview with us. If you cannot find your targets please email and we will contact your Year Leader. Your targets might have included subject knowledge targets, improving grammar and punctuation in your writing, improving your spoken English.

We would like you to complete a small portfolio of evidence demonstrating what you have done to address these targets. Please note, due to the current situation, we are fully aware and understand that gaining more school experience will be challenging. You need to be ready to discuss your targets with your Personal Tutor when you meet them in the first week of your programme. 

You can download the template to complete this task here.

Subject Activities and Reading

National Curriculum

The National Curriculum in England sets out the programmes of study for all the national curriculum subjects that are taught at key stages 1 and 2. Before you join us to begin your programme you should take some time to familiarise yourself with the content of the national curriculum and you can access this document electronically here:

UK Government National Curriculum

Your curriculum sessions at the university will make direct reference to the national curriculum and will also support you in exploring different ways that its content can be taught and assessed. Consider where your own particular strengths are across the curriculum:

  • Explore the ‘Inclusion’, ‘Numeracy and mathematics’ and ‘Language and literacy’ sections at the beginning of the document.
  • Why are each of the subjects included in the national curriculum? Read and reflect on the ‘Purpose of Study’ and ‘Aims’ statements at the beginning of each subject’s entry.
  • In which subject do you consider yourself to be an ‘expert’? Are you surprised by the programme of study for that subject?
  • Which subjects might include subject knowledge that will challenge you? Gather together some key questions you might want to ask your tutors for these subjects during sessions with them; set yourself some targets to develop these aspects of your subject knowledge.
  • Look at the differences between the key stage 1 and key stage 2 programmes of study.

Please try to engage with these tasks before you begin your programme – they are designed to support you in establishing some context for your curriculum sessions with your expert subject tutors.


Children’s Literature Task
The English team would like you to start to become familiar with some award winning children’s authors, particularly those authors writing stories and poetry for children in key stage 2. We hope that once you start reading you will find it difficult to stop!

Begin to explore quality children’s literature – stories or poetry collections written for children in upper key stage 2. Try to read texts that are new to you and were published in the last 10 years.

Keep a record of all the texts you have read and think how you might really explore these with children. You could perhaps buy a notebook and start a reading journal and record your reactions to what you are reading. How do you feel about the main characters? What would you like to ask the author? You will have the opportunity to share your ‘finds’ with your tutors and peers in your English sessions.

Here are two handy webpages to get you started:

Key Text

  • BEARNE, E. and REEDY, D. 2018 Teaching Primary English: Subject Knowledge and Classroom Practice. London: Routledge


Mathematics Subject Knowledge Task

Register with the National Centre for Excellence in the Teaching of Mathematics (NCETM) This is a free website resource with excellent support materials to support you in developing your subject knowledge for mathematics.

  • Use the ‘Self-evaluation Tools’ accessed from the NCETM home page to gain a feel of your own subject knowledge level so far.
  • Click on the individual areas and the examples tabs to see what is meant by each statement and click on your confidence level. This tool is just for you to use and you will not be asked to share this with others in your group.
  • Highlight 3 target areas for yourself to work on and bring evidence of working on these along to your first session.

Key Text

  • HAYLOCK, D., 2018. Mathematics Explained for Primary Teachers. 6th edition. London: Sage Publications.


Science Subject Knowledge Task
The science qualifications that you have achieved in order to be accepted on the programme will include aspects of biology, physics and chemistry.  A good place to revise your knowledge and begin to look at the primary science curriculum is the BBC website here.

Over the summer break, we would like you to try at least one fun science activity at home.  This is a good starting point for ideas (you will need to create a free log-in to download this document):

You might want to share this with your family-especially younger brothers and sisters!  Please photograph or video your experiment, note down the resources you used and be ready to share it with us this autumn.

Key Texts

We advise that you purchase the following books ready for September:

  • PEACOCK, G., SHARP, J., JOHNSEY, R. & WRIGHT, D., 2017. Achieving QTS Primary Science Knowledge and Understanding. 8th Edition. London: Learning Matters.
  • SHARP, J., PEACOCK, G. A., JOHNSEY, R. SIMON, S., CROSS, A. & WRIGHT, D., 2017. Achieving QTS: Primary Science Teaching Theory and Practice. 8th Edition. London: Learning Matters.


Values, Beliefs and Attitudes towards Technology in general 

What do you ‘bring’ to the computing sessions and the teaching of computing?

For example:

  • In general, what are your personal values (a measure of worth, or importance) and beliefs in relation to technology?
  • How do the decisions that you make about technology reflect your values and beliefs?
  • How do you express (through words and actions/behaviour) your values and beliefs; i.e. your attitude towards technology?

Please consider the introduction, discussion and conclusion regarding Teacher beliefs and technology

An abstract of the article and some tables of information to digest can be found here.

You can use the responses to the questions above and your notes from the article to create a pen portrait. Once you have done this and completed the Pen Portrait you will come to the first session of computing with some thoughts on how your own attitudes and opinions which may impact the use of technology in the classroom.

Foundation Subjects

As part of your programme you will work with expert tutors for each of the foundation subjects which include music, art, geography, history, RE, PE and languages. These sessions will aim to develop your subject knowledge, with reference to the appropriate National Curriculum programme of study, and your confidence to teach each subject. The sessions will be practical, and will allow you the opportunity to learn about the value and practices of the subjects in the real world, about good teaching, and ideas that you can use on professional practice.

In preparation, think back to your own learning experiences of these subjects in school. Reflect on what impact these school experiences had on your view of these subjects? Consider what broad curriculum learning opportunities you would like to provide for your pupils, in the future?

Key Text

  • WEBSTER, M. & MISRA, S., 2015 Teaching the Foundation Subjects in the Primary Classroom. Berkshire: Open University Press. 

Academic and Professional Development – Preparation for Undergraduate Study

Your programme is designed to help you identify your initial ‘academic literacy’ skills and then to continuously develop them throughout your programme through focused workshop and lecture sessions and through feedback on your assignments and other assessments. The task here is designed to help you start to think about how you use sources of information to help you acquire new knowledge and further develop your understanding.

The Task

Before you ‘read’ (or engage with) the sources think about and respond to these questions (write down your thoughts):

  • What do you already understand about the purpose of education and schools?
  • What should happen to learners when they are at school? In what ways should school impact learners? What should the outcomes of schooling / education be for the learners?
  • What do teachers do in schools? What is their role?
  • How do teachers ensure that learners achieve positive outcomes in school?

While you are ‘reading’ the sources try to identify the key points that each author makes. What are their overall principles? What is of most importance to them? Are you confident that you can re-present their points? Have you really understood? What questions do you have for the author?

After ‘reading’ return to your notes and add to them as you reflect:

  • Can you identify any links or connections between the concepts and principles presented by the authors of each source?
  • Where do they disagree or contradict each other?
  • Have your questions been answered?
  • Do you have new questions?
  • Go back to your thoughts from before you started to read. Have you changed your opinions?

This ‘active’ approach to reading is absolutely necessary for successful academic writing for your degree.

Key Text

  • MACBLAIN, S., 2014. How children learn. London: Sage

Timetable information for BA (Hons) Primary Education with QTS (School Based Route)

Attendance and Holidays during Semesters

Full attendance is a requirement of each programme. Please note that Edge Hill’s teaching weeks often do not match traditional school holidays. To support you in organising holidays you will find a complete overview of the draft academic year timetable below.

Any week containing a session requires your attendance so please do not book or seek permission for family holidays during the teaching weeks as this will be refused. Please also advise family and friends not to book surprise holidays for you during term time.

A typical week

Please be aware that this timetable is not reflective of the current situation regarding social distancing. Given current rulings on social distancing, your timetable will reflect this and be confirmed in September. An example study week: 

Time Monday Tuesday Wednesday Thursday Friday
9-11 Academic and Professional Development Science English Computing Mathematics
11-1 Computing English Mathematics Academic and Professional Development Science
2-4 English Mathematics Computing Science Computing
4-6 Mathematics Computing Science English Academic and Professional Development

For a draft timetable please view this pdf here.

As with the timetable above, Please be aware that this timetable is not reflective of the current situation regarding social distancing. Given current rulings on social distancing, your timetable will reflect this and be confirmed in September. 

Becoming a professional: information for BA (Hons) Primary Education with QTS (School based route)

You are joining a degree programme which is leading to the award of Qualified Teacher Status (QTS). As a result of this, there are certain expectations of you during your time at Edge Hill University and while you are working in our Partnership Schools.

As a trainee teacher, you will spend a significant proportion of your programme on placement in schools.  When on placement, you will be expected to present and conduct yourself in a way that is consistent with the professional expectations of a teacher.

Detailed guidance is provided in the ‘Code of Professional Conduct for I.T.T. Trainees’.  You will receive this during your programme induction and will be asked to sign a copy to indicate that you understand and accept the professional expectations and requirements of the school placements. Whilst on school placements we have clear roles, responsibilities and expectations for all involved.  The detail of the aspects will be provided in documentation which you will receive prior to school-based training.

  1. All Initial Teacher Training (ITT) programmes leading to a recommendation for the award of Qualified Teacher Status (QTS), or Qualified Teacher Learning and Skills (QTLS), are programmes of professional training and education. As a trainee studying on an ITT programme you are expected to conduct yourself at all times in an appropriate professional manner.
  2. You are entitled to expect that your professional practice settings mirror the professional experience of a teacher, and settings are entitled to expect that you will present and conduct yourself in a way that is consistent with the professional expectations of a teacher.
  3. The Professional Code of Conduct is additional and complementary to the Edge Hill University Student Regulations, which incorporate the Student Code of Behaviour and Disciplinary Procedures for all students. Each trainee on an Edge Hill University ITT programme is a student of Edge Hill University and you are therefore both bound by, and protected by, the entitlements included in the Academic Student Regulations in force at the time of enrolment and study. These are issued to each student at the point of enrolment and subsequent updates are accessible via the web.
  4. The Professional Code of Conduct is additional and complementary to both the Edge Hill University Student Charter and a professional practice setting’s own policies and practices.
  5. This code has been drawn up in collaboration with the ITT partnership. The code takes into account the relevant and current policy and legislative frameworks including the Teachers’ Standards in England, September 2012, the current Professional Standards for the Further Education Sector managed by the Education and Training Foundation leading to Qualified Teacher Learning and Skills (QTLS), the current Initial Teacher Training Criteria, the Disclosure and Barring Services legislation and Safeguarding legislation.
  6. This code sets out the Faculty’s expectations of you as you engage with a professional programme. You are signing the document in order to evidence and agree to abide by the behaviour, attitudes, responsibilities and agreements outlined to you both as a trainee and as a representative of the university, from the point of enrolment onwards.

See Teachers’ Standards in England, September 2012

MSc Child and Adolescent Mental Health and Wellbeing (part-time)

Your teaching timetable will be available soon

Please note this timetable is subject to change. Keep checking these pages for the most up to date version.

Last updated on Last updated on Was this page helpful? Yes No Thanks for your feedback! Please tell us more: