Course Length:
Start Dates:
Department: Faculty of Education
Location:
• Education at Edge Hill University ranked in the top
two in England for assessment & feedback and top in
the North West for teaching, academic support,
organisation & management and personal
development in the National Student Survey 2016;
• Take advantage of a dedicated programme for those
who wish to work in an educational environment
supporting pupils with their learning;
• Gain school-based practical experiences and a set of
tools that you put into practice whilst focusing on the
professional, vocational and academic issues which
affect your everyday working life;
• Enhance your academic development with
personalised study skills sessions along with a variety
of experiences which develop a sound understanding
of educational provision.
If you currently work in an educational setting supporting
pupils in their learning then this programme will enable you
to align the theoretical aspects of this role with its more
practical features.
BA (Hons) Teaching, Learning andMentoring Practice (Part Time)
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You will be required to study a set of core modules including
topics such as working in a multi-agency environment,
theories of teaching, learning and development and the
planning, assessment and evaluation of learning. There are
also opportunities for you to choose options relating directly
to your areas of interest and reflecting on your practice is a
key feature of the learning process on this programme.
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Course in Depth
What will I study?
You will begin by completing a training needs analysis which
determines the knowledge or skills you would like to
develop over the first year of the degree. You will reflect
upon your practice and develop your knowledge and
understanding around the theories of teaching, learning and
development, working in a multi-agency environment and
important aspects linked to teaching, learning and
mentoring.
The programme also places importance on understanding
planning, assessment and evaluation. Once on course, you
will be able to follow either the Children’s Workforce
Professional route or be considered for progression towards
Qualified Teacher Status (QTS) in Primary Education. It is
important to note that if you choose the latter pathway
there is no guarantee that you will be accepted onto
progression to QTS, it is an assurance that you have chosen
the correct modules to be considered.
Before progressing onto level 6, students may be able to
transfer to a QTS programme. If, however, you are
completing the BA (Hons) Teaching, Learning and Mentoring
Practice degree, further areas such as leading practice in
teaching, learning and mentoring, and theories of learning
will be completed. You will also complete a research project
on a relevant subject of your choice.
How will I study?
The programme will run either one afternoon and early
evening per week or one evening per week. Approaches to
teaching and learning will include active participation in
practical and theoretical workshops for projects, seminars,
student presentations, micro-teaching methods (a unique
model of practice teaching), directed study, support
methods, as well as reading and research tasks.
How will I be assessed?
Assessment methods will vary depending upon each module
studied and will include assignment writing, research
projects, presentations, reflections and portfolios. 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 experienced and well
qualified staff, many of whom have worked in primary or
secondary schools. Other tutors bring experience from
further and higher education establishments. The
programme team has a strong research profile and present
at conferences both nationally and internationally.
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.
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Modules
Level 4
CYP1000: Theories of LTheories of Learning, Tearning, Teaching and Deeaching and Devvelopmentelopment (20 credits)Theories of LTheories of Learning, Tearning, Teaching and Deeaching and Devvelopmentelopment provides an introduction to the relationship between learning theory and
practice. You will develop your understanding of education practice and how a variety of approaches may be evident in
different settings to meet individual needs. The exploration of theory in relation to policy and educational practices will put
this in context. The module aims to develop knowledge and understanding of basic concepts relating to theories of learning,
teaching and development. There is a focus on developmental theories, social constructivist and behaviourist approaches,
multiple intelligences, conditions for learning, individual learning styles and theory related to motivation and learning
climate.
TMP1001: TTrraining Needs Analysisaining Needs Analysis (20 credits)TTrraining Needs Analysisaining Needs Analysis offers you a framework to help identify training needs in a variety of educational settings and roles,
including developing vocational skills and knowledge in a specific context through a process of reflection, analysis and target
setting.
TMP1002: Introduction to ReflectivIntroduction to Reflective Pre Practiceactice (20 credits)Introduction to ReflectivIntroduction to Reflective Pre Practiceactice enables you to develop a range of appropriate skills and strategies, through a series of
work-based tasks,and to reflect upon your experiences and observations in order to enhance your understanding.
TMP1004: TTeaching, Leaching, Learning and Mentoring Within The Curriculumearning and Mentoring Within The Curriculum (40credits)TTeaching, Leaching, Learning and Mentoring Within The Curriculumearning and Mentoring Within The Curriculum offers an examination of the theories, assessment and behaviours
for teaching, learning and mentoring. The module also includes examination of the core subject areas of the primary
curriculum or an overall examination of secondary curriculum areas. A blended approach is adopted which means some of
the sessions will be individual and away from the classroom environment and may include the use of a Virtual Learning
Environment.
TMP1005: Current Issues in Education and Implications for PrCurrent Issues in Education and Implications for Practiceactice (20credits)Current Issues in Education and Implications for PrCurrent Issues in Education and Implications for Practiceactice considers aspects of the 'Every Child Matters' outcomes and links
these to helping children to achieve more. The module will examine how the guidance of outcomes can be reached
effectively in different educational contexts. It will also consider how professionals may intervene effectively using a variety
of approaches and working with other agencies.
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Level 5
TMP2000: DeDevveloping Reflectiveloping Reflective Pre Practice in Tactice in Teaching, Leaching, Learning andearning andMentoringMentoring (40 credits)DeDevveloping Reflectiveloping Reflective Pre Practice in Tactice in Teaching, Leaching, Learning and Mentoringearning and Mentoring will develop and extend your knowledge and
understanding of pastoral support and mentoring roles. The relationship between theory and professional practice is
explored and the module provides keynote inputs on pastoral care and mentoring and their significance for effective
learning. Management of pastoral support systems for pupils in emotional need are discussed. The content will focus on
both the causes and manifestations of pastoral need and on a range of support strategies that can be deployed.
TMP2001: Planning, Assessment and Evaluation of LPlanning, Assessment and Evaluation of Learningearning (20 credits)Planning, Assessment and Evaluation of LPlanning, Assessment and Evaluation of Learningearning introduces you to, and examines, the concept of the planning and
assessment cycle and the need for assessment and evaluation to impact upon planning. You will be encouraged to reflect
upon your personal and professional experience of planning, assessment and the current local, regional and national
contexts in which you work. You will explore the current standards and effectiveness debate, examine political priorities and
investigate the media's view on evaluation, assessment and accountability in theory and practice.
You will study the following modules on the Children's Workforce Professional Pathway:
TMP2002: InclusionInclusion (20 credits)InclusionInclusion considers educational provision in an inclusive context. The module will enhance your awareness, knowledge and
understanding of inclusion, inclusive policy and inclusive education. The module's focus is on reflecting upon practice and
analysing and critiquing school practices surrounding theories, concepts and practices of inclusion.
TMP2003: Additional LAdditional Learning Needsearning Needs (20 credits)Additional LAdditional Learning Needsearning Needs will introduce and examine various additional learning needs of the pupils you support. The
module will develop your understanding of a variety of additional needs pupils may have and how educationalists need to
meet these to ensure all have access to education. The focus is on reflecting upon practice and analysing and critiquing
school practices surrounding special educational needs.
TMP2004: Curriculum FCurriculum Frrameworksameworks (20 credits)Curriculum FCurriculum Frrameworksameworks develops your knowledge and understanding of the role of curriculum models in children’s learning
and development. You will be introduced to the theories, history and current developments relating to curriculum models
within education. This will be achieved through a study of the creative curriculum, the child-centred curriculum and the
objective-based curriculum.
You will study the following modules on the Primary Education Pathway
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TMP2005: CreativCreative Approaches to English and ICTe Approaches to English and ICT (20 credits)CreativCreative Approaches to English and ICTe Approaches to English and ICT examines the learning areas of English and ICT within the Primary age phase.
You will develop your subject and curriculum knowledge and will be required to demonstrate your ability to make effective
use of the planning, teaching, assessment and evaluation cycle in English and ICT. Throughout the module, you will be
encouraged to engage creatively with teaching and learning in these essential curriculum areas. A training needs analysis
against the QTS standards will be undertaken to identify areas for professional development.
TMP2006: CreativCreative Approaches to Mathematics and Sciencee Approaches to Mathematics and Science (20 credits)CreativCreative Approaches to Mathematics and Sciencee Approaches to Mathematics and Science further examines the learning areas of Mathematics and Science within
the Primary age phase. The aim is to develop your subject and curriculum knowledge. Using work-based learning as a
context, you will be required to demonstrate your ability to make effective use of the planning, teaching, assessment and
evaluation cycle in Mathematics and Science.
TMP2007: CreativCreative Approaches to the Fe Approaches to the Foundation Subjectsoundation Subjects (20 credits)CreativCreative Approaches to the Fe Approaches to the Foundation Subjectsoundation Subjects examines the Foundation Subjects and Religious Education (RE) curriculum
areas. You will develop subject and curriculum knowledge and demonstrate the ability to make effective use of the planning,
teaching, assessment and evaluation cycle in the Foundation Subjects and RE. Throughout the module, you will be
encouraged to engage creatively with teaching and learning in these essential curriculum areas.
Level 6
CYP3001: Preparing for ResearchPreparing for Research (20 credits)Preparing for ResearchPreparing for Research introduces you to research methodology and the importance of completing an initial research plan.
The module immerses you in both qualitative and quantitative research methods. The reading and assessment of
publications and reflection on methodological issues form a key element of the module. You will also be required to
formulate a research proposal.
TMP3000: WWork-Based Researchork-Based Research (40 credits)WWork-Based Researchork-Based Research requires you to carry out a small-scale research project that will inform your practice and may also
provide a foundation for Master's study and further research work. You will discover how to select, justify and evaluate an
appropriate set of research tools to carry out your research, gain an appreciation and understanding of ethics, and gather,
analyse and present research results in a way that is appropriate to your chosen research methodology.
TMP3002: Applying Theories to LApplying Theories to Learningearning (20 credits)Applying Theories to LApplying Theories to Learningearning equips you with a comprehensive knowledge and understanding of the theory and practice of
teaching and learning and allows you to relate it to your own practice. The module examines theories of learning and allows
you to critically review these in relation to practice in educative settings. There is a focus on cognitivism, social
constructivism, behaviourist and humanist approaches, learning styles, multiple intelligences, meta-cognition and an
exploration of the relationships between teaching for learning and associated conditions for learning.
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TMP3003: LLeading in Teading in Teaching, Leaching, Learning and Mentoring Prearning and Mentoring Practiceactice (40credits)LLeading in Teading in Teaching, Leaching, Learning and Mentoring Prearning and Mentoring Practiceactice focuses upon educational leadership and management in relation to
the professional development of the wider school workforce. The module will enhance your knowledge and understanding
of how current legislative frameworks, current and emergent policy initiatives and relevant theories relate to the
professional practice of the children and young people’s workforce. Using an enquiry based approach, you will engage with
the theoretical frameworks, relevant policies and conceptual models that underpin contemporary debates in educational
management and leadership.
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.
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.
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Entry Criteria
Entry Requirements
112 UCAS Tariff points on the new UCAS Tariff, for which no
specific subjects are required. GCSE English Language and
GCSE Mathematics at Grade C or Grade 4 or above (or
equivalent) are desirable.
Applicants who do not meet these requirements, but have
relevant experience as a teaching assistant or in a similar
role, may still be considered. They must, however, be
working in a primary or secondary school and have at least
one year's experience of work as a Teaching Assistant.
An interview may form part of the selection process.
Those who have 240 credits from an education-based
foundation degree or equivalent, and are presently working
in an educational setting and supporting pupils, may be able
to join this degree directly at Level 6.
Example Offers
Some typical examples of how you can achieve 112 UCAS
Tariff points are detailed below.
• A LA Leevvelsels – BBC;
• BTEC Extended Diploma (BTEC Extended Diploma (or combination of BTECor combination of BTEC
QCF qualifications)QCF qualifications) – Distinction, Merit, Merit
(DMM);
• Access to Higher Education DiplomaAccess 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.
Are there any alternative ways tomeet 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 gain the study skills and subject knowledge
to guarantee the offer of a place on an Edge Hill University
degree (subject to meeting any additional requirements
stipulated in your Fastrack offer letter). 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
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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.
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Career Prospects
What are my career prospects?
Successful completion of this degree will give you a broad
and balanced view of education directly linked to your work
experience.
The programme will ensure you are well placed to work in
education supporting the development of children’s
learning. These opportunities could include, for example,
becoming a learning mentor or a pastoral care worker,
pastoral year team leader or pastoral support officer.
Alternatively, you may decide to work supporting children in
other settings such as youth work, social services or working
for a Local Authority within the children’s workforce.
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Finance
Tuition Fees
Tuition fees for students joining this programme on a
part-time basis in academic year 2017/18 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
Subject to eligibility, UK and EU students can apply for a
Tuition Fee Loan from the Government to cover the full cost
of tuition fees.
For comprehensive information about the financial support
available to eligible UK and EU students joining this
programme in academic year 2017/18, together with details
of how to apply for funding, please view our Money Matters
2017/18 guide at www.edgehill.ac.uk/
undergradfinance2017pt.
If you will be joining this programme directly at Level 6
(equivalent to Year 3 of a full-time undergraduate degree),
please refer to the Money Matters 2017/18 guide
for conversion degrees students for tailored information
about the financial support which may be available. You can
access this guide at www.edgehill.ac.uk/
conversionfinance2017pt.
Please note, the programme structure for direct entry to
Level 6 may differ from that indicated on these pages which
is specific to students joining the programme at Level 4 only.
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Apply
How to Apply
Apply directly to Edge Hill University at www.edgehill.ac.uk/
apply-tlmp-part-time.
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/bookanopenday.
Alternatively, if you are unable to attend an open day, you
can find out more about all of our events for prospective
undergraduate students, including monthly campus tours,
at www.edgehill.ac.uk/undergradevents.
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:
• Course Enquiries
• Tel: 01695 657000
• Email: [email protected]
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