Early Childhood Studies - BA (Hons)

UCAS Code:
X320
Attendance:
Full Time (3 years)
Starting:
September 2016, September 2017
Campus:

Places on this course are available through Clearing

220 points (or equivalent) are required for this course in Clearing.
See the 'Entry Requirements' tab for more detail.

Clearing

0121 331 6777

Open 9am - 5pm
Monday to Friday

Our highly flexible course will open the door to a variety of career opportunities where you could work with children up to the age of five. These could include social work settings, children’s centres, the NHS, or within the community.

You’ll gain experience by talking to and working with professionals from different walks of life and you could use your BA (Hons) as a stepping stone to a wide range of postgraduate studies.

What's covered in the course?

You’ll study a range of open modules and have choices along the way. These will help you to firm-up your career aspirations, or even encourage you to change your mind about the area of early childhood you want to go into.

We’ll help you to learn about all aspects of child development, from how babies and young children explore and play, to ways of working with and communicating with  parents and different types of families. Your studies will also look at government policy and childcare globally.

Topping up to a full Honours Degree
If you would like to 'Top Up' an existing Level 5 qualification we would welcome your application into our Level 6 programme. You'll usually need a Foundation Degree or HND in Early Childhood Studies or similar. We require an average mark of 60 per cent or Distinction/Merit profile for entry at Level 6, as well as Level 2 qualifications in English and mathematics.

We will also consider applicants at Level 5 entry with a lower grade average, or with a Level 4 qualification such as a Certificate in Higher Education in an appropriate subject (for example Childhood Studies, Early Years Education, Children and Families).

Applications at Level 5 or 6 are via UCAS, please ensure you indicate you are applying for entry at Yr 2 or 3.

Why Choose Us?

  • Work placements will help you to see how the theory of childcare applies in practice.
  • You’ll explore how different factors impact on a child’s development and well-being – particularly in today’s urban, multicultural society.
  • You’ll become competent in communication, presentation, teamwork and leadership skills.
  • You can choose from a range of modules to meet your developing interests.
Student ambassador helps Open Day visitor

Open Day - 8 October 2016

Our next University-wide Open Day will take place on Saturday 8 October 2016. Come along to find out more about our courses and see our facilities.

Register now

Please note: we are currently reviewing our entire course provision for 2017/18. Details will be included in your registration email.

This course is open to International students

School of Education

Discover the School of Education

We are the top university providing education training in the West Midlands, and 25th in the UK. (Guardian University Guide 2016)

Visit our School site for more student work and extra information.

Visit the School website

Where our students go

Our students have gone on to work with companies such as:

  • Barnardos
  • Solihull Inclusion Service

And in jobs such as:

  • Family Support Worker
  • Children's Centre Worker

Entry Requirements

Entry Requirements for Clearing 2016

220 points (or equivalent) are required for this course in Clearing.

Use the UCAS Tariff Tables to work out your points.

Call our Clearing hotline 0121 331 6777.

Or get an instant offer on Facebook or Twitter if you PM/DM us a few details.

Alternative options

We accept a range of qualifications, the most popular of which are detailed below.

UK students
Essential

A minimum of 4 GCSEs at grade C or above, at the point of enrolment. These must include English language and mathematics. If you do not already have the required GCSEs, including English language and mathematics, or their equivalent for entry onto this course, and are not registered to take them, visit Equivalency Testing for further information.

240 UCAS tariff points from A/AS Level

Typical Offers
UK Qualification Requirements 2016/17
GCE A Level/ AS Level 240 UCAS points = CCC
Access to Higher Education Diploma Pass with minimum 18 Merits/Distinctions at Level 3, also including GCSE English Language and Maths equivalence if not hold separately.
BTEC Diploma (12-units) DD
BTEC Extended Diploma (18-units) MMM
BTEC Subsidiary Diploma/ National Award (6-units) Accepted in combination with other level 3 qualifications to achieve a minimum total of 240 UCAS points.
International Baccalaureate Diploma 24 points overall
Irish Leaving Certificate Minimum 240 UCAS tariff points
Scottish Higher/ Advanced Higher Minimum 240 UCAS tariff points
Welsh Baccalaureate (core plus options) Accepted in combination with other level 3 qualifications to achieve a minimum total of 240 UCAS points.
Other qualifications
If you have a qualification that is not listed in the table please refer to our full entry requirements on UCAS.

Please note we will make offers on the following qualifications:

  • CACHE Level 3 Diploma in Childcare and Education
  • CACHE Level 3 Extended Diploma for the Children and Young People's Workforce (QCF).
Please note we will not make offers on the following qualification:
  • CACHE Level 3 Diploma for the Children and Young People's Workforce (QCF)
Further guidance on tariff points can be found on the UCAS website.
EU/International students
Essential
EU/Non-EU (International) Qualifications Requirements 2016/17
IELTS 6.0 overall with 5.5 minimum in all bands
International Baccalaureate Diploma (or equivalent, including internationally accredited Foundation courses). 24 points overall
Country-specific entry requirements and qualifications.

 

International students who cannot meet the direct entry requirements can begin their degree studies at Birmingham City University International College (BCUIC).

Please note: successful candidates will be required to obtain an Enhanced Disclosure and Barring Service (DBS) clearance via the Faculty.

Topping up to a full Honours Degree
If you would like to 'top up' an existing Level 5 qualification we would welcome your application into our Level 6 programme. You'll usually need a Foundation Degree or HND in Early Childhood Studies or similar. We require an average mark of 60 per cent or Distinction/Merit profile for entry at Level 6, as well as Level 2 qualifications in English and mathematics.

We will also consider applicants at Level 5 entry with a lower grade average, or with a Level 4 qualification such as a Certificate in Higher Education in an appropriate subject (for example Childhood Studies, Early Years Education, Children and Families).

Applications at Level 5 or 6 are via UCAS, please ensure you indicate you are applying for entry at Yr 2 or 3.

Teacher Training
Those intending to apply for the PGCE Early Years or Primary course in the future as a route into teaching will need to have GCSE at grade C or above (or equivalent) in English language, mathematics and a science subject.

The UCAS tariff is changing

If you're considering applying for this course to start in September 2017 onwards, it's important to know that the UCAS tariff system is changing.

UCAS tariff points – the points system most universities use to compare different qualifications – will be introducing a new system on how points are calculated.

More about the new tariff

Unconditional Offers

Unconditional Offers

If you are a full-time undergraduate applicant for the 2016/17 year, and show particular potential, we may be able to make you an unconditional offer if you make us first choice and satisfy certain criteria.

To be considered you must hold, or be predicted to achieve:

280 tariff points or above from three A levels (equivalent to grades BBC or above)
or
be predicted DMM profile at BTEC level

Learn more about unconditional offers >>

UK or EU students

Award Start Mode Duration Fees
BA (Hons) Sep 2016 FT 3 years £9,000 per year Apply via UCAS
Sep 2017 FT 3 years £9,250 per year Apply via UCAS

International Students

Award Start Mode Duration Fees
BA (Hons) Sep 2016 FT 3 years £12,000 per year
Sep 2017 FT 3 years £12,000 per year

If you're unable to use the online form for any reason, you can complete our PDF application form instead.

The University reserves the right to increase fees broadly in line with increases in inflation, or to reflect changes in government funding policies or changes agreed by Parliament.

Clearing

Places available to start in September 2016

If you would like to start this September, you can apply through Clearing.

0121 331 6777

PM us for an offer

DM us for an offer

International students can also apply to start this September through Clearing. More information for international students.

Want to start in September 2017?

You can apply via UCAS from 6 September 2016.

Additional costs

We offer a wide range of professionally accredited and vocational courses that require the purchase of, among other things, uniforms, equipment, subscriptions, professional body memberships and DBS checks, and may require you to pay to attend conferences or participate in placements.

The link below provides our estimate of the possible costs associated with key activities on specific courses. Please bear in mind that these are only estimates of costs based on past student experience and feedback. The actual costs to you could vary considerably (either greater or lower than these estimates) depending on your choices as you progress through the course. We set out where we can, based on experience, where these indicative costs are for activities that are optional or compulsory.

All our students are provided with 100 free pages of printing each year to a maximum total value of £15.

Find additional costs for your course

Your personal statement

Your personal statement is a highly important part of your application. It gives you a crucial opportunity to say why you’re applying and why the institution should accept you.

Here are the key areas you’ll need to address:

Course choice

Why does this course appeal? What areas are of particular interest?

Career plans

If you have a specific career in mind, say how your chosen course will help you pursue this goal.

Work experience

Mention any work that is relevant to your subject, highlighting the skills and experience gained.

School or college experience

Highlight skills gained at school/college, eg summer schools or mentoring activities.

Non-accredited skills or achievement

eg Duke of Edinburgh Award, Young Enterprise scheme.

You should also mention your future plans – if you’re planning to take a year out, don't forget to give your reasons. Talk about any subjects you’re studying that don’t have a formal assessment and any sponsorships or placements you’ve applied for. And don't be scared to add in details about your social, sports or leisure interests.

Get more information on writing personal statements.

This course is not available part-time

Got any questions?

Search our Frequently Asked Questions for a range of information about our courses and studying here.

Loans and Grants

Financial Support

We offer further information on possible undergraduate financial support. This includes the type of loans, grants and scholarships available both from the government and from Birmingham City University.

Year one

We’ll introduce you to ways in which you could work with children professionally and the world of childcare as it relates to society’s youngest people, from babies to the under-fives. We’ll support your transition to university study through lots of group work experiences, and plenty of opportunity to build on your existing skills and to learn new ones.

We introduce you to many aspects of early childhood, especially child development and the importance of play for babies’ and young children’s development and wellbeing. You also get to choose an optional module that could pave the way for your future career.

Year one: 120 Credits
Award: CertHE

Principal - Introducing Professional Practice

This module supports you in developing a range of professional and personal skills and is linked to your placement experiences. You’re introduced to aspects of working in early childhood services, for example, working in partnership with parents, and supporting babies and children who have English as an additional language.

Core - Introduction to Child Development

Understanding how babies and young children grow and develop is a key skill when working with them. We introduce you to a theoretical understanding of how children develop and learn so you can promote their learning, development and wellbeing.

Children's Play

Understanding how children make sense of the world through their play will enable you as a practitioner to create a purposeful environment for babies and young children to do this. We explore how adults can support children play and how play can be used as a therapeutic tool to support children’s wellbeing.

Optional - Children and Childhood

We explore how and why childhood has changed over time, giving consideration to the impact of the industrial revolution, the development of technology, the role the  media plays in our understanding of childhood, and the change in how families are structured.

The Child's Learning Environment

In this module we consider how the environment can have a positive or negative impact on children’s learning. We think about the indoor  and outdoor environments, reflecting on resources, organisation and structure of the environment. We also consider the emotional wellbeing of babies and young children, and how this impacts on their learning and development.

Principles of Inclusion

Having an understanding and awareness of an inclusive environment and how this impacts on young children’s wellbeing is the main forces of this module. We consider how as a practitioner committed to inclusion of all children, regardless of their ability, race, religion or background, we can create an inclusive environment where all young children feel they belong and are able to succeed.

Year two

You’ll explore issues which are at the heart of professional practice, including the safeguarding of children and child protection. Your ability to reflect on professional practice is key to your development and we draw on your placement experiences to support you in becoming a reflective practitioner. We will also help you to learn about how a child continues to develop.

We work with you to develop research skills and to become more familiar with how research impacts on the development and changes in early childhood services. You get the chance to select from a suite of optional modules - you might want to continue on the pathway you started in Year 1 or to move to a different pathway. We’ll support you in clarifying your ideas about future careers and making employment choices that are right for you.

Year two: 240 Credits
Award: DipHE

Principal - Developing Professional Practice

This module builds on the professional skills you developed on your placement in Year 1 and supports your growing ability to reflect on your practice, evaluate your performance and to plan for how you can improve as a professional and practitioner. We introduce you to various theories of reflection and explore the impact of taking a reflective approach to practice.

Core - Safeguarding and Child Protection

This module is compulsory for all students on the course. We understand the need to safeguard babies and young children, and the professional and moral responsibility you have as practitioners. We also draw on recent and relevant policy and legislation to ensure you have a good practical and theoretical understanding of your role in protecting children.

Further Child Development

This module builds on the work undertaken in Year 1. You’ll examine aspects of child development and develop your own skills in terms of carrying out observations and making assessments of children’s development. We consider how to do this ethically and how we can involve parents in assessments of children to ensure that their learning and development needs are being met.

Researching Early Childhood

We explore research methods in a practical way through designing and carrying out a piece of research in small groups. We start the journey of becoming an early childhood researcher and examine the impact of research on the development of early childhood services and provision.

Optional - Children and Their Families

This module examines the role of parents and families in childhood, considering their needs and how early childhood services can support parents in promoting the wellbeing, learning and development of their child.

The Child as a Creative Learner

By exploring what creativity is, you’ll make connections between theory and practice, designing creative experiences to promote child curiosity and development.

Developing Inclusion through Communication

Through an examination of how babies and young children acquire language and communicate, this module focuses on meeting the needs of babies and young children who have barriers to communication and language development, and the role of the adult in overcoming them.

Year three

We’ll develop your critical reasoning and analytical skills as you carry out deeper research into an aspect of early childhood, building on what you learnt in the previous year. We value the importance of developing group work skills like negotiation and communication, and the ability to take on leadership roles and promote these skills through your research.

We support you in managing your transition to the world of work or postgraduate study, and help you to develop a range of employability skills such as giving presentations, writing reports, project management, analysis of data and evaluations.  You’ll consider contemporary perspectives of early childhood from a national and international viewpoint and importantly clarify your own philosophy of childhood. Once again you have the chance to select an optional module to reflect your own area of interest.

Year three: 360 Credits
Award: BA (Hons)

Principal - Researching Professional Practice

This module enables you to undertake a small piece of social research within a nurturing and supportive environment. You’ll work very closely with your peers and tutors to examine an aspect of professional practice in early childhood, gathering data, analysing it and presenting findings as a report.

Core - Managing Transitions

This module supports you in managing your transitions, not only to the final year of the course but also to the world of work. By examining, for example, the theory of transitions or self-determination, you can have a better understanding of your need for resilience and reflection.

Contemporary Issues of Childhood

This topical module explores the current issues relating to early childhood to try to identify how society views young children. We examine politics, policy, news and media coverage to unpick what it means to be a child in contemporary society.

Towards Employment

Focusing on employability skills, this module is designed to support you as you search and apply for jobs. We explore and practise interview techniques, writing applications, self-evaluation and appraisal, as well as exploring what’s out there in terms of jobs and opportunities. Understanding the theory will support individual approach and practice.

Optional - Children and Their Worlds

Considering the rights of the child around the world and how we can understand children’s opinions and experience of the world is the main focus here. We explore how children can be research participants and how as adults we can capture the voice of the child and respond to it.

International Perspectives of Children's Learning

By examining what other countries have in place as early years curriculum we can consider the benefits and challenges of our own. This module involves a comparative study of international curricula.

Politics of Inclusion

Taking a global perspective of approaches to inclusion, this module encourages reflection and critical thinking by examining how children with disabilities are supported throughout the world. In doing so we can reflect on our own practice, polices and provision.

Course structure

The course aims to develop students to become confident, well-educated and reflective practitioners with the skills to respond to developments in the field of Early Childhood.

It lays excellent groundwork for professional development and career choices and encourages participants to develop their intellectual capabilities specifically related to Early Childhood.

Understanding child development and theory

Critical reasoning and analytical skills in relation to philosophical, sociological and psychological concepts of early childhood are crucial to the successful completion of the course so that graduates are equipped with the skills, knowledge and understanding to work effectively in the contemporary workforce. The development of ICT skills are a key aspect of the course.

The course will enable students to develop an understanding of child development and well-being. The recognition of the importance of family and community runs throughout principal and core modules. Current policy and government initiatives will be examined and reflected on in local, national and international contexts.

The learning, development and well-being of babies and the young and the factors that influence this - particularly within an urban multi-lingual, multi-faith context - will be examined. Placements during the course will enable students to gain experience of working with babies and young children from birth to five, and their families.

Teaching methods

The programme offers a range of teaching methods, including taught sessions, presentations, workshops, seminars, tutorials, independent study and research. A blended learning approach is applied which will mean you will sometimes be accessing materials and seminars through a virtual learning environment.

Throughout the course, students will be expected to develop a positive approach to learning and will plan, review and take responsibility for their own learning through personal development planning (PDP). This is carried out to develop an individual's skills for future employment and career management.

Teaching breakdown

valuelabelcolor
39 Time in lectures, seminars and similar MidnightBlue
49 Time in independent study RoyalBlue
12 Time on placement LightSkyBlue

Assessment breakdown

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98 Coursework FireBrick
2 Practical exams #fece5a

Student stories - Mary

Mary Turner explains to us why chose to study at Birmingham City University, and how studying Early Childhood studies gave her the confidence to succeed in a career in childcare.

Student stories

Julie Nash

I had studied BA (Hons) Early Childhood Education Studies at Birmingham City University prior to doing my PGCE so knew I was in good hands.

The course has contributed hugely to me fulfilling my ambitions to become a teacher. The assessment strategies used were most appropriate for me personally as the course was assessed through both lecture and experience based work.

Study and work abroad

If you are interested in undertaking part of your studies abroad, the Erasmus scheme may be of interest to you. It allows higher education students to study for part of their degree in another European country.

It is open to undergraduates in their second year (or above) and offers a unique opportunity to enhance your CV and experience new cultures. If you study with us you will have access to an Erasmus co-ordinator, who can provide information about which institutions we have links with.

Find out more

Further study

Whether you eventually want to become a teacher, a social worker, a counsellor or a nursing professional, or make your mark in the legal profession or as a child psychologist, we can help. We offer a wide variety of postgraduate degrees which will help to polish your knowledge and skills in line with your future career aspirations.

Student stories Luke Alletson

I plan to take PGCE

I spent my first placement in a children’s playgroup and nursery, a setting I had not experienced before. I found this so beneficial to my understanding of the course and it was also a practical tool to relating, and putting into practice, the skills we had learned. Birmingham itself is a multicultural city with people from a range of social and economic backgrounds, which I find is extremely beneficial to my learning as I am able to experience different school settings and aid the learning of children from different backgrounds.

Employment Opportunities

You can be confident that achieving an Early Childhood Studies degree will help you when it comes to stepping on to the career ladder. The course’s in-built flexibility and breadth of study provides you with a broad knowledge of ways of working with children and how professionals working in this field are affected by changing Government legislation.

Experience gained on placement will boost your skills and expertise, helping you to write strong job applications and present yourself well during interviews.

Placements

You’ll have plenty of extended placement opportunities, giving you the chance to gain experience alongside a wide range of professionals.

In both Years 1 and 2, you’ll spend approximately seven weeks working in early childhood settings - for example, children’s centres, nurseries, and voluntary projects  - discovering how professional managers and their staff interactive with young children and their families. In Year 1 we place you with one of our partners who are familiar with the course and understand your needs.

In the second year, you’ll be asked to negotiate your own placements, with our support.  If you want to try something different, we’re happy to support you in trying to find a placement to meet your own developing professional needs, be that in a nursery, a refuge, a contact centre or support group for children with disabilities.

There are no placements in Year 3, although you may wish to return to a previous placement in order to carry out your third year research project in professional practice.

More about our placement opportunities...

OpportUNIty

OpportUNIty Student Ambassador

OpportUNIty: Student Jobs on Campus ensures that our students are given a first opportunity to fill many part-time temporary positions within the University. This allows you to work while you study with us, fitting the job around your course commitments. By taking part in the scheme, you will gain valuable experiences and employability skills, enhancing your prospects in the job market.

It will also allow you to become more involved in University life by delivering, leading and supporting many aspects of the learning experience, from administration to research and mentoring roles.

Firewalking

BCU Graduate+

Through our courses we give you the skills and experience needed to get a head start when applying for jobs. But we offer something extra too – Graduate+.

Our unique programme gives you the chance to develop valuable skills outside of the more formal classroom learning. We award points for Graduate+ activities (including firewalking!) and these can be put towards a final Graduate+ award.

More about Graduate+

Graduate jobs

Your degree will give you a great foundation on which to build a career in a wide range of different professions and organisations, where you have the chance to make a real difference to the lives of babies, the under-fives and their families. After graduation, you might choose to become a speech therapist, social worker, child psychologist, health or educational professional.

International Students

Birmingham City University is a vibrant and multicultural university in the heart of a modern and diverse city. We welcome many international students every year – there are currently students from more than 80 countries among our student community.

The University is conveniently placed, with Birmingham International Airport nearby and first-rate transport connections to London and the rest of the UK.

Our international pages contain a wealth of information for international students who are considering applying to study here, including:

Studying in the UK is better

Overseas students studying in the UK are happier and have a better learning experience compared to those studying in other countries.

The International Undergraduate Students: The UK's Competitive Advantage report asked 365,754 international students studying outside their home country to give their feedback on what it's like to study in this country. And the UK scored top in every aspect.

So if you're looking at studying with us, you'll be making a good choice.

Overall measures: ranked positions
UK
Australia
Canada
NZ
US
Undergraduate 2014 2014 2014 2013 2014
Recommendation 1 4 3 5 2
Overall satisfaction 1 4 3 5 2
Arrival overall 1 2 4 5 3
Learning overall 1 4 3 5 2
Living overall 1 2 5 3 4
Support overall 1 4 5 3 2

Birmingham City University International College (BCUIC)

International students who have a serious interest in studying with us but who perhaps cannot meet the direct entry requirements, academic or English, or who have been out of education for some time, can enter Birmingham City University International College (BCUIC) and begin their degree studies.

BCUIC

BCUIC is part of the global Navitas Group, an internationally recognised education provider, and the partnership allows students to access the University’s facilities and services and move seamlessly through to achieving a Bachelor’s degree from Birmingham City University.

Learn more about BCUIC

Popular home countries

Our students come from around the world but our early childhood course is most popular with international students from:  

Our Facilities

We are constantly investing in our estate and are currently in the process of spending £260 million on new learning facilities.

The School of Education boasts some of the best teaching and learning facilities in the country. As part of your training you will have access to our specially developed replica classrooms with interactive whiteboards, enabling you to experience the classroom environment.

 
Science education facilities

Our laboratory and Science Education Learning Room have been newly built for the start of the 2015/16 academic year. The Science Education Lab will enable trainees to encounter and explore the latest Science Education pedagogies, and together with the Science Learning Room will facilitate trainees’ transition from “subject expert” to “expert subject teacher”. Trainees will work in a fully hands-on way with the core science education materials to develop excellent subject and pedagogic knowledge - the twin attributes of the outstanding teacher.

Campus

City North is a big, bustling campus, three miles north of Birmingham city centre. It's easy to get to and offers on-site parking. Located 5 minutes from Perry Barr train station, City North Campus is also ideally positioned along major bus routes.

The School of Education will be moving to City South Campus in Edgbaston during the 2017/18 academic year.

Virtual School

One of the most exciting innovations in recent years for our trainee teachers and students is our virtual school. You can encounter a range of real-life situations within a simulated environment, that teachers are often confronted with.

Visit our Virtual School

Departments

All our departmental facilities replicate the school learning environment.

  • Art and Design
  • Design and Technology
  • History
  • English
  • Mathematics
  • Religious Education
  • Music
  • Drama

IT Support

Each student has a personal computer user name and server space Specific software for use by teachers and for use in classrooms.

Other items available include:

  • Training and training notes
  • Students can borrow cameras, LCD projector
  • Specialist technician support
  • Dedicated research base for postgraduate research students

Art and Design Department

There are fully equipped art studios suitable for 3D construction, printmaking, drawing and mixed-media. For textile and ceramics specialists, there are sewing machines and facilities for batik work and a large kiln for firing ceramics. The department has an ICT Suite for digital media that includes both Mac and PC computers. There is also access to a bank of Apple iPads for on and off-site digital working including the use of social media.

Design and Technology Department

The department has access to specialist facilities, including a dedicated teaching suite for food and textiles. The textiles area has 10 sewing machines, an overlocker, CAD/CAM embroidery machines, dye sublimation equipment, a felting machine and an electronic microscope that links to the interactive whiteboard. It is also well resourced with surface decoration and construction equipment.

The food area has five electric cookers, combination microwave/ovens, an extensive range of industrial and domestic equipment, eg industrial ice cream makers and electric pasta makers, bench top printer and a CAD/CAM icing printer. The specialist tutor is a Speed Step and basic food hygiene trainer.

There is a specialist room for design and technology teaching and independent work, as well as a well-stocked reference library that contains a wide range of resources that are relevant for undergraduate and postgraduate students.

Other features include a recycling materials area, specialist work benches and a bank of computers linked directly to CAD/CAM equipment.

History Department

There are plenty of replica artefacts in the department and other superb facilities, including a huge library of dedicated subject books and an interactive whiteboard. We also inspire our trainee teachers to bring history to life by offering them opportunities to travel to historic sites.

English Department

The School of Education has two dedicated English teaching rooms that contain a substantial children's collection of works including fiction, non-fiction, poetry, picture books and multicultural text. There is also a selection of phonics teaching materials, puppets and story bags that are used in teaching sessions.

You can explore the links between ICT and literacy through the department's Digital Blue cameras and electronic photo albums.

Mathematics Department

There are two dedicated teaching rooms for mathematics. The rooms make use of Promethean and Smart interactive white boards. Both rooms contain a library of recent and relevant publications as well as a wide range of resources for use while on teaching practice.

Trainees are supplied with the use of a laptop for the duration of the course. The laptops come with Autograph and Geometers Sketchpad software. There are a class set of iPads available for the teaching sessions.

Religious Education Department

This teaching room attempts to bring sacredness in its vicinities and a visitor will find precious collections of artefacts and devotional utilities, audio-visual resources, books, sacred texts and children's books from a range of religious traditions to support learning and teaching.

Early Years Department

As well as enjoying very strong links with local schools and specialist nurseries, we have a specialist teaching room that has a range of story sacks and puppets, an extensive selection of planning resources, copies of key texts, and toys and equipment that are relevant for foundation stage.

Music Department

The music department has two dedicated classrooms and seven practice rooms, five of which contain dedicated computer-based recording/sequencing equipment. There is also a fully equipped sound recording studio and Apple Mac computers for sound manipulation.

Drama Department

There is a fully equipped drama studio with stage lighting.

Rosemarie Lowe

Programme Director Early Childhood Studies

Having spent 10 years teaching in a variety of primary and infant schools in Birmingham I had the opportunity to develop a service within the local authority of a team of early years specialist whose role was to support and develop early years practice and provision across the maintained and non-maintained sector.

This move into an advisory role, training and development combined interests in adult learners and a passion and commitment to high quality effective early years provision. Moving to Higher Education seemed a natural progress and I spent some time teaching and developing Early Childhood courses at Newman University College before joining Birmingham City University in 2008.

The rights of children and the need to work in partnership with parents remain a core value in my teaching and research interests, which is reflected in my current studies and recent evaluation projects for local authorities.

UK prospective students:

UK enquiry form

+44 (0)121 331 5595

EU / International prospective students:

International enquiry form

+44 (0)121 331 5389

Already applied?

Email the applications team

+44 (0)121 331 6295