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Education Studies - BA (Hons)

Are you interested in teaching, education systems, care or research? Our BA (Hons) in Education Studies will allow you to explore all aspects of education, focusing on subject areas of most interest to you, so that you graduate with a range of career options in what you love to do.

Studying with us in 2021/22

It is possible that the 2021/22 academic year may be affected by the ongoing disruption caused by the COVID-19 pandemic. Any arrangements put in place by the University for the 2021/22 academic year will be in accordance with the latest government public health advice, pandemic-related/health and safety legislation, and the terms and conditions of the student contract.

  • Level Undergraduate
  • Study mode Full Time
  • Location City South
  • School School of Education and Social Work
  • Faculty Faculty of Health, Education and Life Sciences

Course overview

Are you interested in teaching, education systems, care or research? Our BA (Hons) in Education Studies will allow you to explore all aspects of education, focusing on subject areas of most interest to you, so that you graduate with a range of career options in what you love to do.

This course is open to International students.

What's covered in this course?

Studying in our recently extended state-of-the-art £71 million City South Campus in Edgbaston, you will explore concepts such as education and society, equality, diversity, values and policies of the UK education system, as well as educational systems around the world. You will also have lots of opportunities to delve deeper into subjects that matter and are of interest to you too.

Our degree uses a wide variety of learning methods, including interactive and engaging lectures, seminars and workshops with guest speakers often stopping by to share their knowledge. This is combined with our experienced course staff who will be supporting and guiding you every step of the way.

Throughout the course we arrange visits to and welcome guest speakers from organisations from across Birmingham including, the Thinktank, Historic England, CBSO and the Newman Brother’s (a museum in the Jewellery Quarter). You will also have the opportunity to go on a work placement during year two to enhance your skills and experience.

The placement module is a crucial aspect and allows you to merge theory with practice.  You will be encouraged to experience and consider different educational settings though enhancement activities such as volunteering, Careers Week, Graduate+ and presentations from external speakers. 

This course is designed to promote independence so that you become more a confident, autonomous, creative lifelong learner and will challenge you to push the boundaries and discover your full potential while at university. 

Why Choose Us?

  • Learn in our £71 million City South Campus - You will have access to state-of-the-art facilities which will inspire and motivate you
  • Commitment to employability - we will make sure that you are ready for employment when graduating and will support you to gain experience in the areas you are most passionate about. Nearly 99 per cent of the School's undergraduate students are in work or further study six months after graduation (DLHE 2016/17)
  • Expert staff team - our experienced, passionate and dedicated staff team will guide you through the course to maximise your learning opportunities and future employability
  • Strong industry relationships - we work in partnership with local schools, care leavers support services, art galleries and museums, Birmingham's virtual school and special schools
  • Study abroad - you can choose to study abroad on this course. Students from other education courses have travelled to as far afield as South America and you could too!
  • Excellent placement opportunities - placement work is built in to this course to provide you with skills and experience that will prepare you for future employment
  • Access to expert guest speakers

Similar Courses

Entry Requirements

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

Essential Requirements

96 UCAS tariff points from A/AS Level

Level 2 Qualifications
UK Qualification Requirements 2021/22
GCSE
  • 4 GCSE's including English Language and Mathematics at grade C/4 or above
  • Equivalent level 2 qualifications can be accepted
  • Must have been achieved at the point of enrolment
City and Guilds Level 2 Certificates in Adult Numeracy/ Adult Literacy
  • Adult Numeracy only
  • Pass
  • Must have been achieved at the point of enrolment
Functional Skills/ Essential Skills level 2
  • Maths only 
  • Pass
  • Must have been achieved at the point of enrolment
Key Skills level 2
  • Application of Number only
  • Pass
  • Must have been achieved at the point of enrolment
Irish Leaving Certificate (Ordinary Level)
  • See level 3 entry under Irish Leaving Certificate for full details
Scottish Intermediate 2
  • English language and Maths at grade C or above
  • Must have been achieved at the point of enrolment
Scottish Credit Standard Grade
  • English language and Maths at grade 2 or above
  • Must have been achieved at the point of enrolment
Scottish National 5
  • English language and Maths at grade C or above 
  • Must have been achieved at the point of enrolment
IELTS
  • Minimum overall IELTS score of 6.0 with no subtest below 5.5
Plus one of the following Level 3 (and above) Qualifications
UK Qualification Requirements 2021/22
A level and Advanced VCE
  • CCC / 96 UCAS points 
  • A maximum of 3 subjects are considered. These can be other A-levels or level 3 equivalents
AS and AS VCE
  • 96 UCAS points
  • These can be a combination of AS and other A-levels or level 3 equivalents
Access to HE Diploma
  • Education subjects preferred but other subjects also considered
  • Pass with minimum 18 Merits/Distinctions at Level 3
British bachelor's degree
  • Minimum 3rd at full honours
  • In a related subject. Non-relevant subjects may be considered
  • Pearson BTEC National Extended Diploma (2016 – present)
  • Pearson BTEC Extended Diploma (QCF) (2010 - 2016)
  • BTEC Level 3 National Diploma (2002 – 2010)
  • MMM / 96 UCAS points
  • Pearson BTEC Level 3 National Diploma (2016 – present)
  • Pearson BTEC Diploma (QCF) (2010 – 2016)
  • BTEC Level 3 National Certificate(2002 – 2010)
  • 96 UCAS points
  • Considered with one A-level or an equivalent level 3 qualification 
  • Pearson BTEC National Foundation Diploma (2016 to present)
  • Pearson BTEC 90-Credit Diploma (QCF) (2010 - 2016)
  • 96 UCAS points
  • Considered with one A-level or an equivalent level 3 qualification 
  • Pearson BTEC Level 3 National Extended Certificate (2016 – present)
  • Pearson BTEC Subsidiary Diploma (QCF) (2010 - 2016)
  • BTEC Level 3 National Award (2002 - 2010)
  • 96 UCAS points
  • Considered with A-levels or equivalent level 3 qualification(s)
  • Pearson BTEC Level 3 National Certificate (2016 - present)
  • BTEC Level 3 Certificate (QCF) (2010 - 2016)
  • 96 UCAS points
  • Considered with A-levels or equivalent level 3 qualification(s)
  • NCFE CACHE Level 3 Diploma in Child Care and Education
  • NCFE CACHE Level 3 Diploma in Childcare and Education (Early Years Educator) (from September 2014)
  • NCFE CACHE Technical Level 3 Diploma in Childcare and Education (Early Years Educator)
  • C / 96 UCAS points
  • Considered with A-levels or equivalent level 3 qualification(s)

NCFE CACHE Level 3 Extended Diploma for Children’s Care, Learning and Development (Wales and Northern Ireland)

  • C / 96 UCAS points
  • Considered with A-levels or equivalent level 3 qualification(s)

NCFE CACHE Level 3 Extended Diploma for the Children and Young People’s Workforce

  • C / 96 UCAS points
  • Considered with A-levels or equivalent level 3 qualification(s)
  • NCFE CACHE Level 3 Diploma in Early Years Education and Care (Early Years Educator)
  • NCFE CACHE Technical Level 3 Diploma in Early Years Education and Care (Early Years Educator)
  • A / 96 UCAS points
  • Considered with A-levels or equivalent level 3 qualification(s)
  • NCFE CACHE Level 3 Extended Diploma in Health and Social Care
  • NCFE CACHE Technical Level 3 Extended Diploma in Health and Social Care
  • C / 96 UCAS points
  • Considered with A-levels or equivalent level 3 qualification(s)

International Baccalaureate Diploma

  • Obtain a minimum of 24 points overall with English Language or a History subject at HL grade 5
  • For students who do not already hold a GCSE in Mathematics at Grade C/4 or above grade 5 in Maths (Standard Level) from the IB Diploma will be accepted
  • For students who do not already hold a GCSE in English Language at Grade C/4 or above Standard Level English Language (not literature) English A - Grade 4 or above or English B - Grade 5 from the IB will be accepted

Irish Leaving Certificate (Highers)

  • Pass the Irish Leaving Certificate with a minimum of 96 UCAS tariff points, achieved in four Higher level subjects. This must include Maths and English Language taken at either Ordinary level (minimum grade O1-O4 (or A-C/A1-C3)) or or Higher level (minimum grade H1-H7 (or A-D/A1-D3 up to and including 2016))

OCR Cambridge Technical Extended Diploma

  • MMM / 96 UCAS tariff points

OCR Cambridge Technical Diploma

  • 96 UCAS tariff points
  • Considered with one A-level or an equivalent level 3 qualification 
  • OCR Level 3 Cambridge Technical Foundation Diploma (2016 - present)
  • OCR Level 3 Cambridge Technical Subsidiary Diploma (until-2016)
  • 96 UCAS point
  • Considered with one A-level or an equivalent level 3 qualification 
  • OCR Level 3 Cambridge Technical Extended Certificate (2016 – present)
  • OCR Level 3 Cambridge Technical Introductory Diploma (until 2016)
  • 96 UCAS points
  • Considered with two A-levels or equivalent level 3 qualification(s)

Scottish Advanced Higher

  • Achieve a minimum of 96 tariff points achieved in either three Advanced Highers or from a combination of two Advanced Highers plus two Highers
  • Where three Advanced Highers have been taken achieve a minimum of grades DDD
  • Where a combination of Highers and Advanced Highers have been taken you must achieve (grades of DD in two Advanced Highers plus grades of CD in two Highers)

T-Levels

  • 96 UCAS points (Merit overall)
  • Must be in either Education related subject

Advanced Welsh Baccalaureate - Skills Challenge Certificate (first teaching September 2015)

  • 96 UCAS points
  • Considered with two A-levels or equivalent level 3 qualification(s)

Welsh Baccalaureate Advanced Diploma – Core (awarded until 2016) ESW/KS Combined component

  • 96 UCAS points
  • Considered with two A-levels or equivalent level 3 qualification(s)
  • WJEC Level 3 Applied Diploma (graded A* - E)
  • WJEC Level 3 Applied Diploma (graded D* - P)
  • 96 UCAS points
  • Considered with two A-levels or equivalent level 3 qualification(s)
Other qualifications
If you have a qualification that is not listed in the table please refer to our full entry requirements on UCAS.

Further guidance on tariff points can be found on the UCAS website.
Extra Information for EU/International students
Essential
EU/Non-EU (International) Qualifications Requirements 2021/22
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).

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

Fees & How to Apply

  • International students

Award: BA (Hons)

Starting: Sep 2021

  • Mode
  • Duration
  • Fees

Award: BA (Hons)

Starting: Sep 2021

  • Mode
  • Duration
  • Fees
  • Full Time
  • 3 years
  • £13,200 per year

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

£150 free credit (home/EU students only)

For 2021 entry, all new home/EU undergraduate students will receive £150 worth of free credit to spend in a host of ways, on books and a range of learning materials.

Access to computer equipment

You will require use of a laptop, and most students do prefer to have their own. However, you can borrow a laptop from the university or use one of our shared computer rooms.

Printing

You will receive £5 print credit in each year of your course, available after enrolment.

Field trips

All essential field trips and associated travel costs will be included in your course fees.

Access to Microsoft Office 365

Every student at the University can download a free copy of Microsoft Office 365 to use whilst at university and for 18 months after graduation.

Key Software

You will be able to download SPSS and Nvivo to your home computer to support with your studies and research.

Key subscriptions

Subscriptions to key journals and websites are available through our library.

Free access to Rosetta Stone

All students can sign up to the online learning language platform for free through the Graduate+ scheme.

DBS check

You will require a Disclosure and Barring Service (DBS) check for this course. Your first DBS check is included in your fees.

Placement expenses (mandatory)

Placements are a compulsory element of many health and teacher training courses. You'll need to budget for accommodation and any travel costs you may incur whilst living or working away from home.

Excess printing (optional)

Once you have spent your £5 credit, additional printing on campus costs from 5p per sheet.

Books (optional)

All module key texts will be in the University library, but in limited numbers. You may choose to purchase a copy.

Field trips (optional)

This course includes the option of additional trips that may enhance your experience, at extra cost.

Subscriptions (optional)

You may wish to purchase subscriptions to additional journals and websites.

Accommodation and living costs

The cost of accommodation and other living costs are not included within your course fees. More information on the cost of accommodation can be found in our accommodation pages.

Guidance for UK students

UCAS

UK students applying for most undergraduate degree courses in the UK will need to apply through UCAS.

The Universities and Colleges Admissions Service (UCAS) is a UK organisation responsible for managing applications to university and college.

Applying through UCAS
 Register with UCAS
 Login to UCAS
 Complete your details
 Select your course
 Write a personal statement
 Get a reference
 Pay your application fee
 Send UCAS your application

Our advice for applying to a health care course

Applying for a course and preparing for an interview can be a daunting process, so we have created a series of films to help you through the process, including what to put in your personal statement.

More guidance

International students

There are three ways to apply:

1) Direct to the University

You will need to complete our International Application Form and Equal Opportunities Form, and submit them together with scan copies of your original academic transcripts and certificates.

2) Through a country representative

Our in-country representatives can help you make your application and apply for a visa. They can also offer advice on travel, living in the UK and studying abroad.

3) Through UCAS

If you are applying for an undergraduate degree or a Higher National Diploma (HND), you can apply through the UK’s Universities and Colleges Admissions Service (UCAS).

You can request a printed form from your school or nearest British Council office. You will be charged for applying through UCAS. Birmingham City University’s UCAS code is B25 BCITY.

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.

Course in Depth

Year One

In order to complete this course, you must successfully complete all the following CORE modules (totalling 120 credits).

This core module introduces you to Education Studies. It will encouraged you to see yourself as a researcher, asking questions and testing assumptions about your own experiences of education. We all think we know about schools and education but how much do we really know and how far is our knowledge affected for better or worse by our personal experiences?

For example, what does it mean to be an educated person? The module will introduce you to a range of theories and practices that relate to education, learning development and teaching across a range of educational setting. You will be expected to reflect upon these educational experiences of learning through a number of interactive practical activities involving peer learning and peer support, sharing educational experiences and exploring how and why learning happens in different educational spaces. There will be an emphasis throughout the module on developing appropriate study skills and academic writing practices for study in higher education.

This module will introduce you to a range of different key thinkers in the philosophy of education. The module is only loosely designed and the content will be decided as part of collaborative process in the first session: there is a long list of thinkers we will talk through and a short list will be decided upon. Additionally, the module will build the connection between theory and experience as we use the various theoretical understandings of education to explore personal experiences.

In this module you will learn to think deeply and critically about creativity and its relationship to educational issues. You will enquire into a range of educational concepts, such as, ‘deep learning’, ‘critical thinking’ and ‘creative learning’ and gain knowledge and understanding of creative learning programmes found in schools and other educational settings in the UK and around the world. You will apply ideas you have discovered in this module about creativity to your own learning and explore how they help shape a creative community of learning through your work with others in the module.

This module explores a range of issues in society which impact on education in different ways. We will cover issues such as gender, race, poverty, and disability, and look at the wide range of responses to such issues. This will include an examination of the educational work of places other than schools as they work to respond to social issues impacting educational inequality. Guest speakers are invited in to share their expertise.

This module introduces you to the study of education worldwide. We start by considering some of the theoretical and global contexts for the study of education, including what we mean by the term ‘globalisation’ and some of the global institutions running educational projects. From here we turn our attention to specific case studies of different countries around the world in relation to some of the key issues in international education, such as global goals, international testing, bilingualism, ethnic minorities, and national identity, drawing on our theoretical grounding to help us better understand the issues.

In this module you will explore theories about human development and learning across a range of biological and psychological perspectives drawn from a variety of disciplines such as anthropology, neuroscience and biology. Key theories about learning and development such as Behaviourism, Constructivism, Social Constructivism will also be discussed, with the focus on how they have been studied and observed in practice.

Year Two

In order to complete this course, you must successfully complete all the following CORE modules (totalling 120 credits).

This module is an introduction to carrying out research projects. As well as developing your understanding of key aspects of research in education, this module will also prepare you for your final research project at Level 6. The module will take you through the key stages in designing a piece of research, including conducting a literature review, deciding on appropriate research methods, and considering ethical considerations in research. To this end the module will feature input from a range of different staff members, drawing from the breadth and depth of research experience in the School of Education and Social Work.

This module will require you to organise a work-based experience (for at least 8 weeks) in one educational setting of your choice. You will be prepared for placement by your tutor and supported by them during your time on placement.

The work-based placement experience will be a context in which to examine educational practices and roles. It will provide the context for an introduction to practice-based research. You will gain direct experience of educational practices through your placement and use your e-portfolio to reflect critically on the experiences and issues raised during your placement.

This module will start with an exploration of comparative education and the skills of making comparisons. We then consider different models of globalisation, including world-systems theory and post-colonial theory. We consider issues of international law and agreements, institutional and non-institutional responses to inequality in education, aid and development and cultural variations.

This module is designed to develop your understanding of the education system and its structures in England. It has as its central theme the changing relationship between the state, compulsory education and its users through the relationship between the UK political system and the UK education system. The module analyses UK education policy in the recent past with a particular focus on changes under successive governments and with specific reference to England.

This module offers a critical and challenging introduction to special educational needs in the context of contemporary understandings of inclusion and diversity in education. It will cover topics such as: historical perspectives on inclusive education; social models of disability, and developing inclusive practices in education.

This module explores how curriculum development is not carried out in isolation from other educational activities but is part of an iterative, developmental implementation and review cycle in all educational settings. The module will encourage you to explore aspects of curriculum development, including content, objectives, processes and assessment. You will also review a number of case studies such as the large-scale curricular reform required to implement the National Curriculum for state education in England and Wales, and the history around alternative educational curriculum approaches such as Steiner or Montessori in Early Years.

Year Three

In order to complete this course, you must successfully complete all the following CORE modules (totalling 120 credits).

The practice-based research module builds on the research and academic skills you have already acquired through your work in the related modules at Levels 4 and 5. You might choose a topic, which is related to your career choice, or is a subject that you are especially interested in, or is an area which you have already done some work and in which you would like to develop further. The exact format for your research will depend on the type of study you choose to do. However, most often it will take the form of a small-scale practice-led enquiry, which typically will be based on your placement experiences, or a desk-based critical analysis of a contemporary issue in educational practice/policy arising out of your experiences on placement. Irrespective of the subject-matter and research design that you decide to adopt, you will be expected to provide a critical analysis of the published research in your chosen area, and key theoretical perspectives used in your study.

This module will help you to critically evaluate how and why different education practices and policies develop in the ways they do. Education is highly political and through this module we will examine the politics of decision-making around educational policies and government initiatives. The module will help you to understand the thinking behind these policies and initiatives in addition to discussing who is making the decisions about education, both formally and informally, across all sectors in the UK educational landscape.

From a broad interdisciplinary perspective, this module will explore the ways in which intersecting power relations and changing identity formations around demographic categories impact on and inform educational settings. Demographic categories include gender, race, ethnicity, sexuality, age, class, profession and nationality. These categories will inevitably impact all those affected by the education sector, whether directly or indirectly, such as pupils, students, teachers, lecturers, managers and policy-makers. The importance of education to identify work, institutionally, professionally and personally, will be explored and debated throughout the module.

This module extends your understanding of the function and effects of education through the study of a range of perspectives such as critical theory, structuralism, post-structuralism, Critical Race Theory and feminism. You will examine the relationship between teaching and learning by applying the theoretical perspectives studied. In particular, you will be encouraged to consider how these different perspectives can be integrated in a critical analysis of education in a case study, based in an educational setting of your choice.

This module seeks to stimulate debate about the changing nature of society as it is currently and as might be predicted in the future, and particularly as it affects education. You will explore the different sectors in education and examine how they are responding to contemporary social changes. These changes might include: the changing demands of employment; joblessness and training; working in emergent communities; teaching with digital communication and social media; the political economy; urban questions, and demographic changes, all of which have major implications for education. In particular it will focus on how education itself is changing and likely to change in the future.

Course Structure

Year One

We will begin the year with an in-depth induction process. During this time you be introduced to key members of staff, resources and procedures. We will consider what it means to study at undergraduate and time will also be dedicated to team building activities. During the first year you will be introduced to key education philosophy and theorists. Additionally, we will consider a range of perspectives on local and international education. Throughout the year students will take part in seminars, lectures and workshops with the dedicated team and selected guest speakers. Students will be offered theoretical and practice led perspectives to analyse and evaluate. Students will be asked to reflect on their own educational experiences and values.

Year Two

Birmingham City University has an impressive portfolio of partner organisations and the key event in the second year of study will be your placement. Students will be supported in identifying a placement with one of our partners that is developmental, stimulating and that offers preparation for future career paths.

Students will also consider inclusivity, diversity and cultures of schooling. Students will now have a confident and in depth understanding of a range of educational issues. They will now begin to plan their final year research project. Students will be support to understand research methodologies and the importance of ethical considerations.

Throughout the year students will take part in seminars, lectures and workshops with the dedicated team and selected guest speakers. Students will be offered theoretical and practice led perspectives to analyse and evaluate. Students will be asked to reflect on their own educational experiences and values.

Year Three

The key aspect of year three is the individual and independent research project. Using their planning and preparation from year two, students will undertake research into an area of their choice. Tutorials and on-going support with be provided to support successful and ethically secure research.

We will also explore how identities are shaped and re-shaped through educational experiences and structures. Additionally we will consider how education is changing and key innovations that impact on educational organisations.

Throughout the year students will take part in seminars, lectures and workshops with the dedicated team and selected guest speakers. Students will be offered theoretical and practice led perspectives to analyse and evaluate. Students will be asked to reflect on their own educational experiences and values.

Examples of classroom activities

Each module uses a variety of teaching and learning approaches including:

  • workshops
  • conferences
  • lectures
  • seminars
  • guest speakers
  • visits to schools and other educational settings
  • digital technologies

Employability

Enhancing employment skills

This course enables you to become a reflective and innovative education academic and practitioner, including the ability to be flexible, to respond to and initiate change and manage a life/ work balance creatively.

Education Studies will provide an excellent preparation for you to work with learners of all ages within the education sector. The commercial and industrial worlds are also very interested in people with knowledge about education and training.

You'll have the knowledge and skills to work in educational and training advisory roles in a range of organisations included businesses, local authorities, non-government organisations, charities, museums, art galleries and libraries.

Placements

In the second year of study all students will take a placement of at least eight weeks. This could be in a wide range of educational settings: museums, volunteer schemes, schools, pupil referral units, adult learning centres, hospitals or with educational advisors. 

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.

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:

The UK remains one of the world's leading study destinations

The UK remains one of the world's leading study destinations for international students.

The first-class experience offered by universities are reflected in the world’s largest survey of international students. International students are more likely to recommend the UK than any other leading English-language study destination.

Facilities and Staff

Our Facilities

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

As part of these plans, the University's Education provision will join the rest of the Faculty of Health, Education and Life Sciences at our City South Campus in Edgbaston during 2018.

This is the third phase of the University's project to move all teaching and learning to two campuses, City Centre and City South. By moving our Education provision, we are creating a hub for the provision of public service contracts and professional development at City South Campus and improving the student experience with a stronger sense of community and more consistent support services and facilities.

Campus

In addition to classrooms, a lecture theatre, social learning spaces, an open access IT suite and cafe facilities, the new £41 million extension to our City South Campus offers a range of specialist teaching and learning facilities for specific subjects including science, design and technology, drama and physical education.  

Departments

All our departmental facilities replicate the school learning environment.

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

Not only are we investing £41 million in a new building to house the laboratories and teaching spaces needed, but we also plan to open up these facilities to benefit all students and the wider community. This will complement our existing sports facilities, which already provide a base for students to compete in activities ranging from rugby to.

Mary Seacole Library

The Seacole library, based at City South Campus, is one of the UK's largest specialist health education libraries. The facility offers an extensive range of range of information and reference materials set out in a relaxing environment, conducive to studying. There are comfortable seating areas, group study areas, a silent study area and private study rooms.

Computer Facilities

The Seacole building houses a large open access IT Suite which comprises of 96 PCs, printers, photocopiers and scanners. Our PCs utilise the latest Intel i5 core technology, all with:

  • Fast (unrestricted) internet connectivity
  • Ability to save files to USB, DVD & CD
  • Microsoft Office software
  • Research and statistical software
  • Storage space which can be accessed from any PC across the University and from home

Our PCs are also designed to support students who may have difficulties with reading and writing, featuring specialised software with zooming/magnification and screen reading capabilities, which may also be customised for individual student needs.

The IT Suite offers extended opening hours and is supported by a specialist Open Access Assistant during term time. In addition to the open access PCs within the IT Suite, there are 12 networked student PCs available within Seacole library.

Our staff

Dr Elaine Matchett

Course Leader for Education Studies

Elaine joined BCU in 2010 after teaching in a range of primary and secondary schools across the West Midlands. She initially worked as part of the primary English team at BCU teaching on the BA (Hons) QTS and PGCE Primary course. In 2016, Elaine became the course leader for the BA (Hons) Education Studies. 

More about Elaine

Abdulla Sodiq

Lecturer in Education Studies

Abdulla's career in education started in 1998. He has taught English Language both in the Maldives and in the UK. Abdulla joined BCU in January 2019 after 18 years of service in the British Further Education sector.

Abdulla completed his Doctor of Education in 2017 at University of Warwick's Centre for Education Studies. His current research focuses on educational governance; teachers' and academics' roles in educational governance. He is also interested in conducting research in Educational Linguistics, and educational governance within an international development context.

More about Abdulla