Early Childhood Studies with Foundation Year - BA (Hons)

UCAS Code:
X32F
Attendance:
Full Time (1 year foundation followed by 3 year degree)
Starting:
September 2019
Campus:

Are you passionate about providing children with the very best start in life? Our BA (Hons) Early Childhood Studies with a Foundation Year course seamlessly combines theory with practical experience, so that you can achieve your career goals and make a positive impact on young children’s lives.

Tailor your Society, Childhood and Education Degree

When you successfully complete your Foundation Year, you will be able to progress onto a range of Undergraduate courses at the Birmingham City School of Education and Social Work. These include:

  • BA (Hons) Early Childhood Studies
  • BA (Hons) Education Studies
  • BA (Hons) Primary Education with QTS
  • BSc (Hons) Social Work
  • BA (Hons) Working with Children, Young People and Families

Why choose a foundation year course?

By studying a foundation year in Society, Childhood and Education your first year will be spent learning a wide range of broad subject areas which then open up opportunities for you to specialise further in your next year –  which would be the first year of a full degree programme. 

You will study very broad subjects in your foundation year, which is designed to prepare you for a range of courses and not just one particular BSc or BA degree. 

So although you are studying a BA or BSc in a specific course –BA Early Childhood Studies – the foundation year sets you up for a number of other possible degrees starting the following year. It may be that you don’t end up doing a degree in precisely the same subject as your foundation year.

This flexibility is one of the great things about the foundation year category - Society, Childhood and Education, allowing you to find out more about your interests and talents before focusing on a three year degree. The foundation year also helps us at BCU to make sure we help to match you to the degree that fits you best.

Please note: entry requirements for degree course

Upon completion of your Foundation Year, if your chosen course is regulated by a professional body such as the National College for Teaching and Leadership, you will be required to successfully complete the University’s selection process for the specific programme which will include an interview in order to proceed onto year one of the full degree programme. Entry onto year one of the degree programme will also be subject to a satisfactory DBS and Occupational Health Assessment. 

What's covered in the course?

The well-being of babies and young children is at the heart of this course, which will prepare you to become a confident and competent advocate for children from birth to 5 years.

You will gain a complete understanding of young children’s needs, how they learn, develop and grow and how their early experiences are so fundamentally important. You will also explore wider concepts to support your understanding such as social justice, social mobility and social responsibility.

As you progress through the course, you will develop your personal and professional skills so that in your future career you will be influential in developing practice, provision and policy, as well as resilient and self-assured. 

This course will present many rewarding opportunities for you to explore once you have graduated in many different institutions, such as schools, nurseries and charities. Our staff are dedicated to preparing you for the world of work and will help you to decide which role you want to pursue after graduating.

There will be opportunities for you to work, and learn, alongside a variety of professionals delivering services that support the wellbeing, development and learning needs of babies and young children, with this in mind we have placement opportunities throughout the programme.

Why Choose Us?

  • Strong commitment to social justice 
  • High employability rate 
  • Located in the heart of Birmingham
  • Study in our brand new £41 million City South Campus 
  • Experienced staff 
  • Accreditation is available for Early Years Educators 
  • Enjoy a diverse and flexible learning environment
This course is not open to International students

Where our students go

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

  • Solihull Inclusion Service
  • Family Action
  • Action for Children- Children Centre

And in jobs such as:

  • Children Centre Leaders
  • Early Years Practitioner
  • Parent Partnership Workers

Entry Requirements

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

Entry Requirements
Essential

A minimum of 4 GCSEs at Grade 4 or above (formerly Grade C), at the point of enrolment. These must include English language and mathematics.

Acceptable Mathematics GCSE Equivalents

  • Key Skills Application of Number - Level 2
  • Functional Skills Maths - Level 2
  • City and Guilds Level 2 - Adult Numeracy 

If you do not already have the required GCSEs, (or their equivalent) for entry onto this course, and are not registered to take them, visit Equivalency Testing for further information.

72 UCAS tariff points from A/AS Level

Typical Offers
UK Qualification Requirements 2019/20
GCE A Level/ AS Level 72 UCAS tariff points = DDD
Access to Higher Education Diploma Pass with minimum 18 credits with Merits or distinctions, also including GCSE English Language and Maths equivalence if not hold separately.
BTEC Diploma (12-units) DM in a relevant subject
BTEC Extended Diploma (18-units) MMP in a relevant subject
International Baccalaureate Diploma 24 points overall
Irish Leaving Certificate Minimum 72 UCAS tariff points
Scottish Higher/ Advanced Higher Minimum 72 UCAS tariff points
Welsh Baccalaureate (core plus options) Accepted in combination with other level 3 qualifications to achieve a minimum total of 72 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.

Further guidance on tariff points can be found on the UCAS website.

Please note: Upon completion of your foundation year, you will be required to obtain an Enhanced Disclosure and Barring Service (DBS) clearance via the Faculty in order to proceed onto year one of the full degree programme. 

UK or EU students

Award Start Mode Duration Fees
BA (Hons) Sep 2019 FT 1 year foundation followed by 3 year degree £9,250 per year Apply via UCAS

International Students

Sorry, this course is not available to international students.

Fees for 2019/20 will be published as soon as possible. The University reserves the right to increase fees in line with inflation based on the Retail Prices Index or to reflect changes in Government funding policies or changes agreed by Parliament up to a maximum of five per cent.

Guidance for UK/EU students

UCAS

UK and EU 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

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

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.

The additional costs listed here are to be used for indicative purposes only and are based on the additional costs for the 2018/19 academic year. The additional costs for 2019/20 will be published as soon as possible.

Foundation Year

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

Academic Skills for Success
20 credits

This module is designed to support you in your transition to studying in a Higher Education environment at Birmingham City University. Through a range of class-based group and individual activities, discussions, debates, personal reflection and wider reading and research, you will have opportunities to consider academic conventions, which include: effective use of literature; sourcing and reviewing information; various forms of academic writing; developing reflective capacity. You will also receive guidance on study skills and strategies, which will enhance previously acquired skills.

Download the full module specification

Interpersonal Skills and Professional Behaviours
20 credits

This module will focus on enabling you to gain a deeper understanding of the interpersonal skills and behaviours required to work in your chosen area. Through a range of class based and student focused activities you will explore the different concepts of effective interpersonal and professional behaviours essential to your own personal development and progression. By engaging in this module you will reflect on your own and others values, beliefs and behaviours identifying how this can impact on the way in which you will be viewed by others. You will also address the importance of effective communication and how this can lead you to have a more professional approach in your chose area of work.

Download the full module specification

Equality, Diversity and Inclusivity
20 credits

This module is designed to help you gain awareness and understanding of current challenges around Equality, Diversity and Inclusivity and how this impacts upon the Health, Education and Social Sciences sector, preparing you for your future education and journey into practice. Introducing the Equality Act 2010 as the overarching legislation that focuses on Equality, Diversity and Inclusivity, the module is based on themes that are covered by this Act. The nine protected characteristics, upon which a person can be discriminated, as laid down in the Equality Act, will be discussed throughout and you will be introduced to case studies relevant to your chosen pathways

Download the full module specification

Negotiated Studies
20 credits

This module is designed to support you in your transition to studying in a Higher Education environment at Birmingham City University, allowing you the opportunity to negotiate learning of a bespoke subject. Under the guidance of tutors, you will be able to direct your learning and identify relevant learning opportunities that you feel enable you to learning more about a specific field of study. The subject area within this module is student-led, with guidance and facilitation from designated academic and practice support. You will identify an area of study that you would like to review and evaluate, and which relates to your foundation year pathway and indicate programme.

Download the full module specification

Birmingham’s Children and Society
20 credits

This module will be studied in Semester 1 and provides opportunities for you to develop an understanding of children and society in Birmingham. As the country’s second city, Birmingham offers a rich context for your studies and provides a perfect example of the ways in which children and society inter-relate. You will also be laying foundations for your future studies by gaining knowledge of the environments affecting your chosen degree discipline. No matter where you are from, exploring the ways in which a highly diverse city such as Birmingham provides for the needs of children will provide an invaluable insight.

Download the full module specification

Policy and Politics
20 credits

This module will be studied in Semester 2 and provides opportunities for you to develop an understanding of the politics and policies that impact society, childhood and education. Key aspects of working practice in the disciplines listed above are determined by the policies that come from the government; in the majority of cases, a government department oversees and regulates practice through its policies. This modules will explore the way in which the British constitution works, how policy making takes place and the impact that this has on society, childhood and education. The module will also consider the political spectrum and the way that this impacts policy. Importantly, as someone considering moving into the areas of study outlined above, you will also have the opportunity to consider your own perspectives and the ways in which you have been influenced by policy and politics, and the ways in which you might go on to affect them as a citizen and as a member of a given profession.

Download the full module specification

Year One

In order to complete this course, you must successfully complete all the following CORE modules (totalling 100 credits).

Working as a Professional
40 credits

This first module will explore the potential career pathways for your programme and the necessary skills, values and attributes to be a successful professional within a range of children services. Using this as the context, you will reflect on and identify your existing skills and identify the skills necessary to be a successful student of Higher Education as part of your journey through to professional employment.

Download the full module specification

Child Development
20 credits

In line with the philosophy and aims of the programme, this module encourages you to become confident and reflective practitioners and to recognise the significance of how children develop as a vital part of understanding early childhood. This module will also support you to develop your understanding of domains of development, by this we means children’s physical, cognitive, personal and social development. You will also explore what different theorists have contributed to our understanding of how babies and young children develop. This module links with ‘Observing and Assessing Babies and Young Children’ that you will study later in the year.

Download the full module specification

Children and Childhood
20 credits

This is a core module that all student on the programme will study, we think this is important as it is about what we understand by the concept child and childhood. We have to understand this in terms of our own understanding and society’s understanding if we are to make sense of what it means to study Early Childhood as an academic subject.

Download the full module specification

Observing and Assessing Babies and Young Children
20 credits

In line with the philosophy and aims of the programme, this module encourages you to become confident and reflective practitioners and to recognise the value of observation and assessment in the context of childhood. This module will also support you to develop your understanding of how observation can be used to document the child’s learning journey and support planning for future development.

Download the full module specification

In order to complete this course, you must successfully complete at least 20 credits from the following indicative list of OPTIONAL modules.

Working with Parents and Children
20 credits

In line with the philosophy and aims of the programme, this module encourages you to become confident and reflective practitioners and to recognise the value of working with families and children within an early years context. It is intended that this module will also support you to develop their intellectual capabilities by encouraging you to engage in identifying, reviewing and discussing contemporary issues and debates in working with children and families, policy and practice.

Download the full module specification

Environments as Enabling places
20 credits

In line with the aims and philosophy of the programme, this module helps you to develop knowledge and understanding of the impact of enabling environments on children’s learning and well-being making use of relevant policy, theoretical perspectives and research findings. You will find close links with several modules throughout the course but particularly the Level 5 module, ‘Reflecting on Play, Learning and Pedagogy’ and the Level 4 module, ‘Child Development.’ It also forms a thread with optional modules at level 5 and 6, ‘Exploration, Creativity and the Child’ and ‘International Curricula.’

Download the full module specification

Celebrating Diversity
20 credits

This module explores the terms Diversity and Inclusion. It will examine our human rights and investigate whether these are universal. It will look at the rights movements in Britain and America and look at how these movements have influenced early childhood thinking. Definitions of social justice will be offered along with various views of how social justice could be achieved. An examination of the term ‘Diversity’ will be offered along with suggestions of what a diverse society may look like.

Download the full module specification

Year Two

In order to complete this course, you must successfully complete all the following CORE modules (totalling 100 credits).

Reflecting on Play Learning and Pedagogy
40 credits

This module builds on the skills and knowledge introduced at Level 4, making connections with child development, assessment and observation to develop your understanding of the central importance of play in young children’s development and learning. The module is designed to support and extend your professional reflection so that you are able to articulate you own philosophy of learning in early childhood and promote the inclusion of play provision in all settings.

Download the full module specification

Safeguarding and Child Protection
20 credits

This module will explore safeguarding and child protection including the necessary skills, values and attributes to be a successful professional working with a range of children’s services. You will build on your previous learning by focusing on the roles and responsibilities of professionals in a safeguarding context. This will include key legislation, policy and evaluate processes that exist to support children who have or are likely to suffer significant harm. You will consider discrimination, which affects individual children, young people and families.

Download the full module specification

Research as a Driver for Policy, Practice and Provision
20 credits

In line with the philosophy and aims of the programme, this Level 5 module encourages and supports you to become a confident and reflective researcher and to recognise the value of conducting research within relevant children’s services. You will be given the opportunity to explore and experience what it feels like to work within small research cluster groups. During this process, the module will support you to engage in a critical analysis of contemporary issues and debates in research, policy and practice related to your field of study. You will work collaboratively to identify and then design a small scale study to explore one of these issues.

Download the full module specification

The Healthy Child
20 credits

This Level 5 module will support you to become knowledgeable and reflective practitioners on issues around children’s health at both national and international level. It includes principles and practices of effective health promotion for children 0-7 years of age in line with national and international research and development on the factors that contribute to the health and well- being of children. The Healthy Child will be explored within a holistic framework to include the impact of families, immunisation, attachment, poverty and growth and nutrition. You will learn how to recognise and understand the contributing factors to healthy child development. You will learn the importance of resilience in the development of good mental health.

Download the full module specification

In order to complete this course, you must successfully complete at least 20 credits from the following indicative list of OPTIONAL modules.

Children’s Voice
20 credits

This optional module will explore children’s voice and rights and the necessary skills, values and attributes to be a successful professional with a range of children’s services. Using this as the context you will reflect on and identify aspects of children’s rights and the value of their voice, as an individual and within an early years setting.

Download the full module specification

Looked After Children
20 credits

In line with the philosophy and aims of the programme, this module encourages you to become confident and reflective practitioners and to recognise the issues affecting the development of looked after children and the ways in which barriers to inclusion might be removed or minimised for this vulnerable group and outcomes improved. This module will also support you to make links with other modules (Child Development and Safeguarding and Chid Protection), and to consider strategies that will support the child and the family, and the corporate parent

Download the full module specification

Exploration, Creativity and the Child
20 credits

This optional module encourages you to examine you own personal perspectives regarding the definition of creativity and the role of the professional in fostering curiosity, imagination and creative experiences for the young child. Creativity is ‘the word of the moment’ in education and it is considered to be at the heart of educated people’s lives. There are significant differences between creativity and creative development and the module aims to explore these as well as provide students with opportunities for theoretical and practical knowledge and skills. You will explore aspects of creativity with reference to Early Years settings. You will experience activities relevant to each aspect of the QCA definition of creativity and will explore the possibilities of how ideas can be used in developing both your own and children’s creativity in the Early Years environment. You will reflect upon creative activities explored with young children.

Download the full module specification

Year Three

In order to complete this course, you must successfully complete all the following CORE modules (totalling 100 credits).

Researching Professional Practice in Early Childhood
40 credits

In line with the philosophy and aims of the programme, this Level 6 module enables and supports you, as a member of the early childhood research community, to conduct a piece of small scale individual research that attends and adheres to key ethical principles. This module encourages you to engage in independent as well as collaborative critical analysis of contemporary issues and debates in early childhood research, policy and practice. You will be provided with an opportunity to clarify your understanding of key research terms, as well as to consider the link between epistemology, methodology and methods and the impact that your own personal philosophies have upon the design of your study.

Download the full module specification

Leadership and Management
20 credits

In line with the philosophy and aims of the programme, this module encourages you to become confident in your leadership and management knowledge, which allows you to review, consolidate, extend and apply this knowledge within the Early Years’ context, at a graduate level. It is intended that this module will support you to develop your intellectual capabilities by encouraging you to engage in identifying, reviewing and discussing leadership and management issues. This module is designed to provide you with an understanding of key leadership and management strategies within early year’s settings and teams. The module is also designed to support you to consider the connections between services, teams and service users. You will also explore the different ways in which leadership and management impacts on quality and outcomes.

Download the full module specification

Exploring Contemporary Perspectives
20 credits

In line with the philosophy and aims of the programme, this module will respond to contemporary perspectives and issues affecting children, young people, families and communities. A strong commitment to inclusive values will be reinforced and will empower you to address issues of equality, disadvantage, diversity and social justice to optimise the life chances of children, young people and their families. In line with the learning, teaching and assessment strategy, the module will be interactive, engaging and challenging; designed to promote your independence and confidence to enable you to be an advocate for children, young people and families and an agent for change. The module is highly responsive to changes and developments, and will provide you with an in depth understanding of how issues may impact your work in your chosen field.

Download the full module specification

Personal and Professional Development
20 credits

This Level 6 module will further explore the potential career pathways and enable you to manage the next steps in your career. As you prepare to finish your programme it will enable you to practice and develop key skills necessary as you seek employment or post graduate study.

You will have the opportunity to identify, reflect on and develop a range of effective professional skills, practicing them through work based real life projects such as applying for jobs, interviewing, recruitment and selection processes. Using services for children and families as the context you will meet with a range of key stakeholders including recruitment companies, careers services, post graduate programme leaders and leaders and managers in services that work with and for children and their families.

Download the full module specification

In order to complete this course, you must successfully complete at least 20 credits from the following indicative list of OPTIONAL modules.

International curricula
20 credits

You will examine the background to current provision for early childhood education and care across the UK and internationally in order to provide a context for early years’ education. You will explore the historical context of a range of early years’ educational approaches. Emphasis will be placed on the holistic nature of early learning based on the promotion of children's first-hand experience and the provision of a rich environment. You will examine international perspectives alongside different curricula approaches and comparisons made between alternative approaches to learning. Similarities and differences will be analysed through key issues including the learning environment, ‘sustained shared thinking’, and creativity and inclusion.

Download the full module specification

Global and Future Childhoods
20 credits

This Level 6 module will encourage you to look beyond the familiar constructs of ‘childhood’ that you may have already encountered and instead it will support you to confidently examine the past and present contexts, challenges and possibilities of global and future childhoods. In doing so, you will consider a number of exciting and thought-provoking debates, including the moral debate surrounding child labour and child soldiers, future reproductive technologies and the ethical implications of ‘designing’ children, as well as the use of social media in childhood. This module will also enable you to develop a sense of your own personal philosophy in relation to these topics as well as to consider and debate the ethical implications of global issues surrounding childhood across the world.

Download the full module specification

Politics of Inclusion
20 credits

This module will engage you in an exploration of issues of access for children and families in diverse social and educational contexts from both the UK and international perspectives. It explores the development of approaches and pedagogies for inclusive learning environments, which take account of diversity. It supports you in engaging with differing perspectives on equality, participation and inclusion, and in developing your own perspectives. You will address the dimensions of social exclusion, SEN, disability, disaffection, behaviour and learning difficulty in the context of wider diversity across a breadth of childhood and youth themes.

Download the full module specification

You have the flexibility to transfer to any standard undergraduate programme from the School of Education and Social Work upon successfully completing your Foundation Year including:

  • BA (Hons) Primary Education with QTS
  • BA (Hons) Education Studies
  • BA (Hons) Working with Children, Young People and Families
  • BSc (Hons) Social Work

Course structure for BA (Hons) Early Childhood Studies

On the BA (Hons) Early Childhood Studies programme you will experience a wide variety of learning and teaching approaches that are designed to develop your confidence, knowledge and skills as you progress through the programme.  We will support you as you make the transition to university through carefully planned induction processes.  This will include social and group work activities, confidence building activities and a scaffolded approach so you can understand the thinking behind how your modules and assessments are planned.  Managing your transition to Higher Education is more than just a week of activities so we have generated a core module that goes through the whole of the first year to support your developing personal, professional and academic skills.

Some modules are shared with students on other programmes in the department.  For example when thinking about safeguarding and child protection there are common themes and common professional skills required, regardless of the age range you are focussing on.  This is one modules that would be shared with students studying Working with Children, Young People and Families. We believe that whilst it is good to have a focus on your particular field of study, sometimes your learning experience can be enhanced by working with others who are exploring different, but similar contexts. For this reason there are 40 credits of shared modules between your BA Hons Early Childhood Studies and the BA Hons Working with Children, Young People and Families in each year.

Placement is an integral part of the programme, there will be chances in your first year to explore and find out information about a range of Early Childhood settings and to visit and shadow professionals working there – this is so you can not only develop professional skills but can also find out about the wide range of professional careers open to you within the field.  It also about developing transferable skills so that after you have completed your degree you already have a strong CV that makes you really employable.  These experiences are an integral part of the module ‘Working as a Professional’. Later in the first year you will have a block period of time in an Early Childhood setting so you can develop your observation skills and experience how an early years curriculum is planned, delivered and assessed. In the second year of the programme you will again have a period of placement to build on your previous skills about how babies and young children develop and learn.

We link into our Graduate+ scheme throughout the programme; you will be able to get credit from positive placement outcomes that will contribute to the Graduate+ award scheme.  Some modules relate specifically to placement and in order to complete the assignments set you will need to take a proactive approach to placements and actively engage with the work based learning aspect of the programme.  This will be the case for ‘Observing and Assessing Babies and Young Children’, completed in your first year.  Actively engaging with placement and successful completion of a second year module ‘Reflecting on Play, Learning and Pedagogy’ will also help you to meet the criteria for Early Years Educator.  This is the level 3 qualification that means you can be employed in an Early Years Setting as a qualified member of staff.

In the third year there is no scheduled placement, although depending on the topic you choose to examine as part of ‘Researching Professional Practice in Early Childhood’, you may choose to conduct your enquiry in an early years setting.

As well as learning through practice a variety of approaches to teaching are used.  These include:

  • Workshops
  • Virtual Learning Environment - Shareville
  • Lectures
  • Seminars
  • Group projects
  • Guest speakers –often professionals
  • Visits to settings and services
  • Field work – visits to art galleries and museums

Further study

There are a range of post graduate programmes available across the school, faculty and university. Our graduates often go on to study education, social work and health courses at post graduate level.

Enhancing employability skills 

A BCU Graduate is professional and work-ready, a creative problem solver, enterprising and has a global outlook.  This expectation is realised through the BA Hons Working with Children, Young People and Families programme which provides you with the skills and knowledge to meet the needs of vulnerable children, young people and their families.  Transferrable skills are considered very highly throughout the programme should you decide not to work directly with children and young people in the future.  We have embraced the Gradate+ scheme  and there are opportunities throughout the programme for you to receive credit for developing your employability skills.  We have a commitment to learning for life and actively encourage you to develop your own research skills and to pursue your learning journey by building on your first degree to Masters level and beyond.  From induction through to your final module your tutor team will support you in exploring career pathways linked to vulnerable children, young people and their families. Working closely with local services will enable you to network and find out what it is like to work in the field.

Placements

Placement is an integral part of the programme, there will be chances in your first year to explore and find out information about a range of Early Childhood settings and to visit and shadow professionals working there – this is so you can not only develop professional skills but can also find out about the wide range of professional careers open to you within the field.    These experiences are an integral part of the module ‘Working as a Professional’. Later in the first year you will have a block period of time in an Early Childhood setting so you can develop your observation skills and experience how an early years curriculum is planned, delivered and assessed, This will be part of the module ‘Observing and Assessing Babies and Young Children’

Actively engaging with placement and successful completion of a second year module ‘Reflecting on Play, Learning and Pedagogy’ will also help you to meet the criteria for Early Years Educator.  This is the level 3 qualification that means you can be employed in an Early Years Setting as a qualified member of staff.

In the third year there is no scheduled placement, although depending on the topic you choose to examine as part of ‘Researching Professional Practice in Early Childhood’, you may choose to conduct your enquiry in an early years setting.

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.

Graduate jobs

Many of our students go on to study postgraduate courses, often staying with us for another year. Those that don’t move onto leadership and management roles within the Early Childhood sector, often after short period developing their practical skills.  As graduates with a range of transferable skills others move in to areas such as human resources, project management and community based projects.

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.

Rosemarie Lowe

Programme Director Early Childhood Studies

Having spent 10 years teaching in a variety of primary and infant schools in Birmingham, Rosemarie 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 she 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 Rosemarie's teaching and research interests, which is reflected in her current studies and recent evaluation projects for local authorities.