
Early Childhood Studies with a Foundation Year - BA (Hons) *
Currently viewing course to start in 2024/25 Entry.
Are you passionate about supporting children to get the very best start in life? Our BA (Hons) Early Childhood Studies course seamlessly combines theory with practical experience, so that you can achieve your career goals and make a positive impact on young lives....
- Level Foundation
- Study mode Full Time
- Location City South
- Award BA (Hons)
- Start date September 2024
- Fees View course fees
- School School of Education and Social Work
- Faculty Faculty of Health, Education and Life Sciences
This course is:
Open to International Students
Overview
Are you passionate about supporting children to get the very best start in life? Our BA (Hons) Early Childhood Studies course seamlessly combines theory with practical experience, so that you can achieve your career goals and make a positive impact on young lives.
Why choose a foundation year course?
The BA (Hons) Early Childhood Studies with a Foundation Year course has been specifically designed to support your transition to degree-level study in Education. As a student, you will undertake a foundation year situated at level 3 study, which has been designed as a prelude to your chosen degree course, providing opportunities for you to develop your knowledge, skills and understanding. Your learning journey through your foundation year will provide a secure platform on which you can build throughout your academic career in higher education.
As part of the foundation year, you will explore and develop number of essential academic, interpersonal and professional skills that will help you succeed in your future degree level studies. Your foundation year includes four core modules and two subject pathway modules.
On successful completion of your foundation year, you are guaranteed to progress on to the first year of the BA (Hons) Early Childhood Studies degree. If you are interested in progressing on to one of our other Education and Social Work degrees, this will be subject to space available on those courses and on meeting the relevant entry requirements, which may include passing an interview.
What's covered in this 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
Open Days
Join us for an on-campus Open Day where you'll be able to meet us in person. Booking for the next event isn’t open yet. Register your interest below and we’ll email you as soon as booking goes live.
Next Open Day: 23 March 2024
Entry Requirements
These entry requirements apply for entry in 2024/25.
All required qualifications/grades must have been achieved and evidenced at the earliest opportunity after accepting an offer to help confirm admission and allow for on-time enrolment. This can also include other requirements, like a fee status form and relevant documents. Applicants can track their application and outstanding information requests through their BCU mySRS account.
We accept a range of qualifications, the most popular of which are detailed below.
Essential Requirements
80 UCAS tariff points from A/AS Level |
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Level 2 qualifications | ||
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GCSE | GCSE English Language or English Literature and GCSE Maths at grade C/4 or above. If you do not have these or are not undertaking them, we accept other Level 2 equivalents, or we may ask you to pass BCU's GCSE equivalency tests. | |
Irish Leaving Certificate (Ordinary Level) | See level 3 entry requirements under Irish Leaving Certificate for full details. | |
Scottish National 5 | English Language or English Literature and Maths at grade C or above. If you do not have these or are not undertaking them, we accept other Level 2 equivalents, or we may ask you to pass BCU's GCSE equivalency tests. | |
Plus one of the following Level 3 (and above) qualifications | ||
A level and Advanced VCE |
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AS and AS VCE |
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Access to HE Diploma |
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NCFE CACHE Level 3 Extended Diploma for Children’s Care, Learning and Development (Wales and Northern Ireland) |
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NCFE CACHE Level 3 Extended Diploma for the Children and Young People’s Workforce |
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NCFE CACHE Level 3 Diploma for the Children and Young People’s Workforce (QCF) |
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International Baccalaureate Diploma |
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Irish Leaving Certificate (Highers) |
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OCR Cambridge Technical Extended Diploma |
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OCR Cambridge Technical Diploma |
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Scottish Higher/Advanced Higher |
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T-Levels |
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Advanced Welsh Baccalaureate - Skills Challenge Certificate (first teaching September 2015) |
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Welsh Baccalaureate Advanced Diploma – Core (awarded until 2016) ESW/KS Combined component |
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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. |
EU/International students
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. |
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.
Fees & How to Apply
UK students
Annual and modular tuition fees shown are applicable to the first year of study. The University reserves the right to increase fees for subsequent years of study in line with increases in inflation (capped at 5%) or to reflect changes in Government funding policies or changes agreed by Parliament. View fees for continuing students.
Award: BA (Hons)
Starting: Sep 2024
- Mode
- Duration
- Fees
- Full Time
- 1 year foundation followed by 3 year degree
- £9,250 in 2024/25
- Apply via UCAS
International students
Annual and modular tuition fees shown are applicable to the first year of study. The University reserves the right to increase fees for subsequent years of study in line with increases in inflation (capped at 5%) or to reflect changes in Government funding policies or changes agreed by Parliament. View fees for continuing students.
Award: BA (Hons)
Starting: Sep 2024
- Mode
- Duration
- Fees
- Full Time
- 1 year foundation followed by 3 year degree
- £16,085 in 2024/25
Guidance for UK/EU students
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
Course in Depth
Foundation Year
In order to complete this course, you must successfully complete all the following CORE modules (totalling 120 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.
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.
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.
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.
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.
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.
Year One
In order to complete this course, you must successfully complete all the following CORE modules (totalling 100 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.
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.
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.
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.
In order to complete this course, you must successfully complete at least 20 credits from the following indicative list of OPTIONAL modules.
All core modules are guaranteed to run. Optional modules will vary from year to year and the published list is indicative only.
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.
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.’
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.
Year Two
In order to complete this course, you must successfully complete all the following CORE modules (totalling 100 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.
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.
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.
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.
In order to complete this course, you must successfully complete at least 20 credits from the following indicative list of OPTIONAL modules.
All core modules are guaranteed to run. Optional modules will vary from year to year and the published list is indicative only.
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.
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 Child Protection), and to consider strategies that will support the child and the family, and the corporate parent.
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.
Year Three
In order to complete this course, you must successfully complete all the following CORE modules (totalling 100 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.
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.
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.
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, practising 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.
In order to complete this course, you must successfully complete at least 20 credits from the following indicative list of OPTIONAL modules.
All core modules are guaranteed to run. Optional modules will vary from year to year and the published list is indicative only.
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.
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.
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 course specification
Download nowCourse 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
Employability
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.
International
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:
- Explore some of the good reasons why you should study here.
- Find out how to improve your language skills before starting your studies.
- Find all the information relevant to applicants from your country.
- Learn where to find financial support for your studies.
Facilities & Staff
Our facilities
Our School of Education and Social Work is based at our City South campus in leafy Edgbaston.
We’ve spent £41million expanding the education facilities at City South. These facilities offer hands-on practical experience, replicating the spaces you will come across in professional practice. Alongside classrooms and lecture theatres, we also have a range of specialist teaching and learning spaces for specific subjects including science, design and technology, drama and physical education.
As well as subject-specific rooms, our facilities include the Primary Innovation Lab, which houses £24,000 worth of LEGO. This room is a special resource for our education students, offering an innovative and creative way to approach subjects across the curriculum – from computing to English, mathematics to art. The lab responds to research that children and young people learn best from practical experience.
Our Social Work students have access to a home environment room and mock hospital wards which offer an opportunity to gain experience of working with service users in different situations.
Computer facilities
The Seacole building has two open-access IT Suites which offer PCs, printers, photocopiers and scanners. There is also an IT Helpdesk for quick and easy help with your computing or internet issues.
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.
In addition to desktop PCs, we also offer a laptop loan facility, allowing students to borrow a laptop for up to six hours while on campus.
Our staff
Julie Davis
Foundation Year Lecturer
Julie joined the ADD (Academic Development Department) in 2018 as a Lecturer on the HELS Foundation Year programme. Prior to joining Birmingham City University, she worked at a number of local FE and HE institutions where she developed and delivered a range of Early Years and Education programmes.
More about JulieJessica Lowe
Foundation Year Lecturer
Jessica joined the ADD (Academic Development Department) in 2019 as a Lecturer on the HELS Foundation Year Programme. Her role is to lead and develop modules to support students on their journey on the Foundation Year Programme. Prior to joining BCU, she has worked in a FE and HE institution teaching students on a range of courses in Early Years...
More about Jessica