Early Childhood Studies with Graduate Practitioner Competencies with a Foundation Year - BA (Hons) *
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Designed to support you to develop the skills, knowledge, and experience to work effectively in meeting the needs of babies and young children from 0 – 8 years old, and their families. The course covers theoretical and practical aspects of early childhood, with a strong commitment to social justice and promoting equity.
- Level Foundation
- Study mode Full Time
- Location City South
- Award BA (Hons)
- Start date September 2025
- 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
BA (Hons) Early Childhood Studies with Graduate Practitioner Competencies is a course designed to support you to develop the skills, knowledge, and experience to work effectively in meeting the needs of babies and young children from 0 – 8 years old, and their families. The course covers theoretical and practical aspects of early childhood, with a strong commitment to social justice and promoting equity.
As you progress throughout the course, you will develop the skills and confidence needed to be an agent for change, discovering and building on your passion in advocating for children to make a positive contribution both to their lives and to the early childhood sector.
Through both course modules and on placement, you will work towards Graduate Practitioner Competencies, gathering knowledge and practical experience in understanding the fundamental aspects of working with babies and young children. This is part of our commitment to supporting you in preparing for the world of work. This course can open doors into a variety of professions related to Early Childhood, and we will support and guide you as you discover the role that suits you best. Placement opportunities across all three years of the degree will enable 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.
Student placements can include early years settings (nurseries), primary schools, and health and social care sectors (so can include hospitals, home visits). Opportunities may include charities such as Barnardo's, children and family hubs, museums, family support centres, Action for Children, Children's Quarter (an organisation for inclusion), SEND settings, playgroups, and libraries among many other organisations.
We also draw on employers and professionals who provide some guest lectures, offering insight into their experiences alongside our own tutors. Our tutors on the programme come from a wide range of professional backgrounds and are research active, understanding the demands of study, work, and family life. They are committed to the same agenda of social justice, social mobility and social responsibility that forms the underpinning philosophy of the programme.
Foundation Year
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?
Gaining knowledge and understanding of babies’ and young children’s developmental, wellbeing and learning needs is a common theme throughout the course. You will build the skills and knowledge necessary to enable you to meet those needs and discover how you can respond in creative, reflective and analytical ways to issues relating to early childhood, being mindful of the need to adopt a resourceful approach. As well as learning about policy, practice, and provision within the field of Early Childhood, we will encourage you to become a graduate who is outward-looking with an awareness of global issues that relate to the field of Early Childhood.
We will support you to develop your personal and professional skills, including your resilience, to become self-assured and assertive so that you can be influential in developing practice, policy, and provision in your future career. We provide you with a supportive and nurturing learning environment, which will enable you to take risks as you explore and find out new things about early childhood, as well as yourself.
Our aim is for you to be confident to meet the challenges of a changing society, and competent as a researcher in gathering and analysing data to evaluate and plan for change. You will have the opportunity to become a graduate who can demonstrate a real commitment to the youngest and sometimes most vulnerable citizens in our society, with the ability to manage change and lead others effectively to make a positive impact on babies, young children, and their families.
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 learn about this course in detail, chat to students, explore our campus and tour accommodation.
Next Open Day: 19 October 2024
Entry Requirements
These entry requirements apply for entry in 2025/26.
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.
Essential requirements
80 UCAS Tariff points. Learn more about UCAS Tariff points.
If you have a qualification that is not listed, please contact us.
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 2025
- Mode
- Duration
- Fees
- Full Time
- 1 year foundation followed by 3 year degree
- £9,250 in 2025/26
- 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 2025
- Mode
- Duration
- Fees
- Full Time
- 1 year foundation followed by 3 year degree
- £17,690 in 2025/26
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.
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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 of the following CORE modules (totalling 100 credits):
This module recognises that transitioning into higher education represents a significant milestone in a student's academic journey, signifying a period of personal growth. However, it can also present challenges, as students must adapt to a range of increased academic demands and expectations. The module is specifically designed to support students through this transition by equipping them with essential academic skills and strategies necessary for success in their undergraduate studies. Its primary objective is to provide new students with the necessary tools to effectively manage their studies, enhance their academic writing and research skills, and cultivate their critical thinking abilities.
The Children and Families module focuses on the importance of working with families in a holistic way. We will consider what we understand by the terms ‘Family’ and ‘Children’ and how we can establish a family-focused ethos.
This module will encourage you to think about and explore a range of contemporary issues, such as changing family structures, diverse families, social justice, cultural capital, socioeconomic factors and policies and legislation to ensure that our practice promotes inclusive and informed approaches.
Child psychology describes and explains children’s development from birth to adolescence and the transition to adulthood. This perspective on children and childhoods is interested in how children think, feel, and behave, and is often divided into specialised areas.
The module focuses on the physical, cognitive (thinking), emotional, and social development of children from infancy through adolescence. It explores various theories, milestones, and factors that contribute to the overall growth and well-being of children.
The module introduces you to some key issues and delve deeper into specific aspects of child development that require you to apply your knowledge and critical thinking skills to analyse and evaluate different scenarios and research findings.
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.
This module is designed to provide students with an understanding of the ethical principles associated with the documentation of children’s learning. You will make connections between this module and The Developing Child as well as Children and Families module exploring how the practical application of this content and observation and assessment might support an understanding of how to document learning and plan for future development.
In line with the aims of the course, Contemporary Perspectives of Early Childhood introduces you to a range of perspectives that influence childhood. From a local and global perspective, this module encourages you to consider how differently childhood is experienced by different groups, and to acknowledge how a range of factors can influence early childhood.
Across the module we will explore a different topic each week, as we begin to unpick and challenge key ideas about perceptions of childhood. Together we will explore the factors which may impact upon childhood experiences, and we will challenge dominant perceptions in society with the aim of promoting social justice and inclusion.
In order to complete this course, you must also successfully complete at least 20 credits from the following indicative list of OPTIONAL modules:
In this module you will apply theoretical perspectives, and the findings of academic research, to develop your knowledge and understanding of enabling and sustainable environments. You will explore their contribution to young children’s development, learning and well-being as well as their potential for living and learning in more sustainable ways.
Throughout the module, you will engage in interactive taught sessions and a range of practical activities to explore the learning potential of different aspects of the indoor and outdoor learning environment. You will make links between theory and practice through your placement experiences and through professional discussions with your tutors, placement mentor and fellow students.
Transitions and Change in Early Childhood will equip you with the knowledge and understanding of the transitions that children will experience in the first eight years of life. You will develop an appreciation of sensitive periods in children’s life and will develop skills to support you in practice to meet the needs of young children in informed ways.
During this module, you will draw on experience in placement to reflect on and identify the key transitions young children encounter, and the strategies implemented by parents, carers, and practitioners.
Together, we will explore the different nature of transitions, such as physical, intellectual, and emotional transitions and change, and will consider the factors which may impact upon a child’s Personal, Social and Emotional development during this time.
The module will explore the enchanting world of children's literature. It aims to offer platforms for the exploration of children’s stories and meaning making. You will explore narratives as personal and inter-personal ways of story-making and story-sharing. You will develop insights into how different narrative forms are used in context to convey different individual and group interpretations of reality.
The module aspires to introduce you to the practice of storytelling and making with young children using a variety of creative media. Confidence in one's own imaginative and creative skills and abilities is necessary if we are to effectively scaffold and engage children meaningfully through storytelling and creative play. This module will develop your own confidence in your creativity and playfulness and provide you with effective strategies for engaging creatively with children.
Year Two
In order to complete this course, you must successfully complete all of the following CORE modules (totalling 100 credits):
This module explores reflective practice in early childhood. You will learn about the main theories and principles of reflective practice, drawing on concepts and findings from across the associated literature and your practice.
This module focuses on helping you to reflect on personal values, beliefs, and assumptions in relation to developing practice and the implications of relevant theory and research on your own practice when working with young children. You will develop a sophisticated understanding of the nature and significance of reflection and how this can be utilised to learn more about yourself, and to develop your professional skills.
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 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 identify and design a small-scale study, in readiness for your research project module at Level 6.
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.
This Level 5 module enables you to explore and examine key aspects of promoting children’s health and well-being. Largely drawing on practical experience in placement, you will develop the knowledge and understanding of how to promote healthy development and well-being for young children.
We will explore and critique key policies and legislation that focuses on promoting healthy development in the first eight years of a child’s life, alongside gaining hands-on experience through undertaking risk assessments, Paediatric First Aid training and engaging in nurturing care routines in practice.
The module offers a blend of learning approaches, with time spent on campus studying, alongside spending time in placement as you observe and engage in health-focused, and nurturing care activities.
This module introduces you to the National Curriculum and children’s progression from the Early Learning Goals through to the end of Key Stage 1. You will take part in a series of lectures and practical experiences to explore ways of making learning more playful and creative. There will be a focus on inclusive practice to enable all learners to thrive and achieve.
There are opportunities to make links between theory and practice as you learn how to design and plan for appropriate activities and learning experiences within and across a range of subjects for the children in your placement setting. We will explore and analyse a range of approaches to planning including the templates that you might use and reflect on the distinctive styles and approaches that you find are beneficial to the planning process and the needs of the children in your placement setting.
In order to complete this course, you must also successfully complete at least 20 credits from the following indicative list of OPTIONAL modules.
This optional module aims to provide you with an overview of Special Educational Needs and Disabilities (SEND) in a UK context.
The focus of this module is for you to consider the impact SEND can have on child’s / young person’s (0-25) personality, their learning opportunities, and potential barriers, which they might have to face both in the education system and in the wider society. This module offers a unique approach to understanding the child / young person as a learner and the impact of a SEND on the individual and their family.
This module hopes to develop your thinking and perceptions of SEND through different models, towards recognising the impact of the condition upon the person as an individual. This will expand your thinking with a positive impact on your practice, enabling you to consider ways of developing an approach which considers the wider impact of SEND and recognises the role and challenges faced by families.
By studying the Digital Childhoods module, you will explore how digital technologies can be integrated into practice when working with young children. You will have the chance to gain hands-on experience using different technological tools and consider their effectiveness in supporting children’s holistic development across the birth-eight age range. We will debate key ideas and discourses around technology, the technological child and the ‘digital age,’ with discussions going beyond whether technology is ‘good’ or ‘bad’ for young children.
The value of fostering creativity and creative thinking skills in education has been repeatedly highlighted in research and government funded reviews (for example in the Durham Commission Report, 2019). Creativity, imagination, and creative thinking skills are essential for children and adults if they are to meet the challenges of living in a world that is constantly and rapidly changing.
In early years, children’s creativity can be seen in their imagination, exploration, curiosity and playing with ideas. These abilities can be fostered in education so that creativity becomes an attitude towards meeting the challenges of everyday life that is closely linked to learning, resilience, and well-being.
Year Three
In order to successfully complete the course with Honours and Graduate Practitioner Competencies, you must successfully complete all of the following CORE modules (totalling 100 credits):
This module enables and supports you to conceive, plan, and conduct a small-scale research project that attends and adheres to key ethical principles, in an area relevant to your programme of study. This module encourages you to engage in independent and collaborative critical analysis of contemporary issues and debates in your research focus area, in policy and in 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.
This module explores children’s rights and child voice in an Early Years context. It explores theory and practice concerning Children’s Rights and Child Voice and considers what they mean in the context of empowering the lives of children. Practical ways to ensure children’s rights and voice are realised and sustained in a wider range of contexts will be examined.
Students will explore how children’s rights are realised in range of professional contexts, and by exploring research and literature, the module will critically consider the theories and perspectives associated with rights’-based practice. The module will explore the impact of the United Nations Convention on the Rights of the Child at a local, national, and international level, and consider the implications regarding future policy and legislation (including Child’s Voice in the context of achieving the Sustainable Development Goals).
This module links to the overall aims and philosophy of the BA (Hons) Early Childhood Studies course by supporting students in becoming reflective practitioners.
In this module, you will draw on learning from placement experience, modules and the impact on your knowledge and skills, volunteering experience and work, and engagement with roles outside of university. Reflection will help you to self-evaluate your progress and development of praxis, personal and professional skills. Career pathways will be explored. You will also benefit from support sessions delivered by Careers+.
The module aims to enhance awareness, knowledge, and skills to foster a more inclusive and equitable society. It encourages you to challenge your own biases, be open to different perspectives, and take action to promote equity and inclusion in various settings. This module will explore the theoretical and practical aspects of anti-racist practice within the context of childhood, youth, and communities and you will draw on your placement experience to reflect on issues of inequity and inclusion.
In order to complete this course, you must successfully complete at least 20 credits from the following indicative list of OPTIONAL modules.
In this module, you will examine the background to the current provision for early childhood education and care across the United Kingdom and globally to provide a context for early years’ education.
You will also 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, creativity, diversity, and inclusion.
This module will build on your existing understanding of attachment and trauma, developing an awareness of how to embed an attachment-informed approach in practice. There will be a focus on developing an understanding of how to advocate for children and their individual needs and rights in the face of adversity. We will reflect on our own experiences and values to ensure that we are confident, capable allies for the children who need our support to feel valued, seen and heard.
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 theories.
This module is designed to provide you with a theoretical and practical application of how leadership and management is used within settings. The module is also designed to support you to consider the connections between theory and practice.
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:
- Details of the entry requirements for our courses
- Some of the good reasons why you should study here
- How to improve your language skills before starting your studies
- Information relevant to applicants from your country
- 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