Education Studies with a Foundation Year - BA (Hons) *
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Education is central to the development of our society, and to study education is to study the way that society develops. Our BA (Hons) Education Studies course covers theoretical and practical aspects of education across the lifespan (from birth to lifelong learning), and from a variety of perspectives....
- 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
Education is central to the development of our society, and to study education is to study the way that society develops. Our BA (Hons) Education Studies course covers theoretical and practical aspects of education across the lifespan (from birth to lifelong learning), and from a variety of perspectives. Throughout the course, you will critically reflect on the aims, values, principles, and policies of the UK education system, as well as educational systems around the world.
The course draws from a range of disciplines, including psychology, sociology, law, history, philosophy, and politics to investigate issues and debates that are relevant to education, and to explore the ways in which these academic fields have contributed to the development of education in the UK and beyond. This multi-disciplinary approach to education is designed to enhance the breadth and depth of your knowledge and equip you to take a variety of different career paths.
Why choose a foundation year course?
The BA (Hons) Education 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.
On successful completion of your foundation year, you are guaranteed to progress on to the first year of the BA (Hons) Education 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?
At the heart of the course are four key themes:
- A commitment to recognising education as a positive power for social justice, equity, and inclusion.
- The role of education in an increasingly globalised world.
- The role of technology in education and considering how changes and developments in technology drive changes to education.
- A commitment to developing your employability through building a strong portfolio of academic and professional skills.
Through the course you will use your developing knowledge to build and justify your own educational value system and evaluate how education is influenced by international practices. You will also have experiences of working with educational technology and consider how educational practices can adapt to a changing world.
You will also complete a practical placement during the second year of your degree, giving you first-hand experience of working in the world of education and developing important employability skills as you prepare for your next steps beyond graduation.
We are committed to creating a supportive and challenging learning environment in which you can thrive and develop. You will be provided with lots of opportunities to explore and debate ideas. The course is designed to promote independence so that you become a more confident, autonomous, creative lifelong learner as you go through the course. We will challenge you to not only develop your own areas of interest within education and feel confident to learn about these in a meaningful way, but will also challenge you to discover your full potential while at university.
Why Choose Us?
- Learn in our £71 million City South Campus
- Expert staff team
- Strong industry relationships
- Study abroad
- Excellent placement opportunities
- Unique course
- Access to guest speakers
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.
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
Non-EU (International) students
There are three ways to apply:
1) Direct to the University
You will need to complete our International Application Form and submit it together with scan copies of your original academic transcripts and certificates.
2) Through a country representative
Our in-country representatives can help you make your application and apply for a visa. They can also offer advice on travel, living in the UK and studying abroad.
3) Through UCAS
If you are applying for an undergraduate degree or a Higher National Diploma (HND), you can apply through the UK’s Universities and Colleges Admissions Service (UCAS).
You can request a printed form from your school or nearest British Council office. You will be charged for applying through UCAS. Birmingham City University’s UCAS code is B25 BCITY.
Personal statement
Your personal statement is a highly important part of your application. It gives you a crucial opportunity to say why you’re applying and why the institution should accept you.
Here are the key areas you’ll need to address:
Course choice
Why does this course appeal? What areas are of particular interest?
Career plans
If you have a specific career in mind, say how your chosen course will help you pursue this goal.
Work experience
Mention any work that is relevant to your subject, highlighting the skills and experience gained.
School or college experience
Highlight skills gained at school/college, eg summer schools or mentoring activities.
Non-accredited skills or achievement
eg Duke of Edinburgh Award, Young Enterprise scheme.
You should also mention your future plans – if you’re planning to take a year out, don't forget to give your reasons. Talk about any subjects you’re studying that don’t have a formal assessment and any sponsorships or placements you’ve applied for. And don't be scared to add in details about your social, sports or leisure interests.
Get more information on writing personal statements.
Course in Depth
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).
The focus of this module is to explore the complex topic of human cognition and the learning process. You will gain an understanding of the various perspectives on how people think and learn, and you will be able to apply these insights to your own learning journey, as well as examples from educational case studies. These perspectives will include global views, as well as Western views which have governed educational practice and provision for many years, and we will start to unpick some complexities associated with this.
This core module introduces you to Education Studies. It will encouraged you to see yourself as a researcher, asking questions and testing assumptions about your own experiences of education. We all think we know about schools and education but how much do we really know and how far is our knowledge affected for better or worse by our personal experiences?
For example, what does it mean to be an educated person? The module will introduce you to a range of theories and practices that relate to education, learning development and teaching across a range of educational setting. You will be expected to reflect upon these educational experiences of learning through a number of interactive practical activities involving peer learning and peer support, sharing educational experiences and exploring how and why learning happens in different educational spaces. There will be an emphasis throughout the module on developing appropriate study skills and academic writing practices for study in higher education.
This module 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.
This module introduces students to some of the key concepts, ideas, and debates in the philosophy of education field. You will explore answers to important philosophical questions regarding the nature of education, its aims, and methods, considering the role played by the teacher, learner, and curriculum.
This module introduces you to the concept of social justice and by focusing on equity and diversity you will consider the relationship between education and social justice. You will learn about different forms of discrimination and inequity in education and in society and will consider how educational experiences and outcomes differ for people with different characteristics and how this could impact the lives of individuals as well as have consequences for wider society.
In order to complete this course, you must successfully complete at least 20 credits from the following indicative list of OPTIONAL modules:
In this optional module, you will learn to think deeply and critically about the concept of ‘creativity’ in relation to education. You will reflect on creative pedagogical approaches, to understand how teachers support learners’ creativity, and how teachers themselves can utilise their own creativity to develop teaching and learning activities. You will consider how creativity is framed and taught in different educational contexts.
You will be introduced to key theories and debates relating to creativity in education and be invited to critically reflect on your own experiences of being creative throughout your educational trajectory, applying these ideas you have explored in this module to your own learning. You will help to build a creative community of learning through your work with others.
- How do children learn in the early years?
- What are the curricular expectations for the Early Years Foundation Stage?
- How and why does child-initiated play contribute to children’s learning and development?
- What is the role of the adult in supporting children’s learning?
- How can we create an enabling learning environment?
In this optional module you will explore the early years curriculum and its expectations for children from birth to 5 years. The emphasis is on learning through free play and exploration, and the development of children’s ‘characteristics of effective learning’ which include playing and exploring, active learning and thinking creatively and critically
The starting point for this module is the idea that education is a pursuit that can bring tangible benefits to people throughout their lives. In this module, we will focus on how education continues beyond the mainstream into a meaningful lifelong learning experience.
During the module, you will explore the theories underpinning post-compulsory learning and how they differ from pedagogies in mainstream settings. Together, we will look at some of the key issues in post-compulsory learning including: the different types of further education and its challenges, the diverse options for higher education in the UK and some of the challenges in the sector, as well as work-based learning. Throughout this module, you will consider the challenges of working in these settings to prepare you for a potential career in post-compulsory learning.
Year Two
In order to complete this course, you must successfully complete all the following CORE modules (totalling 100 credits).
This module is designed to encourage you to start thinking about your own professional practice, and your intentions for your career after you graduate. In this module, you will be prepared for your placement experience through the completion of safeguarding training to help you understand your role as an educational professional in supporting the safeguarding of young and vulnerable people, as well how to safeguard yourself whilst on placement. You will evaluate some pertinent examples of safeguarding concerns and consider appropriate responses.
This module builds on Professional Practice, Placement and Safeguarding 1 in Semester 1, and the key focus of this module is a placement experience of around 120 hours, organised into a block placement of approx. 5 weeks. You will have begun to develop relationships with your placement setting in semester 1, and these will continue into semester 2, where you will be given specific tasks to complete on placement related to your other modules to guide your placement experience and to allow you to reflect on how educational theory translates to practical placement experience.
The focus of this core module is to help you develop a deep understanding of the relationship between educational policy and educational practice. Throughout the module, we will investigate how and why educational reform is initiated and implemented considering some of the reasons why we have seen much change to education, particularly since 1988, making links to relevant theories and perspectives.
You will learn about the influence of governmental ideologies on educational changes and will be supported to evaluate some examples of educational policy and how these policies have influenced the educational experiences and outcomes of different groups of learners.
This module offers an introduction to inclusion, diversity, and Special Educational Needs & Disabilities (SEND) in education. It explores various theoretical frameworks, policies, and practices that may be used to understand how inclusive education may work across diverse settings.
It aids understanding of how to organise effective inclusive learning environments and how to personalise learning for different groups of learners with diverse needs. It considers how exclusionary practices may be present in educational settings and how they can be challenged and resisted.
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.
In order to complete this course, you must successfully complete at least 20 credits from the following indicative list of OPTIONAL modules.
This optional module gives you an opportunity to investigate alternative forms of education as they differ from mainstream, and traditional educational environments. At times, we will position some of the alternative education provision against mainstream education, and attempt to understand why, in recent years, there has been a rise in the use of alternative education.
Throughout the module, you will investigate and evaluate the role of alternative education providers, from pupil referral units and special schools to support those learners for whom mainstream education is ineffective, to how prison education is organised and delivered.
You will consider some settings that operate with alternative philosophies of education, such as Montessori and Steiner-Waldorf schools, and evaluate these for their affordances and challenges. You will do so by considering how these forms of education can support equity, diversity, social justice, and sustainability, and will investigate established perspectives on these forms of education to form your own value position relating to them.
This module explores how curriculum development is not carried out in isolation from other educational activities but is part of an iterative, developmental implementation and review cycle in all educational settings. The module will encourage you to explore aspects of curriculum development, including content, objectives, processes and assessment. You will also review a number of case studies such as the large-scale curricular reform required to implement the National Curriculum for state education in England and Wales, and the history around alternative educational curriculum approaches such as Steiner or Montessori in Early Years.
This module focuses on understanding and addressing mental health issues specifically related to children, young people, and families. This module aims to equip students with knowledge and practical skills to promote positive mental health and wellbeing in these populations. It explores various factors that influence mental health during different developmental stages, effective intervention strategies, and the importance of collaboration with families and other professionals. Students will gain an understanding of ethical considerations, cultural sensitivity, and relevant legal frameworks when working with children, young people, and families.
Year Three
In order to complete this course, you must successfully complete all 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.
The starting point for this module is the acknowledgement of the importance of digital technology in contemporary education, not just in the UK but worldwide. Therefore, this module aims to take you on a journey of understanding how digital education can be used as a force for good within the classroom and beyond.
This module will focus on transitions in the context of career development. You will learn about different theories of career and transition, and how they apply to educational professionals. We will examine established concepts of transitions that focus on decision learning, opportunity awareness, transition learning and self-awareness, commonly known as DOTS.
This module is designed to provide students with a critical understanding of a range of challenges and debates that shape the current educational landscape. Students will explore diverse perspectives regarding complex issues impacting on education in contemporary society.
Throughout the module, students will examine a range of contemporary issues affecting education at local, national, and global levels. The module aims to be responsive to changing educational contexts, so issues covered will vary depending on what trends and debates are currently prominent. However, these may relate to topics such as educational policy reforms, educational systems and structures, equity and social justice in education, diversity and inclusion, technological advancement and integration, educational curricula and assessment practices, student health and wellbeing and the role of education in addressing societal challenges.
In order to complete this course, you must successfully complete at least 20 credits from the following indicative list of OPTIONAL modules.
This optional module introduces comparative education and global issues related to education, for students interested in learning more about education in an international context. You will consider why it is important to look beyond the nation state in the current context of globalisation and learn more about issues related to comparative education through exploring knowledge about different school systems and studying concepts related to global and comparative education.
Education assessment has been a key subject of debate for many years, and this optional module recognises the importance of assessment in influencing, and sometimes determining, educational provision and practice, giving you an opportunity to develop a deeper understanding of the underlying principles of assessment.
Throughout the module, you will investigate and critique different forms of educational assessment, evaluating formative, summative, and assessment for learning for their affordances and limitations, as well as their validity and reliability in different contexts. Using key theory and literature we will investigate how assessment operates in different phases of education, and the different purposes of assessment for different educational stakeholders.
This module will explore the theoretical and practical aspects of anti-racist practice within the context of childhood, youth, and community work. The module will examine the impact of systemic racism on young people and communities, and critically evaluate the role of practitioners in promoting social justice and equality.
Students will develop a critical understanding of the complexities of race and racism and will explore strategies for addressing racism in their practice. The module will also focus on the development of inclusive and anti-oppressive practice and will examine the challenges of working with diverse communities.
Download course specification
Download nowCourse Structure for BA (Hons) Education Studies
We will begin the year with an in-depth induction process. During this time you be introduced to key members of staff, resources and procedures. We will consider what it means to study at undergraduate and time will also be dedicated to team building activities. During the first year you will be introduced to key education philosophy and theorists. Additionally, we will consider a range of perspectives on local and international education. Throughout the year students will take part in seminars, lectures and workshops with the dedicated team and selected guest speakers. Students will be offered theoretical and practice led perspectives to analyse and evaluate. Students will be asked to reflect on their own educational experiences and values.
Birmingham City University has an impressive portfolio of partner organisations and the key event in the second year of study will be your placement. Students will be supported in identifying a placement with one of our partners that is developmental, stimulating and that offers preparation for future career paths.
Students will also consider inclusivity, diversity and cultures of schooling. Students will now have a confident and in depth understanding of a range of educational issues. They will now begin to plan their final year research project. Students will be support to understand research methodologies and the importance of ethical considerations.
Throughout the year students will take part in seminars, lectures and workshops with the dedicated team and selected guest speakers. Students will be offered theoretical and practice led perspectives to analyse and evaluate. Students will be asked to reflect on their own educational experiences and values.
The key aspect of year three is the individual and independent research project. Using their planning and preparation from year two, students will undertake research into an area of their choice. Tutorials and on-going support with be provided to support successful and ethically secure research.
We will also explore how identities are shaped and re-shaped through educational experiences and structures. Additionally we will consider how education is changing and key innovations that impact on educational organisations.
Throughout the year students will take part in seminars, lectures and workshops with the dedicated team and selected guest speakers. Students will be offered theoretical and practice led perspectives to analyse and evaluate. Students will be asked to reflect on their own educational experiences and values.
Examples of classroom activities
Each module uses a variety of teaching and learning approaches including:
- workshops
- conferences
- lectures
- seminars
- guest speakers
- visits to schools and other educational settings
- digital technologies
Employability
Enhancing employment skills
This course enables you to become a reflective and innovative education academic and practitioner, including the ability to be flexible, to respond to and initiate change and manage a life/ work balance creatively.
Education Studies will provide an excellent preparation for you to work with learners of all ages within the education sector. The commercial and industrial worlds are also very interested in people with knowledge about education and training.
You'll have the knowledge and skills to work in educational and training advisory roles in a range of organisations included businesses, local authorities, non-government organisations, charities, museums, art galleries and libraries.
Placements
In the second year of study all students will take a placement of at least eight weeks. This could be in a wide range of educational settings: museums, volunteer schemes, schools, pupil referral units, adult learning centres, hospitals or with educational advisors.
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