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Secondary Physical Education with QTS with a Foundation Year - BA (Hons) *

If you have a passion for Biological Sciences, inspiring and educating young learners, and want the best possible career opportunities after graduating, then this is the course for you....

Studying with us in 2021/22

It is possible that the 2021/22 academic year may be affected by the ongoing disruption caused by the Covid-19 pandemic.  Information about the arrangements the University has put in place for the 2021/22 academic year in response to Covid-19 and the emerging variants can be found here.


Should the impact of Covid-19 continue in subsequent years of your course, any additional and/or alternative arrangements put in place by the University in response will be in accordance with the latest government public health advice, pandemic-related/health and safety legislation, and the terms and conditions of the student contract.

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

Course is Full for 2021/22 Entry

This course is now full for 2021/22. You can apply for 2022/23 via UCAS from September 2021.

If you'd still like to apply for September 2021, take a look at some of our other available courses.

Course overview

If you have a passion for Biological Sciences, inspiring and educating young learners, and want the best possible career opportunities after graduating, then this is the course for you.

Please note: entry requirements for degree course

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

Tailor your Society, Childhood and Education Degree

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

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

Why choose a foundation year course?

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

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

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

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

This course is not open to International students.

What's covered in this course?

This innovative programme allows you to develop a deep subject knowledge of Physical Education alongside study of how to teach this in a classroom, giving you the best of both worlds. Placements in a variety of schools across the duration of the programme will allow you to collect the evidence needed to be recommended for Qualified Teacher Status, meaning that at the end of the three years you could leave with both expert knowledge of your subject and the qualification needed to teach PE in schools.

As a teacher, you have the opportunity to develop the knowledge and understanding of pupils, so that they have both the interest in Physical Education and to take their study further, apply knowledge to their work and have a deeper appreciation for the world around them.

This programme develops your subject knowledge to degree level in Physical Education. You will study modules from BSc (Hons) Physical Education and School Sport here at our City South Campus.This will include Professional studies modules with the School of Education and Social Work tutors to develop you as an effective subject teacher in each year.

Why Choose Us?

  • You will spend time in a range of local secondary schools on professional placements, equipping you with a wealth of practical experience to develop you as a physical education teacher, working in partnership with experienced school subject mentors.
  • Commitment to employability - we will make sure that you are ready for employment when graduating. Nearly 99 per cent of the School's undergraduate students are in work or further study six months after graduation (DLHE 2016/17)
  • Practical hands-on experience in schools right from the start of your programme.
  • Study in our newly extended £71 million City South Campus which is home to state-of-the-art specialist facilities as well as our sports hall
  • We meet the Department for Education's (DfE) Criteria for Initial Teacher Training and successful candidates on our Initial Teacher Training courses will be recommended to the DfE for Qualified Teacher Status.

Similar Courses

Entry Requirements

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

Essential Requirements

80 UCAS tariff points from A/AS Level

Level 2 Qualifications
UK Qualification Requirements 2021/22
GCSE
  • 5 GCSE's English Language, Mathematics and Science at grade C/4 or above
  • Equivalent level 2 qualifications can be accepted, list of equivalencies can be found here
  • Must have been achieved at the point of enrolment
Irish Leaving Certificate (Ordinary Level)
  • See level 3 entry under Irish Leaving Certificate for full details
Scottish Intermediate 2
  • English Language, Mathematics and Science and 2 other subjects at grade C or above
  • Must have been achieved at the point of enrolment
Scottish Credit Standard Grade
  • English Language, Mathematics and Science and 2 other subjects at grade 2 or above
  • Must have been achieved at the point of enrolment
Scottish National 5
  • English Language, Mathematics and Science and 2 other subjects at grade C or above
  • Must have been achieved at the point of enrolment
IELTS
  • Minimum overall IELTS score of 6.0 with no subtest below 5.5
Plus one of the following Level 3 (and above) Qualifications
UK Qualification Requirements 2021/22
A level and Advanced VCE
  • CDD / 80 UCAS points
  • Considered with Level 3 equivalents (General Studies are excluded)
Access to HE Diploma
  • Pass with 60 credits including 45 at Level 3, of which 30 Level 3 credits are at merit / distinction.
  • If applying with an Access course you only need GCSE mathematics, English language and science at grade C/4 or above. You are not required to hold five GCSEs in total
  • Pearson BTEC National Extended Diploma (2016 – present)
  • Pearson BTEC Extended Diploma (QCF) (2010 - 2016)
  • BTEC Level 3 National Diploma (2002 – 2010)
  • MMP / 80 UCAS points
  • Pearson BTEC Level 3 National Diploma (2016 – present)
  • Pearson BTEC Diploma (QCF) (2010 – 2016)
  • BTEC Level 3 National Certificate (2002 – 2010)
  • 80 UCAS points
  • Considered with one A-level or an equivalent level 3 qualification
  • Pearson BTEC National Foundation Diploma (2016 to present)
  • Pearson BTEC 90-Credit Diploma (QCF) (2010 - 2016)
  • 80 UCAS points
  • Considered with one A-level or an equivalent level 3 qualification
  • Pearson BTEC Level 3 National Extended Certificate (2016 – present)
  • Pearson BTEC Subsidiary Diploma (QCF) (2010 - 2016)
  • BTEC Level 3 National Award (2002 - 2010)
  • 80 UCAS points
  • Considered with two A-levels or equivalent level 3 qualification(s)
  • NCFE CACHE Level 3 Diploma in Child Care and Education
  • NCFE CACHE Level 3 Diploma in Childcare and Education (Early Years Educator) (from September 2014)
  • NCFE CACHE Technical Level 3 Diploma in Childcare and Education (Early Years Educator)
  • Grade C overall
NCFE CACHE Level 3 Extended Diploma for Children’s Care, Learning and Development (Wales and Northern Ireland)
  • Grade C overall

NCFE CACHE Level 3 Extended Diploma for the Children and Young People’s Workforce
  • Grade C overall
  • NCFE CACHE Level 3 Diploma in Early Years Education and Care (Early Years Educator)
  • NCFE CACHE Technical Level 3 Diploma in Early Years Education and Care (Early Years Educator)
  • 80 UCAS points
  • Considered with A-levels or equivalent level 3 qualification(s)
  • NCFE CACHE Level 3 Extended Diploma in Health and Social Care
  • NCFE CACHE Technical Level 3 Extended Diploma in Health and Social Care
  • Grade C overall

International Baccalaureate Diploma

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

Irish Leaving Certificate (Highers)

  • Pass the Irish Leaving Certificate with a minimum of 80 tariff points, achieved in four Higher level subjects. This must include Maths, English Language and Science taken at either Ordinary level (minimum grade O1-O4 (or A-C/A1-C3)) or Higher level (minimum grade H1-H7 (or A-D/A1-D3 up to and including 2016)
OCR Cambridge Technical Extended Diploma
  • MMP / 80 UCAS points
OCR Cambridge Technical Diploma
  • 80 UCAS points
  • Considered with one A-level or an equivalent level 3 qualification
  • OCR Level 3 Cambridge Technical Foundation Diploma
    (2016 - present)
  • OCR Level 3 Cambridge Technical Subsidiary Diploma
    (until-2016)
  • 80 UCAS points
  • Considered with one A-level or an equivalent level 3 qualification
  • OCR Level 3 Cambridge Technical Extended Certificate
    (2016 – present)
  • OCR Level 3 Cambridge Technical Introductory Diploma
    (until 2016)
  • 80 UCAS points
  • Considered with two A-levels or equivalent level 3 qualification(s)

Scottish Advanced Higher

  • Achieve a minimum of 80 tariff points achieved in either three Advanced Highers or from a combination of two Advanced Highers plus two Highers
  • Where three Advanced Highers have been taken achieve a minimum of grades DDD
  • Where a combination of Highers and Advanced Highers have been taken you must achieve (grades of DD in two Advanced Highers plus grades of DD in two Highers)

Scottish Higher

  • Achieve a minimum of 80 tariff points achieved in either five Highers or from a combination of two Advanced Highers plus two Highers
  • • Where only Highers have been taken a minimum of grades CCDDD is required. Where a combination of Highers and Advanced Highers have been taken you must achieve grades of DD in two Advanced Highers plus grades of DD in two Highers

T-Levels

  • 80 UCAS points (Merit overall)

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

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

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

  • 80 UCAS points
  • Considered with two A-levels or equivalent level 3 qualification(s)
  • WJEC Level 3 Applied Diploma
    (graded A* - E)
  • WJEC Level 3 Applied Diploma
    (graded D* - P)
  • 80 UCAS points
  • Considered with two A-levels or equivalent level 3 qualification(s)
Other qualifications

f 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.

 

Fees & How to Apply

  • International students

Award: BA (Hons)

Starting: Sep 2021

  • Mode
  • Duration
  • Fees
  • Full Time
  • 1 year foundation followed by 3 year degree
  • £9,250 per year
  • Applications Closed

Sorry, this course is not available to International students.

£150 free credit (home/EU students only)

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

Access to computer equipment

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

Printing

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

Field trips

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

Access to Microsoft Office 365

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

Key Software

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

Key subscriptions

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

Free access to Rosetta Stone

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

DBS check

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

Placement expenses (mandatory)

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

Excess printing (optional)

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

Books (optional)

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

Field trips (optional)

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

Subscriptions (optional)

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

Memberships (optional)

You may wish to join a union or professional body related to this course.

Uniform (optional)

You may wish to purchase BCU branded sports kit.

Accommodation and living costs

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

This course is now full for 2021/22. You can apply for 2022/23 via UCAS from September 2021.

If you'd still like to apply for September 2021, take a look at some of our other available courses.

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 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 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 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 a student must successfully complete all the following CORE modules (totalling 120 credits):

This module introduces secondary physical education to you as you prepare to be a teacher. It looks in detail at what is included from a Department for Education stand point, exploring the purpose, aims and expected content of the 11-16 age phase PE curriculum. The module will discuss where PE fits in to a school’s curriculum and what differentiates it from physical activity and school sport.

This module provides an introduction to human anatomy, relating to structures, properties and functions of bones, joints, tendons, ligaments and muscle, in relation to the mechanical principles, which govern human movement.

This module will provide an understanding of how children develop through a physical, emotional, health and well-being perspective. Students will learn about how skill and ability levels can differ between children, and factors which influence development of these.

This module aims to provide you with the underpinning knowledge of various physiological systems in the human body, and key training principles, which relate to sport and exercise. You will be introduced to the concept of the body working as multiple interrelated physiological ‘systems’.

This module explores the journey a pupil has made on entering secondary physical education, looking back at the Early Years statutory framework and the national curriculum at the 5 – 11 age phase. Issues surrounding primary physical education will be discussed. You will learn about motor development and how pupils mature through their PE journey at primary and secondary school and into adulthood. This will involve different milestones and consider the theme of being physically active for life. Developing from this area, you will explore the importance of physical literacy, what it is and how you, as a PE teacher can support your pupils in becoming physically literate.

The role of this module is to encourage you to consider in-depth your first experiences of your subject in your placement school.  It will enable you to understand the complexity of the teacher’s role and the importance of adopting a professional stance at all times.  You will understand the importance of an effective learning environment where all pupils feel safe and can develop to their full potential.  It will provide you with practical strategies to support you in managing pupils’ behaviour within the context of your subject specialism.

Working in partnership with schools over a sustained period of time, this module, Professional Practice 1, provides opportunities for you as a trainee teacher to meet the professional standards and expectations of teaching through observation and practical experience.  You will have the opportunity to work alongside experienced teachers and other education professionals to develop your knowledge, understanding and skill in the classroom and the wider school environment.

Year Two

In order to complete this course a student must successfully complete all the following CORE modules (totalling 120 credits):

Within this module you will learn about a range of pedagogical practices which bring about high quality PE lessons where school children are physically active for sustainable periods of time. You will identify the key principles of high quality teaching practice and relate these to practical experiences of teaching PE and sport.

Within this module students will learn about the reasons for physical activity promotion and the barriers to physical activity participation. Students will identify the recommended daily guidelines for physical activity, whilst exploring health and social strategies to improve lifestyle through facilitating physical activity behaviours.

Within this module you will learn about a range of issues surrounding PE and sports coaching. You will identify the key principles of what helps students engage in PE and sport, and what local, national and international initiatives are available to help promote a physical active and healthy lifestyle.

This module is a progression from the Level 4 “Introduction to Secondary PE” module.  The module explores the use of different pedagogies used in physical education and builds on your understanding of how to teach effectively.  The module looks at different models based practice and allows an opportunity for you to participate in “modelled lessons” in order for you to see how these pedagogical models work in practice, but also to see the viewpoint of the pupil.  

This module, Subject Studies, provides opportunities for you as a trainee teacher to explore the nature of your specialist subject in the context of learning and teaching in the secondary school.  The module provides substantial support for your professional practice in school, applied through the professional practice modules.  This module provides a strong philosophical underpinning to your awareness of the importance of your specialist subject in the secondary school curriculum.  By undertaking this module you will be shaping your own rationale for your approach to the teaching of your specialist subject, and to meeting the needs of the learners as they move through the secondary school phase.

This module refers to the wider inclusion agenda, rather than just pupils with special education needs or disabilities. It considers the barriers to learning that pupils may have within the subject specialism, and specific classroom approaches or interventions that can be used to address these barriers.

This module will provide opportunities for you to progress from professional practice 1, by support you in embedding and enhancing your classroom practice as evidenced by the teaching standards. During your placement, you will consider the wider area of inclusion and how, in your subject specialism, specific classroom approaches can be developed to address the many barriers to learning that pupils hold.

Year Three

In order to complete this course a student must successfully complete all the following CORE modules (totalling 120 credits):

This module aims to further develop your understanding of the psychological aspects of development and progress in sport. The module also explores the various ways this topic is researched. The underlying aim of the module is to contribute to your development as a more thoughtful and effective sport scientist. It will equip you with a range of strategies and tools for investigating the psychological aspects of athletic development.

The aim of this module is to provide students with the understanding and key concepts of working in a high performance sporting environment from a coaching perspective. The primary objectives are to ensure students recognise the holistic nature of high performance sport (i.e., how the coach connects with staff in other disciplines such as Sport Science, Strength and Conditioning, Performance Analysis, Psychology, and Nutrition), and are capable of delivering progressive coaching sessions in relation to a sport-specific performance plan.

This module explores the role of physical education in the secondary school and its relationship with the community.  It explores the societal and cultural aspects of physical education and you will investigate the history and evolution of school PE and the differences between types of schools.

This module will allow you to actively examine your professional practice in the workplace and to develop a reflective approach to personal development.  Through studying it, you will further develop your practice-based enquiry skills.  Increasing importance is placed on evidence-based enquiry to inform professional development in education.

This module, The Professional Teacher, provides opportunities for you as a trainee teacher to explore and understand in practical terms the meaning of professionalism in the context of your subject specialism.  You will understand the holistic and positive role of a teacher and the practices and policies of the education framework in which you operate.  Implicit in this will be the development of your understanding of how children learn in your subject (pedagogy) and how this is organised, delivered and measured in the current range of school systems. 

Working in partnership with schools over a sustained period of time in school, this module, Professional Practice 3, enables you to build on and demonstrate your mastery and achievement of the professional standards and expectations of teaching through practical, school-based experience.  You will have the opportunity to work alongside experienced teachers and other education professionals to develop your knowledge, understanding and skill in the classroom and the wider school environment. 

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

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

BA (Hons) Physical Education with QTS course information

You will experience a wide variety of learning and teaching approaches that are designed to develop your confidence, knowledge and skills. We will support you in the transition to university through a careful induction process, confidence building activities, group work and a carefully planned programme with a range of formative and summative assessments.

Your programme will be interactive, practical, engaging, thought provoking and challenging and is designed to promote independence so that you become a confident, committed and creative teacher ready to employ your expert knowledge and enthusiasm for physical education in the teaching profession.

You will also experience a variety of learning and teaching approaches that focus on modelling good practice in school including workshops, conferences, lectures, seminars, a range of guest speakers, visits to schools/settings and other sites as well as a range of practical teaching experiences.

The content of the programme is research led, innovative and responsive to the educational climate to enable you to develop your subject and pedagogical knowledge and apply it in the classroom.

Employability

Enhancing your employability skills

We will support you in the transition to university through a careful induction process, confidence building activities, group work and a carefully planned programme with a range of formative and summative assessments.

Your programme will be interactive, practical, engaging, thought provoking and challenging and is designed to promote independence so that you become a confident, committed and creative teacher ready to join the teaching profession.

On the programme you will experience a variety of learning and teaching approaches that focus on modelling good practice and these will include: workshops, conferences, lectures, seminars, a range of guest speakers, visits to schools/settings and other sites as well as a range of practical teaching experiences.

The content of the programme is research led, innovative and responsive to the educational climate to enable you to develop your subject and pedagogical knowledge and apply it in the classroom.

OpportUNIty

OpportUNIty Student Ambassador

OpportUNIty: Student Jobs on Campus ensures that our students are given a first opportunity to fill many part-time temporary positions within the University. This allows you to work while you study with us, fitting the job around your course commitments. By taking part in the scheme, you will gain valuable experiences and employability skills, enhancing your prospects in the job market.

It will also allow you to become more involved in University life by delivering, leading and supporting many aspects of the learning experience, from administration to research and mentoring roles.

Facilities and Staff

Our Facilities

We are constantly investing in our estate and are currently in the process of spending £340 million on new learning facilities.

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

Campus

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

Departments

All our departmental facilities replicate the school learning environment.

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

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

Mary Seacole Library

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

Computer Facilities

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

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

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

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

Our staff

Grant Huddleston

Course Leader BA/BSc Hons. Secondary Education (QTS) courses, and Senior Lecturer in Physical Education

Grant is a senior lecturer in Physical Education. When starting at Birmingham City University in 2017, Grant was the subject leader for Physical Education, working across primary and secondary education on the BA (QTS) Primary Education, PGCE Primary Education (QTS), and PGCE Secondary Physical Education (QTS) courses.

In 2019, Grant moved full time into the secondary education department and is the subject lead for Physical Education on the BA Hons. Secondary Physical Education (QTS) degree and PGCE Secondary Physical Education (QTS). In 2020, Grant was appointed as course leader of the BA/BSc Hons. Secondary Education (QTS) courses.

More about Grant

Angela Whitehouse

Senior Lecturer in Primary Physical Education

Angela’s career in teaching began after graduating with a B.Ed (hons) degree from Nene College, Northampton in 1992. Angela was a primary class teacher for 20 years, working in a diverse range of schools across the Birmingham area, teaching in Key stage 1 and Key Stage 2. During this time Angela held many different additional roles and responsibilities including; Subject Leader for Physical Education, mathematics and ICT, Key Stage Two Phase Leader, and School Based Mentor for the University of Central England (now BCU).

More about Angela