The BA (Hons) Education aims to equip students with the academic knowledge, as well as relevant practical skills and experiences, which aid progression to professional training and to careers working with children and young people in a diverse range of settings and geographical locations.
All our modules explore how people, and especially children, develop and learn in cultures around the world. We identify and evaluate different ways of knowing about and understanding children and young people and their behaviour; with how educational policy can promote, or frustrate, attempts to develop justice; and with the skills and competencies necessary to develop graduate careers in the UK, Europe and beyond.
There are four curriculum strands.
History and Sociology
In the History and Sociology strand you’ll examine the emergence of the institutions and ideas that shape the way we understand children and young people today. Ranging across centuries and continents, and concerned with both formal and informal learning, you’ll critically examine the purposes of schooling, the role it plays in individual and national development, and how it relates to wider ideas about being an educated, restrained, emotionally sensitive and intelligent citizen of the world.
Psychology
The Psychology strand begins by introducing you to key theoretical perspectives for studying the psychology of development. Behavioural, cognitive, psychodynamic, social constructionist and evolutionary perspectives are introduced to prepare you for a more detailed examination of child development in your second year. Exploring the psychological and social development of children through themes such as perception, language and thinking, attachment and social relationships you’ll explore the development of children through early years and adolescence and into adulthood. The third year places these processes of development in their social and cultural settings. In Cultural Psychology and Development you’ll study the ways in which culture shapes development, taking into account varying parental beliefs and socialisation practices in different areas of the world.
Policy and Philosophy
In the Policy and Philosophy strand you’ll consider different ideas about the relationship between education and social justice. What constitutes fairness and what are the ways that education can promote more equal life chances? Examining attempts to promote equality and respect diversity, modules in this strand consider how different national systems of education and different types of schools attempt to achieve, or frustrate, fairness. It explores how educational policy can be effectively and intelligently debated and assesses opportunities for educational professionals to make a difference in the real world.
Applied
The Applied strand applies academic knowledge to real world settings and it will help you develop those skills and competencies characteristic of a University of Birmingham graduate. With modules in Special Educational Needs, Autistic Spectrum Disorders and Managing Schools, we’ll help you become critical thinkers, effective communicators and educational leaders.
In years two and three you’ll take a mixture of core and optional modules. This will allow you to plan your own route through the degree programme depending on your specific subject and career interests.
Download the flier for the BA (Hons) Education programme (PDF, 158KB)
You may also be interested in our two new programmes:
International Study Abroad
In your second year of study, you will have the option of studying abroad at one of our partner institutions for the first term. The Programme currently has four European Partner institutions (Oslo and Trondheim in Norway; Groningen in the Netherlands; Dortmund in Germany). There are plans to extend the Programme to other institutions. All courses are taught in English, at no additional cost to your study. All students participating on the International Study Abroad Programme will receive an Erasmus grant. Further information on the Study Abroad Programme
Information for Schools and Colleges
Open Days/School and College visits
The University arranges a number of Open Days throughout the year and these are valuable opportunities to visit and talk to staff and students.
The programme also runs School and College visits whereby we can send a member of the programme team to talk to your students about many aspects of the course and applying to us. Please contact us by email at:
esjundergrad@contacts.bham.uk
Campus Tour
If you wish to make a visit to the university there is a guided campus tour. The tours take place on Tuesdays and Thursdays at 11.00am and 2.00pm and are conducted by students currently studying at the University, who will give you an insight into being a student at Birmingham. Tours last approximately forty five minutes to an hour and include all the main facilities on campus.
For more information or to book places by telephone or email, please contact Clair Abbey, telephone +44 (0)121 414 2242 or email c.abbey@bham.ac.uk with the following details:
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A preferred date
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A preferred time
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The number of places required (maximum of three)
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Details of what subject you are interested in
In Year 1, students can chose a MOMD
Year One
Young People and Social Change
20 Credit module
This module examines the sociological evidence for the claim that there is a contemporary crisis in childhood in the United Kingdom. Using comparative data from around Europe and including a case study from China, you’ll explore topics ranging from parenting, through education and assessment to children’s emotional well being.You’ll be asked to select and apply sociological concepts and theories that help us critically understand these topics. There will be an emphasis on developing the skills necessary for successful study at levels 2 and 3 throughout.
Assessment
2000 word research report (67%); 1000 word essay (33%)
Teaching method
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Lectures
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Seminars Group
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research projects
Introduction to Psychology
20 Credit module
This module is designed to provide students with an introduction to the academic knowledge underpinning further modules in developmental psychology and supplement research skills which are a main component of their degree programme. The module introduces a range of theoretical perspectives central to studying the psychology of development and these include: Behaviourist, Cognitive, Psychodynamic, Social Constructionist and Evolutionary.
Content covers theory and research into the ongoing ‘Heredity and Environment’ debate, Cognitive Constructivism, ‘Normality’ and a typical Development, Childhood in the lifespan and considers how these issues and research programmes are applied to children’s development and education. Major research approaches in Psychology are considered as are Ethics relating to psychological research particularly those centred on children.
Assessment
Group oral presentation of a research project (33%); 2 hour exam (67%)
Teaching method
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Seminars
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Lectures
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Tutorials
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Research workshops
Equality and Diversity: Children, Families and Society
20 Credit module
This module will explore relationships between cultural identity, social policy and issues of equality and diversity in Britain and beyond. The module will explore popular and state responses, both national and local, to issues of equality, diversity and social justice. It will examine patterns of inequality in selected areas of social policy and provision. The focus of the module will be on the British experience with international comparative data used to illuminate and critique domestic debates. Indicative content:
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Theories of equality
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Patterns of inequality in relation to race and ethnicity; social class; gender; disability
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Ethnographies of community and family life in multi-ethnic Britain
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Children, families and education
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Children, families and health
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Interagency services
Assessment
1500 word critical review of an article/ document relating to equality and diversity in the UK. (50%); Exam (50%)
Teaching method
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Lectures
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Seminar groups & small groups
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Research groups
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student presentations and a reflective learning journal
Schooling: history, policy and practice
20 Credit module
This module examines the development of compulsory schooling in England and Wales from 1870 until today. It is a social and political history, analysing both how the development of schooling can be related to economic trends, political struggles and social problems, and exploring the symbolic dimensions - the meaning, experiences and representations - of schooling. In undertaking exercises in critical reading and documentary analysis, students will also be encouraged to develop a range of study skills required for higher education.
Assessment
2 hour exam (67%); 1,000 word seminar report (33%)
Teaching method
Contemporary Issues in Education
20 Credit module
The module examines current developments and issues in education, drawn from topical concerns and the research interests of staff. It focuses on the key role of different kinds of research activity to develop and evaluate educational initiatives and to subject contemporary educational practice to critical scrutiny. As well as listening to specialists talking about their own research, students have the opportunity in small groups to access and use a wide variety of source materials, to analyse reports and articles and to develop their personal views on significant issues where opinion is divided. The module is designed to develop the students’ ability to critically evaluate key pieces of educational research and communicate this critical thinking via a 3000 word assignment.
Assessment
3000 word assignment (100%)
Teaching method
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Lectures
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Seminars
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Group tutorials
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Assignment surgery
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Independent research.
Philosophy of Education
20 credit module
The module provides an introduction to the discipline of philosophy of education. It is divided into three blocks:
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Key Concepts in Education examines the core concepts of education, learning, teaching, indoctrination, knowledge, rationality and intelligence;
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The Aims of Education asks what children should learn and why, exploring influential ideas about worthwhile activities, forms of knowledge, critical thinking, vocational education, character education and child-centred education;
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Fairness, Freedom and Control considers key questions about the organisation, governance and distribution of education, opening up debates about selective, private and faith-based education, access to higher education and equality of educational opportunity.
Assessment
Two 1500 word essays (50% each)
Teaching methods
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Lectures
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Seminars
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Tutorials
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Small group discussions
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Independent study
Year Two
Education Policy and Social Justice
Optional
This module will explore issues of inequality and social justice in Education around the world. It will draw upon research, policy and contemporary thinking in the field to provide an overview of the educational inequalities that exist and persist throughout an individual’s educational trajectory. The module will consider educational experience as being both lifelong and society wide and will describe the inequalities that may accompany individuals from birth, through their school experience and into the formal and informal modes of learning that they may elect to undertake later in life. The module will emphasise both the policy and the wider sociological contexts of many contemporary initiatives which attempt to ensure that education experience is fair. For level 3 students will be expected to engage with key philosophical ideas around the concept of social justice.
Assessment
1500 word essay (33%); 2 hour exam (67%)
Teaching method
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Lectures
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Small group seminars
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Individual tutorials
Child Development: Psychological Approaches
This module will examine the processes of development in children from conception through to puberty and early adolescence. Psychological perspectives on physical, cognitive and social development will predominate. Growth and physical development in early years are examined. Theories of psychological/cognitive development will be considered and evaluated. Social development in relation to research on attachment is explored. The changes that accompany puberty are examined, as are theory and research into early adolescence, including normal and atypical development.
Assessment
Group Presentation (67%); 1000 word Written ‘Review’ (33%)
Teaching method
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Lectures
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Seminars
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Workshops
Researching Childhood and Education
Compulsory
The module will introduce students to key theoretical and conceptual issues in research, (e.g. ethical issues, bias, building explanations and causality). It will provide an introduction to research questions, research design and the selection of appropriate data collection methods to the investigation of children’s lives and learning. The data collection methods explored will include observational techniques, interviewing adults and children, the use of questionnaires and secondary data analysis. An introduction to the use and interpretation of numeric and non-numeric data in social science research will be provided. Students will be given opportunities to address specific research questions and, working in groups, to undertake and evaluate a small-scale research project.
Assessment
3,000 word essay based on supported research (100%)
Teaching method
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Lectures
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Seminars
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Research workshops
Global Education: problems, opportunities, futures
The module explores global issues in education and the different contexts in which children and young people learn and educators teach – in formal and informal settings. It begins by introducing key concepts used in international education policy and practice. It presents information and research around educational opportunities and inequalities worldwide and discusses their historical and sociological origins. As well as considering current concerns in education the module identifies future trends and challenges. It explores the role of professional educators in international contexts and the skills and knowledge required to work in these contexts.
Assessment
Annotated PowerPoint presentation and bibliography: An aspect of education in a non-UK country (1,000 words equivalent) (30%); Essay: A comparative analysis of an aspect of educational practice in at least two countries. (70%)
Teaching method
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Large group lectures
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Small group seminar discussion and presentations
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Tutorials
Placement
Compulsory
The module provides students with an opportunity to work with children, young people and adults in a professional setting. The placements are organised by students in consultation with staff and provide students with a choice of approved setting, according to availability. Settings may include, for example, community or government setting, special school, day nursery, family support team, out of school provision, community play or youth scheme, medical provision for children or young people. Students are enabled to demonstrate their capacity to engage in the workplace alongside professionals and to learn by observing, doing and reflecting on their performance. They learn to support their own development by keeping a learning journal or diary which incorporates targets and self-evaluation. * The link person at each placement will be asked for a brief view of the student’s performance. This will add to the student’s overall profile, but will not form part of the formal assessment of this module.
Assessment
‘Learning journal’ to provide a reflective account of the placement (6,000 words) (100%)
Teaching method
Teaching and Learning in Schools
Optional
This module is intended for students who are interested in following a career in teaching, either in the primary or secondary sector, and who may be interested in undertaking a PGDipEd or other route into teaching upon graduation. It will introduce students to key, whole school, issues that impact upon teaching and learning in schools. These will include assessment, behavioural and pastoral issues, as well as looking at key topics in the area of Special Educational Needs. The module will also provide an introduction to key global education policies as well as encouraging students to think critically about current strategies to raise standards and close achievement gaps.
Assessment
3000 word essay (100%)
Teaching method
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Lecturers
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Seminars
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e-learning
Year Three
Crisis, Controversy and Critique: debating matters in education and social policy
The CCE degree provides students with insights into areas of education and social policy and practice which have proved over time to be controversial and often very difficult to resolve. These include questions about how schools around the world should address a perceived crisis of well-being, persistent global inequalities in educational achievements caused by gender, race and class, the best ways to assess and teach children, how to respond to the needs and demands of marginalised groups and how to raise standards of achievement. Each of these areas present intractable problems which persist over time, and attract very strong disagreements and controversies amongst different interest groups.
This module offers a unique chance to build on, and bring together, earlier interests in the CCE degree and to become more skilled in debating a controversial and complex theme or topic. Based on the format of a highly successful international student debating competition, Debating Matters, the module requires students to marshal and present publicly a convincing argument based on close engagement with selected materials from the media, policy and popular texts and academic studies that offer conflicting views and evidence. Through a staged debating competition, students will organise pairs of debaters around 2 clear, opposing positions in a series of topics, and compete to persuade expert judges of the veracity and power of a particular argument.
Assessment
2000 word essay (67%); Participation in public debate (33%)
Teaching Method
Identity, Politics and Everyday Life
Optional
This module explores a number of social, economic and cultural issues which impact upon and shape an individual’s educational opportunities. It explores a range of issues effecting education such as the construction of identities; inequities created by social class, ethnicity, sexuality; sexual harassment; and the divergence in subject choice according to gender. This gendered divergence is explored with reference to a number of national contexts and is also evident in vocational training and higher education. As research suggests the subject areas which are adopted more frequently by males tend also to be those in which it is easiest to find jobs, and where jobs are most highly remunerated. Importantly, the module asks what we understand by ‘masculinities' and ‘femininities’ through an analysis of theoretical perspectives on gender.
Assessment
3000 word essay (100%)
Teaching method
Cultural Psychology and Child Development
Compulsory
The module explores child developmental processes and experiences from cultural perspectives, particularly cultural psychology. Theoretical approaches including cultural psychology, cultural comparative psychology, psychological anthropology and indigenous psychology are defined. Specific processes are then examined including; Parental beliefs across cultures and socialisation practices; cognitive development including language acquisition; emotional development. Finally schooling and formal education are explored from different cultural traditions with an examination of culturally relevant curricula.
Assessment
Planning and designing a group presentation (33%); 2 hour exam (67%)
Teaching method
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Lectures
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Seminars
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Research workshops
Researching Education (Dissertation)
Compulsory
The dissertation enables students to undertake independent research into an area of personal interest which will allow them to investigate in depth an area integral to their Programme of study. They will work with a tutor to determine a focus and to discuss issues of methodology and analysis.
Assessment
Dissertation (7,000 - 10,000) words (100%)
Teaching method
Children as Citizens
Optional
The module examines the development of Citizenship as a concept and a curriculum subject. Students will develop their knowledge of the debates surrounding citizenship through an evaluation of research, government publications and other writings in this area. Students will identify challenges to the teacher's role through an exploration of classroom conflict, multiculturalism and educational aims. Consideration will be given to related concepts of Political Systems, Human Rights, Children's Rights and Global Citizenship. * on a controversial subject in the citizenship curriculum, e.g., race and racism, sexual identity, crime and punishment, poverty, human rights abuses, environmental destruction etc. Present poster to tutorial group. (50%)
Assessment
Teaching method
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Lectures
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Seminars
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Workshops
Modules outside the main discipline (MOMD)
These are designed to give students the opportunity to study modules in areas of study outside their main degree programme. Students studying the BA in Education can choose up to one module in year 2 and one module in year 3. There are nearly 200 modules available from a wide variety of subject disciplines.
For a list of modules please go to: http://www.as.bham.ac.uk/cdu/students/momd.shtml
For more information on this degree programme please email edu-cceadmissions@contacts.bham.ac.uk For more information regarding admissions, including entry requirements, please contact Louise Allen Email: l.e.allen@bham.ac.uk Tel: +44 (0)121 414 8451
Key Information Sets (KIS) are comparable sets of information about full or part time undergraduate courses and are designed to meet the information needs of prospective students.
From September 2012 all KIS information will be published on the Unistats website and can also be accessed via the small advert, or ‘widget’, below. On the Unistats website you will be able to compare all the KIS data for each course with data for other courses.
The development of Key Information Sets (KIS) forms part of HEFCE’s work to enhance the information that is available about higher education. It will give you access to robust, reliable and comparable information in order to help you make informed decisions about what and where to study.
The KIS contains information which prospective students have identified as useful, such as student satisfaction, graduate outcomes, learning and teaching activities, assessment methods, tuition fees and student finance, accommodation and professional accreditation.