Education BA (Hons)

The BA Education (Hons)  undergraduate course at Birmingham is one of the most prestigious education degrees in the UK. It combines the academic study of childhood and education with a practical focus on career development in related areas. 

The degree is interdisciplinary and combines ideas and research from areas such as education, psychology, sociology, philosophy, social policy and history. It is designed for both UK/EU and international students who have career aspirations and/or academic interests in the fields of childhood and education. 

The BA (Hons) Education gives you the option in your second year to study overseas at one of our partner institutions for the first term.

Academic Studies in Education at Birmingham score consistently high in NSS for student satisfaction. Students consistently rate the enthusiasm of our teachers; the organisation of the course, the ability of our staff to explain things, and the teaching quality of the course as high. 90% of our graduates go on to work or undertake further study.

Academic studies in Education is ranked 4th out of the Russell Group of UK universities.  The Russell Group is committed to maintaining the very best research, an outstanding teaching and learning experience and unrivalled links with business and the public sector.

Course fact file

UCAS code: LX33

Duration: 3 years

Places Available: 52 across the department

Applications in 2014: 319

Typical Offer: ABB (More detailed entry requirements and the international qualifications accepted can be found in the course details)

Start date: September

Details

Course details:  Modules | Fees and funding | Entry requirements | How to apply 

BA EducationThe 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.

pdficonsmall Download a summary flier for the BA (Hons) Education programme (PDF, 158KB)

You may also be interested in our two joint honours 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 European Educational Exchange Programme allows you to study at selected European institutions (There are currently four European Partner institutions, Oslo and Trondheim in Norway; Groningen in the Netherlands and Dortmund in Germany) and the International Exchange Programme allows students to study at one of a number of worldwide institutions through our International Office. 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:

  • A preferred date
  • A preferred time
  • The number of places required (maximum of three)
  • Details of what subject you are interested in

Why study this course

Hannah Bevington talks about what it's like to be a student on the BA (Hons) Education programme

You can find out more about what students think of the BA (Hons) Education course by reading some of their profiles below.

You can also join theThe Education Society facebook group where you can find out more about students within the School of Education and educational issues in general. The group hopes to have regular meetings, trips and speakers, and of course, plenty of socials! If you simply want to find out more about the Education Society or upcoming events, we also have a mailing list. Please email us on educationsoc@guild.bham.ac.uk

Jessica Whiting

JessicaWhitingWhat were you doing before you came to University?

Before starting university, I went to Halesowen College where I did the International Baccalaureate.

What attracted you to the programme?

I thought that the course offered a broad range of areas, covering many different subjects such as psychology, sociology and history. I also liked the idea of a small group size, and how lecturers were all academics in their field, many of whom were carrying out their own research.

What do you like most about studying on the programme?

I most like how everyone is so friendly and ready to help, particularly the lecturers who are always available to discuss whatever issues you may have. I also really enjoyed the placement module in second year, which enabled us to complete a two week placement in whatever educational setting we wished. This was a great experience and confirmed my decision to be a primary school teacher. Finally, the Education Society provides socials for the course, for example some of us went for a curry and four of our lecturers turned up!

What qualities do you think a student needs to have in order to be successful?

The most important quality, I think is to be organised! It can get very confusing when there is reading for each module, seminars and tutorials to attend all in one week! I think another quality is to be hard working and independent. At university it is down to you to succeed, and so it is important that you do the best you can to achieve your potential.

Why would you recommend the programme and the University?

Overall, the programme is a fantastic pathway into a career within the field of education. I cannot say a negative word about it and am thoroughly enjoying the course. In terms of the university, it’s in a great location (perfect for treating yourself in the bullring), has so many different clubs and societies where you can meet lots of new people and develop your skills, and has a range of support available for every student. My week is full of activities, from Irish dancing, to volunteering twice a week with children who have disabilities, to playing in a string quartet and being a student ambassador. As the saying goes, ‘the possibilities are endless’ at the University of Birmingham!

What are your career or study plans when you graduate?

My plan is to complete a PGCE in primary education, and then be a teacher. I can’t wait to begin teaching!

Finally, if there was one thing you could have done differently over the course of your study what would it be?

Nothing!

Saadiyah Bhayat

Saadiyah BhayatWhat were you doing before you came to University?

Prior to starting University, I was studying A-levels in Sociology, Psychology and RS.

What attracted you to the programme?

The diversity of the course attracted me to the programme. As the course allowed me to further my passion in sociology and psychology and then apply it to education.

What do you like most about studying on the programme?

The lecturers and students I study with.

What qualities do you think a student needs to have in order to be successful?

Commitment, Organisation, Passion and enthusiasm.

Why would you recommend the programme and the University?

The university on a whole is an amazing place to study, the environment including students and staff is just great. The facilities and help provided is just amazing.

What are your career or study plans when you graduate?

I want to become a Post 16 Teacher- Teaching psychology and sociology.

Finally, if there was one thing you could have done differently over the course of your study what would it be?

Read more and talk more in the lectures.

Grace Harding

What were you doing before you came to University?

I was studying A Levels at Sixth Form.

What attracted you to the programme?

I had studied Social Sciences at A Level and was interested in Education. I was also interested in postgraduate study to train to be a Primary School Teacher, so it seemed to combine all my interests and suit my future career plans.

What do you like most about studying on the programme?

Lecturers are really helpful and supportive and there is a great combination and selection of modules.

What qualities do you think a student needs to have in order to be successful?

  • An interest in Social Sciences and Education
  • An ability to work as part of a team
  • Self-motivation

Why would you recommend the programme and the University?

The course has a really nice group size; it allows you to have a good relationship with lecturers and students. The University has really good library and career facilities; in-particular for Education.

What are your career or study plans when you graduate?

I have accepted a place to study the PGDip in Primary Education, at The University of Birmingham, in the coming September.

Finally, if there was one thing you could have done differently over the course of your study what would it be?

I might have liked to take a MOMD module (Module outside the main discipline).

Zoe Edwards

What were you doing before you came to University?

Studying at college for a NVQ3 in childcare and education.

What attracted you to the programme?

The career aspects of the course as it can lead to many different jobs. I wasn't sure what I wanted to do, but I knew it would be in the field of education, so this course was perfect for me.

What do you like most about studying on the programme?

The modules, as they are really interesting and we cover a wide range of inforamtion. I also like the laid back environment of the programme.

What qualities do you think a student needs to have in order to be successful?

Hard working and willing to work with others are probably the most important qualities. You need to be able to work with others as well as work well on your own. 

Why would you recommend the programme and the University?

The programme because it is really interesting, the modules are great and the lecturers are stimulating. The University because campus is great, there are plenty of opportunites for students and its just got a nice feel to it.

What are your career or study plans when you graduate?

I hope to work as a teaching assistant for a couple of years to build my confidence as much as I can in the classroom, then apply to be a teacher or a play therapist.

Finally, if there was one thing you could have done differently over the course of your study what would it be?

Involve myself in as many things as I can and make the most of the opportunities given to the students.

Myra Samra

Myra SamraWhat were you doing before you came to University?

Before I came to University I attended a secondary school in my local area where I took a NVQ Level 3 qualification. This took two years to complete and is equivalent to 3 A levels

What attracted you to the programme?

What most attracted me to the Programme was that it was very broad and therefore covered several different aspects. Reading about the course content such as the modules per year really interested me and this is one of the main reasons why I chose this programme. I have always wanted to work with children therefore I felt that the course would be relevant in directing me to the path I wish to take once I have completed my degree.

What do you like most about studying on the programme?

I really enjoy the social aspect of the course. There are always social events going on with the people on our course and everybody is really kind and helpful towards each other. I very much enjoy the variety of topics which the course covers within education and also the lecturers are all extremely helpful and are always there if you need a meeting or would like to discuss any worries or issues you may be experiencing.

What qualities do you think a student needs to have in order to be successful?

A student needs to be motivated, hard working and also have characteristics such as patience, responsibility and kindness towards those around you. If you are prepared to work to your full potential then there is no doubt you will be successful in whichever field you wish to deal with or path you take in the future.

Why would you recommend the programme and the University?

The University as a whole offers such great opportunities in all aspects. There are plenty of sport activities to get involved in, education programmes going on and there is always lots of advice from experts and employments fairs available throughout the year for people to seek her. The programme is suitable for you especially if you are interested in education, for example becoming a teacher. As mentioned above, the lecturers are always willing to give up their time to help you get the best results.

What are your career or study plans when you graduate?

From a young age I have always had a passion to become a teacher. Once I have graduated from the programme I will be moving back to London and working in a nursery as a teaching assistant. In that year I will also be applying for a PGCE and in the future hopefully become an early years teacher.

Finally, if there was one thing you could have done differently over the course of your study what would it be?

If there was one thing I could change it would have been to seek help earlier on in the programme. When I started the course I was extremely worried that I would not be able to achieve good grades and was very stressed. Instead of contacting one of the lecturers I let it all build up and this was not a good way of coping with my work. I had not realised how helpful these lecturers were and as a result this year I am not afraid to seek help when I need it as it always benefits me in the long run.
 

Modules

In Year 1, students can chose a MOMD in Year 1, Year 2 and Year 3. 

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

  • Lectures
  • Seminars Group
  • research projects

Introduction to Psychology

Compulsory

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

  • Seminars
  • Lectures
  • Tutorials
  • Research workshops

Equality and Diversity: Children, Families and Society

Compulsory

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:

  • Theories of equality
  • Patterns of inequality in relation to race and ethnicity; social class; gender; disability
  • Ethnographies of community and family life in multi-ethnic Britain
  • Children, families and education
  • Children, families and health
  • Interagency services

Assessment
1500 word critical review of an article/ document relating to equality and diversity in the UK. (50%); Exam (50%)

Teaching method

  • Lectures
  • Seminar groups & small groups
  • Research groups 
  • 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

  • Lectures
  • Seminars

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

  • Lectures
  • Seminars
  • Group tutorials
  • Assignment surgery
  • 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: 

  1. Key Concepts in Education examines the core concepts of education, learning, teaching, indoctrination, knowledge, rationality and intelligence; 
  2. 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; 
  3. 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

  • Lectures
  • Seminars
  • Tutorials
  • Small group discussions
  • Independent study

Year Two

Education Policy and Social Justice

Compulsory

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

  • Lectures
  • Small group seminars
  • 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

  • Lectures
  • Seminars
  • 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

  • Lectures
  • Seminars
  • Research workshops

Global Education: issues, 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

  • Large group lectures
  • Small group seminar discussion and presentations
  • 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

  • Placement
  • Workshops

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

  • Lecturers
  • Seminars
  • e-learning

Year Three

Crisis, Controversy and Critique: debating matters in education and social policy

The CCE module 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

  • Lectures
  • Seminars

Identity, Politics and Everyday Life 

Optional

This module offer students the opportunity to develop a detailed understanding of the place of politics in everyday life and the complex connection between ‘identity’ and politics. The module examines the notion of ‘everyday life’ and why the ‘mundane’ of the day-to-day is worthy of study. Taking ‘minor’ politics as its focus, the module explores a range of accounts of the political and ‘civic’ aspects of daily life and interrogates their connections to and disconnections from party political and electoral ‘major’ politics. The module considers the significance of ‘identity’ ‘identification’ and ‘recognition’ for politics, interrogating a range of accounts of categories such as race, ethnicity, class, gender, sexuality, religion, disability, and age as well as ‘intersectional’ accounts and ‘anti-identity’ positions. The module also considers the significance for everyday politics of location; alliances and networks; scale; and feelings. The module provides grounding in interdisciplinary working across the conceptual, methodological and substantive contributions of sociology, politics, political philosophy, education, policy sociology and cultural geography. It offers an introduction to a range of key social and political theorists including: Michel Foucault; Judith Butler; Ernesto Laclau and Chantal Mouffe; Gilles Deleuze and Felix Guatarri; Slavoj Zizek; Hannah Arendt; Richard Delgardo; Derrick Bell; Kimberle Crenshaw; Jean Stefancic; William Tate; Edward Said; bell hooks; Peter McLaren, Michael Apple; Paulo Freire; and Sara Ahmed. 

Assessment
2,000 word essay (40%), exam (60%)

 
Teaching method 
  • Lectures
  • Seminars

Cultural Psychology and Child Development

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

  • Lectures
  • Seminars
  • 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

  • Tutorials

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

  • 3,000 word essay

Teaching method

  • Lectures
  • Seminars
  • 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 a MOMD in Year 1, Year 2 and Year 3. There are nearly 200 modules available from a wide variety of subject disciplines.

For a list of modules please go to: https://intranet.birmingham.ac.uk/as/registry/momd/index.aspx

For more information on this degree programme please email esjundergrad@contacts.bham.uk 

Alternatively, please contact Admissions for more information on admission and entry requirements. Email admissions@bham.ac.uk or telephone 0121 414 4500/415 8900.

Fees and funding

Standard fees apply
Learn more about fees and funding

Scholarships
Learn more about our scholarships and awards

The University of Birmingham Undergraduate Research Experience scheme offers financial support for undergraduates to undertake work experience or a research placement in the summer vacation. The scheme is open to all first-, second- and penultimate-year undergraduate students. It is also open to final-year undergraduate students who are in the process of applying for, or who have already applied for, a place on a postgraduate programme at the University of Birmingham.

Entry requirements

Number of A levels required: 3

Typical offer: ABB

General Studies: not accepted

  • Cache Diploma Level 3: Grade A
  • BTEC Level 3 Extended Diploma: DDD overall

Additional information:

Maths and English at GCSE grade C. Please note, a GCSE Science at grade C is preferred but not essential. (For students wishing to pursue a career in Primary or Early Years teaching, it is essential to hold a GCSE Science at grade C).

Other qualifications are considered – learn more about entry requirements

We are keen to encourage applicants with a wide range of qualifications and prior learning experiences. These include the International Baccalaureate, international foundation programmes and BTEC, CACHE and Access to HE diplomas. Please address any queries about qualifications, APL or mature entry to the Admissions enquiry contact address:  esjundergraduate@contacts.bham.ac.uk 

A satisfactory Disclosure and Barring Service (DBS) check is required from accepted candidates before registration for the programme

International students:

International Baccalaureate Diploma: 34 points

Standard English language requirements apply
Learn more about international entry requirements

We welcome applications from international students doing foundation courses. There are no particular subject requirements but evidence of essay writing is beneficial and IELTS scores are required.

Depending on your chosen course of study, you may also be interested in the Birmingham Foundation Academy, a specially structured programme for international students whose qualifications are not accepted for direct entry to UK universities. Further details can be found on the foundation academy web pages.

How to apply

Apply through UCAS at www.ucas.com 
Learn more about applying

View the following UCAS video to learn more about how to write a personal statement

Key Information Set (KIS)

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.

All KIS information has been published on the Unistats website and can also be accessed via the small advert, or ‘widget’, below. On the Unistats website you are able to compare all the KIS data for each course with data for other courses.

The development of Key Information Sets (KIS) formed part of HEFCE’s work to enhance the information that is available about higher education. They give you access to 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.

Learning and teaching

Xin Zheng from China spent a year on the BA Education course (speaking in Mandarin)

 pdficonsmall English translation (97KB, PDF)

As a Birmingham student you are part of an academic elite and will learn from world-leading experts. From the outset you will be encouraged to become an independent and self-motivated learner. We want you to be challenged and will encourage you to think for yourself.

Your learning will take place in a range of different settings, from scheduled teaching in lectures and small group tutorials, to self-study and peer group learning (for example preparing and delivering presentations with your classmates). To begin with you may find this way of working challenging, but rest assured that we’ll enable you to make this transition. You will have access to a comprehensive support system that will assist and encourage you, including personal tutors and welfare tutors who can help with both academic and welfare issues, and a formal transition review during your first year to check on your progress and offer you help for any particular areas where you need support. You will also have access to a wide range of dedicated e-learning, IT and library facilities within the School to support your studies.

Education is concerned with real life practices and processes. The tutors in the School of Education are experienced specialists and Professors teach both lectures and seminars at all levels of study. Our teaching and assessment strategy reflect this concern with the real world. As well as learning in lectures and seminars, students are asked to undertake a variety of enquiry based learning activities; undertaking small research projects, participating in public debates and working in groups to solve problems.

External Examiner Comments

“The programme content is excellent. It is well structured, with some excellent foundation courses in the first year and with some modules (e.g. research methods, placement) taking place over 2 years thus allowing for progression and continuity. The module offers a rich and diverse curriculum that is highly appropriate for this degree, with some very strong specialisms on gender, history and developmental psychology. The programme is very well designed and affords students much opportunity for cross-curricular learning in ways that develop their understanding (rather than repeating debates/issues across modules). The dissertations strongly evidence this with some excellent examples of students who have thoroughly engaged with the full breadth of the degree programme.

Assessment methods

Learning and TeachingStudying at degree-level is likely to be very different from your previous experience of learning and teaching. You will be expected to think, discuss and engage critically with the subject and find things out for yourself. We will enable you to make this transition to a new style of learning, and the way that you are assessed during your studies will help you develop the essential skills you need to make a success of your time at Birmingham.

We assess students not only the basis of the knowledge they gained, but also the skills that they have acquired. You’ll be assessed in a variety of ways, and these may be different with each module that you take. You will be assessed through coursework which may take the form of essays, group and individual presentations and formal exams. Students also prepare portfolios of experiences and activities which enhances their employability on graduation. Our assessment strategy does not just deliver grades. It seeks to widen horizons and to promote self-development so that our graduates are valued for their leadership and problem solving capabilities.

At the beginning of each module, you’ll be given information on how and when you’ll be assessed for that particular programme of study. You’ll receive feedback on each assessment within four weeks, so that you can learn from and build on what you have done. You’ll be given feedback on any exams that you take; if you should fail an exam we will ensure that particularly detailed feedback is made available to enable you to learn for the future.

During your first year you will undergo a formal ‘transition’ review to see how you are getting on and if there are particular areas where you need support. This is in addition to the personal tutor who is based in your school or department and can help with any academic issues you encounter.

Employability

90% of students on the BA Education (Hons) programme go onto work or undertake further study (2013 KIS data).

Hamzah talks about why he chose the course and his plans after graduation

Preparation for your career should be one of the first things you think about as you start university. Whether you have a clear idea of where your future aspirations lie or want to consider the broad range of opportunities available once you have a Birmingham degree, our Careers Network can help you achieve your goal.

Our unique careers guidance service is tailored to your academic subject area, offering a specialised team (in each of the five academic colleges) who can give you expert advice. Our team source exclusive work experience opportunities to help you stand out amongst the competition, with mentoring, global internships and placements available to you. Once you have a career in your sights, one-to-one support with CV’s and job applications will help give you the edge. 

Your Birmingham degree is evidence of your ability to succeed in a demanding academic environment. Employers target Birmingham students for their drive, diversity, communication and problem-solving skills, their team-working abilities and cultural awareness, and our graduate employment statistics have continued to climb at a rate well above national trends. If you make the most of the wide range of services you will be able to develop your career from the moment you arrive.

Transferable skills include: 

  • written communication developed through writing essays; 
  • oral communication skills gained through reasoned debates during seminars and presentations;
  • ability to work as part of a team, through collaborative group work;
  • research and analytical skills with the ability to judge and evaluate information;
  • organisational and time management skills by prioritising tasks to ensure academic, social and work commitments are completed on time; 
  • negotiation, informally with peers and formally with staff;
  • problem solving; 
  • IT skills.

Job roles directly related to the degree

A degree in BA Education is a good foundation for many types of career. For example, if you are interested in teaching (Primary or Early Years), our Postgraduate Diploma in Primary Education (QTS) may be an excellent next step. But please ensure you meet its entry requirements.

Additional careers include: 

(post graduate or further professional training may be needed): 

Learning mentor - provides a complementary service to teachers and other staff, addressing the needs of children who require assistance in overcoming barriers to learning. 

Special educational needs teacher - teaches children with emotional, behavioural or learning difficulties at one or more stages. 

Social worker - works with young people experiencing a variety of difficulties. Experience and/or professional qualification is usually required before embarking on social work in a formal capacity.

Child psychotherapist and Counsellor - works with children suffering from a range of problems, including serious psychological disturbances and behavioural problems. Training in psychotherapy is required for this role. 

Educational psychologist - applies psychological theory, research and techniques to help children or young people who may have learning, behavioural, social or emotional problems or difficulties. 

Speech and language therapist - works closely with people of all ages, including children, with varying degrees of speech, language or swallowing problems.

Play therapist - works with children and young people who are experiencing the consequences of a range of psychological issues and problems. 

Playworker - works with children aged between four and 16, facilitating play activities outside the curriculum. Settings may include breakfast and after school clubs, holiday playschemes and adventure playgrounds.

Careers that are indirectly degree related include:

Community development worker - aims to empower communities by developing the skills required to regain control over and improve quality of life, working with individuals, families or whole communities to facilitate the process.

Museum education officer - responsible for realising the potential of museum collections as learning resources for visitors and the wider community, including children. 

Youth worker - promotes the personal, educational and social development of young people aged between 13 and 19.

Careers adviser/personal adviser - provides information, advice and guidance to help people make realistic choices about education, training and work.

Many of our graduates go onto successful careers that are open to any graduate with an excellent Honours degree from a top University, such as banking, accountancy, public services etc. We also actively encourage students to explore opportunities for gaining experience outside the UK, taking advantage of links built in the field of education in Europe and beyond.

Alumni Profiles

The interdisciplinary nature of the BA (Hons) Education degree allows you to develop your career in many different ways. Some of our ex students now work in schools whilst some have entered research. Others have used their degree to work within the theatre or heritage sites in an educational capacity whilst some have decided to pursue further study. You can find out more about the careers of some of our ex students by viewing the Alumni profiles

Personal Skills Award

The University of Birmingham offers an employer-endorsed award-winning Personal Skills Award which recognises your extra-curricular activities, and provides an accredited employability programme designed to improve your career prospects. Many students participate in clubs and societies and volunteer in the local community. The University’s Personal Skills Award accredits this putting our graduates a step ahead.