university of birmingham english literature and creative writing

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English Literature and Creative Writing BA (Hons) University of Birmingham

Course options

Qualification.

Bachelor of Arts (with Honours) - BA (Hons)

• TUITION FEES
• ENTRY REQUIREMENT
• UNIVERSITY INFO

Course summary

Studying English Literature and Creative Writing in combination, allows you to develop your skills as a writer, whilst setting your own work and aspirations in the context of the wider literary world.Our BA programme introduces you to a broad range of types and periods of literature, with a huge variety of different areas to pursue, from medieval literature to twenty-first-century digital literary culture. These include unparalleled resources for the study of Shakespeare, through our world-leading Shakespeare Institute.You will be given a foundation in all main genres of creative writing: poetry, prose, drama and media writing. Alongside this, you will explore the professional aspects of contemporary writing and editing and will be supported in finding your own ‘voice’. You will be taught by award-winning writers and benefit from regular guest talks by visiting writers.

– including 2021 Forward Poetry Prize winner Professor Luke Kennard and one of Granta magazine’s 2023 best young novelists Dr Anna Metcalfe. 

- where better to study Shakespeare than in the town where he was born! Make use of our internationally renowned Shakespeare Institute based in Stratford-upon-Avon and collaboration with the Royal Shakespeare Company and take part in fun and interactive study trips, such as this writing workshop with Playwright Juliet Gilkes Romero on the RSC stage.

- read and write about the writing and authors that mean most to you: our course gives you the option to study everything from Old English to last year's novels; you can also incorporate optional modules across a vast range of literary genres.

- take advantage of the wide-ranging expertise within our academic community and explore the study of art, comics, film, marketing, music, social media, textual production, theatre, TV and video games.

– explore our exceptional resources, including our Cadbury Research Library, consisting of over 200,000 rare books dating from 1471, as well as the Library of Birmingham, Europe’s largest regional library. Get involved with the numerous on-campus writers' groups, including our very own newspaper, radio and TV stations and delve into the various citywide literature festivals.

Application deadline

Modules (Year 1)

Modules (year 2), modules (year 3), tuition fees.

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QUALIFICATION TYPE

• Cambridge International Pre-U Certificate - Principal
• International Baccalaureate Diploma Programme
• Pearson BTEC Level 3 National Extended Diploma (first teaching from September 2016)
• Welsh Baccalaureate - Advanced Skills Challenge Certificate (first teaching September 2015)

A level : AAB

To include A Level English Literature or A Level English Language and Literature

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University information

University of Birmingham

University league table, campus address.

University of Birmingham, Edgbaston, Birmingham, Birmingham, B15 2TT, England

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Subject ranking.

• Creative Writing

12th out of 96 1

3rd out of 50 2

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English Literature and Creative Writing BA (Hons)

Want to know what it's like to study this course at uni? We've got all the key info, from entry requirements to the modules on offer. If that all sounds good, why not check out reviews from real students or even book onto an upcoming open days ?

Different course options

Bachelor of Arts (with Honours) - BA (Hons)

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Course info

Entry requirements, popular a-level subjects, tuition fees, latest reviews.

Studying English Literature and Creative Writing in combination, allows you to develop your skills as a writer, whilst setting your own work and aspirations in the context of the wider literary world.Our BA programme introduces you to a broad range of types and periods of literature, with a huge variety of different areas to pursue, from medieval literature to twenty-first-century digital literary culture. These include unparalleled resources for the study of Shakespeare, through our world-leading Shakespeare Institute.You will be given a foundation in all main genres of creative writing: poetry, prose, drama and media writing. Alongside this, you will explore the professional aspects of contemporary writing and editing and will be supported in finding your own ‘voice’. You will be taught by award-winning writers and benefit from regular guest talks by visiting writers.

– including 2021 Forward Poetry Prize winner Professor Luke Kennard and one of Granta magazine’s 2023 best young novelists Dr Anna Metcalfe. 

- where better to study Shakespeare than in the town where he was born! Make use of our internationally renowned Shakespeare Institute based in Stratford-upon-Avon and collaboration with the Royal Shakespeare Company and take part in fun and interactive study trips, such as this writing workshop with Playwright Juliet Gilkes Romero on the RSC stage.

- read and write about the writing and authors that mean most to you: our course gives you the option to study everything from Old English to last year's novels; you can also incorporate optional modules across a vast range of literary genres.

- take advantage of the wide-ranging expertise within our academic community and explore the study of art, comics, film, marketing, music, social media, textual production, theatre, TV and video games.

– explore our exceptional resources, including our Cadbury Research Library, consisting of over 200,000 rare books dating from 1471, as well as the Library of Birmingham, Europe’s largest regional library. Get involved with the numerous on-campus writers' groups, including our very own newspaper, radio and TV stations and delve into the various citywide literature festivals.

Creative Writing

Average salary, £18,000, english studies (non-specific), what students say.

I think the environment is very friendly and welcoming, and the tutors feel passionate. I do think there could be longer lectures or more.. Read more

... Read more

Modules (Year 1)

Modules (year 2), modules (year 3).

AAB Grades / Points required

Cambridge International Pre-U Certificate - Principal:

Not currently available, please contact university for up to date information.

International Baccalaureate Diploma Programme:

32 Grades / Points required

Pearson BTEC Level 3 National Extended Diploma (first teaching from September 2016):

DDM Grades / Points required

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

To include A Level English Literature or A Level English Language and Literature

Accepted in place of A levels with the following grade equivalencies: D2 = A*; D3 = A; M2 = B. Combinations of A levels and Principle subjects are accepted. NB required subjects must be offered (see A level Section)

6,6,5 in Higher Level subjects, to include Literature or Literature and Language at HL 5.

BTEC Extended Diploma: DDM, plus a B at A-level in the required subject/s mentioned above.BTEC Diploma: DD, plus a B at A-level in the required subject/s mentioned above.BTEC Subsidiary Diploma: D, plus AB at A-level, including the required subject/s mentioned above.

Accepted in place of a non-required A level with the equivalent grade.

Top 5 A-levels taken by students who study this subject at uni.

Students living in

£9,250 per year

Students from England

This is the fee you pay if you live within England. Please note, this fee has been confirmed.

Students from Scotland

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Students from Wales

This is the fee you pay if you live within Wales. Please note, this fee has been confirmed.

Students from Northern Ireland

This is the fee you pay if you live within Northern Ireland. Please note, this fee has been confirmed.

Students from Channel Islands

This is the fee you pay if you live within Channel Islands. Please note, this fee has been confirmed.

Latest Creative Writing reviews

Review breakdown, how all students rated:.

Academic and Student Division Birmingham B15 2TT

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English Literature and Creative Writing

University of Birmingham

UCAS Code: Q3W8 | Bachelor of Arts (with Honours) - BA (Hons)

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Entry requirements

To include A Level English Literature or A Level English Language and Literature

Accepted in place of A levels with the following grade equivalencies: D2 = A*; D3 = A; M2 = B. Combinations of A levels and Principle subjects are accepted. NB required subjects must be offered (see A level Section)

International Baccalaureate Diploma Programme

6,6,5 in Higher Level subjects, to include Literature or Literature and Language at HL 5.

Pearson BTEC Level 3 National Extended Diploma (first teaching from September 2016)

BTEC Extended Diploma: DDM, plus a B at A-level in the required subject/s mentioned above. BTEC Diploma: DD, plus a B at A-level in the required subject/s mentioned above. BTEC Subsidiary Diploma: D, plus AB at A-level, including the required subject/s mentioned above.

Accepted in place of a non-required A level with the equivalent grade.

UCAS Tariff

We've calculated how many Ucas points you'll need for this course.

About this course

Course option.

Full-time | 2024

Creative writing

English studies

Studying English Literature and Creative Writing in combination, allows you to develop your skills as a writer, whilst setting your own work and aspirations in the context of the wider literary world.

Our BA programme introduces you to a broad range of types and periods of literature, with a huge variety of different areas to pursue, from medieval literature to twenty-first-century digital literary culture. These include unparalleled resources for the study of Shakespeare, through our world-leading Shakespeare Institute.

You will be given a foundation in all main genres of creative writing: poetry, prose, drama and media writing. Alongside this, you will explore the professional aspects of contemporary writing and editing and will be supported in finding your own ‘voice’. You will be taught by award winning writers and benefit from regular guest talks by visiting writers.

**Why study this course?**

**Your lecturers and tutors for Creative Writing will be practising writers** - Dr Luke Kennard, a poet and novelist who recently won the Forward Poetry Prize whose criticism appears in Poetry London and the Times Literary Supplement and recently; Dr Richard House, fiction and screenwriter, recently long listed for the Man Booker Prize; Dr Dan Vyleta, author of four award winning novels and the best-selling novelist Professor Ruth Gilligan. You will also be able to enjoy regular guest lectures and readings from visiting writers. Past guests have included poet Simon Armitage and Poet Laureate Carol Ann Duffy.

**Get on board with the bard** - where better to study Shakespeare than in the town where he was born! Make use of our internationally renowned Shakespeare Institute based in Stratford-upon-Avon and collaboration with the Royal Shakespeare Company and take part in fun and interactive study trips, such as this writing workshop with Playwright Juliet Gilkes Romero on the RSC stage.

**Extra-curricular activity** - the University’s very active creative writing society, Writers' Bloc, produces a regular journal and is very involved with the performance poetry scene, as well as hosting socials, open mic nights and writing workshops. In your second year, you will have the opportunity to partake in our very popular residential study trip to Stratford-upon-Avon, which includes lectures, creative workshops, theatre trips, cultural activities, academic and creative inspiration and the opportunity to socialise with staff and fellow students.

**1st for Creative Writing in the Guardian University Guide 2023**

**90% of students are in work and / or study within 15 months of graduation (Graduate Outcomes Survey 2022)**

**30th in the world for English Language and Literature (QS World Subject Rankings 2022)**

First-year modules cover a broad base of the subject and are designed to introduce you to ways of studying at university. By the final year the modules you take will become more specialised and reflect the research expertise of the academic staff. More detailed module information can be found on the ‘Course detail’ tab on the University of Birmingham’s coursefinder web pages.

Tuition fees

Select where you currently live to see what you'll pay:

Department of Film and Creative Writing

What students say

We've crunched the numbers to see if overall student satisfaction here is high, medium or low compared to students studying this subject(s) at other universities.

How do students rate their degree experience?

The stats below relate to the general subject area/s at this university, not this specific course. We show this where there isn’t enough data about the course, or where this is the most detailed info available to us.

English studies (non-specific)

Teaching and learning, assessment and feedback, resources and organisation, student voice, who studies this subject and how do they get on, most popular a-levels studied (and grade achieved), after graduation.

The stats in this section relate to the general subject area/s at this university – not this specific course. We show this where there isn't enough data about the course, or where this is the most detailed info available to us.

What are graduates doing after six months?

This is what graduates told us they were doing (and earning), shortly after completing their course. We've crunched the numbers to show you if these immediate prospects are high, medium or low, compared to those studying this subject/s at other universities.

Top job areas of graduates

The jobs market for this subject - which includes creative writing and scriptwriting courses - is not currently one of the strongest, so unemployment rates are currently looking quite high overall, with salaries on the lower side. But nevertheless, most graduates get jobs quickly. Graduates often go into careers as authors and writers and are also found in other roles where the ability to write well is prized, such as journalism, translation, teaching and advertising and in web content. Be aware that freelancing and self-employment is common is common in the arts, as are what is termed 'portfolio careers', having several part-time jobs or commissions at once - although graduates from this subject were a little more likely than many other creative arts graduates to be in conventional full time permanent contracts, so that might be worth bearing in mind.

English is one of the most popular degree subjects and in 2015, more than 11,000 students graduated with English degrees - although this does represent a fall from recent years. As good communication is so important to modern business, you can find English graduates in all parts of the economy, although obviously, you can't expect to get a job in science or engineering (computing is a different matter - it's not common but good language skills can be useful in the computing industry). There's little difference in outcomes between English language and English literature degrees, so don't worry and choose the one that suits you best. More English grads took another postgraduate course when they finished their degree than grads from any other subject - this is an important option. Teacher training was a common choice of second degree, as was further study of English, and journalism courses. But many English graduates changed course and trained in law, marketing or other languages -or even subjects further afield such as computing, psychology and even nursing. This is a very flexible degree which gives you a lot of options

What about your long term prospects?

Looking further ahead, below is a rough guide for what graduates went on to earn.

The graph shows median earnings of graduates who achieved a degree in this subject area one, three and five years after graduating from here.

Note: this data only looks at employees (and not those who are self-employed or also studying) and covers a broad sample of graduates and the various paths they've taken, which might not always be a direct result of their degree.

• What's it like studying a degree in Creative writing
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Graduate field commentary:

The Higher Education Careers Services Unit have provided some further context for all graduates in this subject area, including details that numbers alone might not show

The Longitudinal Educational Outcomes dataset combines HRMC earnings data with student records from the Higher Education Statistics Agency.

While there are lots of factors at play when it comes to your future earnings, use this as a rough timeline of what graduates in this subject area were earning on average one, three and five years later. Can you see a steady increase in salary, or did grads need some experience under their belt before seeing a nice bump up in their pay packet?

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University of Birmingham

Degree level: undergraduate, english literature and creative writing, course options.

This course is not accepting applications at this time. Please contact the provider to find out more.

University of Birmingham has participated in the Teaching Excellence Framework. These ratings were awarded in 2023, for four years.

Course summary

Studying English Literature and Creative Writing in combination, allows you to develop your skills as a writer, whilst setting your own work and aspirations in the context of the wider literary world. Our BA programme introduces you to a broad range of types and periods of literature, with a huge variety of different areas to pursue, from medieval literature to twenty-first-century digital literary culture. These include unparalleled resources for the study of Shakespeare, through our world-leading Shakespeare Institute. You will be given a foundation in all main genres of creative writing: poetry, prose, drama and media writing. Alongside this, you will explore the professional aspects of contemporary writing and editing and will be supported in finding your own ‘voice’. You will be taught by award winning writers and benefit from regular guest talks by visiting writers. Why study this course? Your lecturers and tutors for Creative Writing will be practising writers - Dr Luke Kennard, a poet and novelist who recently won the Forward Poetry Prize whose criticism appears in Poetry London and the Times Literary Supplement and recently; Dr Richard House, fiction and screenwriter, recently long listed for the Man Booker Prize; Dr Dan Vyleta, author of four award winning novels and the best-selling novelist Professor Ruth Gilligan. You will also be able to enjoy regular guest lectures and readings from visiting writers. Past guests have included poet Simon Armitage and Poet Laureate Carol Ann Duffy. Get on board with the bard - where better to study Shakespeare than in the town where he was born! Make use of our internationally renowned Shakespeare Institute based in Stratford-upon-Avon and collaboration with the Royal Shakespeare Company and take part in fun and interactive study trips, such as this writing workshop with Playwright Juliet Gilkes Romero on the RSC stage. Extra-curricular activity - the University’s very active creative writing society, Writers' Bloc, produces a regular journal and is very involved with the performance poetry scene, as well as hosting socials, open mic nights and writing workshops. In your second year, you will have the opportunity to partake in our very popular residential study trip to Stratford-upon-Avon, which includes lectures, creative workshops, theatre trips, cultural activities, academic and creative inspiration and the opportunity to socialise with staff and fellow students. 1st for Creative Writing in the Guardian University Guide 2023 90% of students are in work and / or study within 15 months of graduation (Graduate Outcomes Survey 2022) 30th in the world for English Language and Literature (QS World Subject Rankings 2022)

First-year modules cover a broad base of the subject and are designed to introduce you to ways of studying at university. By the final year the modules you take will become more specialised and reflect the research expertise of the academic staff. More detailed module information can be found on the ‘Course detail’ tab on the University of Birmingham’s coursefinder web pages.

How to apply

This is the deadline for applications to be completed and sent for this course. If the university or college still has places available you can apply after this date, but your application is not guaranteed to be considered.

Application codes

Points of entry.

The following entry points are available for this course:

Entry requirements

Qualification requirements, ucas tariff - not accepted, a level - aab, pearson btec level 3 national extended diploma (first teaching from september 2016) - ddm, international baccalaureate diploma programme - 32 points, welsh baccalaureate - advanced skills challenge certificate (first teaching september 2015), cambridge international pre-u certificate - principal, student outcomes.

The number of student respondents and response rates can be important in interpreting the data – it is important to note your experience may be different from theirs. This data will be based on the subject area rather than the specific course. Read more about this data on the Discover Uni website .

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Tuition fees.

Tuition fee status depends on a number of criteria and varies according to where in the UK you will study. For further guidance on the criteria for home or overseas tuition fees, please refer to the UKCISA website .

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University of Birmingham Edgbaston Birmingham B15 2TT

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English Literature and Creative Writing BA Hons

University of birmingham, placement year, year abroad, foundation year, your questions answered ..., how do i apply and how easy is it to get in, how good is this course.

Studying English Literature and Creative Writing in combination, allows you to develop your skills as a writer, whilst setting your own work and aspirations in the context of the wider literary world.

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What you won’t need to do, points of entry for english literature and creative writing ba hons, entry requirements for english and english studies at university of birmingham, required subjects for english literature and creative writing ba hons at university of birmingham, ucas points for current students on english and english studies at university of birmingham, what do you need to know about the cost of university in the uk.

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Most relevant student reviews for english at university of birmingham, film and creative writing, ba hons fulltime.

Here as an international student. Small course, which is nice as everyone knows each other and is work in a really cohesive space. Nice change from my home uni! review#toggle">read more

English Language and Linguistics, BA Hons FullTime

The tutors of most modules are really friendly and easily approachable. The first year modules are full of content and really do set you up for the rest of the course. review#toggle">read more

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English literature and film, ba hons fulltime.

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7 aggregated reviews by students studying at University of Birmingham.

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Creative Writing

Entry requirements.

The creative and critical elements will entail considered independent research and development. For this reason, we can only consider applications from applicants who have successfully completed an MA in Creative Writing, or candidates who can demonstrate composite professional experience (which includes publishing). This should be clearly demonstrated in your application. For the PhD, you must demonstrate how the research project relates to your current creative practice.

Please note: check the staff profiles prior to application to make sure that your proposal is within an area that we can support. We will be unable to support a research project which falls too far outside of our own field of research and teaching.

For the application we require:

• a detailed outline describing the planned creative project
• an outline of the potential critical enquiry and how it relates to the creative project (this can be less detailed than the description of the creative project)
• a statement about your reasons for considering a research degree
• examples of creative work
• a short resume or CV
• two references from people who are familiar with both your creative and critical abilities

The application will be reviewed by the department in several stages. If there is an interested and available supervisor we will ask you form an interview, which can happen online.

Months of entry

January, September

Course content

Work with our team of award-winning authors to develop your creative practice and its critique. Creative Writing at Birmingham is part of the Department of Film and Creative writing, and is closely aligned to the Departments of English Literature and English Language and Applied Linguistics, allowing you to benefit from our breadth of expertise.

This practice-based PhD will support you in the development of a long-form piece of creative writing, or a sequence of related works. You will also identify critical concerns and interests related to your creative practice. The final submission is divided between the creative piece and a related critical document.

Your PhD submission will usually entail:

For prose: a creative document (50 – 80%) of either long-form prose/novel, or a collection of short-form prose/stories supported by a critical paper (20–50%) of a similar length to a critical literary PhD submission (around 80,000 to 100,000 words). A novel, for example, should be somewhere between 60,000 to 80,000 words. The critical paper can be between 20,000 to 40,000 words. This would be discussed with your supervisor throughout your study.

For poetry: a creative document of collected poems or a single work with a developed critical thesis (20,000-50,000 words)

For scriptwriting (for film and live performance): a single project or a collection of multiple shorts should be of comparable length and commitment as the prose element, with a critical element between 20-50% of the overall submission.

Other creative formats (for example a script for a graphic novel) will follow the poetry or prose model, with a 20–50% split for the critical element.

The creative document will be an original work of significant, publishable quality which demonstrates an understanding of craft, genre, and form. The critical document will present a structured and developed argument that demonstrates an awareness of context, and discuss, where relevant, critical and creative processes.

You can study our Creative Writing PhD full-time or part-time, on campus or by distance learning.

Qualification, course duration and attendance options

• Campus-based learning is available for this qualification
• Distance learning is available for this qualification

Course contact details

• Help & FAQ

English, Drama and Creative Studies

• The University of Birmingham
• Arts and Law
• Website https://birmingham.ac.uk/edacs

The University of Birmingham , Birmingham

United Kingdom

Organisation profile

We are one of the largest schools in the College of Arts and Law, and variety is our watchword. Our research covers a range of subjects including English Literature and Language, Drama, Film, Creative Writing and Shakespeare Studies

UN Sustainable Development Goals

In 2015, UN member states agreed to 17 global Sustainable Development Goals (SDGs) to end poverty, protect the planet and ensure prosperity for all. Our work contributes towards the following SDG(s):

Fingerprint

• linguistics Social Sciences 100%
• William Shakespeare Arts & Humanities 99%
• Fiction Arts & Humanities 97%
• English People Arts & Humanities 91%
• Drama Arts & Humanities 83%
• metaphor Social Sciences 66%
• Poem Arts & Humanities 63%
• Discourse Arts & Humanities 56%

Collaborations and top research areas from the last five years

Dive into details.

Select a country/territory to view shared publications and projects

Hugh Adlington

• English Literature - Professor of English Literature

Person: Academic

Alexandra Astin

• Drama and Theatre Arts

Person: Ph.D.

Peter Auger

• English Literature - Lecturer

Research output

• 1651 Article
• 879 Chapter
• 440 Chapter (peer-reviewed)
• 328 Book/Film/Article review
• 131 Other contribution
• 116 Entry for encyclopedia/dictionary
• 79 Review article
• 41 Conference contribution
• 40 Web publication/site
• 29 Other chapter contribution
• 27 Editorial
• 26 Commissioned report
• 26 Scholarly edition
• 24 Special issue
• 20 Anthology
• 16 Digital or Visual Products
• 10 Comment/debate
• 9 Performance
• 6 Foreword/postscript
• 5 Featured article
• 3 Other report
• 3 Data set/Database
• 3 Doctoral Thesis
• 1 Short survey
• 1 Exhibition
• 1 Discussion paper
• 1 Working paper

Research output per year

Imagined Life: American Independent Cinema

Research output : Book/Report › Book

• American Independent Cinema 100%
• Independent Film 27%
• Philosophical Studies 24%

The Longitude and Latitude of World Cinema: Recalculating...

Research output : Chapter in Book/Report/Conference proceeding › Chapter (peer-reviewed) › peer-review

The Routledge Companion to World Cinema (Second Edition, Revised and Expanded)

• Routledge Companion 100%
• World Cinema 93%
• 5 Not started
• 191 Finished

Projects per year

AHRC IAA (23-24) URG - Search Engine Ethics and You: Empowering search engine users through the creation of “The Ethical Interface” and SEEED Database [P062]

Arts and Humanities Research Council

12/08/24 → 30/09/24

Project : Research Councils

AHRC IAA (23-24) FOF: Birnam's Oak / Scotland's Shakespeare [P057]

Johnson, T.

24/06/24 → 15/12/24

AHRC IAA (2024) UEF: Adam Ledger - The Squirrel: engaging island communities [P051]

8/04/24 → 31/08/24

• 677 Conference, workshop or symposium
• 508 Guest lecture or Invited talk
• 395 Publication peer-review
• 138 Engagement event
• 133 Examination
• 113 Member of an organisation
• 109 Editorial board of a journal
• 67 Consultancy
• 49 Outreach
• 46 Membership of board
• 19 Grant peer review
• 19 Collaboration
• 18 Membership of working group or committee
• 13 Lecture series
• 11 Hosting an invited lecturer
• 8 Advisory role
• 6 Networking event
• 5 Industry event
• 2 Professional accreditation
• 1 Membership of a network

Activities per year

Aphra Behn, the Rochester family, and miscellany publication

Gillian Wright (Speaker)

Activity : Academic and Industrial events › Conference, workshop or symposium

Fugitive Fragments: On Poetic Remembering

Rona Cran (Invited speaker)

Activity : Academic and Industrial events › Guest lecture or Invited talk

I Remember Joe Brainard: a Gathering (Network for New York School Studies/Flow Chart Foundation Symposium)

Rona Cran (Organiser)

Beyond the Book project: quantitative data and collateral documents

Fuller, D. (Creator), Lang, A. (Creator), Rehberg Sedo, D. (Creator) & Engel, L. (Creator), University of Birmingham, 31 Oct 2008

DOI : 10.25500/eData.bham.00000074 , http://epapers.bham.ac.uk/64/ and one more link , http://www.beyondthebookproject.org/ (show fewer)

Research data supporting the publication "From their point of view: the article category as a hierarchically structured referent tracking system"

Divjak, D. (Creator), Romain, L. (Creator) & Milin, P. (Creator), University of Birmingham, 27 Apr 2023

DOI : https://doi.org/10.25500/edata.bham.00000943

Make Your Own Brainard

Cran, R. (Creator), University of Birmingham, 9 Sept 2020

DOI : 10.25500/edata.bham.00000544

20 Next Generation Poets (Poetry Book Society)

Kennard, Luke (Recipient), 2014

Prize : Prize (including medals and awards)

ACLS Collaborative Research Fellowship

Mitchell, Rebecca (Recipient), 2016

Prize : Fellowship awarded competitively

Adjunct Assistant Professor (secondment) - University of Illinois

Zimbler, Jarad (Recipient), 2017

Prize : Appointment

Press/Media

Whips, adultery and a ‘loin king’: what is it about tory political players writing scandalous books.

1 Media contribution

Press/Media : Press / Media

My search for the mysterious missing secretary who shaped chatbot history

Rebecca Roach

Bisexuality is better depicted in TV than film

Christina Wilkins

Study Undergraduate

English literature and creative writing ba (ucas qw38).

29 September 2025

3 years full-time

Qualification

Bachelor of Arts (BA)

Warwick Writing Programme

University of Warwick

Book your Open Day place

Enquire now

Find out more about our English Literature and Creative Writing degree at Warwick

Studying English Literature and Creative Writing (BA) at Warwick will transform your understanding of literature, of yourself, and of the world. It will also fully prepare you to thrive in any profession that values intellectual rigour, creativity, and the ability to communicate a message that matters.

General entry requirements

A level typical offer.

AAA or A*AB to include grade A in English Literature or English Language and Literature (combined).

A level contextual offer

We welcome applications from candidates who meet the contextual eligibility criteria and whose predicted grades are close to, or slightly below, the contextual offer level. The typical contextual offer is ABB, including A in English Literature or English Language and Literature (combined). See if you’re eligible.

General GCSE requirements

Unless specified differently above, you will also need a minimum of GCSE grade 4 or C (or an equivalent qualification) in English Language and either Mathematics or a Science subject. Find out more about our entry requirements and the qualifications we accept. We advise that you also check the English Language requirements for your course which may specify a higher GCSE English requirement. Please find the information about this below.

IB typical offer

36 to include 6 at Higher Level in English Literature or combined English Language and Literature.

IB contextual offer

We welcome applications from candidates who meet the contextual eligibility criteria and whose predicted grades are close to, or slightly below, the contextual offer level. The typical contextual offer is 32 including grade 6 in Higher Level English Literature or English Language and Literature (combined). See if you’re eligible.

Other UK qualifications

We welcome applications from students taking BTECs alongside A level English Literature or English Language and Literature (combined).

Scotland Advanced Highers

AA in two Advanced Highers including English, and AAB in three additional Highers subjects.

Welsh Baccalaureate

AAB in three subjects at A level including A in English Literature or English Language and Literature (combined) plus grade C in the Advanced Welsh Baccalaureate Skills Challenge Certificate.

Access to Higher Education Diplomas

We will consider applicants returning to study who are presenting a QAA-recognised Access to Higher Education Diploma on a case-by-case basis.

Typically, we require 45 Credits at Level 3, including Distinction in 33 Level 3 credits and Merit in 12 Level 3 Credits. We may also require subject specific credits or an A level to be studied alongside the Access to Higher Education Diploma to fulfil essential subject requirements.

International qualifications

• English Language requirements

All applicants have to meet our English Language requirements Link opens in a new window . If you cannot demonstrate that you meet these, you may be invited to take part in our Pre-sessional English course at Warwick Link opens in a new window .

This course requires: Band B

Learn more about our English Language requirements Link opens in a new window .

Frequently asked questions

Contextual data and differential offers.

Warwick may make differential offers to students in a number of circumstances. These include students participating in a Widening Participation programme or who meet the contextual data criteria .

Differential offers will usually be one or two grades below Warwick’s standard offer.

Warwick International Foundation Programme (IFP)

All students who successfully complete the Warwick IFP and apply to Warwick through UCAS will receive a guaranteed conditional offer for a related undergraduate programme (selected courses only).

Find out more about standard offers and conditions for the IFP .

• Taking a gap year

We welcome applications for deferred entry.

We do not typically interview applicants. Offers are made based on your UCAS form which includes predicted and actual grades, your personal statement and school reference.

Course overview

Creative work can happen anywhere, but in our School of Creative Arts, Performance and Visual Cultures you can learn the craft of writing and work with other emerging writers in a place of energy and ideas.

If you intend to pursue a career as an author, or to work in the creative industries or teaching, this practical course will teach you about the creative writing process and help you become a better reader, with a deeper understanding of literary history, literary theory and the past and future of creative writing. You will be taught by practising and award-winning writers, bridging the gap between academic and creative approaches to literature. Our course is number one for creative writing in the UK (The Times Good University Guide 2023) and has 91.7% overall student satisfaction in National Student Survey.

You will undertake real-world writing tasks and will regularly meet, engage with, and learn from industry professionals, including publishers, editors, literary agents, poets, and authors. Our graduates enter the world with advanced communicative, imaginative, and critical abilities, plus practical and vocational literary writing skills including composition, interpretation, and evaluation. In addition, you will develop argument, analysis and speaking skills, and a capacity for independent thought. Many of our graduates have become professional novelists, poets, dramatists, filmmakers, and performers.

Study abroad

As a student on our English degrees, you will have the opportunity to spend your third year at one of our partner institutions in Europe, China, or North America. You will then return to Warwick to complete your fourth and final year of your degree.

You will be able to apply to transfer to the four-year course when you are in your second year at Warwick, subject to availability of places from the University's International Office.

Core modules

In your first year you will gain the foundation you need to become a better reader and writer. In Modes of Writing, we explore writing in different forms, including poetry, fiction, non-fiction, and writing for performance and new media. Through studying Medieval and Early Modern Literature, you will appreciate the context of contemporary beliefs and social developments. Epic into Novel will give you an understanding of some of the great texts of classical and modern times. The Written World will introduce you to some of the ideas and themes in literary theory, with a particular focus on texts that are important to writers.

As a second year you will progress to Composition and Creative Writing, in which you explore and deepen your practice of fiction and non-fiction. You will take an English Literature module focusing on texts from before 1900 , as well as any module from English Literature, Creative Writing, or another University department.

In your final year you will progress to the Personal Writing Project, your opportunity to work one-to-one with a tutor on an extensive piece of writing in fiction, non-fiction, poetry, drama, screenwriting, or a genre of your choice. In addition, you will select a global literature module, as well as any module from English Literature, Creative Writing, or another University department.

Modes of Writing

This is a core module for first-year undergraduates reading for the degree QW38 English Literature and Creative Writing. The module is 100% fully assessed. The module complements The Written World and prepares you for the more specialist writing modules in years two and three such as Composition and Creative Writing, The Practice of Poetry, The Practice of Fiction and The Personal Writing Project. The module also complements other academic optional modules in which writing, imitation, rhetoric or translation may be practised or studied.

Read more about the Modes of Writing module Link opens in a new window , including the methods of teaching and assessment (content applies to 2023/24 year of study).

Medieval and Early Modern Literature

Taking you from the mythical court of King Arthur to the real world of ambition, intrigue, and danger in the courts of Henry VIII and Elizabeth I, this module introduces you to early literature in a global context. You will study texts like Chaucer’s Canterbury Tales , Thomas More’s Utopia , Edmund Spenser’s The Faerie Queene , and Shakespeare’s sonnets to explore some of the period’s highest ideals—‘trawthe’ or integrity—as well as some of humanity’s darkest impulses: greed, deception, revenge, and desire.

Read more about the Medieval and Early Modern Literature module Link opens in a new window , including the methods of teaching and assessment (content applies to 2023/24 year of study).

Epic into Novel

Tracking the transition from the epics of the ancient world to their incarnation as texts of modernity, this module introduces you to some of the most influential and formative works of world literature. You will study central texts of the classical world, such as Gilgamesh , Homer’s Iliad, Virgil’s Aeneid, and Catullus; ancient epics from India and Africa; Milton’s Paradise Lost ; as well as responses to ancient epic by Tennyson, Margaret Atwood, Seamus Heaney, and Maria Dahvana Headley. Reading across history and cultures, between languages and genres, you will develop the skills to analyse narrative, character, and style.

Read more about the Epic into Novel module Link opens in a new window , including the methods of teaching and assessment (content applies to 2023/24 year of study).

The Written World

This module will introduce students on the BA in English Literature and Creative Writing to ideas and theories from literary studies, linguistics, critical theory, translation studies and cultural studies that will underpin more specialised scholarly and creative study in the second and third years.

Read more about the The Written World module Link opens in a new window , including the methods of teaching and assessment (content applies to 2023/24 year of study).

Composition and Creative Writing

You will develop your fiction and non-fiction writing through practice of the processes involved, from inception, through drafting and revision, to considerations of audience. You will gain insights into narrative form, including traditional and experimental methods.

Read more about the Composition and Creative Writing module Link opens in a new window , including the methods of teaching and assessment (content applies to 2023/24 year of study).

Personal Writing Project

The Personal Writing Project will see you working closely with a practitioner to advance your technical and critical skills in the development of a portfolio of work focused on a specific genre. You will gain an appreciation of the research and methodology needed for large-scale creative works and in so doing, gain the maturity and confidence to advance your career as a professional writer.

Read more about the Personal Writing Project module , including the methods of teaching and assessment (content applies to 2023/24 year of study).

Optional modules

Optional modules can vary from year to year. Example optional modules may include:

• The Practice of Poetry
• The Practice of Fiction
• Screenwriting
• Advanced Screenwriting
• US Writing and Culture 1780-1920
• Romantic and Victorian Poetry
• The Seventeenth Century
• Game Theory: Interactive and Video Game Narratives

Assessment is a combination of creative projects, portfolios, essays, and optional performance. For example, in our Shakespeare and Selected Dramatists of his Time module, student creative work recently included film and radio adaptations, musical compositions, painting, sculpture and photography inspired by Shakespeare's texts.

Practising writers deliver teaching through workshops and seminars. Also, writers and publishers visit and engage with you at our weekly Warwick Thursdays events. Most core modules in your first year are taught through lectures and seminars. In your second and third years, optional modules are normally taught in seminars and workshops.

Working together, we seek to improve our students’ skills and confidence through writing workshops, peer review and live performances. You will be encouraged to attend and participate at spoken word events in the local area.

Class sizes

Targeted teaching with class sizes of 10 - 15 students (on average).

Typical contact hours

Guided learning of typically eight contact hours per week. Seminars are usually 1.5 hours each.

Tuition fees

Tuition fees cover the majority of the costs of your study, including teaching and assessment. Fees are charged at the start of each academic year. If you pay your fees directly to the University, you can choose to pay in instalments.

Home students

Undergraduate fees.

If you are a home student enrolling in 2024, your annual tuition fees will be £9,250 . In the future, these fees might change for new and continuing students.

2+2 course fees

If you are a home student enrolling in 2022 for a 2+2 course through the Centre for Lifelong Learning, your annual tuition fees will be £6,750 . In the future, these fees might change for new and continuing students.

How are fees set?

The British Government sets tuition fee rates.

Learn more about fees from UCAS Link opens in a new window .

Overseas students

If you are an overseas or EU student enrolling in 2024, your annual tuition fees will be as follows:

• Band 1 – £24,800 per year (classroom-based courses, including Humanities and most Social Science courses)
• Band 2 – £31,620 per year (laboratory-based courses, plus Maths, Statistics, Theatre and Performance Studies, Economics, and courses provided by Warwick Business School, with exceptions)

Fees for 2025 entry have not been set. We will publish updated information here as soon as it becomes available, so please check back for updates about 2025 fee rates before you apply.

Fee status guidance

We carry out an initial fee status assessment based on the information you provide in your application. Students will be classified as Home or Overseas fee status. Your fee status determines tuition fees, and what financial support and scholarships may be available. If you receive an offer, your fee status will be clearly stated alongside the tuition fee information.

Do you need your fee classification to be reviewed?

If you believe that your fee status has been classified incorrectly, you can complete a fee status assessment questionnaire. Please follow the instructions in your offer information and provide the documents needed to reassess your status.

Find out more about how universities assess fee status. Link opens in a new window

Additional course costs

As well as tuition fees and living expenses, some courses may require you to cover the cost of field trips or costs associated with travel abroad.

For departmental specific costs, please see the Modules tab on this web page for the list of core and optional core modules with hyperlinks to our Module Catalogue Link opens in a new window (please visit the Department’s website if the Module Catalogue hyperlinks are not provided).

Associated costs can be found on the Study tab for each module listed in the Module Catalogue (please note most of the module content applies to 2024/25 year of study). Information about module specific costs should be considered in conjunction with the more general costs below:

• Core text books
• Printer credits
• Dissertation binding
• Robe hire for your degree ceremony

Further information

Find out more about tuition fees from our Student Finance team .

Scholarships and bursaries

Learn about scholarships and bursaries available to undergraduate students.

We offer a number of undergraduate scholarships and bursaries to full-time undergraduate students. These include sporting and musical bursaries, and scholarships offered by commercial organisations.

Find out more about funding opportunities for full-time students. Link opens in a new window

International scholarships

If you are an international student, a limited number of scholarships may be available.

Find out more information on our international scholarship pages. Link opens in a new window

You may be eligible for financial help from your own government, from the British Council or from other funding agencies. You can usually request information on scholarships from the Ministry of Education in your home country, or from the local British Council office.

Warwick Undergraduate Global Excellence Scholarship

We believe there should be no barrier to talent. That's why we are committed to offering a scholarship that makes it easier for gifted, ambitious international learners to pursue their academic interests at one of the UK's most prestigious universities.

Find out more about the Warwick Undergraduate Global Excellence Scholarship. Link opens in a new window

Part-time fee waiver

Find out more about the Warwick scholarship for part-time students. Link opens in a new window

Warwick Bursary for low income students

We provide extra financial support for qualifying students from lower income families. The Warwick Undergraduate Bursary is an annual award of up to £3,000 per annum. It is intended to help with course-related costs and you do not have to pay it back.

Find out more about your eligibility for the Warwick Undergraduate Bursary. Link opens in a new window

Sanctuary scholarships for asylum seekers

As part of the 'City of Sanctuary' movement, we are committed to building a culture of hospitality and welcome, especially for those seeking sanctuary from war and persecution. We provide a range of scholarships to enable people seeking sanctuary or asylum to progress to access university education.

Find out more about the Warwick Undergraduate Sanctuary Scholarships for asylum seekers. Link opens in a new window

Find out more about Warwick undergraduate bursaries and scholarships.

Eligibility for student loans

Your eligibility for student finance will depend on certain criteria, such as your nationality and residency status, your course, and previous study at higher education level.

Check if you're eligible for student finance .

Home students residing in England

Tuition fee loan.

You can apply for a Tuition Fee Loan to cover your tuition fees. It is non-means tested, which means the amount you can receive is not based on your household income. The Loan is paid directly to the University so, if you choose to take the full Tuition Fee Loan, you won’t have to set up any payments.

Maintenance Loan for living costs

You can apply for a Maintenance Loan towards your living costs such as accommodation, food and bills. This loan is means-tested, so the amount you receive is partially based on your household income and whether you choose to live at home or in student accommodation.

Find out more about government student loans for home students residing in England. Link opens in a new window

Home students residing outside of England

Find out more about student funding for home students residing outside of England. Link opens in a new window

EU students

If you’re starting a course on or after 1 August 2021, you usually must have settled or pre-settled status under the EU Settlement Scheme Link opens in a new window to get student finance.

If you are an EU student and eligible for student finance you may be able to get a Tuition Fee Loan to cover your fees. It is non-means tested, which means the amount you may receive is not based on your household income. The Loan is paid directly to the University so, if you choose to take the full Tuition Fee Loan, you won't have to set up any payments.

Help with living costs

For the 2024 academic year, you may be eligible for help with your living costs if both of the following apply:

• You have lived in the UK for more than 3 years before the first day of the first academic year of your course
• You have Settled Status ( see further details on Settled Status) Link opens in a new window

If you are coming to the UK from 1st January 2021, you may need to apply for a visa Link opens in a new window to study here.

Please note: Irish citizens do not need to apply for a visa or to the EU Settlement Scheme.

Find out more about government student loans for EU students Link opens in a new window

Repaying your loans

You will repay your loan or loans gradually once you are working and earning above a certain amount (for students starting their course after 1 August 2023 the repayment threshold is £25,000). Repayments will be taken directly from your salary if you are an employee. If your income falls below the earnings threshold, your repayments will stop until your income goes back up above this figure.

Find out more about repaying your student loan. Link opens in a new window

Your career

Graduates from our course have gone on to work for employers including:

• Bloomsbury Publishing
• British Council
• Cambridge University Press
• Civil Service
• The Forward Poetry Foundation
• Pan Macmillan
• The Poetry Society
• Penguin/Random House
• Royal Opera House
• The Society of Authors
• The Sunday Times
• Teach First

They have pursued roles such as:

• Authors, writers, dramatists, poets, and translators
• Journalists, newspaper, and periodical editors
• Creative directors
• Arts officers, producers, and directors
• Musicians and composers
• Marketing associate professionals
• Academics and researchers
• Higher Education administrators

Helping you find the right career

Our staff have excellent links not only with other writers but also with publishing houses, literary journals and agencies, with national and regional organisations such as the Arts Council, PEN, and with other creative writing programmes both in Britain and in the USA. We also run the Young Writer of the Year Award jointly with The Sunday Times and host the prestigious Warwick Prize for Women in Translation.

Our School of Creative Arts, Performance and Visual Cultures also has a dedicated professionally qualified Senior Careers Consultant to support you. They offer impartial advice and guidance, together with workshops and events throughout the year. Examples of workshops and events include:

• Discovering Careers in the Creative Industries
• Careers in Publishing and Journalism
• Freelancing
• Careers in the Public Sector
• Warwick careers fairs throughout the year

Find out more about careers support at Warwick. Link opens in a new window

Welcome to the Warwick Writing Programme, an internationally acclaimed writing programme that attracts writers and literary translators from across the globe. If you join us you will immerse yourself in contemporary and experimental narratives, including screenwriting, literary translation, gaming, spoken word and fieldwork.

We foster and maintain excellent creative industry links and networks to enable our students to achieve their career ambitions. We are title partner for The Sunday Times and University of Warwick Young Writer of the Year Award, whose recent winners have included Raymond Antrobus, Adam Weymouth and Sally Rooney. We are also the home of the Warwick Prize for Women in Translation.

Our teaching staff of novelists, poets, non-fiction writers, screenwriters and literary translators includes Lucy Brydon, A.L. Kennedy, Tim Leach, Nell Stevens, Maureen Freely, Gonzalo C. Garcia, David Morley, Dragan Todorovic and Jodie Kim.

Find out more about us on our website Link opens in a new window

Explore our new Faculty of Arts building

The department recently moved into the brand new £57.5 million Faculty of Arts building.

This means, as an Arts student at Warwick, you’ll find your home amongst brand new teaching, learning and social spaces, including specialist facilities, all designed to support collaborative working and to enable your creativity and innovation to flourish.

The sustainably built, eight-storey building is located next to the newly refurbished Warwick Arts Centre in the heart of the University’s creative and cultural arts quarter.

Explore our new Faculty of Arts building further.

Life at Warwick

Within a close-knit community of staff and students from all over the world, discover a campus alive with possibilities. A place where all the elements of your student experience come together in one place. Our supportive, energising, welcoming space creates the ideal environment for forging new connections, having fun and finding inspiration.

Accommodation

• Arts, Culture and Events
• Clubs and societies
• Food and drink
• Sports and Fitness
• Wellbeing support

Keep exploring life at Warwick

Find out how to apply to us, ask your questions, and find out more.

Warwick Accommodation

Finding the right accommodation is key to helping you settle in quickly.

We have a range of residences for undergraduate students on campus.

Explore Warwick Accommodation

You won't be short of ways to spend your time on campus - whether it's visiting Warwick Arts Centre, using our incredible new sports facilities, socialising in our bars, nightclub and cafés, or enjoying an open-air event. Or if you need some peace and quiet, you can explore lakes, woodland and green spaces just a few minutes’ walk from central campus.

Explore our campus

We have lots of cafés, restaurants and shops on campus. You can enjoy great quality food and drink, with plenty of choice for all tastes and budgets. There is a convenience store on central campus, as well as two supermarkets and a small shopping centre in the nearby Cannon Park Retail Park. Several of them offer delivery services to help you stay stocked up.

And don't miss our regular food market day on the Piazza with tempting, fresh and delicious street food. Soak up the atmosphere and try something new, with mouth-watering food for all tastes.

Explore food and shops

Explore Students' Union venues

We currently have more than 300 student-run societies.

So whether you’re into films, martial arts, astronomy, gaming or musical theatre, you can instantly connect with people with similar interests.

Or you could try something new, or even form your own society.

Explore our societies

Sports and fitness

Staying active at Warwick is no sweat, thanks to our amazing new Sports and Wellness Hub, indoor and outdoor tennis centre, 60 acres of sports pitches, and more than 60 sports clubs.

Whether you want to compete, relax or just have fun, you can achieve your fitness goals.

Explore sports at Warwick

Studying on campus

Our campus is designed to cater for all of your learning needs.

You will benefit from a variety of flexible, well-equipped study spaces and teaching facilities across the University.

• The Oculus, our outstanding learning hub, houses state-of-the-art lecture theatres and innovative social learning and network areas.
• The University Library provides access to over one million printed works and tens of thousands of electronic journals
• Different study spaces offering you flexible individual and group study spaces.

Studying at Warwick

Travel and local area

Our campus is in Coventry, a modern city with high street shops, restaurants, nightclubs and bars sitting alongside medieval monuments. The Warwickshire towns of Leamington Spa and Kenilworth are also nearby.

The University is close to major road, rail and air links. London is just an hour by direct train from Coventry, with Birmingham a 20-minute trip. Birmingham International Airport is nearby (a 20-minute drive).

Travelling from campus

Wellbeing support and faith provision

Our continuous support network is here to help you adjust to student life and to ensure you can easily access advice on many different issues. These may include managing your finances and workload, and settling into shared accommodation. We also have specialist disability and mental health support teams.

Our Chaplaincy is home to Chaplains from the Christian, Jewish and Muslim faiths. We provide regular services for all Christian denominations and a Shabbat meal every Friday for our Jewish students. There is also an Islamic prayer hall, halal kitchen and ablution facilities.

Student support

How to apply

Learn more about our application process.

Key dates for your application to Warwick.

Writing your personal statement

Make an impression and demonstrate your passion for your course.

After you've applied

Find out how we process your application.

Our Admission Statement

Read Warwick's Admission Statement

Useful links

• Access to Warwick degrees
• Contextual Offers
• Entry requirements
• Exemption from part of a degree
• Guidance for parents and carers
• International applicants
• Returners to study
• Students with disabilities
• Younger applicants

3 ways to connect

Join us at a live event. You can ask about courses, applying to Warwick, life at Warwick, visas and immigration, and more.

See event calendar Link opens in a new window

Warwick Experience

Take a virtual, student-led campus tour. Then join an interactive panel session, where you can hear from and chat to our current students and staff.

Book a tour Link opens in a new window

Student blogs

Explore our student blogs in Unibuddy. You can read about campus life from students themselves, and register to post questions directly to students.

Ask a student Link opens in a new window

Explore campus with our virtual tour

Our 360 tour lets you:

• Watch student videos
• View 360 photography and drone footage
• Learn about facilities and landmarks

Explore our campus virtually through our 360 campus tour now

Come to an Open Day

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• Also known as an undergraduate or bachelors degree.
• Internationally respected, universally understood.
• An essential requirement for many high-level jobs.
• Gain a thorough understanding of your subject – and the tools to investigate, think critically, form reasoned arguments, solve problems and communicate effectively in new contexts.
• Progress to higher level study, such as a postgraduate diploma or masters degree.
• Credits measure the student workload required for the successful completion of a module or qualification.

One credit represents about 10 hours of study over the duration of the course.

You are awarded credits after you have successfully completed a module.

For example, if you study a 60-credit module and successfully pass it, you will be awarded 60 credits.

BA (Honours) English Literature and Creative Writing

This degree offers a stimulating and wide-ranging introduction to English literature and creative writing. You’ll have the opportunity to study and interpret literature from different historical periods and diverse cultural settings – including translations – and to develop your writing skills in several genres including fiction; poetry; life writing; and scriptwriting for film, radio and stage. The emphasis is very much on practice through guided activities to develop a habit for writing which will involve producing several pieces of creative writing in the forms studied.

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• Learn how to analyse a wide range of texts including fiction, poetry and drama
• Develop and reflect on your own writing and editorial practice in several genres
• Learn the skills of complex argument and critical commentary, which are highly valued in the workplace
• Introduces the world of publishing and the requirements of professional presentation 

Find out more about Entry requirements

This degree has three stages, each comprising 120 credits.

• You’ll start Stage 1 with a broad introduction to the arts and humanities before learning how culture affects the creative process of writing.
• Next, in Stage 2 , you'll focus on your creative writing and English literature studies with two compulsory modules.
• Finally, in Stage 3 , you’ll complete your degree with an advanced creative writing module and an advanced literature module.  

Prepare for OU study with an Access module

Stage 1 (120 credits).

In Stage 1 you'll encounter a variety of different times and places and engage with some fascinating people, art works, ideas and stories. This broad foundation will help you develop the skills and the confident, open approach you need to tackle more specialist modules at Stages 2 and 3.

Stage 2 (120 credits)

In Stage 2 you’ll be introduced to the creative process, develop your fiction, poetry and life writing skills, and learn about the publishing process. You’ll also choose between looking at whether literature matters by drawing on a range of literary texts and finding out about the ways in which writers of fiction have put together their stories.

Stage 3 (120 credits)

At Stage 3 you’ll develop your writing ability, learning how to sustain longer, more complex works of fiction, life writing and poetry. You'll also learn how to write dramatic scripts for different media. This final stage gives you a choice between two different periods in English literature to focus on.  

We regularly review our curriculum; therefore, the qualification described on this page – including its availability, its structure, and available modules – may change over time. If we make changes to this qualification, we’ll update this page as soon as possible. Once you’ve registered or are studying this qualification, where practicable, we’ll inform you in good time of any upcoming changes. If you’d like to know more about the circumstances in which the University might make changes to the curriculum, see our Academic Regulations or contact us . This description was last updated on 19 March 2024 .

Accessibility

Our qualifications are as accessible as possible, and we have a comprehensive range of support services. Our BA (Honours) English Literature and Creative Writing uses a variety of study materials and includes the following elements:

• Online study – most modules are online; some have a mix of printed and online material. Online learning resources could include websites, audio/video, and interactive activities
• Pre-determined schedules – we’ll help you to develop your time-management skills
• Assessment in the form of short-answer questions and essays
• Feedback – continuous assessment includes feedback from your tutor and using this to improve your performance
• Using and producing diagrams and screenshots
• Finding external/third-party material online
• Accessing online catalogues and databases
• Specialist material, such as films and dramatic scripts for different media
• Mathematical and scientific expressions, notations and associated techniques
• Online tutorials

Every module has its own Accessibility Statement with more detailed accessibility information – you’ll find these on individual module descriptions. Visit our  Disability support  page to learn about our services.

Learning outcomes, teaching and assessment

This qualification develops your learning in four main areas:

• Knowledge and understanding
• Cognitive skills
• Practical and professional skills

The level and depth of your learning gradually increases as you work through the qualification. You’ll be supported throughout by the OU’s unique style of teaching and assessment – which includes a personal tutor to guide and comment on your work; top quality course texts; elearning resources like podcasts, interactive media and online materials; tutorial groups and community forums.

Credit transfer

If you have already studied at university level, you may be able to count it towards your Open University qualification – which could save you time and money by reducing the number of modules you need to study. At the OU we call this credit transfer.

It’s not just university study that can be considered, you can also transfer study from a wide range of professional or vocational qualifications such as HNCs and HNDs.

You should apply for credit transfer before you register, at least 4 weeks before the registration closing date. We will need to know what you studied, where and when and you will need to provide evidence of your previous study.

For more details of when you will need to apply by and to download an application form, visit our Credit Transfer website.

Classification of your degree

On successfully completing this course, we’ll award you our BA (Honours) English Literature and Creative Writing.

The class of honours (first, upper-second, lower-second or third) will depend on your grades at Stages 2 and 3.

You’ll have the opportunity to attend a degree ceremony.

If you intend to use your Open University qualifications to seek work or undertake further study outside the UK, we recommend checking whether your intended qualification will meet local requirements for your chosen career. Find out more about international recognition of Open University qualifications .

Regulations

As a student of The Open University, you should be aware of the content of the qualification-specific regulations below and the academic regulations that are available on our Student Policies and Regulations  website. 

• Bachelor of Arts (Honours) English Literature and Creative Writing

Compare this course

There are no formal entry requirements for this qualification.

At The Open University we believe education should be open to all , so we provide a high-quality university education to anyone who wishes to realise their ambitions and fulfil their potential.

Even though there are no entry requirements, there are some skills that you'll need to succeed. If you're not quite ready for OU study we can guide you to resources that prepare you, many of which are free.

Answer a few quick questions to check whether you're ready for study success

How much time do I need?

• Most of our students study part time, completing 60 credits a year .
• This will usually mean studying for 16–18 hours a week .

Find out if you have enough time to study with our time planner

Preparing for study with an Access module

Students who start their study with an Access module are more likely to be successful when they advance to Stage 1 of their qualification. They’re specially designed to give you a gentle introduction to OU study, boost confidence in your study skills, and help you gain a broad overview of your chosen subject area.

You’ll also benefit from:

• feedback from your tutor through regular one-to-one phone tutorials
• support from a dedicated team throughout your study
• detailed written feedback on your work.

Arts and languages Access module

What you will study.

View full details of Arts and languages Access module

Fees and funding in England

80% of our students pay nothing upfront by financing their studies with a student loan.

Tuition fee

Years of  study.

Part-time study gives you the flexibility to balance other commitments with study.

You’ll study for around 16–18 hours a week.

Full-time study enables you to complete your course over a shorter time.

You’ll study for around 32–36 hours a week.

Because OU study is flexible, you don’t have to stick to just part-time or full-time study. You can choose to study more or less each year to suit you.

Most OU students study part-time.

Because OU study is flexible, you don’t have to stick to just part-time study. You can vary the amount of study you take on each year. That means you can gain your qualification in a timeframe that works for you.

3 years 6 years

Current fee per year in England

£7,272* £3,636*

How we worked out the cost

A degree is worth 360 credits. The fee per year is based on studying 60 credits per year for 6 years. A degree is worth 360 credits. The fee per year is based on studying 120 credits per year for 3 years.

Total fee for qualification at current prices

You’ll fund your modules as you study them – you won’t have to pay for your whole qualification up front

That’s 21% less than the cost of an equivalent qualification offered at most other universities in England.

*The fee information provided here is valid for modules starting before 31 July 2025. Fees typically increase annually. In England, fees are subject to the part-time fee limit, as set out in section C of the University's Fee Rules .

What are my funding options?

There are several ways to fund your study, often without paying anything upfront.

Student loan

The most common way for our students to fund their study.

• A student loan is used by 80% of our students.
• It’s not means-tested and there’s no age limit.
• You don’t pay anything upfront. Student Finance England pay your fees directly to the OU for you.
• You won’t pay back a penny until you earn over £25,000.
• The amount you repay is tied to how much you earn. For example, if you earn £27,000 you’ll pay just £15.00 per month.

Other options

Open university student budget account (ousba).

Repay in monthly instalments while you study.

Credit/debit card or bank transfer

Pay before each module starts. You can also combine card or bank transfer payments with other payment methods.

More than 1 in 10 OU students are sponsored by their employer.

Enhanced Learning Credits (ELCs)

If you’re a serving member of the British Armed Forces (or you’ve recently left), you may be eligible to use ELCs to cover up to 100% of your course fees.

Which funding options could I be eligible for?

To find out what funding options are available you need to tell us:

• how many credits you want to study
• if you already hold a degree
• if your household is in receipt of benefits
• about your household income
• if you are employed
• if you are a member of the British forces overseas

How many credits are you planning to study per year?

Do you already hold a degree, was your previous degree in the same subject you wish to study now, was it achieved in the last 5 years, are you employed, are you a member of british forces posted overseas.

British Forces

• If you have a BFPO address, you are only eligible for UK course fees if you are a currently serving member of the British armed forces and you're temporarily and unavoidably working abroad. Other students using BFPO addresses should contact us on +44 (0)300 303 5303 for UK fee eligibility to be assessed.

*The fee information provided above is valid for modules starting before 31 July 2025. Fees typically increase annually. For further information about the University's fee policy, visit our Fee Rules .

Other costs to think about

Your course fees cover your tuition, assessment and study materials, but there are still a few additional costs that can come with studying. If your income is less than £25,000 or you receive a qualifying benefit, you could get help with some of these costs after you start studying.

• You’ll need a computer and the internet to access our learning resources and to participate in online tutorials.

Additional support

You may be eligible for:

• help with study-related costs like set books and internet access
• a free introductory Access module to build your confidence and skills
• funding to study an OU qualification for free from our Carers’ Scholarships Fund if you are, or have recently been, an unpaid carer
• a Carers’ Bursary towards study-related costs if you provide unpaid care to a friend or family member
• a Care Experienced Bursary of £250 towards study-related costs if you’ve previously been, or are currently, in care
• a Care Experienced Scholarship to study an OU qualification for free if you're care experienced and aged 25 and under
• a Sanctuary Scholarship to study an OU qualification for free if you’ve been displaced from your homeland for political, economic, ethnic, environmental, or human rights pressures
• funding from our Scholarship for Black Students to study an OU qualification for free if you identify as being from a Black background

If you have a disability

• The Disabled Students’ Allowance (DSA) is a government grant to cover study support costs if you have a disability. It’s not means-tested, and there’s no age limit. Visit our Supporting students with disabilities page to find out more.
• If your disability is a result of being injured in, or due to, military service, you could be eligible for our Disabled Veterans’ Scholarship Fund .

Need more information?

Talk through your funding options with one of our advisors, save money with the open university.

Compare the cost of studying at the OU with other campus-based universities in England.

*Based on maximum chargeable fees for 24/25 academic year.

**The fee information provided here is valid for modules starting before 31 July 2025. Fees typically increase annually. In England, fees are subject to the part-time fee limit, as set out in section C of the University's Fee Rules .

How will I study this course?

With our unique approach to distance learning, you can study from home, work or on the move.

You’ll have some assessment deadlines to meet, but otherwise, you’ll be free to study at the times that suit you, fitting your learning around work, family, and social life.

For each of your modules, you’ll use either just online resources or a mix of online and printed materials.

Each module you study will have a module website with

• a week-by-week study planner, giving you a step-by-step guide through your studies
• course materials such as reading, videos, recordings, and self-assessed activities
• module forums for discussions and collaborative activities with other students
• details of each assignment and their due dates
• a tutorial booking system, online tutorial rooms, and your tutor’s contact details
• online versions of some printed module materials and resources.

If you have additional needs, we can also provide most module materials in alternative formats. Find out more about materials on our accessibility webpage .

See how our module websites work.

Tutor support

Student, Joe, talks about balancing working at the NHS and studying with the OU and how he has the best of both worlds.

You’ll have a tutor for each module, who will introduce themselves before the module begins.

Throughout the module, they will:

• mark your assignments and give feedback to help you improve
• guide you to learning resources
• support you, whether with general study skills or help with a specific topic.

Tutorials usually take place online, and they’re always optional.

Online tutorials are live presentations with module tutors in dedicated online tutorial rooms and are sometimes recorded.

Our assessments are all designed to reinforce your learning and help you show your understanding of the topics. The mix of assessment methods will vary between modules.

Computer-Marked Assignments

• Usually, a series of online, multiple-choice questions.

Tutor-Marked Assignments

• You’ll have a number of these throughout each module, each with a submission deadline.
• They can be made up of essays, questions, experiments or something else to test your understanding of what you have learned.
• Your tutor will mark and return them to you with detailed feedback.

End-of-Module Assessments

• The final, marked piece of work on most modules.
• Modules with an end-of-module assessment won’t usually have an exam.
• Some modules end with an exam. You’ll be given time to revise and prepare.
• You’ll be given your exam date at least 5 months in advance.
• Most exams take place remotely, and you will complete them at home or at an alternative location.
• If a module requires you to take a face-to-face exam, this will be made clear in the module description, and you will be required to take your exam in person at one of our exam centres.

Progressing to a point where I felt more comfortable writing my assignments, and having my scores reflecting that, made me quite happy because it showed the hard work was being rewarded. Patrick ‘Ricky’ Skene, BSc (Hons) Sport, Fitness and Coaching

Other support and resources

Throughout your studies, you’ll have access to our subject-specific Student Support Teams.

They’ll help you with any general questions about your study and updates to your OU account.

To help with your studies, you’ll also have access to:

• our online library, with high-quality online resources to support your study
• other university libraries in the UK and Ireland
• the online Help Centre, which has general information about OU study and support, along with study skills advice
• free Microsoft Office 365 software
• IT and computing support from our Computing Helpdesk.

Find out more about student support and being a part of the OU community.

Having a course that was really varied and studying in a style that worked for Nick, was key to him launching his own business and becoming an entrepreneur.

Skills for career development

Studying English literature and creative writing will equip you with an adaptable set of skills that can give entry to a vast range of occupations, leading in a number of career directions. You’ll learn to evaluate and assimilate information in constructing an argument; and acquire skills of creative and critical thinking, analysis, and communication that are much in demand in the workplace. You’ll also sharpen up essential writing and IT skills. These are key skills that are crucial to many different kinds of complex organisations, and are greatly sought after in the world beyond study – whether you’re already working, volunteering, or changing career.

Career relevance

The breadth of study and the range of analysis, combined with training in clear thinking and communication, make this degree course relevant to a wide variety of careers, including:

• public administration, local government, the civil service, art institutions, and social services
• advertising, journalism, publishing, creative industries and public relations
• business, banking and retail
• human resources
• charities and campaigning.

Other careers

Many graduate-level jobs are open to graduates of any discipline, particularly in business, finance, management consultancy and the public sector. Some careers may require further study, training and/or work experience beyond your degree.

Exploring your options

Once you register with us (and for up to three years after you finish your studies), you’ll have full access to our careers service for a wide range of information and advice. This includes online forums, website, interview simulation, vacancy service as well as the option to email or speak to a careers adviser. Some areas of the careers service website are available for you to see now , including help with looking for and applying for jobs. You can also read more general information about how OU study enhances your career .

In the meantime if you want to do some research around this qualification and where it might take you, we’ve put together a list of relevant job titles as a starting point. Some careers may require further study, training and/or work experience beyond your degree:

• teacher/lecturer
• tourism officer
• civil servant
• local government and NHS management
• advertising account manager
• marketing officer
• public relations manager
• media researcher
• charity campaigner
• retail manager
• business and HR management
• information archivist.

Register for this course

• Oct 2024 - Registration closes 05/09/2024
• Feb 2025 - Registration closes 09/01/2025

Request your Arts and Humanities prospectus

Our prospectuses help you choose your course, understand what it's like to be an OU student and register for study.

Request prospectus

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What's English and Creative Writing like at the University of Birmingham?

I want to study English and Creative Writing in the UK and I have Birmingham listed as a tentative choice. What interest me about the course are its module on editing, which seems one-of-a-kind, and its more general emphasis on collaborative writing. I'm also intrigued by the module titled "Literature at Sea: 1851 to present", as well as the section on the detective novel as cipher, in the compulsory prose module. None of its optional modules, however, have any form of elaboration, and I'm also unsure if the compulsory editing module is as good as I make it out to be. I know nothing about living in the UK (I'm an international student) and my only concern, at this point in time at least, is the quality of the course. Can anyone who has studied English and/or Creative Writing at Birmingham share their experiences please?

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Admission Steps

English and literary arts - creative writing - phd, admission requirements.

Terms and Deadlines

Degree and GPA Requirements

Additional Standards for Non-Native English Speakers

Additional standards for international applicants.

For the 2025-2026 academic year

See 2024-2025 requirements instead

Fall 2025 quarter (beginning in September)

Final submission deadline: December 16, 2024

Final submission deadline: Applicants cannot submit applications after the final submission deadline.

Degrees and GPA Requirements

Bachelors degree: All graduate applicants must hold an earned baccalaureate from a regionally accredited college or university or the recognized equivalent from an international institution.

Masters degree: This program requires a masters degree as well as the baccalaureate.

University GPA requirement: The minimum grade point average for admission consideration for graduate study at the University of Denver must meet one of the following criteria:

A cumulative 2.5 on a 4.0 scale for the baccalaureate degree.

A cumulative 2.5 on a 4.0 scale for the last 60 semester credits or 90 quarter credits (approximately two years of work) for the baccalaureate degree.

An earned master’s degree or higher from a regionally accredited institution or the recognized equivalent from an international institution supersedes the minimum GPA requirement for the baccalaureate.

A cumulative GPA of 3.0 on a 4.0 scale for all graduate coursework completed for applicants who have not earned a master’s degree or higher.

Official scores from the Test of English as a Foreign Language (TOEFL), International English Language Testing System (IELTS), C1 Advanced or Duolingo English Test are required of all graduate applicants, regardless of citizenship status, whose native language is not English or who have been educated in countries where English is not the native language. Your TOEFL/IELTS/C1 Advanced/Duolingo English Test scores are valid for two years from the test date.

The minimum TOEFL/IELTS/C1 Advanced/Duolingo English Test score requirements for this degree program are:

Minimum TOEFL Score (Internet-based test): 80

Minimum IELTS Score: 6.5

Minimum C1 Advanced Score: 176

Minimum Duolingo English Test Score: 115

Additional Information:

Read the English Language Proficiency policy for more details.

Read the Required Tests for GTA Eligibility policy for more details.

Per Student & Exchange Visitor Program (SEVP) regulation, international applicants must meet all standards for admission before an I-20 or DS-2019 is issued, [per U.S. Federal Register: 8 CFR § 214.3(k)] or is academically eligible for admission and is admitted [per 22 C.F.R. §62]. Read the Additional Standards For International Applicants policy for more details.

Application Materials

Transcripts, letters of recommendation.

Required Essays and Statements

Writing Sample

We require a scanned copy of your transcripts from every college or university you have attended. Scanned copies must be clearly legible and sized to print on standard 8½-by-11-inch paper. Transcripts that do not show degrees awarded must also be accompanied by a scanned copy of the diploma or degree certificate. If your academic transcripts were issued in a language other than English, both the original documents and certified English translations are required.

Transcripts and proof of degree documents for postsecondary degrees earned from institutions outside of the United States will be released to a third-party international credential evaluator to assess U.S. education system equivalencies. Beginning July 2023, a non-refundable fee for this service will be required before the application is processed.

Upon admission to the University of Denver, official transcripts will be required from each institution attended.

Three (3) letters of recommendation are required.  Academic recommendations preferred.  Letters should be submitted by recommenders through the online application.

Essays and Statements

Essay instructions.

Applicants should submit a sample of critical prose (e.g., a seminar paper, scholarly publication, or excerpt from thesis or other longer work demonstrating familiarity with the conventions of academic research and writing) not to exceed 20 pages.

Personal Statement Instructions

Personal statements should be 2 pages maximum and should address the applicant's past academic experience, future scholarly goals, and their suitability for graduate study and research in our program.

Résumé Instructions

The résumé (or C.V.) should minimally include the applicant's educational history, work experience, academic experience (including research opportunities or presentations), selected publications, and/or volunteer work.

Writing Sample Instructions

Applicants must submit representative samples of creative work (for Prose, no more than 30 pages; for Poetry, 5 - 10 poems).

Start the Application

Online Application

Financial Aid Information

Start your application.

Your submitted materials will be reviewed once all materials and application fees have been received.

Our program can only consider your application for admission if our Office of Graduate Education has received all your online materials and supplemental materials by our application deadline.

Application Fee: $65.00 Application Fee

International Degree Evaluation Fee: $50.00 Evaluation Fee for degrees (bachelor's or higher) earned from institutions outside the United States.

Applicants should complete their Free Application for Federal Student Aid (FAFSA) by February 15. Visit the Office of Financial Aid for additional information.

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MA Creative Writing

Annual tuition fee for 2024 entry: UK: £10,530 full-time International: £24,120 full-time More detail .

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Short fiction, the novel, poetry, plays and screenplays: define and refine your chosen genre at the University of Birmingham, and explore genres that are new to your writing experience.

If you are a graduate with considerable experience in writing creatively and wish to proceed to a career or further study in this area, then our innovative MA in Creative Writing is for you.

The programme will allow you to develop your own work, your own voice and your own ideas with dedicated workshop time and opportunities to give and receive feedback to and from your peers. You will also benefit from professional skills training to prepare you for your encounters with the writing industry, with insights from industry professional such as editors and publishers.

The programme brings together students who work across different genres so that you can engage collaboratively across genres before specialising in screenwriting, playwriting, prose fiction or poetry for your dissertation.

Please note : There are specific application deadlines for this programme.  Please see 'How to apply' in course details for more information .

Birmingham Masters Scholarships

We are offering over 400 awards of £2,000 to support the brightest and best applicants wishing to undertake Masters study at the University during 2023-24. The deadline for applications is 23:59 (UK Time) on Sunday 2 July 2023.

Find out more and apply now.

Scholarships for 2024 entry

The University of Birmingham is proud to offer a range of scholarships for our postgraduate programmes. With a scholarship pot worth over £2 million, we are committed to alleviating financial barriers to support you in taking your next steps.

Each scholarship has its own specific deadlines and eligibility criteria. Please familiarise yourself with the information on individual scholarship webpages prior to submitting an application.

Explore our scholarships

Virtual Open Day: Postgraduate opportunities in Creative Writing - 7 March 2020, 14:00-15:00

Join us online to watch a range of staff and student videos, and take part in our online chat where Dr Daniel Vyleta will be answering your questions about postgraduate study.

Find out more and register

At Birmingham, Postgraduate Taught and Postgraduate Research students also have the opportunity to learn graduate academic languages free of charge, to support your studies.

• Graduate School Language Skills

The best thing the course has taught me is to not re-invent the wheel every time you want to write a new piece, and how to tactically draw from the works of other writers to give structural integrity or strong philosophical underpinnings to any new text I write. Cameron Smith, MA Creative Writing

Why study this course?

• Breadth and depth of study  – at Birmingham we focus on the craft of writing and editing, combining academic with creative skills, and an artistic focus with industry insights.
• Learn from our permanent staff of published authors -  Anna Metcalfe , a short story writer and novelist, who has been named among Granta’s 2023 cohort for the Best of Young British Novelists;  Elsa Braekkan Payne , an expert in the short story who also has particular interests in editing; Luke Kennard , a poet and novelist whose criticism appears in Poetry London and the Times Literary Supplement; Richard House , fiction and screenwriter, long-listed for the Man Booker Prize;   Dan Vyleta , an award winning, bestselling novelist; Isabel Galleymore , an award-winning poet; and the best-selling novelist Ruth Gilligan .
• Opportunities for experimentation  – the course combines focused modules with the opportunity to develop your own work through independent study.
• Join a lively and supportive writing community – we encourage our students to be active within the university and the broader community, and to participate in readings, festivals, and events, both regionally and nationally. For example the Creative Writing Societies provide an energetic and talented scene in which to write. There are regular events, readings, poetry slams and student publications.
• Links within the West Midlands – the Department has links to the award winning local press Tindal Street and the boutique poetry pamphlet publishers Nine Arches Press. Each year there are visiting lectures from writers, publishers and editors.

The postgraduate experience

The College of Arts and Law offers excellent support to its postgraduates, from libraries and research spaces, to careers support and funding opportunities. Learn more about your postgraduate experience .

You will learn among a community of writers and scholars, taking a series of structured modules across the discipline. You will study four core taught modules plus a dissertation.

Core modules

The writer’s workshop.

The module provides an introduction to technical and conceptual issues encountered by the creative writer, along with research training to facilitate the critical work you will have to complete as part of your studies. The module introduces you to creative writing techniques and genres by analysing other people’s writing and through hands-on practice, as well as introducing you to the procedures and challenges of the creative writing workshop environment. The module also provides guidelines on how to approach agents/editors, along with a grounding in research practices. 

Assessment : A 5,000-word portfolio of creative writing, and a 3,000-word portfolio of critical writing

Creative Writing Masterclass: From Workshop to Bookshop

This module builds on the research and professional skills developed in The Writer’s Workshop. It provides a venue for in-depth editorial discussion of your own work, while also providing systematic training in editing and in providing detailed, constructive critiques of other writers’ works. The module will help you to articulate your personal artistic vision in both formal and conceptual terms by studying a range of artistic manifestos and writerly positions. Assessment : A 5,000-word portfolio of creative writing, and a 3,000-word portfolio of critical/professional writing

Poem as Story – Story as Poem

This module allows for a simultaneous focus on poetry and fiction, allowing you to work in both forms rather than choosing to be a “poet” or “prose writer” at this stage in your development as a writer. There will be weekly writing exercises and the opportunity to critique the work of your peers as well as a weekly set text exploring contemporary poetry and fiction. Assessment : A 3,000-word poetry and/or short fiction portfolio and a 2,000-word essay

Intertextuality: Story, Genre, Craft

This module encourages you to explore notions of intertextuality, viewed as an integral part of all creative writing, and representing a broad continuum, from one-off textual allusions or verbal echoes on the one hand, to full-length adaptations on the other. 'Story' and 'story-telling’ will be used as a focus for identifying both generic and genre-specific, popular and literary, narrative techniques and conventions (to include a focus on language, character, plot, time and vision). In addition, you will explore ways in which 'reading' in the broadest possible sense can generate ideas, strategies and structures for the developing writer. This will entail an engagement with narratology and with aspects of genre theory and translation theory, key principles of which will be illustrated through case studies of texts that form part of intertextual clusters. Assessment : A 3,000-word piece of creative writing in any genre, and a 2,000-word analysis of the intertextual relationships between two or more of the literary texts studied, with reference to your own creative writing

Dissertation

In addition to your taught modules, you will complete a dissertation. This will be 75% creative portfolio and 25% critical essay. You will write a 10,000-word portfolio of creative work in the form of a screenplay, excerpt of a novel, a collection of short fiction or a collection of poetry (600 lines). This will be accompanied by a 2,000-word essay placing your work in a critical and creative context, with reference to your development as a writer over the course of the MA. You will receive feedback on dissertation work in progress during one-to-one tutorials and/or in small group work-sharing seminars with peers (groups divided along the lines of genre/form and led by a specialist in this field).

We charge an annual tuition fee. Fees for 2024 entry are as follows:

• UK: £10,530 full-time; £5,265 part-time
• International: £24,120 full-time

The above fees quoted are for one year only; for those studying over two or more years, tuition fees will also be payable in subsequent years of your programme.

Eligibility for UK or international fees can be verified with Admissions. Learn more about fees for international students .

Paying your fees

Tuition fees can either be paid in full or by instalments. Learn more about postgraduate tuition fees and funding .

How To Apply

Please review our Entry Requirements before making your application.

Application deadlines

The deadline for International students (requiring a VISA) to apply is 30 June 2024. The deadline for UK students is 30 August 2024.

Making your application

• How to apply

To apply for a postgraduate taught programme, you will need to submit your application and supporting documents online. We have put together some helpful information on the taught programme application process and supporting documents on our how to apply page . Please read this information carefully before completing your application.

Our Standard Requirements

We ask for a 2:1 Honours degree, or equivalent, preferably in English and/or Creative Writing, but other disciplines will be considered. Applicants should also have considerable experience of writing creatively. 

All prospective students must also submit a sample of written work as part of the online application process.  Your sample should be in the form of a portfolio of creative writing of c. 3,000 words. This may be a prose sample (e.g. one or more short stories; part of a novel); a play or film script; or a selection of poems (in which case a line of poetry equates c. 20 words of prose; a portfolio focusing on poetry would be c. 150 lines in total). We encourage applicants to submit more than a single piece of work where possible (e.g. one short story and a novel opening, rather than a longer excerpt of a novel) though this is not strictly required.

Learn more about entry requirements

International students

Academic requirements: we accept a range of qualifications - our country pages show you what qualifications we accept from your country.

English language requirements : for this course we ask for IELTS 6.5 overall with no less 7.0 in writing and 6 in all other bands. If you are made an offer of a place to study and you do not meet the language requirement, you have the option to enrol on our English for Academic Purposes Presessional course – if you successfully complete the course, you will be able to fulfil the language requirement without retaking a language qualification.

IELTS 6.5 with no less than 7.0 writing and 6.0 in the other bands is equivalent to:

• TOEFL: 88 overall with no less than 21 in Reading, 20 Listening, 22 Speaking and 23 in Writing
• Pearson Test of English (PTE): Academic 67 with no less than 76 in writing and 64 in all other bands
• Cambridge English (exams taken from 2015): Advanced - minimum overall score of 176, with no less than 185 in Writing and no less than 169 in any other component.

Learn more about international entry requirements.

International Requirements

Holders of a Licence, Diplome, Diplome d'Etudes Superieures, Diplome d'Ingenieur or a Diplome d'Architecte from a recognised university in Algeria will be considered for postgraduate study. Holders of one of these qualifications will normally be expected to have achieved a score of 15/20 for 2:1 equivalency or 13/20 for 2:2 equivalency.  

Holders of the Licenciado or an equivalent professional title from a recognised Argentinian university, with a promedio of at least 7.5, may be considered for entry to a postgraduate degree programme. Applicants for PhD degrees will normally have a Maestria or equivalent

A Bachelors (Honours) degree from an accredited Australian higher education institution may be considered for admission to a Masters degree.   Applicants with 3 year Bachelors with distinction from a recognised university, can be considered for admission to a Masters degree.

Holders of a Diplom, a Diplomstudium/Magister or a three-year Bachelors degree from a recognised university with a minimum overall grade of 2.5 for 2:1 equivalency or 3.0 for 2:2 equivalency, or a high-scoring Fachhochschuldiplom (FH) from a recognised Austrian Fachhochschule, will be considered for entry to taught postgraduate programmes. 

Students with a good 5-year Specialist Diploma or 4-year Bachelor degree from a recognised higher education institution in Azerbaijan, with a minimum GPA of 4/5 or 80% will be considered for entry to postgraduate taught programmes at the University of Birmingham.

For postgraduate research programmes applicants should have a good 5-year Specialist Diploma (completed after 1991), with a minimum grade point average of 4/5 or 80%, from a recognised higher education institution or a Masters or “Magistr Diplomu” or “Kandidat Nauk” from a recognised higher education institution in Azerbaijan.

 Holders of a bachelors degree of four years duration from a recognised university in Bahrain will be considered for postgraduate study. Holders of bachelors degree will normally be expected to have achieved a GPA of 3.0/4, 3.75/5 or 75% for 2:1 equivalency or 2.8/4, 3.5/5 or 70% for 2:2 equivalency.  

Holders of a Bachelors (Honours) degree of three years duration, followed by a Masters degree of one or two years duration from a recognised university in Bangladesh will be considered for postgraduate taught study. Students with a Bachelors degree of at least four years duration may also be considered for postgraduate study. Degrees must be from a recognised institution in Bangladesh.

Holders of Bachelors degree will normally be expected to have achieved a GPA of 3.0-3.3/4.0 or 65% or above for 2:1 equivalency, or a GPA of 2.6-3.1/4.0 or 60% or above for 2:2 equivalency depending on the awarding institution.  

Students who hold a Masters degree from the University of Botswana with a minimum GPA of 3.0/4.0 or 3.5/5.0 (70%/B/'very good') will be considered for Postgraduate Diplomas and Masters degrees.

Please note 4-year bachelor degrees from the University of Botswana are considered equivalent to a Diploma of Higher Education. 5-year bachelor degrees from the University of Botswana are considered equivalent to a British Bachelor (Ordinary) degree.

Students who have completed a Masters degree from a recognised institution will be considered for PhD study.

A Licenciatura or Bacharelado degree from a recognised Brazilian university:

• A grade of 7.5/10 for entry to programmes with a 2:1 requirement
• A grade of 6.5/10for entry to programmes with a 2:2 requirement

Holders of a good Bachelors degree with honours (4 to 6 years) from a recognised university with a upper second class grade or higher will be considered for entry to taught postgraduate programmes.  Holders of a good Masters degree from a recognised university will be considered for entry to postgraduate research programmes.

Holders of a good Diploma za Zavarsheno Visshe Obrazovanie (‘Diploma of Completed Higher Education’), a pre-2001 Masters degree or a post-2001 Bachelors degree from a recognised university with a minimum overall grade of 5 out of 6, mnogo dobur/’very good’ for 2:1 equivalence; or 4 out of 6, dobur/’good’ for 2:2 equivalence; will be considered for entry to taught postgraduate programmes.

Students with a minimum average of 14 out of 20 (or 70%) on a 4-year Licence, Bachelor degree or Diplôme d'Etudes Superieures de Commerce (DESC) or Diplôme d'Ingénieur or a Maîtrise will be considered for Postgraduate Diplomas and Masters degrees.

Holders of a bachelor degree with honours from a recognised Canadian university may be considered for entry to a postgraduate degree programme. A GPA of 3.0/4, 7.0/9 or 75% is usually equivalent to a UK 2.1.

Holders of the Licenciado or equivalent Professional Title from a recognised Chilean university will be considered for Postgraduate Diplomas and Masters degrees. Applicants for PhD study will preferably hold a Magister degree or equivalent.

Students with a bachelor’s degree (4 years minimum) may be considered for entry to a postgraduate degree programme. However please note that we will only consider students who meet the entry guidance below.  Please note: for the subject areas below we use the Shanghai Ranking 2022 (full table)  ,  Shanghai Ranking 2023 (full table) , and Shanghai Ranking of Chinese Art Universities 2023 .

需要具备学士学位（4年制）的申请人可申请研究生课程。请根据所申请的课程查看相应的入学要求。 请注意，中国院校名单参考 软科中国大学排名2022（总榜） ，  软科中国大学排名2023（总榜） ，以及 软科中国艺术类高校名单2023 。  

Business School    - MSc programmes (excluding MBA)  

商学院硕士课程（MBA除外）入学要求

School of Computer Science – all MSc programmes 计算机学院硕士课程入学要求

College of Social Sciences – courses listed below 社会科学 学院部分硕士课程入学要求 MA Education  (including all pathways) MSc TESOL Education MSc Public Management MA Global Public Policy MA Social Policy MA Sociology Department of Political Science and International Studies  全部硕士课程 International Development Department  全部硕士课程

  All other programmes (including MBA)   所有其他 硕士课程（包括 MBA）入学要求

Please note:

• Borderline cases: We may consider students with lower average score (within 5%) on a case-by-case basis if you have a relevant degree and very excellent grades in relevant subjects and/or relevant work experience. 如申请人均分低于相应录取要求（5%以内），但具有出色学术背景，优异的专业成绩，以及（或）相关的工作经验，部分课程将有可能单独酌情考虑。
• Please contact the China Recruitment Team for any questions on the above entry requirements. 如果您对录取要求有疑问，请联系伯明翰大学中国办公室   [email protected]

Holders of the Licenciado/Professional Title from a recognised Colombian university will be considered for our Postgraduate Diploma and Masters degrees. Applicants for PhD degrees will normally have a Maestria or equivalent.

Holders of a good bachelor degree with honours (4 to 6 years) from a recognised university with a upper second class grade or higher will be considered for entry to taught postgraduate programmes.  Holders of a good Masters degree from a recognised university will be considered for entry to postgraduate research programmes.

Holders of a good Diploma Visoko Obrazovanje (Advanced Diploma of Education) or Bacclaureus (Bachelors) from a recognised Croatian higher Education institution with a minimum overall grade of 4.0 out of 5.0, vrlo dobar ‘very good’, for 2:1 equivalence or 3.0 out of 5.0, dobar ‘good’, for 2:2 equivalence, will be considered for entry to taught postgraduate programmes.  Holders of a good Bacclaureus (Bachelors) from a recognised Croatian Higher Education institution with a minimum overall grade of 4.0 out of 5.0, vrlo dobar ‘very good’, or a Masters degree, will be considered for entry to postgraduate research programmes.

Holders of a Bachelors degree(from the University of the West Indies or the University of Technology) may be considered for entry to a postgraduate degree programme. A Class II Upper Division degree is usually equivalent to a UK 2.1. For further details on particular institutions please refer to the list below.  Applicants for PhD level study will preferably hold a Masters degree or Mphil from the University of the West Indies.

Holders of a good four-year government-accredited Bachelors degree from a recognised Higher Education college with a minimum overall GPA of 3 out of 4 for 2:1 equivalency, or a GPA of 2.75 out of 4 for 2:2 equivalency; or a good four-year Bachelors degree (Ptychio) from a recognised University, with a minimum overall grade of 6.5 out of 10 for 2:1 equivalency, or 5.5 for 2:2 equivalency; will be considered for entry to taught postgraduate programmes.

Holders of a good Bakalár, or a good pre-2002 Magistr, from a recognised Czech Higher Education institution with a minimum overall grade of 1.5, B, velmi dobre ‘very good’ (post-2004) or 2, velmi dobre ‘good’ (pre-2004), for 2:1 equivalence, or 2.5, C, dobre ‘good’ (post-2004) or 3, dobre ‘pass’ (pre-2004) for 2:2 equivalence, will be considered for entry to taught postgraduate programmes. 

Holders of a good Bachelors degree/Candidatus Philosophiae, Professionbachelor or Eksamensbevis from a recognised Danish university, with a minimum overall grade of 7-10 out of 12 (or 8 out of 13) or higher for 2:1 equivalence, or 4-7 out of 12 (or 7 out of 13) for 2:2 equivalence depending on the awarding institution will be considered for entry to taught postgraduate programmes.

Holders of the Licenciado or an equivalent professional title from a recognised Ecuadorian university may be considered for entry to a postgraduate degree programme. Grades of 70% or higher can be considered as UK 2.1 equivalent.  Applicants for PhD level study will preferably hold a Magister/Masterado or equivalent qualification, but holders of the Licenciado with excellent grades can be considered.

Holders of a Bachelors degree from a recognised university in Egypt will be considered for postgraduate study. Holders of Bachelors degree will normally be expected to have achieved a GPA of 3.0/4 for 2:1 equivalency or 2.8 for 2:2 equivalency. Applicants holding a Bachelors degree with alternative grading systems, will normally be expected to have achieved a 75% (Very Good) for 2:1 equivalency or 65% (Good) for 2:2 equivalency. For applicants with a grading system different to those mentioned here, please contact [email protected] for advice on what the requirements will be for you.

Holders of a good Bakalaurusekraad from a recognised university or Applied Higher Education Institution with a minimum overall grade of 4/5 or B for 2:1 equivalency or 3/5 or C for 2:2 equivalency, or a good Rakenduskõrgharidusõppe Diplom (Professional Higher Education Diploma), will be considered for entry to taught postgraduate programmes.

Students who hold a Masters degree with very good grades (grade B, 3.5/4 GPA or 85%) will be considered for Postgraduate Diplomas and Masters degrees. 

Holders of a good Ammattikorkeakoulututkinto (AMK) (new system), an Yrkeshögskoleexamen (YHS) (new system), a Kandidaatti / Kandidat (new system), an Oikeustieteen Notaari or a Rättsnotarie, a good Kandidaatti / Kandidat (old system), a professional title such as Ekonomi, Diplomi-insinööri, Arkkitehti, Lisensiaatti (in Medicine, Dentistry and Vetinary Medicine), or a Maisteri / Magister (new system), Lisensiaatti / Licenciat, Oikeustieteen Kandidaatti / Juris Kandidat (new system) or Proviisori / Provisor from a recognised Finnish Higher Education institution, with a minimum overall grade of 2/3 or 3-4/5 for 2:1 equivalence or 1-2/3 or 2.5-3/5 for 2:2 equivalence, will be considered for entry to taught postgraduate programmes. 

Holders of a good three-year Licence, License Professionnelle, Diplôme d'Ingénieur/Architecte Diplômé d'État, Diplôme from an Ecole Superieure de Commerce / Gestion / Politique, or Diplome d'Etat Maitrise of three years duration or a Maîtrise from a recognised French university or Grande École will be considered for postgraduate taught study.

Holders of Bachelors degree will normally be expected to have achieved a minimum overall grade of 13 out of 20, bien, for 2:1 equivalency, or 11 out of 20, assez bien, for 2:2 equivalency depending on the awarding institution.  

Holders of a good three-year Bachelor degree, a Magister Artium, a Diplom or an Erstes Staatsexamen from a recognised university, or a good Fachhochschuldiplom from a Fachhochschule (university of applied sciences), with a minimum overall grade of 2.5 for 2:1 equivalency, or 3.0 for 2:2 equivalency, will be considered for entry to taught postgraduate programmes.

Students from Germany who have completed three years of the Erstes Staatsexamen qualification with a grade point average (GPA) of 10 from the first six semesters of study within the Juristische Universitätsprüfung programme would be considered for entry onto LLM programmes.  Students from Germany who have completed the five year Erstes Staatsexamen qualification with a grade point average (GPA) of 6.5 would be considered for entry onto LLM programmes. 

Students who hold a Bachelor degree from a recognised institution will be considered for Postgraduate Diplomas and Masters degrees. Most taught Masters programmes require a minimum of an upper second class degree (2.1) with a minimum GPA of at least 3.0/4.0 or 3.5/5.0 Students who have completed a Masters degree from a recognised institution will be considered for PhD study.

Holders of a good four-year Ptychio (Bachelor degree) from a recognised Greek university (AEI) with a minimum overall grade of 6.5 out of 10 for 2:1 equivalency, or 5.5 out of 10 for 2:2 equivalency, or a good four-year Ptychio from a recognised Technical Higher Education institution (TEI) with a minimum overall grade of 7.5 out of 10 for 2:1 equivalency, or 6.5 out of 10 for 2:2 equivalency, will be considered for entry to taught postgraduate programmes.

4-year Licenciado is deemed equivalent to a UK bachelors degree. A score of 75 or higher from Universidad de San Carlos de Guatemala (USAC) can be considered comparable to a UK 2.1, 60 is comparable to a UK 2.2.  Private universities have a higher pass mark, so 80 or higher should be considered comparable to a UK 2.1, 70 is comparable to a UK 2.2

The Hong Kong Bachelor degree is considered comparable to British Bachelor degree standard. Students with bachelor degrees awarded by universities in Hong Kong may be considered for entry to one of our postgraduate degree programmes.

Students with Masters degrees may be considered for PhD study.

Holders of a good Alapfokozat / Alapképzés (Bachelors degree) or Egyetemi Oklevel (university diploma) from a recognised Hungarian university, or a Foiskola Oklevel (college diploma) from a recognised college of Higher Education, with a minimum overall grade of 3.5 for 2:1 equivalency, or 3 for 2:2 equivalency, will be considered for entry to taught postgraduate programmes. 

Holders of a Bachelors degree of three or four years in duration from a recognised university in India will be considered for postgraduate taught study. Holders of Bachelors degree will normally be expected to have achieved 55% - 60% or higher for 2:1 equivalency, or 50% - 55% for 2:2 equivalency depending on the awarding institution.  

Either: A four-year Bachelors degree (first class or very good upper second class)

Or: A three-year Bachelors degree (first class) from recognised institutions in India.

For MSc programmes, the Business School will consider holders of three-year degree programmes (first class or very good upper second class) from recognised institutions in India.

For entry to LLM programmes, Birmingham is happy to accept applications from 3 or 5 year LLB holders from India from prestigious institutions.

Holders of the 4 year Sarjana (S1) from a recognised Indonesian institution will be considered for postgraduate study. Entry requirements vary with a minimum requirement of a GPA of 2.8.

Holders of a Bachelors degree from a recognised university in Iran with a minimum of 14/20 or 70% will be considered for entry to taught postgraduate taught programmes.

Holders of a Bachelors degree from a recognised university in Iraq will be considered for postgraduate study. Holders of a Bachelors degree will normally be expected to have achieved a GPA of 3.0/4 or 75% for 2:1 equivalency, or 2.8/4 or 70% for 2:2 equivalency.

Holders of a Bachelors degree from a recognised university in Israel will be considered for postgraduate study. Holders of Bachelors degree will normally be expected to have achieved score of 80% for 2:1 equivalency or 65% for 2:2 equivalency.  

Holders of a good Diploma di Laurea, Licenza di Accademia di Belle Arti, Diploma di Mediatore Linguistico or Diploma Accademico di Primo Livello from a recognised Italian university with a minimum overall grade of 100 out of 110 for 2:1 equivalence, or 92 out of 110 for 2:2 equivalence, will be considered for entry to taught postgraduate programmes.

Students who hold the Maitrise, Diplome d'Etude Approfondies, Diplome d'Etude Superieures or Diplome d'Etude Superieures Specialisees will be considered for Postgraduate Diplomas and Masters degrees (14-15/20 or Bien from a well ranked institution is considered comparable to a UK 2.1, while a score of 12-13/20 or Assez Bien is considered comparable to a UK 2.2).

Students with a Bachelor degree from a recognised university in Japan will be considered for entry to a postgraduate Masters degree provided they achieve a sufficiently high overall score in their first (Bachelor) degree. A GPA of 3.0/4.0 or a B average from a good Japanese university is usually considered equivalent to a UK 2:1.

Students with a Masters degree from a recognised university in Japan will be considered for PhD study. A high overall grade will be necessary to be considered.

Holders of a Bachelors degree of four years duration from a recognised university in Jordan will be considered for postgraduate study. Holders of Bachelors degree will normally be expected to have achieved a GPA of 3.0/4, 3.75/5 or 75% for 2:1 equivalency or 2.8/4, 3.5/5 or 70% for 2:2 equivalency.  

Students who have completed their Specialist Diploma Мамаң дипломы/Диплом специалиста) or "Magistr" (Магистр дипломы/Диплом магистра) degree (completed after 1991) from a recognised higher education institution, with a minimum GPA of 2.67/4.00 for courses requiring a UK lower second and 3.00/4.00 for courses requiring a UK upper second class degree, will be considered for entry to postgraduate Masters degrees and, occasionally, directly for PhD degrees.  Holders of a Bachelor "Bakalavr" degree (Бакалавр дипломы/Диплом бакалавра) from a recognised higher education institution, with a minimum GPA of  2.67/4.00 for courses requiring a UK lower second and 3.00/4.00 for courses requiring a UK upper second class degree, may also be considered for entry to taught postgraduate programmes.

Students who hold a Bachelor degree from a recognised institution will be considered for Postgraduate Diplomas and Masters degrees. Most taught Masters programmes require a minimum of an upper second class degree (2.1) with a minimum GPA of at least 3.0/4.0 or 3.5/50

Holders of a Bachelors degree of four years duration from a recognised university in Kuwait will be considered for postgraduate study. Holders of Bachelors degree will normally be expected to have achieved a GPA of 3.0/4, 3.75/5 or 75% for 2:1 equivalency or 2.8/4, 3.5/5 or 70% for 2:2 equivalency.  

Holders of a good pre-2000 Magistrs or post-2000 Bakalaurs from a recognised university, or a good Postgraduate Diploma (professional programme) from a recognised university or institution of Higher Education, with a minimum overall grade of 7.5 out of 10 for 2:1 equivalency, or 6.5 out of 10 for 2:2 equivalency, will be considered for entry to taught postgraduate programmes.

Holders of a Bachelors degree from a recognised university in Lebanon will be considered for postgraduate study. Holders of a Bachelors degree will normally be expected to have achieved a score of 16/20 or 80% for 2:1 equivalency, or 14/20 or 70% for 2:2 equivalency.

Holders of a Bachelors degree from a recognised university in Libya will be considered for postgraduate study. Holders of a Bachelors degree will normally be expected to have achieved score of 70% for 2:1 equivalency or 65% for 2:2 equivalency. Alternatively students will require a minimum of 3.0/4.0 or BB to be considered.

Holders of a good Bakalauras (post 2001), Profesinis Bakalauras (post 2001) or pre-2001 Magistras from a recognised university with a minimum overall grade of 8 out of 10 for 2:1 equivalency, or 7 out of 10 for 2:2 equivalency, will be considered for entry to taught postgraduate programmes. 

Holders of a good Bachelors degree or Diplôme d'Ingénieur Industriel from a recognised Luxembourgish Higher Education institution with a minimum overall grade of 16 out of 20 for 2:1 equivalence, or 14 out of 20 for 2:2 equivalence, will be considered for entry to taught postgraduate programmes.

Students who hold a Masters degree will be considered for Postgraduate Diplomas and Masters degrees (70-74% or A or Marginal Distinction from a well ranked institution is considered comparable to a UK 2.1, while a score of 60-69% or B or Bare Distinction/Credit is considered comparable to a UK 2.2).

Holders of a Bachelors degree from a recognised Malaysian institution (usually achieved with the equivalent of a second class upper or a grade point average minimum of 3.0) will be considered for postgraduate study at Diploma or Masters level.

Holders of a good Bachelors degree from a recognised Higher Education Institution with a minimum grade of 2:1 (Hons) for UK 2:1 equivalency, or 2:2 (Hons) for UK 2:2 equivalency, will be considered for entry to taught postgraduate programmes.

Students who hold a Bachelor degree (Honours) from a recognised institution (including the University of Mauritius) will be considered for Postgraduate Diplomas and Masters degrees.  Most taught Masters programmes require a minimum of an upper second class degree (2:1).

Students who hold the Licenciado/Professional Titulo from a recognised Mexican university with a promedio of at least 8 will be considered for Postgraduate Diplomas and Masters degrees.

Students who have completed a Maestria from a recognised institution will be considered for PhD study.

Holders of a Bachelors degree, licence or Maîtrise from a recognised university in Morocco will be considered for postgraduate study. Holders of a Bachelors degree will normally be expected to have achieved a score of 15/20 or 75% for 2:1 equivalency, or 13/20 for 2:2 equivalency.

Students with a good four year honours degree from a recognised university will be considered for postgraduate study at the University of Birmingham. PhD applications will be considered on an individual basis.

Holders of a Bachelors (Honours) degree of four years duration from a recognised university in Nepal will be considered for postgraduate taught study. Students with a Bachelors degree of at least three years duration plus a Masters degree may also be considered for postgraduate study. Degrees must be from a recognised institution in Nepal.

Holders of Bachelors degree will normally be expected to have achieved a GPA of 3.2/4.0 or 65%-79% average or higher for 2:1 equivalency, or a GPA of 3.0/4.0 or 60%-65% for 2:2 equivalency depending on the awarding institution.  

Holders of a Bachelors degree from a recognised Dutch university, or Bachelors degree from a recognised Hogeschool (University of Professional Education), or a good Doctoraal from a recognised Dutch university, with a minimum overall grade of 7 out of 10 for 2:1 equivalence, or 6 out of 10 for 2:2 equivalence, will be considered for entry to taught postgraduate programmes. 

Students who hold a Bachelor degree (minimum 4 years and/or level 400) from a recognised institution will be considered for Postgraduate Diplomas and Masters degrees.  Most taught Masters programmes require a minimum of an upper second class degree (2.1) with a minimum GPA of at least 3.0/4.0 or 3.5/5.0

Holders of a good three-six-year Bachelorgrad, Candidatus Magisterii, Sivilingeniø (siv. Ing. - Engineering), "Siviløkonom" (siv. Øk. - Economics) degree from a recognised Norwegian education institution with a minimum GPA of B/Very Good or 1.6-2.5 for a 2.1 equivalency, or a GPA of C/Good or 2.6-3.2 for a 2.2 equivalency; will be considered for entry to taught postgraduate programmes.

Holders of a Bachelors degree of four years duration from a recognised university in Oman will be considered for postgraduate study. Holders of Bachelors degree will normally be expected to have achieved a GPA of 3.0/4, 3.75/5 or 75% for 2:1 equivalency or 2.8/4, 3.5/5 or 70% for 2:2 equivalency.  

Holders of a Bachelors degree of four years in duration from a recognised university in Pakistan will be considered for postgraduate taught study. Students with a Bachelors degree of at least three years duration followed by a Masters degree of one or two years duration, or holders of a two year Bachelors degree and a two year Masters degree in the same subject, may also be considered for postgraduate study.

Holders of Bachelors degree will normally be expected to have achieved a GPA of 2.8-3.0/4.0 or 65% or above for 2:1 equivalency, or a GPA of 2.6/4.0 or 60% or above for 2:2 equivalency depending on the awarding institution.  

A two-year degree followed by a three-year LLB will count as a full Bachelors degree.

All qualifications must be from recognised institutions. For further details on recognised institutions, please refer to Pakistan’s Higher Education Commission

Holders of a Bachelors degree from a recognised university in the Palestinian Territories will be considered for postgraduate study. Holders of Bachelors degree will normally be expected to have achieved a GPA of 3/4 or 80% for 2:1 equivalency or a GPA of 2.5/4 or 70% for 2:2 equivalency.    

Holders of the Título de Licenciado /Título de (4-6 years) or an equivalent professional title from a recognised Paraguayan university may be considered for entry to a postgraduate degree programme. Grades of 4/5 or higher can be considered as UK 2.1 equivalent.  The Título Intermedio is a 2-3 year degree and is equivalent to a HNC, it is not suitable for postgraduate entry but holders of this award could be considered for second year undergraduate entry or pre-Masters.  Applicants for PhD level study will preferably hold a Título de Maestría / Magister or equivalent qualification, but holders of the Título/Grado de Licenciado/a with excellent grades can be considered.

Holders of the Bachiller, Licenciado, or Título Profesional with at least 13/20 may be considered as UK 2.1 equivalent.  Applicants for PhD level study will preferably hold a Título de Maestría or equivalent qualification.

Holders of a good post-2001 Licencjat / Inzynier (Bachelors degree), or a pre-2001 Magister, from a recognised Polish university, with a minimum overall grade of 4.5/4+ out of 5, dobry plus ‘better than good’ for 2:1 equivalence, or 4 out of 5, dobry 'good' for 2:2 equivalence, will be considered for entry to taught postgraduate programmes. 

Holders of a good Licenciado from a recognised university, or a Diploma de Estudos Superiores Especializados (DESE) from a recognised Polytechnic Institution, with a minimum overall grade of 16 out of 20, bom com distinção ‘good with distinction’, for 2:1 equivalence, or 14 out of 20, bom ‘good’, for 2:2 equivalence, will be considered for entry to taught postgraduate programmes. 

Holders of a Bachelors degree of four years duration from a recognised university in Qatar will be considered for postgraduate study. Holders of a Bachelors degree will normally be expected to have achieved a GPA of 3.0/4, 3.75/5 or 75% for 2:1 equivalency or 2.8/4, 3.5/5 or 70% for 2:2 equivalency.  

Holders of a good Diplomă de Licenţă, Diplomă de Inginer, Diplomă de Urbanist Diplomat, Diplomă de Arhitect, Diplomă de Farmacist or Diplomã de Doctor-Medic Arhitect (Bachelors degree) from a recognised Romanian Higher Education institution with a minimum overall grade of 8 out of 10 for 2:1 equivalence, or 7 out of 10 for 2:2 equivalence, will be considered for entry to taught postgraduate programmes.

Holders of a good Диплом Бакалавра (Bakalavr) degree with a minimum grade point average (GPA) of 4.0 from recognised universities in Russia may be considered for entry to taught postgraduate programmes/MPhil degrees. 

Students who hold a 4-year Bachelor degree with at least 16/20 or 70% will be considered for Postgraduate Diplomas and Masters degrees.   

Holders of a Bachelors degree of four years duration from a recognised university in the Saudi Arabia will be considered for postgraduate study. Holders of Bachelors degree will normally be expected to have achieved a GPA of 3.0/4, 3.75/5 or 75% for 2:1 equivalency or 2.8/4, 3.5/5 or 70% for 2:2 equivalency.  

Students who hold a Maitrise, Diplome d'Etude Approfondies,Diplome d'Etude Superieures or Diplome d'Etude Superieures Specialisees will be considered for Postgraduate Diplomas and Masters degrees. A score of 14-15/20 or Bien from a well ranked institution is considered comparable to a UK 2.1, while a score of 12-13/20 or Assez Bien is considered comparable to a UK 2.2

Students who hold a Bachelor (Honours) degree from a recognised institution with a minimum GPA of 3.0/4.0 or 3.5/5.0 (or a score of 60-69% or B+) from a well ranked institution will be considered for most our Postgraduate Diplomas and Masters degrees with a 2:1 requirement.

Students holding a good Bachelors Honours degree will be considered for postgraduate study at Diploma or Masters level.

Holders of a good three-year Bakalár or pre-2002 Magister from a recognised Slovakian Higher Education institution with a minimum overall grade of 1.5, B, Vel’mi dobrý ‘very good’ for 2:1 equivalence, or 2, C, Dobrý ‘good’ for 2:2 equivalence, will be considered for entry to taught postgraduate programmes. 

Holders of a good Diploma o pridobljeni univerzitetni izobrazbi (Bachelors degree), Diplomant (Professionally oriented first degree), Univerzitetni diplomant (Academically oriented first degree) or Visoko Obrazovanja (until 1999) from a recognised Slovenian Higher Education institution with a minimum overall grade of 8.0 out of 10 for 2:1 equivalence, or 7.0 out of 10 for 2:2 equivalence, will be considered for entry to taught postgraduate programmes. 

Students who hold a Bachelor Honours degree (also known as Baccalaureus Honores / Baccalaureus Cum Honoribus) from a recognised institution will be considered for Postgraduate Diplomas and Masters degrees. Most Masters programmes will require a second class upper (70%) or a distinction (75%).

Holders of a Masters degree will be considered for entry to postgraduate research programmes.

Holders of a Bachelor degree from a recognised South Korean institution (usually with the equivalent of a second class upper or a grade point average 3.0/4.0 or 3.2/4.5) will be considered for Masters programmes.

Holders of a good Masters degree from a recognised institution will be considered for PhD study on an individual basis.

Holders of a good Título de Licenciado / Título Universitario Oficial de Graduado (Grado) /Título de Ingeniero / Título de Arquitecto from a recognised Spanish university with a minimum overall grade of 7 out of 10 for 2:1 equivalence, or 6 out of 10 for 2:2 equivalence, will be considered for entry to taught postgraduate programmes.

Holders of a Special or Professional Bachelors degree of four years duration from a recognised university in Sri Lanka will be considered for postgraduate taught study.

Holders of Bachelors degree will normally be expected to have achieved 60-74% or a CGPA 3.30/4.0 or B+ for 2:1 equivalency, or 55-59% or a CGPA 3.0/4.0 or B for 2:2 equivalency depending on the awarding institution.  

Holders of a good Kandidatexamen (Bachelors degree) or Yrkesexamen (Professional Bachelors degree) from a recognised Swedish Higher Education institution with the majority of subjects with a grade of VG (Val godkänd) for 2:1 equivalency, or G (godkänd) for 2:2 equivalency, will be considered for entry to taught postgraduate programmes. Holders of a good Kandidatexamen (Bachelors degree) or Yrkesexamen (Professional Bachelors degree) from a recognised Swedish Higher Education institution with the majority of subjects with a grade of VG (Val godkänd), and/or a good Magisterexamen (Masters degree), International Masters degree or Licentiatexamen (comparable to a UK Mphil), will be considered for entry to postgraduate research programmes.

Holders of a good " Baccalauréat universitaire/ Diplom / Diplôme; Lizentiat / Licence; Staatsdiplom / Diplôme d'Etat" degree from a recognised Swiss higher education institution (with a minimum GPA of 5/6 or 8/10 or 2/5 (gut-bien-bene/good) for a 2.1 equivalence) will be considered for entry to taught postgraduate programmes.

Holders of a Bachelors degree from a recognised university in Syria will be considered for postgraduate study. Holders of Bachelors degree will normally be expected to have achieved score of 70%, or ‘very good’ for 2:1 equivalency or 60%, or ‘good’ for 2:2 equivalency.  

Holders of a good Bachelor degree (from 75% to 85% depending upon the university in Taiwan) from a recognised institution will be considered for postgraduate Masters study. Holders of a good Masters degree from a recognised institution will be considered for PhD study.

Students who hold a Bachelor degree from a recognised institution will be considered for Postgraduate Diplomas and Masters degrees.  Most taught Masters programmes require a minimum of an upper second class degree (2.1) Students who have completed a Masters degree from a recognised institution will be considered for PhD study.

Holders of a good Bachelors degree from a recognised institution will be considered for postgraduate study at Diploma or Masters level. Holders of Bachelors degree from prestigious institutions (see list below) will normally be expected to have achieved a GPA of 3.0/4.0 for 2:1 equivalency or 2.7 for 2:2 equivalency. Applicants with grades slightly below these requirements may also be considered for an offer if they have a relevant Bachelors degree, good scores in relevant modules, or relevant work experience.

Holders of a Bachelors degree from all other institutions will normally be expected to have achieved a GPA of 3.2/4.0 for 2:1 equivalency, or 2.8 for 2:2 equivalency.

Prestigious institutions: Assumption University Chiang Mai University Chulalongkorn University Kasetsart University Khon Kaen University King Mongkut University of Technology - Thonburi (known as KMUTT or KMUT) Mahidol University Prince of Songla University Srinakharinwirot University Thammasat University

Holders of a bachelor degree with honours from a recognised Caribbean and West Indies university may be considered for entry to a postgraduate degree programme. 

Students with a Bachelors degree from the following universities may be considered for entry to postgraduate programmes:

• Ateneo de Manila University - Quezon City
• De La Salle University - Manila
• University of Santo Tomas
• University of the Philippines - Diliman

Students from all other institutions with a Bachelors and a Masters degree or relevant work experience may be considered for postgraduate programmes.

Grading Schemes

1-5 where 1 is the highest 2.1 = 1.75 2.2 = 2.25 

Out of 4.0 where 4 is the highest 2.1 = 3.0 2.2 = 2.5

Letter grades and percentages 2.1 = B / 3.00 / 83% 2.2 = C+ / 2.5 / 77%

Holders of a postdoctoral qualification from a recognised institution will be considered for PhD study.  Students may be considered for PhD study if they have a Masters from one of the above listed universities.

Holders of a Lisans Diplomasi with a minimum grade point average (GPA) of 3.0/4.0 from a recognised university will be considered for postgraduate study at Diploma or Masters level.

Holders of a Yuksek Diplomasi from a recognised university will be considered for PhD study.

Holders of a Bachelors degree of four years duration from a recognised university in the UAE will be considered for postgraduate study. Holders of a Bachelors degree will normally be expected to have achieved a GPA of 3.0/4, 3.75/5 or 75% for 2:1 equivalency or 2.8/4, 3.5/5 or 70% for 2:2 equivalency.  

Students who hold a Bachelor degree from a recognised institution will be considered for Postgraduate Diplomas and Masters degrees. Most Masters programmes will require a second class upper (2.1) or GPA of 3.5/5.0

Holders of a good four-year Bachelors degree/ Диплом бакалавра (Dyplom Bakalavra), Диплом спеціаліста (Specialist Diploma) or a Dyplom Magistra from a recognised institution, with a minimum GPA of 4.0/5.0, 3.5/4, 8/12 or 80% or higher for 2:1 equivalence, or a GPA of 3.5/5.0, 3.0/4, 6/12 or 70% for 2:2 equivalence, depending on the awarding institution, will be considered for entry to taught postgraduate programmes.

The University will consider students who hold an Honours degree from a recognised institution in the USA with a GPA of:

• 2.8 GPA (on a 4.0 scale) for entry to programmes with a 2:2 requirement 
• 3.2 GPA (on a 4.0 scale) for entry to programmes with a 2:1 requirement 

Please note that some subjects which are studied at postgraduate level in the USA, eg. Medicine and Law, are traditionally studied at undergraduate level in the UK.

Holders of the Magistr Diplomi (Master's degree) or Diplomi (Specialist Diploma), awarded by prestigious universities, who have attained high grades in their studies will be considered for postgraduate study.  Holders of the Fanlari Nomzodi (Candidate of Science), where appropriate, will be considered for PhD study.

Holders of the Licenciatura/Título or an equivalent professional title from a recognised Venezuelan university may be considered for entry to a postgraduate degree programme. Scales of 1-5, 1-10 and 1-20 are used, an overall score of 70% or equivalent can be considered equivalent to a UK 2.1.  Applicants for PhD level study will preferably hold a Maestria or equivalent qualification

Holders of a Bachelors degree from a recognised Vietnamese institution (usually achieved with the equivalent of a second class upper or a grade point average minimum GPA of 7.0 and above) will be considered for postgraduate study at Diploma or Masters level.  Holders of a Masters degree (thac si) will be considered for entry to PhD programmes.

Students who hold a Masters degree with a minimum GPA of 3.5/5.0 or a mark of 2.0/2.5 (A) will be considered for Postgraduate Diplomas and Masters degrees.   

Students who hold a good Bachelor Honours degree will be considered for Postgraduate Diplomas and Masters degrees. 

Most modules include a substantial workshop element, directly focussing on student work. 

Course delivery

We have three terms per year, the autumn, spring and summer terms semester. Term dates can be found on our website.

The programme is made up of two 40-credit modules (Writer's Workshop, Creative Writing Masterclass) and two 20-credit modules (Intertextuality; Poem as Story). As a full-time student, you will take one 20-credit module and one 40-credit module in the first two terms, followed by your dissertation. You can typically expect six hours of classroom time per week, two for a 20-credit module and four for a 40-credit module. If you are a part-time student, we advise that you complete the 40-credit modules in your first year and the 20-credit modules in your second year, allowing you more time to focus on your dissertation in year two.

Each module represents a total of 200 hours of study time, including preparatory reading, homework and assignment preparation.

Support with academic writing

As a postgraduate student in the College of Arts and Law, you have access to the  Academic Writing Advisory Service (AWAS)  which aims to help your transition from undergraduate to taught Masters level, or back into academia after time away. The service offers guidance on writing assignments and dissertations for your MA/MSc programme with individual support from an academic writing advisor via tutorials, email and the provision of online materials.

International students can access support for English Language development and skills through the  Birmingham International Academy (BIA) .

Teaching year

We have three teaching terms per year, the autumn, spring and summer terms. Term dates can be found on our website .

As a full-time student, you will typically take three modules in each of the first two terms, followed by your dissertation. If you are a part-time student, you will typically take three modules across each year, followed by your dissertation.

As a postgraduate student in the College of Arts and Law, you have access to the Academic Writing Advisory Service (AWAS) which aims to help your transition from undergraduate to taught Masters level, or back into academia after time away. The service offers guidance on writing assignments and dissertations for your MA/MSc programme with individual support from an academic writing advisor via tutorials, email and the provision of online materials.

International students can access support for English Language development and skills through the Birmingham International Academy (BIA) .

The University of Birmingham is the top choice for the UK's major employers searching for graduate recruits, according to The Graduate Market 2024 report .

Your degree will provide excellent preparation for your future career, but this can also be enhanced by a range of employability support services offered by the University and the College of Arts and Law.

The University's Careers Network  provides expert guidance and activities especially for postgraduates, which will help you achieve your career goals. The College of Arts and Law also has a dedicated  careers and employability team  who offer tailored advice and a programme of College-specific careers events.

You will be encouraged to make the most of your postgraduate experience and will have the opportunity to:

• Receive one-to-one careers advice, including guidance on your job applications, writing your CV and improving your interview technique, whether you are looking for a career inside or outside of academia
• Meet employers face-to-face at on-campus recruitment fairs and employer presentations
• Attend an annual programme of careers fairs, skills workshops and conferences, including bespoke events for postgraduates in the College of Arts and Law
• Take part in a range of activities to demonstrate your knowledge and skills to potential employers and enhance your CV

What’s more, you will be able to access our full range of careers support for up to 2 years after graduation.

Postgraduate employability: Film and Creative Writing

Postgraduates in the Department of Film and Creative Writing develop a range of skills including the ability to lead and participate in discussions; critical thinking, and an appreciation of different theoretical contexts; the ability to develop opinions and new ideas; and an aptitude for thinking and working creatively with others. While some graduates go on to careers in related industries, such as writing, media and television, others have used their transferable skills to pursue roles such as advertising, teaching, and in the heritage and cultural sectors.

• Online chat events
• Ask our students

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• Department for Science, Innovation & Technology
• Department for Education

Research on public attitudes towards the use of AI in education

Published 28 August 2024

© Crown copyright 2024

This publication is licensed under the terms of the Open Government Licence v3.0 except where otherwise stated. To view this licence, visit nationalarchives.gov.uk/doc/open-government-licence/version/3 or write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: [email protected] .

Where we have identified any third party copyright information you will need to obtain permission from the copyright holders concerned.

This publication is available at https://www.gov.uk/government/publications/research-on-parent-and-pupil-attitudes-towards-the-use-of-ai-in-education/research-on-public-attitudes-towards-the-use-of-ai-in-education

1. Executive Summary 

1.1 background .

The Responsible Technology Adoption Unit (RTA) within the Department for Science, Innovation and Technology (DSIT) commissioned this research in partnership with the Department for Education (DfE) to understand how parents and pupils feel about the use of AI tools in education. 

As AI tools such as large language models (LLMs) become more advanced, there are opportunities for such tools to support both teachers and pupils by creating tailored content and support, as well as streamlining processes. However, there are many questions that need to be answered before AI is implemented widely. 

1.2 Objectives 

The project sought to answer the following research questions: 

Under what circumstances, if any, are parents and pupils comfortable with AI tools being used in education? 

Under what circumstances, if any, are parents and pupils comfortable with pupils’ work being used to optimise the performance of AI tools? 

Through deliberative dialogue with parents and pupils, Thinks Insight and Strategy (Thinks) explored their concerns, hopes, and expectations, as well as the conditions for use of AI in this context. 

1.3 Methodology 

Thinks engaged a total of 108 parents and pupils across three locations in England in a mix of face-to-face and online activities. Each participant took part in four to six hours of engagement, following the below structure: 

Inform: Participants were provided with information about the purpose of the research, as well as key principles such as machine learning, data protection, intellectual property, and current and potential AI applications in education. 

Debate: Participants explored the potential social, ethical, legal, financial, and cultural issues associated with use of AI in education, and were provided with a range of views from experts and officials. 

Decide: At the end of each session, each group of participants articulated their preferred conditions for use and explored areas of consensus and difference. 

1.4 Summary of key findings 

1. Parents and pupils frequently share personal information online, often without considering the implications. The benefits and convenience of using online services, especially those that provide a tailored experience, tend to outweigh any privacy concerns. 

2. While awareness of AI among both parents and pupils was high, understanding did not run deep. AI is often associated with robots or machines, and fictional dystopian futures. Only some – those with more knowledge of or exposure to AI – thought of specific applications such as LLM-powered tools. 

3. As a result, views on the use of AI in education were initially sceptical – but there was openness to learning more. Initial concerns about AI in education were often based on a lack of understanding or imagination of how it could be used.  

4. Parents and pupils agreed that there are clear opportunities for teachers to use AI to support them in their jobs. They were largely comfortable with AI being used by teachers, though more hesitant about pupils interacting with it directly. 

5. By the end of the sessions, participants understood that pupil work and data is needed to optimise AI tools. They were more comfortable with this when data is anonymised or pseudonymised, and when there are clear rules for data sharing both with private companies and across government. 

6. The main concerns regarding AI use centred on overreliance – both by teachers and pupils. Participants were worried about the loss of key social and technical skills and reduced human contact-time leading to unintended adverse outcomes. 

7. The research showed that opinions on AI tools are not yet fixed. Parents’ and pupils’ views of and trust in AI tools fluctuated throughout the sessions, as they reacted to new information and diverging opinions. This suggests that it will be important to build trust and continue engagement with different audiences as the technology becomes more established. 

Participants agreed on some key conditions for the use of AI in education and the use of pupil work and data to optimise AI tools: 

Human oversight: Human involvement in AI use to ensure teacher roles are not displaced, to correct for error and unfair bias, and to provide safeguarding. 

Parent and pupil permissions: Providing parents and pupils with the necessary information to make informed decisions about the use of their data. 

Standardisation and regulation: Ensuring that tools introduced at schools are of a uniform standard to avoid exacerbation of inequalities, with strict oversight of tech companies providing the tools. 

Age and subject restrictions: Using AI tools only where appropriate and where they add value. Strict age restrictions on direct interaction with AI. 

Profit sharing: Ensuring that tech companies share some of their profits so that these can be reinvested into the education system and benefit schools and pupils – while recognising that private companies will need to be incentivised to develop better tools. 

While this report describes the views of the parents and pupils who participated in the research, the suggestions contained within would require further research, discussion and consultation (and use of other types of evidence) prior to translation into policy and practice. 

2. Background and methodology  

2.1 project background .

The use of AI in education has the potential to support pupils’ learning and help reduce teacher workload. But as with any new or emerging technology, there are a range of issues which need to be considered before this is implemented widely. 

The Department for Education (DfE) and the Responsible Technology Adoption Unit (RTA) within the Department for Science Innovation and Technology (DSIT) wanted to understand how parents and pupils feel about AI tools being used in education, as well as what they think about pupils’ work (e.g. schoolwork, homework, exam scripts) being used to improve AI tools.  

This research aimed to create a space for pupils and parents to learn about and discuss the issues, consider their preferences for the use of AI in education, and inform DfE’s approach to implementing AI within the education system. 

2.2 Project objectives 

The overall objectives of this project were to understand: 

In which circumstances, if any, are parents and pupils comfortable with AI tools being used in education?  

a. Which kinds of use cases are acceptable? 

b. How much human oversight do parents and pupils want to see? 

c. What concerns need to be addressed? 

d. What wider factors affect acceptability?  

In which circumstances, if any, are parents and pupils comfortable with pupils’ work being used to optimise the performance of AI tools?  

a. Should parental agreement be required? If so, would parents give permission, and under which conditions?  

b. Who should control how the work produced by pupils is used and accessed?  

c. Who, if anyone, should profit from AI which is optimised with pupils’ work? 

2.3 Methodology and sample 

Thinks Insight & Strategy (Thinks) recruited six cohorts of parents across three locations in England. Three cohorts took part in an in-person workshop, while the other three took part in online workshops: 

Parents of children with special educational needs and/or disabilities (SEND) 

Parents of children of pre-school age  

Parents of primary school pupils 

Parents of pre-GCSE pupils  

Parents of GCSE pupils 

Parents of post-GCSE pupils (aged 17-18) 

We also recruited three cohorts of pupils across the three locations for face-to-face workshops, all attending state-funded schools: 

Pre-GCSE pupils 

GCSE pupils 

Post-GCSE pupils (aged 17-18) 

Table 1 below shows the breakdown of parent and pupil cohorts across the three fieldwork locations, by mode (in-person or online). A demographic sample breakdown can be found in the Appendix. 

Table 1: Breakdown of participant cohort by fieldwork location 

In-person fieldwork 

Online fieldwork 

Methodology 

In-person workshops  

We engaged a total of 36 parents/carers (referred to as “parents” throughout) and their children aged 11-18 (36 in total) in six-hour long workshops. Workshops took place in three locations across England on 24 February, 25 February and 2 March 2024. In these workshops, we used the following structure: 

Inform : First, we established the purpose of the dialogue and the reason for involving parents and pupils, providing contextual information about data, foundation models and potential applications. This included showing videos from those involved in the development of AI educational tools and a participant-led demo of some educational AI products.   

Debate : After a short break, we explored the potential social, ethical, legal, financial, and cultural issues associated with use of AI in education. This included watching videos from government ministers, officials and specialists in education who explained some of the potential benefits and risks of AI in education.   

Decide : After lunch we brought together participants in their groups to compare views and explore areas of consensus, conditions for use and preferences. This involved the groups discussing different AI use case suggestions and constructing their ideal future scenario. 

Online workshops  

We engaged a further 36 parents in two online workshops, on 21 February and 28 February 2024, each lasting two hours. We followed the same deliberative research process structure divided over the two sessions. 

Inform : In the first workshop, we focused primarily on informing the participants and providing contextual information. We showed videos from those involved in the development of AI educational tools and used voting tools to interact with participants. This workshop ended by asking participants to reflect on any concerns or needs for reassurance they might have. 

Debate and Decide : In the second workshop, participants were shown videos from government ministers, officials and specialists in education who explained the benefits and risks of AI in education. Following discussion on these topics, participants ranked potential uses of data and pupil work according to levels of comfort, before offering their thoughts and recommendations. 

3. Baseline views on AI and its uses 

3.1 summary.

While awareness of AI is relatively high, understanding does not run deep. Most participants had heard of and used AI-powered tools, although not necessarily on purpose. 

With increasing use of AI, many accept it as part of modern life, but remain uneasy about the perceived invasiveness of the technology.  

However, this generally did not stop participants from using and sharing their data with services that offer an improved experience based on machine learning, such as tailored recommendations or GPS. Expressed concerns about privacy were therefore at odds with actual behaviour. 

Most parents had not previously considered the application of AI tools in education beyond the risk of pupils using LLMs to plagiarise. However, for many children, the use of technology is already a big part of their everyday lives at school, meaning they viewed this as a natural extension, or a continuation, of what is already happening. 

3.2 Awareness and understanding of AI and its use 

At the start of each workshop, participants were asked to list their first associations with the terms “AI” or “Artificial Intelligence”. Although awareness of AI as a “hot topic” was high, understanding of the technology did not run deep. Both pupils and parents were likely to associate AI with robots or machines, but also with social media, streaming and shopping platforms, apps, and websites. In particular, they thought of chatbots, targeted advertising, and algorithms recommending products. Despite some awareness, only a handful of participants across the parent and pupil samples had purposely interacted with LLM-powered tools or proactively used them regularly. When prompted with some other less obvious examples (such as GPS, AutoCorrect and predictive text) however, most discovered that they had much more exposure to AI than they had originally thought. 

Parent of primary school pupil, Newcastle: 

[An online video streaming platform] has tracked who I view and what kinds of people I have viewed and followed and brings up related videos. 

3.3 Perceptions of AI 

Most participants accepted the use of AI in various settings, products, or services, as an inevitability of modern life. However, many expressed unease about the technology, due to its perceived invasiveness both in terms of its increasing ubiquity and its reliance on personal data-sharing. Generally, participants found it easier to think of the risks of AI than benefits, even where they acknowledged that it could improve efficiency or convenience. These concerns often centred on humans being replaced by machines resulting in job displacement, but also machines not being an adequate replacement for humans because they are perceived to lack more nuanced understanding – for example, in customer service settings. 

Younger children were generally the least worried about AI, often because they had not given much thought to it, were less concerned about data security, and more used to technology playing a role in their lives. Older children, and particularly those aged 17-18, were more likely to have used AI as well as to have a general awareness of its use. Some had used LLMs and found them useful, though only to an extent, as they had quickly found limitations of the technology. Even among children and young people, some aspects of AI were seen as “creepy” or going too far, particularly AI features used by social media platforms that mimicked human conversation too closely or felt overly friendly in tone to users. 

Post-GCSE Pupil, Birmingham: 

I use [LLM-powered tool] to help with my essays; it’s quicker. 

Post-GCSE Pupil, Birmingham : 

Sometimes it asks really random questions and you think do you need to know that? 

The use of personal data in relation to AI was also a concern for both parents and children. In particular, concerns involved the sale of data to third parties by companies developing AI tools and misuse of data by other humans (for example, in the creation of deepfakes). Despite these concerns, parents and pupils reported frequently sharing their personal data online. They noted that personal information is shared to create accounts, verify their identity, and receive relevant and tailored information or experiences. They also acknowledged that the benefit and convenience of sharing this data largely outweighed their concerns. Participants noted that they had little understanding of, or gave little consideration to, what happens to their data once it has been shared, beyond a general assumption that companies store and sell it to third parties to make a profit. In part, this may be because the benefits of sharing personal data were felt to be more immediate and tangible than the risks (such as a hypothetical data breach), which can feel more abstract and far-removed as a possibility. 

I’m not actually sure what [the app] does with my data, other than checking that I’m old enough to view the videos and the content is suitable. 

Post-GCSE pupil, Newcastle: 

[What does [a video streaming service] do with your information?] Stores it, recommends you shows, brings new things in, sells your information. 

Compared with their children, parents demonstrated higher awareness of the risks of data sharing, both in relation to their own data, and that of their children. They were concerned about the information that was being put “out there”, but also felt resigned to it. A handful of parents with higher levels of knowledge of technology were excited about the opportunities offered by AI, though still wary. 

Parent of a child with SEND, Bristol: 

Helping overcome barriers is good, but thinking about, for example, language, research, literature, it might take away from that. Create an overreliance on tech and developing social skills. What would data mining implications be? Would teachers lose jobs? 

3.4 Initial views on AI in education 

Stimulus provided: .

Before exploring views of AI in an education context, participants were shown a video explaining what AI is and why it is important to understand and engage with it. 

In the context of limited understanding of AI, initial views of the use of AI in education were mostly sceptical. Most had not considered the use of AI in education before and found it difficult to imagine how it might be used within schools. Initially, participants were more likely to imagine pupils interacting directly with AI, rather than teachers using it to support them in their roles. Many participants immediately thought of the replacement of teachers with machines, in line with their initial concerns about human job displacement. This was rejected by participants, as they felt it was important for pupils to interact with human teachers. In addition, underlying assumptions about AI (and technology in general) making people lazy, particularly held by parents, also coloured spontaneous perceptions. 

Parent of pre-GCSE pupil, Newcastle: 

As long as the humans are not replaced, if it streamlines and allows for more personal time [with teachers], that’s got to be a benefit. 

As a result of this relatively limited prior knowledge and understanding of AI, it was initially unclear to both parents and children what the potential benefits of AI might be for teaching quality or pupil attainment. There was also uncertainty about what the use(s) of AI in various educational settings could be in practice. However, with scepticism largely grounded in a lack of experience or understanding, participants expressed an openness to hearing more. This was particularly true of pupils, many of whom felt more comfortable sharing their data and using technology relative to parents. Some pupils had already used AI in an educational context or knew that their teachers did. Even those who had not actively used AI in a school setting were familiar with the idea of existing software supporting pupils and teachers. As a result, most pupils felt that AI use in schools was already becoming the norm and further use would be a natural progression of technology application, even if they had not fully considered the implications. 

4. Using AI in education 

4.1 summary.

Both parents and pupils thought the main advantage of AI use in education was its potential to support teachers and, by extension, improve pupils’ learning experience. 

Parents, and to a lesser extent pupils, were much less certain about pupils interacting directly with AI, especially unsupervised – even though they could see benefits in AI providing highly tailored support. 

Both parents’ and pupils’ main concerns revolved around the quality of teaching, overreliance on AI resulting in loss of key social and technical skills, as well as the suitability of AI to address certain subjects and pupil needs. 

Across the board, participants were more comfortable with use cases where AI supports teachers (for example, preparing a lesson) or is used for “lower stakes” tasks (for example, marking a class test, rather than an exam).  

There was a sense that AI use should always be optional, both for teachers and pupils, and that parents should have a say in whether and how AI is used – though there was little acknowledgement of the practical issues that could arise in introducing AI on an opt-in/out basis. 

Before exploring more detailed uses of AI in education, participants were provided with stimulus in the form of demonstrations of AI tools currently available to support with learning or in development, and videos explaining: 

Machine learning and its potential uses in education 

Current and potential benefits of AI for teachers and pupils  

Current and potential risks of AI use, including data protection, privacy, intellectual property, and bias 

The strategic benefits and risks of AI use in education from a policy perspective, and how they can be managed 

4.2 Participants’ views regarding opportunities for AI use in education 

Supporting teachers .

The biggest perceived opportunity for AI use in education was to support teachers in generating classroom materials and managing feedback in more efficient ways. The perception was that this could reduce administration tasks and increase the attractiveness of teaching as a profession. 

Across the workshops, parents and pupils felt most comfortable with teachers using AI as a tool to support lesson delivery (for example, by helping to plan lessons). They were less comfortable with the idea of pupils engaging directly with AI tools, as they wanted to ensure some level of human oversight and pupil-teacher interaction. 

Pre-GCSE Pupil, Bristol: 

It can help teachers making slides, like information slides, and answer questions about stuff. 

Parent of post-GCSE Pupil, Birmingham: 

It’s less stressful for teachers to sort the homework, lesson plans… and [gives them] more time to be present and support the kids. 

Using AI as a support to teachers was felt to enable better learning experiences. 

There was a higher level of comfort with AI when it was seen as enabling teachers to redirect their time and energy into delivering high quality education. For parents in particular, the terms “helping” and “assisting” the teacher reassured them AI would play a supporting role, rather than taking over the teacher’s role, and alleviated parents’ concerns about the risks of potential overreliance on AI (see section 4.2.1 Lower quality of learning). Interestingly, some parents and pupils assumed that the introduction of AI tools would lead to more contact time between teachers and pupils – though they were not clear on whether they would expect pupils to spend more time in school. 

I think it’s great. I’m impressed by it. I think if teachers have got that kind of tool to help with the administrative side, they have more time in the classroom for actual teaching rather than having to go home and mark and make lesson plans. 

The potential for AI tools to support teachers to provide detailed, timely, high-quality feedback was considered to be a key benefit. Parents felt that better quality feedback would help them understand their child’s progress, and identify areas where they need more support. As a result, parents were supportive of the benefits of using AI tools to help teachers to provide more frequent and personalised feedback. 

Parent of pre-school pupil, Bristol: 

It would be more targeted to my child; it would collect so much information on my child that it would support and help their learning. To show [what their] focus area [is], what subjects, might show me what might be good extra learning. 

Participants’ views on the use of AI to enhance learning experiences 

Both parents and pupils recognised that some AI tools could make learning more fun and engaging for pupils by generating visually engaging and creative resources that teachers might not currently have the time to create. During the in-person workshops, participants were encouraged to explore an LLM-powered tool using tablets and some suggested prompts. Many were impressed by the ways in which the tool could help quickly bring topics to life in the classroom, such as when assuming the character of a historical or literary figure and answering questions asked by pupils from the perspective of that character.  

Some pupils saw an opportunity for LLM-powered tools to inspire them to be more creative in their work, either by expanding on pupils’ own ideas, or by providing a starting point on which pupils could then layer their own thinking and creativity, such as when writing an essay or story.  

Using AI in these ways was felt to be exciting and engaging, bringing topics to life and helping pupils develop their own ideas. Participants, particularly pupils, expressed a more positive sentiment about AI tools creating a more interactive learning environment where they could input ideas and get interesting new feedback generated by the AI. This use of AI in education was seen by some as more acceptable than auto-correcting pupils’ work, or providing the answers to copy and paste in response to an assignment question being asked of AI. Some pupils felt more positive about AI being used interactively to gain ideas and enrich understanding, rather than inputting questions and extracting answers. 

[Future vision of AI] To generate interactive lesson plans and deliver lessons that are more engaging. 

While there was some interest in the opportunities for AI to provide personalised learning, most parents – and pupils – had concerns about the quality AI could achieve as a personal tutor. 

Across the workshops, most participants emphasised the value of one-to-one support and feedback in education but acknowledged that it can be hard to attain for some, and is dependent on teachers’ availability. AI potentially providing the same support as a one-to-one personal tutor, immediately available and tailored to pupils’ needs, was seen as a clear opportunity to improve the quality of pupils’ education. We also heard from pupils that some felt personalised AI tools could “make learning more interactive” and be able to assess and identify areas pupils might need support in. 

Parent of post-GCSE pupil, Birmingham: 

It [AI tutor] might challenge them [the child] when the class isn’t ready to go on, but they could. 

Participants recognised the potential for AI to offer more tailored and targeted support calibrated to the specific needs of individual pupils. Some pupils felt that personalised AI tools could help them improve by providing support with subjects they struggle with (such as via extension activities or summary sheets). Some parents of children with SEND saw an opportunity for AI tools to provide individualised support for their child, ranging from supporting speech or writing, tracking their progress, or even using AI as a tool for early identification of potential SEND.  

Upon closer consideration of AI providing personalised learning experiences, parents and pupils raised concerns regarding the amount of data the AI would need in order to provide personalised experiences. Parents were also concerned about pupils using AI unsupervised – which they perceived would be the case if AI was used in this way. One barrier to using AI in this way was the association that some made with unsophisticated customer service “chatbots”, which most had experienced to lack nuance and understanding for individual situations. Despite some perceived benefits, parents of children with SEND in particular were hesitant about their child using these tools unsupervised due to concerns about unfair bias, lack of sensitivity, or access to harmful content. 

As a result, whilst many saw an opportunity for AI to fill a gap in personalised learning, parents and pupils were unconvinced that the quality of the personalised learning that AI could deliver would be sufficient. 

Parent of GCSE pupil, Birmingham: 

The potential is phenomenal, it’s like the child would have its own teaching assistant, there has to be a big buy-in from the kids, parents and teachers themselves. Thinking about the implementation though, you’re looking at farm size data storage, how is that funded, and the upkeep of that as well, that’s a big cost. 

Parent of post-GCSE pupil, Newcastle: 

It would need a lot of data about your child to support your child in each area that they’re struggling in. 

4.3 Concerns about AI use in education 

Lower quality of learning .

Concerns about overreliance on AI were prevalent among participants, particularly the perception that AI could reduce quality of education and socialisation through decreased human contact hours.  

Human-to-human learning was seen as critical to providing children with a good education. We heard that there would need to be clear boundaries for the use of AI to ensure pupils benefit from social interaction with their teachers. This concern was particularly pronounced among parents of children with SEND.  

This worry also compounded an overall concern about the amount of time children spend on screens. Some parents associated AI use in education with yet another chunk of their child’s time being spent on a screen rather than having human contact. There was uncertainty about what the long-term effects prolonged screen time might be on a child’s physical and mental wellbeing. Some parents suggested placing a time limit on the use of AI in the classroom and at home. Without this, there was felt to be a risk that, when combined with use of personal devices during their leisure time, children would never have a break from screens. 

Following the experience of the pandemic, participating pupils were particularly keen to maximise face-to-face learning experiences and were consequently less positive regarding uses of AI which could result in increased screen time to the detriment of face-to-face activities. 

GCSE pupil, Birmingham: 

I missed the social interaction of being in school [during the lockdowns implemented in response to Covid-19]. 

I feel restricted [when learning] online. 

Parent of primary school pupil, Birmingham: 

Too much screen time isn’t good for their head, it affects their sleep. 

Impact on teachers 

Related to their spontaneous concerns about AI’s potential impact on the labour market, participants worried about job losses caused by the displacement of teachers by AI. 

In participants’ initial reactions prior to guided discussion, we heard concerns about AI being used to make up for teacher shortages, effectively making human teachers redundant in the process. Participants balance this concern against what they see as the key opportunity: AI freeing up teachers’ time to do what they do best. 

Parent of pre-GCSE pupil, Bristol: 

What will the teacher be doing with the saved time? And how do you know the tasks being given will be relevant? 

Loss of key skills 

Both parents and pupils were concerned that the use of AI in education could result in pupils failing to develop key skills.  

In the context of overreliance on AI, there was concern that pupils could use AI to complete tasks such as maths problems or creative writing with little of their own input. There was also unanimous concern about AI leading to plagiarism. This overreliance could lead pupils to become unable to perform key skills without AI. 

GCSE pupil, Bristol: 

It feels really detrimental to use a lot of AI, because in the long-term you won’t know anything. You wouldn’t want to go to the dentist and they’ve done their homework with [LLM-powered tool] and they know nothing. 

Pre-GCSE pupil, Bristol: 

You need to be able to do it yourself and then get the feedback. 

Older kids might use it to write assignments so they’re not actually learning. Instead of researching and learning about it, they just put it into [LLM-powered tool] to get the answer. 

Some parents of children with SEND were concerned that their child could become over reliant on AI tools, particularly AI that personalised learning to their specific needs. Whilst this was seen to support them to some degree (as mentioned in section 4.1.4), it was also felt to risk a loss of key skills. 

As a parent, my son has dyslexia, so he has to programme in text, and the computer processes it and helps him type it. So it’d be useful for that […] But you don’t want him to rely on that. 

AI accuracy and risk of unfair bias 

Data quality – specifically whether AI could misinform pupils – was a concern for many. Some felt that AI had the potential to reinforce unfair biases.  

Throughout the workshops, many participants expressed uncertainty over whether, at its current stage of development, AI was good enough to be used in an educational context. As participants became more informed about machine learning and how it works, more participants questioned the quality of the data being used to train AI and whether there would be sufficient human oversight to quality check AI outputs.  

Expectations of where and how interactive AI tools would use data, such as marking class tests or providing feedback, was not consistent among parents and pupils. Some were concerned about AI processing and learning from incorrect answers. This was seen to be potentially damaging to the educational process if it led to pupils receiving incorrect feedback from AI. Uncertainty about how AI learns and generates information for different uses was a driver of concern for AI being used in education, where it feels more important that data is accurate than in other settings. As a result, parents and pupils felt it was imperative that AI tools were carefully assured, and that appropriate training was provided, before AI is used widely in schools. 

Inaccurate information being fed through the software could be really concerning. 

After showing participants a video about machine learning and an animation about bias (see Appendix), some expressed concern about the potential for AI to reinforce harmful biases and reproduce inaccurate information. This raised questions about how quickly AI can “unlearn” biases and how these unfair biases would be picked up. Unfair bias in AI was perceived as a potential risk, however, many parents acknowledged that this risk already exists in humans. The majority of participants wanted reassurance that AI was going to be monitored by a human to ensure the information given to pupils was accurate. 

The fact that AI is always learning, and it learns from the data the kids are putting in, so if they aren’t getting it right, it could take it off course. 

Harmful content 

Lack of safeguarding and the risk of encountering harmful content when pupils interact directly with AI were concerns for parents.  

We heard concerns, particularly from parents of younger pupils, about children being exposed to harmful content at school when using AI, as it didn’t feel clear whether there would be robust safeguards in place. This built on an existing worry about how children interact with technology and what they are exposed to online. Some parents therefore suggested they would want to limit this risk where possible by reducing unsupervised technology use, rather than introducing a further opportunity for their child to encounter harmful content. At the same time, many parents felt that they already had little control over their child’s consumption of online content, and educational tools were likely to be safer than unregulated access to the internet.   

Like on [social media platform], and it learns from what you’re watching, if you’re watching suicidal content it’ll keep showing you suicidal content. 

Parent of primary school pupil with SEND, Birmingham: 

She’s already talking to [voice assistant] all the time, it’s a different world for them. 

Clarification on whether pupils could be exposed to harmful content through their use of AI, and the steps to prevent this, was essential for all participants – but particularly parents. We consistently heard that parents would like a clear understanding of how AI will be used by their child and reassurance that steps are in place to protect their child from any harms. Additionally, both parents and pupils mentioned that they would expect there to be systems in place that would flag if a pupil was trying to access harmful content, or asked questions or mentioned real events in their personal or school lives that suggest a safeguarding issue. 

Overall, most parents felt more comfortable with their child using AI in schools with supervision from a teacher or member of staff. If it was to be used at home, some said they would want to oversee use. This was particularly important for parents of pre-school and primary school pupils, who were at times worried about whether there would be any security controls to prevent pupils accidently seeing harmful content. 

Unequal access to AI 

Parents and pupils were concerned that AI use would exacerbate existing inequalities in society. 

Almost all participants felt that if AI could indeed support children’s learning and potentially give them a head start, there should be equal access to it for all schools. Within the current education system, they assumed that the best AI tools would only be accessible to the schools that could afford it. They felt this would exacerbate existing inequalities, add to the unfair advantage of those who are better off, and lead to further stratification – of the education system, but also of the labour market and society as a whole. Parents of pupils who attend schools that are struggling or in disadvantaged areas felt resigned to inequality getting worse, with AI tools just another resource their child could miss out on. 

There was also some concern about variation in teachers’ abilities to use AI to its full potential, at least at first. Both parents and pupils worried that if training and support wasn’t provided to ensure all teachers meet a minimum level of proficiency with AI tools, some pupils would benefit less from AI use than others. 

As a result, many felt that the introduction of AI tools in schools should be centrally coordinated and funded, with tools standardised and quality assured, and profits from selling pupils’ work and data reinvested into the school system. 

What about schools that don’t have the facilities? It was hard enough before all this. 

It will just make the wealth divide worse. 

Poor and working class [areas] might not have access to computers, affluent areas will have the best access. 

Data assurances 

In order to give permission for their child’s data to be used, parents need more clarity and reassurance about how data will be collected, stored, used and shared.  

Concerns about privacy and data breaches were prevalent among parents, many of whom had questions about how and where their child’s data will be stored and shared. They were also concerned about the potential longevity of data, and the extent to which it could “follow their child through life” and affect their employment and further education opportunities. There were also concerns about potential data sharing between government departments. Parents of pupils with SEND in particular were concerned that the data could affect their child’s eligibility for state-funded benefits. 

Where does it go, where does it stop? Will it always be tagged to you? What about applying to university? 

Given these concerns, the majority of participants wanted to see data protection rules adhered to, and reassurances that data generated from pupils’ interactions with AI would not be used for wider, non-education related purposes. Alongside this, they needed clear information about why data is being collected, who will have access and how long it will be stored. For any use of AI in education, pupils’ personal data being accessed or hacked was a key concern which led to some participants feeling uncomfortable with pupil data being used to train educational AI tools. 

There is a sense of big brother about it all. Infant school, they’ve got your whole life in a data bank, how is that information going to be utilised. 

4.4 Acceptable and unacceptable use cases 

Table of ai use case acceptability , acceptable .

Acceptable uses of AI were felt to be those that help rather than replace teachers: 

Creating a lesson plan 

Generating class tests 

Generating class materials 

AI was also felt to be acceptable if being used by teachers as a tool to provide additional academic support: 

Generating feedback on pupils’ work 

Marking classwork 

Marking class tests 

Participants, especially parents, were hesitant to say AI was acceptable to personalise learning: 

Helping teachers decide what support a pupil needs 

Personal tutor chatbot for pupils 

There was some positive sentiment towards personalised learning and the potential benefits to the quality of education. When it was considered acceptable, specific conditions were required: 

The personalised AI tool is monitored and ‘signed off’ by a teacher 

Clear information is provided about what pupil data will be used and how it will be stored 

Parents’ permission is obtained before personalised AI tools are used 

Pseudonymised or anonymised data to be used, with robust data protection. 

Unacceptable 

Use cases felt less acceptable where AI error could negatively impact educational outcomes (and therefore the future prospects of children) by getting an exam mark wrong. 

• Marking exams 

5. Using pupil work and data to optimise AI tools 

5.1 summary .

Parents and pupils were generally comfortable with pupil work being used to optimise AI tools, with very few concerns about intellectual property. 

However, there was much more uncertainty about work being personally identifiable and personal data being shared outside of schools and DfE.  

Both parents and pupils needed reassurance about the de-identification or anonymisation of data, especially concerning special category data, which was seen as requiring more protection, or the links to other information, such as patient records (such as for children with SEND). 

Although neither parents nor pupils thought that they should be directly compensated for providing their work or data to tech companies, they strongly felt that private companies should be required to share at least some of the profit with schools (via DfE). 

After receiving an explanation of machine learning, participants were provided with examples of different forms of pupil work (such as homework, class work, mock exams, exams) and data (such as name, age, SEND status) that could be used to optimise AI tools. 

5.2 Pupil work 

Pupil work that can be used to optimise ai tools .

Parents and pupils were comfortable with pupil work being used for AI tool development in the vast majority of cases.  

Most participants understood that greater breadth and volume of data provided to optimise AI tools results in AI tools having a greater understanding of what constitutes ‘good’ and ‘bad’ work, and being able to provide constructive feedback. Most grasped the need for AI tools to be optimised with work spanning higher to lower grades, and some specifically pointed out that without examples of ‘bad’ work and the ability to identify what makes work stronger or poorer, AI tools would not be able to assess work as needed.  

In particular, participants felt that AI tools would need to be optimised with as many different styles of work as possible, in order to fairly and accurately assess and support pupils with differing abilities and needs, especially children with SEND. They noted the particular importance of this in more subjective cases, such as in creative writing. 

For me it would be that what is put into the system is enough to get a positive outcome for the children. 

Although there was confusion about how exactly AI tools would learn from pupils’ work, parents and pupils still felt pupil work was fine to share. By the end of the engagement, both parents and pupils understood that providing a wide range and quality of work would improve AI outcomes in the long run. As a result, they accepted data sharing as a necessity. 

Concerns about the use of pupil work to optimise AI tools 

While most types of work are fine to be used, usage needs to be clearly communicated to avoid concerns about plagiarism or penalisation. 

The topmost concern about sharing work with AI tools was of more substantial pieces of work (such as coursework) being plagiarised by other pupils. Parents and particularly pupils’ first assumption was that AI tools could be used by other pupils to generate work that draws heavily from their own work, leading to their efforts being co-opted. Some understood AI ‘learning’ from pupils’ work to mean that AI would then use it to create new pieces of work for other pupils. 

Post-GCSE pupil, Birmingham: 

Not okay to share [Homework] – because your schoolwork is your intellectual property, it’s you and you did that. If the AI takes that then you can’t copyright it. 

It can’t use everyone’s homework so it can be copied and plagiarised. 

Despite this assumption, this concern was only notable for larger pieces of work that pupils spent considerable time on, with little concern about other more routine work produced by pupils (such as class test answers).  

There was also concern from some about pupil work being shared more widely by AI tools, with pupils in particular worrying that this would mean that examples of ‘bad’ work they produced would be circulated among or accessible to other people and cause embarrassment or judgement.  

Further explanation of how work would be used to optimise AI tools, rather than being regurgitated or circulated, provided reassurance to uncertain pupils and parents. Emphasis on the volume of data required to optimise AI tools, and reiterating that an individual piece of work would be one among millions of pieces of pupil work, also reassured some parents and pupils.  

Additionally, some parents noted that examples of high-scoring essays or exam answers were already shared more widely, and did not feel sharing work with AI tools would be cause for more concern.  

However, pupils and parents maintained some doubts about the limitations of AI optimisation, especially in relation to more creative or subjective pieces of work. 

Some parents and pupils were unconvinced by the ability of AI tools to assess work for subjective subjects requiring more nuanced interpretation such as PSHE, or creative subjects like Art and English. They did not feel that pupil work would optimise tools to the extent needed for them to achieve a human level of expertise and understanding, making the use of pupil work feel futile. 

I think it makes sense with the factual subjects, because with science and maths most of the time there is a definitive answer. But like English there is a main answer but there are other right answers too. 

Concerns about plagiarism were also heightened for creative work such as artwork or longer essays, which pupils felt was more obviously valuable intellectual property and could hold more personal significance than written work. As above, they struggled to understand how AI tools could be optimised using this work or to believe that a sufficient level of optimisation could be achieved. 

It wasn’t very clear about the copyright situation, I think that’s a huge thing to know, for all children, some children have been designing logos and stuff from like 13/14. 

Acceptability of the use of different types of pupil work 

Acceptable pieces of work were those felt to be less ‘valuable’, with fewer concerns about them being plagiarised or misinterpreted by the AI: 

Participants were less sure about the use of work that more effort had gone into or that felt more subjective or creative: 

Coursework 

There was more reluctance about the use of more ‘serious’ pieces of work with higher stakes, and more reassurance needed for their use: 

Mock exams 

Exam answers 

5.3 Types of data 

Types of data .

Parents and pupils were most comfortable with anonymised demographic data being used and shared. 

In almost all cases, participants were comfortable with anonymous demographic data being used to optimise AI tools. They particularly recognised the importance of providing AI tools with information on pupils’ ages or year groups, in order to accurately gauge the progress and performance of pupils at this level. 

While there was some confusion about the need for data like gender, most participants were nevertheless fine with it being provided as it was not a threat to pupils’ anonymity. A few parents expressed concern that this data could contribute to unfair bias or discrimination, and some parents and pupils stressed the need for data about gender in particular to be inclusive, reflecting pupils’ own gender identities rather than erasing them. 

You’ve got bias in AI but its already there, probably easier to correct than it is in a person. 

More conditions were attached to the use of pseudonymised and special category data which was seen as requiring more protection, despite recognition of its necessity and openness to its use. 

[On including gender] It depends what it’s being used to train it for. It doesn’t really bother me but bias can happen. 

Parents and pupils understood that in order for AI tools to provide personalised, lifelong support for pupils that is tailored to their educational needs and learning styles, data linkage is necessary via pupil identifiers. There was openness to this due to the potential benefits for pupils and the perception that this tailored support would lead to better outcomes than generic AI use.  

However, participants were deeply concerned about the security of this data, especially special category data, fearing that any breaches would result in comprehensive datasets about individual pupils’ demographics, abilities, and weaknesses being shared more widely and exploited. This was a particular worry for parents of children with SEND, for whom concerns centred around their children’s future opportunities. They were particularly concerned that their child’s SEND status could be shared between government departments which could impact the benefits their child might be entitled to, or about future employers accessing their child’s data via the companies developing AI, impacting their child’s future.  

Both parents and pupils strongly felt if data is pseudonymised, identifiers should be held at a school level and ought not to be shared with tech companies or the government. There should also be stringent restrictions and safeguards in place to ensure the security of this data, with assurances communicated to parents and pupils of how the data is stored, who has access to it, and when and where it will be used. 

Data should only be shared with schools, parents and education department. 

Parents and pupils felt strongly that personally identifiable data should not be used in any circumstance. 

Participants emphasised that data that allows individual pupils to be identified, such as name or date of birth, should not be used. This data was seen as unnecessary for AI optimisation in an educational context, and was deemed to carry too many risks for pupils when linked with the other data being collected, particularly special category data. While parents were more resistant to the use of this data, citing the concerns about future opportunities covered above, pupils also strongly preferred the use of their data in an anonymised or pseudonymised form. 

Acceptability of the use of different types of pupil data 

Use of data that could easily be anonymised and was felt to be relevant to AI understanding of pupils’ work was widely accepted. 

Assurances were needed about data perceived as more sensitive or pseudonymised, particularly to address concerns about data security and storage: 

Pupil identifier 

Information about SEND (or any health conditions) 

Data identifying pupils was unacceptable and felt to be unnecessary: 

Date of birth 

5.4 Control of pupil work and data 

Parents and pupils .

All participants expected to be involved in decisions made around the use of pupil’s work and data, with parents and pupils having final say. 

While parents and pupils didn’t expect to make specific decisions about AI optimisation, they did expect to be consulted on whether and by whom pupil work and data can be used. There was widespread consensus that work and data should not be used without parents’ and/or pupils’ explicit agreement. Parents, in particular, stressed the need for clear and comprehensive information about pupil work and data use and any potential risks relating to data security and privacy breaches.  

Pupils also felt that knowing how their work and data would be used would be important, and that they should have a say alongside their parents, especially if they were old enough (see 7.2 Parent and Pupil permission for further discussion of age at which pupils should have a say). However, they were less likely to require extensive detail about its intended use, reflecting their higher level of comfort with data sharing and acceptance of its necessity in order to benefit from the tools using it. With the understanding that pupil work is their intellectual property, some pupils were more concerned about the use of their work than their data (see 6.1.2 for concerns about work use). 

If child’s work is going to be used/processed in AI the parents should be advised. 

Schools were most trusted to make decisions about the use of pupils’ work and data, as well as to hold data that was seen as more sensitive (such as SEND data or pupil identifiers). Where concerns about school involvement existed, they were centred around unequitable AI use and access. 

Parents and pupils felt that schools could be relied on to make decisions in the best interest of pupils and to prioritise educational outcomes and safety over other considerations like AI development and profit. Central to this trust was the widely held perception that schools are not primarily profit-motivated and are already trusted to safeguard pupils, which led to the assumption that schools can be relied upon to continue doing this when it comes to AI. As a result, participants wanted schools to have the final say in how pupil work and data is used, with the ability to approve or reject uses suggested by the government or tech companies if they are felt to harm pupils or jeopardise their privacy and safety.  

Schools were also trusted to hold pupil data, with many who were uncertain about special category data being shared and used feeling reassured about this data being collected if schools could control its use and guarantee that it would not be shared beyond the school. 

The ID number has to stay within the school and be really safe. 

I would want to feel the school (teachers especially) have all the info and are confident the AI is safe. 

A few parents noted that schools may not all choose to use AI, or that there could be disparities within schools if it were left up to teachers’ discretion and some refused to integrate AI into their teaching. Some worried that schools with fewer resources would be left behind as other schools (such as private schools) adopted AI use to their advantage. There was also a minor question about the impact schools’ teaching philosophies might have on the decision to use AI or not, for example whether religious schools might choose not to use a standardised AI tool in order to have control over what exactly students learn.  

However, there was little real concern about schools’ oversight of AI tools and pupil work or data, with most participants feeling the more control schools have, the better. 

Parent of GCSE pupil, Bristol: 

What about schools that don’t have the facilities? It was hard enough before all this.  

Access is a concern, ensure there’s a level playing field across the board.  

Government 

Parents and pupils saw a role for DfE in setting rules around AI use and (to a lesser extent) pupil work and data, recognising the need for a central authority. However, many participants were worried about potential negative impacts from the use of AI tools and pupil work and data by government.  

Most felt there was a role for DfE having a say in how AI is used in schools, feeling that central guidelines would make AI use more consistent. DfE was also generally trusted to make decisions in the best interest of pupils and with education rather than profit in mind. This was seen to necessitate its involvement in any decisions made by tech companies. 

However, trust in DfE to set rules was predicated on school involvement in decisions made, particularly those around the use of pupil work and data to optimise AI tools. While there was a need for DfE to provide central oversight, parents and pupils were still hesitant to hand over complete control of pupil data. In this, participants’ preferences reflected pre-established views that schools, being closer to pupils and in close communication with them and their parents, were more familiar with pupils’ needs and parents’ concerns, and were therefore more likely to make decisions accordingly. 

Pupil-centric at every stage, profits should be distributed to the schools and [for] development not just led by tech companies, with the education [sector] as well. 

There was a notable tension between the desire and perceived need for robust government oversight, and concern around government involvement. Many parents and pupils worried that other government departments might not make decisions in the best interest of pupils, or might not have the ability to direct efficient, effective, and beneficial use of AI. 

My initial thought is an independent regulatory body so they’re a step away from it but I don’t know what that looks like. 

Parents also worried about how pupils’ performance and special category data (such as SEND status) could be used by government if held in a central database accessible beyond DfE. There were also concerns around how particular agendas might determine the content used to optimise AI and therefore how and what AI tools teach pupils.  

This was a particular concern for parents of children with SEND, who worried that their children’s future could be affected if pseudonymised or personally identifiable data is held and accessed by government beyond their time at school. They required reassurance that data showing their children’s level of ability and any SEND would not be used in future, for example to affect their entitlement to government assistance.  

Many parents also generally worried about increased surveillance if provided with data on children throughout their formative years, particularly if AI use becomes standard and most or all of the population’s data in this context is held and used by a limited number of central organisations. 

Thinking about the work…How long will it be kept there - who will it be shared with and how much of my child’s personal info is attached to it? 

Participants feared that particular viewpoints or biases, including those within the curriculum, could become more entrenched in AI and harder to correct. For these participants, involvement of independent experts within the field of AI and education could mitigate some of this risk by providing a check for decisions and ensuring a balance of views. 

I feel like they’re trying to push the kids in a certain direction, and then the government gets to know everything [decision] they make. 

Tech companies 

Trust in tech companies was extremely limited and there was little to no support for them to be granted control over AI and pupil work and data use. 

Profit was almost universally assumed to be the primary or sole motivation of tech companies, rather than the desire to improve education and pupil outcomes. Reflecting starting views of tech companies as non-transparent and assumptions that data is sold on to third parties, participants did not trust them to protect or use data responsibly. Parents and pupils assumed that given free rein and with no oversight, tech companies would choose to sell data on to other companies with little concern for pupil privacy or wellbeing. 

I think yes, the company is going to benefit, that’s economics, but I think it would be good to give it back to schools. 

Yeah, you kind of want to know what type of people are developing [it], if the people running it are doing it for the wrong reasons, it could get out of hand, you want to know they’re doing it for the right reasons. 

Participants did note that tech companies working in close partnership with schools or DfE, with clear oversight and regulation, would provide some assurances that they would be more likely to use pupil work and data responsibly and to benefit pupils. 

6. Conditions for use 

6.1 summary .

Participants’ identified the following conditions for the use of AI in education and the use of pupils’ work and data to optimise AI tools: 

Human oversight: Human involvement in AI use to correct for error and unfair bias, as well as providing safeguarding. 

Parent and pupil permissions: Providing parents and pupils with the necessary information and the opportunity to make informed decisions about the use of their data. 

Standardisation and regulation: Ensuring that AI tools used within schools are of a uniform standard to avoid exacerbation of inequalities, with strict oversight of any tech companies providing the tools. 

Age and subject restrictions: Using AI tools only where appropriate and where they add value. Strict age restrictions on direct interaction with AI.  

Profit sharing: Ensuring that tech companies that benefit from accessing data share some of their profits so that this can be reinvested into the education system and benefit schools and pupils – while recognising that private companies will need to be incentivised to develop better tools. 

6.2 Human oversight 

Participants stressed the importance of human involvement in AI use at every step of the process. 

Given the recent developments in AI, and the need to continue to optimise it, the use of any tools in the classroom or at home was seen as risky if not overseen by humans, at least to begin with. This concern was particularly pronounced after participants heard about the risks of bias and about AI only being as good as the data it learns from. Many noted that AI can make mistakes or ‘hallucinate’ inaccurate responses, and would need humans to ensure nothing was being taught or assessed incorrectly. There was also an assumption that errors made by AI would be harder to correct than those made by a teacher, which can often be addressed directly by parents or pupils in conversation. This means AI tools should always be checked, with any resources created looked over by teachers, any marking or feedback generated by AI tools reviewed by teachers, and any tests or exams marked by AI being assessed by teachers or external markers.  

Parents were particularly keen that pupils’ AI use is supervised or at least controlled, and that AI tools are never used as a substitute for a teacher. Pupils similarly stressed that learning should not be solely delivered by an AI tool operating independently, as teacher-pupil interaction is highly valued and most felt some level of human subjectivity is always needed. Pupils also worried that AI use without human oversight might mean errors made by AI are overlooked, leading to them not learning the skills they need or being taught incorrectly. Any potential errors should and could be picked up by earlier human assessment of AI outputs. 

Parent of Pre-GCSE pupil, Newcastle: 

The [AI] tool should supplement the teacher, not replace or undermine [the teacher]. A pupil-teacher relationship is still very important for [the pupil’s] development. 

6.3 Parent and pupil agreement for use of work and data 

Both parents and pupils felt they should be enabled to make free and informed decisions about how pupil work and data is used. 

This means having an understanding of when AI tools will be used and why, and how pupil work and data will be used to optimise them and why. Almost all participants felt that agreement should be a pre-condition of AI use. 

Despite consensus that agreement should be required, views around the details of agreement differed: 

Parents emphasised their responsibility to make informed decisions for their children’s wellbeing. They therefore felt their permission ought to be required, particularly for younger pupils (generally those aged under 16). Many were resistant to the idea that their children could make these decisions for themselves, wanting to have a say in all aspects of their children’s education.  

Pupils tended to attach more importance to their own comfort with AI and work and data use, particularly with the understanding that the work they create is their intellectual property. Most pupils we spoke to had experience of permitting data sharing for themselves when signing up to and/or using apps and websites, and most did not view agreeing to work and data use for AI optimisation purposes any differently. While many were happy for their parents to also have a say, some felt this should not supersede their own wishes, and that pupils should have final say over the use of their work and data above a certain age (13 or 16). 

Parent of GCSE pupil, Birmingham:  

Up to 16, it’s definitely a parental choice, but as they start to make their own choices this would be included. 

Might be good to trial with older kids, because we can already consent ourselves and then you could show the parents the positive data. 

Expectations for how permission would be provided varied, but most parents described an “opt-in” model and expected to be given the chance to understand and agree to all potential uses of their child’s data and work. Parents suggested that this agreement could be “staggered” as understanding of AI tools and comfort with its use grows, and that schools and DfE could make decisions about AI use within the parameters of permission provided. Generally, the expectation was that even completely anonymised data and work would require some level of permission to be shared and/or used, though most participants indicated they would agree to its use. However, there was little consideration of how this would work in practice, especially alongside equitable access to AI for all pupils and schools, which was seen as an important condition for its use.   

Generally, pupils expressed higher levels of comfort with sharing their data than parents, many of whom had serious concerns about data privacy, security and storage. A few pupils assumed their parents would lack understanding and would be reluctant to allow them to share their data as a result, in contrast to their own willingness to share it. Many parents noted that widespread AI use and normalisation of data-sharing would make them feel more positively about it and more likely to easily provide permission, assuming that once AI use becomes “tried and tested”, concerns are likely to be alleviated. 

6.4 Standardisation and regulation 

AI use in schools should only be through standardised and strictly regulated tools to ensure quality control and equity of access. 

Parents and pupils stressed that all schools should have access to the same, quality assured, AI tools.  Many suggested this could be provided by certification processes sanctioned by schools and the government, with only AI tools that are officially tested and meet a minimum performance standard being approved for use in education. For many, this would alleviate concerns about some pupils or schools benefitting over others by accessing more developed AI tools than others. 

Concerns about the quality of AI tools also led to worries that pupils could be penalised for, or disadvantaged by, poor teaching or support provided by low-performing AI tools. Pupils worried that they would be held accountable for any errors committed as a result of incorrect AI teaching or support. Parents also wanted guarantees that, in cases where low-performing AI tools led to poor pupil performance, the pupil would not be penalised, and emphasised a need for regulations ensuring clear accountability in case of AI error or misuse. In particular, parents of primary and pre-school children wanted guarantees of accountability in the case of malicious or inappropriate content being propagated by AI tools, along with strong and appropriate content safeguards to ensure they are safe for children to use. 

Parent of Post-GCSE pupil, Newcastle: 

If used in marking exams, make sure its accurate so pupils are not disadvantaged. 

While there was no overall consensus on who ultimately could be held accountable for any issues that arise, many suggested DfE and schools both have a responsibility to ensure AI tools are fit for use, and to minimise and rectify any errors or misuse. Others felt that this responsibility should lie with tech companies, and that as the developers of these tools, they should be made to answer if their use harms pupils. 

Regulation was also felt to be crucial for ensuring stringent data collection, privacy, and security. 

DfE and the wider government were generally seen as responsible for setting, communicating, and maintaining these standards. Parents in particular expected clear rules to be established for:  

How pupil data can be collected; 

For what purpose it can be collected; 

How it will be stored; 

How long it will be stored for; and  

Who can access it.  

Parents emphasised the importance of these regulations being put in place and communicated as a pre-condition for widespread AI use in education. 

6.5 Age and subject restrictions 

Parents and pupils were in agreement that the use of AI tools should be restricted, with the most accepted uses involving older pupils and subjects seen as “objective”. 

There was a general consensus that AI tools would be best used directly by pupils in secondary education, at which point both parents and pupils felt that pupils would be able to confidently and safely interact with the technology. There was less concern about pupils not developing necessary social skills at this point (due to interacting with AI tools alongside teachers), and less concern about the use of pupils’ data and work. Overall, both parents and pupils felt most comfortable with AI tools being directly used by pupils old enough to understand the tools and agree to their use. Parents’ estimation of this age tended to be higher than pupils, as pupils were more likely to set the minimum age at 11 or 13, while many parents felt that pupils would only be able to meaningfully agree at age 16. 

GCSE pupil, Birmingham:  

Maybe it’s not appropriate for young kids, you should have restricted access, and it might not simplify it enough. 

Parents of primary and pre-school pupils were least comfortable with the potential use of AI tools, citing concerns around unintentional exposure to harmful content and children not picking up the skills they need to develop. At this age, the importance of play and socialisation was emphasised, and parents worried these elements of young children’s day-to-day education would be lost or minimised through reliance on AI. 

Both parents and pupils were most comfortable with AI being used to support learning (and particularly to mark work and/or provide feedback) in subjects seen to have more concrete, and therefore more easily assessed answers, such as Science or Maths. These subjects, which contain simple answers (for example, multiple choice), were seen as less likely to confuse AI tools or to be incorrectly assessed due to bias or a lack of understanding. Participants broadly felt reassured that AI tools could be sufficiently optimised to correctly assess these forms of work and would trust their use when overseen by a teacher. 

There was considerably less openness to AI being used to support marking or to assess more creative or subjective subjects like Art, English, Religious Studies or Social Studies. Participants deeply doubted that AI could engage with pupils’ schoolwork on these subjects in the same way as a human, or to grasp their nuances as a teacher would. They also broadly felt that these forms of schoolwork are more personal to pupils, or involve more effort to create, making the stakes of any AI error feel higher. 

Parent of primary school pupil, Bristol: 

You lose being creative, the students being creative, relying on an AI to educate them, and then using AI to do their homework, they’re going to lose that creativity. 

6.6 Profit sharing 

There was widespread consensus that, if profit were to be generated through the use of pupil’s work to enhance AI in education, schools would be the preferred beneficiaries, and resistance to the idea of tech companies being the sole profiteers. 

Generally, parents and pupils acknowledged that pupils profiting individually from the use of their work and data would not be feasible, but almost all strongly believed that any profits derived from this data use should be distributed among schools to enable pupils to benefit. This belief was intensified by the understanding of intellectual property and pupils’ ownership of their work and data. Participants suggested a minimum share of the profits being handed back to schools, but views on how this should be done varied, with many feeling this should be done to maximise equality of access to AI (with profits being used to fund AI tools and resources for schools who are not able to do this themselves), while others felt profits should be equally shared. Few participants thought profits should correspond to each school’s level of data sharing and AI use, and participants were especially positive about profits being used to level the playing field for schools. 

While participants did want schools to profit from AI use, some felt this could happen through profits being used by local authorities or regional bodies to improve education in the area, or by DfE to improve the education sector at a national level, rather than being distributed to individual schools. Most were comfortable with profits being shared between schools and DfE, however, the general assumption was that pupils would benefit most directly if profits were distributed to individual schools. 

Participants accepted that tech companies would profit in some way from the use of pupil work and data, but the consensus was that they should not be the sole beneficiaries. Parents of children with SEND were particularly negative about AI tool development becoming a money-making exercise. Understanding of how exactly tech companies could profit was limited, with most assuming that they would make money by selling pupils’ data to third parties. There was a lack of awareness of other ways in which they might benefit from this data use such as by developing other AI tools for commercial use. On prompting, this form of benefit was generally seen as acceptable if used to develop educational tools for use outside the education sector, but unacceptable if used to develop tools for other purposes. This possibility was seen as misusing data for something other than its intended use, reflecting existing discomfort and concerns about data being sold by tech companies without participants’ knowledge or agreement. 

7. Reflections and implications for future research 

7.1 methodological reflections .

Due to time pressures, the in-person fieldwork was carried out as a single six-hour session per location. Sitting still and processing information for this length of time can be challenging for adults’ attention spans and energy, but it was particularly difficult for pupils. We knew we would need to share large volumes of information, and aimed to make the sessions as engaging as possible by:  

Using different types of stimulus (including animations, videos from experts, worksheets, hands-on demonstrations of AI tools);  

Providing written summaries of all videos; and  

Including activities that would require participants to stand up and move around (including voting exercises). 

However, in the end, we had to adapt our approach in several ways to counteract participant fatigue: 

In the first workshop, we asked participants to compare three different future scenarios, with detailed information about the different use cases of AI in education, the types of data and work that would be used to optimise it, and the conditions in place to regulate its use. This activity took place towards the end of the workshop, and participants found it very challenging to compare such abstract, yet detailed, scenarios. In subsequent workshops, we focussed instead on asking participants to describe the future they would like to see, rather than testing potential scenarios first. 

We gave pupils additional break time after lunch. By this point they had understood the basic principles of machine-learning and this meant they were more refreshed for the final activity where we discussed conditions for use. 

Some lessons for future engagement workshops: 

Including more interactive tools can help to bring concepts to life and keep participants engaged. Participants who had not previously used LLM tools, benefited from being able to see how it works in reality. For future engagements, it may be worth thinking carefully about how devices and applications can be used in sessions. 

There are some practical implications for running joint sessions for parent and pupil groups, as they have different needs. We adapted discussion guides for parents and pupils and, as much as possible, made all stimulus suitable for the youngest sample members. However, it may be worth considering splitting groups, so their agendas are decoupled from one another, allowing more flexibility and further adaptation to suit participants’ age.  

Shorter sessions over several weeks, as well as a mix of in-person and online fieldwork, may be more suitable for complex topics such as this. Online participants, who had a week between workshops, returned to the second session refreshed. In addition, many had used the interim to think about or discuss what they had learnt with friends or family, which meant they brought more nuanced perceptions and opinions to the final session. 

7.2 Areas for future research 

The research showed that awareness, understanding, and opinions of AI are all still evolving. As the technology becomes more established, the public will be further exposed to its applications and form opinions based on those experiences. However, we also know how important the commentary and opinion of others - both expert and lay person - are in shaping views and impacting trust. For parents in particular, other parents are powerful influencers, so it will be important to continue engaging with this audience to understand how they feel about the use of AI in education. 

There are also a number of specific questions surfaced by the research, which we feel warrant further exploration: 

The relationship between private interest and public good : How comfortable are parents and pupils with private companies profiting and how are they held to account and incentivised to ensure they put public good first?  

Oversight and coordination of data sharing : To what extent is there support for the central management and facilitation of data access across government and with researchers and private companies? Would parents and pupils be comfortable with an “EDR UK” organisation, similar to HDR UK, ADR UK, or SDR UK? 

Equal access and opting out : What happens if you want to opt out? And how can we ensure nobody is left behind? 

8. Appendix 

8.1 demographic sample breakdown .

8.2 Expert video breakdown 

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