BSc (Hons) Childhood Development
01 Sep 2026 - 31 Aug 2032
| Course Leader | Emily Groves, Victoria Markham |
|---|---|
| Course Team | Klara Price, Victoria Markham, Christopher Seel, Susan Williamson, Shakiela Davies |
| Awarding Body | University of South Wales |
| Teaching Institutions | University of South Wales |
| Modes of Study | Full Time |
Document Version
| Version | 2 |
|---|---|
| Valid From | 01 Sep 2026 |
| Valid To | 31 Aug 2032 |
QAA Benchmarks
Educational Aim
The main aims of the course are:
· Aim 1: To explore children’s typical and atypical development, child and adolescent mental health and wellbeing, and tackle unsolved problems and challenges faced by children and adolescents, carers and practitioners across diverse contexts.
· Aim 2: To develop critical appraisal of cutting-edge research, policies and practices related to professional and therapeutic work with children and adolescents, including the importance of the voice of the child and active participation.
· Aim 3: To engage in active, collaborative and interdisciplinary learning with opportunities to make a positive impact on individuals within communities through key partner organisations and research projects.
· Aim 4: To provide structured opportunities for students to apply their knowledge and skills in practice in our onsite Early Intervention Service.
· Aim 5: To enable students to engage in reflective practice, with opportunities to articulate their personal and professional strengths and weaknesses, to develop their graduate attributes and support future employability.
Learning Outcomes
| A1 | Critically evaluate typical and atypical child and adolescent development, examine key issues in mental health and wellbeing, and propose informed responses to contemporary challenges faced by children, adolescents, their carers, and practitioners. |
| A2 | Apply knowledge to real-world problems impacting children’s development and wellbeing, considering children’s role as active participants, their rights, current policy and legislation, safeguarding, disability, diversity and inclusion. |
| A3 | Critically appraise current research, policies, and practices with children and adolescents, as well as collecting and analysing data using a variety of methods. |
| A4 | Apply key employability skills in diverse professional and work-related contexts, to enhance readiness for graduate employment. |
| A5 | Engage in collaborative approaches to learning to contribute meaningfully to communities through partnerships with key organisations, in a sensitive, professional, mutually respectful, and client-centred way. |
| A6 | Critically reflect on personal and professional development, including awareness of individual strengths and limitations, and the ability to plan for future learning and professional growth. |
| B1 | Critically evaluate typical and atypical child and adolescent development, examine key issues in mental health and wellbeing, and propose informed responses to contemporary challenges faced by children, adolescents, their carers, and practitioners. |
| B2 | Apply knowledge to real-world problems impacting children’s development and wellbeing, considering children’s role as active participants, their rights, current policy and legislation, safeguarding, disability, diversity and inclusion. |
| B3 | Critically appraise current research, policies, and practices with children and adolescents, as well as collecting and analysing data using a variety of methods. |
| B4 | Apply key employability skills in diverse professional and work-related contexts, to enhance readiness for graduate employment. |
| B5 | Engage in collaborative approaches to learning to contribute meaningfully to communities through partnerships with key organisations, in a sensitive, professional, mutually respectful, and client-centred way. |
| B6 | Critically reflect on personal and professional development, including awareness of individual strengths and limitations, and the ability to plan for future learning and professional growth. |
| C1 | Critically evaluate typical and atypical child and adolescent development, examine key issues in mental health and wellbeing, and propose informed responses to contemporary challenges faced by children, adolescents, their carers, and practitioners. |
| C2 | Apply knowledge to real-world problems impacting children’s development and wellbeing, considering children’s role as active participants, their rights, current policy and legislation, safeguarding, disability, diversity and inclusion. |
| C3 | Critically appraise current research, policies, and practices with children and adolescents, as well as collecting and analysing data using a variety of methods. |
| C4 | Apply key employability skills in diverse professional and work-related contexts, to enhance readiness for graduate employment. |
| C5 | Engage in collaborative approaches to learning to contribute meaningfully to communities through partnerships with key organisations, in a sensitive, professional, mutually respectful, and client-centred way. |
| C6 | Critically reflect on personal and professional development, including awareness of individual strengths and limitations, and the ability to plan for future learning and professional growth. |
Course Structure
Level 4 Modules
| Module Code | Module Id | Module Title | Module Status | Credit Value | Module Type |
|---|---|---|---|---|---|
| 4B013E | MOD013911 | Understanding Child and Adolescent Development | Running | 30 | specified |
| 4B014E | MOD013912 | Behavioural Insights into Child Development | Running | 30 | core |
| 4B035E | MOD013913 | Understanding Child and Adolescent Wellbeing | Running | 30 | specified |
| 4B015E | MOD013914 | Working with Children in Context | Running | 30 | specified |
Level 5 Modules
| Module Code | Module Id | Module Title | Module Status | Credit Value | Module Type |
|---|---|---|---|---|---|
| 5B020E | MOD013916 | Research Methods and Ethics for Real-World Enquiry | Running | 30 | specified |
| 5B021E | MOD013917 | Adverse Childhood Experiences and Trauma-Informed Practice | Running | 30 | specified |
| 5B022E | MOD013918 | Working with Children in Specialist Contexts | Running | 30 | specified |
| 5B023E | MOD013919 | Behavioural Strategies to Promote Children’s Learning | Running | 30 | core |
Level 6 Modules
| Module Code | Module Id | Module Title | Module Status | Credit Value | Module Type |
|---|---|---|---|---|---|
| 6B017E | MOD013920 | Child and Adolescent Mental Health | Running | 30 | specified |
| 6B018E | MOD013921 | Advanced Behaviour Change Strategies and Professional Practice | Running | 30 | core |
| 6B019E | MOD013922 | Applied Research: Conducting Research for Real-World Impact | Running | 30 | specified |
| 6B020E | MOD013923 | Applied Research: Designing Projects that Matter | Running | 30 | specified |
Teaching and Assessment
Learning and Teaching Methods
The BSc (hons) Childhood Development curriculum has been designed to have three distinct active learning sessions each teaching week: 1) Knowledge based workshop, 2) Skills development workshop, 3) Real world application (challenge-based learning). This approach gives each teaching session a distinct identity and scaffolds the curriculum, providing students with the opportunity to consolidate key knowledge, develop transferable and professional skills, and then apply what they have learnt to an authentic real-world problem. These activities will support the students to develop the knowledge, skills and critical understanding, which will then be evidenced through their related assessment.
The curriculum aligns with the USW Curriculum Design Principles by centring around challenge-based learning through the embedded work placement at the Early Intervention Service, use of authentic assessments, and group-based partnership dissertation projects. The curriculum has been co-designed with a range of stakeholders, which supports its authenticity and embedded employability. The UN Sustainable Development Goals (e.g. Good Health & Wellbeing, Quality Education) have informed module design and our work with partners aims to allow students to make a difference to our communities through their assessments. Research is at the heart of the curriculum, with USW research informing the curriculum and students developing their own skills in research enquiry, analysis and communication. Students have the opportunity to develop digital fluency through the use of software (e.g. SPSS), technical equipment (e.g. the Psychology lab) and through the critical use of AI. Digital fluency is authentically grounded, supporting students in developing real-world practice aligned skills. The curriculum has been designed to be inclusive by including student choice and autonomy in their learning and assessments, and through the careful consideration of protected characteristics.
For those students completing the Integrated Foundation Year. The learning and teaching approach across the level 3 modules align with the University of South Wales’ Challenge-Based Curriculum and Curriculum Design Principles (CDPs), embedding inclusivity, learner autonomy, and active engagement as core foundations. The level 3 modules are designed to support transition into higher education, scaffolding the development of independent learning, critical thinking, and academic confidence appropriate to Level 3 study. Overall, the approach ensures that Level 3 students experience an inclusive, contextualised, and developmental learning environment. Through authentic, challenge-based experiences, the course prepares learners to progress with confidence into Level 4 study, fully aligned with institutional aims to develop resilient, digitally fluent, and employable graduates who contribute positively to society.
Employer Engagement
Means of Assessment
A holistic approach to assessment for the BSc (hons) Childhood Development has been taken ensuring:
· Assessments are constructively aligned, matching the learning outcomes of the module
· Assessments support the development of a range of industry-relevant skills (e.g. reflective practice, critical thinking, presentation skills)
· A variety of assessment types are used for example a mixture of oral and written assessments, and assessments that focus on creative digital outputs and visual representations
· Assessments progress across the levels to scaffold learning and support development of key skills (e.g. a presentation is included at each level, which will gradually increase in terms of the level of challenge).
· At least 50% of the assessments at each level are “live” assessments, where AI cannot be used to fully complete the assessment (e.g. a synchronous presentation, onsite test, portfolio of practical activities). Alongside this there are assessments at each level where students are encouraged to use AI critically to inform their work, developing their fluency with AI tools and in line with the USW Position Statement on Generative AI.
In addition, the Assessment Tariff, Academic Blueprint and USW Assessment Design Expectations have been used to inform the assessment types used.
Our curriculum includes a skills-based workshop each week and these will link to those skills required for the assessment at that level, allowing opportunities for formative assessment. For example, when working towards a presentation, students will be given opportunities to practice presenting to each other, to build their confidence and awareness of key skills in this area. Formative feedback will be structured to include self-reflection, peer feedback and feedback from the tutor. These skills-based sessions will be designed in consultation with the Learner Development Service.
Feedback will be provided around the identified “key points” in the assessment, which are made clear in the assessment brief. The focus will be on identifying strengths and next steps. Through their workshops students will gradually build a BSc (hons) Childhood Development CV where they capture the key knowledge and skills developed through their learning and assessments, and identify skills gaps to focus on in their next module.
The assessment strategy for the Integrated Foundation Year programme is designed to support students’ transition into Higher Education by fostering confidence, academic capability, and professional awareness. Assessments are developmental, inclusive, and scaffolded to ensure that students gradually build the knowledge, skills, and behaviours required for successful progression to Level 4 study.
Learning Support
Induction
At each level students will be provided with induction activities during induction week designed to prepare them for their current level of study, and engage with their fellow peers and staff members. This will include signposting to key university services that can support them in their studies. Induction materials will be provided on the course page.
Extended induction activities will be provided in the first module of each level with a focus on “Becoming a USW student” at level 4, “Becoming a Level 5 student” at level 5, and “Becoming a professional” at level 6.
As part of their modules which involve Work Based Learning in the Early Intervention Service, students will be provided with an induction to the clinic at each level, which will include safeguarding training and clear processes for responding to any safeguarding or ethical concerns.
Learner Analytics
Jisc will be used for students to log their attendance at each workshop.
At a course level, attendance data and engagement data from Blackboard will be used to reflect on how students are using the available learning materials and as a tool for measuring course engagement.
Office hours
Students will have the contact details of all of their tutors and will be advised how to contact them to make an appointment. Staff respond to emails within 3 working days and will meet students either on-campus or on teams. Staff offices are situated within the Psychology Department where students have the majority of their lectures, and students are able to go to the offices for support.
Workshops
The course is delivered through Workshops (8 hours per week) – with one workshop focusing on knowledge & understanding, one on skills development, and one on application to a real-world challenge.
Workshops are delivered at a ratio of tutor to around 30 students, allowing tutors to provide support and feedback within the workshop.
Workshops take an active learning approach, with students provided with tasks to complete to support them in achieving their learning outcomes.
Formative Assessment
Formative assessment is embedded within the workshops with opportunities for self, peer and tutor feedback.
Progress meetings
All students have a Personal Academic Coach and they meet with them 1:1 termly to discuss their academic goals and progress in working towards these.
Students are provided with opportunities to reflect on their progress as part of their curriculum through completion of their BSc (hons) Childhood Development CV which evidences their knowledge and skills development as they move through the course.
The work-based learning modules, which include placement in the Early Intervention Service, will include opportunities each week for students to reflect on their experiences.
Research Supervision
All students have a supervisor for their final year research project. The final year research project is supported in line with USW’s UG Group Supervision model with 8 hours of small group supervision, 2.5 hours of individual supervision and 10 hours of workshops. This research supervision will include a strong focus on ethics in research.
Online Resources and Digital Support
Students will be supported with an accessible VLE and other asynchronous learning materials to scaffold their learning outside of the face-to-face workshops (e.g. recordings of mini lectures, discussion boards, guided readings / podcasts, assessment briefs & videos). Workshops will be recorded and the materials embedded on Blackboard in line with the USW lecture capture policy.
The Course Team will work with their DEE partner to ensure the correct tools are used to support and engage students digitally.
Students will be able to access further support through IT services and web materials developed by CELT, and these will be signposted during induction and on the course pages.
Library Services
As part of our skills based workshops, our Psychology library partner will be invited to deliver sessions at levels 4, 5 and 6 to support students to understand how to conduct literature searches (appropriate to the level of study) and use our physical and digital resources.
We will work with our library partner to develop an appropriate online reading list for each module to support students.
Learner Development Service (LDS)
Students will be directed to the LDS website and the resources available for them (e.g. 1:1 support, group skills sessions, peer support and self-help resources).
These will also be embedded into their skills workshops each week, through partnership working between the course team and the LDS.
Advice Zone & Student Success Officer
Students will have access to the Advice Zone both online and in person through the help desk in the library at Treforest. Students will be signposted to the Advice Zone for queries. In addition, students will have the Psychology Student Support Officer who can support students with queries relating to extenuating circumstances, university processes and access to wider support services.
Disability Advice Team
Students will have access to the Disability Advice Team and they will be encouraged to make an appointment with this service in induction if they need any adjustments or support.
The course team will work with the Disability Advice Team to meet any reasonable adjustments or support identified in student ISPs.
Mental Wellbeing
Students will be made aware of the Mental Wellbeing team in induction and the range of services they provide (e.g. mental health advice, counselling, workshops and events).
The course team will work with the mental wellbeing team to proactively support any students engaged with the team (e.g. through support to study) and to embed wellbeing materials as part of the curriculum.
As the course involves some sensitive topics (e.g. adverse childhood experiences, trauma) students will be provided with a pre-brief, the opportunity to remove themselves from the learning environment, and they will be signposted to appropriate support (e.g. the wellbeing team).
Careers Service
Students will be made aware of the Careers Service and employability resources will be embedded appropriate to the level of study (e.g. registering with Careers Connect at level 4, understanding support available as a graduate at level 6). The course team will work with the Careers service to embed employability materials within the curriculum.
DBS
Students will apply for a DBS through USW when they apply for the course and will need to sign up to the annual update service. Students will be provided with information on the USW website about how to apply for a DBS, FAQs and contact details for any queries.
Arrangements for Feedback to Students
Formative feedback will be provided formally, through structured activities as part of the workshops, and informally through tutor observations and in the moment feedback. There will be opportunities for self, peer and tutor formative feedback built into the curriculum.
Summative feedback will be provided via Blackboard in relation to the key points for the assessment noting students’ areas of strengths and next steps to improve their work. Feedback will be provided within 15 working days of the deadline for the assessment. Students will know who marked their work and be able to contact them for further discussion if they have any questions. There will be opportunities within each module block (where applicable) to reflect on the feedback at the time of release and consider next steps in relation to their individual feedback and sources of support for this.
Course Exit Points
| Award | Criteria | Final |
|---|---|---|
| Bachelor of Science (with Honours) | 360 credits of which at least 100 must be at Level 6 or above, 120 at Level 5 or above, 120 at Level 4 or above and no more than 20 at Level 3 | Final |
| Diploma of Higher Education | 240 credits – 100 at level 5 or above, 120 at level 4 and no more than 20 at level 3 | Exit |
| Certificate of Higher Education | 120 credits of which 100 must be at level 4 or above, and no more than 20 at level 3 | Exit |
| Bachelor of Science (Unclassified) | 300 credits of which at least 40 must be at level 6 or above, 120 at level 5 or above, 120 at level 4 or above and no more than 20 at level 3 | Exit |
Progression Route
Entry Requirements
Admission to the course is typically through the following qualifications:
Inclusive Curriculum Statement
The University of South Wales operates a policy of inclusive learning, teaching and assessment to ensure that all students have an equal opportunity to fulfil their educational potential. Course teams will have considered ways of designing out any potentially disadvantageous element of courses during the course design process. However some specific needs may remain, details about how to apply to have your needs assessed can be found at: http://unilife.southwales.ac.uk/pages/3040-disability-and-dyslexia-service/
Addendum for Delivery at a Partner Institution
N/A
Methods Of Quality Standards
N/A
Quality Of Standards Indicators
N/A