University home > Unit and programme catalogues in 2021/22 > Programme catalogue > Faculty of Arts > Centre for Innovation > Childhood Studies with Innovation (MSci) > Specification
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Programme code | 1INOV022U |
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Programme type | Single Honours |
Programme director(s) |
Nadia Aghtaie (Childhood Studies contact)
Daniella Jenkins Programme Director (Innovation) |
Faculty | Faculty of Arts |
School/department | Centre for Innovation |
Second School/department | School for Policy Studies |
Teaching institution | University of Bristol |
Awarding institution | University of Bristol |
Mode of study | Full Time |
Programme length | 4 years (full time) |
This degree combines an in-depth subject specialism in Childhood Studies with interdisciplinary breadth, creative
teamwork and entrepreneurial skills. Students undertaking this course will spend half their time studying Childhood
Studies to gain a solid discipline strength whilst spending the other half of their time learning about, exploring and
experimenting with innovation and entrepreneurship. Taken together, this will necessarily include consideration of
innovation within settings relevant to Childhood Studies and innovating for children. Potentially emerging ideas
may be translated into plans for a wide variety of ventures and enterprises, both social and commercial.
The Childhood Studies with Innovation programme aims to develop the student's interest in and knowledge and
understanding of the interdisciplinary study of childhood and children in all their contexts, including the family,
schooling and wider society both in the UK and globally. Moreover, it would seek to facilitate consideration of the relation
between Childhood Studies and Innovation, including consideration of new opportunities for new services, products,
policies or for that matter ways of living.
Childhood Studies and Innovation both embrace the value of interdisciplinarity and the resultant ability to work
across and amongst different disciplines will be a key strength for those completing the programme. Both also
share a commitment to positive and progressive change and a future orientation. Yet the voice of the child is often
absent from the innovation process or consideration of its outcomes. Students graduating from this programme
will have a powerful mix of knowledge and skills.
The degree in Childhood Studies with Innovation will give students the unique opportunity to combine these core
skills and knowledge with a comprehensive training in entrepreneurship and innovation to enable them to create
their own ideas and start to reimagine innovation from within a policy setting. This programme aims to
· Provide well-qualified students with a high-quality education in an environment enriched by research, and a
conceptual and empirical understanding of Childhood Studies.
· Provide students with more general intellectual, quantitative, personal and technical skills and the ability to
apply these skills in their future careers.
· Provide students with the skills and knowledge of the methodologies, tools, languages, materials,
technologies and techniques needed to innovate.
· Help students achieve their potential by providing a responsive, supportive and stimulating environment
with appropriate facilities, academic guidance and pastoral support.
· Produce Childhood Studies specialists who can apply their discipline to innovate and have the skills to see
those innovations through to create successful enterprises.
Programme Intended Learning Outcomes | Learning and Teaching Methods |
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The acquisition of core knowledge and understanding is through lectures, seminars, classes and workshops together with regular course work in the form of essays, presentations and projects involving the collection and analysis of data. Tutorials provide further opportunities in the course of monitoring student progress and providing advice and support. More advanced knowledge in a student chosen area is acquired through one-to-one supervision in connection with the final year dissertation. Throughout the learner is encouraged to undertake independent reading both to supplement and consolidate what is being taught and to broaden his/her individual knowledge and understanding of the subject. This independent reading will include academic texts, public documents, journals and internet material. Acquisition of knowledge and understanding for innovation, design and entrepreneurship occurs through lectures, workshops, seminars and tutorials. (12, 13, 14, 15) Workshops and demonstration to develop student practical innovation skills acquisition. (12, 15) Innovation challenges to develop students’ skills in practical innovation and entrepreneurship. (12, 13, 15) Innovation project supervision and design challenge mentoring meetings to provide formative feedback. (12, 13, 15) |
Methods of Assessment | |
Throughout the programme there is a combination of formative and summative assessment. Formative assessment is undertaken in relation to unit course work essays, presentations and project work. Written feedback is provided to students in each case. During preparation of the dissertation there are regular meetings between student and supervising tutor and these include verbal feedback on the student's work in progress. Summative assessment is through a combination of unseen written examinations (normally of 3 hours duration) and assessed extended essays, portfolios or reports in accordance with the Social Sciences Faculty rubric. In addition, students are required to produce a final year dissertation which is based on a piece of individual research. Although the optional dissertation in Childhood Studies is a key assessment method for item 10 and 11 above, there are opportunities to choose options in particular areas which will allow greater specialism. Individual and group innovation coursework portfolios (including rapid prototyping and proof of concepts) and presentations. (12, 15) Reflective and critical accounts of practical work and learning (12, 15) Iterative and agile practice-based innovation and entrepreneurship challenges (12, 13, 15) |
Programme Intended Learning Outcomes | Learning and Teaching Methods |
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Students are exposed progressively through the programme to the forms of analysis and criticality indicated in items 1 to 5 above and to the application of theory and research noted in item 6 & 7. Acquisition of these particular intellectual skills/attributes is further developed by the discussion of key issues in seminars and classes, the summarising of key points from reading and the application of these key issues and points in the completion of unit course work essays. Training in research methods and data analysis and one-to-one discussion with the academic supervisor of the final year dissertation (Childhood Studies Year 3 or Yr 4 Innovation Project) contribute to the development of the intellectual skills/attributes associated with items 6 and 7 above. Acquisition of skills to innovate, design and create enterprises occurs through lectures, workshops, seminars and tutorials. (9-12) Workshops and demonstration to develop student practical innovation skills acquisition. (9-12) Innovation challenges to develop students’ skills in practical innovation and entrepreneurship. (9-12) Innovation project supervision and design challenge mentoring meetings to provide formative feedback. (9-12) |
Methods of Assessment | |
Through the formative and summative approaches indicated in 'A' above. A component of the overall assessment in each case focuses on the student's capacity to think critically, reflect on what he/she has learnt, formulate arguments and draw upon relevant concepts, findings and perspectives. The Childhood Studies dissertation/Innovation Year 4 project particularly tests the capacity to conceptualise, plan, initiate and report in a clear and appropriately structured manner on a piece of individual research. Individual and group innovation coursework portfolios (including rapid prototyping and proof of concepts) and presentations. (9-12) Reflective and critical accounts of practical work and learning. (9-12) Iterative and agile practice-based innovation and entrepreneurship challenges. (9-12) |
Programme Intended Learning Outcomes | Learning and Teaching Methods |
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All learners receive initial guidance on how to identify, locate and use material available in the libraries and elsewhere (item 1). Comprehensive bibliographies are provided for each unit as are guidelines for the production of coursework essays (item 1). Input is offered on reading for academic purposes and on essay writing and making presentations (items 2 and 3). Lectures are provided which set out the steps involved in identifying a research topic and planning, carrying through and reporting on an independent piece of research (item 4). All units require written work and feedback concerned with enhancing the learner's power of expression is given (items 1 and 5). Meeting deadlines and keeping to the allotted time in presentations contribute to the acquiring of time management skills (item 4), while use of the library, agency visits and contact with practitioners help to promote a capacity to use a range of resources. Items 1 to 3 are developed in seminars, classes and workshops, which rely on facilitated discussion and interaction as well as joint work on exercises and on individual or group presentations. Items 5 and 6 are substantially promoted through the work on the dissertation (in Childhood Studies Yr 3 or Innovation Project in Yr 4) but are also encouraged throughout the programme in regular one-to-one tutorials with personal tutors aimed at charting progress to date and looking forward to upcoming demands. Item 7 is developed through the encouragement to use online sources of information, the expectation that submitted work will be word processed and direct teaching on the use of IT in the analysis and interpretation of data: Unit SPOL20004. IT skills are developed through integration within units. Acquisition of skills to innovate, design and create enterprises occurs through lectures, workshops, seminars and tutorials. (12-18) Workshops and demonstration to develop student practical innovation skills acquisition. (13-18) Innovation challenges to develop students’ skills in practical innovation and entrepreneurship. (12-18) Innovation project supervision and design challenge mentoring meetings to provide formative feedback (12-18) |
Methods of Assessment | |
An element of the formative assessment of course work essays, presentations and project work is concerned with the student's achievement of items 1 to 3, as is an element of the summative assessment of unseen written examinations or assessed extended essays. The achievement of item 4 is addressed principally through the completion of the final year dissertation. Effective communication of ideas is an important criterion in assessing all areas of a learner's work. All skills are formatively assessed through unit course work essays and student presentations whilst items 1, 2, 4 and 7 are also summatively assessed through unseen written examinations, assessed extended essays and the dissertation. Communication and presentation skills are assessed through written coursework and essays which it is expected that students will word process. Recall and the organisation of relevant material is tested through unseen written examinations. Independent study is assessed through coursework, assessed essays and preparation for examinations Innovation challenges to develop students’ skills in practical innovation and entrepreneurship. Innovation project supervision and design challenge mentoring meetings to provide formative feedback. Individual and group innovation coursework portfolios (including rapid prototyping and proof of concepts) and presentations (12 - 18) Reflective and critical accounts of practical work and learning (12 - 18) Iterative and agile practical-based innovation and entrepreneurship challenges (12-18) |
Statement of expectations from the students at each level of the programme as it/they develop year on year.
Level C/4 - Certificate |
Mandatory and recommended optional units at Level C (Year 1) are designed to enable the acquisition of foundational knowledge and understanding about i) historical and contemporary views concerning the care, education and health of children ii) social policy in these and related areas and how it has come to be formulated iii) concepts and theories relating to the social, emotional, physical and cognitive development of children (A1, A2, A3, A4, A5, A6), iv) critical understanding of education and schooling and the complexities related to responding to diversity in education (A2, A3, A7). Students also learn, through seminar and class discussion, project and course work essays, about the nature of enquiry in the relevant disciplines and thus take a step towards the development of a more analytical approach to the subject matter (A1, A2, A3, A4, A6, A7). Required reading, unit course work essays and projects, and seminar, class and tutorial discussions contribute towards the acquisition of Intellectual Skills B1 and B4, Practical Skills C1 to C3 and Transferable Skills C1 to C5. The expectation is that their work may require substantial direction from tutors at this stage with guidance on the development of study skills. They will also have gained an understanding to how design and systems thinking can be applied to problems to innovate and unearth novel and creative solutions whilst gaining experience in working in multidisciplinary teams. |
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Level I/5 - Intermediate |
Mandatory and optional units at Level I (Year 2) are designed to extend the acquisition of knowledge and understanding begun at Level C (A1, A2, A3, A4, A5, A6) but most are also specifically concerned with enabling students to grasp how this knowledge and understanding can be applied to childhood issues and objectives or, in the case of options, to allied topics (A7, A8, A9). Provision and practice are discussed with reference to previously acquired knowledge about children's rights and needs and about what policy and legislation are seeking to promote. In this way, and through seminar, class and tutorial discussions, essays and other assessment mechanisms, critical analysis becomes a more prominent feature of the learning process (B1 to B5). Students undertake joint project and presentation work in a number of units, thereby continuing to develop Practical Skills C1 to C3 and Transferable Skills C1 to C5 and C7. In addition, students are acquainted with social research methods of enquiry, the use of computer based programmes to analyse quantitative data and a framework for critically evaluating research articles and papers (A10, A11, B2 and parts of B6, Practical Skills C3 and C4 and Transferable Skills C1 to C5 and C7. Students will be expected to critically reflect on past and present case studies and develop further their transdisciplinary working to real world digital and creative client problems. They will be encouraged to broaden their perspective beyond subject provisions within Childhood Studies with Innovation and take either an open unit or a unit from the Bristol Futures programme |
Level H/6 - Honours |
All mandatory and optional units at Level H (Year 3) continue to encourage the acquisition of knowledge and understanding but most deal with more complex processes, thus requiring students to engage with topics where knowledge and understanding are less certain or more fluid and where a more open, explorative and critically appreciative approach to learning is necessary. The dissertation in particular requires students within their chosen area of study to grapple in some depth with the processes referred to in A8, A9 & A10 and to sharpen and draw upon the Intellectual Skills associated with B4, B5 and B6, the Practical Skills associated with C1 to C4 and the Transferable Skills associated with C1, C2 and C4 to C7. Other mandatory units similarly require a more intellectually supple approach in addressing topics not previously examined but of emerging or special significance to children's development or to the provision of education and services. Effective team work and oral presentation remain a prominent expectation. Students will be encouraged to make their own critical judgements and to develop greater independence and organisation of relevant materials. They will further extend individual and group work skills and their IT capabilities. Within the transdisciplinary group project, the students will be expected to innovate for their own chosen problem by exploring the potential of new technologies to enable disruptive innovation to change the way people work and live. They will be supported by mentors and coaches to explore how their proposed solutions may be turned into an enterprise |
Level M/7 - Masters |
At level M, students are expected to pull together all that they have learnt in prior years to create an enterprise; this may focus on an innovative digital and creative product or service, or a social innovation. Students will be required to assess the market, feasibility, IP, sustainability, finance and desirability of the proposition and create a proof of concept prototype to test with real world users. These units build on the work undertaken in previous years and link with the innovation-based units. Students will be carrying out work at or informed by the forefront of Childhood Studies - academic or professional. Students will have shown originality in the application of knowledge, and they will understand how the boundaries of knowledge are advanced through research. They will be able to deal with complex issues both systematically and creatively, and they will show originality in tackling and solving problems. They will have the qualities needed for employment in circumstances requiring sound judgement, personal responsibility and initiative, in complex and unpredictable professional environments. |
The intended learning outcome mapping document shows which mandatory units contribute towards each programme intended learning outcome.
For information on the admissions requirements for this programme please see details in the undergraduate prospectus at http://www.bristol.ac.uk/prospectus/undergraduate/ or contact the relevant academic department.
UG Workload Statement
Success as an undergraduate student depends on you being able to make the transition to self-motivated, independent learning. Programmes are designed to assist you in this development, in many cases by starting with units in which timetabled teaching, such as lectures and practical classes, provides the foundations of knowledge and skills in a subject, moving on to individual research-based work. Over time you will be expected to take increasing responsibility for your own learning, guided by the feedback on your work that you will receive. At the heart of your studies at every level there must be regular and disciplined individual reading, reflection and writing and it is this skill of independent studies, above all others, that will serve you best when you leave the University.
Most programmes use credits and a 20 credit unit broadly equates to about 200 hours of student input. This includes all activities related to the teaching, learning and assessment of taught units.
A component of this is the time that you spend in class, in contact with the teaching staff, which includes activities such as lectures, laboratories, tutorials and fieldwork. Some of this activity may be online and could consist of activity that is synchronous (using real-time environments such as Blackboard Collaborate) or asynchronous (using tools such as tutor moderated discussion forums, blogs or wikis).
In some programmes there are field courses and/or placements that will take place in concentrated periods of time.
Outside scheduled activities you are expected to pursue your own independent learning to build your knowledge and understanding of the subjects you are studying. Such independent activities include, reviewing lecture material, reading textbooks, working on examples sheets, completing coursework, writing up laboratory notes, preparing for in-class progress tests and revising for examinations.
We recognise that many students undertake paid employment. To achieve a sensible balance between work and study, you are advised to undertake paid work for no more than 15 hours per week in term-time.
Professional Programmes
Many undergraduates in the Faculty of Health Sciences will be following the professional programmes of:
For these professional programmes, full time attendance is compulsory unless absence is formally approved. Academic activities are timetabled throughout the 5-day week and student workload is around 40 hours per week on average. Where possible, students in the early years are permitted Wednesday afternoons for sport and extra-curriculum activities. This may not be available in later years of professional programmes as when a student progresses through the curricula there is an increasing exposure to clinical and professional activities. Students in clinic or on placements may need to stay later than core times of 08.00 – 18.00 or even overnight to observe out-of-hours activities. This increasing exposure to clinical activities means that students on these professional programmes often have longer term dates than the University standard. Individual years within programmes are likely to vary in length (for example because of the timings of placements) and further information on this will be found in individual programme regulations. Another important point to note is that many of the assessments sit outside of the standard University examination timetable and are likely to be more frequent meaning that students will more oftentimes be engaged in revision activities and self-directed learning.
Faculty of Health Sciences
Faculty Assessment and Feedback Statement for Undergraduate Students. University of Bristol access only.
Students studying across the different specialisms on the innovation degrees come together as a cohort to learn and apply design and systems thinking for innovation and put it into practice their working in transdisciplinary project teams. Students will learn from past and present success and failure case studies to help students think about future opportunities. The transdisciplinary project work in the second year works with real world clients where students develop empathy for the people they are designing for, explore solutions, iterating to develop an unexpected range of possibilities, and create prototypes to take back to the client to test with real customers or users. In their third-year students explore innovative and disruptive ideas, potentially designing things that people don’t yet know they want by exploring the potential of new technologies to enable disruptive innovation, changing the way people live and work. Students will learn about different ways to generate ideas, ranging from brainstorming to crowd-sourcing, exploring project opportunities and creating prototypes to test with real people. Alongside this students will learn about different kinds of enterprise that can be used to take forward their ideas supported by mentors and coaches. The final year pulls together students’ prior learning through an experiential, student centred learning project, which requires the students to undertake an extensive and detailed project, which might include; creating an enterprise commercial or social, researching an innovation, or exploring a business model.
This integrated Masters programme has been designated as type III: Professional or Practice Masters in accordance with the QAA Degree Characteristics Statement. Please see the Regulations and Code of Practice for Taught Programmes for further information on this type of programme.
Minimum requirement of pass mark 40% in each unit
Unit Name | Unit Code | Credit Points | Status | ||
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Design and Systems Thinking for Innovation | INOV10001 | 20 | Mandatory | TB-4 | |
Transdisciplinary Group Project 1: Being Human | INOV10002 | 20 | Mandatory | TB-4 | |
Contemporary Debates in Global Childhood | SPOL10024 | 20 | Mandatory | TB-2 | |
Critical Skills for Social Scientists: Childhood Studies | SPOL10025 | 20 | Mandatory | TB-1 | |
Education, Schooling and Diversity | SPOL10039 | 20 | Mandatory | TB-2 | |
Please select one of the optional units below: | |||||
Introduction to psychology for Childhood Studies | SPOL10016 | 20 | Optional | TB-1 | |
Constructing Childhoods | SPOL10023 | 20 | Optional | TB-1 | |
Certificate of Higher Education | 120 |
This integrated Masters programme has been designated as type III: Professional or Practice Masters in accordance with the QAA Degree Characteristics Statement. Please see the Regulations and Code of Practice for Taught Programmes for further information on this type of programme.
Students must achieve a year mark of 50 or more out of a hundred at the end of the second year to be able to progress on to the four year programme
Unit Name | Unit Code | Credit Points | Status | ||
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Transdisciplinary Group Project 2: Solving Someone's Problem | INOV20002 | 20 | Mandatory | TB-4 | |
Innovation at Work | INOV20004 | 20 | Mandatory | TB-4 | |
Social Research Methods | SOAD20004 | 20 | Mandatory | TB-2 | |
Introduction to Child and Adolescent Health | SPOL20060 | 20 | Mandatory | TB-1 | |
Select 40CP from the following: (not all optional units are offered in each session) | |||||
Family Support | SOWK20002 | 20 | Optional | TB-2 | |
Youth Justice | SPOL20022 | 20 | Optional | TB-2 | |
Child and Adolescent Psychology | SPOL20032 | 20 | Optional | TB-1 | |
Youth Policy and Social Welfare | SPOL22022 | 20 | Optional | TB-1 | |
Youth, Sexualities and Gendered Violence | SPOL22023 | 20 | Optional | TB-1 | |
Diploma of Higher Education | 120 |
Please note: This specification provides a concise summary of the main features of the programme and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if he/she takes full advantage of the learning opportunities that are provided.
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