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Academic Year of Entry: 2024/25
Course overview
(BSc) Bachelor of Science
University of Essex
University of Essex
Sport, Rehabilitation and Exercise Sciences (School of)
Colchester Campus
Honours Degree
BSC B169


Professional accreditation

Accredited by the Chartered Society of Physiotherapy (CSP).

Approved by the Health and Care Professions Council (HCPC) for the purpose of providing eligibility to apply for registration with the HCPC as a physiotherapist.

Admission criteria

GCSE: 6 GCSEs at C/4 or above (to include Mathematics, English Language and Science). Acceptable alternatives to our GCSE Maths and English requirements are listed further down this page.

  • A-levels: ABB, including a life science (Biology, Chemistry, Human Biology, Life and Health Sciences, Physics, P.E, Psychology, or Sport Science).

  • BTEC: DDD in a relevant subject. More information about the BTECs we accept can be found on the school of Sport, Rehabilitation and Exercise Sciences Undergraduate page.

  • QAA-approved Access to HE Diploma: 21 L3 credits at Distinction and 24 at Merit with at least 12 Distinction credits in relevant Biological Science units.

    Access Diplomas will likely be in a Science or Healthcare related field to meet the requirement for Biological Science units. To check your Access includes a minimum of 12 L3 credits of Biological Science please contact your Access provider or check your course materials.

    This Access diploma must be supported by level 2 Maths, Science and English Language (either as GCSE or Functional Skills level 2 qualifications), if relevant units not taken as part of the Access diploma.

  • IB: 32 points or three Higher Level certificates with 655. Either must include a Higher Level Life Science (Biology, Chemistry, Psychology and Physics) at grade 5, plus Standard Level Mathematics/Maths Studies and Science grade 4, if not taken at Higher Level.

  • T-levels: Distinction overall with Distinction in the Occupational Specialism and grade B in the Core in one of the following T-levels:

    • Science (with Occupational Specialism in Laboratory Science)
    • Health (with Occupational Specialism in Supporting the Healthcare Teams)
    • Healthcare Science (with Occupational Specialism in Assisting with Healthcare Science).

  • Foundation courses in Science: normally 70% or above – varies depending on modules studied.

  • Other level 3 (or higher) qualifications with sufficient Biological Science content may be considered by the Admissions team. If you are taking or have achieved any qualifications that are not listed here, please contact the Undergraduate Admissions Office.

    GCSE/level 2 requirements

    All applicants must have GCSE Mathematics, Science and English C/4 (except those taking equivalent high school qualifications).

    • In place of GCSE Mathematics C/4, we can accept a number of OFQUAL regulated level 2 qualifications, including Functional Skills level 2, Key Skills level 2 or numeracy units taken as part of an Access to HE Diploma.
    • If you do not require a Student visa and are either a first language English speaker or have a lived in the UK for over three years, we can accept a number of OFQUAL regulated level 2 qualifications, including Functional Skills level 2, Key Skills level 2 or literacy units taken as part of an Access to HE Diploma, in place of GCSE English C/4.

    Additional requirements

    This course has additional requirements including pass of an interview, a satisfactory reference and Occupational Health Check and Disclosure and Barring (DBS) check. For more information see the school of Sport, Rehabilitation and Exercise Sciences Undergraduate page.

    IELTS (International English Language Testing System) code

    English language requirements for applicants whose first language is not English: IELTS 7.0 overall with a minimum of 6.5 in each component, or specified score in another equivalent test that we accept.

    Details of English language requirements, including component scores, can be found here

    If we accept the English component of an international qualification it will be included in the academic levels listed above for the relevant countries.

    English language shelf-life

    Most English language qualifications have a validity period of 5 years. The validity period of Pearson Test of English, TOEFL and CBSE or CISCE English is 2 years.

    If you require a Student visa to study in the UK please see our immigration webpages for the latest Home Office guidance on English language qualifications.

    Pre-sessional English courses

    If you do not meet our IELTS requirements then you may be able to complete a pre-sessional English pathway that enables you to start your course without retaking IELTS.

    Pending English language qualifications

    You don’t need to achieve the required level before making your application, but it will be one of the conditions of your offer.

    If you cannot find the qualification that you have achieved or are pending, then please email .

    Additional Notes

    If you’re an international student, but do not meet the English language or academic requirements for direct admission to this degree, you could prepare and gain entry through a pathway course. Find out more about opportunities available to you at the University of Essex International College

    Course qualifiers

    A course qualifier is a bracketed addition to your course title to denote a specialisation or pathway that you have achieved via the completion of specific modules during your course. The specific module requirements for each qualifier title are noted below. Eligibility for any selected qualifier will be determined by the department and confirmed by the final year Board of Examiners. If the required modules are not successfully completed, your course title will remain as described above without any bracketed addition. Selection of a course qualifier is optional and student can register preferences or opt-out via Online Module Enrolment (eNROL).


    Rules of assessment

    Rules of assessment are the rules, principles and frameworks which the University uses to calculate your course progression and final results.

    Additional notes


    External examiners

    Staff photo
    Ms Aimee France

    AHP Degree Apprenticeship Portfolio Lead

    Sheffield Hallam University

    Mr Craig Andrew Walker

    Course Lead Master of Physiotherapy

    Robert Gordon University

    External Examiners provide an independent overview of our courses, offering their expertise and help towards our continual improvement of course content, teaching, learning, and assessment. External Examiners are normally academics from other higher education institutions, but may be from the industry, business or the profession as appropriate for the course. They comment on how well courses align with national standards, and on how well the teaching, learning and assessment methods allow students to develop and demonstrate the relevant knowledge and skills needed to achieve their awards. External Examiners who are responsible for awards are key members of Boards of Examiners. These boards make decisions about student progression within their course and about whether students can receive their final award.

eNROL, the module enrolment system, is now open until Monday 21 October 2024 8:59AM, for students wishing to make changes to their module options.


Core You must take this module.
You must pass this module. No failure can be permitted.
Core with Options You can choose which module to study.
You must pass this module. No failure can be permitted.
Compulsory You must take this module.
There may be limited opportunities to continue on the course/be eligible for the degree if you fail.
Compulsory with Options You can choose which module to study.
There may be limited opportunities to continue on the course/be eligible for the degree if you fail.
Optional You can choose which module to study.
There may be limited opportunities to continue on the course/be eligible for the degree if you fail.

Year 1 - 2024/25

Component Number Module Code Module Title Status Min Credits Max Credits
01  SE117-4-FY-CO  Applied Anatomy and Pathophysiology  Core  30  30 
02  SE118-4-FY-CO  Physiotherapy Led Assessment  Core  30  30 
03  SE119-4-FY-CO  Practice-Based Decision Making  Core  30  30 
04  SE120-4-FY-CO  Understanding Self and Others  Core  30  30 

Year 2 - 2025/26

Component Number Module Code Module Title Status Min Credits Max Credits
01  SE231-5-FY-CO  Developing Self and Others  Core  30  30 
02  SE232-5-AP-CO  Physiotherapy Led Interventions  Core  30  30 
03  SE233-5-AP-CO  Promoting Health and Activity  Core  15  15 
04  SE234-5-FY-CO  Research Methods  Core  15  15 
05  SE213-5-SP-CO  Physiotherapy Practice 1  Core  15  15 
06  SE216-5-SU-CO  Physiotherapy Practice 2  Core  15  15 

Year 3 - 2026/27

Component Number Module Code Module Title Status Min Credits Max Credits
01  SE341-6-FY-CO  Leadership of Self and Others  Core  15  15 
02  SE342-6-FY-CO  Preparation for Professional Practice  Core  30  30 
03  SE343-6-FY-CO  Research Project  Core  30  30 
04  SE310-6-SU-CO  Physiotherapy Practice 6  Core  15  15 
05  SE312-6-AU-CO  Physiotherapy Practice 4  Core  15  15 
06  SE313-6-SP-CO  Physiotherapy Practice 5  Core  15  15 

Exit awards

A module is given one of the following statuses: 'core' – meaning it must be taken and passed; 'compulsory' – meaning it must be taken; or 'optional' – meaning that students can choose the module from a designated list. The rules of assessment may allow for limited condonement of fails in 'compulsory' or 'optional' modules, but 'core' modules cannot be failed. The status of the module may be different in any exit awards which are available for the course. Exam Boards will consider students' eligibility for an exit award if they fail the main award or do not complete their studies.

Programme aims

  • To produce students and graduates who are competent physiotherapy practitioners with sound reasoning skills able to work independently and as part of an interdisciplinary team
  • To effectively develop the knowledge, skills, behaviours and values required of physiotherapists reflecting the requirements of the regulatory and professional bodies for physiotherapy
  • To provide a challenging learning environment including practice placements for students to build on their critical enquiry and independent learning skills in the passage to becoming physiotherapy practitioners who are responsive to current and future health care needs
  • To enable students to construct personal theoretical frameworks for physiotherapy practice critically drawing on the evolving evidence base
  • To draw on students’ high level of motivation, their confidence to challenge and pursue learning needs to master complex areas of knowledge
  • To enable students to become autonomous professionals committed to their own and the physiotherapy profession’s development
  • To develop students’ capacity to lead and initiate change within, and on behalf of the physiotherapy profession
  • To provide opportunities for shared learning with other health care professionals

Learning outcomes and learning, teaching and assessment methods

On successful completion of the programme a graduate should demonstrate knowledge and skills as follows:

A: Knowledge and understanding

A101: Identify and explain the scientific knowledge base of physiotherapy practice and identify the gaps, uncertainties, defining features, contexts and the evolving nature of physiotherapy

A102: Identify and explain, in sufficient detail, significant theories, principles, values and concepts underpinning current professional activity

A103: Identify appropriately the political, cultural, social, economic, institutional and professional issues that influence team working and professional practice

A104: Identify and explain the psychological processes and the role of emotion in personal effectiveness

A105: Demonstrate understanding of the theories and practice of reflective learning and its role in personal and p rofessional development

A106: Demonstrate knowledge and understanding of one or more aspects of physiotherapy practice, informed by current research and scholarly activity.

A107: Demonstrate understanding of physiotherapy research

Learning methods

A1-A5 are achieved through:
Lectures and seminars which introduce material in a structured manner with an opportunity for class discussion
Individual assignment and group work utilising enquiry based learning approaches

A5 is further supported by directed personal reflection of placements and through tutorial support and supervision

Assessment methods

A1-5 are assessed by coursework, written and multiple choice examination, and practical examination/ viva voce

A6 and 7 are assessed by a literature review and a detailed research project

B: Intellectual and cognitive skills

B101: Critically analyse, evaluate and summarise physiotherapy practice/education/health care issues, informed by current and innovative developments, with recognition of the need to promote quality and equality for all physiotherapy service users

B102: Justify a range of physiotherapy skills, techniques and approaches thus being able to respond to the individual needs of physiotherapy service users

B103: Deal with complex, unpredictable ethical and professional issues, making informed judgements on matters that may not explicitly be addressed within existing codes, standards and protocols

B104: Begin to develop original and creative responses to change, problems and issues

B105: Practise in ways that draw heavily on reflection of practice and evidence

B106: Pose research questions and develop a research plan

B107: Reflect on and evaluate personal and professional goals in order to identify lifelong learning within a framework of continuing professional development

Learning methods

B1-B5 are achieved through a combination of group and individual activities. Lectures and seminars are used to introduce new material and explore within a group setting. Practical skills classes and workshops are used to integrate the theory and practice of physiotherapy.
Directed personal study time enables the student to deepen and strengthen this learning

Assessment methods

B1-B6 are assessed by coursework, objective structured clinical examinations and vivas and research including a substantive literature review and research project

B7 is assessed through the submission of a reflective portfolio

C: Practical skills

C101: Demonstrate competence in the core areas of physiotherapy practice

C102: Demonstrate autonomy and initiative in professional activity putting patient care at the centre of practice

C103: Act autonomously in planning, implementing and evaluating the outcomes of professional activity, inviting and using feedback from others to inform this process

C104: Identify and discuss the management of clinical risk in a range of physiotherapy practice settings

C105: Demonstrate originality and creativity in applying knowledge, understanding and approaches in physiotherapy practice /education /management/ leadership

C106: Practise in a range of contexts, including those within which there is uncertainty or unpredictability

Learning methods

C1-C6 are placement based learning, supported by clinically based tutorials

C6 is achieved through reflective learning using portfolio and supported by personal tutorials

Assessment methods

C1 –6 are assessed by practice assessment forms and integrated vivas

D: Key skills

D101: Communication: a) Use a range of advanced communication skills that are appropriate to physiotherapy and multidisciplinary team working. b) Demonstrate effective, adaptable and confident communication with a range of different audiences and individuals.

D102: Information Technology: a) Use the Internet b) Access data via library, professional bodies etc c) Use audiovisual presentation tools and techniques

D103: Numeracy: a) Interpret statistical information b) Use statistics to analyse data c) Use software packages to support data analysis

D104: Problem solving: a) Identify and analyse problems emerging from theory and practice

D105: Working with others: a) Motivate and engender partnership working b) Demonstrate a strong awareness of personal limitations and scope of practice c) Take responsibility for one's own work and significant responsibility for the work of others d) Put the person at the centre of practice e) Respect and promote diversity f) Facilitate the learning and development of others

D106: Improving own learning and performance: a) Demonstrate an aptitude for continuing to advance knowledge, understanding and skills in line with identified learning needs b) Identify, conceptualise, define and evaluate new and abstract ideas within professional practice/education/management

Learning methods

D1 is supported in small group discussion and seminars. Tutorial time is allocated for individual discussion.
D2 commences in welcome week and through seminar presentations
D3 is supported in seminars where students present and analyse work. Tutorial time is allocated for individual discussion and problem solving.
D4 is practised throughout the course. Students work through given problems or derived from the students’ practice
D5 is facilitated by the use of collaborative group work and during seminars
D6 is achieved through feedback on coursework and individual tutorial time.

Assessment methods

D1 is assessed by coursework, essay, presentation, literature review, research project and vivas
D2 is assessed through use of word-processing and ability to cite references from internet sources. Practical assessments are also included which test students’ skills. The use of information technology during presentations is encouraged.
D3 is assessed through course work, essay and dissertation
D4 is assessed through coursework, essay, viva and dissertation
D5 and D6 are assessed through course work, oral presentations and practice assessment forms


The University makes every effort to ensure that this information on its programme specification is accurate and up-to-date. Exceptionally it can be necessary to make changes, for example to courses, facilities or fees. Examples of such reasons might include a change of law or regulatory requirements, industrial action, lack of demand, departure of key personnel, change in government policy, or withdrawal/reduction of funding. Changes to courses may for example consist of variations to the content and method of delivery of programmes, courses and other services, to discontinue programmes, courses and other services and to merge or combine programmes or courses. The University will endeavour to keep such changes to a minimum, and will also keep students informed appropriately by updating our programme specifications.

The full Procedures, Rules and Regulations of the University governing how it operates are set out in the Charter, Statutes and Ordinances and in the University Regulations, Policy and Procedures.


If you are thinking of studying at Essex and have questions about the course, please contact Undergraduate Admissions by emailing, or Postgraduate Admissions by emailing

If you're a current student and have questions about your course or specific modules, please contact your department.

If you think there might be an error on this page, please contact the Course Records Team by emailing