(BSc) Bachelor of Science
Occupational Therapy
Current
University of Essex
University of Essex
Health and Social Care (School of)
Colchester Campus
Honours Degree
Full-time
Occupational Therapy
BSC B939
07/05/2025
Details
Professional accreditation
Accredited by the Royal College of Occupational Therapists (RCOT) for the purpose of ensuring graduates are fit for the profession.
Approved by the Health and Care Professions Council (HCPC) for the purpose of providing eligibility to apply for registration with the HCPC as an occupational therapist.
Admission criteria
- GCSEs: Mathematics, Science and English Language C/4. Acceptable alternatives are listed further down this page
Plus one of the level 3 qualifications below:
A-levels: BBB - BBC or 120 - 112 UCAS tariff points from a minimum of 2 full A-levels.
BTEC: DDM - DMM or 120 - 112 UCAS tariff points from a minimum of the equivalent of 2 full A-levels.
Other UCAS tariff qualifications, and combined qualifications: 120 - 112 UCAS tariff points from a minimum of 2 full A levels or equivalent. Tariff point offers may be made if you are taking a qualification, or mixture of qualifications, from the list on our undergraduate application information page.
IB: 30 - 29 points or three Higher Level certificates with 555-554.
IB Career-related Programme: We consider combinations of IB Diploma Programme courses with BTECs or other qualifications.
QAA-approved Access to HE Diploma: 6 level 3 credits at Distinction and 39 level 3 credits at Merit.
T-levels: We consider T-levels on a case-by-case basis, depending on subject studied. The offer for most courses is Distinction overall. Depending on the course applied for there may be additional requirements, which may include a specific grade in the Core.
We also consider vocational level 3 qualifications for entry. If you are taking or have achieved any qualifications that are not listed here, email Undergraduate Admissions.
GCSE/level 2 requirements
All applicants must have, or be working towards, acceptable level 2 Mathematics, Science, and English qualifications such as GCSE grade C/4 or equivalent.
- We accept OFQUAL regulated level 2 maths qualifications, including Functional Skills level 2, Key Skills level 2 or numeracy units taken as part of an Access to HE Diploma.
- If you don't need 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 OFQUAL regulated level 2 English qualifications, including Functional Skills level 2, Key Skills level 2 or literacy units taken as part of an Access to HE Diploma.
Additional requirements
Study towards admitting qualifications within the last 5 years is required. Please email Undergraduate Admissions. if you think you might not meet this requirement.
This course has additional requirements including pass of an interview, a satisfactory reference, Occupational Health Check and Disclosure and Barring (DBS) check. For more information see the Health and Social Care Undergraduate page
Contextual Offers:
We are committed to ensuring that all students with the merit and potential to benefit from an Essex education are supported to do so. If you are a home fee paying student residing in the UK you may be eligible for a Contextual Offer of up to two A-level grades, or equivalent, below our standard conditional offer.
Factors we consider:
- Applicants from underrepresented groups
- Applicants progressing from University of Essex Schools Membership schools/colleges
- Applicants who attend a compulsory admissions interview
- Applicants who attend an Offer Holder Day at our Colchester or Southend campus
Our contextual offers policy outlines additional circumstances and eligibility criteria.
For further information about what a contextual offer may look like for your specific qualification profile, email ugquery@essex.ac.uk.
If you haven't got the grades you hoped for, have a non-traditional academic background, are a mature student, or have any questions about eligibility for your course, more information can be found on our undergraduate application information page or get in touch with our Undergraduate Admissions Team
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, and the tests we accept 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 ugquery@essex.ac.uk.
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).
None
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
None
External examiners
Dr Jane Hibberd
Associate Professor, Occupational Therapy
University of East AngliaMrs Julie-Anne Lowe
Associate professor
Education
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.
Programme aims
To develop students to graduate level with competencies which meet occupational standards and codes of practice.
To meet QAA academic and practitioner standards and benchmark statements for occupational therapy.
To fulfill COT curriculum framework guidelines.
To meet HPC standards of education and training.
To fulfill university generic learning outcomes.
To develop students as reflective and independent practitioners capable of operating in a multidisciplinary health care context.
To promote and develop evidence based practice and research awareness.
To cultivate in students the capacity to integrate the theoretical principles and concepts of occupational therapy with practice in order to provide quality intervention for service users
To assist students to engage in the analysis of academic discourses in order to continually develop professional practice
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
A1: Demonstrate a capacity for systematic, conceptual and critical thinking
A2: Develop critical reasoning and reflective capabilities in order to effectively analyse and evaluate professional practice within personal, legal, ethical, clinical and managerial frameworks
A3: Demonstrate critical appreciation and insightful use of problem-solving strategies for all aspects of Occupational therapy practice
A4: Apply understanding of research strategies and methodologies to the critical analysis and evaluation of research papers, articles and other sources of research based work
A5: Apply their knowledge of ethical principles and codes of practice to all areas of occupational therapy practice and relate these to ethical principles and values of related health and care disciplines
Learning methods
A range of teaching and learning methods are used in order to encourage the progressive development of the students knowledge and understanding.
While the methods used at Level C are structured, there is a progressive shift through the various levels towards methods which encourage students autonomy and independence of learning.
Methods used in order to achieve the knowledge learning outcomes are: Lectures Seminars Videos and discussion Problem-based learning Case-studies and Vignette work Group work Academic tutorials with groups and individuals
Assessment methods
At Level 4, varied methods of assessment cultivate basic knowledge and understanding.
Level 5 builds upon the knowledge developed at Level C, and assessment is a vehicle for much of the learning and reflective practice.
The integration of theory with practice, development of self-knowledge and understanding of occupational therapy as a treatment medium are encouraged through both academic and practice placement assessments.
At Level 6, many assessments involve more student-centred investigative and analytical activities, requiring a wider range of presentation formats and a greater relevance to practice.
There is a requirement that students should be able to work with a degree of autonomy and be able to take more responsibility for their own learning Assessment methods Essays Case-study analyses Reflective assignments, based on critical incident work Viva vocé examinations Formal/video/poster Presentations Patchwork text Research proposal, including literature review
B: Intellectual and cognitive skills
B1: Demonstrate a capacity for systematic, conceptual and critical thinking
B2: Develop critical reasoning and reflective capabilities in order to effectively analyse and evaluate professional practice within personal, legal, ethical, clinical and managerial frameworks
B3: Demonstrate critical appreciation and insightful use of problem-solving strategies for all aspects of Occupational therapy practice
B4: Apply understanding of research strategies and methodologies to the critical analysis and evaluation of research papers, articles and other sources of research based work
B5: Apply their knowledge of ethical principles and codes of practice to all areas of occupational therapy practice and relate these to ethical principles and values of related health and care disciplines
Learning methods
Development of cognitive/intellectual skills are an intrinsic part of all learning and teaching.
In order to achieve the cognitive learning outcomes the following methods are used:
Task Analysis, lectures, seminars, problem-based learning, case-study reflection and analysis, group discussion (structured and semi-structured, use of the virtual learning environment
Assessment methods
Written assessment in which students do a task analysis.
Essays Case-study analysis, reflective assignments, based on critical incident work, viva vocé examinations, formal/video/poster, presentations, patchwork text, research proposal, including literature review, research, and the dissertation
C: Practical skills
C1: Demonstrate reflective practice skills to personal and professional development.
C2: Employ effective and critical use of research skills relevant to professional and inter-professional practice and practice issues
C3: Problem-solving skills and strategies in assessment, planning, intervention and evaluation within occupational therapy practice, including the analysis and grading of activity to meet the individual needs of clients
C4: Act in an ethical manner, demonstrating political, social and cultural awareness
C5: Develop interpersonal, managerial and supervisory skills
Learning methods
The practical skills development is encouraged through a number of teaching and learning methods:
Practice Placement
Skills workshops
Role-modeling
Role-playing
Use of media technology
Use of the virtual learning environment
Assessment methods
A range of assessment instruments are used to monitor and assess the development of practical skills:
Practice
Placement assessments
Poster /video
Presentation
Vivas
Task analyses (written papers)
Assignment on supervision skills and processes
Research
Dissertation
D: Key skills
D1: Communicate clearly and appropriately, demonstrating a sense of audience
D2: Manage information effectively in a range of medi
D3: Produce output that is literate, numerate and coherent
D4: Show flexible and creative approaches to problem-solving
D5: Work with confidence both independently and as a member of a team or group
D6: Identify areas of personal learning and growth and demonstrate their development within these areas
Learning methods
Occupational therapy students need to cultivate a range of key skills:
The teaching and Learning support the learning outcomes, examples being:
Class based
Group Work
Management of professional practice case-load
Individual Supervision (in-house through tutorials and practice placement education)
Peer discussion groups Searching for and Evaluating research literature
Quantitative and qualitative methods of research and enquiry
Task and problem-based analyses Use of the virtual learning environment
Assessment methods
Personal Statements linked to written Assignments (both theoretical and reflective)
Professional Practice Assessment
Formal presentations
Professional Practice
Viva Written assignments Task analyses
Demonstration of IT skills in written presentation
Searching the internet for written assignments, gaining key information and applying information to the analysis and presentation of the research proposal and research dissertation