(BSc) Bachelor of Science
Speech and Language Therapy (Including Year Abroad)
Current
University of Essex
University of Essex
Health and Social Care (School of)
Colchester Campus
Honours Degree
Full-time
Speech and Language Therapy
BSC B631
08/06/2026
Details
Professional accreditation
This course is currently applying for reaccreditation with the Royal College of Speech and Language Therapists (RCSLT). If you require further information, please contact the University directly.
This course is currently applying for reapproval with the Health and Care Professions Council (HCPC). If you require further information, please contact the University directly.
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:
120 - 112 UCAS tariff points from a minimum of 2 full A-levels.
IB: 30 - 29 points in the IB Diploma or 120 - 112 UCAS tariff points to include a minimum of 2 Higher Level subjects.
We accept A-levels, AAQs, BTECs, Access to HE Diploma, T-levels and most other qualifications that hold UCAS tariff points.
We also consider vocational level 3 qualifications for entry.
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
This course has additional requirements including 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. We make Contextual Offers, of up to two A-level grades (or equivalent) below our standard conditional offer, to applicants from underrepresented groups residing in the UK. Our Contextual Offers policy outlines the full eligibility criteria.
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
IELTS (International English Language Testing System) code
English language requirements for applicants whose first language is not English
IELTS 8.0 overall with a minimum of 7.5 in each component, or specified score in an equivalent test that we accept.
Details of English language requirements and the tests we accept for applicants who require a Student visa (excluding Nationals of Majority English Speaking Countries) 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.
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.
Additional Notes
If you’re an international student, but do not meet the 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
Exit awards
- Certificate of Higher Education in Human Communication
- Diploma of Higher Education in Human Communication
- BSc Human Communication
To be eligible for this, students must undertake 360 credits for the BSc (Hons).
Pass all core modules. For this award, HS332: Placement 3 OR HS340: Professional Enquiry Proposal is compulsory. All other modules would need to be passed.
These are academic awards only and do not lead to permission to practice with the Health and Care Professions Council (HCPC).
External examiners
Mrs Rachel Jane Starkey
Senior Clinical Lecturer
University of Manchester
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 enable graduates to be capable, competent and compassionate speech & language therapy practitioners with sound reasoning skills able to work independently and as part of multiple teams.
- To effectively develop the identity, knowledge, skills, behaviours and values of speech & language therapists, reflecting the requirements of the UK regulatory and professional bodies (HCPC and RCSLT).
- To provide challenging learning environments (including university-based learning, self-study and practice placements) where students can build critical enquiry and independent learning skills in their journey to becoming speech & language therapy practitioners responsive to current and future employment needs.
- To enable students to construct theoretical frameworks for speech & language therapy practice drawing on the evolving evidence base.
- To draw on students’ high level of motivation, building their confidence to challenge and pursue learning needs to master complex areas of knowledge and skills.
- To enable students to become autonomous professionals committed to their own and their profession’s development.
- To develop students’ capacity to lead and initiate change within, and on behalf of, the speech & language therapy profession.
- To provide opportunities for shared learning with other pre-registration 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
A1: Systematic understanding of the scientific knowledge base of speech & language therapy practice, including some of its gaps, uncertainties, defining features, contexts and the evolving nature of speech & language therapy.
A2: Significant understanding of the theories, principles and concepts underpinning current professional activity.
A3: A well-developed understanding of the political, cultural and professional issues that hinder and facilitate team working.
A4: Advanced understanding of psychological processes and the role of self in the therapeutic process of speech and language therapy.
A5: Advanced understanding of the theories and practice of reflective learning and appreciate its role in personal and professional development.
A6: Detailed knowledge and understanding of one or more aspects of speech and language therapy practice, informed by current research and scholarly activity.
A7: Conceptual understanding of current speech and language therapy research.
A8: (Year abroad only) Advanced understanding of different cultural contexts.
Learning methods
A1-A5 are achieved through lectures and seminars and tutorials, which introduce material in a structured manner with opportunities for class discussion; small group interactive skills development sessions; workshops; individual assignments and group work, utilising enquiry-based approaches. A5 is further supported by directed personal reflection of critical incidents and through tutorial support and supervision. A6 & A7 are achieved through group work, course assignments, work on the dissertation, case studies, placement experience and tutorials. A8 is achieved through the year abroad module.
Assessment methods
A1, 2, 3, 4 & 5 are assessed via coursework, examinations/tests, reflective portfolios, leaflets and vivas. A6 & 7 are assessed by a mini literature review, research participation and the dissertation.
The programme aims to provide diverse assessments which speak to the strengths of different students, but which also allow students to practise and refine their skills across similar assessments in different years. Formative opportunities and feedback (individual and/or) are provided. The Division works with the DDLO and with SWIS to support students with individual learning needs.
B: Intellectual and cognitive skills
B1: Analyse, evaluate and synthesise speech and language therapy practice/education/health care issues, informed by current and innovative developments, with recognition of the need to promote equality for all speech and language therapy service users.
B2: Use a range of speech & language therapy skills, techniques and approaches to respond to the individual needs of speech & Language therapy service users.
B3: Deal with ethical and professional issues, making informed judgements on matters that may not explicitly be addressed within existing codes, standards and protocols.
B4: Develop appropriate responses to problems and issues.
B5: Practise in ways that draw heavily on reflection of professional practice and evidence.
B6: Pose research questions and develop a research plan.
B7: Reflect and learn in order to identify personal and professional goals for lifelong learning within a framework of continuing professional development
B8: (Year abroad only) Be able to apply knowledge of different cultural contexts to SLT practice.
Learning methods
B1-B5 & B7 are achieved through a combination of group and individual activities and practice based learning. Lectures and seminars are used to introduce new material explored within a group setting. Practical skills classes and workshops are used to integrate the theory and practice of speech & language therapy. Directed personal study time enables the student to deepen and strengthen this learning through enquiry based learning. B6 is achieved through year 1 research teaching and workbook, year 2 literature review and final year extended literature review and research proposal including research tutorials. B8 is achieved through the year abroad module.
Assessment methods
B1 – B5 & B7 are assessed by coursework examinations/tests, presentations and vivas, reflections and placement assessment documents. B6 is assessed through research related activities across the programme including literature reviews, research participation and the dissertation. B8 is achieved through the year abroad module.
C: Practical skills
C1: Demonstrate competence in the core areas of speech and language therapy practice
C2: Demonstrate autonomy and initiative in professional activity
C3: Act autonomously in planning, implementing and evaluating the outcomes of professional activity, inviting and using feedback from others to inform this process
C4: Identify and discuss the management of clinical risk in a range of speech and language therapy practice settings
C5: Apply knowledge, understanding and approaches in speech and language therapy practice, education and management.
C6: Practice in a range of contexts, including those within which there is uncertainty or unpredictability.
C7: (Year Abroad only) Demonstrate cultural and linguistic competence in a country outside the United Kingdom and reflect upon the importance of this competence to effective professional practice.
Learning methods
C1 – C6 are supported by practice-based learning in placement, clinically-based tutorials at university, portfolios and reflective learning. C7 is achieved through the year abroad module.
Assessment methods
C1–6 are assessed by placement assessment documents, presentations and vivas. C2 is assessed through gradually increasing expectation of autonomy both on practice placements and in the classroom, this includes assessment of practice-based placements and presentation assessment skills in university. C3 is assessed through clinical placement assessments and reflective writing, and additionally coursework, exams and the dissertation require autonomous working. C4 is assessed through coursework, essays, vivas and the dissertation, clinical placement assessments and reflective writing. C5 and C6 are assessed through coursework, presentations and clinical assessment tasks. C7 is assessed via the year abroad module.
D: Key skills
D1: a) Use a range of advanced communication skills appropriate to Speech & Language Therapy and to multi-professional team working. b) Demonstrate effective, adaptable and confident communication with a range of different audiences and individuals.
D2: a) Use the Internet and other relevant technologies appropriately and ethically; b) Access data via the library, internet, professional bodies etc; c) Use audio-visual presentation tools and techniques.
D3: a) Select statistical test(s) to analyse data; b) Interpret statistical information.
D4: Identify and analyse problems emerging from theory and practice.
D5: 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) Respect and promote diversity; e) Facilitate learning and development in others.
D6: 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 and tutorials and through direct working with clients in placement activity. For D2 Students are introduced to a range of IT learning platforms such as Moodle and Library databases early in the course. D3 is supported in seminars and tutorials where students analyse and present work (e.g. from assessment data). Tutorial time is allocated for small group discussion and problem solving. D4 is practised throughout the course. Students work through given problems or those derived from the students’ practice. D5 is facilitated by the use of collaborative group work and during seminars and through working as part of teams on placement. D6 is achieved through feedback and reflection on coursework and individual tutorial time.
Assessment methods
D1 is assessed by practice placements, coursework, essays, presentations, and the mini literature review, and vivas. D2 is assessed through the ability to access and cite references from internet sources. Practical assessments are also included which test students’ skills. The use of information technology during presentations is encouraged. D3 & D4 are assessed through coursework, essays and the dissertation. D5 and D6 are assessed through coursework, oral presentations and clinical assessment forms.