(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
31/07/2024
Details
Professional accreditation
Approved by the Health and Care Professions Council (HCPC) for the purpose of providing eligibility to apply for registration with the HCPC as a speech and language therapist.
Recognised by the Royal College of Speech and Language Therapists (RCSLT) for the purpose of applying for newly qualified practitioner membership.
Admission criteria
- GCSEs: Mathematics, Science and English Language C/4. Acceptable alternatives are listed further down this page
- 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
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. For October 2024 entry, 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 8.0 overall with a minimum of 7.5 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
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 produce graduates who are competent speech & language therapists with sound reasoning skills able to work independently and as part of an interdisciplinary team
- To effectively develop the knowledge, skills, behaviours and values of speech & language therapists reflecting the requirements of the regulatory and professional bodies (HCPC and RCSLT)
- To provide a challenging learning environment, including practice placements, for students to build their critical enquiry and independent learning skills in their journey to becoming speech & language therapists who are 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
- 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
- To provide opportunities for learning in a different cultural context
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: Critical understanding of the scientific knowledge base of speech & language therapy practice, including 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 highly developed understanding of the political, cultural and professional issues that hinder and facilitate team working.
A4: Critical 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 its role in personal and professional development.
A6: Extensive, detailed knowledge and understanding of one or more aspects of speech and language therapy practice, informed by current research and scholarly activity
A7: A critical understanding of speech and language therapy research
A8: Advanced understanding of different cultural contexts
Learning methods
A1-A5 are achieved through enquiry based learning sessions; fixed resource sessions including-lectures and seminars, which introduce material in a structured manner with opportunity for class discussion; small group interactive skills development sessions; workshops; individual assignment 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 assignment, literature review and research proposal, case studies, placement experience and tutorials. A8 is achieved through the year abroad module
Assessment methods
A1, 2, 3,4 & 5 are assessed via course work, examination, portfolio, skills examination and viva. A6 & 7 are assessed by an extended literature review, a detailed research proposal and presentation. A8 is assessed via a placement year portfolio. A8 is assessed via a placement year portfolio.
B: Intellectual and cognitive skills
B1: Critically 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 critically a range of speech & language therapy skills, techniques and approaches thus being able to respond to the individual needs of speech & Language therapy service users
B3: Deal with complex ethical and professional issues, making informed judgements on matters that may not explicitly be addressed within existing codes, standards and protocols
B4: Begin to develop original and creative responses to problems and issues.
B5: Practice in ways that draw heavily on critical reflection of 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: Be able to apply knowldege 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 and year extended lit review and research proposal including individual research tutorials. B8 is acheived through the year abroad module
Assessment methods
B1 – B5 & B7 are assessed by course work, examination, and research including a substansive literature review, detailed research proposal. B6 is assessed through summative assessment in year 2 (professional enquiry) and literature review, research proposal and presentation in year 3 (Professional enquiry proposal). B8 is acheived 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: Demonstrate originality and creativity in applying 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: Demonstrate cultural and linguistic competence in an alternative geographical environment and reflect upon its contribution to effective professional practice.
Learning methods
C1 – C6 are placement based learning supported by clinically based university tutorials’ portfolio development, reflective learning and supported by personal tutorials. C7 is acheived through the year abroad module
Assessment methods
C1–6 are assessed by clinical assessment forms, portfolio and progression discussions / viva. 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 assessment and reflective log additionally course work, exams and dissertation require autonomous working. C4 is assessed through coursework, essay, viva and dissertation clinical placement assessment and reflective log. C5 and C6 are assessed through course work, oral presentations and clinical assessment forms. 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; b) Access data via library, professional bodies etc; c) Use audio-visual presentation tools and techniques.
D3: a) Interpret statistical information
b) Use statistics to analyse data
D4: a) Identify and analyse problems emerging from theory and practice
D5: Motivate and engender partnership working, Demonstrate a strong awareness of personal imitations and scope of practice, Take responsibility for one's own work and signifcant responsiblity for the work of others, Respect and promote diversity, 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. D2 Students are introduced to a range of IT learning platforms such as Moodle and Library databases early in the course, supported by the Lifelong Study Skills Module in year 1. D3 is supported in seminars 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 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, essay, presentation, literature review, research proposal and viva. D2 is assessed through use of 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 course work, essay and dissertation. D5 and D6 are assessed through course work, oral presentations and clinical assessment forms.