Back to Course List
UCAS Course Code
Degree of Bachelor of Science
School of Study
Mrs. Jennifer Vitkovitch
“UEA offers a great student experience, and there is so much more to do on campus. The teaching here is great and the SLT tutors are supportive and encouraging.”
- Samantha Mann, Speech and Language Therapy Graduate
There are approximately 2.5 million people in the UK who have a communication disorder of some kind. Speech and Language Therapy (SLT) works to maximise the communication potential and improve quality of life of people. Working in an inter-professional environment qualified SLTs assess, diagnose, and provide intervention to people of all ages who have speech, language, communication and swallowing difficulties.
Our three year full time BSc in Speech and Language Therapy is a high quality degree programme that combines academic study and clinical practice. Our problem-based learning approach ensures that the knowledge you gain from different underpinning disciplines is integrated and focused around specific client groups. Our students find developing their skills through clinical placements particularly effective and fulfilling.
You will be taught by our dedicated academic staff, benefiting from their research expertise, ensuring your knowledge and skills reflect the latest developments in theory and practice. We are proud of our excellent reputation for teaching and as a University, we recently ranked joint 2nd in the UK for teaching in the National Student Survey.
By studying Speech and Language Therapy degree at UEA, you are opening the door to a hugely worthwhile and successful career which can help change lives for the better. Furthermore career opportunities for Speech and Language Therapists are varied and exciting - from the NHS to schools, the prison services, and other providers of health and social care. As part of our recruitment process, the values of the NHS Constitution will be explored at interview, with successful candidates demonstrating how these are reflected in their own beliefs.
This Speech and Language Therapy Degree course is fully approved by and prepares you for registration with the Health and Care Professions Council (HCPC).
This three year full time degree programme is carefully designed to teach students all of the essential theory, methodology and technique necessary to enter into a career as a speech and language therapist. It is made up of compulsory modules and substantial learning placements.
You will start the first year with the Foundation module which will introduce you to basic terminology, concepts and core knowledge of SLT as a discipline. This is followed by teaching on two client groups ‘Disorders of Fluency, and Developmental Speech and Language Difficulties’, whereby you will develop your understanding of basic approaches to intervention, and begin to learn about what it means to be a professional in today’s health & social care and educational environments. You will also undertake a non-clinical placement module ‘Conversation Partner’ which develops communication skills and reflective practice.
The modules in your second year will cover Deafness and Hearing Impairment, Learning Difficulties, Acquired Language & Communication Disorders, and Communication issues and Mental Health difficulties. You will begin to focus on interpretation of data and consider how this informs intervention, and also join physiotherapy and occupational therapy students to study Research Skills. The Practice Education 2 module covers clinical skills, an introductory placement and an 8 week block clinical placement.
This year comprises ‘Motor Speech Disorders’ and ‘Disorders of the Oral and Vocal Tract.’ You will now focus on clinical decision making, session planning and complete a dissertation which involves writing up your research project. The Practice Education 3 module involves an 8 week block clinical placement.
The programme offers an integrative approach to its assessment strategy, which is based mainly upon coursework. Course work assessment methods include essays, case reports, posters, MCQs and practice educator assessment. The assessment strategy of each module is designed to reflect its particular teaching aims and outcomes, and to support the students’ progression through the course. Development of problem solving and analytical skills will be monitored throughout all of your modules, which encompasses both theoretical and practice based elements.
Choosing UEA means joining some of the most satisfied students in the UK, with the University being rated as Top 3 for student experience according to the Times Higher Education Student Experience Survey 2014.
As a student in the School of Health Sciences you will be able to:
- Benefit from award winning facilities and teachers with a reputation for excellence
- Take advantage of our excellent placement opportunities to gain hands-on experience and build towards your future career
- Benefit from excellent interprofessional learning opportunities
We will ensure you receive training in the latest theories, practice and techniques, and our small teaching groups help foster highly supportive working environments. The School places substantial emphasis on placement education, because we strongly believe there is no better way for you to prepare for your future career.
Our teaching methods and use of placements mean you will be fully equipped with a variety of transferable skills for the professional environment; including adaptability, team working and communication skills.
Once you have graduated, you can expect to pursue a career in any number of fields, including health and social care, education, industry and management.
UEA is a fantastic place to study. We consistently perform well in the National Student Survey – and in 2015 we ranked joint 2nd for Student Satisfaction.
Teaching excellence and facilities
The School’s dedicated academic staff provide our students with the latest research, theories, practices, techniques and applications.
Our evidence-based interactive approach to teaching emphasises the importance and varied applications of the theory and skills related to Health Sciences. Our degree programmes benefit from the following elements:
- Research – teaching staff are continually involved in research, which means you will benefit from their knowledge of the very latest techniques and applications.
- State of the Art Facilities – we have excellent, on-campus learning facilities, with purpose-built, state-of the art teaching environments and equipment. These include a communications laboratory alongside clinical skills and assistive technology suites.
- Work-based Placement – you will have the opportunity to put into practice what you have learned in a work-based setting.
- Interprofessional Learning – you will meet and work with students from other health-related disciplines to learn, exchange knowledge, practice and ideas.
- Supportive Culture – teaching groups are small, which encourages a close-knit student body and a supportive learning culture.
- Personal Advisor – you will be assigned your own personal mentor who will be there every step of the way to guide you through the course.
Compulsory Study (120 credits)
Students must study the following modules for 120 credits:
DEVELOPMENTAL SPEECH AND LANGUAGE DIFFICULTIES
Within the degree's integrated, Problem-Based Learning (PBL) structure this module will build upon knowledge and skills acquired during Foundations and Disorders of Fluency modules to develop key theoretical and practical considerations when working with children with developmental speech and language difficulties. Students will address: #key principles of developmental, linguistic, phonetics, psychological, sociological, biological and educational frameworks in which to consider developmental speech and language difficulties in children. #current theories and approaches to classification and assessment of developmental speech and language difficulties. #approaches and techniques for intervention in developmental speech and language difficulties. #decision making processes in the cycle of intervention within the relevant theoretical frameworks. #the impact of developmental speech and language difficulties on health, wellbeing, education and quality of life.
DISORDERS OF FLUENCY
Within the degree's integrated, Problem-Based Learning (PBL) structure, this module will build upon knowledge and skills developed during the Foundations Module to introduce the key theoretical and practical considerations when working with children and adults with fluency disorders. Students will address: #The impact of different disorders of fluency in relation to profiles of speech and language development in childhood and beyond. #The contribution of the disciplines of biology, communication sciences, psychology and sociology to this area, and the integration of this knowledge within the context of the client group. #Assessment, clinical decision-making and intervention in speech and language therapy practice.
This module will introduce students to the core disciplines of linguistics, psycholinguistics, phonetics, psychology and biology, which are so fundamental to speech and language therapy. The module will also provide students with an introduction to the scope and practice of work carried out by speech and language therapists. Students will: #study phonetics, phonology, morphology, syntax, semantics, discourse and pragmatics, as applied to normal and disordered communication #begin to consider the sociolinguistic dimension of communication #explore the psychological systems that are responsible for the production and comprehension of words and sentences #learn about the typical development of speech, language, cognition as part of life-span development #explore the main structures and functions of the human body
This non credit bearing module aims to cover specific topics which form the mandatory training requirements for year 1 pre-registration practice placement activity.
PRACTICE EDUCATION (SLT) 1
Within this year-long module students will have the opportunity to learn about, develop, and reflect on their communication skills in both adult and child environments. This is a non-clinical placement and students will be supported during the year by teaching sessions, and fortnightly tutorials. In weeks 1-26 students will visit adults with an acquired communication disability on a weekly basis and act as 'conversation partners'. In weeks 32-35 students will be placed in a school or nursery setting for 3 days per week in the role of a conversation/play partner.
This module introduces occupational therapy, speech and language therapy and physiotherapy students to generic skills and concepts required by health and social care professionals. It provides opportunities for interprofessional understanding in addition to the development of professional identity. Transferable academic and professional skills are introduced within a framework of three key themes: study skills, transferable skills and frameworks of health and social care. Reflective practice and use of portfolios and other tools for continuing professional development are introduced.
Compulsory Study (120 credits)
Students must study the following modules for 120 credits:
ACQUIRED LANGUAGE and COMMUNICATION DISORDERS
Within the degree's integrated, Problem-Based Learning (PBL) structure, this module will develop further the students' understanding of acquired language and communication disorders and build on learning in Year 1 modules. Students will address: #The nature and impact of acquired language and communication disorders in relation to linguistic impairments and limitations to activity and participation. #The contribution of the disciplines of psychology, linguistics (including psycho- and sociolinguistics), conversation analysis and anatomy and physiology to this area, and the integration of this knowledge within the context of the client group. #SLT assessment, clinical decision-making and intervention in speech and language therapy practice #Management and support networks for this client group (clinical and non-clinical)
DEAFNESS and HEARING IMPAIRMENT
Within the degree's integrated, Problem-Based Learning (PBL) structure, this module will develop further the students' understanding of deafness and hearing impairment across the age span and build on learning in Year 1 modules. Students will address; The impact of different types of deafness and hearing impairment in relation to profiles of speech and language development in childhood and beyond; The contribution of the disciplines of acoustic phonetics, audiology, psychology and anatomy and physiology to this area, and the integration of this knowledge within the context of the client group.; Assessment, clinical decision-making and intervention in speech and language therapy practice ; Assessment and management of a hearing impairment; Support networks for this client group (clinical and non-clinical)
Within the degree's integrated, Problem-Based Learning (PBL) structure, this module will develop further the students' understanding of development across the life span and build on learning in Year 1 modules. The module is assessed by integrated coursework: case-based essay and linguistic analysis. There is one formative assignment in week 10. The module focuses on children and adults with intellectual disability and autistic spectrum conditions. Students will address: #Relevant aspects of typical and atypical cognitive, linguistic, behavioural, educational and psychosocial development; #Theory and practice for working with children and adults with intellectual disability and autistic spectrum conditions; #Clinical reasoning to inform interventions in speech and language therapy practice.
MANDATORY TRAINING 2
This module is designed for occupational, physiotherapy and speech and language therapy students who are required to complete clincial practice hours as part of their degree. Mandatory training is a requirement of these programmes, stipulated by the commissioning body; Health Education East of England. It is important that the students undertake a number of traning sessions to ensure their own safety and that of service users, staff and anyone else they encounter.
PRACTICE EDUCATION 2
This module builds on skills learned in Practice Education 1 and knowledge acquired throughout the course. Students have the opportunity to reflect on their learning and continue to develop theory to practice links, clinical skills, and professionalism in Practice Education. An introductory placement during weeks 1-12 aims to orientate the student to clinical practice through observation and shadowing of a Speech and Language Therapist. The student has the opportunity to find out about the day to day working life of a therapist across a range of settings and reflect on this. In weeks 25-32 students undertake a block placement in a clinical environment. They initially need close supervision from their Practice Educator but should progress to supported independence by the end of their placement. During weeks 1-24 students will explore a range of clinical skills for use in practice through a series of workshops.
Research Study Skills
This module focusses on the value of research to the systematic evaluation of practice. It introduces quantitative and qualitative designs, using experimental activities to develop primary research and critical appraisal skills. Students will also begin to develop an appreciation of the skills of clinical audit.
Compulsory Study (120 credits)
Students must study the following modules for 120 credits:
DISORDERS OF THE ORAL / VOCAL TRACT
Within the degree's integrated, Problem-Based Learning (PBL) structure, students will build on previous learning in foundations, learning difficulties, acquired language disorders, and SLT Practice modules in years 1 and 2 to develop a theoretical and clinical understanding of disorders of the oral / vocal tract and impact across the lifespan. Students will address: Anatomy and physiology of the vocal tract in relation to normal and impaired speech and voice production; Clinical manifestations of disorders of the oral / vocal tract; Approaches to assessment of physiological, psychological / emotional and environmental factors; Intervention and clinical decision making based on assessment findings and research evidence base; Interaction between surgical interventions and speech and language therapy
MOTOR SPEECH DISORDERS
Within the degree's integrated, Problem-Based Learning (PBL) structure, students will build on previous learning in learning difficulties, acquired language disorders, and SLT Practice modules in year 2 to develop a theoretical and clinical understanding of motor speech disorders and impact across the lifespan. Students will address: Neuroanatomy and physiology of motor speech disorders and swallowing disorders; The impact of acute onset dysarthria, dyspraxia, progressive dysarthrias and developmental dysarthrias on speech sub-systems; The clinical manifestations of neurological sensory motor damage in areas of swallow and speech in acute onset, progressive and developmental disorders; The psycho-social impact of acute onset, progressive and developmental conditions that affect the sensory motor cortex; Assessment of motor speech and the impact on communication and language of disordered motor speech and swallowing; Intervention and clinical decision making for clients with acute onset, progressive and developmental MSDs.
PRACTICE EDUCATION 3
This module builds on skills learned in Practice Education 1 and 2 as well as knowledge acquired throughout the course. Students have the opportunity to reflect on their learning and continue to develop theory to practice links, clinical skills, and professionalism in Practice Education. In weeks 14-21 students undertake a block placement in a clinical environment. Students will progress towards the role of a professional practitioner, assuming greater responsibility for decision-making, planning and carrying out intervention as well as related activities. Students are expected to demonstrate a flexible, client-centred approach and provide rationales based on sound clinical reasoning and the relevant evidence base. As the placement progresses the supervisory process should become more collaborative, with the Practice Educator acting as a sounding board for clinical reasoning and planning intervention. During weeks 1-13 students will explore a range of clinical skills for use in practice through a series of workshops.
RESEARCH AND PROFESSIONAL DEVELOPMENT
In this year-long module, students will prepare for the culture of enquiry in the profession they plan to join by completing a final year dissertation. Each student will be a researcher in a small team, working alongside their peers on a research project whose lead investigator is a member of faculty. Project topics will vary from year to year, but will be drawn from the clinical and non-clinical disciplines that contribute to the SLT degree. The lead investigator will take responsibility for the overall scoping of the project and formulation of the overarching research question, and will then lead students through the stages required to prepare, run and analyse the study, as well as supervising the writing up of the dissertation.
Whilst the University will make every effort to offer the modules listed, changes may sometimes be made arising from the annual monitoring, review and update of modules and regular (five-yearly) review of course programmes. Where this activity leads to significant (but not minor) changes to programmes and their constituent modules, there will normally be prior consultation of students and others. It is also possible that the University may not be able to offer a module for reasons outside of its control, such as the illness of a member of staff or sabbatical leave. Where this is the case, the University will endeavour to inform students.
- A Level: Grades AAB required (Excluding General Studies and Critical Thinking)
- International Baccalaureate: 33 points to include 6 6 6 at higher level
- Scottish Highers: AAABB
- Scottish Advanced Highers: AAB
- Irish Leaving Certificate: AAAABB
- Access Course: Pass the Access to HE Diploma with Distinction in 36 credits at Level 3 and Merit in 9 credits at Level 3
- BTEC: DDD
- European Baccalaureate: 80% overall (to include 60% in Maths)
All applicants should note that, due to competition for places on this course, exceeding, meeting (or being predicted to meet) the minimum academic entry requirements is not a guarantee of selection for interview.
Applications are firstly screened and scored based on the personal statement, reference and all qualifications already achieved as well as those currently being undertaken.
For School Leavers the minimum entry requirements for university matriculation and the requirement of the professional body, are a minimum of five GCSEs at grade C or above which must include English language, mathematics and a science subject. A higher grade of GCSEs can have an impact on the initial screening of your application.
Those studying the Access to Higher Education Diploma will also be required to have five GCSEs including English language and mathematics at Grade C or above. We do not accept GCSE equivalencies. All applicants applying with an Access course or Open University credits should not have been in continuous education for the last three years. Those who have will not be considered.
Applicants applying with a first degree will be required to have an honours classification at 2:1 or above, it is anticipated that these applicants will also have a minimum of five GCSEs Grade C or above to include mathematics and English language as these will be scored.
All successful applicants will be required to complete a satisfactory enhanced police check, a satisfactory occupational health check and to provide a satisfactory second reference. Details of these requirements will be provided within the offer information.
Students for whom English is a Foreign language
We welcome applications from students from all academic backgrounds. We require evidence of proficiency in English (including writing, speaking, listening and reading):
- IELTS: 8.0 overall (minimum 7.5 in any component)
Of the applicants who pass the initial screening stage, the strongest will be invited to an interview morning or afternoon and will be required to undertake a numeracy test and a short written literacy test. The results of these tests do not form part of the selection process but are a requirement of Health Education England and help the University to plan the level of numeracy support we provide to our cohorts. A sample test paper may be found here.
The interview lasts approximately 30 minutes and follows a multi mini interview format across four stations. When candidates enter the interview room, they will find a series of four 'stations' to circulate through, spending approximately 5 minutes at each. Interviews explore a range of issues, including the applicant's suitability for the profession and whether the applicant holds the NHS values as reflected in the NHS constitution. Please note that we do not disclose interview questions.
Those invited to interview will need to provide the original documents of their completed academic qualifications on the day.
A date will be provided for the interview. If you are unable to attend it may be possible to offer one alternative date, but this is not guaranteed. Declining the interview day or not attending an interview day may invalidate the opportunity for you to attend a further day. Individual circumstances will be considered on a case by case basis. Medical evidence may be requested.
We are unable to provide applicants who are unsuccessful following interviews with specific feedback regarding individual interviewer scores at stations.
Special Entry Requirements
Applicants must demonstrate evidence of recent successful accredited academic study (within 5 years of the start of the course). Please contact the Admissions Office for further details of acceptable qualifications.
If a qualification is pending, results will need to be officially verified by the UCAS deadline of 31st August.
Successful applicants will be required to complete a satisfactory enhanced police check, a satisfactory occupational health check and to provide a satisfactory second reference. Details of these requirements will be provided within the offer information. They should also be eligible for NHS funding.
One intake in September each year.
Course Open To
Please note that, at this time, we are unable to accept international (non-EU) applications for this course.
Fees and Funding
Health Education England (NHS)
This course is funded by Health Education England so eligible students will not pay tuition fees. In addition eligible students residing in the UK will normally receive a small non- means tested NHS Grant, currently £1,000 per annum. Please see the NHS Bursaries web site for further information www.gov.uk/nhs-bursaries/overview
All applicants who accept an offer should apply to the NHS Business Services Authority for a means tested bursary, even if you believe you will not be awarded a bursary after income assessment, in order for the standard course tuition fees contribution to be paid directly to the University.
A means tested scheme is also available which operates alongside the NHS Student Bursary Scheme which can provide financial assistance towards Childcare Costs for students who use OFSTED inspected childcare facilities.
Guidance for offer holders applying for a September 2015/16 bursary and instructions on how to create and access a Bursary Online Support Account (BOSS), may be found at: www.nhsbsa.nhs.uk/Students/4002.aspx
Student Finance England
UK students can apply for a reduced rate non-means tested Maintenance Loan from Student Finance England.
Applicants should also apply to the Student Loans Company in advance of starting their course if they wish to ensure that they are later eligible to apply for a student loan.
Further information is available from: www.gov.uk/student-finance/who-qualifies
UEA offers a range of Scholarships for Home/EU students. To check if you are eligible please visit www.uea.ac.uk/study/undergraduate/finance/uea-funding-options
Students on NHS funded courses are not eligible for a University bursary.
Applications need to be made via the Universities Colleges and Admissions Services (UCAS), using the UCAS Apply option.
UCAS Apply is a secure online application system that allows you to apply for full-time Undergraduate courses at universities and colleges in the United Kingdom. It is made up of different sections that you need to complete. Your application does not have to be completed all at once. The system allows you to leave a section partially completed so you can return to it later and add to or edit any information you have entered. Once your application is complete, it must be sent to UCAS so that they can process it and send it to your chosen universities and colleges.
The UCAS code name and number for the University of East Anglia is EANGL E14.
If you would like to discuss your individual circumstances with the Admissions Office prior to applying please do contact us:
Undergraduate Admissions Office (Rehabilitation Sciences)
Tel: +44 (0)1603 591515
Please click here to register your details online via our Online Enquiry Form.
International candidates are also actively encouraged to access the University's International section of our website.