BSc (Hons) Speech and Language Therapy

Key details

BSC (HONS) SPEECH AND LANGUAGE THERAPY

Start Year

2022

Attendance

Full Time

Award

Degree of Bachelor of Science

UCAS course code

B620

Entry Requirements

ABB

Duration (years)

Study for a degree in Speech and Language Therapy and open up a world of opportunities.

It is estimated that over 2.5 million people in the UK alone have a communication disorder. So a Speech and Language Therapist’s scope of work is very broad. You could work with people of any age and from any background; anyone who experiences difficulties with communication and swallowing.

It’s rewarding work, too. On our degree course you’ll gain the skills you need to guide and advise people as they manage their individual challenges and how to support their families and other health and education professionals. You’ll have a positive effect on their everyday lives, helping them not only overcome their difficulties but also to reveal their personal strengths and fulfil their potential.

About

Speech and language therapy builds on a foundation of linguistics and phonetics, psychology, and anatomy and physiology. Our course covers all areas of SLT research, intervention and practice.

From the beginning of this three-year programme you’ll discover how these core academic areas relate to a wide range of client groups, including children with developmental speech and language disorders, individuals with learning disabilities, and adults with acquired communication and swallowing difficulties. These client groups form the basis for your modules.

Throughout the course you’ll use Problem-Based Learning (PBL) to develop skills such as team working, negotiating and leadership. You’ll also use group learning to expand your knowledge of SLT practice.

You’ll then take your learning beyond the classroom with practice placements. Here you’ll have the opportunity to develop your therapeutic practice with real-life clients, working alongside qualified therapists. Practice education features throughout the course, ensuring you have the clinical and core skills you’ll need for real working environments.

Taught within the School of Health Sciences, Speech and Language Therapy at UEA reflects our multidisciplinary ethos. That ethos has been developed and nurtured as a reflection of the real-life practices of working healthcare professionals. As such, you’ll undertake shared modules with Occupational Therapy and Physiotherapy students and spend some of your time studying alongside students from other health professions, as well from other UEA Schools including Medicine and Education.

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Important Information

Whilst the University will make every effort to offer the courses listed, changes may sometimes be made arising from the regular review of course programmes. Where this activity leads to significant (but not minor) changes to programmes, there will normally be prior consultation of students and others. Changes 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 inform students.

Assessment for Year 1

You will be assessed in a variety of ways throughout the three years of your programme. Assessments are a combination of coursework and exams, taking the form of case-based assignments, presentations, practical phonetics skills assessments, and a final-year dissertation.

Feedback

You will receive feedback on formative work from your module tutors. The purpose of this feedback is to help you improve your work before your final formal or “summative” assignment and we encourage you to discuss your feedback with your personal advisor and/or module leads.

For formative assignments we always aim to give you with feedback within 10 working days of hand-in. For formal assignments we aim for within 20 working days of hand-in.

Structure

This three-year full-time degree programme will arm you with the theory, methodology and skills you’ll need to embark on a career as a Speech and Language Therapist. The programme combines a number of compulsory modules with practical placements.

In your first year, your Foundation module will introduce you to the core concepts relating to SLT in the areas of linguistics, phonetics, psychology and biology, as well as SLT theory and practice. During two client group modules you’ll gain an understanding of basic approaches to intervention appropriate for disorders of fluency and developmental speech and language difficulties.

You’ll also undertake two pre-clinical placements in the Practice Education module, which will explore the subjects of acquired communication difficulties and working with children. The module will enable you to develop and hone your communication skills with each group.

Through the Foundations of Professional Practice module, shared with Occupational Therapy and Physiotherapy students, you’ll discover what it means to be a professional in today’s health, social care and educational environments, and be introduced to research methods.

Teaching and Learning

You will learn through a combination of classroom-based teaching, practice in clinical and community settings, and your own independent study. In a typical week, you’ll spend approximately half of your time in lectures, seminars, practical skills and Problem-Based Learning (PBL) sessions. And as a member of a School of Health Sciences, you’ll spend some time in years one and two studying alongside students from other healthcare disciplines, allowing you to develop the inter-professional working skills key to clinical practice.

The course’s PBL structure focuses on ‘approach triggers’, which are often based on real-life cases. In these sessions you’ll apply your classroom-based learning and independent study to interventions and clinical reasoning in response to these triggers – a key aspect of a therapist’s role. Meanwhile, in group-based PBL sessions you’ll develop independence, problem-solving skills and critical thinking.

Independent study

To aid independent study, you’ll have access to the university’s excellent library facilities, as well as an extensive range of clinical resources. These include SLT assessments across the range of client groups, and therapy resources including equipment for alternative and augmentative communication (AAC). In addition, our dedicated SLT Clinical Skills Area is available to support teaching and independent study throughout your degree.

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Assessment for Year 2

Feedback

For formative assignments we always aim to give you with feedback within 10 working days of hand-in. For formal assignments we aim for within 20 working days of hand-in.

Structure

In your second year you’ll cover the areas of deafness and hearing impairment, learning difficulties, acquired language and communication disorders, and mental health difficulties. On your Evidence-Based Practice module you will develop your research skills, learning to interpret and appraise data and discovering how it informs intervention. In your Practice Education 2 module you’ll cover essential clinical skills, and undertake an introductory placement comprised of a number of single days in practice, as well as an eight-week clinical placement.

Teaching and Learning

Independent study

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Assessment for Year 3

Feedback

For formative assignments we always aim to give you with feedback within 10 working days of hand-in. For formal assignments we aim for within 20 working days of hand-in.

Structure

Your third year modules will cover motor speech disorders and disorders of the oral and vocal tract. You’ll increasingly focus on clinical decision-making and planning interventions for clients. You’ll also take part in a team-based research project led by a member of staff, which will form the basis of your written dissertation. As part of your Practice Education 3 module, you’ll undertake further clinical skill sessions and an eight-week clinical placement.

Teaching and Learning

Independent study

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Assessment for Year 1

Feedback

For formative assignments we always aim to give you with feedback within 10 working days of hand-in. For formal assignments we aim for within 20 working days of hand-in.

Compulsory Modules

FOUNDATIONS

Code HSC-4023A

Credits 30

This module provide foundation knowledge and understanding of the basics of linguistics, psycholinguistics, phonetics/phonology, anatomy & physiology, normal development and psychology. You will build on this knowledge in future, clinically-oriented modules. As well as getting an overview of the cycle of intervention and development as a Speech and Language Therapy professional, in preparation for future modules, you will develop the skills necessary for effective learning via a Problem Based Learning (PLB) curriculum.

SPEECH AND LANGUAGE DEVELOPMENT AND DISORDERS

Code HSC-4022B

Credits 30

The development of speech and language skills happens with stunning speed over the first few years of life for most children, but some find this a real struggle. Many speech and language therapists work in a variety of settings with children who have these problems, and this will form an important part of your clinical work in future years. In this module, you’ll discover how speech and language typically develops, and also look at what happens when problems arise. You’ll learn about assessments used, and how to search for and carry out evidence-based intervention. Continuing to follow the degree’s integrated Problem-Based Learning (PBL) structure, this module will build upon your knowledge and skills acquired so far to develop key theoretical and practical considerations when working with children with developmental speech and language difficulties.

PRACTICE EDUCATION (SLT) 1

Code HSC-4030Y

Credits 20

Developing responsive and effective communication skills is key to being a successful speech & language therapist. This module gives you opportunities to reflect on your own communication style and adapt it to create a safe communicative environment prior to experiencing a clinical placement. You will spend time in conversation with both adult and child ‘conversation partners’, helping you to identify your strengths and the aspects of your communicative behaviour that you need to change. You’ll develop your observation and reflective skills and learn through a mix of lectures, tutorials, practical activities, and placement experience. You will ideally visit your adult ‘conversation partner’ on a weekly basis. For the child ‘conversation partner’ experience you will be placed in a school or nursery setting for 4 weeks.

STUTTERING AND CLUTTERING

Code HSC-4021A

Credits 20

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 who experience stuttering or cluttering.

FOUNDATIONS OF PROFESSIONAL PRACTICE

Code HSC-4040Y

Credits 20

This is an inter-professional module for year 1 students of occupational therapy, operating department practice, physiotherapy and speech and language therapy. As such, it addresses a number of standards of proficiency that are common to each of these professions. It prepares students for the wider contexts of being a health and social care professional and a successful Higher Education learner. Students will learn about the diversity of contexts in which services are delivered; including public health and health promotion. They will explore how services remain client-centred with consideration of equality and diversity and be encouraged to consider service improvement from an early stage. They will consider the importance of practising within the legal and ethical boundaries of their profession. Students will learn about their role, taking into account their professional identity, values and behaviours whilst recognising the roles of other professions.  They will be encouraged to share learning from reflective practice and have instilled the need for continuing professional development. They will have the opportunity to develop their academic skills and explore the importance of research in order to underpin their practice.

MANDATORY TRAINING 1

Code HSC-4045Y

Credits 0

This module is designed for occupational therapy, physiotherapy and speech and language students who are required to complete clinical practice hours as part of their degree. Mandatory training is a requirement of these programmes, stipulated by the governing professional bodies and our clinical practice partners. It is important that students undertake a number of training sessions to ensure their own safety and that of service users, staff and anyone else that they encounter.

INTERPROFESSIONAL LEARNING - LEVEL 1

Code HSCI4001Y

Credits 0

Interprofessional collaboration & working is proven to improve outcomes in health & social care. In this module you’ll meet and work with others from across healthcare programmes at UEA in a 2 hour learning event. You will explore how teams can work in different scenarios where the focus is on cognitive impairment & communication difficulties across the lifespan. You’ll begin to reflect on your personal and professional development, and begin to explore how you will collaborate & work with other professions to provide integrated person-centred care. In the 2 hour session you may also have the opportunity to become a Dementia Friend. You may also have the option to complete a Reflective Workbook to guide your foundational learning on Dementia Awareness & Learning Disability Awareness. You will be assessed on this through a set of multiple choice questions.

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Important Information

Whilst the University will make every effort to offer the modules listed, changes may sometimes be made arising from the annual monitoring and review of modules. Where this activity leads to significant change to a programme and modules, the University will endeavour to consult with affected students. 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. Availability of optional modules may be restricted owing to timetabling, lack of demand, or limited places. Where this is the case, you will be asked to make alternative module choices and you will be supported during this process.

Assessment for Year 2

Feedback

For formative assignments we always aim to give you with feedback within 10 working days of hand-in. For formal assignments we aim for within 20 working days of hand-in.

Compulsory Modules

PRACTICE EDUCATION 2

Code HSC-5030Y

Credits 30

Developing skills of reflection, identifying theory to practice links, clinical skills, and professionalism are all key themes in this module and in the life of a Speech and Language Therapist. You will build on knowledge and skills acquired throughout the course so far by exploring a range of clinical skills in a series of workshops. An introductory clinical placement during the first semester will orientate you to clinical practice through observation and shadowing of a Speech and Language Therapist. You’ll find out about the day to day working life of a therapist across a range of settings, reflect on this, and complete activities to develop transferable clinical skills. In the second semester you will go on a block placement in a clinical environment. You will initially be closely supervised by your Practice Educator, but progress to supported independence by the end of your placement.

EVIDENCE BASED PRACTICE

Code HSC-5062Y

Credits 20

This module considers the value of research in the systematic evaluation of practice. This module will build on the introductory research elements covered in Year 1 under the Foundations for Professional Practice. Using pedagogic approaches based on blended learning, the research component will introduce qualitative and quantitative methodologies, using experiential activities to develop a basic understanding of primary research and an understanding of critical appraisal skills.

MANDATORY TRAINING 2

Code HSC-5065Y

Credits 0

This module is designed for Occupational Therapy, Physiotherapy and Speech and Language students who are required to complete clinical practice hours as part of their degree. Mandatory training is a requirement of the governing professional bodies and our clinical practice partners. It is important that students undertake a number of training sessions to ensure their own safety and that of service users, staff and anyone else they encounter.

DEAFNESS & HEARING IMPAIRMENT

Code HSC-5022A

Credits 20

Have you ever wondered or experienced what it might be like to be Deaf or to lose part of your hearing? Being able to hear speech and to interpret the human voice in a way that carries meaning is one way of being able to communicate effectively. Many children and adults who are part of the Deaf Community or who have hearing impairment also learn to communicate through sign language. This module focuses on the science of hearing and also how we can optimise communication systems for children and adults who might not have perfect hearing. Through the module, you will explore and understand the science of hearing: how we hear (the function of the ear), what we hear when we listen to someone talking (acoustics), how hearing is measured, and how to interpret these measures and graphs (known as audiograms). At the heart of this module however, is developing an understanding of how different levels and types of hearing loss might affect communication and interaction. You will search out ways of assessing and evaluating the impact of hearing impairment on speech, language and communication in infants, children, young people and in the older generation. You will also find out what up-to-date technological equipment is available to improve hearing, for example, new advances in cochlear implants and hearing aids. The module is taught through a range of small group seminars, practicals, and whole group lectures. These are devised to allow you to weigh up the benefits of different communication approaches to support children and adults who have a hearing loss, and should provide you with a strong basic understanding of this specialised field of work.

LEARNING DIFFICULTIES

Code HSC-5031A

Credits 20

How do we help children and adults who have communication needs associated with learning difficulties (intellectual disabilities: IDs; and autistic spectrum conditions: ASCs) to learn, develop meaningful relationships and function in everyday life? This question lies at the heart of this module. Throughout the module you will discover various approaches to searching out and evaluating evidence-based practice. You’ll gain a firm grounding in assessment and therapy methods and their application to this population. You’ll also learn how to communicate your ideas, principles and theories by written, oral and visual means. You’ll begin with an overview of what it means to grow up with learning difficulties (IDs & ASCs). Then you’ll explore how communication develops across the lifespan, from infancy, through pre-school and school-age, to adulthood. You’ll discover the nuanced communication profiles associated with different syndromes and presentations and the range of presenting needs. You will build a secure foundation of core concepts such as aetiology, syndrome, augmentative and alternative communication, and the special educational needs. By looking at the different methods and types of evidence, you’ll become expert in the different ways of working in this stimulating field. You’ll learn through a mixture of lectures, practical seminars, problem-based learning and self-directed study. Lectures include Language Characteristics, Sign & Gesture, The Meaning of Autism and Special Educational Needs & Disability. You’ll also benefit from hearing the stories of parents of children with IDs and ASCs and the experiences of visiting practitioners. As you study you’ll put your new knowledge into practice, gaining experience in communicating your ideas in PBL tutorials, as well as through written work and practical workshops.

ACQUIRED LANGUAGE & COMMUNICATION DISORDERS

Code HSC-5023B

Credits 30

It is estimated that nearly 20% of the population will experience communication disorders at some time in their life. In this module you will explore the nature and impact of acquired language & communication disorders, and consider the role of Speech and Language Therapists. In particular you’ll develop your understanding of stroke, dementia, traumatic brain injury and neoplasm, building on learning in Year 1 modules.

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Open Days

Important Information

Assessment for Year 3

Feedback

For formative assignments we always aim to give you with feedback within 10 working days of hand-in. For formal assignments we aim for within 20 working days of hand-in.

Compulsory Modules

Research and Evidence-based Practice

Code HSC-6022Y

Credits 40

You will gain experience of carrying out and writing up a well-defined structured review of the literature accompanied by key research questions. Students will work in groups supervised by a member of the academic staff. The groups will usually be organised around a project topic, (e.g. aspect of Speech & Language Therapy practice, phenomena associated with different client groups) that aligns with the different supervisory profiles of academic staff. Students will be allocated to groups according to their expressions of interest in the planned topics. This will happen at the end of year 2. Post-group allocation, there will be opportunities for the student to refine a particular focus of their choosing within the group topic. The size of the student research team will depend on topic interest and time availability of staff supervisor.

PRACTICE EDUCATION 3

Code HSC-6025Y

Credits 30

Students will learn how to become an autonomous Speech and Language Therapy Practitioner in this module. Learning on clinical placement as part of this module will enable students to work at the level of pre-registration speech and language therapist. Students will be supported to develop their autonomy, professionalism and clinical decision making in their clinical placement, supported by their practice educator and visiting tutor. In the first semester, student’s professional development will be supported by clinical skills sessions that offer practical assessment and intervention skills and knowledge to support people with Motor Speech Disorders; Eating, Drinking and Swallowing Disorders and Disorders of the Vocal Tract. In the second semester students will focus on preparing for placement, their clinical placement education (8 weeks) and transitioning into their new role as a newly qualified health professional.

MOTOR SPEECH DISORDERS & DYSPHAGIA

Code HSC-6023A

Credits 20

“Speech is a remarkable and unique motor accomplishment. It is faster than any other discrete human motor performance and uses more motor fibres than any other human mechanical activity (cited in: Kent, 2000:392)”. So, what happens to people if their motor speech production is impaired by genetic or acquired conditions? Throughout this module you will develop your theoretical and clinical understanding of the underlying causes and impact of Motor Speech Disorders and Dysphagia across the lifespan. You will demonstrate your knowledge of normal and impaired anatomy and physiology of speech and swallowing and you will explore and analyse the difficulties arising from motor speech disorders and plan evidence-based interventions. You will begin by considering models of expressive communication and swallowing and you will explore acquired and developmental motor speech disorders, their localisation, their distinguishing deficits, and how to formulate clinical intervention plans. You will learn through the degree’s integrated problem-based learning structure which is supported by resource sessions, practicals and clinical skills sessions, many of which are delivered by clinical practice partners. As you study you will check your knowledge and understanding through informal presentations and written work.

DISORDERS OF THE ORAL / VOCAL TRACT

Code HSC-6024A

Credits 30

Helping people with voice disorders is an important part of the work of a Speech and Language Therapist. Voice disorders are common amongst the adult population and you will learn how to be part of the diagnostic and intervention process. In this module you will apply your knowledge of anatomy & physiology to construct and critique evidence-based interventions. You will explore these concepts in the company of clinical Speech and Language Therapists as well as academics. In addition you will briefly explore craniofacial anomalies, with an emphasis on cleft palate.

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Important Information

Entry Requirements

A Levels

ABB or BBB with an A in the Extended Project

BTEC

DDM in Health, Care or Science

Access course

Pass with Distinction in 30 credits at Level 3 and Merit in 15 credits at Level 3, in a Health, Care, Science or Psychology subject.

International Baccalaureate

32 points

Additional entry requirements

Bachelor's Degree (hons)

2.1, or 2.2 with BBB at A Level

Certificate of Higher Education

60% with BBB at A Level

Diploma of Higher Education

60% or above

European Baccalaureate

75% or above

Foundation Degree

60% or above in a Health, Care or Science subject

Foundation Year

65% or above in a Foundation Year of an undergraduate degree programme at a UK university, in a Health, Care or Science subject, plus BBB at A Level

Irish Leaving Certificate

3 subjects at H2, 3 subjects at H3

NCFE/CACHE Level 3 Diploma

Grade A in Child Care and Education (Early Years Educator)

NCFE/CACHE Level 3 Extended Diploma

Grade A in one of the following subjects:

Children's Care, Learning and Development
Children and Young People's Workforce
Health and Social Care (including Technical Level)

Open University

60 credits at 60% or above, in a Health, Care or Science subject

Scottish Advanced Highers

BCC or above

Scottish Highers

AAABB or above

T Levels

Not accepted for 2022 entry

We recognise that some students take a mixture of qualifications. Please email admissions@uea.ac.uk if you would like to check whether any particular combination of qualifications would be suitable for entry to this degree programme, or for any advice on further study that might help you to make a future application to the course.

Please note that we do not consider A Levels in General Studies or Critical Thinking, Apprenticeships, NVQs (any level) or Work-based Level 3 Diplomas (previously NVQs) to meet the minimum academic entry requirements, although these can be used as evidence of recent study. We’ll also be unable to consider you for this course if you’ve obtained an academic fail from a previous health based degree programme, including where an exit award has been achieved.

gcse requirements

In addition to all other specified requirements, you’ll need to hold or be working towards 5 GCSEs at a minimum of Grade C or Grade 4, including Mathematics, English Language and a science.

RECENT STUDY

We would prefer you to be able to demonstrate evidence of recent academic study within 5 years of the start of the course. If you hold qualifications that meet the entry requirements above, but your last qualification will have been completed more than 5 years ago by the time the the course starts, please email admissions@uea.ac.uk to enquire further.

Students for whom english is a foreign language

We welcome applications from students whose first language is not English. We require evidence of proficiency in English (including reading, writing, speaking and listening) at the level of IELTS 7.5 overall (minimum 7.5 in each component). Review our English Language Equivalences for a list of example qualifications that we can accept to meet this requirement.

If you do not meet the academic and/or English language requirements for direct entry our partner, INTO UEA offers progression on to this undergraduate degree upon successful completion of a preparation programme and an interview:

International Foundation in Pharmacy, Health and Life Sciences

INTO UEA also offer a variety of English language programmes which are designed to help you develop the English skills necessary for successful undergraduate study:

Pre-sessional English at INTO UEA

Academic English at INTO UEA

Interviews

The strongest applicants will be invited to interview. Please note that meeting (or being predicted to meet) the minimum academic entry requirements will not guarantee that you will be selected for interview.

Interview invitations will be sent by email. Please keep a close eye on all emails from UEA after you submit your UCAS application.

Interview format

All interviews for entry in 2022 will take place online with an academic staff member from the School of Health Sciences, and may also include either a clinician from the profession you are applying for, a health service user or a 3rd year student from the course. The interview will last about 30-40 minutes. For a little bit more information on the interview process, view our Plan Your Visit page and navigate to 'Health Sciences Interviews'.

Note that we do not disclose interview questions, but in general terms the interviews will explore a range of issues, including your suitability for the profession and the NHS values (as reflected in the NHS constitution). We’ll look to consider your motivation to study this course, as well as whether you have an interest in people and a clear understanding of the profession (ideally with relevant voluntary or paid work in healthcare).

Experience of healthcare

We are aware that it is a difficult time to try to gain relevant experience in healthcare. First time applicants to Nursing, Midwifery and the Allied Health Professions will all be in a similar situation. We will take this into account and will adapt our expectations.

Keep in mind that clinical work experience is not generally a requirement for applying to train in healthcare, but it is important to show that you are able to work with people and appreciate the health and social care setting. It is important to remember why we look for work experience in an application; this in turn can help you think of the numerous ways that you might be able to demonstrate how you have acquired relevant experience.

We will want to see that you understand what a career in Health involves. Work experience, and other related experiences, are only as valuable as the way you talk about them and what understanding you take from them. While we will expect you to show some understanding of what it is like to be the professional of your choice, part of this involves demonstrating that you know what it is like to work in a responsible role, particularly with the public.

What type of experience do you need?

Any activity or life experience that helps you to prepare for training to be a healthcare professional will help. This means any activity that allows you to demonstrate that you have:

Had people-focused experience of providing a service, care, support or help to others, and that you understand the realities of working in a caring profession.
Developed some of the values, attitudes and behaviours essential to being a Nurse, Midwife or Allied Health professional such as conscientiousness, effective communication and the ability to interact with a wide variety of people. The values that we are looking for are set out in the NHS Constitution.
A realistic understanding of Health and Social Care and in particular the physical, organisational and emotional demands of the career.

Practical ways to gain experience

Keep a reflective diary on what is happening in the news and online. Listen to what healthcare professionals have to say and reflect on this. All healthcare professionals can be a valuable source of information and experience, not just those that work in the specific profession that you are applying for. Demonstrating that you have a sense of all healthcare professions (and how they work together) will help you in both your personal statement and interview.

Volunteer in your spare time if you can, all forms of voluntary work can provide helpful work experience. Whilst volunteer work in the NHS might be disrupted at this time, other schemes may still be in operation and worth exploring i.e. working with other people in a caring or service role. Voluntary commitments to community groups (for example groups related to the work of churches, mosques and temples, or other groups such as Scouts or Guides) and online community support groups may also provide valuable experience of taking on responsibility, dealing with people and communicating effectively. It is likely that these sorts of volunteering opportunities will start to run again before healthcare related opportunities are available.

Remember: it is what you learn about yourself, about other people and about how effective care is delivered and received that counts. What you did is only a small part of the story; it is how you communicate what you learnt which matters.

PROGRAMME CONDITIONS

Offers to successful applicants will be subject to a successful interview, a satisfactory occupational health check (including evidence of appropriate immunisations), an enhanced Disclosure and Barring Service (DBS) check and two satisfactory references.

PLACEMENTS

During the course, practice experience is gained via placements. The placement environments include hospitals, community, social services or a variety of other sectors. Placement allocation occurs throughout the counties of Norfolk, Suffolk, Cambridgeshire, Essex, Lincolnshire, Bedfordshire and Hertfordshire, and London.

As this course includes patient facing placements in health or social care settings, and these are a mandatory component of the course, you will need to comply with the placement vaccination policy. Failure to meet the placement vaccination policy may prevent you from joining the course or may lead to your withdrawal from the course in the future. Future employment may also be subject to this condition.

Applicants who are under 18 at the start of the course

There is no minimum age requirement to study at UEA, however courses in the School of Health Sciences involve considerable patient contact and placements from year one. In view of this, students who will not be 18 years old at the time that they start the course may wish to consider applying for deferred entry.

Gap year

We welcome applications from students who have already taken or intend to take a gap year. We believe that a year between school and university can be of substantial benefit. If you intend to apply with deferred entry, please let us know about your gap year plans in your UCAS application.

Progression Requirements

Once enrolled onto your course at UEA, your progression and continuation (which may include your eligibility for study abroad, overseas experience, placement or year in industry opportunities) is contingent on meeting the assessment requirements which are relevant to the course on which you are enrolled.

Intakes

This course is open to UK and overseas applicants. The annual intake for this course is in September each year.

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Your career

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Ask a Student

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UEA Award

Develop your skills, build a strong CV and focus your extra-curricular activities while studying with our employer-valued UEA award.

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Mature Students

If you are aged 19 or older and are seeking further help with applying to university, or where to start in figuring out where to go with your education, we can help.

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Course Reference Number: 4478794

BSc (Hons) SPEECH AND LANGUAGE THERAPY