Bachelor of Science with Honours
Faculty of Life and Health Sciences
School of Health Sciences
The UCAS code for Ulster University is U20
The School of Health Sciences undergraduate programmes will relocate to the Magee campus in Derry~Londonderry from September 2022.
Postgraduate Health Sciences teaching will move to the University’s Belfast campus at the same time.
The School of Health Sciences will remain at Jordanstown for the 21/22 academic year to enable sufficient time for transition arrangements to the new locations.
This location decision reflects the benefits and opportunities presented by the co-location of the School of Medicine, Paramedic Practice and the award-winning School of Nursing based at the University’s Magee campus.
Our Magee campus will best enable the NHS strategic emphasis on development of multi-disciplinary teams and rich opportunities for interprofessional learning.
The highly competent graduates from this course are passionate about their profession and compassionate to their clients and their families.
This course aims to produce highly competent, passionate, compassionate speech and language therapists who practise safely and effectively. You will gain knowledge and understanding of communication and eating, drinking and swallowing problems and how these problems impact on your client's ability to live a full live, as well as affect their family. You will learn how to assess such problems and how to work with the person to improve or maintain their communication and eating, drinking and swallowing abilities, with the intent to improve their ability to engage fully in their life.
You will be supported to develop skills of team working, clinical reflection and presentation skills during the in-house university modules as well as when out on placement. You will also develop your research skills in order to ensure that your management of people with a communication problem is current and based on good evidence.
You will experience a fully co-ordinated three year course where all aspects of theory and practical experience are carefully integrated together. Your assessments will also develop your ability to integrate theory with practice as a speech and language therapist. This will happen in well-supported, logical steps across the three years.
You will be facilitated in your learning by a welcoming, collegiate community of speech and language academics and your peers in class. In addition, you will learn in an academic department (School of Health Sciences) with other health professional students which helps prepare you fully for working in an inter-professional manner.
In this section
The programme meets the needs of those who wish to gain a professional qualification in speech and language therapy together with a good foundation for postgraduate study, involvement in research, and continuing professional development. This programme is recognised by the Professional and Statutory bodies for speech and language therapists (SLTs) in the United Kingdom.
Graduates are eligible to apply for registration with the Health and Care Professions Council (HCPC). HCPC is the statutory body which regulates the profession and allows graduates to practise as an SLT in the UK. Graduates are also eligible for full membership of the Royal College of Speech and Language Therapists (RCSLT).
There is a strong focus on the application of current theory and evidence to the development of practitioners with good clinical skills. Graduates are fit for purpose to work with people of all ages with communication problems and who are able to use and contribute to research in the area of speech, language and communication. Practice placements are therefore an integral part of the programme and are enhanced by a range of University-based and placement-based support and learning opportunities.
There is also a distinct eating/drinking/swallowing stand through this programme. Graduates will have completed 100 SLT-supervised clinical hours across the three years in predominantly eating/drinking/swallowing placements. This is in addition to 480 plus SLT-supervised clinical hours in a range of child and adult settings where Speech and Language Therapists work.
The SLT students are taught by a range of experts, and at the core, there a specialist team of six highly qualified SLTs. The profiles below give you an introduction to three of them.
Dr. Orla Duffy is a clinical expert in how we use our voices effectively with a particular interest in professional voice users. Her publications extend into the areas of identification of research priorities for health professions, facial movement in Parkinson’s Disease and voice training for call centre workers and teachers. Her external roles include Member of National Directors of Placement Education in SLT Committee, RCSLT research champion and external examiner at Newcastle University. She is the Placement Co-ordinator for this programme.
Dr. Lynda Kennedy is a specialist in the area of clinical linguistics. Her research interests are around the linguistic and psycholinguistic aspects of typical and bilingual language acquisition, developmental and acquired communication problems. She is a member of the Ulster Centre on Multilingualism and has led in the development of a language outreach programme for Newcomer pupils in NI (in collaboration with Barnardos NI.). She is Year 2 Tutor.
Rosalind Gray Rogers is an expert in developing academic and professional standards both for Speech and Language Therapy courses and for wider health-related programmes. Her passion is working with people with an acquired language problem called ‘aphasia’. She lectures on this on the course, as well as the area of neuroscience. She was Chair of RCSLT’s UK Council. She is Course Director of this programme.
Three years full-time.
The SLT academic team has developed creative, clinically-applied, research-focused student learning methods. In the National Student Survey (NSS), our final year students scored us at 100% for making the teaching interesting, challenging them to give their best, for explaining thing, and for creating opportunities to apply what they have learnt (2017 NSS).
Additionally, it is important to us, and our NHS SLT colleagues, that students’ clinical placements are excellent. Our final year graduates also scored their placement allocation as being 100% fit for purpose and also judged at 100% that their clinical placement educators understood how placement related to the broader requirements of their course (2017 NSS).
Our External Examiners also commend the range of assessments that we use. ‘The range of assessment methods caters for a variety of learning styles, thus affording all students the opportunity to demonstrate their achievement of the aims and intended learning outcomes’ External Examiner 2015.
In addition they commend the type of assessments,
‘There is an appropriate range of innovative and authentic assessment methods that demonstrate effective student learning on this programme. The outcomes provide evidence of integration of theory with practice, and comply with external regulatory body requirements (HCPC and RCSLT)’ External Examiner, 2016.
We continue to work with our student body to improve the feedback and learning on all assessments. To that end, it is a partnership - a collegiate community of learning.
The content for each course is summarised on the relevant course page, along with an overview of the modules that make up the course.
Each course is approved by the University and meets the expectations of:
As part of your course induction, you will be provided with details of the organisation and management of the course, including attendance and assessment requirements - usually in the form of a timetable. For full-time courses, the precise timetable for each semester is not confirmed until near the start date and may be subject to change in the early weeks as all courses settle into their planned patterns. For part-time courses which require attendance on particular days and times, an expectation of the days of attendance will often be included in the letter of offer. A course handbook is also made available.
Courses comprise modules for which the notional effort involved is indicated by its credit rating. Each credit point represents 10 hours of student effort. Undergraduate courses typically contain 10- or 20-credit modules and postgraduate course typically 15- or 30-credit modules.
The normal study load expectation for an undergraduate full-time course of study in the standard academic year is 120 credit points. This amounts to around 36-42 hours of expected teaching and learning per week, inclusive of attendance requirements for lectures, seminars, tutorials, practical work, fieldwork or other scheduled classes, private study, and assessment. Part-time study load is the same as full-time pro-rata, with each credit point representing 10 hours of student effort.
Postgraduate Masters courses typically comprise 180 credits, taken in three semesters when studied full-time. A Postgraduate Certificate (PGCert) comprises 60 credits and can usually be completed on a part-time basis in one year. A 120-credit Postgraduate Diploma (PGDip) can usually be completed on a part-time basis in two years.
Class contact times vary by course and type of module. Typically, for a module predominantly delivered through lectures you can expect at least 3 contact hours per week (lectures/seminars/tutorials). Laboratory classes often require a greater intensity of attendance in blocks. Some modules may combine lecture and laboratory. The precise model will depend on the course you apply for and may be subject to change from year to year for quality or enhancement reasons. Prospective students will be consulted about any significant changes.
Assessment methods vary and are defined explicitly in each module. Assessment can be via one method or a combination e.g. examination and coursework . Assessment is designed to assess your achievement of the module’s stated learning outcomes. You can expect to receive timely feedback on all coursework assessment. The precise assessment will depend on the module and may be subject to change from year to year for quality or enhancement reasons. You will be consulted about any significant changes.
Coursework can take many forms, for example: essay, report, seminar paper, test, presentation, dissertation, design, artefacts, portfolio, journal, group work. The precise form and combination of assessment will depend on the course you apply for and the module. Details will be made available in advance through induction, the course handbook, the module specification and the assessment timetable. The details are subject to change from year to year for quality or enhancement reasons. You will be consulted about any significant changes.
Normally, a module will have four learning outcomes, and no more than two items of assessment. An item of assessment can comprise more than one task. The notional workload and the equivalence across types of assessment is standardised.
The class of Honours awarded in Bachelor’s degrees is usually determined by calculation of an aggregate mark based on performance across the modules at Levels 5 and 6 (which correspond to the second and third year of full-time attendance).
Level 6 modules contribute 70% of the aggregate mark and Level 5 contributes 30% to the calculation of the class of the award. Classification of integrated Masters degrees with Honours include a Level 7 component. The calculation in this case is: 50% Level 7, 30% Level 6, 20% Level 5. At least half the Level 5 modules must be studied at the University for Level 5 to be included in the calculation of the class.
All other qualifications have an overall grade determined by results in modules from the final level of study. In Masters degrees of more than 200 credit points the final 120 points usually determine the overall grading.
Figures correct for academic year 2019-2020.
The University employs over 1,000 suitably qualified and experienced academic staff - 59% have PhDs in their subject field and many have professional body recognition.
Courses are taught by staff who are Professors (25%), Readers, Senior Lecturers (20%) or Lecturers (55%).
We require most academic staff to be qualified to teach in higher education: 82% hold either Postgraduate Certificates in Higher Education Practice or higher. Most academic staff (81%) are accredited fellows of the Higher Education Academy (HEA) by Advanced HE - the university sector professional body for teaching and learning. Many academic and technical staff hold other professional body designations related to their subject or scholarly practice.
The profiles of many academic staff can be found on the University’s departmental websites and give a detailed insight into the range of staffing and expertise. The precise staffing for a course will depend on the department(s) involved and the availability and management of staff. This is subject to change annually and is confirmed in the timetable issued at the start of the course.
Occasionally, teaching may be supplemented by suitably qualified part-time staff (usually qualified researchers) and specialist guest lecturers. In these cases, all staff are inducted, mostly through our staff development programme ‘First Steps to Teaching’. In some cases, usually for provision in one of our out-centres, Recognised University Teachers are involved, supported by the University in suitable professional development for teaching.
Figures correct for academic year 2021-2022.
Our vision is aligned to the strategic growth plan for the city and region.
Enjoy student life in one of Europe's most vibrant cities.
Our facilities in Magee cater for many sports ranging from archery to volleyball, and are open to students and members of the public all year round.
At Student Wellbeing we provide many services to help students through their time at Ulster University.
Here is a guide to the subjects studied on this course.
Courses are continually reviewed to take advantage of new teaching approaches and developments in research, industry and the professions. Please be aware that modules may change for your year of entry. The exact modules available and their order may vary depending on course updates, staff availability, timetabling and student demand. Please contact the course team for the most up to date module list.
In this section
This module provides opportunities to learn in an interprofessional context. Students will acquire skills for both academic and practice based learning. It will provide them with an opportunity to acquire knowledge and skills on issues relating to professional practice and personal development within a supportive environment.
This module provides students with the fundamental understanding of human anatomy, physiology and physics of sound to enable subsequent learning on communication and swallowing disorders.
This module will enable the student to develop an understanding of a range of communication-driven difficulties in children. The student will draw on their background knowledge of developmental foundations, linguistics and anatomy and physiology, as this applies to the communication needs of children. Students will apply their knowledge of linguistics, developmental foundations, anatomy and physiology from semester one to the analysis and interpretation of clinical data and in using this data to consider appropriate evidence-based management for children with SLCN.
This module enables the student to develop a sound knowledge of good practice for planning and delivering an appropriate service to children with speech, language and communication (SLC) and eating, drinking and swallowing (EDS) needs associated with neurodevelopmental disorders such as Autism Spectrum Disorder (ASD) and Intellectual Disability and other conditions such as Hearing Impairment and Cleft Palate and/or Velopharyngeal Dysfunction.
This module enables students to see how children actively contribute and shape their own development through meaningful interaction with others and how the study of atypical development and individual difference contributes to theory and practice. The health and educational settings within which assessment, diagnosis and intervention takes place forms the context for learning and teaching in this module.
This module aims to introduce and develop the skills of the SLT student in the area of linguistic transcription and analysis with particular consideration of communication difficulties. Through practical and experiential learning opportunities the student will develop the core skills essential for gathering linguistic data to facilitate deductive and analytical thinking in this area.
This module aims to provide students with the appropriate background knowledge and understanding of the range of developmental parameters of the typically developing child and young person, as they become a competent communicator, including early feeding skills. Such knowledge and understanding will contribute to the student's ability to make informed judgements and reason clinically about atypical development in feeding and communication.
This module is the students' first practice placement. Following their observation sessions prior to semester two and their subsequent preparation for placement sessions, they will be supported to participate in all aspects of practice with children who have a range of SLCNs and EDS needs, under the direct guidance of a Practice Educator during the block placement. Students will be expected to draw from all previous and current modules, as appropriate to the SLC and EDS needs of their caseload. By the end of the placement, they will expected to demonstrate a range of basic professional and practice competencies which can be transferred to subsequent placements.
The module develops research knowledge and skills for using published evidence to inform practice and for designing and conducting research and clinical audit post-registration. The focus is on research design and qualitative and quantitative methods appropriate for healthcare research. A series of lectures and seminars will develop research knowledge and its application in using and producing research evidence. Workshops will provide practical experience of research activities including data analysis. In addition, course specific seminars will provide guidance on the development of a research idea and presentation of an outline research proposal.
This module aims to develop students' knowledge and intellectual curiosity about contemporary neuroscience as it impacts on Speech and Language Therapy. Students will be able to read papers in this area with an appreciation of the methods of investigations, while examining the complex relationship between neural organisation, cognitive functioning and behaviour.
This module provides SLT students with an understanding of communication and swallowing needs in adult populations, focusing on the client's experience, presenting features of communication and swallowing disorders, and the SLT's role at each stage. It develops students' knowledge of neuropathology related to specific conditions, clinical skills in analysis and reporting of clinical data, in order to assess and reach a working diagnosis.
This module provides speech and language therapy students with theoretical and practical knowledge and skills for the evaluation and management of voice disorders.
This module focusses on the use of linguistics as a clinical tool for speech and language therapists. The module provides insight into core linguistic concepts, psycholinguistic models and an introduction to the linguistic tools that may be exploited in clinical contexts. Students are encouraged to develop and refine their analytical skills through inquiry-based and problem-based learning methods.
This module provides the student with the appropriate knowledge, understanding and critical evaluation skills to assess, diagnose and manage children and adults with disorders of fluency. The module will encourage the student to evaluate and reflect on various assessment and treatment options, taking on board the wider context, to ensure that management of clients with disorders of fluency is evidenced based, effective and user focused. Teaching methods include lectures which incorporate a practical slant to enable application of theory to practice.
This module builds on Speech and Language Therapy students' knowledge of adult clinical populations and develops their understanding of the principles and practices of speech and language therapy in these populations. It provides the foundation for students' development of professional skills that they will apply in their placement module.
This module allows the student to apply academic knowledge to the clinical situation with a range of Adults in a variety of clinical settings integrating theory through case based learning. It allows students to develop their clinical effectiveness and professionalism with adults with communication and swallowing needs.
In this module students will develop research skills by undertaking a research study on a topic related to practice. Each student, with support, will have an opportunity to undertake one of the following types of research project: (i) a systematic critical review to inform practice;(ii) a research protocol involving the design of a research study or health promotion activity or (iii) a research report involving the collection and/or analysis of data to produce evidence to inform practice. Lectures and clinics, supplemented by online material, will provide the theoretical knowledge and guidance required to undertake the research task. Workshops will provide support for practical skills such as systematic searching for literature, using critical appraisal tools and data management and analysis.
This module builds on previous learning to give students a current understanding of the evidence and issues pertaining to speech and language therapy practice in the areas of acquired neurological disorder and voice. It equips them with the skills to evaluate evidence in these areas and apply it to practice.
This final year module focuses on fostering evidence-based understanding of the current issues in disorders of speech, language, communication and eating, drinking and swallowing needs in children and young people. The broader perspectives of the provision of evidence-based services, collaborative working, service user focus and efficacy of management will be advanced.
This module supports students to advance their clinical effectiveness, diagnostic skills and professionalism through practice placement. It encourages them to reflect on their level of independence in preparation for clinical block placement in semester 2 and ultimately independent clinical practice.
This module allows the student to apply academic knowledge to the clinical situation with a range of Child Groups in a variety of clinical settings. It allows students to advance their clinical effectiveness and professionalism to a level of competence for independent practice as a Speech & Language Therapist. It encourages the student to recognise and apply evidence based practice.
This module allows the student to evaluate their clinical thinking, skills and professionalism in preparation for the work environment and continuous professional development.
We recognise a range of qualifications for admission to our courses. In addition to the specific entry conditions for this course you must also meet the University’s General Entrance Requirements.
In this section
QCF Pearson BTEC Level 3 Extended Diploma / OCR Cambridge Technical Level 3 Extended Diploma (2012 Suite)
Award profile of DDD
RQF Pearson BTEC Level 3 National Extended Diploma / OCR Cambridge Technical Level 3 Extended Diploma (2016 Suite)
Award profile of DDM
You may also meet the course entry requirements with combinations of different qualifications to the same standard (provided subject requirements are met). Examples of combinations include:
QCF Pearson BTEC Level 3 Diploma / OCR Cambridge Technical Level 3 Diploma (2012 Suite)
Award profile of DD plus A Level Grade B
RQF Pearson BTEC Level 3 National Diploma / OCR Cambridge Technical Level 3 Diploma (2016 Suite)
Award profile of DM plus A Level Grade B
QCF Pearson BTEC Level 3 Subsidiary Diploma / OCR Cambridge Technical Level 3 Introductory Diploma (2012 Suite)
Award profile of D plus A Level Grades BB
RQF Pearson BTEC Level 3 National Extended Certificate / OCR Cambridge Technical Level 3 Extended Certificate (2016 Suite)
Award profile of D plus A Level Grades BB
For further information on the entry requirements for this course please contact the administrator as listed in Contact details.
Grades H3,H3,H3,H3,H3. Plus English and Mathematics grade H6 at Higher level or grade O4 at Ordinary level.
Overall Access profile profile pass with an overall mark of 65%, including 65% in each level 3 module. NICATS maths (25 credits) 1 & 2 or GCSE grade C maths.
For full-time study, you must satisfy the General Entrance Requirements for admission to a first degree course and hold a GCSE pass at Grade C/4 or above in English Language, additionally GCSE maths Grade C/4.
Please note that for purposes of entry to this course the Level 2 Certificate in Essential Skills - Application of Number is NOT regarded as an acceptable alternative to GCSE Maths.
English language requirements for international applicants
The minimum requirement for this course is Academic IELTS 8.0 with no band score less than 7.5.
International applicants are also subject to the following:
Those interested in a career in the profession are strongly advised to make themselves familiar with the work of a Speech & Language Therapist before application either through visiting a speech and language therapist at work or through video material. Careers information is available on the website of the Royal College of Speech & Language Therapists: http://www.rcslt.org
As part of the selection method applicants will be required to undertake a successful video interview. Interviews will occur after the 26 January 2022 deadline.
Applicants should note that, as they will be engaged in 'regulated activity' involving children or vulnerable adults as part of their course, there is a compulsory, legal requirement to obtain an Enhanced Disclosure from AccessNI. The cost for this is payable by the applicant and is currently £33. More information on Enhanced Disclosures may be accessed by http://www.accessni.gov.uk.
You will also be required to demonstrate good health prior to commencing the course. You will therefore complete a health declaration form which will be screened by Occupational Health who will confirm your medical fitness to undertake the course. Following the screening, you may be required to undertake a vaccination programme. You will be liable for the cost of both the health screening and vaccinations. Costs will be confirmed.
HND (science related) entry requirement:
Pass HND with overall Merit to include 60 distinctions in level 5 credits/units.
HNC (science related) entry requirement:
Pass HNC with overall Distinction to include 90 distinctions in level 4/5 credits/units.
Ulster Foundation Degree
Pass in Foundation Degree with an overall mark of 55% in level 5 modules. Applicants will be considered for year one entry only.
If you can provide evidence of previous relevant study you may be considered for exemptions from specific modules. It should be noted that exemptions are limited. This is because of the closely integrated, hierarchically designed structure of the degree. In addition, we need to provide evidence for all learning outcomes, specific to the degree, in order that the UK Regulator's Standards of Proficiency are met.
If you do not wish, or are not eligible, to proceed to registration as a Speech and Language Therapist, you may be considered for transfer into another award programme without the eligibility for being registered with the UK Regulator, the Health and Care Professions Council.
In this section
Graduates from this course are now working for:
With this degree you could become:
Most graduates currently find employment within the NHS, the Education sector and increasingly in the Charities and Voluntary sector. There are a range of opportunities for speech and language therapists, working both within Health and Education. Opportunities for speech and language therapists exist throughout the UK, Ireland and other parts of the world, although graduates are likely to have to meet specific requirements for professional recognition/registration in other countries and may require some experience within the UK first. There are many opportunities for postgraduate study as full-time and part-time students since the area of communication problems and their management is a rapidly growing area of research and continuing professional development.
Clinical placements are an integral part of the development of a speech and language therapist. The clinical experience on this course is designed around your academic preparation for that placement. So, in Year 1, your focus is on children and young people, and you are therefore out in late Spring on a child and young persons' SLT-placement. You are on placement for a 'block period' of four to five days a week for five weeks.
In Year 2, your focus is on adults and acquired communication and eating, drinking and swallowing problems. You are on placement in late Spring on an acquired neurological and adult learning difficulties persons' SLT-placements, for a 'block period' of four days a week for five weeks.
In Year 3, you have a focus on adult clients in Semester 1 for six weeks followed by an adult-orientated SLT-placement for six weeks, four days a week. You then focus on children and young people in Semester 2 for six weeks, followed by a children and young persons' SLT-placement for six weeks, four days a week.
It is useful to note that all of these placements are run in partnership with Northern Ireland Health Trusts' SLT services. All of the above are SLT-supervised clinical placements where your clinical placement educators have had the opportunity to be trained in your learning needs and our goals of the placement.
Although all placements are in Northern Ireland, in order that you can experience a broad range of settings and clients, you may need to travel a distance to placement or reside locally to that placement. This may incur additional personal expense.
Recognised by the Royal College of Speech and Language Therapists (RCSLT) for the purpose of applying for newly qualified practitioner membership.
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.
Eleanor Gildea Award: This prize is awarded for the highest mark in the final year Project module.
Additional costs include - AccessNI Check, Health Screening, Membership of Royal College of Speech & Language Therapists, Placement Expenses, Uniforms.
Membership of Royal College of Speech & Language Therapists - you will be required to join the Royal College of Speech and Language Therapists. The cost of student membership will cost approximately £110 for the three years.
Placement Expenses - students may incur expenses during periods of placement. Some placements may be outside Northern Ireland and will incur additional costs.
Uniforms - as part of your course, you will be required to purchase a uniform during the first week of the semester. 2015/16 costs were approx £100.
It is important to remember that costs associated with accommodation, travel (including car parking charges) and normal living will need to be covered in addition to tuition fees.
Where a course has additional mandatory expenses (in addition to tuition fees) we make every effort to highlight them above. We aim to provide students with the learning materials needed to support their studies. Our libraries are a valuable resource with an extensive collection of books and journals, as well as first-class facilities and IT equipment. Computer suites and free Wi-Fi are also available on each of the campuses.
There are additional fees for graduation ceremonies, examination resits and library fines.
Students choosing a period of paid work placement or study abroad as a part of their course should be aware that there may be additional travel and living costs, as well as tuition fees. See www.ulster.ac.uk/student/fees-and-funding/tuition-fees/tuition-fees-202223/ni-roi-students for most up to date costs.
Mrs Julie Nesbitt
International Admissions Office