Affiliate

Speech and Language Therapy - UH-000707

Criteria for Admission
The University of Huddersfield seeks and encourages a wide range of applicants in order to widen participation, improve access and apply the principles of equal opportunities. Support can be provided for applicants who require additional assistance in order to select the most appropriate course of study and make a successful transition to studying at University. The School of Human and Health Sciences is actively involved with local schools and colleges to encourage people to consider entry to courses within Higher Education.
The University of Huddersfield also encourages local, national and international applications. International applicants are expected to meet the equivalent academic requirements. International applicants should be aware that they may be expected to pay additional fees in relation to practice placements and any checks associated with these. Further information for international applicants can be accessed at: <a href="http://www.hud.ac.uk/international">http://www.hud.ac.uk/international</a>.
The University of Huddersfield provides opportunities for the accreditation of prior learning (APL). Information on the APL process can be accessed at:
<a href="https://www.hud.ac.uk/undergraduate/how-to-apply/apl/">https://www.hud.ac.uk/undergraduate/how-to-apply/apl/</a>.
The University policy on accreditation of prior experiential learning (APEL) can be accessed at: <a href="https://www.hud.ac.uk/policies/registry/awards-taught/section-c/">https://www.hud.ac.uk/policies/registry/awards-taught/section-c/</a>.
 Applications from prospective students wishing to access the course or gain credit exemptions using APL or APEL mechanisms are encouraged. As a result of the speech and language therapy specific focus which is integrated throughout the three years of the course, it is unlikely that students applying from non-speech and language therapy courses will be able to gain many credit exemptions. However, it may be possible for some graduates or students transferring from other speech and language therapy courses to gain credit exemptions for some modules.
The University’s general minimum entry requirements can be found on the Registry website as follows:
<a href="https://www.hud.ac.uk/policies/registry/awards-taught/section-d/">https://www.hud.ac.uk/policies/registry/awards-taught/section-d/</a>.
All prospective students who apply for this course and meets the minimum entry requirement, regardless of any disability, will be given the same opportunity in the selection process.  General advice and information regarding disability and the support the University can give can be found by contacting student services as follows: Telephone: 01484 472675, Email: <a href="mailto:disability@hud.ac.uk">disability@hud.ac.uk</a>. Further information can be accessed at: <a href="http://www.hud.ac.uk/disability-services/">http://www.hud.ac.uk/disability-services/</a>.
Successful completion of the BSc (Hons) Speech and Language Therapy leads to eligibility to apply for newly qualified membership of the Royal College of Speech and Language Therapists and eligibility to apply for registration with the Health and Care Professions Council. Further advice on the specific skills and abilities needed to successfully undertake this course can be found by visiting the following websites: <a href="http://www.rcslt.co.uk">www.rcslt.co.uk</a> and <a href="http://www.hcpc-uk.org">www.hcpc-uk.org</a>.         
Entry Requirements
The specific entry requirements and admission criteria for this course are detailed below:
<ul>
<li>Applicants who officially accept a place on the programme will be required to complete an enhanced Disclosure and Barring (DBS) check (or equivalent of the country of origin for international applicants). The offer of a place on the programme is subject to a satisfactory enhanced DBS check being obtained. All enhanced DBS checks are scrutinised by the School’s DBS Panel and subject to an annual review by self-declaration. The University reserves the right to undertake a formal check at any time during the length of the course and placement providers may ask to see an up-to-date Enhanced DBS prior to commencement of a placement.</li>
<li>Applicants who officially accept a place on the programme will be required to participate in a pre-training health check carried out by the University’s Occupational Health Department and compliance with the vaccination programme, where applicable.</li>
</ul>
 
Academic Criteria:
<ul>
<li>Five GCSEs or equivalent at grade C/level 4 or above, including Maths, English and a single Science covering Biology, Chemistry and/or Physics (Double/Dual Award Science grade CC or above; grade 4 for those sitting their GCSEs from 2017 onwards).</li>
</ul>
AND
<ul>
<li>Three Advanced GCEs (A2) at ABB. General Studies and Critical Thinking are excluded. No specific subjects are required but subjects including Sciences, English Language, Psychology and/or Foreign Languages provide a good foundation for speech and language therapy.</li>
</ul>
OR
<ul>
<li>DDD in BTEC National Diploma.</li>
</ul>
OR
<ul>
<li>CACHE Qualifications: B.</li>
</ul>
OR
<ul>
<li>Other equivalent qualifications that suggest the applicant has an equal opportunity of succeeding on the course e.g. a relevant access course, professional qualification and/or degree.</li>
<li>It should be noted that although an English Language qualification at GCE/A2 level is not a specific entry requirement, written linguistic proficiency will be determined through the achievement of advanced GCEs (A2), or equivalent, and personal statement submitted upon application. In addition, verbal proficiency of the English Language, alongside general communication skills will be assessed at interview.</li>
<li>If English is a second language, evidence must be provided to demonstrate the ability to communicate in the English Language to the standard equivalent to level 8 of the International English Language Testing System (IELTS) with no element below 7.5.</li>
</ul>
The Selection Process 
 As outlined in previous sections, the University of Huddersfield seeks and encourages a wide range of applicants in order to widen participation, improve access and apply the principles of equal opportunities. Support can be provided for applicants who require additional assistance in order to select the appropriate course of study and make a successful transition to studying at University.  We encourage local, national and international applications. The recruitment process is as follows:
1)    Applications are reviewed by the admissions and programme team.
2)    Documentation is checked and verified by the admissions team.
3)    Those students who meet the entry criteria are invited to interview.
4)    The selection day consists of an individual interview.
Where possible, alongside University staff and the programme team, SLTs, service users, carers and/or Placement Educators may also be involved in the recruitment and selection of students at the interview stage of the process. This includes setting some of the interview questions by service users and carers.
The selection process aims to provide both the applicant and the selection team with the details required to make an informed decision. It is for this reason that all suitable candidates will be invited for interview. Those who do not attend for interview are not offered places.
Interviews will be carried out by video-conferencing or face-to-face where appropriate. Offers will typically be based on students achieving the required academic qualifications, a satisfactory second reference and the interview.
The offer will be subject to a satisfactory enhanced DBS check being obtained. It will also be subject to a health check carried out by the Occupational Health department of the University of Huddersfield, who will assess all applicants to determine their fitness to undertake all aspects of their studies.
 The selection process for international applicants will be to make arrangements where possible to carry out a video-conferencing interview using the same questioning and criteria as all other potential applicants.

Regulation of Assessment
University awards are regulated by the ‘Regulations for Awards’ on the Registry website as follows: <a href="https://www.hud.ac.uk/policies/registry/awards-taught/">https://www.hud.ac.uk/policies/registry/awards-taught/</a> and the ‘Students’ Handbook of Regulations’ on the Registry website as follows: <a href="https://www.hud.ac.uk/registry/current-students/taughtstudents/">https://www.hud.ac.uk/registry/current-students/taughtstudents/</a>.
 
Specific Assessment Rules for the BSc (Hons) Speech and Language Therapy            
Condonement
All modules are compulsory, every component of assessment must be passed and no condonement of modules is permitted within this course. This includes AFL1501 Introduction to Descriptive Linguistics, which is offered by the school of Music, Humanities and Media.
Progression
Progression is not normally permitted after two unsuccessful attempts to complete a module.
Components of Assessments – Practice Based
Where a module has an assessed practice education component, that component must be passed. If a student does not pass all components of a module, then the following will apply:
<ul>
<li>Where the theory and practice components reach the minimum pass mark or above and the practice element has been passed, the credit will be awarded with the appropriate full mark and grade.</li>
<li>Where the theory component reaches the minimum pass mark or above and the practice component has been referred the credit will not be awarded until the practice component has been passed and the full theory mark and grade will be awarded.</li>
<li>Where the theory component is referred and the practice component has been passed the credit will not be awarded until the theory component has been passed, and the mark and grade will be capped at the minimum pass mark.</li>
<li>Where either the practice and/or theory component is failed after referral the standard University regulations for retaking modules will apply or the mark and grade will be capped at the minimum pass mark.</li>
</ul>
Practice Education
Practice education is a key component of the course and clinical teaching and placement experiences are offered throughout the three years of the course via the Clinical and Professional Capabilities modules. It should be noted that all practice education sessions are embedded within these modules and not in addition. Students will also apply and develop practical clinical skills in practical classes and demonstrations within the ‘Clinical Knowledge’ themed modules, which will also contribute to the total number of practice education sessions required for qualification.
A minimum of 100 sessions of practice education are required to be supervised by a SLT.  A further 50 sessions are required to be completed.  These may be supervised by a SLT or they can be supervised by another professional in a related discipline.
In the event of a student referring or failing a practice placement at the initial attempt, one further attempt in the same year will be given. To progress, all practice placements within a level of study must be passed. A student is not permitted to trail a module containing a practice placement.  More than one referral or fail of a practice placement at the initial attempt within any one academic year will normally result in withdrawal from the course. 
Aegrotat Awards
Aegrotat awards do not provide eligibility to apply for registration with the HCPC or eligibility to apply for newly qualified membership of the RCSLT

UH-000707 - Speech and Language Therapy

Sandwich Year Out Optional

Sandwich Year Out

Intermediate Compulsory

Intermediate Optional

Intermediate Core

Intermediate Level

Honours Core

Honours Compulsory

Honours Optional

Honours Level

Foundation Optional

Foundation Compulsory

Foundation Core

Foundation Level

Structure

Formulate and articulately present information in both spoken and written forms, ensuring inclusivity of access through consideration of the audience, their needs and preferred method of communication. 

Critically appraise theory and evidence utilised within assessment and management related clinical decision-making, including acknowledgement of service-user and/or carer perspective.

Examine key drivers for opportunity and change in the social, political and cultural contexts in which SLTs work.

Identify and assess the application of local and national policies, procedures and guidelines to ensure compliance with organisational and professional regulatory bodies. 

Demonstrate effective team working within a variety of professional contexts.

Critically examine and appraise the current evidence base, including its limitations, related to speech, language, communication and swallowing difficulties. 

Display highly effective and sensitive communication skills to work in collaborative partnership with diverse audiences, including service users, carers and professionals, in a range of different environments. 

Independently source evidence to further professional knowledge and accountability, whilst acknowledging and appreciating the limitations of current theory and practice. 

Critically evaluate assessment findings from multiple sources, leading to the formulation of hypotheses related to differential diagnosis.

Critically justify clinical decision-making related to the communication and swallowing needs of service users and/or carers appropriate to available research.

Holistically undertake formal and informal assessments of service users with a range of communication and swallowing difficulties, with appreciation of and respect for confounding personal, social, economic, cultural and religious factors.

Discriminate and appreciate the roles of the SLT in working with and supporting service user’s, families and carers.

Review, monitor and critically evaluate the impact and effectiveness of speech and language therapy using recognised and appropriate outcome measures.

Recognise the systematic application of related disciplines (including linguistics, psychology and biomedical sciences) to the holistic assessment, diagnosis and management of children and adults living with speech, language, communication and swallowing difficulties.

Distinguish the diverse clinical and professional skills of the SLT, including the importance of effective inter-professional team working. 

Demonstrate the application of critical thinking and problem-solving skills in relation to the presentation and needs of service users and/or carers.

Formulate and critically justify the implementation of holistic evidence-based management plans for a range of service users, their carers and relevant professionals in a variety of environments.

Apply and demonstrate a commitment to and engagement with continuous professional development and life-long learning to enhance clinical and professional competencies, including self-evaluation and critical reflection.

Debate and critically review the ethical, legal and moral issues implicated in providing holistic service-user input, including consideration of equality, diversity and inclusivity. 

Conceptualise and critically evaluate own practice through self-evaluation, peer support and service user feedback to continually improve and develop clinical and professional skills.

Critically evaluate, interpret, analyse and synthesise evidence-based research, determining the currency and significance of both quantitative and qualitative data sources. 

Maintain high standards of personal and professional conduct that complies with regulatory, legal and ethical frameworks that govern both the role and profession of the SLT. 

Critically observe behaviours, presentation and the environment of service users, their carers and relevant professionals, whilst being responsive and empathetic to the individual context.

Maintain and manage records in accordance with local and national policies and procedures, legislation, guidelines and governance.

The School of Human and Health Sciences is committed to comprehensive student engagement and works actively with the University of Huddersfield’s Student Union to support this through the student representative system. Further information can be accessed at: <a href="http://www.huddersfield.su/courserepwebsite">http://www.huddersfield.su/courserepwebsite</a>.
Within the School of Human and Health Sciences, students are represented at committee level from student panels to the school board. The School also has a student council.  Individual feedback on the quality and standards of teaching and learning is received through module and course evaluations.
The University has a Diversity, Equality and Inclusivity Enhancement Committee (UEDIEC) and the School has a Diversity Champion, both of which supports and drives forward the curriculum development. 
Practice placements are evaluated by students via the regional practice placement web-based evaluation tool. The tool is completed by the students following each placement and used to obtain an evaluation of the student’s experience. This data is available to both the University and to practice placement.
A regional and multi-professional web-based practice placement audit tool is used to evaluate practice placements. The practice placement is audited jointly, bi-annually by a HEI tutor and a practice colleague. Recommendations are presented at the School’s Practice Placement Quality Committee for ratification.
Employer feedback is sought through informal and formal processes. Informally it is gathered through contact and monitoring of practice placement providers whilst formally it is accounted for at bi-annual course committees and during annual evaluation.
The involvement of service users and carers is planned, monitored and evaluated by individual module leaders. Students can evaluate the sessions involving service users and carers through the annual module evaluation system.
The course is subject to the NHS / QAA quality assurance arrangements, the HCPC quality assurance mechanisms and accreditation requirements of the RCSLT.
An effective external examination system is managed by the University of Huddersfield’s registry department.  External examiner and student feedback, as well as all statistical data about the course is reported through the course committee structure and scrutinised through the University wide annual evaluation process.
All forms of feedback, including a review of progression and completion rates, are included in annual course evaluation. 
Role of External Examiners
External examiners are appointed by school boards and approved by teaching &amp; learning committees.
The role of the examiner is to ensure academic and professional standards are maintained through:
<ul>
<li>Reviews of all appropriate coursework and examinations.</li>
<li>Attendance at course assessment boards.</li>
<li>Written reports to the University.</li>
</ul>

UH-000707

Indicators of Quality and Standards
This programme specification provides a concise summary of the main features of the course and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if they take full advantage of the learning opportunities that are provided.  More detailed information on the learning outcomes, content and teaching, learning and assessment methods of each module can be found in the module specification and course handbook.  The accuracy of the information contained in this document is reviewed by the University and may be checked by the Quality Assurance Agency for Higher Education.
A service user and / or carer is an equal member of the course committee and annual evaluation process, providing feedback on the quality and currency of the course from their perspective. They have opportunity to review the annual evaluation documents, contribute to the development of modules and participate in discussions with the course team.

Personal Development Planning (PDP)
PDP is defined as ‘a structured and supported process undertaken by an individual to reflect upon their own learning, performance and/or achievement and to plan for their personal, education and career development’ (QAA 2001). From September 2005 it has been a QAA requirement that all students have access to PDP.  This enables students to develop an awareness of their strengths and weaknesses, construct a record of achievement documenting the acquisition of knowledge, skills and competencies and reflect and act upon their personal, professional, academic and long-term career goals. 
On graduation, continuing professional development (CPD) is essential to maintain fitness to practise within the HCPC. The concept of CPD is introduced through the PDP process within the course. PDP is introduced in Term 1 of the Foundation Year with the inter-professional HFG1000 module (Professional Development and Research 1). Here the development of a personal portfolio as one method to enable students to demonstrate they have the skills required for life-long learning is introduced alongside PDP and reflective practice. These processes are subsequently supported through the personal academic tutor system which offers a minimum of five contacts per academic year and is dependent upon student needs and additionally supported by the year tutorial sessions held at least 3 times per academic year. This support aims to help students critically examine their own progress on the course, reflecting on their academic, personal and professional development. The development of the personal portfolio will include reflections on students’ practice education, both on placement and in simulation sessions embedded within the clinical knowledge theme of the course. The portfolio will provide a medium for recording students’ progress, both academically and clinically, and will be used in preparing for job applications, creating effective curriculum vitae and/or supporting CPD, and so is incorporated in the HHW3001 Clinical and Professional Capabilities 3 module in which students will engage in activities to help prepare for the transition into the workplace.
Within the course, the PDP also prepares the student for their future role as it guides them to consider their development in the five areas of core clinical and professional capabilities as set out by the RCSLT (2018). These five areas are in turn the focus of the Newly Qualified Practitioner goals that students will need to evidence of achieving in order to transition to fully certified members of the RCSLT. They are also the basis of the RCSLT toolkit for practising SLTs to plan and record their CPD activities. The goals in the PDP are adapted as appropriate for the student and will ensure that they are accustomed to reflecting on their development of skills and knowledge in all relevant areas.
The School of Human and Health Sciences uses Turnitin® via the virtual learning environment to help both students and staff ensure and protect the originality of work submitted for assessment.