BSc Speech and Language Therapy

Please note that future inflationary increases will be applied to each subsequent year of the course, subject to government regulations on fee increases.

If this is your second tuition fee loan for an undergraduate course: Students who already have a degree and are planning to undertake a nursing, midwifery or allied health profession subject as a second degree will now also have access to student loans through the student loans system.

See more information about changes to NHS bursaries on the government's website .

You will complete three block clinical placements during the course. You will be expected to pay upfront travel and/or accommodation costs and then apply to get these reimbursed.

As per the government announcement, all UK speech and language students on courses from September 2020 will receive a payment of at least £5,000 a year which they will not need to pay back. The funding will be given to all new and continuing degree-level nursing, midwifery and many allied health students from September 2020. More information can be found on the NHS website.

Please note, eligibility criteria for the new funding will be the same as the wider NHS Learning Support Fund payable to students ordinarily resident in the UK and studying at a university in England. Find out about the financial support available to students starting at Manchester.

Find out about the financial support available to students starting at Manchester.

This course unit runs across both semesters of the first year of study.  

This unit helps students to understand the development of professional identity and to explore core skills required to become an SLT and helps students to understand evidence-based practice (EBP) in speech and language therapy including; the requirements for evidence-based practice  (EBP) in current service provisions; basic concepts in EBP. 

The unit aims to:

• Make students aware of professional standards as defined by the Health and Care Professions Council (HCPC).
• Describe the key principles of evidence-based practice and its methodology.
• Develop students’ awareness of their own communication including their voice use, their verbal and non-verbal skills and how to adapt to the needs of people with speech, language and communication disorders.
• Introduce students to the concept of continuing professional development (CPD) and the associated skills such as reflective practice. 

Learning and teaching processes will be delivered via tutor led learning with face-to-face teaching (lectures, workshops,), facilitated small group work directed and self-directed individual independent learning.  

To support independent study, learning materials including teaching slides and recommended reading will be made available on the unit’s online learning environment. 

• Begin to recognise the potential impact of their own values, beliefs and personal biases (which may be unconscious) on practice and take personal action to ensure all service users and carers are treated appropriately with respect and dignity.
• respect and uphold the rights, dignity, values and autonomy of service users, including their role in the assessment, diagnostic, treatment and/or therapeutic interventions
• Understand what is required of them by the Health and Care Professions Council, including, but not limited to, the standards of conduct, performance and ethics.
• Demonstrate an understanding of the relationship between clinical research and clinical practice.
• Demonstrate awareness of the Dept. of Health’s policies on evidence-based practice.
• Begin to become evidence-based practitioners in speech and language therapy by providing opportunities to develop knowledge related to the use of the evidence base in relation to current interventions and assessment procedures.  
• Demonstrate understanding of the International Classification of Functioning, Disability and Health (World Health Organisation, 2001) and an ability to begin to use this understanding in relation to speech, language and communication disorders and dysphagia. 

• Locate, evaluate and begin to apply clinically evidence-based practice and recognise the value of research to the critical evaluation of practice
• Begin to analyse clinical and interview data in order to identify the presence of speech and language disorders, the client’s and carer’s perspectives and identify any barriers to communication
• Understand the value of reflective practice and the need to record the outcome of such reflection to support continuous improvement 

• Awareness of evidence-based therapeutic approaches and begin to apply these in real clinical contexts, taking into consideration resources and the needs of the client and carers.  
• Change and adapt their communication style and / or modality to interact, support and intervene with clients, their carers and the wider team of professionals. Understand the characteristics and consequences of verbal and non-verbal communication and recognise how these can be affected by difference of any kind, including, but not limited to, protected characteristics including intersectional experiences and cultural differences
• Awareness of evidence-based therapeutic approaches and begin to apply these in real clinical contexts, taking into consideration resources and the needs of the client and carers.
• be able to work, where appropriate, in partnership others and understand the need to build and sustain professional relationships as both an autonomous practitioner and collaboratively as a member of a team
• Reflect and comment on the performance of a peer, identifying strengths and making constructive suggestions for improvement where appropriate. 

• Demonstrate social and cultural awareness, discovering and valuing the differences and needs of others
• Prepare and deliver an oral presentation to communicate information accurately and reliably, and in a structured and coherent way.  
• Assimilate and analyse a range of data and information.
• Identify anxiety and stress in themselves and recognise the potential impact on their practice and understand the importance of their own mental and physical health and wellbeing strategies in maintaining fitness to practise
• Recognise the characteristics and consequences of barriers to inclusion, including for socially isolated groups 

Assessment task	Length	Weighting within unit (if relevant)	ILOs assessed
Formative presentation	10 minutes	n/a	d, e, h, i, j-q
Summative Assignment	2000 words	100%	a-d, d-f, g, h, j, l, m, n, r, t

• A mark and individual, detailed written feedback will be provided following the assignment. The tutor will provide guidance to students on their written skills for future assessments.
• Throughout the unit, verbal tutor feedback will be provided.  
• Students will have the opportunity to self-evaluate their work and understanding against class discussion. 

Core Texts:

• What Works?  Updated in 2021. Available at: https://ican.org.uk/i-cans-talking-point/professionals/tct-resources/what-works-database/
• Health and Care Professions Council (2016). Guidance on conduct and ethics for students. London: Health and Care Professions Council. Available at: https://www.hcpc-uk.org/resources/guidance/guidance-on-conduct-and-ethics-for-students/
• Health and Care Professions Council (2023). Standards of proficiency - Speech and language therapists. London: Health and Care Professions Council. Available at: https://www.hcpc-uk.org/standards/standards-of-proficiency/speech-and-language-therapists/