PROGRAMME SPECIFICATION
PROGRAMME SPECIFICATION
Programme title:
BSc in Speech Sciences
Final award (BSc, MA etc):
BSc
Recommendation to Royal College of Speech and Language
Therapists for membership and to the Health Professions Council
(HPC) as eligible to apply for registration as a Speech and Language
Therapist.
(where stopping off points exist they should be
detailed here and defined later in the document)
UCAS code:
B620
(where applicable)
Cohort(s) to which this programme
specification is applicable:
From 2000 intake onwards
(e.g. from 2015 intake onwards)
Awarding institution/body:
University College London
Teaching institution:
University College London
Faculty:
Brain Sciences
Parent Department:
Division of Psychology and Language Sciences
(the department responsible for the administration of
the programme)
Departmental web page address:
http://www.ucl.ac.uk/psychlangsci/
(if applicable)
Method of study:
Full-time
Full-time/Part-time/Other
Criteria for admission to the
programme:
http://www.ucl.ac.uk/lifesciences-faculty/degreeprogrammes/speech-sciences
Length of the programme:
4 years
(please note any periods spent away from UCL, such
as study abroad or placements in industry)
Level on Framework for Higher
Education Qualifications (FHEQ)
(see Guidance notes)
Relevant subject benchmark statement
(SBS)
(see Guidance notes)
Advanced Level (Level 6)
a benchmark statement for speech and language therapy is at:
http://www.qaa.ac.uk/crntwork/benchmark/nhsbenchmark/slt.pdf
Brief outline of the structure of the
programme
and
its
assessment
methods:
(see guidance notes)
See also: http://www.ucl.ac.uk/slt/programmes/bscss
PROGRAMME
The programme has 20 course units (ie whole and half-unit courses
which add up to the equivalent of 4 whole course units each year), all
of which are obligatory.
Year 1: Professional Studies 1; Introduction to Developmental,
Cognitive and Social Psychology; Practical Phonetics; Phonetic
Science 1; Linguistics 1; Children’s Language Development
Year 2: Professional Studies 2; Anatomy of Physiology and Speech,
Language and Hearing; Phonetic Science 2: Acoustics of Speech and
Hearing; Linguistics 2; Research Methods and Statistics 1
Year 3: Professional Studies 3; Disorders of Vocal Tract Structure
and Function 1; Hearing Sciences: Speech Perception and
Audiology; Psychology of Language and Communication; Research
Methods and Statistics 2
Year 4: Professional Studies 4; Disorders of Vocal Tract Structure
and Function 2; Health Psychology Across the Lifespan; Project
(whole unit) or Project (half unit) and option (half unit)
ASSESSMENT
The pass mark will be 40% for students registering from academic
year 2005-06 onwards.
To obtain the Honours degree students must complete and pass all
16 course units, also achieving at least the minimum marks on the
clinical assessments in professional studies units 1-4.
They will then be eligible for recommendation to the Royal College of
Speech and Language Therapists for Membership and to the Health
and Care Professions Council as eligible to apply for Registration as
a Speech and Language Therapist.
All students’ degree classification is calculated on the basis of the
best 24 half course units over the four years (with one course unit
counted as two half units).
If insufficient units are passed or students fail to meet a satisfactory
level of performance in professional studies modules to be
considered for BSc Speech Sciences, students will normally
automatically be awarded BSc Human Communication Science,
providing sufficient number of units obtained. If insufficient units are
obtained for BSc Human Communication Science, students may resit failed units but will only be considered for BSc Human
Communication Science in the subsequent year.
Board of Examiners:
Name of Board of Examiners:
BSc in Speech Sciences and Speech Communication
Professional body accreditation
(if applicable):
Royal College of Speech and Language
Therapists: to be transferred to Health
Professions Council for next accreditation
Date of next scheduled
accreditation visit:
Annual Review of
Teaching and Learning
Standards
EDUCATIONAL AIMS OF THE PROGRAMME:
To enable students to develop the skills and knowledge base required to practise competently as speech and
language therapists.
To enable students to assess and critically appraise theoretical and applied research relevant to speech and
language therapy.
To enable students to develop evaluation and research skills so that they can evaluate their own practice, models of
service delivery and clients' performance.
PROGRAMME OUTCOMES:
The programme provides opportunities for students to develop and demonstrate knowledge and understanding,
qualities, skills and other attributes in the following areas:
A: Knowledge and understanding
Knowledge and understanding of:
a) the process of human
communication, and the
theoretical frameworks that
underpin the study of normal and
impaired communication and
swallowing;
b) the theoretical basis of speech
and language therapy practice;
c) the range of complementary
disciplines relevant to speech
and language therapy practice;
d) the role and the professional and
ethical responsibilities of speech
and language therapists;
e) when and how to seek advice or
direction concerning professional
decisions;
f) professional standards set by the
RCSLT and HPC.
Teaching/learning methods and strategies:
Outcomes are achieved through a combination of
lectures, small group teaching, practical classes,
laboratory work, student-led tutorials, web-based selfstudy materials, coursework, projects and supervised
clinical placement work.
Outcomes c)-f) are developed mainly through the
workshops, clinical tutorials, coursework and placements
in the professional studies units (one in each year of the
course).
Throughout the course students are encouraged to take
responsibility for their own learning and to undertake
independent reading to broaden their knowledge and
understanding across the range of topics taught.
Assessment:
Testing of the knowledge base is through a combination
of the following formats: ‘unseen’ written examinations,
written tests, coursework, (including data exercises,
clinical reports, case studies, laboratory reports and
essays), oral presentations, viva examinations, clinical
placement assessments and projects.
B: Skills and other attributes
Intellectual (thinking) skills:
a) Critically evaluate research findings
and theoretical perspectives;
b) Apply theoretical understanding to
clinical practice;
c) Integrate and evaluate information,
data and evidence from a variety of
sources;
d) Use a hypothesis-led approach to their
investigations, using appropriate rationale
and evidence;
e) Use logical and systematic thinking to
identify and solve problems;
f) Use sound clinical reasoning as a basis
for their professional judgements and
decisions.
Teaching/learning methods and strategies:
We follow a policy of encouraging students to integrate
knowledge and skills in all areas. Therefore all teaching
methods outlined in A above are also used to develop
skills as well as knowledge. The following cognitive
skills are particularly encouraged in the ways outlined
below:
a) Critical evaluation skills are encouraged from
the beginning of the course in tutorials and
workshops. Guidelines and feedback on
coursework encourage critical evaluation. The
research projects students undertake in their
final year include critical evaluation of the
relevant literature.
b) Integration of theory and practice is particularly
emphasised in placement-based learning and
clinical tutorials, in which students are
encouraged to base clinical decision-making on
sound theoretical rationale.
c) These skills are developed in lectures,
workshops, clinical tutorials and placementbased learning. Guidelines and feedback on
coursework, particularly data exercises and
case studies, encourage this kind of integration.
d) A hypothesis-led approach is introduced at the
beginning of the course and students are
encouraged to use it for placement
assignments, workshop exercises and in their
final year projects.
e) Problem solving is similarly emphasised
throughout the course, with students taught
specific problem solving approaches for clinical
work.
f) This skill is emphasised through all placement
work from Year 1 and skills are developed in
professional studies lectures, workshops and
tutorials and placement-based learning.
Assessment:
The following cognitive skills are tested specifically in the
ways outlined below:
a) For written examinations, coursework and projects,
marks are awarded for critical evaluation.
b) Integration of theory and clinical practice is tested in
a range of assessments across units and in all
professional studies assessments.
c) These skills are tested in coursework (especially
clinical reports, case studies, data exercises and
essays), written exams, viva examinations and final
year projects.
d) For clinical reports, case studies and oral
presentations of cases marks are awarded for using
a hypothesis-led approach. This approach is also
expected in any coursework involving investigations
and the final year project.
e) Logical and systematic thinking is tested in all forms
of assessments. Clinical viva examinations include
questions that are specifically testing problemsolving skills.
f) This skill is tested in all professional studies
assessments, including clinical placement
assessments.
C: Skills and other attributes
Practical skills (able to):
a) Transcribe and analyse samples of
spoken language phonetically and
linguistically;
b) Undertake quantitative and qualitative
analysis of data;
c) Select, use and apply appropriate
information-gathering and assessment
skills;
d) Plan, deliver and evaluate appropriate
speech and language therapy
intervention;
e) Manage a speech and language
therapy caseload taking account of
service delivery processes;
f) Involve the client and others in the
management process;
g) effectively communicate information,
advice, instruction and professional
opinion to colleagues, clients, their
relatives and carers;
h) reflect on, review, evaluate and modify
practice;
i) refer appropriately to relevant
publications such as the professional
standards of the RCSLT and HPC.
Teaching/learning methods and strategies:
In line with our learning and teaching strategy that
encourages students to integrate knowledge and skills,
all teaching methods outlined in A above are also used
to develop skills as well as knowledge. The following
practical skills are particularly encouraged in the ways
outlined below:
a) Transcription and analysis skills are taught directly in
phonetics and linguistics classes and these skills are
further developed in clinical workshops and
placements. Guidelines and feedback on
coursework involving data further emphasise these
skills.
b) This skill is learnt in lectures, computer based
practical classes and through guidelines and
feedback on coursework involving case data and
final year projects.
c)-i) These skills are particularly developed in the
professional studies units in each year that include
lectures, workshops, clinical tutorials, supervised
placement work and guidelines and feedback on clinical
coursework.
Independent reflection and development of practical
skills are particularly encouraged through the portfolio
system where every student complies a portfolio that
includes personal objectives with action plans and
evidence of achievement.
Assessment:
The following practical skills are tested specifically in the
ways outlined below:
a) Transcription skills are specifically tested in Practical
Phonetics assessments, including a dictation test. A
range of coursework (including data exercises,
clinical reports and case studies) require students to
use transcription and analysis skills.
b) This skill is specifically tested in Research Methods
and Statistics computer-based examinations. A
range of coursework (including clinical reports and
case studies) and final year projects also require
students to use this skill.
c)-j) All these skills are tested in the Professional Studies
assessments that include clinical placement
assessments, clinical reports, case studies, oral
presentations, viva examinations and written
examinations.
Transferable skills (able to):
a) Conduct a research project under
supervision;
b) Use effective interpersonal skills;
c) Use effective verbal and written
presentation skills;
d) Manage individual and group work to
facilitate learning and change;
e) Take responsibility for their personal
and professional learning and
development;
f) Manage their time and prioritise
workloads;
g) Work as a member of a
multidisciplinary team;
h) Use appropriate informationtechnology skills;
i) Use appropriate record-keeping skills.
D: Skills and other attributes
Teaching/learning methods and strategies:
In line with our learning and teaching strategy that
encourages students to integrate knowledge and skills,
all teaching methods outlined in A above are also used
to develop skills as well as knowledge. The following
transferable skills are particularly encouraged in the
ways outlined below:
a) Skills involved in conducting a project are
developed from the first year of the course when
groups of students conduct investigations in
their placements. These skills are developed
through investigative work that takes place in all
units through workshops, laboratory
experiments and coursework assignments. All
students are supported through a final year
project.
b) Students are taught to evaluate interpersonal
skills and given opportunities to evaluate these
skills in themselves and others. Students
receive formative feedback on their
interpersonal skills from tutors, clinical
placement supervisors and peers.
c) Students receive a workshop on essay-writing
skills in Year 1 and are provided with guidelines
on effective verbal and written presentation
skills. They receive formative feedback on
these skills in clinical placements, clinical
tutorials (including those that involve oral
presentations) and coursework assignments in a
range of units.
d) This skill is developed in clinical tutorials (where
students chair under supervision and then
alone) and in supervised clinical placement
work.
e) This skill is especially encouraged by the
portfolio system where students set their own
personal objects and monitor their personal and
professional development.
f) Students receive a workshop on these skills in
Year 1 and are encouraged to develop these
skills by university-based tutors, including
personal tutors, and clinical placement
supervisors.
g) This skill is mainly developed in placementbased learning.
h) Students are expected and supported to use
these skills in computer-based workshops,
laboratories, for presentations and for preparing
coursework. They are encouraged to identify
any additional training needs they have and
attend relevant university training sessions.
i) These skills are developed mainly in placement
based learning and through the portfolio system.
Assessment:
The following transferable skills are tested specifically in
the ways outlined below:
a) Skills involved in running a project are
specifically tested in the final year project.
Some of these skills are tested in assessments
involving investigations such as laboratory
examinations, computer based examinations
and case studies
b) – i) All these skills are tested in the Professional
Studies assessments that include oral
presentations, clinical placement assessments
and clinical reports.
Written presentations skills and appropriate use of
information technology are also tested in a range of
assessments across units.
The following reference points were used in designing the programme:
 the Framework for Higher Education Qualifications:
(http://www.qaa.ac.uk/en/Publications/Documents/Framework-Higher-Education-Qualifications-08.pdf);
 the relevant Subject Benchmark Statements:
(http://www.qaa.ac.uk/assuring-standards-and-quality/the-quality-code/subject-benchmark-statements);
 the programme specifications for UCL degree programmes in relevant subjects (where applicable);
 UCL teaching and learning policies;
 staff research.
Please note: This specification provides a concise summary of the main features of the programme and the
learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if he/she takes
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 course unit/module can be found in the
departmental course handbook. The accuracy of the information contained in this document is reviewed annually
by UCL and may be checked by the Quality Assurance Agency.
Programme Organiser(s)
Name(s):
Date of Production:
May 2008
Date of Review:
October 2014
Date approved by Head of
Department:
October 2014
Date approved by Chair of
Departmental Teaching
Committee:
Date approved by Faculty
Teaching Committee
October 2014
November 2014