Entry requirements
Selected entry requirements English language: Applicants for whom English is not a first language should appreciate that a particularly high standard of spoken and written English is necessary to cope with linguistics, phonetics and clinical work. As a minimum the School requires IELTS 7.5 overall. However, there is a great need for therapists who are fluent in more than one language and graduates with such skills would be a valuable addition to the profession; such candidates are therefore encouraged to apply. A level: Grades ABB. A mixture of Arts and Science subjects is an advantage, especially Biology, English Language, a modern foreign language or Psychology. Additional AS-levels are welcomed but we need three subjects carried through a two-year course leading to three full A-levels. General Studies is welcomed but not normally included as part of the standard offer. Unit grade information: The University of Manchester welcomes the provision of unit grade information which, like all other available information, will inform the consideration of applications. Unit grades will not normally form part of offer conditions, except for Mathematics programmes. GCSE: 6 GCSES at grade C or above including English Language B, a Science B (BB if dual award). A modern foreign language at grade C is preferred. Key Skills qualification: The University warmly welcomes applications from students studying the Key Skills qualification. However, as the opportunities to take these modules are not open to all applicants, currently this is not an essential requirement of the University. International baccalaureate: Minimum of 35, with 6's and 7's in the Higher subjects. Additional entry requirements Additional entry requirements exist for this course. You may view these by selecting from the list below.
Course description
Course description
Speech and language therapists identify, assess and support the needs of people who have communication and swallowing disorders. This programme has been designed to enable the student to develop the core theoretical knowledge and specialist clinical skills required by the speech and language therapy profession as well as academic study meeting the aims of a higher education qualification.
Module details
Clinical placements
Practice-based learning involves clinical placements of between four and eight weeks and takes place in years 2, 3 and 4. Clinical placements and the supervision that supports the placements is organized in partnership with speech and language therapy service providers in the North West region.
Placements may be anywhere within this region and therefore some students may have to take up temporary accommodation for the duration of their placement.
Course content for year 1
In the first year, students experience a selection of clinical 'taster sessions'.
Sure Start: Students are introduced to the Sure Start scheme, a government initiative where health professionals work as part of a team giving support to families as early as possible in their child's development. Students have an introductory session at the University and then have the opportunity to spend the day in a Sure Start scheme in the North West region with a speech and language therapist or someone working as part of the team.
Conversation partners: Students have an opportunity to meet and talk to people with aphasia at a local stroke club. On a two-day introductory session at the University, students meet volunteers from the stroke clubs and then attend one of the region's stroke clubs where they have the opportunity to participate in conversations with people who have aphasia. Students then evaluate their own conversation skills and are also evaluated by the aphasic person with whom they spoke.
Communication passports: Students are introduced to the concept of communication passports. These are personalised books made up of photos, pictures and items that enable people to describe who they are to others. These books are made by the students about themselves to show to others and there may also be the opportunity to help people with learning disabilities or aphasia to make their own communication passport.
Course content for year 2
In the second year, the first four weeks of the semester are a block placement. This placement could be anywhere in the North West region. Students may need to stay in the area of the placement for four days of each week of the placement. Students may be on their own or with another student working with a variety of speech and language therapists (Clinical Educators).
This placement provides the first opportunity for gaining experience of working with different client groups, which may include children, teenagers, adults with learning disabilities or adults with acquired disorders. It is likely that students will experience a variety of placement locations, including nurseries, clinics, mainstream or special schools, day centres, acute hospital wards, rehabilitation wards, secure units and peoples' homes. Students start to work with people with guidance from a speech and language therapist and get opportunities to observe other professionals during their placement.
Course content for year 3
In the third year, students start the academic year with six weeks of lectures at the University. This is followed by a six-week block clinical placement at any location in the North West region. Students attend a placement for four days a week, leaving the fifth day for reading and preparation. Again, this placement may be with any client group at any location. At this stage students have more theoretical knowledge and practical clinical experience and they start to take on much more responsibility for working with people, under the guidance of a speech and language therapist.
Course content for year 4
In the fourth year, students have an eight-week block placement as the last part of the course to ensure that they feel ready and confident to start working. Students attend lectures for the first semester and for a few weeks in the second semester. There is then an eight-week placement, covering the weeks before and after the Easter break. Students work for four days a week with any of the client groups at any location. At this stage, students work independently with support from their speech and language therapists.
