BSc Speech and Language Therapy


Hear from Chris. Find out what it’s like to study BSc Speech and Language Therapy at UEA.

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Key facts

(Unistats, 2018)

"I gained the confidence and drive to succeed in aspects of the course that I found most challenging and group work allowed me to be an effective team member."

In their words

Amy Decaro, Speech and Language Therapy Graduate

Key facts

(The Complete University Guide 2019)

Train for a degree in Speech and Language Therapy and open up a world of opportunities.

It is estimated that over 2.5 million people in the UK alone have a communication disorder. So a Speech and Language Therapist’s scope of work is incredibly broad. You could work with people of any ages and from any background: anyone who experiences difficulties with communication and swallowing.

It’s rewarding work, too. On our degree course you’ll gain the skills you need to guide and advise people as they manage their individual challenges. You’ll have a positive effect on their everyday lives, not only helping them overcome their difficulties, but to also reveal their personal strengths and fulfill their potential.

UEA is ranked Top Five for Aural and Oral Sciences in the UK (The Complete University Guide 2019) and our course is fully approved by and prepares you for registration with the Health and Care Professions Council (HCPC).


On our Speech and Language Therapy (SLT) degree course you’ll study aspects of human biology, linguistics (the study of language), phonetics (the study of speech sounds) and psychology. You’ll also gain research skills and discover theories of SLT interventions and practice.

From the beginning of this three-year programme you’ll discover how these core academic areas relate to a wide range of client groups, including children with developmental speech and language disorders, individuals with learning disabilities, and adults with acquired communication and swallowing difficulties. These client groups form the basis for your modules.

Throughout the course you’ll use Problem-Based Learning (PBL) to develop skills such as team working, negotiating and leadership. You’ll also use group learning to expand your knowledge of SLT practice.

You’ll then take your learning beyond the classroom with practice placements. Here you’ll have the opportunity to develop your therapeutic practice with real-life clients, working alongside qualified therapists. Practice education features throughout the course, ensuring you have the clinical and core skills you’ll need for real working environments.

Taught within the School of Health Sciences, Speech and Language Therapy at UEA reflects our multidisciplinary ethos, which is a reflection of the real-life practices of working healthcare professionals. As such, you’ll undertake shared modules with Occupational Therapy and Physiotherapy students in your first and second years, and have some opportunities to study alongside students from other health professions as well as from other UEA Schools including Medicine and Education. In your first and second years you’ll also undertake shared modules with Occupational Therapy and Physiotherapy students.

Course Structure

This three-year full-time degree programme will arm you with the theory, methodology and skills you’ll need to embark on a career as a Speech and Language Therapist. The programme combines a number of compulsory modules with practical placements.

Year 1

In your first year, your Foundation module will introduce you to the core concepts relating to SLT in the areas of linguistics, phonetics, psychology and biology, as well as SLT theory and practice. During two client group modules you’ll gain an understanding of basic approaches to intervention. And you’ll be introduced to research methods on your Foundations of Professional Practice module.

You’ll also undertake two pre-clinical placements in the Practice Education module, which will explore the subjects of acquired communication difficulties and working with children. The module will enable you to develop and hone your communication skills with each group. And through shared learning with Occupational Therapy and Physiotherapy students you’ll discover what it means to be a professional in today’s health, social care and educational environments.

Year 2

In your second year you’ll cover the areas of deafness and hearing impairment, learning difficulties, acquired language and communication disorders, and mental health difficulties. On your Evidence-Based Practice module you will develop your research skills, learning to interpret and appraise data and discovering how it informs intervention. In your Practice Education 2 module you’ll cover essential clinical skills, and undertake an introductory placement comprised of a number of single days in practice, as well as an eight-week clinical placement.

Year 3

Your third year modules will cover motor speech disorders and disorders of the oral and vocal tract. You’ll increasingly focus on clinical decision making and planning interventions for clients. You’ll also take part in a team-based research project led by one of our research-active members of staff, which will form the basis of your written dissertation. As part of your Practice Education 3 module, you’ll undertake further clinical skill sessions and an eight-week clinical placement.

Teaching and Learning

You will learn through a combination of classroom-based teaching, practice in clinical and community settings, and your own independent study. In a typical week, you’ll spend approximately 50% of your time in lectures, seminars, practical skills and Problem-Based Learning (PBL) sessions. And as a member of a School of Health Sciences, you’ll spend time studying alongside students from other healthcare disciplines, allowing you to develop the inter-professional working skills key to clinical practice.

The course’s PBL structure focuses on ‘approach triggers’, which are often based on real-life cases. In these sessions you’ll apply your classroom-based learning and independent study to interventions and clinical reasoning in response to these triggers – a key aspect of a therapist’s role. Meanwhile, in group-based PBL sessions you’ll develop independence, problem-solving skills and critical thinking. 

Independent study

To aid independent study, you’ll have access to university’s excellent library facilities, as well as an extensive range of clinical resources. These include SLT assessments across the range of client groups, and therapy resources including equipment for alternative and augmentative communication (AAC).


Assessment is based mainly on coursework, including essays, case reports, presentations and your final year dissertation.

You’ll also be assessed via written assessments, class tests, oral presentations and practical skills tests relating to the interpretation and production of phonetics-based data (essentially, speech sounds and their features).<

In addition, your theoretical and practice-based problem solving and analytical skills will be monitored throughout the course.

Optional Study abroad or Placement Year


After the course

Studying at UEA will provide you with a springboard into the Speech and Language Therapy profession. Your degree qualification will enable you to apply for professional registration as a Speech and Language Therapist, opening doors to a wide range of settings, including schools, hospitals, people’s homes and the justice system, as well as community work. 

Graduates from this programme are widely employed across the NHS, education and independent sectors throughout the UK and beyond. You could also choose to return to higher education as an academic or researcher.

Career destinations


Community health centres

Education (schools and nurseries)

The independent sector

The charity sector

The justice system 

Discover more:

Course related costs

You can find information regarding additional costs associated here

You can find information regarding additional costs associated here

Teaching and Assessment

Assessment is based mainly upon coursework, including essays, case reports, presentations and your final year dissertation.
You will also be assessed via written assessments, class tests and oral presentations.
Your theoretical and practice-based problem solving and analytical skills will be monitored throughout all of your modules.

Course Modules 2019/0

Students must study the following modules for 100 credits:

Name Code Credits


Perfectly fluent speech is not very common. We all hesitate, repeat words, change speed, and make false starts at times. So what distinguishes a fluency 'disorder' from normal nonfluency? What are the different types of fluency disorder, and how do they affect the different areas of an individual's life? This module tackles these questions and their implications for the assessment and treatment planning of such disorders in Speech and Language Therapy. Within the degree's integrated, Problem-Based Learning (PBL) structure, you will consider the causes of and risk factors for fluency disorders, and their impact across the lifespan. Building on the concepts introduced in the Foundations module, you will learn how to describe different presentations using appropriate communication sciences terminology. You will study areas of biology, psychology, and sociology that contribute to our understanding of fluency disorders, and the factors influencing clinical decision-making with regards assessment and intervention planning when working with this client group. You will also meet a service user who will give a first-hand account of the impacts of a fluency disorder. A series of five PBL scenarios, each focusing on a different client, provide contextualisation and opportunities for collaborative discussion and application of the relevant concepts. Alongside a firm grasp of disorders of fluency and their clinical management, this module also deepens knowledge of many core academic disciplines underpinning speech and language therapy, providing vital grounding for the study of other client groups which follow on this degree programme. Through PBL, you will continue to develop your verbal and written communication skills, discuss the interpretation of clinical data, and begin to critically analyse approaches to intervention. These skills form the basis of the summative assessment in this module and others to come.




This module provide foundation knowledge and understanding of the basics of linguistics, psycholinguistics, phonetics/phonology, anatomy and physiology, normal development and psychology. You will build on this knowledge in future, clinically-oriented modules. As well as getting an overview of the cycle of intervention and development as a Speech and Language Therapy professional, in preparation for future modules, you will develop the skills necessary for effective learning via a Problem Based Learning (PLB) curriculum.




Interprofessional collaboration and working is proven to improve outcomes in health and social care. In this module you'll meet and work with others from across healthcare programmes at UEA in a 2 hour learning event. You will explore how teams can work in different scenarios where the focus is on cognitive impairment and communication difficulties across the lifespan. You'll begin to reflect on your personal and professional development, and begin to explore how you will collaborate and work with other professions to provide integrated person-centred care. In the 2 hour session you will also have the opportunity to become a Dementia Friend. You'll also have the option to complete a Reflective Workbook to guide your foundational learning on Dementia Awareness and Learning Disability Awareness. You will be assessed on this through a set of multiple choice questions.




Developing responsive and effective communication skills is key to being a successful speech and language therapist. This module gives you opportunities to reflect on your own communication style and adapt it to create a safe communicative environment prior to experiencing a clinical placement. You will spend time in conversation with both adult and child 'conversation partners', helping you to identify your strengths and the aspects of your communicative behaviour that you need to change. You'll develop your observation and reflective skills and learn through a mix of lectures, tutorials, practical activities, and placement experience. You will ideally visit your adult 'conversation partner' on a weekly basis. For the child 'conversation partner' experience you will be placed in a school or nursery setting for 4 weeks.




The development of speech and language skills happens with stunning speed over the first few years of life for most children, but some find this a real struggle. Many speech and language therapists work in a variety of settings with children who have these problems, and this will form an important part of your clinical work in future years. In this module, you'll discover how speech and language typically develops, and also look at what happens when problems arise. You'll learn about assessments used, and how to search for and carry out evidence-based intervention. Continuing to follow the degree's integrated Problem-Based Learning (PBL) structure, this module will build upon your knowledge and skills acquired so far to develop key theoretical and practical considerations when working with children with developmental speech and language difficulties.



Students must study the following modules for 100 credits:

Name Code Credits


It is estimated that nearly 20% of the population will experience communication disorders at some time in their life. In this module you will explore the nature and impact of acquired language and communication disorders, and consider the role of Speech and Language Therapists. In particular you'll develop your understanding of stroke, dementia, traumatic brain injury and neoplasm, building on learning in Year 1 modules. You will be assessed through a class test at the end of the module (80%), and phonetics skills practical assessments (20%).




Have you ever wondered or experienced what it might be like to be Deaf or to lose part of your hearing? Being able to hear speech and to interpret the human voice in a way that carries meaning is one way of being able to communicate effectively. Many children and adults who are part of the Deaf Community or who have hearing impairment also learn to communicate through sign language. This module focuses on the science of hearing and also how we can optimise communication systems for children and adults who might not have perfect hearing. Through the module, you will explore and understand the science of hearing: how we hear (the function of the ear), what we hear when we listen to someone talking (acoustics), how hearing is measured, and how to interpret these measures and graphs (known as audiograms). At the heart of this module however, is developing an understanding of how different levels and types of hearing loss might affect communication and interaction. You will search out ways of assessing and evaluating the impact of hearing impairment on speech, language and communication in infants, children, young people and in the older generation. You will also find out what up-to-date technological equipment is available to improve hearing, for example, new advances in cochlear implants and hearing aids. The module is taught through a range of small group seminars, practicals, and whole group lectures. These are devised to allow you to weigh up the benefits of different communication approaches to support children and adults who have a hearing loss, and should provide you with a strong basic understanding of this specialised field of work.




How do we help children and adults who have communication needs associated with learning difficulties (intellectual disabilities: IDs; and autistic spectrum conditions: ASCs) to learn, develop meaningful relationships and function in everyday life? This question lies at the heart of this module. Throughout the module you will discover various approaches to searching out and evaluating evidence-based practice. You'll gain a firm grounding in assessment and therapy methods and their application to this population. You'll also learn how to communicate your ideas, principles and theories by written, oral and visual means. You'll begin with an overview of what it means to grow up with learning difficulties (IDs and ASCs). Then you'll explore how communication develops across the lifespan, from infancy, through pre-school and school-age, to adulthood. You'll discover the nuanced communication profiles associated with different syndromes and presentations and the range of presenting needs. You will build a secure foundation of core concepts such as aetiology, syndrome, augmentative and alternative communication, and the special educational needs. By looking at the different methods and types of evidence, you'll become expert in the different ways of working in this stimulating field. You'll learn through a mixture of lectures, practical seminars, problem-based learning and self-directed study. Lectures include Language Characteristics, Sign and Gesture, The Meaning of Autism and Special Educational Needs and Disability. You'll also benefit from hearing the stories of parents of children with IDs and ASCs and the experiences of visiting practitioners. As you study you'll put your new knowledge into practice, gaining experience in communicating your ideas in PBL tutorials, as well as through written work and practical workshops.




Developing skills of reflection, identifying theory to practice links, clinical skills, and professionalism are all key themes in this module and in the life of a Speech and Language Therapist. You will build on knowledge and skills acquired throughout the course so far by exploring a range of clinical skills in a series of workshops. An introductory clinical placement during the first semester will orientate you to clinical practice through observation and shadowing of a Speech and Language Therapist. You'll find out about the day to day working life of a therapist across a range of settings, reflect on this, and complete activities to develop transferable clinical skills. In the second semester you will go on a block placement in a clinical environment. You will initially be closely supervised by your Practice Educator, but progress to supported independence by the end of your placement.



Students must study the following modules for 120 credits:

Name Code Credits


Helping people with voice disorders is an important part of the work of a Speech and Language Therapist. Voice disorders are common amongst the adult population and you will learn how to be part of the diagnostic and intervention process. In this module you will apply your knowledge of anatomy and physiology to construct and critique evidence-based interventions. You will explore these concepts in the company of clinical Speech and Language Therapists as well as academics. In addition you will briefly explore craniofacial anomalies, with an emphasis on cleft palate.




"Speech is a remarkable and unique motor accomplishment. It is faster than any other discrete human motor performance and uses more motor fibres than any other human mechanical activity (cited in: Kent, 2000:392)". So, what happens to people if their motor speech production is impaired by genetic or acquired conditions? Throughout this module you will develop your theoretical and clinical understanding of the underlying causes and impact of Motor Speech Disorders and Dysphagia across the lifespan. You will demonstrate your knowledge of normal and impaired anatomy and physiology of speech and swallowing and you will explore and analyse the difficulties arising from motor speech disorders and plan evidence-based interventions. You will begin by considering models of expressive communication and swallowing and you will explore acquired and developmental motor speech disorders, their localisation, their distinguishing deficits, and how to formulate clinical intervention plans. You will learn through the degree's integrated problem-based learning structure which is supported by resource sessions, practicals and clinical skills sessions, many of which are delivered by clinical practice partners. As you study you will check your knowledge and understanding through informal presentations and written work.




This module builds on skills learned in Practice Education 1 and 2 as well as knowledge acquired throughout the course. You will have the opportunity to reflect on your learning and continue to develop theory to practice links, clinical skills, and professionalism in Practice Education. In weeks 1-12 you will explore a range of clinical skills for use in practice through a series of workshops. Then in weeks 14-21 you will undertake a block placement in a clinical environment. You will progress towards the role of a professional practitioner, assuming greater responsibility for decision-making, planning and carrying out intervention as well as related activities. You are expected to demonstrate a flexible, client-centred approach and provide rationales based on sound clinical reasoning and the relevant evidence base. As the placement progresses the supervisory process should become more collaborative, with the Practice Educator acting as a sounding board for clinical reasoning and planning intervention. Finally, from week 24 onwards, the module will focus on preparing you for different working contexts. This module provides opportunities within a clinical environment for you to develop your responsibility, initiative, autonomy and ability to carry out duties in a professional manner at a Pre-Registration level, and to continue to develop appropriate, high-level interpersonal skills with clients and professionals. Within classroom-based sessions, you will practise the modelling and delivery of a range of intervention techniques relating to the year 3 taught modules, including voice therapy techniques and approaches to dysphagia management.




You'll gain experience of carrying out and writing up a well-defined piece of research. The research will usually be organised around a project carried out by a small team of student researchers, under the supervision of a member of faculty. Your dissertation may be one part of a shared group research project, or a separate project on a related theme in common with the other projects in the team. The size of the student research team will depend on the nature of the research. The learning objectives of this module are to: #Engage critically with the literature relevant to the project topic #Define and execute methodologies relevant to the project, including, where appropriate, collection, organisation, transcription, analysis and interpretation of data #Plan and conduct a review of the literature using electronic and manual searches #Consider the relevance of research to clinical practice #Further develop the skills of enquiry and self-directed learning, group and team roles




Whilst the University will make every effort to offer the modules listed, changes may sometimes be made arising from the annual monitoring, review and update of modules and regular (five-yearly) review of course programmes. Where this activity leads to significant (but not minor) changes to programmes and their constituent modules, there will normally be prior consultation of students and others. It is also possible that the University may not be able to offer a module for reasons outside of its control, such as the illness of a member of staff or sabbatical leave. In some cases optional modules can have limited places available and so you may be asked to make additional module choices in the event you do not gain a place on your first choice. Where this is the case, the University will endeavour to inform students.

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Entry Requirements

  • A Level BBB or ABC or BBC with an A in the Extended Project
  • International Baccalaureate 31 points
  • Scottish Highers AABBB
  • Scottish Advanced Highers CCC
  • Irish Leaving Certificate 2 subjects at H2, 4 subjects at H3
  • BTEC DDM in a Health, Care or Science subject
  • European Baccalaureate 70%

Entry Requirement

Along with one of the qualifications above, you’ll need to hold 5 GCSEs at grade 4 or grade C including English Language, Mathematics and a Science. Please note that we are unable to accept Adult Numeracy or Literacy, Key Skills, City & Guilds, Functional Skills, BTEC Level 2 or Access to HE credits in lieu of GCSEs. If you hold alternative qualifications and would like to know if we’ll consider these in place of GCSEs, please contact the Admissions Service to enquire further (

A levels in General Studies, Critical Thinking and Public Services are not considered. AS levels are not considered.

Other Qualifications

We’d encourage an application if you hold or are working towards one of the following qualifications:

Access to Higher Education Diploma in a Health, Care or Science subject

Pass with Merit in 45 credits at Level 3 in a health care subject

Bachelor Degree (hons)


CACHE Level 3 Diploma in Child Care and Education (Early Years Educator)


CACHE Level 3 Extended Diploma in Children's Care, Learning and Development, or Children and Young People's Workforce, or Health and Social Care (including Technical Level)


Certificate of Higher Education


City & Guilds Advanced Extended Diploma in Health and Care (Health or Care pathway)


Diploma of Higher Education


Foundation Degree in a Health, Care or Science subject


Foundation Year in a Health, Care or Science subject



Along with one of these qualifications, you’ll need to hold 5 GCSEs at grade 4 or grade C including English Language and Mathematics. Please note that we are unable to accept Adult Numeracy or Literacy, Key Skills, City & Guilds, Functional Skills, BTEC Level 2 or Access to HE credits in lieu of GCSEs. If you hold alternative qualifications and would like to know if we’ll consider these in place of GCSEs, please contact the Admissions Service to enquire further (

We do not consider Apprenticeships, NVQs (any level) or Work-based Level 3 Diplomas (previously NVQs) to meet the minimum academic entry requirements, although these can be used as evidence of recent study. Please note that we’ll be unable to consider you for this course if you’ve obtained an academic fail from a previous health based degree programme, including where an exit award has been achieved.

Students for whom English is a Foreign language

We welcome applications from students from all academic backgrounds. We require evidence of English language proficiency in reading, writing, speaking and listening at the following level:

IELTS: 7.5 overall (minimum 7.5 in each component)

We will accept a number of English language qualifications to meet this requirement. Review our English Language Equivalences here.

INTO University of East Anglia 

If you do not meet the academic and/or English language requirements for this course, our partner INTO UEA offers progression on to this undergraduate degree upon successful completion of a foundation programme and an interview:

International Foundation in Pharmacy, Health and Life Sciences

INTO UEA also offer a variety of English language programmes which are designed to help you develop the English skills necessary for successful undergraduate study:

Pre-sessional English at INTO UEA

English for University Study at INTO UEA


The strongest applicants will be invited to interview. Due to the competition for places on this course, please note that meeting (or being predicted to meet) the minimum academic entry requirements will not guarantee that you will be selected for interview.

The interviews will explore a range of issues, including your suitability for the profession and the NHS values (as reflected in the NHS constitution).

Please note that we do not disclose interview questions.

Gap Year

We’ll welcome an application from you if you’ve already taken or intend to take a gap year. We believe that a year between school and university can be of substantial benefit. If you’re intending to apply with deferred entry, you are advised to indicate your reason for wishing to do this when you apply. Please contact the Admissions Service ( if you would like to discuss this further.

Special Entry Requirements

We’d prefer you to be able to demonstrate evidence of recent formal academic study within 5 years of the start of the course. This is to ensure that you’re equipped to succeed on this academically rigorous programme. If you have not studied for an academic qualification within the last 5 years please contact our Admissions Service ( to enquire further.

We’ll look to consider your motivation to study this course, as well as whether you have a clear understanding of the profession (ideally with relevant voluntary or paid work in health care), and an interest in people.

Offers to successful applicants will be subject to a satisfactory occupational health check, an enhanced Disclosure and Barring check (formerly CRB) and two satisfactory references.

We want you to succeed, and we’ll only consider making you an offer if we believe that you’ll have the potential to complete the course with a good final degree classification.

The Admissions Service will be happy to provide you with advice on further study, if required, that can help you make a future application to the course. Please contact us ( with any questions or if you need any further information.



Fees and Funding

Undergraduate University Fees and Financial Support

Tuition Fees

Information on tuition fees can be found here:

UK students

EU Students

Overseas Students

Scholarships and Bursaries

We are committed to ensuring that costs do not act as a barrier to those aspiring to come to a world leading university and have developed a funding package to reward those with excellent qualifications and assist those from lower income backgrounds. 

The University of East Anglia offers a range of Scholarships; please click the link for eligibility, details of how to apply and closing dates.

How to Apply

Applications need to be made via the Universities Colleges and Admissions Services (UCAS), using the UCAS Apply option.

UCAS Apply is a secure online application system that allows you to apply for full-time Undergraduate courses at universities and colleges in the United Kingdom. It is made up of different sections that you need to complete. Your application does not have to be completed all at once. The system allows you to leave a section partially completed so you can return to it later and add to or edit any information you have entered. Once your application is complete, it must be sent to UCAS so that they can process it and send it to your chosen universities and colleges.

The UCAS code name and number for the University of East Anglia is EANGL E14.

Further Information

Please complete our Online Enquiry Form to request a prospectus and to be kept up to date with news and events at the University. 

Tel: +44 (0)1603 591515


    Next Steps

    We can’t wait to hear from you. Just pop any questions about this course into the form below and our enquiries team will answer as soon as they can.

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