SPEECH AND LANGUAGE THERAPY

School of Health Sciences Speech and Language Therapy Undergraduate Studies Programme Handbook 2022-23

Disclaimer

While every attempt has been made to ensure that the information given in this handbook is correct, errors may be present. Any subsequent amendments to this handbook will be published on Blackboard.

In response to the pandemic and in line with governmental guidance we may need to make changes to timetabled teaching and learning activities at short notice. We have contingency plans in place to respond to any changes in line with government or university guidelines.

SECTION 1

INTRODUCTION

Welcome message from the Programme Directors

Dear Student SLT

Welcome to the profession of speech and language therapy. Congratulations on being selected as someone who has demonstrated excellent potential to develop and achieve both academically and clinically to become a healthcare professional we can be proud of. As a student speech and language therapist (SLT), you are joining a community of dedicated, hard-working people, committed to supporting the needs of people with communication and eating, drinking and swallowing difficulties. We expect you will have high expectations of your degree programme and high expectations of yourself as you dedicate three years to preparing yourself, with our support, to become an independent healthcare professional, worthy of the title, ‘speech and language therapist’ (or four years if you are selected to follow the Masters in Speech and Language Therapy (integrated Masters) route). Clearly the journey from first year to qualified practitioner is a challenging one. We will endeavour to ensure that you are equipped with the necessary study skills, knowledge and understanding to take you further as you progress through your studies. However, success on a demanding, vocational degree programme involves a great deal of commitment and sustained effort on your part as a student SLT. You will become very familiar with the terms ‘independent learner’ and ‘enquiry-based learning’ whereby you are expected to be the driving force behind your own learning experience. If you are to be a respected clinician and/or researcher at the end of your studies and throughout your career, able to work autonomously and keep up-to-date, then you need to be clear from the outset that you need to take responsibility for your own learning.

We endeavour to support you and to ensure that you are equipped and fully prepared intellectually, practically and emotionally for the many challenges you will face as a student therapist. You will need physical good health, mental agility and emotional resilience to negotiate the tremendously varied and demanding learning experiences of your chosen programme of study. In Section 4 of this handbook, you will find more detail as to our philosophy in terms of student support and guidance.

We sincerely hope you enjoy your time studying with us here in Manchester and that your passion for the subject grows as you acquire more knowledge and skills.

Best wishes

Jenny Freed, Programme Director, BSc Speech & Language Therapy

Claire Mitchell, Programme Director, Masters Speech & Language Therapy

How to use this Programme Handbook

This Programme Handbook is absolutely central to your studies. It provides you with key information about the content of your studies, how your work is assessed, what is expected of you as a student SLT and what you can expect from staff. It directs you to other useful sources of information. It is, in part, a record that you keep of exactly what you studied while you were here. Appendix 1 details the contents of course units you will take this academic year. Appendix 2 gives you an outline of units anticipated in years 2-3. And, if you go on to take the MSLT route, then Appendix 3 outlines the 4^th year units. At the start of each academic year you should download the handbook from Blackboard along with the course unit specifications for that year. It is important for you to have an accurate record of exactly what your cohort (year group) has studied; apart from your transcript of marks, future employers, particularly in other countries, may like more detail of your course content.

In the four introductory sections you will find general information about the degree programme and how it all fits together, providing general guidance on the degree programme itself, how your work will be assessed and what the main sources of support are for you as a student SLT. The appendices provide more detailed, specific information.

What qualities does a BSc Speech and Language Therapy or a Masters Speech and Language Therapy graduate have?

University of Manchester graduates of the BSc Speech and Language Therapy and the Masters in Speech and Language Therapy are eligible to apply to register with the Health & Care Professions Council and thereafter can work in the UK* as speech and language therapists. They will be able to demonstrate theoretical knowledge applied to their clinical practice in a broad range of communication and swallowing disorders in adults and children, applying the principles of evidence based practice. They will be able to source, review and critically appraise the literature available in any clinical area, thus ensuring the theoretical rationale behind their chosen approach to clinical practice is sound. In emerging clinical fields where robust evidence base is lacking, they will know how to establish current clinical consensus in any field.

Well informed and scientific in their approach, they will be able to select appropriate tools to approach the information-gathering process of clinical assessment of the client’s communication or swallowing difficulties. Equipped with comprehensive knowledge of published standardised assessments available in the field as well as other assessment methodologies, they will take a holistic and person-centred approach to finding out whether there is a problem they are able to address in their capacity as speech and language therapists. Effective clinical communication skills are developed across the programmes, whereby our graduates work hard to improve their own interpersonal skills in order to best facilitate effective communication with others. Knowing never to work in isolation, they will look to the relevant members of their multidisciplinary team beyond their own agency (usually the NHS) for collaboration. Having spent 3 years studying the impact of developmental and acquired communication and swallowing difficulty on the lives of clients and their families and carers, they will be aware of the multiple sociological, psychological, economic and cultural factors which play a part, meaning that each person experiences disability differently. Integrated Masters students spend an additional year exploring specific topics in greater depth at level 7 study and complete a project on a topic of special interest to them.

They will be able to lead a discussion, including the preparation of a clinical case study, poster or presentation. They will be able to plan, structure and edit written work as required for formative and summative assessment. They will be able to present written work to the high standards required by the course which requires the use of accurate referencing and clear, objective, scientific language. They will be able to carry out a project leading to a written or oral presentation, be able to conduct independent research to an advanced standard, and be able to organise their own work to meet deadlines. They will have experienced the greatest of pressure on time management skills while on clinical placements in years 1-3. They will have appropriate IT skills, be able to use online databases and to adapt to using new software. They will be able to reflect on their own development and to critically assess their work and that of others. They will be able to work effectively with their peers, academics and clinical educators in the field in an effective and professional manner.

*for overseas graduates this will be dependent on an individual’s status in terms of visa restrictions.

The degree programmes

The degree of Bachelor of Science in Speech and Language Therapy (BSc SLT) is a three-year programme comprising academic studies and clinical work. This programme has been approved by the Health and Care Professions Council (HCPC) for regulatory purposes. Students who successfully complete the academic and clinical components gain the award of a degree from the University, will be eligible to apply for registration with the HCPC and can apply for full membership of the Royal College of Speech and Language Therapists (RCSLT).

The degree of Masters in Speech and Language Therapy (MSLT) is a four-year integrated Masters programme. That means that the first three years are identical to the BSc SLT, but that, instead of graduating with the BSc at the end of three years, students go on to complete a fourth year at level 7 (or postgraduate level). To be eligible to progress onto the MSLT, students must have achieved a certain standard academically (year averages of 60% or above). This programme has been approved by the Health and Care Professions Council (HCPC) for regulatory purposes. Students who successfully complete the academic and clinical components gain the award of a degree from the University, will be eligible to apply for registration with the HCPC and can apply for full membership of the Royal College of Speech and Language Therapists (RCSLT). Both programmes are aimed at students who wish to take up a career as a speech and language therapist.

The programmes are based within the Division of Human Communication, Development and Hearing in the School of Health Sciences in the Faculty of Biology, Medicine and Health. Supervised clinical practice takes place in a variety of settings in the National Health Service (NHS), independent practice, social services, the voluntary sector and educational environments. The clinical (speech and language therapy) lecturers are all registered members of the RCSLT and the HCPC and continue to be involved in clinical practice. Student SLTs who wish to gain the professional qualification to practise as speech and language therapists must successfully complete the required clinical component and all the core course units (see Section 3: Credit Assessment and Awards Regulations for further details of course units).

Who’s who?

The Programme Directors (Jenny Freed for the BSc SLT and Claire Mitchell for the MSLT) are responsible for the day-to-day running of your programme. You may approach your Programme Director about any academic or personal matters affecting your studies.

The Undergraduate Programme Administrator (Andy Brennand) is responsible for the day to day administration of both programmes and is available as a source of information and support for you while you are studying. Please contact them if you need any general information or material related to the programme or if you need to leave a message for any academic staff delivering the programme. They can be contacted on 0161 275 8584 and are based in the Zochonis Building, Room G.15.

The Undergraduate Examinations & Assessments Administrator (Jonathon Kirk) is responsible for the administration of examinations and assessments and is also based in the Undergraduate Office in G.15 Zochonis Building. Please contact them regarding hand-in/electronic submission of assignments, exams, results, extension requests or mitigating circumstances.

The Clinical Administrator (Caroline Spivey) is responsible for the administrative organisation around clinical placements for the undergraduate programmes and is based in Ellen Wilkinson building (Room B1.15).

The Student Support Administrator (Ryan Hurst) is responsible for providing support to students or directing them to services which can offer the right kind of support for all manner of personal or academic matters affecting studies and is based in Zochonis (room G.15).

Our history

In 2019 we celebrated 100 years since the foundation of our department. The Department of Education of the Deaf, as it was formerly known, was founded in 1919 by Sir James E Jones in memory of his deaf son, Ellis Llywd Jones, and was one of the first such departments in the world. Since that time it has played a major role in the development of audiology and deaf education both nationally and internationally. In 1974, the training of speech and language therapists began, making Speech and Language Therapy at Manchester one of the longest established providers of pre-registration education of speech and language therapists in the country. Nowadays training programmes are delivered for teachers of the deaf, audiologists, healthcare scientists and speech and language therapists.

Internally, we underwent our six-yearly Periodic Review in 2015, in which the programme team was commended for its responsiveness to change and willingness to embrace innovation in a rapidly changing 21^st century learning context. The panel praised our excellent standards in teaching and learning and our continuous efforts towards academic quality and enhancement in a research-led environment. In response to changes to the way in which SLT education is funded, we decided to streamline our pre-registration provision to create a 3-year BSc which we anticipated would be more appealing to students who have been fee-paying from 2017. At the same time, we created the option of an integrated Masters for those more academically inclined students who wish to study for a further year with us. These two routes to registration as a speech and language therapist as well as an evolving portfolio of postgraduate CPD options for qualified therapists form the basis of a suite of programmes which we are proud to offer here at Manchester.

The SLT Undergraduate (UG) Studies, along with other UG taught programmes in the School, report to the Faculty every year on their progress against a jointly agreed action plan to maintain and enhance the quality of provision. The change to a 3-year BSc and a 4-year integrated Masters triggered a re-approval visit by the HCPC in March 2017. The programme meets the HCPC’s Standards in Education and Training (SETs) and needs to demonstrate how it continues to meet these standards in order to renew HCPC approval each year. The programme is also accredited by the Royal College of Speech and Language Therapists (RCSLT) and adheres to RCSLT Curriculum Guidelines. The programme continues to be reviewed on an annual basis by Health Education England North (HEEN), the body which oversees the placement provision of speech and language therapists and considers workforce needs in the region on behalf of the NHS.

The School of Health Sciences, a vibrant and flourishing centre of research and teaching, is part of the Faculty of Biology, Medicine and Health (FBMH). Details of staff research interests and funded research can be found on the School website, where information on research degree opportunities (MPhil and PhD) can also be found at https://www.bmh.manchester.ac.uk/research/

The University of Manchester

The University of Manchester is the largest single-site university in the UK, with the biggest student community and more than 11,000 staff. We are committed to delivering an outstanding teaching and learning experience, whilst contributing to the social and economic success of the local, national and international community by using our expertise and knowledge to find solutions to the major challenges of the 21st century and by producing graduates who exercise social leadership and responsibility. To achieve our ambitious goals we are continuing to appoint highly respected, world-leading academics to work across a range of disciplines.

The Faculty of Biology, Medicine and Health (FBMH)

In 2015, the University took the strategic decision to merge the Faculty of Biology, Medicine & Health with part of the Faculty of Life Sciences in order to take full advantage of the world-leading basic biomedical and translational/clinical research strengths present in both Faculties, by creating a unified structure. The single Faculty structure will concentrate the teaching of biological sciences, medical sciences, healthcare professional training, and provide outstanding opportunities for recruitment and training of junior scientists in a broad range of disciplines. The current Faculty of Biology, Medicine & Health is a leading international centre for research and education in medicine and a spectrum of health-related professions including nursing, midwifery, optometry, social work, pharmacy, dentistry, psychology, audiology and speech and language therapy. We are the largest supplier of healthcare graduates to the NHS within the North West of England and many of our graduates go on to deliver healthcare provision across the globe.

We have a diverse portfolio of the highest quality teaching and research activity, represented through our component Schools and Institutes. Our scale, breadth and structure provide outstanding opportunities for basic biomedical research discoveries to be rapidly translated into effective new therapies with a strong emphasis on knowledge transfer and partnerships with industry. Our academics have the benefit of access to the large, stable population in the North West providing unique opportunities to study and address most causes of disease and deprivation. The opportunities are further enhanced by strong links to our partner Faculties and the NHS. The exceptional educational experience on offer is demonstrated by consistently outstanding scores in the National Student Survey.

Division of Human Communication, Development and Hearing (HCDH) – School of Health Sciences

The Head of School is Professor Andrew Brass. There are three Schools in the Faculty of Biology, Medicine and Health. The Division of Human Communication, Development and Hearing sits within the School of Health Sciences and spans the disciplines of developmental psychology, psycholinguistics, child speech and language therapy, hearing health, audiology and deaf education.

Teaching and Learning

All members of academic staff contributing to the teaching of UG SLT studies are committed to excellence in their teaching practice. New lecturers undergo the New Academics Programme in their first years in post, which is accredited by AdvanceHE. There is a strong commitment to our continuing professional development as educators and colleagues are encouraged to attend conferences and courses both in the Faculty and externally in order to enhance their teaching practice. AdvanceHE fellowship at all levels (Fellow, Senior Fellow and Principal Fellow) has been achieved by members of the teaching team and there is an ongoing commitment to supporting colleagues to study towards gaining postgraduate teaching qualifications.

Research groups

Research-active staff are placed for their research into a number of groups as outlined in the link below;

https://www.bmh.manchester.ac.uk/psychology/research/

Staff Contact Details

Name	Position	Hours	Room	Tel	Email
Dr Paul Conroy	Senior Clinical Lecturer	FT	Stopford G801	275 7431	paul.conroy@manchester.ac.uk
Dr Jenny Freed	Programme Director Lecturer	PT	B1.5a Ellen Wilkinson	306 1672	jenny.freed@manchester.ac.uk
Ryan Hurst	Student Support Officer	FT	G.15 Zochonis	275 7332	ryan.hurst-2@manchester.ac.uk
Saira Jackson	UG Education Manager	FT	G.08 Zochonis	275 2559	saira.jackson@manchester.ac.uk
Fiona Kevan	Clinical Reader	FT	B1.5 Ellen Wilkinson	275 8292	fiona.h.kevan@manchester.ac.uk
Jonathon Kirk	Exams & Assessment Administrator	FT	G.15 Zochonis	306 0449	jonathon.kirk@manchester.ac.uk
Dr Claire Mitchell	Programme Director (MSLT) Senior Clinical Lecturer	PT	B1.8 Ellen Wilkinson	275 3442	claire.mitchell@manchester.ac.uk
Emma Ormerod	Senior Clinical Lecturer	PT	B1.7 Ellen Wilkinson	275 3377	emma.ormerod@manchester.ac.uk
Dr Sean Pert	Admissions Officer Senior Clinical Lecturer	FT	B1.16 Ellen Wilkinson	275 3932	sean.pert@manchester.ac.uk
Dr Kamila Polisenska	Exams Officer Lecturer	FT	B1.14 Ellen Wilkinson	275 3369	kamila.polisenska@manchester.ac.uk
Nicola Bailey	UG Assessment & Quality Assurance Administrator	FT	G15 Zochonis	275 0181	nicola.bailey@manchester.ac.uk
Andy Brennand	Programme Administrator	FT	G15 Zochnois	275 0181	andrew.brennand@manchester.ac.uk
Caroline Spivey	Clinical Administrator	FT	B1.15 Ellen Wilkinson	275 3370	caroline.spivey@manchester.ac.uk
Rachel Starkey	Practice Education Lead Senior Clinical Lecturer	FT	B1.11 Ellen Wilkinson	306 1671	rachel.starkey@manchester.ac.uk
Dr Alex Sturrock	Clinical Lecturer	FT	B1.4 Ellen Wilkinson	275 3374	alexandra.sturrock@manchester.ac.uk
Dr Katie Twomey	Senior Academic Adviser Lecturer	FT	1.16 Coupland 1	275 2576	katherine.twomey@manchester.ac.uk
Dr Samantha Durrant	Lecturer	PT			samantha.durrant@manchester.ac.uk
Rachel Purcell	Clinical Lecturer	PT	B1.4 Ellen Wilkinson	275 3374	rachel.purcell@manchester.ac.uk
Ceri Ellis	Lecturer	PT	TBC, Ellen Wilkinson		ceri.ellis@manchester.ac.uk
Carly Hartshorn	Clinical Lecturer	PT	TBC, Ellen Wilkinson		carly.hartshorn@manchester.ac.uk

Facilities and resources for student SLTs

The Student Hub is on the ground floor of Zochonis building, which is where central administration is based.

The Undergraduate Office is in room G.15 on the ground floor of the Zochonis Building, Brunswick Street (Building 60 on the Campus Map). The undergraduate Programme Administrator and other administrative staff are based in this office. They will try to answer your queries if possible. The office is normally open 9.00am – 5.00pm Mon-Fri during term time; opening hours may vary during vacation periods. The office may close for a short period of time at lunch time or because of training sessions and meetings.

There are photocopying facilities available for student use in the University Library, the Alan Gilbert Learning Commons and at PC clusters around campus. You will need your University ID card and a print account which is created for you automatically when you complete your IT sign up.

Where do I go for help?

Section 4 of this handbook provides more detail regarding student support and guidance, but here, is a brief guide as to where to start with particular matters that might concern you during your studies.

Matter of concern	Where to look/who to speak to
Academic Matters: course unit content exams & assignments progression to next year	Programme Handbook Individual course unit lecturer or lead Exams administrator: Jonathon Kirk Your year rep if a matter for all student SLTs Your Academic Adviser Programme Director: Jenny Freed (BSc SLT); Claire Mitchell (MSLT) Peer mentor
Clinical Matters: problems with placements difficulty with skills learning health check issues DBS issues travel expenses	PARE website Practice Education Lead: Rachel Starkey Individual practice educator on placement Clinical Administrator: Caroline Spivey SLT members of the teaching team Peer mentor
Personal Matters: ill health financial difficulties personal circumstances affecting work disability	Academic Adviser (see Section 4) Senior Academic Adviser (Katie Twomey) Individual lecturers if lectures missed Programme Director: Jenny Freed( BSc SLT); Claire Mitchell (MSLT) Undergraduate Office, G.15 Zochonis Building Disability Advisory Support Service Student Services Centre Counselling Service Student Support Administrator: Ryan Hurst
Administrative Matters: hand-in of assignments accessing resources correspondence for staff extension requests mitigating circumstances forms absence reporting	Blackboard Undergraduate Office G.15 Zochonis Building SLT Attendance Contact: slt.attendance@manchester.ac.uk
Library Matters	Reetu Child, The University of Manchester Library

SPEECH AND LANGUAGE THERAPY TEAM DETAILS

Paul Conroy, B.A., MSc., PhD., Reg. MRCSLT, Reg. MHCPC, Senior Clinical Lecturer,

Qualified as a speech and language therapist in 1993 from City University, following studies in linguistics. Worked in a range of positions within the NHS, specialising in acquired communication and swallowing disorders, most recently in Shropshire. Special interests: aphasia, progressive neurological disease.

Contact details: Stopford G801; Tel. 0161 275 7431; paul.conroy@manchester.ac.uk

Jenny Freed, BSc, MRes., PhD., PGCert in HE, Programme Director BScSLT, Lecturer

Received MRes in Psychology followed by a PhD examining literacy and memory skills in children with pragmatic language impairment, both at the University of Manchester. Special interests: developmental language disorders (social communication disorder, specific language impairment and autism), reading and listening comprehension and memory.

Contact details: Ellen Wilkinson, Room B1.5a; Tel 0161 306 1672; jenny.freed@manchester.ac.uk

Fiona Kevan, BA, Postgrad Dip. Clinical Communication Disorders, MPhil, Reg MRCSLT. Reg. MHCPC, Principal Fellow HEA. Clinical Reader

Following a modern languages degree from Bristol University and a career as a teacher of English as a foreign language, largely in Spain, qualified as a speech and language therapist at City University in 1993. Clinical posts held in Liverpool, London, Manchester and Oldham. Started combining a post at the University of Manchester with NHS clinical work in 1999 and, although a full time lecturer now, continues to hold an honorary clinical consultancy post locally. Has specialised since 1995 in supporting the communication needs of adults with learning disabilities. Special interests: autism spectrum disorder and challenging behaviour in adults with learning disabilities; staff development and healthcare education.

Contact details: Ellen Wilkinson B1.5; Tel. 0161 275 8292; fiona.kevan@manchester.ac.uk

Claire Mitchell, BSc, MPhil, PhD, Reg. MRCSLT. Reg. MHCPC. Senior Clinical Lecturer

Qualified as a speech and language therapist in 1995. NHS clinician with experience in paediatrics, adult learning disabilities, voice, dysfluency and then specialising in stroke and adult-acquired neurological conditions. Started work at the University of Manchester in 2003, combining clinical practice and teaching with clinical research. Awarded an NIHR doctoral research fellowship in 2014 to look at the use of technology for speech rehabilitation after stroke. Recent research: Integration of health and social care; Support for carers of stroke survivors and PPI in research. Special interests: acquired neurological communication disorders, dysphagia and organising health care.

Contact details: Ellen Wilkinson B1.8; Tel. 0161 275 3442; claire.mitchell@manchester.ac.uk

Emma Ormerod, BSc, Reg. MRCSLT. Reg. MHCPC. SFHEA. Senior Clinical Lecturer, Simulated Education Lead

Qualified as a speech and language therapist from Leeds Metropolitan University in 2000. Has worked in the NHS, specializing in adult acquired disorders of communication and eating, drinking and swallowing. Specialist interests: acquired communication and eating, drinking and swallowing disorders and simulated learning. Contact details: Ellen Wilkinson B1.7; Tel. 275 3377; emma.ormerod@manchester.ac.uk

Sean Pert, BSc (Hons), PhD, PGDip. Leading and Managing in Healthcare Organisations, PGCert, Fellow of AdvanceHE, mRCSLT. HCPC Registered, Senior Clinical Lecturer , Admissions Officer

Qualified as a speech and language therapist (SLT) from Manchester Metropolitan University in 1995 and has worked in the NHS as a specialist SLT, student coordinator and manager. Special interests are bilingualism, speech and language disorders and trans and non-binary voice. Specialist Adviser for the Royal College of Speech and Language Therapists (RCSLT) and Vice Chair of the RCSLT National Trans and Gender Diverse Voice and Communication CEN. Specialist adviser on bilingualism for the Building Early Sentences Therapy (BEST) language intervention research programme funded by the Heather van der Lely Foundation. Doctoral research on code switching in bilingual children at the University of Newcastle upon Tyne (2007). Staff Volunteer of the Year (2018), Making a Difference Award for Outstanding Contribution to Equality and Diversity and been shortlisted for Most Inspiring Lecturer (2017). These awards recognised Sean’s social engagement work with trans and non-binary people, providing voice and communication groups involving student volunteers. Joint winner of the Royal College of Speech and Language Therapists’ Sternberg Award for Clinical Innovation on an unprecedented three occasions (2005 and 2012 and 2017).

Contact details: Ellen Wilkinson B1.16; Tel. +44(0)161 275 3932 sean.pert@manchester.ac.uk

Kamila Polisenska, MA, PhD. PGCert in HE Lecturer, Exams Officer

Received MA in General Linguistics from University of Amsterdam and PhD in Language & Communication Science from City, University of London. Special interests: bilingualism, cross-linguistic aspects of typical and atypical language development, language assessment, relation between memory and language.

Contact details: Ellen Wilkinson B1.14; Tel. 0161 275 3369; kamila.polisenska@manchester.ac.uk

Rachel Starkey, BSc, Reg. MRCSLT. Reg. MHCPC, Senior Fellow HEA, Senior Clinical Lecturer, PGCert in HE

Qualified as a speech and language therapist at Manchester Metropolitan University in 1991 and worked for many years as paediatric clinician in North Lancashire. Special interests: children with special educational needs, student clinical education.

Contact details: Ellen Wilkinson B1.11; Tel. 0161 306 1671; rachel.starkey@manchester.ac.uk

Alexandra Sturrock, BA (Hons), MMedSci Human Communication Sciences, Postgraduate Dip. Autism Spectrum Disorder,PhD, Reg. MHCPC. Clinical lecturer in Human Communication Development and Hearing

Completed undergraduate studies in Linguistics, in 2005, then a Master’s degree in Human Communication in 2009. Worked consistently as a speech and language therapist since this time specialising mainly in complex developmental disorders and most recently focussing on high functioning autism diagnosis and management. Completed a Postgraduate diploma in Autism spectrum conditions in 2014. Joined the University of Manchester in 2014 completed a PhD in gender differences in the language and communication of children with high functioning autism. Special interests: Language and communication difficulties in high functioning autism, gender differences in the presentation of autism and how this impacts on diagnosis.

Contact details: Ellen Wilkinson Building B1.4 ; Tel. 0161 275 3374; alexandra.sturrock@manchester.ac.uk

Katie Twomey, BA (Hons), MRes, PhD., Fellow HEA, Lecturer in Language and Communicative Development & Senior Academic Adviser

Completed BA, MRes and PhD at the University of Sussex with a PhD thesis (2012) focusing on early word learning in typical development and computational modelling. Worked as a postdoctoral researcher at the University of Liverpool investigating syntax acquisition, and then as a research fellow at Lancaster University studying the influence of the nonlinguistic learning environment on early language development. Joined Manchester in September 2017. Special interests: early language learning, (language) learning through play, modelling early language processing, supporting research opportunities for Speech and Language Therapy students. Advocate for neurodivergent SLT students.

Contact details: Coupland 1.16; Tel. 0161 275 2576; katherine.twomey@manchester.ac.uk.

Rachel Purcell, BMed Sci., MPhil, Reg. MRCSLT, Reg MHCPC, Fellow HEA, Clinical Lecturer and Highly Specialist Speech and Language Therapist at Manchester NHS Foundation Trust.

Qualified as a speech and language therapist in 2000 from The University of Sheffield. Work with adults with acquired communication and swallowing impairments and fluency disorders. Specialist interests: aphasia, dysphagia and stammering.

Contact details: Rm B1.4, Ellen Wilkinson Building; Tel: 0161 275 3374; email: Rachel.Purcell@manchester.ac.uk

Samantha Durrant, BA (Hons), PhD., Lecturer

Completed PhD at University of Plymouth in 2014 investigating how toddlers representations of words are influenced by variation in the input they receive. Worked as a postdoctoral researcher on the Language 0-5 Project at the University of Liverpool from 2014-2019 tracking the language development of 80 children over the first 5 years of life. Currently working part time as a postdoctoral researcher exploring the role of curiosity in word learning. Special interests: individual differences in language development, influence of variability on learning, interplay between the environment and the child in learning.

samantha.durrant@manchester.ac.uk

Staff availability

We operate an open door policy, whereby students are welcome to call in and if we’re free we’ll be glad to speak to you. However, with so many demands on everyone’s time, and with so many of our academic staff having part-time clinical posts in the NHS, your best bet may be to make an appointment by phone or email to be sure of finding a time convenient for both parties. Staff are also available outside semester time, however, they may take annual leave or be away from Manchester attending conferences, courses, fulfilling clinical practice commitments and networking with academic colleagues nationally and internationally, so you should definitely make contact by email or phone prior to any meeting. We are able to meet students either face to face on campus or virtually over Zoom or Teams.

SECTION 2

PROGRAMME OVERVIEW

In this section, we have attempted to provide you with a general overview of your degree programme so that you know what to expect in terms of:

• how the academic year is organised;
• workload across the year;
• importance in terms of ‘weighting’ of individual course units;
• different expectations of you across the different years of the programme;
• what types of assessment and how assessment is spread across the year ^[1];
• how clinical placements fit in with on-campus education;
• expectations of our professional bodies.

The Academic Year

Across the three years of this vocational degree programme (and your first three years if you take the MSLT), you will attend both educational sessions ‘on campus’ (i.e. University premises) and online and participate in clinical placements in other settings (e.g. NHS premises, community settings, educational settings, social care settings, the independent sector). The academic year is divided into two semesters: September to January and February to June. Semester 1 always starts with ‘Week 0’ or ‘welcome week’. Both semesters then have 12 weeks of teaching. At the end of each semester is an exam period: Semester 1 exams are in January; Semester 2 exams are in May-June. In addition, there is a resit exam period in August-September each year. You need to make sure you are available for all exam periods. Please check the following website for exact dates of semesters, exam and vacation periods. https://www.manchester.ac.uk/discover/key-dates/

NB During the fourth year for those taking the MSLT, there is no clinical placement and the academic year takes the same format as outlined here.

The Structure of Undergraduate Degree and the Credit Rating System

Credits

An undergraduate degree is made up in each year of a number of course units, each with a credit rating which indicates its associated value and workload. A normal workload in one year for a full-time honours student involves the completion of course units totalling 120 credits. Ten credits represent a student workload of approximately one hundred hours, or 100 hours of ‘student effort’. The workload may include teaching contact time (typically between 12 and 24 hours of those 100 hours, with less contact time as you progress to higher levels of study), group or practical work, independent study, directed reading, online learning activities, assignment or presentation preparation, revision and sitting assessments as appropriate.

Levels of study

Undergraduate course units have a designated level: 4, 5 or 6 reflecting the standard of work required and corresponding to years 1, 2 and 3 of your programme respectively, as represented in the table below.

Study Levels, credit structure and expectations of students at each level
Year	Level	Credits	Expectations at this level
1	4	120	High achieving students with exceptional level of vocational commitment, prepared to work hard academically to establish a grounding in theory to set themselves up for future application to clinical practice; learning independent study: reading outside the scope of lecture notes.
2	5	120	Now equipped with the foundation to consider application of theory to clinical practice; well versed in independent study; ready to read more widely on clinically-related subjects.
3	6	120	Thoroughly independent learners developing clinical autonomy and an ability to reflect upon and question the theory-practice link. Now equipped to critically evaluate the literature, identify gaps in the research and propose new areas of research. Ultimately graduate SLTs: independent healthcare professionals, committed to lifelong learning by the process of Continued Professional Development and/or research.

If you take the MSLT, your fourth and final year will be at level 7, as follows:

Please note also, that, since you are now studying at level 7, the pass mark goes up to 50% (pass mark is 40% at Bachelors level).

Study Levels, credit structure and expectations of students at each level
Year	Level	Credits	Expectations at this level
4	7	120	Informed by the forefront of the discipline of SLT. Successful students show originality in the application of knowledge, and they understand how the boundaries of knowledge are advanced through research. They are able to deal with complex issues both systematically and creatively, and they show originality in tackling and solving problems. They have the qualities needed for employment in circumstances requiring sound judgement, personal responsibility and initiative in complex and unpredictable professional environments.

Every course unit of a degree programme is assigned a level and a number of credits. For the BSc (Hons) Speech and Language Therapy and for the Masters in Speech and Language Therapy these are shown in the programme specifications below and in the individual course unit descriptions in the Appendices (year 1 here and subsequent years available on Blackboard). You are awarded the credits for a given course unit on satisfactory completion of that unit, including any element of assessment.

Exit Awards

To qualify for a Bachelor’s degree with Honours or the Masters with the protected title of ‘speech and language therapy’ and the eligibility to apply to the Health & Care Professions Council to register as a speech and language therapist, you must achieve 360 or 480 credits respectively (i.e. passes in all course units in all years of the degree, after compensation and resit arrangements have been applied – see Section 3).

A student on the BSc pathway who is unable to progress to the award of BSc (Hons) Speech and Language Therapy may be awarded with a BSc Human Communication Science (if they have gained sufficient credits at the appropriate level to merit a pass degree). This is a purely academic award: this award does not permit the holder to practise as a speech and language therapist (see the various possible exit awards listed at the start of the Programme Specification later in this chapter and later in section 3).

A student on the MSLT pathway who is in their fourth and final year but unable to progress to the award of Masters Speech and Language Therapy, may exit with the BSc (Hons) Speech and Language Therapy as the clinical award with eligibility to apply to the HCPC for registration to practise, as they will have completed the mandatory clinical components of their pre-registration award by the end of year 3. However, if, at any point during this 4^th integrated Masters year, the student is found guilty of serious professional misconduct, they will not then be eligible to exit with the clinical award. The award they would be eligible to exit with, even if they had completed the entire 120 credits of that 4^th year academically, would be the non-clinical award of Masters Human Communication Science. Without achieving the full credits in Y4, they may be eligible for the BSc Human Communication Science. Again, this award does not permit the holder to practise as a speech and language therapist (see the various possible exit awards listed at the start of the Programme Specification later in this chapter and later in section 3).

Not only does the credit rating of a course unit tell you how much work you are expected to do in completing it, it tells you the weighting of the course unit in the calculation of your year average or degree classification. Course units are weighted in exact proportion to their credit rating so that, for example, in the first year Clinical & Professional Practice 1 (30 credits) is worth three times the number of credits as a unit like Clinical Research 1 (10 credits) and makes up 25% (30/120) of the year’s average mark.

What do course unit codes tell you?

Each course unit is given a separate code which contains letters followed by five numbers. The first number indicates the year and the fifth number the semester in which the course unit is taught.

1 = Semester 1

2 = Semester 2

0 = Semesters 1 and 2

Examples:

HCDI 1XX2 Taught in year one, semester two

HCDI 3XX0 Taught across both semesters of year three

Programme Course Units: Summary of credit ratings, semesters taught and summative assessment

Year 1 Course Units	Credits	Semester	Summative Assessment
Clinical and Professional Practice 1[3]	30	1 & 2	Completion of Professional Clinical Portfolio 2000-word assignment
Clinical Research 1	10	2	1500- word assignment
Applied Psychology and Sociology	20	2	1600-word assignment
Linguistics, Phonetics and Language Development A	20	1	1-hour MCQ exam
Linguistics, Phonetics and Language Development B	20	2	Short-answers assignment 1-hour MCQ exam
Biomedical Sciences	20	1 & 2	2-hour exam
Ethical Grand Challenges programme: Sustainability	N/A	1	NA
Total credits for year	120

Year 2 Course Units	Credits	Semester	Summative Assessment
Clinical and Professional Practice 2[4]	30	1 & 2	Completion of Professional Clinical Portfolio   Client case presentation (1000-word summary + 45 min presentation/viva)
Clinical Research 2	10	2	2500-word assignment (1500 EBP report + 1000 words Stats)
Clinical Linguistics and Phonetics	20	1 & 2	1-hour exam (phonetic transcription) Data analysis plus 1000-word summary (clinical linguistics)
Developmental Speech and Language Disorders A	20	1	2-hour exam (DLD) 1000-word assignment + session plan (DSD)
Lifelong Disability A	20	1	30m case presentation
Acquired Communication and Swallowing Disorders A	20	1 & 2	3000-word combined assignment
Ethical Grand Challenges programme: Social Justice	N/A	TBC	NA
Total credits for year	120

Year 3 Course Units	Credits	Semester	Assessment
Clinical and Professional Practice 3[5]	40	1 & 2	Completion of Professional Clinical Portfolio Client case presentation (1000-word summary + 45 min presentation/viva)
Clinical Research 3	20	1	3500-word assignment
Developmental Speech and Language Disorders B	20	1	2-hour exam (DLD) 2000-word assignment (DSD)
Lifelong Disability B	20	1 & 2	2500-word ALD assignment 1-hour Fluency exam
Acquired Communication and Swallowing Disorders B	20	1 & 2	4000-word assignment
Ethical Grand Challenges programme: Workplace Ethics	N/A	2	NA
Total credits for year	120

Integrated Masters (Year 4)	Credits	Semester	Assessment
Clinical Research 4	60	1&2	6000-word dissertation
Optional units[6] (proposed SLT unit options)
New Horizons in Aphasiology	15	2	3000-word assignment
Advances in Language Development and Disorders	15	1	3000-word assignment and presentation
Evidence Based Practice and Service Evaluation in Speech and Language Therapy	15	1 & 2	3000-word assignment
Working with Adults with Acquired Dysphagia	15	1	2000-word assignment 45m viva
Working with Bilingual Children and their Families	15	TBC	3000-word assignment
Optional units (example existing interprofessional unit options – subject to change)
Developing Deaf Child	15	2	3000-word assignment
Dementia: A person centred approach	15	TBC	3500-word assignment
Developing Practice and Managing Change	15	2	3500-word assignment (poster or essay)
Leadership in Professional Practice	15	1	Video blog or presentation (3500-word equivalent)

Overview of Clinical Placement Hours

The Royal College of Speech & Language Therapists recommends that students should undertake 150 sessions, including 100 sessions under the supervision of a qualified speech and language therapist. One session is equivalent to half a working day, which is usually counted as 3.5 hours. It is mandatory to attend all of the 150 sessions (100%) in order to meet the RCSLT requirements. The programme has 160 sessions in total over the 3 years which exceeds the RCSLT requirement by 6.7% in order to ensure that you have more than enough opportunities to not only meet the RCSLT requirements, but to meet the expectations of the programme. You are required to attend all of the 160 sessions (100%) but we are aware that adverse events may happen (ill health/difficult personal circumstances on your part or on the part of your practice educators).

This tolerance of 10 sessions, or 70 hours is designed into the programme so that, if you do experience a period of unavoidable non-attendance, you will usually have completed enough placement hours to meet professional body requirements by the end of year 3. If you are ill while on placement and so need to be absent at all from placement, please notify your Practice Educator and the Clinical Education Lead (Rachel Starkey) as soon as possible. You must self-certify or provide a sick note just as you would at any other time during your studies

Year	Semester / Weeks	Placement type	Direct client contact sessions*
1	Semester 1, Weeks 9-12	4 weeks block placement	40 sessions or 140 hours 4 weeks X 5 days per week X 2 sessions of 3.5 hours per day
2	Semester 2, Weeks 1-6	6 weeks block placement	60 sessions or 210 hours 6 weeks X 5 days per week X 2 sessions of 3.5 hours per day
3	Semester 2, Weeks 7-12	6 weeks block placement	60 sessions or 210 hours 6 weeks X 5 days per week X 2 sessions of 3.5 hours per day
Grand total of sessions			160 sessions or 560 hours 16 weeks X 5 days X 2 sessions of 3.5 hours per day

*Direct client contact includes face-to-face sessions with clients as well as sessions and contact with caregivers, professionals and others when the contact is of direct relevance to a particular client or group of clients.

**Placement study sessions are to include any sessions other than direct SLT client contact, whether in NHS placement (e.g. NHS staff meetings; meetings to discuss and develop learning outcomes with clinical educator; training sessions with other disciplines; training in related issues) or on University campus (e.g. clinical workshops; meetings with clinical team) which provide support to your clinical training and are under the direction or guidance of either a clinical educator or a member of the University clinical team. The number of these sessions will vary between individual students and the above figures are intended as a bare minimum according to what has been formally organised.

Teaching Aims and Intended Learning Outcomes

Each first year course unit is described in more detail in course unit outlines presented in Appendix 1. Each course unit is introduced by outlining the main teaching ‘aims’ and ‘intended learning outcomes’. Teaching aims usually state in very general terms and quite briefly what the course unit coordinator is aiming to provide with the delivery of the course unit (i.e. lecturer-focused). Intended learning outcomes should be measurable and therefore need to be stated in terms of what the student should be able to do by the end of the course unit. Detailed intended learning outcomes will be provided in individual teaching sessions and should provide a useful guide for your independent studies and revision.

SUMMARY OF CURRICULUM YEARS 1-3

Year 1

In preparing you for your first clinical placement (4 weeks just before the Christmas break) we design the curriculum from the outset to ensure you have a strong professional training as well as a grasp of the core academic subjects for speech and language therapy. Hence you are immersed straight away into consideration of your own professional development as a healthcare professional in Clinical and Professional Practice 1. We are keen to establish the ethos of good professional conduct, with patient safety and dignity central to your thinking and an appreciation of core professional values. In Linguistics, Phonetics and Language Development, you will learn rapidly about the fundamentals of how speech and language works and how children learn to talk. We look beyond speech and language development to explore human development more broadly across the lifespan in Applied Psychology and Sociology.

In Biomedical Sciences we have a bespoke curriculum so that all the anatomy and physiology you study is specifically applied to your work as a speech and language therapist. You will also be introduced to the concept of evidence-based practice in Clinical Research 1 and the need to ground your clinical practice in sound theoretical rationale.

Year 2

Your second clinical placement is a longer 6-week block and takes place in semester 2 just after the Christmas break. Your professional development remains central to our teaching in Clinical and Professional Practice 2 and you should be fairly adept by now at reflecting honestly regarding your practice as a trainee speech and language therapist: welcoming others’ constructive criticism and being willing to learn from your mistakes. Clinical Linguistics and Phonetics builds on your learning in Year 1 regarding normal speech and language development towards understanding of ways in which speech and language difficulties present clinically. In addition you explore the communication and swallowing needs of different clinical populations in children (Lifelong Disabilities A and Developmental Speech and Language Disorders) and in adults (Acquired Communication and Swallowing Disorders A).

Year 3

With your final 6-week block placement towards the end of semester 2 this time, we have plenty of opportunity within Clinical and Professional Practice 3 to prepare you fully for this last step towards your status as autonomous healthcare professional, ready to graduate and to apply for registration with the HCPC. We include a healthcare leadership course in this final year, since it is a growing expectation of healthcare professionals in modern services that you are equipped with the leadership skills to make key decisions about service provision as well as clinical decision-making.

In addition we explore the communication and swallowing needs of clinical populations in adults: both in terms of acquired disability (Acquired Communication and Swallowing Disorders B) and in terms of lifelong disability (Lifelong Disabilities B). You will have the opportunity to research an area of particular interest to you in Clinical Research 3.

Year 4 (for students on the MSLT pathway)

There is no clinical placement in this year of study. Instead, you focus on deeper, more reflective learning with more creative input from you as the student regarding specific topics, with a greater degree of choice of options. You should note that, given that entering this Masters year means you are studying at level 7 now, the pass mark goes up to 50% in line with other PGT courses. You will complete a research project in a topic which interests you, which carries half the year’s credit weighting (Clinical Research 4), so is a substantial piece of work (60 credits). As well as this, you will elect to take four other 15-credit options which should help you to build a portfolio around an area of special interest for you.

SUMMARY OF TOPICS ACROSS YEARS 1-3

Audiology, Hearing Impairment & Communication

The AHIC component is threaded throughout the programme. Within first year Biological Sciences the structure of the ear and the mechanisms and measurement of hearing are included. This knowledge is an important supplement to later teaching as many people with communication disorders have hearing difficulties. A knowledge of the ear and hearing is vital to the assessment, diagnosis and understanding of communication difficulties.

The topic of hearing impairment, its management and its effect on speech and language is developed further in different units. In Developmental Speech and Language Disorders A in Year 2, students consider the implications of conductive loss in the clinical context. As part of Acquired Communication and Swallowing Disorders A, there is an introduction to hearing loss in adults, focussing on management strategies to consider as a speech and language therapist.  The role of the speech and language therapist working with deaf children is explored in Lifelong Disabilities A in Year 2. In the final year the problem of gross lack of acknowledgement of hearing difficulties in the adult learning disabled population will be highlighted within Lifelong Disabilities B.

Biological Sciences

The first year course unit, Biomedical Sciences, covers relevant aspects of anatomy and physiology in a lecture and case approach. A detailed knowledge of the structure and function of the human body is vital for understanding the causes and manifestations of many communication disorders. In particular, the structure of the oral tract is important in the study of cleft palate and disorders of the voice. Neuroanatomy is important in the study of communication and eating, drinking and swallowing disorders arising from developmental and acquired neurological disorders. Much of the information from this course unit will be required during Years 2 and 3 as more detailed studies of particular disorders are carried out. As detailed above, sound understanding of the anatomy and physiology of the ear is a crucial requirement.

Clinical and Professional Practice runs throughout all three years of this pre-registration vocational programme, with a clear focus from the outset on the development of the necessary professional and clinical skills to ensure students are equipped to be competent speech and language therapists by the time of graduation.

The following five core capabilities of the speech and language therapy profession, as outlined in the Royal College of Speech and Language Therapists’ 2018 Curriculum Guidelines, are central to the curriculum:

1. communication
2. partnerships
3. leadership & lifelong learning
4. research & evidence-based practice
5. professional autonomy & accountability

We prepare students to be thoughtful, caring and compassionate clinicians who have the safety and dignity of their clients/patients and their carers and families at the forefront of their minds. We prepare students to reflect critically upon their own performance and development as healthcare professionals and to take responsibility for their own learning which is to continue throughout their career. To this end students are supported to maintain a portfolio throughout their studies. Our focus on research-led teaching and learning means that a focus on evidence-based clinical practice is paramount. We prepare students to make connections between theory and practice continually. Teaching and assessment methods are aligned to these intended learning outcomes and high quality learning opportunities are provided both on campus and in clinical practice settings. All clinical placements are in blocks, with a 4-week block in Y1, and a 6-week block in both Y2 and Y3.

Clinical Experience

Clinical experience runs throughout the three years of the BSc. You will move through increasing stages of independence in assessment, diagnosis and management of people’s communication or eating, drinking and swallowing difficulties to a point at which you are ready to become a healthcare professional. Details of the clinical placements are given in the Clinical Handbook. In addition to the clinical training you will experience on placement, your clinical skills will be developed both within Clinical and Professional Practice across all three years of the BSc and within specific clinically-related course units. During your pre-registration studies (years 1-3 of the programme) you will be required to contribute to roleplay activities occasionally. Roleplay is regarded as a useful teaching methodology in clinical education, providing a ‘safe place’ to rehearse difficult interactions, central to the therapeutic relationship with clients, patients and their carers. You will be asked to sign a consent form during Welcome Week in first year to confirm that you give your consent to being asked to act as clinicians and/or service users in role play activities.

Clinical Research also runs throughout all three years, with its central focus on evidence-based practice. Working towards the ultimate goal of supporting our graduates to have the status as autonomous healthcare professionals who ground their clinical practice in sound theoretical rationale and critical understanding of the literature, the Clinical Research curriculum is designed to support students to acquire the necessary skills to engage fully with the published literature and to be in a position to contribute to the evidence base themselves as qualified speech and language therapists. We will take you from a level 4 understanding of the importance of research and how to read the literature to a graduate level understanding whereby you will be equipped to apply research skills to your practice as a clinician or researcher yourself. We aim to give you adequate knowledge of statistics and research design to enable you to critically evaluate the literature in Clinical Research 1 & 2 and then design your own research within Clinical Research 3 and to support you in undertaking and using clinical research in your future professional role. For those pursuing the MSLT route, you will have the opportunity to do further research in your Masters year project (Clinical Research 4).

Education

Speech and language therapists are increasingly working with children in an educational context and so it is vital that you understand the context of current and past educational provision and policy and that you develop the skills to work in co-operation with teachers and other educational support staff. This is covered partly in Clinical and Professional Practice and specifically within Developmental Speech and Language Disorders. You will also integrate knowledge and experience gained from other course units (e.g. Lifelong Disabilities A & B) and from relevant clinical placements.

Ethical Grand Challenges is a non-credit-bearing, University-wide initiative which provides you with the opportunity to learn alongside students from other disciplines during a workshop each year to explore topics of pertinence across all fields of future employment for our graduates: sustainability; social justice; workplace ethics.

Leadership & Lifelong Learning

We are confident that our graduates will go on to become leaders in the profession of speech and language therapy and beyond, taking on leadership roles in wider communities. From the outset it is made clear to students in first year that they are expected to become independent learners, taking on greater responsibility for their own learning. Through subsequent years, a variety of innovative teaching methods (such as problem-based learning activities and group presentation work) provide students with the opportunity to take on leadership roles and reflect upon their ability to do so. Within campus-based teaching of speech pathology subjects as well as during clinical placements in years 1 to 3, students are taught about the consultative model of speech and language therapy, whereby the speech and language therapist takes a lead role in training of others to support an individual client’s communication or eating, drinking and swallowing needs. In the course as a whole the student representative system, peer mentoring, Peer Assisted Study Sessions (PASS), the Staff Student Liaison Committee and the Inclusivity Steering Group give the opportunity for leadership and representation roles within each cohort. Additionally there is a final year course unit in Healthcare Leadership.

Linguistics and Clinical Linguistics and Phonetics

The Linguistics/Phonetics and Clinical Linguistics/Phonetics components run throughout the first 2 years, with a clinical phonetics workshop in final year. In the first year, the topic begins with an introduction to linguistics and phonetics for SLT, covering both structural and sociological aspects of linguistics and including experimental phonetics. The phonetics component equips the student with the ability to listen to, discriminate and transcribe the sounds of an adult’s or a child’s speech, which is vital to future clinical work both as a student and as a qualified speech and language therapist. The more theoretical aspects of linguistics are vital to enable the student to understand and describe both normal and disordered language and to enable appropriate remediation to be planned from a sound linguistic basis. In clinical linguistics and phonetics the principles of linguistics are applied to the assessment and analysis of data from people with communication difficulties. You will consider specific analyses of different linguistic levels and also take a broader consideration of sociolinguistics, bilingual language development and the pragmatics of interaction. Detailed case studies in Acquired Communication & Swallowing Disorders should reflect your linguistic knowledge and analytical ability.

Neurology

A sound understanding of neurology is important for aspects of speech and language therapy which include communication disorders of neurological aetiology, whether developmental or acquired. Adult neurology will be explored within Acquired Communication & Swallowing Disorders and paediatric neurology within Lifelong Disabilities A. Both will be vital for clinical placements. Whilst a social model of disability is appropriate for considering communications needs of adults with learning disabilities in the final year, the neurological origin of this population’s difficulties must not be overlooked.

Personal Development Programmes

From the beginning of your course you will be encouraged to record and reflect on your personal and professional development. This starts in year one Clinical & Professional Practice, where you will be asked to reflect upon your burgeoning identity as a trainee healthcare professional and to log your reflections in your Professional Clinical Portfolio in order to (a) reflect on your aims, needs, existing and developing skills and (b) note down reflections, questions, concerns in relation to the above. This portfolio forms a basis for discussion with your Academic Adviser. This process will take place at key moments during your study so that you can look both back on what you have already done and forwards to the next stage of your programme. In later years of the course, profiling focuses more on clinical and professional skills. You will be asked to maintain your Professional Clinical Portfolio in years 1-3. Your Portfolio also records clinical experience and performance and your reflections on your clinical needs and development.

Psychology

This broad subject area runs throughout the course, incorporating lifespan development, human social and cognitive development, language, literacy and research appraisal and planning. It is vital for ensuring that you have a good understanding of your clients, carers, learning patterns and the influence of various factors on any diagnosis and intervention you may carry out.

Speech and Language Therapy

In the first year you have an introduction to SLT within Clinical & Professional Practice and there is clinical application to relevant populations within the Biological Sciences and Applied Psychology and Sociology. SLT in the second year embarks upon 3 broad areas or pathology: (i) Developmental Speech and Language Disorders (developmental communication difficulties including literacy and language development and motor speech difficulties in children) (ii) Acquired Communication & Swallowing Disorders (communication and swallowing disorders associated with acquired conditions) and (iii) Lifelong disabilities. In the third year, the same 3 broad areas are continued to explore the communication and swallowing needs of these clinical populations further. Course units may follow or precede particular practical experience in these clinical areas; you will therefore need to discuss your level of knowledge with your practice educator and of course be prepared to undertake independent reading to support your clinical experience.

Transferable Skills

As you will see from the opening pages of this handbook under ‘What qualities does a BSc Speech and Language Therapy or a Masters Speech and Language Therapy graduate have?’, we aim to produce graduates who have skills which are in demand not only in the world of speech and language therapy. Throughout the course, you will be provided with the opportunity to develop skills which will help you during your degree programme and also in future work environments and in lifelong learning. These skills are developed through familiarity with Information Systems (word-processing, computer statistical packages, spreadsheets, email, the internet, electronic library resources), the use of the library, participation in My Learning Essentials and the opportunity for presentations in seminars (working individually and in groups). Professional preparation is a major component of this vocational course, addressed specifically through Clinical & Professional Practice and SLT course units and through clinical placements. There is a strong emphasis in development of highly specialist, facilitative communication skills, whereby you build upon your existing interpersonal skills to become a highly empathetic, compassionate listener, best placed to gather and pass on crucial information from and to your clients/patients, their carers and family members and your colleagues in all discipline areas. Clinical presentation skills, whereby student SLTs are equipped to present clinical data in a coherent, succinct and digestible format to differing audiences are taught throughout the programme, with opportunities for students to practise such skills in units in all years. As a Manchester SLT, we expect that you will have learned to be a flexible thinker and problem-solver, undaunted by significant challenges in the workplace and prepared to adapt in the face of continual change. You will have the self-knowledge and the humility to acknowledge and be prepared to address your shortcomings by engaging with lifelong personal and professional development. You will also have the insight and confidence to recognise and build on your strengths and have a strong sense of the unique contribution you will make to the profession.

BSc SPEECH AND LANGUAGE THERAPY PROGRAMME SPECIFICATION

1. SUMMARY

1.1 Awarding body/institution:

The University of Manchester

1.2 Details of accreditation by a professional/statutory body:

The degree is accredited by the Royal College of Speech and Language Therapists (RCSLT) and approved by the Health and Care Professions Council (HCPC). Students who successfully complete both the clinical and academic components of the course are eligible to apply for state registration with the HCPC and for certified membership of the RCSLT.

1.3 Name of the final award:

BSc (Hons) Speech and Language Therapy

1.4 Details of exit awards:

Level 4: Certificate of Higher Education Human Communication Science

Level 5: Diploma of Higher Education Human Communication Science

Level 6: BSc (Ord) Human Communication Science

1.5 Programme title:

Speech and Language Therapy

1.6 UCAS code:

B620

1.7 Subject benchmark:

Health care professions – Speech and language therapy. Further information on subject benchmark statements can be found in The UK Quality Code for Higher Education -Subject Benchmark Statements.

1.8 Framework for Higher Education Qualifications (FHEQ):

Level 6: Bachelor’s degree with honours

Further information on the FHEQ can be found in The UK Quality Code for Higher Education.

1.9 The role of the programme specification:

Programme specifications focus on single programmes of study (or courses), and outline the intended knowledge, understanding, skills and attributes of a student completing that course. A programme specification also gives details of teaching and assessment methods as well as linking the course to the framework for HE qualifications and any subsequent professional qualification and career path.

The University of Manchester has programme specifications for the courses that it offers. Not all programme specifications need to look the same. While there is no set template for programme leaders to follow, programme specifications should contain specific topics.

Schools publish programme specifications and may make these available on their web sites.

Programme specifications form one part of a set of different types of documents about a programme and its components, which include prospectus, programme handbook, unit specifications and information on websites.

There may be concern that ‘specifying’ what a student will have learnt at the end of the course or programme might inhibit innovation within that course. For this reason it is important not to see programme specifications as ‘tick lists’. They offer broad indications of the types of things students might be expected to learn and the types of skills and abilities they might be expected to gain.

Adapted from Quality Assurance Agency (QAA) guidance to students on understanding courses.

1.10 Date at which the programme specification was written or revised:

Version/Date: 06/17/07.2019

1.11 Further links to other relevant information:

Speech and Language Therapy UG Studies Programme handbook

Faculty of Biology, Medicine & Health homepage

https://www.studentsupport.manchester.ac.uk

2. AIMS AND INTENDED LEARNING OUTCOMES

2.1 Aims of the programme:

1. To provide students with opportunities to gain, develop, apply and reflect on knowledge and understanding, intellectual and practical skills, and personal qualities and values required for safe, ethical and effective speech and language therapy professional practice (and by the Health and Care Professions Council).
2. To provide students with opportunities to engage with and critically evaluate research and inquiry at the forefront of the discipline and to gain, develop and apply knowledge, skills and understanding necessary for evidence-based practice and to enable them to contribute to the clinical research agenda or consider progression to postgraduate research.
3. To provide students with a learning experience that encourages them to develop their intellectual curiosity and promotes independent critical thinking and a commitment to, and capacity for continuing professional development, leadership, lifelong learning and social responsibility.
4. To provide students with a ‘person-centred’ professional training which involves and engages with, and is responsive to the changing values, priorities and needs of the communities it serves and of employers .
5. To provide a community of practice and seed-bed for ideas, research and scholarly activity that can positively influence and impact educational and professional policies or practice.

2.2 Programme intended learning outcomes:

The Quality Assurance Agency’s subject benchmarks for speech and language therapy provide a baseline of learning outcomes for speech and language therapy to be achieved by each student. The Health and Care Professions Council Standards of proficiency – Speech and language therapists identify the requirements to be met in order to be eligible to apply for registration and maintain registration.

The programme intended learning outcomes outlined here (and in individual course unit specifications) are therefore aligned to these benchmarks and standards ensuring that students who achieve them are also meeting these requirements.

On successful completion of the programme speech and language therapy students should be able to:

1. Demonstrate and apply knowledge and understanding, intellectual and practical skills, and personal qualities and values required for safe, ethical and effective speech and language therapy professional practice (and by the Health and Care Professions Council).
2. Engage with and critically evaluate research and inquiry at the forefront of the discipline and to demonstrate and apply knowledge, skills and understanding necessary for evidence-based practice and to enable them to contribute to the clinical research agenda or consider progression to postgraduate research.
3. Demonstrate intellectual curiosity, independent critical thinking and a commitment to, and capacity for continuing professional development, leadership, lifelong learning and social responsibility.

2.3 Intended learning outcomes for each year of the programme:

2.3.1 On successful completion of year 1 (level 4) speech and language therapy students should be able to:

1. demonstrate understanding of the need to maintain high standards of personal and professional conduct and the importance of maintaining their own physical and mental health
2. demonstrate understanding of both the need to keep skills and knowledge up to date and the importance of life-long learning and continuing professional development
3. demonstrate understanding of the importance of and be able to respect the rights, dignity, values, and autonomy of service users and to maintain confidentiality
4. demonstrate understanding of the roles of other professionals relevant to speech and language therapy and the principles and importance of building professional relationships and working in partnership with other professionals, service users and their families and carers
5. demonstrate understanding of the principles and applications of scientific enquiry and the research process including an awareness of a range of research methodologies
6. demonstrate understanding of the principles of critical appraisal and be able to appropriately use and reference scholarly reviews and primary sources to support work
7. accurately present, evaluate and interpret information, in order to develop structured and coherent arguments and make sound judgements
8. understand, evaluate and interpret psychology as relevant to language and lifespan development and change, cognition, learning, behaviour, and psychological and social wellbeing
9. understand, evaluate and interpret sociology in relation to the practice of speech and language therapy, including its application to education, health, concepts of functioning and disability and multi-cultural societies
10. demonstrate understanding of principles of typical language development, linguistics, and phonetics and be able to transcribe, analyse and reflect on typical speech, language, communication and interaction, including their own
11. understand and interpret biomedical sciences as relevant to the development and maintenance of communication and swallowing, together with knowledge of disease, impairment and dysfunction
12. appropriately access learning support and technology and to manage their own workload and independent study effectively within a highly structured and supported context

2.3.2 On successful completion of year 2 (level 5) speech and language therapy students should be able to:

1. practise safely, ethically and effectively in a highly guided and supported context, exercising some personal responsibility and decision-making
2. demonstrate understanding of the principles and methods of evidence-based practice, including the role of research, audit, review and the use of appropriate outcome measures
3. gather, record and interpret holistic information relevant to an individual’s communication and swallowing abilities and needs
4. effectively select, administer, record, score and interpret a range of assessment tools to describe and analyse communication and swallowing abilities and needs using, where appropriate, phonetic transcription and linguistic analysis
5. demonstrate knowledge and critical understanding of impairments of speech, language, communication and swallowing, approaches to assessment and intervention, and of the way in which the discipline has developed
6. apply relevant knowledge and understanding to inform clinical reasoning and decision making in a highly supported context, including identification, assessment, differential diagnosis and the formulation of specific and appropriate management plans, evaluating critically the appropriateness of different approaches
7. initiate and undertake critical analysis and evaluation of information, understanding the limits of their knowledge and how this influences analyses and interpretations
8. effectively communicate information, arguments and analysis in a variety of forms to specialist and non-specialist audiences
9. reflect on, review and critically evaluate clinical practice, including their own
10. manage their own workload and independent study and learning effectively within a supported context

2.3.3 On successful completion of year 3 (level 6) speech and language therapy students should be able to:

1. practise safely, ethically and effectively in a supported context, exercising initiative, personal responsibility and decision-making and appreciating the limits of their practice and when to seek advice or refer to another professional
2. respect and uphold the rights, dignity, values, and autonomy of service users including their role in the diagnostic and therapeutic process and in maintaining health and wellbeing
3. demonstrate understanding of the principles and importance of participation in training, supervision and mentoring, and the concept of leadership and its application to professional practice
4. demonstrate a coherent, detailed and current knowledge and conceptual understanding of impairments of speech, language, communication and swallowing, and approaches to assessment and intervention, including the complexity of disability, therapeutic contexts, and associated psychological and social wellbeing
5. apply detailed and current knowledge and conceptual understanding to make reasoned clinical decisions in a range of complex contexts, and to record the decisions and reasoning appropriately, evaluating critically the appropriateness of different approaches
6. demonstrate a range of appropriate verbal and non-verbal skills in effectively communicating information, advice, instruction and professional opinion to service users, their relatives and carers and other specialist and non-specialist audiences
7. use established techniques of analysis and enquiry to critically evaluate research and other evidence to inform their own practice, make judgements and reasoned arguments whilst appreciating the uncertainty, ambiguity and limits of knowledge
8. frame appropriate questions to identify a solution or range of solutions and plan, design and report on a research project, demonstrating a logical and systematic approach to testing a hypothesis
9. independently manage their own workload and learning, effectively applying the methods and techniques that they have learned to continually review, consolidate, extend and apply their knowledge and understanding

3. TEACHING, LEARNING AND ASSESSMENT METHODS

3.1 A summary of teaching, learning and assessment methods for the programme:

An approach to teaching, learning and assessment which employs a variety and balance of methods (taking advantage of e-learning technology and ‘flipped classroom’ approaches) is utilised on the programme. The approach aims to integrate opportunity for development towards (teaching and learning) and demonstration of (assessment) a range of intended learning outcomes related to: a) discipline-specific knowledge and understanding; b) intellectual skills; c) clinical, professional and transferable practical skills; and d) personal and professional qualities and values (see individual course unit specifications and section 3.2 below).

The approach supports you to take increasing responsibility for your own learning and development as you gain intellectual and practical skills in managing your own learning.

There are clear and increasing expectations, related to your level of study (see Framework for Higher Education Qualifications for Level descriptors), outlined in intended learning outcomes and associated assessment guidelines and criteria.

A carefully designed timetable provides opportunity for you to effectively plan and manage your independent study to allow for your participation in ‘flipped classroom’ approaches (integrating your independent study with interactive classroom learning), whilst also allowing you some flexibility in terms of pace and location of study.

Teaching, learning and assessment methods include:

• Teaching sessions (lecture/tutorial/seminar/workshop/simulated clinical learning)
• Independent study and individual learning and self-assessment
• Tutor led learning, facilitation, assessment and feedback
• Group/peer learning, mentoring, supervision, facilitation, assessment and feedback

The programme’s summative assessment strategy employs a variety and balance of methods affording a holistic demonstration of achievement across the intended learning outcomes. Elements of student choice are incorporated into many assessments enabling you to demonstrate your maximum potential and pursue your individual academic and clinical interests. Further, all summative assessment is also designed to be formative, providing opportunity for you to practise skills (e.g., written/oral presentation skills) and reflect your performance and feedback received to promote your future learning.

3.2 How methods of teaching, learning and assessment are appropriate to the development of, and demonstration of the achievement of, the intended learning outcomes of the programme:

Throughout the programme you will have the opportunity to:

• Participate in interactive face-to-face and online learning allowing opportunity to work at your own pace and with flexibility of study location. Use of model answers and sharing of peer work provides opportunities for you to continually self-evaluate and reflect on your developing understanding.
• Participate in simulated case or enquiry based learning allowing opportunity to practise, become aware of and demonstrate your clinical reasoning skills outside of the pressures of the clinical placement context.
• Maintain an online Professional Clinical Portfolio, providing you with opportunity to develop and demonstrate your reflective skills and supporting you to identify the skills being acquired and to recognise your progress towards fulfilment of intended learning outcomes.
• Listen to presentations, providing opportunity for you to learn from experts and receive direct instruction to identify and develop your knowledge and understanding of key concepts and principles.
• Engage in discussion and seminar offering opportunities to for you to develop, articulate and defend your own arguments and opinions.
• Read scholarly reviews and primary sources in the field allowing you opportunity to consolidate, extend and question your knowledge and understanding.
• Watch expert clinician models to provide tangible examples of highly experienced clinical practice, providing opportunity for you to develop your confidence in applying learning or theory to the clinical context, and to develop your awareness of experienced clinical thought processes and decision making.
• Participate in extensive supervised clinical practice affording practical experiential learning to develop, practise and demonstrate your professional /clinical skills, ability to apply knowledge and understanding to a clinical context, and to reflect on your own skills and behaviours.
• Prepare and make presentations and participate in vivas (interactive discussions with staff members), proving opportunities to develop and demonstrate your skills in effectively communicating information, arguments and analysis for a variety of specialist and non-specialist audiences as well as developing, articulating and defending your own arguments and opinions.
• Research and produce written work, proving opportunities to extend, consolidate and demonstrate your knowledge and understanding and to develop and demonstrate your written communication skills.
• Practise with assessment and intervention tools, proving opportunities to develop and demonstrate your clinical and professional skills.
• Engage with service users, providing you with opportunities to gain insights and understanding of the service user experience, preferences and the impact of services and professionals on service users’ lives.
• Complete unseen written examinations, providing opportunity for you to demonstrate and apply your knowledge and understanding and effective written communication skills.
• Engage in peer mentoring, supervision, assessment and feedback, providing opportunity for you to develop and demonstrate critical reflective skills and skills in communicating information and providing constructive feedback.
• Engage in interprofessional learning, providing opportunity for you to develop and demonstrate your collaborative working skills and to reflect on your own skills and behaviours.
• Produce a detailed research proposal, allowing you to extend your knowledge and understanding in a specialist area of your choice and to consolidate and apply your knowledge and understanding of research methods and research skills.

Please see the University’s Undergraduate Degree Regulations for further information.

4. SUPPORT FOR STUDENT LEARNING AND DEVELOPMENT

4.1 Welcome and induction support:

Welcome Week is intended to provide a warm welcome to all first year undergraduate students and to give you the opportunity to meet fellow students and teaching staff. You will also be invited to attend a welcome and orientation session as part of Welcome Week. Student IT services and the Library also provide induction sessions.

Welcome Week also provides the opportunity for you to meet and work with undergraduate students from across the University in the first part of your Ethical Grand Challenges Programme, which will contribute to your Stellify award.

In years two and three you will be invited to a ‘welcome back’ session where you are facilitated to share feedback and discuss areas of concern. You also get the chance to ask higher-year students about their experiences.

4.2 Peer support:

As a student SLT you will have access to peer support during your studies. Peer mentors are higher-year students on the degree programme, who can provide support and advice for lower year students. On this programme peer mentors meet with students on day one when first years are paired up with a peer in a higher year of study. During Welcome Week, peer mentors are also involved in welcoming students to the next level of study and helping to outline expectations at that level. Peer mentors will often organise activities and workshops to support you with a specific issue. They will also often set up social, public engagement and charity events to help everyone get to know each other and to raise money and/or awareness for SLT and related organisations.

As a student SLT you will have the opportunity to take part in Peer Assisted Study Sessions (PASS) to support study and learning. The sessions are led by trained volunteer SLT students (PASS leaders) who act as facilitators. PASS provides a supportive environment, where PASS Leaders facilitate student-led discussions around academic topics. PASS aims to increase individual confidence with the goal of deepening understanding of your studies.

PASS has been part of the SLT programme for several years now, and has been twice awarded University of Manchester Outstanding Contribution to Peer Support Awards scheme of the year with recognition for outstanding contributions from students and staff. The PASS sessions provide a platform for a small group of students to discuss and revise difficult subtopics within the more challenging course units that you will study, without the presence of a formal lecturer but with some guidance from a facilitator from a higher year group who has already completed the course unit.

Within the SLT Society students have the opportunity to take roles of Chair, Treasurer and Secretary to lead the society. Peer mentoring, PASS, social, public engagement and charity events are all planned and organised by the SLT Society.

4.3 Academic support:

As student SLTs, you are offered opportunities for significant interaction with teaching staff on an individual or small group basis. In addition, every student SLT is assigned an Academic Adviser who is there to give you advice about any academic issues throughout the duration of the programme^[8].

Academic Advisers provide information and guidance on academic choice, assisting you with the planning of short-term and long-term targets for academic, personal and professional development. They proactively monitor both your academic performance and your level of engagement with your studies and they will advise you on constructive strategies for improvement as necessary. Your Academic Adviser will help you to recognise the skills you are acquiring and encourage you to reflect on your academic development through the use of an online Professional Clinical Portfolio (see below).Your Adviser will work with you to build a personal academic relationship. They will try to ensure that you do not lose contact with academic staff or become isolated from student support staff and facilities if you face academic and/or personal difficulties at any point. Your Academic Adviser will monitor your learning and academic progress, initiating contact with you following Exam Board and agreeing a personalised action plan for learning to help you attain your goals academically. Your Academic Adviser will also provide support and guidance regarding personal issues or circumstances as well as health and fitness to practise issues within the broader University/School support systems.

It is your responsibility to engage fully in the relationship with your Academic Adviser and to regard it as a professional partnership if you are to realise the intended benefits.

FBMH Academic Advising Principles and Objectives

Our aim is that by engaging with their advisor, students:

• will know that their advisor cares about their progression, academic success and future plans

• will feel that they belong and are valued regardless of their background, personal strengths and weaknesses

• will know who to contact if they experience difficulties either personally or academically

• will work to enhance their academic and personal self efficacy as a result of setting & reviewing goals and reflecting on their experiences

• will gain and grow in confidence and skills in developing professional relationships

4.4 Online study skills support:

An intensive self-directed online study skills course is made available to you as student SLTs in your first year, orientating you to the wealth of resources available via the library and allowing you to track your independent study progress throughout your studies. You also have access to the Library’s study skills programme, My Learning Essentials, which provides workshops and online support on academic, employability and well-being. This programme helps you to develop the skills needed to successfully complete a degree programme, including how to research, reference and write in an academic style. You will also be supported to complete a piece of work overseen by your Academic Adviser in year 1 to support academic writing.

4.5 Personal and professional development support:

Your personal and professional development is structured and supported by your maintenance of an online Professional Clinical Portfolio which allows you to recognise and appraise your progress towards the fulfilment of intended learning outcomes and to see how intended learning outcomes are aligned with your progression towards achievement of professional Standards of Proficiency. By familiarising you with reflective practice, the portfolio provides opportunities for you to continually self-evaluate and reflect on and critique your developing clinical practice, intellectual, interpersonal and professional skills. The online portfolio further aims to promote your commitment to, and capacity for, continuing professional development (CPD) and lifelong learning by supporting you to understand the limits of your practice and knowledge and to self-audit your practice using the Royal College of Speech and Language Therapists’ (RCSLT) audit tool. The portfolio may then form the basis of your career long CPD which is similarly online and provided by the RCSLT.

Sections of the portfolio may be shared online with your academic adviser and/or placement coordinator/clinical educator to facilitate individual feedback and discussion.

4.6 Placement learning support:

For further information please see the Health and Care Professions Council (HCPC) guide to Health, disability and becoming a health and care professional.

Clinical placements are provided by Practice educators (PEs) in the workplace. PEs are qualified and experienced SLTs working in National Health Service (NHS), Education, private and third-sector settings.

The University of Manchester (UoM) and Manchester Metropolitan University (MMU) collaborate to provide regular training for PEs on supporting student SLTs while on clinical placement. SLTs are expected to attend a new clinical educator training day prior to offering student placement opportunities. Once offering student placements, SLTs are expected to undertake an experienced clinical educator training day once every three years.

The UoM and MMU provide a range of supporting documentation, including guidance and check lists to ensure that students receive an induction, mid-placement review and final end of placement report. The documentation is available online within a specifically designed web site for PEs and the documentation is designed to be completed in discussion with the student.

A clinical placement coordinator is available to support both students and PEs should there be any questions, problems or issues arising before, during or after the student placement. The coordinator is a qualified SLT.

Students continue to have access to their academic tutors and advisers and the placement coordinator during their clinical placements. The PE(s) providing the clinical placement act as tutors to the students, directing learning, clinical observation, development of clinical skills and reflection. Students are encouraged to consider their practice and actively reflect on their strengths and needs with the PEs.

Student reflection is structured and supported by maintaining an online Professional Clinical Portfolio. The portfolio consists of a learning contract based on the student’s needs, identified by the student themselves and based on previous clinical practice (where applicable).

Each clinical session is evaluated by the student and the student’s evaluation is discussed with the PE. The PE can then facilitate further development by providing models of clinical practice, advice, feedback and suggestions for future sessions, as well as suggesting learning resources.

The portfolio also contains self-directed learning including observations of highly specialist practice such as dysphagia and collecting anonymised client data on which to base case studies for discussion in facilitated clinical workshops at the university following the clinical placement.

In this way, observation and clinical experience with real clients is utilised in academic activity at the university. Students are encouraged to discuss other aspects of client care and service provision including commissioning of services, and the client journey through the care pathway, from triage to discharge.

The online portfolio also requires students to carry out a self-audit of their practice using the Royal College of Speech and Language Therapists’ (RCSLT) audit tool. The portfolio will then form the basis of the students’ CPD which is similarly online and provided by the RCSLT. The portfolio may be shared with the student’s academic adviser and/or placement coordinator to facilitate audit and individual feedback and discussion.

The Health section of the portfolio should contain documentation of immunisation certificates, your Occupational Health clearance, any risk assessments completed and information on any conditions which are essential for a placement provider or an employer to be aware of in order to make reasonable adjustments and/or protect your health and safety whilst on their premises.

All students must have Occupational Health clearance or sign a declaration if this has not cleared by the commencement of placement. These confidential records are retained by the university. Any health conditions may need to be risk assessed by the student and practice educator at the time of induction. The University and Health and Care Professions Council (HCPC) encourages students to share information about any health conditions so that reasonable adjustments can be made on their clinical placement. Therefore any student with DASS or Occupational Health recommendations will be invited to attend a meeting with their Academic Adviser and/or clinical placement lead to discuss any reasonable adjustments that may be required from the placement provider. This is in the student’s best interests so that appropriate support can be provided but requires explicit consent from the student. For further information please see the HCPC guide to Health, disability and becoming a health and care professional.

Full details of placement learning support and regulation may be found on the Student Clinical Education Website.

4.7 SLT resources, facilities and administrative support:

The SLT Resource Room (B2.11 EW) is available for students in all years to familiarise themselves with current clinical materials and technology which may be used in SLT practice.

The Undergraduate Programme Administrator is based in the Undergraduate Office (G15 Zochonis) and is available as a source of information and support for you while you are studying. Please contact them if you need any general information or material related to the programme or if you need to leave a message for any academic staff delivering the programme.

The Undergraduate Examinations and Assessments Administrator is responsible for the administration of examinations and assessments and is also based in the Undergraduate Office (G15 Zochonis). Please contact them regarding hand-in of assignments, exams, results, extension requests or mitigating circumstances.

The Clinical Administrator is available (Room B1.15 Ellen Wilkinson) as a source of information and support around organisation of clinical placements.

The School of Health Sciences (SHS) Student Support Officer is available to students to provide valuable information regarding where to get help with all manner of issues affecting students’ progress with their studies such as matters of financial hardship, personal circumstances affecting your work, how to access assessment or support for disability, social and volunteering opportunities and sports and leisure facilities. You can contact them directly or you may be referred by your Academic Adviser.

The SHS Student Experience Lead is receptive to the student body, developing ways to improve the experience of students within the Division.

The SHS Hub in the Zochonis Building provides a social ‘focal point’, a place where students and staff could go to take a break from work, to socialise, and to hold events. The hub includes a café, ‘Food for Thought’, desks for working on, tables to eat at, and sofas to relax on.

4.8 Stellify

http://www.stellify.manchester.ac.uk/

The Stellify Award is the University’s most prestigious extra-curricular accolade. To be awarded the Stellify Award students must:

-Complete all 3 Ethical Grand Challenges –  Yr1- Sustainability / Yr 2-Social Justice / Yr 3 – Workplace Ethics

-Complete 40 hours of volunteering https://www.find-volunteering.manchester.ac.uk/
-Complete 2  leadership activities e.g. students could take on a peer support role or become a student rep.

4.9 Central support services:

The University of Manchester also provides a range of central support services, including:

• The Disability Advisory and Support Service, which will help if you have additional needs arising from a medical condition, a physical or sensory disability, a specific learning difficulty, such as dyslexia, or a mental health problem that affects your study.
• The Counselling Service, which provides professional and confidential counselling for students with personal problems affecting their work or sense of well-being.
• The Students’ Union Advice Service, with full-time advisers who can assist with issues such as housing or finance.
• The Student Services Centre, which is the central point of contact for all administrative and support services once you enrol at the University.
• The Student Support and Advice, home to the Information, Advice and Guidance Service, the Careers Service and the International Programmes Office. Here you’ll be able to find out about getting involved in campus life, the opportunities for study and work abroad, your future options, or money issues. You can also make use the Student Support and Advice’s quiet study lounge.
• Student IT services, which provides support for your IT account, getting online wirelessly, internet in your hall and Blackboard and online resources.
• The Occupational Health Service provides confidential services to protect the health of students in training and in study and assesses and advises on fitness for training and study to ensure that health issues are effectively managed.
• The University of Manchester Library offers a range of resources to support your studies.

4.10 Summary of support:

The table below provides you with a brief overview as to where to start with particular matters that might concern you during your studies.

Matter of concern	Where to look/who to speak to
Academic Matters: Including course unit content, exams and assignments, and progression to next year.	Programme Handbook Individual course unit lecturer or lead Exams Administrator Your year rep if a matter for all student SLTs Your Academic Adviser Programme Director Peer mentor
Placement Learning Matters: Including problems with placements, difficulty with skills learning, health check issues, DBS issues, travel expenses.	Clinical Website Clinical Education Lead Individual clinical educator on placement Clinical Administrator Your Academic Adviser Peer mentor
Personal Circumstances: Including ill health, financial difficulties, other personal circumstances affecting work, disability.	Your Academic Adviser Senior Academic Adviser Individual lecturers if lectures missed Programme Director Undergraduate Programme Administrator Disability Advisory and Support Service Student Services Centre Counselling Service Student Support Officer
Administrative Matters: Including hand-in of assignments, accessing resources, correspondence for staff, extension requests, mitigating circumstances forms, absence reporting.	Blackboard Undergraduate Programme Administrator Exams Administrator

5. PROGRAMME STRUCTURE

5.1 A summary of the programme structure and requirements:

Year 1:

Mandatory units	Credit weighting[9]	Programme ILOs[10]	RCSLT Curriculum Guidelines[11]
Clinical and Professional Practice 1[12]	30	2.3.1. i – iv, vi, vii, ix, xii	4.2.1 A, B, C’ 4.2.2 A, B, C 4.2.3 A, B, C 4.2.5 A, B, C
Clinical Research 1	10	2.3.1. v – vii, xii	4.2.3 D, 4.2.4 A, B
Applied Psychology and Sociology	20	2.3.1. vi – viii, ix, xii	4.4.1 (4, 6). 4.4.2 (1, 3, 4, 5)
Linguistics, Phonetics and Language Development A	20	2.3.1. vi, vii, x, xii	4.4.1 (1, 2, 3, 4, 6, 7) 4.4.2 (2, 4)
Linguistics, Phonetics and Language Development B	20	2.3.1. vi, vii, x, xii	4.4.1 (1, 2, 3, 4, 6. 7). 4.4.2 (2, 4)
Biomedical Sciences	20	2.3.1. iv, vii, xi, xii	4.4.3 (1, 2, 3, 4, 5)
Ethical Grand Challenges programme: Sustainability	N/A	2.3.1. vii	4.2.2 A

Year 2:

Mandatory units	Credit weighting	Programme ILOs	RCSLT Curriculum Guidelines
Clinical and Professional Practice 2[13]	30	2.3.2. i – x	4.2.1 A, B, C 4.4.1 (1, 2) 4.2.2 A, B, C 4.2.3 A, B, C 4.2.5 A, B, C
Clinical Research 2	10	2.3.2. ii, iv, vi – viii, ix, x	4.2.3 D 4.2.4 A, B
Clinical Linguistics and Phonetics	20	2.3.2. iii, iv, vii, viii, x	4.2.5 A, B, C 4.2.3 (2, 3, 10, 14)
Developmental Speech and Language Disorders A	20	2.3.2. ii – x	4.2.5 A, B, C 4.3.2 (9, 10, 12, 14) 4.4.1 (7)
Lifelong Disability A	20	2.3.2. ii – x	4.2.1 B, C 4.2.5 A, B, C 4.3.2 (5, 6, 9, 12, 13) 4.3.3 (6, 7)
Acquired Communication and Swallowing Disorders A	20	2.3.2. ii – x	4.2.1 B, C 4.2.5 A, B, C 4.3.2 (1, 2, 3, 4, 6, 8, 9, 10, 11, 14) 4.4.1 (5) 4.4.3 (3, 6, 8, 10),
Ethical Grand Challenges programme: Social Justice	N/A	2.3.2. vii, viii	4.2.2 A

Year 3:

Mandatory units	Credit weighting	Programme ILOs	RCSLT Curriculum Guidelines
Clinical and Professional Practice 3[14]	40	2.3.3. i – vii, ix	4.2.1 A, B, C 4.2.2 A, B, C 4.2.3 A, B, C 4.2.5 A, B, C
Clinical Research 3	20	2.3.3. vi – viii, ix	4.2.3 D 4.2.4 A, B, C
Developmental Speech and Language Disorders B	20	2.3.3. ii – vii, ix	4.2.5 A, B, C 4.3.2 (9, 10, 12, 14) 4.4.1 (7)
Lifelong Disability B	20	2.3.3. ii – vii, ix	4.2.1 B, C 4.2.5 A, B, C 4.3.2 (6, 7, 9, 11, 13) 4.3.3 (6,
Acquired Communication and Swallowing Disorders B	20	2.3.3. ii – vii, ix	4.2.1 B, C 4.2.5 A, B, C 4.3.2 (1, 2, 3, 4, 6, 8, 9, 10, 11, 14, 15) 4.4.1 (5) 4.4.3 (3, 5, 6, 8, 9, 10)
Ethical Grand Challenges programme: Workplace Ethics	N/A	2.3.3. ii, iii, v – vii	4.2.2 A

5.2 Ethical grand challenges programme:

The Ethical Grand Challenges Programme gives you the opportunity to explore three of the biggest challenges facing the world in the 21st Century – sustainability, social justice and workplace ethics.

You’ll get a chance to look at the world around you in new ways and take part in lots of different activities with students from different degree disciplines.

Year 1: Sustainability #GetSust

During a Welcome Week event, undergraduate students from across the University work in interdisciplinary groups to build Campus East, a new development of the fictitious University of Millchester.

The aim of the event is to provide students an opportunity for interdisciplinary learning and group working while developing insight into the challenges of balancing environmental, economic and social factors in order to build a sustainable future, as well as provide a greater understanding of some of the challenges faced by Universities in the 21st Century.

Year 2: Social Justice #JustFest

As part of our Social Justice festival, JustFest, undergraduate students from across the University take part in a programme of workshops which explore a range of social justice themes, led by academics and external presenters, including the BBC and the Runnymede Trust. You will have the opportunity to explore themes such as how we should promote a just society, challenge injustice, value diversity, define human rights, and allocate resources. You will have the opportunity to explore what it might mean build fairer communities in the city, the UK and across the globe.

The event also includes a performance stage and an exhibition tent where students can take part in activities with organisations including The People’s History Museum, Fallowfield Foodshare and In Place of War.

Year 3: Workplace Ethics

This final year event is an interactive, interprofessional workshop on a grand scale. Unfolding scenarios are brought to life with clips of actors playing roles and students gaining the opportunity to consider and explore the ethical dilemmas of real-life work situations commonly faced by early health care professional graduates.

6. MECHANISMS FOR PROGRAMME REVISION

6.1 External monitoring, review and approval by professional and regulatory bodies:

The programme is the subject of a number of external reviews. The programme is overseen by Health Education England North (formerly Health Education Northwest) which is the Local Education and Training Board which has been responsible for commissioning speech and language therapy education in the region until 2017 (and continues to have a role in overseeing placements), and by the Health and Care Professions Council (HCPC) who approve the programme. The HCPC has a system of annual monitoring of approved courses, normally through the provision of documentary evidence of meeting their Standards of Education and Training (SETs). Each year a SETs mapping document is compiled. For each SET, the document indicates where in the accompanying documentation the evidence can be found. A visit will be considered if more than 25% of the course has changed since approval; or if there are major changes to the course. A re-approval event was triggered by the move to a 3-year programme and 4-year Integrated Masters and took place in March 2017 and continued approval has been granted following 2019 audit: it was concluded that we continue to meet HCPC standards for both programmes. At the same time, both programmes gained RCSLT accreditation against the RCSLT Curriculum Guidelines.

An annual review meeting, looking at all healthcare programmes commissioned by Health Education England North in the Faculty takes place every spring.

The QAA subject benchmark statement ‘Health care programmes – Speech and language therapy’ is one of a number of external sources of information that are drawn upon for the purposes of academic review.

The Royal College of Speech and Language Therapists (RCSLT) produce Curriculum Guidelines which have been revised. As stated above, RCSLT accreditation against these guidelines was gained for both programmes in 2017.

6.2 Internal monitoring and review:

Annual and 6-year Internal Review Panels:

Periodic Review considers the continuing validity and relevance of programme aims and intended learning outcomes. The process of periodic review is based on a self-evaluation document produced by the programme that is then discussed with a panel of peers external to the School. The panel is normally chaired by an Associate Dean of the Faculty and includes an officer of the Students’ Union, external subject specialist/s, and a representative of the Teaching and Learning Support Office.

Recommendations from the review are considered by Programme Committee and a response and actions formulated and followed up via the Continual Monitoring process.

Continual Monitoring Committee:

Membership: Academic membership of the Programme Committee.

Purpose: annual (June) monitoring to ensure that the standard of the programme is being maintained and to drive continual improvement of the student experience. Review of the entire programme takes place taking into account feedback from key stakeholders, with a view to recording action planning for the coming academic year. This process is also used to consider the ‘student experience’ at programme level referencing key ‘Student Voice’ satisfaction indicators such as the National Student Survey, Student Barometer, feedback from staff, Staff Student Liaison Committees (SSLC), DLHE statistics and the results of Unit Surveys.

The output of continual monitoring is a report to the Faculty Teaching and Learning Committee for consideration and to inform the Faculty’s Continual Monitoring Overview. The summary report to the Faculty includes a Student Experience Action Plan (SEAP), outlining the work to be undertaken.

Continual monitoring considers:

• Outstanding actions from the previous year’s SEAP
• Comments from External Examiners
• Consideration of External Examiners’ reports by SSLCs
• Recruitment, retention, progression and achievement by students
• Information, advice and guidance to students and published information
• Comments on the effectiveness of information, advice and guidance to students
• Student Charter
• Induction and Welcome Week
• Student engagement and responding to feedback (from students and staff)
• PASS/Peer Mentoring
• Professional, statutory and regulatory bodies
• Other feedback
• Employability
• Curriculum development and learning support
• Innovations and good practice
• eLearning / blended learning
• Instilling graduate attributes (as set out in the Manchester Matrix)
• Personalised learning and the principles underpinning a Manchester undergraduate experience
• Staff development
• Support needs
• Continual monitoring and quality procedures

Curriculum Planning Committee:

Membership: academic membership of Programme Committee plus student and service user representation.

Purpose: Annual (Jan) review of entire programme curriculum to drive continual renewal, development and innovation. Detailed review, year by year, taking into account feedback from key stakeholders takes place with a view to proposals for the coming academic year to be taken to Programme Committee and/or Faculty Undergraduate Teaching and Learning Committee for approval as appropriate. Each year an emerging key theme is identified for discussion.

Programme Committee:

Membership: Programme academic teaching staff and professional support staff and School professional support staff management and Student Support Officer.

Purpose: Day-to-day running of the programme; overseeing the development of the course; curriculum, teaching, learning and assessment review, for maintenance and enhancement of quality standards and for the co-ordination of course administration.

Assessment scrutiny and Board of Examiners:

The programme External Examiners are invited to comment on all assessment methods, content and administration. They also have an opportunity to meet with students. Recommendations are considered by programme committee and a response and actions formulated and followed-up via the annual monitoring process.

Peer review of teaching:

Peer Review of Teaching is the process whereby a colleague or colleagues act as reviewers and explore a reviewee’s teaching skills with them by means of direct observation of their interaction with students as well as review of their teaching materials. It is designed to provide teachers with an objective overview of their teaching from their peers so that performance can be modified and its effectiveness and efficiency improved.

6.3 Student involvement:

This section describes the ways in which student involvement, consultation and feedback is incorporated into procedures for revising the programme and the ways in which we provide feedback to students indicating how comment they have provided has shaped the programme. It should be noted that in addition to the processes outlined below, there is student representation at the Curriculum Planning Committee.

Student representatives and Staff-Student Liaison Committee:

Each year group is invited to elect a representative and a deputy representative. These representatives are to be responsible for keeping in close contact with the students within their year and discussing any problems that arise with the appropriate tutor(s) or lecturer(s). In order to keep a rolling system in operation, the deputy student representative will become the student year representative in the following academic year. A new deputy representative will need to be elected at the start of each academic year, with the exception of the third year. In addition to our student representatives, we have inclusivity representatives: these students identify as being part of a minority group and they have volunteered to raise inclusivity issues and to develop inclusivity initiatives with the support of staff. The Inclusivity Steering Group consists of the representatives and one staff member (currently Katie Twomey, Senior Academic Adviser).

Student representatives from each year and the inclusivity representatives are all members of the Staff-Student Liaison Committee (SSLC) and will be invited to attend one meeting each semester, chaired by the 3rd year representatives and supported by the Student Support Officer. The 3rd year representatives will notify the other representatives of the date of the next meeting and ask them to canvass their year group for agenda items. Issues are brought to the SSLC meeting by documenting on the SSLC form what the specific issue is and how many students have agreed it is an issue. Copies of the minutes are made available in the general office.

Issues or feedback are shared with relevant programme staff and any response or actions are decided and agreed at Programme Committee.

Reply and any actions taken in response to issues raised are reported back at the next meeting under ‘matters arising’. In addition, a student ‘You Said, We Did’ newsletter is produced each semester to coincide with SSLC meetings to provide feedback to students indicating how comment they have provided has shaped the programme.

Procedures for responding to course unit evaluations:

Evaluations are processed by the Faculty and the summaries are sent to the Faculty Teaching and Learning Committee, Head of School, Programme Director and to the course unit co-ordinators and lecturers concerned to inform their practice. Actions and developments arising from student comment are considered at Curriculum Planning Committee. The Programme Director liaises directly with individual course unit leads of low scoring units and asks for an action plan which will feed into the Annual Monitoring process. The Programme Director also initiates sharing of good practice identified (NB rolling item on Programme Committee agenda).

Procedures for responding to the National Student Survey:

Student evaluations and comment are shared with the academic teaching staff and actions considered at Programme Committee. The Programme Director is required to report to the Faculty Teaching and Learning Committee actions and developments arising from student comment.

6.4 Service user involvement:

This section describes the ways in which service user involvement, consultation and feedback is incorporated into procedures for revising the programme and the ways in which we provide feedback to service users indicating how comment they have provided has shaped the programme. It should be noted that in addition to the processes outlined below, there is service user representation at the Curriculum Planning Committee.

The SLT Service user involvement group is an online community of service users willing and able to be approached for different service user involvement activities across SLT teaching and research. Any subset of members of this group may be approached for subject specific consultations or evaluations as required such as evaluation of teaching materials or review of teaching.

The SLT Programme Advisory Group is a subset of the SLT Service user involvement group who are invited to be involved, via a variety of methods, in planning and decision making processes for the entire programme. This group is represented at the Curriculum Planning Committee.

Reply and any actions taken in response to issues raised by this group are reported back via a report indicating how comment they have provided has shaped the programme.

6.5 Other stake holder involvement:

Throughout the academic year the programme engages with a variety of external stakeholders including local NHS managers and clinicians, SLTProfNet (NHS SLT Managers), Committee of Representatives in Education for SLT (CREST), and representatives from Health Education England North and it is constantly reviewing its activity related to stakeholder involvement and consultation. The Programme is also proud to have a number of NHS managers and practising clinicians among the internal academic teaching team.

MASTERS SPEECH AND LANGUAGE THERAPY PROGRAMME SPECIFICATION

1. SUMMARY

1.1 Awarding body/institution:

The University of Manchester

1.2 Details of accreditation by a professional/statutory body:

The degree is accredited by the Royal College of Speech and Language Therapists (RCSLT) and approved by the Health and Care Professions Council (HCPC). Students who successfully complete both the clinical and academic components of the course are eligible to apply for state registration with the HCPC and for certified membership of the RCSLT.

1.3 Name of the final award:

Masters in Speech and Language Therapy (M.SpchLangTher)

1.4 Details of exit awards:

Level 4: Certificate of Higher Education Human Communication Science

Level 5: Diploma of Higher Education Human Communication Science

Level 6: BSc (Ord) Human Communication Science

Level 6: BSc (Hons) Speech and Language Therapy or BSc (Hons) Human Communication Science

Level 7: Masters Human Communication Science

1.5 Programme title:

Speech and Language Therapy

1.6 UCAS code:

B62M

1.7 Subject benchmark:

Health care professions – Speech and language therapy. Further information on subject benchmark statements can be found in The UK Quality Code for Higher Education -Subject Benchmark Statements.

1.8 Framework for Higher Education Qualifications (FHEQ):

Level 7: Integrated Masters Degree

Further information on the FHEQ can be found in The UK Quality Code for Higher Education.

1.9 The role of the programme specification:

Programme specifications focus on single programmes of study (or courses), and outline the intended knowledge, understanding, skills and attributes of a student completing that course. A programme specification also gives details of teaching and assessment methods as well as linking the course to the framework for HE qualifications and any subsequent professional qualification and career path.

The University of Manchester has programme specifications for the courses that it offers.

Not all programme specifications need to look the same. While there is no set template for programme leaders to follow, programme specifications should contain specific topics.

Schools publish programme specifications and may make these available on their web sites.

Programme specifications form one part of a set of different types of documents about a programme and its components, which include prospectus, programme handbook, unit specifications and information on websites.

There may be concern that ‘specifying’ what a student will have learnt at the end of the course or programme might inhibit innovation within that course. For this reason it is important not to see programme specifications as ‘tick lists’. They offer broad indications of the types of things students might be expected to learn and the types of skills and abilities they might be expected to gain.

Adapted from Quality Assurance Agency (QAA) guidance to students on understanding courses.

1.10 Date at which the programme specification was written or revised:

Version/Date: 0.3/17.07.19

1.11 Further links to other relevant information:

Speech and Language Therapy UG Studies Programme handbook

Faculty of Biology, Medicine & Health homepage

University central support services

2. AIMS AND INTENDED LEARNING OUTCOMES

2.1 Aims of the programme:

1. To provide students with opportunities to gain, develop, apply and reflect on knowledge and understanding, intellectual and practical skills, and personal qualities and values required for safe, ethical and effective speech and language therapy professional practice (and by the Health and Care Professions Council).
2. To provide students with opportunities to engage with and critically evaluate research and inquiry at the forefront of the discipline and to gain, develop and apply knowledge, skills and understanding necessary for evidence-based practice and to enable them to contribute to the clinical research agenda or consider progression to postgraduate research.
3. To provide students with a learning experience that encourages them to develop their intellectual curiosity and promotes independent critical thinking and a commitment to, and capacity for continuing professional development, leadership, lifelong learning and social responsibility.
4. To provide students with a ‘person-centred’ professional training which involves and engages with, and is responsive to the changing values, priorities and needs of employers and the communities it serves.
5. To provide a community of practice and seed-bed for ideas, research and scholarly activity that can positively influence and impact educational and professional policies or practice.
6. To provide students with opportunities to pursue their individual academic and clinical interests in study at, or informed by, the forefront of the academic or professional discipline.

2.2 Programme intended learning outcomes:

The Quality Assurance Agency’s subject benchmarks for speech and language therapy provide a baseline of learning outcomes for speech and language therapy to be achieved by each student. The Health and Care Professions Council Standards of proficiency – Speech and language therapists identify the requirements to be met in order to be eligible to apply for registration and maintain registration.

The programme intended learning outcomes outlined here (and in individual course unit specifications) are therefore aligned to these benchmarks and standards ensuring that students who achieve them are also meeting these requirements.

On successful completion of the programme speech and language therapy students should be able to:

1. Demonstrate and apply knowledge and critical understanding, intellectual and practical skills, and personal qualities and values required for safe, ethical and effective speech and language therapy professional practice (and by the Health and Care Professions Council) and at, or informed by, the forefront of the academic or professional discipline.
2. Engage with, conduct and critically evaluate research and enquiry at the forefront of the discipline and to demonstrate and apply knowledge, skills and understanding necessary for evidence-based practice and to enable them to contribute to the clinical research agenda or consider progression to doctoral research.
3. Exercise personal responsibility, intellectual curiosity, independent critical thinking and a commitment to, and capacity for continuing professional development, leadership and social responsibility.

2.3 Intended learning outcomes for each year of the programme:

2.3.1 On successful completion of year 1 (level 4) speech and language therapy students should be able to:

1. demonstrate understanding of the need to maintain high standards of personal and professional conduct and the importance of maintaining their own physical and mental health
2. demonstrate understanding of both the need to keep skills and knowledge up to date and the importance of life-long learning and continuing professional development
3. demonstrate understanding of the importance of and be able to respect the rights, dignity, values, and autonomy of service users and to maintain confidentiality
4. demonstrate understanding of the roles of other professionals relevant to speech and language therapy and the principles and importance of building professional relationships and working in partnership with other professionals, service users and their families and carers
5. demonstrate understanding of the principles and applications of scientific enquiry and the research process including an awareness of a range of research methodologies
6. demonstrate understanding of the principles of critical appraisal and be able to appropriately use and reference scholarly reviews and primary sources to support work
7. accurately present, evaluate and interpret information, in order to develop structured and coherent arguments and make sound judgements
8. understand, evaluate and interpret psychology as relevant to language and lifespan development and change, cognition, learning, behaviour, and psychological and social wellbeing
9. understand, evaluate and interpret sociology in relation to the practice of speech and language therapy, including its application to education, health, concepts of functioning and disability and multi-cultural societies
10. demonstrate understanding of principles of typical language development, linguistics, and phonetics and be able to transcribe, analyse and reflect on typical speech, language, communication and interaction, including their own
11. understand and interpret biomedical sciences as relevant to the development and maintenance of communication and swallowing, together with knowledge of disease, impairment and dysfunction
12. appropriately access learning support and technology and to manage their own workload and independent study effectively within a highly structured and supported context

2.3.2 On successful completion of year 2 (level 5) speech and language therapy students should be able to:

1. practise safely, ethically and effectively in a highly guided and supported context, exercising some personal responsibility and decision-making
2. demonstrate understanding of the principles and methods of evidence-based practice, including the role of research, audit, review and the use of appropriate outcome measures
3. gather, record and interpret holistic information relevant to an individual’s communication and swallowing abilities and needs
4. effectively select, administer, record, score and interpret a range of assessment tools to describe and analyse communication and swallowing abilities and needs using, where appropriate, phonetic transcription and linguistic analysis
5. demonstrate knowledge and critical understanding of impairments of speech, language, communication and swallowing, approaches to assessment and intervention, and of the way in which the discipline has developed
6. apply relevant knowledge and understanding to inform clinical reasoning and decision making in a highly supported context, including identification, assessment, differential diagnosis and the formulation of specific and appropriate management plans, evaluating critically the appropriateness of different approaches
7. initiate and undertake critical analysis and evaluation of information, understanding the limits of their knowledge and how this influences analyses and interpretations
8. effectively communicate information, arguments and analysis in a variety of forms to specialist and non-specialist audiences
9. reflect on, review and critically evaluate clinical practice, including their own
10. manage their own workload and independent study and learning effectively within a supported context

2.3.3 On successful completion of year 3 (level 6) speech and language therapy students should be able to:

1. practise safely, ethically and effectively in a supported context, exercising initiative, personal responsibility and decision-making and appreciating the limits of their practice and when to seek advice or refer to another professional
2. respect and uphold the rights, dignity, values, and autonomy of service users including their role in the diagnostic and therapeutic process and in maintaining health and wellbeing
3. demonstrate understanding of the principles and importance of participation in training, supervision and mentoring, and the concept of leadership and its application to professional practice
4. demonstrate a coherent, detailed and current knowledge and conceptual understanding of impairments of speech, language, communication and swallowing, and approaches to assessment and intervention, including the complexity of disability, therapeutic contexts, and associated psychological and social wellbeing
5. apply detailed and current knowledge and conceptual understanding to make reasoned clinical decisions in a range of complex contexts, and to record the decisions and reasoning appropriately, evaluating critically the appropriateness of different approaches
6. demonstrate a range of appropriate verbal and non-verbal skills in effectively communicating information, advice, instruction and professional opinion to service users, their relatives and carers and other specialist and non-specialist audiences
7. use established techniques of analysis and enquiry to critically evaluate research and other evidence to inform their own practice, make judgements and reasoned arguments whilst appreciating the uncertainty, ambiguity and limits of knowledge
8. frame appropriate questions to identify a solution or range of solutions and plan, design and report on a research project, demonstrating a logical and systematic approach to testing a hypothesis
9. independently manage their own workload and learning, effectively applying the methods and techniques that they have learned to continually review, consolidate, extend and apply their knowledge and understanding

2.3.4 On successful completion of year 4 (level 7) speech and language therapy students should be able to:

1. apply in depth knowledge and understanding, at, or informed by, the forefront of the discipline, to their professional practice, research or scholarship
2. demonstrate a comprehensive understanding of, and practical skills in, methods or techniques applicable to their own professional practice, research or advanced scholarship
3. demonstrate a practical understanding of how established techniques of research and enquiry are used to create and interpret knowledge in the discipline
4. evaluate critically current research, methodologies and advanced scholarship in the discipline and, where appropriate, propose new hypotheses
5. demonstrate understanding of the limits of their knowledge, and how this influences analyses and interpretations based on that knowledge
6. demonstrate originality in the application of knowledge and understanding to professional practice, research or advanced scholarship, communicating reasoning and conclusions clearly to specialist and non-specialist audiences
7. advance their knowledge and understanding, and develop new skills, exercising initiative, personal responsibility and demonstrating independent learning ability required for continuing professional development.

3. TEACHING, LEARNING AND ASSESSMENT METHODS

3.1 A summary of teaching, learning and assessment methods for the programme:

An approach to teaching, learning and assessment which employs a variety and balance of methods (taking advantage of e-learning technology and ‘flipped classroom’ approaches) is utilised on the programme. The approach aims to integrate opportunity for development towards (teaching and learning)and demonstration of (assessment) a range of intended learning outcomes related to: a) discipline-specific knowledge and understanding; b) intellectual skills; c) clinical, professional and transferable practical skills; and c) personal and professional qualities and values (see individual course unit specifications and section 3.2 below).

The approach supports you to take increasing responsibility for your own learning and development as you gain intellectual and practical skills in managing your own learning.

There are clear and increasing expectations, related to your level of study (see Framework for Higher Education Qualifications for Level descriptors), outlined in intended learning outcomes and associated assessment guidelines and criteria.

A carefully designed timetable provides opportunity for you to effectively plan and manage your independent study to allow for your participation in ‘flipped classroom’ approaches (integrating your independent study with interactive classroom learning), whilst also allowing you some flexibility in terms of pace and location of study.

Masters level study in the fourth year allows for more student choice and for a more personalised and student-led approach, often taking the form of independent or small group learning using a ‘flipped classroom’ approach. Course unit options will allow for far greater levels of discussion and interaction between students and staff. The individual course outlines provide details of independent and small group learning for each course unit.

Teaching, learning and assessment methods include:

• Face to face teaching (lecture/tutorial/seminar/workshop/simulated clinical learning)
• Independent study and individual learning and self-assessment
• Tutor led learning, facilitation, supervision, assessment and feedback
• Group/peer learning, mentoring, supervision, facilitation, assessment and feedback

The programmes summative assessment strategy employs a variety and balance of methods affording a holistic demonstration of achievement across the intended learning outcomes. Elements of student choice are incorporated into many assessments enabling you to demonstrate your maximum potential and pursue your individual academic and clinical interests. Further, all summative assessment is also designed to be formative, providing opportunity for you to practise skills (e.g., written/oral presentation skills) and reflect your performance and feedback received to promote your future learning.

3.2 How methods of teaching, learning and assessment are appropriate to the development of, and demonstration of the achievement of, the intended learning outcomes of the programme:

Throughout the programme you will have the opportunity to:

• Participate in interactive on-line learning allowing opportunity to work at your own pace and with flexibility of study location. Use of model answers and sharing of peer work provides opportunities for you to continually self-evaluate and reflect on your developing understanding.
• Participate in simulated case or enquiry based learning allowing opportunity to practise, become aware of and demonstrate your clinical reasoning skills outside of the pressures of the clinical placement context.
• Maintain an online Professional Clinical Portfolio, providing you with opportunity to develop and demonstrate your reflective skills and supporting you to identify the skills being acquired and to recognise your progress towards fulfilment of intended learning outcomes.
• Listen to presentations, providing opportunity for you to learn from experts and receive direct instruction to identify and develop your knowledge and understanding of key concepts and principles.
• Engage in discussion and seminar offering opportunities to for you to develop, articulate and defend your own arguments and opinions.
• Read scholarly reviews and primary sources in the field allowing you opportunity to consolidate, extend and question your knowledge and understanding.
• Watch expert clinician models to provide tangible examples of highly experienced clinical practice, providing opportunity for you to develop your confidence in applying learning or theory to the clinical context, and to develop your awareness of experienced clinical thought processes and decision making.
• Collect, analyse and interpret a range of clinical data, providing opportunity for you to practise research and clinical skills.
• Participate in extensive supervised clinical practice affording practical experiential learning to develop, practise and demonstrate your professional /clinical skills, ability to apply knowledge and understanding to a clinical context, and to reflect on your own skills and behaviours.
• Prepare and make presentations and participate in vivas (interactive discussions with staff members), proving opportunities to develop and demonstrate your skills in effectively communicating information, arguments and analysis for a variety of specialist and non-specialist audiences as well as developing, articulating and defending your own arguments and opinions.
• Research and produce written work, proving opportunities to extend, consolidate and demonstrate your knowledge and understanding and to develop and demonstrate your written communication skills.
• Practise with assessment and intervention tools, proving opportunities to develop and demonstrate your clinical and professional skills.
• Engage with service users, providing you with opportunities to gain insights and understanding of the service user experience, preferences and the impact of services and professionals on service users’ lives.
• Complete unseen written examinations, providing opportunity for you to demonstrate and apply your knowledge and understanding and effective written communication skills.
• Engage in peer mentoring, supervision, assessment and feedback, providing opportunity for you to develop and demonstrate critical reflective skills and skills in communicating information and providing constructive feedback.
• Engage in interprofessional learning, providing opportunity for you to develop and demonstrate your collaborative working skills and to reflect on your own skills and behaviours.
• Produce a detailed research proposal, allowing you to extend your knowledge and understanding in a specialist area of your choice and to consolidate and apply your knowledge and understanding of research methods and research skills.
• Complete a piece of experimental single case study research in a clinical setting, allowing you to apply your knowledge, understanding and skills to identifying and justifying a research question and to demonstrate practical understanding of how established techniques of research and enquiry are used to create and interpret knowledge in the discipline.

Please see the University’s Undergraduate Degree Regulations for further information.

4. SUPPORT FOR STUDENT LEARNING AND DEVELOPMENT

4.1 Welcome and induction support:

Welcome Week is intended to provide a warm welcome to all first year undergraduate students and to give you the opportunity to meet fellow students and teaching staff. You will also be invited to attend a welcome and orientation session as part of Welcome Week. Student IT services and the Library also provide induction sessions.

Welcome Week also provides the opportunity for you to meet and work with undergraduate students from across the University in the first part of your Ethical Grand Challenges Programme , which will contribute to your Stellify award..

In years two, three and four you will be invited to a ‘welcome back’ session where you are facilitated to share feedback and discuss areas of concern. You also get the chance to ask higher-year students about their experiences.

4.2 Peer support:

As a student SLT you will have access to peer-support during your studies. Peer mentors are higher-year students on the degree programme, who can provide support and advice for lower year students. On this programme peer mentors meet with students on day one when first years are paired up with a peer in a higher year of study. During Welcome Week, peer mentors are also involved in welcoming students to the next level of study and helping to outline expectations at that level. Peer mentors will often organise activities and workshops to support you with a specific issue. They will also often set up social, public engagement and charity events to help everyone get to know each other and to raise money and/or awareness for SLT and related organisations.

As a student SLT you will have the opportunity to take part in Peer Assisted Study Sessions (PASS) to support study and learning. The sessions are led by volunteer SLT students (PASS leaders) who act as facilitators. PASS provides a supportive environment, where PASS Leaders facilitate student-led discussions around academic topics. PASS aims to increase individual confidence with the goal of deepening understanding of your studies.

PASS has been part of the SLT programme for several years now, and has been twice (2014/15) awarded University of Manchester Outstanding Contribution to Peer Support Awards, scheme of the year with recognition for outstanding contributions from students and staff. The PASS sessions provide a platform for a small group of students to discuss and revise difficult subtopics within the more challenging modules that you will study, without the presence of a formal lecturer but with some guidance from a facilitator from a higher year group who has already completed the module.

Within the SLT Society students have the opportunity to take roles of Chair, Treasurer and Secretary to lead the society. Peer mentoring, PASS, social, public engagement and charity events are all planned and organised by the SLT Society.

4.3 Academic support:

All student SLTs are offered the opportunities for significant interaction with teaching staff on an individual or small group basis. In addition, every student SLT is assigned an academic adviser who is there to give advice about any academic issues throughout the duration of the programme^[15].

Academic advisers provide information and guidance on academic choice, assisting students with the planning of short-term and long-term targets for academic, personal and professional development, proactively monitoring both academic performance and student engagement and advising on constructive strategies for improvement as necessary. Academic advisers help students to recognise skills being acquired and encourage students to reflect on their academic development through the use of an online Professional Clinical Portfolio (see below). Advisers work with students to build personal academic relationships, and ensuring insofar as is possible that any student facing academic and/or personal difficulties does not lose contact with academic staff or become isolated from student support staff and facilities. Academic advisers monitor learning and academic progress, initiating contact with students of all levels of achievement following Exam Board and agreeing with students personalised action plans for learning to help them attain their goals academically. A student’s Academic Adviser also provides support and guidance regarding personal issues or circumstances, health and fitness to practice issues within the broader University/School support systems.

The relationship between student and academic adviser is a partnership in which it is the responsibility of the student to engage with their Academic Adviser in order to realise the intended benefits.

4.4 Online study skills support:

An intensive self-directed online study skills course is made available to student SLTs in their first year, orientating them to the wealth of resources available via the library and allowing students to track their independent study progress throughout their studies. Student SLTs also have access to the Library’s study skills programme, My Learning Essentials, which provides workshops and online support on academic, employability and well-being. This programme helps students to develop the skills needed to successfully complete a degree programme, including how to research, reference and write in an academic style. You will also be supported to complete a piece of work overseen by your Academic Adviser in year 1 to support academic writing.

4.5 Personal and professional development support:

Your personal and professional development is structured and supported by your maintenance of an online Professional Clinical Portfolio which allows you to recognise and appraise your progress towards the fulfilment of intended learning outcomes and to see how intended learning outcomes are aligned with your progression towards achievement of professional Standards of Proficiency. By familiarising you with reflective practice, the portfolio provides opportunities for you to continually self-evaluate and reflect on and critique your developing clinical practice, intellectual, interpersonal and professional skills. The online portfolio further aims to promote your commitment to, and capacity for, continuing professional development (CPD) and lifelong learning by supporting you to understand the limits of your practice and knowledge and to self-audit your practice using the Royal College of Speech and Language Therapists’ (RCSLT) audit tool. The portfolio may then form the basis of your career long CPD which is similarly online and provided by the RCSLT.

Sections of the portfolio may be shared online with your academic adviser and/or placement coordinator/clinical educator to facilitate individual feedback and discussion.

4.6 Placement learning support:

For further information please see the Health and Care Professions Council (HCPC) guide to Health, disability and becoming a health and care professional.

Clinical placements are provided by Practice educators (PEs) in the workplace. PEs are qualified and experienced SLTs working in National Health Service (NHS), Education, private and third-sector settings.

The University of Manchester (UoM) and Manchester Metropolitan University (MMU) collaborate to provide regular training for PEs on supporting student SLTs while on clinical placement. SLTs are expected to attend a new clinical educator training day prior to offering student placement opportunities. Once offering student placements, SLTs are expected to undertake an experienced PE training day once every three years.

The UoM and MMU provide a range of supporting documentation, including guidance and check lists to ensure that students receive an induction, mid-placement review and final end of placement report. The documentation is available online within a specifically designed web site for PEs and the documentation is designed to be completed in discussion with the student.

A clinical placement coordinator is available to support both students and PEs should there be any questions, problems or issues arising before, during or after the student placement. The coordinator is a qualified SLT.

Students continue to have access to their academic tutors and advisers and the placement coordinator during their clinical placements. The PE(s) providing the clinical placement act as tutors to the students, directing learning, clinical observation, development of clinical skills and reflection. Students are encouraged to consider their practice and actively reflect on their strengths and needs with the PEs.

Student reflection is structured and supported by maintaining an online Professional Clinical Portfolio. The portfolio consists of a learning contract based on the student’s needs, identified by the student themselves and based on previous clinical practice (where applicable).

Each clinical session is evaluated by the student and the student’s evaluation is discussed with the PE. The PE can then facilitate further development by providing models of clinical practice, advice, feedback and suggestions for future sessions, as well as suggesting learning resources.

The portfolio also contains self-directed learning including observations of highly specialist practice such as dysphagia and collecting anonymised client data on which to base case studies for discussion in facilitated clinical workshops at the university following the clinical placement.

In this way, observation and clinical experience with real clients is utilised in academic activity at the university. Students are encouraged to discuss other aspects of client care and service provision including commissioning of services, and the client journey through the care pathway, from triage to discharge.

The online portfolio also requires students to carry out a self-audit of their practice using the Royal College of Speech and Language Therapists’ (RCSLT) audit tool. The portfolio will then form the basis of the students’ CPD which is similarly online and provided by the RCSLT. The portfolio may be shared with the student’s academic adviser and/or placement coordinator to facilitate audit and individual feedback and discussion.

The Health section of the portfolio should contain documentation of immunisation certificates, your Occupational Health clearance, any risk assessments completed and information on any conditions which are essential for a placement provider or an employer to be aware of in order to make reasonable adjustments and/or protect your health and safety whilst on their premises.

All students must have Occupational Health clearance or sign a declaration if this has not cleared by the commencement of placement. These confidential records are retained by the university. Any health conditions may need to be risk assessed by the student and PE at the time of induction. The University and Health and Care Professions Council (HCPC) encourages students to share information about any health conditions so that reasonable adjustments can be made on their clinical placement. Therefore any student with DASS or Occupational Health recommendations will be invited to attend a meeting with their Academic Adviser and/or clinical placement lead to discuss any reasonable adjustments that may be required from the placement provider. This is in the student’s best interests so that appropriate support can be provided but requires explicit consent from the student. For further information please see the HCPC guide to Health, disability and becoming a health and care professional.

Full details of placement learning support and regulation may be found on the Student Clinical Education website.

4.7 Dissertation support

In your fourth (integrated masters) year you will complete a piece of experimental research to be written up in an alternative format dissertation (including a plain English summary, literature review and journal manuscript) and presented to the peer group. To support this work, students are assigned an individual dissertation supervisor and regular, individual dissertation supervision meetings and feedback opportunities will be offered throughout the unit to support the design and completion of this work. Study at this level tends to be more student-led and therefore it is the responsibility of the student to engage with the supervision process in order to realise the intended benefits.

4.8 SLT resources, facilities and administrative support:

The SLT Resource Room (B2.11 EW) is available for students in all years to familiarise themselves with current clinical materials and technology which may be used in SLT practice.

The Undergraduate Programme Administrator is based in the Undergraduate Office (G15 Zochonis) and is available as a source of information and support for you while you are studying. Please contact them if you need any general information or material related to the programme or if you need to leave a message for any academic staff delivering the programme.

The Undergraduate Examinations and Assessments Administrator is responsible for the administration of examinations and assessments and is also based in the Undergraduate Office (G15 Zochonis) Please contact them regarding hand-in of assignments, exams, results, extension requests or mitigating circumstances.

The Clinical Administrator is available as a source of information and support around organisation of clinical placements.

The School of Health Sciences (SoHS) Student Support Administrator is available to students to provide valuable information regarding where to get help with all manner of issues affecting students’ progress with their studies such as matters of financial hardship, personal circumstances affecting your work, how to access assessment or support for disability, social and volunteering opportunities and sports and leisure facilities. You can contact them directly or you may be referred by your Academic Adviser.

The SoHS Student Experience Lead is receptive to the student body, developing ways to improve the experience of students within SPS.

The SoHS Hub in the Zochonis Building provides a social ‘focal point’, a place where students and staff could go to take a break from work, to socialise, and to hold events. The hub includes a café, ‘Food for Thought’, desks for working on, tables to eat at, and sofas to relax on.

4.9 Stellify

http://www.stellify.manchester.ac.uk/

The Stellify Award is the University’s most prestigious extra-curricular accolade. To be awarded the Stellify Award students must:

-Complete all 3 Ethical Grand Challenges –  Y1- Sustainability / Yr 2-Social Justice / Yr 3 – Workplace Ethics

-Complete 40 hours of volunteering https://www.find-volunteering.manchester.ac.uk/
-Complete 2  leadership activities e.g. students could take on a peer support role or become a student rep.

4.10 Central support services:

The University of Manchester also provides a range of central support services, including:

• The Disability Advisory and Support Service, which will help if you have additional needs arising from a medical condition, a physical or sensory disability, a specific learning difficulty, such as dyslexia, or a mental health problem that affects your study.
• The Counselling Service, which provides professional and confidential counselling for students with personal problems affecting their work or sense of well-being.
• The Students’ Union Advice Service, with full-time advisers who can assist with issues such as housing or finance.
• The Student Services Centre, which is the central point of contact for all administrative and support services once you enrol at the University.
• The Student Support and Advice, home to the Information, Advice and Guidance Service, the Careers Service and the International Programmes Office. Here you’ll be able to find out about getting involved in campus life, the opportunities for study and work abroad, your future options, or money issues. You can also make use the Student Support and Advice’s quiet study lounge.
• Student IT services, which provides support for your IT account, getting online wirelessly, internet in your hall and Blackboard and online resources.
• The Occupational Health Service provides confidential services to protect the health of students in training and in study and assesses and advises on fitness for training and study to ensure that health issues are effectively managed.
• The University of Manchester Library offers a range of resources to support your studies.

4.11 Summary of support:

The table below provides you with a brief overview as to where to start with particular matters that might concern you during your studies.

Matter of concern	Where to look/who to speak to
Academic Matters: Including course unit content, exams and assignments, and progression to next year.	Programme Handbook Individual course unit lecturer or lead Exams secretary Your year rep if a matter for all student SLTs Your Academic Adviser Programme Director Peer mentor
Placement Learning Matters: Including problems with placements, difficulty with skills learning, health check issues, DBS issues, travel expenses.	Clinical Handbook Clinical Education Lead Individual clinical educator on placement Clinical Administrator Your Academic Adviser Peer mentor
Personal Circumstances: Including ill health, financial difficulties, other personal circumstances affecting work, disability.	Your Academic Adviser Senior Academic Adviser Individual lecturers if lectures missed Programme Director Undergraduate Programme Administrator Disability Advisory and Support Service Student Services Centre Counselling Service Student Support Officer
Administrative Matters: Including hand-in of assignments, accessing resources, correspondence for staff, extension requests, mitigating circumstances forms, absence reporting.	Blackboard Undergraduate Programme Administrator Exams secretary

5. PROGRAMME STRUCTURE

5.1 A summary of the programme structure and requirements:

Year 1:

Mandatory units	Credit weighting[16]	Programme ILOs[17]	RCSLT Curriculum Guidelines[18]
Clinical and Professional Practice 1[19]	30	2.3.1. i – iv, vi, vii, ix, xii	4.2.1 A, B, C’ 4.2.2 A, B, C 4.2.3 A, B, C 4.2.5 A, B, C
Clinical Research 1	10	2.3.1. v – vii, xii	4.2.3 D, 4.2.4 A, B
Applied Psychology and Sociology	20	2.3.1. vi – viii, ix, xii	4.4.1 (4, 6). 4.4.2 (1, 3, 4, 5)
Linguistics, Phonetics and Language Development A	20	2.3.1. vi, vii, x, xii	4.4.1 (1, 2, 3, 4, 6, 7) 4.4.2 (2, 4)
Linguistics, Phonetics and Language Development B	20	2.3.1. vi, vii, x, xii	4.4.1 (1, 2, 3, 4, 6. 7). 4.4.2 (2, 4)
Biomedical Sciences	20	2.3.1. iv, vii, xi, xii	4.4.3 (1, 2, 3, 4, 5)
Ethical Grand Challenges programme: Sustainability	N/A	2.3.1. vii	4.2.2 A

Year 2:

Mandatory units	Credit weighting	Programme ILOs	RCSLT Curriculum Guidelines
Clinical and Professional Practice 2[20]	30	2.3.2. i – x	4.2.1 A, B, C 4.4.1 (1, 2) 4.2.2 A, B, C 4.2.3 A, B, C 4.2.5 A, B, C
Clinical Research 2	10	2.3.2. ii, iv, vi – viii, ix, x	4.2.3 D 4.2.4 A, B
Clinical Linguistics and Phonetics	20	2.3.2. iii, iv, vii, viii, x	4.2.5 A, B, C 4.2.3 (2, 3, 10, 14)
Developmental Speech and Language Disorders A	20	2.3.2. ii – x	4.2.5 A, B, C 4.3.2 (9, 10, 12, 14) 4.4.1 (7)
Lifelong Disability A	20	2.3.2. ii – x	4.2.1 B, C 4.2.5 A, B, C 4.3.2 (5, 6, 9, 12, 13) 4.3.3 (6, 7)
Acquired Communication and Swallowing Disorders A	20	2.3.2. ii – x	4.2.1 B, C 4.2.5 A, B, C 4.3.2 (1, 2, 3, 4, 6, 8, 9, 10, 11, 14) 4.4.1 (5) 4.4.3 (3, 6, 8, 10),
Ethical Grand Challenges programme: Social Justice	N/A	2.3.2. vii, viii	4.2.2 A

Year 3:

Mandatory units	Credit weighting	Programme ILOs	RCSLT Curriculum Guidelines
Clinical and Professional Practice 3[21]	40	2.3.3. i – vii, ix	4.2.1 A, B, C 4.2.2 A, B, C 4.2.3 A, B, C 4.2.5 A, B, C
Clinical Research 3	20	2.3.3. vi – viii, ix	4.2.3 D 4.2.4 A, B, C
Developmental Speech and Language Disorders B	20	2.3.3. ii – vii, ix	4.2.5 A, B, C 4.3.2 (9, 10, 12, 14) 4.4.1 (7)
Lifelong Disability B	20	2.3.3. ii – vii, ix	4.2.1 B, C 4.2.5 A, B, C 4.3.2 (6, 7, 9, 11, 13) 4.3.3 (6,
Acquired Communication and Swallowing Disorders B	20	2.3.3. ii – vii, ix	4.2.1 B, C 4.2.5 A, B, C 4.3.2 (1, 2, 3, 4, 6, 8, 9, 10, 11, 14, 15) 4.4.1 (5) 4.4.3 (3, 5, 6, 8, 9, 10)
Ethical Grand Challenges programme: Workplace Ethics	N/A	2.3.3. ii, iii, v – vii	4.2.2 A

Year 4:

Mandatory unit	Credit weighting	Programme ILOs
Clinical Research 4	60	2.3.4. i – vii
Optional units[22] (proposed new unit options)	Credit weighting	Programme ILOs
New Horizons in Aphasiology	15	2.3.4. i – vii
Advances in Language Development and Disorders	15	2.3.4. i – vii
Evidence Based Practice and Service Evaluation in Speech and Language Therapy	15	2.3.4. i – vii
Working with Adults with Acquired Dysphagia	15	2.3.4. i – vii
Working with Bilingual Children and their Families	15	2.3.4. i – vii
Optional units (example existing unit options – subject to change)
Developing Deaf Child	15	2.3.4. i – vii
Developing Practice and Managing Change	15	2.3.4. i – vii
Dementia – a Person-Centred Approach	15	2.3.4. i – vii
Leadership in Professional Practice	15	2.3.4. i – vii

5.2 Ethical grand challenges programme:

The Ethical Grand Challenges Programme gives you the opportunity to explore three of the biggest challenges facing the world in the 21st Century – sustainability, social justice and workplace ethics.

You’ll get a chance to look at the world around you in new ways and take part in lots of different activities with students from different degree disciplines.

Year 1: Sustainability #GetSust

During a Welcome Week event, undergraduate students from across the University work in interdisciplinary groups to build Campus East, a new development of the fictitious University of Millchester.

The aim of the event is to provide students an opportunity for interdisciplinary learning and group working while developing insight into the challenges of balancing environmental, economic and social factors in order to build a sustainable future, as well as provide a greater understanding of some of the challenges faced by Universities in the 21st Century.

Year 2: Social Justice #JustFest

As part of our Social Justice festival, JustFest, undergraduate students from across the University take part in a programme of workshops which explore a range of social justice themes, led by academics and external presenters, including the BBC and the Runnymede Trust. You will have the opportunity to explore themes such as how we should promote a just society, challenge injustice, value diversity, define human rights, and allocate resources. You will have the opportunity to explore what it might mean build fairer communities in the city, the UK and across the globe.

The event also includes a performance stage and an exhibition tent where students can take part in activities with organisations including The People’s History Museum, Fallowfield Foodshare and In Place of War.

Year 3: Workplace Ethics

This final year event is an interactive, interprofessional workshop on a grand scale. Unfolding scenarios are brought to life with clips of actors playing roles and students gaining the opportunity to consider and explore the ethical dilemmas of real-life work situations commonly faced by early health care professional graduates.

6. MECHANISMS FOR PROGRAMME REVISION

6.1 External monitoring, review and approval by professional and regulatory bodies:

The programme is the subject of a number of external reviews. The programme is overseen by Health Education England North (formerly Health Education Northwest) which is the Local Education and Training Board which has been responsible for commissioning speech and language therapy education in the region until 2017 (and continues to have a role in overseeing placements), and by the Health and Care Professions Council (HCPC) who approve the programme. The HCPC has a system of annual monitoring of approved courses, normally through the provision of documentary evidence of meeting their Standards of Education and Training (SETs). Each year a SETs mapping document is compiled. For each SET, the document indicates where in the accompanying documentation the evidence can be found. A visit will be considered if more than 25% of the course has changed since approval; or if there are major changes to the course. A re-approval event was triggered by the move to a 3-year programme and 4-year Integrated Masters and took place in March 2017: it was concluded that we continue to meet HCPC standards for both programmes. At the same time, both programmes gained RCSLT accreditation against the RCSLT Curriculum Guidelines.

The Quality Assurance Agency (QAA) completed their Major Review of all healthcare programmes in the UK in 2005. The outcome for the University of Manchester was very successful. Work arising from the QAA report was monitored through an action plan that was jointly agreed by all partners. An annual review meeting, looking at all healthcare programmes commissioned by Health Education England North in the Faculty takes place every spring.

The QAA subject benchmark statement ‘Health care programmes – Speech and language therapy’ is one of a number of external sources of information that are drawn upon for the purposes of academic review.

The Royal College of Speech and Language Therapists (RCSLT) produce Curriculum Guidelines which are currently under review. As stated above, RCSLT accreditation against these guidelines was gained for both programmes in 2017.

6.2 Internal monitoring and review:

Annual and 6-year Internal Review Panels:

Periodic review considers the continuing validity and relevance of programme aims and intended learning outcomes. The process of periodic review is based on a self-evaluation document produced by the programme that is then discussed with a panel of peers external to the School. The panel is normally chaired by an Associate Dean of the Faculty and includes an officer of the Students’ Union, external subject specialist/s, and a representative of the Teaching and Learning Support Office.

Recommendations from the review are considered by Programme Committee and a response and actions formulated and followed up via the Continual Monitoring process.

Continual Monitoring Committee:

Membership: Academic membership of the Programme Committee.

Purpose: annual (June) monitoring to ensure that the standard of the programme is being maintained and to drive continual improvement of the student experience. Review of the entire programme takes place taking into account feedback from key stakeholders, with a view to recording action planning for the coming academic year. This process is also used to consider the ‘student experience’ at programme level referencing key ‘Student Voice’ satisfaction indicators such as the National Student Survey, Student Barometer, feedback from staff, Staff Student Liaison Committees (SSLC), DLHE statistics and the results of Unit Surveys.

The output of continual monitoring is a report to the Faculty Teaching and Learning Committee for consideration and to inform the Faculty’s Continual Monitoring Overview. The summary report to the Faculty includes a Student Experience Action Plan (SEAP), outlining the work to be undertaken.

Continual monitoring considers:

• Outstanding actions from the previous year’s SEAP
• Comments from External Examiners
• Consideration of External Examiners’ reports by SSLCs
• Recruitment, retention, progression and achievement by students
• Information, advice and guidance to students and published information
• Comments on the effectiveness of information, advice and guidance to students
• Student Charter
• Induction and Welcome Week
• Student engagement and responding to feedback (from students and staff)
• PASS/ Peer Mentoring
• Professional, statutory and regulatory bodies
• Other feedback
• Employability
• Curriculum development and learning support
• Innovations and good practice
• eLearning / blended learning
• Instilling graduate attributes (as set out in the Manchester Matrix)
• Personalised learning and the principles underpinning a Manchester undergraduate experience
• Staff development
• Support needs
• Continual monitoring and quality procedures

Curriculum Planning Committee:

Membership: academic membership of Programme Committee plus student and service user representation.

Purpose: Annual (Jan) review of entire programme curriculum to drive continual renewal, development and innovation. Detailed review, year by year, taking into account feedback from key stakeholders takes place with a view to proposals for the coming academic year to be taken to Programme Committee and/or Faculty Undergraduate Teaching and Learning Committee for approval as appropriate. Each year an emerging key theme is identified for discussion.

Programme Committee:

Membership: Programme academic teaching staff and professional support staff and School professional support staff management and Student Support Officer.

Purpose: Day-to-day running of the programme; overseeing the development of the course; curriculum, teaching, learning and assessment review, for maintenance and enhancement of quality standards and for the co-ordination of course administration.

Assessment scrutiny and Board of Examiners:

The programme External Examiners are invited to comment on all assessment methods, content and administration. They also have an opportunity to meet with students. Recommendations are considered by programme committee and a response and actions formulated and followed-up via the annual monitoring process.

Peer review of teaching:

Peer Review of Teaching is the process whereby a colleague or colleagues act as reviewers and explore a reviewee’s teaching skills with them by means of direct observation of their interaction with students as well as review of their teaching materials. It is designed to provide teachers with an objective overview of their teaching from their peers so that performance can be modified and its effectiveness and efficiency improved.

6.3 Student involvement:

This section describes the ways in which student involvement, consultation and feedback is incorporated into procedures for revising the programme and the ways in which we provide feedback to students indicating how comment they have provided has shaped the programme. It should be noted that in addition to the processes outlined below, there is student representation at the Curriculum Planning Committee.

Student representatives and Staff-Student Liaison Committee:

Each year group is invited to elect a representative and a deputy representative. These representatives are to be responsible for keeping in close contact with the students within their year and discussing any problems that arise with the appropriate tutor(s) or lecturer(s). In order to keep a rolling system in operation, the deputy student representative will become the student year representative in the following academic year. A new deputy representative will need to be elected at the start of each academic year, with the exception of the third year.

Student representatives from each year are all members of the Staff-Student Liaison Committee (SSLC) and will be invited to attend one meeting each semester, chaired by the 3rd year representatives and supported by the Student Support Officer. The 3rd year representatives will notify the other representatives of the date of the next meeting and ask them to canvas their year group for agenda items. Issues are brought to the SSLC meeting by documenting on the SSLC form what the specific issue is and how many students have agreed it is an issue. Copies of the minutes are made available in the general office.

Issues or feedback are shared with relevant programme staff and any response or actions are decided and agreed at Programme Committee.

Reply and any actions taken in response to issues raised are reported back at the next meeting under ‘matters arising’. In addition, a student ‘You Said, We Did’ newsletter is produced each semester to coincide with SSLC meetings to provide feedback to students indicating how comment they have provided has shaped the programme.

Procedures for responding to course unit evaluations:

Evaluations are processed by the Faculty and the summaries are sent to the Faculty Teaching and Learning Committee, Head of School, Programme Director and to the course unit co-ordinators and lecturers concerned to inform their practice. Actions and developments arising from student comment are considered at Curriculum Planning Committee. The Programme Director liaises directly with individual course unit leads of low scoring units and asks for an action plan which will feed into the Annual Monitoring process. The Programme Director also initiates sharing of good practice identified (NB rolling item on Programme Committee agenda).

Procedures for responding to the National Student Survey:

Student evaluations and comment are shared with the academic teaching staff and actions considered at Programme Committee. The Programme Director is required to report to the Faculty Teaching and Learning Committee actions and developments arising from student comment.

6.4 Service user involvement:

This section describes the ways in which service user involvement, consultation and feedback is incorporated into procedures for revising the programme and the ways in which we provide feedback to service users indicating how comment they have provided has shaped the programme. It should be noted that in addition to the processes outlined below, there is service user representation at the Curriculum Planning Committee.

The SLT Service user involvement group is an online community of service users willing and able to be approached for different service user involvement activities across SLT teaching and research. Any subset of members of this group may be approached for subject specific consultations or evaluations as required such as evaluation of teaching materials or review of teaching.

The SLT Programme Advisory Group is a subset of the SLT Service user involvement group who are invited to be involved, via a variety of methods, in planning and decision making processes for the entire programme. This group is represented at the Curriculum Planning Committee.

Reply and any actions taken in response to issues raised by this group are reported back via a report indicating how comment they have provided has shaped the programme.

6.5 Other stake holder involvement:

Throughout the academic year the programme engages with a variety of external stakeholders including local NHS managers and clinicians, SLTProfNet (NHS SLT Managers), Committee of Representatives in Education for SLT (CREST), and representatives from Health Education England North and it is constantly reviewing its activity related to stakeholder involvement and consultation. The Programme is also proud to have a number of NHS managers and practising clinicians among the internal academic teaching team.

SECTION 3

CREDIT, ASSESSMENT AND AWARDS REGULATIONS

It is crucial that you understand how your work is to be assessed and how decisions are made as to whether you are ready to progress to the next year of study. Once you understand about credit-rating of individual units and the weighting of different assessments within a unit, you can begin to plan your revision, clear about what needs to be prioritised.

As a student SLT, you will be taught how to become involved in evaluating your own performance. Reflective practice is valued highly, whereby you think carefully about what you have learnt to date and how much you still have to learn. Additionally, your work and attendance for all course units is formally assessed by us. We need evidence that you have completed the course unit to a satisfactory level and that you deserve to be awarded the credits for that unit (see Section 2: Programme Overview for further explanation of the credit rating system). It is important that we have a true picture of your level of performance so that your final award is a true reflection of your abilities. It is also important that you have a true picture as you progress through your degree programme, so that you can reflect upon your performance and become more actively involved in the process of learning.

There are numerous measures in place to ensure that any means of assessing your work is as fair and accurate as possible. These include the use of External Examiners, internal and external moderation of exam question papers and assignment questions; anonymous marking; internal and external moderation of marking; Board of Examiners meetings; consideration of mitigating circumstances at particular times; consideration of disabilities; arrangements for late submission of assignments; regulations regarding word limits; resit regulations and compensation arrangements. These are all explained in this section. Additionally, we need to be sure that any credit awarded is justly deserved by the student concerned and is awarded in recognition of their own work. The concluding part of this section on plagiarism and other forms of academic malpractice should be read very carefully by all students.

Interruption and currency of award

The programme is full time and the length of the BSc programme is three years and the MSLT programme is four years. Very occasionally it may be deemed necessary (on very serious personal or health grounds) to interrupt a student’s studies for up to a year. In order that your practice be considered current and to ensure your eligibility to register with the HCPC upon graduation, it is expected that you complete your studies within a maximum of five years for the BSc or six years for the MSLT.

Conduct and Ethics

It is absolutely vital that you appreciate that progress to each stage of your degree programme and to eventual qualification is not dependent on academic attainment alone. The Guidance on Conduct and Ethics for Students, published by the Health & Care Professions Council states clearly:

‘On your programme you have the opportunity to develop the skills and knowledge you need to become a professional in an environment which protects the public. You also have the opportunity to learn about the behaviour that the public expects from a registrant. As a student studying to become a professional in a regulated profession, you have certain responsibilities. On your programme you will be expected to meet high standards of conduct and ethics. You should be aware that in very serious circumstances, your conduct may affect your ability to: complete your programme; gain the final qualification; or register with us.’

https://www.hcpc-uk.org/education/learners/while-i-am-studying/guidance-on-conduct-and-ethics/

The HCPC guidance document then goes on to give further guidance as to how you should interpret the 10 points regarding conduct and ethics which apply to you as students:

1. Promote and protect the interests of service users and carers.
2. Communicate appropriately and effectively.
3. Work within the limits of your knowledge and skills.
4. Delegate appropriately.
5. Respect confidentiality.
6. Manage risk.
7. Report concerns about safety.
8. Be open when things go wrong.
9. Be honest and trustworthy.
10. Keep records of your work with service users and carers.

This document is essential reading for all Clinical and Professional Practice units.

In addition to University guidance on conduct and discipline (Conduct and Discipline of Students: Regulation XVII – Appendix 5 of this handbook) students should be aware of programme level policy for dealing with concerns about students’ profession-related conduct (below).

Concerns about students’ profession-related conduct

In the first instance, any member of staff who has concerns regarding a student’s profession-related conduct is advised to speak with the student directly to establish the facts and to address any obvious personal or medical circumstances affecting the student’s conduct. Staff (including practice educators on placements) report any concerns about a student’s profession-related conduct to the Student Progress Committee, which meets three times per semester. It is recommended that concerns be reported at the earliest opportunity in order that measures may be taken to address and resolve concerns at a local level where possible. The Student Progress Committee will reach a decision on a case by case basis as to how the concerns are to be addressed. In many cases the Academic Adviser is able to negotiate a way forward with the student as part of a learning contract. Part of this contract may include a prescribed piece of reflective work recommended by the Student Progress Committee. If deemed appropriate, the student may be requested to present themselves to the Student Progress Committee for interview. However, if the matter cannot be resolved satisfactorily at the level of Student Progress Committee, then the case may be referred to the School level Fitness to Practise Committee or may be referred to Faculty Fitness to Practise Committee (see Appendix 8).

Formative assessment and feedback

This type of assessment is intended to help with your development or ‘formation’ as a student. You are often given qualitative feedback (comments) as well as quantitative feedback (numerical marks) for your work which tell you what you need to do to improve your marks for next time. The idea is that such formative feedback feeds forward to drive your learning and help you to do better in future assessment. Formative assessment may take the form of a quiz done in class or on Blackboard in your own time or it may be an assignment such as an essay, poster or presentation and you can normally expect the feedback from formative assessment in time to help you with summative assessment of the same or other related units. Feedback may take the form of a mark, outline answers, verbal comments, peer comments or a combination of these.

For each course unit specification, there should be information regarding ways in which you can expect to receive formative assessment and feedback for each course unit. If this is not clear, please approach your course unit lead who will be able to explain what you can expect.

Summative assessment

This type of assessment, sometimes referred to as ‘examined’ assessment, contributes to your end-of-year overall mark. In years 2 and 3 of the BSc and in years 2, 3 and 4 of the IM these marks contribute to your degree classification. Summative assessment may take various forms (e.g. essay, poster, presentation, assignment or written exams). In the case of summative assignments, hand-in dates (usually submitted electronically via Turnitin on Blackboard) will be around the end of semester. In the case of summative exams, these will take place in one of the two allocated exam periods towards the end of each semester. (See later under Examination periods).

Attendance Policy

Attendance is taken very seriously on this vocational degree programme (see above re conduct). It is a requirement that you attend all timetabled sessions for any individual course unit and a 80% minimum attendance requirement across the duration of each course unit is imposed. It is a professional requirement that you attend 100% of clinical placement sessions (see p26 for further detail re placement hours). Students are expected to check in to each session attended using the My Manchester attendance check in system when in attendance for a particular session. Please note that lecturers will complete semi-regular spot checks of these check ins to ensure that attendance is being logged correctly. If your attendance in a particular course unit is deemed unsatisfactory, you may not be permitted to complete the assessment and/or awarded the credits for that course unit, which would mean that you would not be able to progress and that you would have to leave the programme.

In order to support academic attainment and monitor wellbeing, Academic Advisers will be given regular updates of their student’s attendance profiles. Students who reach trigger points (detailed below) will be flagged to their Academic Adviser. The role of the Academic Adviser in attendance monitoring is a supportive one, to ensure that students are well and engaging with the programme. Academic Advisers will treat cases of poor attendance on an individual basis and agree to a range of actions. These may include regular meetings, referral to Occupational Health or revisiting guidance on the attendance requirements.

Procedure for managing unsatisfactory attendance

If a student fails to attend four or more timetabled sessions (regardless of which units) on four or more dates within a semester (without notifying via the specified channels of communication their legitimate mitigating circumstances – please see below), or, in the case of a unit which runs the whole year, on four or more dates across both semesters, the formal warning procedure will be instigated as follows:

1. First contact: an attendance support letter is sent to the student, outlining our concerns regarding their attendance and requesting that the student make contact with their Academic Adviser in order to address any issues which may be affecting attendance. This letter is intended to support the student to improve their attendance record. If attendance is improved, no further letter will be issued. The Student Progress Committee will be informed.
2. Second contact: if unsatisfactory attendance persists, a second support letter is sent to the student. This letter will explain to the student that, due to persistent poor attendance, their attendance for individual course units will henceforth be scrutinised. If attendance is deemed satisfactory, no action will be taken. The Student Progress Committee will be informed.
3. If attendance in any single course unit falls below the required level, then the student’s case will be referred to the programme Student Progress Committee. It is the decision of the Student Progress Committee as to whether the student will be permitted to sit the assessment for any unit for which attendance is unsatisfactory.

Patterns of repeated absence, high-levels of absence, frequent poor punctuality, or extended periods of absence will be investigated and could result in referral to progress committee, occupational health, or other support mechanisms to ensure continuing fitness to study and attend clinical placement. It should be reiterated that persistent non-attendance may result in the student not being permitted to take the assessments for the course unit.

Legitimate mitigating circumstances for absence and how to notify:

If you are unable to attend a scheduled session for any course unit, including placement, you must email the attendance team using slt.attendance@manchester.ac.uk and copy in the unit lead for the session you are missing (or the practice educator and Rachel Starkey as the Clinical Education Lead, in the case of missed sessions while on placement) and your academic adviser. You must include the unit code of the session you are missing and the reason why you will not be attending. You must ensure that you notify the attendance team as early as possible and ideally, before the session you are due to miss. You need to report an absence for each day that you are unable to attend unless you have provided a doctor’s note. Absences expected to last longer than the self-certification period of one week need to be supported by a doctor’s note. Failure to report absences in the correct way may result in your absence being recorded as unauthorised. If you are ill while on placement and so need to be absent at all from placement, please notify your Practice Educator and the Clinical Education Lead (Rachel Starkey) as soon as possible. You must self-certify or provide a sick note just as you would at any other time during your studies.

 

Please note that simply notifying us of your absence does not mean that your circumstances for absenting yourself will be regarded as legitimate. Absence for reasons other than genuine illness, attending medical appointments, difficult personal circumstances or religious/cultural reasons will be recorded as unauthorised absence. These include: weekends away; holidays; social functions or sporting events; weddings; part-time jobs; catching trains, planes etc. You may choose to tell staff of your intended absence. However, we cannot authorise any such absence or grant you ‘permission’ to miss teaching sessions for such reasons. You are adult learners and, in the full knowledge that full attendance is an expectation, you may still choose to prioritise other events. As stated above, a record of your attendance will be kept routinely and any periods of absence will be kept on file for future reference. Whatever the reasons for repeated or prolonged absence, if it is deemed to be having an impact or potential impact on your studies or professional practice, then you will be offered tutorial support and a meeting with the Programme Director may be suggested. Please see Section 4, Student Support, Guidance & Representation for further details.

Please note that it is your responsibility to ‘check in’ to all timetabled teaching activities. If you do not check in for a particular teaching session you will be marked as absent. If the attendance system is not working, please email slt.attendance@manchester.ac.uk and copy in the unit lead for the session.

You MUST PROVIDE SUPPORTING EVIDENCE if attendance at an exam or assessments are missed due to illness or particularly difficult circumstances. The documentary evidence (perhaps a medical certificate or letter from another professional person or third party involved) should specifically cover the date(s) of the examination(s) or assessment(s) concerned. See later in this section under ‘Mitigating circumstances affecting work and assessments’. You must notify the Exams Administrator if you miss an exam.

Course Units

Each course unit for your first year appears in the following table, together with its credit rating, its summative assessment and who acts as External Examiner for the course unit.

Year 1 Course Units	Credits	Assessment*	External Examiner
Clinical and Professional Practice 1	30	Completion of Professional Clinical Portfolio 2000-word assignment	Dr Pauline Frizelle, University College Cork
Clinical Research 1	10	1500 – word assignment	Dr Sarah James, Leeds Beckett University
Applied Psychology and Sociology	20	1600-word assignment	Dr Sarah James, Leeds Beckett University
Linguistics, Phonetics and Language Development A	20	1-hour MCQ exam	Dr Sarah James, Leeds Beckett University
Linguistics, Phonetics and Language Development B	20	Short-answers assignment 1-hour MCQ exam	Dr Sarah James, Leeds Beckett University
Biomedical Sciences	20	2-hour exam	External School of Biological Sciences
Total credits for year	120

*As explained above, for each course unit specification, there should be information regarding ways in which you can expect to receive formative assessment and feedback for each course unit. If this is not clear, please approach your course unit leader who will be able to explain what you can expect.

The following table outlines broadly how your work will be assessed in subsequent years but, as with your course unit outlines, you should download accurate information at the start of each academic year from Blackboard.

Year 2 Course Units	Credits	Assessment*
Clinical and Professional Practice 2[23]	30	Completion of Professional Clinical Portfolio Client case presentation (1000-word summary + 45 min presentation/viva)
Clinical Research 2	10	2500-word assignment (1500 EBP report + 1000 words statistics)
Clinical Linguistics and Phonetics	20	1-hour exam (phonetic transcription) Data analysis plus 1000-word summary (clinical linguistics)
Developmental Speech and Language Disorders A	20	2-hour exam (DLD) 1000-word assignment + session plan (DSD)
Lifelong Disability A	20	30m case presentation
Acquired Communication and Swallowing Disorders A	20	3000-word combined assignment
Year 3 Course Units
Clinical and Professional Practice 3[24]	40	Completion of Professional Clinical Portfolio Client case presentation (1000-word summary + 45 min presentation/viva)
Clinical Research 3	20	3500-word assignment
Developmental Speech and Language Disorders B	20	2-hour exam (DLD) 2000-word assignment (DSD)
Lifelong Disability B	20	2500-word ALD assignment 1-hour Fluency exam
Acquired Communication and Swallowing Disorders B	20	4000-word assignment
Year 4 Course Units (MSLT pathway only)
Clinical Research 4	60	6000-word dissertation
Plus 4 x 15-credit options (examples below)
Advances in Language Development and Disorders	15	3000-word assignment and presentation
Working with Adults with Acquired Dysphagia	15	2000-word case-based assignment 45m viva
Evidence based practice and service evaluation in speech and language therapy	15	3000-word assignment
New Horizons in Aphasiology	15	3000-word assignment
Working with bilingual children and their families	15	3000-word assignment
Leadership and Professional Practice	15	Video blog or presentation (3500-word equivalent)
Developing Practice and Managing Change	15	3500-word assignment (poster or essay)
Dementia: A person centred approach	15	3500-word assignment
Developing Deaf Child	15	3000-word assignment

Accreditation of Prior Learning

Accreditation of Prior Learning (APL) may be awarded to students whose previous academic or experiential learning is considered to be particularly relevant to the degree programme. APL may mean that a student is exempt from one or more course units and their assessment. An example of this is when a student has gained a qualification relevant to health psychology (e.g. a degree in psychology) they may be exempted from the first year course unit entitled Applied Psychology and Sociology. A formal written application for APL must be made by the student to the Programme Director as early as possible prior to the teaching of the course unit. Applications will be considered by the Programme Committee. Application forms are available from the Undergraduate Office or on Blackboard. Once APL has been granted, students will no longer sit assessments in the relevant course unit/s and their overall year mark will be adjusted accordingly so as not to take the APL course unit/s into account. They will always be encouraged to attend teaching sessions.

Examination periods

Examinations take place at the end of Semester 1 (January examination period) and at the end of Semester 2 (May-June examination period) of each academic year. Information on the dates and times of the January and May-June examination periods is provided by the University Examinations Office around week 12 of semester 1 and week 4 of semester 2. Students must expect to have examinations on two or more consecutive days and, potentially, have more than one examination within a single day. The University will try to ensure that instances of these events happening are as few as possible, but it is simply not possible to construct an examination timetable within the existing parameters that spreads all examinations out equally for all students. Individual timetables, for centrally timetabled exams, are sent to you via the Student Portal. You are responsible for checking the timetables and for alerting the examinations office of any apparent problems.

Resits take place during a 2 week period in late August/early September for any examinations you failed during the January and May-June examination periods. You will receive information on these examinations in July and all students should arrange summer holidays/jobs to take the August-September resit examination dates into account. Failure to present for resit examinations may prevent you from continuing on the course. Any assignments you are asked to resubmit will also be submitted during the resit exam period.

You must be available for all examination periods, including the resit period.

The examination periods for 2022/23 are:

Semester 1 exams	16 – 27 January 2023
Semester 2 exams	15 May – 9 June 2023
Resit exams	21 Aug – 1 Sept 2023

You can find key dates in the academic year on the following website:

http://www.manchester.ac.uk/discover/key-dates/

Student Conduct in Examinations

If you have fulfilled the work and attendance regulations prescribed for your programme of study and have been allowed to sit University examinations it is important that you read the following rules of conduct.

If you are at an examination and you realise that you have failed to comply with any of these rules, or have any questions, you should contact an invigilator immediately. Students failing to do this, when knowingly breaking examination regulations, may face disciplinary action.

Any other queries regarding exam conduct should be forwarded to the Examinations Team in the Students Services Centre, Burlington Street (campus map ref 57) tel: +44 (0)161 275 5000 (option 3) or email: ssc@manchester.ac.uk

Arrival

You will need to arrive at least 15 minutes before the exam starts.  If you do arrive late you will be admitted up to 30 minutes after the timed start and will not be given any extra time.  If you are more than 30 minutes late you will not be admitted, and you should then report immediately to your

School Office.

If you have been given a particular seat number for an examination you must sit in the seat that has been assigned to you. Seat numbers are given on your individual student examination timetable.

Examination material

You must write your registration number (the 7 or 8 figure number on the front of your student ID card) on every examination answer-book you use. Remember to fill in all the other information asked for.

You must write all your answers legibly. If your work is deemed illegible by the examiners you will normally be required to pay for it to be converted to typescript. You must write in blue or black ink. Pencil is not allowed, except for graphs and diagrams.

Examinations are marked anonymously. At the end of the examination make sure you fold over and seal the gummed edge of the panel on the top corner of each of your answer-books, before they are collected from you.

You must write only in the examination answer-books provided (including any rough work) and not tear pages out of answer books. Any work that you do not wish to submit for marking must be clearly crossed out, but must not be removed from the answer book.

You must not remove answer books (used or unused) from examination rooms. Any other materials that have been provided for the examination must not be removed. Students found doing any of these things will be subject to disciplinary action. Question papers may be taken away unless you are specifically told verbally or in writing not to do so.

Leaving the examination

You must remain seated at all times. You must raise your hand to summon the attention of an invigilator for whatever purpose. If you wish to leave the examination room temporarily you may only do so if accompanied by an invigilator.

If you wish to leave the examination before the allotted finishing time you must remain seated and raise your hand: an invigilator will come to collect your answer book, after which you may leave, silently.

You are not permitted to leave during the last 15 minutes of the examination. At the end of the examination you must stop writing immediately when you are told to do so and remain seated and silent until all answer books have been collected and you are instructed that you may leave.

Fire alarm

If a fire alarm should sound during an examination, follow the instructions given by the invigilator. These will be the standard procedures for evacuating the building. You should leave the room in an orderly way, without talking and without taking anything from your desk, or from the room.

Leave the building and assemble in the designated area. You must not leave this designated area.

You should return to the examination room immediately when you are instructed to do so. Candidates who are still absent once the examination has re-started will not be re-admitted.

As a general rule, examinations will not re-start after an interruption if more than three-quarters of the examination time has already elapsed.

Please note it is expected that students will avoid conferring about exam content in the event of a fire alarm.

Noise

You must maintain silence throughout the time you are in the examination room. You must not cause any kind of disturbance or distraction, or attempt to communicate with other candidates, by any means.

Missing examinations

Students may not be offered a resit opportunity if they have not attempted the first sitting of that examination without mitigation, meaning that you cannot decide simply not to attend on the basis that you will be able to take examination again later.

If you are unwell on the day of the examination, then you should obtain medical evidence of your condition so that you can submit this as mitigation to explain your absence. (For further information please see the Mitigating Circumstances section below)

Board of Examiners

Marks are considered by the Speech and Language Therapy Undergraduate Board of Examiners in June, which applies the resit and compensation guidelines (see later) and makes decisions regarding resits, progression to the following year and degree classification. All exam boards are conducted anonymously in the interests of fairness to all students.

Disability Support

If you have disclosed a disability or long term health condition in your original UCAS application, you will have been contacted by the University Disability Advisory Support Service (DASS) and asked to attend for a full assessment of your study support needs. However, if a disability comes to light at a later stage in your degree programme, you can let us know about this by talking to any member of the teaching staff (usually your academic adviser or the Programme Director) or by going directly to the DASS Office: http://www.dso.manchester.ac.uk/

Sometimes a specific disability may be highlighted by the demands of higher education (e.g. reading or writing difficulties). If a member of staff is concerned they will talk to you about referral to the DASS. The initial assessment by the DASS is free of charge, but you may have to pay a fee for a specialist assessment, e.g. by an educational psychologist. Please see Section 4: Student Support, Guidance & Representation for further detail regarding our programme philosophy and ways in which we offer support.

Please note that there are certain clinically applied assessments which, due to our responsibility to replicate live clinical situations, may not be adapted to accommodate disability support needs, by allowing additional time in an exam or allowing an ‘automatic’ extension to an assignment submission date, for instance. Such assessments will be clearly highlighted. If you are unsure whether you are eligible for additional time or an extension for a piece of work you should check with the course unit lead or the programme director.

External Examiners

External Examiners are academic colleagues from another university who monitor our assessment processes to ensure fairness and academic standards. They ensure that assessment and examination procedures have been fairly and properly implemented and that decisions have been made after appropriate deliberation. They also ensure that standards of awards and levels of student performance are comparable with those in equivalent higher education institutions. The External Examiners are invited to comment on the appropriateness of assignment topics and examination questions prior to being distributed to students and moderate the marking of a selection of scripts from each examination and a sample from assessed coursework, once they have been first marked and internally moderated. There are a number of External Examiners for Speech and Language Therapy UG studies, dealing with different subject areas (for example Biological Sciences, Linguistics, Psychology, Clinical Linguistics, Speech Pathology). An External Examiner in Speech and Language Therapy has sight of a proportion of clinical assessments.

External Examiners’ reports relating to your studies will be shared with student representatives at the Staff Student Liaison Committee (SSLC), where details of any actions carried out by the programme team/School in response to the External Examiners’ comments will be discussed. Students should contact their student representatives if they require any further information about External Examiners’ reports or the process for considering them.

For the session 2022-23 the External Examiners involved in moderating the Speech and Language Therapy UG programmes are:

External Examiners

Dr Pauline Frizelle, University College Cork

Morag Bixley, De Montfort University

Dr Sarah James, Leeds Beckett University

Please note that it is not appropriate under any circumstances for students to make direct contact with External Examiners, in particular with regard to a student’s individual performance in assessments. Other appropriate mechanisms are available for students, including the University’s appeals or complaints procedures and the UMSU Advice Centre. In cases where a student does contact an External Examiner directly, External Examiners have been requested not to respond to direct queries. Instead, External Examiners should report the matter to their School contact who will then contact the student to remind them of the other methods available for students. If students have any queries concerning this, they should contact the Programme Director, Jenny Freed.

Approval of exam question papers and assignment questions

All exam question papers and any new form of assessment are checked or ‘moderated’ by internal examiners who are members of the Programme Committee and who teach on the degree programme. Once approved internally, the piece of work is passed to an External Examiner for moderation. Questions need to be clearly stated, appropriate to the level of study and in line with intended learning outcomes for the unit.

Anonymous marking

The University of Manchester implements a policy of anonymous marking, where appropriate, in order that marking of student work be carried out as objectively as possible. This means that prior knowledge of a student or expectations of their level of work will not influence marking. In all formal University examinations you conceal your identity by sticking down the fold-over corner of the answer book. For electronically submitted assignments (submitted via Turnitin) you must include your student ID number in the subject heading when submitting. In the case of both paper and electronically submitted coursework, please make sure you have not included your name on the assignment, but do add your student ID number on each page as a header or footer in case sheets become separated. For the occasional piece of coursework which is handed in as a hard copy, you should make use of the ‘coursework cover sheet’ available from the office, which has the same concealment procedure. First marking and internal moderation of marking as well as external moderation of marking are carried out anonymously and only when marking is complete are the top corners of scripts opened by an administrative secretary, to allow transfer of marks to the mark sheet and work to be handed back to students.

The Exam Boards also operate anonymously, with results being presented by student ID number. Where there is evidence of mitigating circumstances to consider, this will be presented by the Exams Secretary who has access to the relevant information but without your name being revealed to the Exam Board. The Mitigating Circumstances Panel meets prior to the main Exam Board, is anonymised also and without any knowledge of student academic performance. Thus any recommendations made by the Mitigating Circumstances Panel are made without knowing a student’s marks.

Moderation of marking

Once student work has been marked by the first marker, a sample of the marking (including all fails and a range of marks from all bands) will be moderated by a second internal examiner to ensure that the work has been marked fairly and consistently and in line with the marking guidelines provided. Once agreed internally, a sample of work is also sent to an External Examiner for their moderation.

Mitigating Circumstances affecting work and assessments

When it is an assignment which is affected, you should usually choose between (a) applying for an extension to the deadline (see below) and (b) submitting the assignment on time but submitting mitigating circumstances to be taken into account. You cannot ask for both unless, during the extension period, new mitigating circumstances arise, or your current mitigating circumstances become more severe. In these cases you will need to submit a new mitigating circumstances application with new evidence.

Evidence for personal and medical mitigating circumstances is considered by a sub-committee of the Exam Board, known as the Mitigating Circumstances Panel without knowledge of student names and without sight of any marks prior to each Exam Board meeting. The committee will look at evidence for the semester, including both teaching and examination periods. It will not be able to consider any circumstances without a written submission from you. If examinations or assessments are missed due to illness or particularly difficult circumstances you MUST PROVIDE SUPPORTING EVIDENCE. The documentary evidence should specifically cover the date(s) of the examination(s) or assessment(s) concerned. It is your responsibility to ensure a ‘Mitigating Circumstances Form’ is submitted to the Undergraduate Office (in person or via email – copying in your Academic Adviser) to accompany any supporting evidence (e.g. Medical Certificate). If you have had email communication with your academic adviser about your circumstances, please also submit a copy of these alongside evidence. Forms can be downloaded from Blackboard. Deadlines for the forms to be submitted are set before each exam period.

Please note for late mitigating circumstances applications credible and compelling reasons must be presented.

The full University policy on Mitigating Circumstances is available at:

https://www.studentsupport.manchester.ac.uk/study-support/mitigating-circumstances/

Decisions made by the Mitigating Circumstances Panel

The Mitigating Circumstances Panel operates anonymously and without an overview of students’ full profile of marks, and normally recommends code A4 where an application is accepted (i.e. a first sit to be granted in the event of a fail mark in the affected unit(s)). However, the Exam Board (which also operates anonymously) does have sight of students’ full profile of marks and is able to apply a different code if appropriate. The decision is rarely made to permit a student to repeat an assessment that has already been passed, regardless of circumstances. The Exam Board’s decision is final.

Student guidance is available at:

http://www.regulations.manchester.ac.uk/basic-guide-mitigating-circumstances/

The following is an extract from the University policy on mitigating circumstances and provides some guidance as to the types of circumstances which are likely to be considered and those which are not:

1. Grounds for mitigation are unforeseeable or unpreventable circumstances that could have a significant adverse effect on the academic performance of a student. Possible mitigating circumstances include

• significant illness or injury;
• the death or critical/significant illness of a close family member/dependant;
• family crises or major financial problems leading to acute stress;
• absence for jury service or maternity, paternity or adoption leave.

2. Circumstances that will not normally be regarded as grounds for mitigation include

• holidays, moving house and events that were planned or could reasonably have been expected;
• assessments that are scheduled close together;
• misreading the timetable or misunderstanding the requirements for assessments;
• inadequate planning and time management;
• failure, loss or theft of a computer or printer that prevents submission of work on time: students should back up work regularly and not leave completion so late that they cannot find another computer or printer;
• consequences of paid employment (except in some special cases for part-time students);
• exam stress or panic attacks not diagnosed as illness.

3. For the avoidance of doubt, pregnancy is not an illness but an altered state of normality, so that unless the person has an illness they decide how near to the birth they will work. Events may arise during pregnancy that may constitute mitigating circumstances, and these need to be judged on an individual basis. Note that U.K. legislation does not allow a person to work in the first two weeks following the birth.

4. Absence from the University during the semester for any period of no more than five working days will not normally be regarded as grounds for mitigation unless the absence occurred for good cause within a two-week period immediately preceding a formal University examination or the deadline for submitting a piece of assessed course work or delivering an assessed presentation.

Submission of assignments

In order to be fair to all students, assignments should be submitted by the time and date arranged by the lecturer concerned and organised by the exam secretary. Details of submission dates are clearly indicated on the programme space on Blackboard and will be emailed to students.

You will be asked to submit assignments online via Blackboard and instructions will be provided by email. There is no need to submit a paper copy in this instance or complete a coversheet. You must include your student ID in the header (so it appears on every page) of your assignment and not your name, to ensure marking is anonymous. The start of your submission title should also be your student ID number. Failure to provide your student ID on your assignment will result in your assignment being marked as per the marking guidelines, but your mark will not be released and you will need to make an appointment to see the SLT Examinations Officer for your mark. The TurnItIn software package is used to help markers detect plagiarism. Blackboard e-mails you a receipt once the work has been submitted. Please ensure you receive this e-mail as you may require it to prove you have submitted your work on time.

You may also be asked to submit hard copies of assignments. Hand in sessions are organised to fit around your timetable and in a convenient location. All work must be submitted during the allocated time slot and will not be accepted early. As mentioned above, assignments are submitted under an anonymous cover sheet which can be obtained from the undergraduate office.

It is ESSENTIAL that coversheets are completed in full for EVERY paper submission, ensuring that each receipted section details your student number and the ‘unit code’ of the course unit.

PLEASE DO NOT write your name on pieces of coursework. Submissions are assessed anonymously. To ensure you work is identifiable please remember to detail your student number and the unit code in a ‘header’ on each page of your assignment and fully complete a ‘Submission Coversheet.’

The below link contains more information on the submission of work for summative assignments:

http://documents.manchester.ac.uk/display.aspx?DocID=24561

Format (font size/style)

Your work should be submitted using the following formatting unless stated otherwise:

• Double line spacing
• 12 point Arial Font
• American Psychological Association 6^th (APA 6^th) referencing, APA style in text citations
• Reference list at end of work, APA 6^th style reference list
• Word count included at the end of the main body of text before the reference list

Further guidance on exactly how to apply the correct formatting using Microsoft Word is available in the Blackboard programme space. The above regulations apply to all assignments unless otherwise stated by the course unit lead setting the work.

Extension requests (see earlier re choosing between this and mitigating circumstances for assignments)

Applications for extensions to any submission date must be made with supporting written evidence and in good time (i.e. several days before the originally arranged submission date if possible). Extension request forms can be downloaded from Blackboard and should be submitted to the person who has set the assignment, copying in your academic adviser for information. Extensions, which must be agreed in writing, are not automatic, except for when they are stipulated in a student’s DASS plan, but will be granted for good reason. Extensions are generally of 7 days and failure to meet the original or re-negotiated deadline will result in a sliding scale of marking penalties as outlined below. The University’s Manual of Academic Procedures includes the following section:

An extension will not normally be granted for holidays or other events that were planned or could reasonably have been expected; inadequate planning or time management; failure, loss or theft of a computer or other equipment, including inability to print off work for whatever reason; and consequences of paid employment (except in some special cases for part-time students). As noted in the Guidance for Students on Mitigating Circumstances, Schools will consider granting an extension if a student self-certifies illness within two weeks before a submission deadline, but illness more than two weeks before a deadline will require independent third-party supporting or corroborative documentation. Deadlines for handing in assessed work will not normally be extended to allow for religious observance, and students must therefore schedule their work accordingly.’

Late submission of assignments without prior notification

It should be noted that extensions are only to be requested in response to unanticipated, one-off events. An extension will not be granted in the face of ongoing personal circumstances, health or disability issues which are already known to us, other than in cases where automatic extensions are stipulated in a student’s DASS plan. If an assignment is submitted after the time and date set*, a sliding scale of marking penalties will result (see below).

*Either the exact original time and date arranged by the lecturer or as re-negotiated with the lecturer and agreed in writing following the consideration of submitted written evidence.

The following is an extract from: “Policy on Submission of Work for Summative Assessment on Taught Programmes”:

4.7 The standard penalty relates to first attempts only. Students who submit referral assignments after the deadline will be automatically subject to a mark of zero. There are no further resit opportunities for referred assignments that are submitted late, unless there is approved mitigation.

4.8 Schools must implement the standard penalty of a sliding scale to penalise late submission; work submitted after the deadline will be marked but the mark awarded will reduce progressively for each day, or part thereof, by which the work is late.

4.9 The mark awarded will reduce by 10% of the maximum amount available per 24 hours (e.g. if the work is marked out of 100, this means a deduction of 10 marks per 24 hours late. If the work is marked out of 20, the deduction would be 2 marks each 24 hours late.) The penalty applies as soon as an assignment is late; a 10% deduction would be issued if an assignment is submitted immediately after the deadline, and the work would continue to attract further penalties for each subsequent 24 hours the work was late, until the assignment is submitted or no marks remain.

4.10 In exceptional circumstances and for sound pedagogic reasons, a Unit Lead may decide not to accept late submission of assessed summative work. These circumstances must be approved by the Faculty and be detailed within Unit Specifications. The rationale and consequences must also be clearly articulated in assignment briefs.

IMPORTANT: There is no sliding scale in operation for resits/referrals.

This guidance relates to first attempts only.  Students who submit referral (resit) assignments after the deadline will be automatically subject to a mark of zero.

For example, a piece of work which would have been awarded 65%, if submitted on time, would be reduced as follows:

Number of Days Late	Mark Awarded
1	55%
2	45%
3	35%
4	25%
5	15%
6	0%

NB Late submission of any resit assignment will automatically incur a mark of 0.

Please note that we are extremely strict concerning deadlines: 3pm on a certain date means exactly that: submitting at 3.01pm constitutes a late submission and a reduction of 10% in the mark is indicated. Please note also that we are considered generous within the Faculty in offering such a sliding scale: in certain Schools an automatic mark of 0 is awarded if an assignment is handed in even 1 minute after the agreed submission time.

Exceeding the word limit

Word limits on assignments are set for good reason and you must clearly and honestly state your word count at the end of any assignment you submit. The word count must include the entirety of the main body of text of any assignment, including any references within the text. The reference list at the end of the assignment is not included. Having a word limit is akin to everyone having the same length of time to sit a written exam (or the appropriate length of time, taking into account specific disabilities). It is advisable to aim to go slightly under the word limit (e.g. word limit is 2000 words: aim to write 1975 words). You will be penalised by a reduction of your mark if your assignment exceeds the word limit according to the following sliding scale, hence this could bring your mark down, even if the assignment content is of good quality.

Number of words above the stated word limit	Marks deducted
Up to 5%	5
6-10%	10
11-15%	15
etc	Etc
40%+ over:	Mark of 0 awarded

Referencing

The use of correct referencing is important for all submitted work and marks may be deducted for poor referencing style. You are advised to familiarise yourself with the guidelines on referencing using the American Psychological Association (APA) system. Guidelines on referencing can be found on the library website via My Learning Essentials and in the programme space on Blackboard. Please bear in mind that over-use of web-based referencing has become more widespread in recent years and is something you need to learn to guard against. If you are over-dependent on Google or other popular search engines and do not learn other more appropriate methods of sourcing information, your marks are likely to suffer.

Marking Criteria

As well as the question, guidance will be provided to you by the lecturer setting an exam or assignment. This is so that you are clear about what is expected of you in completing the piece of work successfully. Detailed in Appendix 6 are the general marking criteria for written assignments and examinations at all levels of study in the BSc. Separate marking criteria will be provided for the MSLT which is at level 7 study.

Degree regulations

The regulations for the BSc Speech and Language Therapy are based on the University Undergraduate Degree regulations ratified by Senate in May 2012:

http://documents.manchester.ac.uk/display.aspx?DocID=13147

The following are exceptions to the University regulations which apply specifically to the BSc SLT

Compensation: “Compensation” refers to the process by which a borderline fail mark is treated as a pass providing the student has passed sufficient units in that semester. For the purposes of determining progression the possible range of compensatable marks is 35-39%. No compensation is permitted in the MSLT 4^th year, when all course units must be passed with a mark of 50%. Where a unit is graded simply pass or fail there is no compensatable fail mark. For the following course units, compensation is not permitted and a pass mark of 40% is required: Clinical & Professional Practice (years 1-3); the phonetic transcription component of Clinical Linguistics and Phonetics (year 2) (see individual course unit specifications for more detailed information). Compensation is at the discretion of the Exam Board. If a student fails more than 20 credits in any one year, they lose the right to compensate. In other words, a minimum of 100 credits must be passed outright at first sit in order that compensation of any other mark may be considered. For composite assessments (see detail below), in order to compensate any failed element, students have to achieve a compensatable mark of 35-39% in those individual components of the assessment as well as a compensatable mark of 35-39% as the overall unit grade.

Composite Assessments

Some course units include two or more components of assessment (e.g. an assignment and an exam). These are referred to as composite assessments. The following applies in terms of compensation for composite assessments;

• Students must achieve a pass mark of 40 or above in each part of the composite assessment (or a mark of 50 in the MSLT 4th year)
• The same compensation rules applied at programme level between course units apply within an individual course unit, i.e. a mark of 35-39 for one part of the composite assessment may be compensated by a mark of 40+ in another composite part and therefore a re-sit may not be required.
• The opportunity to compensate within a unit does not apply to phonetic transcription component of Clinical Linguistics and Phonetics (year 2) or to any component parts of Clinical and Professional Practice in years 1-3.
• Students achieving a mark of 34 or below in any part of a composite assessment will have to re-sit that part of the assessment, with no possibility of compensation
• Students only need to re-sit the part they failed.
• If a student has an overall fail mark for the course unit, then passes the unit at the resit attempt, the final unit mark will be capped at the lowest compensatable mark (i.e 35) or the original mark if between 36-39. This mark will contribute to the end of year average and an /R/ will show after the final mark to depict a Resit.
• If a student has an overall pass mark for the course unit but fails a part of the composite assessment with a mark of less than 35, the original mark stands but the student will need to pass the failed part of the assessment. The overall mark will not show /R/ for re-sit and the original overall mark will stand.
• For administrative purposes, if a student has an overall pass mark for the course unit, but the student is required to sit one of the composite assessments, the student system will be updated to show ‘on review’ for the course unit. As the composite assessments generally take the form of assignments, students will normally be aware of whether they have passed or failed the piece of work prior to exam board. This should therefore help to reduce any potential confusion for students, associated with this regulation. i.e. they will be aware of the need to resit (or not) prior to finding out their mark for the overall course unit.

Carrying forward failed credit on undergraduate programmes

It is not generally possible for students to carry forward any failed credit to the following academic year; this could happen in exceptional circumstances only and with strong supporting evidence.

Repeating the Level

It is not generally possible for students to repeat all or part of a year; this could happen in exceptional circumstances only and with strong supporting evidence.

Final year of an undergraduate (including integrated masters) programme: It is a requirement of the HCPC that students demonstrate competence in all subjects and so all course units must be passed, including final (third) year course units of the BSc. Any failed final year course unit which cannot be compensated must be passed at resit in order that the BSc (Hons) Speech and Language Therapy (the protected degree title approved by the HCPC) may be awarded. The originally obtained marks will be used to determine the class of degree awarded to such a student.

Classification in Bachelors Programmes

BSc SLT degree classification

1. The programme will follow the standard university model for Bachelor’s degrees and apportion weights of 0.0 (L4), 0.33 (L5) and 0.67 (L6) to the final degree classification.
2. Successful candidates who achieve a First Class mark in the clinical component will be awarded the degree with Distinction in Clinical Practice.

The following boundaries inform classification when the weighted average falls below a classification threshold.

Bachelors Degree classification	Classification thresholds: weighted average (0 to 100 mark range)	Boundary zone weighted average
First class	70.0	68.0 to 69.9
Upper Second class	60.0	58.0 to 59.9
Lower Second class	50.0	48.0 to 49.9
Third class	40.0	37.0 to 39.9

Consideration of bachelor degree students within the boundary zone by mark distribution

After allowances have been made for mitigating circumstances, a student whose weighted average at the first assessment is within the boundary zone specified above, must be considered for the higher award as long as the following are satisfied:

• 2/3 of the credits in Year 3 (i.e. 80/120 credits) are equal to/or higher than the final award (for example if the student is in the boundary between a 2.1 and a first, 2/3 of the credits must be at 70% or higher to fulfil this criteria and award the students a first class degree).

MSLT degree classification

The programme will follow the standard university model for Integrated Masters and apportion weights of 0.0 (L4), 0.2 (L5), 0.4 (L6) and 0.4 (L7) to the final degree classification.

Exit awards

For students on the BSc pathway who either fail to satisfy the requirements to proceed to a subsequent year, or who wish to withdraw from the programme before completion of the three years of study, the requirements for the different exit and award points are specified below. Please note that these are exit awards for students who have obtained the appropriate number of credits to enable them to exit at the end of the particular year. For example, if a student fails to complete the 2^nd year of BSc Speech and Language Therapy, they will be eligible for a Cert HE in Human Communication Science since they have successfully completed the first year of studies.

Award	Programme Title	Duration	Min. Credits (total)	Min. credits (level)
Cert HE	Human Communication Science	1 Year	120	100 level 4 or above
Dip HE	Human Communication Science)	2 Years	240	100 level 5 or above
BSc (Ord)	Human Communication Science	3 Years	300	60 level 6 or above
*BSc (Hons)	Human Communication Science	3 Years	360	120 level 6
*Masters	Human Communication Science	4 Years	480	120 level 7

For students on the MSLT pathway who either fail to satisfy the requirements to graduate with the full Integrated Masters award or who wish to withdraw from the programme before completion of the four years of study are eligible for the exit awards as outlined above. They are also able to exit with the clinical award, the BSc (Hons) Speech and Language Therapy if they have completed and passed all course units in the first three years, passing all 360 credits. *However, if, at any point during this 4^th Integrated Masters year, the student is found guilty of serious professional misconduct, they will not then be eligible to exit with the clinical award. The award they would be eligible to exit with, even if they had completed the entire 120 credits of that 4^th year academically, would be the non-clinical award of Masters Human Communication Science. Without achieving the full credits in Y4, they may be eligible for the BSc (Hons) Human Communication Science.

Please note: achieving the required number of credits for the academic award of an Ordinary degree is NOT the same as fulfilling the requirements for the degree and protected title of Speech and Language Therapy with eligibility for state registration. The non-vocational award carries a completely different programme title for this reason (Human Communication Science). The degree in Human Communication Science is NOT recognised by the HCPC and so there is no possibility of registering with the HCPC and hence no possibility of working as a speech and language therapist as a graduate holding this award. No compensation can operate between the clinical component and other course units.

The BSc Speech and Language Therapy Board of Examiners has responsibility for forwarding to the Health & Care Professions Council a list of names of students eligible for registration. Only candidates who have satisfied the examiners in all specified course units and all aspects of the clinical component will be so recommended and it is each student’s responsibility to apply directly to the HCPC for registration.

Feedback and notification of results

Examination results are accessible online via the student portal. Individual results letters are sent to you after each exam board. NO EXAMINATION RESULTS WILL BE GIVEN BY PHONE OR EMAIL. After each examination period your Academic Adviser will make contact to discuss your results at the start of the following semester. Feedback will be provided in a timely manner and you will be notified when it is ready for collection from the Undergraduate Office. For those assignments submitted online, you will be able to access marks and individual feedback via Blackboard. You will also receive an individual feedback form for all examinations, with the exception of MCQ (multiple choice question) exams. Your end of year results will be released around mid-June, once the Board of Examiners have met and applied any resit or compensation guidelines.

What happens if I fail a course unit/s?

• I have a final mark for a Y1 – Y3 course unit of 35-39%

The pass mark for all course units on the BSc SLT is 40%. If you fail a course unit, but have a mark in the range 35-39%, you may still be allowed to progress to the next year of your degree. This is called a compensatable fail. For a fail mark to be compensatable, you have to have an overall year mark of at least 40% and to have passed 100/120 credits) of that year’s course units.

N.B. There is no compensation in the Y4 MSLT course units and all units must be passed with a mark of 50%.

• I have a final mark for a Y1 – Y3 course unit of 34% or less

If you fail a course unit and the final mark is 34% or less, this is not compensatable. If you have a high enough average and enough credits overall, you will be allowed to resit the failed assessment at the next opportunity. In most cases, this will be the resit examination period in August. You only need to resit the assessments you failed. If you pass the resit, you will obtain the credits associated with that course unit and the final unit mark will be capped at the lowest compensatable mark (i.e 35) or the original mark if between 36-39. This mark will then be used in the calculation for your end of year average and degree classification and an /R/ will show after the final mark on the Student System to depict a Resit.

N.B. There is no compensation in the Y4 MSLT course units and all units must be passed with a mark of 50%.

• I fail the resit assignment/exam

If you fail a resit attempt you will not obtain the credits associated with that course unit. You will therefore not have enough credits to progress to the next year and will be unable to continue on the degree programme.

What happens if I miss an exam/s?

If you miss an examination for a good reason (such as a documented illness or personal circumstances) you must submit a mitigating circumstances form, attaching relevant supporting evidence. If you miss an exam due to illness you must get a doctor’s note that covers the exam date.

If mitigating circumstances are accepted by the exam board, you would sit the examination as a first sit, rather than a resit. If you were then to fail such a first sit, you would still be entitled to a resit opportunity.

If you miss an examination for no good reason (such as going on holiday) you will be awarded a mark of zero and will have to resit the exam to obtain the credits for that course unit, but the mark will be capped at the lowest compensatable mark (i.e. 35). . Although please note that it is the right of the Exam Board to decide not to grant you a resit opportunity in this instance, as you did not attempt the first sit and provided no legitimate mitigating circumstances.

What happens if I can’t submit my assignment by the deadline?

If you have a genuine reason (such as illness or personal circumstances) that means you will not complete your assignment by the hand in deadline, you must contact the member of staff who has set the assignment and request an extension. You must also complete an extension request form and submit this to the UG office with supporting evidence where possible. An extension of 7 days is normally granted, but this will depend on the individual circumstance. Extensions must be requested in good time and not on the day of the hand in.

Programme Director’s statement on PLAGIARISM

In the past few years the numbers of cases of plagiarism being detected in the University has risen. There may be a number of reasons for this including the availability of texts on the internet and the pressures of time that students often have due to increasingly busy lives. However, plagiarism is an extremely serious offence and nothing that could be considered as plagiarism should ever appear in your work. The main reasons you should never plagiarise are:

It is theft and you risk extremely serious consequences which will jeopardise your academic career;

Examiners are good at spotting plagiarism – we are aware of the problem and are vigilant about seeking it out;

Plagiarism will not give you good marks – usually people who plagiarise ‘cobble’ together quotations or close paraphrases from others’ work. This results in a disjointed narrative that does not provide the reasoned and clear argument we are looking for. If a student plagiarises larger sections of a paper or even a whole paper this is usually even easier to spot. If the paper is any good we will know it. If it is less good we will still probably know it and your marks (even if the plagiarism is undetected at this point) will not be good.

Using plagiarism in essays is probably at least as hard work as writing the essay and likely to result in at least a low mark if not much more serious consequences. We offer advice, support and guidance on writing essays. With this you should have no problem in producing good, well researched, well-reasoned essays.

What is plagiarism?

Below we have included the University’s statement on plagiarism. MAKE SURE YOU READ THIS VERY CAREFULLY. But put in simple language you must make sure that anything that is not your work is referenced appropriately: a direct quotation, close paraphrasing of others’ work, statistical or background information etc; things that are other people’s work, words or ideas. Otherwise you could be considered to be trying to pass this off as your own, even if this was not your intention.

Plagiarism is the theft or expropriation of someone else’s work without proper acknowledgement, presenting the material as if it were one’s own. All work submitted by a student, whether assessed or non-assessed must be the work of the student concerned. Plagiarism is a serious academic offence and the consequences are severe.

The University of Manchester Guidance to students on plagiarism and other forms of academic malpractice: http://documents.manchester.ac.uk/display.aspx?DocID=2870

Definition of academic malpractice

Academic malpractice is any activity – intentional or otherwise – that is likely to undermine the integrity essential to scholarship or research. It includes plagiarism, collusion, fabrication or falsification of results, and anything else that could result in unearned or undeserved credit for those committing it. Academic malpractice can result from a deliberate act of cheating or may be committed unintentionally. Whether intended or not, all incidents of academic malpractice will be treated seriously by the University (taken from ‘Academic Malpractice: Guidelines on the Handling of Cases’ produced by the Student Support and Services Office http://documents.manchester.ac.uk/display.aspx?DocID=639 )

Introduction

1. As a student you are expected to cooperate in the learning process throughout your programme of study by completing assignments of various kinds that are the product of your own study or research. You must ensure that you are familiar with, and comply with, the University’s regulations and conventions: ignorance of the University regulations and conventions cannot be used as a defence for plagiarism or some other form of academic malpractice.

2. This guidance is designed to help you understand what we regard as academic malpractice and hence to help you to avoid committing it. You should read it carefully, because academic malpractice is regarded as a serious offence and students found to have committed it will be penalized. A range of penalties may be applied including the capping of marks, being awarded zero (with or without loss of credits), failing the whole unit, being demoted to a lower class of degree, or being excluded from the programme.

3. In addition to the advice that follows, your School will give you advice on how to avoid academic malpractice in the context of your discipline. It will also design assessments so as to help you avoid the temptation to commit academic malpractice. Finally, you should take note that work you submit may be screened electronically to check against other material on the web and in other submitted work.

Plagiarism

4. Plagiarism is presenting the ideas, work or words of other people without proper, clear and unambiguous acknowledgement. It also includes ‘self plagiarism’ (which occurs where, for example, you submit work that you have presented for assessment on a previous occasion), and the submission of material from ‘essay banks’ (even if the authors of such material appear to be giving you permission to use it in this way). Obviously, the most blatant example of plagiarism would be to copy another student’s work. Hence it is essential to make clear in your assignments the distinction between:

• the ideas and work of other people that you may have quite legitimately exploited and developed, and

• the ideas or material that you have personally contributed.

5. To assist you, here are a few important do’s and don’ts:

• Do get lots of background information on subjects you are writing about to help you form your own view of the subject. The information could be from electronic journals, technical reports, unpublished dissertations, etc. Make a note of the source of every piece of information at the time you record it, even if it is just one sentence.

• Don’t construct a piece of work by cutting and pasting or copying material written by other people, or by you for any other purpose, into something you are submitting as your own work. Sometimes you may need to quote someone else’s exact form of words in order to analyse or criticize them, in which case the quotation must be enclosed in quotation marks to show that it is a direct quote, and it must have the source properly acknowledged at that point. Any omissions from a quotation must be indicated by an ellipsis (…) and any additions for clarity must be enclosed in square brackets, e.g. “[These] results suggest… that the hypothesis is correct.” It may also be appropriate to reproduce a diagram from someone else’s work, but again the source must be explicitly and fully acknowledged there. However, constructing large chunks of documents from a string of quotes, even if they are acknowledged, is another form of plagiarism.

• Do attribute all ideas to their original authors. Written ‘ideas’ are the product that authors produce. You would not appreciate it if other people passed off your ideas as their own, and that is what plagiarism rules are intended to prevent. A good rule of thumb is that each idea or statement that you write should be attributed to a source unless it is your personal idea or it is common knowledge. (If you are unsure if something is common knowledge, ask other students: if they don’t know what you are talking about, then it is not common knowledge!)

6. As you can see, it is most important that you understand what is expected of you when you prepare and produce assignments and that you always observe proper academic conventions for referencing and acknowledgement, whether working by yourself or as part of a team. In practice, there are a number of acceptable styles of referencing depending, for example, on the particular discipline you are studying, so if you are not certain what is appropriate, ask your tutor or the course unit coordinator for advice! This should ensure that you do not lay yourself open to a charge of plagiarism inadvertently, or through ignorance of what is expected. It is also important to remember that you do not absolve yourself from a charge of plagiarism simply by including a reference to a source in a bibliography that you have included with your assignment; you should always be scrupulous about indicating precisely where and to what extent you have made use of such a source.

7. So far, plagiarism has been described as using the words or work of someone else (without proper attribution), but it could also include a close paraphrase of their words, or a minimally adapted version of a computer program, a diagram, a graph, an illustration, etc taken from a variety of sources without proper acknowledgement. These could be lectures, printed material, the Internet or other electronic/AV sources.

8. Remember: no matter what pressure you may be under to complete an assignment, you should never succumb to the temptation to take a ‘short cut’ and use someone else’s material inappropriately. No amount of mitigating circumstances will get you off the hook, and if you persuade other students to let you copy their work, they risk being disciplined as well (see below).

Collusion

9. Collusion is when a student or students collaborate with another student or students, as an individual or group to gain a mark or grade to which they are not entitled. Students who allow another student to copy their work are also committing collusion and both the copier and the provider of the work are liable to be penalised. Where it is proved, collusion will be subject to penalties similar to those for plagiarism.

10. On the other hand, collaboration is a perfectly legitimate academic activity in which students are required to work in groups as part of their programme of research or in the preparation of projects and similar assignments. If you are asked to carry out such group work and to collaborate in specified activities, it will always be made clear how your individual input to the joint work is to be assessed and graded. Sometimes, for example, all members of a team may receive the same mark for a joint piece of work, whereas on other occasions team members will receive individual marks that reflect their individual input. If it is not clear on what basis your work is to be assessed, to avoid any risk of unwitting collusion you should always ask for clarification before submitting any assignment.

Fabrication or falsification of results

11. For many students, a major part of their studies involves laboratory or other forms of practical work, and they often find themselves undertaking such activity without close academic supervision. If you are in this situation, you are expected to behave in a responsible manner, as in other aspects of your academic life, and to show proper integrity in the reporting of results or other data. Hence you should ensure that you always document clearly and fully any research programme or survey that you undertake, whether working by yourself or as part of a group. Results or data that you or your group submit must be capable of verification, so that those assessing the work can follow the processes by which you obtained them. Under no circumstances should you seek to present results or data that were not properly obtained and documented as part of your practical learning experience. Otherwise, you lay yourself open to the charge of fabrication or falsification of results.

Finally…

12. If you commit any form of academic malpractice, teaching staff will not be able to assess your individual abilities objectively or accurately. Any short-term gain you might have hoped to achieve will be cancelled out by the loss of proper feedback you might have received, and in the long run such behaviour is likely to damage your overall intellectual development, to say nothing of your self-esteem. You are the one who loses. Academic malpractice is any activity – intentional or otherwise – that is likely to undermine the integrity essential to scholarship or research. It includes plagiarism, collusion, fabrication or falsification of results, and anything else that could result in unearned or undeserved credit for those committing it. Academic malpractice can result from a deliberate act of cheating or may be committed unintentionally. Whether intended or not, all incidents of academic malpractice will be treated seriously by the University (taken from ‘Academic Malpractice: Guidelines on the Handling of Cases’ produced by the Student Support and Services Office http://documents.manchester.ac.uk/display.aspx?DocID=639)

SECTION 4

STUDENT SUPPORT, GUIDANCE AND REPRESENTATION

SLT UG Studies philosophy regarding student health and wellbeing

Patient Safety

The good health and wellbeing of the patients/clients and their carers and families who use SLT services is of paramount importance to the UG team and to the University more broadly. People living with communication and/or eating, drinking and swallowing difficulties are already vulnerable, as are their families and carers. It is the primary concern of the Health and Care Professions Council (HCPC), whose job it is to protect the public. We do our utmost to ensure that nothing we do as a programme runs the risk of jeopardising the health and wellbeing of service users.

The staff team (most of whom are clinicians ourselves registered with the HCPC), acknowledge that there are inevitably times, when particularly difficult personal circumstances and/or a deterioration in our own physical, mental or emotional health mean that we need to take a step back and consider whether we are fit to practise right now. Usually professional opinion needs to be sought.

The HCPC makes very clear to us all the responsibility we have, whether a student or a qualified practitioner, to be open and honest about our health. The HCPC view, which we share, is that there is no condition in and of itself which would debar you from becoming a therapist or continuing to practise. However, if you fail to disclose any emerging health condition and/or fail to address your health needs appropriately by seeking appropriate treatment, you do run the risk of being deemed unfit to progress with your studies.

Student Health

Of equal concern to the programme team and the University, of course, is the welfare of our students. During the course of the three or four years of your studies, it is anticipated that most of you will experience a period of ill health and/or some trying personal circumstances which may have an impact on your physical or mental health. We need you to be honest and open with us so that we can help you. We’re here to support you and to make sure you get well.

If your attendance starts slipping, our first thought is for your wellbeing: might you be unwell or might something have happened in your personal life that you haven’t been able to talk to us about just yet? Rather than leave you to ‘sink or swim’, we want to know what the matter is so that we can support you to progress academically.

We endeavour to support you and to ensure that you are equipped and fully prepared intellectually, practically and emotionally for the many challenges you will face as a student therapist. You will need physical good health, mental agility and emotional resilience to negotiate the tremendously varied and demanding learning experiences of this healthcare programme.

Occasionally, when things are very serious or prolonged, a student may need to take time out to get well or to address their difficult personal circumstances. We have supported students to interrupt their studies for a period in order to tackle their health or personal issues and many have gone on to graduate successfully. Bear in mind that the degree should be completed within five years of registering for the BSc and within six years of registering for the IM (see Section 3).

Ultimately, however, nothing is worth jeopardising your health and wellbeing for, and very, very occasionally what is in the student’s best interests is to support them to leave the programme.

Student Charter

The University of Manchester’s Student Charter was established in 2012. One of the University’s three core goals is “To provide a superb higher education and learning experience to outstanding students, irrespective of their backgrounds, and to produce graduates distinguished by their intellectual capabilities, employability, leadership qualities, and their ability and ambition to contribute to society”. Our Student Charter, developed jointly by the University and the Students’ Union, is an important part of how we establish and maintain clear mutual expectations for the experience of all students: undergraduate, postgraduate taught and postgraduate research. It sets out what we can expect from each other as partners in a learning community. It can be read in full at the following link:

http://www.studentnet.manchester.ac.uk/enhancing-my-experience/charter/

Handbooks

This should always be your first port of call for any enquiry. Perhaps the answer to your query is either in this (the Programme Handbook) or on the programme Blackboard space. You should familiarize yourself with the course documentation so that you can always look to your handbook or the Clinical Website for guidance when you are unsure about procedures etc.

Academic Advisers

At the start of the programme, you will be assigned an Academic Adviser who will normally remain the same throughout the three/four years of the course. You may ask to change your Academic Adviser at any time if there is good reason. You should raise this request with the Programme Director and you would then be assigned to another member of staff at the discretion of the Programme Committee (i.e. it is not possible for you to specify the alternative Academic Adviser). The role of your Academic Adviser is to give general guidance on academic and non-academic issues affecting your work and they are usually the person to ask for a reference when required as they will have an overview of your progress across the duration of the course.

• All students are offered exactly the same level of support from their Academic Advisers
• Academic Advisers will make contact, offering each student the opportunity to meet for face-to-face or online discussion of progress twice a semester (see time line below)
• Initial email contact detailing progress at last exam board
• Two face-to-face or online meetings are mandatory in semester 1 of year 1 for reasons of student welfare
• Academic Advisers will refer advisees to the Student Support Officer (Ryan Hurst), the School librarian and to relevant Course Unit Coordinators as appropriate (see table below).
• Other members of staff will refer you back to your Academic Adviser on matters that require ongoing support as it is your Academic Adviser who will maintain a general overview of academic and non-academic issues affecting your work.

Senior Academic Adviser

If there is something you wish to discuss with someone other than your academic adviser, you are welcome to get in touch with our Senior Academic Adviser, Katie Twomey (katherine.twomey@manchester.ac.uk). During semester time Katie will be in touch weekly with a summary of information you need to know, so please check your emails regularly.

Student Support: clarification of roles
Academic Adviser	Course Unit Lead	Student Support Administrator (Ryan Hurst)	Library
First point of contact in any matter involving your academic progress. We will try to ensure you have the same adviser during your studies. May include matters relating to personal circumstances or health if these are having an impact on your ability to make progress. Will expect you to respond to them following each exam board so that you can begin to negotiate a study action plan together to carry you through the next semester. Keen to get to know what your aspirations are; what motivates you; what comes easily to you and what you find more challenging. Identifies with you what your needs are in terms of study skills. Has an overview of the degree programme to help orientate you. Your adviser expects to get to know you so that you feel you can approach them if you need to. Your adviser will write your references.	First point of contact in any matter concerning a specific course unit. Will answer any queries regarding assessment of a unit or clarification of intended learning outcomes. Talk to this person if you have trouble accessing materials on their reading list. Will liaise directly with the librarian to address issues of access to reading materials if alerted by you. Open to discussion re: additional support needed (e.g. tutorials) Should provide formative assessment (therefore feedback) for you at the midway point of the course unit so you are able to judge how you are progressing. Let them know before it’s too late if they’re going too fast, speaking too quietly, cramming too much on their PowerPoint slides: better to let them know when they can something about it than to wait until after you’ve got your marks.	The Student Support Administrator provides advice and guidance to students in the division. Ryan can talk through with you issues such as interrupting your studies and progression, financial issues, the submission of details of mitigating circumstances, disability support, work and attendance problems and any personal concerns that are affecting your ability to study and engage fully with your course. Whatever your problem is, or whatever information you need, the chances are he’s been asked before, so he can help. You can contact him directly or you may be referred by your Academic Adviser. He’s available to discuss fun things too like social opportunities, volunteering, sports and leisure facilities. Provides support for the Staff-Student Liaison Committee. Helps organise elections and training of student year reps.	Here to help you! Ask a question through My Manchester, by phone or live chat. http://www.library.manchester.ac.uk/contact/ Get help at a time when it’s most useful to you and your studies – find online resources, workshops and skills clinics through the My Learning Essentials website. Specific problems with e-resources e.g. access, should be reported to the Electronic Resources HelpDesk uml.eresources@manchester.ac.uk Teaching and Learning Team Provide much of the help listed above Create and develop an ever-expanding range of appropriate learning materials. Deliver training sessions requested by course unit leaders. Academic Engagement Librarian – Reetu Child Informs the division of new and changing resources and services. Can liaise with course unit leaders to arrange for library training: Welcome session for year 1. Orientation to resources relevant to curriculum and assignments. Including appropriate online learning materials in BlackBoard. A Q&A clinic for assistance with literature search skills/use of databases. Will liaise directly with course unit leaders to address issue of access to reading materials if alerted.

Clinical Staff

The Clinical Education Lead and the academic staff on the teaching team who are qualified speech and language therapists are there to support your professional and clinical development and to deal with any problems arising in that aspect of the course. You may also request to, or be requested to see, one of the clinical staff at other times to discuss any individual issues about your clinical placements or performance.

Course unit tutorials

Course unit leads may arrange timetabled academic tutorials as part of a course unit for you to pursue in more depth aspects of subject specific knowledge. You may be expected to prepare a piece of work for these tutorials, or to present a précis of a key paper. The content and timing of tutorials will be specified by the tutor at the beginning of the semester.

Peer Assisted Study Sessions (PASS)

Students are trained centrally and with guidance and support from the Faculty sabbatical intern as well as our academic staff to act as PASS leaders, facilitating independent study groups. First years will be supported by 3^rd years in their Biomedical Sciences course unit.

Peer supervision & staff facilitator support

To assist you in the successful completion of the study option in your third year as part of Clinical Research 3, you will receive support in the form of peer supervision groups, where students provide each other with support, input, and feedback during the development of their independent projects, as well as assignment to a staff facilitator. It is our aim to ensure that you are properly supported during your option and the following general guidelines for peer supervision meetings have been drawn up:

• Peer supervision groups will meet when and as often as group members see fit, with a recommendation of at least four meetings spread out over the semester. It is the responsibility of the group members to arrange meetings at appropriate times.
• Each peer supervision group will meet with their assigned staff facilitator for three facilitator-led group discussions over the semester. During these facilitator-led discussion sessions, the staff facilitator will lead group discussions around key areas of the project, with time allocated to the discussion of each group member’s individual project.
• It is the responsibility of each student to prepare appropriately for both peer supervision and staff facilitator-led meetings, to contribute to the group-based discussions which form the core of the support process, and to complete and submit work at the agreed times.

Other tutorials and access to academic staff

You can reasonably expect to be able to see a lecturer individually for discussion of a specific academic or clinical enquiry or a personal problem. Staff workloads, and the fact that several staff work part-time hours at the University (see staff details in Section 1), limit the availability of lecturers. However, we operate an open door policy whereby, as long as a lecturer is free you are welcome to drop in without prior appointment. If you need an appointment and a lecturer is not available when you drop by, you are welcome to contact the lecturer and arrange an individual tutorial or meeting.

Lecturers are always willing to see students with personal emergencies, such as ill health, but they may not always be in their rooms. In that case you should leave a telephone number where you can be contacted with the staff in the general office in G15 of Zochonis. Following on from any contact in relation to personal emergencies, members of staff will refer you back to your Academic Adviser regarding ongoing support, as it is he/she who will maintain an overview of all issues affecting your work.

You should also make sure that you are aware of other support services within the University such as the Counselling Service http://www.counsellingservice.manchester.ac.uk/ and the Student Union.

School Student Support Administrator: Ryan Hurst, 0161 275 7332, Ryan.Hurst-2@manchester.ac.uk

The University Of Manchester Library

The University of Manchester Library http://www.library.manchester.ac.uk/ provides you with the resources and support you need throughout your Speech and Language Therapy programme. The Main Library houses all of the essential text books whilst the Alan Gilbert Learning Commons provides a 24/7 learning environment in addition to study skills workshops. The Library also has an extensive collection

of eBooks, databases and journals available online.

The My Library tab in My Manchester (http://my.manchester.ac.uk ) has quick links to all of the Library’s resources and services available to students.

Getting Started

All the information you need to get started at the library is found on the new students page of the library website. You will need your student card to access all library sites around campus. Many of our services and resources also require you to confirm that you are a registered student. This authentication can be your student card, the ID number on the card, your Library PIN, the central username and password you use to log on, or a combination of these.

There is a library guide for Speech and Language Therapy and Healthcare Science (Audiology) students giving all of the latest information on resources and learning and research services available. This is a good starting point if you are looking for any library resources or information related to your course.

http://subjects.library.manchester.ac.uk/humancommunication

Each course unit in Blackboard includes an online reading list, so you can quickly check availability and directly access e-books, digitised chapters and e-journals or articles.

http://www.readinglists.manchester.ac.uk/index.html

The Main Library

The Main Library holds the principal collection of books and journals for Speech and Language Therapy. Textbooks are located on Floor 2 of the Blue Area, together with books in other related subjects. SLT journals held in print are on Floor 1 of the Green Area in the Clinical Sciences sequence; further relevant periodicals are shelved in other areas of the Main Library. The library search facility will let you know what items are available and where to find them, including eBooks and online journals.

http://www.library.manchester.ac.uk/searchresources/librarysearch/

The Main Library offers group study rooms, individual study space options and computer clusters. Wi-Fi is available throughout the building and a cafe lounge can be found on the ground floor. The Library has long opening hours and extends these during exam periods. Please check Locations and Opening Hours for full details on opening hours and facilities.

http://www.library.manchester.ac.uk/locations-and-opening-hours/

The Alan Gilbert Learning Commons

The Alan Gilbert Learning Commons is a state-of-the-art learning environment with 24/7 opening hours throughout term-time. The Learning Commons has flexible open learning spaces with multimedia facilities, computer clusters and 30 bookable group study rooms with whiteboards and media screens.

http://www.library.manchester.ac.uk/locations-and-opening-hours/learning-commons/

There is a series of training workshops covering a variety of academic and transferable skills hosted in the training room at the Learning Commons.  These workshops include training on revision/study skills, note-taking and other topics and have been developed by Learning Commons staff in partnership with other teams across the University.  Full details of training sessions are available in the My Learning Essentials Calendar.

Blackboard

Blackboard is an online learning environment that is used for several purposes. It is used as a repository of information for students to access online. It is the policy of the programme teaching team to aim to provide electronic copies of all lecture notes and other material such as handbooks via Blackboard. Blackboard is also used as a notice board, including information on timetables, student support, staff information and details of assessment deadlines. It is important that you familiarise yourselves with the facilities of Blackboard so that you can access the material provided. Paper copies of lecture presentations will not be given out but will be made available in electronic format on Blackboard. Course materials for the current academic year are available for students to download until the September following the end of that academic year.

Personal development programmes

The Professional Clinical Portfolio is intended to support you in your own learning and development. Such reflective learning logs are used across the University and are seen as an important tool in your gaining independence and taking responsibility for your own continuing personal growth both while at University and throughout your professional career. As SLTs we all have to take responsibility for, and keep up-to-date records of, our Continuing Professional Development (CPD) and this is where yours starts.

Course Unit Surveys

You will be asked to complete an electronic evaluation at the end of each individual course unit. These surveys are processed by the Faculty and the summaries are sent to the Faculty Teaching and Learning Committee, Head of School, Programme Director and to the lecturers concerned. Towards the end of third year all final year students are requested to complete the National Student Survey. The Programme Director is required to report to the Faculty Teaching and Learning Committee actions and developments arising from student comment.

Student Representation and the Student Voice

The diagram on the following page depicts the ways in which student feedback is incorporated into the running of the degree programme and the ways in which we provide feedback to you as a student body. It should be noted that effective communication with students and having their views taken into account as stakeholders in the whole process is key to the maintenance of standards and enhancement of academic quality.

Each cohort or year group is invited to elect representatives. These representatives are to be responsible for keeping in close contact with the students within their year and discussing any problems that arise with the appropriate tutor(s) or lecturer(s). In addition, students are welcome to volunteer as Inclusivity representatives, and to take part in the Inclusivity Steering Group together with a staff member (currently Katie Twomey), which meets throughout the semester to discuss any inclusivity issues that may arise, and to plan and deliver inclusivity discussion sessions.

Student and inclusivity representatives are all members of the BSc SLT Staff-Student Liaison Committee and will be invited to attend meetings each semester, chaired by the Student Experience Lead and supported administratively by Ryan Hurst, Student Support Officer. Year reps will be notified of the date of the next meeting and asked to canvass their year group for agenda items. Issues are brought to the SSLC meetings by documenting on the SSLC form what the specific issue is and how many students have agreed it is an issue. Copies of the minutes will be made available in the general office. Responses to issues raised will be reported back at the next meeting under ‘matters arising’. In addition, a student newsletter entitled ‘You Said, We Did’ will be produced each semester to coincide with SSLC meetings to let you know we listen, detailing responses to your feedback to us.

Student Progress Committee

The Student Progress Committee is responsible for monitoring the work, attendance and progression of students and for monitoring actions taken to support the progress of any students with particular concerns.

Programme Committee and Stakeholder involvement

The Programme Committee is responsible for: overseeing the development of the course; curriculum, teaching, learning and assessment review, for maintenance and enhancement of quality standards and for the co-ordination of course administration. Throughout the academic year the programme engages with a variety of external stakeholders including local NHS managers and clinicians, representatives from Health Education England North and service users and it is constantly reviewing its activity related to stakeholder involvement and consultation. The Programme Committee meets regularly throughout the semester to deal with day-to-day issues of work, student feedback and support and course administration.

Curriculum Planning Committee

The membership of this committee consists of the academic membership of the Programme Committee, service users and student representatives. The purpose is an annual review of the entire Programme curriculum, year by year, taking into account feedback from key stakeholders, with a view to any adjustments necessary ahead of the start of the following academic year.

Complaints and appeals

Given the variety of staff/student interactions that form part of any degree programme, it is inevitable that some disagreements will arise and that complaints may be made. In the vast majority of cases complaints and disagreements are resolved by positive discussions, usually with the unit leader, Academic Adviser and/or the Programme Director. It is in the interests of all parties that these discussions are conducted in a spirit of reconciliation. In the unlikely event that such discussions are not effective in resolving the issues, written formal appeals and complaints by students can be made, and should be addressed to the Head of Academic Administration, Faculty of Biology, Medicine & Health.

The University Student Complaints Procedure (Regulation XVIII) is available at: http://documents.manchester.ac.uk/display.aspx?DocID=1893

Students seeking help in using this procedure, or if you are uncertain as to whom your complaint should be referred, should seek advice from any of the following:

1. an appropriate Faculty or School Officer, postal Address: Room 3.21, Simon Building, University of Manchester, M13 9PL.

E-mail: FBMHappealsandcomplaints@manchester.ac.uk

1. the Students’ Union Advice Centre: http://manchesterstudentsunion.com/

On the next page is a flow chart which aims to make very clear the route you should take if you feel you have possible grounds for complaint.

Complaints Procedure Flowchart

*If your grievance is regarding the Programme Director, then please ask any other member of teaching staff or ask Ryan Hurst, Student Support Officer for advice as to who you should approach.

**Please refer to University Student Complaints Procedure as to procedure at Faculty level and beyond (Regulation XVIII) is available at: http://documents.manchester.ac.uk/display.aspx?DocID=1893

Appeals against the academic decisions of examiners for the degree

The University has a formal review procedure. You are advised to contact your Academic Adviser, Programme Director or Head of Section first, to try to resolve the issue locally if you believe a mark is unfair. However, if you decide to make a formal request for a review you should submit the request in writing with supporting evidence to the Academic Secretary of the University, not later than one month after publication of the examination results. The University’s procedures (Regulation XIX) state that an appeal for a review may be made only on grounds alleging:

a) that there exists or existed circumstances affecting the student’s performance of which the Examiners had not been made aware when their decision was taken;

b) that there were procedural irregularities in the examination process;

c) that there is evidence of prejudice or bias or of inadequate assessment on the part of one or more of the Examiners.

Further information can be accessed via the University’s Policies web page:

http://www.regulations.manchester.ac.uk/

Appeals against exclusion on academic grounds or against refusal to issue a certificate of satisfactory work and attendance

If you wish to appeal against any decision of an Examinations Board including, exclusion from the course; you are advised firstly to contact your Academic Adviser, or the Programme Director or the Exams Officer, to try to resolve the issue at School level. However, if you decide to make a formal appeal you should submit the request in writing with supporting evidence to the Faculty Head of Academic Services within twenty working days of notification of the result or decision.

An appeal may be made only on grounds alleging:

1. that there exists or existed circumstances affecting the student’s performance of which, for good reason, the board of examiners or committee may not have been made aware when the decision was taken and which might have had a material effect on the decision [Note: if students wish to appeal on such grounds, they must give adequate reasons why this information was not made available prior to the decision being made.];
2. that there had been a material administrative error or procedural irregularity in the assessment process or in putting into effect the regulations for the programme of study of such a nature as to cause significant doubt whether the decision might have been different if the error or irregularity had not occurred;
3. that there is evidence of prejudice or bias or lack of proper assessment on the part of one or more of the examiners;
4. that the supervision or training of the student in respect of research for a dissertation or thesis or equivalent work was unsatisfactory to the point that his or her performance was seriously affected.

An appeal which questions the academic or professional judgement of those charged with the responsibility for assessing a student’s academic performance or professional competence shall not be permitted.

For further information, please visit:

http://www.regulations.manchester.ac.uk/

Recording of lectures by students

Lecture capture or audio-recording of lectures for educational purposes, is becoming more widespread across the University and, there are now more lecture theatres with built-in facilities to audio-record lectures. We will certainly make full use of such a facility where it is deemed helpful to the student learning experience. However, there is the possibility that lecturers may opt out of using this facility if they feel it is inappropriate to have the teaching session recorded. This may be due to the confidential clinical nature of the content or it may feel inappropriate to have student interaction recorded, given the interactive nature of the session.

As for individual student SLTs making recordings of lectures for their individual purposes, the BSc SLT Programme Committee has agreed the following:

1) DASS recommendations regarding students with identified disabilities are fully supported. Such students’ support needs will already be known to the School, which may include their being permitted to record lectures for their own personal use. Such students must ensure they are clear about the conditions of this allowance.

2) Any other students wishing to make recordings of lectures, must submit a request to the programme director, detailing their reasons for wishing to do so (form available from the general office). In this way we are able to monitor the use of recordings (and hence potential misuse).

3) Lecturers should highlight which sections of their teaching session(s) they feel it is not appropriate for anyone to record (including students with disabilities). Justification may include the following:

(i) protecting confidentiality of clinical data

(ii)protecting privacy and dignity of fellow students

(iii) pedagogical reasons: when interactive, student-led discussion is required and any recording may be regarded as an inhibiting influence.

Programme review and development

In addition to the ongoing programme development undertaken by the teaching team, the programme is also the subject of a number of internal and external reviews. The programme is overseen by Health Education England (NW) which is the Local Education & Training Board responsible for commissioning Speech and Language Therapy education in the region until 2017 (and which continues to have a role in overseeing clinical placements), and by the HCPC (Health & Care Professions Council) who approve the programme. The QAA (Quality Assurance Agency) completed their Major Review of all healthcare programmes in the UK in 2005. The outcome for the University of Manchester was very successful. Work arising from the QAA report was monitored through an action plan that was jointly agreed by all partners.  Action plans are now produced to ensure that provision meets the requirements of the Skills for Health Quality Assurance standards and framework. An annual review meeting, looking at all healthcare programmes commissioned by Health Education England North in the Faculty takes place every autumn. Internally, the programme underwent its last Periodic Review in 2015, in which the programme team was commended for its excellent standards in academic quality and enhancement. In addition the BSc SLT carried out its own internal review of the programme during 2008-09 as a means of ensuring that the curriculum is current and coherent, able to produce therapists who are fit for purpose in the 21^st century. Changes as a result of this internal review were successfully implemented in two stages during 09/10 and 10/11 so that disruption to students was minimal and the programme is considered more current and up-to-date. Research output is assessed via the government’s Research Excellence Framework (REF).

Student Services Centre

The Student Services Centre is open 9am to 5pm from Monday to Friday (excluding Tuesdays when they are open 10am to 5pm) at their purpose-built Centre on Burlington Street (number 57 on the campus map).  You can also phone SSC on 0161 275 5000, or e-mail ssc@manchester.ac.uk.

A website has been launched to help you find what you need at:

http://www.welcome.manchester.ac.uk

The University Portal gives you access to specific services including registration, Blackboard, etc:

http://www.portal.manchester.ac.uk/

The Student Services Centre provides the following information and facilities:

Registration: Information for students and staff on when, where and how to complete the registration process (including online registration) plus general information about the issuing of swipe cards.

Examinations: Information for staff and students on examination policies and regulations, past examination papers, the organisation of examinations, examination timetables, marking, publication of results and information for external examiners.

Funding: Detailed information on University-wide scholarships and bursaries.

Graduation: Information for both students and guests concerning graduation ceremonies held on the University campus.

International Team: Information for both students and staff concerning matters specific to international students.

Student Money Adviser: Information on help with working out a realistic budget, to advice on money problems, the money adviser provides drop in sessions, and appointments for you to discuss your money-related issues.

Official Documents: Detailed information about Council Tax Exemption Certificates, Confirmation of Attendance Letters, Verifications, Academic Transcripts, Replacement Degree Certificates and invitation letters, and how to order them using the Student Services Centre Web Portal.

Appeals/Policies: Student Complaints Procedure, Policy on Harassment, Academic Appeals Procedure, Appeals against tuition fee status.

Student Services Centre:

All of the forms below can be downloaded from the following link: http://www.regulations.manchester.ac.uk/academic/

Student Discipline Committee Forms:

1. Allegation of Academic Malpractice
2. Breach of Regulation  XVII

Semester dates for the academic year 2022/23

University welcome and induction programme	19 September 2022
Semester 1 teaching starts	26 September 2022
Christmas break starts	19 December 2022
Christmas break ends	6 January 2023
Revision period	9-13 January 2023
Semester 1 exams	16-27 January 2023
Semester 1 ends	27 January 2023
Semester 2 starts	30 January 2023
Easter break starts	27 March 2023
Easter break ends	14 April 2023
Semester 2 exams	15 May- 9 June 2023
Semester 2 ends	9 June 2023

Semester dates are available on the University of Manchester website for the current and upcoming academic year: http://www.manchester.ac.uk/discover/key-dates

Useful Internal Links

Student Portal – access your email, calendars, blackboard, library services and more at: https://www.portal.manchester.ac.uk/

Student Services Centre – essential advice, information and guidance for students at The University of Manchester: http://www.studentnet.manchester.ac.uk/

University of Manchester student-related policies and documents:

http://www.regulations.manchester.ac.uk/academic/

Regulation XIX – Academic Appeals:

http://www.regulations.manchester.ac.uk/basic-guide-academic-appeals/

Work & Attendance Policy:

http://documents.manchester.ac.uk/display.aspx?DocID=1895

Conduct & Discipline of Students Regulation XVII Sept 2010:

http://documents.manchester.ac.uk/DocuInfo.aspx?DocID=6530

Dignity at Work and Study Procedures for Students:

http://www.staffnet.manchester.ac.uk/equality-and-diversity/policies-and-guidance/dignity-at-work-and-study/

Health and Safety Policy:

http://documents.manchester.ac.uk/DocuInfo.aspx?DocID=654

Occupational Health Services for Students:

http://www.studentnet.manchester.ac.uk/occupational-health/

Student Mental Health Policy:

http://documents.manchester.ac.uk/DocuInfo.aspx?DocID=1892

Fitness to Practice:

http://documents.manchester.ac.uk/display.aspx?DocID=23997

Careers Service:

http://www.careers.manchester.ac.uk/

Personal Development Planning:

http://www.tlso.manchester.ac.uk/personaldevelopmentplanning/

Adults Returning to Education Guide:

http://www.manchester.ac.uk/undergraduate/maturestudents/guide/

Students’ Union:

http://manchesterstudentsunion.com/

Useful External Links

Student finance information:

https://www.gov.uk/student-finance

NHS Bursaries:

http://www.nhsbsa.nhs.uk/students

Student Loans Company:

http://www.slc.co.uk

Royal College of Speech and Language Therapists:

http://www.rcslt.org

HCPC:

https://www.hcpc-uk.org/

Appendix 1

Year 1 Individual Course Unit Outlines

The following course unit descriptions contain, in many cases, an outline syllabus only. Where you are given a more detailed syllabus and reading list at the beginning of a course unit, it is your responsibility to keep this or to insert it into your programme handbook at the appropriate place. You may need the detailed information in future years if applying for further study or for work abroad. Remember to download form Blackboard, print off the course unit outlines for each year’s study as you enter that new year and insert them in your programme handbook. For further details of clinical placement course units, please refer the Clinical Handbook.

Title of Course Unit	Code	Credits
Linguistics, Phonetics and Language Development A	HCDI 10221	20
Biomedical Sciences	HCDI 10320	20
Clinical and Professional Practice 1	HCDI 10200	30
Linguistics, Phonetics and Language Development B	HCDI 10222	20
Applied Psychology and Sociology	HCDI 10332	20
Clinical Research 1	HCDI 10532	10

 

 

1. GENERAL INFORMATION

 

Title	Linguistics, Phonetics and Language Development A
Unit code	HCDI 10221
Credit rating	20
Level	4
Contact hours	32 (including lectures, practical activities and tutorials)
Other scheduled teaching and learning activities	None
School responsible	School of Health Sciences
Member of staff responsible	Dr Kamila Polisenska
ECTS	10
Hours of Learning	200

 

 

2. AIMS

 

The unit aims to: ·       Introduce students to fundamental concepts of verbal and nonverbal communication, linguistics and language development. ·       Provide students with opportunities to develop their knowledge and understanding of the perception and production of speech, of typical language development and interaction, and of the different areas of linguistics – to enable them to make informed observations during their first clinic placement. ·       Provide students with opportunities to gain basic practical skills in phonetic and linguistic (particularly grammatical) transcription and analysis, with the aim of being able to apply such knowledge to the communication of child and adult clients with communication difficulties.

 

 

3. BRIEF DESCRIPTION OF THE UNIT

 

This course unit runs over 8 weeks in the first semester of study, immediately prior to students’ first clinic placement and forms a foundation in linguistics, phonetics and typical language development.  Students will discover structural and functional properties of English by learning to identify and describe the language’s sound system and its early lexical, morphological, and syntactic features. Lecture topics will include a broad consideration of communication: speech perception and production; early lexical development; morphology and syntax in multiword combinations; cross-linguistic, cross-cultural and multi-lingual aspects of typical language development. Practical activities and tutorials will provide training in the use of linguistic terminology and the analysis of typical non-clinical spoken language. They will include: the pronunciation and recognition of the English sound system; transcription of single words using the International Phonetic Alphabet; analysis of aspects of syntax and morphology. The potential clinical application of an understanding of typical communication will be illustrated throughout the course unit.

 

 

4. INTENDED LEARNING OUTCOMES

 

Category of outcome	Students will be able to:
Knowledge and understanding	a)         Describe milestones of typical language development using relevant linguistic terminology. b)         Describe different theoretical approaches to the study of language development. c)          Identify the unique characteristics which define language and set it apart from other communication systems placing language in its social context. d)         Describe and illustrate: the perception and production of sounds found in human languages. syntactic categories and constituents in syntactically simple English sentences. the verbal system in English. e)         Appreciate the professional importance of accuracy in transcribing, analysing and describing speech and language.
Intellectual skills	f)           Synthesize selected evidence from the appropriate directed reading. g)         Develop an appreciation of the scientific approach to the study of language. h)         Develop their understanding of information provided in lectures through relevant, independent reading. i)           Start making connections between their knowledge of typical development and their expectation of features of atypical development of communication. j)           Apply linguistic knowledge acquired to real developmental data.
Practical skills	k)          Transcribe simple linguistic and phonetic data. l)           Analyse and describe phonemic, morphological and syntactic features of linguistic systems. m)        Use databases to find peer-reviewed journal articles. n)         Understand the structure and layout of an academic journal article and referencing conventions.
Transferable skills and personal qualities	o)         Develop ability to write clearly and concisely and using appropriate terminology. p)         Utilise library and electronic resources to support and extend learning.

 

 

 

 

 

5. LEARNING AND TEACHING PROCESSES (INCLUDING THE USE OF E-LEARNING)

 

Learning and teaching processes will utilise tutor-led lectures, tutorials, practical data analysis workshops, online quizzes and online discussion via the Blackboard online learning environment. To support independent study, learning materials including teaching slides, recommended reading and preparatory tasks will be provided in advance of teaching sessions on the unit’s online Blackboard learning environment.

 

6. LEARNING HOURS

 

Activity	Hours allocated
Lectures, and tutorials	32
Self-directed study	168
Total	200

 

7. ASSESSMENT (INCLUDING FORMATIVE ASSESSMENT and E-ASSESSMENT)

 

Assessment task	Length	Weighting within unit (if relevant)	ILOs assessed
Multiple-choice examination	1 hour	100%	a – d, h, j, l

 

8. FEEDBACK

 

An individual mark will be provided following the examination. Throughout the unit, students will have the opportunity to self-evaluate their work, skills and understanding against online model answers to quizzes, and class and peer group discussions. In addition, tutorials will provide feedback on practical opportunities to practice accuracy of sound identification and production, and the analysis of linguistic data.

 

9. CORE TEXTS

 

Cruz-Ferreira, M., & Abraham, S. A. (2011). The language of language: A linguistics course for starters. North Charleston, SC: CreateSpace Independent Publishing Platform. Knight, R. A. (2012). Phonetics: a coursebook. Cambridge; New York: Cambridge University Press. Hoff, E. (2014). Language Development (5th ed.). Wadsworth: Cengage Learning.

 

Date of current version

22 Aug. 22

 

 

 

 

 

1. GENERAL INFORMATION

 

Title	Biomedical Sciences
Unit code	HCDI 10320
Credit rating	20
Level	4
Contact hours	54 hours (including lectures, tutorials and workshops)
Other scheduled teaching and learning activities	None
School responsible	School of Health Sciences
Member of staff responsible	Prof Niggy Gouldsborough
ECTS	10
Hours of Learning	200

 

 

2. AIMS

 

The unit aims to: ·       Provide students with opportunities to gain a general knowledge of the structure and functions of the cells and tissues of the body. ·       Provide students with a variety of opportunities to gain in depth knowledge and understanding of typical anatomy and physiology related to communication, eating, drinking and swallowing. ·       Encourage students to consider the clinical relevance of the basic sciences so that they can appreciate how medical conditions affect communication, eating, drinking and swallowing.

 

 

3. BRIEF DESCRIPTION OF THE UNIT

 

This course unit runs across the first year of study. The unit will provide an overview of key anatomy and physiology related to communication, eating, drinking and swallowing. Biomedical learning will take place alongside learning in other year one units about social constructs of impairment, disability and participation. The course unit will cover the following content: a)     Anatomical terminology b)     The cell and basic tissues c)     Anatomy and physiology of the following body systems; endocrine, nervous, muscular, respiratory, cardiovascular d)     Structure and function of the principle structures involved in communication, eating, drinking and swallowing; oral cavity, soft palate, pharynx, larynx, ear and face e)     Craniofacial development

 

 

4. INTENDED LEARNING OUTCOMES

 

Category of outcome	Students will be able to:
Knowledge and understanding	a)    Describe and explain the structure and functions of the cells and tissues of the body. b)    Demonstrate knowledge and understanding required to describe and explain typical anatomy and physiology related to communication, eating, drinking and swallowing and to be able to apply that knowledge and understanding to other areas of study.
Intellectual skills	c)     Acquire, synthesise, and evaluate information from a range of sources. d)    Understand the importance and application of the available information to speech and language therapy. e)    Engage in independent learning to review and consolidate their knowledge and understanding of the information presented.
Practical skills	f)      Use library, electronic and online resources to support learning. g)    Accurately present and discuss information. h)    Write clearly and concisely in an appropriate formal style in order to communicate information accurately.
Transferable skills and personal qualities	i)      Utilise library and electronic resources to support and extend their own learning. j)      Demonstrate effective communication skills appropriate to the intended audience. k)     Engage in self-directed learning that will promote professional development.

 

 

5. LEARNING AND TEACHING PROCESSES (INCLUDING THE USE OF E-LEARNING)

 

Learning and teaching processes utilise tutor led lectures, tutorials and workshops. To support independent study, learning materials including teaching slides and recommended reading will be provided before teaching sessions on the unit’s online Blackboard learning environment.

 

 

6. LEARNING HOURS

 

Activity	Hours allocated
Lectures, workshops and tutorials	54
Independent study and directed reading	146
Total	200

 

 

7. ASSESSMENT  (INCLUDING FORMATIVE ASSESSMENT and E-ASSESSMENT)

 

Assessment task	Length	Weighting within unit (if relevant)	ILOs assessed
1.     Online quizzes: Students complete regular online short answer and multiple choice quizzes.	Various	formative	a-j, l.
2.     Mock examination Students complete 5 short answer questions and 20 MCQ questions	1 hour	formative	a-f, h
3.     Written examination: Students complete10 short answer  questions and 40 MCQ questions	2 hours	100%	a-f, h.

 

 

8. FEEDBACK

 

Students will have the opportunity to self-evaluate their performance against online tutor written model answers following online quizzes and against tutor and peer discussion during tutorials/workshops. Students will receive a mark and can have personalised feedback on the written examination as appropriate. Throughout the unit, students will have the opportunity to self-evaluate their work and understanding against class discussions and tutor comment.

 

 

9. CORE TEXTS

 

Jenkins, G.W. and Tortora, G.J. (2014) Anatomy and Physiology: From Science to Life. Wiley. Martini, S. & Frederic, H. (1998) Fundamentals of Anatomy and Physiology 4th Edition. Prentice Hall. Atkinson, M. & McHanwell, S. (2002) Basic Medical Science for Speech and Language Therapy Students. London: Whurr Publishers.

 

 

Date of current version

22/08/2022

 

 

 

 

 

 

 

 

1. GENERAL INFORMATION

 

Title	Clinical and Professional Practice 1
Unit code	HCDI 10200
Credit rating	30
Level	4
Contact hours	150 (including  clinical preparation/simulation learning hours, workshops and lectures) with up to 150 clinical hours (placement)
Other scheduled teaching and learning activities	None
School responsible	School of Health Sciences
Member of staff responsible	Rachel Starkey
ECTS	15
Hours of Learning	300

 

 

2. AIMS

 

The unit aims to: ·       Provide students with a variety of opportunities to gain an awareness of the roles and responsibilities of a speech and language therapist and the range of clients’ needs. ·       Introduce students to the concept of the client journey through the care pathway. ·       Develop students’ awareness of their own communication style and how to adapt to the needs of people with speech, language and communication disorders. ·       Make students aware of professional standards as defined by the Health and Care Professions Council (HCPC). ·       Introduce students to the concept of continuing professional development (CPD) and the associated skills such as reflective practice.

 

3. BRIEF DESCRIPTION OF THE UNIT

 

This course unit runs across both semesters of the first year of study. The unit includes four weeks of block clinical placement learning which take place in the final four weeks of semester one when students will have had the opportunity to gain some foundation in linguistics, phonetics and typical language development via other units. This course unit will also provide a broad overview of the role, responsibilities and clinical skills required to become an effective speech and language therapist and will prepare students for the structured, directed observation and participation required on their first block clinical placement. The unit will provide the student with an opportunity to gain awareness of the needs of a range of service users through clinical placement learning.

 

 

 

 

 

4. INTENDED LEARNING OUTCOMES

 

Category of outcome	Students will be able to:
Knowledge and understanding	a)    Demonstrate knowledge of the stages of the client journey through care using a defined care pathway. b)    Demonstrate an understanding of the need to utilise intervention approaches which have been shown to be effective through rigorous research to form evidence-based practice. c)     Demonstrate an understanding of the professional standards for a speech and language therapist, including conduct, ethics and performance. d)    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.
Intellectual skills	e)    Locate, evaluate and begin to apply clinically evidence-based practice. f)      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. g)    Use reflective practice to constantly improve their own clinical skills and collect evidence of this in a Professional Clinical Portfolio.
Practical skills	h)    Use observation, interview and a range of assessment techniques to identify the presence or absence of speech, language and communication disorders and dysphagia. i)      Change and adapt their communication style and / or modality to interact, support and intervene with clients, their carers and the wider team of professionals. j)      Identify and evaluate 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.
Transferable skills and personal qualities	k)     Demonstrate social and cultural awareness, discovering and valuing the differences and needs of others. l)      Prepare and deliver an oral presentation to communicate information accurately and reliably, and in a structured and coherent way. m)   Assimilate and analyse a range of data and information. n)    Reflect and comment on the performance of a peer, identifying strengths and making constructive suggestions for improvement where appropriate.

 

 

 

 

 

5. LEARNING AND TEACHING PROCESSES (INCLUDING THE USE OF E-LEARNING)

 

Learning and teaching processes will be delivered as part of year 1 foundation simulation clinic and includes  tutor led learning with face to face teaching (lectures, workshops, and placement preparation/de-briefs), facilitated simulation sessions, direct clinical experience with practice educator supervision and directed and self-directed individual independent learning. Independent learning will include completion of documentation for an online Professional Clinical Portfolio. To support independent study, learning materials including teaching slides and recommended reading will be made available on the unit’s online Blackboard learning environment.

 

6. LEARNING HOURS

 

Activity	Hours allocated
Lectures, workshops and placement preparation/de-brief sessions	64
Clinical placement learning	Up to 150 hours
Self-directed study	86
Total	300

 

7. ASSESSMENT  (INCLUDING FORMATIVE ASSESSMENT and E-ASSESSMENT)

 

Assessment task	Length	Weighting within unit (if relevant)	ILOs assessed
1.     Short  formative essay will give you an opportunity to practice your academic writing and referencing skills.	500 words	formative	e,m
2.     Oral presentations: Students present a client they have worked with on their clinical placement with a group of peers present. Students will provide and receive peer and tutor feedback following the presentations.	10 minutes	formative	i, l, n
3.     Maintenance of a Professional Clinical Portfolio including: a)    Reflective documents, clinical skills development activities. b)    Student-Practice Educator mid-placement review and end of placement report (including Practice Educator assessment of the student’s clinical competencies*).	As directed	30%*       Pass/fail *	a, c, e, g, h, i, j, k, m
4.     Written client case presentation	2000 words	70%*	a – f, h, j – m

*NB: Practice Educator assessment of ‘COMPETENT’ in all areas must be achieved as a requirement for the awarding of course unit credits. No compensable fail mark will be available for this course unit.

 

8. FEEDBACK

·       Verbal feedback from peers and written feedback from tutors will be provided on formative oral presentations. This feedback will provide guidance to students on their oral and presentational skills for their summative clinical assignment and for future assessments. ·       Practice Educator written feedback on clinical skills will be provided in the form of a student-practice educator mid-placement review and end of placement report. ·       A mark and individual, detailed written feedback will be provided following the written case presentation. The tutor will provide guidance to students on their written skills for future assessments. ·       Individual, detailed tutor written feedback will be provided on Professional Clinical Portfolios.   ·       Simulation Facilitators will provide general and individual feedback to support students’ ongoing learning ·       Throughout the unit, verbal practice educator and tutor feedback will be provided. Students will also have the opportunity to self-evaluate their work and understanding against class discussion.

 

9. 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 (2014). 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/ University of Manchester (2015) Code of professional conduct and fitness to practise for healthcare students. Manchester: University of Manchester. Available at: http://www.psych-sci.manchester.ac.uk/sltsp/guidance/CodeOfPractice.doc Royal College of Speech and Language Therapists Communicating Quality Live. Professional standards for speech and language therapist. London: Royal College of Speech and Language Therapists. Available at: www.rcslt.org World Health Organisation (2001) International Classification of Functioning, Disability and Health (ICF). Available at: http://www.who.int/classifications/icf/en/

Date of current version

August  2022

 

 

 

 

 

 

 

1. GENERAL INFORMATION

 

Title	Linguistics, Phonetics and Language Development B
Unit code	HCDI 10222
Credit rating	20
Level	4
Contact hours	36 (including lectures, practical activities and tutorials)
Other scheduled teaching and learning activities	None
School responsible	School of Health Sciences
Member of staff responsible	Dr Kamila Polisenska
ECTS	10
Hours of Learning	200

 

2. AIMS

 

The unit aims to: ·       Build on knowledge introduced in Linguistics, Phonetics and Language Development A and to further develop students’ understanding of linguistics and language development. ·       Provide students with opportunities to develop their knowledge and understanding of speech and language on a sentence level, of typical language development and interaction, and of the different areas of linguistics. ·       Provide students with further opportunities to gain practical skills in phonetic transcription and linguistic (particularly grammatical) analysis, with the aim of being able to apply such knowledge to the communication of child and adult clients with communication difficulties.

 

3. BRIEF DESCRIPTION OF THE UNIT

 

This course unit runs over 12 weeks in the second semester of the first year of study and follows a unit introducing a foundation in linguistics, phonetics and typical language development. Students will discover structural and functional properties of English by learning to identify and describe the sound system and early lexical, morphological, and syntactic features. Building on semester 1, the focus will be on a sentence level analysis and description and language development beyond single word utterances. Lecture topics will provide a broad consideration of numerous important aspects of communication: connected speech, acoustic phonetics, phrase structure, functions within sentences, semantics and pragmatics. All of these aspects of language in communicative use will be traced through their acquisition and also clinical application; the topics will include bilingual language development, child-directed speech, sociolinguistics, mental lexicon, theories of language development.

 

 

4. INTENDED LEARNING OUTCOMES

 

Category of outcome	Students will be able to:
Knowledge and understanding	a)    Describe milestones of typical language development using relevant linguistic terminology. b)    Describe different theoretical approaches to the study of language development. c)          Identify the unique characteristics which define language and set it apart from other communication systems placing language in its social context, including appreciation of bilingual language development. d)         Describe and illustrate: the production and perception of sounds found in human languages (including acoustic phonetics). syntactic categories and constituents in complex English sentences. sentence level prosody. e)         Appreciate the professional importance of accuracy in transcribing, analysing and describing speech and language.
Intellectual skills	f)           Synthesize selected evidence from the appropriate directed reading. g)         Develop an appreciation of the scientific approach to the study of language. h)         Develop their understanding of information provided in lectures through relevant, independent reading. i)           Start making connections between their knowledge of typical development and their expectation of features of atypical development of communication. j)           Apply linguistic knowledge acquired to real developmental data.
Practical skills	k)          Transcribe more complex linguistic and phonetic data. l)           Analyse and describe phonemic, morphological and syntactic features of linguistic systems. m)        Use databases to find peer-reviewed journal articles. n)         Understand the structure and layout of an academic journal article and referencing conventions.
Transferable skills and personal qualities	o)         Develop ability to write clearly and concisely and using appropriate terminology. p)         Utilise library and electronic resources to support and extend learning.

 

 

 

5. LEARNING AND TEACHING PROCESSES (INCLUDING THE USE OF E-LEARNING)

Learning and teaching processes will utilise tutor-led lectures, tutorials, practical data analysis workshops, online quizzes and online discussion via the Blackboard online learning environment. To support independent study, learning materials including teaching slides, recommended reading and preparatory tasks will be provided in advance of teaching sessions on the unit’s online Blackboard learning environment.

 

6. LEARNING HOURS

 

Activity	Hours allocated
Lectures, and tutorials	36
Self-directed study	164
Total	200

 

7. ASSESSMENT  (INCLUDING FORMATIVE ASSESSMENT and E-ASSESSMENT)

 

Assessment task	Length	Weighting within unit (if relevant)	ILOs assessed
1.     Written assignment: A series of short questions, including linguistic analyses and open-ended questions.	N/A	30%	d, f, j – p.
2.     Multiple-choice examination	1 hour	70%	a – d, h, j, l.

 

8. FEEDBACK

 

An individual mark and whole-group feedback will be provided following the assignment. Throughout the unit, students will have the opportunity to self-evaluate their work, skills and understanding against online model answers to quizzes, and class and peer group discussions. In addition, tutorials will provide feedback on practical opportunities to practice accuracy of sound identification and production, and the analysis of linguistic data.

 

9. CORE TEXTS

Cruz-Ferreira, M., & Abraham, S. A. (2011). The language of language: A linguistics course for starters. North Charleston, SC: CreateSpace Independent Publishing Platform. Knight, R. A. (2012). Phonetics: A coursebook. Cambridge; New York: Cambridge University Press. Hoff, E. (2014). Language Development (5th ed.). Wadsworth: Cengage Learning.

 

Date of current version

22    August 2022

 

 

 

1. GENERAL INFORMATION

 

Title	Applied Psychology and Sociology
Unit code	HCDI 10332
Credit rating	20
Level	4
Contact hours	24 hours (including lectures and workshop)
Other scheduled teaching and learning activities	None
School responsible	School of Health Sciences
Member of staff responsible	Dr Samantha Durrant
ECTS	10
Hours of Learning	200

 

 

2. AIMS

 

The unit aims to: ·       Provide students with opportunities to gain a foundation knowledge in key topics within the fields of psychology and sociology that are of relevance for speech and language therapy. ·       Provide students with opportunities to gain awareness of physical, cognitive, social and emotional processes across the lifespan, their impact on the individual, and consideration of these factors in therapeutic practice. ·       Provide students with opportunities to apply psychological and sociological theories to speech and language therapy case studies and reflect on how these theories relate to clinical speech and language therapy practice.

 

 

3. BRIEF DESCRIPTION OF THE UNIT

 

This course unit runs in the second semester of the first year of study providing a foundation knowledge in key topics within the fields of psychology and sociology, focussing on theoretical models and relevant research. These will be related back to clinical practice and important considerations when working with clients, providing a good understanding of clients, carers, and the influence of various factors on diagnosis and intervention. The course unit will cover the following content: a)     Psychology/psychological theories: Social identity (self and groups); cognitive processes (perception, attention, memory), and neuropsychology. b)     Psychological development across the lifespan: Key physical, cognitive, social and emotional stages and changes from infancy to old age; topical issues relevant for the society and individuals at different stages of lifespan development. c)     Psycholinguistics: Principles of psycholinguistic models and their role in speech and language assessment / therapy; models / theories of adult spoken and written language processing and its breakdown (connectionist modelling; acquired language impairments). d)     Sociology: Cultural diversity; social constructs of impairment, disability and participation.

 

 

4. INTENDED LEARNING OUTCOMES

 

Category of outcome	Students will be able to:
Knowledge and understanding	a)    Outline key sociological, psychological and psycholinguistic theories relevant to language and communication, and understand the importance of these to speech and language therapy practice. b)    Describe the key developmental changes that commonly occur from infancy to old age, and their impact on the individual. c)     Discuss alternative explanations for the acquisition, consolidation, modification and deterioration of skills and processes with reference to research. d)    Demonstrate an understanding of the impact of communication needs on the psychological and social wellbeing of a person and his/her relationships. e)    Apply knowledge of social and cognitive psychology to healthcare practice.
Intellectual skills	f)      Acquire, synthesise, and evaluate information from a range of sources. g)    Present a clear discussion of the topic, demonstrating an understanding of the theoretical issues involved, which is accurately expressed with appropriate referencing. h)    Synthesise and interpret information on complex topics to present logical arguments, justifying the chosen position with reference to the evidence considered. i)      Understand the importance and application of the available information to the provision of speech and language therapy services. j)      Engage in independent learning to review and consolidate their knowledge and understanding of the information presented.
Practical skills	k)     Use library, electronic and online resources to support learning. l)      Accurately present and discuss information on (hypothetical) clients based on case vignettes. m)   Write clearly and concisely in an appropriate formal style in order to communicate information accurately and reliably.
Transferable skills and personal qualities	n)    Demonstrate social and cultural awareness, identifying and understanding the differences and needs of others. o)    Utilise library and electronic resources to support and extend their own learning. p)    Independently gather, organise, and synthesise material from various sources. q)    Demonstrate effective communication skills appropriate to the intended audience. r)      Continue to engage in self-directed learning that will promote professional development.

 

 

5. LEARNING AND TEACHING PROCESSES (INCLUDING THE USE OF E-LEARNING)

 

Learning and teaching processes utilise tutor led lectures, group discussions, and directed individual reading and study. To support independent study, resources, including videos, directed reading, multiple choice quizzes and lecture slides, will be made available on the unit’s online Blackboard learning environment.

 

 

6. LEARNING HOURS

 

Activity	Hours allocated
Lectures and workshop	24
Independent study and assignment preparation	176
Total	200

 

 

7. ASSESSMENT  (INCLUDING FORMATIVE ASSESSMENT and E-ASSESSMENT)

 

Assessment task	Length	Weighting within unit (if relevant)	ILOs assessed
1.     Online quizzes: Students will complete regular online short answer and multiple-choice quizzes.	Various	N/A	a, I, j, k, o, r.
2.     Case vignette discussion exercises: In class group discussions on case vignettes relevant to subject matter of class.	Various	N/A	a, c, d, e, h, i, j, l, n, q.
3.     Case vignette written assignment: Students will be presented with two case vignettes based on topics discussed during lectures and will provide an essay discussion of the theoretical concepts relevant to each case and relate these to the hypothetical clients, as well as highlighting considerations for therapeutic practice.	1600 words	100%	a, d – h, j, k, l, m, o, p.

 

 

8. FEEDBACK

 

·       Students will have the opportunity to self-evaluate their performance following online quizzes and against tutor and peer discussion during case vignette discussion exercises. Students will receive verbal feedback on the case vignette discussion exercises in preparation for the case vignette assignment. ·       Students will receive a mark and detailed, evaluative tutor written feedback on completion of the case vignette assignment. This feedback will provide guidance to students regarding their knowledge and understanding of the subject matter as it relates to future course units, and on their formal written communication skills for future assessments. ·       Throughout the unit, students will have the opportunity to self-evaluate their work and understanding against class discussions.

 

 

9. CORE TEXTS

 

Eysenck, M. W., & Keane, M. T. (2013). Cognitive Psychology – a student’s handbook. 6th/7th edition. Hove: Psychology Press. Hayes, N. (2000). Foundations of Psychology. 3rd edition. London: Thompson learning. Harley, T. A. (2014). The Psychology of Language: From Data to Theory: Fourth Edition. Hove, UK: Psychology Press.

 

 

Date of current version

August 2022

 

 

 

 

 

 

 

1. GENERAL INFORMATION

 

Title	Clinical Research 1
Unit code	HCDI 10532
Credit rating	10
Level	4
Contact hours	22 (including workshops, tutorials and lectures)
Other scheduled teaching and learning activities	None
School responsible	School of Health Sciences
Member of staff responsible	Dr Samantha Durrant
Hours of Learning	100

 

2. AIMS

 

The unit aims to: ·       Provide students with opportunities to gain knowledge and understanding of research theory and methods, and to gain key research and study skills required to (a) critically appraise the value of published research for clinical practice, (b) design their own clinical research project.

 

3. BRIEF DESCRIPTION OF THE UNIT

 

This course unit runs in the second semester of the first year of study and forms the first part of a Clinical Research strand which progresses through the second and third years of study. The course unit will introduce study skills, research theory and methods including: research policy, principles, terminology and translation into practice; research ethics and governance; service user involvement in research; critical appraisal; and research design.

 

4. INTENDED LEARNING OUTCOMES

 

Category of outcome	Students will be able to:
Knowledge and understanding	a)    Demonstrate an understanding of the relationship between clinical research and clinical practice. b)    Demonstrate awareness of the Dept. of Health’s policies on evidence-based practice. c)     Demonstrate an understanding of the principles and practice of NHS research ethics and research governance. d)    Demonstrate an understanding of the principles and practice of patient and public involvement in research. e)    Demonstrate an understanding of the concepts of sampling, statistical power, type I and II errors. f)      Demonstrate an understanding of the difference between primary and secondary research. g)    Demonstrate knowledge of the process of developing a research proposal
Intellectual skills	h)    Consider the value and limitations of a range of research designs. i)      Understand, manipulate and present basic numerical and statistical data. j)      Engage in self-directed learning that will promote professional development. k)     Critically evaluate published research findings.
Practical skills	l)      Use appropriate methods to search for published research findings and original sources.
Transferable skills and personal qualities	m)   Effectively communicate ideas in written and verbal forms.

 

 

5. LEARNING AND TEACHING PROCESSES (INCLUDING THE USE OF E-LEARNING)

 

Learning and teaching processes utilise tutor led learning with a combination of pre-recorded lectures and face to face teaching (lectures, tutorials and workshops), and directed and self-directed independent learning using online resources; directed reading and small group working. Student response technology (students respond to questions with keypads or mobile devices) is used in class to provide students with feedback on their own progress, benchmarked against their peers, and provides opportunity to note topics where they need to develop their understanding. To support independent study, learning materials including lecture slides and recommended reading will be provided before teaching sessions on the unit’s online Blackboard learning environment. Pre-recorded lectures, independent study tasks and online tests will be provided for students to self-assess their learning and identify areas of strength and areas for improvement.   Research active speech and language therapists are involved in the delivery of tutor led learning.

 

6. LEARNING HOURS

 

Activity	Hours allocated
Lectures, workshops and tutorials	22
Self-directed study	78
Total	100

 

 

 

 

 

7. ASSESSMENT  (INCLUDING FORMATIVE ASSESSMENT and E-ASSESSMENT)

 

Assessment task	Length	Weighting within unit (if relevant)	ILOs assessed
1.     Written assignment. Students answer two essay style questions.	1500 words	100%	a – h, j, k, l, m
2.     Formative discussion task. Students answer one essay style question.	500 words	N/A	a – c, f, g, h, j, k, l, m
3.     Weekly multiple choice tests: Students respond to questions on class discussion topics as part of independent learning.	15 minutes	N/A	a, c, e, j
4.     Weekly small group tasks: Students will work through small group activities in lecture time based on the content of the pre-recorded material.	8 hours	N/A	a, h, j, k, l, m

 

 

8. FEEDBACK

 

·       A mark and individual, detailed tutor written feedback will be provided following the written assessment. ·       Following the multiple choice tests students will be presented with correct answers and have the opportunity to self-evaluate their performance and understanding benchmarked against their peers, ·       During the weekly small group tasks students will have the opportunity to self-evaluate their performance and understanding during tutor facilitated peer discussion. ·       Throughout the unit, students will have the opportunity to self-evaluate their work and understanding against class discussions and tutor comments.

 

 

9. CORE TEXTS

 

Pring, T. (2005). Research Methods in Communication Disorders. London and Philedelphia: Whurr Publishers. Gravetter, F.J., & Forzano, L.B.. (2016). Research Methods for the Behavioral Sciences, Fifth Edition. Cengage Leaning, Inc.

 

 

Date of current version

25 August 2022

Appendix 2

Years 2 & 3 Overview of Course Units

The following table gives you an overview of the subjects you can expect to cover in years 2 and 3 of your degree programme. At the start of each new academic year, you will be able to download more detailed course unit outlines to add to your programme handbook. Where you are given a more detailed syllabus and reading list at the beginning of a course unit, it is your responsibility to keep this or to insert it into your programme handbook at the appropriate place. You may need the detailed information in future years if applying for further study or for work abroad. For further details of clinical placement course units, please see the Clinical Website.

Year 2 Course Units	Credits	Semester	Assessment
Clinical and Professional Practice 2	30	1 & 2	Completion of Professional Clinical Portfolio Client case presentation (1000-word summary + 45 min presentation/viva)
Clinical Research 2	10	2	2500-word assignment (1500 EBP report + 1000 words statistics)
Clinical Linguistics and Phonetics	20	1 & 2	1-hour exam (phonetic transcription) Data analysis plus 1000-word summary (clinical linguistics)
Developmental Speech and Language Disorders A	20	1	2-hour exam (DLD) 1000-word assignment + session plan (DSD)
Lifelong Disability A	20	1	30m case presentation
Acquired Communication and Swallowing Disorders A	20	1 & 2	3000-word combined assignment
Total credits for year	120

Year 3 Course Units	Credits	Semester	Assessment
Clinical and Professional Practice 3	40	1 & 2	Completion of Professional Clinical Portfolio Client case presentation (1000-word summary + 45 min presentation/viva)
Clinical Research 3	20	1	250-word progress check summaries 3500-word assignment
Developmental Speech and Language Disorders B	20	1	2-hour exam (DLD) 2000-word assignment (DSD)
Lifelong Disability B	20	1 & 2	2500-word ALD assignment 1-hour Fluency exam
Acquired Communication and Swallowing Disorders B	20	1 & 2	4000-word assignment
Total credits for year	120

Appendix 3

Year 4 (Integrated Masters) Overview of Course Units

The following table gives you an overview of the subjects you can expect to cover in year 4 of your Integrated Masters programme. At the start of your 4th year, you will be able to download more detailed course unit outlines and add your programme handbook. Where you are given a more detailed syllabus and reading list at the beginning of a course unit, it is your responsibility to keep this or to insert it into your programme handbook at the appropriate place. You may need the detailed information in future years if applying for further study or for work abroad.

Year 4 (Integrated Masters) Course Units	Credits	Semester	Assessment
Clinical Research 4	60	1 & 2	6000-word dissertation
Choice of Optional Unit	15	1	Dependent on unit chosen
Choice of Optional Unit	15	1	Dependent on unit chosen
Choice of Optional Unit	15	2	Dependent on unit chosen
Choice of Optional Unit	15	2	Dependent on unit chosen
Total credits for year	120

Optional Units will be subject to change, but will include a range of topics for students to select from. Examples of potential topics on offer include:

• New Horizons in Aphasiology
• Advances in Language Development and Disorders
• Evidence Based practice and Service Evaluation in Speech and Language Therapy
• Working with Adults with Acquired Dysphagia
• Working with Bilingual Children and their Families
• Developing Deaf Child
• Developing Practice and Managing Change
• Leadership in Professional Practice
• Dementia – a Person-centred Approach

Appendix 4

Speech and Language Therapy/Deaf Education Resource Room

The Resource Room (B2.11) is available for students in all years to familiarise themselves with some of the clinical materials and computer technology which may be available in Speech and Language Therapy Departments. It is also used for storing reference books.

A full inventory with guidance for items which can be signed out (a small deposit is payable) is available on blackboard.

Use of Printer

Please note that the printer in the resource room is to be used for printing out information relating to specific SLT software packages off the computers ONLY. It is not to be used for printing out coursework or handouts from Blackboard.

RESOURCE ROOM COMPUTERS

Students will be allowed to use the computers in the Resource Room, as required. Specific software is loaded onto the computers and these will be clearly labelled for your information.

You will be able to print out resources using the central credit printing facility. All computers will have access to the internet.

ACCESS

Monday – Friday 9.15am – 4.30pm (3^rd and 4^th year students may use the room later providing that they have checked the time of closing for the main building with the porters).

The Resource Room is locked with a key pad. The code will be given to students at the beginning of the academic year. Students should be aware that occasionally the room will be unavailable as it is sometimes used for teaching purposes.

RESPONSIBILTY

During the 3/4 years of your degree you will most likely spend a proportion of your time in this room and make use of the resources available. These resources are specific to your degree and are not available elsewhere in the University. The Resource Room is unsupervised as it is understood that students will use resources respectfully (signing out and paying deposits, where indicated; returning signed-out items to the Undergraduate Office or Resource Room on time; returning items to their correct place when finished with). Failure to do this will mean a less efficient resource which will ultimately impact on you, the student.

THIS IS YOUR RESOURCE ROOM. PLEASE USE IT CONSIDERATELY.

Appendix 5

Conduct and Discipline of Students (Regulation XVII)

Students must also refer to the HCPC standards of conduct, performance and ethics, available at http://www.hcpc-uk.org/publications/standards/index.asp?id=38 and referred to in section 3 of this programme handbook.

Regulation XVII

Conduct and Discipline of Students

[Notes: (i) any reference in this Regulation to named officers should be read also as a reference in each case to a delegated nominee; (ii) use of the term ‘Board’ without further qualification means the Board of Governors.]

Scope and applicability

1. The essence of misconduct under this Regulation is the improper interference, in the broadest sense, with the proper functioning or activities of the University or of those who work or study in the University, or action which otherwise damages the University or its reputation. The provisions of this Regulation define that behaviour which constitutes misconduct as it relates to students studying or registered at the University and the consequences of that misconduct. This Regulation does not apply to students registered at a Partner Organisation on programmes of study approved or accredited by the University. Such students are subject to the disciplinary procedures of the Partner Organisation.

2. This Regulation does not cover action to be taken, pursuant to Statute XXI.4, against students following failure in examinations or lack of diligence in their studies or failure to meet other academic requirements.

Definition of misconduct

3. Without prejudice to the generality of Statute XXI.1, a student may be liable to disciplinary action in respect of conduct which:

(a) disrupts, or improperly interferes with, the academic, administrative, sporting, social or other activities of the University, whether on University premises or elsewhere;

(b) obstructs, or improperly interferes with, the legitimate functions, duties or activities of any student, member of staff or other employee of the University or any authorised visitor to the University;

(c) involves violent, indecent, disorderly, threatening or offensive behaviour or language (whether expressed orally or in writing, including electronically) whilst on University premises or engaged in any University activity;

(d) involves distributing or publishing a poster, notice, sign or any publication which is offensive, intimidating, threatening, indecent or illegal, including the broadcasting and electronic distribution of such material;

(e) involves fraud, deceit, deception or dishonesty in relation to the University or its staff or students or in connection with holding any office in the University, in a residents’ association or equivalent body, in the Students’ Union or the Athletic Union, or in relation to being a student of the University;

(f) involves action likely to cause injury or impair safety on University premises;

(g) constitutes a breach of the University policy on harassment of any student, member of staff or other employee of the University or any authorised visitor to the University;

(h) breaches the provisions of the University’s Code of Practice on Freedom of Speech or of any other Regulation or University rule which provides for breaches which would constitute misconduct under this Regulation, including the submission of a complaint found to be frivolous, vexatious or motivated by malice;

(i) has been found to be misconduct in research following an investigation under the Code of Practice for Dealing with Complaints of Misconduct in Research

(j) involves the possession of unauthorised material or the use or attempted use of unauthorised or unfair means (including academic malpractice such as plagiarism or collusion with other students or fabrication or falsification of results) in connection with any examination or assessment;

(k) causes damage to or defaces University property or the property of other Members of the University caused intentionally or recklessly, and/or misappropriation of such property;

(l) constitutes the misuse or unauthorised use of University premises or items of property, including misuse of computers and the communications network or any other breach of the University policy on use of information systems;

(m) constitutes a criminal offence where that conduct or the offence:

(i) takes place on University premises; or

(ii) affects or concerns other Members of the University; or

(iii) damages the good name of the University; or

(iv) itself constitutes misconduct within the provisions of this Regulation; or

(v) is an offence of dishonesty, where the student holds an office of responsibility in the University, a residents’ association, the Students’ Union or the Athletic Union; or

(vi) is such as to render the student unfit to practise any particular profession or calling to which that student’s programme of study leads directly;

(n) involves failure to disclose name(s) and other relevant information to an officer or employee of the University in circumstances when it is reasonable to require that such information be given;

(o) constitutes a failure to comply with a previously-imposed penalty or reasonable instruction under this Regulation or any other University Code, rule or regulation;

(p) renders a student who is enrolled on a programme of study leading directly to a professional qualification or eligibility for registration to practise, or to the right to practise a particular profession or calling not fit to be admitted to and practise that profession or calling. This specifically applies to students on the following programmes:

BA in Community Justice

BA in Social Work

BDS

BMidwif

BNurs

BSc in Audiology

BSc in Healthcare Science (Audiology)

BSc in Nursing Practice

BSc in Oral Health Science

BSc in Speech and Language Therapy

ClinPsyD

MBChB

MOptom

MPharm

MSc in Audiology

MSc in Educational Psychology

MSc in Genetic Counselling

PGCE

Dip in Professional Studies in Midwifery

Dip in Professional Studies in Nursing

MA in Social Work

Dip in Social Policy and Social Work

Dip/MSc in Psychiatric Social Work

and to such other programmes as the Senate shall from time to time determine.

[Note: This relates to instances of general misconduct and not to matters of professional conduct or behaviour. Such professional matters will normally be dealt with by the appropriate authority through the Programme Regulations.]

4. The conduct covered by paragraph 3 shall constitute misconduct if it took place on University property or premises, or elsewhere if the student was involved in a University activity, was representing the University, was present at that place by virtue of his or her status as a student of the University or if the conduct raises questions about the fitness of the student on a programme leading directly to a professional qualification or calling to be admitted to and practise that profession or calling.

5. The University shall take no account of misconduct prior to enrolling as a student, which has subsequently been revealed or is still in the process of being dealt with by other authorities, unless:

(a) the conduct is of such a serious kind and character that it raises questions about the fitness of the student to remain a member of the University, for example, with regard to the safety of other students; or

(b) the conduct raises questions about the fitness of the student on a programme leading directly to a professional qualification or calling to be admitted to and practise that profession or calling.

Penalties

6. If the misconduct or breach of discipline is admitted by the student or is found to be proved, one or more of the following penalties may be imposed (except for misconduct in respect of examinations and assessments as covered in paragraph 3(j), for which the penalties are set out in paragraph 7):

(a) a reprimand and warning about future behaviour;

(b) a requirement upon the student to give an undertaking as to his or her future good conduct within the University;

(c) a requirement upon the student to pay for any damage to property he or she may have caused or to recompense the University for any loss it may have suffered arising from the student’s misconduct;

(d) a requirement upon the student to pay compensation;

(e) a fine of not more than £500;

(f) a requirement upon the student to undertake specified tasks or services for the benefit of the School or hall of residence or the University community up to a maximum of forty hours;

(g) restriction of access to the University or a specified part thereof for a fixed period (‘exclusion’). A student who receives such a penalty will have restricted rights to enter University premises and/or to participate in University activities or access to University services, the terms of the restriction being notified to the student. An order of restricted access may include a requirement that the student shall have no contact with a named person or persons;

(h) suspension from the University for a fixed period. A student who is so suspended will be prohibited from entering University premises and from participating in University activities although the suspension may be subject to qualification, such as permission to take an examination. An order of suspension may include a requirement that the student shall have no contact with a named person or persons;

(i) expulsion from the University, which means that the student shall cease to be a Member of the University and will lose all rights and privileges of Membership.

7. If a breach under paragraph 3(j) has been established, the penalties imposed may be one or more of the following. When determining the penalty to be imposed, account shall be taken of the consequences which the penalty will have for the academic progress of the student concerned:

[Note: guidance on the procedure for handling cases of alleged academic malpractice in accordance with this regulation is set down in the document ‘Academic Malpractice: Guidance on the Handling of Cases’, available on line at www.manchester.ac.uk/policies.]

(a) a reprimand and warning about future behaviour;

(b) the Examining authority to be informed that the piece of work be marked, if not already marked, and the mark awarded for the piece of work or for the course unit be reduced by a specified amount;

(c) cancellation (i.e. recorded mark of zero), with or without loss of credit, of the examination paper or other assessed work in which unfair practice occurred,

(d) cancellation (i.e. recorded mark of zero), with or without loss of credit, of the course units(s) in which the unfair practice occurred;

(e) the student being not allowed a re-assessment;

(f) the student being not allowed a re-assessment and being not allowed to substitute any other course unit(s);

(g) cancellation (i.e. recorded marks of zero), with or without loss of credit, of all examination papers and other assessed work taken during the particular examination period (i.e. end of first semester (January); end of second semester (May/June); resit (August/September)) in which unfair practice occurred

(h) cancellation (i.e. recorded mark of zero), with or without loss of credit, of all examination papers and other assessed work taken during the academic year;

(i) the Examining authority to be required to reduce the class of degree by one or more classes from that which would have been awarded on the basis of the student’s academic progress, or to award a lesser qualification;

(j) suspension from the University for a fixed period, up to a maximum of twelve months. A student who is so suspended will be prohibited from entering University premises and from participating in University activities although the suspension may be subject to qualification;

(k) expulsion from the University, which means that the student shall cease to be a Member of the University and will lose all rights and privileges of Membership.

8. In imposing a penalty on a student pursuing one of the programmes listed in paragraph 3(p), an officer authorised under paragraph 12 to deal summarily with alleged offences, or the Student Discipline Committee shall, if appropriate, have regard to the relevance of the misconduct in relation to the student’s fitness on graduation to be registered in the profession or calling to which the programme leads and shall in this connection seek the advice of the Dean of the appropriate Faculty or the Head of the appropriate School before deciding on the penalty to be imposed.

Disciplinary Procedures

9. Cases of alleged misconduct or breach of discipline may be dealt with either summarily as set out in paragraphs 12 to 15 below or by a Student Discipline Committee of the Senate established in accordance with paragraph 17 of this Regulation.

10. Disciplinary procedures may be adjourned at any time if it is known or suspected that the student concerned is not fit to participate in them. In such circumstances, the proceedings may be suspended or terminated subject to specified conditions.

11. The procedures to be followed where the alleged misconduct would also constitute an offence under the criminal law if proved in a court of law and for arrangements to suspend or exclude a student pending a disciplinary hearing are set out in paragraphs 35-41.

Summary Procedures

12. Pursuant to Statute XXI.3, the following University officers (or their delegated nominees) are empowered to deal summarily with alleged offences as follows:

(a) Heads of Schools or Deans of Faculties in respect of breaches of published School, Faculty or Programme Regulations, misconduct occurring within Schools or Faculties, or misconduct occurring while on external placement, or other similar activity undertaken as part of a programme of study;

(b) Director of Sport, Trading and Residential Services (STARS) in respect of breaches of Student Residence Regulations or Conditions of Residence or Licence Agreement, or misconduct occurring within the Residence concerned as they apply to a student of that residence;

(c) The Librarian in respect of breaches of Library Regulations or misconduct occurring on the Library premises;

(d) The Director of Information Systems in respect of breaches of Regulations concerning the use of the University’s information systems;

(e) The Registrar and Secretary in respect of breaches of other published University rules and regulations and other misconduct described in paragraph 3 not covered by the above officers. The Registrar and Secretary may also act summarily in the absence of the appropriate officer in (a) to (d) above. Where an officer authorised under (a) to (d) above is of the view that an allegation of misconduct or breach of regulations made against a student is of such seriousness that the matter should be dealt with at a higher level (e.g. where it is considered that the alleged offence might warrant a greater penalty than can be imposed by the officer concerned), he or she shall refer the matter to the Registrar and Secretary and the student shall be notified accordingly. In such cases the Registrar and Secretary shall decide whether to deal with the matter summarily or to refer it to the Student Discipline Committee. (In the case of research students accused of academic malpractice, the Registrar & Secretary will refer the matter to the Vice President for Research for handling in accordance with the Code of Practice for Dealing with Complaints of Misconduct in Research)

13. In all instances dealt with summarily, the student concerned shall be given the opportunity to state his or her case prior to any decision being made. The officer dealing with the matter shall consider written or oral evidence as he or she thinks fit. The student shall be informed in writing within five working days of the decision and of their right of appeal against such decision.

14. In the case of disorderly or improper conduct in a room being used for academic purposes, any member of the academic staff may, if he or she deems it necessary, require any student to withdraw from the class and shall bring details of the offence, in writing, to the notice of the Head of School concerned.

15. The officers listed in paragraph 12 are empowered to impose the penalties (a)-(f) of paragraph 6, or in the case of academic malpractice the penalties (a)-(d) of paragraph 7, under these summary procedures, within the scope of their respective jurisdictions. The Director of STARS is also empowered to impose a penalty under (g) of paragraph 6 where this refers to exclusion from a residence, or from use of the premises or facilities of the Residence, for serious breach of the regulation applicable, or of the conditions of residence or licence agreement, or where the presence of the student constitutes a source of danger or disruption to the residential community. Such exclusion shall remain in force pending an appeal (see paragraph 29), unless the Director of STARS determines otherwise. In the case of academic malpractice, Deans of Faculties are additionally empowered to impose penalties (e) – (f) of paragraph 7.

Student Discipline Committee of Senate

16. If the Registrar and Secretary considers it appropriate, he or she shall refer any instance of misconduct or breach of regulation to a Student Discipline Committee appointed by the Senate, pursuant to Statute XXI.2, for the purpose of investigating and hearing evidence relating to such instances. The Senate has delegated to that Committee its power to expel, suspend, exclude or impose other penalties under paragraphs 6 and 7 of this Regulation. If two or more students are involved in related misconduct or breaches of regulations, the Committee may at its discretion deal with their cases together.

17. The Student Discipline Committee shall comprise the following, except that no person who is a party to or is a potential witness at a hearing before the Committee, or who is in the same School as the student concerned shall be a member of the Committee: A Professor (in the Chair) drawn from a panel appointed for the purpose by the Senate; A Head of School, or a Warden; Two elected members of the Senate, drawn from a panel appointed for the purpose by the Senate; Two members of the academic staff, drawn from a panel appointed for the purpose by the Senate; A full-time student of the University nominated by the General Secretary of the Students’ Union. The Committee shall have a quorum of any five members.

18. With respect to misconduct in research (paragraph 3(i)), Student Discipline Committee will determine the penalty to be imposed where, following due process, a finding of misconduct in research has been established under the Code of Practice for Dealing with Complaints of Misconduct in Research.

19. Any student who is the subject of disciplinary proceedings shall receive a fair hearing and shall have the opportunity to present his or her case at the hearing. The student may call witnesses and question witnesses upon whose evidence the case against him or her is based. The student may, and is encouraged to, be accompanied or represented at the hearing by a fellow student, a Students’ Union Officer or member of staff of the University of his or her own choice, who may speak on his or her behalf.

20. However, in particularly serious or complex cases, the student may be given permission at the discretion of the Chair of the Discipline Committee to be accompanied or represented by a legal representative. A request to permit legal representation must be submitted to the Chair of the Committee not less than five working days before the date of the hearing. Factors to be taken into account when considering such a request will include the seriousness of the alleged offence and potential penalty, capacity of the student to present his or her case, procedural complexity (e.g. in questioning witnesses), and the need for fairness between parties.

21. The Committee is empowered to require the attendance before it of a student who is the subject of an allegation to be considered by the Committee. If the student, having been given the opportunity to attend the hearing or being required to do so, fails to attend without good cause shown, the hearing may be conducted in his or her absence. Failure to attend when required to do so without good cause itself shall constitute a disciplinary offence.

22. The written notification to the student about the hearing shall include details of the allegations against him or her and the names of the members of the Committee, together with any documentary evidence to be made available to the Committee in advance of the hearing. Any objection to the membership of any person or persons listed shall be made in writing to the Registrar and Secretary with good cause shown not later than the fifth working day before that on which the meeting of the Committee is to be held. The Registrar and Secretary shall have power to decide upon the validity of any such objection and may appoint an alternative member or members to the Committee.

23. The Student Discipline Committee shall meet to hear the evidence without undue delay and the student concerned shall be given at least ten working days’ notice in writing to prepare for the hearing. If the student is able to show good cause, the Chair may delay the hearing for not more than five working days beyond the day on which the meeting of the Committee was to have taken place. The student may submit a written statement about the allegation for circulation to the Committee; any such statement must be received by the Registrar and Secretary no later than three working days before the meeting.

24. The Student Discipline Committee shall have power to require the attendance as a witness of any Member of the University who it has reason to believe is able to assist in its inquiry, and it shall be the duty of any such person to attend and give evidence accordingly. It may also request the attendance of any other person if such attendance is material to the case. The Committee may accept a witness’s written statement in evidence where the student agrees that the witness need not attend, or where it is impractical for the witness to attend, or where in the opinion of the Committee it is for some other reason in the interests of natural justice to do so.

25. The Student Discipline Committee shall conduct its hearings in accordance with the rules of natural justice. Those deciding on the issues should be satisfied on the evidence before them; findings shall normally be made on the balance of probabilities (the standard of proof “beyond all reasonable doubt” need not be observed). Decisions may be by a majority. The Chair may vote and shall have in addition a casting vote.

26. The penalty or penalties imposed by the Student Discipline Committee may be any of those specified in paragraphs 6 and 7. The student shall have the opportunity prior to the penalty being decided to present evidence in mitigation.

27. The decision of the Student Discipline Committee shall normally be announced to the student at the conclusion of the hearing. A written statement giving the findings of fact, decisions, reasons for the decisions and any recommendations of the Committee shall be sent to the student against whom the allegations have been brought within five working days of the Committee reaching its decision. Decisions of the Committee may be published although the identity of the student(s) involved shall normally be withheld.

28. The Student Discipline Committee has the power to adjourn a hearing to another date, as it thinks fit.

Appeals

29. Following a finding of guilt, the student shall have the right of appeal against both the finding of guilt and any penalty imposed as a consequence on one or more of the following grounds:

(a) procedural irregularity;

(b) availability of new evidence which could not reasonably have been expected to be presented to the original hearing;

(c) the disproportionate nature of the penalty.

30. Appeals shall be submitted as follows:

(a) when any penalty has been imposed summarily by an officer authorised under paragraph 12, the appeal shall be:

(i) to the Registrar and Secretary if the penalty has been imposed by a Dean of a Faculty or the Head of a School, or the Librarian or the Director of Information Systems;

(ii) to the Registrar and Secretary, who shall convene a panel of three members to hear the appeal, if the penalty has been imposed by the Director of STARS [Note: the panel shall comprise the Residences General Manager (Pastoral Care), a Warden (other than those directly connected to the Residence concerned), and a nominee of the Head of Student Support and Services];

(iii) to the Chair of the Student Discipline Committee if the penalty has been imposed by the Registrar and Secretary;

(b) appeals against decisions of the Student Discipline Committee of Senate shall be to an Appeal Board appointed by the Board.

31. An appeal, including a statement of the grounds on which the appeal is being made, shall be submitted by the student concerned in writing within fifteen working days of the date on which written notification of the decision is sent to the student. A request for an appeal received after this time with good cause shown for its late submission shall only be granted at the discretion of the person(s) or Appeal Board designated to hear the appeal. Any student who has failed to participate in the Student Discipline Committee hearing when invited or required to do so shall be entitled to appeal only by special permission of the Appeal Board.

32. The person(s) or Appeal Board hearing an appeal shall not re-hear the case afresh, but shall consider whether the initial hearing and outcome were fair by:

(a) reviewing the procedures followed;

(b) establishing whether the appellant has presented any new evidence that could not reasonably have been expected to be presented to the original hearing and that this evidence is material and substantial to the findings;

(c) reviewing the penalty imposed.

The person(s) or the Appeal Board hearing an appeal shall seek to deal with the case on the basis of documentary evidence and may, at their discretion, call a meeting to which the appellant is invited to present his or her appeal in person. In such an event, the appellant may be accompanied by a fellow student, a Students’ Union officer or a member of staff of the University of his or her own choice, who may speak on his or her behalf.

33. The Appeal Board shall comprise:

A Vice-President or a Dean of a Faculty (in the Chair)

A Head of School

One professorial member and one non-professorial member of the academic staff, drawn in each case from a panel appointed for the purpose by the Senate

A full-time student of the University nominated by the General Secretary of the Students’ Union.

Members of the Student Discipline Committee of Senate that has reported on the case, or any person who has in any other way been closely connected with the case, or any person who is in the same School as the student concerned, shall not be a member of the Appeal Board.

34. The Appeal Board shall conduct its business in accordance with the rules of natural justice. Findings shall normally be made on the balance of probabilities and decisions may be by a majority. The Chair may vote and shall have in addition a casting vote.

35. The person(s) or Appeal Board considering an appeal shall have the authority to confirm, set aside, reduce or increase the penalty previously imposed or, if new evidence that is material and substantial has been established by an Appeal Board, to refer the case back for consideration by a newly constituted Student Discipline Committee. The decision of the person(s) or the Board hearing the appeal shall be final and there shall be no further opportunity for appeal against that decision within the University.

Misconduct that is also a Criminal Offence

36. The following procedures shall apply where the alleged misconduct would also constitute a criminal offence if proved in a court of law:

(a) Where an offence is considered by the Registrar and Secretary to be serious, no internal disciplinary action other than suspension or exclusion from the University shall normally be taken under this Regulation unless the matter has been reported to the police and either a prosecution has been completed or a decision not to prosecute has been taken, at which time the Registrar and Secretary may decide whether disciplinary action under this Regulation shall be taken. [Note: a serious offence is one that is likely to attract an immediate custodial sentence if proved in a criminal court, or one that can be tried as a criminal offence only in the Crown Court.];

(b) where such an offence is considered by the Registrar and Secretary to be not serious, action under this Regulation may be taken, but such action may subsequently be deferred pending any police investigation or prosecution;

(c) the University reserves the right to report any criminal offence allegedly committed by a student to the police. However, if a person claiming to be the victim of a serious offence committed by a student does not wish the police to be involved, the Registrar and Secretary shall normally respect such wish;

(d) where a finding of misconduct is made and the student has also been sentenced by a criminal court in respect of the same circumstances, the court’s penalty shall be taken into consideration in determining the penalty under this Regulation.

Suspension or exclusion pending a hearing

37. A student who is the subject of a complaint of misconduct, or against whom a criminal charge is pending, or who is the subject of police investigation may be suspended or excluded by the President and Vice-Chancellor pending the disciplinary hearing or the trial. The President and Vice-Chancellor may delegate his or her power under this paragraph, but a full report shall be made to him or her of any suspension or exclusion under this section made by delegated authority.

38. (a) Suspension involves a total prohibition on attendance at or access to the University and on any participation in University activities; but it may be subject to qualification, such as permission to attend for the purpose of an examination.

(b) Exclusion involves either total or selective restriction on attendance at or access to the University or prohibition on exercising the functions or duties of any office or committee membership in the University or the Students’ Union, the exact details to be specified in writing by the President and Vice-Chancellor or delegated authority.

39. An order of suspension or exclusion may include a requirement that the student should have no contact of any kind with a named person or persons.

40. The powers of temporary suspension or exclusion granted to the President and Vice-Chancellor under paragraph 36 shall be exercised only where necessary to protect a member or members of the University community, or the property of the University or of a member or members of the University, or where the student’s continued presence might be a source of disruption to the University or any part thereof. Written reasons for the decision shall be recorded and made available to the student.

41. Unless the matter is deemed to be urgent by the President and Vice- Chancellor, no student shall be suspended or excluded unless he or she has been given an opportunity to make representations to the President and Vice- Chancellor or his or her delegated nominee. The representations may be made in person or in writing, as the student chooses, and may be put forward by the student or through his or her adviser, or representative. In cases deemed by the President and Vice-Chancellor to be urgent, a student may be suspended or excluded with immediate effect. In such circumstances, an opportunity will be given to the student to make representations as soon as reasonably practicable.

42. The President and Vice-Chancellor or other person who took the original decision shall review the suspension or exclusion every four weeks in the light of any developments and of any written representations made by the student either personally or through his or her representative.

43. A student may appeal to the Chair of the Board against an order of suspension or exclusion pending a hearing.

Annual Report

44. Each year, the Registrar and Secretary shall prepare a report for the Senate on the number and nature of cases referred to the Student Discipline Committee, identifying any general issues that may have arisen. [Note: students who believe that their case has not been dealt with properly by the University or that the outcome is unreasonable may be able to complain to the Office of the Independent Adjudicator for Higher Education (OIA) if the complaint is eligible under its rules and once all internal procedures have been concluded. Information about the role of the OIA and the procedure for submitting complaints can be obtained from the Office of Student Support and Services, from the Students’ Union Advice Centre or from the OIA website: www.oiahe.org.uk.]

In addition:

Students are also advised to familiarise themselves with the Faculty of Biology, Medicine & Health documents

• Misuse of non-prescription drugs and alcohol: Student policy and procedures
• Communication and dress code for students

and the documents signed during the registration period (copies of which are in the Clinical Handbook and the Clinical Portfolio):

• Code of Professional Conduct and Fitness to Practise for Healthcare Students
• Health and Security Status form
• DBS disclosure and health check

Appendix 6

Examination/Assignment marking criteria

Level Four 70 – 100 %	Level Five 70 -100 %	Level Six 70 –100 %
Content Demonstrates knowledge and understanding of all issues and concepts. Application of theory to practice is evident. Arguments are balanced, clear logical and well supported with appropriate evidence from research and theory. Shows independent thought and ideas but not subjective views or anecdotes. Evidence of relevant reading which is used to support discussion. Structure Content is very well organised accurate throughout and shows clear evidence of structure and planning. Style All sentences are clear and well constructed Correct spelling, grammar and punctuation. Sources are referenced correctly. Good, formal, academic style of work	Content Demonstrates knowledge and critical understanding of all issues and concepts, some evidence of creative thinking and problem solving (where appropriate). Excellent application of theory to practice is evident across all issues. All arguments are clearly expressed and analysed with excellent support. Clear evidence of appropriate critical reading which is used to support and challenge discussion. Critical use of research finding (where appropriate). Structure Content is exceptionally well organised, accurate and shows extensive evidence of structure and planning. Style Good, formal, academic style of work Correct and complete bibliography	Content Demonstrates extensive knowledge and critical understanding of all issues and concepts. Extensive evidence of creative thinking and problem solving evident throughout. Application of theory and concepts to practice is evident across all issues. Excellent evidence of appropriate critical reading which is used to support and challenge discussion. Critical use of research findings with clear demonstration of their significance. Structure Content is exceptionally well organised, accurate and shows extensive evidence of structure and planning. Style Good, formal, academic style of work Correct and complete bibliography

Level Four 60 – 69 %	Level Five 60 – 69 %	Level Six 60 – 69 %
Content Demonstrates knowledge and understanding of most issues and concepts. Application of theory to practice is evident. Arguments are balanced, clear logical with good attempt to support with evidence from research and theory. Demonstrates evidence of relevant reading. Structure Content is well organised and accurate, shows evidence of structure and planning. Style Most sentences are clear and well-constructed. Very few spelling, grammatical or punctuation errors. Minor referencing errors, but attempt made to cite all sources discussed. Use of appropriate formal writing style.	Content Demonstrates knowledge and critical understanding of most issues and concepts. Application of theory to practice is evident across most issues. Most arguments are clear, logical and well supported. There is clear evidence of analysis of strengths and weaknesses of arguments. Clear evidence of appropriate critical reading which is used to support discussion. Use of research findings with clear demonstration of its significance. Structure Content is well organised and accurate, and shows evidence of structure and planning. Style Use of appropriate formal writing style. Minor referencing errors, but attempt made to cite all sources discussed.	Content Demonstrates knowledge and critical understanding of main issues and concepts with clear evidence of creative thinking and problem solving. Application of theory and concepts to practice is evident across most issues. Arguments are clear logical and well supported. There is clear evidence of critical evaluation and analysis. Clear evidence of appropriate critical evaluation of reading which is used to support discussion. Clear critical evaluation of research findings (where appropriate). Structure Content well organised and accurate and shows clear evidence of structure and planning. Style Use of appropriate formal writing style. Minor referencing errors, but attempt made to cite all sources discussed.

Level Four 50 – 59 %	Level Five 50 – 59 %	Level Six 50 – 59 %
Content Demonstrates knowledge and understanding of the main issues and concepts. Some application of theory to practice is demonstrated. Arguments are generally clear logical and well supported with reference to the literature Demonstrates evidence of relevant reading from expected sources. Structure Content is mostly well organized and accurate showing evidence of structure and planning Quotes some pertinent research (where appropriate) and demonstrates some understanding of its significance Style Some poorly constructed or overlong sentences. Few spelling, grammatical or punctuation errors. Some missing or erroneous references. May be some use of inappropriate, colloquial terms.	Content Demonstrates knowledge and critical understanding of several issues and concepts Application of theory to practice is evident across several issues. Arguments are generally clear, logical and well supported. Some evidence of appropriate critical reading which is used to support discussion. Some research findings (where appropriate) with some demonstration of its significance Structure Content is mostly well organised, accurate and shows evidence of structure and planning Style Formal writing style with some inappropriate, colloquial terms. Some referencing errors	Content Demonstrates knowledge and critical understanding of main issues and concepts with some evidence of creative thinking and problem solving. Application of theory and concept, to practice is evident across some issues. Arguments are clear, logical and well supported. There is some evidence of critical evaluation and analysis. Some evidence of appropriate critical evaluation of reading, which is used to support discussion. Some critical evaluation of research findings. Structure Content well organised and accurate and shows evidence of structure and planning. Style Formal writing style with some inappropriate, colloquial terms. Some referencing errors.

Level Four 40 – 49 %	Level Five 40 – 49 %	Level Six 40 – 49 %
Content Identifies and demonstrates basic understanding of the main issues and concepts Some evidence of awareness of how theory is linked to practice Arguments are weakly presented, may contain some ambiguity or be unsupported. Evidence of some appropriate reading in terms of adequate number and range of references. Some reference to research findings/evidence. Some evidence, however, takes the form of anecdotes rather than substantiated evidence. Structure Some evidence of structure and planning but not well organised. Style Multiple spelling, grammatical or punctuation errors. Attempt to reference sources, but many inaccuracies. Use of colloquial terms and may be written in an inappropriately informal style. Text may be overly descriptive.	Content Demonstrates knowledge and understanding of some issues and concepts and their development. Shows limited evidence of critical understanding Application of theory to practice is evident across some issues. Arguments are not consistently clear logical or well supported. Limited evidence of appropriate critical reading which is used to support discussion. Limited use of research findings (where appropriate) to support points with limited demonstration of its significance Structure Limited evidence of structure and planning but not well organised Style Inappropriately informal style Referencing and bibliography incorrectly presented	Content Demonstrates knowledge and critical understanding of main issues and concepts, with limited evidence of creative thinking and problem solving. Limited application of theory and concepts to practice is evident across some issues. Arguments although generally clear, logical and well supported are limited. Limited evidence of appropriate critical reading which is used to support discussion. Limited evaluation of research findings. Structure Content is mostly well organised, accurate and shows evidence of structure and planning. Style Inappropriate informal style Referencing and bibliography incorrectly presented.

Level Four Fail 33 – 39%	Level Five Fail 33 – 39%	Level Six Fail 33 – 39%
Content A piece of work which only meets some of the aims of the assessment Presents some, but inadequate knowledge and understanding of the topic/concepts/issues Insufficient demonstration of how theory is linked to practice Some of the arguments presented are incoherent or illogical. Personal opinions are unsupported. Evidence of reading is insufficient or inappropriate Limited and sometimes inappropriate inclusion of research findings Structure Insufficient structure or evidence of planning/illegible presentation Style Multiple spelling, grammatical and punctuation errors. No evidence of proof-reading. Inaccurate referencing or no attempt at bibliography. Use of inappropriate, informal writing style and/or colloquial language.	Content A piece of work which does not meet the aims of the assessment and has insufficient evidence of analysis Presents limited, but inadequate, knowledge and understanding of the topic/concepts/issues Insufficient demonstration of how theory is linked to practice Some of the arguments presented are sometimes incoherent or illogical. Limited evidence of reading which is sometimes inappropriate. Limited inclusion of research findings Structure Insufficient structure or evidence of planning/illegible presentation Style Reference list limited or somewhat inappropriate. Inappropriate, informal writing style.	Content A piece of work which does not meet the aims of the assessment and has insufficient evidence of analysis and the ability to synthesize Presents inadequate knowledge and understanding of the topic/concepts/issues Insufficient demonstration of how theory is linked to practice Some arguments presented are incoherent or illogical. Evidence of reading is insufficient or inappropriate Absent or inappropriate inclusion of research findings Structure Some, but insufficient structure or evidence of planning/illegible presentation Style Reference list limited or somewhat inappropriate. Inappropriate, informal writing style.

Level Four Fail 0 – 32%	Level Five Fail 0 – 32%	Level Six Fail 0 – 32%
Content A piece of work which falls a long way short of meeting the aims of the assessment Presents little or no knowledge and understanding of the topic/concepts/issues Does not demonstration of how theory is linked to practice Incoherent or illogical arguments are presented. Personal opinions are unsupported. Evidence of reading is non-existent No inclusion of research findings Structure No structure or evidence of planning/illegible presentation Style Multiple spelling, grammatical and punctuation errors. No evidence of proof-reading Inaccurate referencing or no attempt at bibliography Use of inappropriate, informal writing style and/or colloquial language.	Content A piece of work which falls a long way short of meeting the aims of the assessment and has little or no evidence of analysis Presents little knowledge and understanding of the topic/concepts/issues Little or no demonstration of how theory is linked to practice Incoherent or illogical arguments are presented. Personal opinions are unsupported. Evidence of reading is insufficient or inappropriate Absent or inappropriate inclusion of research findings Structure No structure or evidence of planning/illegible presentation Style Inappropriate, informal style Reference list absent/ inappropriate	Content A piece of work which falls a long way short of meeting the aims of the assessment and has no evidence of analysis and the ability to synthesize Presents little knowledge and understanding of the topic/concepts/issues Does not demonstration of how theory is linked to practice Incoherent or illogical arguments are presented. Personal opinions are unsupported. Evidence of reading is absent or totally inappropriate Little or no inclusion of research findings Structure Very little or no structure or evidence of planning/illegible presentation Style Inappropriate, informal style Reference list absent/inappropriate.

Appendix 7: Declaration for SLT undergraduates undertaking paid or unpaid work

Name of student (BLOCK CAPITALS PLEASE):

• 1. I understand that, as a student on the BSc Speech & Language Therapy degree programme, I am not registered with the Health & Care Professions Council (HCPC) and therefore cannot work as a speech and language therapist. I will make this clear to any individual or organisation who offers me work, paid or unpaid, while I am a student at the University of Manchester.
  2. I understand that, as a student on the BSc Speech & Language Therapy, I am covered by the public liability insurance of the placement provider organisation and am protected by the indemnity insurance cover of my supervising clinicians only for clinical placements arranged by the University of Manchester as part of my degree programme.
  3. I understand that, as a student, I am not qualified to give an independent professional opinion regarding communication or eating, drinking and swallowing difficulties and I will not independently make decisions regarding assessment, diagnosis and management.
  4. I undertake to maintain and uphold the reputation of the University of Manchester (1).
  5. I understand that, throughout the 4 years of my degree programme, it is my responsibility to behave in such a way as to uphold my fitness to practise and do nothing which may jeopardise my eligibility to register with the HCPC.
  6. The University frequently receives publicity about work opportunities (paid and unpaid) which may be of particular interest to SLT students. I understand that the University cannot be held accountable for any arrangements I enter into with external individuals or organisations.
  7. I understand the need for confidentiality regarding the individuals and organisations I am involved with. This duty of confidentiality includes not sharing information without expressed consent in any format (e.g. images, text, spoken word) in the public domain. This includes social networking sites.
  8. I undertake to take reasonable care of my own health and safety and that of others who may be affected by my actions whilst doing paid or unpaid work (2).

SIGNED: DATE:

(1) http://documents.manchester.ac.uk/DocuInfo.aspx?DocID=6530

(2) http://www.careers.manchester.ac.uk/experience/volunteering/

Appendix 8

UNIVERSITY OF MANCHESTER

FACULTY OF BIOLOGY, MEDICINE & HEALTH

Procedure for a Committee on Fitness to Practise

The following links to the most up-to-date procedure:

http://documents.manchester.ac.uk/display.aspx?DocID=50549

Appendix 9

Guidance on Social Networking for Healthcare and Social Care Students

What is the purpose of this document?

This document provides advice and guidance for healthcare and social care students about the benefits and potential dangers of social networking and suggests ways in which their personal and professional interests, and those of others, can be protected while in the online environment.

What are social networking sites used for?

Social networking is a popular online activity: millions of people of all ages and backgrounds use social networking sites every day. Online social networking sites, such as Facebook, Twitter, Tiktok and Bebo, are used:

To keep in touch with friends, both in words and through sharing music, video and other types of files (YouTube and Vimeo are also used for sharing videos, and Flickr for sharing images, online).

For educational and professional benefit, through sharing information about the latest developments in treatments and practice, problem-solving, encouraging participation, and community building.

To forge new relationships based on common interests.

To make their views and opinions known.

To take part in discussions on virtually any subject.

People often interact with social networking sites over long periods of time and, occasionally, excessive activity of this nature may have detrimental effects on their work or study.

What is the social networking environment?

It is important to remember that social networking sites are public and therefore, in theory, accessible to anybody. In many cases, ownership of the material posted on them belongs to the site, not the person who posted it, and so sites such as Facebook are free to use it in any way they see fit. Material posted online remains there permanently, if not as part of an active page then as part of easily-accessible ‘cached’, i.e. historical, versions of it.

Who visits social networking sites, and why?

Anybody can visit social networking sites and gain access to the information that is uploaded to them. These people include:

Your intended audience, i.e. your friends, colleagues and others, to share information and to keep in touch.

Potential employers, who are, increasingly, using social networking sites to gather information about people who have applied for positions within their organisations.

Criminals, including sexual predators who could use information about you to compromise your safety or wellbeing, and fraudsters, who could steal information about you and impersonate you online, to your potential cost.

The police, as part of investigations into illegal activities.

Professional healthcare and social care bodies such as the General Dental Council, General Medical Council, General Pharmaceutical Council, General Social Care Council, Health & Care Professions Council, and Nursing & Midwifery Council, who may access information directly or be asked to investigate material referred on to them by other people.

Patients, clients and other service users, who may be looking for healthcare or social care information in general, or for your views and comments in particular. Your professional relationship with your patients, and your career, could be compromised at any time by indiscriminate posting of details about patients or inappropriate information about yourself.

What precautions should be taken when social networking?

The same ethics, morals and penalties apply to online social networking as to any other activity. This is particularly true for healthcare students and professionals, who are expected by the University of Manchester, their professional bodies, and by the public generally, to meet the same standards of behaviour both in and out of their professional settings. Healthcare and social care students from Schools in the Faculty of Biology, Medicine & Health should therefore conduct themselves appropriately online, and take reasonable precautions to ensure that the information they upload cannot be used in a way that could place them, or others, at a disadvantage, either personally or professionally, now or at any time in the future.

The following pointers may be helpful:

• Do everything that you can to limit access to your posts to those for whom they are intended. Change security settings if possible to restrict unwanted access.
• Consider the language and terminology that you use when you are online and make sure that it is appropriate.
• Avoid posting personal information such as phone numbers or personal addresses, of you or anybody else, since these may fall into the hands of criminals.
• Use your common sense. If you feel that a post, a picture, or a video that you are about to upload might have repercussions for you later, or might not be in good taste (e.g. it relates to sexual activity or inappropriate behaviour, or it expresses inappropriate views), then simply do not post it. Once it is online it is there for good.
• Make sure you are thinking clearly before you go online. If, for any reason such as the effects of medication, stress or inebriation, your judgement might temporarily be impaired, you may be tempted to post something that you otherwise would not.
• Do not post material that might be considered offensive and/or derogatory, that could cause somebody else to feel bullied, harassed, or that could harm somebody’s reputation. If you have a grievance about an individual related to your programme, follow it up through the recognised channels in the School, Faculty and/or the wider University.
• Do not post confidential information about patients, clients and service users that could violate professional codes of conduct.
• It is imperative that if you post anything about somebody else, including any images of them, it is done with their knowledge and consent. It might seem inoffensive to post images of friends, relatives, staff or other colleagues, but it might easily cause offence that you had not intended or could not have foreseen.
• Try to make sure that the people to whom you give access to your information use it sensibly, and also that they themselves do not upload potentially incriminating material about you, which can be just as damaging.
• Avoid joining any groups that could be seen as discriminatory or judgemental in nature.

Are there any related policies and guidance in the University?

The University’s Conduct and Discipline of Students (Regulation XVII) document states that a student may be liable to disciplinary action in respect of conduct which, amongst others: “involves violent, indecent, disorderly, threatening or offensive behaviour or language (whether expressed orally or in writing, including electronically) whilst on University premises or engaged in any University activity” and “involves distributing or publishing a poster, notice, sign or any publication which is offensive, intimidating, threatening, indecent or illegal, including the broadcasting and electronic distribution of such material”.

Regulation XVII also states that:

“the conduct covered (above) shall constitute misconduct if it took place on University property or premises, or elsewhere if the student was involved in a University activity, was representing the University, was present at that place by virtue of his or her status as a student of the University or if the conduct raises questions about the fitness of the student on a programme leading directly to a professional qualification or calling to be admitted to and practise that profession or calling.”

The University of Manchester’s Dignity at Work and Study Policies and Procedures give information about the nature and consequences of acts of misconduct while social networking, such as discrimination, bullying and harassment1, and the penalties that they may incur.

These policies should be read in conjunction with this guidance.

The University’s Dignity at work Procedure for Students states:

“Any cases of harassment, discrimination and bullying will be taken very seriously by the University and, where necessary the appropriate procedure will be used to investigate complaints. Similar arrangements will be used in dealing with complaints made by members of staff or by visitors to the University.”

“Cases of proven harassment, discrimination or bullying may be treated as a disciplinary offence where it is not possible to reach a compromise or resolution. Some cases of harassment, discrimination or bullying if proven could result in dismissal for staff members or expulsion for students.”

In addition, the University’s Crucial Guide states that:

“The University expects its members to treat one another with respect. There are established procedures to use if you are dissatisfied with any aspect of the University’s facilities and services, and you are encouraged to use these procedures to bring such matters to the University’s attention. Inappropriate or defamatory comments about either the University or its members in any media (print, broadcast, electronic) contravene the University’s regulations and offenders may be liable to disciplinary action.”

What do the Professional Bodies say?

Professional body codes and guidance also explore the potential consequences of social networking activity:

General Dental Council: “Standards for Dental Professionals”

Paragraph 3.2, ‘Protect the confidentiality of patients’ information’:

1 Harassment is unwanted conduct that may create the effect (intentionally or unintentionally) of violating a person’s dignity or creating an intimidating, hostile, degrading, humiliating or offensive environment which interferes with an individual’s learning, working or social environment or induces stress, anxiety or sickness on the part of the harassed person.

Discrimination takes place when an individual or a group of people is treated less favourably than others because of their race,

gender, gender reassignment, marital status, status as a civil partner, disability, age, religion or belief, sexual orientation or other factors unrelated to their ability or potential.

Bullying can be defined as repeated or persistent actions, criticism or personal abuse, either in public or private, which (intentionally or unintentionally) humiliates, denigrates, undermines, intimidates or injures the recipient. It should, in particular, be borne in mind that much bullying occurs in the context of a power imbalance between victims and alleged perpetrators.

“(You must) prevent information from being accidentally revealed and prevent unauthorised access by keeping information secure at all times”.

Paragraph 6.3, ‘Be trustworthy’:

“(You must) maintain appropriate standards of personal behaviour in all walks of life so that patients have confidence in you and the public have confidence in the dental profession”.

General Medical Council: “Good Medical Practice‟

Paragraphs 56 to 58, ‘Being honest and trustworthy’

“Probity means being honest and trustworthy, and acting with integrity: this is at the heart of medical professionalism”.

“You must make sure that your conduct at all times justifies your patients’ trust in you and the public’s trust in the profession”.

“You must inform the GMC without delay if, anywhere in the world, you have accepted a caution, been charged with or found guilty of a criminal offence, or if another professional body has made a finding against your registration as a result of fitness to practise procedures”.

Nursing and Midwifery Council: “Guidance on professional conduct for nursing and midwifery students‟

“Good character is important as nurses and midwives must be honest and trustworthy. Good character is based on a person’s conduct, behaviour and attitude. It also takes account of any convictions and cautions that are not considered to be compatible with professional registration and that might bring the profession into disrepute”.

What conclusions can be drawn from all of this?

If the way you conduct yourself online breaks laws, or goes against the codes of practice set down by your professional healthcare or social care body, then you risk the same penalties as you would in any other setting. These include referral to the Faculty Fitness to Practise Committee and potential damage to your career, fines, and even imprisonment.

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Acknowledgement:

The Faculty wishes to acknowledge the work of Mrs Dianne Burns, School of Nursing, Midwifery and Social Work, whose document “Social Networking Sites and Student Issues” informed the content of this guidance.

Version 2, 9 June 2010

Appendix 10

SCHOOL OF HEALTH SCIENCES

Health and Safety Policy

The School’s primary functions are research, teaching and engagement with the wider public through its social responsibility agenda. The School is keen to ensure that that these aims are achieved, so far as is reasonably practicable, with no adverse effect on the health and safety of anyone inside or outside the University.

It is the aim of the School to comply with the University’s general health and safety policy statement;

https://documents.manchester.ac.uk/DocuInfo.aspx?DocID=654

and to provide and maintain safe and healthy working conditions, equipment and systems of work for all staff, students, visitors and others.

The School will manage risks to staff, students, visitors and others through the process of hazard identification, risk assessment and management as far as is reasonably practical.

The allocation of duties for safety matters and the particular arrangements for implementing the policy are set out in this document.

The School will comply with any applicable legislation and seek to foster an approach for continuous improvement. We will engage in planning for safety within our operational plans should specific needs arise.

We will ensure effective communication across the School for health and safety matters and seek to involve staff and student representatives.

We will endeavour to make available adequate resources and to ensure we have competent staff who are fully trained in the specific health and safety areas designated to them.

We will ensure we have the necessary staff available for providing competent specialist advice to all staff and students as necessary.

Head of School

1. Further information regarding credit, assessment and awards framework is provided later in this handbook in Section 3 ↑
2. 2 Further information regarding assessment is provided later in this handbook in Section 3, Assessment and Regulations ↑
3. Includes 4 weeks of placement learning. 40 x 3.5 hour sessions = 140 hours. ↑
4. Includes 6 weeks of placement learning. 60 x 3.5 hour sessions = 210 hours. ↑
5. Includes 6 weeks of placement learning. 60 x 3.5 hour sessions = 210 hours. Students receive 160 sessions in total over the 3 years (560 hours). The minimum amount of tutored clinical experience required according to the RCSLT Curriculum Guidelines is 150 sessions (525 hours, based on 3.5 hour sessions). ↑
6. Students will choose two units from semester 1 options and two units from semester 2 options. Timing of individual units is TBC. ↑
7. Further information regarding clinical placements is provided in the Clinical Education placement website at: https://fbmh.instructure.com/courses/110/https://fbmh.instructure.com/courses/110/ ↑
8. While we aim to assign one academic adviser to each student throughout their studies, in certain circumstances your adviser will change as you progress through your course. Additionally, you can request a change of academic adviser at any time. ↑
9. Every 10 credits = 100 hours learning effort. ↑
10. Note that aspects of each ILO may be covered across a number of course units. ↑
11. Note that items of curriculum content may be covered across a number of course units and at different levels of study. ↑
12. Includes 4 weeks of placement learning. 40 x 3.5 hour sessions = 140 hours. ↑
13. Includes 6 weeks of placement learning. 60 x 3.5 hour sessions = 210 hours. ↑
14. Includes 6 weeks of placement learning. 60 x 3.5 hour sessions = 210 hours. Students receive 160 sessions in total over the 3 years (560 hours). The minimum amount of tutored clinical experience required according to the RCSLT Curriculum Guidelines is 150 sessions (525 hours, based on 3.5 hour sessions). ↑
15. While we aim to assign one academic adviser to each student throughout their studies, in certain circumstances your adviser will change as you progress through your course. Additionally, you can request a change of academic adviser at any time. ↑
16. Every 10 credits = 100 hours learning effort. ↑
17. Note that aspects of each ILO may be covered across a number of course units. ↑
18. Note that items of curriculum content may be covered across a number of course units and at different levels of study. ↑
19. Includes 4 weeks of placement learning. 40 x 3.5 hour sessions = 140 hours. ↑
20. Includes 6 weeks of placement learning. 60 x 3.5 hour sessions = 210 hours. ↑
21. Includes 6 weeks of placement learning. 60 x 3.5 hour sessions = 210 hours. Students receive 160 sessions in total over the 3 years (560 hours). The minimum amount of tutored clinical experience required according to the RCSLT Curriculum Guidelines is 150 sessions (525 hours, based on 3.5 hour sessions). ↑
22. Students will choose two units from semester 1 options and two units from semester 2 options. Timing of individual units is TBC. ↑
23. Includes 6 weeks of placement learning. 60 x 3.5 hour sessions = 210 hours. ↑
24. Includes 6 weeks of placement learning. 60 x 3.5 hour sessions = 210 hours. Students receive 160 sessions in total over the 3 years (560 hours). The minimum amount of tutored clinical experience required according to the RCSLT Curriculum Guidelines is 150 sessions (525 hours, based on 3.5 hour sessions). ↑