BSc (Hons) Speech and Language Therapy · BSc (Hons) Speech and Language Therapy Fallback Awards (non-PSRB) BSc (Hons) Theories of Human Communication BSc Theories of Human Communication

Faculty of Health, Psychology and Social Care

BSc (Hons) Speech and Language Therapy

Programme Specification

This document provides a concise summary of the main features of the course(s) & associated award(s) offered through this Programme Specification, and includes the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if s/he takes full advantage of the learning opportunities provided. More detailed information on the learning outcomes, curriculum content, teaching/learning, assessment methods for each unit and on the Programme’s relationship to QAA Subject Benchmark Statements may be found in the dedicated student handbook for the Programme. The accuracy of the information in this document is reviewed periodically by the University and may be subject to verification by the Quality Assurance Agency for Higher Education

PARM1.4

Versioning of Programme Specification This programme specification is valid for the period of approval confirmed at the time of the approval/last review event and relates to provision approved at that point. Programme specifications are updated on an annual basis to include modifications approved through the University’s quality assurance processes. This version provides a description of the programme as approved for the academic session indicated in section 3 of the following table.

1 Date of initial Approval or last review: 13 December 2011

2 Effective date of Approved/Reviewed Programme Specification:

1 September 2017 - 31 August 2023

3 This Version effective from: 1 September 2017

4 Version number: 2

Students who commenced their study on awards within this programme specification prior to September 2017 should refer to the previous version of the programme specification published on the CASQE website.

Modifications to Programme Specification

Modifications to the programme specification since approval/ last review, and the cohort of students affected by the change, are listed in Section G (Log of Modifications) at the back of the document.

Cross Referencing of Programme Specifications

The following elements of provision included in this document is/ are also included in the following programme specifications

Award Programme Specification

Level 5 units: Applications of Clinical Theory 2 Clinical Education 2 Foundations of Communication 2 Investigating Human Development & Behaviour 2 Level 6 units: Complex Developmental & Neurological Conditions Acquired Communication and Swallowing Disorders Clinical Education 3 Investigating Human Development & Behaviour 3

BSc Hons Speech and Language Therapy (Mediterranean College)

Amendments made to provision listed in this table, must also be reflected in the relevant programme specifications listed above

http://www.mmu.ac.uk/academic/casqe/specs/index.php

PARM1.4

_________________________________________________________________________________________________________________________________ CASQE Page 1 of 73 Programme Specification

CENTRE FOR ACADEMIC STANDARDS & QUALITY ENHANCEMENT

Programme Specification

The information in this document is organised into the following sections: Section A – Administrative and Regulatory Information Section B – Outcomes Section C – Structure Section D – Teaching, Learning and Assessment Section E – Programme Management Section F – Mapping Section G – Log of Modifications

SECTION A – ADMINISTRATIVE AND REGULATORY INFORMATION

1 Overarching Programme Specification Title

BSc (Hons) Speech and Language Therapy

2 Brief Summary

This programme leads to the award of BSc (Hons) Speech and Language Therapy and prepares students to register as Speech and Language Therapists. The programme offers students the opportunity to develop knowledge, skills and experience in the assessment and management of communication difficulties experienced by individuals across the lifespan. The programme aims to develop competent and confident Speech and Language Therapists by integrating research, theory and clinical practice; and progression through the course develops the capacity for independent learning, research and lifelong professional development. The programme is approved by the Health and Care Professions Council (HCPC), and accredited by the Royal College of Speech and Language Therapists (RCSLT).

3 Awarding institution

Manchester Metropolitan University

4 Home Faculty

Faculty of Health, Psychology and Social Care

5 Home Department/ School/ Institute

Department of Health Professions

6 UCAS/UTT code(s)

B630

https://www.rcslt.org/

PARM1.4


7 Framework for HE Qualifications position of final award(s) Framework for HE Qualifications

Honours (Level 6)

8 Alignment with University Curriculum Framework Curriculum Frameworks

Undergraduate

9 Engagement with the University-wide provision (eg Uniwide Language, EdLab)

At levels 4, 5 and 6 students follow only core units in order to acquire the necessary knowledge and skills required by the professional bodies (HCPC and RCSLT). The directed study and student-centred learning time that this requires, including significant placement demands, means that it is not possible to engage with the Uniwide language provision. The inclusion of language acquisition, linguistics, phonetics, language pathology and clinical education as components within the programme plays an important role in ensuring that graduates have enhanced communication skills and knowledge of language structure.

10 Compliance with University Assessment Regulations University Assessment Regulations

Undergraduate

11 Approved Variations/Exemptions from University Assessment Regulations

1. In the case of the clinical practical components of

assessment at all levels, each of these components has to be passed at 40% (exemption from 2016-17 regulations B9) Date of approval: December 2011 (effective from September 2012)

2. In the case of the clinical practical components of assessment at all levels, only one reassessment is allowed. Failure at this reassessment opportunity entails that a student cannot continue on the PSRB programme (BSc (Hons) Speech and Language Therapy). (exemption from 2016-17 regulation B23) Date of approval: December 2011 (effective from September 2012)

http://www.qaa.ac.uk/en/Publications/Documents/Framework-Higher-Education-Qualifications-08.pdf

http://www.mmu.ac.uk/academic/casqe/regulations/curriculum-frameworks.php

http://www.mmu.ac.uk/academic/casqe/regulations/assessment.php

PARM1.4


3. In the case of Phonetics, Linguistics and Biological Sciences assessments in the Foundations of Communication units, each of the components of assessment has to be passed at 40% (exemption from 2016-17 regulation B9) Date of approval: September 2013

4. In the case of reassessment of the components in 1 and 3 above (i.e. clinical practical components of assessment at all levels, and Phonetics, Linguistics and Biological Sciences assessments in the Foundations of Communication units), where the original aggregate mark for the unit is a pass mark this unit mark should be retained. Date of approval: September 2015

5. In the case of the Clinical Education 2 and Clinical Education 3 units, three elements of assessment are allowed (variation to University Curriculum Framework for Undergraduate Programmes of Study, paragraph 15.3) Date of approval: October 2016

12

Relationship with Faculty Foundation Year

N/A

Awards

13 Final award title(s)

Final Award (PSRB award) BSc (Hons) Speech and Language Therapy Fallback Awards (non-PSRB) BSc (Hons) Theories of Human Communication BSc Theories of Human Communication

14 Combined Honours There is no Combined Honours provision within this programme specification.

PARM1.4


14a

(i) Combined Honours Awards available eg:

BSc/BA (Hons) AB

BSc/BA (Hons) AB and XY

BSc/BA (Hons) AB with XY (ii) Single Honours Awards available

through Combined Honours (ie Named Awards)

(iii) Approved Subject Combinations

administered by this Programme Specification (ie “home” combinations)

N/A

14b Approved Subject Combination administered by other Programme Specifications

Approved Combination Home Programme Specification & Home Dept

N/A N/A

15 Interim exit awards and Subject title(s) DipHE Theories of Human Communication

CertHE Theories of Human Communication

Arrangements with Partners

16 Approved Collaborative partner(s)

Partner Name Type of Collaborative Partnership

Mediterranean College (Athens and Thessaloniki campuses)

External validation for Levels 3 and 4 Franchise for Levels 5 and 6

17 Articulation Arrangements with Partners

Partner Name Details of Arrangements

N/A

N/A

Professional, Statutory and Regulatory Bodies

18 PSRB(s) associated with final award of any route within the programme specification

Health and Care Professions Council (HCPC) (regulatory body): Eligibility to apply for registration

Royal College of Speech and Language Therapists (RCSLT) (professional body): Eligibility to apply for professional membership

19 Date, outcome & period of approval of last PSRB approval/accreditation

Approved 15 January 2016 – open-ended.

PARM1.4


Approval Status

20 Date and period of approval of most recent Manchester Met review/ approval

(i) Date of Latest review/approval 13 December 2011

(ii) Length & Dates of Period of approval given In (i) above:

Years: 6

From: 1 September 2012

To: 31 August 2018

(iii) Major Modifications to Programme Specification since last review/approval None

21 Next Scheduled Review Date:

2018 - 2019

22 Programme Specification effective date:

1 September 2017

SECTION B – OUTCOMES

23 Manchester Met Graduate Outcomes

On successful completion of their course of study Manchester Met graduates will be able to:

GO1. apply skills of critical analysis to real world situations within a defined range of contexts;

GO2. demonstrate a high degree of professionalism characterised by initiative, creativity, motivation and self-management;

GO3. express ideas effectively and communicate information appropriately and accurately using a range of media including ICT;

GO4. develop working relationships using teamwork and leadership skills, recognising and respecting different perspectives;

GO5. manage their professional development reflecting on progress and taking appropriate action;

GO6. find, evaluate, synthesise and use information from a variety of sources; GO7. articulate an awareness of the social and community contexts within their disciplinary

field. NB the above align to the Employability outcomes on the unit specifications

PARM1.4


24 Programme Rationale

The BSc (Hons) Speech and Language Therapy programme aims to provide students with the knowledge, skills and experience to be competent and confident speech and language therapists. Placement learning is developed throughout the course, and the integration of theory and practice through both placements in the community, with statutory, private and third sector service providers, and also through case-based learning on site, enables them to develop into autonomous practitioners prepared for the transition into professional work. Students’ engagement with original research enables them to understand and develop evidence-based practice and enhances their employability in a fast-changing professional environment. Awareness and understanding of cultural and linguistic diversity is embedded in the curriculum and recognised as integral to professional practice. The programme continues the education of speech and language therapists which has been part of the university’s provision for over 50 years. The proposed change in programme title (from BSc (Hons) Speech Pathology and Therapy) strengthens the professional identity of the course by aligning its award title with the professional title. The length of the programme will be reduced from the current 3 years + 1 term to the standard 3 years. The overall health of the programme as it is currently structured is very good. However, in view of the change to funding due to take effect in September 2017 it is of paramount importance that we remain competitive in the new environment. The reduction in length will bring us in line with other universities offering HCPC approved speech and language therapy programmes in the region.

25 QAA Benchmark Statement(s)

QAA Subject Benchmark Statements: Speech and Language Therapy (2001). (current version) Additional mapping against the following standards are included: • RCSLT Curriculum Guidelines (2010) • HCPC Standards of Education and Training (SETs) (2014) • HCPC Standards of Proficiency for Speech and Language Therapists (SoPs) (2014)

26 Programme Specific Outcomes

(a) Final Award Learning Outcomes

On successful completion of BSc (Hons) Speech and Language Therapy students will be able to:

PLO1 synthesise the core body of knowledge underpinning the discipline of speech and language therapy, as informed by the QAA Speech and Language Therapy benchmarking statement, RCSLT Curriculum Guidelines and HCPC Standards of Proficiency;

http://www.qaa.ac.uk/en/Publications/Documents/Subject-benchmark-statement-Health-care-programmes---Speech-and-Langauge-Therapy.pdf

PARM1.4


PLO2 appraise the complexity of human communication via the critical evaluation of the theories and models used to study it;

PLO3 apply the knowledge and skills necessary to make informed judgements and reasoned decisions in Speech and Language Therapy practice;

PLO4 communicate effectively with and work in partnership with clients and their families and carers, in order to enable clients and those who support them to be active participants in their care;

PLO5 work within the professional boundaries outlined by the RCSLT Code of Ethics and Professional Conduct, and the HCPC Standards of Proficiency, and Standards of Conduct, Performance and Ethics in delivering inclusive, non-discriminatory SLT services to a diverse population;

PLO6 value the roles of different members of the multi-professional team and their contribution to the management of communication and related impairments;

PLO7 critically appraise the evidence base of the profession and acquire the research skills to engage with and contribute to increasing this evidence base;

PLO8 be responsive to the changing needs and contexts of the provision of services in Speech

and Language Therapy in relation to current health, education and social policy; PLO9 identify and apply the principles of time management and caseload management, including

prioritisation, to clinical practice, and to develop an appreciation of the administrative duties and responsibilities of the Speech and Language Therapist;

PLO10 be autonomous life-long learners and thus have a firm foundation for continuing

professional development.

On successful completion of BSc (Hons) Theories of Human Communication (non-PSRB fallback award) students will be able to:



PLO3 understand the professional boundaries outlined by the RCSLT Code of Ethics and Professional Conduct, and the HCPC Standards of Proficiency, and Standards of Conduct, Performance and Ethics;

PARM1.4



PLO5 critically appraise the evidence base of the profession and acquire the research skills to engage with and contribute to increasing this evidence base;

PLO6 identify the changing needs and contexts of the provision of services in Speech and

Language Therapy in relation to current health, education and social policy; PLO7 be autonomous life-long learners and thus have a firm foundation for continuing

professional development.

(b) Combined Honours Learning Outcomes

N/A

(c) Pass Degree Learning Outcomes

Students who do not qualify for the award of a Bachelor’s degree with honours may be eligible for the award of a Pass degree. Criteria for the award of a Pass degree are detailed within the University’s Assessment Regulations for Undergraduate Programmes of Study Students achieving a pass degree are not eligible to apply for registration as a speech and language therapist with the HCPC (2014) (Standards of Education and Training).

27 Interim Award Learning Outcomes

On successful completion of a DipHE in Theories of Human Communication students will be able to:



PLO3 work within the professional boundaries outlined by the RCSLT Code of Ethics and Professional Conduct, and the HCPC Standards of Proficiency, and Standards of Conduct, Performance and Ethics;


http://www.mmu.ac.uk/academic/casqe/regulations/assessment-regulations.php

PARM1.4


On successful completion of a CertHE in Theories of Human Communication students will be able to:

PLO1 synthesise knowledge underpinning the discipline of speech and language therapy, as informed by the QAA Speech and Language Therapy benchmarking statement, RCSLT Curriculum Guidelines and HCPC Standards of Proficiency;


PLO3 work within the professional boundaries outlined by the RCSLT Code of Ethics and Professional Conduct, and the HCPC Standards of Proficiency, and Standards of Conduct, Performance and Ethics;

SECTION C – STRUCTURE

28 Structures, modes of delivery (eg FT/PT/DL etc), levels, credits, awards, curriculum map of

all units (identifying core/option status, credits, pre or co-requisites) potential entry/exit points and progression/award requirements

BSc (Hons) Speech and Language Therapy The BSc (Hons) Speech and Language Therapy offers a three-year Full Time route. Students study Level 4 in year 1, Level 5 in year 2 and Level 6 in year 3. Level 4

Core Units

Code Occ Status

Unit Title No of credits

2D4Z0010 9 All other Level 4 units are co-requisites.

Applications of Clinical Theory 1 30

2D4Z0009 9 Clinical Education 1 30

2D4Z0007 9 Foundations of Communication 1 30

2D4Z0008 9 Investigating Human Development and Behaviour 1

30

On completion of Level 4 according to the Assessment Regulations for Undergraduate Programmes of Study – interim exit award: Cert HE Theories of Human Communication

PARM1.4


In order to progress to Level 5 of the BSc (Hons) Speech and Language Therapy programme, students must successfully complete Level 4 in accordance with the Approved Variations/Exemptions from University Assessment Regulations in addition to the Assessment Regulations for Undergraduate Programmes of Study. Level 5

Core Units

Code Occ Status


2D5Z0003 9 All Level 4 units are pre-requisites. All other Level 5 units are co-requisites.

Applications of Clinical Theory 2 30


2D5Z0005 9 Foundations of Communication 2 30


30

On completion of Levels 4 and 5 according to the Assessment Regulations for Undergraduate Programmes of Study – interim exit award: Dip HE Theories of Human Communication In order to progress to Level 6 of the BSc (Hons) Speech and Language Therapy programme, students must successfully complete Levels 4 and 5 in accordance with the Approved Variations/Exemptions from University Assessment Regulations in addition to the Assessment Regulations for Undergraduate Programmes of Study.

Level 6

Core Units

Code Occ Status


2D6Z0034 9 All Level 5 units are pre-requisites. All other Level 6 units are co-requisites.

Complex Developmental and Neurological Conditions

30

2D6Z0033 9 Acquired Communication and Swallowing Disorders

30



30

On successful completion of Levels 4, 5 and 6 in accordance with the Approved Variations/Exemptions from University Assessment Regulations in addition to the Assessment Regulations for Undergraduate Programmes of Study – final exit award: BSc (Hons) Speech and Language Therapy This is a PSRB award which confers eligibility to apply to the Health and Care Professions Council for registration to practise as a Speech and Language Therapist.

PARM1.4


At levels 4, 5 and 6 of the BSc (Hons) Speech and Language Therapy programme all units must be passed and may not be condoned. Fallback awards: On successful completion of Levels 4, 5 and 6 in accordance with the Assessment Regulations for Undergraduate Programmes of Study: Final exit award – BSc (Hons) Theories of Human Communication (non-PSRB award) This Honours degree is awarded to students who have satisfied the requirements for award of an honours degree according to the Assessment Regulations for Undergraduate Programmes of Study, but have not successfully completed the programme according to the programme-specific Approved Variations/Exemptions from University Assessment Regulations. This degree does not confer eligibility to apply to the Health and Care Professions Council for registration to practise as a Speech and Language Therapist. Final exit award – BSc Theories of Human Communication (non-PSRB award) This degree is awarded to students who have satisfied the requirements for award of a pass degree according to the Assessment Regulations for Undergraduate Programmes of Study. This degree does not confer eligibility to apply to the Health and Care Professions Council for registration to practise as a Speech and Language Therapist. Aegrotat Award. Where the Assessment Board does not have enough evidence of the student’s performance to decide upon the award for which the student was a candidate (or a lower award where one is available), but is satisfied that but for illness or other valid cause the student would have reached the standard required, it may make an Aegrotat award. Where such an Aegrotat award is made, a student shall be permitted to re-submit, within a period of one year, for the original classified award. Aegrotat awards do not confer eligibility to apply application for registration with the HCPC as a speech and language therapist or eligibility to apply for professional body membership. It is a non-PSRB award and the award title must not contain a speech and language therapy protected title.

SECTION D - TEACHING, LEARNING AND ASSESSMENT

29 Articulation of Graduate Prospects

Graduates of the BSc (Hons) Speech and Language Therapy degree have SLT profession-specific skills, in addition to their graduate outcomes, and are highly sought after as professionals. They are eligible to apply to the Health and Care Professions Council for registration to practise as a Speech and Language Therapist and to RCSLT for membership of the professional body. The programme’s emphasis on the integration of knowledge and practical clinical skills prepares

PARM1.4


students for professional practice across the range of settings in which SLTs work. Graduates are also well placed to develop careers in speech, language, communication and dysphagia research. The programme has excellent links with local, national and international employers through placement provision, through clinicians’ membership of the programme committee and teaching team, and through active staff involvement in professional networks including the RCSLT North West Hub and Clinical Excellence Networks, AHPNW, and CAHPRE. Research collaborations within and outside the UK further enhance the opportunities for graduates to seek employment in fields where the University is well known and respected. Support for employability is available from the Manchester Met Careers and Employability Service during and after studies. Data about graduates’ academic achievement is collected through the Continuous Monitoring and Improvement process, and graduate destinations are monitored via the DLHE survey. Periodic consultations with local stakeholders also provide valuable information about employability for graduates of this programme. 30 Curriculum Design

The programme is full time, and its curriculum and credit structure is in accordance with the Manchester Met Curriculum Framework for Undergraduate Programmes of Study, with the exception of the requested exemption described below in section 32 on Assessment. The following professional documentation has been used to design and map the curriculum:

QAA Subject Benchmarks: Speech and Language Therapy (2001) (current version)

RCSLT Curriculum Guidelines (2010)

HCPC Standards of Education and Training (SETs) (2014)

HCPC Standards of Proficiency for Speech and Language Therapists (SoPs) (2014)

Throughout the three years of the programme the curriculum covers both the core discipline of speech pathology and the full range of contributing disciplines. The design consists of units which span the whole academic year in which they sit, allowing students time to assimilate new information and apply the knowledge and skills acquired in their placement experiences.

Placement learning is embedded within the curriculum throughout. Clinical placements form part of the Clinical Education units in years 1, 2 and 3, and attract academic credits at each level, reflecting the importance of the integration of knowledge, theoretical understanding and practical skills in the students’ placement learning. A key feature of this programme is that students are taught by clinical and specialist educators, many of whom have current or recent clinical experience. The programme team is actively involved in a number of funded research programmes, doctoral research, postgraduate research, postgraduate teaching (MSc Professional Practice Development and the pre-registration MSc Speech and Language Therapy ), national and international policy and advocacy groups, all of which inform the curriculum.

Consultation with local stakeholders and service users and carers has contributed to the review process and has informed the integration of theory and practice. The currency of the curriculum

PARM1.4


and the practical skills acquired is further enhanced by clinicians’ ongoing involvement in programme committee and in the recent development of the values based recruitment process for students, as well as by the involvement of local clinical educators in the students’ placement learning. An additional strength is that the programme is supported by an active service users and carers forum, which is hosted on the Birley campus and contributes to programme development and delivery.

Units follow a natural progression which equips students with the skills necessary for professional development. Progression between levels is dependent on successful completion of teaching, learning and assessment at each level. The full academic year is utilised to support students in this transition between levels, with the completion of learning and assessment for a level being immediately followed by an introduction to the following level, including the exposition of the differences in expectation and demand.

The need for personal autonomy in learning, both as students and later as graduate clinicians, dictates the introduction of independent active learning and problem solving skills from the very beginning of the programme. Initially students are supported and guided through their learning, but responsibility is increasingly passed over to the student as the programme progresses. Individualised academic support is offered through personal tutorials, and formative and summative assessment feedback. Student Mobility Students on the Student Mobility schemes will study the same curriculum as Manchester Met home students. Where appropriate, 15 credit unit specifications (based on the same curriculum content) are developed to accommodate students study at Manchester Met for less than a full academic year.

31 Learning and Teaching

The Learning and Teaching strategy for the BSc (Hons) Speech and Language Therapy is one that integrates theory and practice. The focus is to provide a challenging, supportive and enjoyable environment for the development of autonomous knowledge and skills, which can be transferred to future practice. The establishment of lifelong learning principles is a fundamental aspect of Speech and Language Therapy. These will promote graduates’ commitment to continuing personal and professional development. Teaching, learning and assessment strategies will be utilised to further develop and embed the transferable skills relevant to professional practice.

The underlying philosophy of the programme team’s strategy is to provide a diversity of learning and teaching methods that ensures an optimal learning experience and to respond flexibly to the diverse and changing needs of students in accordance with the university strategy. The variety of approaches aims to enhance the learning experience for all and enable learners to build on their prior experiences and success to maximise their potential.

PARM1.4


Learning and teaching approaches will reflect and be appropriate for the specific learning outcomes of each unit. There is particular focus on collaborative group work and problem solving through the use of clinical scenarios. The range of learning approaches include:

e-learning (via Moodle and other online resources)

independent group activities

independent individual learning

individual project supervision

laboratories

lectures

practical’s

presentations

project tutorials

seminar discussions

simulation

supervised clinical practice

video presentations

workshops

Each unit specifies the learning and teaching methods and the assessment process(es) as required by the Manchester Met Strategy for Learning, Teaching and Assessment. This detail is given to students on entry to the programme in the programme handbook, as well as in individual unit handbooks. Unit specifications set out the number of credit learning hours required for summative assessment, independent study and directed study.

Students are encouraged to learn independently through a variety of methods, including: reading recommended texts, exploration of a variety of literature sources, use of on-line and prepared materials, directed practical work, attendance at learning groups, completion of formative assignments and the maintenance of a professional portfolio.

Interprofessional learning is recognised as a core element of Speech and Language Therapy practice. Placement learning takes place in clinical, educational and nursing/care home settings, all of which involve working with and learning from an interprofessional team. Reflection on this experience and learning is included in the student’s professional portfolio. Opportunities are continually being explored and developed for on-site interprofessional learning with other students in the Health Professions and Nursing departments. Student Mobility Students on Student Mobility schemes will study the same curriculum as Manchester Met home students. Where appropriate, 15 credit unit specifications are developed to accommodate students studying at Manchester Met for less than a full academic year. The content of the 15 credit units will be a truncated version of the existing unit.

32 Assessment

The principles guiding the assessment of students’ progress through the programme are that:

PARM1.4


assessment should be both formative and summative. Formative assessment is designed to provide timely developmental feedback, to strengthen achievement of the unit learning outcomes;

the variety of assessment types should reflect both the demands of different programme units and the wide range of oral and written language skills that will be required by graduates in professional practice;

examinations should primarily assess knowledge and skills that the clinician needs to have readily accessible at all times and which may need to be displayed orally or in writing (including interpersonal skills);

coursework should allow and require more in-depth knowledge, greater reflection and the ability to write in a variety of styles appropriate to different contexts (e.g. clinical report, carer information sheet, research project); and

as far as possible, knowledge and skills acquired over the programme should be assessed in an applied way.

Clinical skills are assessed in different clinical contexts. The variety of assessments, including vivas on videoed clinical sessions, performance over the whole of a placement, and a written examination based on video of an unseen client, is designed to ensure that graduates meet the professional standards of proficiency. In order for students’ professional development through the course to be as transparent as possible, there are three clinical assessments at level 5 and three at level 6 (in the Clinical Education 2 and Clinical Education 3 units). This is in line with recent approval of an exemption to the University Curriculum Framework for Undergraduate Programmes. The total assessment effort remains comparable to other units, but the range of assessments reflects different contexts in which clinical skills are demonstrated. Variations from the University Assessment Regulations The programme has a number of approved variations from the University Assessment Regulations which are stated in Section A. These arise from PSRB requirements with the aim of ensuring that all students graduate with all core skills at or exceeding the benchmark standard. The variations are further described below:

1. Each of the following clinical practical components of assessment has to be passed at 40%: Clinical Education 1 Interaction Viva Clinical Education 2 Clinical Placement Clinical Education 2 Clinical Video Viva Clinical Education 3 Clinical Visit Clinical Education 3 Video Examination Clinical Education 3 Clinical Placement

2. In the case of each of the assessments listed in 1. above, only one reassessment is allowed.

Failure at this reassessment opportunity entails that a student cannot continue on the PSRB programme (BSc (Hons) Speech and Language Therapy).

3. Each of the following assessments in the Foundations of Communication units has to be passed at 40%

PARM1.4


Foundations of Communication 1 Examination 1 Biological Sciences Examination 2 Part A Phonetics Examination 2 Part B Linguistics

Foundations of Communication 2

Examination 1 Part A Theory Examination 1 Part B Practical Examination 2 Linguistics

In the case of these assessments components listed in 3., the normal University reassessment regulations apply.

Assessment Modes A balanced diet of assessment types is offered which includes essays, case studies, practical reports, oral presentations, seminar presentations, data analyses, professional portfolio, the research project, clinical assessments, phonetics practical examinations, multiple choice tests, and written and practical examinations. Clinical assessments include assessment of practice, session planning, reports and reflection, and video vivas. All are based on linking theory to professional practice and as a whole ensure that the programme learning outcomes are met. The range of assessment formats have been designed to facilitate the student’s ability to communicate their knowledge and understanding across a range of modalities and media whilst being sensitive to the content of assessment. This breadth of assessment modes has a direct link to development of professional skills. The difference in the way in which units are assessed relate to the topic and the depth and application of the content of the unit. Some units are predominantly assessed by examination, where the focus is on the acquisition of core knowledge and its consistent application in a controlled context. The mix of examination and coursework elsewhere in the programme enables the student to develop and be assessed on a variety of strengths and skills, including in-depth evaluation. Units are structured so that they are spread through the academic year, thus allowing time for students to build up a core body of knowledge and develop skills where this knowledge is applied. This leads to summative assessments tending to come in the second half of the year. Students are supported through this process by there being a mix of coursework and examinations in any one year of study, with coursework being spread out from the end of the autumn term through the spring term and the examinations occurring in the university examination period in May. Units also include formative assessment which can start early on in the unit and supports the students’ learning in providing feedback on progress and practice in tasks in preparation for the summative assessment. Full information on the unit assessment, including the structure, mode, weighting and assignment briefs, is included in the unit handbooks available to students at the start of the unit. Assignment briefs include marking criteria which follow the University Standards Descriptors. The Programme Handbook also available to students at the start of each academic year includes links to the university assessment regulations as well as a full description of the programme-specific variations and exemptions from the university regulations which follow PSRB requirements.

PARM1.4


Within each classification, a numeric mark associated with the classification is awarded to work in line with the standard Manchester Met policy on assessment, grading and marking criteria (Table 32.2). Clinical Education Marking Criteria are linked to threshold competencies for newly qualified SLTs. Table 32.1 Standard University marking criteria

Mark Outcome Descriptor

<35 Fail Unit learning outcomes not achieved

35 to 39

Marginal fail

Most unit learning outcomes achieved at a threshold level

40 to 49

Pass All learning outcomes achieved at a threshold level

50 to 59

Pass All learning outcomes achieved at a good level

60 to 69

Pass All unit learning outcomes achieved at a very good level

>=70 Pass All unit outcomes achieved at an excellent/outstanding level

Table 32.2: Assessment Descriptors for marking summative assessments

BAND DESCRIPTION NUMERICAL MARK

1st 95

High 85

82

Medium 78

75

Low 72

2.1 High 68

Medium 65

Low 62

2.2 High 58

Medium 55

Low 52

3rd High 48

Medium 45

http://www.mmu.ac.uk/academic/casqe/regulations/docs/assessment_procedures.pdf

PARM1.4


Low 42

Fail Marginal 35

Clear 20

Extreme 10

No content of worth 0

Plagiarism A statement explaining what plagiarism is and how to avoid it is included in the Programme Handbook given to all students at the start of each year of their programme. The programme team follow the practices detailed in the Assessment Regulations for Undergraduate Programmes of Study. Overlong assignments All summative coursework must declare an accurate word count. This count excludes reference lists, bibliographies and appendices. Students are advised not to seek to circumvent word limits by inappropriate use of appendices. Word limits are absolute.

All summative coursework will be marked from the beginning to the specified assignment length. All excess material, i.e. from this point to the end, will be ignored. Exceeding the specified word limit for summative assessments is penalized in this way because a student may gain an advantage over others who have kept to the specified word limit. Furthermore, it is an essential professional skill to be able to keep to a specified limit. This policy follows the guidance given by CELT Anonymous marking and moderation All summative assessments are marked and moderated anonymously, except for the live clinical assessments, where for obvious reasons this is not possible. All work is moderated internally and a sample of all Level 5 and 6 work is moderated by External Examiners in line with the University Regulations for Undergraduate Programmes of Study and the University Institutional Code of Practice and Regulations for External Examining. At least one Subject External Examiner is appointed who is registered with the Health and Care Professions Council as a Speech and Language Therapist. Feedback on assessed work Students receive feedback in a range of formats: verbal feedback (in tutorials or class activities), written feedback, tick sheets and from both lecturers and peers. The purpose of this is:

To motivate students to continue to learn

To help students to understand how others have interpreted their work against the given criteria

To enable students to identify areas for development

http://www.celt.mmu.ac.uk/assessment/design/penalties.php

http://www.mmu.ac.uk/academic/casqe/examiners/docs/EE_ICP.pdf

http://www.mmu.ac.uk/academic/casqe/examiners/docs/EE_ICP.pdf

PARM1.4


For summative assessments, students are provided with a feedback sheet indicating their mark and commenting on aspects of the work. These explain why the mark was awarded and give suggestions for future development.

Students are expected to complete an assignment evaluation sheet in which they identify strengths and weaknesses of their returned assignment and propose actions for future development. This record forms part of their professional portfolio. Student Mobility Students following the 15 credit units on Student Mobility schemes will be assessed via types of assessment other than formal written examinations. Where students complete their assessment outside the standard timescale for consideration by Board of Examiners, Chair’s Action will be taken to confirm the outcome of their assessment.

33 Inclusive Practice

The diversity of students accessing the programme reflects an increasingly diverse workforce. Actively supporting learning needs enhances the learning experience, and students benefit from this by developing their own inclusive practice. Speech and Language Therapy clients come from a wide range of backgrounds and it is vital that students graduating from this programme understand and respect the need for non-discriminatory practice.

Students are encouraged to consider diversity through direct taught content and through facilitated learning experiences. For example, group work is an important aspect of teaching, learning and assessment within the programme, and allocating students to groups is more likely to facilitate working with others from other cultures, genders and ages. Approaches utilised for content delivery and assessment are varied, and reflect the range of learning styles found within a cohort. These allow students to enhance their strengths and to challenge themselves where possible.

Students may access a wide range of academic support services from the library or from the Student Support Officer. A Student Experience Support Tutor is in post whose role focuses on ensuring students are satisfied with their experiences during the programme and liaises with students and the programme team to support, innovate and improve the student experience.

Students are provided with opportunities to disclose any disabilities or individual learning needs both prior to admission and throughout their studies once admitted to the programme. Where reasonable adjustments are to be made, these are discussed with the student and relevant staff (such as the learner support tutor, clinical placements coordinator, etc.) prior to implementation and are specified in accordance with the Equality Act (2010). Reasonable accommodations are made for those students who disclose disabilities and this may include identifying appropriate rooms for sessions, lecture delivery, the format of materials, coursework and assessment methods and pre-placement orientation. Adjustments are also made as part of the equitable admissions process.

Additional needs may become apparent at any point following entry to university and these students are signposted to access support. The Disability Service provides support and advice to those students who may enter university with known disabilities or learning needs, as well as

PARM1.4


supporting students whose needs are identified after commencing their academic studies. The course team is made aware of any learning needs via the Learning Support Tutor on the programme team and negotiates individual support requirements with individual students (see additional explanation of the role in Section 40).

The programme complies with the University’s Equality and Diversity Policy

34 Technology Enhanced Learning

The department is well-equipped with state-of-the-art technologies which support students’ learning. This includes a suite of classrooms and clinic rooms with high specification audio-visual systems, allowing remote interaction between areas, recording and simulation opportunities. In addition, the programme team has speech and language specific technology systems including speech analysis software and hardware, electrolaryngography, electropalatography, and Augmentative and Alternative Communication systems and software. These allow students to integrate theory into practical skills associated with professional practice. The BSc (Hons) Speech and Language Therapy programme will utilise the university virtual learning environment as a source of supported learning (for example for library access and unit information). This will also be utilised as a teaching and learning tool through, for example, online lectures, presentations, podcasts, seminar tasks, directed independent study exercises, prepared audio and audio-visual material and formative assessments as well as for the submission of summative assessment. Academic staff are supported by dedicated technical staff, including the Technical Officer whose role is outlined in section 40 below.

35 Placement and/or Work-based Learning Activities

Students have a total of 570.5 hours of placement experience. This provides more than the required 525 hours from RCSLT. The programme complies with Manchester Met Institutional Code of Practice for Placement and Work Based Learning, QAA guidance on placement based learning and RCSLT Standards for Practice-based Learning. Continuing Professional Development updates are provided as a means of supporting equity in placement experience and assessment for Clinical Educators and local Clinical Co-ordinators. The Clinical Education Support Centre (CESC) co-ordinator was appointed by HENW to liaise with Manchester Metropolitan University, the University of Manchester and all other stakeholders. There are 4 training days for the clinical educators who are involved in placement-based learning. Annual meetings with the Student Co-ordinators from the North West enable feedback to be gained and changes to be made to the training offered to departments. The Joint Universities Placement Handbook is provided to clinical educators and students, which outlines specific procedures for the management and assessment of placements; and clear criteria are given for clinical grades.

http://www.mmu.ac.uk/equality-and-diversity

PARM1.4


On entry to the programme and prior to entering the first school placement, students undergo medical screening and Disclosure and Barring Service checks to ensure they are fit for attendance at clinical placements. Where students have disclosed a disability already or where risks are identified during medical screening, reasonable appropriate accommodations are made with regard to clinical placements. Students meet with their personal tutors prior to clinical placement in order to identify any barriers, which may hinder them in successfully completing the placement. This meeting highlights possible ways (both within the University as well as on clinical placement) in which to address concerns and issues raised by the student. Clinical Educators are asked to identify any potential barriers for students accessing placements when they provide offers and this information is used to ensure that students are provided with placements, which are accessible and support their learning. The Learner Support Tutor will offer a pre-placement meeting to discuss any concerns before the first clinical placement. Students are provided with clinical and educational placement briefing and debriefing sessions. Students are asked to complete tasks related to clinical and educational placement as preparation for their placements. The students have access to a fully equipped university speech and language therapy resource clinic which is comprised of toys, materials and standardized assessments which students may utilize while on clinical placement. There are technical staff based within the resource clinic who have dedicated time allocated to supporting Speech Therapy students. Throughout clinical placements students have at least one day per week free from clinical placement in order to allow for preparation of resources and session planning. Whilst on clinical placement, students are supervised by a qualified Speech and Language Therapist (Clinical Educator: CE) who has attended Clinical Educator training (discussed above). The CE and student have a mid-placement review meeting approximately half way through the duration of the placement, which is formally documented (see Clinical Placements manual). This meeting allows both the CE and student to discuss progress and highlight areas of strength and concern. This form is emailed to the placements administrator and then forwarded to personal tutors. CEs are also encouraged to contact personal tutors if concerns or issues arise prior to the mid-placement review. The placement manual provides information regarding the process for both students and CEs to access support (see pages 28 and 29 of the placements manual). Students and CEs are encouraged to give feedback both regarding clinical assessments and placements, as well as complete the “Clinical Educator Standards for Practice Based Learning” and the “Clinical Educators self-audit and action plan form.” Students are asked to complete feedback forms regarding clinical placement at debrief sessions. This information is collated, in conjunction with the University of Manchester Speech and Language Therapy course. The information is given to Student Co-ordinators in order for them to develop and implement an action plan based on the feedback. CEs are also asked to obtain feedback from clients and their carers regarding student performance during placement. This information is then emailed to the Placements administrator and passed onto Clinical Placement Co-ordinators at the University and personal tutors. Placement learning is integrated into all three years of the programme (see Table 35.1 below, stated in terms of days and hours). Placement experience begins in Year 1 with educational and clinical placements, and further day release and block placements in Years 2 and 3. RCSLT guidance requires students to attend a mandatory 525 placement hours (RCSLT (2010) Section 1:b:i). The BSc (Hons) Speech and Language Therapy programme provides a total of 570.5 practice placement hours which exceeds the stipulated minimum practice hours. This comprises:

PARM1.4


442.5 supervised placement hours within these units: Clinical Education 1, Clinical Education 2 and Clinical Education 3

35 hours Early Years Foundation Stage School placement within Clinical Education 1

18 hours in Secondary School Placement in Clinical Education 1

35 hours in a Nursing Home or Elderly Persons setting in Clinical Education 2

40 hours from case days which focus on clinical and case management of specific client simulations. This occurs in the following units: Clinical Education 2 and 3, Acquired Communication and Swallowing Disorders, and Complex Developmental and Neurological Conditions

Table 35.1: BSc(pre-registration) in SLT placement structure

Term 1 Term 2 Term 3

Year 1 School placement 5 days in an Early Years setting 5 days /35 hours

Secondary School Placement 3 days/18hours

Supervised Clinical Placement 1 Week Block 5 days/37.5 hours

Year 2 Care Home or Elderly Persons Setting 5 days/35 hours Supervised Clinical Placement Day release 10 Tuesdays 10 days/75 hours

Supervised Clinical Placement Day release 10 Tuesdays 10 days/75 hours

Supervised Clinical Placement 5 Week Block 16 days/120 hours

Year 3 Supervised Clinical Placement 10 week mini-block (2 days per week) Paediatric placement 18 days/135 hours

Attendance is monitored via Student Absence Reporting Procedures, which are published in the Student Handbook, and via clinical placement reports. Students’ supervised placement days are recorded and monitored via the Speech and Language Therapy Placements Administrator.

Clinical Educators across the North West are allocated placements on an annual basis as a requirement of employment. The Clinical Placement Coordinators match students with placements, taking into account any additional needs which have been disclosed by the student or identified through medical screening. Professional requirements are also taken into consideration to ensure that students have accessed an appropriate range of placement types.

PARM1.4


All learning and assessment is inherently linked to professional practice and assessment is designed so that students can explore areas, which will enhance employability in the immediate or long term. Clinical practice is embedded in the following units: Clinical Education 2, Clinical Education 3, Acquired Communication and Swallowing Disorders, and Complex Developmental and Neurological Conditions. Candidates who fail to satisfy the Assessment Boards at the first attempt in clinical practice assessments in the Clinical Education Units 2 and 3 shall normally be required to undertake an additional period of practical learning (in University and/or on placement) prior to reassessment.

Approved variations from university assessment regulations, which include clinical practice assessments, are described in sections 11 and 32 above.

Mandatory clinical placement hours are monitored on an individual basis across the programme via excel spreadsheets by the placements administrator. Occasionally students may be unable to complete placements at the first opportunity for a variety of reasons. Where this occurs, students may be able to rearrange sessions within placements with clinical educators or they may be offered a further placement opportunity, in order to complete the required 525 mandatory clinical placement hours overall. Students who have not successfully completed and passed clinical placements and their related assessments, within the Clinical Education 1, Clinical Education 2 and Clinical Education 3 units, will not be eligible for professional registration.

36 Engagement with Employers

The curriculum is informed by partnership with local managers and commissioning groups. Managers, academic staff and students from both Manchester Metropolitan University and The University of Manchester meet formally on a twice-yearly basis to exchange information and to identify concerns and strategies to overcome problems. In addition, two local SLT managers are members of the Programme Committee and feed into discussions about programme development. The Head of Speech Pathology Programmes regularly attends the local NHS managers’ termly meetings (SLT Profnet) to share workforce intelligence and discuss the development of the programme.

37 Personal Development Planning

Personal development planning is formalised by the production of a professional portfolio which enables students to define academic, clinical and personal learning goals for each level of their studies and acts as cumulative evidence of their development. This portfolio contributes to the diet of summative assessment in Years 1 and 2 of the programme within the Clinical Education strand; and the completion of this portfolio is facilitated through the academic tutorial system throughout the three years of the course. Students will have the opportunity to participate in intensive employability days after the final examination period. These will include mock professional interviews with members of the programme team, thus enabling them to practise and receive individual feedback on their articulation of their abilities and skills in a safe environment.

PARM1.4


SECTION E - PROGRAMME MANAGEMENT

38 Programme Specific Admission Requirements

The admissions requirements for the programme comply with the Recruitment and Admissions Policy, which applies to the recruitment and admission of all students registered for undergraduate and postgraduate courses which lead to an award from the University. Admissions criteria specific to the programme are as follows: Academic criteria Students will have: Level 3 3 full A Levels (or equivalent) at grades ABB. Level 2 At least 5 GCSE subjects at minimum *grade C including Maths, English Language and a Science subject. *For GCSE English or Maths qualifications awarded by schools or colleges in England in 2017, a grade 4 must be achieved. For all GCSEs awarded by schools or colleges in England from 2018, a grade 4 must be achieved. Personal and experiential criteria Students will demonstrate that they have motivation and commitment to speech and language therapy as a career, with relevant work or voluntary experience, and relevant extra-curricular activities, achievements and interests.

Students whose first language is not English will have achieved an average IELTS (International English Language Testing System) score of at least 7.5 (Academic module), with no score less than 7.0 in any of the four sections.

All shortlisted students will be interviewed.

Students will provide evidence of the qualifications upon which their offer of a place is based and, to meet practice placement requirements, they will be required to undergo a medical check to assess their health status and a Criminal Records check via the Disclosure and Barring Service (DBS).

A student’s previous study, work experience and training may be counted as credit towards their degree. However, all claims for accreditation of prior learning will be managed in accordance with the University’s Policy for the Accreditation of Prior Learning. Entry to Subsequent Years There is no formal route for entry into the programme in subsequent years, as there are no undergraduate qualifications which link directly into the specialised programme required to graduate as a Speech and Language Therapist. However, it may be possible for individual students

http://www.mmu.ac.uk/academic/casqe/regulations/docs/APL_policy.pdf

PARM1.4


who have successfully completed one or two years of an undergraduate programme in Speech and Language Therapy at another University, either within or outside the UK, to transfer in to Level 5 or 6 of the programme. Such cases will be considered individually and depend on the similarity between the two programmes of study.

Students are required to self-declare that there has been no change in DBS or health status on annual re-enrolment. NB Minimum admission points for entry to the University are reviewed on an annual basis. For entry requirements refer to the current University on-line prospectus

39 Programme Specific Management Arrangements

The programme management arrangements will be those described in Management of Programme Delivery accessed via the CASQE web site Following the requirements of the professional body, the Annual Monitoring Declaration is returned by the Programme Lead and the Head of Speech Pathology programmes to HCPC for approval by their Education Committee.

NB: see guidance on University’s Management of Programme Delivery

40 Staff Responsibilities

The staff responsibility arrangements will be those described in Management of Programme Delivery accessed via the CASQE website In addition to the standard university staff responsibilities, a number of specialist staff responsibilities exist on the programme:

the Clinical Resources Coordinator:

offers individual and small group clinical tutorials to support students who are identified as needing additional support with clinical elements of the programme;

Coordinates clinical resources for students;

Coordinates access to and use of specialist Speech and Language Therapy space for teaching and learning activities, and for open days;

Coordinates training for use of the specialist space for students and staff;

Liaises with the technical team to ensure the effective running and use of the specialist spaces.

the Clinical Placement Coordinators:

organize all clinical placements throughout the course to ensure that all students have a range of clinical experience, including both paediatric and adult neurology clinical placements;

offer clinical placement support to students and Clinical Educators;

http://www2.mmu.ac.uk/study/

http://www.mmu.ac.uk/academic/casqe/regulations/docs/programme-management.pdf





PARM1.4


liaise with the clinical placement coordinator for the BSc (Hons) Speech and Language Therapy programme at the University of Manchester managing clinical placements across the North West and in running training days for Clinical Educators;

co-run the North West student coordinators meetings;

attend faculty placement meetings at Manchester Met and represent the university at national HEI placement meetings.

the Technical Officer supporting the Speech Pathology Department provides guidance and support on the following:

use of resources (including assessments, books, games, toys, laminators, photocopiers and book binding machines);

generating resources for use on student placements;

liaising with academic staff and students in regards to development and use of specialist space;

training on the use of software in the specialist audiovisual suite or specialist AAC pieces of equipment;

organising and setting up of specialist rooms for lectures, external visitors and events;

maintaining specialist speech pathology equipment, for example microphones, speech analysis software and hardware, electrolaryngography, electropalatography and digital voice recorders.

the Learner Needs Tutor coordinates the implementation of Personal Learning Plans (PLP), including ERAC, across the programme. She meets with all students issued with a PLP (including ERAC), to discuss issues arising and communicates this across the programme team as appropriate. The Learner Support Tutor liaises with the Disability Service.

Professional Leadership role An experienced principal lecturer who is registered with HCPC and RCSLT provides leadership for the subject area of speech and language therapy and oversees the pre-registration routes that lead to eligibility to register with HCPC as a speech and language therapist. This role involves:

maintaining links with HCPC and RCSLT, ensuring timely communication about SLT programmes

advising the Head of Department and Dean about subject specific matters including the staff and equipment needed to run the programme effectively

maintaining and enhancing the quality of the programme

maintaining relationships with key stakeholders e.g. Health Education North West, local employers

ensuring that the programme team engage in appropriate continuous professional development and research opportunities

NB: the University’s Management of programme Delivery is available from the CASQE website

41 Programme Specific Academic Student Support

Generic academic student support is provided to all students in line with the guidance outlined in the University Student Hub Webpage


http://www.mmu.ac.uk/students/

PARM1.4


Programme Specific Support Documentation At programme level, students are provided with both a programme handbook and a clinical placement handbook which contains details of clinical placements together with formative and summative assessments relating to these. Office Hours All tutors are available for a minimum of 2.5 hours per week (pro-rata) across at least two days, and include these office hours and contact details in their email signatures so students know they are available. These are open access drop-in times; and each student is therefore able to access individual academic tutors in relation to concerns over specific academic issues, and is free to seek support from any member of staff. Where an external tutor is difficult for a student to access, an internal member of staff, typically a unit lead or the programme lead, will negotiate on his or her behalf.

Academic Tutors On entry to the programme, each student is assigned an academic tutor, who, so far as is practicable, remains the same for the duration of the student’s period of study. Students are required to meet with their tutors on a regular basis, and are offered individual academic tutorials on a regular basis through the year. At these meetings, academic, clinical and personal progress is discussed, including the maintenance of the professional portfolio. Tutors receive copies of clinical and other placement reports for their tutees; and individual e-files are kept as a record of the meetings. Additionally, tutors offer to meet with tutees if they fail any summative or formative assessments or if they are struggling with the demands of the programme and assist them in drawing up personal action plans. Students seeking to meet personal tutors or other staff outside these regular sessions do so via the University’s Student Hub. Year Tutors Each cohort of students has a named year tutor who leads induction and transition activities and ensures the coherence of the year’s learning, teaching and assessment activities. The year tutor is responsible for staff student liaison for the year group and shares relevant information with the Programme Leader. The year tutor establishes regular email and/or Moodle contact with the year group to feedback information and responses to any issues raised. Personal Learning Plans Where a student has particular identified needs (for example dyslexia, or other impairment), every attempt is made to make appropriate reasonable adjustments for assessments, taking in to account the student’s personal learning plan (including ERAC), issued by the University Disability Service. The programme team are clear with students that all programme learning outcomes must be fulfilled, and therefore any adjustments made must maintain the integrity of their assessment. Clinical Support Tutorials Tutors who assess students on clinic visits offer post-visit tutorials when appropriate. The Clinical Resources Coordinator offers individual and small group clinical tutorials to support students who are identified as needing additional support with clinical elements of the programme.

PARM1.4


Learner Needs Students who have additional needs identified may access the University Disability Service who may then liaise, with the student’s permission, with the Learner Support Tutor. The Learner Support Tutor will then ensure that teaching staff are made aware of students’ personal learning plans so that any necessary accommodations can be made in teaching.

42 Programme Specific Student Evaluation

The Programme complies with current institutional evaluation guidance. NB University guidance on Evaluation of Student Opinion is available from the CASQE Programme Specific Evaluation • Issues of relevance to a single academic year are taken to the Year Tutor for consideration and

action; • Regular staff student liaison forums (‘Talkback sessions’), within year groups, provide termly

opportunities for students to give feedback in a less formal setting, and actions resulting from this are communicated to students

• Students are invited to take part in clinical placement evaluations via HENW. This confidential focus group’s comments are fed back to the programme team and any necessary actions captured within the Continuous Improvement Plan for the programme. While HENW relinquishes control of commissioning after 2017, it will maintain an overview of the programme until all commissioned students complete their programme of study.

• Students are invited to meet with external examiners to give feedback on their programme and student experience. Feedback from these meetings is captured in external examiners’ reports.

http://www.mmu.ac.uk/academic/casqe/experience/voice/docs/evaluation_of_opinion.pdf

PARM1.4

____________________________________________________________________________________________________________________________________________________________________________ CASQE Page 29 of 73 Programme Specification

SECTION F – MAPPING Key to unit titles Level 4 ACT1 Applications of Clinical Theory 1 CE1 Clinical Education 1 FOC1 Foundations of Communication 1 IHDB1 Investigating Human Development and Behaviour 1 Level 5 ACT2 Applications of Clinical Theory 2 CE2 Clinical Education 2 FOC2 Foundations of Communication 2 IHDB2 Investigating Human Development and Behaviour 2 Level 6 CDNC Complex Developmental and Neurological Conditions ACSD Acquired Communication and Swallowing Disorders CE3 Clinical Education 3 IHDB3 Investigating Human Development and Behaviour 3

PARM1.4


MAP I RELATIONSHIP TO QAA SPEECH AND LANGUAGE THERAPY BENCHMARK STATEMENT Map guide: Insert K to indicate Knowledge and Understanding Insert S to indicate Skills

Level 4

Level 5

Level 6

Knowledge and Understanding Mapping (K)

AC

T1

CE1

FoC

1

IHD

B1

AC

T2

CE2

FoC

2

IHD

B2

AC

SD

CE3

CD

NC

IHD

B3

Skills Mapping (S)

Professional Autonomy & Accountability Professional Autonomy & Accountability

Understand the legal & ethical responsibilities of professional practice

K K S K K K S K K K S K

K Maintain the standards & requirements of professional & statutory regulatory bodies

Recognise the obligation to maintain fitness for practice & the need for continuing professional development

S S S K S

K S

K S

K S

Adhere to relevant codes of conduct

S S S S S S S S S

S S S Maintain the principles & practice of patient/client confidentiality

S S S Practise in accordance with current legislation applicable to health care professionals

S S S Exercise a professional duty of care to patients/clients/carers

S Contribute to the development and dissemination of evidence-based practice within professional contexts

S S S Uphold the principles & practice of clinical governance

PARM1.4


Professional relationships Professional relationships

S S S Participate effectively in inter-professional and multi-agency approaches to health and social care where appropriate

S S Recognise professional scope of practice and make referrals where appropriate


AC

T1

CE1

FoC

1

IHD

B1

AC

T2

CE2

FoC

2

IHD

B2

AC

SD

CE3

CD

NC

IHD

B3

Skills Mapping (S)

S S Work, where appropriate, with other health and social care professionals and support staff and patients/clients/carers to maximise health outcomes

S S S Maintain relationships with patients/clients/carers that are culturally sensitive and respect their rights and special needs

Personal and Professional Skills Personal and Professional Skills

S S S S Demonstrate the ability to deliver quality patient/client-centred care

S S S Practise in an anti-discriminatory, anti-oppressive manner

Draw upon appropriate knowledge and skills in order to make professional judgements, recognising the limits of his/her practice

K S

K S K S K

K Draw upon appropriate knowledge & skills in order to make professional judgements, recognising the limits of his/her practice

S S Communicate effectively with patients/clients/carers and other relevant parties when providing care

S S Assist other health care professionals, support staff and patients/clients/carers in maximising health outcomes

S S S S Prioritise workload and manage time effectively

S S S S S S S S S S S S Engage in self-directed learning that promotes professional development

S S S Practise with an appropriate degree of self-protection

PARM1.4


S S S Contribute to the well-being and safety of all people in the work place


AC

T1

CE1

FoC

1

IHD

B1

AC

T2

CE2

FoC

2

IHD

B2

AC

SD

CE3

CD

NC

IHD

B3

Skills Mapping (S)

Profession and Employer Context Profession and Employer Context

Show an understanding of his/her role within health and social care services

K K S

K K S

K S

K S

K S

Take responsibility for his/her own professional development

Demonstrate an understanding of government policies for the provision of health & social care

S K S

S KS

K S

S KS

K S

K S

Recognise the value of research and other scholarly activity in relation to the development of the profession and of patient/client care

Identification & Assessment of Health & Social Care Needs

Identification & Assessment of Health & Social Care Needs

S S S S S S S S S S S S Gather relevant information from a wide range of sources including electronic data

S S S S S S S S S S S S Adopt systematic approaches to analysing and evaluating the information collected

S S S S Communicate effectively with the client/patient,(and relatives/carers), group/community/population, about their health and social care needs

S S S S S S S S S S S S Use a range of assessment techniques appropriate to the situation and make provisional identification of relevant determinants of health and physical, psychological, social and cultural needs/problems

S S Recognise the place and contribution of his/her assessment within the total health care profile /package, through effective communication with other members of the health and social care team

Formulation of Plans & Strategies for meeting Health & Social Care Needs

Formulation of Plans & Strategies for meeting Health & Social Care Needs

S S Work with the client (& relatives/carers), group/ community/population, to consider the range of activities that are appropriate/feasible/ acceptable, including the possibility of referral to other members of the health/social care team & agencies

PARM1.4



AC

T1

CE1

FoC

1

IHD

B1

AC

T2

CE2

FoC

2

IHD

B2

AC

SD

CE3

CD

NC

IHD

B3

Skills Mapping (S)

S S S S Plan care within the context of holistic health management and the contributions of others

S S S Use reasoning and problem solving skills to make judgements/decisions in prioritising actions

S S S S S S S Formulate specific management plans for meeting needs/problems, setting these within a timescale and taking account of finite resources

S S S Record professional judgements & decisions taken

S S S S S S S S S S S S Synthesise theory and practice

Practice Practice

S S Conduct appropriate activities skilfully and in accordance with best/evidence-based practice

S S Contribute to the promotion of social inclusion

S S S Monitor and review the ongoing effectiveness of the planned activity

S S Involve client/patient/members of group/community/population appropriately in ongoing effectiveness of plan

S S S Maintain records appropriately

S S Educate others to enable them to influence the health behaviour of individuals and groups

S S Motivate individuals or groups in order to improve awareness, learning and behaviour that contribute to healthy living

PARM1.4



AC

T1

CE1

FoC

1

IHD

B1

AC

T2

CE2

FoC

2

IHD

B2

AC

SD

CE3

CD

NC

IHD

B3

Skills Mapping (S)

S S S Recognise opportunities to influence health and social policy and practices

Evaluation Evaluation

S S S Measure and evaluate critically the outcomes of professional activities

S S S S S Reflect on and review practice

S S S Participate in audit and other quality assurance procedures

S S S Contribute to risk management activities

Risk Management Activities

Risk Management Activities

The structure and function of the human body, together with a knowledge of dysfunction & pathology

K K K K K K K K K K K K

Health & social care philosophy & policy and its translation into ethical & evidenced based practice

K K K K K K K K K K K

The relevance of the social & psychological sciences to health & healthcare

K K K K K K K K K K K

The role of health care practitioners in the promotion of health & health education

K K K K K K K

The legislation & professional and statutory codes of conduct that affect health & social care practice

K K K K K K K

PARM1.4


Skills: Information gathering

Skills: Information gathering


AC

T1

CE1

FoC

1

IHD

B1

AC

T2

CE2

FoC

2

IHD

B2

AC

SD

CE3

CD

NC

IHD

B3

Skills Mapping (S)

S S S S S S S S S S S S An ability to gather and evaluate evidence and information from a wide range of sources

S S S S S S S S S S S S An ability to use methods of enquiry to collect and interpret data in order to provide information that would inform or benefit practice

Problem solving Problem solving

S S S S S S S S S S S S Logical and systematic thinking

S S S S S S S S S S S S An ability to draw reasoned conclusions and sustainable judgements

Communication

Communication

S S S S S S S S S S S S Effective skills in communicating information, advice, instruction and professional opinion to colleagues, patients, clients, their relatives and carers; and, when necessary, to groups of colleagues or clients

Numeracy Numeracy

S S S S S S S S S S S S Ability in understanding, manipulating, interpreting and presenting numerical data

Information technology

Information technology

S S S S S S S S S S S S

An ability to engage with technology, particularly the effective and efficient use of information and communication technology

PARM1.4


Professional Autonomy & Accountability of the Speech & Language Therapist

Professional Autonomy & Accountability of the Speech & Language Therapist


AC

T1

CE1

FoC

1

IHD

B1

AC

T2

CE2

FoC

2

IHD

B2

AC

SD

CE3

CD

NC

IHD

B3

Skills Mapping (S)

Be knowledgeable about the current published efficacy guidelines, with respect to assessment and therapy

S K S K

K S K

K

Conform to the standards detailed in the RCSLT's publication, Communicating Quality

Professional relationships



Develop and maintain effective working relationships across the range of individuals and agencies, as appropriate

S S S

Participate effectively in a variety of multi-, inter-, and intra-professional teams, keeping the rights and needs of the patient/client central to such participation

S S S

Take cognisance of professional and support staff boundaries and roles

S S S

Apply appropriate referral practices, within health, education and social care settings

Personal & Professional Skills

Personal & Professional Skills

S S S S S S S S S S S S Demonstrate sensitivity to personal frameworks and an ability to recognise personal prejudice


Assess personal abilities realistically


Recognise personal and emotional needs of both themselves & their clients & respond appropriately


Demonstrate an awareness of the need to manage personal equilibrium

PARM1.4


S S S

Take on appropriate responsibility for his/her professional and clinical actions

Show an understanding of the role of empowerment in the therapeutic process

S K

S K

SK

S K

S K

S K

S K



AC

T1

CE1

FoC

1

IHD

B1

AC

T2

CE2

FoC

2

IHD

B2

AC

SD

CE3

CD

NC

IHD

B3

Skills Mapping (S)

Profession & Employer Context

Profession & Employer Context

Show an understanding of health education and how it relates to communication and swallowing

S K

S K

SK

S K

SK

S K

S K

Show awareness of the structure and function of the education, social and health care services, and an understanding of current developments


Demonstrate an ability to use research, statistical and epidemiological data

Identification and Assessment of Communication & Swallowing Needs

Identification and Assessment of Communication & Swallowing Needs

S S S S S S S S S S S S Apply theoretical knowledge from psychology, linguistics and human biomedical sciences


Use published and self-generated assessments, instrumentation and transcription where appropriate to describe, identify, analyse, and evaluate developmental and acquired phonetic, phonological, semantic, syntactic, pragmatic, fluency, voice disorders and swallowing problems


Identify the influence of situational context on communication


Provide a differential description of patients/clients assessed, showing an ability to relate theory to practice

PARM1.4



Analyse communication at motor, thematic, conversational and pragmatic levels

S S S S S S S S S S

Evaluate the effect of communication difficulty on the psychosocial well-being of the client


Recognise possible contributing factors to communication difficulty, whether social, psychological or medical


AC

T1

CE1

FoC

1

IHD

B1

AC

T2

CE2

FoC

2

IHD

B2

AC

SD

CE3

CD

NC

IHD

B3

Skills Mapping (S)

S S S S S S S S S S S S Evaluate interaction between medical, social, cognitive, educational and communication needs

Formulation of Plans & Strategies for meeting Communication & Swallowing Needs

Formulation of Plans & Strategies for meeting Communication & Swallowing Needs

Understand the rationales and principles underlying therapy

S K

SK

SK

SK

SK

S K

S K

Generate hypotheses from the analysis & integration of case history and assessment findings

S S S S S S S

Plan & implement appropriate and effective therapy

S S S S S S S

Produce management plans in the context of multidisciplinary provision

S S S S S S S

Take account of available service delivery options

S S S S S S S

Show adaptability & flexibility in provision of speech and language therapy services, indicating an awareness of contextual constraints which influence service delivery

S S S S S S S

Use therapy techniques appropriate to the range of communication & swallowing difficulties

S S S S S S S

Set goals based on assessment and communicative need

PARM1.4


S S S S S

Select the appropriate role/s, such as assessor, educator, counsellor, advocate, researcher, trainer facilitator & consultant & be aware of his/her boundaries

S S S

Liaise effectively with other professionals, patients/clients' relatives/carers & appreciate their potential contributions to the management process

Practice

Practice


AC

T1

CE1

FoC

1

IHD

B1

AC

T2

CE2

FoC

2

IHD

B2

AC

SD

CE3

CD

NC

IHD

B3

Skills Mapping (S)

S S S

Practise in a manner that promotes well-being and protects the safety of all parties

S S S

Demonstrate supportive and therapeutic interaction skills, which includes the adaptation of strategies for optimum communication with patients/ clients/ others/in all situations

S S S

Modify his or her linguistic and interpersonal behaviour to ensure the patient/client understands and expresses him/herself as fully as possible

S S S

Identify and implement strategies aimed at overcoming any barriers to communication

S S

Discharge patients/clients appropriately, which includes building in adequate and timely preparation of the patient/client and family for the cessation of therapy

S S

When relevant, refer clients for advice on augmentative and alternative communication

PARM1.4


S S S S S

Demonstrate critical reflection skills as a foundation for ongoing professional development

Evaluation

Evaluation

Understand the principles of research & research methodology which underpin an analytical approach to clinical practice

K K K K KS

K K K S K Make use of current research by evaluating & applying it where appropriate in clinical practice

S S S S S

Evaluate the range of formal & informal assessments in relation to current research

Knowledge & understanding: Communication & swallowing disorders

Knowledge & understanding: Communication & swallowing disorders

Developmental speech & language disorders K K K K


AC

T1

CE1

FoC

1

IHD

B1

AC

T2

CE2

FoC

2

IHD

B2

AC

SD

CE3

CD

NC

IHD

B3

Skills Mapping (S)

Acquired speech & language disorders K K K K K

Voice disorders K K K

Disorders of fluency K K K K K

Disorders of swallowing K K K K

Developmental and acquired cognitive disorders K K K K K

Linguistics

Linguistics

Normal processing at sub-lexical, lexical, grammatical, discourse/text & conversational levels

K K

The relevant aspects of linguistics including phonetics & the application of such knowledge

K K K K

PARM1.4


to normal & impaired communication at both theoretical & practical analytical levels

Sociolinguistics: knowledge of how language and communication are used in social contexts

K K

Psycholinguistics: normal development and processes in the perception, comprehension and production of spoken, written and gestured messages in both monolingual and multilingual communication

K K K K

Human biological sciences

Human biological sciences


AC

T1

CE1

FoC

1

IHD

B1

AC

T2

CE2

FoC

2

IHD

B2

AC

SD

CE3

CD

NC

IHD

B3

Skills Mapping (S)

The relevant aspects of bio/medical sciences including the anatomy and physiology of body systems relevant to the development of, and maintenance of, communication and swallowing. This includes disruptions to the functions of these systems

K K K K

Psychology

Psychology

The impact of communicative need on the psychological and social well-being of the person and his/her relationships

K K K K K K K

The relevant aspects of psychology (cognitive, neuropsychology, social, health, developmental, clinical, learning theory) and the application of such knowledge to normal and impaired communication

K K K K K K

PARM1.4


Sociological perspectives

Sociological perspectives

The person in society, including education, health, workplace and multicultural society.

K K K K K K

Education

Education

Educational philosophy and practice K K K K K

Language and literacy K K K K

Research

Research


AC

T1

CE1

FoC

1

IHD

B1

AC

T2

CE2

FoC

2

IHD

B2

AC

SD

CE3

CD

NC

IHD

B3

Skills Mapping (S)

The award holder will be able to demonstrate knowledge and understanding of the research culture and methods appropriate to informing the knowledge base of speech and language therapy.

K K K K K K K K

Context of professional practice

Context of professional practice

Speech and language therapy therapeutic contexts, models and processes, including service delivery

K K K K K K K

Contexts as applied to speech and language therapy: the legal context with reference to, for example, health and safety, child protection and education, law, equal opportunities and professional regulation

K K K K K K K

Professional roles and boundaries in education, healthcare and social services contexts

K K K K K K K

Skills

Skills

PARM1.4


S S S S S S

Ability to understand, critically evaluate and apply relevant theoretical knowledge to clinical practice

S S S S S S S

Technical skills such as the manipulation of assessment and therapy tools, materials and the environment

S S S S S S S

Interpersonal &communication abilities, used to set up and maintain a therapeutic atmosphere, where patients/clients are facilitated in an optimum communication environment


AC

T1

CE1

FoC

1

IHD

B1

AC

T2

CE2

FoC

2

IHD

B2

AC

SD

CE3

CD

NC

IHD

B3

Skills Mapping (S)

The speech and language therapist as a registered practitioner: Professional autonomy and accountability

The speech and language therapist as a registered practitioner: Professional autonomy and accountability


Be eligible to apply for statutory registration



S S S S S S S

Develop and maintain constructive working relationships

S S S S S S

Participate constructively in a variety of multi-,inter- and intra-professional health, social and education approaches

S S S

Take cognisance of others' boundaries and roles

S S S S S S S

Apply appropriate referral practices, with health, education and social settings

PARM1.4


Personal and professional skills

Personal and professional skills


S K

S K

SK

S K

S K

S K S K S K Demonstrate awareness of the influence of his/her own feelings, knowledge, beliefs and experience, and the potential for prejudicial judgements

S S S S S S S

Seek support when required for his/her professional and personal development

S S S S S S S

Demonstrate an awareness of strategies to handle emotions to facilitate the task in hand

S S S S S S S

Take on an appropriate level of responsibility for professional and clinical actions

S S S

Operate with a suitable degree of self protection


AC

T1

CE1

FoC

1

IHD

B1

AC

T2

CE2

FoC

2

IHD

B2

AC

SD

CE3

CD

NC

IHD

B3

Skills Mapping (S)

Profession & employer context

Profession & employer context

Demonstrate an emerging knowledge of social policy, institutional and organisational structures, and the political context

K K S

K K S

K K S

K

Contribute to a safe working environment

Demonstrate knowledge of the application of statistical and epidemiological data

K K K K K K K K K K

Identification and assessment of communication and swallowing

Identification and assessment of communication and swallowing

S S S S S S S

Demonstrate, in writing and orally, evidence of sound clinical reasoning in the analysis and integration of case history and assessment data, for clients along the continuums of mild-severe and simple-complex

PARM1.4


S S S S S S S

Know when to seek professional direction for confirmation of his/her clinical reasoning

Formulation of plans/strategies for meeting communication and swallowing needs

Formulation of plans/strategies for meeting communication and swallowing needs

Know when to seek professional direction in respect of his/her management plans

S S S S K

S S K S K Justify, with direction, the hypotheses from the analysis and integration of case history and assessment data, for clients along the continuums of mild-severe and simple-complex

S S S S

S

Justify, plan and implement appropriate therapy, for clients along the continuums of mild-severe and simple-complex

Practice

Practice

S S S

Demonstrate supportive & therapeutic interaction skills with the clients/others which may require some development to be maximally effective


AC

T1

CE1

FoC

1

IHD

B1

AC

T2

CE2

FoC

2

IHD

B2

AC

SD

CE3

CD

NC

IHD

B3

Skills Mapping (S)

S S S S S S S

Modify his/her linguistic and interpersonal behaviour, to enhance the patient/client's ability to participate fully communicatively

S S

Demonstrate insights into the therapeutic situation and modify therapy accordingly

S S

Plan for discharge in an appropriate manner

Evaluation and research

Evaluation and research

Demonstrate a knowledge of different service delivery options

K K S SK

S K

S S S K

S K

S K

S

Recognise the potential clinical application of research findings

PARM1.4


Understand the limitations of assessments in relation to current research

S S S K

SK

S S K

SK

S K S K S K

Use current literature and appreciate its application to clinical practice

Knowledge, understanding and skills

Knowledge, understanding and skills

Evaluate and apply, with evidence of critical thinking, knowledge and understanding in the core discipline of communication disorders

S K

SK

S K

SK

S K

S K

Evaluate and apply, with evidence of critical thinking, knowledge and understanding in the core discipline of communication disorders

Evaluate and apply, with evidence of critical thinking, knowledge and understanding in the disciplines of linguistics, human biological sciences, psychology, sociology, and education

S K

S K

SK

S K

SK

S K

S K

S K

SK

S K

S K

S K

Evaluate and apply, with evidence of critical thinking, knowledge and understanding in the disciplines of linguistics, human biological sciences, psychology, sociology, and education

Demonstrate knowledge of research methods as related to speech and language therapy issues

K K K K K K K K

Demonstrate understanding of speech and language therapy's therapeutic contexts, models and processes

K K K K K K K

Appreciate the relevance of the ethical & moral issues in relation to speech and language therapy practice

K K K K K K K K K


AC

T1

CE1

FoC

1

IHD

B1

AC

T2

CE2

FoC

2

IHD

B2

AC

SD

CE3

CD

NC

IHD

B3

Skills Mapping (S)

Generic skills

Generic skills

S S S S S S S S

Identify key issues and begin to create effective solutions, necessary for effective practice

S S S S S S S S

Demonstrate competence in record keeping, with knowledge of legal, ethical and other considerations related to such practices

PARM1.4


PARM1.4


MAP II RCSLT CURRICULUM GUIDANCE (2010) MAPPED AGAINST UNITS

Professional

Area

Benchmark

Unit Titles

AC

T1

CE1

FOC

1

IHD

B1

AC

T2

CE2

FOC

2

IHD

B2

AC

SD

CE3

CD

NC

IHD

B3

1.a Professional Contexts

The curriculum must provide opportunities for student SLTs to understand the political & cultural contexts within which they will work, including regulatory, ethical & financial constraints, in order to be able to respond appropriately & where appropriate, lead change within health, education & social care systems.

1.a.i Systems & Processes (healthcare, social care & education)

Contexts of SLT service delivery

Classifications & models of health & wellbeing: International Classification of Functioning, Disability & Health (ICF) Framework; social & medical models; current social policy initiatives which impact upon SLT practice.

Local & national NHS, Social Service & Education policies, practices & provision across the UK

Health & social profiles of communities

Educational contexts, curriculum & statutory assessment processes & provision for special needs.

Educational & social inclusion

Cross cultural practice

Service user involvement & sources of information for service users

SLT & health promotion

1.a. iv. Reflective Practice

Theories & models of reflection

Putting reflection into context

Reflection on learning in practice

Critique of professional practice

1.b Speech & Language Therapy Practice

SLT clinical practice involves complex, high level reflective practice which requires the integration of theoretical & clinical thinking in a way which may not be directly observable. Competent clinical behaviour is the outward demonstration of this integrated thinking. Students need guidance from SLT clinical educators to raise their awareness & develop their clinical competence. The curriculum therefore MUST provided adequate practical tutored learning opportunities to enable the student SLT to acquire develop & refine these complex skills.

PARM1.4


Professional

Area

Benchmark

Unit Titles

AC

T1

CE1

FOC

1

IHD

B1

AC

T2

CE2

FOC

2

IHD

B2

AC

SD

CE3

CD

NC

IHD

B3

1.b.i Mandatory Placement Hours

There must be a minimum of 150 placement sessions (525 hours of placement, assuming a session to be 3.5 hours on average). Mandatory placements supervised by speech & language therapists (100 sessions, 350 hours) A minimum of 100 sessions must be on placement under the direct supervision of a qualified speech & language therapist. Of these placement hours, at least 30 sessions must be with paediatric & 30 with adult client groups, with the remainder being organised to reflect local clinical service delivery practice & needs. They should include opportunities to work directly with a range of clients in individual & group settings, in addition to indirect work. Additional placements (50 sessions, 175 hours) These may also be supervised by a qualified SLT, Alternatively, up to 50 placement sessions may be in areas associated with SLT work, for example, educational, social care &/ or voluntary body placements, individual child studies, &/or in house clinical placements & supported by professionals from these areas.

1.b.ii In-house practical support

In addition to clinical placements, courses should provide in-house support for development of clinical skills in a way which encourages the integration of theory & practice. This may be integrated into other elements of the curriculum. Strategies may include the use of multimedia teaching & learning resources, problem based & case-based learning, role-play, & analysis of clinical data of various types, e.g.:

Case-based clinical decision-making, drawing on theoretical knowledge & available evidence

Collection & evaluation of clinical data Critical evaluation of efficacy studies

Development of social, communication & presentation skills, including practical skills in voice use & conservation

Evaluation & use of frameworks for setting aims & evaluating outcomes of intervention

Practice in assessment techniques

Practice in recording & reflecting on learning & clinical experiences

PARM1.4


Professional

Area

Benchmark

Unit Titles

AC

T1

CE1

FOC

1

IHD

B1

AC

T2

CE2

FOC

2

IHD

B2

AC

SD

CE3

CD

NC

IHD

B3

Practice in reporting analyses, observations & clinical interventions systematically

Practice in specific remediation procedures

Preparation for employment: & CPD

Structured observation & analysis of normal & atypical behaviour (from web-based, recorded media, & life)

1.c. Speech, Language & EDS Pathology

People with communication & swallowing difficulties should be understood in the context of typically developing children & adults who have no communication or swallowing pathology. The curriculum should include information on client groups & specific conditions. For each of these the curriculum should cover:

Current theoretical issues ● Aetiology ● Typical presenting features Current approaches to assessment, differential diagnosis & intervention ● Concomitant difficulties The client journey from referral to leaving therapy ●Impact on communication & social interaction

Outcome measurement ● The current evidence base. Current approaches to assessment & management will change as research identifies new themes, so the curriculum content must be grounded in current research, to facilitate evidence based practice. Management techniques may be direct or indirect, individual or group, & should address any relevant aspect of speech, language & EDS pathology. Reference should also be made to current relevant Clinical Guidelines & RCSLT position papers on specific conditions.

1.c.i

Developmental Impairments

of Speech Production

Theoretical models of normal & impaired development of speech Aetiological factors & presenting features in:

o Idiopathic articulation impairment o Developmental verbal dyspraxia o Developmental dysarthria

Developmental speech impairments across the lifespan

Interactions between impaired development of speech production & language, communication, social interaction, health, emotional well being, education & employment across the lifespan

The client journey from referral to leaving therapy & beyond Current approaches to assessment, differential diagnosis &

intervention in developmental speech impairment (including medical, linguistic & psycholinguistic approaches).

Outcome measurement

The current evidence base

1.c.ii Theoretical models of normal & impaired development of language

Aetiological factors & presenting features in:

PARM1.4


Professional

Area

Benchmark

Unit Titles

AC

T1

CE1

FOC

1

IHD

B1

AC

T2

CE2

FOC

2

IHD

B2

AC

SD

CE3

CD

NC

IHD

B3

Developmental language

impairments

o Developmental language delay & disorder o Specific language impairment o Phonological delay & disorder o Developmental dyslexia

Developmental language impairments across the lifespan

Interactions between developmental language impairments & communication, social interaction, health, emotional well being, education & employment

The client journey from referral to leaving therapy & beyond

Current approaches to assessment, differential diagnosis & intervention in developmental language impairments

Outcome measurement


1.c.iii Disorders of fluency

Theoretical models of fluency & dysfluency. Aetiological factors & presenting features in:

o Stuttering, o Cluttering, o Neurological dysfluency

Disorders of fluency across the lifespan

Interactions between dysfluency & communication, social interaction, health, emotional well being, education & employment across the lifespan

The client journey from referral to leaving therapy Current approaches to assessment, differential diagnosis &

intervention in dysfluency

Outcome measurement


1.c.v Cleft lip & palate & other craniofacial abnormalities

Aetiology & embryological bases of cleft lip &/or palate & related craniofacial abnormalities

Communication & eating, drinking & swallowing difficulties associated with cleft lip & palate

Impact of cleft lip & palate across the lifespan: communication, social interaction, health, emotional well being, education & employment

The client journey from referral to adulthood

PARM1.4


Professional

Area

Benchmark

Unit Titles

AC

T1

CE1

FOC

1

IHD

B1

AC

T2

CE2

FOC

2

IHD

B2

AC

SD

CE3

CD

NC

IHD

B3

Current approaches to assessment & intervention with clients with cleft lip & palate

Multidisciplinary teams (MDTs) in the management of cleft lip & palate: membership, roles, responsibilities & boundaries

Outcome measurement

The current evidence base.

1.c.vi Developmental special needs

Theoretical models of developmental special needs

Aetiological factors & presenting features in: o Autistic spectrum disorder, Cerebral palsy, ADHD, Learning

disabilities (intellectual impairment), Visual impairment, Aided communicators

Impact of developmental special needs across the lifespan on communication, social interaction, health, emotional well being, education & employment

The client journey from referral to leaving therapy

Current approaches to assessment & intervention with clients with developmental special needs, including AAC

MDTs in the management of developmental special needs: membership, roles, responsibilities & boundaries

Outcome measurement


1.c.vii Communication impairments in Mental Health

Theoretical models of mental health conditions which affect communication

Aetiological factors & communication characteristics of: Selective mutism, Emotional & behavioural impairments, Depression, Bipolar disorder, Neuroses, Psychoses

Interactions across the lifespan between mental health conditions & communication, social interaction, physical health, emotional well being, education & employment


Current approaches to assessment & intervention with clients with mental health conditions affecting communication

PARM1.4


Professional

Area

Benchmark

Unit Titles

AC

T1

CE1

FOC

1

IHD

B1

AC

T2

CE2

FOC

2

IHD

B2

AC

SD

CE3

CD

NC

IHD

B3

MDTs in the management of mental health conditions: membership, roles, responsibilities & boundaries

Outcome measurement, the current evidence base

1.c.viii Normal & Disordered Eating Drinking & Swallowing (EDS)

Theoretical models of normal & disordered EDS

Anatomy & physiology of normal EDS processes, Anatomical & physiological bases of EDS disorder, Life cycle changes in EDS

EDS in the context of developmental & acquired disorders (including cerebral palsy, cleft lip & palate, learning disabilities, neurological impairments)

Impact of EDS disorders on social interaction, health, & emotional well being.


Current approaches to assessment, differential diagnosis & intervention with clients with eating drinking & swallowing disorders, Risk assessment

MDTs in the management of EDS disorders: membership, roles, responsibilities & boundaries


1.c.ix Acquired language impairment

Theoretical models of acquired language impairment, including the neuropsychology of cognitive-linguistic function

Aetiology, presenting features & classification of acquired language impairment, including:

Aphasia (including childhood aphasia & Landau Kleffner Syndrome), Dyspraxia, Right hemisphere communication impairment, Dementias

Impact of acquired language impairment on communication, social interaction, health, emotional well being, education & employment


Current approaches to assessment, differential diagnosis & intervention with clients with acquired language impairment

MDTs in the management of acquired language impairment: membership, roles, responsibilities & boundaries

Outcome measurement, the current evidence base.

PARM1.4


Professional

Area

Benchmark

Unit Titles

AC

T1

CE1

FOC

1

IHD

B1

AC

T2

CE2

FOC

2

IHD

B2

AC

SD

CE3

CD

NC

IHD

B3

1.c.x. Voice disorder & laryngectomy

Theoretical models of normal & impaired voice production

Aetiological factors & presenting features in: Behavioural voice disorder, organic voice disorder, gender issues in voice disorder, laryngeal & oral cancer

Interactions across the lifespan between voice problems & communication, social interaction, physical health, emotional well being, education & employment


Current approaches to assessment, differential diagnosis & intervention with clients with voice problems

MDTs in the management of voice problems: membership, roles, responsibilities & boundaries


1.c.xi Hearing Impairment

Theoretical models of hearing & hearing impairment Classification, aetiological factors & principles of assessment in hearing impairment

Impact of hearing impairment on communication, social interaction, emotional well being, education & employment.


Current approaches to assessment of communication skills & intervention in children & adults with hearing impairment, including oral, manual, total communication & environmental approaches

Deaf society & culture.

MDTs in the management of hearing impairment: membership, roles, responsibilities & boundaries


2.

Research Methods: Research underpins the development of the profession. Research methods teaching should develop in students not only the knowledge & skills of an effective researcher but an understanding of the role of research in everyday clinical practice. Students need to be able to understand the principles of research, understand the approaches adopted by the various disciplines which contribute to speech & language therapy & have the ability to critique published research. In order to enable students to recognise the relative value of different research methodologies, it is expected that students will also have practical opportunities to develop their own research skills. The curriculum should include the following:

PARM1.4


Professional

Area

Benchmark

Unit Titles

AC

T1

CE1

FOC

1

IHD

B1

AC

T2

CE2

FOC

2

IHD

B2

AC

SD

CE3

CD

NC

IHD

B3

2.a. Research theory

Scientific philosophy, the derivation of research, questions, models & hypotheses: Levels of evidence, synthesis of research evidence.

The research context: Types of investigation: research, audit & service evaluation, ethics, research governance The research process: Quantitative & qualitative approaches to data collection , quantitative data analysis: parametric & nonparametric; descriptive & inferential statistics. Reliability & validity, Qualitative data analysis: Veracity & dependability.

2.b Research Skills

Data collection techniques, designing research studies Practical skills in data entry & processing, using SPSS or equivalent

packages,

Interpretation, reporting & presentation of statistical data. Critical appraisal of research literature

3. Behavioural Sciences

The behavioural sciences curriculum should develop a sound understanding of the topic areas which provide the necessary underpinning for speech & language therapy practice. This strand of the curriculum should include relevant input relating to psychology, & sociology. The curriculum should address systems & processes involved in typical & atypical functioning throughout the lifespan.

Psychology 3.a 3.a .i Theoretical frameworks in psychology

Models of psychological development across the lifespan: social, cognitive,

Theoretical models of cognition & neuropsychology

Psychological processes: motivation, perception, attention, memory

Learning theories

Human information processing

Play

3.a.ii

Influences on psychological development & change

Biological & socio-cultural influences on psychological development

Social & individual psychology

Individual differences: intelligence, personality & temperament

Psychological issues in key life transitions: adolescence, parenting, mid-life challenges & retirement.

3.a.iii Neuropsychology

Cognitive Neuropsychology & language

Atypical psychological processing

PARM1.4


Professional

Area

Benchmark

Unit Titles

AC

T1

CE1

FOC

1

IHD

B1

AC

T2

CE2

FOC

2

IHD

B2

AC

SD

CE3

CD

NC

IHD

B3

3.a.iv Applications of psychology

Current psychological approaches to assessment & intervention (educational, clinical, health)

Counselling, Health psychology, Forensic psychology

3.b Sociology

Social development

Society & culture

Socialisation & roles

Cultural diversity.

Models of society: approaches to education, wellbeing & health

Social constructs of impairment, disability & participation.

Sociological approaches to assessment & intervention.

4. Phonetics & Linguistics

The content of the linguistics & phonetics strand of the curriculum should facilitate an understanding of those concepts & constituents of Linguistics which underpin speech & language therapy theory & practice. The curriculum should address both typical/atypical patterns & processes of linguistics & phonetics. Study in this area must include linguistics (phonetics/phonology, semantics, lexicon, morphology/syntax & pragmatics), psycholinguistics, neurolinguistics, sociolinguistics & multilingualism

4.a. Phonetics

Theoretical concepts & practical skills in phonetic analysis techniques, including: Articulatory description, perception, transcription & production of the full range of sounds represented by the IPA & ext IPA charts, phonetic analysis of voice quality & prosody, clinical applications of practical phonetics Acoustic phonetics, including: The nature of sound (waveforms, amplitude, frequency & duration), spectra of speech sounds & spectrograms of speech, instrumentation & software for acoustic measurement, speech production, including instrumentation & software for measurement of speech production, hearing & speech perception

4.b

Basic theoretical concepts in linguistics, as applied to various modalities of language (spoken, written & signed)

PARM1.4


Professional

Area

Benchmark

Unit Titles

AC

T1

CE1

FOC

1

IHD

B1

AC

T2

CE2

FOC

2

IHD

B2

AC

SD

CE3

CD

NC

IHD

B3

General Linguistics

General principles of analysis for each of the following: o Morphology, Syntax, Phonology, Semantics, Pragmatics

4.c Speech & Language Acquisition

Normal & atypical patterns of speech & language acquisition o Semantic-pragmatic, syntactic & phonological development o Speech acquisition; normal articulatory development o Acquisition of language in alternative modalities

4.d

Conversation & Discourse Analysis

Theoretical models & frameworks of conversation & discourse

Current approaches to analysis of pragmatics, conversation & discourse.

4.e Psycholinguistics

Current psycholinguistic frameworks & their clinical application, including: o Comprehension of language, Expression of language, Speech

production, Speech perception,

Extension of psycholinguistic models to other communicative modalities

4.f Sociolinguistics & language change

regional & social dialects & accents

gender & age

styles & registers

4.g Multilinguialism & bilingualism

Theoretical models of bi/multilingualism

Varying dimensions of bi/multilingualism,

Bi/multilingual language acquisition, speech production & perception,

The role of the speech & language therapist in the assessment & management of bi/multilingual clients

4.h Clinical applications of linguistics & phonetics

Application of theoretical concepts from linguistics/phonetics in clinical assessment & intervention, including: o aims & methods of speech & language sampling o selecting appropriate tools for clinical analysis of speech &

language

PARM1.4


Professional

Area

Benchmark

Unit Titles

AC

T1

CE1

FOC

1

IHD

B1

AC

T2

CE2

FOC

2

IHD

B2

AC

SD

CE3

CD

NC

IHD

B3

o clinical application of perceptual & instrumental approaches to analysis of speech & voice production

o linguistic profiling & interpretation (phonology & grammar) for a range of client groups

4.i. Language & literacy

Theoretical models of language & literacy

Language in the school curriculum

Typical & atypical development of literacy

The relationship between spoken & written language abilities

5. Biological & Medical Sciences

The biological & medical sciences curriculum should develop a sound understanding of the topic areas which provide the necessary underpinning for speech & language therapy practice. This strand of the curriculum should include relevant input relating to anatomy & physiology, neuro-anatomy & neurophysiology. The curriculum should address systems & processes involved in typical & atypical functioning throughout the lifespan. Content on specific pathologies should be presented in such a way that students can understand roles & responsibilities of professional specialisms, & the relevance of these specialist areas to SLT.

5.a General anatomy & physiology

Cell biology & histology

Genetics

Basic structure & function of the following systems:

Respiratory

Cardiovascular

Endocrine

Nervous

Musculoskeletal

Sensory

5.b Lifespan changes in anatomy & physiology

The curriculum should provide a good grounding in typical patterns of change throughout the lifespan, with particular reference to the nervous system, orofacial & upper thoracic regions. This should include:

Embryology & an introduction to congenital malformations

Growth & development in childhood & adolescence; sexual dimorphism

Maintenance & change during adulthood

Senescence

PARM1.4


Professional

Area

Benchmark

Unit Titles

AC

T1

CE1

FOC

1

IHD

B1

AC

T2

CE2

FOC

2

IHD

B2

AC

SD

CE3

CD

NC

IHD

B3

5.c Biological processes with particular relevance for speech & language therapy

5.c.i Anatomy & physiology of the vocal apparatus & ear

Respiration for speech,

The larynx

The vocal tract (larynx, pharyngeal, oral & nasal cavities & velopharyngeal system)

The ear

5.c.ii Neuroanatomy & neurophysiology

Organisation of the brain & cranial nerves

Neurobiological control of speech, language & hearing: peripheral nerve pathways & cortical localisation of language function, speech motor control & hearing

Nervous control of muscle function

The limbic system; neurobiological control of motivational states, emotional behaviour, learning & memory

Thalamus & autonomic nervous system

Vision: peripheral nerve pathways & cortical localisation

5.d Medical disciplines contributing to speech & language therapy

5.d.i Neurology

Aetiological factors, presenting features & communicative

consequences of developmental, acquired & progressive neurological impairments

The principles of clinical neurological assessment Current neurological approaches to assessment & intervention

(medical & surgical) in common neurological impairments with an impact on communication

5.d.ii Audiology

Typical lifespan changes in hearing

Conductive & sensorineural hearing loss

Current approaches to assessment of hearing & balance in children & adults

Current audiological approaches to management of developmental & acquired hearing loss, including the role of hearing aids, cochlear implants, counselling & other approaches

PARM1.4


Professional

Area

Benchmark

Unit Titles

AC

T1

CE1

FOC

1

IHD

B1

AC

T2

CE2

FOC

2

IHD

B2

AC

SD

CE3

CD

NC

IHD

B3

Impact of hearing loss on communication

5.d.iii ENT &

Maxillofacial surgery

Developmental abnormalities & acquired pathologies of: The ear & hearing, the larynx, throat, nose, oral cavity & surrounding structures, including the velopharyngeal system

Traumatic injury to the maxillofacial & neck areas

current approaches to assessment & intervention (medical & surgical) in ENT & maxillofacial conditions

5.d.iv

Orthodontics

Lifespan changes in dentition, Assessment & classification of dental occlusion,

Effects of atypical dentition (developmental & acquired) on speech & feeding

Current approaches to assessment & intervention in orthodontics

5.d.v Psychiatry

Classification of psychiatric conditions

Current approaches to assessment & intervention in psychiatry

5.d.vi Paediatrics

Typical & atypical development of the child;

Medical & interdisciplinary team assessment & interventions with children with complex needs;

Roles & functions of specialists within paediatric teams & within different service delivery models, including child development clinics

Role of paediatrics in prevention & early intervention with child populations

5.d.vii

Gerontology

Normal ageing

Maintenance of health & wellbeing in the older person

Current approaches to assessment & intervention in age-related conditions

Specific considerations in working with older people

End of life care

PARM1.4


Professional

Area

Benchmark

Unit Titles

AC

T1

CE1

FOC

1

IHD

B1

AC

T2

CE2

FOC

2

IHD

B2

AC

SD

CE3

CD

NC

IHD

B3

5.d.vii Oncology & palliative care

Classification & staging of cancers, especially of head & neck

Current approaches to assessment & intervention (medical & surgical) in cancer & other terminal conditions

Palliative & alternative approaches to care

End of life care

PARM1.4


MAP III ASSESSMENT /OUTCOMES MAP GO = Manchester Met Graduate Learning Outcomes (Section 23) PLO – Programme Learning Outcomes (Section 26)

CertHE Theories of Human Communication

Level 4 ACT1 CE1 FoC1 IHDB1

Assignment 1 2hr written examination, 100%

Assignment 1 Portfolio 30%, 5 pieces of writing, each a maximum of 400 words.

Assignment 2 Practical, 70%. A video of students’ interaction with an adult & child, 1000 word report + viva voce.

Assignment 1 MCT 25%: maximum of 100 questions, lasting no longer than 120 minutes.

Assignment 2 Examination, 75%: A written examination, lasting no longer than 3 hours. The exam has two sections.

Assignment 1 Case Study, 70%: single case exploration and analysis. A maximum of 4000 words.

Assignment 2 Report 30%: experimental research methods report, maximum of 2000 words

GO 1

GO 2

GO 3

GO 4

GO 5

GO 6

GO 7

PLO 1

PLO 2

PLO 3

PLO 4

PLO 5

PLO 6

PLO 7

PLO 8

PLO 9

PLO10

PARM1.4


DipHE Theories of Human Communication

Level 5 ACT2

CE2 FoC2 IHDB2

Assignment task 1 Essay, 30%: no more than 2500 words.

Assignment task 2 Exam, 70%: written exam, lasting no longer than 3 hours.

Assignment task 1 Placement mark, 40%: from 1st term placement

Assignment task 2 Clinical Video viva, 40%: from 2nd term placement

Assignment task 3 Professional portfolio, 20%: IPL essay and academic and clinical learning goals.

Assignment task 1 Phonetics exam, 60%. The exam has two sections: (i) theory and (ii) practical

Assignment task 2 Clinical linguistics exam, 40%: no more than 2 hours.

Assignment task 1 Exam, 40%: with two sections (i) theory and (ii) applications to practice. No more than 2 hours

Assignment task 2 Research report, 60%: no more than 3000 words.

GO 1

GO 2

GO 3

GO 4

GO 5

GO 6

GO 7

PLO 1

PLO 2

PLO 3

PLO 4

PLO 5

PLO 6

PLO 7

PLO 8

PLO 9

PLO 10

PARM1.4


Final exit award: BSc (Hons) Speech Pathology and Therapy

Level 6 CDNC

ACSD CE3 IHDB3

Assignment task 1 Annotated Bibliography, 50% no longer than 3000 words.

Assignment task 2 Exam, 50%: no longer than 3 hours.

Assignment task 1 Case study 70%: no longer than 3000 words

Assignment task 2 Essay 30%: no longer than 1500 words

Assignment task 1 Clinic visit 35%

Assignment task 2 Video exam, 35%

Assignment task 3 Clinical Placement Mark, 30%

Assignment task 1 Dissertation, 100%: no longer than 7250 words

GO 1

GO 2

GO 3

GO 4

GO 5

GO 6

GO 7

PLO 1

PLO 2

PLO 3

PLO 4

PLO 5

PLO 6

PLO 7

PLO 8

PLO 9

PLO 10

PARM1.4


University Standard Descriptors: Level 4 Graduate outcome

1 2 3 4 5 6 7

Grade range

Apply skills of critical analysis to real world situations within a defined range of contexts

Demonstrate a high degree of professionalism* eg initiative, creativity, motivation, professional practice and self management.

Express ideas effectively and communicate information appropriately and accurately using a range of media including ICT

Develop working relationships using teamwork and leadership skills, recognising and respecting different perspectives

Manage their professional development reflecting on progress and taking appropriate action

Find, evaluate, synthesise and use information from a variety of sources

Articulate an awareness of the social and community contexts within their disciplinary field

86%-100% Links between theory and practice are analysed, with critical insight into further areas of study

Most of the characteristics of a professional are critically reviewed in relation to their own work

Ideas are presented creatively to an audience of peers using a defined range of strategies and media.

Evidence of contributing leadership to a team is presented, with evidence of going beyond the brief..

A clear professional development plan for themselves is produced.

Information from primary and secondary sources is carefully collected, analysed, interpreted and applied to new problems under supervision, bringing insight to the analysis.

The social and community contexts of the discipline are discussed in a novel way

70%-85% Links between theory and practice are analysed, with insight into further areas of study.

Most of the characteristics of a professional are reviewed in relation to their own work

Ideas are presented fluently to an audience of peers using a defined range of strategies and media.

Evidence of significant contribution to a team to complete defined activities is presented, with evidence of beginning to going beyond the brief..

Appropriate opportunities for their own professional development are selected and evaluated.

Information from primary and secondary sources is meticulously collected, analysed, interpreted and applied to specific problems under supervision, bringing insight to the analysis.

The social and community contexts of the discipline are insightfully discussed

60%-69% Links between theory and practice are analysed, making accurate connections.

An acceptable number of the characteristics of a professional are applied thoroughly to their own work

Ideas are presented convincingly to an audience of peers using a defined range of strategies and media.

Evidence of strong contribution to a team to complete defined activities is presented, with evidence of beginning to go beyond the brief..

Appropriate opportunities for their own professional development are selected and discussed rigorously.

Information from primary and secondary sources is thoroughly collected, analysed, interpreted and applied to specific problems under supervision.

The social and community contexts of the discipline are thoroughly discussed

PARM1.4


50%-59% Links between theory and practice are analysed, making careful connections.

An acceptable number of the characteristics of a professional are applied thoughtfully to their own work

Ideas are presented confidently to an audience of peers using a defined range of strategies and media.

Evidence of consistent contribution to a team to complete defined activities is presented.

Appropriate opportunities for their own professional development are discussed.

Information from primary and secondary sources is carefully collected, analysed, interpreted and applied to specific problems under supervision.

The social and community contexts of the discipline are discussed.

40%-49% Links between theory and practice are analysed in a basic way.

An acceptable number of the characteristics of a professional are applied to their own work

Ideas are presented adequately to an audience of peers using a defined range of strategies and media.

Evidence of contribution to a team to complete defined activities is presented.

Appropriate opportunities for their own professional development are identified.

Information from primary and secondary sources is collected, analysed, interpreted and applied to specific problems under supervision.

The social and community contexts of the discipline are identified

35%-39% Links between theory and practice are analysed in a confused or erroneous way.

An unacceptably limited number of the characteristics of a professional is applied to their own work

Unclear or confused ideas are presented to an audience of peers using a defined range of strategies and media.

Evidence of contribution to a team to complete defined activities is inconsistent or incomplete.

A limited number of opportunities for their own professional development is identified.

Insufficient information from primary and secondary sources is collected, analysed, interpreted and applied to specific problems under supervision, or the analysis of such information is inadequate or incomplete.

The social and community contexts of the discipline are confusingly identified

20%-34% Links between theory and practice are inadequately analysed.

An inadequate number of the characteristics of a professional is applied to their own work

Unclear and confused ideas are presented to an audience of peers using a defined range of strategies and media.

Evidence of contribution to a team to complete defined activities is inconsistent and incomplete.

An inadequate number of opportunities for their own professional development is identified.

Errors are made when information from primary and secondary sources is collected, analysed, interpreted and applied to specific problems under supervision, and the analysis of such information is inadequate and incomplete.

Identification of the social and community contexts of the discipline is limited or erroneous

0%-19% Links between theory and practice are not analysed.

An extremely limited number, or none, of the characteristics of a professional are applied to their own work

Unstructured or wrong ideas are presented to an audience of peers using a defined range of strategies and media.

Make a negative contribution to a team to complete defined activities.

No realistic opportunities for their own professional development are identified.

Extremely limited or no information from primary and secondary sources is collected, analysed, interpreted and applied to specific problems under supervision.

Identification of the social and community contexts of the discipline is absent or completely erroneous.

PARM1.4



1 2 3 4 5 6 7

Grade range








86%-100% Links between theory and practice are evaluated with original insight.

Work is insightfully evaluated with respect to the characteristics of a professional.

Work is communicated fluently using an appropriate range of strategies and media.

Evidence is shown of ability to exercise leadership skills in a team, making a significant contribution, as either leader or member, which goes beyond the activities defined and to reflect critically on strengths and weaknesses of team performance.

Professional aspirations and action plans are thorough and creatively articulated.

An innovative project is thoroughly designed and carried out to collect, analyse and critique information from primary and secondary sources with minimal supervision, bringing original insight to the analysis.

Social and community contexts of the discipline are evaluated in their work, drawing conclusions and making recommendations.

70%-85% Links between theory and practice are evaluated critically.

Work is meticulously evaluated respect to the characteristics of a professional.

Work is communicated convincingly using a range of strategies and media.

Evidence is shown of ability to exercise leadership skills in a team as either leader or member as needed to complete a project and to reflect on strengths and weaknesses of performance.

Professional aspirations and action plans are thorough and confidently articulated.

An original project is designed and carried out to collect, analyse and critique information from primary and secondary sources with minimal supervision, bringing insight to the analysis.

The social and community contexts of the discipline are evaluated in their work, drawing credible conclusions.

60%-69% Links between theory and practice are evaluated.

Work is rigorously evaluated with respect to the characteristics of a professional.

Work is communicated effectively and thoroughly using a range of strategies and media.

Evidence is shown of ability to exercise leadership skills in a team as needed to complete a project and identify strengths and weaknesses of performance.

Professional aspirations and action plans are sensible and confidently articulated.

A project is thoroughly designed and carried out to collect, analyse and critique information from primary and secondary sources with limited supervision.

The social and community contexts of the discipline are addressed confidently in their work.

PARM1.4


50%-59% Links between theory and practice are analysed.

Work is thoroughly evaluated with respect to the characteristics of a professional.

Work is communicated clearly and confidently using a range of strategies and media.

Evidence is shown of ability to work effectively in a team as either leader or member as needed to complete a project and identify strengths and weaknesses of performance.

Professional aspirations and action plans are clearly articulated.

A project is carefully designed and carried out to collect, analyse and critique information from primary and secondary sources with some supervision.

The social and community contexts of the discipline in work are identified, with the beginnings of analysis evident.

40%-49% Links between theory and practice are constructed.

Work is evaluated with respect to the characteristics of a professional.

Work is clearly communicated using a range of strategies and media.

Evidence is shown of ability to work in a team as either leader or member as needed to complete projects and identify strengths and weaknesses of performance.

Professional aspirations and action plans are articulated.

A project is designed and carried out to collect, analyse and critique information from primary and secondary sources under supervision.

Social and community contexts of the discipline in work are identified

35%-39% An inadequate range of links between theory and practice is constructed.

There is evidence of partial identification of strengths and weaknesses of personal performance in relation to the characteristics of a professional.

Communication of work is inadequate or confused, or uses a limited range of strategies and media.

Evidence is shown of a partial contribution to a team to complete a project.

A limited range of, or inappropriate, opportunities for own professional development are identified.

There is a partial attempt to design and carry out a project to collect, analyse and critique information from primary and secondary sources under supervision.

Social and community contexts of the discipline are partially identified

20%-34% Links between theory and practice are provided but are confused or wrong.

There is evidence of a limited attempt to identify strengths and weaknesses of personal performance in relation to the characteristics of a professional.

Communication of work is inadequate and confused, and makes insufficient use of strategies and media.

Evidence is shown of an Inadequate or limited contribution to a team to complete a defined project.

Limited or flawed professional aspirations and action plans are articulated.

There is an inadequate attempt to design and carry out a project to collect, analyse and critique information from primary and secondary sources under supervision.

Limited or incorrect identification of the social and community contexts of the discipline

0%-19% Links between theory and practice are absent, or confused and wrong.

There is little or no evidence of an attempt to identify strengths and weaknesses of personal performance in relation to the characteristics of a professional.

Communication of work is very difficult to understand, or absent, and makes inadequate use of strategies and media.

Little or no evidence of contribution to a team to complete a defined project.

Unfeasible or no professional aspirations and action plans are articulated.

Little or no attempt to design attempt to design and carry out a project to collect, analyse and critique information from primary and secondary sources under supervision.

Limited or incorrect identification of the social and community contexts of the discipline.

PARM1.4



1 2 3 4 5 6 7

Grade range








86%-100% Problems are evaluated and solved with original and insightful reference to theory and practice

There is evidence of the ability to work as a mature professional, able to review their own work critically with respect to appropriate professional standards and values.

Work is presented creatively and fluently to a selected audience using a range of strategies and media

An inspiring contribution is made as a leader or a member of a team to complete complex projects. Evidence of very insightful reflection on their performance within the team.

An exciting, challenging and feasible professional development plan is produced.

An innovative project is designed, planned and carried out meticulously to gather relevant information from an appropriate range of primary and secondary sources. The limits of established knowledge are challenged in considering the results and/or outcomes.

Original insights are brought to the analysis of the social and community contexts of their discipline with respect to their own work

70%-85% Problems are evaluated and solved with insightful critical reference to theory and practice

There is evidence of the ability to work meticulously and competently with reference to professional standards and values, able to reflect critically on their own practice

Work is presented fluently to a selected audience

using a range of strategies and media

A significant contribution is made as a leader or a member of a team to complete complex projects. Evidence of critical reflection on their performance within the team.

A stretching professional development plan is produced.

An innovative project is designed, planned and carried out meticulously to gather relevant information from an appropriate range of primary and secondary sources. Critical insight is brought to the analysis.

The analysis of the social and community contexts of their discipline with respect to their own work is meticulous.

60%-69% Problems are analysed and solved with clear critical reference to theory and practice

There is evidence of the ability to work effectively and competently with reference to professional standards and values, able to reflect on their own practice

Work is presented coherently to a selected audience using a range of strategies and media

A strong contribution is made as a leader or a member of a team to complete complex projects. Evidence of rigorous reflection on their performance within the team.

A well structured professional development plan is produced.

A project is designed, planned and carried out thoroughly to gather relevant information from an appropriate range of primary and secondary sources. Results and/or outcomes are evaluated thoroughly and critically.

The social and community contexts of their discipline are critically reviewed with respect to their own work

PARM1.4


50%-59% Problems are analysed and solved with reference to theory and practice

There is evidence of the ability to work confidently and competently with reference to professional standards and values, able to reflect on their own practice

Work is presented clearly to a selected audience using a range of strategies and media

A distinguishable contribution is made as a leader or a member of a team to complete complex projects. Evidence of thoughtful reflection on their performance within the team

A convincing professional development plan is produced.

A project is designed, planned and carried out accurately using an appropriate range of primary and secondary sources. The results and/or outcomes are evaluated carefully.

The social and community contexts of the discipline are evaluated in drawing conclusions and making recommendations

40%-49% Problems are solved with some reference to theory and practice and with evidence of some critical reflection.

There is evidence of the ability to work competently with reference to professional standards and values, able to reflect on their own practice

Work is presented to a selected audience using a range of strategies and media

There is evidence of working effectively in a team as either leader or member as needed to complete complex projects. Evidence of reflection on their performance within the team.

A plausible professional development plan is produced.

A project is designed, planned and carried out using an appropriate range of primary and secondary sources. The results and/or outcomes are evaluated accurately.

The social and community contexts of the discipline are considered in drawing conclusions and making recommendations

35%-39% Problems are approached haltingly or uncritically

There is insufficient evidence of the ability to work competently with reference to professional standards and values, able to reflect on their own practice

Work is presented to a selected audience haltingly or using a limited range of strategies and media

There is inadequate evidence of contribution to a team as either a leader or a member to complete complex projects, or unconvincing reflection on their performance within the team.

A limited professional development plan is produced.

A project is inadequately designed, planned and carried out using an inappropriate range of primary and secondary sources. The results and/or outcomes are partially evaluated.

The social and community aspects of the discipline are referred to in very basic terms when drawing conclusions and making recommendations

20%-34% Problems are approached with little reference to theory or practice

There is very limited evidence of the ability to work competently with reference to professional standards and values, able to reflect on their own practice

Work is presented to a selected audience haltingly and using a limited range of strategies and media

Very limited evidence of contribution to a team as either a leader or a member to complete complex projects. Unconvincing reflection on their performance within the team.

A very limited professional development plan is produced.

A project is badly designed, planned and carried out using an inappropriate range of primary and secondary sources, with very limited evaluation of the results and/or outcomes

The social and community aspects of the discipline are not mentioned or have erroneous reference made to them when drawing conclusions and making recommendations

0%-19% Problems are approached with no or almost no reference to theory or practice

There is no or almost no evidence of the ability to work competently with reference to professional standards and values, able to reflect on their own practice

Work is presented to a selected audience incomprehensibly and using an unacceptable range of strategies and media.

Evidence of a negative or detrimental contribution to a team working on complex projects, and unsuccessful reflection on their performance within the team.

An unacceptable professional development plan is produced.

A project is very badly designed, planned and carried out using inappropriate sources. Evaluation of the results and/or outcomes is wrong or unacceptable.

No or very little evidence of referral to the social and community aspects of the discipline; little or no evidence of using them to draw conclusions and make recommendations

PARM1.4


SECTION G Approved Modifications to Programme Specification since Approval/Last Review The following log provides a cumulative of minor and major modifications made to the Programme Specification since its approval/last review.

FAQSC Reference (or PARM ref for Major Modifications requiring strategic approval)

Programme Specification Title (specify award titles/routes affected by change)

Brief Outline of Minor Modification/ Major Modification (Minor - include level & title of units & a brief description of modification) (Major - include details of change such as new routes, pathways etc)

Date of FAQSC Approval (or PARM event)

Approval effective from:

Details of cohort of students who will be affected by the modification (eg students entering Level 5 wef September 2014 onward)