bsc (hons) psychology & speech pathology · bsc (hons) psychology and speech pathology [2606] 2...

MMU Programme Specification: BSc (Hons) Psychology and Speech Pathology ____________________________________________________________________________________

Programme Specification: Date: September 2012 Author: Kevin Rowley

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Faculty of Health, Psychology and Social Care

BSc (Hons) Psychology and Speech Pathology

Programme Specification



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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: eg1 September 2014 ‐31 August 2020

01 September 2012 – 31 August 2018

3 This Version effective from: September 2017

4 Version number: 2012/version 6

Students who commenced their study on awards within this programme specification prior to September 2012 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 are listed in the History 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

Unit Programme Specification

Foundations of Psychology Applied Social and Developmental Psychology Cognitive and Neuropsychology Individual Differences Applied Psychology Child, Community and Society Clinical and Forensic Issues in Psychology Contemporary and Historical Issues in Psychology Health and Psychological Interventions Key Topics in Cognitive Neuroscience and Anomalous Psychology

BSc (Hons) Psychology



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Clinical Education 1 Investigating Human Development and Behaviour 1 Foundations of Communication 1 Applications of Clinical Theory 1 Clinical Education 2 Foundations of Communication 2 Applications of Clinical Theory 2 Clinical Education 3 Investigating Human Development and Behaviour 3 Applications of Clinical Theory 3

BSc (Hons) Speech Pathology and Therapy

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



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0 Brief Overview

(i) Brief Descriptive Summary The BSc (Hons) Psychology and Speech Pathology programme is unique in the United Kingdom, offering a Joint Honours degree over four years. The underlying philosophy of this programme is that a broad based academic education in Psychology will enhance, and be enhanced by, the study of Speech Pathology and Therapy. The programme supports the development of knowledge and skills in all core areas of Psychology and in the discipline of Speech Pathology and Therapy. The programme promotes an integration of research, theory and clinical practice that leads to knowledgeable and confident Speech and Language Therapists. To this end, progression through the programme demonstrates an increase in autonomy, student directed learning and capacity for life-long professional development. The Psychology and Speech Studies route is available only for students already registered, who do not proceed through the professional qualification at the end of level 5 or 6 studies. It is not normally offered for students at the end of level 4 study. (ii) Articulation of Graduate Prospects

The BSc (Hons) Psychology and Speech Pathology programme offers students the opportunity to gain a qualification that entitles them to apply to the Health and Care Professions Council for registration allowing them to practise as a Speech and Language Therapist. In addition, the degree is also recognised by the British Psychological Society (BPS) as providing Graduate Basis for Chartered Membership (GBC) with that professional organisation. Graduates are also well placed to develop careers in speech, language communication and feeding research.

General Information

1 Overarching Programme Specification Title

BSc (Hons) Psychology and Speech Pathology [2606]

2 Final award(s)/title(s) BSc (Hons) Psychology and Speech Pathology BSc (Hons) Psychology and Speech Studies BSc Psychology and Speech Studies

3 Combined Honours Subject(s)offered through the programme specification together with associated final award(s)

Subject(s): None Final Awards: Not applicable

4 Interim exit award(s)/title(s) CertHE Psychology and Speech Studies DipHE Psychology and Speech Studies

5 Mode(s) Full-time, 4 years

6 FHEQ position of final award(s)

Honours (Level 6)* BSc (Hons) Psychology and Speech Pathology/ BSc (Hons) Psychology and Speech Studies

7 Awarding institution Manchester Metropolitan University 8 Teaching institution(s) Manchester Metropolitan University 9

Relationship with Foundation Year None



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Administrative Details

10 Home Department/ School/ Institute

Department of Health Professions

11 Home Faculty

Health, Psychology and Social Care

12 UCAS code(s)

BC68

Collaborative Arrangements (where relevant)

13 Approved Collaborative partner(s)

Partner Name Type of Collaborative

Partnership N/A N/A

14 Other Approved Academic Partnership(s)

Partner Name Type of Academic Partnership

N/A N/A

Approval Status

15 Date and Period of approval of most recent MMU review/ approval

(i) Latest review/approval 13 December 2011

(ii) Period of approval

Years: 6 years From: 1 September 2012 To: 31 August 2018

(iii) Major Modifications to Programme Specification EQAL Modifications to level 4 – March 2011

16 Next Scheduled Review Date:

N/A – Programme discontinued wef September 2014

17 PS/1 effective date: (ie date from which the outcome of approval or last review is effective OR the date from which amendments to the programme specification are effective)

September 2017

External References/Relationships

18 QAA Benchmark Statement(s)

CL22/01 Benchmarking academic and practitioner standards in health care subjects/professions. Psychology benchmark statements published 2007. BPS, 2010: Accreditation through partnership handbook.

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

Health and Care Professions Council (HCPC) The Royal College of Speech and Language Therapists (RCSLT). The British Psychological Society (BPS)

20 Date, outcome and period of approval of last PSRB approval(s)

HCPC & RCSLT - 12th and 13th June 2007



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Combined MMU/HPC (with RCSLT in attendance) review. Panel recommended continued open-ended approval subject to four conditions. BPS 2014/15 - ongoing accreditation reconfirmed.

Programme Information

2.1 University and Programme Educational Aims

(i) University Educational Aims

1. To develop flexible approaches to programme delivery and student support which reflect the needs and expectations of our students

2. To provide a supportive and inclusive learning environment which will enable success for all learners

3. To encourage the development of students’ intellectual and imaginative powers, creativity, independence, critical self-awareness, imagination and skills that will enhance global employment opportunities on graduation in all programmes.

4. To establish a culture of constant improvement in learning, teaching and assessment that is anticipatory, enabling, supportive, rewarding and fully aligned with the University’s vision and strategic objectives.

5. To provide a learning experience that is informed by research, scholarship, reflective practice and engagement with industry and the professions.

(ii) Programme Educational Aims BSc (Hons) Psychology and Speech Pathology The programme aims to develop Speech and Language Therapists who are fit for purpose, practice and award, with eligibility to apply to the Health and Care Professions Council (HCPC) for registration to practise as a Speech and Language Therapist, and eligibility for membership of the Royal College of Speech and Language Therapists (RCSLT). Furthermore, the programme aims to provide a broad based academic education in Psychology that provides eligibility for Graduate Basis for Chartered Membership (GBC) with the British Psychological Society. The programme aims to promote the integration and interrelation of knowledge and skills gained from the study of Psychology with those gained from the study of Speech Pathology and Therapy. Specifically, the programme aims to enable students to:

1. develop a critical understanding of the theories and methods that make up the discipline of speech and language pathology;

2. integrate and interrelate knowledge and skills gained from the study of those disciplines which underpin speech and language pathology, namely linguistics, human biological sciences, psychology, sociology and education;

3. develop an awareness of the complexities of human communication and a curiosity and excitement about the different approaches used in its study;

4. gain the knowledge and skills necessary to make informed judgements and reasoned decisions in Speech and Language Therapy practice, both individually and collaboratively;

5. develop intellectual skills and critical awareness so that they will be able to respond to, initiate and promote developments in the profession;

6. develop good interpersonal skills with clients, carers and colleagues; 7. understand and value the roles of different members of the multi-professional team and

their contribution to the management of communication and related impairments; 8. develop the ability to work effectively within a team; 9. be committed to sharing skills and knowledge with clients, their families and carers, in order

to enable clients and those who support them to be active participants in their care; 10. communicate their critical understanding and knowledge clearly in writing, speech and

other modes of presentation;



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11. recognise the importance of evidence based practice and acquire the critical appraisal and research skills which will enable them to engage with and contribute to increasing the evidence base of the profession;

12. be alert and responsive to the changing needs and contexts of the provision of services in Speech and Language Therapy;

13. manage their time effectively and develop an appreciation of the administrative duties and responsibilities of the Speech and Language Therapist; and

14. study and learn within a friendly, supportive and open environment that ensures procedures are clear and that encourages the growth of autonomy and thus provides a firm foundation in continuing professional development.

15. develop a scientific understanding of mind, brain, behaviour and individual and social experience, and of the complex interactions between them;

16. gain diverse psychological knowledge leading to an ability to appreciate and critically evaluate theory, research findings and applications;

17. develop an understanding of the role of empirical evidence in the creation and constraint of theory, and how theory guides the collection and interpretation of data;

18. acquire a knowledge of a range of research skills and methods for investigating experience and behaviour, culminating in an ability to conduct research independently;

19. acquire a critical understanding of the contribution that diverse perspectives of psychological knowledge and skills make to a wide range of cultures, occupations and life circumstances;

20. provide experience of the breadth and diversity of the discipline of Psychology that is relevant to the needs of graduate careers

21. integrate and interrelate knowledge and skills gained from the study of Psychology and from the study of Speech Pathology and Therapy;

BSc (Hons) Psychology and Speech Studies The programme aims to provide a fall-back option for students if, after the end of Level 4 or 5, they no longer feel suited to clinical practice or who do not meet the requirements for professional practice. It aims to enable students to gain a broad education in the disciplines of Psychology and speech and language pathology. Specifically, students should be able to:

develop a critical understanding of the theories and methods that make up the discipline of speech and language pathology;

integrate and interrelate knowledge and skills gained from the study of those disciplines which underpin speech and language pathology, namely linguistics, human biological sciences, psychology, sociology and education;

develop an awareness of the complexities of human communication and curiosity and excitement about the different approaches used in its study;

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

recognise the importance of evidence based practice and acquire critical appraisal and research skills;

develop a scientific understanding of mind, brain, behaviour and individual and social experience, and of the complex interactions between them;

gain diverse psychological knowledge leading to an ability to appreciate and critically evaluate theory, research findings and applications;

develop an understanding of the role of empirical evidence in the creation and constraint of theory, and how theory guides the collection and interpretation of data;

acquire a knowledge of a range of research skills and methods for investigating experience and behaviour, culminating in an ability to conduct research independently;

acquire a critical understanding of the contribution that diverse perspectives of psychological knowledge and skills make to a wide range of cultures, occupations and life circumstances;

provide experience of the breadth and diversity of the discipline of Psychology that is relevant to the needs of graduate careers

integrate and interrelate knowledge and skills gained from the study of Psychology and from the study of Speech Pathology and Therapy;



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develop the ability to work effectively within a team; communicate their critical understanding and knowledge clearly in writing, speech and

other modes of presentation; and study and learn within a friendly, supportive and open environment that ensures

procedures are clear and that encourages the growth of autonomy, and thus provides a firm foundation in continuing personal and professional development.

22 Final Learning Outcomes

MMU Educational Outcomes On successful completion of their course of study MMU graduates will be able to:

apply skills of critical analysis to real world situations within a defined range of contexts demonstrate a high degree of professionalism characterised by initiative, creativity,

motivation 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

Programme Specific Outcomes On successful completion of the whole programme (i.e. at the end of Level 6), students will be able to demonstrate a wide range of subject knowledge, subject skills and generic skills for the discipline of Speech and Language Therapy and for those of Psychology. Completion of the programme constitutes a threshold level of speech therapy expertise for safe and competent management of a broad range of client types within a variety of clinical contexts. All Level 6 units must be passed in order for a student to be awarded a BSc (Hons) Psychology and Speech Pathology. On successful completion of the BSc (Hons) Psychology and Speech Pathology programme, the candidate will be eligible to apply to the Health and Care Professions Council for registration to practise as a Speech and Language Therapist. Candidates awarded a lower second or higher classification for BSc (Hons) Psychology and Speech Studies will be eligible to apply for Graduate Basis for Chartered Membership (GBC) with the British Psychological Society.

(i) Final Award Learning Outcomes BSc (Hons) Psychology and Speech Pathology On successful completion of Level 6, students will be expected to have developed the following range of subject knowledge, subject skills and generic skills: Subject Knowledge Students will demonstrate knowledge and understanding of: a wide range of communication, swallowing and related disorders; the theoretical frameworks which underpin the principles of assessing, treating and managing

people with communication and swallowing difficulties;



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the principles of research and research methodology which underpin clinical practice; Speech and Language Therapy’s therapeutic contexts, models and processes ; health, education and social policy, institutional and organisational structures and the political

and social context in which Speech and Language Therapy is delivered; the application of statistical and epidemiological data; different service delivery options; the relevance of ethical and moral issues as applied to clinical practice; and the roles of RCSLT, HCPC and Unite.

A typical student will also:

Understand the scientific underpinnings of psychology as a discipline, its historical origins, developments and limitations. (A1)

Recognise the inherent variability and diversity of psychological functioning and its significance. (A2)

Demonstrate systematic knowledge and critical understanding of a range of influences on psychological functioning, how they are conceptualised across the core areas of psychological subject knowledge and how they interrelate. (A3)

Demonstrate detailed knowledge of several specialised areas and/or applications some of which are at the cutting edge of the discipline. (A4)

Demonstrate a systematic knowledge of a range of research paradigms, research methods and measurement techniques used in psychology, including statistical analysis, and be aware of their limitations. (A5)

Subject Skills

Students will demonstrate the ability to: use, both in writing and orally, sound clinical reasoning in the collection, analysis and

integration of case history and assessment data for patients/clients along the continuums of mild-severe and simple-complex;

generate and justify hypotheses arising from the analysis and integration of case history and assessment data for patients/clients along the continuums of mild-severe and simple-complex;

justify, plan and implement appropriate therapy for patients/clients along the continuums of mild-severe and simple-complex;

prioritise clients for treatment and manage a caseload, in accordance with current service guidelines;

evaluate and apply current literature, including research, to the clinical situation; create supportive and therapeutic relationships with clients/others, providing appropriate

information, feedback and counselling; modify their own linguistic and interpersonal behaviour to enhance clients’ ability to

communicate fully; make use of information technology and communication aids in client treatment; apply appropriate referral practices within health, social and educational settings, being aware

of the scope and limit of the Speech and Language Therapist’s role; plan for discharge in an appropriate manner; produce effective and appropriately differentiated client reports; participate constructively in a variety of multi-, inter- and intra-professional health, social and

education approaches to service delivery; operate with a suitable degree of self-protection; contribute to a safe working environment; adopt appropriate levels of responsibility for professional and clinical actions, seeking support

when required; and to carry out a successful research project; and will show: insight into the therapeutic situation and ability to modify therapy accordingly; successful time management; competence in record keeping and other administrative duties, with knowledge of legal, ethical



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and other considerations related to such practices; and awareness of required standards of practice, including quality assurance and audit.


Reason scientifically, understand the role of evidence and make critical judgements about arguments in psychology. (B1)

Adopt multiple perspectives and systematically analyse the relationships between them. (B2) Detect meaningful patterns in behaviour and experience and evaluate their significance. (B3) Pose, operationalise and critique research questions. (B4) Demonstrate substantial competence in research skills through practical activities. (B5) Reason statistically and use a range of statistical methods with confidence. (B6) Competently initiate, design, conduct and report an empirically based research project under

appropriate supervision, and can recognise its theoretical, practical and methodological implications and limitations. (B7)

Be aware of ethical principles and approval procedures and demonstrate these in relation to personal study, particularly with regard to the research project, and be aware of the ethical context of psychology as a discipline. (B8)

Generic Skills Students will demonstrate the ability to: understand and use data effectively; locate, assimilate and integrate information from a wide range of sources including books,

journals, the internet and practical experience; problem solve, arguing rationally and drawing independent conclusions based on a rigorous,

analytical and critical approach to data; communicate clearly in speech, writing and other modes of expression; work as independent, active learners, taking responsibility for their own learning and its

practical application; be aware of the influence of their own feelings, knowledge, beliefs and experience and modify

the potential for prejudicial judgements; and understand the place of the programme of study in a wider context.


Communicate ideas and research findings, both effectively and fluently, by written, oral and visual means. (C1)

Comprehend and use numerical, statistical and other forms of data, particularly in the context of presenting and analysing complex data sets. (C2)

Be computer literate and confident in using word processing, database and statistical software. (C3)

Solve problems by clarifying questions, considering alternative solutions and evaluating outcomes. (C4)

Be sensitive to, and react appropriately to, contextual and interpersonal factors in groups and teams. (C5)

Undertake self-directed study and project management in order to meet desired objectives. (C6)

Take charge of their own learning, and reflect and evaluate personal strengths and weaknesses for the purpose of future learning. (C7)

BSc (Hons) Psychology and Speech Studies On successful completion of Level 6, students will be expected to have developed the following range of subject knowledge, subject skills and generic skills: Subject Knowledge



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Students will demonstrate knowledge and understanding of: a wide range of communication, swallowing and related disorders; the theoretical frameworks which underpin the principles of assessing, treating and managing

people with communication and swallowing difficulties; the principles of research and research methodology which underpin clinical practice; Speech and Language Therapy’s therapeutic contexts, models and processes ; health, education and social policy, institutional and organisational structures and the political

and social context in which Speech and Language Therapy is delivered; the application of statistical and epidemiological data; different service delivery options; and the relevance of ethical and moral issues as applied to clinical practice. A typical student will also:

Understand the scientific underpinnings of psychology as a discipline, its historical origins, developments and limitations. (A1)

Recognise the inherent variability and diversity of psychological functioning and its significance. (A2)

Demonstrate systematic knowledge and critical understanding of a range of influences on psychological functioning, how they are conceptualised across the core areas of psychological subject knowledge and how they interrelate. (A3)

Demonstrate detailed knowledge of several specialised areas and/or applications some of which are at the cutting edge of the discipline. (A4)

Demonstrate a systematic knowledge of a range of research paradigms, research methods and measurement techniques used in psychology, including statistical analysis, and be aware of their limitations. (A5)

Students will demonstrate the ability to: use, both in writing and orally, sound reasoning in the collection, analysis and integration of

case history and assessment data for patients/clients along the continuums of mild-severe and simple-complex;

generate and justify hypotheses arising from the analysis and integration of case history and assessment data for patients/clients along the continuums of mild-severe and simple-complex;

evaluate and apply current literature, including research; and make use of information technology; and will show: successful time management; competence in record keeping and other administrative duties, with knowledge of legal, ethical

and other considerations related to such practices; and the ability to carry out a successful research project. A typical student will also:

Reason scientifically, understand the role of evidence and make critical judgements about arguments in psychology. (B1)

Adopt multiple perspectives and systematically analyse the relationships between them. (B2) Detect meaningful patterns in behaviour and experience and evaluate their significance. (B3) Pose, operationalise and critique research questions. (B4) Demonstrate substantial competence in research skills through practical activities. (B5) Reason statistically and use a range of statistical methods with confidence. (B6) Competently initiate, design, conduct and report an empirically based research project under

appropriate supervision, and can recognise its theoretical, practical and methodological implications and limitations. (B7)

Be aware of ethical principles and approval procedures and demonstrate these in relation to personal study, particularly with regard to the research project, and be aware of the ethical context of psychology as a discipline. (B8)



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Generic Skills Students will demonstrate the ability to: understand and use data effectively; locate, assimilate and integrate information from a wide range of sources including books,

journals, the internet and practical experience; problem solve, arguing rationally and drawing independent conclusions based on a rigorous,

analytical and critical approach to data; communicate clearly in speech, writing and other modes of expression; work as independent, active learners, taking responsibility for their own learning and its

practical application; be aware of the influence of their own feelings, knowledge, beliefs and experience and modify

the potential for prejudicial judgements; and understand the place of the programme of study in a wider context. A typical student will also:

Communicate ideas and research findings, both effectively and fluently, by written, oral and visual means. (C1)

Comprehend and use numerical, statistical and other forms of data, particularly in the context of presenting and analysing complex data sets. (C2)

Be computer literate and confident in using word processing, database and statistical software. (C3)

Solve problems by clarifying questions, considering alternative solutions and evaluating outcomes. (C4)

Be sensitive to, and react appropriately to, contextual and interpersonal factors in groups and teams. (C5)

Undertake self-directed study and project management in order to meet desired objectives. (C6)

Take charge of their own learning, and reflect and evaluate personal strengths and weaknesses for the purpose of future learning. (C7)

(ii) Combined Honours Learning Outcomes Not applicable

(ii) Pass Degree Learning Outcomes

BSc Psychology and Speech Studies (Pass degree) 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.

23 Interim Award Learning Outcomes BSc (Hons) Psychology and Speech Pathology Level 4 (CertHE)

On successful completion of all Level 4 units, students will have developed the following range of subject knowledge, subject skills and generic skills: Subject Knowledge

Students will demonstrate emerging knowledge of: a range of communication, swallowing and related disorders; research methods related to Speech and Language Therapy issues; Speech and Language Therapy’s therapeutic contexts, models and processes;



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different service delivery options; the relevance of ethical and moral issues related to practice in the NHS; health, education and social policy, institutional and organisational structures and the political

and social context in which Speech and Language Therapy is delivered; and an awareness of interdisciplinary working. A typical student will also:

Demonstrate knowledge of a range of influences on psychological functioning and how they are conceptualised across the core areas of psychological subject knowledge.

Demonstrate knowledge of a range of basic research paradigms, research methods and measurement techniques used in psychology.

Subject Skills Students will demonstrate emerging ability to: use, both in writing and orally, sound reasoning in the analysis and integration of information in

relation to clients with mild/ simple disorders; generate hypotheses from the analysis and integration of information; use current literature to enhance understanding; develop supportive interaction skills with a variety of people: peers, other professionals, clients,

carers; modify their own linguistic and interpersonal behaviour in clinical and educational settings; operate with a suitable degree of self-protection; and contribute to a safe working environment; and will show: competence in data collection and record keeping. A typical student will also:

Reason scientifically, understand the role of evidence and make critical judgements about arguments in Psychology.

Detect meaningful patterns in behaviour and experience and evaluate their significance. Pose, operationalise and critique research questions. Reason statistically and use a range of basic statistical methods with confidence. Be aware of the ethical context of psychology as a discipline. Generic Skills Students will demonstrate emerging ability to: understand and use data; locate, select and integrate information from a range of sources including books, journals, the

internet and practical experience; problem solve, arguing rationally based on a critical approach to data; develop constructive working relationships; communicate clearly and effectively in speech and writing; be active learners who realise the need to ask for support in personal development; and begin to understand the influence of their own feelings, knowledge, beliefs and experience on

their actions.


Communicate ideas and research findings both effectively and fluently by written, oral and visual means.

Comprehend and use numerical, statistical and other forms of data. Have good basic skills in the use of word processing, databases and statistical software.



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Solve problems by clarifying questions, considering alternative solutions and evaluating outcomes.

Be sensitive to and react appropriately to contextual and interpersonal factors in groups and teams.

Undertake self-directed study and project management in order to meet desired objectives. Be able to take charge of their own learning and can reflect and evaluate personal strengths and

weaknesses for the purpose of future learning. On successful completion of 120 Level 4 credits, students are eligible for the award of CertHE Psychology and Speech Studies. Level 5 (DipHE) On successful completion of Level 5, students will be expected to have developed the following range of subject knowledge, subject skills and generic skills: Subject Knowledge

Students will demonstrate knowledge and a degree of understanding of: a range of communication, swallowing and related disorders; research methods related to Speech and Language Therapy issues and questions; Speech and Language Therapy’s therapeutic contexts, models and processes; health, education and social policy, institutional and organisational structures and the political

context in which Speech and Language Therapy is delivered; the application of statistical and epidemiological data; different service delivery options; the relevance of the ethical and moral issues in relation to Speech and Language Therapy

practice; and the contribution to client care of other disciplines. A typical student will also:

Demonstrate knowledge and understanding the scientific underpinnings of psychology as a discipline, its historical origins, developments and limitations.

Demonstrate knowledge and understanding of the inherent variability and diversity of psychological functioning and its significance.

Demonstrate knowledge and critical understanding of a range of influences on psychological functioning and how they are conceptualised across the core areas of psychological subject knowledge.

Demonstrate knowledge of a range of research paradigms, research methods and measurement techniques used in psychology.

Subject Skills

Students will demonstrate emerging ability to: use, both in writing and orally, evidence of sound clinical reasoning in the collection, analysis

and integration of case history and assessment data for clients with moderately severe or complex disorders;

justify, with direction, hypotheses arising from the analysis and integration of case history and assessment data;

justify, plan and implement appropriate therapy tasks under supervision; use current literature, beginning to appreciate the relevance of research findings to clinical

practice; create supportive and therapeutic relationships with patients and carers; modify their own linguistic and interpersonal behaviour to enhance clients’ ability to

communicate; operate with a suitable degree of self-protection; contribute to a safe working environment; and



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take on responsibility for professional and clinical actions; and will begin to show: insight into the therapeutic situation and the ability to modify therapy accordingly; competence in record keeping. A typical student will also:

Reason scientifically, understand the role of evidence and make critical judgements about arguments in psychology.

Adopt multiple perspectives and systematically analyse the relationships between them. Detect meaningful patterns in behaviour and experience and evaluate their significance. Pose, operationalise and critique research questions. Reason statistically and use a range of basic statistical methods with confidence. Be aware of the ethical context of psychology as a discipline. Demonstrate competence in research skills through practical activities. Generic Skills

Students will demonstrate the ability to: understand and use data; locate, assimilate and integrate information selectively from a range of sources including books,

journals, the internet and practical experience; problem solve, arguing rationally based on an analytical and critical approach to data; develop and maintain constructive working relationships; take cognisance of others’ boundaries and roles; communicate clearly in speech, writing and other modes of expression; work independently as active learners, while realising the need to ask for support in personal

and professional development; and understand the influence of their own feelings, knowledge, beliefs, culture and experience on

others. A typical student will also:

Communicate ideas and research findings both effectively and fluently by written, oral and visual means.

Comprehend and use numerical, statistical and other forms of data. Have good basic skills in the use of word processing, databases and statistical software. Solve problems by clarifying questions, considering alternative solutions and evaluating

outcomes. Be sensitive to and react appropriately to contextual and interpersonal factors in groups and

teams. Undertake self-directed study and project management in order to meet desired objectives. Be able to take charge of their own learning and can reflect and evaluate personal strengths and

weaknesses for the purpose of future learning. On successful completion of 120 Level 5 credits, students are eligible for the award of DipHE Psychology and Speech Studies.

24 Teaching/Learning and Assessment Strategy

(i) Curriculum Design Successful clinical practice requires the assimilation, integration and critical application of knowledge and skills derived from both the core discipline of speech pathology and a range of contributing disciplines. For this joint degree programme, there is a major contribution from the



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discipline of Psychology. Graduates from the programme are expected to have acquired academic, personal and professional skills and the learning opportunities offered during the programme are designed to facilitate students’ development in a friendly and supportive but challenging way. One of the key features of this joint degree programme is that students are taught by subject area specialists in the contributing disciplines. They are also taught alongside single honours students in Psychology or Speech Pathology and Therapy as appropriate, providing strong support and reference groups for work in both disciplines. 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. Teaching methods used throughout the programme are diverse, reflecting the variety of subject matter, skills, learning outcomes and resources involved. This diversity enhances the student experience, allowing each student to learn in ways that suit him or her best. Students are assisted to identify and capitalise on their own preferred learning styles, while being made aware that other ways of learning can be fruitful. The emphasis on applied learning ensures that practical skills are developed alongside the acquisition of knowledge at all levels. Learning approaches across the programme include: e-learning independent group activities independent individual learning individual project supervision laboratories lectures portfolio work, directed and self-directed practicals seminar discussions supervised clinical practice video presentations workshops 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 CD-ROM materials, attendance at learning groups, completion of formative and summative assignments, maintenance of a professional portfolio and personal, clinical and project tutorials which can be arranged with University tutors via the drop-in office hours provision, and with clinical tutors while on placement. OPTION UNITS Option units listed in the curriculum structures section (Box 28) below are all approved for delivery but may not all run in any one academic session. (ii) Programme Specific Assessment Criteria

Assessment Strategy

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

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 course units, and the wide range of oral and written language skills that will be required by graduates in



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professional practice and by graduates eligible for GBC with the BPS; examinations within Speech Pathology and Therapy 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 reports and research project); and

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

The assessment methods used throughout the programme therefore include essays, case studies, practical reports, oral presentations, seminar presentations, data analyses, professional portfolio, the research project, clinic assessments, phonetics practical examinations, Multiple Choice Tests, written and practical examinations.

Marking assessed work A coursework schedule showing dates for all summative assessed work is published showing dates for hand-in and return. The schedule is issued within the first two weeks of term. All coursework is returned within a maximum of four weeks. All summative assessment is marked in accordance with the University’s marking scheme, based on the following grading bands: <40%, 40% to 49%, 50% to 59%, 60% to 69%, 70%, with associated generic descriptors, as specified in the Regulations for Undergraduate Programmes of Study. See table 24.1 below. Table 24.1 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

Within each classification, work is rated high, medium or low. A numeric mark associated with the classification is awarded to work as shown in the table 24.2 and 24.3 below. Table 24.2: 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



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2.2 High 58 Medium 55 Low 52 3rd High 48 Medium 45 Low 42 Fail Marginal 35 Clear 20 Extreme 10 No content of worth 0

A process of moderation is undertaken within each unit to ensure that marking is consistent with these criteria. There are variations in the moderating process for ‘live’ practical assessments and for the final honours project, which is double marked. Additional individual guidelines are provided by the lecturer setting the assessment.

All work is moderated internally and a sample of all Level 4 and 5 work is moderated by External Examiners in line with the University Regulations for Undergraduate Programmes of Study. Table 24.3: The basis on which written work is classified within bands throughout the degree

ARGUMENT ACCURACY RELEVANCE/ RANGE

PRESENTATION

SOURCE MATERIAL

1st 90-100%

Outstanding work of publishable quality, displaying an exceptional degree of originality or creativity or exceptional analytical skills.

Shows ability to synthesise knowledge with integrity leading to novel perspectives

Wide ranging material of high quality is used throughout

No errors in presentation of text or references. Presentation exceptionally well judged in relation to question

Penetrating analysis of primary sources of literature and information showing an exceptionally high level of understanding of current research techniques

1st 80-90%

Ability to analyse data critically and formulate original solutions to problems which are complex but not entirely novel

Shows ability to synthesise knowledge with integrity

Excellent work displaying a comprehensive knowledge and understanding of the subject

No errors in presentation of text or references Presentation well-judged in relation to question

Ability to analyse primary sources of literature which include recent research papers and reviews

1st 70-80%

Strong, well-structured argument containing original

No errors in the use of theory or evidence to create an argument

Material wide ranging and relevant

No errors in presentation of text or references

Much evidence of independent reading and the use of



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critical evaluation

primary sources

2.1 60-70%

Clear line of argument with some critical evaluation

No major errors in reporting theory or evidence

Most material relevant, but perhaps from a narrow range of areas

Only a small number of minor errors in the presentation of text or format of references

Some evidence of independent reading and the use of primary sources

2.2 50-60%

Attempt to develop argument, but little critical evaluation

Main points of theory correctly described, perhaps some misunderstanding of evidence

Narrow range of material covered with some relevant material omitted

Some errors of presentation, but not enough to detract from meaning. Errors and omissions in references

Based largely on lecture notes and secondary sources

3 40-50%

Wholly descriptive with limited argument or argument founded on limited understanding

Misunderstanding of aspects of theory evident

Much of the material, although relevant to the general area, not well linked to specific question

Errors in presentation sufficient to obscure meaning. Many errors and omissions in references

Over-reliance on lecture notes/handouts

Fail 30-40%

Little attempt to structure answer and lacking in argument

Weak understanding of theory which is erratically applied

Much material irrelevant to question set

Errors in presentation sufficient to make material confusing. Poor referencing.

Reliance on non-academic material (newspapers, magazines, www, etc.)

Fail 20-30%

Some information given but this is entirely descriptive and not always relevant.

Fundamental misunderstanding with significant errors of interpretation

Limited material offered and poorly judged in relation to the set question

Errors in presentation sufficient to impact on readers’ understanding.

Irrelevant source material where used.

Fail 10-20%

No discernible structure

Shows only fragmentary knowledge of the subject with little understanding of concepts.

Narrow range of material with essential elements not covered

Errors in presentation that significantly impact on meaning. No attempt to use academic conventions.

Devoid of source material or does not relate to question

Fail 0-10%

Entirely lacking in coherence.

Shows fragmentary knowledge of the subject with no conceptual understanding.

Almost no relevant information given.

Errors in presentation that significantly impact on meaning. No attempt to use academic conventions.

Devoid of source material



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Plagiarism A statement explaining what plagiarism is and how to avoid it is included in the Programme Information pack 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 work will declare an accurate word length for all text (excluding title, references and appendices). Students should not seek to circumvent word lengths by inappropriate use of appendices. Penalties will be applied to work which is over length. Please note that the word lengths specified are absolute (i.e. there is no 10% over leeway). Penalties will also be applied if the work is over length but the word count is not declared accurately. Failure to disclose over length work will receive a double length penalty. (Table 24.4) Table 24.4 Overlong Assignment Penalties WORD LIMIT OVER BY PENALTY (% REDUCTION) Up to 500 0-100 20 101-200 40 201-300 60 Up to 1000 0-100 10 101-200 20 201-300 30 Up to 1500 0-100 6 101-200 13 201-300 20 Up to 2000 0-100 5 101-200 10 201-300 15 Up to 2500 0-100 4 101-200 8 201-300 12 Over 2500 0-100 2 101-200 4 201-300 6 Moderation A process of moderation is undertaken within each unit to ensure that marking is consistent with these criteria. There are variations in the moderating process for ‘live’ practical assessments and for the final honours project, which is double marked. Additional individual guidelines are provided by the lecturer setting the assessment.

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. 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



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

To enable students to identify areas for development

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.

25 Programme Structure (i) Engagement with the University-wide Provision

It is not possible to offer Uniwide Language Provision within the core BSc (Hons) Psychology and Speech Pathology programme structure, which is wholly comprised of units required to meet the professional requirements, articulated by the Royal College of Speech and Language Therapists, the Health and Care Professions Council and the British Psychological Society. Loss of time and consequent content in the core units would compromise the achievement of PSRB required knowledge and skill. The inclusion of language acquisition, linguistics, phonetics, language pathology and clinical education as components within the degree programme, will play an important role in ensuring that graduates have enhanced communication skills and knowledge of the structures of language. Students are given information about the provision and may opt to study this as additional credit outwith their programme.

(ii) Structures, 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) Psychology and Speech Pathology

The programme offers a full time route with three Levels lasting a total of four years. For Psychology, a foundation Level 4 unit (30 credit) is completed in Year One; Level 5 core psychology units are completed in Year Two (90 credits in total); students take one specialist Level 6 psychology option in Year three (from a choice of six options) and take a Level 6 dissertation unit in Year 4 with provision from both Psychology and SPT (Investigating Human Development and Behaviour). For Speech Pathology and Therapy, Level 4 units are completed over Years One and Two, Level 5 units are completed in Year Three and Level 6 units are completed in Year Four. Tables 25.1 to 25.4 outlines curriculum delivery over the academic years OPTION UNITS Option units listed in the following curriculum structures are all approved for delivery but may not all run in any one academic session. Table 25.1: Level 4

Core Units Code Status (if

applicable)ie - Pre/Co-requisites - Excluded units

Unit Title Contributing Department

No of credits

Year of Study



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2F4Z0005 All other year 1 Level 4 units are co-requisites

Foundations of Psychology

Psychology 30 1

2D4Z0009

All other year 1 Level 4 units are co-requisites

Clinical Education 1 SPT 30 1

2D4Z0008

All other year 1 Level 4 units are co-requisites

Investigating Human Development and Behaviour 1

SPT 30 1

2D4Z0007 All other year 1 Level 4 units are co-requisites

Foundations of Communication 1

SPT 30 1

2D4Z0010 All year 1 level 4 units are pre-requisites

Applications of Clinical Theory 1

SPT 30 2

On successful completion of 120 Level 4 credits – interim exit award: CertHE Psychology and Speech Studies Table 25.2: Level 5

Core Units Code Status (if applicable)ie

- Pre/Co-requisites - Excluded units


No of credits

Year of

Study 2F5Z0001 All year 1 level 4 units

are pre-requisites. All other Level 4 and 5 units are co-requisites

Applied Social and Developmental Psychology

Psychology 30

2

2F5Z0002 All year 1 level 4 units are pre-requisites. All other Level 4 and 5 units are co-requisites

Cognitive and Neuropsychology

Psychology 30

2

2F5Z0003 All year 1 level 4 units are pre-requisites. All other Level 4 and 5 units are co-requisites

Individual Differences

Psychology 30

2

2D5Z0004 All level 4 units and year 2 Level 5 units are pre-requisites. All other Level 5 units are co-requisites

Clinical Education 2 SPT 30

3



SPT 30

3



SPT 30

3

On successful completion of 120 credits at Level 4 and 120 credits at Level 5 – interim exit award: DipHE Psychology and Speech Studies



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Table 25.2: Level 6

Optional Units Code Status (if

applicable)ie - Pre/Co-requisites - Excluded units


No of credits

Year of Study

2F6Z0006 Optional Psychology unit

Applied Psychology Psychology 30 3


Child, Community and Society

Psychology 30 3


Clinical and Forensic Issues in Psychology

Psychology 30 3


Contemporary and Historical Issues in Psychology

Psychology 30 3


Health and Psychological Interventions

Psychology 30 3


Key Topics in Cognitive Neuroscience and Anomalous Psychology

Psychology 30 3

Core Units

2D6Z0001 All level 5 units and one Level 6 Psychology option are pre-requisites. All other Level 6 units are co-requisites

Clinical Education 3 SPT 30

4


Investigating Human Development and Behaviour 3

SPT & Psychology

30

4



SPT 60

4

Final exit awards: BSc (Hons) Psychology and Speech Pathology. This Level 6 (honours) degree confers eligibility to apply for registration as a speech and language therapist with the Health and Care Professions Council. It is awarded to students who have achieved passes or condoned passes (where permitted) within all units at all level 4, level 5 and level 6, and satisfy the requirements for award of an honours degree according to the Assessment Regulations for Undergraduate Programmes of Study. Candidates awarded a lower-second or higher classification for BSc (Hons) Psychology and



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Speech Pathology will normally be eligible to apply for Graduate Basis for Chartered Membership (GBC) with the British Psychological Society BSc (Hons) Psychology and Speech Studies This Level 6 (honours) degree is awarded to students who have achieved passes or condoned passes within all units at level 4, all units at level 5 and all level 6 units with the exception of Clinical Education. Candidates must also satisfy the requirements for award of an honours degree according to the Assessment Regulations for Undergraduate Programmes of Study. Graduates with such awards will not be eligible to apply for registration as a speech and language therapist with the Health and Care Professions Council. Candidates awarded a lower second or higher classification for BSc (Hons) Psychology and Speech Studies will normally be eligible to apply for Graduate Basis for Chartered Membership (GBC) with the British Psychological Society. BSc Psychology and Speech Studies (pass degree) Students who have required more than one reassessment opportunity for units at level 6 shall not be eligible for the award of a degree with honours. Subject to such students having achieved passes or condoned passes (where this is permissible) to the required level (120 at level 4, 120 at level 5) and subject to their satisfying the requirements for a pass degree articulated in the Assessment Regulations for Undergraduate Programmes of Study the student would be eligible for the award of BSc Psychology and Speech Studies. Graduates with such awards will not be eligible to apply for registration as a speech and language therapist with the Health and Care Professions Council and will not be eligible to apply for Graduate Basis for Chartered Membership (GBC) with the British Psychological Society. Table 25.1 BSc (Hons) Psychology and Speech Pathology teaching and learning year plan

Term 1

Term 2

Term 3

Year 1 Level 4

Teaching Coursework Educational Placement

Teaching Coursework Educational Placement

Written Examinations Coursework One Week Clinical Block

Year 2 Level 4 & 5

Teaching Coursework Social Placement

Teaching Coursework Social Placement

Written Examinations Reflection Time

Year 3 Level 5 & 6

Teaching Coursework Educational Placement Weekly Clinical Placement

Teaching Coursework Weekly Clinical Placement

Written Examinations 5 Week Clinical Block Post Examination Reading Reflection Time

Year 4 Level 6

Teaching Coursework

10 Week placement of 4 sessions a week Coursework Practical Assessment Honours Project

Written Examinations Coursework Practical Examination

26 Personal Development Planning

Personal development planning is facilitated through the academic tutorial system but is formalised by the production of a professional portfolio that enables students to define academic, clinical and personal learning goals for each level of their studies and acts as cumulative evidence of their development. In structure, this professional portfolio mirrors the requirements of the professional body and it forms an element of assessment in the Clinical Education units in each year of the programme.



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27 Placement and/or Work-based Learning Activities

Placement learning is integrated into all years of the programme (see table 27.1 below, stated in terms of sessions and hours). Placement experience begins in year 1 with educational and clinical placements (Level 4). Year 2 provides a formative social placement through participation in the Conversational Partner scheme (CONNECT) for people with aphasia. In year 3, students continue with educational placements, in addition to having weekly day release clinical placements. In year 4 students experience a ten-week clinical block in Term 2. Table 27.1 BSc (Hons) Psychology and Speech Pathology placement structure

Term 1

Term 2

Term 3

Year 1

1 week, 10 sessions (35 hours) in Foundation Stage (Level 4)

3 days, 6 sessions (21 hours) Key Stage 3/4 learning support (Level 4)

1 week, 10 sessions (35 hours) directed practice block with children and/ oradults (Level 4)

Year 2

Conversational Partner Scheme (Level 4) 12hrs (formative)

Year 3

1 week, 10 sessions (35 hours) in mainstream Key Stage 1/2 (Level 5) 10 week, 20 sessions directed practice with children or adults (70hrs) (Level 5)

10 week, 20 sessions directed practice with children or adults. (70hrs)(Level 5)

5 week , 40 sessions directed practice block (140hrs) with children and/ or adults (Level 6)

Year 4

10 week, 40 sessions (140 hours) clinical practice block, with children and/ or adults(Level 6)

END OF PROGRAMME

All placement experience takes account of the University’s institutional code of practice on placement and work-based learning. Placements are quality assured and students receive placement induction teaching alongside mandatory training prior to commencing their clinical placements.

28 Programme Specific Admission Requirements If these are standard University admission requirements indicate this by including “Standard University Admission Requirements”. If different from standard, provide details for each award in addition to programme level requirements.

Candidates for admission to the first stage of the programme may apply for entry as full time studentsin accordance with the minimum entrance requirements as listed below. Those wishing to join the programme will be required to seek admission through UCAS.

28.1. Standard Entry Requirements 28.1.1 Standard Entry to Year 1



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5 GCSEs at B or above, to include English Language and Biology, Human Biology or Double Science.

Plus 3 GCE/VCE A levels at AAB (2 AS levels at A are counted as equivalent to 1 full A level at B). General Studies and Critical Thinking are excluded from the offer.

OR

5 Scottish Highers at AAAAB or 3 Advanced Highers at AAA (2 Highers at A are counted as equivalent to 1 Advanced Higher at B)

OR

5 Irish Highers at A

OR

An Advanced 14-19 Diploma at B in one of the following areas: Humanities and Social Sciences Languages and International Communication Science Public Services Society, Health and Development OR

Successful completion of a kite-marked Access to Higher Education programme with at least 60 credits, 45 of which must be at Level 3, with no Level 3 unit below Merit and at least 25% of Level 3 credits at Distinction;

OR

Successful completion of a Foundation Degree (FdA) in a relevant area.

Alternative qualifications are considered on a case-by-case basis

All applicants must have observed speech and language therapy practice, either live or on video.

All applicants must be at least 18 years of age at the time of commencement on the degree programme.

Students for whom English is an additional language must have achieved an average IELTS score (or equivalent qualification) of at least 7.5, with no score less than 7.0 in any of the four sections. This is in line with HCPC requirements, to ensure that the students will be able to cope with the language demands both of the programme and of working as a Speech and Language Therapist in the UK.

In line with HCPC requirements, all applicants must complete a satisfactory Disclosure and Barring Service check and complete a health screening through occupational health procedures.

28.1.2 Entry to Subsequent Years

There is no formal route for entry into the programme in subsequent years, as there are no undergraduate qualifications that link directly into the specialised programme required to graduate as a Speech and Language Therapist. However, it may be possible for individual students 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



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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.

28.2 Accreditation of Prior Learning (APL)

Students with previous study in closely related subjects areas may be exempt from specific aspects of the programme where the programme content is sufficiently close to permit this. Applicants with relevant prior learning and/or experiential learning during the course of their studies are required to provide a portfolio of evidence, which is considered on individual merit by a sub-committee of the Programme Committee.

Admission to the programme following Accreditation of Prior Learning shall be in accordance with the University’s Policy for the Accreditation of Prior Learning (APL).

29 Approved Variations/Exemptions from University Regulations

The following variations to University regulations ensure that students proceeding through the programme meet criteria for eligibility to register with the Health and Care Professions Council: 29.1 Condonement

a) Condonement is not normally allowable for clinical practical assessments b) Condonement is not normally allowable between SPT units

29.2 Placement Assessment

Students will be permitted only one reassessment opportunity for any clinical placement assessment, in line with RCSLT requirements.

29.3 External Examiner

At least one External Examiner will be appointed who is registered with the Health and Care Professions Council as a Speech and Language Therapist. The external examiners for the programme shall be those nominated for appointment by the assessment board of the BSc (Hons) Psychology programme and the BSc (Hons) Speech Pathology and Therapy programme.

29.4 Level 4

a) Condonement shall not normally be applied to practical components of the Clinical Education 1 unit.

b) The Foundations of Communication 1 unit will normally be passed when a student achieves a mark of 40 for each part of each element of summative assessment associated with the unit. (Approved 20th September 2013)

c) In order to proceed to Level 5 within year 2, all year 1 Level 4 units must normally be passed.

d) Candidates who fail to satisfy the Assessment Board at the first attempt in Clinical Education 1 shall normally be required to undertake an additional period of practical learning (in University and/ or on placement) prior to reassessment.



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e) Candidates who fail the Clinical Education 1 unit after exhausting reassessment

opportunities will normally be required to withdraw immediately from the Clinical route. In this case, the candidate may proceed under 29.4 e) below.

f) Where a candidate demonstrates a wish to withdraw from the programme following successful completion of 120 credits at Level 4, the candidate may, at the discretion of the Assessment Board, be awarded a CertHE Psychology and Speech Studies. In this case, the candidate will not be eligible to apply to the Health and Care Professions Council for registration to practise as a Speech and Language Therapist.

g) Where a candidate fails on reassessment to meet either programme-specific or University regulations for progression, but is deemed to have demonstrated the achievement of the learning outcomes for the CertHE Psychology and Speech Studies, or demonstrates a wish, or is advised, to withdraw from the programme, then the candidate may, at the discretion of the Assessment Board, be awarded a CertHE Psychology and Speech Studies, subject where necessary to the satisfactory completion of an alternative piece of assessed coursework. In this case, the candidate will not be eligible to apply to the Health and Care Professions Council for registration to practise as a Speech and Language Therapist.

29.5 Level 5

h) Condonement shall not normally be applied to practical components of the Clinical Education 2 unit.

i) The Foundations of Communication 2 unit will normally be passed when a student achieves a mark of 40 for each part of each element of summative assessment associated with the unit. (Approved 20th September 2013)

j) In order to proceed to year 4 Level 6, all year 3 Level 5 units must be passed

k) Candidates who fail to satisfy the Assessment Board at the first attempt in elements of practical assessment in Clinical Education 2 shall normally be required to undertake an additional period of practical learning (in University and/or on placement) prior to reassessment.

l) Candidates who fail an element of practical assessment in Clinical Education 2 after exhausting reassessment opportunities will normally be required to withdraw immediately from the Clinical Education units. In this case, the candidate may proceed under e) or f) below.

m) Where a candidate fails on reassessment to meet the programme-specific regulations but

meets University regulations for progression, or demonstrates a wish, or is advised, to withdraw from Clinical Education, the candidate may, at the discretion of the Assessment Board, transfer to the non-clinical degree of BSc (Hons) Psychology and Speech Studies subject, where necessary, to the satisfactory completion of (an) alternative piece(s) of assessed coursework. In this case, the candidate will not be eligible to apply to the Health and Care Professions Council for registration to practise as a Speech and Language Therapist.

n) Where a candidate demonstrates a wish to withdraw from the programme following

successful completion of 120 credits at Level 5, the candidate may, at the discretion of the Assessment Board, be awarded a DipHE Psychology and Speech Studies. In this case, the candidate will not be eligible to apply to the Health and Care Professions Council for registration to practise as a Speech and Language Therapist



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o) Where a candidate fails on reassessment to meet either programme-specific or University regulations for progression, but is deemed to have demonstrated the achievement of the learning outcomes for the DipHE Psychology and Speech Studies, or demonstrates a wish, or is advised, to withdraw from the programme, then the candidate may, at the discretion of the Assessment Board, be awarded a DipHE Psychology and Speech Studies, subject where necessary to the satisfactory completion of (an) alternative piece(s) of assessed coursework. In this case, the candidate will not be eligible to apply to the Health and Care Professions Council for registration to practise as a Speech and Language Therapist.

29.6 Level 6

p) All Level 6 units must be passed in order for a student to be awarded a BSc (Hons) Psychology and Speech Pathology. On successful completion of the BSc (Hons) Psychology and Speech Pathology programme, the candidate will be eligible to apply to the Health and Care Professions Council for registration to practise as a Speech and Language Therapist. Candidates awarded a lower second or higher classification for BSc (Hons) Psychology and Speech Pathology will normally be eligible to apply for Graduate Basis for Chartered Membership (GBC) with the British Psychological Society.

q) Final classification of the degree shall be based upon the highest scoring 120 credits at

Level 5 and the highest scoring 120 credits at Level 6.

r) Condonement shall not normally be applied to elements of practical assessment in Clinical Education 3. Condonement shall not be applied to the assessment in Investigating Human Development and Behaviour 3 (Dissertation unit)

s) Candidates who fail to satisfy the Assessment Board at the first attempt in elements of

practical assessment in Clinical Education 3 shall normally be required to undertake an additional period of practical learning (in University and/or on placement) prior to reassessment.

t) Candidates who fail elements of practical assessment in Clinical Education 3 on

reassessment will be required to withdraw immediately from Clinical Education. In this case, the candidate may proceed under 29.6 f) below.

u) Where a candidate demonstrates a wish, or is advised, to withdraw from Clinical Education,

the candidate may, at the discretion of the Assessment Board, be awarded the non-clinical degree of BSc (Hons) Psychology and Speech Studies subject, where necessary, to the satisfactory completion of (an) alternative piece(s) of assessed coursework. In this case, the candidate will not be eligible for a certificate to practise as a Speech and Language Therapist. Candidates awarded a lower second or higher classification for BSc (Hons) Psychology and Speech Studies will normally be eligible to apply for Graduate Basis for Chartered Membership (GBC) with the British Psychological Society.

v) Where a candidate reassessed for Honours fails to achieve the standard required for the

award of an Honours degree, the candidate may, at the Assessment Board’s discretion, either:

(i) be awarded a Pass degree BSc Psychology and Speech Studies,

where the Assessment Board is satisfied that the student has met the required learning outcomes for the award; or

(ii) be permitted to be reassessed on one further occasion for the

award of a Pass degree BSc in Psychology and Speech Studies, subject to the satisfactory completion of an alternative piece of assessed coursework to replace the failed element(s) of assessment.



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In either case, the candidate will not be eligible to apply to the Health and Care Professions Council for registration to practise as a Speech and Language Therapist, and will not be eligible to apply for Graduate Basis for Chartered Membership (GBC) with the British Psychological Society.

29.7 Capping (Approved October 2015) In the case (only) of units in which a student is reassessed in an element or part of an element of assessment which programme-specific regulations require to be passed regardless of unit mark: Where the original aggregate mark for the unit is a pass mark this unit mark should be retained.

30 Programme Management Arrangements Programme management adheres to the guidance on the CASQE website.

31 Staff Responsibilities Staff responsibilities adhere to the guidance on the CASQE website.

32 Student Support Strategy

Student Support Strategy

32.1 Documentation Students receive an MMU Student Handbook on entry to the programme and have electronic access to all relevant University level publications. At programme level, students are provided with Student Handbooks, clinical placement guides and yearly coursework information. Copies of previous examination papers are available on the Library website, as are unit reading lists. The library has a range of information leaflets available both electronically and in hard copy, which support students’ ability to access library resources.

32.2 Office Hours All tutors post “office hours” (2 hours a week for full-time staff) and contact details on their doors, so that students know that they will be available. This is open access time. 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 other member of staff, including the Programme Leader. Where an external tutor is difficult for a student to access, an internal member of staff will negotiate on his or her behalf.

32.3 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 not required to meet with their tutors on a regular basis, but are invited to do so, being offered individual tutorials twice each term. At these meetings, academic, clinical and personal progress is discussed. Additionally, tutors offer to



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meet with tutees if they fail any summative assessments or if they are struggling with the demands of the programme and assist them to draw up personal action plans. Tutors keep written records of formal meetings with tutees and receive copies of clinical and other placement reports and assessment marks for their tutees.

32.4 Personal Learning Plans Where a student has particular identified needs (for example dyslexia, repetitive strain injury or other impairment), every attempt is made to make appropriate reasonable adjustments for assessments, taking in to account the student’s personal learning plan, issued by Learner Development Services.

32.5 Clinical Support Tutorials Tutors who assess students on clinic visits offer post-visit tutorials when appropriate. The Clinic Manager offers individual and small group clinical tutorials to support students who are identified as finding clinical elements of the programme a challenge.

32.6 Academic Secretary’s Office The University has well established central Academic Secretary’s Office and a Faculty Support Officer. A wide variety of study skills publications is available from the Academic Secretary’s Office and via their website. When appropriate, tutors will advise students to visit, or will refer students on to the Academic Secretary’s Office (a University level advisory body) and/or to the Students Advice Centre (an NUS service), where they may obtain help and advice on such matters as finance, housing, health and study skills, or counselling for personal difficulties. A drop in service is available within the Faculty, with the designated Student Support Officer.

33 Student Evaluation

The Programme complies with current institutional evaluation guidance. Student Evaluation

Student evaluation of the programme is collected at a number of levels and used in the review and revision of the programme:

students are encouraged to respond to the national student satisfaction survey

(NSS); at the end of each year of the programme, they are required to complete a

retrospective overview of each of the units studied. This enables the programme team to view individual responses from all students and evaluate the student experience;

representation on the Programme Committee enables students to bring all issues of general concern to that forum;

issues of relevance to a single academic year are taken to the Year Tutor for consideration and action; and

issues of relevance to an individual student can be taken to the academic tutor, Year Tutor or Programme Leader.



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34 Engagement with Employers

The programme complies with MMU Institutional Code of Practice and QAA guidance on placement based learning and RCSLT Standards for Practice-based Learning. Meetings of Clinical Educators and local Clinical Co-ordinators take place on a regular basis and the Clinical Education Support Centre (CESC) co-ordinators appointed by the Strategic Health Authority liaise with Manchester Metropolitan University, the University of Manchester and all other stakeholders. There are regular training events for the clinical educators who are involved in placement-based learning. The Joint Universities Placement Handbook is provided to clinical educators and students and outlines specific procedures for the management and assessment of placements and clear criteria are given for clinical grades. Managers, CESC co-ordinators, academic staff and students from both Universities meet formally on a twice-yearly basis to exchange information 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 and Therapy Programmes regularly attends the local NHS managers’ termly meetings (SLT Profnet) to share workforce intelligence and discuss the development of the programme.

This Programme Specification provides a concise summary of the main features of a Programme and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if s/he take 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 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.



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HISTORY OF MODIFICATIONS

TYPE OF MODIFICATION

DESCRIPTION APPROVAL (DATE)

Review

New Programme Specification and Unit Specifications produced

13 December 2011

N/A

Amendment of Level 6 Psychology option unit choices following the BSc (Hons) Psychology Review

N/A (Reported to FAQSC for information 14th October 2013)

N/A Minor amendments to add an approved variation to the assessment regulations with regard to the ‘Foundations of Communication’ 1 and 2 units (Levels 4 and 5) as well as updating the name of the regulatory body (from Health Professions Council to Health and Care Professions Council)

Variation approved by Chair’s Action 20th September 2013

Minor To adjust the assessment weighting for the ‘Applications of Clinical Theory 3’ unit as follows: Essay – from 50% to 30% Exam A – from 25% to 35% Exam B – from 25% to 35%

22 August 2014

Minor Amendment of assessment strategy for ‘Applied Social and Developmental Psychology’ (30 credits at Level 5)

9 September 2014 (Chair’s Action)

Minor Amendment of assessment strategy of ‘Foundations of Communication 2’ unit from an exam and case study to two exams to reflect better the subject matter links within the unit and improve students’ assessment load.

29 June 2015


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Appendix I

RELATIONSHIP TO SUBJECT BENCHMARK STATEMENT(S)


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Speech and Language Therapy QAA Benchmark

ACT1 FoC1 CE1 IHDB1 ACT2 FOP FoC.2 CE2 AS&D C&N ID ACT3 CE3 IHDB3

Professional Autonomy & Accountability Maintain the standards & requirements of professional & statutory regulatory bodies

√ √ √

Adhere to relevant codes of conduct √ √ √ Understand the legal & ethical responsibilities of professional practice

√ √ √ √ √ √

Maintain the principles & practice of patient/client confidentiality

√ √ √ √ √ √ √ √ √ √ √ √ √

Practise in accordance with current legislation applicable to health care professionals

√ √ √

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

√ √ √

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

√ √

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

√

Uphold the principles & practice of clinical governance

√ √ √

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

√ √ √

Recognise professional scope of practice and make referrals where appropriate

√ √

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

√ √

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

√ √ √


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ACT1 FoC1 CE1 IHDB1 FOP ACT2 FoC.2 CE2 AS&D C&N ID ACT3 CE3 IHDB3

Personal and Professional Skills Demonstrate the ability to deliver quality patient/client-centred care

√ √

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

√ √ √

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

√ √

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

√ √

Prioritise workload and manage time effectively √ √ √ √ √ Engage in self-directed learning that promotes professional development

√ √ √ √ √ √ √ √ √ √ √ √ √ √

Practise with an appropriate degree of self-protection

√ √ √

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

√ √ √

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

√ √ √ √ √ √

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

√ √ √ √ √

Take responsibility for his/her own professional development

√ √ √

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


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

√ √ √ √ √ √ √ √ √ √ √ √ √ √

Adopt systematic approaches to analysing and evaluating the information collected

√ √ √ √ √ √ √ √ √ √ √ √ √ √

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

√ √ √

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

√ √ √ √ √ √ √ √ √ √ √

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

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

√ √

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

√ √

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

√ √ √ √ √ √

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

√ √ √ √ √ √

Record professional judgements & decisions taken

√ √ √


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Synthesise theory and practice √ √ √ √ √ √ √ √ √ √ √ √ √ √ Practice Conduct appropriate activities skilfully and in accordance with best/evidence-based practice

√ √

Contribute to the promotion of social inclusion √ √ Monitor and review the ongoing effectiveness of the planned activity

√ √ √

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

√ √

Maintain records appropriately √ √ √ Educate others to enable them to influence the health behaviour of individuals and groups

√ √

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

√ √

Recognise opportunities to influence health and social policy and practices

√

Evaluation Measure and evaluate critically the outcomes of professional activities

√ √ √

Reflect on and review practice √ √ √ Participate in audit and other quality assurance procedures

√

Contribute to risk management activities √ √ √ Risk Management Activities The structure and function of the human body, together with a knowledge of dysfunction and pathology

√ √ √ √ √ √ √ √ √ √ √

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

√ √ √ √ √ √ √ √

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

√ √ √ √ √ √ √ √ √ √ √ √


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

√ √ √ √ √ √

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

√ √ √ √ √ √

Skills: Information gathering

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

√ √ √ √ √ √ √ √ √ √ √ √ √ √

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 Logical and systematic thinking

√ √ √ √ √ √ √ √ √ √ √ √ √ √

an ability to draw reasoned conclusions and sustainable judgements

√ √ √ √ √ √ √ √ √ √ √ √ √ √

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

√ √ √ √ √ √ √ √ √ √ √ √ √ √

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

√ √ √ √ √ √ √ √ √ √ √ √ √ √


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Professional Autonomy & Accountability of the Speech & Language Therapist

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

√ √ √

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

√ √ √ √

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

√ √ √ √ √ √ √ √ √ √ √ √ √ √

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

√ √ √

Take cognisance of professional and support staff boundaries and roles

√ √ √

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

√ √ √

Personal & Professional Skills 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

√ √ √ √ √ √ √ √ √ √ √ √ √ √

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

√ √ √

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

√ √ √ √ √ √

Profession & Employer Context


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

√ √ √ √ √ √

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

√ √ √ √ √ √

Demonstrate an ability to use research, statistical and epidemiological data

√ √ √ √ √ √ √ √ √ √ √ √ √

Identification and Assessment of Communication & Swallowing Needs

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

√ √ √ √ √ √ √ √ √ √ √ √ √ √

Analyse communication at motor, thematic, conversational and pragmatic levels

√ √ √ √ √ √ √ √ √ √

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

√ √ √ √ √ √ √ √ √ √ √ √ √ √

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

√ √ √ √ √ √ √ √ √ √ √ √ √ √

Formulation of Plans & Strategies for meeting Communication & Swallowing Needs


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

√ √ √ √ √ √

Plan & implement appropriate and effective therapy

√ √ √ √ √ √

Produce management plans in the context of multidisciplinary provision

√ √ √ √ √ √

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

√ √ √ √ √ √

Understand the rationales and principles underlying therapy

√ √ √ √ √ √ √

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

√ √ √ √ √ √

Set goals based on assessment and communicative need

√ √ √ √ √ √

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

√ √ √ √

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

√ √ √

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

√ √ √


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

√ √ √

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

√ √ √

Identify and implement strategies aimed at overcoming any barriers to communication

√ √ √

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

√ √

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

√ √

Demonstrate critical reflection skills as a foundation for ongoing professional development

√ √

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

√ √ √

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

√ √ √ √ √ √ √ √

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

√ √

Knowledge & understanding: Communication & swallowing disorders

Developmental speech & language disorders √ √ √ Acquired speech & language disorders √ √ √ Voice disorders √ √ √ Disorders of fluency √ √ √ Disorders of swallowing √ √ √ Developmental and acquired cognitive disorders √ √ √


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

√ √

The relevant aspects of linguistics including phonetics & the application of such knowledge to normal & impaired communication at both theoretical & practical analytical levels

√ √ √

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

√ √ √ √

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

√ √ √

Human biological sciences 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

√ √ √


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

√ √ √ √ √ √ √

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

√ √ √ √ √ √ √ √

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

√ √ √ √

Education Educational philosophy and practice √ √ √ Language and literacy √ √ Research 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.

√ √ √ √ √

Context of professional practice Speech and language therapy therapeutic contexts, models and processes, including service delivery

√ √ √ √ √ √

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

√ √ √ √ √ √

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

√ √ √ √ √ √


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

√ √ √ √ √

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

√ √ √ √ √ √

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

√ √ √ √ √ √

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

Be eligible to apply for statutory registration √ √ √ √ √ √ √ √ √ √ √ √ √ √ Professional relationships Develop and maintain constructive working relationships

√ √ √ √

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

√ √ √ √ √

Take cognisance of others' boundaries and roles √ √ √ √ √ Apply appropriate referral practices, with health, education and social settings

√ √ √ √ √ √

Personal and professional skills Demonstrate awareness of the influence of his/her own feelings, knowledge, beliefs and experience, and the potential for prejudicial judgements

√ √ √ √ √ √ √

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

√ √ √ √ √ √

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

√ √ √ √ √ √

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

√ √ √ √ √ √


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

√ √ √ √ √ √

Operate with a suitable degree of self-protection √ √ √ √ √ Profession & employer context Demonstrate an emerging knowledge of social policy, institutional and organisational structures, and the political context

√ √ √ √ √ √

Contribute to a safe working environment √ √ √ Demonstrate knowledge of the application of statistical and epidemiological data

√ √ √ √ √ √ √ √ √ √

Identification and assessment of communication and swallowing

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

√ √ √ √ √

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

√ √ √ √ √ √

Formulation of plans/strategies for meeting communication and swallowing needs

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

√ √ √ √ √

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

√ √ √ √

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

√ √

Practice Demonstrate supportive & therapeutic interaction skills with the patients/clients/others/ which may

√ √ √


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require some development to be maximally effective Modify his/her linguistic and interpersonal behaviour, to enhance the patient/client's ability to participate fully communicatively

√ √ √

Demonstrate insights into the therapeutic situation and modify therapy accordingly

√ √

Plan for discharge in an appropriate manner √ Evaluation and research Recognise the potential clinical application of research findings

√ √ √ √ √ √ √ √ √ √

Use current literature and appreciate its application to clinical practice

√ √ √ √ √ √ √ √

Demonstrate a knowledge of different service delivery options

√ √ √ √ √

Understand the limitations of assessments in relation to current research

√ √ √ √ √ √ √

Knowledge, understanding and skills 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

√ √ √ √ √ √ √ √ √ √ √ √

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

√ √ √ √ √ √ √ √ √


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

√ √ √ √ √ √

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

√ √ √ √ √ √ √

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

√ √ √ √ √ √ √

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

√ √ √ √ √ √ √


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Psychology QAA 2007 Benchmark

ACT1 FoC1 CE1 IHDB1 FoP ACT2 FoC.2 CE2 AS&D C&N ID ACT3 CE3 IHDB3 Level 6

Psych option

Subject Knowledge and understanding

A1: Understanding the scientific underpinnings of Psychology as a discipline, its historical origins, developments and limitations.

√ √ √ √ √ √ √ √ √

A2: Recognise the inherent variability and diversity of psychological functioning and its significance

√ √ √ √ √ √ √ √ √ √ √

A3: Demonstrate systematic knowledge, and critical understanding of a range of influences on psychological functioning, how they are conceptualised across the core areas of Psychological subject knowledge and how they interrelate.

√ √ √ √ √ √ √ √ √ √ √

A4: Demonstrate detailed knowledge of several specialised areas and/or applications some of which are at the cutting edge of the discipline.

√ √ √ √ √ √ √ √ √ √

A5: Demonstrate a systematic knowledge of a range of research paradigms, research methods and measurement techniques used in psychology, including statistical analysis,

√ √ √ √ √


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Psych option

and be aware of their limitations.


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Psych option

Subject-specific skills B1: Reason scientifically, understand the role of evidence and make critical judgements about arguments in psychology

√ √ √ √ √ √ √ √ √ √

B2: Adopt multiple perspectives and systematically analyse the relationships between them.

√ √ √ √ √ √ √ √ √ √ √ √ √

B3: Detect meaningful patterns in behaviour and experience and evaluate their significance

√ √ √ √ √ √ √ √ √ √ √

B4: Pose, operationalise and critique research questions.

√ √ √ √ √

B5: Demonstrate substantial competence in research skills through practical activities.

√ √ √ √ √



Psych option

B6: Reason statistically and use a range of statistical methods with confidence.

√ √ √ √


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B7: Competently initiate, design, conduct and report an empirically-based research project under appropriate supervision, and can recognise its theoretical, practical and methodological implications and limitations.

√

B8: Be aware of ethical principles and approval procedures and demonstrate these in relation to personal study, particularly with regard to the research project, and be aware of the ethical context of psychology as a discipline.

√ √ √ √ √ √ √


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ACT1 FoC1 CE1 IHDB1 FoP ACT2 FoC.2 CE2 AS&D C&N ID ACT3 CE3 IHDB3 Level 6 Psych option

Generic Skills C1: Communicate ideas and research findings, both effectively and fluently by written, oral and visual means.

√ √ √ √ √ √ √ √ √ √ √ √ √ √ √

C2: Comprehend and use numerical, statistical and other forms of data, particularly in the context of presenting and analysing complex data sets.

√ √ √ √ √ √ √ √ √ √ √ √ √ √

C3: Be computer literate and confident in using word processing, database and statistical software.

√ √ √ √ √ √ √ √ √ √ √ √ √ √ √

C4: Solve problems by clarifying questions, considering alternative solutions and evaluating outcomes.

√ √ √ √ √ √ √ √ √ √ √

C5: Be sensitive to, and react appropriately to, contextual and interpersonal factors in groups and teams.

√ √ √ √ √ √

C6: Undertake self-directed study and project management in order to meet desired objectives.

√ √ √ √ √ √ √ √

C7: Take charge of their own learning, and reflect and evaluate personal strengths and weaknesses for the purpose of future learning.

√ √ √


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Appendix II

ASSESSMENT MAP including EMPLOYABILITY AND SUSTAINABILITY MAP


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UNIT TITLE

UNIT LEARNING OUTCOMES

UNIT ASSESSMENT STRATEGIES

EMPLOYABILITY SUSTAINABILITY OUTCOMES

PROGRAMME EDUCATIONAL AIMS

UNIVERSITY EDUCATIONAL AIMS


LO1: To be able to demonstrate knowledge of a range of communication, swallowing and related disorders through the use of clinical cases LO2: To be able to demonstrate the ability to analyse clinical data using knowledge of typical development via case based examples LO3: Explain the impact of speech, language and other communication impairments LO4: Summarise clinical processes which underpin the management of all client groups LO5: Generate hypotheses and formulate ways in which to investigate them.

Examination, 100% focusing on knowledge of speech and language pathology and clinical management. LO1-5.

Find, evaluate, synthesise and use information from a variety of sources. Analyse real world situations critically. Manage own professional development reflectively. Work within social, environmental and community contexts.

1,2,3, 4,5,8,9,10, 11, 12,13,14

1,2,3,4,5,

Clinical Education 1

LO1. Understand and use appropriate verbal communication and interaction skills with adults and children in a range of contexts, such that the interaction achieves its aims. LO2. Understand and apply a range of critical and analytical skills, to academic and placement learning, such that the student will be able to write and verbally present accurate reports and self-evaluations, of academic and placement experiences. LO3. Develop an understanding of the identity and the roles of professionals within

Portfolio 30%, Students will submit a professional portfolio. This will consist of 5 pieces of writing, each a maximum of 400 words. These will include reflective and report writing, based on practical experiences in both the classroom and on placement. LO1,2,3,4

Analyse real world situations critically. Manage own professional development reflectively. Demonstrate professionalism and ethical awareness.

1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14

1,2,3,4,5,

Practical, 70%. A video of the student interacting with adults/children in a professional

Work within social, environmental and community contexts


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UNIT TITLE






a variety of contexts by completing accurate self- evaluations LO4. Begin to recognise and describe the personal, regulatory, ethical and safety contextual influences on professional work, by reporting accurately on appropriate professional behaviour and the limits of his/her skills, in placement contexts. LO5. Apply knowledge from other units to begin to accurately describe the speech, language and communication skills of individuals.

setting. S/he will submit the video and a 1000 word report, detailing the information obtained from the video and a self-evaluation. S/he will then take part in a viva voce exam to discuss their observations and self-evaluation. LO 1, 2, 5.

Communicate effectively using a range of media Find, evaluate, synthesise and use information from a variety of sources

Investigating Human Development & Behaviour 1

LO1: demonstrate an understanding of the philosophical basis of investigation and understand key features of research through the successful completion of data driven reports. LO2: produce relevant data driven reports, which demonstrate an ability to integrate theory, research and practice. LO3: conduct research investigations, and produce research reports to communicate the applications, implications and limitations of the findings.

Report 30%: Students will produce research methods reports on a range of research activities they have conducted using relevant theory. The maximum length of the combined reports will be a maximum of 2000 words. LO 1, 2, 3.

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

1, 2, 3, 4, 5, 7, 8, 9,10,11,13,14

1,2,3,4,5,


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UNIT TITLE






LO4: demonstrate an understanding of models and processes in cognitive, physical, social, emotional and communication development by incorporating them into case study analyses. LO5: through application of real child language data, demonstrate a working knowledge of developmental milestones

Case Study, 70%: Students will describe and analyse activities they have conducted with one or more children in a placement setting using relevant theory. These will be produced as single case analysis packages. The combined studies will be a maximum of 4000 words. LO 4, 5.

Analyse real world situations critically.


LO1: Summarise the principles of general anatomy, physiology, neuro-anatomy and neuro-physiology LO2: Define and interpret how speech is produced, analysed and represented. LO3: Define and analyse the sound structure of English. LO4: Define and analyse the structure and use of language.

MCT 40%: The assessment has a maximum of 100 questions, lasting no longer than 120 minutes. In preparation, students are encouraged to engage with a number of formative multiple choice tests during the course of the academic year. LO1

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

1, 2, 3, 4, 5, 9, 10, 12, 13, 14

1,2,3,4,5,

Examination, 60%: A written examination, lasting no longer than 3 hours. The exam has two sections: (1) short written answers, (2) multiple choice test. In preparation for this examination, students are encouraged to engage with a number of formative assessments (including practical activities and multiple choice tests) during the course of the academic year. LO 2, 3, 4.


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UNIT TITLE






Foundations of Psychology

LO1: Identify and describe key psychological theories and practices. LO2: Recognise the breadth of approaches adopted within Psychology. LO3: Assess the applications of Psychology in a variety on contexts. LO4: Use psychological literature to support and refute psychological theories and practices. LO5: Apply psychological theories and knowledge to everyday situations.

Coursework: Portfolio, 50%. This will be comprised of two brief equally weighted 1000 word essays (50%) and a multiple choice test (MCT) (50%). LO 1, 2.

Engage with stakeholder/interdisciplinary perspectives. Work within social, environmental and community contexts. Find, evaluate, synthesise and use information. Manage own professional development reflectively. Demonstrate professionalism and ethical awareness. Analyse real world situations critically.

1, 2, 3, 5, 7, 8, 10, 13, 14, 15, 16, 17,19, 20, 21.

1,2,3,4,5,


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UNIT TITLE






Examination 50% Unseen examination (normally 2hours duration), where students are required to answer questions from across the syllabus. LO 3, 4, 5.

Engage with stakeholder/interdisciplinary perspectives. Work within social, environmental and community contexts. Find, evaluate, synthesise and use information. Manage own professional development reflectively Communicate effectively using a range of media. Demonstrate professionalism and ethical awareness. Analyse real world situations critically.


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UNIT TITLE







LO1:to demonstrate knowledge of language and fluency disorders through the use of clinical cases LO2:to demonstrate the ability to analyse clinical data and prioritise intervention options LO3:to demonstrate an understanding of the social and emotional impact of language and fluency impairment LO4:generate hypotheses and formulate ways in which to investigate them LO5:to demonstrate an understanding of the role of multi-disciplinary teams in reference to language and fluency disorders

Essay, 30%: This essay will be of no more than 2500 words. It will require students to apply theoretical concepts to illustrate their understanding of the management of clients' impairment. LO 1, 2

Find, evaluate, synthesise and use information from a variety of sources Communicate effectively using a range of media Apply teamwork and leadership skills Demonstrate professionalism and ethical awareness Analyse real world situations critically. Engage with stakeholder /interdisciplinary perspectives

1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14

1,2,3,4,5,

Examination, 70%: The assessment is a written examination, lasting no longer than 3 hours. The exam has two sections: (1) assessment of clients, (2) intervention approaches. The assessment requires students to synthesise information from a range of sources to formulate well-judged answers LO 3, 4, 5


LO1: To demonstrate knowledge of the personal, regulatory, ethical and safety contextual influences on professional work within a placement context. LO2: To demonstrate an ability to analyse and interpret clinical presentations of communication impairment using informal and formal measurement tools. LO3: To formulate appropriate management plans that are specific and measurable

Professional portfolio, 100%: This will contain formative pieces of work to be considered complete, and includes a placement report and clinical viva mark as well as a reflective account of the past year and learning goals in anticipation of level 6. LO1-5

Analyse real world situations critically Demonstrate professionalism and ethical awareness Manage own professional

1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14

1,2,3,4,5,


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UNIT TITLE






LO4: To demonstrate an ability to compose accurate verbal and written accounts of client characteristics and intervention needs LO5: To apply knowledge from other units to produce hypotheses that are accurate and contemporary

development reflectively Find, evaluate, synthesise and use information Work within social, environmental and community contexts


LO1:To demonstrate knowledge of the classification of hearing impairment through the accurate interpretation of audiological assessment data LO2:To demonstrate an ability to analyse and interpret the linguistic characteristics of language impairment LO3:To identify appropriate psycholinguistic and sociolinguistic frameworks as illustrated through their application to case based data LO4:To demonstrate knowledge and understanding of phonetic theory as it applies to clinical data LO5: To demonstrate the capacity to analyse and classify speech and voice production according to phonetic constructs

Examination, 60%: This assessment is a phonetics and audiology examination, lasting no longer than two hours. The exam has two sections: (i) theory (67% of exam) and (ii) practical (33% of exam). LO1,4,5

Find, evaluate, synthesise and use information from a variety of sources Analyse real world situations critically Communicate effectively using a range of media Work within social, environmental and community contexts

1, 2, 3, 4, 5,10, 12, 13, 14

1,2,3,4,5,

Examination, 40%. The exam will require students to apply their knowledge in clinical linguistics to analyse clinical data. LO2,3

Applied Social and Developmental Psychology (Level 5 unit)

LO1: Acquire knowledge and critical understanding of theories and their

Element 1 A submitted qualitative developmental psychology practical report (2500 words) based on the content of this unit. Students will be required to work

Element 1 Analyse real world situations critically. Demonstrate professionalism

1, 2, 3, 5, 7, 8, 10, 11, 13, 14, 15, 16, 17, 18, 19, 20, 21.

1,2,3,4,5,


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applications to developmental and social psychology. LO2: Understand and critically evaluate methods and analytic techniques in applied social and developmental psychology. LO3: Design, apply and carry out research in developmental and/or applied social psychology using appropriate methods. LO4: Develop a critical understanding of the application of social and developmental psychology to real world settings, problems and contexts.

in groups to design and carry out the practical. Before embarking on the practical stage, students will be required to present their research proposal as a piece of formative assessment. Formative feedback will take place at this stage. These assessments are required to ensure all elements of the curriculum are assessed; this is a requirement of BPS accreditation. LO: 2, 3 Element 2 40% The critical essay (2000 words) will require students to integrate their knowledge of theory, research methodology and real world contexts in the area of applied social and/or developmental psychology. LO: 1, 4.

and ethical awareness. Communicate effectively using a range of media. Apply teamwork and leadership skills. Manage own professional development reflectively. Find, evaluate, synthesise and use information from a variety of sources Work within social, environmental and community contexts. Use systems and scenario thinking. Engage with stakeholder/interdisciplinary perspectives. Element 2 Analyse real world situations critically. Demonstrate professionalism and ethical awareness.


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UNIT TITLE






Communicate effectively using a range of media. Apply teamwork and leadership skills. Manage own professional development reflectively. Find, evaluate, synthesise and use information. Work within social, environmental and community contexts. Use systems and scenario thinking Engage with stakeholder/interdisciplinary perspectives


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UNIT TITLE






Cognitive and Neuropsychology (Level 5 unit)

LO1: Critically evaluate the major topics and theories (both historical and contemporary) within cognition and neuro/biopsychology. LO2: Use the methods and analytic techniques employed in cognition and neuro/biopsychology. LO3: Design, apply & conduct research within an experimental framework with an understanding of their limitations and ethical constraints. LO4: Apply knowledge of cognitive psychology and neuro/biopsychology to the real world and clinical settings. LO5: Reason scientifically and understand the role of evidence to make critical judgements in psychology. LO1: Critically evaluate the major topics and theories (both historical and contemporary) within cognition and neuro/biopsychology. LO2: Use the methods and analytic techniques employed in cognition and neuro/biopsychology.

Element 1 60%. The portfolio will combine the following three elements as one mark requiring one submission: (1) in-class assessment on cognition and neuro/biopsychology ; (2) in-class assessment of methods and analysis; and (3) a submitted psychology practical report (2000 words) based on the content of this unit. The in-class assessments will include items that assess knowledge and conceptual understanding of cognition and neuro/biopsychology and experimental design/analysis. The practical coursework component encourages the use of cognitive/neuropsychological theory in order to design, execute and evaluate hypotheses with the use of computerized statistical software. These assessments are required to ensure all elements of the curriculum are assessed; this is a requirement of BPS accreditation. Formative assessment will be implemented via a series of in-class self-evaluation exercises related to

Element 1 Analyse real world situations critically. Demonstrate professionalism and ethical awareness. Communicate effectively using a range of media. Apply teamwork and leadership skills. Manage own professional development reflectively. Find, evaluate, synthesise and use information. Use systems and scenario thinking.

1, 2, 3, 5, 7, 8, 10, 11, 13, 14, 15, 16, 17, 18, 19, 20, 21.

1,2,3,4,5,


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UNIT TITLE






LO3: Design, apply & conduct research within an experimental framework with an understanding of their limitations and ethical constraints. LO4: Apply knowledge of cognitive psychology and neuro/biopsychology to the real world and clinical settings. LO5: Reason scientifically and understand the role of evidence to make critical judgements in psychology.

the topics of summative assessment and supported by Moodle. Feedback will be provided in sessions and via Moodle. LO: 2, 3, 5. Element 2 40%. The two hour examination facilitates the evaluation of topics taught within cognitive and neuro/biopsychology in terms of theoretical adequacy, methodology and real world applications. This assessment ensures that the unit meets the requirements of BPS accreditation. LO: 1, 4.

Element 2 Analyse real world situations critically. Find, evaluate, synthesise and use information. Use systems and scenario thinking.

Individual Differences (Level 5 unit)

LO1: Critically understand the person with respect to theories of personality/self/identity LO2: Selectively apply relevant personality/self/identity perspectives to real-world psychological issues LO3: Critically understand the conceptual, historical, medical and social underpinning of clinical approaches to Individual Differences.

Element 1 60%. The portfolio will combine the following three elements as one mark requiring one submission: (1) in-class assessment on individual differences; 2) in-class assessment of methods and analysis; and (3) a submitted psychology practical report (2000 words) based on the content of this unit. The in class assessments will include items that assess knowledge and

Element 1 Analyse real world situations critically. Demonstrate professionalism and ethical awareness. Communicate effectively using a range of media. Apply teamwork and leadership skills.

1, 2, 3, 5, 7, 8, 10, 11, 13, 14, 15, 16, 17, 18, 19, 20, 21.

1,2,3,4,5,


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UNIT TITLE






LO4: Attain a practical knowledge and critical understanding of current classifications and treatment of clinical disorders LO5: Apply the methodological, networking, analytical, critical and other generic skills appropriate to this Stage of the programme.

conceptual understanding of personality and individual difference and research design/analysis. The practical coursework component encourages the use of personality and individual difference theory in order to design, execute and evaluate hypotheses with the use of computerised statistical software. These assessments are required to ensure all elements of the curriculum are assessed; this is a requirement of BPS accreditation. Formative assessment will be implemented via a series of self-evaluation exercises related to the topics of summative assessment and supported by Moodle. Feedback will be provided in class and via Moodle. LO: 2, 4, 5. Element 2 40%. The two hour examination facilitates the evaluation of topics taught within personality and individual differences in terms of theoretical adequacy, methodology and real world applications. This assessment ensures that the unit meets the

Manage own professional development reflectively. Find, evaluate, synthesise and use information. Work within social, environmental and community contexts. Element 2 Analyse real world situations critically. Demonstrate professionalism and ethical awareness.


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UNIT TITLE






requirements of BPS accreditation. LO: 1, 3.

Use systems and scenario thinking. Engage with stakeholder/ interdisciplinary perspectives.


LO1: To demonstrate a capacity to describe and define motor speech, dysphagia, voice and other communication impairments through the use of assessment tools LO2: To demonstrate the ability to analyse clinical data and prioritise intervention options LO3: To demonstrate knowledge of psychological and neurological characteristics associated with communication impairments, exemplified through the use of clinical cases LO4: To appraise current best practice evidence in choosing optimal intervention approaches for specific case examples

Examination, 25%: written examination, lasting no longer than two hours. The examination will assess knowledge of assessment approaches. LO 1, 3

Apply skills of critical analysis to real world situations within a defined range of contexts Demonstrate a high degree of professionalism* Communicate effectively using a range of media Find, evaluate, synthesise and use information from a variety of sources Apply teamwork and leadership skills

1, 2, 3, 4, 5, 7, 8, 9, 10, 11, 12, 13, 14

1,2,3,4,5,

Examination, 25%: written examination, lasting no longer than two hours. The examination will assess knowledge of intervention approaches. LO 2, 4

Case report, 50%: This summative case report will be no more than 4000 words. It will require students to synthesize information form a range of sources and apply it to case examples. LO 1-4


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UNIT TITLE







LO1: To demonstrate knowledge of the personal, regulatory, ethical and safety contextual influences on professional work within a placement context. LO2: To demonstrate an ability to analyse and interpret clinical presentations of communication impairment using informal and formal measurement tools. LO3: To formulate appropriate management plans that are specific, measurable, achievable and timely LO4: To demonstrate an ability to compose accurate verbal and written accounts of client characteristics and intervention needs LO5: To demonstrate greater autonomy by applying knowledge from other units to produce hypotheses that are accurate and contemporary

Professional portfolio, 70%: This will contain formative pieces of work to be considered complete, and includes a clinical visit mark, a placement mark and an SLT case report. LO 1-4

Analyse real world situations critically Demonstrate professionalism and ethical awareness Manage own professional development reflectively Find, evaluate, synthesise and use information Engage with stakeholder/interdisciplinary perspectives

1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14

1,2,3,4,5,

Video analysis, 30%: This summative assessment will contain a video analysis form a written formulation form video observation and assessment data. LO1-5

Investigating Human Development & Behaviour 3

LO1: To formulate clear and achievable research questions

Research project, 100%: This research project has a formative component (the project proposal) and students receive individual

Apply skills of critical analysis to real world situations

1, 2, 3, 4, 5, 6, 7, 8, 10,11,13,14

1,2,3,4,5,


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UNIT TITLE






LO2: To demonstrate knowledge and skill in the production of an appropriate research design and methodology LO3: To demonstrate knowledge and capacity to collect research data in an ethical and responsible manner LO4: To demonstrate knowledge of data analysis and interpretation LO5: To be able to defend and critically appraise research findings

supervision support in the completion of the research activity and final document. This assessment offers students an opportunity to choose the topic of the research project and requires them to draw from a range of sources of knowledge and information.

within a defined range of contexts

Demonstrate a high degree of professionalism

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


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UNIT TITLE






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

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


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UNIT TITLE UNIT LEARNING OUTCOMES UNIT ASSESSMENT STRATEGIES

EMPLOYABILITYSUSTAINABILITY

OUTCOMES

PROGRAMME EDUCATIONAL

AIMS

UNIVERSITY EDUCATIONAL

AIMS


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OPTIONAL PSYCHOLOGY UNIT: Applied Psychology (Level 6 unit)

LO1:.Apply knowledge of psychological theories, concepts and methods to real world settings and situations. Learning LO2: Critically evaluate the effectiveness of methods and tools employed within specified domains of applied psychology Learning LO3: Describe and critically evaluate the key theories and concepts applied to various real world settings and situations. Learning LO4: Identify and recall psychological theories, concepts and methods in applied psychology LO5: Integrate and synthesise knowledge from across the topic domains in order to show an understanding of how psychological theories are applied to real world problems.

Element 1 50% via portfolio. The portfolio will consist of the following two elements as one mark requiring one submission: (1) An in-class assessment of the topics covered in applied psychology, and (2) A critical essay of 2000 words. These assessments are required to ensure all elements of the curriculum are assessed. Formative assessment will be implemented by a series of self-evaluation tasks supported via lectures and Moodle. LO: 1, 2, 3. Element 2 50%. Two hour unseen essay based examination will encourage the evaluation of topics taught within the unit in terms of theoretical adequacy, methodology and real world applications. This assessment is required to ensure all appropriate elements of the curriculum are assessed. Students will be supported in their engagement with this assessment via dedicated formative assessment exercise(s) presented in lectures/workshops and via Moodle. LO: 4, 5.

Element 1 Analyse real world situations critically. Demonstrate professionalism and ethical awareness. Communicate effectively using a range of media. Manage own professional development reflectively. Find, evaluate, synthesise and use information. Work within social, environmental and community contexts. Use systems and scenario thinking. Engage with stakeholder/interdisciplinary perspectives. Element 2 Analyse real world situations critically. Demonstrate professionalism and ethical awareness. Communicate effectively using a range of media. Manage own professional

2, 3, 5, 7, 8, 10, 13, 14, 15, 16, 17, 19, 20, 21.

1, 2, 3, 4, 5.


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OUTCOMES


AIMS


AIMS

development reflectively. Find, evaluate, synthesise and use information. Work within social, environmental and community contexts. Use systems and scenario thinking.


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OPTIONAL PSYCHOLOGY UNIT: Child, Community and Society (Level 6 unit)

LO1: Critically evaluate and integrate historical and contemporary literature, including debates and controversies, within psychological theories of the child, community and society. LO2: Design, conduct and evaluate an independent ethically-informed, methodologically sound piece of research in community psychology, disability and/or psychology of childhood. LO3: Communicate processes and findings of research in a group setting to an audience of their peers.

Element 1 80%. The portfolio combines the following two elements as one mark requiring one submission: (1) a 3000 word assessment applying conceptual issues to a contemporary psychological topic in community, childhood or society. Particularly, this will involve designing, conducting and evaluating an independent ethically-informed, methodologically sound piece of research in community psychology, disability and/or psychology of childhood; and (2) a 1000 word reflexive diary that links and conceptualises the learning process and outcomes from across the components. Students will be supported in their engagement with this assessment via dedicated formative assessment exercise(s) presented in lectures/workshops and via Moodle. LO: 1, 2. Element 2 20%. Group presentation will enable students to demonstrate their knowledge and understanding of a particular aspect of the unit. Students will be supported in their engagement with this assessment via dedicated formative assessment exercise(s) presented in sessions/workshops and via Moodle. LO: 3.

Element 1 Analyse real world situations critically. Demonstrate professionalism and ethical awareness. Communicate effectively using a range of media. Find, evaluate, synthesise and use information. Use systems and scenario thinking. Engage with stakeholder/ interdisciplinary perspectives. Element 2 Demonstrate professionalism and ethical awareness. Communicate effectively using a range of media. Apply teamwork and leadership skills. Manage own professional development reflectively. Find, evaluate, synthesise and use information.

2, 3, 5, 7, 8, 10, 13, 14, 15, 16, 17, 19, 20, 21.

1, 2, 3, 4, 5.


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OUTCOMES


AIMS


AIMS

Work within social, environmental and community contexts.


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OPTIONAL PSYCHOLOGY UNIT: Clinical and Forensic Issues in Psychology (Level 6 unit)

LO1: Critically evaluate the assessment, diagnosis and treatment of different mental disorders and arising clinical and forensic issues. LO2: Understand the theoretical underpinnings of a range of clinical and forensic psychological topics. LO3: Synthesis knowledge from across the domains of clinical and forensic psychology to critically evaluate the theory and principles underpinning each area and the links between these areas of applied psychology. LO4: Comprehend the causes of criminal behaviour and relevant interventions (as well as issues arising with respect to forensic practice, criminological theory and criminal justice policy). LO5: Appreciate the practical application of knowledge and theory to clinical and forensic practice.

Element 1 50% via portfolio. The portfolio will combine the following two elements as one mark requiring one submission: (1) An in-class assessment; and (2) A critical essay (2000 words). The in-class assessment will require demonstration of critical awareness of the issues surrounding diagnosis, symptoms and treatment of clinical disorders. The essay will assess awareness of real world issues alongside practical, professional and ethical approaches in clinical and/or forensic psychology. Students will be supported in their engagement with this assessment via dedicated formative assessment exercise(s) presented in class and via Moodle. LO: 1, 2, 3. Element 2 50%. A two hour examination will cover the evaluation of topics taught within the unit in terms of theoretical adequacy, methodology and real world applications. This assessment will ensure that all appropriate elements of the curriculum are assessed. Students will be supported in their engagement with this assessment via dedicated formative assessment exercise(s). LO: 4, 5.

Element 1 Analyse real world situations critically. Demonstrate professionalism and ethical awareness. Communicate effectively using a range of media. Manage own professional development reflectively. Find, evaluate, synthesise and use information. Work within social, environmental and community contexts. Engage with stakeholder/interdisciplinary perspectives. Element 2 Analyse real world situations critically. Demonstrate professionalism and ethical awareness. Manage own professional .development reflectively Find, evaluate, synthesise and use information.

2, 3, 5, 7, 8, 10, 13, 14, 15, 16, 17, 19, 20, 21.

1, 2, 3, 4, 5.


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OUTCOMES


AIMS


AIMS

Use systems and scenario thinking. Engage with stakeholder/interdisciplinary perspectives.


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OPTIONAL PSYCHOLOGY UNIT: Contemporary & Historical Issues in Psychology (Level 6 unit)

LO1: Critically evaluate key contemporary and historical issues in psychology. LO2: Analyse the effectiveness and impact of psychological methodologies. LO3: Reason scientifically and evaluate evidence in support of arguments. LO4: Integrate and synthesize knowledge from across topic domains in order to appreciate the interaction between psychology and society. LO5: Critically reflect on the origins and consequences of psychological concepts and practices.

Element 1 50%. An academic essay (3000 words); demanding critical scholarly competencies, addressing one of the major topics covered in the course. The essay will be assessed in relation to the departmental marking criteria for academic essays. This assessment is required to ensure all appropriate elements of the curriculum are assessed. Students will be supported in their engagement with this assessment via dedicated formative assessment exercise(s) presented in class and via Moodle. LO: 1, 2, 3. Element 2 50%. A reflexive journal (3000 words); the aim of this assessment is to encourage students to reflect on the implications and applications of key course content. Students will be required to seek further evidence to support their ideas from appropriately source material. More specifically, the reflexive journal requires students to critically reflect on major course themes in relation to their own experiences and/or those of people they know; and/or to critically reflect on some of the course themes within the discipline of psychology and/or in the wider society. Engagement with this assessment will be evidenced by demonstrating: a) that course

Element 1 Analyse real world situations critically. Demonstrate professionalism and ethical awareness. Manage own professional development reflectively. Find, evaluate, synthesise and use information. Work within social, environmental and community contexts. Use systems and scenario thinking. Engage with stakeholder/interdisciplinary perspectives. Element 2 Analyse real world situations critically. Demonstrate professionalism and ethical awareness. Communicate effectively using a range of media. Manage own professional development reflectively.

2, 3, 5, 7, 8, 10, 13, 14, 15, 16, 17, 19, 20, 21.

1, 2, 3, 4, 5.


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OUTCOMES


AIMS


AIMS

content has inspired a critical observation about psychology in contemporary society; and b) that this observation will then have been further investigated and analysed using appropriate scholarly sources. This assessment is required to ensure all appropriate elements of the curriculum are assessed. Students will be supported in their engagement with this assessment via dedicated formative assessment exercise(s) presented in class and via Moodle. LO: 4, 5.

Find, evaluate, synthesise and use information. Work within social, environmental and community contexts. Use systems and scenario thinking. Engage with stakeholder/interdisciplinary perspectives.


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OPTIONAL PSYCHOLOGY UNIT: Health & Psychological Interventions (Level 6 unit)

LO1: Examine and theoretically evaluate theoretical and methodological issues in health psychology. LO2: Apply relevant health interventions to real-world contemporary health issues. LO3: Attain a critical understanding of the needs and difficulties of people with health related issues. LO4: Critically consider the skills necessary to work within the health related professions. LO5: Reason scientifically & understand the role of evidence in forming conclusions in the specified topics.

Element 1 50% via portfolio. The portfolio will combine the following two elements as one mark requiring one submission: (1) A group interview, and (2) A critical reflective account (2000 word essay). The group interview will require demonstration of an awareness of the employability factors that surround working within the health arena, including interpersonal skills, patient/client interaction and assessment skills. The reflective account will assess awareness and understanding of professional, ethical and practical elements of working within the health field. These elements are required to ensure all elements of the curriculum are assessed. Students will be supported in their engagement with this assessment via dedicated formative assessment exercise(s) presented in class and via Moodle. LO: 1, 2, 3. Element 2 50%. A two hour unseen examination will encourage the evaluation of topics taught within the Unit in relation to theoretical adequacy, methodology and real world applications. This assessment is required to ensure all appropriate elements of the curriculum are assessed. Students

Element 1 Analyse real world situations critically. Demonstrate professionalism and ethical awareness. Communicate effectively using a range of media. Apply teamwork and leadership skills. Manage own professional development reflectively. Find, evaluate, synthesise and use information. Work within social, environmental and community contexts. Engage with stakeholder/interdisciplinary perspectives. Element 2 Analyse real world situations critically. Demonstrate professionalism and ethical awareness. Communicate effectively using a range of media. Manage own professional

2, 3, 5, 7, 8, 10, 13, 14, 15, 16, 17, 19, 20, 21.

1, 2, 3, 4, 5.


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OUTCOMES


AIMS


AIMS

will be supported in their engagement with this assessment via dedicated formative assessment exercise(s) presented in lectures/workshops and via Moodle. LO: 4, 5.

development reflectively. Find, evaluate, synthesise and use information. Use systems and scenario thinking. Engage with stakeholder/interdisciplinary perspectives.


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OPTIONAL PSYCHOLOGY UNIT: Key Topics in Cognitive Neuroscience & Anomalous Psychology (Level 6 unit)

LO1: Critically evaluate the major topics and theories (historical and contemporary) within the related areas of cognitive neuroscience and anomalistic psychology. LO2: Critically evaluate the effectiveness of methods employed within research on topics in cognitive neuroscience and anomalistic psychology. LO3: Assess the importance of research in cognitive neuroscience and anomalistic psychology and outline its wider theoretical and practical importance. LO4: Integrate and synthesize knowledge from across the topics in order to evaluate the interaction between cognitive, neural and behavioural functioning. LO5: Reason scientifically & understand the role of evidence in forming conclusions in the specified topics.

Element 1 50% via portfolio. The portfolio will combine the following two elements as one mark requiring one submission: (1) An in-class assessment covering the breadth of the unit topics, and (2) A critical in-depth essay of 2000 words. These assessments are required to ensure all elements of the curriculum are assessed. Formative assessment will be implemented via a series of in-class and Moodle-based self-evaluation exercises related to the topics covered by summative assessments. Feedback will be provided in class and via Moodle. LO: 1, 2, 3. Element 2 50%. The two hour examination will encourage the evaluation of topics taught within the unit in terms of theoretical adequacy, methodology and real world applications. This assessment is required to ensure all appropriate elements of the curriculum are assessed. Students will be supported in their engagement with this assessment via dedicated formative assessment exercise(s) presented in lectures/workshops and via Moodle. LO: 4, 5.

Element 1 Analyse real world situations critically. Demonstrate professionalism and ethical awareness. Communicate effectively using a range of media. Manage own professional development reflectively. Find, evaluate, synthesise and use information. Use systems and scenario thinking. Element 2 Analyse real world situations critically. Demonstrate professionalism and ethical awareness. Manage own professional development reflectively. Find, evaluate, synthesise and use information. Use systems and scenario thinking. Engage with stakeholder/interdisciplinary perspectives.

2, 3, 5, 7, 8, 10, 13, 14, 15, 16, 17, 19, 20, 21.

1, 2, 3, 4, 5.


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bsc (hons) psychology & speech pathology · bsc (hons) psychology and speech pathology [2606] 2...

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