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Module Code
Module Title
Credit
Semester (Autumn/Spring)
Pre-requisite(s)
Co-requisites(s)
Convenor
Brief description
(aims, objectives, content,
teaching and learning
method(s), learning
outcomes)
AHP-2CLY
COMMUNICATION AND LANGUAGE SCIENCES 2
20
55 contact hours; 145 effort hours
Full year
Year 1 core modules
Other Year 2 core modules
Dr Karen Bunning
This module develops students’ ability to analyse speech
and language associated with a range of communication
disorders and to identify the way in which such
communication arises from either a typically-functioning
or impaired cognitive neuropsychological system. The
overall aim of this module is to further develop the core
disciplines that underpin the work of speech and
language therapists in these areas – acoustic phonetics,
linguistics and cognitive neuropsychology – and to equip
students with more advanced skills for speech and
language analysis.
Within the degree’s integrated, Problem-Based Learning
(PBL) framework, students will deepen their knowledge of
phonetics, syntax, morphology, semantics, pragmatics
and discourse, as applied to disordered communication in
a range of sociolinguistic dimensions.
Building on the foundations of phonetic analysis
introduced in AHP-1CLY, students will also extend their
analytical skills to include acoustic phonetics. This
module is closely integrated with the concurrent modules
Life Sciences II (AHP-2LSY) and Speech and Language
Therapy Practice II (AHP-2SLY).
Learning Outcomes
Indicative content
Method(s) of assessment
By the end of this module students will be able to:
 Articulate the main tenets of atypical communication,
speech and language development
 Demonstrate an appropriate level of competence in
using listening, transcription and analytical skills as
applied to atypical language.
 Demonstrate an appropriate level of competence in
using instrumental techniques to measure and
analyse atypical speech
 Discuss the transmission and perception of speech
 Articulate the effects of social contexts on
communication, both monolingual and multilingual.
Acoustic phonetics, sociolinguistics, semantics,
pragmatics, cognitive neuropsychology, conversation &
discourse analysis, speech and language development.
Assessment will comprise 100% coursework as follows:
 MCQ on linguistics, phonetics and sociolinguistics
(40%)
 Phonetics practicals: formative & summative, ear
training (18%) and performance (12%)
 Acoustic phonetics & hearing impairment presentation
(30%)
Module Code
Module Title
Credit
Semester (Autumn/Spring)
Pre-requisite(s)
Co-requisites(s)
Convenor
Brief description
(aims, objectives, content,
teaching and learning
method(s), learning
outcomes)
Learning Outcomes
Indicative content
AHP-2LSY
LIFE SCIENCES 2
20
36 contact hours; 164 effort hours
Full year
Year 1 core modules
Other Year 2 core modules
Dr Meg Wadnerkar
Within the degree’s integrated, Problem-Based Learning
(PBL) framework, this module builds on the foundations
established in AHP-1LSY. There is an increased focus on
pathology and disorders, in particular disorders of the
central nervous system and congenitally /genetically
acquired conditions. The discipline of audiology is
introduced to students, covering hearing problems,
investigations and interventions. Psychology continues
with a focus on acquired and developmental disorders
and their impact across the lifespan with particular
attention paid to identity, self-image and the advent of
communication and swallowing disorders in the individual
life course. Consideration is given to factors of influence
with regard to speech, language & communication. The
strand of education continues in greater depth with a
focus on special educational provision.
By the end of this module students will be able to:
 Understand and begin to apply knowledge of normal
bio-psychosocial function to disordered aspects of
communication and swallowing
 Demonstrate awareness of the hearing impaired client
group and management options within audiology
 Understand the principles of developmentally
appropriate hearing assessments and show the ability
to interpret hearing assessment data
 Appreciate the effects of sensory/motor impairment,
deprivation, neglect and abuse on the function of
speech, language and communication in complex
cases.
 Understand loss in the context of communication
development and function, and lifestyle
 Use the ICF to describe and evaluate clinical data.
Audiology introduces students to the science of
measuring hearing and hearing loss across different
hearing pathologies. This incorporates:
 Audiology in infants and young children
 The function and management of hearing aids
 The function of cochlear implants
 Analysis and Interpretation of audiometric data
Biological Perspectives build on the basic tenets of
structure and function taught in LS1. It includes:
 An overview of foetal development and possible
outcomes of different chromosomal abnormalities

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The consequent complex health needs of people
with genetically/congenitally acquired conditions
In depth teaching of neuroanatomy related to
acquired speech language and communication
disorders
Brain imaging and mapping of information to
locate area and type of brain damage
Differing outcomes of traumatic brain injury
The aetiology and manifestation of normal ageing
and dementia
Psychological Perspectives also builds on psychology
taught in LS1. It addresses the psychosocial impact of
speech, language and communication difficulties arising
from the pathologies covered in biology sessions:
 Living with a hearing loss
 The meaning of autism
 Challenging behaviour
 Psychosocial impact of an acquired language
disorder
 Impact of TBI on cognition and behaviour
Educational Perspectives continues to draw on the
concepts of collaborative working established in LS1.
This is expanded in LS2 to cover:
 Educational provision for children with SEN
 Role of the SLT in special education
 Systematic approaches to education for children
with ASD
Method(s) of assessment
Assessment will comprise 100% coursework as follows:
 MCQ for all subjects (60%)
 Service leaflet on special educational needs (40%).
Module Code
Module Title
Credit
Semester (Autumn/Spring)
Pre-requisite(s)
Co-requisites(s)
Convenor
Brief description
(aims, objectives, content,
teaching and learning
method(s), learning
outcomes)
AHP-2PDY
PROFESSIONAL DEVELOPMENT 2
20
48 hours contact time; 152 effort hours
Full year
Year 1 core modules
Other Year 2 core modules
Rosie Mason
This module will develop students’ appreciation of and
basic skills in managing primary and secondary research
data required to engage in evidence based practice It
focuses on the value of research to the systematic
evaluation of practice. The research component will
introduce qualitative and quantitative methodologies,
using experiential activities to develop primary research
and critical appraisal skills. Students will also begin to
develop an appreciation of the skills of clinical audit.
Professional development is also enhanced through
further use of the reflective skills learned in Professional
Development 1.
Learning Outcomes
By the end of this module students will be able to:
 demonstrate the academic skills of literature
searching and critical appraisal needed for evidence
based practice;
 use research, reasoning and problem solving skills to
evaluate practice;
 examine the principles and practice of primary and
secondary research;
 apply appropriate methodology to plan independent
enquiry;
 understand the audit processes used within health
and social care settings and differentiate these from
research practice.
Indicative content



Method(s) of assessment
28 hours over 9 weeks quantitative research,
including research design, choice and application of
statistical tests, research presentation, critical
appraisal of quantitative research approaches
28 hours over 7 weeks qualitative research including
methodological paradigms, research methods,
principles and tools of data analysis, critical appraisal
of qualitative research and techniques of research
presentation
Development of understanding of the process of
clinical audit.
Assessment will comprise 100% coursework as follows:
 A 1000 word critical appraisal of a quantitative
research article submitted in week 19 (50%)
 A 1000 word evaluation of a qualitative mini-project
submitted in week 25 (50%)
NEW MODULES (please complete for new modules) Please refer to Guidance Notes
for information about what constitutes a ‘new’ module, and the triggers that would require
completion of this section.
8(b)
Please consult the guidance notes to ascertain when a new module is required
Module Title
Professional Development 2
[OT / PT / SLT]
Level
2
Credit Value
20
Teaching period, eg Semester 1, Year-long
Year long
Likely Module Organiser
Dr Rosie Mason
Module Type (eg EX/CW/WW/PR etc)
Does the Module include an
Exam? Yes/No
Module Marking Scheme
(Please tick as appropriate)
CW
How long will the exam be? (ie 1, 2 3
hours)
Percentage
Pass/Fail?
marking?
No

Proposed Module Code
AHP-2PDY
Module Delivery (eg
distance-learning campus
based, work placement)
Campus based
Lead lectures, workshops and seminars, the use of BlackBoard and
small group work will inform students' experiential learning of
methods of enquiry, including qualitative and quantitative research.
Brief Description
This Module focuses on the value of research to the systematic
evaluation of practice. It introduces quantitative and qualitative
designs, using experiential activities to develop primary research
and critical appraisal skills. Students will also begin to develop an
appreciation of the skills of clinical audit.
Students will explore research methods and practice appropriate to
AHP professionals.
Aims & Learning Outcomes
By the end of this module students will be able to:
1. demonstrate the academic skills of literature searching and
critical appraisal needed for evidence based practice;
2. use research, reasoning and problem solving skills to
evaluate practice;
3. examine the principles and practice of primary and
secondary research;
4. apply appropriate methodology to plan independent enquiry;
5. understand the audit processes used within health and
social care settings and differentiate these from research
practice.
Aveyard H (2010) Doing a Literature Review in Health and Social
Care. England. Open University Press
Field A (2009) Discovering Statistics using SPSS 3 rd ed. Sage:
London
Gomm R, Needham G, Bullman A (ed) (2000) Evaluating research
Key Reading (2-5 key texts
or resources for targeted
Library
expenditure/purchase)
in health and social care. The Open University: Sage: London
Portney LG, Watkins MP (2000) Foundations of clinical research:
applications to practice. 2nd edition, Prentice Hall
Pring T (2005) Research Methods in Communication Disorders,
Whurr Publishers, London
Module Code
Module Title
Credit
Semester (Autumn/Spring)
Pre-requisite(s)
Co-requisites(s)
Convenor
Brief description
(aims, objectives, content,
teaching and learning
method(s), learning
outcomes)
Learning Outcomes
AHP-2SLY
SPEECH AND LANGUAGE THERAPY PRACTICE 2
60
46 hours contact time; 554 effort hours
Full year
Year 1 core modules
Other Year 2 core modules
Dr Simon Horton
Within the degree’s integrated, Problem-Based Learning
(PBL) structure, this module will develop further the
students’ understanding of the frameworks and
processes of speech and language therapy practice.
Particular attention will be paid to the construction and
rationalisation of intervention and the process of clinical
reasoning. Relevant theories and the mechanisms for
change will be explored in the context of therapeutic
approaches. The focus on communication disorders
expands to include deafness and hearing impairment,
learning difficulties and acquired language disorder.
Students are introduced to the spectrum of augmentative
and alternative communication strategies, with a detailed
exploration of assistive communication (low technology).
Level 2 includes an introductory (observational) practice
placement, and a subsequent eight-week practice
placement that focuses on being a ‘therapy facilitator’
where the emphasis is on SLT practice within a clinical
context.
By the end of this module students will be able to:
 Demonstrate knowledge and understanding of clinical
reasoning for speech, language and communication
problems associated with deafness and hearing
impairment, learning difficulties and acquired
language disorders.
 Select, devise and use a range of assessment tools
including structured, standardised and informal
methods with relevance to different clinical needs and
populations
 Interpret data arising from assessment and therapy
activities to be used in client-centred goal-setting
 Understand the rationale underlying interventions for
clients with speech, language and communication
disorders within an overall framework
 Start to articulate the process of therapy, critically
appraise interventions and adapt practice accordingly
 Demonstrate knowledge, understanding and clinical
application of low tech assistive communication
systems
 Articulate the role of the speech and language
therapist within the multidisciplinary team and
demonstrate an understanding of the role of other
professionals, agencies and individuals
 Have an understanding of the principles and practice
of healthcare communication e.g. advice giving; client

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education etc.
Demonstrate flexible practice through a profile of
clinical experience in a variety of settings and
contexts
Demonstrate progression in practice placement
through achieving specific outcomes of the
placement.
Understand the centrality of identity and role to client
experience and therapy practice with the individual
and within the context of change.

Indicative content
In relation to deafness and hearing impairment; learning
difficulties; acquired language disorders students will
address
 The relationship between symptoms of a disorder and
the underlying causal mechanisms
 Factors in the client presentation which are relevant to
speech, language and communication disorder,
including speech, language and communication
impairments; developmental and life course issues;
medical conditions; psycho-social factors; sociological
factors
 Assessment principles and processes in the use and
interpretation of norm- and criterion-referenced
assessments; standardised and non-standardised
assessment methodologies and tools
 Clinical decision-making for intervention planning
through interpretation and application of assessment
data; client-centred goal setting; evaluation of
intervention
 The relationship between the disorder and
mechanisms underlying the intervention, including
application of theory and theoretical frameworks to
client- and family-centred work, and environmental
interventions
Method(s) of assessment
 Ways to address patient / client education and clientcentred practice through good healthcare
communication
Assessment will comprise 100% coursework as follows:
 Case study – Deafness & Hearing Impairment (20%).
 Case study – Learning Difficulties (20%)
 Case study – Acquired Language Disorders (20%)
 Practice Placement Report (2A) (pass-fail)
 Practice Placement Report (2B) (DVD & verbal report;
Professional discussion; Case Summary) (40%)