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Introduction

Here you will find guidance for Higher Education Institutions (HEIs) providing speech and language therapy courses.  It covers:

  • HCPC Standards of Education and Training
  • Curriculum Guidance
  • Accreditation of pre-registration courses
  • Students and the CPD Diary
  • Practice education
  • Useful resources

Please contact us for more information.

Related pages 

See also:

Information for Universities

HCPC Standards of Education and Training

All courses providing pre-registration education in speech and language therapy need to meet the HCPC Standards of Education and Training.

Curriculum Guidance

The RCSLT envisages that all future new graduate SLTs will possess not only the distinctive skill set required to transform the lives of individuals with speech, language, communication and swallowing difficulties, but also the capability to continue to develop transferable skills to lead change, evaluate, improve and evidence the impact of their contribution.  

Graduates must be able to recognise and articulate the role that speech, language, communication and swallowing difficulties play in and the ways in which SLTs can work for the benefit of individuals, communities and populations in emerging practice areas.

The RCSLT calls on all members (wherever they practise) to work in partnership to develop tomorrow's practitioners and help secure the long-term future success of the profession.

Pre-registration education of speech and language therapists should facilitate the development and attainment of:

  • a level of academic and clinical capability on completion of an approved qualification that is fit for professional practice
  • the capacity to continue to develop personal and professional skills within the community of SLT practitioners and the broader community of health, education and social care practitioners.

The Curriculum guidance provides a blueprint to support and guide educational leaders and partners in developing degree-level entry routes to the SLT profession using the five RCSLT core capabilities of Communication, Partnerships, Leadership and lifelong learning, Research and evidence-based practice, and Professional autonomy and accountability.

The RCSLT Curriculum guidance (2018) document has been co-created using data and evidence from:

  • A review of local, regional and national frameworks and guidelines
  • Consultation with RCSLT clinical advisers and a variety of leaders in service and education delivery
  • More than 12,000 contributions submitted from the RCSLT membership including students, newly-qualified practitioners, researchers, educators, practising SLTs from across all specialisms and leaders from a variety of contexts, through a process of crowdsourcing using an online workshop approach.

It has been written for educators, employers, SLT practitioners, SLT learners, service users and other organisations with an interest in SLT education.

It facilitates the beginning of the speech and language therapy learning journey and is designed to transition seamlessly into the newly qualified practitioner period, which will continue to support speech and language therapists to develop as autonomous practitioners beyond initial training.

There are four parts, underpinned by the five core capabilities outlined above.

  • Part One: Introduction
  • Part Two: RCSLT five Core capabilities guiding the development of the SLT workforce
  • Part Three: Guidance for development and delivery of pre-registration courses leading to registration of speech and language therapists
  • Part Four: Guidance on curriculum content

For more information, please contact us.

Accreditation of pre-registration courses

In this section you will find information and guidance relating to the RCSLT accreditation of pre-registration speech and language therapy programmes.


For information of implementation of the new RCSLT Curriculum guidance, please visit Implementation of the new 2018 Curriculum guidance.


Accreditation


The RCSLT accredits pre-registration speech and language therapy courses.

 

 

Application form

Audit form for programme providers

For more information, please contact us.

Students and the CPD Diary

Students are encouraged to use the online CPD Diary, although this is not mandatory.


Students may find it useful to use the CPD Diary as part of their reflective learning and record their placement education.


Once they graduate they will need to use the CPD Diary to complete the NQP framework so it is useful for them to familiarise themselves with the platform and start recording CPD activities as soon as they can.


More information:

Practice education

The RCSLT views pre-registration learning as a collective agreement between academic tutors, clinical practice educators and clinical managers to develop the transformative potential and transferable distinctive skill set of SLT learners.

 

Improving the health and wellbeing of individuals with speech, language and swallowing needs depends on SLT learners, academic tutors and clinical practice educators working together effectively at the pre-registration stage with the shared vision of enabling the future profession to meet the evolving needs of the people who use SLT services.


For more information, please visit

Useful resources

Information for Practice Educators

Introduction

In this section you will find:

  • Guidance for practice educators
  • Useful resources

The RCSLT views pre-registration learning as a collective agreement between academic tutors, clinical practice educators and clinical managers to develop the transformative potential and transferable distinctive skill set of SLT learners.
 
Improving the health and wellbeing of individuals with speech, language and swallowing needs depends on SLT learners, academic tutors and clinical practice educators working together effectively at the pre-registration stage with the shared vision of enabling the future profession to meet the evolving needs of the people who use SLT services.

All SLTs should commit to providing clinical placements on an annual basis, two years after they have qualified or after one year, providing appropriate ongoing support is available from either their own service and/or the HEI. This applies whether SLTs are employed by the NHS or elsewhere including independent practice. Course providers should endeavour to consider all SLT services as potential placement opportunities and offer SLTs the support they need to become practice educators and work with learners in their services.

The RCSLT expects practice educators to instil and support the reflective learning framework necessary for the future SLT workforce, by setting competency-based measurable goals, conducting regular reviews of learner development and competencies, and providing learner feedback and recognition of achieved competencies at the end of practice education – this contributes towards the onward learner portfolio.

Guidance for practice educators

The RCSLT has developed guidance around practice education in collaboration with other Allied Health Professionals.

Find out more about the Practice education guidance for AHPs, 2016.
Read the statement from the health and care professions, 2016.

Additional guidance can be found in the Curriculum guidance
You may also find our Supervision guidance useful.

Current projects
Find out how to get involved in the RCSLT’s work around practice education.

Useful resources 

RCSLT resources

Presentations from events

If you have any comments about this page, or a query about practice education, please contact us.