This guidance is for higher education institutions (HEIs) providing speech and language therapy courses. It covers:
- HCPC standards of education and training
- Curriculum guidance
- Practice-based learning
- Students and the CPD diary
- Accreditation of pre-registration courses
- Useful resources
Please contact us for more information.
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HCPC standards of education and training
All courses providing pre-registration education in speech and language therapy need to meet the Health and Care Professions Council (HCPC) standards of education and training.
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 speech and language therapy profession using the five RCSLT core capabilities: communication, partnerships, leadership and lifelong learning, research and evidence-based practice, and professional autonomy and accountability.
RCSLT curriculum guidance 2021
The RCSLT curriculum guidance was revised in 2021 to incorporate changes as a result of the introduction of SLT apprenticeships and the competencies in eating, drinking, and swallowing for the pre-registration education of speech and language therapists.
It has been written for educators, employers, practitioners, learners, service users and other organisations with an interest in speech and language therapy education.
The guidance 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, which are underpinned by the five core capabilities:
- Part one: Introduction
- Part two: RCSLT five core capabilities guiding the development of the speech and language therapy 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.
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 speech and language therapy services.
Students and the continuing professional development (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.
Find out more about using the CPD diary.
Accreditation of pre-registration courses
The RCSLT accredits pre-registration speech and language therapy courses.
Education providers holding a valid RCSLT accreditation letter are invited to display the RCSLT logo on their programme documentation.
See our information on the accreditation process for more details.
The RCSLT is actively supporting the development of apprenticeships, as they relate to speech and language therapy.
Visit our apprenticeships pages for:
- Guidance for employers and universities
- Advice for prospective apprentices
- RCSLT policy position statement
- Frequently asked questions
- Business case template
- RCSLT webinar
- CPD diary
- Diversity, inclusion and anti-racism
- Giving Voice
- Guidance on disability issues (PDF)
- Learning resources
- Lifelong learning
- Meeting the HCPC standards
- Research Centre
- Practice-based learning
- RCSLT clinical guidance
- Delivering quality services guidance
- Information for newly-qualified practitioners (NQPs)
- Information for students
- Take part in RCSLT projects
- Working overseas
- Your career