Students from England, Scotland, Wales or EU (except the Republic of Ireland)
Unfortunately, Ulster University is not in a position to accept applications from students from England, Scotland, Wales or EU (except the Republic of Ireland) for this course due to regulations issued by the Department of Health Northern Ireland.
Become an occupational therapist. Learn how you can help people of all ages and ability do the everyday things they want and need to do.
Summary
A fulfilling course, BSc (Hons) occupational therapy produces passionate occupational therapists of the future.
This course is about learning how to help people of all ages and ability to do the everyday things they want and need to do. You will explore how to use activity and occupation as a treatment, how to find solutions for people who encounter physical, mental or environmental barriers.
This World Federation of Occupational Therapists approved course allows you to take your degree from Ulster University anywhere in the world.
Practicing your new skills in a range of clinical placements across the NI Health and Social Care Trusts will allow you broaden your experience and get you practice ready.
We’d love to hear from you!
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Course specific information
Fees and Finance
Admissions
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For queries related to course content, including modules and placements, please select Course specific information.
This course prepares and develops students to become occupational therapists who are competent to work within therapeutic teams both in hospitals and in the community. They will work with client groups from the new-born to the elderly. Applicants should have a high level of personal integrity and initiative, tact and sound judgement, organisational ability, and a genuine interest in people.
Students who successfully complete the programme will be eligible to apply for registration with the Health Care Professions Council and full membership of the British Association of Occupational Therapists.
The course is also recognised by the World Federation of Occupational Therapists and employment opportunities exist in many parts of the world.
As occupational therapy students, student membership of The Royal College of Occupational Therapists is recommended. This is a small annual fee and it is the responsibility of each student to pay this fee.
Attendance
Three years full-time including placement blocks. Campus attendance is Typically 18-20 timetabled hours per week between 09.15 am and 5.15 pm Monday - Friday including lectures, seminars and practical workshops.
Placement blocks range from 4-8 weeks across the three year programme, with full time attendance required.
Start dates
September 2025
Teaching, Learning and Assessment
A variety of teaching, learning and assessment methods are used throughout the course. Teaching and learning methods include, lectures, seminars, workshops and practical classes and are delivered both online and face to face. Students are assessed by a variety of written, presentation and practical assessments.
Attendance and Independent Study
The content for each course is summarised on the relevant course page, along with an overview of the modules that make up the course.
Each course is approved by the University and meets the expectations of:
As part of your course induction, you will be provided with details of the organisation and management of the course, including attendance and assessment requirements - usually in the form of a timetable. For full-time courses, the precise timetable for each semester is not confirmed until close to the start date and may be subject to some change in the early weeks as all courses settle into their planned patterns. For part-time courses which require attendance on particular days and times, an expectation of the days and periods of attendance will be included in the letter of offer. A course handbook is also made available.
Courses comprise modules for which the notional effort involved is indicated by its credit rating. Each credit point represents 10 hours of student effort. Undergraduate courses typically contain 10, 20, or 40 credit modules (more usually 20) and postgraduate courses typically 15 or 30 credit modules.
The normal study load expectation for an undergraduate full-time course of study in the standard academic year is 120 credit points. This amounts to around 36-42 hours of expected teaching and learning per week, inclusive of attendance requirements for lectures, seminars, tutorials, practical work, fieldwork or other scheduled classes, private study, and assessment. Teaching and learning activities will be in-person and/or online depending on the nature of the course. Part-time study load is the same as full-time pro-rata, with each credit point representing 10 hours of student effort.
Postgraduate Master’s courses typically comprise 180 credits, taken in three semesters when studied full-time. A Postgraduate Certificate (PGCert) comprises 60 credits and can usually be completed on a part-time basis in one year. A 120-credit Postgraduate Diploma (PGDip) can usually be completed on a part-time basis in two years.
Class contact times vary by course and type of module. Typically, for a module predominantly delivered through lectures you can expect at least 3 contact hours per week (lectures/seminars/tutorials). Laboratory classes often require a greater intensity of attendance in blocks. Some modules may combine lecture and laboratory. The precise model will depend on the course you apply for and may be subject to change from year to year for quality or enhancement reasons. Prospective students will be consulted about any significant changes.
Assessment methods vary and are defined explicitly in each module. Assessment can be a combination of examination and coursework but may also be only one of these methods. Assessment is designed to assess your achievement of the module’s stated learning outcomes. You can expect to receive timely feedback on all coursework assessments. This feedback may be issued individually and/or issued to the group and you will be encouraged to act on this feedback for your own development.
Coursework can take many forms, for example: essay, report, seminar paper, test, presentation, dissertation, design, artefacts, portfolio, journal, group work. The precise form and combination of assessment will depend on the course you apply for and the module. Details will be made available in advance through induction, the course handbook, the module specification, the assessment timetable and the assessment brief. The details are subject to change from year to year for quality or enhancement reasons. You will be consulted about any significant changes.
Normally, a module will have 4 learning outcomes, and no more than 2 items of assessment. An item of assessment can comprise more than one task. The notional workload and the equivalence across types of assessment is standardised. The module pass mark for undergraduate courses is 40%. The module pass mark for postgraduate courses is 50%.
The class of Honours awarded in Bachelor’s degrees is usually determined by calculation of an aggregate mark based on performance across the modules at Levels 5 and 6, (which correspond to the second and third year of full-time attendance).
Level 6 modules contribute 70% of the aggregate mark and Level 5 contributes 30% to the calculation of the class of the award. Classification of integrated Master’s degrees with Honours include a Level 7 component. The calculation in this case is: 50% Level 7, 30% Level 6, 20% Level 5. At least half the Level 5 modules must be studied at the University for Level 5 to be included in the calculation of the class.
All other qualifications have an overall grade determined by results in modules from the final level of study.
In Masters degrees of more than 200 credit points the final 120 points usually determine the overall grading.
Figures from the academic year 2022-2023.
Academic profile
There are three awards for final year students on the day of graduation. The Sue Gardiner Rosebowl is voted for by final year students and is for the student who contributed most to keeping the class connected across the three years of the course. The Winnie Dunn Research Cup is awarded to the student who gained the highest marks across two research based modules – involving research techniques. The Anne Stewart Placement prize is for the student with the highest average placement mark across all three years.
The University employs over 1,000 suitably qualified and experienced academic staff - 60% have PhDs in their subject field and many have professional body recognition.
Courses are taught by staff who are Professors (19%), Readers, Senior Lecturers (22%) or Lecturers (57%).
We require most academic staff to be qualified to teach in higher education: 82% hold either Postgraduate Certificates in Higher Education Practice or higher. Most academic and learning support staff (85%) are recognised as fellows of the Higher Education Academy (HEA) by Advance HE - the university sector professional body for teaching and learning. Many academic and technical staff hold other professional body designations related to their subject or scholarly practice.
The profiles of many academic staff can be found on the University’s departmental websites and give a detailed insight into the range of staffing and expertise. The precise staffing for a course will depend on the department(s) involved and the availability and management of staff. This is subject to change annually and is confirmed in the timetable issued at the start of the course.
Occasionally, teaching may be supplemented by suitably qualified part-time staff (usually qualified researchers) and specialist guest lecturers. In these cases, all staff are inducted, mostly through our staff development programme ‘First Steps to Teaching’. In some cases, usually for provision in one of our out-centres, Recognised University Teachers are involved, supported by the University in suitable professional development for teaching.
Our facilities in Derry~Londonderry cater for many sports ranging from archery to volleyball, and are open to students and members of the public all year round.
Here is a guide to the subjects studied on this course.
Courses are continually reviewed to take advantage of new teaching approaches and developments in research, industry and the professions. Please be aware that modules may change for your year of entry. The exact modules available and their order may vary depending on course updates, staff availability, timetabling and student demand. Please contact the course team for the most up to date module list.
This level four module introduces you to the core interprofessional competencies to support you develop and embody interprofessional principles and interprofessional working during your degree programme and beyond.
Foundations for Occupational Therapy Study and Practice
Year: 1
Status: C
This level four module introduces the core principles, theories and skills that underpin occupational therapy practice and the acquisition of study skills required to encourage achievement and success during study and practice. The module facilitates the development of a strong foundational understanding of the profession of occupational therapy.
Children, Young People and Families.
Year: 1
Status: C
This module develops the students understanding of child development and the occupations of children, young people and families through an enquiry based learning approach. The module supports the student to identify appropriate interventions for this client group enabling them to reach their full potential.
Anatomy and Physiology for Occupational Function
Year: 1
Status: C
This module develops an understanding of the anatomy and physiology of the limbs and trunk and their function in movement, and of the support provided by the nervous, cardiovascular and respiratory systems. It underpins subsequent modules in occupational therapy, particularly those of occupational performance.
Occupational Therapy with Adults: 1
Year: 1
Status: C
This module provides a foundation to the practical skills and underpinning knowledge necessary to implement appropriate individualised Occupational Therapy interventions with adults whose occupational performance has been affected by a physical and/or mental health condition.
Practice Skills and Practice Based Learning
Year: 1
Status: C
This module integrates practical skills taught in the classroom with practice-based learning. Students will develop skills which enable them to select and clinically reason the provision of assistive technologies and/or adaptive techniques used by occupational therapists to promote and maximise participation in activities of daily living. Emphasis on the development of effective communication skills is also a key component of this module.
Students will complete 150 hours of practice-based learning within an occupational therapy service.
Year two
Practice-based Learning 2
Year: 2
Status: C
This module involves the students engaging in nine weeks of practice-based learning under the direction of a practice educator within one of a variety of settings where they are actively involved in delivering an occupational therapy service. Practice-based learning complements, supports and informs the academic discipline of occupational therapy and is essential for the education of a competent practitioner.
Occupational Therapy with Adults: 2
Year: 2
Status: C
This module prepares Occupational Therapy students to develop their knowledge, understanding and practical skills of Occupational Therapy interventions used with individuals with physical and mental health conditions which affect their occupational performance.
Occupational Well-being and Therapeutic Group Work
Year: 2
Status: C
This module prepares students to work holistically and collaboratively with diverse groups considering social detriments to health. It will develop knowledge of physical, psychological, social, and cultural factors when designing, and delivering therapeutic group work. The module will develop skills competency, understanding of the therapeutic relationship, group work practice skills and therapeutic techniques used by occupational therapists to promote occupational performance, occupational wholeness and social inclusion.
Health Science Research
Year: 2
Status: C
This module will develop students' research knowledge and skills. They will become more proficient at finding and appraising relevant research in their discipline, they will also understand the impact and relevance of research, determining if/how it might influence clinical practice. This module will prepare students for the year three module (OTH501).
Environmental Contexts Enabling Participation
Year: 2
Status: C
The module develops knowledge and skill on the impact of the physical and socio-cultural environment on occupational engagement and participation.
Vocational Rehabilitation
Year: 2
Status: C
This module will prepare students to work as a newly qualified occupational therapist with the knowledge and understanding of the key issues pertaining to vocational rehabilitation. They will be equipped with the skills to assess, treat and signpost a person in need of vocational rehabilitation services.
Year three
Research Project
Year: 3
Status: C
This module facilitates the practical application of research skills developed in the earlier years of the academic programme. It will prepare students to contribute meaningfully to evidence-based healthcare practices and to conduct research that informs and advances the field. Lectures provide the theoretical knowledge and guidance required to undertake the research task. Seminars and workshops will provide specific support for students' practical skills, relevant to their research project topic, method of scientific enquiry, and study design.
Practice Based Learning in Role-Emerging Settings
Year: 3
Status: C
This module involves the students in five weeks of role emerging placement experience within an organisation or service where no occupational therapist is employed. Students are involved in identifying a potential emerging area of occupational therapy practice within this context.
Practice-based Learning 4
Year: 3
Status: C
This module involves the student engaging in ten weeks of practice-based learning under the direction of a practice educator within a specific speciality area from a wide range of practice settings. The student is actively involved in delivering an occupational therapy service in preparation for their graduation into a Band 5 occupational therapy post.
Personal and Professional Development
Year: 3
Status: C
This module explores the health and social care policies relevant to the delivery and organisation of occupational therapy and other services. The emphasis is on equipping the student with the knowledge and skills to make a successful transition, personally and professionally into the workplace.
Innovation and Leadership in Occupational Therapy Practice
Year: 3
Status: C
The module develops knowledge and skills to equip students to understand the concepts of innovation, creativity and entrepreneurship.
Practice Development Workshops
Year: 3
Status: C
This module will build the students confidence as a newly qualified Occupational Therapist through the use of student led workshop style learning facilitated by specialists in their field. This module will ensure students are work force ready prior to their final practice placement.
Standard entry conditions
We recognise a range of qualifications for admission to our courses. In addition to the specific entry conditions for this course you must also meet the University’s General Entrance Requirements.
We will also accept smaller BTEC/OCR qualifications (ie Diploma or Extended Certificate/Introductory Diploma/Subsidiary Diploma) in combination with A Levels or other acceptable Level 3 qualifications.
To find out if the qualification you are applying with is a qualification we accept for entry, please check our Qualification Checker –
We will also continue to accept QCF versions of these qualifications although grades asked for may differ. Check what grades you will be asked for by comparing the requirements above with the information under QCF in the Applied General and Tech Level Qualifications section of our Entry Requirements - View our Undergraduate Entry Requirements
Irish Leaving Certificate
Grades H3,H3,H3,H3,H3. Plus English Language and Mathematics Grade H6 at Higher Level or Grade O4 at Ordinary Level.
Overall profile of 65% (120 credit Access course) (NI Access course), including 65% in each Level 3 module. To include a 20 credit Level 2 Mathematics module, passed at 40% or successful completion of NICATS Mathematics as part of the pre-2021 Access Diploma.
Overall profile of 24 credits at Distinction and 21 credits at Merit in graded units (60 credit Access course) (GB Access course) in a relevant subject. Plus GCSE Mathematics and English Language Grade C.
GCSE
For full-time study, you must satisfy the General Entrance Requirements for admission to a first degree course and hold a GCSE pass at Grade C/4 or above in English Language, additionally GCSE Mathematics Grade C/4.
Please note that for purposes of entry to this course the Level 2 Certificate in Essential Skills - Application of Number is NOT regarded as an acceptable alternative to GCSE Mathematics.
English Language Requirements
English language requirements for international applicants The minimum requirement for this course is Academic IELTS 7.0 with no band score less than 6.5. Trinity ISE: Pass at level III also meets this requirement for Tier 4 visa purposes.
Ulster recognises a number of other English language tests and comparable IELTS equivalent scores.
As part of the selection for this course, applicants will be required to sit a computer-based test at our Belfast and Derry~Londonderry campuses. Tests will be scheduled to take place on a Saturday and Sunday in March 2025. The timetable for these tests will be confirmed by December 2024.
Applicants should note that, as they will be engaged in 'regulated activity' involving children or vulnerable adults as part of their course, there is a compulsory, legal requirement to obtain an Enhanced Disclosure from AccessNI. The cost for this is payable by the applicant and is currently £33. More information on Enhanced Disclosures may be accessed by https://www.accessni.gov.uk.
You will also be required to demonstrate good health prior to commencing the course. You will therefore complete a health declaration form which will be screened by the University’s Occupational Health Department who will confirm your medical fitness to undertake the course. Following the screening, you may be required to undertake a vaccination programme. You will be liable for the cost of both the health screening and vaccinations. Costs will be provided prior to enrolment.
Acceptable alternative qualifications include:
Pass HND with overall Merit to include 60 distinctions in level 5 credits/units.
Pass HNC with overall Distinction to include 90 distinctions in level 4/5 credits/units.
Pass in Foundation Degree with an overall mark of 55% in level 5 modules. Applicants will be considered for year one entry only.
You may also meet the course entry requirements with combinations of different qualifications to the same standard as recognised by the University (provided subject requirements as noted above are met).
There are opportunities for occupational therapists to work in hospitals. However, with the movement towards community care, many more will work with patients in their own homes, rehabilitation centres, day hospitals and schools. Private practice is also seen as a developing area.
The majority of occupational therapy graduates gain employment in the NHS. However, some therapists are transferring their valuable skills beyond the traditional routes and are choosing to work in non-traditional organisations, charities or equipment manufacturers and suppliers. Others go further afield and obtain employment in New Zealand, Australia, Asia and Canada.
There is a strong research programme in the School of Health Sciences and there are opportunities for graduate occupational therapists to undertake higher degrees by research.There are some opportunities for graduates togo directly to PhD study after their undergraduate degree.
Approved by the Health and Care Professions Council (HCPC) for the purpose of providing eligibility to apply for registration with the HCPC as an occupational therapist.
Apply
Start dates
September 2025
Fees and funding
2025/26 Fees
Undergraduate fees are subject to annual review, 2025/26 fees will be announced in due course.
It is important to remember that costs associated with accommodation, travel (including car parking charges) and normal living will need to be covered in addition to tuition fees.
Where a course has additional mandatory expenses (in addition to tuition fees) we make every effort to highlight them above. We aim to provide students with the learning materials needed to support their studies. Our libraries are a valuable resource with an extensive collection of books and journals, as well as first-class facilities and IT equipment. Computer suites and free Wi-Fi are also available on each of the campuses.
There are additional fees for graduation ceremonies, examination resits and library fines.
Students choosing a period of paid work placement or study abroad as a part of their course should be aware that there may be additional travel and living costs, as well as tuition fees.
The University endeavours to deliver courses and programmes of study in accordance with the description set out in this prospectus. The University’s prospectus is produced at the earliest possible date in order to provide maximum assistance to individuals considering applying for a course of study offered by the University. The University makes every effort to ensure that the information contained in the prospectus is accurate, but it is possible that some changes will occur between the date of printing and the start of the academic year to which it relates. Please note that the University’s website is the most up-to-date source of information regarding courses, campuses and facilities and we strongly recommend that you always visit the website before making any commitments.
Although the University at all times endeavours to provide the programmes and services described, the University cannot guarantee the provision of any course or facility and the University may make variations to the contents or methods of delivery of courses, discontinue, merge or combine courses, change the campus at which they are provided and introduce new courses if such action is considered necessary by the University (acting reasonably). Not all such circumstances are entirely foreseeable but changes may be required if matters such as the following arise: industrial action interferes with the University’s ability to teach the course as planned, lack of demand makes a course economically unviable for the University, departure of key staff renders the University unable to deliver the course, changes in legislation or government policy including changes, if any, resulting from the UK departing the European Union, withdrawal or reduction of funding specifically provided for the course or other unforeseeable circumstances beyond the University’s reasonable control.
If the University discontinues any courses, it will use its best endeavours to provide a suitable alternative course. In addition, courses may change during the course of study and in such circumstances the University will normally undertake a consultation process prior to any such changes being introduced and seek to ensure that no student is unreasonably prejudiced as a consequence of any such change.
Providing the University has complied with the requirements of all applicable consumer protection laws, the University does not accept responsibility for the consequences of any modification, relocation or cancellation of any course, or part of a course, offered by the University. The University will give due and proper consideration to the effects thereof on individual students and take the steps necessary to minimise the impact of such effects on those affected. 5. The University is not liable for disruption to its provision of educational or other services caused by circumstances beyond its reasonable control providing it takes all reasonable steps to minimise the resultant disruption to such services.
Testimonials
"The Occupational Therapy course was much more than just completing a degree. I gained practical experience in a wide variety of placement settings, continuously learnt new things and broadened my horizons. I also made new friends and became part of a wider OT community and gained a career that I can be proud of." BSc (Hons) Occupational Therapy Graduate, Ulster University.
"My experience of studying occupational therapy at Ulster University was rewarding, challenging and exciting! Practice placements were organised on our behalf and provided us with valuable clinical experience, to equip us for future practice. I thoroughly enjoyed learning alongside my class peer's, the support and encouragement that I received throughout my academic journey helped me to excel both personally and professionally. I highly recommend studying occupational therapy at Ulster University if you have a desire to care for and empower people, and want a rewarding university experience that enables you to challenge yourself". BSc (Hons) Occupational Therapy Graduate, Ulster University.
"The course provided me with great practical learning which could be applied on placements and these placements were excellent and provided so much learning. The lecturers/staff were so supportive and I have made lifelong friends." BSc (Hons) Occupational Therapy Graduate, Ulster University.
Sustainability at Ulster
Ulster continues to develop and support sustainability initiatives with our staff, students, and external partners across various aspects of teaching, research, professional services operations, and governance.
At Ulster every person, course, research project, and professional service area on every campus either does or can contribute in some way towards the global sustainability and climate change agenda.
We are guided by both our University Strategy People, Place and Partnerships: Delivering Sustainable Futures for All and the UN Sustainable Development Goals.
Our work in this area is already being recognised globally. Most recently by the 2024 Times Higher Education Impact rating where we were recognised as Joint 5th Globally for Outreach Activities and Joint Top 20 Globally for Sustainable Development Goal 17: Partnership for the Goals.
Visit our Sustainability at Ulster destination to learn more about how the University strategy and the activities of Ulster University support each of the Sustainable Development Goals.
