Overview
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!
We know that choosing to study at university is a big decision, and you may not always be able to find the information you need online.
Please contact Ulster University with any queries or questions you might have about:
- Course specific information
- Fees and Finance
- Admissions
For any queries regarding getting help with your application, please select Admissions in the drop down below.
For queries related to course content, including modules and placements, please select Course specific information.
We look forward to hearing from you.
About this course
About
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
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:
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Attendance and Independent Study
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.
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Assessment
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%.
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Calculation of the Final Award
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.
Figures from the academic year 2022-2023.
Modules
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.
Year one
Foundations for Interprofessional Practice
Year: 1
Status: C
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.
A level
Grades BBB.
Applied General Qualifications
RQF Pearson BTEC Level 3 National Extended Diploma/OCR Cambridge Technical Level 3 Extended Diploma
Award profile of DDM
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 –
our Equivalence Entry 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.
Irish Leaving Certificate UCAS Equivalency
Tariff point chart
Access to Higher Education (HE)
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.
Additional Entry Requirements
As part of the selection for this course, applicants who meet the subject entry criteria will be required to undertake the Medical Selection Admissions Test (MSAT-Ulster). Tests will be held at our Belfast and Derry~Londonderry campuses on 8 and 9 March 2025.
For further details please refer to Medical Selection Admissions Test (MSAT) Ulster
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).
Careers & opportunities
Job roles
With this degree you could become:
- NHS
- Private and Voluntary sector
- Band 5 Occupational Therapist
Career options
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.
Professional Recognition
Accreditations reflect the excellence of our teaching, research, and knowledge exchange and ensure our programmes realise the highest expectations. By studying at Ulster University you’ll gain insight and be at the forefront of current industry practices, while our many accredited degree programmes open doors to the world’s top professional organisations, making you more attractive to future employers and giving you a competitive edge in the job market.
Accredited by the Royal College of Occupational Therapists (RCOT) for the purpose of ensuring graduates are fit for the profession.
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.
Fees and funding
Funding is available for this course - find out more
View Available Scholarships
See if you can access financial or other forms of support, including mentorship to excel in your studies.
Additional mandatory costs
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.
See the tuition fees on our student guide for most up to date costs.
Disclaimer
- We prepare our prospectus and online information about our courses with care and every effort is made to ensure that the information is accurate. The printed version of the prospectus is, however, published at least a year before the courses begin. Information included in the prospectus may, therefore, change. This includes, but is not limited to changes to the terms, content, delivery, location, method of assessments or lengths of the courses described. Not all circumstances are foreseeable, but changes will normally be made for one of the following reasons:
- to meet external, professional, or accredited body requirements;
- to provide for exceptional circumstances due to reasons beyond our reasonable control;
- to improve or enhance your experience, or to adopt changes recommended in student feedback, with the aim of improving the student experience and or student outcomes; and/or
- to ensure appropriate academic standards are met, for example in response to external examiners feedback.
- If there are insufficient enrolments to make a course viable, it may be necessary for the University to withdraw a course. If you have received an offer for a course that we subsequently have to close, we will contact you as soon as possible to discuss alternative courses. If you do not wish to study any alternative courses at the University, you may withdraw your application by informing us by email to admissions@ulster.ac.uk.
- 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.
- We will include a durable PDF when we send you an offer letter which will highlight any changes made to our prospectus or online information about our courses. You should read this carefully and ensure you fully understand what you are agreeing to before accepting a place on one of our courses.
- The University will always try to deliver the course as described in the durable PDF you receive with your offer letter.
- At any point after an offer has been made, students will be notified of any course changes in writing (usually by email) as soon as reasonably practicable and we will take all reasonable steps to minimise their impact where possible. The University will, where possible and reasonably practicable, seek the express consent of the student in regard to any changes concerning material or pre-contract information.
- The University website will be updated to reflect the changed course information as soon as reasonably practicable.
- If, after due consideration, you decide that you no longer want to study your course or to study at the University, because of the changes, you may withdraw your application or terminate your contract with the University. In order to do so, you should notify us in writing by emailing admissions@ulster.ac.uk (and update UCAS if applicable). We will, on request, recommend alternative courses that you could study with us, or suggest a suitable course at an alternative higher education provider.
- 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 taken the steps necessary to minimise the impact of such effects on those affected.
- 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.
Faculty of Life and Health Sciences – Sustainability in Focus
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Learning and Teaching
Our Faculty is dedicated to integrating sustainability across our curriculum, preparing students to address global environmental challenges.
The UN Sustainable Development Goals (SDG’s) have been incorporated throughout each course within the Faculty and each module outlines how and where they meet these SDG’s.
Subject specific guidance on sustainability has been provided in the QAA benchmarks statements for Biomedical Science and Biomedical Sciences; Biosciences; Chemistry; Optometry; Psychology; Earth Sciences; Veterinary Nursing; Agriculture; Rural –Environmental Sciences; Animal Studies; Consumer Science; Forestry, Food Horticulture –and –Human Nutrition; Health Studies; Earth Sciences and Geography.
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Research and Knowledge Exchange
Our Faculty has key centres of research excellence within all Schools and our interdisciplinary approach brings together researchers from diverse fields to develop impactful solutions.
By advancing knowledge in various fields within the faculty, we aim to identify sustainable approaches to:
- Health promotion
- Achieving food security improved nutrition and promoting sustainable agriculture
- Ensuring healthy lives and promote wellbeing
- Promoting lifelong learning opportunities for all
- Achieving gender equality and empowering all women and girls
- Ensuring availability and sustainable management of water and sanitation for all
- Taking urgent action to combat climate change and its impacts
- Conserving and sustainably using the oceans, seas and marine resources for sustainable development
- Promoting sustainable use of terrestrial ecosystems
- Promoting peaceful and inclusive societies for sustainable development
- Implementation and revitalisation of the Global Partnership for Sustainable Development
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External Partnerships
Collaboration is key to driving sustainability. Our Faculty partners with external stakeholders including professional bodies and learned societies to enhance the sustainability journey for all our students and to promote sustainable practices.
External partnerships enable us to apply research and innovation to real-world challenges. We drive meaningful change in local communities, industries, and global ecosystems, fostering a more sustainable society through impactful projects and community engagement.
