About this course
Occupational Therapy at 网络彩票APP下载_澳客彩票网-官方游戏, is ranked fourth in the UK (Counselling, Psychotherapy and Occupational Therapy, Complete University Guide 2025).
This BSc Occupational Therapy degree will give you the knowledge and skills to treat people with psychological, physical or social disabilities. You’ll learn how to work effectively with patients, their families and carers, as well as with other healthcare professionals.
You’ll develop a strong professional identity as an occupational therapist and gain a clear understanding of how the role contributes to multi-disciplinary teams.
Occupational therapy combines a range of areas including human anatomy and physiology, psychology, sociology, pathology, learning disabilities and mental health. You’ll explore the impact of health conditions and life events on people’s sense of self, relationships and occupations.
The course uses creative, experiential and reflective learning approaches supported by practice placements. Learning is reinforced by internationally recognised researchers into occupational therapy.
网络彩票APP下载_澳客彩票网-官方游戏, purpose-built facilities include a multisensory environment, a biomechanics laboratory and an adapted flat. You’ll complete 1,000 hours on placements in the community, social care and hospitals.
When you graduate you’ll be eligible to register as an occupational therapist with the Health and Care Professions Council (HCPC).
Funding to support your learning
Subject to eligibility, UK and Irish students joining this degree can apply for a Tuition Fee Loan to cover the full cost of tuition fees. UK students may also be eligible to apply for an additional maintenance loan to help with living costs.
Additionally, UK students studying this course at University of 网络彩票APP下载_澳客彩票网-官方游戏, may well be able to receive a training grant of ?5,000 per academic year from the NHS and entitled to have some of the additional costs of attending a practice placement reimbursed. Students with parental responsibility for one or more children may receive a ?2,000 Parental Support payment per student, per academic year. Find out more on the NHS Learning Support Fund website
If you are normally resident in Ireland, you are encouraged to apply for financial support from SUSI.
Support for students with a disability/health condition
We are fully committed to supporting students with disabilities who wish to join programmes of study which require the acquisition and practise of professional competencies.
We offer students personal, informal advice by telephone, email or face to face, and we are happy to discuss your specific needs prior to you applying. This could include how your specific needs may impact on your ability to meet the clinical competencies. This will not affect your application in any way, but may help you to select the right programme for you.
Please contact the admissions team for further details.
Foundation year
If you have not studied the required Science subjects for this course, you may be eligible to apply for and enter through our Science Foundation Year.
We regularly review our courses to ensure and improve quality. This course may be revised as a result of this. Any revision will be balanced against the requirement that the student should receive the educational service expected. Find out why, when, and how we might make changes.
网络彩票APP下载_澳客彩票网-官方游戏, courses are regulated in England by the Office for Students (OfS).
Course location
This course is based at Highfield.
Awarding body
This qualification is awarded by the University of 网络彩票APP下载_澳客彩票网-官方游戏,.
网络彩票APP下载_澳客彩票网-官方游戏, the Course Description Document
The Course Description Document details your course overview, your course structure and how your course is taught and assessed.
Entry requirements
For Academic year 202526
A-levels
BBB including one science or social science subject
A-levels additional information
Offers typically exclude General Studies and Critical Thinking. Acceptable science or social sciences are Biology, Chemistry, Physics, Sociology and Psychology.
A-levels contextual offer
We are committed to ensuring that all applicants with the potential to succeed, regardless of their background, are encouraged to apply to study with us. The additional information gained through contextual data allows us to recognise an applicant's potential to succeed in the context of their background and experience. Applicants who are highlighted in this way will be made an offer which is lower than the typical offer for that programme.
International Baccalaureate Diploma
Pass with 30 points overall with 15 points at Higher Level including a science or social science subject.
International Baccalaureate Diploma additional information
Acceptable science or social sciences are Biology, Chemistry, Physics, Sociology and Psychology.
International Baccalaureate contextual offer
We are committed to ensuring that all learners with the potential to succeed, regardless of their background, are encouraged to apply to study with us. The additional information gained through contextual data allows us to recognise a learner’s potential to succeed in the context of their background and experience. Applicants?who are highlighted in this way will be made an offer which is lower than the typical offer for that programme.
International Baccalaureate Career Programme (IBCP) statement
Offers will be made on the individual Diploma Course subject(s) and the career-related study qualification. The CP core will not form part of the offer. Where there is a subject pre-requisite(s), applicants will be required to study the subject(s) at Higher Level in the Diploma course subject and/or take a specified unit in the career-related study qualification. Applicants may also be asked to achieve a specific grade in those elements. Please see the University of 网络彩票APP下载_澳客彩票网-官方游戏, International Baccalaureate Career-Related Programme (IBCP) Statement for further information. Applicants are advised to contact their Faculty Admissions Office for more information.
BTEC
DDM in the BTEC National Extended Diploma DD in BTEC National Diploma plus B in A-Level subject or D in the BTEC Extended Certificate plus BB in two A-level subjects.
RQF BTEC
We are committed to ensuring that all learners with the potential to succeed, regardless of their background, are encouraged to apply to study with us. The additional information gained through contextual data allows us to recognise a learner’s potential to succeed in the context of their background and experience. Applicants?who are highlighted in this way will be made an offer which is lower than the typical offer for that programme.
Additional information
We accept Health Studies or Science. If an Science A-Level is studied alongside the BTEC the following BTEC subjects would be considered: Creative Arts, Engineering, Music, Performing Arts and Childcare
QCF BTEC
DDM in the BTEC Extended Diploma DD in BTEC Diploma plus B in A-Level subject D in the BTEC Subsidiary Diploma plus BB in two A-level subjects.
We are committed to ensuring that all learners with the potential to succeed, regardless of their background, are encouraged to apply to study with us. The additional information gained through contextual data allows us to recognise a learner’s potential to succeed in the context of their background and experience. Applicants?who are highlighted in this way will be made an offer which is lower than the typical offer for that programme.
Access to HE Diploma
60 credits with a minimum of 45 credits at Level 3, of which 27 must be at Distinction and 12 credits at Merit
Access to HE additional information
Must be Science Based
Irish Leaving Certificate
Irish Leaving Certificate (first awarded 2017)
H2 H2 H3 H3 H3 H3 including a science or social science
Irish Leaving Certificate (first awarded 2016)
AABBBB including a science or social science
Irish certificate additional information
Plus English and Maths Ordinary Level O4 or higher
Scottish Qualification
Offers will be based on exams being taken at the end of S6. Subjects taken and qualifications achieved in S5 will be reviewed. Careful consideration will be given to an individual’s academic achievement, taking in to account the context and circumstances of their pre-university education.
Please see the University of 网络彩票APP下载_澳客彩票网-官方游戏,’s Curriculum for Excellence Scotland Statement (PDF) for further information. Applicants are advised to contact their Faculty Admissions Office for more information.
Cambridge Pre-U
M2 M2 M2 in three Principal subjects including a science or social science subject. Acceptable science or social sciences are Biology, Chemistry, Physics, Sociology and Psychology.
Cambridge Pre-U additional information
Cambridge Pre-U's can be used in combination with other qualifications such as A Levels to achieve the equivalent of the typical offer, where D3 can be used in lieu of A Level grade A or grade M2 can be used in lieu of grade B.
Welsh Baccalaureate
BBB from 3 A levels including a science or social science subject or BB from two A levels including a science or social science subject and B from the Advanced Welsh Baccalaureate Skills Challenge Certificate
Welsh Baccalaureate additional information
Acceptable science or social sciences are Biology, Chemistry, Physics, Sociology and Psychology.
Welsh Baccalaureate contextual offer
We are committed to ensuring that all learners with the potential to succeed, regardless of their background, are encouraged to apply to study with us. The additional information gained through contextual data allows us to recognise a learner’s potential to succeed in the context of their background and experience. Applicants?who are highlighted in this way will be made an offer which is lower than the typical offer for that programme.
T-Level
An overall Merit with grade B in the core element in the Health T-Level with Supporting the Therapy Team Specialism.
Other requirements
GCSE requirements
Applicants must hold GCSE English language (or GCSE English) (minimum grade 4/C), Mathematics (minimum grade 4/C) and Science (minimum grade 4/C) if not offered at a level 3 qualification.
Find the equivalent international qualifications for our entry requirements.
English language requirements
If English isn't your first language, you'll need to complete an International English Language Testing System (IELTS) to demonstrate your competence in English. You'll need all of the following scores as a minimum:
IELTS score requirements
- overall score
- 7.0
- reading
- 6.5
- writing
- 6.5
- speaking
- 6.5
- listening
- 6.5
We accept other English language tests. Find out which English language tests we accept.
If you don’t meet the English language requirements, you can achieve the level you need by completing a pre-sessional English programme before you start your course.
You might meet our criteria in other ways if you do not have the qualifications we need. Find out more about:
- our Ignite your Journey scheme for students living permanently in the UK (including residential summer school, application support and scholarship)
- skills you might have gained through work or other life experiences (otherwise known as recognition of prior learning)
Find out more about our Admissions Policy.
Non-academic entry requirements
You must have completed recent, relevant study within 3 years
Occupational Health and Vaccinations
Completion and confirmation of a satisfactory health screening including confirmation of appropriate vaccinations will be a condition of your offer. All students must comply with the vaccination requirements of the programme which must be met in order to undertake placements. The list of vaccinations required is updated by the NHS and may change over the course of your programme.
Declaration of Good Character and Disclosure and Barring Service (DBS)
You will be required to complete a satisfactory, University of 网络彩票APP下载_澳客彩票网-官方游戏, Self-Declaration of Good Character form. You will be subject to an enhanced Disclosure and Barring Service Check (DBS) as this is a legal requirement for those involved in contact with children or vulnerable adults. The DBS certificate will be reviewed by the School of Health Science in conjunction with your Declaration of Good Character, the University’s Fitness to Practice Policy and Nursing and Midwifery Council guidance or Health and Care Professions Council guidance. At the start of each subsequent year of study you will also be asked to complete a Self-Disclosure form.
Applicants who have been resident outside of the UK within the last 5 years will normally be required to provide information of criminal record checks from the appropriate organisation in your country of current/previous residency. All documentation must be officially stamped and translated into English, proving authenticity of the documents. See GOV.UK website
For Academic year 202425
A-levels
BBB including one science or social science subject
A-levels additional information
Offers typically exclude General Studies and Critical Thinking. Acceptable science or social sciences are Biology, Chemistry, Physics, Sociology and Psychology.
A-levels contextual offer
We are committed to ensuring that all applicants with the potential to succeed, regardless of their background, are encouraged to apply to study with us. The additional information gained through contextual data allows us to recognise an applicant's potential to succeed in the context of their background and experience. Applicants who are highlighted in this way will be made an offer which is lower than the typical offer for that programme, as follows: BBC including one science or social science subject.
International Baccalaureate Diploma
Pass with 30 points overall with 15 points at Higher Level including a science or social science subject.
International Baccalaureate Diploma additional information
Acceptable science or social sciences are Biology, Chemistry, Physics, Sociology and Psychology.
International Baccalaureate contextual offer
We are committed to ensuring that all learners with the potential to succeed, regardless of their background, are encouraged to apply to study with us. The additional information gained through contextual data allows us to recognise a learner’s potential to succeed in the context of their background and experience. Applicants?who are highlighted in this way will be made an offer which is lower than the typical offer for that programme.
International Baccalaureate Career Programme (IBCP) statement
Offers will be made on the individual Diploma Course subject(s) and the career-related study qualification. The CP core will not form part of the offer. Where there is a subject pre-requisite(s), applicants will be required to study the subject(s) at Higher Level in the Diploma course subject and/or take a specified unit in the career-related study qualification. Applicants may also be asked to achieve a specific grade in those elements. Please see the University of 网络彩票APP下载_澳客彩票网-官方游戏, International Baccalaureate Career-Related Programme (IBCP) Statement for further information. Applicants are advised to contact their Faculty Admissions Office for more information.
BTEC
DDM in the BTEC National Extended Diploma DD in BTEC National Diploma plus B in A-Level subject o D in the BTEC Extended Certificate plus BB in two A-level subjects.
RQF BTEC
We are committed to ensuring that all learners with the potential to succeed, regardless of their background, are encouraged to apply to study with us. The additional information gained through contextual data allows us to recognise a learner’s potential to succeed in the context of their background and experience. Applicants?who are highlighted in this way will be made an offer which is lower than the typical offer for that programme.
Additional information
We accept Health studies or science. If an Science A-Level is studied alongside the BTEC the following BTEC subjects would be considered Creative Arts, Engineering, Music, Performing Arts and Childcare
QCF BTEC
DDM in the BTEC Extended Diploma DD in BTEC Diploma plus B in A-Level subject D in the BTEC Subsidiary Diploma plus BB in two A-level subjects.
We are committed to ensuring that all learners with the potential to succeed, regardless of their background, are encouraged to apply to study with us. The additional information gained through contextual data allows us to recognise a learner’s potential to succeed in the context of their background and experience. Applicants?who are highlighted in this way will be made an offer which is lower than the typical offer for that programme.
Access to HE Diploma
60 credits with a minimum of 45 credits at Level 3, of which 27 must be at Distinction and 12 credits at Merit
Access to HE additional information
Must be Science Based
Irish Leaving Certificate
Irish Leaving Certificate (first awarded 2017)
H2 H2 H3 H3 H3 H3 including a science or social science
Irish Leaving Certificate (first awarded 2016)
AABBBB including a science or social science
Irish certificate additional information
Plus English and Maths Ordinary Level O4 or higher
Scottish Qualification
Offers will be based on exams being taken at the end of S6. Subjects taken and qualifications achieved in S5 will be reviewed. Careful consideration will be given to an individual’s academic achievement, taking in to account the context and circumstances of their pre-university education.
Please see the University of 网络彩票APP下载_澳客彩票网-官方游戏,’s Curriculum for Excellence Scotland Statement (PDF) for further information. Applicants are advised to contact their Faculty Admissions Office for more information.
Cambridge Pre-U
M2 M2 M2 in three Principal subjects including a science or social science subject. Acceptable science or social sciences are Biology, Chemistry, Physics, Sociology and Psychology.
Cambridge Pre-U additional information
Cambridge Pre-U's can be used in combination with other qualifications such as A Levels to achieve the equivalent of the typical offer, where D3 can be used in lieu of A Level grade A or grade M2 can be used in lieu of grade B.
Welsh Baccalaureate
BBB from 3 A levels including a science or social science subject or BB from two A levels including a science or social science subject and B from the Advanced Welsh Baccalaureate Skills Challenge Certificate
Welsh Baccalaureate additional information
Acceptable science or social sciences are Biology, Chemistry, Physics, Sociology and Psychology.
Welsh Baccalaureate contextual offer
We are committed to ensuring that all learners with the potential to succeed, regardless of their background, are encouraged to apply to study with us. The additional information gained through contextual data allows us to recognise a learner’s potential to succeed in the context of their background and experience. Applicants?who are highlighted in this way will be made an offer which is lower than the typical offer for that programme.
T-Level
An overall Merit with grade B in the core element in the Health T-Level with Supporting the Therapy Team Specialism.
Other requirements
GCSE requirements
Applicants must hold GCSE English language (or GCSE English) (minimum grade 4/C), Mathematics (minimum grade 4/C) and Science (minimum grade 4/C) if not offered at a level 3 qualification.
Find the equivalent international qualifications for our entry requirements.
English language requirements
If English isn't your first language, you'll need to complete an International English Language Testing System (IELTS) to demonstrate your competence in English. You'll need all of the following scores as a minimum:
IELTS score requirements
- overall score
- 7.0
- reading
- 6.5
- writing
- 6.5
- speaking
- 6.5
- listening
- 6.5
We accept other English language tests. Find out which English language tests we accept.
If you don’t meet the English language requirements, you can achieve the level you need by completing a pre-sessional English programme before you start your course.
You might meet our criteria in other ways if you do not have the qualifications we need. Find out more about:
- our Ignite your Journey scheme for students living permanently in the UK (including residential summer school, application support and scholarship)
- skills you might have gained through work or other life experiences (otherwise known as recognition of prior learning)
Find out more about our Admissions Policy.
Non-academic entry requirements
You must have completed recent, relevant study within 3 years
Occupational Health and Vaccinations
Completion and confirmation of a satisfactory health screening including confirmation of appropriate vaccinations will be a condition of your offer. All students must comply with the vaccination requirements of the programme which must be met in order to undertake placements. The list of vaccinations required is updated by the NHS and may change over the course of your programme.
Declaration of Good Character and Disclosure and Barring Service (DBS)
You will be required to complete a satisfactory, University of 网络彩票APP下载_澳客彩票网-官方游戏, Self-Declaration of Good Character form. You will be subject to an enhanced Disclosure and Barring Service Check (DBS) as this is a legal requirement for those involved in contact with children or vulnerable adults. The DBS certificate will be reviewed by the School of Health Science in conjunction with your Declaration of Good Character, the University’s Fitness to Practice Policy and Nursing and Midwifery Council guidance or Health and Care Professions Council guidance. At the start of each subsequent year of study you will also be asked to complete a Self-Disclosure form.
Applicants who have been resident outside of the UK within the last 5 years will normally be required to provide information of criminal record checks from the appropriate organisation in your country of current/previous residency. All documentation must be officially stamped and translated into English, proving authenticity of the documents. See GOV.UK website
Got a question?
Please contact our enquiries team if you're not sure that you have the right experience or qualifications to get onto this course.
Email: enquiries@southampton.ac.uk
Tel: +44(0)23 8059 5000
Course structure
You’ll take a number of core modules each year, and they must all be passed.
Around half of your time will be spent learning on campus.
The remainder will be on practice-based learning, amounting to 1,000 hours over the course of the 3 years. These placements could be anywhere in the UK in an organisation we have a relationship with, but they are mainly in the Hampshire and Isle of Wight region.
There's also the opportunity to undertake a third-year role-emerging or diverse occupational therapy placement.
We have strong international links, so there are opportunities to get involved in global projects.
Year 1 overview
You'll undertake a practice-based learning with an experienced therapist. You'll be in contact with patients and learn in real-world settings from the start.
You’ll also:
- build a solid understanding of the principles of occupational therapy
- learn how to use a variety of tools to help increase occupational engagement and performance
- explore the ethics of therapeutic care, including the importance of safeguarding vulnerable people
- look at the meaning and impact of occupation on individuals and within society
- learn to understand physiology and anatomy, pain theory and learning disabilities as well as musculoskeletal, neuromuscular and mental health
Year 2 overview
This year you’ll:
- undertake 2 practice placements
- learn more about the physical and psychosocial aspects of applied occupational therapy practice
- explore research methods and how they apply to occupational therapy practice
- take part in group projects with community organisations
- learn how the design of systems, environments and objects can be used to improve occupational performance and wellbeing
Year 3 overview
You’ll do a final clinical placement and focus on being prepared for professional practice. You’ll study:
- therapeutic engagements and charity partnerships
- research into occupational therapy
- complex occupational therapy practice
- assessment, diagnostic and management strategies
- innovation, leadership, influencing change and business development
- skills in complex clinical case management
- the legal, political and cultural context of professional practice
Want more detail? See all the modules in the course.
Modules
The modules outlined provide examples of what you can expect to learn on this degree course based on recent academic teaching. As a research-led University, we undertake a continuous review of our course to ensure quality enhancement and to manage our resources. The precise modules available to you in future years may vary depending on staff availability and research interests, new topics of study, timetabling and student demand. Find out why, when and how we might make changes.
For entry in academic year 2024 to 2025
Year 1 modules
You must study the following modules in year 1:
An Introduction to Professional Practice (Level 4)
At the heart of this interprofessional module is the belief that all health care students should not only share the same core values and skills that underpin their professional practice, but they should also have learning opportunities that enable them t...
Design for Occupation 1
In this introductory module, you will discover how to investigate design features that impact upon occupation, health and wellbeing for individuals and populations. You will have the opportunity to develop and apply existing skills from other level 4 ...
Foundations of Health Sciences for Occupational Therapists
Using the biopsychosocial model, you will gain an understanding of the health sciences that underpin occupational therapy practice. You will learn about the relevant anatomy and physiology, and how it is integrated from the cellular level to the organ sys...
Practice Placement 1 OT
This module provides an opportunity to experience current practice in a variety of locations across Hampshire, the Isle of Wight and surrounding counties. Principle providers of placements will be in health or social care settings. You will be assigned o...
Principles of Health Sciences for Occupational Therapy
This module builds upon the preceding 'Foundations of Health Sciences' module. You will advance your understanding in key aspects of musculoskeletal, neuromuscular, physiology and anatomy. You will also be introduced to fundamental aspects of pharmacology...
Principles of Occupational Therapy Practice
This module introduces the profession of occupational therapy within the current contexts and scope of practice. It considers the meaning and impact of occupation on individuals and within society. It explores the consequences of disrupted occupations an...
Therapeutic Engagements/Partnerships in Occupational Therapy Practice 1
This module will use an experiential approach to allow you to develop a range of communication skills that are required for effective therapeutic dialogue, which is a fundamental skill for occupational therapy practice. You will: - have the opportun...
Using Evidence in Occupational Therapy Practice
This module introduces you to evidence in practice and begins to equip you with skills to search for, understand, critique and use different types of evidence in practice. You will: - undertake literature searches and explore the range of literature ...
YR1 Generic Timetabling
Year 2 modules
You must study the following modules in year 2:
Applied Occupational Therapy Practice - Mental Health
This taught module develops your ability to apply and link theoretical concepts that underpin occupational therapy with those who have mental health difficulties and mental illness. The module will enable you to justify and implement clinical reasoning wi...
Applied Occupational Therapy Practice - Physical
This largely practical module will develop your ability to apply, link and appraise the theoretical and practical concepts that underpin occupational therapy for physical conditions. These will reflect the diversity of OT within physical health and socia...
Design for Occupation 2
In this level 5 module, you will build on your understanding of design as an art and a science at level 4 and its effects on occupational performance. You will apply this to your understanding of OT practice, to support occupational engagement for health ...
Practice Placement 2 OT
This module provides an opportunity to experience current practice in a variety of locations across Hampshire, the Isle of Wight and surrounding counties. Principle providers of placement will be in health or social care settings. You will be assigned one...
Practice Placement 3 OT
This module provides an opportunity to experience current practice in a variety of locations across Hampshire, the Isle of Wight and surrounding counties. Principle providers of placement will be in health or social care settings. You will be assigned one...
Research Methods for Allied Health Professions
Healthcare professionals should be able to engage with different forms of inquiry (such as research, audit and service evaluation) and understand how these can help inform practice. This module begins by focusing on the reasons we carry out research and o...
Therapeutic Engagements/Partnerships in Occupational Therapy Practice 2
This module combines academic study with a practical and experiential approach to learning. You will continue to work with the charity you established links with during level 4 and during level 5 you will implement a planned activity group with the servic...
Yr2 Generic Timetabling
Year 3 modules
You must study the following modules in year 3:
Complex Therapeutic Engagements
This module offers you the opportunity to further develop and refine your understanding and use of more complex therapeutic approaches and skills. It brings together the themes from many of the modules previously studied together with your experience from...
Influencing Innovation and Change (Level 6)
Tomorrow’s healthcare professionals will work in a context characterised by continual change, challenging environments, rapidly evolving technologies and the need for innovation. To operate successfully in this context, these professionals must be able to...
Practice Placement 4 OT
This module provides an opportunity to experience current practice in a variety of locations across Hampshire, the Isle of Wight and surrounding counties. Principle providers of placement will be in health or social care settings (with some additional pla...
Research Project for AHPs
This module follows on from the project plan you developed in the Research Methods module, allowing you to carry out a project that is relevant to your professional programme (Occupational Therapy, Physiotherapy or Podiatry) with the support of your super...
Therapeutic Engagements/Partnerships in Occupational Therapy Practice 3
This practical module explores the theory and practice of commonly used components of therapeutic dialogue through the use of role play and video recordings. You will: - examine the verbal and non-verbal components of therapeutic dialogue which enhan...
YR3 Generic Timetabling
Learning and assessment
The learning activities for this course include the following:
- lectures
- classes and tutorials
- coursework
- individual and group projects
- independent learning (studying on your own)
Course time
How you'll spend your course time:
Year 1
Study time
Your scheduled learning, teaching and independent study for year 1:
How we'll assess you
- essays
- oral presentations
- written and practical exams
- placement assessment
Your assessment breakdown
Year 1:
Year 2
Study time
Your scheduled learning, teaching and independent study for year 2:
How we'll assess you
- essays
- oral presentations
- written and practical exams
- placement assessment
Your assessment breakdown
Year 2:
Academic support
You’ll be supported by a personal academic tutor and have access to a senior tutor.
Course leader
Rachel Dadswell is the course leader.
Careers
This course is accredited by the Royal College of Occupational Therapists and the World Federation of Occupational Therapists, giving you work opportunities both in the UK and abroad.
网络彩票APP下载_澳客彩票网-官方游戏, creative and forward-thinking course prepares you to confidently work in the changing UK and international health and social care landscape. 网络彩票APP下载_澳客彩票网-官方游戏, graduates take on roles in a broad range of contexts including the NHS, local authorities, charities, industry, schools, private practice and government agencies.
You can specialise in working with children, adults or older people across the lifespan, and pursue a career as a practitioner, researcher, manager, lecturer or consultant.
You can expect excellent career prospects in a whole range of healthcare environments where occupational therapy is practiced. Occupational therapy graduates are in high demand in the UK and abroad.
You’ll be able to take part in a week-long employability programme designed specifically for our graduates.
More information about careers in occupational therapy can be found on the NHS Careers website.
Careers services at 网络彩票APP下载_澳客彩票网-官方游戏,
We are a top 20 UK university for employability (QS Graduate Employability Rankings 2022). 网络彩票APP下载_澳客彩票网-官方游戏, Careers, Employability and Student Enterprise team will support you. This support includes:
- work experience schemes
- CV and interview skills and workshops
- networking events
- careers fairs attended by top employers
- a wealth of volunteering opportunities
- study abroad and summer school opportunities
We have a vibrant entrepreneurship culture and our dedicated start-up supporter, Futureworlds, is open to every student.
Fees, costs and funding
Tuition fees
Fees for a year's study:
- UK students pay ?9,250.
- EU and international students pay ?23,400.
Your fees will remain the same each year from when you start studying this course. This includes if you suspend and return.
What your fees pay for
Your tuition fees pay for the full cost of tuition and all examinations. Your fee also covers the cost of your uniform for clinical practice.
Find out how to:
You'll need to consider extra costs for the following:
- suitable shoes for your practice placements
- your own fob watch
- your enhanced DBS certificate
- your professional registration fee (on graduation)
On your placements you can claim travel and 网络彩票APP下载_澳客彩票网-官方游戏, expenses over and above your normal daily travel costs to university. But there are limits on what you can claim. Learn more about placement costs and expenses.
There will also be other costs not covered by the tuition fee. These may include:
- stationery
- personal computer or laptop and data storage devices
- printing
Accommodation and living costs, such as travel and food, are not included in your tuition fees. There may also be extra costs for retake and professional exams.
Explore:
Bursaries, scholarships and other funding
If you're a UK or EU student and your household income is under ?25,000 a year, you may be able to get a University of 网络彩票APP下载_澳客彩票网-官方游戏, bursary to help with your living costs. Find out about bursaries and other funding we offer at 网络彩票APP下载_澳客彩票网-官方游戏,.
If you're a care leaver or estranged from your parents, you may be able to get a specific bursary.
Get in touch for advice about student money matters.
Scholarships and grants
You may be able to get a scholarship or grant to help fund your studies.
We award scholarships and grants for travel, academic excellence, or to students from under-represented backgrounds.
Support during your course
The Student Services Centre offers support and advice on money to students. You may be able to access our Student Support fund and other sources of financial support during your course.
Funding for EU and international students
Find out about funding you could get as an international student.
How to apply
What happens after you apply?
We will assess your application on the strength of your:
- predicted grades
- academic achievements
- personal statement
- academic reference
We'll also consider how your personal and professional values align with occupational therapy. Ways you can show this include:
- work experience in occupational therapy or health and social care
- life experience
- extracurricular activities
If your UCAS application is successful we'll invite you to an on-line interview. We'll send an invitation e-mail which will include information on how to prepare and what to expect during the interview.
We'll aim to process your application within 2 to 6 weeks, but this will depend on when it is submitted. Applications submitted in January, particularly near to the UCAS equal consideration deadline, might take substantially longer to be processed due to the high volume received at that time.
Equality and diversity
We treat and select everyone in line with our Equality and Diversity Statement.
Got a question?
Please contact our enquiries team if you're not sure that you have the right experience or qualifications to get onto this course.
Email: enquiries@southampton.ac.uk
Tel: +44(0)23 8059 5000
Related courses
Occupational Therapy (BSc) is a course in the Nursing, midwifery and healthcare subject area. Here are some other courses within this subject area:
-
Study
- View all courses
- Taught postgraduate study
- Pre-sessional English courses
-
Subjects
- Acoustical engineering
- Audiology
- Biomedical and medical engineering
- Civil engineering
- Every day I’m completely immersed in an environment that’s creative in all aspects
- Everything I learn feels so relevant, even If it’s a subject rooted in the past
- Maritime engineering
- Photonics and optoelectronics
- Social statistics and demography
-
PhDs and research degrees
- Create your own research project
-
Find a PhD project
- A missing link between continental shelves and the deep sea: Have we underestimated the importance of land-detached canyons?
- A seismic study of the continent-ocean transition southwest of the UK
- A study of rolling contact fatigue in electric vehicles (EVs)
- Acoustic monitoring of forest exploitation to establish community perspectives of sustainable hunting
- Acoustic sensing and characterisation of soil organic matter
- Advancing intersectional geographies of diaspora-led development in times of multiple crises
- Aero engine fan wake turbulence – Simulation and wind tunnel experiments
- Against Climate Change (DACC): improving the estimates of forest fire smoke emissions
- All-in-one Mars in-situ resource utilisation (ISRU) system and life-supporting using non-thermal plasma
- An electromagnetic study of the continent-ocean transition southwest of the UK
- An investigation of the relationship between health, home and law in the context of poor and precarious housing, and complex and advanced illness
- Antibiotic resistance genes in chalk streams
- Being autistic in care: Understanding differences in care experiences including breakdowns in placements for autistic and non-autistic children
- Biogeochemical cycling in the critical coastal zone: Developing novel methods to make reliable measurements of geochemical fluxes in permeable sediments
- Bloom and bust: seasonal cycles of phytoplankton and carbon flux
- British Black Lives Matter: The emergence of a modern civil rights movement
- Building physics for low carbon comfort using artificial intelligence
- Building-resolved large-eddy simulations of wind and dispersion over a city scale urban area
- Business studies and management: accounting
- Business studies and management: banking and finance
- Business studies and management: decision analytics and risk
- Business studies and management: digital and data driven marketing
- Business studies and management: human resources (HR) management and organisational behaviour
- Business studies and management: strategy, innovation and entrepreneurship
- Carbon storage in reactive rock systems: determining the coupling of geo-chemo-mechanical processes in reactive transport
- Cascading hazards from the largest volcanic eruption in over a century: What happened when Hunga Tonga-Hunga Ha’apai erupted in January 2022?
- Characterisation of cast austenitic stainless steels using ultrasonic backscatter and artificial intelligence
- Climate Change effects on the developmental physiology of the small-spotted catshark
- Climate at the time of the Human settlement of the Eastern Pacific
- Collaborative privacy in data marketplaces
- Compatibility of climate and biodiversity targets under future land use change
- Cost of living in modern and fossil animals
- Creative clusters in rural, coastal and post-industrial towns
- Deep oceanic convection: the outsized role of small-scale processes
- Defect categories and their realisation in supersymmetric gauge theory
- Defining the Marine Fisheries-Energy-Environment Nexus: Learning from shocks to enhance natural resource resilience
- Design and fabrication of next generation optical fibres
- Developing a practical application of unmanned aerial vehicle technologies for conservation research and monitoring of endangered wildlife
- Development and evolution of animal biomineral skeletons
- Development of all-in-one in-situ resource utilisation system for crewed Mars exploration missions
- Ecological role of offshore artificial structures
- Effect of embankment and subgrade weathering on railway track performance
- Efficient ‘whole-life’ anchoring systems for offshore floating renewables
- Electrochemical sensing of the sea surface microlayer
- Engagement with nature among children from minority ethnic backgrounds
- Enhancing UAV manoeuvres and control using distributed sensor arrays
- Ensuring the Safety and Security of Autonomous Cyber-Physical Systems
- Environmental and genetic determinants of Brassica crop damage by the agricultural pest Diamondback moth
- Estimating marine mammal abundance and distribution from passive acoustic and biotelemetry data
- Evolution of symbiosis in a warmer world
- Examining evolutionary loss of calcification in coccolithophores
- Explainable AI (XAI) for health
- Explaining process, pattern and dynamics of marine predator hotspots in the Southern Ocean
- Exploring dynamics of natural capital in coastal barrier systems
- Exploring the mechanisms of microplastics incorporation and their influence on the functioning of coral holobionts
- Exploring the potential electrical activity of gut for healthcare and wellbeing
- Exploring the trans-local nature of cultural scene
- Facilitating forest restoration sustainability of tropical swidden agriculture
- Faulting, fluids and geohazards within subduction zone forearcs
- Faulting, magmatism and fluid flow during volcanic rifting in East Africa
- Fingerprinting environmental releases from nuclear facilities
- Flexible hybrid thermoelectric materials for wearable energy harvesting
- Floating hydrokinetic power converter
- Glacial sedimentology associated subglacial hydrology
- Green and sustainable Internet of Things
- How do antimicrobial peptides alter T cell cytokine production?
- How do calcifying marine organisms grow? Determining the role of non-classical precipitation processes in biogenic marine calcite formation
- How do neutrophils alter T cell metabolism?
- How well can we predict future changes in biodiversity using machine learning?
- Hydrant dynamics for acoustic leak detection in water pipes
- If ‘Black Lives Matter’, do ‘Asian Lives Matter’ too? Impact trajectories of organisation activism on wellbeing of ethnic minority communities
- Illuminating luciferin bioluminescence in dinoflagellates
- Imaging quantum materials with an XFEL
- Impact of neuromodulating drugs on gut microbiome homeostasis
- Impact of pharmaceuticals in the marine environment in a changing world
- Improving subsea navigation using environment observations for long term autonomy
- Information theoretic methods for sensor management
- Installation effect on the noise of small high speed fans
- Integrated earth observation mapping change land sea
- Interconnections of past greenhouse climates
- Investigating IgG cell depletion mechanisms
- Is ocean mixing upside down? How mixing processes drive upwelling in a deep-ocean basin
- Landing gear aerodynamics and aeroacoustics
- Lightweight gas storage: real-world strategies for the hydrogen economy
- Machine learning for multi-robot perception
- Machine learning for multi-robot perception
- Marine ecosystem responses to past climate change and its oceanographic impacts
- Mechanical effects in the surf zone - in situ electrochemical sensing
- Microfluidic cell isolation systems for sepsis
- Migrant entrepreneurship, gender and generation: context and family dynamics in small town Britain
- Miniaturisation in fishes: evolutionary and ecological perspectives
- Modelling high-power fibre laser and amplifier stability
- Modelling soil dewatering and recharge for cost-effective and climate resilient infrastructure
- Modelling the evolution of adaptive responses to climate change across spatial landscapes
- Nanomaterials sensors for biomedicine and/or the environment
- New high-resolution observations of ocean surface current and winds from innovative airborne and satellite measurements
- New perspectives on ocean photosynthesis
- Novel methods of detecting carbon cycling pathways in lakes and their impact on ecosystem change
- Novel technologies for cyber-physical security
- Novel transparent conducting films with unusual optoelectronic properties
- Novel wavelength fibre lasers for industrial applications
- Ocean circulation and the Southern Ocean carbon sink
- Ocean influence on recent climate extremes
- Ocean methane sensing using novel surface plasmon resonance technology
- Ocean physics and ecology: can robots disentangle the mix?
- Ocean-based Carbon Dioxide Removal: Assessing the utility of coastal enhanced weathering
- Offshore renewable energy (ORE) foundations on rock seabeds: advancing design through analogue testing and modelling
- Optical fibre sensing for acoustic leak detection in buried pipelines
- Optimal energy transfer in nonlinear systems
- Optimal energy transfer in nonlinear systems
- Optimizing machine learning for embedded systems
- Oxidation of fossil organic matter as a source of atmospheric CO2
- Partnership dissolution and re-formation in later life among individuals from minority ethnic communities in the UK
- Personalized multimodal human-robot interactions
- Preventing disease by enhancing the cleaning power of domestic water taps using sound
- Quantifying riparian vegetation dynamics and flow interactions for Nature Based Solutions using novel environmental sensing techniques
- Quantifying the response and sensitivity of tropical forest carbon sinks to various drivers
- Quantifying variability in phytoplankton electron requirements for carbon fixation
- Resilient and sustainable steel-framed building structures
- Resolving Antarctic meltwater events in Southern Ocean marine sediments and exploring their significance using climate models
- Robust acoustic leak detection in water pipes using contact sound guides
- Silicon synapses for artificial intelligence hardware
- Smart photon delivery via reconfigurable optical fibres
- The Gulf Stream control of the North Atlantic carbon sink
- The Mayflower Studentship: a prestigious fully funded PhD studentship in bioscience
- The calming effect of group living in social fishes
- The duration of ridge flank hydrothermal exchange and its role in global biogeochemical cycles
- The evolution of symmetry in echinoderms
- The impact of early life stress on neuronal enhancer function
- The oceanic fingerprints on changing monsoons over South and Southeast Asia
- The role of iron in nitrogen fixation and photosynthesis in changing polar oceans
- The role of singlet oxygen signaling in plant responses to heat and drought stress
- Time variability on turbulent mixing of heat around melting ice in the West Antarctic
- Triggers and Feedbacks of Climate Tipping Points
- Uncovering the drivers of non-alcoholic fatty liver disease progression using patient derived organoids
- Understanding recent land-use change in Snowdonia to plan a sustainable future for uplands: integrating palaeoecology and conservation practice
- Understanding the role of cell motility in resource acquisition by marine phytoplankton
- Understanding the structure and engagement of personal networks that support older people with complex care needs in marginalised communities and their ability to adapt to increasingly ‘digitalised’ health and social care
- Unpicking the Anthropocene in the Hawaiian Archipelago
- Unraveling oceanic multi-element cycles using single cell ionomics
- Unravelling southwest Indian Ocean biological productivity and physics: a machine learning approach
- Using acoustics to monitor how small cracks develop into bursts in pipelines
- Using machine learning to improve predictions of ocean carbon storage by marine life
- Vulnerability of low-lying coastal transportation networks to natural hazards
- Wideband fibre optical parametric amplifiers for Space Division Multiplexing technology
- Will it stick? Exploring the role of turbulence and biological glues on ocean carbon storage
- X-ray imaging and property characterisation of porous materials
- Funding your research degree
- How to apply for a PhD or research degree
- How to make a PhD enquiry
- Support while studying your PhD or research degree
- Exchanges and studying abroad
- Undergraduate study
-
Tuition fees and funding
-
Scholarships
-
Postgraduate scholarships for UK students
- GREAT Scholarships 2025 – Egypt
- GREAT Scholarships 2025 – France
- GREAT Scholarships 2025 – Ghana
- Postgraduate Taught Diversity Scholarship (Environmental and Life Sciences)
- 网络彩票APP下载_澳客彩票网-官方游戏, Business School Postgraduate UK Scholarship
- 网络彩票APP下载_澳客彩票网-官方游戏, Genomics Talent Scholarship
- 网络彩票APP下载_澳客彩票网-官方游戏, History Patricia Mather and Helen Patterson Scholarship
- 网络彩票APP下载_澳客彩票网-官方游戏, MA Holocaust scholarships
- 网络彩票APP下载_澳客彩票网-官方游戏, Philosophy David Humphris-Norman Scholarship
- 网络彩票APP下载_澳客彩票网-官方游戏, UK Alumni Music Scholarship
- The National Institute for Health and care Research South Central INSIGHT Programme
- Undergraduate scholarships for UK students
- Competitive scholarships for international postgraduates
- Competitive scholarships for international undergraduates
- Merit scholarships for international postgraduates
- Merit scholarships for international undergraduates
-
Partnership scholarships for international students
- Scholarships, awards and funding opportunities
- Becas Chile Scholarship
- Chevening Scholarships
- China Scholarship Council Scholarships
- COLFUTURO Scholarships
- Commonwealth Distance Learning Scholarships
- Commonwealth Master's Scholarships
- Commonwealth PhD Scholarships
- Commonwealth PhD Scholarships for high income countries
- Commonwealth Shared Scholarships
- Commonwealth Split-Site Scholarships
- FIDERH Scholarships
- Fulbright Awards
- FUNED Scholarships
- Great Scholarships 2024 – Mexico
- Great Scholarships 2024 – Nigeria
- Marshall Scholarship
- Sa?d Foundation Scholarships
- British Council Scholarships for Women in STEM
- 网络彩票APP下载_澳客彩票网-官方游戏, Canadian Prestige Scholarship for Law
- Xiamen University PhD Scholarships
- Scholarship terms and conditions
-
Postgraduate scholarships for UK students
-
Scholarships
- Short courses
- Lunchtime evening and weekend courses
- Clearing
- Summer schools
- Get a prospectus
-
Student life
-
Accommodation
- Choose your halls of residence
- Apply for 网络彩票APP下载_澳客彩票网-官方游戏,
- Guaranteed 网络彩票APP下载_澳客彩票网-官方游戏,
- Your 网络彩票APP下载_澳客彩票网-官方游戏, options
- Accommodation for those with additional requirements
- International and pre-sessional students
- Postgraduate 网络彩票APP下载_澳客彩票网-官方游戏,
- Couples and students with children
- Renting privately
- 网络彩票APP下载_澳客彩票网-官方游戏, 网络彩票APP下载_澳客彩票网-官方游戏, areas
- Privacy notice
- Terms and conditions
- Fees and contracts
- 网络彩票APP下载_澳客彩票网-官方游戏, cities
- Sports and gyms
- 网络彩票APP下载_澳客彩票网-官方游戏, campuses
- Join our student community
- Support and money
-
Accommodation
-
Research
- 网络彩票APP下载_澳客彩票网-官方游戏, impact
- Research projects
- Research areas
- Research facilities
- Collaborate with us
-
Institutes, centres and groups
- Active Living
- Advanced Fibre Applications
- Advanced Laser Laboratory
- Advanced Project Management Research Centre
- Antibody and Vaccine Group
- Astronomy Group
- Autism Community Research Network @ 网络彩票APP下载_澳客彩票网-官方游戏, (ACoRNS)
- Bioarchaeology and Osteoarchaeology at 网络彩票APP下载_澳客彩票网-官方游戏, (BOS)
- Bladder and Bowel Management
- Cell and Developmental Biology
- Centre for Defence and Security Research
- Centre for Developmental Origins of Health and Disease
- Centre for Digital Finance
- Centre for Eastern European and Eurasian Studies (CEEES)
- Centre for Empirical Research in Finance and Banking (CERFIB)
- Centre for Geometry, Topology, and Applications
- Centre for Global Englishes
- Centre for Global Health and Policy (GHaP)
- Centre for Health Technologies
- Centre for Healthcare Analytics
- Centre for Human Development, Stem Cells and Regeneration
- Centre for Imperial and Postcolonial Studies
- Centre for Inclusive and Sustainable Entrepreneurship and Innovation (CISEI)
- Centre for International Film Research (CIFR)
- Centre for International Law and Globalisation
- Centre for Internet of Things and Pervasive Systems
- Centre for Justice Studies
- Centre for Linguistics, Language Education and Acquisition Research
- Centre for Machine Intelligence
- Centre for Maritime Archaeology
- Centre for Medieval and Renaissance Culture (CMRC)
- Centre for Modern and Contemporary Writing (CMCW)
- Centre for Political Ethnography (CPE)
- Centre for Research in Accounting, Accountability and Governance
- Centre for Research on Work and Organisations
- Centre for Resilient Socio-Technical Systems
- Centre for Transnational Studies
- Child and Adolescent Research Group
- Clinical Ethics, Law and Society (CELS)
- Computational Nonlinear Optics
- Cyber Security Academy
- Data Science Group
- Digital Oceans
- EPSRC and MOD Centre for Doctoral Training in Complex Integrated Systems for Defence and Security
- Economic Theory and Experimental Economics
- Economy, Society and Governance
- Electrical Power Engineering
- Environmental Hydraulics
- Gas Photonics in Hollow Core Fibres?
- Geochemistry
- Global Health (Demography)
- Global Health Community of Practice
- Gravity group
- Healthy Oceans
- High Power Fibre Lasers
- Hollow Core Fibre
- Human Genetics and Genomic Medicine
- Infection
- Infrastructure Group
- Institute of Developmental Sciences
- Institute of Maritime Law (IML)
- Integrated Photonic Devices
- Integrative Molecular Phenotyping Centre
- Interdisciplinary Musculoskeletal Health
- International Centre for Ecohydraulics Research (ICER)
- Language Assessment and Testing Unit (LATU)
- Laser-Direct-Write (LDW) Technologies for Biomedical Applications
- Law and Technology Centre
- Long Term Conditions
- Magnetic Resonance
- Mathematical Modelling
- Medicines Management
- Molecular and Precision Biosciences
- Multiwavelength Accretion and Astronomical Transients
- National Biofilms Innovation Centre (NBIC)
- National Centre for Research Methods
- National Infrastructure Laboratory
- Nature-Based Ocean Solutions
- Nonlinear Semiconductor Photonics
- Ocean Perception Group
- Operational Research
- Optical Engineering and Quantum Photonics Group
- Paediatrics and Child Health - Clinical and Experimental Sciences
- People, Property, Community
- Photonic Systems, Circuits and Sensors Group
- Physical Optics
- Primary Care Research Centre
- Quantum, Light and Matter Group
- Silica Fibre Fabrication
- Silicon Photonics
- Skin Sensing Research Group
- 网络彩票APP下载_澳客彩票网-官方游戏, Centre for Nineteenth-Century Research
- 网络彩票APP下载_澳客彩票网-官方游戏, Ethics Centre
- 网络彩票APP下载_澳客彩票网-官方游戏, Health Technology Assessments Centre (SHTAC)
- 网络彩票APP下载_澳客彩票网-官方游戏, High Energy Physics group
- 网络彩票APP下载_澳客彩票网-官方游戏, Imaging
- 网络彩票APP下载_澳客彩票网-官方游戏, Theory Astrophysics and Gravity (STAG) Research Centre
- Stefan Cross Centre for Women, Equality and Law
- String theory and holography
- The India Centre for Inclusive Growth and Sustainable Development
- The Parkes Institute
- Tony Davies High Voltage Laboratory
- Ultrafast X-ray Group
- Vision Science
- WSA Exchange
- Work Futures Research Centre (WFRC)
- Support for researchers
- Faculties, schools and departments
- Research jobs
- Find people and expertise
- Business
- Global
- About
- Visit
- Alumni
- Departments
- News
- Events
- Contact