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Master of Speech and Language Pathology


Faculty of Human Sciences
Master of Speech and Language Pathology (MSpchLngPath)
Admission Requirement:
• Australian level 7 bachelor's qualification or recognised equivalent
• GPA of (5.00 out of 7.00) or (3.00 out of 4.00)
• Recent successful completion of specified prerequisite units at tertiary level
English Language Proficiency:
IELTS of 7.0 overall with minimum 7.0 in each band, or equivalent
Study Mode:
Attendance Mode:
Candidature Length:
Full-time: 2 years
North Ryde — Session 1 (February)
Volume of Learning:
Equivalent to 2 years
General requirements:
Minimum number of credit points at 800 level or above 64
Completion of other specific minimum requirements as set out below

In order to graduate students must ensure that they have satisfied all of the general requirements of the award.

Specific minimum requirements:

Credit points

800 level

Lifelong Disability and AAC (4)
Speech Pathology Intervention 1 (4)
Speech Pathology Intervention 2 (4)
Body Functions and Structures for Speech Pathology (4)
Speech Pathology Clinical Practice 1 (4)
Speech Pathology Clinical Practice 2 (4)
Speech Pathology Clinical Practice 3 (4)
Speech Pathology Clinical Practice 4 (4)
Voice and Fluency Disorders (4)
Speech and Language Disorders in Children (4)
Speech and Language Disorders in Adults (4)
Language and Communication Analysis (4)
Integrated Case Management (4)
Advanced Professional Practice (4)
8cp from
Paediatric Hearing Assessment (4)
Research Design in Speech Pathology (4)
Speech Pathology Project (8)
Advanced Topics in Speech Pathology (4)


Program Learning Outcomes and Additional Information
AQF Level Level 9 Masters by Coursework Degree
CRICOS Code 037303B
Overview and Aims of the Program OVERVIEW

The Master of Speech and Language Pathology (MSLP) is a Level 9 program in the Department of Linguistics. It is accredited by the Speech Pathology Association of Australia.

Graduates of the Bachelor of Speech, Hearing & Language Sciences comprise the majority of applicants to the MSLP.
A distinctive feature of the MSLP is its focus on and excellence in Linguistics. This has been recognised and commended by Speech Pathology Australia, and is reflected in the research conducted by academic staff and students in the program.

A distinctive feature is the program's education and research engagement with the on-campus hospital. Regular MSLP clinical placements commenced at Macquarie University Hospital in 2013, along with expert lectures in the MSLP by nursing and medical specialists.


On completion of the MSLP, students will be:

o competent speech pathologists, who are able to assess and treat people with a range of communication and swallowing disabilities

o critical thinkers, who are able to appraise their own and others' knowledge, beliefs and behaviours, evaluate theories and situations, and take action to solve conceptual and practical problems

o resourceful, independent learners, who are able to select and participate in ongoing professional development, and successfully engage with novel situations

o effective communicators, who are responsive to clients' social, cultural and linguistic backgrounds, and provide sensitive and well informed advocacy and advice.
Graduate Capabilities

The Graduate Capabilities Framework articulates the fundamentals that underpin all of Macquarie’s academic programs. It expresses these as follows:

Cognitive capabilities
(K) discipline specific knowledge and skills
(T) critical, analytical and integrative thinking
(P) problem solving and research capability
(I) creative and innovative

Interpersonal or social capabilities
(C) effective communication
(E) engaged and ethical local and global citizens
(A) socially and environmentally active and responsible

Personal capabilities
(J) capable of professional and personal judgement and initiative
(L) commitment to continuous learning

Program Learning Outcomes By the end of this program, students will be able to:

1. competently meet all Australian standards for graduate speech pathologists as set out in the Competency-based Occupational Standards-Entry Level (Speech Pathology Association of Australia, 2011) (K, T, P, C, E, J)
2. integrate specialised knowledge of linguistics, psychology, anatomy and physiology with specialised knowledge of communication and swallowing disorders in children and adults (K, T, P, J)
3. competently apply a social perspective on health when evaluating individuals' functioning and participation in education, employment, and other social activities (K, T, P, C, E, J)
4. analyse, evaluate and diagnose impairments of speech, language, voice, fluency, multi-modal communication and swallowing in order to plan and implement speech pathology services (K, T, P, J)
5. critically evaluate the evidence-base for clinical assessments and interventions, and apply the best evidence to suit individuals' physical, mental, and sociocultural characteristics (K, T, P, C, E, J)
6. communicate effectively with clients, family members/carers, service providers and other professionals when engaging in service provision, advocacy, and community education (K, T, P, C, J)
7. critically engage with peers and other professionals while observing, reflecting upon, and improving speech pathology practices (K, T, P, C, E, J)
8. develop creative and innovative solutions to clinical problems in various settings - including education, disability services, public and private health - using a range of direct, indirect, and telepractice service delivery models (K, T, P, C, E, J)
9. critically reflect on speech pathology practice, identify areas for further personal professional development, implement effective self-directed learning and enhanced professional practices (K, T, P, E, J).
Learning and Teaching Methods In this full-time course students attend on-campus classes, and clinical practicum placements. The learning and teaching methods that students will encounter are matched to the content of each unit and students can expect to engage in online lectures, tutorials, small and large group learning activities, and skill development training, all of which will require their active participation. Learning and teaching materials are routinely delivered using multimodal resources.

The academic curriculum is structured sequentially so that students gain knowledge across the range of Speech Pathology practice by the end of Year 1. In Year 2 there is increased emphasis on case complexity, and systematic development towards Speech Pathology Australia's required levels of knowledge and competence for graduates entering the profession.

The clinical practicum curriculum is structured to include two types of placements, i.e., those that are one day per week (semester placements), and those that are several days per week (block placements). The semester placements continue throughout each semester, and mean that students will learn concurrently in their coursework and clinical practice units. This structure is designed to foster students' abilities to think critically, gain insight into the clinical relevance of theoretical frameworks and research findings, and develop ability to integrate insights from clinical experiences during classroom-based learning activities with peers. The block placements allow students to learn in clinical settings on a daily basis, offering opportunities to apply and consolidate skills and knowledge in settings that closely approximate everyday speech pathology practice.

Critical engagement with a variety of perspectives is encouraged during learning activities through the participation of clinical researchers, specialist clinicians, and people with communication disabilities and/or their family members. These practices foster the teamwork and networking required for successful work within the Speech Pathology profession, as well as making learning experiences enjoyable and productive.
Assessment Assessments are aligned with the Accreditation requirements of Speech Pathology Australia, the University's graduate capabilities, and the AQF Level 9 requirements. Assessment types used will include:
o formal examinations with short answer and multiple choice questions, to assess foundational knowledge early in the program
o in-class tests to assess learning of foundational topics and skills
o group assessments, to assess collaboration and professionalism
o case based barrier assessments, to assess application of foundational knowledge, application of learning in foundational topics, and clinical reasoning
o case-based presentations and viva exams to assess critical reflection, clinical reasoning, and professional communication
o competency assessments, using COMPASS™, to assess clinical performance during placements, and to provide formative and summative feedback.
Recognition of Prior Learning

Macquarie University may recognise prior formal, informal and non-formal learning for the purpose of granting credit towards, or admission into, a program. The recognition of these forms of learning is enabled by the University’s Recognition of Prior Learning (RPL) Policy (see and its associated Procedures and Guidelines. The RPL pages contain information on how to apply, links to registers, and the approval processes for recognising prior learning for entry or credit. 

Domestic Students
For undergraduate RPL information visit
For domestic postgraduate RPL information visit

International Students
For RPL information visit

Support for Learning

Macquarie University aspires to be an inclusive and supportive community of learners where all students are given the opportunity to meet their academic and personal goals. The University offers a comprehensive range of free and accessible student support services which include academic advice, counselling and psychological services, advocacy services and welfare advice, careers and employment, disability services and academic skills workshops amongst others. There is also a bulk billing medical service located on campus.

Further information can be found at

Campus Wellbeing contact details:
Phone: +61 2 9850 7497

Program Standards and Quality

The program is subject to an ongoing comprehensive process of quality review in accordance with a pre-determined schedule that complies with the Higher Education Standards Framework. The review is overseen by Macquarie University's peak academic governance body, the Academic Senate and takes into account feedback received from students, staff and external stakeholders.

Graduate Destinations and Employability Graduates of the Master of Speech & Language Pathology meet the Competency-based Occupational Standards for Speech Pathologists-Entry Level (Speech Pathology Australia, 2011) and are eligible for full practising membership of the Speech Pathology Association of Australia. As such, they can be employed as Speech Pathologists in Australia, and their qualifications are recognised by professional associations in Canada, New Zealand, the United Kingdom, Ireland and USA under the terms of a Mutual Recognition Agreement (

Graduates are most commonly employed in the private sector, by public health service providers, and by not-for-profit organisations. In some Australian states (not including NSW) the school education sector is also a major employer.

There is a growing trend for graduates to enter the workforce via the private sector, and this trend is expected to increase quickly with the full implementation of NDIS.
Assessment Regulations

This program is subject to Macquarie University regulations, including but not limited to those specified in the Assessment Policy, Academic Honesty Policy, the Final Examination Policy and relevant University Rules. For all approved University policies, procedures, guidelines and schedules visit

Accreditation This is an Australian Qualifications Framework (AQF) accredited qualification.
The Speech Pathology Association of Australia is the accrediting body. The program was first accredited in 2002, and subsequently reaccredited every 5 years.

2017 Unit Information

When offered:
S1 Day
Permission of Executive Dean of Faculty
HSC Chinese, CHN113, CHN148