Outline

Overview

An introduction to professional practice unit covering the scope, contexts, and range of practice in speech pathology working with individuals, families and communities. Students are introduced to ethics, the Code of Conduct, professional communication, reciprocal learning, reflective practice, and family- and person-centred practice. Working with First Nations communities will be of particular focus of this unit.

Unit details and rules

Academic unit	Communication Sciences
Credit points	6
Prerequisites ?	HSBH1003 and CSCD1040
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Sarah Nash, sarah.nash@sydney.edu.au
Tutor(s)	Lauren Chaitow, lauren.chaitow@sydney.edu.au
Tutor(s)	Dania Mohammed, dania.mohammed@sydney.edu.au

Assessment

The census date for this unit availability is 31 August 2026

Details
Criteria

Type	Description	Weight	Due	Length	Use of AI
Interactive oral	Group interactive oral assessment A group interactive oral assessment based on principles of assessment and intervention. Students attend in groups of four and are assessed individually on their contribution	40%	Formal exam period	20 mins	AI prohibited
Outcomes assessed:
Practical skill	Year 1 Screener Students must engage with a communication skills screening interview with a year 4 speech pathology student	0%	Formal exam period Due date: 27 Nov 2026 at 23:59	20 mins (TBC)	AI allowed
Outcomes assessed:
Practical skill	CPR Certificate Students must submit a certificate demonstrating successful completion of a cardio-pulmonary resuscitation (CPR) course, which is required to be verified to start professional practice placements in Year 2.	0%	Formal exam period Due date: 27 Nov 2026 at 23:59	(TBC)	AI allowed
Outcomes assessed:
In-class quiz	Speech pathology frameworks quiz In-class quiz on frameworks underpinning speech pathology practice	10%	Week 03 Due date: 17 Aug 2026 at 09:00 Closing date: 27 Nov 2026	20 mins	AI allowed
Outcomes assessed:
Practical skill	Professional communication with AI agent Students engage individually with an AI agent in a simulated client-clinician interaction	20%	Week 06 Due date: 11 Sep 2026 at 23:59 Closing date: 27 Nov 2026	Up to 45 mins	AI allowed
Outcomes assessed:
Conversation	Group reflective discussion video A video recording of a reflective discussion in a group, based on experiences completing the AI simulated professional communication interaction. Students are assessed as a group and will receive one mark for the group.	30%	Week 08 Due date: 25 Sep 2026 at 23:59 Closing date: 27 Nov 2026	7 mins	AI allowed
Outcomes assessed:
= hurdle task ? = group assignment ? = early feedback task ?

Early feedback task

This unit includes an early feedback task, designed to give you feedback prior to the census date for this unit. Details are provided in the Canvas site and your result will be recorded in your Marks page. It is important that you actively engage with this task so that the University can support you to be successful in this unit.

Assessment summary

Speech pathology frameworks quiz: This in-class quiz assesses your understanding of frameworks that underpin speech pathology practice in Australia, which are covered in weeks 1 and 2.
Professional communication with AI agent: You will engage individually with an AI agent, in a simulated interaction where you will be the speech pathologist interacting with a client. Your communication skills and professionalism will be assessed.
Group reflective discussion video: In groups of 3, you will create a video recording of a reflective discussion, based on your experiences completing the simulated professional communication interaction with the AI agent. Students are assessed as a group and will receive one mark for the group.
Group interactive oral: Students attend a group interactive oral assessment, involving a conversation with an assessor, based on principles of assessment and intervention in speech pathology. Students attend in groups of four and are assessed individually on their contribution.
CPR certificate: Students must submit a certificate demonstrating successful completion of a cardio-pulmonary resuscitation (CPR) course, which is required to be verified to start professional practice placements in Year 2.
Year 1 screener: Students must engage with a communication skills screening interview, completed by a year 4 speech pathology student.

Late penalties

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

Assessment criteria

Result name	Mark range	Description
High distinction	85 - 100
Distinction	75 - 84
Credit	65 - 74
Pass	50 - 64
Fail	0 - 49	The learning outcomes of the unit of study have not been met to a satisfactory standard.

For more information see guide to grades.

Use of generative artificial intelligence (AI)

You can use generative AI tools for open assessments. Restrictions on AI use apply to secure, supervised assessments used to confirm if students have met specific learning outcomes.

Refer to the assessment table above to see if AI is allowed, for assessments in this unit and check Canvas for full instructions on assessment tasks and AI use.

If you use AI, you must always acknowledge it. Misusing AI may lead to a breach of the Academic Integrity Policy.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

Academic integrity

The University expects students to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

Our website provides information on academic integrity and the resources available to all students. This includes advice on how to avoid common breaches of academic integrity. Ensure that you have completed the Academic Honesty Education Module (AHEM) which is mandatory for all commencing coursework students

Penalties for serious breaches can significantly impact your studies and your career after graduation. It is important that you speak with your unit coordinator if you need help with completing assessments.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Support for students

The Support for Students Policy reflects the University’s commitment to supporting students in their academic journey and making the University safe for students. It is important that you read and understand this policy so that you are familiar with the range of support services available to you and understand how to engage with them.

The University uses email as its primary source of communication with students who need support under the Support for Students Policy. Make sure you check your University email regularly and respond to any communications received from the University.

Learning resources and detailed information about weekly assessment and learning activities can be accessed via Canvas. It is essential that you visit your unit of study Canvas site to ensure you are up to date with all of your tasks.

If you are having difficulties completing your studies, or are feeling unsure about your progress, we are here to help. You can access the support services offered by the University at any time:

Support and Services (including health and wellbeing services, financial support and learning support)
Course planning and administration
Meet with an Academic Adviser

Weekly schedule

WK	Topic	Learning activity
Week 01	Preparing for professional practice	Lecture (1 hr)
Week 01	Preparing for professional practice	Tutorial (2 hr)
Week 02	Frameworks underpinning speech pathology practice	Lecture (1 hr)
Week 02	Frameworks underpinning speech pathology practice	Tutorial (2 hr)
Week 03	Professional communication for therapeutic relationships I	Lecture (1 hr)
Week 03	Professional communication for therapeutic relationships I	Tutorial (2 hr)
Week 04	Professional communication for therapeutic relationships II	Lecture (1 hr)
Week 04	Professional communication for therapeutic relationships II	Tutorial (2 hr)
Week 05	Reflective practice	Lecture (1 hr)
Week 05	Reflective practice	Tutorial (2 hr)
Week 06	Person and family-centred practice	Lecture (1 hr)
Week 06	Person and family-centred practice	Tutorial (2 hr)
Week 07	Assessment principles	Lecture (1 hr)
Week 07	Assessment principles	Tutorial (2 hr)
Week 08	Interpreting assessments and making diagnoses	Lecture (1 hr)
Week 08	Interpreting assessments and making diagnoses	Tutorial (2 hr)
Week 09	The ICF and goal setting	Self-directed learning (1 hr)
Week 10	Principles of goal setting	Lecture (1 hr)
Week 10	Principles of goal setting	Tutorial (2 hr)
Week 11	Intervention planning	Lecture (1 hr)
Week 11	Intervention planning	Tutorial (2 hr)
Week 12	Intervention delivery principles: Individuals	Lecture (1 hr)
Week 12	Intervention delivery principles: Individuals	Tutorial (2 hr)
Week 13	Intervention delivery: families & communities	Lecture (1 hr)
Week 13	Intervention delivery: families & communities	Tutorial (2 hr)

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

At the completion of this unit, you should be able to:

LO1. Demonstrate understanding of the scope, contexts, and range of practice in speech pathology, including working with individuals, families, and communities across diverse settings.
LO2. Explain the ethical principles and Code of Conduct guiding speech pathology practice, with a focus on maintaining professional integrity and accountability in various contexts.
LO3. Develop foundational professional communication skills, ensuring respectful and effective interactions with clients, families, and other health professionals within a speech pathology setting.
LO4. Determine and apply principles of professional practice that are responsive to all communities, including First Nations peoples, and are person- family- and community-centred.
LO5. Utilise self-assessment and feedback to support ongoing professional development, reciprocal learning, and reflective practice in speech pathology.
LO6. Apply assessment and intervention frameworks used to evaluate and support communication and swallowing across the lifespan.

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Alignment with Competency standards

Outcomes	Competency standards
	Speech Pathology Australia Professional Standards (2021) - 1. Professional Conduct 1.1. Provide ethical and evidence-based practice 1.1.a. We practise competently within the limits of our scope of practice. 1.3. Provide safe and quality services 1.3.a. We use continuous improvement processes to guide systematic improvements to service safety and quality. 1.3.b. We identify, evaluate and manage risks that may result in damage, harm, liability or loss. 1.3.c. We use clinical governance frameworks to ensure safe and quality practice when we delegate tasks. 1.3.d. We benchmark our practice, processes and outcomes against practice guidelines and the performance of other services. 1.3.f. We contribute to a learning environment in which our colleagues and students feel safe and supported to develop their skills, innovate and practise new approaches. 1.6. Consider the needs of individuals and communities in clinical decision-making and practice 1.6.a. We provide culturally safe and responsive services that acknowledge cultural and linguistic diversity in the communities and of the individuals we serve. 1.7. Advocate for optimal communication and swallowing 1.7.a. We advocate for the role of the speech pathology profession and the needs of individuals and communities to employers, the community, legislators, policymakers and funders. 1.7.b. We promote the human right to freedom of opinion and expression as stated in Article 19 of The Universal Declaration of Human Rights4 and Article 21 of The Convention on the Rights of Persons with Disabilities. 1.7.c. We partner with individuals and communities to advocate for the rights of all people to optimise their communication and swallowing. 1.7.d. We collaborate with those experiencing vulnerability and disadvantage, individuals and communities to advocate for speech pathology services. 1.7.e. We collaborate with Aboriginal and Torres Strait Islander individuals and communities to advocate for and work towards equitable outcomes and development and delivery of speech pathology services that respond to contemporary needs, recognising community and cultural strengths and the ongoing impacts of colonisation and intergenerational trauma that may affect health and well-being.
	Speech Pathology Australia Professional Standards (2021) - 1. Professional Conduct 1.1. Provide ethical and evidence-based practice 1.1.a. We practise competently within the limits of our scope of practice. 1.1.b. We exercise informed ethical judgement consistent with the Speech Pathology Australia Code of Ethics. 1.1.c. We use evidence-based practice principles and processes. 1.1.d. We practise as autonomous professionals, using independent judgement in accordance with the profession’s knowledge base, Code of Ethics and our individual scope of practice. 1.1.e. We provide the individual, substitute decision makers or community with information on service options, their costs, evidence base and potential risks, benefits and outcomes to obtain informed consent. 1.1.f. We substantiate our decisions and take responsibility for our actions. 1.1.g. We monitor and maintain our health and well-being for safe and effective practice. 1.2. Comply with legislation, standards, policies and protocols 1.2.a. We comply with government legislation, regulations and codes of conduct. 1.2.b. We adhere to Speech Pathology Australia standards, policies and practice guidelines. 1.2.c. We carry out our roles and manage our workload in accordance with our workplace policies, priorities and protocols and subject to law. 1.3. Provide safe and quality services 1.3.a. We use continuous improvement processes to guide systematic improvements to service safety and quality. 1.3.b. We identify, evaluate and manage risks that may result in damage, harm, liability or loss. 1.4.d. We address conflict and respond to differences in perspectives in a proactive, respectful and timely manner. 1.5.c. We gain informed consent from individuals, substitute decision-makers, family or extended family for information sharing and practice. 1.5.d. We maintain the confidentiality and privacy of individuals and communities in accordance with our professional duties and the law. 1.5.e. We recognise and respond when it is necessary to share information to safeguard individuals and the community in accordance with our professional duties and the law. 1.5.f. We maintain accurate, timely, complete and secure records of practice. 1.7. Advocate for optimal communication and swallowing 1.7.a. We advocate for the role of the speech pathology profession and the needs of individuals and communities to employers, the community, legislators, policymakers and funders. 1.7.b. We promote the human right to freedom of opinion and expression as stated in Article 19 of The Universal Declaration of Human Rights4 and Article 21 of The Convention on the Rights of Persons with Disabilities. 1.7.c. We partner with individuals and communities to advocate for the rights of all people to optimise their communication and swallowing. 1.7.d. We collaborate with those experiencing vulnerability and disadvantage, individuals and communities to advocate for speech pathology services. 1.7.e. We collaborate with Aboriginal and Torres Strait Islander individuals and communities to advocate for and work towards equitable outcomes and development and delivery of speech pathology services that respond to contemporary needs, recognising community and cultural strengths and the ongoing impacts of colonisation and intergenerational trauma that may affect health and well-being.
	Speech Pathology Australia Professional Standards (2021) - 1.5. Maintain high standards of communication, information sharing and record keeping 1.5.a. We use accurate, accessible communication to respond to the needs of individuals and communities in all circumstances. 1.5.b. We work with interpreters, translators and support workers, including cultural support workers, to facilitate service delivery for individuals and communities in their preferred language and mode of communication. 1.5.c. We gain informed consent from individuals, substitute decision-makers, family or extended family for information sharing and practice. 1.5.d. We maintain the confidentiality and privacy of individuals and communities in accordance with our professional duties and the law. 1.5.e. We recognise and respond when it is necessary to share information to safeguard individuals and the community in accordance with our professional duties and the law. 1.5.f. We maintain accurate, timely, complete and secure records of practice. 1.6. Consider the needs of individuals and communities in clinical decision-making and practice 1.6.a. We provide culturally safe and responsive services that acknowledge cultural and linguistic diversity in the communities and of the individuals we serve. 1.6.b. We adapt our practice to respond to the influence of personal history, culture, language and social background on optimising the communication and swallowing goals of individuals and communities. 1.6.c. We are guided by Aboriginal and Torres Strait Islander peoples and communities to respond to their shared identity as well as the differences in history, culture, language and traditions across nations, communities, families and individuals.
	Speech Pathology Australia Professional Standards (2021) - 1.4. Collaborate with individuals, their supports, our colleagues and the community 1.4.a. We use person-centred, family-centred and community-centred approaches, as relevant to the context. 1.4.b. We engage in interprofessional collaborative practice to achieve respectful partnerships across disciplines and provide safe, high-quality, coordinated services. 1.4.c. We develop partnerships with individuals, communities, leaders and Elders to plan, develop, implement and monitor speech pathology practice. 1.4.d. We address conflict and respond to differences in perspectives in a proactive, respectful and timely manner. 1.6. Consider the needs of individuals and communities in clinical decision-making and practice 1.6.a. We provide culturally safe and responsive services that acknowledge cultural and linguistic diversity in the communities and of the individuals we serve. 1.6.b. We adapt our practice to respond to the influence of personal history, culture, language and social background on optimising the communication and swallowing goals of individuals and communities. 1.6.c. We are guided by Aboriginal and Torres Strait Islander peoples and communities to respond to their shared identity as well as the differences in history, culture, language and traditions across nations, communities, families and individuals. 3.1. Develop shared understanding of speech pathology
	Speech Pathology Australia Professional Standards (2021) - 2. Reflective practice and life-long learning 2.1. Demonstrate self-awareness 2.1.a. We can describe our own cultural identity, values, and personal biases and the culture of the system in which we work. 2.1.b. We demonstrate awareness of our personal and professional abilities and limitations and how they develop and change over time and across contexts. 2.2. Use critical reflection to inform professional development and practice 2.2.a. We use our awareness of our personal and professional abilities and limitations to inform our scope of practice, our professional development needs and our participation in professional supervision and mentoring. 2.2.b. We develop our reasoning and decision-making through critical reflection on our practice at an individual, team, organisational and policy level. 2.2.c. We reflect on and integrate insights into our practice regarding • the social, political, legal, cultural and organisational context of our work • the influence of culture, language and social background on experiences of communication and swallowing goals and needs • the impact of historical and current injustices, culture and language in our practice with Aboriginal and Torres Strait Islander peoples and communities. 2.3. Plan personal development goals 2.3.a. We establish, review and revise goals for our professional development, informed by insights from self-reflection; feedback from others; current and emerging evidence, policies and community priorities; and workplace practices and priorities. 2.3.b. We develop a plan to progress our professional development goals. 2.3.c. We advocate for our professional development needs.
	Speech Pathology Australia Professional Standards (2021) - 1.6. Consider the needs of individuals and communities in clinical decision-making and practice 1.6.a. We provide culturally safe and responsive services that acknowledge cultural and linguistic diversity in the communities and of the individuals we serve. 1.6.b. We adapt our practice to respond to the influence of personal history, culture, language and social background on optimising the communication and swallowing goals of individuals and communities. 1.6.c. We are guided by Aboriginal and Torres Strait Islander peoples and communities to respond to their shared identity as well as the differences in history, culture, language and traditions across nations, communities, families and individuals. 3.2. Assess communication and swallowing needs 3.2.a. We seek information (within the bounds of informed consent) from a range of sources to understand • the individual’s or community’s strengths and reasons and goals for seeking speech pathology services • the history and current status of communication and/or swallowing needs and concerns. 3.2.c. We assess and consider the communication and swallowing goals and needs of the individual and/or community with respect to • body structures and functions, and/or • performance and capacity in activities and participation • opportunities for prevention and promotion strategies and initiatives • facilitators and barriers in the social and physical environment. 3.2.d. We assess the needs of the individual, the individual’s community and/or the community in partnership with colleagues, other services and supports, and/or community members, leaders and Elders. 3.3. Interpret, diagnose and report on assessments 3.3.a. We use clinical reasoning to synthesise assessment findings and formulate a diagnosis or description. 3.4. Plan speech pathology intervention or service response 3.4.a. We identify communication and/or swallowing intervention or service response options relevant to the identified goals. 3.4.b. We design an intervention or service response plan informed by a range of options, such as • delivering individual, community, targeted, and/or universal/systemic intervention or service responses • developing the knowledge and skills of communication and mealtime partners within families, social networks, services and the community • implementing prevention and promotion strategies and initiatives • considering enablers and barriers in the social and/or physical environment • using a multidisciplinary, interdisciplinary, or transdisciplinary practice approach • delegating to and liaising with support workers • providing consultative support to other colleagues and services • providing face-to-face service delivery and synchronous and asynchronous telepractice • advocating for and implementing change in the social and physical environment, including political and systemic advocacy • working with services, community groups and organisations.

Speech Pathology Australia Professional Standards (2021) -

Competency code	Taught, Practiced or Assessed	Competency standard
1.1		Provide ethical and evidence-based practice
1.1.g		We monitor and maintain our health and well-being for safe and effective practice.
1.2		Comply with legislation, standards, policies and protocols
1.3		Provide safe and quality services
1.4		Collaborate with individuals, their supports, our colleagues and the community
1.5		Maintain high standards of communication, information sharing and record keeping
1.6		Consider the needs of individuals and communities in clinical decision-making and practice
1.7		Advocate for optimal communication and swallowing
2.1		Demonstrate self-awareness
2.2		Use critical reflection to inform professional development and practice
2.3		Plan personal development goals
2.6		Engage in learning with colleagues, students and the community
3.1		Develop shared understanding of speech pathology
3.2		Assess communication and swallowing needs
3.3		Interpret, diagnose and report on assessments
3.4		Plan speech pathology intervention or service response
3.5		Implement and evaluate intervention or service response

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

This is the first time this unit has been delivered as part of the new undergradutate speech pathology curriculum so student feedback is not yet available.

Disclaimer

Important: the University of Sydney regularly reviews units of study and reserves the right to change the units of study available annually. To stay up to date on available study options, including unit of study details and availability, refer to the relevant handbook.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Early feedback task

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI)

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Study commitment

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links

CSCD1042: Foundations of Speech Pathology Practice

Semester 2, 2026 [Normal day] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Early feedback task

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI)

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Study commitment

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links