Outline

Overview

Students are paired to conduct observations and prescribed activities in a preschool, long day-care centre or kindergarten with children between 1 and 6 years as well as engage in professional interactions with staff. Students will acquire knowledge of the functions and routines in an early educational setting; - develop professional communication skills and confidence in working with other professionals. They will understand how language is used and targeted as a part of the curriculum in preschool settings, develop skills in carrying out language stimulation activities with preschool children, and relate observations to relevant theory and research. To support their clinical learning and prepare students for their immediate placement, this unit will consider communication and counselling skills involved with working with caregivers and adult clients, and problem solving strategies for identifying and managing ethical issues involved in working with adults and their families. This unit will also explore the role of speech pathologists in the health system and their participation in professional teams.

Unit details and rules

Unit code	CSCD2067
Academic unit	Communication Sciences
Credit points	6
Prohibitions ?	None
Prerequisites ?	CSCD2064
Corequisites ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Annie Chan, annie.chan@sydney.edu.au

Type	Description	Weight	Due	Length
Placement	Portfolio spreadsheet and reflection Written assignment	0%	Formal exam period Due date: 20 Nov 2020 at 23:00	completed spreadsheet and 500 words
Outcomes assessed:
Skills-based evaluation	Clinical paperwork Clinical paperwork	0%	Formal exam period Due date: 20 Nov 2020 at 15:00	n/a
Outcomes assessed:
Assignment	Life stages assignment Written assignment, video assignment	0%	Week 12 Due date: 30 Oct 2020 at 23:00	5 minute video and worksheet
Outcomes assessed:
Assignment	Child assessment report Written assignment	0%	Week 13 Due date: 06 Nov 2020 at 23:00	800 words
Outcomes assessed:
= hurdle task ? = group assignment ?

Assessment summary

Clinical paperwork: Students who do not submit all clinical paperwork or pass the assessment will receive a Failed Requirements (FR) grade. Students will have an opportunity to submit the missing paperwork to achieve a SR grade. For students who have not passed the assessment (achieved satisfactory on the Introductory Clinical Competency Checklist), they will fail the entire unit and receive remediation support.
Attendance at clinical lectures: 100% attendance at all compulsory lectures. Students who miss a compulsory lecture without an approved special consideration will receive a Failed Requirements (FR) grade.
Aged care assignmnt: Students will attend an aged care residential facility in pairs (of the students’ choosing) and engage in interaction activities. They will conduct a conversational sample. The assignment consists of 3 parts; video or written report (part 1), A3 page poster or visual communication resource booklet or short video (part 2) and an email (part 3). Students who have not passed this assignment are allowed one resubmission.
Child assessment report: Students who do not pass this assignment are allowed one resubmission.
Portfolio spreadsheet and reflection: This is a 2 part assignment. Part 1 is a portfolio statement and part 2 is a reflective statement. Students who have not passed this assignment are allowed two resubmissions.

You must complete all the assessment tasks to pass the entire unit. Failure to complete any assessment item will result in you being awarded a Fail grade, regardless of your cumulative marks in the unit of study. Detailed information for each assessment can be found on Canvas.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

As a general guide, a high distinction indicates work of an exceptional standard, a distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Result name	Mark range	Description
High distinction	85 - 100
Distinction	75 - 84
Credit	65 - 74
Pass	50 - 64
Fail	0 - 49	When you don’t meet the learning outcomes of the unit to a satisfactory standard.

For more information see sydney.edu.au/students/guide-to-grades.

For more information see guide to grades.

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 Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

You may only use artificial intelligence and writing assistance tools in assessment tasks if you are permitted to by your unit coordinator, and if you do use them, you must also acknowledge this in your work, either in a footnote or an acknowledgement section.

Studiosity is permitted for postgraduate units unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission.

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.

Weekly schedule

WK	Topic	Learning activity
Week 01	1. Orientation 2. Health and aged care systems in Australia I	Lecture (2 hr)
Week 02	1. Health and aged care systems in Australia II	Lecture (2 hr)
Week 03	1. Assessment principles (adults) I	Lecture (2 hr)
Week 03	1. Assessment principles (adults) II	Lecture (1 hr)
Week 04	1. Assessment principles II	Lecture (2 hr)
Week 05	1. SimLab I Group A and B	Lecture (2 hr)
Week 06	1. Intervention principles (adults) I	Lecture (2 hr)
Week 07	1. SimLab I Group C and D	Lecture (2 hr)
Week 08	1. Intervention principles (adults) II	Lecture (2 hr)
Week 09	1. Care and management I	Lecture (2 hr)
Week 10	1. Care and management II	Lecture (2 hr)
Week 11	1. SimLab II Group A and B	Lecture (2 hr)
Week 12	1. SimLab II Group C and D	Lecture (2 hr)
Week 13	1. USS survey 2. Professional expectations 3. Intermediate Prac briefing	Lecture (2 hr)

Attendance and class requirements

Attendance: Clinical placements are scheduled from March - November. This unit of study consists of a 2-hour lecture a week and a 12 week placement for at least one hour per week (or equivalent to a minimum total of 12 hours attendance) at a preschool. Days of attendance at the placement site are to be negotiated between students and preschool directors/supervisors. Students are paired and are expected to attend at least 6 separate visits to the preschool. There is no such thing as an “excused absence” from clinic (including clinical sessions and any scheduled meetings). In general, you are expected to make up for any absences in negotiation with the Clinical Educator. In the event that absences interfere with progress in the acquisition of clinical skills, you may be required to discontinue the clinical unit of study and repeat it later in the course, when a suitable placement is available.

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.

Outcomes
Graduate qualities

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

LO1. 1. Depth of disciplinary expertise. Demonstrate novice level* skills (as described by the COMPASS® Competency Assessment in Speech Pathology, 2013) in clinical contexts.
LO2. 2. Broader Skills: - Critical thinking and problem solving Formulate, prioritise and review clinical solutions at a novice level considering best available evidence in the context of all other relevant factors (e.g. ICF framework or developmental/ cognitive abilities). Think critically to a novice level* about theories, concepts and principles to guide clinical decisions in practice. Is well organised and proficiently completes clinical tasks whilst retaining a client focus. - Oral and written communication Utilise novice level* oral and written professional communication skills in English for a range of purposes. Compose and provide critical/constructive feedback to student peers to facilitate clinical learning. - Information/digital literacy Use technology to locate peer-reviewed research evidence; locate and create clinical resources to facilitate effective speech pathology outcomes for individuals and to represent themselves, their clients, their employer and the profession. Use evidence based practice principles as the basis for clinical decision making. - Inventiveness Create and implement best practice clinical assessment and intervention to a novice level* for clients and other significant personnel (eg. families, professionals or communities).
LO3. 3. Cultural competence Deliver culturally appropriate holistic clinical services for clients from cultural and linguistic diverse backgrounds by consideration of the individual, family & community. Demonstrate respect for different values arising from cultural and linguistic diversity both within Australia (including the Indigenous population) and internationally, and adapts behaviour appropriately.
LO4. 4. Interdisciplinary effectiveness List and understand the roles of the health and education professionals that may be involved in working with children and adults in a variety of clinical and community contexts including early education centres and in aged care. Work within the scope of speech pathology practice with novice level* supervision through recognition and respect of personal and professional boundaries.
LO5. 5. An integrated professional, ethical and personal identity - Self-appraise own conduct in clinical and community contexts with guidance to a novice level* in accordance with professional ethical standards as described in the Speech Pathology Australia, Code of Ethics (2010). - Develop and maintain a collaborative, professional working relationship with clients, families, professional groups and others (e.g. novice/advanced student(s)). - Understand the need for lifelong learning and demonstrates commitment to ensuring continued development of competence as a speech pathologist, is open to learning from others and seeks mentoring and professional supervision. - Act with integrity and authenticity during interactions with others. - Develop a clear identity as a speech pathologist within a variety of team contexts and settings with novice-level* supervision. - Recognise and can assess how personal health and wellbeing influences their capacity to perform their professional role.
LO6. 6. Influence Advocate for clients, their families, speech pathology practices and education, including preschools and aged care.
LO7. 7. Leadership - Demonstrate capacity to play a range of roles in teams (e.g. leader, member). - Examine application of the supervisory process through interactions with the student peers and clinical educator.

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

Responding to student feedback

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

Due to difficulties procuring aged care placements, a new assignment has been designed.

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

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

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect

Current students

CSCD2067: Introductory Practice 2: Community

Semester 2 Early, 2020 [Professional practice] - Cumberland, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect