Outline

Overview

Students particpate in a practice placement, working in pairs either on-campus or off-campus, and are responsible for providing sercies to children or adults with communication or swallowing needs, under the supervision of a speech pathology practice educator. Students participate in a range of workplace activities including clinic, group supervision and administration. Students partake in a case conference in which their clinical skills, critical thinking and professionalism are assessed. In addition, students are required to demonstrate early intermediate skills for clinical and professional skills on COMPASS.

Unit details and rules

Academic unit	Communication Sciences
Credit points	6
Prerequisites ?	CSCD1035 and CSCD2062 and (CSCD2066 or CSCD2067) and CSCD2069
Corequisites ?	CSCD3075
Prohibitions ?	CSCD3077 or CSCD3078 or CSCD3087
Assumed knowledge ?	None
Available to study abroad and exchange students	Yes

Teaching staff

Coordinator	Joy Kassouf, joy.kassouf@sydney.edu.au

Assessment

The census date for this unit availability is 31 January 2025

Details
Criteria

Type	Description	Weight	Due	Length
Placement	COMPASS Skill-based assessment	0%	Multiple weeks	Up to 2 hours
Outcomes assessed:
Placement	Case Conference Skill-based assessment	0%	Multiple weeks	Up to 2 hours
Outcomes assessed:
Placement	Practice Education Paperwork Practice education paperwork	0%	Multiple weeks	n/a
Outcomes assessed:
Placement	Reflection Skill-based assessment	0%	Multiple weeks	500 word written reflection
Outcomes assessed:
Participation	Attendance at Orientation and Practice Education Appointments Compulsory attendance at orientation and practice education appointments	0%	Ongoing	n/a
Outcomes assessed:
Attendance	Attendance at Practice Supervision Sessions Compulsory attendance at all practice supervision sessions	0%	Ongoing	n/a
Outcomes assessed:
= hurdle task ?

Assessment summary

Attendance at orientation and participation in practice education appointments. Attendance at orientation is required to understand the placements. In addition, attendance at all practice education appointments during placement is required to develop professional practice skills.

Attendance at practice supervision sessions. Attendance at all supervision sessions with the Practice Educator is required during placements to consolidate professional practice skills.

COMPASS. COMPASS is the national assessment tool approved by Speech Pathology Australia, and is used to formatively and summatively assess student competency during placements. Students must demonstrate early intermediate level competency by the end of the placement, and improve from mid to end placement on the COMPASS.

Reflection. At the end of placement, students submit a written reflection. Students reflect on their professional practice experience and developing understanding and knowledge of the Professional Standards in this unit of study.

Case conference. Students discuss the assessment and/or intervention process of an individual, or group of people, with communication or swallowing needs, with their Practice Educator and their group of peers. In this task, students must demonstrate early intermediate level professional practice and communication skills.

Practice education paperwork. Students will complete all paperwork as required by their Practice Educator and placement site, including documenting practice education hours and completing an evaluation survey.

Students need to pass all individual assessments to pass the overall unit.

Assessment criteria

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

Result name	Description
Pass (SR)	When learning outcomes are met to a satisfactory standard
Fail (FR)	When learning outcomes are not met to a satisfactory standard.

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.

Use of generative artificial intelligence (AI) and automated writing tools

You may only use generative AI and automated writing tools in assessment tasks if you are permitted to by your unit coordinator. If you do use these tools, you must acknowledge this in your work, either in a footnote or an acknowledgement section. The assessment instructions or unit outline will give guidance of the types of tools that are permitted and how the tools should be used.

Your final submitted work must be your own, original work. You must acknowledge any use of generative AI tools that have been used in the assessment, and any material that forms part of your submission must be appropriately referenced. For guidance on how to acknowledge the use of AI, please refer to the AI in Education Canvas site.

The unapproved use of these tools or unacknowledged use will be considered a breach of the Academic Integrity Policy and penalties may apply.

Studiosity is permitted unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission as detailed on the Learning Hub’s Canvas page.

Outside assessment tasks, generative AI tools may be used to support your learning. The AI in Education Canvas site contains a number of productive ways that students are using AI to improve their learning.

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	Learning outcomes

Attendance and class requirements

Practice education placements are scheduled across 12 months of the year and thus may commence prior to the official start of semester and may extend beyond week 16.

In this unit of study, students will work with multiple individuals and services, intensively or weekly, in one or more placements, in the SPEECH Clinic and/or another location, for 12 – 16 days of placement or equivalent. Additional preparation/reading is also expected.

Students are expected to undertake all components of this unit of study to their completion and in their entirety.

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.

Required readings

All readings for this unit can be accessed through the Library and are available on Canvas.

COMPASS® Competency Assessment in Speech Pathology: Assessment Resource Manual, 2013
Professional Standards for Speech Pathologists (2020). Available on Speech Pathology Australia website

You should also access all readings and lecture content from academic speech pathology units of study.

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 professional conduct around evidence-based practice, compliance, collaboration, communication, record keeping, and advocacy at an early intermediate level.
LO2. Demonstrate early intermediate level skills (on COMPASS®) of reflective practice and life-long learning, including self-awareness, learning goals, integration of knowledge, and peer learning.
LO3. Demonstrate development and progression in early intermediate skills in person- and family-centred and culturally safe speech pathology practice between mid and end COMPASS® evaluation, including assessment, diagnostics, reporting, service planning and delivery.

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) - 1.1. Provide ethical and evidence-based 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 1.7. Advocate for optimal communication and swallowing 2.1. Demonstrate self-awareness 2.5. Acquire, critique and integrate knowledge from a range of sources 2.6. Engage in learning with colleagues, students and the community 3.1. Develop shared understanding of speech pathology 3.6. Support development of the profession
	Speech Pathology Australia Professional Standards (2021) - 2.1. Demonstrate self-awareness 2.2. Use critical reflection to inform professional development and practice 2.3. Plan personal development goals 2.4. Participate in professional development 2.5. Acquire, critique and integrate knowledge from a range of sources 2.6. Engage in learning with colleagues, students and the community 3.1. Develop shared understanding of speech pathology
	Speech Pathology Australia Professional Standards (2021) - 1.1. Provide ethical and evidence-based 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 2.5. Acquire, critique and integrate knowledge from a range of sources 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 3.6. Support development of the profession

Speech Pathology Australia Professional Standards (2021) -

Competency code	Taught, Practiced or Assessed	Competency standard
1.1		Provide ethical and evidence-based 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
2.4		Participate in professional development
2.5		Acquire, critique and integrate knowledge from a range of sources
2.6		Engage in learning with colleagues, students and the community
2.7		Contribute to the speech pathology evidence base
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
3.6		Support development of the profession

Responding to student feedback

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

Student feedback has been taken into account.

Additional information

Work, health and safety

In order to commence and continue in this unit, students must:

Hold a current CPR certificate
Hold a current certificate following a National Police Check
Be fully verified by NSW Health compliance checking and produce supporting documentation as required on placement as per http://sydney.edu.au/current_students/enrolment/course_check.shtml
Comply with the current Working with Children requirements https://www.kidsguardian.nsw.gov.au/child-safe-organisations/working-with-children-check

The above documentation must be current in the SONIA placement allocation system.

Additionally, students must complete placement specific WHS checklists for each placement site.

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

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Work, health and safety

Disclaimer

On this page

Useful links

CSCD3100: Intermediate Clinic I

Intensive January - February, 2025 [Professional practice] - Camperdown/Darlington, 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

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Work, health and safety

Disclaimer

On this page

Useful links