Outline

Overview

Students work together in small teams to provide individual and service level interventions within the community. Each student will manage a varied caseload, and work with their peers to create and implement a range of service level activities under the guidance of practice educators.

Unit details and rules

Academic unit	Communication Sciences
Credit points	6
Prerequisites ?	CSCD3082 and (CSCD3083 or CSCD3084 or CSCD3089 or CSCD3101)
Corequisites ?	CSCD4053
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Farida Pacey, farida.pacey@sydney.edu.au

Assessment

The census date for this unit availability is 31 March 2026

Details
Criteria

Type	Description	Weight	Due	Length	Use of AI
Peer or expert observation or supervision	COMPASS® Competency standards assessment completed at mid and end of placement	0%	Formal exam period	N/A	AI prohibited
Outcomes assessed:
Interactive oral	Capstone Interactive Oral Assessment Workplace scenario roleplay and verbal reflection	0%	Multiple weeks	N/A	AI prohibited
Outcomes assessed:
In-person practical or creative task	Professional Paperwork Completion of profession paperwork, summary of practice hours and unit evaluation	0%	Multiple weeks	N/A	AI prohibited
Outcomes assessed:
In-person practical or creative task	First year screening statement of learning Documentation of learning in first year screening	0%	Multiple weeks	N/A	AI prohibited
Outcomes assessed:
Presentation	*Video reflection 3 minute oral reflection, recorded on video, responding to a question prompt	0%	Multiple weeks	3 minutes	AI allowed
Outcomes assessed:
Portfolio or journal	** Portfolio Reflective portfolio demonstrating readiness to enter the profession	0%	Multiple weeks	N/A	AI allowed
Outcomes assessed:
Contribution	Attend all practice supervision sessions Attendance at all practice supervision sessions on placement with peers and practice educator	0%	Multiple weeks	NA	AI allowed
Outcomes assessed:
Contribution	Attendance - CaPE Professional workshop to support transition to the workplace	0%	Multiple weeks	N/A	AI allowed
Outcomes assessed:
Attendance - accreditation or faculty requirement	Attendance at orientation and all client/service appointments Orientation and client/service appointments at the community site	0%	Ongoing	N/A	Not applicable
Outcomes assessed:
= hurdle task ?

Assessment summary

First year screening statement of learning: Students administer a set number of general communication screeners to an adult population (I.e. first year BAppSc Speech Pathology students). Students then reflect on and document their experiences
Attendance at orientation and all appointments: Attendance is required at orientation activities at the commencement of clinical placement. This ensures students understand the requirements before placement starts, and maximises learning provided during placement. Attendance and participation at all service appointments is also required for patient care and practice education development.
Attendance at all practice supervision sessions: Attendance at meetings with practice educator and/or peers during placement is required to consolidate clinical skills and support ongoing case-management.
COMPASS®: COMPASS® is the national assessment tool approved for use by Speech Pathology Australia. Each student’s practice is assessed using the COMPASS in the middle (for feedback) and at the end of the placement (final result). Nearing entry level is required for students in their penultimate placement and entry level is required for students in their final clinical placement on COMPASS®. Students who do not pass this assessment will receive a fail grade for the unit, regardless of their completion of other assessment items.
Professional paperwork: At the conclusion of placement, students must complete and submit professional paperwork.
- Practice documentation includes the number of hours spent providing individual and service level assessment and intervention to individuals with communication and swallowing needs. This allows for tracking of practice experiences, in terms of hours, skills, scope of practice, and service type.
- Students provide their practice educator and/or unit coordinator with feedback via an evaluation survey regarding their experiences and learning on placement.
*If this is not the student's final placement: 3 min video reflection
- Students must engage in a 3 minute oral reflection, recorded on video, responding to a question prompt issued to them ahead of the task.
** If this is the student's final placement: Portfolio, CaPE attendance and Capstone Interactive Oral Assessment
- The Portfolio provides evidence of a student's entry level competence and readiness to enter the profession as described by Speech Pathology Australia. Students submit an ePortfolio within one week of completion of their final placement
- Each year, Completion and Professional Entry (CaPE) activities and resources are provided to help students make the transition to graduate speech pathologist. Attendance and participation is required for students undertaking their final placements.
- Students in their final placement unit are required to complete an Interactive Oral Assessment (IOA). In this task, students are individually assessed on their readiness to enter the profession, through the examination of capabilities including their evidence-based practice skills, ability to transfer knowledge between practice areas, professionalism, critical thinking, and collaboration with individuals, families, and professionals. The task will be completed after completion of final placements.

Detailed information for each assessment can be found on Canvas.

Assessment criteria

Grades awarded in this unit of study are either pass (SR) or fail (FR).

All assessments must be completed for a pass (SR) to be awarded. Failure to complete all assessments will result in a fail grade.

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

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
-	Communication screening of first year speech pathology students	Placement (2 hr)
-	Completion of client intake for the CDTRC	Placement (12 hr)
Weekly	Engage in speech pathology practice; including intervention, professional development and/or service level response; within the community or via community partners/organisations	Placement (12 hr)

Attendance and class requirements

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

Absences from Placement

There are no “excused absences” from placement (including clinical sessions and any scheduled meetings). In the event of unforeseen or unavoidable circumstances, the following must happen:

You must inform your Practice Educator (PE) before the clinic day starts.
You should clarify with the PE whether it is your responsibility to contact the client(s) and cancel any relevant appointment(s).
For absences from one clinical appointment you must reschedule in negotiation your PE. If you are absent from 2 clinic sessions and/or 1 weeks’ worth of clinic requirements, and for absences from non-repeatable clinic activities such as group supervision, meetings and orientation, you must submit an application for Special Consideration online http://sydney.edu.au/current_students/special_consideration/index.shtml
You will be required to supply the University’s Professional Practitioner’s Certificate (PPC) or alternate documentation to substantiate the reasons for absences from clinic.
The student should notify their Unit of Study coordinator via email detailing the reason for their absence.

In general, you are expected to make up for any absences in negotiation with your PE. The amount of client contact correlates closely with the ability of students to demonstrate their level of competency. As such, clinic evaluations may be affected by reduced client contact. 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.

Withdrawal from Clinical Subjects

There may be instances where students need to withdraw from a clinical subject. This requires the recommendation of the Program Director Maree Doble (email contact via maree.doble@sydney.edu.au) and will be considered on the merit of individual cases.

Generally, the clinical placements from which you withdraw are repeated in a placement of similar nature, at a later stage in the course, when a suitable placement is available. If you have been given permission to terminate a clinic placement partway through the semester the following must occur:

you must attend one more clinic days to close off current cases and responsibilities
you must complete all written documentation related to the clients, including therapy to date, reports to final stage for signature and all raw data for both therapy and assessment
you must provide a summary of the therapy provided for each client
Other requirements related to the specific placement may be required to ensure quality of client care. It is your responsibility to fulfill these.
It is important for students to be familiar with the University policy and the faculty’s process for applying for special consideration. Visit the Faculty website for more information: http://sydney.edu.au/health-sciences/current-students/student-central/examinationassessments.shtml#_Special_consideration

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

Lecture and other material related to clinical cases

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 nearing entry or entry level* skills and professional conduct around evidence-based practice, compliance, safe practice, collaboration, communication, and record keeping, and advocacy.
LO2. Demonstrate nearing entry or entry level* skills of reflective practice and life-long learning, including self-awareness, learning goals, integration of knowledge, professional development, and peer and collegial learning.
LO3. Demonstrate nearing entry or entry level* skills in person/family/community-centred and culturally safe speech pathology practice, including assessment, diagnostics, reporting, and service planning and delivery. * Nearing entry level is required for students in their penultimate paediatric placement and entry level is required for students in their final clinical placement on COMPASS®.

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
	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

Speech Pathology Australia Professional Standards (2021) -

Competency code	Taught, Practiced or Assessed	Competency standard
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.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.
1.3		Provide safe and quality services
1.3.e		We contribute to evaluating service provision outcomes against service goals.
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.c		We develop partnerships with individuals, communities, leaders and Elders to plan, develop, implement and monitor speech pathology practice.
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
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.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.
2		Reflective practice and life-long learning
2.1		Demonstrate self-awareness
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.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
2.4		Participate in professional development
2.5		Acquire, critique and integrate knowledge from a range of sources
2.5.a		We acquire, critique and integrate knowledge from different sources to develop and inform our practice, including • contemporary theory • research, practice, evidence, outcomes, knowledges and experiences of individuals and their supports, and community members, leaders and Elders • speech pathology colleagues and colleagues from other disciplines • cultural, ethical, legal, policy and organisational knowledge and requirements.
2.5.b		We recognise limitations in the speech pathology evidence base relevant to our areas of practice.
2.6		Engage in learning with colleagues, students and the community
2.6.a		We participate in reciprocal learning with our speech pathology colleagues, colleagues from other disciplines, students, service users, their families and social networks, and community members, leaders and Elders.
2.7.b		We share the outcomes of quality evaluations and service benchmarking with stakeholders.
3		Speech pathology practice
3.1		Develop shared understanding of speech pathology
3.1.a		We work with individuals, communities and professionals to develop knowledge and shared understanding of • the scope of speech pathology practice • the anticipated functional, activity and participation outcomes of speech pathology services • ways to support optimal communication and swallowing for every individual.
3.2		Assess communication and swallowing needs
3.3		Interpret, diagnose and report on assessments
3.3.b		We use evidence to inform our understanding of why a need exists and to identify factors that may contribute to possible outcomes.
3.3.c		We integrate the input of the individual, family and community members, leaders and Elders, other colleagues, other disciplines and organisations as needed.
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
3.6.b		We contribute to building a diverse workforce.

Responding to student feedback

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

Changes to assessment categories and types as per assessment mapping changes implemented by the University Removal of Intake Statement of Learning assessment task

Additional information

This unit of study outline must be read in conjunction with the Medicine and Health Handbook: https://www.sydney.edu.au/handbooks/medicine_health/.

The handbook also includes specific Clinical Education information on your course: https://www.sydney.edu.au/handbooks/medicine_health_PG/coursework_sz/speech_pathology.shtml .

All students are required to familiarise themselves with their academic responsibilities, and the academic policies governing their enrolment and progression. This handbook provides a direct link to the University of Sydney’s Coursework policy and Faculty provisions. All students are required to familiarise themselves with their academic responsibilities, and the academic policies and protocols governing their placements. When considering applications and appeals relating to these matters, it will be assumed that students understand their academic responsibilities and are familiar with these key policies and procedures.

Work, health and safety

As you are completing a health-related degree, there are clinical checks and clearances you will need to complete before you can undertake placement. You can find more information at: https://www.sydney.edu.au/students/clinical-placement-checks.html

This includes:

a current CPR certificate
a current certificate following a National Police Check
compliance with the current Working with Children requirements:

https://www.kidsguardian.nsw.gov.au/child-safe-organisations/working-with-children-check

Further, students must have an up-to-date declaration (in Sonia) that they have read and understood key documents related to privacy and confidentiality, codes of conduct, NSW Health policies and general communication/ email etiquette.

Failure to meet these requirements may prevent you from being allocated to and/or completing a placement or placement unit of study, students who have a status of Not Compliant will NOT be able to attend placement.

Consistent with New South Wales WHS legislation, you are required to complete a WHS induction within the first few days of placement, and if relevant, at any time your placement requires you to work in another setting. This is an essential legal requirement to ensure that all risks are minimised for you, and others for whom you are responsible. The University has a duty of care to you to ensure you have been inducted appropriately. Similarly, you are responsible for demonstrating that you are aware of and know how to manage risk appropriately. You should complete the WHS Checklist from Sonia.

Under NSW Health’s updated policy, all students on placement must have evidence of three TGA approved COVID-19 vaccinations, or an exemption, entered into ClinConnect.

Students will be allowed to start placement if they have had two doses of a TGA approved or recognised COVID-19 vaccine and completed all other vaccination requirements and submitted a written undertaking to complete the COVID-19 vaccination requirements for dose three within six weeks of the dose 3 due date. Students will not be allowed to continue their placement if they have not had their third dose within 32 weeks after their second dose. More information can be found here https://www.sydney.edu.au/students/clinical-placement-checks/vaccinations.html

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

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

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

CSCD4054: Advanced Practice Clinical II

Semester 1, 2026 [Professional practice] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

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

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