Outline

Overview

Students attend a speech pathology placement experience using a range of person-centred, service level and advocacy interventions, as well as complete other tasks to develop their skills required for readiness to practice as a speech pathologist. Students manage a caseload, providing safe and appropriate services in an off-campus setting, with predominantly child or adult clients. Students engage in critical reflective practice and reciprocal learning with colleagues from other disciplines and the wider community. Students are expected to demonstrate competency in professional communication skills, cultural responsiveness, as well as transfer of knowledge and skills across environments.

Unit details and rules

Academic unit	Communication Sciences
Credit points	12
Prerequisites ?	CSCD3082 and (CSCD3083 or CSCD3084 or CSCD3089 or CSCD3101)
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Amani Bell, amani.bell@sydney.edu.au

Assessment

The census date for this unit availability is 22 August 2025

Details
Criteria

Type	Description	Weight	Due	Length	Use of AI
Oral exam ?	Capstone Interactive Oral Assessment Portfolio to demonstrate graduate competencies. CaPE to support transition	0%	Formal exam period	1 hour	AI prohibited
Outcomes assessed:
Portfolio or journal	Portfolio Reflective portfolio demonstrating readiness to enter the profession.	0%	Formal exam period	n/a	AI allowed
Outcomes assessed:
Contribution	CaPE attendance CaPE to support transition	0%	Formal exam period	-	AI allowed
Outcomes assessed:
In-person practical or creative task	Required paperwork, including practice hours Required paperwork, including practice hours	0%	Multiple weeks	n/a	AI prohibited
Outcomes assessed:
Peer or expert observation or supervision	COMPASS Competency standards assessment completed at mid and end of placement	0%	Multiple weeks	n/a	AI prohibited
Outcomes assessed:
Written work	Reflection assignment Verbal reflection of approx 3 min, in student's penultimate placement.	0%	Multiple weeks	Reflection of approx 3 min duration.	AI allowed
Outcomes assessed:
Contribution	Attendance at supervision sessions with educator and/or peers Attendance at supervision sessions with educator and/or peers	0%	Multiple weeks	Approx. 30 mins/ day	AI allowed
Outcomes assessed:
Attendance - accreditation or faculty requirement	Attendance at orientation and all appointments Placement is 5 days/ week with minimum of 4 days/ week on site.	0%	Multiple weeks	255hrs (6 wks x 5 days/wk)	Not applicable
Outcomes assessed:
= hurdle task ?

Assessment summary

This unit of study is comprised of an ADULT or CHILD placement.

Attendance at orientation and all appointments: Attendance at orientation activies is required at the commencement of practice education to ensure students understand the requirements before placement starts and maximise the leanring provided dueing their practice experience. Attendence is also required at service appointment as this is directly related to practice skill development. Participation in all activities is required.
Attendance at all practice supervision sessions. Meetings with practice educator and/or peers during placement help consolidate clinical skills and support ongoing case management. Attendance and participation are required.
COMPASS: COMPASS is the national assessment tool approved for use by Speech Pathology Australia. Each student's skills are assessed using the COMPASS in the middle (for feedback) and at the end of the placement (final result). Nearing entry level on COMPASS is required for students in their penultimate placement and entry level is required for student in their final placement with adults or final placement of their degree. 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 their placement, students must submit the required paperwork.
- Practice education hours provide documentation of the number of hours completed providing services to individuals and communities on placement. This allows for tracking of experience across scope of practice throughout the degree. Students log hours twice, once a mid placement and once at the end.
- Placement evaluation form. This allows for feedback about student learning experiences at their site
*If this is not the student's final placement: Reflection Assignment
- Students will be required to participate in a verbal reflection of approx 3 min duration, at the end of the placement. Please see Canvas for further information.
**If this is the student's final placement: Portfolio, CaPE attendance and Final Capstone Task.
- The Portfolio provides evidence of student's entry level completence 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 student 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 a Final Captstone Task. In this task, students are individually assessed on thir readiness to enter the profession, through the examination of capabilities including their evidence-based practice skills, ability to transfer knoweldge between practice areas, professionalism, critical thinking, and collaboration with individuals, families, and professionals. The task will be completed after compelteion of final placements.

Detailed information about each task can be found on Canvas

Students must complete all the assessment tasks to pass the entire unit. Failure to complete any assessment item will result in being awarded a Fail grade.

As this unit includes placement components, students are reminded that the FMH Sydney School of Health Sciences Placement Provisions apply (https://www.sydney.edu.au/policies/showdoc.aspx?recnum=PDOC2019/497&RendNum=0)

Assessment criteria

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

Result name	Mark range	Description
Satisfied requirements	SR	This is the overall unit grading awarded when you meet the minimum standards on a placement performance assessment that is a barrier task, and complete other assessment tasks to a satisfactory standard.
Failed requirements	FR	This is the overall unit grading awarded when you fail to meet the minimum standards on a placement performance assessment that is a barrier task, regardless of cumulative performance on the other assessment tasks.

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	Learning outcomes
Multiple weeks	Adult OR child placement. Students attend placement for 6 weeks, with 4 days per week of client contact and 1 day per week of planning and preparation. Note the hours in this unit of study do not reflect the client contact hours, which are logged via a form in Sonia.	Placement (210 hr)

Attendance and class requirements

Attendance: Clinical placements are scheduled from January to December. This unit of study consists of a full time 6 week block placement. At minimum, you must attend the placement site for four days per week (or equivalent to a total of 24 days). The fifth day each week is allocated for preparation and reading and you may be required to attend either on or off site by your clinical educator(s).

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 12 credit point unit, this equates to roughly 240-300 hours of student effort in total.

Required readings

To assist clinical learning, you are expected to refer to:

- COMPASS® Competency Assessment in Speech Pathology: Assessment Resource Manual, 2013 – to be found online https://compass.speechpathologyaustralia.org.au/

- Professional Standards for Speech Pathologists in Australia 2021 https://www.speechpathologyaustralia.org.au/Public/Public/About-Us/Ethics-and-standards/Professional-standards/Professional-Standards.aspx

- Off campus Placement information available on the WIL Speech Pathology Placements Canvas site https://canvas.sydney.edu.au/courses/55169)

- Academic lecture materials relevant to the caseload(s) at the placement site.

- Stagnitti, K., Schoo, A., & Welch, D. (Eds.). (2013). Clinical and fieldwork placement in the health professions (2nd ed.). Melbourne, Australia: Oxford University Press.

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. Demonstrates nearing entry or entry level skills and professional conduct around evidence-based practice, compliance, safe practice, collaboration, communication, and record keeping, and advocacy
LO2. Demonstrates 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. Demonstrates 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

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
1.2		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
2.1		Demonstrate self-awareness
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
3.4		Plan speech pathology intervention or service response

Responding to student feedback

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

No changes since previous offering

Additional information

The Work Integrated Learning Canvas site https://canvas.sydney.edu.au/courses/9121 also provides information specific to Sydney School of Health Sciences placements such as essential preparation, forms and policies.

In particular, students are directed to review the FMH – Sydney School of Health Sciences Placement Provisions (2020). https://www.sydney.edu.au/policies/showdoc.aspx?recnum=PDOC2019/497&RendNum=0

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

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 two TGA approved COVID-19 vaccinations, or an exemption, entered into ClinConnect.

More information can be found here https://www.sydney.edu.au/students/clinical-placement-checks/vaccinations.html

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

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

CSCD4055: Advanced Practice Community I

Semester 2a, 2025 [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