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Unit of study_

CSCD5073: Clinical Practice 4 - Child

Semester 1a, 2020 [Professional practice] - Cumberland, Sydney

Students complete a speech pathology clinical placement to further develop and consolidate their skills with child clients in areas required for competency as an entry-level practitioner in speech pathology.

Unit details and rules

Unit code CSCD5073
Academic unit Communication Sciences
Credit points 6
CSCD5068 and CSCD5069 and CSCD5075 and CSCD5070
Assumed knowledge


Available to study abroad and exchange students


Teaching staff

Coordinator Robyn Johnson,
Type Description Weight Due Length
Placement hurdle task COMPASS®
Competency assessment
100% - n/a
Outcomes assessed: LO1 LO7 LO6 LO5 LO4 LO3 LO2
Skills-based evaluation hurdle task Case based viva (after final placement only)
Online Oral examination
0% - 20 minutes
Outcomes assessed: LO1 LO7 LO6 LO5 LO4 LO3 LO2
Assignment hurdle task Initial clinical paperwork
0% - 3-5 pages
Outcomes assessed: LO1 LO3 LO7
Assignment hurdle task Final clinical paperwork
0% - n/a
Outcomes assessed: LO1 LO3 LO7
Assignment hurdle task Professional portfolio (after final placement only)
Online submission
0% - 5 sections
Outcomes assessed: LO1 LO2 LO3 LO4 LO5 LO6 LO7
Participation hurdle task Orientation and clinical meetings
Orientation activities, meetings
0% Ongoing 2 hours, onsite as required
Outcomes assessed: LO1 LO7 LO3
Assignment hurdle task Cultural competence module 5 (during first placement only)
Competency assessment
0% Week 13 30 minutes
Outcomes assessed: LO5
hurdle task = hurdle task ?

Assessment summary

  • Orientation and clinical meetings: Orientation activities prior to and at the commencement of block placements. Clinical meetings with clinical educator during placements. 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.
  • Initial clinical paperwork: Paperwork includes a Work Health and Safety checklist which is a mandatory requirement. The learning agreement which is designed to facilitate discussion of the structure and content of the placement between the clinical educator(s) and student, to maximise the learning opportunities for the student within the clinical context of the site.
  • COMPASS®: Students’ clinical performance is assessed using the COMPASS® in the middle (formative feedback) and at the end of the placement (final result).
  • Final clinical paperwork: At the end of the placement, students must submit the following: learning agreement (finalised and signed by educator), summary of clinical practice (log) hours and update practice hours in SONIA, noting client experiences across range-of-practice areas, and a clinical placement evaluation.
  • Professional portfolio (after final placement only): Students prepare a professional portfolio collating their experiences and skills in order to establish their entry-level competence (Competency Based Occupational Standards (CBOS) for Speech Pathologists: Entry Level, 2011). It is a strong piece of evidence used by the Discipline of Speech Pathology in order to maintain
    unit accreditation from Speech Pathology Australia.
  • Case based viva (after final placement only): If this unit is the final clinical placement of the degree, students will need to complete viva exams. Students will complete one or more viva exams dependent on the number of clients managed across each range of practice area (RoPA) during the final two entry-level placements. The minimum client requirement for each RoPA determines the number of viva exams.
  • Cultural competence module 5 (during first placement only): If this unit is the first clinical placement of the semester, students will need to complete the 5th and final cultural competence module developed by the University of Sydney’s national centre for cultural competence.

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


High distinction

85 - 100



75 - 84



65 - 74



50 - 64



0 - 49

When you don’t meet the learning outcomes of the unit to a satisfactory standard.

For more information see

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.

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.

WK Topic Learning activity Learning outcomes

Attendance and class requirements

Attendance: Students will attend a clinical placement with an adult caseload, in block mode, four days/week for six weeks. Attendance at additional orientation/briefing sessions before the placement is
also required.

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 eReserve, available on Canvas.

  • COMPASS Competency Assessment in Speech Pathology: Assessment Resource Manual (2013).
  • Competency Based Occupational Standards (CBOS) for Speech Pathologists: Entry Level (2011).
  • Academic lecture materials relevant to the caseload(s)
  • Sonia placement database.

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 entry-level skills (as described by the COMPASS® Competency Assessment in Speech Pathology, 2013) in paediatric clinical contexts
  • LO2. formulate, prioritise and review clinical solutions independently considering best available evidence in the context of all other relevant factors (e.g. ICF framework or developmental/ cognitive abilities)
  • LO3. utilise entry-level oral and written professional communication skills in English independently for a range of purposes
  • LO4. create and implement best practice clinical assessment and intervention independently for clients and other significant personnel (e.g. families, professionals or communities)
  • LO5. select and deliver culturally appropriate clinical services for Aboriginal clients as well as clients from cultural backgrounds different to yours
  • LO6. construct or adapt clinical services independently in order to provide holistic clinical services in multi- or inter-disciplinary contexts
  • LO7. appraise your own conduct in all paediatric clinical contexts in accordance with professional ethical standards as described in the Speech Pathology Australia, Code of Ethics (2010).

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

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

Assessment changes due to COVID-19


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.