Outline

Overview

The ability to analyse occupations, roles, activities, tasks and the environment is a core occupational therapy competency. Categories of activity which occupational therapists may observe and analyse include: self-care, mobility, domestic, social, educational, play, leisure, economic, and community. Using various methods of analysis, students will develop the skills to observe and analyse activities performed by children, youth and adults. In doing so, students will learn: How do I determine what enables (and hinders) people's participation in and performance of activities? How do I measure and summarise a person's time use? How do I identify environmental factors that influence people's performance in activities? How might I structure and adapt activities to enable performance, regardless of a person's health condition?

Unit details and rules

Unit code	OCCP1097
Academic unit
Credit points	6
Prohibitions ?	None
Prerequisites ?	None
Corequisites ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Julianne Challita, julianne.challita@sydney.edu.au

Type	Description	Weight	Due	Length
Final exam	Final Exam (Times Canvas Exam) Online Exam	30%	Formal exam period	1 hour
Outcomes assessed:
Participation	Attendance for tutorial classes Students need to attend 90% of tutorials (unless documentation provided)	0%	Ongoing	90% attendance required for tutorials
Outcomes assessed:
Assignment	Role and Time Use Analysis- Written Report Written Report- Submitted on-line	40%	Week 06 Due date: 31 Mar 2020 at 23:59	1500-2000 words
Outcomes assessed:
In-semester test	Timed Canvas Exam (Video Analysis) Occupational Performance Analysis Online exam	30%	Week 12	60 minutes
Outcomes assessed:
= hurdle task ?

Assessment summary

Written report: Conduct an occupational role and time use analysis for yourself. Critically evaluate your analysis and write up your findings in a report. Includes completing reference list and citations according to APA 6th guidelines and using Endnote to manage resources.
In class exam: Complete a performance analysis under exam conditions. This in-class exam will consist of short answer questions in relation to a video of a client performing a task that will be shown during the exam time.
Final exam: This exam will consist of short answer and long answer questions. The focus will be on applying course content learnt throughout the semester to occupational therapy clinical scenarios.

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	Occupational therapy induction workshops	Lecture and tutorial (3 hr)
Week 02	Introduction to analysing occupations; Roles, routines and tasks	Lecture and tutorial (3 hr)
Week 03	Analysing occupational role and time use	Lecture and tutorial (3 hr)
Week 04	Analysing factors that influence occupational role and time use; Referencing Skills	Lecture and tutorial (3 hr)
Week 05	Analysing activities	Lecture and tutorial (3 hr)
Week 06	Analysing tasks steps and mastery of performance	Lecture and tutorial (3 hr)
Week 07	Analysing components of performance: Sensory	Lecture and tutorial (3 hr)
Week 08	Analysing components of performance: Psychosocial	Lecture and tutorial (3 hr)
Week 09	Analysing components of performance: Cognitive	Lecture and tutorial (3 hr)
Week 10	Analysing components of performance: Physical	Lecture and tutorial (3 hr)
Week 11	Influence of context on occupations and performance; Analysis of environment/context	Lecture and tutorial (3 hr)
Week 12	In class exam	Lecture and tutorial (3 hr)
Week 13	Occupation and performance analysis – the core business of occupational therapy	Lecture and tutorial (3 hr)

Attendance and class requirements

Attendance: To meet these minimum requirements students must complete all components of the course and are expected to attend all lecture seminars and tutorials. Absences in excess of one week (90% attendance), without extenuating circumstances documented, may incur academic penalty. Attendance will be recorded.

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.

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

LO1. explain the terms: activity analysis, occupation analysis, task analysis, performance analysis
LO2. analyse a person’s occupational roles and how they spend their time from an occupational therapy perspective
LO3. analyse any occupation (role, routine, task) - identifying the required ‘steps’ for successful task performance, the inherent characteristics of the occupation, and the demands placed on the person performing the occupation
LO4. analyse a person performing an occupation (role, routine, task) - identifying level of mastery and the person’s ability to meet the physical, cognitive, sensory-motor, intrapersonal and interpersonal demands of the occupation
LO5. analyse an occupation in terms of the context in which it occurs - identifying the influence of the context and identifying barriers and supports to performance
LO6. explain how information generated from analysing occupations and performance is used in the context of the occupational therapy clinical process and apply to client examples.

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
	Australian occupational therapy competency standards 2018 - 2.2. Applies theory and frameworks of occupation to professional practice and decision-making 3.1. Addresses occupational performance and participation of clients, identifying the enablers and barriers to engagement 3.2. Performs appropriate information gathering and assessment when identifying a client’s status and functioning, strengths, occupational performance and goals
	Australian occupational therapy competency standards 2018 - 2.2. Applies theory and frameworks of occupation to professional practice and decision-making 3.2. Performs appropriate information gathering and assessment when identifying a client’s status and functioning, strengths, occupational performance and goals
	Australian occupational therapy competency standards 2018 - 3.2. Performs appropriate information gathering and assessment when identifying a client’s status and functioning, strengths, occupational performance and goals
	Australian occupational therapy competency standards 2018 - 3.1. Addresses occupational performance and participation of clients, identifying the enablers and barriers to engagement 3.2. Performs appropriate information gathering and assessment when identifying a client’s status and functioning, strengths, occupational performance and goals 3.3. Collaborates with the client and relevant others to determine the priorities and occupational therapy goals
	Australian occupational therapy competency standards 2018 - 2.2. Applies theory and frameworks of occupation to professional practice and decision-making 2.6. Maintains and improves currency of knowledge, skills and new evidence for practice by adhering to the requirements for continuing professional development 3.1. Addresses occupational performance and participation of clients, identifying the enablers and barriers to engagement 3.2. Performs appropriate information gathering and assessment when identifying a client’s status and functioning, strengths, occupational performance and goals
	Australian occupational therapy competency standards 2018 - 3.2. Performs appropriate information gathering and assessment when identifying a client’s status and functioning, strengths, occupational performance and goals 3.3. Collaborates with the client and relevant others to determine the priorities and occupational therapy goals

Australian occupational therapy competency standards 2018 -

Competency code	Taught, Practiced or Assessed	Competency standard
1.1		Complies with the Occupational Therapy Board of Australia’s standards, guidelines and Code of conduct
1.7		Collaborates and consults ethically and responsibly for effective client-centred and interprofessional practice
1.9		Identifies and manages the influence of her/his values and culture on practice
2.1		Applies current and evidence-informed knowledge of occupational therapy and other appropriate and relevant theory in practice
2.2		Applies theory and frameworks of occupation to professional practice and decision-making
2.5		Maintains current knowledge for cultural responsiveness to all groups in the practice setting
3.1		Addresses occupational performance and participation of clients, identifying the enablers and barriers to engagement
3.2		Performs appropriate information gathering and assessment when identifying a client’s status and functioning, strengths, occupational performance and goals
3.4		Develops a plan with the client and relevant others to meet identified occupational therapy goals
3.7		Reflects on practice to inform and communicate professional reasoning and decision-making
4.11		Identifies and articulates the rationale for practice to clients and relevant others.
4.2		Adapts written, verbal and non-verbal communication appropriate to the client and practice context

Responding to student feedback

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

Assessment- written report marking has been changed so that it is peer marked for referencing.

Additional information

Student Administration Manual on the Faculty of Health Sciences

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

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect

Current students

OCCP1097: Analysing Occupations and Performance

Semester 1, 2020 [Normal day] - 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

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect