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Unit of study_

OCCP1098: Teaching Occupations and Performance

Semester 2, 2020 [Normal day] - Cumberland, Sydney

Whether in working in partnership with one person or a group of people, teaching and learning is a fundamental, collaborative process applicable to all areas of occupational therapy practice. The unit applies principles of evidence based practice in relation to teaching and learning in occupational therapy. Students will develop proficiency using a range of processes to facilitate people's engagement in activities and routines in everyday life. In doing so, students will answer the following questions: How do I help people learn to perform activities and develop new routines where they live, work and play? What specific methods do I use to foster learning within different contexts? How do I best consider the learning process for persons with or without health conditions?

Unit details and rules

Unit code OCCP1098
Academic unit Participation Sciences
Credit points 6
Assumed knowledge


Available to study abroad and exchange students


Teaching staff

Coordinator Ryan Chen,
Type Description Weight Due Length
Final exam (Record+) Type B final exam Instructional planning
Written examination (online)
50% Formal exam period 2 hours
Outcomes assessed: LO1 LO2 LO3 LO4 LO5 LO6
Small continuous assessment group assignment Self-directed learning portfolio
Written assessment (pair and individual work).
50% Multiple weeks equiv. 3000 words
Outcomes assessed: LO1 LO2 LO3 LO4 LO5 LO6
group assignment = group assignment ?
Type B final exam = Type B final exam ?

Assessment summary

  • Self-directed learning portfolio: Students will work in pairs for the first three learning tasks, and individually for rest, to develop instructional plans by using referral data, occupational inventory, and visual stimulus (videotapes), on five people with various physical, developmental, mental, and occupational disorders who have been referred for occupational therapy. All five self-directed learning tasks must be submitted to pass the UoS.
  • Exam: instructional planning: This exam will involve concepts learnt during this UoS and applying them to a case study.

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

The student has provided a comprehensive and insightful response to this task. Each section of the instruction plan is well linked and justified with evidence. The instruction is highly tailored to the client’s needs.


75 - 84

The student has clearly understood the content. The instruction plan is well-justified with evidence.


65 - 74

The student has made a reasonable attempt at the task and a clear understanding of the content.  Minimal justification present.


50 - 64

The student has completed the task but the work shows evidence of basic understanding of the content.


0 - 49

The student has failed to complete the learning task OR handed in only a token effort OR showed little understanding of the content OR there is evidence of copying from another student’s work.

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.

This unit has an exception to the standard University policy or supplementary information has been provided by the unit coordinator. This information is displayed below:

A date and time has been set for receipt of your assignment. If you submit your assignment after the due time/date has passed, marks will be deducted for lateness. A penalty of 5% per day for each calendar day overdue (starting with 1 minute late), up to calendar 10 days late. More than 10 days will not be marked – mark = 0%.

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
Week 01 1. Intro to OCCP1098 2. Review of OCCP1096 & 1097 3. What is teaching for OT? 4. Identifying learning needs Lecture (2 hr) LO1
Week 02 1. Identifying learning needs 2. Modifying tasks and changing environment Lecture (2 hr) LO1 LO6
Group-based learning: Identifying learning needs Tutorial (1 hr) LO1
Week 03 1. Consultation 2. Learning theories Lecture (2 hr) LO1 LO6
Self-directed learning task 1 Tutorial (1 hr) LO1 LO6
Week 04 1. Goal setting (SMART) 2. Goal setting (GAS) Lecture (2 hr) LO2
Goal-based learning: Goal setting Tutorial (1 hr) LO2
Week 05 1. Stage of learning 2. Principles of instruction Lecture (2 hr) LO1 LO3
Self-directed learning task 2 Tutorial (1 hr) LO1 LO2
Week 06 Instruction strategy 1: principles and application of cues Lecture (2 hr) LO3 LO4
Group-based learning: Application of cues Tutorial (1 hr) LO3 LO4
Week 07 Instruction strategy 2: principles and application of prompts Lecture (2 hr) LO3 LO4
Self-directed learning task 3 Tutorial (1 hr) LO2 LO3 LO4
Week 08 1. Instruction strategy 3: grading and chaining 2. Instruction strategy 4: Practice and variation Lecture (2 hr) LO3 LO4
Group-based learning: Grading and practice Tutorial (1 hr) LO3 LO4
Week 09 1. Instruction strategy 5: Feedback and shaping 2. Outcome evaluation Lecture (2 hr) LO3 LO4 LO5
Self-directed learning task 4 Tutorial (1 hr) LO2 LO3 LO4
Week 10 Evidence-based practice Lecture (2 hr) LO5 LO6
Group-based learning: Feedback and evaluation Tutorial (1 hr) LO4 LO5
Week 11 1. Promoting participation – An example from the Sydney Playground Project 2. Instruction planning: A summary Lecture (2 hr) LO1 LO2 LO3 LO4 LO5 LO6
Self-directed learning task 5 Tutorial (1 hr) LO2 LO3 LO4 LO5 LO6
Week 12 Exam preparation Lecture (2 hr) LO1 LO2 LO3 LO4 LO5 LO6

Attendance and class requirements

Attendance: Students are expected to attend all lectures and tutorials. This unit consists of 2 hours in online lectures (including a workshop session) related to teaching and learning principles and practices. Students are encouraged to ask questions throughout the sessions. Opportunities to apply concepts will be provided a number of times during each lecture. You are strongly advised to attend and actively participate.

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

There are no required texts for this UoS. You will be directed to recommended reading and references which may include the following:

Brentnall, J, & Bundy, A.C. (2012) Ch. 22. Consultation. In S. Lane & A.C. Bundy (Eds). Kids can be kids: A childhood occupations approach. Philadelphia: F.A. Davis.

Boyt Schell, B.A., & Gillen, G. (2019). Willard and Spackman’s occupational therapy (13th ed.). Philadelphia: Lippincott Williams & Wilkins.

·       Chapter 27: Overview of the occupational therapy process and outcomes

·       Chapter 28: Evaluating clients

·       Chapter 30: Occupational therapy interventions for individuals

·       Chapter 32: Educating clients

·       Chapter 33: Modifying performance contexts

·       Chapter 34: Professional reasoning in practice

·       Chapter 35: Evidence-based practice: Integrating evidence to inform practice

·       Chapter 48: Principles of learning and behavior change

·       Chapter 49: Introduction to evaluation, intervention and outcomes for   occupations

·       Chapter 73: Consulting as an occupational therapy practitioner

Richardson, P., & McLaughlin, R. (2018). Ch. 7. Teaching activities in occupational therapy. In H.M. Pendleton & W. Schultz-Krohn (Eds). Pedretti’s Occupational Therapy: Practice Skills for Physical Dysfunction (8th Ed.). St. Louis, Missouri: Mosby, Inc.

Schein, E.H. (1999). Process consultation revisited: Building the helping relationship. Reading, MA: Addison-Wesley Longman, Inc.

Radomski, M.V. & Trombly Larham, C.A. (2014). Occupational therapy for physical dysfunction (7th ed.). Baltimore: Lippincott Williams & Wilkins.

·       Chapter 2: Practical foundations for practice: Planning, guiding, documenting, and reflecting

·       Chapter 13: Learning


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. describe the principles of learning and teaching
  • LO2. develop meaningful occupation-focused goals in collaboration with clients
  • LO3. implement teaching strategies, grading, and modes of instruction that cater to the individual needs and goals of the client
  • LO4. justify choice for teaching practice with reference to various learning theories
  • LO5. understand the evidence for learning and teaching outcomes
  • LO6. recognise when teaching is the appropriate tool to implement, and when helping another to identify problems and solutions is the best approach and act accordingly.

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

Alignment with Competency standards

Outcomes Competency standards
Australian occupational therapy competency standards 2018 - OTBA
2. Knowledge and learning
Australian occupational therapy competency standards 2018 - OTBA
1.7. Collaborates and consults ethically and responsibly for effective client-centred and interprofessional practice
2. Knowledge and learning
3.3. Collaborates with the client and relevant others to determine the priorities and occupational therapy goals
Australian occupational therapy competency standards 2018 - OTBA
3. Occupational therapy process and practice
3.5. Selects and implements culturally responsive and safe practice strategies to suit the occupational therapy goals and environment of the client
Australian occupational therapy competency standards 2018 - OTBA
3. Occupational therapy process and practice
3.7. Reflects on practice to inform and communicate professional reasoning and decision-making
Australian occupational therapy competency standards 2018 - OTBA
3. Occupational therapy process and practice
3.10. Reviews, evaluates and modifies plans, goals and interventions with the client and relevant others to enhance or achieve client outcomes
3.11. Evaluates client and service outcomes to inform future practice
Australian occupational therapy competency standards 2018 - OTBA
2. Knowledge and learning
3. Occupational therapy process and practice

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

No significant changes have been made since this unit was last offered.


The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

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