Outline

Overview

Many children and young people experience challenges engaging in activities associated with school and other educational contexts. Occupational therapy can help to enhance, restore, or maintain children's participation in school-related activities, and prepare for a transition to adulthood. Integrating an understanding of human development and educational systems, students will develop the assessment, intervention, and evaluation skills to promote the school performance of children and youth. In doing so, students will be able to answer the questions: How do I provide occupational therapy services that are collaborative and consider the concerns of all involved? How do I assist educational systems to provide an inclusive environment that promotes participation for all children and youth?

Unit details and rules

Unit code	OCCP3076
Academic unit	Participation Sciences
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
Lecturer(s)	Chris Chapparo, chris.chapparo@sydney.edu.au

Type	Description	Weight	Due	Length
Assignment	Client examples: school intervention plans Written assessment	30%	Formal exam period Due date: 27 Nov 2020 at 23:59	2000-3000 words
Outcomes assessed:
Participation	Attendance for classes Students need to attend 90% of tutorials (unless documentation provided)	0%	Ongoing	90% attendance required for classes
Outcomes assessed:
Assignment	Client example: transition to primary school Written assessment	20%	Week 05 Due date: 06 Sep 2020 at 23:59	1500-2000 words
Outcomes assessed:
Assignment	Practical skills assignment Practical assessment	50%	Week 10 Due date: 18 Oct 2020 at 23:59	n/a
Outcomes assessed:
= hurdle task ?

Assessment summary

Client example: transition to primary school: Information will be provided about a young person with a physical disability who has been referred to occupational therapy for assistance with the transition to primary school.
Practical skills assignment: Students will complete a range of practical activities relevant to the tasks that an occupational therapist working in schools would need to complete. Students will then complete a reflective summary of their learning and performance.
Client examples: school intervention plans: Students will be provided with assessment information on two children who are having difficulties with occupational performance at school. Students need to interpret the assessment information and come up with two appropriate occupational therapy intervention plans that could be implemented within the school context to achieve enhanced self-care, play, and academic performance in the school setting.

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 and education: the school context from an occupational therapy perspective. Practicing within the law: legislative and policy issues for school based practice in Australia.	Lecture (3 hr)
Week 02	Physical aspects of school performance: OT role for children with physical disabilities at school	Lecture (3 hr)
Week 03	Physical aspects of school performance: assessment of physical capacity and environment	Lecture (3 hr)
Week 04	Physical aspects of school performance: assessment of physical capacity and environment	Lecture (3 hr)
Week 05	Physical aspects of school performance: handwriting and tool use at school	Lecture (3 hr)
Week 06	Physical aspects of school performance: handwriting and tool use at school	Lecture (3 hr)
Week 07	Sensory aspects of school performance: sensory processing and impact on school performance	Lecture (3 hr)
Week 08	Sensory aspects of school performance: assessment and intervention for students who experience sensory barriers to occupational performance in the education context	Lecture (3 hr)
Week 09	Cognitive aspects of school performance: The impact of cognitive capacities on school performance	Lecture (3 hr)
Week 10	Cognitive aspects of school performance: Needs and accommodations for students with cognitive difficulties within the educational context	Lecture (3 hr)
Week 11	Psychosocial aspects of school performance: Behavioural influences on school performance	Lecture (3 hr)
Week 12	Psychosocial aspects of school performance: helping children who experience mental health difficulties at school	Lecture (3 hr)
Week 13	Psychosocial aspects of school performance: helping children who experience difficulty with social competence at school	Lecture (3 hr)

Attendance and class requirements

Attendance: Students must complete all components of the course and are expected to attend all classes and seminars. Absences in excess of one week without an approved special consideration application 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. develop assessment and intervention plans that reflect the roles and functions of an occupational therapist in an education setting, considering the impact of laws, policies, and individual school/agency cultures
LO2. analyse the occupational roles, routines, and tasks required of students in preschool, primary school, high school, and tertiary education systems as they relate to the changing educational expectations over time
LO3. identify barriers and enablers specific to performance of occupational roles, routines, and tasks in educational settings, and develop plans to address individual student needs in those areas
LO4. identify barriers to school participation that are related to sensory, cognitive, biomechanical, intrapersonal, and social dimensions of the educational context and develop plans that lead to environmental support
LO5. identify, prioritise, and justify interventions that address client needs, considering individuals, school personnel, and school environments (human and non-human)
LO6. develop plans to address barriers and to support enablers during key transitions in educational settings (preschool to primary school, primary to high school, school to work, and school to tertiary study).

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 - 1.2. Adheres to legislation relevant to practice 2. Knowledge and learning 2.1. Applies current and evidence-informed knowledge of occupational therapy and other appropriate and relevant theory in practice 2.3. Identifies and applies best available evidence in professional practice and decision-making 3. Occupational therapy process and practice 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 4.2. Adapts written, verbal and non-verbal communication appropriate to the client and practice context
	Australian occupational therapy competency standards 2018 - 2. Knowledge and learning 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 2.8. Reflects on practice to inform current and future reasoning and decision-making and the integration of theory and evidence into practice 3. Occupational therapy process and practice 3.1. Addresses occupational performance and participation of clients, identifying the enablers and barriers to engagement 3.10. Reviews, evaluates and modifies plans, goals and interventions with the client and relevant others to enhance or achieve client outcomes
	Australian occupational therapy competency standards 2018 - 2.1. Applies current and evidence-informed knowledge of occupational therapy and other appropriate and relevant theory in practice 3. Occupational therapy process and practice 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 3.8. Identifies and uses practice guidelines and protocols suitable to the practice setting or work environment 4.11. Identifies and articulates the rationale for practice to clients and relevant others.
	Australian occupational therapy competency standards 2018 - 1.2. Adheres to legislation relevant to 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 3.1. Addresses occupational performance and participation of clients, identifying the enablers and barriers to engagement 3.10. Reviews, evaluates and modifies plans, goals and interventions with the client and relevant others to enhance or achieve client outcomes 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 - 1.7. Collaborates and consults ethically and responsibly for effective client-centred and interprofessional practice 2. Knowledge and learning 2.3. Identifies and applies best available evidence in professional practice and decision-making 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 3.4. Develops a plan with the client and relevant others to meet identified occupational therapy goals 3.5. Selects and implements culturally responsive and safe practice strategies to suit the occupational therapy goals and environment of the client 4. Communication
	Australian occupational therapy competency standards 2018 - 2. Knowledge and learning 2.1. Applies current and evidence-informed knowledge of occupational therapy and other appropriate and relevant theory in practice 3. Occupational therapy process and practice 3.12. Uses effective collaborative, multidisciplinary and interprofessional approaches for decision-making and planning 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 -

Competency code	Taught, Practiced or Assessed	Competency standard
1.10		Practises within limits of her/his own level of competence and expertise
1.2		Adheres to legislation relevant to 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
2.3		Identifies and applies best available evidence in professional practice and decision-making
2.8		Reflects on practice to inform current and future reasoning and decision-making and the integration of theory and evidence into practice
3.1		Addresses occupational performance and participation of clients, identifying the enablers and barriers to engagement
3.10		Reviews, evaluates and modifies plans, goals and interventions with the client and relevant others to enhance or achieve client outcomes
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
3.5		Selects and implements culturally responsive and safe practice strategies to suit the occupational therapy goals and environment of the client
3.7		Reflects on practice to inform and communicate professional reasoning and decision-making
4.1		Communicates openly, respectfully and effectively
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
4.8		Maintains collaborative professional relationships with clients, health professionals and relevant others
4.9		Uses effective communication skills to initiate and end relationships with clients and relevant others

Responding to student feedback

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

Incorporation of cognitive aspects of school performance included as content in later weeks of semester.

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

OCCP3076: Occupational Performance: Education

Semester 2 Early, 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