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Unit of study_

OCCP3078: Occupational Performance: Retirement

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

Older adults may experience challenges participating in day-to-day activities during their retirement years. Occupational therapy can enhance, restore, or maintain performance of daily life activities, help to prevent future challenges from occurring, and assist older adults to continue ageing in place or in assisted living environments within community contexts. In this unit of study students will take an evidence-based approach to occupational therapy service provision and develop occupational therapy assessment, intervention, and evaluation skills specific to older adults. In doing so, students will learn: How do I provide occupational therapy for older adults from a client-centred perspective? How do I promote quality of life and wellbeing through continuing engagement in day-to-day activities?

Unit details and rules

Unit code OCCP3078
Academic unit Participation Sciences
Credit points 6
Assumed knowledge


Available to study abroad and exchange students


Teaching staff

Coordinator Sanet Du Toit,
Type Description Weight Due Length
Assignment Case-study
Combination of written report and reflection. (See Canvas.)
45% Formal exam period
Due date: 18 Nov 2020 at 23:59
2000 - 3000 words
Outcomes assessed: LO1 LO3 LO5 LO7
Presentation group assignment Practical activities - during workshops
Presentation of assessment/intervention (face-to-face/on-line)
30% Multiple weeks 25 minutes
Outcomes assessed: LO3 LO4 LO6
Participation group assignment Tutorial activity hand-in components
Tutorial participation
0% Multiple weeks n/a
Outcomes assessed: LO1 LO5 LO3 LO2
Assignment Oral reflection
Oral reflection - see Canvas for details.
25% Week 11
Due date: 21 Oct 2020 at 23:59
Five-minute voice recording.
Outcomes assessed: LO1 LO2
group assignment = group assignment ?

Assessment summary

  • Practical activity: Each learning team will conduct a practical activity which will include a brief presentation, and depending on the chosen topic, either a demonstration or training session on how to conduct, score, and interpret the assessment, or how to deliver the intervention. This will be conduced either on-line or face-to-face.
  • Oral reflection: Students will present personal insights on what they, as future graduates, could contribute in the space of aged care.
  • Case-study assignment: In an individual format, students will be required to describe and justify occupational therapy practice in relation to a specific client scenario that reflects intervention planning and reflexivity in practice.

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
Week 01 On-line (synchronous): Introduction to unit content and assessment. Values, attitudes, and ageism. Workshop (3 hr) LO1 LO2
Week 02 Face-to-face: Learning team activities. Global case study presentation preparation. Tutorial (2 hr) LO1 LO5
On-line (own time): Looking at OT practice from a macro and meso level. Assessments and interventions for older adults. Independent study (1 hr) LO1 LO3
Week 03 On-line (synchronous): Complex and multiple conditions in complex environments. Cultural safety and sensitivity. International perspective: Etta Case Study. Workshop (3 hr) LO1 LO2 LO3
Week 04 On-line (synchronous): Life continuum considerations when working with older adults. Transition to retirement and preparing for death. Workshop (3 hr) LO1 LO2
Week 05 Face-to-face workshop: Contextual considerations when working with older adults - a global apporach to ageing. Workshop (3 hr) LO1 LO2 LO6
Week 06 On-line (synchronous): Student-led activities Workshop (3 hr) LO3 LO4 LO5 LO6
Week 07 Online (synchronous): Assessments and interventions. Innovative means for meaningful engagement. Student-led tutorial activities. Workshop (3 hr) LO2 LO3 LO4 LO6
Week 08 Online (synchronous): Assessments and interventions. Student-led tutorial activities. Workshop (3 hr) LO4 LO6 LO7
Week 09 On-line (synchronous): Scope of practice in aged care - OT in acute care; Goal setting. Workshop (3 hr) LO4 LO5 LO6 LO7
Week 10 Scope of practice in aged care. OT in long-term aged care: meaningful engagement. (See Canvas site for mode of delivery details.) Lecture (1 hr) LO7
Person-centred care - practical applications. (See Canvas site for mode of delivery details.) Tutorial (2 hr) LO4 LO6 LO7
Week 11 Scope of practice in aged care: Interventions in aged care. (See Canvas site for mode of delivery details.) Lecture (1 hr) LO1 LO3 LO7
Person-centred care: case studies. (See Canvas site for mode of delivery details.) Tutorial (2 hr) LO1 LO5 LO7
Week 12 Scope of practice in aged care: New frontiers for occupational therapy. (See Canvas site for mode of delivery details.) Lecture (1 hr) LO1 LO2 LO3 LO7
Scope of practice in aged care: OT roles within novel aged care contexts; OT approaches for older adults with complex conditions. (See Canvas site for mode of delivery details.) Tutorial (2 hr) LO1 LO3 LO7
Week 13 Wrap up; Questions and discussion of Assessment Item 3. Lecture (1 hr) LO1 LO2 LO3 LO4 LO5 LO6 LO7

Attendance and class requirements

Attendance: Students are expected to attend all lectures, workshops, and tutorials, and actively participate in discussions and activities. If you know you will miss part or all of a tutorial, please contact the tutor and ask about work to be completed in lieu of that time.

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

Please refer to to the lecture scedule on Canavs for readings associated with weekly topics.

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 broader context in which occupational therapy services are provided to older adults in Australia, and demonstrate an awareness of international trends in service provision for older adults
  • LO2. examine and reflect on values and attitudes towards older adults, as well as the values and attitudes of others
  • LO3. develop an evidence-based approach to occupational therapy service provision for older adults, with a focus on active ageing, meaningful engagement, and well-being
  • LO4. demonstrate familiarity with the administration and scoring of assessments, which are commonly used by occupational therapists working with older adults
  • LO5. demonstrate an understanding and critical awareness of the impact of relevant legislation and policy upon service provision for older adults
  • LO6. practise occupational therapy interventions appropriate to the needs of older adults
  • LO7. develop an occupational therapy plan directed at supporting an older adult’s engagement in relevant and desired day-to-day activities.

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.

Student feedback is important for co-designing unit content and delivery. This unit has been updated to involve the whole cohort in site visits and to engage in student-led activities of all their peers.

Site visit guidelines

Site visits may be conducted in-person or virtually. All students will select an activity to participate in by Week 2 of the semester. All students will be briefed prior to the visit and will be provided with material to study in preparation for their visit. Each group visiting a site needs to take ownership for the safety and well-being of their group members. You will have each other’s telephone numbers and need to make contact when a group member does not turn up. Contact the UoS coordinator immediately if anyone is unaccounted for (Sanetta du Toit 048 772 5240).


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