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Unit of study_

OCCP5228: Enabling Occupation with Communities

Semester 1, 2020 [Normal day] - Cumberland, Sydney

This unit engages and challenges students to develop their understanding and application of occupational therapy practice in community contexts. Students will expand their understanding of the links between health promotion, wellness, and occupations of communities. Students will apply community development tools and strategies through learning activities to expand their role as occupational therapists from working with individuals, families, and caregivers to working with agencies, organisations, and communities. WFOT Minimum Standards for the Education of Occupational Therapists require critical reflexivity to develop knowledge, confidence, and the ability to work within a human rights framework. Therefore, students will: (a) examine cultural awareness, sensitivity, and safety; (b) critically appraise expressions of occupational (in)justice and; (c) apply a human rights framework to recognise and address inequity and enable occupations and well-being of communities.

Unit details and rules

Unit code OCCP5228
Academic unit
Credit points 6
OCCP5208 and OCCP5218 and OCCP5219
Assumed knowledge


Available to study abroad and exchange students


Teaching staff

Coordinator Josephine Gwynn,
Type Description Weight Due Length
Assignment group assignment Community Development Project – funding application
Funding application: Group Community Development Project.
45% Formal exam period
Due date: 09 Jun 2020 at 23:59
2800 words plus budget
Outcomes assessed: LO1 LO2 LO3
Assignment Online quiz 1
Online quiz addressing key reading and seminar material
5% Week 03
Due date: 13 Mar 2020 at 23:59
Online quiz - 12 questions each
Outcomes assessed: LO1
Assignment Critical self reflections on cultural competence in OT practice
Written assessment
25% Week 08
Due date: 20 Apr 2020 at 23:59
300 word short response
Outcomes assessed: LO2
Assignment Online Quiz 2
Online quiz addressing key reading and seminar content
5% Week 09
Due date: 01 May 2020 at 23:59
Online quiz - 12 questions
Outcomes assessed: LO1 LO2 LO3
Presentation group assignment The ‘Pitch’ - community development project Vision
Group oral presentation
20% Week 10 5 minutes
Outcomes assessed: LO1 LO3 LO2
group assignment = group assignment ?

Assessment summary

  • Online quizzes: These two quizzes support student learning and engagement with unit content across two of the three modules in this unit of study (Occupations of Communities and Sustainable Community Development).
  • Critical reflections on cultural competence in OT practice:  Students will critically self reflect on cultural competence in OT practice with Aboriginal and Torres Strait Islander communities.
  • The ‘Pitch’ - community development project: This is a group presentation of your VISION for your community development project to peers during class time.
  • Community Development Project – funding application: Students will submit an application seeking funding for their Community Development Project. A funding template will be provided and a budget is to be submitted.

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 Introduction: unit of study orientation Seminar (2 hr) LO1 LO2 LO3
Week 02 Module 1: Occupations of communities Seminar (2 hr) LO1
Week 03 Module 1: Occupations of communities Seminar (2 hr) LO1
Week 04 Module 1: Occupations of Communities Seminar (3 hr) LO1
Week 05 Module 2: Culture, diversity, and inclusion Seminar (3 hr) LO2
Week 06 Module 2: Culture, diversity, and inclusion Seminar (3 hr) LO2
Week 07 Module 2: Culture, diversity, and inclusion Seminar (3 hr) LO2
Week 08 Module 3: Sustainable Community Development Seminar (3 hr) LO1 LO3
Week 09 Module 3: Sustainable Community Development Seminar (3 hr) LO1 LO3
Week 10 "The Pitch" - class presentation of your Community Development project Vision. Seminar (3 hr) LO1 LO3
Week 11 Module 3: Sustainable community development Seminar (3 hr) LO1 LO3
Week 12 Module 3: Sustainable community development Seminar (3 hr) LO1 LO3

Attendance and class requirements

Attendance: Attendance is expected at a minumum of 10 of the 12 face to face seminars. All students are required to attend in Week 10 at ‘The Pitch’ oral presentation, and to participate in the peer assessment component. All students are expected to access online classes and their materials and modules. An attendance list will be circulated each week, and will be checked against online participation records. Students are expected to engage in workshop learning activities, reflect on learning in light of stated objectives, support instructors and peers by providing feedback, seek additional information by engaging with relevant literature and other related media, and share these resources with instructors and peers.

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

These will be provided on students e-reserve list in Canvas and on a weekly basis in each seminar.

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. expand professional competence for occupational therapy practice with communities. A specific emphasis will be placed on three enablement skills that is to collaborate, educate (build capacity), and advocate.
  • LO2. demonstrate cultural awareness, sensitivity, and safety in becoming a culturally competent occupational therapist - particularly when working with Aboriginal and Torres Strait Islander people.
  • LO3. recognise and raise awareness of expressions of occupational (in)justice in diverse cultures, community, and organisational contexts and develop participatory responses that promote health and well-being of communities.

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
Australian occupational therapy competency standards 2018 -
Competency code Taught, Practiced or Assessed Competency standard
1.15 T A Addresses issues of occupational justice in practice
1.16 T A Contributes to education and professional practice development of peers and students, and
1.17 T A Recognises and manages any inherent power imbalance in relationships with clients.
1.5 T A Practises in a culturally responsive and culturally safe manner, with particular respect to culturally diverse client groups
1.6 T A Incorporates and responds to historical, political, cultural, societal, environmental and economic factors influencing health, wellbeing and occupations of Aboriginal and Torres Strait Islander Peoples
1.7 T A Collaborates and consults ethically and responsibly for effective client-centred and interprofessional practice
1.9 T A Identifies and manages the influence of her/his values and culture on practice
2.1 T A Applies current and evidence-informed knowledge of occupational therapy and other appropriate and relevant theory in practice
2.2 T A Applies theory and frameworks of occupation to professional practice and decision-making
2.4 T A Understands and responds to Aboriginal and Torres Strait Islander health philosophies, leadership, research and practices
3.1 T A Addresses occupational performance and participation of clients, identifying the enablers and barriers to engagement
3.12 T A Uses effective collaborative, multidisciplinary and interprofessional approaches for decision-making and planning
3.5 T A Selects and implements culturally responsive and safe practice strategies to suit the occupational therapy goals and environment of the client
3.6 T A Seeks to understand and incorporate Aboriginal and Torres Strait Islander Peoples’ experiences of health, wellbeing and occupations encompassing cultural connections
3.7 T A Reflects on practice to inform and communicate professional reasoning and decision-making
4.1 T A Communicates openly, respectfully and effectively
4.3 T A Works ethically with Aboriginal and Torres Strait Islander communities and organisations to understand and incorporate relevant cultural protocols and communication strategies, with the aim of working to support self-governance in communities
4.4 T A Uses culturally responsive, safe and relevant communication tools and strategies

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

There are now 3 modules instead of 4 to improve the cohesion of the content. More guest lecturers are invited to present. The final assessment is a funding application. This will provide students with an opportunity to develop this practical skill, one which will be used by most graduates during their working career. Students will now complete 2 quizzes which will include questions related to seminar materials.


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