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Unit of study_

OCCP5239: Community Based OT Fieldwork

Semester 1, 2023 [Professional practice] - Camperdown/Darlington, Sydney

Students will work in teams to develop and implement a structured self-directed fieldwork project over the course of the semester in partnership with a community organisation. Student teams will be supported to work independently and attend regular peer and academic supervision sessions on-campus. The project will focus on enabling participation within diverse communities relevant to OT practice. In this unit study students will develop project management skills, demonstrate their application of professional reasoning and develop competency in four key OT enablement skills.

Unit details and rules

Unit code OCCP5239
Academic unit Participation Sciences
Credit points 6
OCCP5237 and OCCP5238
Assumed knowledge


Available to study abroad and exchange students


Teaching staff

Coordinator Michelle Villeneuve,
Lecturer(s) Kylie Angelou,
Kate Thomson,
Michelle Villeneuve,
Type Description Weight Due Length
Assignment group assignment Oral Presentation
Learning Activity. It will be in either week 11 or week 12.
0% Multiple weeks in-class presentation on project.
Outcomes assessed: LO1 LO2 LO3 LO4
Assignment group assignment Project Brief & Theory of Action
Group Assessment Report - project logic & organisational context
10% Week 04
Due date: 13 Mar 2023 at 11:59
visual infographic ~ 1000 words
Outcomes assessed: LO1 LO2
Assignment Role Definition & Gantt Chart
Report - Individual role and responsibilities in relation to project scope
30% Week 07
Due date: 03 Apr 2023 at 11:59
750 words + Gantt Chart
Outcomes assessed: LO1 LO2 LO3
Assignment group assignment High Quality Project Deliverable
Group Delivery of project output
30% Week 13
Due date: 26 May 2023 at 11:59
Variable depending on type of project
Outcomes assessed: LO1 LO4 LO3 LO2
Assignment hurdle task Professional Development Report
Report on individual professional development in context of project
30% Week 13
Due date: 26 May 2023 at 11:59
1000 words + references as appropriate
Outcomes assessed: LO1 LO2 LO3 LO4
hurdle task = hurdle task ?
group assignment = group assignment ?

Assessment summary

Brief Description of Assessments 5239



Project Brief & Theory of Action: Project teams will describe the project in brief. This will include a visual logic model of the project theory of action. Program logic will incorporate both research-based and practice-informed evidence linked to the community fieldwork practice context. The program logic and brief will clarify (a) the project outcomes and impact, (b) consider the processes to achieve those outcomes (e.g., specific activities; inputs/resources; environmental context; including opportunities and constraints), and (c) propose a project output (deliverable). The project team will reflect on the scope of the project in relation to the community fieldwork context and the vision, mission, values of the organisation.  

Role Definition & Gantt Chart: Individual students will define their roles and responsibilities in relation to the revised project logic and roles/actions of project team members. A Gantt Chart will outline the key activities and assign responsibilities to each team member. Individual students will reflect on their contributions to the project process, outputs, and intended outcomes, including consideration of their strengths/competencies and areas for professional development to achieve a high quality project and teamwork outcome.

High Quality Deliverable: Student groups will submit their high quality deliverable for assessment by the unit instructors. It will be accompanied by an updated visual program logic and Gantt Chart.

Professional Development Report: Individual students will report on the project process, outcomes and their own professional development as a result of engaging in a community fieldwork project placement. Students will demonstrate their professional reasoning and development of professional competencies through critical reflection on communication with a fieldwork partner, project process, and (intended/unexpected) outcomes. 

Feedback Only:

In-Class Professional Presentation: Project teams will present their project orally and receive formative feedback from peers and instructors before presenting to their community fieldwork/stakeholders. These will be scheduled during tutorial/class times. (formative feedback from instructors and peers)

Delivery of Project Output (Deliverable) & Presentation to Community Partner/Stakeholders: Each student team will develop and submit a professional project deliverable to their community partner and provide evidence of project completion and closure with the community partner. Each team will provide an oral presentation to the Community Partner that overviews their project. The format and nature of these presentations and deliverables will vary by fieldwork site and project. (feedback from community fieldwork partner/stakeholders)

OCCP 5239 Project-based Community Fieldwork Placement: Feedback Form: Student groups will be provided with a feedback form that they will use to seek feedback from the community organisation/project supervisory. Individual students will use this feedback to support self-assessment and reflection for their Professional Development Report.

Important information:

Students must complete all the assessment tasks to pass the entire unit. Failure to complete and submit any assessment item will result in being awarded a Fail grade, regardless of cumulative marks in the unit of study. Students must pass Professional Development Report at set criteria to pass this unit of study.  

Students are responsible to meet requirements set out by the Work Integrated Learning unit regarding compulsory submission of the WHS checklist, timesheets, and the Community Partner Verification Form. 

Commensurate with fieldwork requirements, an automatic fail will be awarded for this unit of study if a student breaches client/patient/organisational privacy.

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

Awarded when you demonstrate the learning outcomes for the unit at an exceptional standard.


75 - 84

Awarded when you demonstrate the learning outcomes for the unit at a very high standard.


65 - 74

Awarded when you demonstrate the learning outcomes for the unit at a good standard.


50 - 64

Awarded when you demonstrate the learning outcomes for the unit at an acceptable standard.


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 to Unit, Project-based fieldwork - How does this unit work? Working with a community partner. Workshop (3 hr) LO1 LO2
Week 02 Project Initiation: Getting started with your community partner and their stakeholders. Workshop (3 hr) LO1 LO2 LO3 LO4
Week 03 Project Outcomes & Impact: Program Theory of Action - How the project is meant to support the activities and outcomes of your partner organisation. Workshop (3 hr) LO1 LO2 LO3 LO4
Week 04 Project Development in the Field: Managing activities, timelines, and roles - Working together for generative learning and impact. Workshop (3 hr) LO1 LO2 LO3 LO4
Week 05 Tutorial/Mentoring Session 1 Workshop (3 hr) LO1 LO2 LO3 LO4
Week 06 Tutorial/Mentoring Session 1 Workshop (3 hr) LO1 LO2 LO3 LO4
Week 07 Tutorial/Mentoring Session 2 Workshop (3 hr) LO1 LO2 LO3 LO4
Week 08 Tutorial/Mentoring Session 2 Workshop (3 hr) LO1 LO2 LO3 LO4
Week 09 Tutorial/Mentoring Session 3 Workshop (3 hr) LO1 LO2 LO3 LO4
Week 10 Tutorial/Mentoring Session 3 Workshop (3 hr) LO1 LO2 LO3 LO4
Week 11 Presentations In Tutorial/Mentoring Session 4 Workshop (3 hr) LO1 LO2 LO3 LO4
Week 12 Presentations in Tutorial/Mentoring Session 4 Workshop (3 hr) LO1 LO2 LO3 LO4
Week 13 Wrap up, review & debrief Workshop (3 hr) LO1 LO2 LO3 LO4

Attendance and class requirements

This unit has minimum attendance requirements that include mandatory classes, academic mentoring, placement attendance, group and individual self-directed learning. The minimum total hours to be completed contributes 200 hours to the 1000 hours of practice education placements.

Students should refer to the timesheet guidelines on the occupational therapy  page of the WIL CANVAS site:

Timesheet and Community Partner Verification Form (Individual)

As per these attendance requirements, students must maintain a complete and accurate timesheet in Sonia as per the guidelines provided. Students must also each submit the signed form verifying each occasion of their attendance at their placement site. This must be completed and submitted by Friday of Week 14.

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

See eReserve on Canvas for details.

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. Demonstrate professional behaviours and self-management skills appropriate to the expectations of the university and fieldwork settings.
  • LO2. Demonstrate development of individual self-management and team collaboration in relation to the application of program theory of change.
  • LO3. Integrate data from multiple sources to self-assess competence in occupational therapy enablement with communities.
  • LO4. Discuss professional reasoning as applied to project implementation for a community practice context.

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
1.10 A Practises within limits of her/his own level of competence and expertise
1.13 A Manages resources, time and workload accountably and effectively
1.16 A Contributes to education and professional practice development of peers and students, and
1.9 A Identifies and manages the influence of her/his values and culture on practice
2.1 A Applies current and evidence-informed knowledge of occupational therapy and other appropriate and relevant theory in practice
2.10 A Maintains digital literacy for practice.
2.2 A Applies theory and frameworks of occupation to professional practice and decision-making
2.3 A Identifies and applies best available evidence in professional practice and decision-making
2.5 A Maintains current knowledge for cultural responsiveness to all groups in the practice setting
2.6 A Maintains and improves currency of knowledge, skills and new evidence for practice by adhering to the requirements for continuing professional development
2.7 A Implements a specific learning and development plan when moving to a new area of practice or returning to practice
2.8 A Reflects on practice to inform current and future reasoning and decision-making and the integration of theory and evidence into practice
2.9 A Maintains knowledge of relevant resources and technologies, and
3.12 A Uses effective collaborative, multidisciplinary and interprofessional approaches for decision-making and planning
3.14 A Contributes to quality improvement and service development.
3.2 A Performs appropriate information gathering and assessment when identifying a client’s status and functioning, strengths, occupational performance and goals
3.3 A Collaborates with the client and relevant others to determine the priorities and occupational therapy goals
3.4 A Develops a plan with the client and relevant others to meet identified occupational therapy goals
3.8 A Identifies and uses practice guidelines and protocols suitable to the practice setting or work environment
4.1 A Communicates openly, respectfully and effectively
4.10 A Seeks and responds to feedback, modifying communication and/or practice accordingly, and
4.11 A Identifies and articulates the rationale for practice to clients and relevant others.
4.2 A Adapts written, verbal and non-verbal communication appropriate to the client and practice context
4.4 A Uses culturally responsive, safe and relevant communication tools and strategies
4.5 A Complies with legal and procedural requirements for the responsible and accurate documentation, sharing and storage of professional information and records of practice
4.7 A Obtains informed consent for practice and information-sharing from the client or legal guardian
4.9 A Uses effective communication skills to initiate and end relationships with clients and relevant others

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

Feedback from students in 2019 indicated a preference for some marks to be awarded for the project Output. This change has been incorporated in 2022. The presentations were well received and supported student confidence and communication competencies as well as critical appraisal skill development in a safe learning environment. We have kept the non-weighted aspect and crafted more presentation opportunities to develop these competencies. The design of this unit was expanded/developed in 2021 to provide more comprehensive theory and practice with project design, development and implementation to better connect program theory to a community fieldwork placement. These elements were well received and have been retained and further developed for 2022. In 2023 our focus is on strengthening the students use and application of theory and research evidence to inform their projects.

Student Administration Manual

This unit of study outline MUST be read in conjunction with the Student Administration Manual on the Faculty of Health Sciences Current Students webpage:

All students are required to familiarise themselves with their academic responsibilities, and the academic policies governing their enrolment and progression. The Faculty of Health Sciences student administration manual provides a direct link to the University of Sydney’s Coursework policy and Faculty provisions.

The Work Integrated Learning Canvas site also provides information specific to Faculty of Health Sciences placements such as essential preparation, forms and policies.

All students are required to familiarise themselves with their academic responsibilities, and the academic policies and protocols governing their placements.

When considering applications and appeals relating to these matters, it will be assumed that students understand their academic responsibilities and are familiar with these key policies and procedures.


Work, health and safety

We are governed by the Work Health and Safety Act 2011, Work Health and Safety Regulation 2011 and Codes of Practice. Penalties for non-compliance have increased. Everyone has a responsibility for health and safety at work. The University’s Work Health and Safety policy explains the responsibilities and expectations of workers and others, and the procedures for managing WHS risks associated with University activities. Consistent with WHS legislation, you are required to complete a WHS induction on your first visit to your placement site, and if relevant at any time you attend to work in another setting. To guide (not prescribe) what you and your supervisor should include in such an induction, you should use the WHS Checklist available on the placements website ( You are required to evidence your completion of your induction by uploading a scanned copy of the completed and signed form to Sonia. This is an essential requirement that has legal ramifications and is consistent with the professional behaviour expectations required of you to demonstrate attainment of the learning outcome 1.

Students must also meet all pre-placement requirements as outlined on the University of Sydney Course-specific Checks and Clearances website ( Please ensure an up-to-date declaration (in SONIA). The declaration confirms that students have read the key documents related to privacy and confidentiality, codes of conduct, NSW Health policies and general communication/email etiquette. NSW Health and other sites may require students to undertake mandatory orientation and induction modules as relevant to the specific placement site. This is an important part of meeting mandatory attendance requirements and can contribute fieldwork hours and should be included in the log of hours.



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