Outline

Overview

This unit provides students with core skills for paediatric practice in occupational therapy. These skills include information gathering, building rapport with clients and families, engaging collaboratively with key stakeholders/caregivers, assessment administration, goal setting, and intervention planning, delivery and evaluation. The unit provides you with knowledge and evidence-based practice principles related to these skills and the opportunity to develop and apply their skills through practice education. You will complete 60 hours of practice education in community or clinic-based settings to a group of children. As part of the unit, you will learn from, engage with, and receive feedback from service recipients.

Unit details and rules

Academic unit	Participation Sciences
Credit points	6
Prerequisites ?	OCCP5258
Corequisites ?	None
Prohibitions ?	OCCP5219
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Sarah Wilkes-Gillan, sarah.wilkes-gillan@sydney.edu.au

Assessment

The census date for this unit availability is 31 August 2026

Details
Criteria

Type	Description	Weight	Due	Length	Use of AI
Written work	Child protection module Students will complete modules online and upload evidence of completion.	0%	Week 01 Due date: 09 Aug 2026 at 23:59	Evidence of completion	AI allowed
Outcomes assessed:
Case studies	School based case study Students will submit a written school-based case study on one child they are working with in the school context. Students will provide information based on their observations of the child, the child's strengths, areas requiring support and goals.	20%	Week 05 Due date: 06 Sep 2026 at 23:59	600 words	AI allowed
Outcomes assessed:
Practical skill	Skills passport evaluation of practical skills Students will need to meet the skills outlined on the checklist	0%	Week 10 Due date: 18 Oct 2026 at 23:59	Skills checklist completion	AI allowed
Outcomes assessed:
Case studies	School intervention summary report Students will submit an intervention summary report with recommendations. The report will be based on a child the student provided intervention to in the school setting.	50%	Week 10 Due date: 18 Oct 2026 at 23:59	1,000 words	AI allowed
Outcomes assessed:
In-person practical or creative task	Activity form in Sonia Students will log placement related hours online in Sonia.	0%	Week 13 Due date: 08 Nov 2026 at 23:59	Log of placement related hours	AI prohibited
Outcomes assessed:
Case studies	Home based case study In this written report based on a case-study, students will analyse an assessment, develop goals and select an intervention for fine motor, gross motor or sensory processing skills.	30%	Week 13 Due date: 08 Nov 2026 at 23:59	700 words	AI allowed
Outcomes assessed:
= hurdle task ?

Assessment summary

Detailed information for each assessment can be found on Canvas.

Assessment criteria

	Result name	Mark range	Description
High distinction		85 - 100	Awarded when you demonstrate the learning outcomes for the unit at an exceptional standard, as defined by grade descriptors or exemplars outlined by your faculty or school.
Distinction		75 - 84	Awarded when you demonstrate the learning outcomes for the unit at a very high standard, as defined by grade descriptors or exemplars outlined by your faculty or school.
Credit		65 - 74	Awarded when you demonstrate the learning outcomes for the unit at a good standard, as defined by grade descriptors or exemplars outlined by your faculty or school.
Pass		50 - 64	Awarded when you demonstrate the learning outcomes for the unit at an acceptable standard, as defined by grade descriptors or exemplars outlined by your faculty or school.
Fail		0 - 49	When you don’t meet the learning outcomes of the unit to a satisfactory standard.
Absent fail		0 - 49	When you haven’t completed all assessment tasks or met the attendance requirements.
Cancelled		No mark	When your enrolment has been cancelled.
Discontinued not to count as failure		No mark	When you discontinue a unit under special circumstances (outlined in clause 92 of the Coursework Policy), after the relevant census date.
Discontinue – fail		No mark	When you discontinue a unit after the relevant census date but before the DF deadline, and you have not been granted a discontinuation under special circumstances.
Failed requirements		No mark	When you don’t meet the learning outcomes to a satisfactory standard, for units which are marked as either Satisfied requirements or Failed requirements.
Satisfied requirements		No mark	When you meet the learning outcomes to a satisfactory standard, for units which are marked as either Satisfied requirements or Failed requirements.
Withdrawn		No mark	When you discontinue a unit before the relevant census date. WD grades do not appear on your academic transcript

For more information see guide to grades.

Use of generative artificial intelligence (AI)

You can use generative AI tools for open assessments. Restrictions on AI use apply to secure, supervised assessments used to confirm if students have met specific learning outcomes.

Refer to the assessment table above to see if AI is allowed, for assessments in this unit and check Canvas for full instructions on assessment tasks and AI use.

If you use AI, you must always acknowledge it. Misusing AI may lead to a breach of the Academic Integrity Policy.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

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:

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 University expects students to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

Our website provides information on academic integrity and the resources available to all students. This includes advice on how to avoid common breaches of academic integrity. Ensure that you have completed the Academic Honesty Education Module (AHEM) which is mandatory for all commencing coursework students

Penalties for serious breaches can significantly impact your studies and your career after graduation. It is important that you speak with your unit coordinator if you need help with completing assessments.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

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.

Support for students

The Support for Students Policy reflects the University’s commitment to supporting students in their academic journey and making the University safe for students. It is important that you read and understand this policy so that you are familiar with the range of support services available to you and understand how to engage with them.

The University uses email as its primary source of communication with students who need support under the Support for Students Policy. Make sure you check your University email regularly and respond to any communications received from the University.

Learning resources and detailed information about weekly assessment and learning activities can be accessed via Canvas. It is essential that you visit your unit of study Canvas site to ensure you are up to date with all of your tasks.

If you are having difficulties completing your studies, or are feeling unsure about your progress, we are here to help. You can access the support services offered by the University at any time:

Support and Services (including health and wellbeing services, financial support and learning support)
Course planning and administration
Meet with an Academic Adviser

Weekly schedule

WK	Topic	Learning activity
Week 01	Introduction to skills in paediatric practice	Workshop (2 hr)
Week 02	Rapport building and goal setting	Workshop (2 hr)
Week 03	Understanding and supporting behaviour	Workshop (2 hr)
Week 04	Play and social skills	Workshop (2 hr)
Week 05	School readiness and self-regulation	Workshop (2 hr)
Week 06	Report writing and neurodevelopmental conditions	Workshop (2 hr)
Week 07	Fine motor skills	Workshop (2 hr)
Week 08	Gross motor skills and self-care	Workshop (2 hr)
Week 09	Cognitive skills	Workshop (2 hr)
Week 10	Advocating and working in schools and developing intervention plans	Workshop (2 hr)
Week 11	Sensory Processing	Workshop (2 hr)
Week 12	Parent involvement and coaching and evaluating interventions	Workshop (2 hr)
Week 13	Revision and wrap up	Workshop (2 hr)

Attendance and class requirements

Students are expected to attend 85% of available lectures and to complete a minimum of 60 clinical education hours (logged in Sonia). Absences without medical documentation may incur academic penalty. Students who miss more than one lecture may be required to engage in additional independent study. Material that is missed through non-attendance will not be repeated.

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

Required reading material will be uploaded onto Canvas

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. Describe the role of occupational therapy within the scope of pediatric services including specialist and generalist roles such as in early intervention, acute care, rehabilitation and community support
LO2. Use family-centred occupational therapy interventions to enhance the child’s performance and ensure positive influence on both child and family outcomes
LO3. Gather and interpret data across domains of child development and areas of childhood participation using evidence informed observation, interview, and standardised testing procedures.
LO4. Identify, prioritise, and justify interventions that address consumer/client needs.
LO5. Describe the skills needed to deliver services in clinic-based and community settings.

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 - 3. Occupational therapy process and practice
	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 3.1. Addresses occupational performance and participation of clients, identifying the enablers and barriers to engagement
	Australian occupational therapy competency standards 2018 - 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 - 3. Occupational therapy process and practice 3.4. Develops a plan with the client and relevant others to meet identified occupational therapy goals
	Australian occupational therapy competency standards 2018 - 3. Occupational therapy process and practice

Australian occupational therapy competency standards 2018 -

Competency code	Taught, Practiced or Assessed	Competency standard
1		Professionalism
1.10		Practises within limits of her/his own level of competence and expertise
1.12		Identifies and uses relevant professional and operational support and supervision
1.13		Manages resources, time and workload accountably and effectively
1.14		Recognises and manages her/his own physical and mental health for safe, professional practice
1.17		Recognises and manages any inherent power imbalance in relationships with clients.
1.2		Adheres to legislation relevant to practice
1.3		Maintains professional boundaries in all client and professional relationships
1.4		Recognises and manages conflicts of interest in all client and professional relationships
1.7		Collaborates and consults ethically and responsibly for effective client-centred and interprofessional practice
1.8		Adheres to all work health and safety, and quality requirements for practice
1.9		Identifies and manages the influence of her/his values and culture on practice
2		Knowledge and learning
2.1		Applies current and evidence-informed knowledge of occupational therapy and other appropriate and relevant theory in practice
2.2		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
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
3.3		Collaborates with the client and relevant others to determine the priorities and occupational therapy 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
4		Communication
4.1		Communicates openly, respectfully and effectively
4.10		Seeks and responds to feedback, modifying communication and/or practice accordingly, and
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.

This unit was first offered in 2024. Based on student feedback, the intervention delivered by students has been changed from a class-wide intervention to social skills groups. The assessment tasks have been more closely mapped to occupational therapy processes as well as both the school placement and academic workshops content to capture the multiple skill domains occupational therapists support children with. This aim to assist students in applying the academic content they learn to their school practice context and broader areas of paediatric occupational therapy practice.

Additional information

Students will engage in clinical placement activity at schools as part of this unit of study. Students will engage in a minimum of 60 clinical placement hours. This includes face-to-face and non-face to face activities.

All students are assigned the ‘2026 SSHS Placement Quality Survey’ to complete in the last week of their school placement.

Work, health and safety

All students complete the 2026 FMH Student-led WHS Orientation Checklist’ in the first week of the school placement.

Disclaimer

Important: the University of Sydney regularly reviews units of study and reserves the right to change the units of study available annually. To stay up to date on available study options, including unit of study details and availability, refer to the relevant handbook.

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

Use of generative artificial intelligence (AI)

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Work, health and safety

Disclaimer

On this page

Useful links

OCCP5255: Skills for Paediatric Practice in OT

Semester 2, 2026 [Professional practice] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI)

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Work, health and safety

Disclaimer

On this page

Useful links