Outline

Overview

This unit of study introduces students to the profession of occupational therapy, including beliefs, philosophical bases, foundational concepts and skills. Scope of practice is considered in context of the Australian health care and disability systems, health law and professional responsibilities. There is a focus on understanding the impact of decolonisation on the health of indigenous Australians and the need for culturally safe services. Students will examine humans as occupational beings including cultural and anthropological perspectives and the relationship between occupations, health and occupational therapy practice. Students will start developing professional reasoning required to determine what impacts on occupational performance. This will be achieved through use of case-based studies and input from those with lived experiences, occupational therapy clinicians and academics, learning about occupational therapy theory and practising occupational analysis, identifying occupational issues and designing basic therapeutic interventions plans that are meaningful and safe.

Unit details and rules

Academic unit	Participation Sciences
Credit points	6
Prerequisites ?	None
Corequisites ?	OCCP5258
Prohibitions ?	OCCP5237
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Bronwyn Simpson Simpson, bronwyn.simpson@sydney.edu.au
Lecturer(s)	Shane Clifton, shane.clifton@sydney.edu.au
Tutor(s)	Bronwyn Simpson Simpson, bronwyn.simpson@sydney.edu.au
Tutor(s)	Alena Haines, alena.haines@sydney.edu.au

Assessment

The census date for this unit availability is 31 March 2025

Details
Criteria

Type	Description	Weight	Due	Length
Skills-based evaluation	Oral exam - clinical viva Clinical viva interview assessing clinical reasoning re intervention plan	40%	Formal exam period Due date: 13 Jun 2025 at 23:59	10 minutes
Outcomes assessed:
Creative assessment / demonstration	Occupational analysis Creative concept mapping and written summary - case study analysis	20%	Week 05 Due date: 30 Mar 2025 at 23:59	Equivalent of 750 words
Outcomes assessed:
Assignment	Case Study Report Case report of occupational needs & performance issues using models.	40%	Week 10 Due date: 11 May 2025 at 23:59	4 pages including references
Outcomes assessed:
= hurdle task ? = AI allowed ?

Assessment summary

Foundation OT practice skills: You will prepare a concept map and written summary, analysing a case study narrative using an OT model. Further details about this assessment can be found on Canvas.
Case study report: You will consider the case of a person with occupational performance issues and needs arising from a clinical condition. You will need to apply OT models and occupation analysis techniques to present a comprehensive OT report. Further details about this assessment can be found on Canvas.
Oral exam: This is a clinical viva where you will be asked questions about the intervention plan you will develop for the person in your case study report. Questions aim to elicit the depth and breadth of knowlege you have about the 5 learning outcomes covered in the unit, your own appraisal of skills applied and the clinical reasoning used to formulate the plan. The viva provides opportunities for you to demonstrate satisfactory communication competencies relating to learning outcome 6. Once the viva timetable has been developed, you will be notifed of your assessment time. Further details about this assessment can be found on Canvas.

Assessment criteria

HD	High distinction	85 - 100	Awarded when you demonstrate the learning outcomes for this unit at an exceptional standard
DI	Distinction	75 - 84	Awarded when you demonstrate the learning outcomes for this unit at a very high standard
CR	Credit	65 - 74	Awarded when you demonstrate the learning outcomes for the unit at a good standard
PS	Pass	50 - 64	Awarded when you demonstrate the learning outcomes for the unit at an acceptable standard
FA	Fail	0 - 49	When you don’t meet the learning outcomes of the unit to a satisfactory standard.
AF	Absent fail	0 - 49	When you haven’t completed all assessment tasks or met the attendance requirements.

For more information see guide to grades.

Use of generative artificial intelligence (AI) and automated writing tools

Except for supervised exams or in-semester tests, you may use generative AI and automated writing tools in assessments unless expressly prohibited by your unit coordinator.

For exams and in-semester tests, the use of AI and automated writing tools is not allowed unless expressly permitted in the assessment instructions.

The icons in the assessment table above indicate whether AI is allowed – whether full AI, or only some AI (the latter is referred to as “AI restricted”). If no icon is shown, AI use is not permitted at all for the task. Refer to Canvas for full instructions on assessment tasks for this unit.

Your final submission must be your own, original work. You must acknowledge any use of automated writing tools or generative AI, and any material generated that you include in your final submission must be properly referenced. You may be required to submit generative AI inputs and outputs that you used during your assessment process, or drafts of your original work. Inappropriate use of generative AI is considered a breach of the Academic Integrity Policy and penalties may apply.

The Current Students website provides information on artificial intelligence in assessments. For help on how to correctly acknowledge the use of AI, please refer to the  AI in Education Canvas site.

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.

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	1) OT practice in Australia: What do OTs do? 2) Introduction to OT theory	Lecture (2 hr)
Week 01	1) Using the PEO model 2) Enhancing health and well-being through occupation	Tutorial (1 hr)
Week 02	Analysing performance: The PEO-P and OPM(A) models	Lecture (2 hr)
Week 02	Using the PEO-P and OPM(A) model	Tutorial (1 hr)
Week 03	Analysing motivations and journeys: The MOHO and KAWA models	Lecture (2 hr)
Week 03	Using the MOHO and KAWA models	Tutorial (1 hr)
Week 04	Other OT models for clinical reasoning	Lecture (2 hr)
Week 04	Using other OT models and selecting a model	Tutorial (1 hr)
Week 05	Analysing tasks, occupations and performance using OT models	Lecture (2 hr)
Week 05	Task and activity analysis for adaptation and grading	Tutorial (1 hr)
Week 06	OT models and the OT process	Lecture (2 hr)
Week 06	OT models and the OT process	Tutorial (1 hr)
Week 07	OT intervention approaches	Lecture (2 hr)
Week 07	OT intervention approaches	Tutorial (1 hr)
Week 08	OT practice contexts: Service delivery systems	Lecture (2 hr)
Week 08	OT practice contexts: Service delivery systems	Tutorial (1 hr)
Week 09	OT principles: professional values, standards, ethics	Lecture (2 hr)
Week 09	OT principles: professional values, standards, ethics	Tutorial (1 hr)
Week 10	OT priorities: Disability-aware practice	Lecture (2 hr)
Week 10	OT priorities: Disability-aware practice	Tutorial (1 hr)
Week 11	OT priorities: culturally aware and responsive practice	Lecture (2 hr)
Week 11	OT priorities: culturally aware and responsive practice	Tutorial (1 hr)
Week 12	OT priorities: decolonising practices	Lecture (2 hr)
Week 12	OT priorities: decolonising practices	Tutorial (1 hr)
Week 13	Professional challenges	Lecture (2 hr)
Week 13	Professional challenges	Tutorial (1 hr)

Attendance and class requirements

Lectures: All lectures are to be attended in person or a recording of the lecture can be viewed later online. In the event automated recording fails, students will only have access to the lecture slides and resources links - a new recording will not be made. Lectures may include brief interactions or engagement activities which may not be possible to replicate if the lecture is viewed later online.

Tutorials: Tutorials include essential knowledge and skills training for completion of assessments. so attendance at all tutorials is strongly recommended. Detailed information about tutorial preparation and topics is provided in Canvas.

Communication Skills: Occupational therapists must communicate with a range of people in their practice online, in person and in writing. Some activities in class and in assessments require students to communicate without scripts using impromptu and conversational English.

Artificial Intelligence (AI): Please familiarise yourself with the University’s policies and guidelines on the use of AI in learning and assessment submission, including penalties for unauthorised use.

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

Brown, T., Bourke-Taylor, H.M., Isbel, S., Cordier, R. & Gustafsson, L. (2021) Occupational therapy in Australia: Professional and practice issues. 2nd Edition. Routledge: New York.

Turpin, M. & Iwama, M.K. (2011) Using occupational therapy models in practice: A field guide. Churchill Livingstone/Elsevier

All readings for this unit can be accessed through the Library’s reading list on 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 occupational therapy service delivery in Australia, in relation to systems, schemes and regulatory requirements
LO2. Explain the significance of occupation to holistic human health and wellbeing which is culturally sensitive
LO3. Use occupational therapy models to identify occupational performance issues and needs of individuals, groups and populations, in a culturally safe way.
LO4. Analyse occupations and identify person-environment-occupation aspects of occupational performance
LO5. Develop an intervention plan to address occupational needs using a strength-based and person-centred approach.
LO6. Demonstrate ethical and professional verbal and written communication skills that reflect professional values in occupational therapy.

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 - 1.1. Complies with the Occupational Therapy Board of Australia’s standards, guidelines and Code of conduct 1.11. Maintains professional competence and adapts to change in practice contexts 1.2. Adheres to legislation relevant to practice
	Australian occupational therapy competency standards 2018 - 1.5. Practises in a culturally responsive and culturally safe manner, with particular respect to culturally diverse client groups 1.6. Incorporates and responds to historical, political, cultural, societal, environmental and economic factors influencing health, wellbeing and occupations of Aboriginal and Torres Strait Islander Peoples 1.9. Identifies and manages the influence of her/his values and culture on practice 2.1. Applies current and evidence-informed knowledge of occupational therapy and other appropriate and relevant theory in practice 3.6. Seeks to understand and incorporate Aboriginal and Torres Strait Islander Peoples’ experiences of health, wellbeing and occupations encompassing cultural connections 4.11. Identifies and articulates the rationale for practice to clients and relevant others.
	Australian occupational therapy competency standards 2018 - 1.5. Practises in a culturally responsive and culturally safe manner, with particular respect to culturally diverse client groups 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
	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 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 3.1. 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 4.2. Adapts written, verbal and non-verbal communication appropriate to the client and practice context 4.6. Maintains contemporaneous, accurate and complete records of practice
	Australian occupational therapy competency standards 2018 - 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 3.1. Addresses occupational performance and participation of clients, identifying the enablers and barriers to engagement 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 4.1. Communicates openly, respectfully and effectively 4.2. Adapts written, verbal and non-verbal communication appropriate to the client and practice context
	Australian occupational therapy competency standards 2018 - 1.1. Complies with the Occupational Therapy Board of Australia’s standards, guidelines and Code of conduct 1.3. Maintains professional boundaries in all client and professional relationships 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 4.4. Uses culturally responsive, safe and relevant communication tools and strategies 4.6. Maintains contemporaneous, accurate and complete records of practice 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 is the first time this unit has been offered.

Additional information

Students are advised they should plan for a study workload of at least 3 hours per week in addition to classes, and further hours for assignment preparation.

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

Use of generative artificial intelligence (AI) and automated writing tools

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

Disclaimer

On this page

Useful links

OCCP5257: Foundations for Occupational Therapy Practice

Semester 1, 2025 [Normal day] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI) and automated writing tools

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

Disclaimer

On this page

Useful links