Outline

Overview

Students are paired to conduct observations and prescribed activities in a preschool, long daycare centre or kindergarten with children between 1 and 6 years as well as engage in professional interactions with staff. Students will acquire knowledge of the functions and routines in an early educational setting; develop professional communication skills and confidence in working with other professionals. They will understand how language is used and targeted as a part of the curriculum in preschool settings, develop skills in carrying out language stimulation activities with preschool children, and relate observations to relevant theory and research. To support their clinical learning, this unit will consider issues directly related to clinical practice in the areas of professional relationships with families and other professionals, problem solving strategies for identifying and managing ethical issues involved in being a student, working with children and working with families. Students will develop strategies for facilitating client`s learning. Also, this unit will cover indigenous issues in health service delivery, basic report writing and case presentation skills. Students will gain knowledge of the oncampus clinic policies and procedures and government legislation.

Unit details and rules

Academic unit	Communication Sciences
Credit points	6
Prerequisites ?	CSCD1032 and CSCD1034
Corequisites ?	CSCD2057 and CSCD2068
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Annie Chan, annie.chan@sydney.edu.au

Type	Description	Weight	Due	Length
Placement	Clinical paperwork Documentation	0%	Multiple weeks	n/a
Outcomes assessed:
Assignment	Child case assignment Case study	0%	Week 10	6 minutes, 200 words per reflection
Outcomes assessed:
Assignment	Child assessment report Report	0%	Week 13	800 words and required appendices
Outcomes assessed:
= hurdle task ? = group assignment ?

Assessment summary

Clinical paperwork: Students who do not submit all clinical paperwork or pass the assessment will receive a ‘Failed Requirements’ (FR) grade. Students will have an opportunity to submit the missing paperwork to achieve a SR grade.
Child case assignment: Students work in pairs to select and conduct an intervention technique with a child client and their parent. Students will be required to synthesise the case information and select an appropriate intervention technique.
Child assessment report: Students complete an assignment based on a narrative sample collected with a 4-7 year old child. Students will be given scenarios to choose from. Students are encouraged to adopt a holistic client perspective and use their theoretical and clinical knowledge to draw accurate conclusions about a child.

Detailed information for each assessment can be found on Canvas. Students are required to complete all assessment tasks to pass the unit of study.

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	Description
High distinction	N/A
Distinction	N/A
Credit	N/A
Pass	SR	When you meet the learning outcomes of the unit to a satisfactory standard
Fail	FR	When you don’t meet the learning outcomes of the unit to a satisfactory standard.

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.

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

You may only use generative AI and automated writing tools in assessment tasks if you are permitted to by your unit coordinator. If you do use these tools, you must acknowledge this in your work, either in a footnote or an acknowledgement section. The assessment instructions or unit outline will give guidance of the types of tools that are permitted and how the tools should be used.

Your final submitted work must be your own, original work. You must acknowledge any use of generative AI tools that have been used in the assessment, and any material that forms part of your submission must be appropriately referenced. For guidance on how to acknowledge the use of AI, please refer to the AI in Education Canvas site.

The unapproved use of these tools or unacknowledged use will be considered a breach of the Academic Integrity Policy and penalties may apply.

Studiosity is permitted unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission as detailed on the Learning Hub’s Canvas page.

Outside assessment tasks, generative AI tools may be used to support your learning. The AI in Education Canvas site contains a number of productive ways that students are using AI to improve their learning.

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.

Weekly schedule

WK	Topic	Learning activity
Week 01	Orientation; Professionalism	Lecture (2 hr)
Week 01	1. Lecture and class discussion; 2. Orientation activities	Tutorial (1 hr)
Week 02	Professionalism II	Lecture (2 hr)
Week 03	Clinical planning I	Lecture (2 hr)
Week 03	Goal planning	Tutorial (1 hr)
Week 04	Clinical planning II	Lecture (2 hr)
Week 04	Activity planning	Tutorial (1 hr)
Week 05	Assessment essentials I	Lecture (2 hr)
Week 05	Language sampling	Tutorial (1 hr)
Week 06	Assessment essentials II	Lecture (2 hr)
Week 06	Coding and analysis practice	Tutorial (1 hr)
Week 07	Intervention essentials I	Lecture (2 hr)
Week 07	Interpretation practice	Tutorial (1 hr)
Week 08	Intervention essentials II	Lecture (2 hr)
Week 08	Report practice	Tutorial (1 hr)
Week 09	Assignment preparation; peer review	Lecture (2 hr)
Week 09	Intervention	Tutorial (1 hr)
Week 10	Service delivery I	Lecture (2 hr)
Week 11	Service delivery II	Lecture (2 hr)
Week 12	Workplace issues I	Lecture (2 hr)
Week 13	Workplace issues II	Lecture (2 hr)

Attendance and class requirements

Attendance Requirements: Clinical placements are scheduled from March - November. This unit of study consists of a 2 hour lecture per week and a 12 week placement for at least one hour per week (or equivalent to a minimum total of 12 hours attendance) at a pre-school and on an online preschool program. Students are paired and are expected to attend at least 2 separate visits to the preschool and all allocated online preschool sessions. Students are expected to undertake all components of this unit of study to their completion and in their entirety. Students are expected to undertake all components of this unit of study to their completion and in their entirety.
Assessment details: The pass grade for this clinical unit is SR (Satisfactory Requirements). To be awarded a SR grade, it is vital that all paperwork is submitted by the due date. Grades awarded for this unit of study are either SR (pass) or FR (failed requirements). Failure of one item may result in failure of the entire UOS and students who are required to repeat a clinical UOS will be required to complete the entire UOS and all assessment activities. If the student fails an assignment-based barrier task, they must contact the unit coordinator for feedback within 10 working days of being advised of the decision. The student is allowed one resubmission only for the task. If the student fails the resubmission, their fail grade (FR) for this unit of study will stand. If the student passes the resubmission, their grade will be changed to a pass (SR) for the unit of study.

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

COMPASS® Competency Assessment in Speech Pathology:
Assessment Resource Manual, 2013 – found online https://compass.speechpathologyaustralia.org.
au/
Competency Based Occupational Standards (CBOS) for Speech
Pathologists, 2017 http://speechpathologyaustralia.org.au/spaweb/Document_Management/Public/CBOS.aspx
Academic lecture materials relevant to the caseload(s) at the placement
site

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. demonstrate novice-level skills(as described by the COMPASS(TM) Competency Assessment in Speech Pathology, 2013) in clinical contexts
LO2. formulate, prioritise, and review clinical solutions at a novice level, considering best available evidence in the context of all other relevant factors (e.g. ICF framework or developmental/cognitive abilities), and think critically to a novice level about theories, concepts, and principles to guide clinical decisions in practice and complete clinical tasks whilst retaining a client focus
LO3. utilise novice level oral and written professional communication skills in English for a range of purposes, such as to compose and provide critical/constructive feedback to student peers to facilitate clinical learning
LO4. use technology to locate peer-reviewed research evidence; locate and create clinical resources to facilitate effective speech pathology outcomes for individuals and to represent themselves, their clients, their employer, and the profession. Use evidence-based practice principles as the basis for clinical decision making.
LO5. create and implement best practice clinical assessment and intervention to a novice level for clients and other significant personnel (e.g. families, professionals, or communities)
LO6. deliver culturally appropriate holistic clinical services for clients from cultural and linguistic diverse backgrounds by consideration of the individual, family, and community, and demonstrate respect for different values arising from cultural and linguistic diversity, both within Australia (including the Indigenous population) and internationally, and adapt behaviours appropriately
LO7. list and understand the roles of the health and education professionals that may be involved in working with children in a variety of clinical and community contexts, including early education centres, and work within the scope of speech pathology practice (with novice level supervision) through recognition and respect of personal and professional boundaries
LO8. self-appraise own conduct in clinical and community contexts (with guidance to a novice level) in accordance with professional ethical standards as described in the Speech Pathology Australia, Code of Ethics (2020)
LO9. develop and maintain a collaborative, professional working relationship with clients, families, professional groups, and others (e.g. novice/advanced student/s)
LO10. understand the need for lifelong learning and demonstrate commitment to ensuring continued development of competence as a speech pathologist, and be open to learning from others and seek mentoring and professional supervision
LO11. act with integrity and authenticity during interactions with others
LO12. develop a clear identity as a speech pathologist within a variety of team contexts and settings with novice-level supervision
LO13. recognise and assess how personal health and well-being influences capacity to perform your professional role
LO14. advocate for clients, their families, speech pathology practices, and education (including preschools)
LO15. demonstrate capacity to play a range of roles in teams (e.g. leader, member)
LO16. examine application of the supervisory process through interactions with the student peers and clinical educator.

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
	Competency-based Occupational Standards for Speech Pathologists - 3. Planning evidence-based speech pathology practices 4. Implementation of speech pathology practice 5. Planning, providing and managing speech pathology services 6. Professional and supervisory practice 7. Lifelong learning and reflective practice
	Competency-based Occupational Standards for Speech Pathologists - 1. Assessments 2. Analysis and interpretation 3. Planning evidence-based speech pathology practices 4. Implementation of speech pathology practice
	Competency-based Occupational Standards for Speech Pathologists - 3. Planning evidence-based speech pathology practices 4. Implementation of speech pathology practice 5. Planning, providing and managing speech pathology services 6. Professional and supervisory practice
	Competency-based Occupational Standards for Speech Pathologists - 3. Planning evidence-based speech pathology practices 4. Implementation of speech pathology practice
	Competency-based Occupational Standards for Speech Pathologists - 1. Assessments 2. Analysis and interpretation 3. Planning evidence-based speech pathology practices 4. Implementation of speech pathology practice
	Competency-based Occupational Standards for Speech Pathologists - 1. Assessments 2. Analysis and interpretation 3. Planning evidence-based speech pathology practices 4. Implementation of speech pathology practice 5. Planning, providing and managing speech pathology services 7. Lifelong learning and reflective practice
	Competency-based Occupational Standards for Speech Pathologists - 4.5. Identify the scope and nature of speech pathology practice in a range of community and work place contexts. 5. Planning, providing and managing speech pathology services 5.5. Consult and coordinate with professional groups and services. 6.1. Develop, contribute to, and maintain professional and team based relationships in practice contexts. 7.3. Demonstrate an awareness of formal and informal networks for professional development and support. 7.4. Advocate for self, client and the speech pathology profession.
	Competency-based Occupational Standards for Speech Pathologists - 6.3. Demonstrate an understanding of the principles and practices of clinical education. 7. Lifelong learning and reflective practice 7.1. Uphold the Speech Pathology Australia Code of Ethics and work within all the relevant legislation and legal constraints, including medico-legal responsibilities. 7.2. Participate in professional development and continually reflect on practice. 7.3. Demonstrate an awareness of formal and informal networks for professional development and support. 7.4. Advocate for self, client and the speech pathology profession.
	Competency-based Occupational Standards for Speech Pathologists - 6. Professional and supervisory practice 6.1. Develop, contribute to, and maintain professional and team based relationships in practice contexts. 6.2. Demonstrate an understanding of the principles and practices of supervision applied to allied health/teaching assistants and in parent/caregiver education programs. 6.3. Demonstrate an understanding of the principles and practices of clinical education. 7.1. Uphold the Speech Pathology Australia Code of Ethics and work within all the relevant legislation and legal constraints, including medico-legal responsibilities.
	Competency-based Occupational Standards for Speech Pathologists - 6. Professional and supervisory practice 6.1. Develop, contribute to, and maintain professional and team based relationships in practice contexts. 6.2. Demonstrate an understanding of the principles and practices of supervision applied to allied health/teaching assistants and in parent/caregiver education programs. 6.3. Demonstrate an understanding of the principles and practices of clinical education. 7. Lifelong learning and reflective practice 7.1. Uphold the Speech Pathology Australia Code of Ethics and work within all the relevant legislation and legal constraints, including medico-legal responsibilities. 7.2. Participate in professional development and continually reflect on practice. 7.3. Demonstrate an awareness of formal and informal networks for professional development and support. 7.4. Advocate for self, client and the speech pathology profession.
	Competency-based Occupational Standards for Speech Pathologists - 3.3. Discuss long-term outcomes and collaborate with the client and/or significant others to decide whether or not speech pathology strategies are suitable and/or required. 4.1. Establish rapport and facilitate participation in speech pathology intervention. 5.5. Consult and coordinate with professional groups and services. 6. Professional and supervisory practice 6.1. Develop, contribute to, and maintain professional and team based relationships in practice contexts. 6.2. Demonstrate an understanding of the principles and practices of supervision applied to allied health/teaching assistants and in parent/caregiver education programs. 6.3. Demonstrate an understanding of the principles and practices of clinical education.
	Competency-based Occupational Standards for Speech Pathologists - 3.6. Define roles and responsibilities for the management of the client’s swallowing and/ or communication condition. 4.6. Undertake preventative, educational and/or promotional projects or programs on speech pathology and other related topics as part of a team with other professionals. 5.7. Collaborate in research initiated and/or supported by others. 5.8. Participate in and collaborate on the evaluation of speech pathology services. 6. Professional and supervisory practice 6.1. Develop, contribute to, and maintain professional and team based relationships in practice contexts. 7. Lifelong learning and reflective practice 7.1. Uphold the Speech Pathology Australia Code of Ethics and work within all the relevant legislation and legal constraints, including medico-legal responsibilities. 7.2. Participate in professional development and continually reflect on practice. 7.3. Demonstrate an awareness of formal and informal networks for professional development and support. 7.4. Advocate for self, client and the speech pathology profession.
	Competency-based Occupational Standards for Speech Pathologists - 7. Lifelong learning and reflective practice 7.1. Uphold the Speech Pathology Australia Code of Ethics and work within all the relevant legislation and legal constraints, including medico-legal responsibilities. 7.2. Participate in professional development and continually reflect on practice. 7.3. Demonstrate an awareness of formal and informal networks for professional development and support. 7.4. Advocate for self, client and the speech pathology profession.
	Competency-based Occupational Standards for Speech Pathologists - 7.4. Advocate for self, client and the speech pathology profession.
	Competency-based Occupational Standards for Speech Pathologists - 6.1. Develop, contribute to, and maintain professional and team based relationships in practice contexts. 7.3. Demonstrate an awareness of formal and informal networks for professional development and support.
	Competency-based Occupational Standards for Speech Pathologists - 6. Professional and supervisory practice 6.1. Develop, contribute to, and maintain professional and team based relationships in practice contexts. 6.2. Demonstrate an understanding of the principles and practices of supervision applied to allied health/teaching assistants and in parent/caregiver education programs. 6.3. Demonstrate an understanding of the principles and practices of clinical education. 7. Lifelong learning and reflective practice 7.2. Participate in professional development and continually reflect on practice.

Competency-based Occupational Standards for Speech Pathologists -

Competency code	Taught, Practiced or Assessed	Competency standard
1.1		Investigate and document the client’s communication and/or swallowing condition and explore the primary concerns of the client.
1.2		Identify the communication and/or swallowing conditions requiring investigation and use the best available scientific and clinical evidence to determine the most suitable assessment procedures in partnership with the client.
1.3		Administer speech pathology assessment relevant to the communication and/or swallowing condition.
1.4		Undertake assessment within the ethical guidelines of the profession and all relevant legislation and legal constraints, including medico-legal responsibilities.
2.1		Analyse and interpret speech pathology assessment data.
2.2		Identify gaps in information required to understand the client’s communication and swallowing issues and seek information to fill those gaps.
2.3		Determine the basis for or diagnosis of the communication and/or swallowing condition and determine the possible outcomes.
2.4		Report on analysis and interpretation.
2.5		Provide feedback on results of interpreted speech pathology assessments to the client and/or significant others and referral sources, and discuss management.
3.1		Use integrated and interpreted information (outlined in Unit 2) relevant to the communication and/or swallowing condition, and/or the service provider’s policies and priorities to plan evidence-based speech pathology practice.
3.2		Seek additional information required to plan evidence-based speech pathology practice.
3.3		Discuss long-term outcomes and collaborate with the client and/or significant others to decide whether or not speech pathology strategies are suitable and/or required.
3.4		Establish goals for intervention in collaboration with the client and significant others.
3.5		Select an evidence-based speech pathology approach or intervention in collaboration with the client and significant others.
3.6		Define roles and responsibilities for the management of the client’s swallowing and/ or communication condition.
3.7		Document speech pathology intervention plans, goals and outcome measurement.
4.1		Establish rapport and facilitate participation in speech pathology intervention.
4.2		Implement an evidence-based speech pathology intervention according to the information obtained from speech pathology assessment, interpretation and planning (see Units 1, 2, and 3).
4.3		Undertake continuing evaluation of speech pathology intervention and modify as necessary.
4.4		Document progress and changes in the speech pathology intervention, including outcomes, decisions and discharge plans.
4.5		Identify the scope and nature of speech pathology practice in a range of community and work place contexts.
4.6		Undertake preventative, educational and/or promotional projects or programs on speech pathology and other related topics as part of a team with other professionals.
5.1		Respond to service provider’s policies.
5.2		Use and maintain an efficient information management system.
5.3		Manage own provision of speech pathology services and workload.
5.4		Update, acquire and/or develop resources.
5.5		Consult and coordinate with professional groups and services.
5.6		Adhere to professionally accepted scientific principles in work practices.
6.1		Develop, contribute to, and maintain professional and team based relationships in practice contexts.
6.2		Demonstrate an understanding of the principles and practices of supervision applied to allied health/teaching assistants and in parent/caregiver education programs.
6.3		Demonstrate an understanding of the principles and practices of clinical education.
7.1		Uphold the Speech Pathology Australia Code of Ethics and work within all the relevant legislation and legal constraints, including medico-legal responsibilities.
7.2		Participate in professional development and continually reflect on practice.
7.3		Demonstrate an awareness of formal and informal networks for professional development and support.

Responding to student feedback

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

Student feedback from UoS Survey has been reviewed and considered.

Additional information

Work, health and safety

Students must complete a work health and safety checklist with their clinical educator during the first week of placement.

Students must be fully verified through NSW Health and have a valid police check and WWCC.

The Public Health (COVID-19 Vaccination of Health Care Workers) Order 2021 directs that a healthcare worker – including students, volunteers and those undertaking administrative duties - must not do work as a healthcare worker unless they have received:

at least one dose of a COVID-19 vaccine before 30 September 2021, and
at least two doses of a COVID-19 vaccine before 30 November 2021

This is a requirement for health care workers within NSW Health and private health facilities, or others so directed by the Chief Health Officer, and the vaccine must be one that is approved by the Therapeutic Goods Administration (TGA).

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

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

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

Media

Student links

About us

Connect

Current students

CSCD2065: Introductory Practice 1: Community

Semester 1, 2022 [Professional practice] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

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

Media

Student links

About us

Connect