CSCD5067: Semester 1, 2025

Overview

Students participate in a professional placement to develop competencies required for providing speech pathology services to children, families and communities. Students manage a client caseload and participate in a variety of speech pathology management and service activities within the on-campus clinic. All students engage in reflective practice and reciprocal learning including supervisory conferences with their practice educators and peers. Students are expected to demonstrate competency in professional communication skills, teamwork and effective time management, as well as safe and appropriate speech pathology services . Students will receive mentoring by final year students for part of the semester.

Unit details and rules

Academic unit	Communication Sciences
Credit points	6
Prerequisites ?	CSCD5060 and CSCD5061 and CSCD5062 and CSCD5063
Corequisites ?	CSCD5065 and CSCD5064 and CSCD5066
Prohibitions ?	None
Assumed knowledge ?	Demonstrated ability in analysing English grammar and transcription of Australian English (linguistics and phonology). Knowledge of the anatomy, physiology and physics of speech including knowledge of the anatomy of the head and neck and fundamental concepts of nervous system structure and function
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Maja Ibric, maja.ibric@sydney.edu.au
Lecturer(s)	Maja Ibric, maja.ibric@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	Written reflection Written reflection	0%	Formal exam period	500 words
Outcomes assessed:
Skills-based evaluation	Professional paperwork Required paperwork (WHS checklist, placement evaluation, practice hours)	0%	Formal exam period	n/a
Outcomes assessed:
Skills-based evaluation	Case-based viva Oral examination Prepare and attend as a group. Assessed individually	0%	Formal exam period	30 minutes
Outcomes assessed:
Skills-based evaluation	COMPASS Competency-based assessment of professional practice	0%	Formal exam period	n/a
Outcomes assessed:
Creative assessment / demonstration	Attend all orientation and clinical meetings Attendance at orientation and all appointments	0%	Multiple weeks	n/a
Outcomes assessed:
Creative assessment / demonstration	Attend all practice education meetings Attendance at all practice education meetings	0%	Multiple weeks	n/a
Outcomes assessed:
= hurdle task ? = AI allowed ?

Assessment summary

Attend placement orientation and client appointments. Students must attend campus for placement orientation and client appointments
Attend all practice education sessions: Students are required to meet with their practice educator and practice education group during their placement.
COMPASS: Students are rated on eleven competency units as well as an overall summary rating of their performance across the placement.
Written reflection: Students must complete a 500 word written reflection in advance of their final COMPASS assessment, evaluating both their event-based and summary reflection skills. This aims to assess students' professional growth and transfer of clinical knowledge and skills to new situations. You may use automated writing or AI tools to provide feedback on your work and suggest readability improvements. You cannot use generative AI to generate content for reflections.
Professional paperwork: Students must complete and submit the following e-forms on Sonia: WHS checklist, professional practice hours form, and placement quality evaluation survey.
Case-based viva: The case-based viva evaluates students' ability to generalise their professional practice skills to a new case study client without the support and feedback provided by their practice educator. Students work in a small group for this task. They are provided with an assessment report for a case study client and are required to plan the client's first intervention session. They are required to (a) submit a session plan as a group, and (b) attend a 30-minute viva as a group. Although the viva group attends together, each student is assessed individually on their viva performance. To pass the task, both the session plan and the oral viva performance need to be satisfactory. If either component is unsatisfactory, students will be given one opportunity to resubmit the session plan and/ or resit the viva. If the resubmission/ resit is unsatisfactory the student will receive a Fail grade for the unit, regardless of performance in other assessment tasks
For all client-related tasks: You may use automated writing or AI tools to provide feedback on your work and suggest readability improvements. You cannot use generative AI tools to generate content, as this may breach client confidentiality.
Detailed information for each assessment can be found on Canvas.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

Result name	Description
Pass (SR)	When you meet the learning outcomes to a satisfactory standard.
Fail (FR)	When you don’t meet the learning outcomes to a satisfactory standard.

For more information see sydney.edu.au/students/guide-to-grades.

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 2023 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 2023. 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	Learning outcomes
Multiple weeks	Management of two or more paediatric clients and related professional activities. Outside of the direct professional practice hours, students engage in learning activities independently, with an MSLP peer, with the practice educator and in tutorial groups	Clinical practice (20 hr)

Attendance and class requirements

Attendance: Days of attendance, as well as content and structure of the placement will be negotiated between students and practice educator. Students should expect to meet with their MSLP peer each week outside of group supervision conferences to discuss the shared management of the client. Additionally, students are expected to meet with their viva group at agreed meeting times outside of scheduled group supervision sessions and share the task of preparing for their clinical viva. Students are expected to undertake all components of this unit of study to their completion and in their entirety.

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

All readings for this unit can be accessed through the Library eReserve, available on Canvas.

COMPASS® Competency Assessment in Speech Pathology: Assessment Resource Manual, 2013 – found online https://compass.speechpathologyaustralia.org.au/
The Professional Standards for Speech Pathologists in Australia, 2021 Professional Standards (speechpathologyaustralia.org.au
Academic lecture materials relevant to the caseload
Battye, A. (2022). Self-Care for Allied Health Professionals: From Surviving to Thriving. Routledge. (available through the library as an ebook)

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 intermediate level skills (as described by the COMPASS® Competency Assessment in Speech Pathology, 2013*) in a paediatric practice context.
LO2. Formulate, prioritise and review efficient speech pathology solutions with support*, using principles of evidence-based practice and appropriate to the individual or community focusing on the client’s life context.
LO3. Utilise appropriate oral and written professional communication skills in English with support* for a range of purposes
LO4. Use workplace technology to facilitate speech pathology outcomes and professional communication, including maintaining electronic client records and confidentiality
LO5. Create and implement best practice speech pathology services to intermediate level competency* with individuals, families and communities
LO6. Provide culturally safe and responsive speech pathology services for clients from diverse backgrounds with support*
LO7. Work collaboratively with other professions showing respect for personal and professional boundaries, to achieve partnerships that facilitate safe, high quality, co-ordinated services, with support* as required
LO8. Reflect on and change performance, using feedback from others to increase accuracy of self-appraisal in relevant contexts in accordance with professional and ethical standards, as described by Speech Pathology Australia.
LO9. Advocate for needs of self, individuals, families and communities with support*

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
	Speech Pathology Australia Professional Standards (2021) - 1.1. Provide ethical and evidence-based practice 1.2. Comply with legislation, standards, policies and protocols 1.3. Provide safe and quality services 1.4. Collaborate with individuals, their supports, our colleagues and the community 1.5. Maintain high standards of communication, information sharing and record keeping 1.6. Consider the needs of individuals and communities in clinical decision-making and practice 1.7. Advocate for optimal communication and swallowing 2.1. Demonstrate self-awareness 2.2. Use critical reflection to inform professional development and practice 2.3. Plan personal development goals 2.4. Participate in professional development 2.5. Acquire, critique and integrate knowledge from a range of sources 2.6. Engage in learning with colleagues, students and the community 3.3. Interpret, diagnose and report on assessments 3.4. Plan speech pathology intervention or service response 3.5. Implement and evaluate intervention or service response
	Speech Pathology Australia Professional Standards (2021) - 1.1. Provide ethical and evidence-based practice 1.2. Comply with legislation, standards, policies and protocols 1.3. Provide safe and quality services 1.4. Collaborate with individuals, their supports, our colleagues and the community 1.5. Maintain high standards of communication, information sharing and record keeping 1.6. Consider the needs of individuals and communities in clinical decision-making and practice 1.7. Advocate for optimal communication and swallowing 2.1. Demonstrate self-awareness 2.2. Use critical reflection to inform professional development and practice 2.3. Plan personal development goals 2.4. Participate in professional development 2.5. Acquire, critique and integrate knowledge from a range of sources 2.6. Engage in learning with colleagues, students and the community 3.3. Interpret, diagnose and report on assessments 3.4. Plan speech pathology intervention or service response 3.5. Implement and evaluate intervention or service response
	Speech Pathology Australia Professional Standards (2021) - 1.1. Provide ethical and evidence-based practice 1.2. Comply with legislation, standards, policies and protocols 1.3. Provide safe and quality services 1.4. Collaborate with individuals, their supports, our colleagues and the community 1.5. Maintain high standards of communication, information sharing and record keeping 1.6. Consider the needs of individuals and communities in clinical decision-making and practice 1.7. Advocate for optimal communication and swallowing 2.1. Demonstrate self-awareness 2.2. Use critical reflection to inform professional development and practice 2.3. Plan personal development goals 2.4. Participate in professional development 2.5. Acquire, critique and integrate knowledge from a range of sources 2.6. Engage in learning with colleagues, students and the community 3.3. Interpret, diagnose and report on assessments 3.4. Plan speech pathology intervention or service response 3.5. Implement and evaluate intervention or service response
	Speech Pathology Australia Professional Standards (2021) - 1.1. Provide ethical and evidence-based practice 1.2. Comply with legislation, standards, policies and protocols 1.3. Provide safe and quality services 1.4. Collaborate with individuals, their supports, our colleagues and the community 1.5. Maintain high standards of communication, information sharing and record keeping 2.1. Demonstrate self-awareness 2.2. Use critical reflection to inform professional development and practice 2.3. Plan personal development goals 2.4. Participate in professional development 2.5. Acquire, critique and integrate knowledge from a range of sources 2.6. Engage in learning with colleagues, students and the community 3.3. Interpret, diagnose and report on assessments 3.4. Plan speech pathology intervention or service response 3.5. Implement and evaluate intervention or service response
	Speech Pathology Australia Professional Standards (2021) - 1.1. Provide ethical and evidence-based practice 1.2. Comply with legislation, standards, policies and protocols 1.3. Provide safe and quality services 1.4. Collaborate with individuals, their supports, our colleagues and the community 1.5. Maintain high standards of communication, information sharing and record keeping 1.6. Consider the needs of individuals and communities in clinical decision-making and practice 1.7. Advocate for optimal communication and swallowing 2.1. Demonstrate self-awareness 2.2. Use critical reflection to inform professional development and practice 2.3. Plan personal development goals 2.4. Participate in professional development 2.5. Acquire, critique and integrate knowledge from a range of sources 2.6. Engage in learning with colleagues, students and the community 3.3. Interpret, diagnose and report on assessments 3.4. Plan speech pathology intervention or service response 3.5. Implement and evaluate intervention or service response
	Speech Pathology Australia Professional Standards (2021) - 1.1. Provide ethical and evidence-based practice 1.2. Comply with legislation, standards, policies and protocols 1.3. Provide safe and quality services 1.4. Collaborate with individuals, their supports, our colleagues and the community 1.5. Maintain high standards of communication, information sharing and record keeping 1.6. Consider the needs of individuals and communities in clinical decision-making and practice 1.7. Advocate for optimal communication and swallowing 2.1. Demonstrate self-awareness 2.2. Use critical reflection to inform professional development and practice 2.3. Plan personal development goals 2.4. Participate in professional development 2.5. Acquire, critique and integrate knowledge from a range of sources 2.6. Engage in learning with colleagues, students and the community 3.3. Interpret, diagnose and report on assessments 3.4. Plan speech pathology intervention or service response 3.5. Implement and evaluate intervention or service response
	Speech Pathology Australia Professional Standards (2021) - 1.1. Provide ethical and evidence-based practice 1.2. Comply with legislation, standards, policies and protocols 1.3. Provide safe and quality services 1.4. Collaborate with individuals, their supports, our colleagues and the community 1.5. Maintain high standards of communication, information sharing and record keeping 1.6. Consider the needs of individuals and communities in clinical decision-making and practice 1.7. Advocate for optimal communication and swallowing 2.1. Demonstrate self-awareness 2.2. Use critical reflection to inform professional development and practice 2.3. Plan personal development goals 2.4. Participate in professional development 2.5. Acquire, critique and integrate knowledge from a range of sources 2.6. Engage in learning with colleagues, students and the community 3.3. Interpret, diagnose and report on assessments 3.4. Plan speech pathology intervention or service response 3.5. Implement and evaluate intervention or service response
	Speech Pathology Australia Professional Standards (2021) - 1.1. Provide ethical and evidence-based practice 1.2. Comply with legislation, standards, policies and protocols 1.3. Provide safe and quality services 1.4. Collaborate with individuals, their supports, our colleagues and the community 1.5. Maintain high standards of communication, information sharing and record keeping 1.6. Consider the needs of individuals and communities in clinical decision-making and practice 1.7. Advocate for optimal communication and swallowing 2.1. Demonstrate self-awareness 2.2. Use critical reflection to inform professional development and practice 2.3. Plan personal development goals 2.4. Participate in professional development 2.5. Acquire, critique and integrate knowledge from a range of sources 2.6. Engage in learning with colleagues, students and the community 3.3. Interpret, diagnose and report on assessments 3.4. Plan speech pathology intervention or service response 3.5. Implement and evaluate intervention or service response
	Speech Pathology Australia Professional Standards (2021) - 1.1. Provide ethical and evidence-based practice 1.2. Comply with legislation, standards, policies and protocols 1.3. Provide safe and quality services 1.4. Collaborate with individuals, their supports, our colleagues and the community 1.5. Maintain high standards of communication, information sharing and record keeping 1.6. Consider the needs of individuals and communities in clinical decision-making and practice 1.7. Advocate for optimal communication and swallowing 2.1. Demonstrate self-awareness 2.2. Use critical reflection to inform professional development and practice 2.3. Plan personal development goals 2.4. Participate in professional development 2.5. Acquire, critique and integrate knowledge from a range of sources 2.6. Engage in learning with colleagues, students and the community 3.3. Interpret, diagnose and report on assessments 3.4. Plan speech pathology intervention or service response 3.5. Implement and evaluate intervention or service response

Speech Pathology Australia Professional Standards (2021) -

Competency code	Taught, Practiced or Assessed	Competency standard
1.1		Provide ethical and evidence-based practice
1.2		Comply with legislation, standards, policies and protocols
1.3		Provide safe and quality services
1.4		Collaborate with individuals, their supports, our colleagues and the community
1.5		Maintain high standards of communication, information sharing and record keeping
1.6		Consider the needs of individuals and communities in clinical decision-making and practice
1.7		Advocate for optimal communication and swallowing
2.1		Demonstrate self-awareness
2.2		Use critical reflection to inform professional development and practice
2.3		Plan personal development goals
2.4		Participate in professional development
2.5		Acquire, critique and integrate knowledge from a range of sources
2.6		Engage in learning with colleagues, students and the community
3.3		Interpret, diagnose and report on assessments
3.4		Plan speech pathology intervention or service response
3.5		Implement and evaluate intervention or service response

Responding to student feedback

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

Based on student feedback, practice educators will continue to provide more support for students' initial client sessions. This includes providing direction regarding goals and activities for the client and modelling the implementation of therapy with the client. More structure will be provided to group supervision meetings to increase the consistency of information students receive.

Additional information

This unit of study outline must be read in conjunction with the Medicine and Health Handbook: https://www.sydney.edu.au/handbooks/medicine_health/. The handbook also includes specific Clinical Education information on your course: https://www.sydney.edu.au/handbooks/medicine_health_PG/coursework_sz/speech_pathology.shtml. All students are required to familiarise themselves with their academic responsibilities, and the academic policies governing their enrolment and progression. This handbook 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 Sydney School of Health Sciences placements such as essential preparation, forms and policies. https://canvas.sydney.edu.au/courses/9121. 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

Faculty of Medicine and Health Professionalism Requirement Provisions

Additional costs

TAM (Test and Materials room) levy ($80, paid once only, in Semester 1). https://canvas.sydney.edu.au/courses/29478/pages/tam-information

Work, health and safety

Students must meet all pre-placement requirements as outlined on the University of Sydney Clinical placements checks and clearances https://www.sydney.edu.au/students/clinical-placement-checks.html. Students who are not verified will NOT be able to attend placement.

Further, students must have an up-to-date declaration (in Sonia) that they have read and understood key documents related to privacy and confidentiality, codes of conduct, NSW Health policies and general communication/ email etiquette. Failure to meet these requirements may prevent you from being allocated to and/or completing a placement or placement unit of study irrespective of your enrolment status.

Consistent with New South Wales WHS legislation, you are required to complete a WHS induction within the first few days of placement, and if relevant, at any time your placement requires you to work in another setting. This is an essential legal requirement to ensure that all risks are minimised for you, and others for whom you are responsible. The University has a duty of care to you to ensure you have been inducted appropriately. Similarly, you are responsible for demonstrating that you are aware of and know how to manage risk appropriately. You should complete the WHS Checklist from Sonia

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

This unit of study outline was last modified on 04 Feb 2025.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

CSCD5067: Clinical Practice 2

Semester 1, 2025 [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) 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

Additional costs

Work, health and safety

Disclaimer

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