Outline

Overview

The ability to analyse and teach people how to perform daily occupations is a fundamental occupational therapy competency, applicable to all areas of occupational therapy practice when providing direct or consultative services. This unit of study uses information from theories of learning as well as evidence based principles of systematic instruction to assist students to understand how people learn and change their behaviour. Students learn how to: conduct activity and task analysis of daily occupations and occupational performance of people with and without disability; identify factors which enable and hinder people's participation in daily occupations; and use information from analyses to set occupation-focussed goals. Students develop proficiency using a wide range of teaching/learning strategies which can be used during occupational therapy to facilitate change in performance of day to day activities.

Unit details and rules

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

Teaching staff

Coordinator	Joanne Hinitt, joanne.hinitt@sydney.edu.au
Lecturer(s)	Ryan Chen, ryan.chen@sydney.edu.au

Type	Description	Weight	Due	Length
Final exam (Record+)	Final Exam Online, proctored exam	30%	Formal exam period	2 hours
Outcomes assessed:
Small continuous assessment	Self-Directed Learning Tasks Submitted written tasks	40%	Multiple weeks	Equivalent to approximately 2000 words
Outcomes assessed:
Participation	Tutorial attendance Minimum 90% attendance required for tutorial classes	0%	Ongoing	N/A
Outcomes assessed:
In-semester test (Record+)	Online Exam - Analysing Occupational Performance Online, proctored exam during lecture time – Tue 27/04/21 9:00am	30%	Week 08 Due date: 27 Apr 2021 at 09:00	2 hours
Outcomes assessed:
= hurdle task ? = Type B final exam ? = Type B in-semester exam ?

Assessment summary

Self-Directed Learning Tasks: A series of four (4) independent learning tasks directly related to class topics. Students will apply the knowledge and skills learnt in class to occupational therapy client examples. Tasks 1, 2, and 4 will be completed individually. Task 3 will be completed in pairs.
Online Exam: Complete an occupational performance analysis under exam conditions. Short answer questions in relation to a video of a client performing an occupational task that will be shown during the exam time.
Final Exam: Develop an instructional plan for an occupational therapy client, applying concepts learnt in class throughout the semester. The exam will consist of short answer and long answer questions.
Tutorial attendance – participation in at least 90% of tutorials is compulsory. See "Attendance and Class Requirements" section in the unit of study outline

Detailed information for each assessment can be found on Canvas.

Assessment criteria

Result name	Mark range	Description
High distinction	85 - 100	The student completes the assessment at an exceptional standard demonstrating a superior understanding of learning outcomes. As for distinction with excellent detail, innovation, and superior presentation of learning concepts throughout the assessment as a whole.
Distinction	75 - 84	The student completes the assessment at a very high standard demonstrating a comprehensive understanding of learning outcomes. Majority of sections are completed at an excellent level with adequate detail, plausible rationales, and evidence of wide base of research/reading.
Credit	65 - 74	The student completes the assessment demonstrating a good understanding of learning outcomes. Some parts may be completed at an excellent level while other areas are satisfactory and/or there are some details missed or inconsistencies.
Pass	50 - 64	The student completes the assessment at a satisfactory level, demonstrating an acceptable understanding of learning outcomes.
Fail	0 - 49	The student fails to complete the assessment OR work completed is at an unsatisfactory level and/or demonstrates poor understanding and knowledge of learning outcomes.

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	Week 1 Occupational Therapy Induction Program	Lecture (2 hr)
Week 01	Week 1 Occupational Therapy Induction Program	Tutorial (2 hr)
Week 02	Introduction to Unit of Study: What is ‘Analysing’ all about in Occupational Therapy?	Lecture (1 hr)
	Analysing Occupations: Roles/Routines/Tasks/Subtasks	Lecture (1 hr)
	Analysing Roles/Routines/Tasks/Subtasks	Tutorial (2 hr)
Week 03	Analysing occupational performance	Lecture (1 hr)
	Analysing occupational performance: Task Mastery and 'errors' in performance	Lecture (1 hr)
	Analysing occupational performance - application to client examples	Tutorial (2 hr)
Week 04	Analysing occupations and performance: Focus on sensory components of performance	Lecture (1 hr)
	Analysing occupations and performance: Focus on physical components of performance	Lecture (1 hr)
	Analysing components of performance: Sensory and physical - application to client examples	Tutorial (1 hr)
Week 05	Analysing occupations and performance: Focus on cognitive components of performance	Lecture (1 hr)
	Analysing occupations and performance: Focus on interpersonal/intrapersonal components of performance	Lecture (1 hr)
	Analysing components of performance: Cognitive and interpersonal/intrapersonal - application to client examples	Tutorial (2 hr)
Week 06	Analysing occupations and performance in context and in different environments (Part 1)	Lecture (1 hr)
	Analysing occupations and performance in context and in different environments (Part 2)	Lecture (1 hr)
	Analysing occupations and performance in context - application to client examples	Tutorial (1 hr)
Week 07	Analysing occupations and performance: Core business of Occupational Therapy (Part 1)	Lecture (1 hr)
	Analysing occupations and performance: Core business of Occupational Therapy (Part 2)	Lecture (1 hr)
	Analysing occupations and performance: Client examples, practice, and feedback in preparation for exam	Tutorial (2 hr)
Week 08	In Class Exam - Analysing Occupational Performance: Online	Lecture (2 hr)
Week 08	What is 'teaching and learning' in Occupational Therapy? and Introduction to goal setting	Tutorial (2 hr)
Week 09	Goal setting and Goal Attainment Scaling	Lecture (1 hr)
	Identifying learning needs	Lecture (1 hr)
	Goal setting and identification of learning needs - application to client examples	Tutorial (2 hr)
Week 10	Stages of learning	Lecture (1 hr)
	Teaching strategy 1: Principles of using cues	Lecture (1 hr)
	Using cues - application to client examples	Tutorial (1 hr)
Week 11	Teaching strategy 2: Principles of using prompts	Lecture (1 hr)
	Teaching strategy 3: Grading and chaining	Lecture (1 hr)
	Using cues/prompts and grading - application to client examples	Tutorial (2 hr)
Week 12	Teaching strategy 4: Practice and variation	Lecture (1 hr)
	Teaching strategy 5: Feedback and shaping	Lecture (1 hr)
	Practice and feedback - application to client examples	Tutorial (1 hr)
Week 13	Evaluating learning and teaching outcomes: Meeting client's goals and needs	Lecture (1 hr)
	Evidence-informed practice: A summary	Lecture (1 hr)
	Instruction planning - Client examples, practice, and feedback in preparation for exam	Tutorial (2 hr)

Attendance and class requirements

Students are expected to attend all lectures and attendance at tutorials is compulsory. If unable to attend class please notify the unit of study coordinator via email. Failure to attend at least 90% of tutorials will automatically result in a Fail grade unless extenuating circumstances are demonstrated. A special consideration application must be submitted and approved with evidence/documentation to support the reason for absence.

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.

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. Analyse the inherent motor, sensory, cognitive, and psychosocial characteristics of a variety of simple and complex occupations (roles, routines, and tasks).
LO2. Analyse the contextual influences placed on a person performing a variety of simple and complex occupations.
LO3. Identify the required ‘steps’ for successful task performance of a variety of simple and complex occupations.
LO4. Identify level of mastery in task performance of people performing a variety of simple and complex occupations.
LO5. Explore and analyse occupations which are relevant to Aboriginal and Torres Strait Islander peoples, with recognition of Aboriginal and Torres Strait Islander history, culture, values, and social practices.
LO6. Develop meaningful occupation-focused goals in collaboration with clients and others in the client situation.
LO7. Determine the most efficient cues and prompts to use with a variety of clients to obtain a determined level of occupational performance.
LO8. Apply an appropriate prompt hierarchy to achieve desired performance.
LO9. Grade an activity to match individual client capacity.
LO10. Determine the most appropriate practice schedule to use to achieve determined level of occupational performance.
LO11. Identify methods to evaluate learning and teaching outcome in meeting client goals and needs.

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 - 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 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 - 1.5. Practises in a culturally responsive and culturally safe manner, with particular respect to culturally diverse client groups 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 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 - 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 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 - 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 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 - 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 2.5. Maintains current knowledge for cultural responsiveness to all groups in the practice setting 3.6. Seeks to understand and incorporate Aboriginal and Torres Strait Islander Peoples’ experiences of health, wellbeing and occupations encompassing cultural connections
	Australian occupational therapy competency standards 2018 - 1.7. Collaborates and consults ethically and responsibly for effective client-centred and interprofessional practice 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 3.3. Collaborates with the client and relevant others to determine the priorities and occupational therapy goals
	Australian occupational therapy competency standards 2018 - 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 3.7. Reflects on practice to inform and communicate professional reasoning and decision-making
	Australian occupational therapy competency standards 2018 - 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 3.7. Reflects on practice to inform and communicate professional reasoning and decision-making
	Australian occupational therapy competency standards 2018 - 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
	Australian occupational therapy competency standards 2018 - 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 3.7. Reflects on practice to inform and communicate professional reasoning and decision-making
	Australian occupational therapy competency standards 2018 - 3.10. Reviews, evaluates and modifies plans, goals and interventions with the client and relevant others to enhance or achieve client outcomes 3.11. Evaluates client and service outcomes to inform future practice 3.7. Reflects on practice to inform and communicate professional reasoning and decision-making

Australian occupational therapy competency standards 2018 -

Competency code	Taught, Practiced or Assessed	Competency standard
1.1		Complies with the Occupational Therapy Board of Australia’s standards, guidelines and Code of conduct
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
1.7		Collaborates and consults ethically and responsibly for effective client-centred and interprofessional practice
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
2.4		Understands and responds to Aboriginal and Torres Strait Islander health philosophies, leadership, research and practices
2.5		Maintains current knowledge for cultural responsiveness to all groups in the practice setting
3.1		Addresses occupational performance and participation of clients, identifying the enablers and barriers to engagement
3.10		Reviews, evaluates and modifies plans, goals and interventions with the client and relevant others to enhance or achieve client outcomes
3.11		Evaluates client and service outcomes to inform future practice
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
3.6		Seeks to understand and incorporate Aboriginal and Torres Strait Islander Peoples’ experiences of health, wellbeing and occupations encompassing cultural connections
3.7		Reflects on practice to inform and communicate professional reasoning and decision-making

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

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 9 – 12 hours of student effort per week or 120 – 150 hours in total over the semester.

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

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

Media

Student links

About us

Connect

Current students

OCCP1104: Analysing and Teaching Occupations

Semester 1, 2021 [Normal day] - Remote

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

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

Media

Student links

About us

Connect