Outline

Overview

For children and young people who experience challenges participating in activities associated with school, occupational therapy can assist to enhance, restore, and maintain school performance. In this unit of study students learn how to provide collaborative occupational therapy services within inclusive education contexts with the goal of enhancing participation in all school activities. Specifically, students: obtain an understanding of human development in middle to late childhood; have opportunities to study the impact of motor, sensory, cognitive, and social challenges to children's school performance; and learn specific occupational therapy assessment, intervention, and evaluation methods which are relevant to the school context. This unit includes learning activities that will contribute to practice education hours.

Unit details and rules

Academic unit	Participation Sciences
Credit points	6
Prerequisites ?	OCCP1103 and OCCP1105 and OCCP1104 or (OCCP1096 and OCCP1097 and OCCP1098)
Corequisites ?	None
Prohibitions ?	OCCP3076
Assumed knowledge ?	OCCP1101 and OCCP1102
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Julianne Challita, julianne.challita@sydney.edu.au
Lecturer(s)	Joanne Hinitt, joanne.hinitt@sydney.edu.au
	Rene Fraser, rene.fraser@sydney.edu.au
	Julianne Challita, julianne.challita@sydney.edu.au

Assessment

The census date for this unit availability is 2 September 2024

Details
Criteria

Type	Description	Weight	Due	Length
Assignment	Case based assignment Intervention plan	30%	Formal exam period Due date: 12 Nov 2024 at 23:59	1500-2000 words
Outcomes assessed:
Participation	Attendance for classes Students need to attend 90% of workshops (unless documentation provided)	0%	Multiple weeks	n/a
Outcomes assessed:
Assignment	Client example: Transition to school intervention plan An intervention plan for a student transitioning to school.	20%	Week 07 Due date: 10 Sep 2024 at 23:59	1500-2000 words
Outcomes assessed:
Skills-based evaluation	Practical skills portfolio Practical assessment and self reflection.	50%	Week 12 Due date: 22 Oct 2024 at 11:59	1500 words
Outcomes assessed:
= hurdle task ?

Assessment summary

Client example: transition to school: Information will be provided about a young person with a physical disability who has been referred to occupational therapy for assistance with their transition to school. Students will develop an intervention plan to ensure physical and social access.
Practical skills portfolio: Students will complete a range of practical activities relevant to the tasks that an occupational therapist working in schools would need to complete. This assessment involves preparation for and administration of 5 school-based assessments with a child between the ages of 5 and 8 years. Students will be expected to arrange times throughout semester to administer and observe the child completing a range of school based tasks. Students will then complete a reflective summary of their learning and performance.
Cased based assignment: Students will be provided with assessment information on a child who is having difficulties with occupational performance at school (Narrative and videotape data). Students will interpret the assessment information and generate two goals and appropriate occupational therapy intervention plans that could be implemented within the school context to achieve enhanced self-care, play, and academic performance in the school setting.

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).

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	85 - 100
Distinction	75 - 84
Credit	65 - 74
Pass	50 - 64
Fail	0 - 49	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.

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
Week 01	School and occupational therapy; Legislation, policy, and contextual considerations	Lecture and tutorial (3 hr)
Week 02	Access to the school environment	Lecture and tutorial (3 hr)
Week 03	Physical aspects of the school environment	Lecture and tutorial (3 hr)
Week 04	Sensory processing and occupational performance at school	Lecture and tutorial (3 hr)
Week 05	Sensory processing and occupational performance at school	Lecture and tutorial (3 hr)
Week 06	Students who experience gross motor difficulties at school	Lecture and tutorial (3 hr)
Week 07	Students who experience gross motor difficulties at school	Lecture and tutorial (3 hr)
Week 08	Handwriting and tool use at school	Lecture and tutorial (3 hr)
Week 09	Handwriting and tool use at school	Lecture and tutorial (3 hr)
Week 10	Tools to assess occupational performance	Lecture and tutorial (3 hr)
Week 11	Occupational performance and behaviour at school	Lecture and tutorial (3 hr)
Week 12	Cognitive aspects of school performance	Lecture and tutorial (3 hr)
Week 13	Social competence and resilience	Lecture and tutorial (3 hr)

Attendance and class requirements

Students are required to attend 90% of the workshops to pass this unit of study. Attendance has been set as a hurdle task as this unit includes practice education hours which are an accreditation requirement.

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

Weekly readings are available on Canvas under the relevant week.

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 knowledge of the structure and function of the Australian Education System, expectations of children’s performance relative to the Australian National Curriculum (Primary School), and the role of therapists within the educational sector.
LO2. Develop assessment and intervention plans that reflect the roles and functions of an occupational therapist in an education setting considering the impact of laws, policies, and individual school/agency cultures.
LO3. Analyse the occupational roles, routines and tasks required of students in primary school, high school and tertiary education systems as they relate to the changing educational expectations over time.
LO4. Identify barriers and enablers specific to performance of occupational roles, routines and tasks in educational settings and develop plans to address individual student needs in those areas.
LO5. Identify barriers to school participation that are related to sensory, cognitive, biomechanical, psychological, social and cultural dimensions of the educational context and develop plans that leads to environmental support.
LO6. Analyse how knowledge of the specific cultural, social and educational needs of Aboriginal and Torres Strait Islander students can be incorporated into a strengths-based assessment of school performance.
LO7. Identify, prioritise and justify interventions that address occupational needs of students in consideration of school personnel, resources and school environments (human & non-human).
LO8. Develop plans to address occupational needs of Aboriginal and Torres Strait Islander students which include their caregivers and other community members in all decisions regarding the planning, delivery and evaluation of primary and secondary occupational performance at school.
LO9. Develop plans to address barriers and to support enablers during key transitions in educational settings (primary to high school, school to tertiary study).

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 - 1.2. Adheres to legislation relevant to practice 1.8. Adheres to all work health and safety, and quality requirements for 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 2.6. Maintains and improves currency of knowledge, skills and new evidence for practice by adhering to the requirements for continuing professional development 3.1. Addresses occupational performance and participation of clients, identifying the enablers and barriers to engagement
	Australian occupational therapy competency standards 2018 - 1.13. Manages resources, time and workload accountably and effectively 1.3. Maintains professional boundaries in all client and professional relationships 1.5. Practises in a culturally responsive and culturally safe manner, with particular respect to culturally diverse client groups 1.8. Adheres to all work health and safety, and quality requirements for 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 2.3. Identifies and applies best available evidence in professional practice and decision-making 2.6. Maintains and improves currency of knowledge, skills and new evidence for practice by adhering to the requirements for continuing professional development 2.8. Reflects on practice to inform current and future reasoning and decision-making and the integration of theory and evidence into practice 3.1. Addresses occupational performance and participation of clients, identifying the enablers and barriers to engagement 3.12. Uses effective collaborative, multidisciplinary and interprofessional approaches for decision-making and planning 3.2. Performs appropriate information gathering and assessment when identifying a client’s status and functioning, strengths, occupational performance and goals 3.3. Collaborates with the client and relevant others to determine the priorities and occupational therapy goals 3.4. Develops a plan with the client and relevant others to meet identified occupational therapy goals 3.5. Selects and implements culturally responsive and safe practice strategies to suit the occupational therapy goals and environment of the client 4.2. Adapts written, verbal and non-verbal communication appropriate to the client and practice context 4.7. Obtains informed consent for practice and information-sharing from the client or legal guardian
	Australian occupational therapy competency standards 2018 - 1.1. Complies with the Occupational Therapy Board of Australia’s standards, guidelines and Code of conduct 1.7. Collaborates and consults ethically and responsibly for effective client-centred and interprofessional practice 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 3.2. Performs appropriate information gathering and assessment when identifying a client’s status and functioning, strengths, occupational performance and goals 3.3. Collaborates with the client and relevant others to determine the priorities and occupational therapy goals 3.4. Develops a plan with the client and relevant others to meet identified occupational therapy goals 3.5. Selects and implements culturally responsive and safe practice strategies to suit the occupational therapy goals and environment of the client 4.2. Adapts written, verbal and non-verbal communication appropriate to the client and practice context
	Australian occupational therapy competency standards 2018 - 1.7. Collaborates and consults ethically and responsibly for effective client-centred and interprofessional practice 1.8. Adheres to all work health and safety, and quality requirements for practice 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 2.6. Maintains and improves currency of knowledge, skills and new evidence for practice by adhering to the requirements for continuing professional development 2.8. Reflects on practice to inform current and future reasoning and decision-making and the integration of theory and evidence into practice 2.9. Maintains knowledge of relevant resources and technologies, and 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 3.13. Uses appropriate assistive technology, devices and/or environmental modifications to achieve client occupational performance outcomes, and 3.2. Performs appropriate information gathering and assessment when identifying a client’s status and functioning, strengths, occupational performance and 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
	Australian occupational therapy competency standards 2018 - 1.13. Manages resources, time and workload accountably and effectively 1.2. Adheres to legislation relevant to practice 1.7. Collaborates and consults ethically and responsibly for effective client-centred and interprofessional practice 1.8. Adheres to all work health and safety, and quality requirements for practice 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 3.12. Uses effective collaborative, multidisciplinary and interprofessional approaches for decision-making and planning 3.13. Uses appropriate assistive technology, devices and/or environmental modifications to achieve client occupational performance outcomes, and 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 3.7. Reflects on practice to inform and communicate professional reasoning and decision-making 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 4.5. Complies with legal and procedural requirements for the responsible and accurate documentation, sharing and storage of professional information and records of 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 2.2. Applies theory and frameworks of occupation to professional practice and decision-making 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 - 1.13. Manages resources, time and workload accountably and effectively 1.8. Adheres to all work health and safety, and quality requirements for 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 3.1. 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 3.12. Uses effective collaborative, multidisciplinary and interprofessional approaches for decision-making and planning 3.2. Performs appropriate information gathering and assessment when identifying a client’s status and functioning, strengths, occupational performance and 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 3.8. Identifies and uses practice guidelines and protocols suitable to the practice setting or work environment 4.1. Communicates openly, respectfully and effectively 4.2. Adapts written, verbal and non-verbal communication appropriate to the client and practice context 4.7. Obtains informed consent for practice and information-sharing from the client or legal guardian
	Australian occupational therapy competency standards 2018 - 1.3. Maintains professional boundaries in all client and professional relationships 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 2.3. Identifies and applies best available evidence in 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 3.3. 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 3.6. 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 - 1.1. 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 2.1. Applies current and evidence-informed knowledge of occupational therapy and other appropriate and relevant theory in practice 3.1. Addresses occupational performance and participation of clients, identifying the enablers and barriers to engagement 3.10. Reviews, evaluates and modifies plans, goals and interventions with the client and relevant others to enhance or achieve client outcomes 3.12. Uses effective collaborative, multidisciplinary and interprofessional approaches for decision-making and planning 3.13. Uses appropriate assistive technology, devices and/or environmental modifications to achieve client occupational performance outcomes, and 3.14. Contributes to quality improvement and service development. 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 3.8. Identifies and uses practice guidelines and protocols suitable to the practice setting or work environment 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 4.9. 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.

We have made a number of changes based on feedback from our 2023 cohort. For example, we have changed some aspects of the portfolio assignment to make it more manageable across semester for students.

Additional information

Verification required to be completed prior to working with child participant in Assessment Two.

Work, health and safety

All students to complete WHS module in Canvas.

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

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Work, health and safety

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect

Current students

OCCP2103: Occupational Performance at School

Semester 2, 2024 [Normal day] - 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

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Work, health and safety

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect