Outline

Overview

Many children and young people experience challenges engaging in activities associated with school and other educational contexts. Occupational therapy can help to enhance, restore, or maintain children's participation in school-related activities, and prepare for a transition to adulthood. Integrating an understanding of human development and educational systems, students will develop the assessment, intervention, and evaluation skills to promote the school performance of children and youth. In doing so, students will be able to answer the questions: How do I provide occupational therapy services that are collaborative and consider the concerns of all involved? How do I assist educational systems to provide an inclusive environment that promotes participation for all children and youth?

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

Type	Description	Weight	Due	Length
Assignment	Client examples: School occupational therapy plans Written assessment	30%	Formal exam period Due date: 28 Nov 2021 at 23:59	2000-3000 words
Outcomes assessed:
Assignment	Client example: Transition to primary school Written assessment	20%	Week 05 Due date: 12 Sep 2021 at 23:59	1500-2000 words
Outcomes assessed:
Assignment	Practical skills assignment Practical skills	50%	Week 10 Due date: 24 Oct 2021 at 23:59	N/A
Outcomes assessed:
= hurdle task ?

Assessment summary

Client example: Transition to primary school: Information will be provided about a young person experiencing physical disability who has been referred to occupational therapy for assistance with the transition from pre-school to primary school. Students will identify potential areas of strength and difficulty and suggest supports that address the needs of the client, their family, and the school.
Practical skills assignment: Students will complete a range of practical activities relevant to the tasks that an occupational therapist working in schools would need to complete. Students will then complete a reflective summary of their experience and their learning.
Client examples: School occupational therapy plans: Students will be provided with assessment information for children who are experiencing difficulty at school. Students will need to interpret this assessment information and develop occupational therapy plans that would be appropriate for the school context to address client needs.

Detailed information for each assessment can be found on Canvas.

All parts of assessment must be attempted and submitted to pass this 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	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	The school context and occupational therapy. Legislative and policy issues for school-based practice in Australia.	Seminar (3 hr)
Week 02	Supporting students who experience physical disability at school	Seminar (3 hr)
Week 03	Assessing aspects of physical capacity for performance at school: Clinical Observations (half the group) Bruininks-Oseretsky Test of Motor Proficiency Second Edition (BOT-2) Short Form (half the group) Supporting development of physical capacity (gross motor function)	Seminar (3 hr)
Week 04	Assessing aspects of physical capacity for performance at school (half the group) Clinical Observations of Posture and Movement (Clin Obs). (half the group) Bruininks-Oseretsky Test of Motor Proficiency Second Edition (BOT-2) Short Form. Supporting development of physical capacity (gross motor function)	Seminar (3 hr)
Week 05	Handwriting and tool use at school (Part 1 of 2)	Seminar (3 hr)
Week 06	Handwriting and Tool Use at School (Part 2 of 2)	Seminar (3 hr)
Week 07	Sensory processing and occupational performance at school (Part 1 of 2)	Seminar (3 hr)
Week 08	Sensory processing and occupational performance at school (Part 2 of 2) - Sensory profile - Beery VMI	Seminar (3 hr)
Week 09	Assessing Occupational Performance at School - School Function Assessment (SFA) - Sensory Profile 2 – School Companion	Seminar (3 hr)
Week 10	Support for students experiencing difficulties due to behaviour elements at school	Seminar (3 hr)
Week 11	Support for students experiencing difficulties due to cognitive impacts at school	Seminar (3 hr)
Week 12	Support for students experiencing social difficulties at school	Seminar (3 hr)
Week 13	Health systems and education systems working together for better outcomes for students, families, and teachers: Working with teachers Working with families	Seminar (3 hr)

Attendance and class requirements

Students must complete all components of the course and are expected to attend and participate in all classes and seminars. Absences in excess of one week without an approved special consideration application may incur academic penalty. Attendance will be recorded

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. Develop occupational therapy plans that reflect the role and function of an occupational therapist in an education setting; considering the impact of law, policy, and individual school/agency culture.
LO2. Analyse the occupational roles, routines, and tasks required of students in preschool, primary school, high school, and tertiary education systems as they relate to the changing educational expectations over time.
LO3. Identify elements that impact on performance of occupational roles, routines, and tasks in educational setting, and develop plans to address the needs of children and young people within these areas.
LO4. Develop occupational therapy plans within educational contexts that are culturally safe with respect to individual, cultural, and linguistic diversity for Aboriginal and Torres Strait Islander clients and their families.
LO5. Identify elements that impact on participation at school that are related to the physical, sensory, cognitive, psychological, and social dimensions of the educational context and develop occupational therapy plans to support children and young people's experience within educational contexts.
LO6. Identify, prioritise, and justify occupational therapy plans that address client needs while also considering individuals, school personnel, and school environments (human and non-human).
LO7. Develop occupational therapy plans to support needs of children and young people during key transition times in educational settings (preschool to primary school, primary to high school, school to work, and 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 - 1.1. Complies with the Occupational Therapy Board of Australia’s standards, guidelines and Code of conduct 1.2. Adheres to legislation relevant to practice 1.3. Maintains professional boundaries in all client and professional relationships 1.4. Recognises and manages conflicts of interest 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 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 2.3. Identifies and applies best available evidence in professional practice and decision-making 3.1. Addresses occupational performance and participation of clients, identifying the enablers and barriers to engagement 3.2. Performs appropriate information gathering and assessment when identifying a client’s status and functioning, strengths, occupational performance and goals
	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 2.1. 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 3.2. 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 - 1.2. Adheres to legislation relevant to 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 3. Occupational therapy process and practice 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 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 4.11. Identifies and articulates the rationale for practice to clients and relevant others.
	Australian occupational therapy competency standards 2018 - 1.1. Complies with the Occupational Therapy Board of Australia’s standards, guidelines and Code of conduct 1.2. Adheres to legislation relevant to practice 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 2.4. Understands and responds to Aboriginal and Torres Strait Islander health philosophies, leadership, research and practices 3.6. Seeks to understand and incorporate Aboriginal and Torres Strait Islander Peoples’ experiences of health, wellbeing and occupations encompassing cultural connections 4.3. Works ethically with Aboriginal and Torres Strait Islander communities and organisations to understand and incorporate relevant cultural protocols and communication strategies, with the aim of working to support self-governance in communities
	Australian occupational therapy competency standards 2018 - 1.2. Adheres to legislation relevant to 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 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 3.4. Develops a plan with the client and relevant others to meet identified occupational therapy goals 4.11. Identifies and articulates the rationale for practice to clients and relevant others.
	Australian occupational therapy competency standards 2018 - 1.7. Collaborates and consults ethically and responsibly for effective client-centred and interprofessional practice 2. Knowledge and learning 2.3. Identifies and applies best available evidence in professional practice and decision-making 3. Occupational therapy process and practice 3.10. Reviews, evaluates and modifies plans, goals and interventions with the client and relevant others to enhance or achieve client outcomes 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. Communication
	Australian occupational therapy competency standards 2018 - 2. Knowledge and learning 2.1. Applies current and evidence-informed knowledge of occupational therapy and other appropriate and relevant theory in practice 3. Occupational therapy process and practice 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

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
1.10		Practises within limits of her/his own level of competence and expertise
1.11		Maintains professional competence and adapts to change in practice contexts
1.13		Manages resources, time and workload accountably and effectively
1.2		Adheres to legislation relevant to practice
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
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
2.8		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
3.10		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
3.4		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
4.1		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
4.6		Maintains contemporaneous, accurate and complete records of practice
4.7		Obtains informed consent for practice and information-sharing from the client or legal guardian
4.8		Maintains collaborative professional relationships with clients, health professionals and relevant others
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.

Small changes made to the assessment content and related schedule of topics to enable more formative learning activities to be experienced during classes, feedback provided, and then opportunity to apply to formal assessment task.

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.

Student Administration Manual on the Faculty of Health Sciences

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

OCCP3076: Occupational Performance: Education

Semester 2, 2021 [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

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