In Progress
Please note that this Unit Profile is still in progress. The content below is subject to change.Overview
In this unit, you will explore the role of occupational therapy in assisting clients to engage in work, considering historical perspectives as well as contemporary legislative and professional frameworks that guide practice. Building on your emerging task analysis skills, you will identify enablers and barriers to work participation, for use in creating appropriate client-centred goals. You will engage in simulations using occupational therapy tools to evaluate work environments and clients’ functional capacity for work. Learning activities provide you with the opportunity to develop case management and return to work plans for clients with a range of physical and psychosocial conditions.
Details
Pre-requisites or Co-requisites
The following unit is an essential co-requisite:OCCT13007 Successful completion of the following units as essential pre-requisites:OCCT12002OCCT12004OCCT12006BMSC12007HLTH12028
Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).
Offerings For Term 1 - 2026
Attendance Requirements
All on-campus students are expected to attend scheduled classes - in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).
Recommended Student Time Commitment
Each 6-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.
Class Timetable
Assessment Overview
Assessment Grading
This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of 'pass' in order to pass the unit. If any 'pass/fail' tasks are shown in the table above they must also be completed successfully ('pass' grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the 'assessment task' section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University's Grades and Results Policy for more details of interim results and final grades.
All University policies are available on the CQUniversity Policy site.
You may wish to view these policies:
- Grades and Results Policy
- Assessment Policy and Procedure (Higher Education Coursework)
- Review of Grade Procedure
- Student Academic Integrity Policy and Procedure
- Monitoring Academic Progress (MAP) Policy and Procedure - Domestic Students
- Monitoring Academic Progress (MAP) Policy and Procedure - International Students
- Student Refund and Credit Balance Policy and Procedure
- Student Feedback - Compliments and Complaints Policy and Procedure
- Information and Communications Technology Acceptable Use Policy and Procedure
This list is not an exhaustive list of all University policies. The full list of University policies are available on the CQUniversity Policy site.
Feedback, Recommendations and Responses
Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.
Feedback from SUTE comments, informal student comments and unit coordinator reflection.
Student feedback suggested some challenges with receiving learning materials in a timely manner, impacting on preparation for unit content prior to class.
It is recommended that teaching staff aim to upload learning materials 24 hours prior to class to allow students time to prepare for class content.
Feedback from SUTE comments, informal student comments and unit coordinator reflection.
Student feedback identified some perceived delays in teaching staff responses to online questions through Moodle, especially related to assessment tasks.
It is recommended that teaching staff provide students with clear guidelines around the expected response times for online questions through Moodle. In addition, teaching staff may provide opportunity for assessment related questions in class for further clarification.
Feedback from SUTE comments, informal student comments and unit coordinator reflection.
Student feedback indicated some challenges with understanding the requirements of assessment tasks, especially in relation to the use of AI (assessment task 3) and appropriate completion of templates (assessment task 2&3).
It is recommended that the assessment tasks are further reviewed for clarity, especially assessment task 3 that was adapted in 2025, and this is reflected on Moodle and assessment task sheets. Additionally, consideration may be given for the provision of template examples to support student understanding.
- Describe occupational therapy roles for enabling work participation
- Use selected occupational therapy assessment tools to identify barriers to work participation
- Synthesise information from clients and stakeholders to set appropriate work participation goals
- Develop work-based interventions using contemporary evidence and clearly communicated professional reasoning
- Integrate principles from the legislation and occupational justice when planning inclusive occupational therapy interventions that promote work participation.
OCCT13001 learning outcomes link directly to the following professional standards from the Australian Occupational Therapy Competency Standards (2018):
- Professionalism: Standards 1.2, 1.3, 1.5, 1.6, 1.7, 1.8, 1.9, 1.10, 1.11, 1.13, 1.15, 1.17
- Knowledge and Learning: Standards 2.1, 2.2, 2.3, 2.5, 2.6, 2.8
- Occupational Therapy Process and Practice: Standards 3.1, 3.2, 3.3, 3.4, 3.7, 3.8
- Communication: Standards 4.1, 4.2, 4.4, 4.5, 4.10, 4.11
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1 - Presentation - 25% | |||||
| 2 - Written Assessment - 35% | |||||
| 3 - Case Study - 40% | |||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1 - Communication | |||||
| 2 - Problem Solving | |||||
| 3 - Critical Thinking | |||||
| 4 - Information Literacy | |||||
| 5 - Team Work | |||||
| 6 - Information Technology Competence | |||||
| 7 - Cross Cultural Competence | |||||
| 8 - Ethical practice | |||||
| 9 - Social Innovation | |||||
| 10 - Aboriginal and Torres Strait Islander Cultures | |||||
Alignment of Assessment Tasks to Graduate Attributes
| Assessment Tasks | Graduate Attributes | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | |
| 1 - Presentation - 25% | ||||||||||
| 2 - Written Assessment - 35% | ||||||||||
| 3 - Case Study - 40% | ||||||||||