OCCT11001 - Introduction to Activity and Occupation

General Information

Unit Synopsis

This unit will build on knowledge and skills gained in OCCT11002 (Introduction to Occupational Therapy Theory and Practice) through exploration of occupational therapy assessment and intervention processes involving activity and occupation as core concepts. You will become familiar with a range of common meaningful occupations and learn how to undertake an occupational therapy activity analysis. Concepts of participation limitations at the person level will be introduced. You will engage in a variety of workshop activities that link key theoretical concepts to occupational therapy practice contexts for activity analysis. You will explore ways of grading and adapting activities to enable client participation.

Details

Level Undergraduate
Unit Level 1
Credit Points 6
Student Contribution Band SCA Band 2
Fraction of Full-Time Student Load 0.125
Pre-requisites or Co-requisites

Pre-requisite: OCCT11002

Co-requisite: BMSC11008

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).

Class Timetable View Unit Timetable
Residential School No Residential School

Unit Availabilities from Term 2 - 2021

Term 2 - 2021 Profile
Bundaberg
Rockhampton
Term 2 - 2022 Profile
Bundaberg
Rockhampton

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).

Assessment Overview

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.

Assessment Tasks

Assessment Task Weighting
1. Practical Assessment 20%
2. Written Assessment 40%
3. Group Work 40%

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

Past Exams

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Previous Feedback

Term 2 - 2020 : The overall satisfaction for students in the last offering of this course was 4.2 (on a 5 point Likert scale), based on a 39.29% response rate.

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.

Source: "Have your say" responses Informal student feedback
Feedback
Teaching staff were encouraging and supportive
Recommendation
As a first year unit, it is acknowledged student learning support and pastoral care are important elements in its delivery. It is recommended that continued attention be paid to this aspect of the unit.
Action Taken
Student support and pastoral care remained an important focus; however, it was more challenging within the limitations resultant from the COVID-19 pandemic (e.g., due to remote contact, reduced staffing).
Source: "Have Your Say" responses Informal student feedback Staff observations
Feedback
Workshops continue to be highly valued
Recommendation
Nearly all respondents in the student evaluation survey commented on the value of the workshops, which have remained an integral feature of the unit, and which were further enhanced in 2019 with new content. It is recommended they continue, with regular reviews to consider the addition of further activities.
Action Taken
Workshops could not be held face-to-face due to COVID-19 restrictions, and thus had to be converted to online format. The resultant format required students to engage in activities at home and use the workshops to apply activity analysis skills, which worked well as an alternative. However, the benefit of engaging in these activities together and discussing them as a group was lost and we look forward to re-introducing face-to-face workshop activities in 2021.
Source: "Have your say" responses
Feedback
Some Moodle elements were missing
Recommendation
Responses to the student evaluations noted that discussion forums and one rubric were missing from the Moodle site. This is the first time the Unit Coordinator had been made aware of this situation. When setting up the 2020 site, its content should be thoroughly checked by someone outside of the teaching team to ensure all elements are present and easily found. Further, students will be reminded to communicate such issues to the Unit Coordinator as they arise so they can be rectified in a timely manner, rather than at the end of term via the student evaluation.
Action Taken
The Moodle site was thoroughly checked at the beginning of term and no issues were reported by students either informally or through the student evaluation.
Source: "Have your say" responses for this unit and PSIO11003 Informal student feedback Staff observations
Feedback
The inter-professional (IPE) session was enjoyable but a little unstructured.
Recommendation
The IPE session presented opportunities for peer learning across disciplines, and students engaged well with the task. It is recommended it remain as a scheduled workshop, with content and structure to be reviewed and refined on a regular basis.
Action Taken
We were able to go ahead with a face-to-face IPE session at the end of term. The format was changed slightly and was more positively regarded by students as a result.
Source: "Have your say" responses
Feedback
Assessment tasks not always clear. Rubric for Assessment 3 does not reflect task requirements.
Recommendation
It is recommended that assessment task sheets and rubrics to be reviewed by teaching staff and peers to ensure they are clear, paying particular attention to Assessment #3.
Action Taken
In response to the requirements of COVID-19 restrictions, the format of assessment tasks had to be modified slightly, which also necessitated careful review of the rubrics. Responses to the assessments in student evaluations was largely favourable and student grades indicated that students understood and engaged well with the tasks.
Source: "Have your say" evaluation, informal student feedback, staff observations.
Feedback
Directly linking Assessment #2 (activity portfolio) with the workshops resulted in positive learning outcomes and was appreciated by the students.
Recommendation
It is recommended that Assessment #2 (activity portfolio) be retained in 2021.
Action Taken
Nil.
Source: "Have your say" evaluation, informal student feedback, staff observations.
Feedback
Students enjoyed the workshops, in particular the interaction with classmates through small group activities.
Recommendation
It is recommended workshops continue to follow a similar structure in 2021.
Action Taken
Nil.
Source: "Have your say" evaluation, informal student feedback, staff observations.
Feedback
The joint session with physiotherapy students was a good learning experience that was enjoyed by the students in both disciplines.
Recommendation
It is recommended that joint session with physiotherapy students continue in 2121, utilising a similar format to that used in 2020.
Action Taken
Nil.
Source: "Have your say" evaluation, informal student feedback, staff observations.
Feedback
Students found the inability to meet face to face challenging. It limited the ability to engage in "hands-on" learning and created barriers to developing relationships with other students and lecturers.
Recommendation
It is recommended that workshops return to face-to-face format in 2021 to maximise the opportunity to develop interpersonal relationships and practical skills.
Action Taken
Nil.
Source: "Have your say" evaluation, informal student feedback, staff observations.
Feedback
The online format for lectures was appropriate and used the Zoom technology to facilitate student interaction and engagement.
Recommendation
It is recommended that online lectures be trialled as a companion to the practical workshops in 2021, and the modified unit structure reviewed at the end of Term 2 2021.
Action Taken
Nil.
Unit learning Outcomes

On successful completion of this unit, you will be able to:

  1. Use relevant terminology to define and classify concepts related to human performance in activity and occupation
  2. Choose suitable methods for grading common meaningful occupations
  3. Reflect on personal participation in meaningful occupations to integrate theoretical and practical knowledge
  4. Use occupational therapy processes for comprehensive activity analysis.

This unit feeds directly into Occupational Therapy Australia Competencies for unit accreditation requirements:

1.4 Promotes and facilitates occupation through application of knowledge, skills, attitudes and evidence appropriate to the practice context.

2.1 Performs relevant, comprehensive assessment of occupational performance

3.2 Promotes client occupational performance and participation

4.2 Demonstrates ability to understand and conduct multiple evaluation methods and techniques

Alignment of Assessment Tasks to Learning Outcomes
Assessment Tasks Learning Outcomes
1 2 3 4
1 - Practical Assessment
2 - Written Assessment
3 - Group Work
Alignment of Graduate Attributes to Learning Outcomes
Introductory Level
Intermediate Level
Graduate Level
Graduate Attributes Learning Outcomes
1 2 3 4
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
Alignment of Assessment Tasks to Graduate Attributes
Introductory Level
Intermediate Level
Graduate Level
Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7 8 9
1 - Practical Assessment
2 - Written Assessment
3 - Group Work