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Unit Synopsis
This unit will assist you to understand the potential contribution of the occupational therapist during each phase of childhood development. Occupational performance profiles for children with different conditions will be explored. You will learn to apply occupational therapy processes for assessment, goal setting and carrying out occupationally inclusive interventions with children. You will be introduced to professional reasoning and evidence-based practice in the paediatric context. Your learning will be enhanced through regular fieldwork visits during the term. You will gain practical experience working with children during the fieldwork. You will share classes and fieldwork experiences with students from speech pathology. You will develop your understanding of how allied health teams work together with children and families to address their needs. Selected issues impacting upon occupational performance from birth through to early adolescence will be explored using the International Classification of Functioning, Disability and Health framework, and occupational therapy practice models.
Details
| Level | Undergraduate |
|---|---|
| Unit Level | 2 |
| Credit Points | 6 |
| Student Contribution Band | SCA Band 2 |
| Fraction of Full-Time Student Load | 0.125 |
| Pre-requisites or Co-requisites |
Students must have successfully completed the following Essential Prerequisites: OCCT11002 OCCT11001 PSYC11010 ALLH11001 ALLH11004 ALLH11005 ALLH11006 ALLH12007 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 1 - 2019
Term 1 - 2019 Profile
Term 1 - 2020 Profile
Term 1 - 2021 Profile
Term 1 - 2022 Profile
Term 1 - 2023 Profile
Term 1 - 2024 Profile
Term 1 - 2025 Profile
Term 1 - 2026 Profile
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.
Assessment Tasks
| Assessment Task | Weighting |
|---|---|
| 1. Written Assessment | 20% |
| 2. Portfolio | 45% |
| 3. Oral Examination | 35% |
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%).
Past Exams
All University policies are available on the Policy web site, however you may wish to directly view the following policies below.
This list is not an exhaustive list of all University policies. The full list of policies are available on the Policy web site.
No previous feedback available
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: SUTE comments Teaching team observations
With the conversion of the portfolio into a two-part assessment item, the need for further restructuring of content to better prepare students was identified.
It is recommended that unit content and flow be further reviewed to ensure it meets the learning needs for each assessment item.
Content underwent review and the unit coordinator facilitated Q&A sessions regarding assessment requirements.
Source: SUTE comments Informal student feedback
The opportunity to practice clinical skills with children, as well as the real world examples provided by educators and the clinical simulation exercises all assisted students to practically apply their knowledge.
It is recommended that authentic learning experiences (e.g., clinical assessment intensive, infant handling simulation, interprofessional education) continue to be included in the unit.
The authentic learning experiences remained in the unit content.
Source: SUTE comments
Request for additional video resources for students to access via Moodle to assist in consolidating unit content after scheduled lectures.
It is recommended that unit content is reviewed and additional learning resources are provided to meet the learning needs of all students.
In Progress
Source: SUTE comments
Requirements of assessment tasks were unclear and associated information was difficult to locate on Moodle.
It is recommended that current assessments are reviewed for clarity and ensure expectations are made clear across learning resources, Moodle and written instruction.
In Progress
On successful completion of this unit, you will be able to:
- Describe and analyse cultural, developmental and environmental factors influencing the occupational performance of children and adolescents
- Use fieldwork observations of a child to prepare and implement an interprofessional activity plan, including a case summary report
- Explore and explain the use of a selected range of assessment tools for children with specific impairments
- Write occupation focused goals for intervention planning with children and their caregivers
- Use professional reasoning to present evidence-based occupational therapy interventions for a paediatric case study.
| Assessment Tasks | Learning Outcomes | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1 - Written Assessment | • | • | |||
| 2 - Portfolio | • | • | • | • | |
| 3 - Oral Examination | • | • | • | • | |
| 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 | • | • | • | • | • |
| Assessment Tasks | Graduate Attributes | ||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 10 | |
| 1 - Written Assessment | • | • | • | • | • | • | • | ||||
| 2 - Portfolio | • | • | • | • | • | • | • | ||||
| 3 - Oral Examination | • | • | • | • | • | • | • | ||||