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SPCH14006 - Speech Pathology Work-Integrated Learning 6

General Information

Unit Synopsis

In this unit you will strengthen your clinical and professional skills by engaging in work-integrated learning experiences through a supervised block placement. This placement will provide you with the opportunity to develop and demonstrate entry-level competence across Speech Pathology Australia's competency standards when working with children with communication and/or swallowing difficulties. You will also further develop your understanding of the importance of working within the International Classification of Functioning, Disability and Health (ICF) framework and will gain experience using your reflective practice skills in an authentic workplace setting. Following the completion of your block placement, you will have the opportunity to demonstrate your critical thinking skills and your knowledge of evidence-based and client-centred practice when working with children, by completing a paediatric-based viva. This unit is designed to assist you to develop and demonstrate the entry-level skills, knowledge and competence required for entry into the workforce. Prior to the commencement of the unit, you must complete all pre-clinical requirements and maintain these requirements throughout the unit.


Level Undergraduate
Unit Level 4
Credit Points 12
Student Contribution Band SCA Band 2
Fraction of Full-Time Student Load 0.25
Pre-requisites or Co-requisites


  • SPCH14003 Speech Pathology Work-Integrated Learning 5 OR SPCH14009 Speech Pathology Work-Integrated Learning 5

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 - 2020

Term 2 - 2020 Profile
Term 2 - 2021 Profile
Term 2 - 2022 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).

Assessment Overview

Recommended Student Time Commitment

Each 12-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 25 hours of study per week, making a total of 300 hours for the unit.

Assessment Tasks

Assessment Task Weighting
1. Professional Practice Placement 0%
2. Oral Examination 40%
3. Portfolio 60%
4. Learning logs / diaries / Journal / log books 0%

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

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: Personal communication between students and unit coordinator
Students reported that whilst their block placements were often stressful, they were also extremely valuable learning experiences that allowed them to apply their skills and knowledge and further develop their competence and confidence in a real-life clinical setting. Students also appreciated the support that they received from the unit coordinator during their placements.
The unit coordinator should continue to support students while they complete their placements, encouraging them to make the most of the learning opportunities they are presented with and to also seek additional support as needed.
Action Taken
The unit coordinator contacted students regularly during their block placements to discuss their progress.
Source: Clinical Educators
Students need to further revise content and engage in self-directed learning to ensure they are familiar with content regarding assessment and treatment of speech and language in children.
It is recommended that the unit coordinator encourage students to engage in self-directed learning activities to review previously learned content related to paediatric clinical practice.
Action Taken
Source: Clinical Educators
Students need additional training to prepare them for industry expectations prior to starting clinical block placements.
It is recommended that the unit include a workshop focused on further developing strategies to fully engage in a workplace setting and effectively communicate with external clinical educators.
Action Taken
Unit learning Outcomes

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

  1. Demonstrate clinical and professional competence, as defined by Speech Pathology Australia, with a paediatric caseload during work-integrated learning experiences
  2. Develop appropriate management plans for paediatric clients by evaluating and synthesising case information and applying evidence-based practice within the International Classification of Functioning, Disability and Health (ICF) framework
  3. Reflect on clinical practice and identify future professional development needs related to paediatric practice to ensure competency as a Speech Pathologist
  4. Document and track the work-integrated learning experiences gained across Speech Pathology Australia's competency standards and range of practice areas.

The following information describes the range of practice areas and competencies that are linked to this unit's learning outcomes, content and/or assessments:

  • Speech Pathology Range of Practice Areas: Voice, Swallowing, Speech, Language, Multi-Modal Communication, Fluency (the range of practice areas covered within this unit will depend largely on the nature of each student's block placement, however, each student will have the opportunity to demonstrate an appropriate level of competence (entry-level) with a paediatric population across one or more of these range of practice areas)
  • Competencies: The learning outcomes in this unit contribute to the development of clinical and professional competencies as outlined by Speech Pathology Australia.

Alignment of Assessment Tasks to Learning Outcomes
Assessment Tasks Learning Outcomes
1 2 3 4
1 - Professional Practice Placement
2 - Oral Examination
3 - Portfolio
4 - Learning logs / diaries / Journal / log books
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 - Professional Practice Placement
2 - Oral Examination
3 - Portfolio
4 - Learning logs / diaries / Journal / log books