OCCTH 2000 - Occupational Perspectives of Health A
North Terrace Campus - Semester 1 - 2024
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General Course Information
Course Details
Course Code OCCTH 2000 Course Occupational Perspectives of Health A Coordinating Unit Occupational Therapy Term Semester 1 Level Undergraduate Location/s North Terrace Campus Units 3 Contact Up to 3 hours per week Available for Study Abroad and Exchange N Prerequisites OCCTH 1000 Corequisites OCCTH 2001 Restrictions Bachelor of Occupational Therapy (Hons) Assessment Final examination, various assignments and continuous assessment tasks Course Staff
Course Coordinator: Ms Tina Caruso
Course Coordinator: Tina Caruso
Phone: +61 8 8313 8050
Email: tina.caruso@adelaide.edu.au
Location Level 4, Engineering & Maths Sciences Building
Tutor: Jacqui Stevens
Phone: +61 8 8313 3119
Email: jacqui.stevens@adelaide.edu.au
Location: Level 4, Engineering & Maths Sciences BuildingCourse Timetable
The full timetable of all activities for this course can be accessed from .
Timetable information can be found in the MyUni website for this course. -
Learning Outcomes
Course Learning Outcomes
1 Describe core occupational concepts and theories to support health and wellbeing among individuals and communities. 2 Communicate effectively with peers, consumers and groups using culturally safe verbal and non-verbal skills. 3 Identify and apply evidence to describe core occupation theories. 4 Apply skills in reflection to self and contemporary community issues, including culturally safe practice. 5 Understand and apply concepts of teaching and learning to occupational engagement. University Graduate Attributes
This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:
University Graduate Attribute Course Learning Outcome(s) Attribute 1: Deep discipline knowledge and intellectual breadth
Graduates have comprehensive knowledge and understanding of their subject area, the ability to engage with different traditions of thought, and the ability to apply their knowledge in practice including in multi-disciplinary or multi-professional contexts.
1, 3, 4,5 Attribute 2: Creative and critical thinking, and problem solving
Graduates are effective problems-solvers, able to apply critical, creative and evidence-based thinking to conceive innovative responses to future challenges.
1, 2, 3, 4,5 Attribute 3: Teamwork and communication skills
Graduates convey ideas and information effectively to a range of audiences for a variety of purposes and contribute in a positive and collaborative manner to achieving common goals.
2, 4 Attribute 4: Professionalism and leadership readiness
Graduates engage in professional behaviour and have the potential to be entrepreneurial and take leadership roles in their chosen occupations or careers and communities.
3 Attribute 5: Intercultural and ethical competency
Graduates are responsible and effective global citizens whose personal values and practices are consistent with their roles as responsible members of society.
1, 2, 4 Attribute 6: Australian Aboriginal and Torres Strait Islander cultural competency
Graduates have an understanding of, and respect for, Australian Aboriginal and Torres Strait Islander values, culture and knowledge.
4 Attribute 7: Digital capabilities
Graduates are well prepared for living, learning and working in a digital society.
2, 3 Attribute 8: Self-awareness and emotional intelligence
Graduates are self-aware and reflective; they are flexible and resilient and have the capacity to accept and give constructive feedback; they act with integrity and take responsibility for their actions.
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Learning Resources
Recommended Resources
Townsend, E. A., & Polatajko, H. J. (Eds.). (2013). Enabling Occupation II: Advancing an Occupational Therapy Vision for Health, Well-Being & Justice Through Occupation, 2nd Edition. CAOT Publications ACE.
Boyt Schell, B. A., & Gillen, G. (Eds.). (2019). Willard and Spackman's Occupational Therapy 13th Edition. Wolters Kluwer.Online Learning
Lectures are recorded and available to students online. There are weekly modules developed in myuni that link theory to the process and outcome of learning and teaching a new occupation. -
Learning & Teaching Activities
Learning & Teaching Modes
In this course lectures and workshops are supported by online learning activities that aid students to explore the theoretical foundations of occupational therapy and the relationship between occupation, health and wellbeing. The content is structured to connect core issues with the Canadian Model of Occupational Performance and Engagement. Content is structured around how students will learn a new occupation and teach a new occupation as a foundation for practice. This is linked to skills in intentional interviewing and developing culturally safe practice.
Workload
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
Lectures: 12 x 1 hour = 12 hours
Workshops: 12 x 2 hours = 24 hours
Examination: 1 x 2 hours = 2 hours
Preparation for Workshop Sessions: 1 hour per session = 12 hours
Preparation for Assessment Tasks = 30 hours
Weekly reading: 2 hours per week = 24 hours
Online modules: 4 hours per week = 48 hours
TOTAL = 152 hoursLearning Activities Summary
No information currently available.
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Assessment
The University's policy on Assessment for Coursework Programs is based on the following four principles:
- Assessment must encourage and reinforce learning.
- Assessment must enable robust and fair judgements about student performance.
- Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
- Assessment must maintain academic standards.
Assessment Summary
Detailed information, including due dates, can be found in the MyUni wesbite for this course.Assessment Task Task Type Weighting Learning Outcome Written Assignment Summative 30% 1, 2, 3, 4, 5 Continuous Assessment Summative 40% 1, 2, 3, 4, 5 Examination Summative 30% 2, 4, 5 Assessment Detail
Written Assignment: Intentional Interview (30%)
Students will conduct an intentional interview and submit a semi-structured interview guide, a summary of interview findings with links between occupation, health and well-being, and a reflection on the interview process, including a reflection on cultural safety.
Continuous assessment: Learning and Teaching New Occupation (40%)
1. Students submit an individual OPA Plan for learning and teaching a new occupation across the semester.
2. Students submit an analysis on learning a new occupation, linking their experience to the CMOP-E.
Examination: Experience of learning and teaching a new occupation (30%)
Students will present on the process and experience of learning and teaching a new occupation, linked to theoretical concepts and models learnt in the course, with reflection on feedback received throughout the process.Submission
No information currently available.
Course Grading
Grades for your performance in this course will be awarded in accordance with the following scheme:
M10 (Coursework Mark Scheme) Grade Mark Description FNS Fail No Submission F 1-49 Fail P 50-64 Pass C 65-74 Credit D 75-84 Distinction HD 85-100 High Distinction CN Continuing NFE No Formal Examination RP Result Pending Further details of the grades/results can be obtained from Examinations.
Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.
Final results for this course will be made available through .
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Student Feedback
The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.
SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.
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Student Support
- Academic Integrity for Students
- Academic Support with Maths
- Academic Support with writing and study skills
- Careers Services
- Library Services for Students
- LinkedIn Learning
- Student Life Counselling Support - Personal counselling for issues affecting study
- Students with a Disability - Alternative academic arrangements
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Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
- Academic Credit Arrangements Policy
- Academic Integrity Policy
- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs Policy
- Copyright Compliance Policy
- Coursework Academic Programs Policy
- Intellectual Property Policy
- IT Acceptable Use and Security Policy
- Modified Arrangements for Coursework Assessment Policy
- Reasonable Adjustments to Learning, Teaching & Assessment for Students with a Disability Policy
- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
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Fraud Awareness
Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student鈥檚 disciplinary procedures.
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