Course coordinator
Dr Jessica Hill
Course overview
- Study period
- Semester 1, 2025 (24/02/2025 - 21/06/2025)
- Study level
- Undergraduate
- Location
- St Lucia
- Attendance mode
- In Person
- Units
- 2
- Administrative campus
- St Lucia
- Coordinating unit
- Health & Rehab Sci School
This course addresses occupational therapy practice for children, youth & their families, in relation to a range of developmental, attentional & learning conditions that impact on children's occupational performance & participation. Frames of reference for addressing these issues will be introduced along with appropriate information gathering methods, interventions & models of service delivery. It will also address the participation of children & youth in relation to their home, school and community environments.
Occupational therapy’s focus and scope of concern stems from the profession’s interest in human occupation and its capacity to support health and participation throughout the lifespan. This course is designed to develop students’ ability to use occupation-centred and family-centred practice to develop the competency of children and youth, assisting them to find fulfilment through engagement in occupation. It builds upon content from previous courses, applying models of practice and the occupational therapy process, within the context of practice for children and their families. In keeping with this, the theme of this course is "Learning to 'Think, Act and Talk' like an OT working with children and their families".
This course addresses the four major components of learning - content (knowledge of details), process (ways of knowing), skills (practical abilities), and affect (ways of valuing). Students will be introduced to and guided in their acquisition of knowledge during lectures and tutorials and by way of engagement with readings and selected resources. Learning activities in tutorials and evidence-based authentic assessment activities designed for this course encourage development of skills and understanding of challenging concepts. Reflection on experiences and activities enhances understanding of occupational performance,ﾠ participation and the values of individuals and groups. To support learning and development of competence in preparation for graduation, students are required to engage in self-directed study for the completion of assignment work.
Students also have the opportunity to develop skills in designing interventions, demonstrating their clinical reasoning underpinning the intervention design and enacting a component in the context of a standardised clinical encounter.
Course requirements
Assumed background
Students should be familiar with the theoretical foundations of occupational therapy practice, the occupational therapy process, and the fundamentals of communication with clients and other professionalsﾠfrom their studies in OCTY1105, OCTY1102ﾠand OCTY1205. They should also have an understanding of aspects of motor, psychological and social functioning in childhood and adolescence and the impact of these on skill acquisition and occupational performance from their studies in OCTY1203. Familiarity with the range of personal, social, environmental and developmental factors that influence the acquisition of occupational roles throughout childhood and adolescence will also be assumed from OCTY1203.ﾠ
Prerequisites
You'll need to complete the following courses before enrolling in this one:
OCTY1203, OCTY1205
Incompatible
You can't enrol in this course if you've already completed the following:
OCTY2100, OCTY2201, OCTY7824
Restrictions
Bachelor of Occupational Therapy
Jointly taught details
This course is jointly-taught with:
- OCTY7824
This course will share lectures with OCTY7824 students, however all tutorials and assessment items will be separate.
Course contact
Course staff
Timetable
The timetable for this course is available on the UQ Public Timetable.
Additional timetable information
Detailed timetable for the course including all lectures and tutorials will be available via the OCTY2104 Learn.UQ site - Course Timetable.
Aims and outcomes
The purpose of this course is to develop students' understanding of, and competence in occupational therapy practice with children and youth with developmental, attentional, and learning conditionsﾠand their families. Students will achieve this by acquiring an understanding of the developmental, learning, and attentional difficulties which may impact on occupational performance and participation throughout childhood and demonstrating the ability to apply OT process to achieve optimal participation in chosen occupations.
ﾠ
Learning outcomes
After successfully completing this course you should be able to:
LO1.
Demonstrate professional skills including the ability to evaluate learning, and work collaboratively to develop effective client-centred and interprofessional practice.
LO2.
Describe and apply acquisitional, sensory processing, psychosocial, and bio-mechanical frames of reference as they relate to improving the occupational performance and participation of children and youth with various developmental and learning conditions within occupation-centred and family-centred practice.
LO3.
Apply information gathering skills and assess aspects of occupational performance through observation and activity analysis.
LO4.
Demonstrate the ability to work collaboratively with peers to analyse, assess and communicate relevant aspects of occupational performance demonstrating an understanding of child development and cultural expectations.
LO5.
Demonstrate the ability to interpret and apply the outcomes obtained during the information gathering process to develop appropriate client-centred goals.
LO6.
Demonstrate the ability to identify the best available evidence from multiple sources to appropriately apply frames of reference when planning occupation and family-centred therapy activities/strategies.
LO7.
Demonstrate the ability to apply strategies for communicating effectively with peers, children and parents/caregivers, including therapeutic use of self.
LO8.
Demonstrate the ability to apply interprofessional practice skills to work collaboratively with other professionals for optimal client outcomes, including defining the role of occupational therapy within paediatrics.
LO9.
Demonstrate the ability to communicate outcomes of assessment of occupational performance to relevant stakeholders using professional language and expression appropriate to the audience.
Assessment
Assessment summary
| Category | Assessment task | Weight | Due date |
|---|---|---|---|
| Paper/ Report/ Annotation |
Summary Case Report
|
35% Must Pass |
17/04/2025 2:00 pm |
| Paper/ Report/ Annotation, Reflection |
Intervention Case Assignment
|
40% Must Pass |
23/05/2025 2:00 pm |
| Examination, Practical/ Demonstration, Role play/ Simulation |
Viva Exam - Case Assignment Clinical Encounter
|
25% Must Pass |
End of Semester Exam Period 7/06/2025 - 21/06/2025 |
A hurdle is an assessment requirement that must be satisfied in order to receive a specific grade for the course. Check the assessment details for more information about hurdle requirements.
Assessment details
Summary Case Report
- Hurdle
- Team or group-based
- Online
- Mode
- Written
- Category
- Paper/ Report/ Annotation
- Weight
- 35% Must Pass
- Due date
17/04/2025 2:00 pm
Task description
This assessment will be completed in pairs. Students will be required to write a professional summary report based on their interpretation of provided case information, and their own clinical observations. As part of this assessment students will also be required to submit a copy of their clinical observations which will be completed within tutorials during weeks 3-5.
Extensions can be requested for this assessment item. Please apply for an extension request via my.UQ > my.UQ Dashboard > my. Requests and provide evidence of circumstance, as soon as it becomes evident that an extension is needed, but no later than the assessment item submission date. Further information regarding what constitutes an acceptable reason for an extension is listed on the my.UQ website: Applying for an extension - my.UQ - University of Queensland
Generative AI (ChatGPT) - This assessment task evaluates student's abilities, skills and knowledge without the aid of Artificial Intelligence (AI). Students are advised that the use of AI technologies to develop responses is strictly prohibited and may constitute student misconduct under the Student Code of Conduct.
Hurdle requirements
The summary case report is a must pass piece of assessment. This means that students must receive a passing mark for this assessment to pass OCTY2104.Submission guidelines
Submission via Learn.UQ by 2pm on 17th April.
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 14 days. Extensions are given in multiples of 24 hours.
Late submission
A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
Intervention Case Assignment
- Hurdle
- Online
- Mode
- Written
- Category
- Paper/ Report/ Annotation, Reflection
- Weight
- 40% Must Pass
- Due date
23/05/2025 2:00 pm
- Other conditions
- Student specific.
Task description
This assessment will be completed as an individual. Using the information provided in the completion of assessment task 1 (summary case report) students will be required to complete the following tasks individually.
1. Identify one client-centred and occupation-based goals.
2. Develop one intervention/strategy that can be implemented at school by the child's teacher/s to support their participation.
3. Describe the clinical reasoning and decision-making process used in the development of the therapy activity.
4. Write a reflection on your understanding of interprofessional practice within schools, and how implementation of your intervention/strategy will assist to support positive interprofessional practice, and as a result positive outcomes for your client.
Extensions can be requested for this assessment item. Please apply for an extension request via my.UQ > my.UQ Dashboard > my. Requests and provide evidence of circumstance, as soon as it becomes evident that an extension is needed, but no later than the assessment item submission date. Further information regarding what constitutes an acceptable reason for an extension is listed on the my.UQ website: Applying for an extension - my.UQ - University of Queensland
Generative AI (ChatGPT) - This assessment task evaluates student's abilities, skills and knowledge without the aid of Artificial Intelligence (AI). Students are advised that the use of AI technologies to develop responses is strictly prohibited and may constitute student misconduct under the Student Code of Conduct.
Hurdle requirements
The intervention assignment is a must pass piece of assessment. This means that students must receive a passing mark for this assessment to pass OCTY2104.Submission guidelines
Submission of electronic files via Learn.UQ, by 2pm 23rd May.
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 14 days. Extensions are given in multiples of 24 hours.
Late submission
A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
Viva Exam - Case Assignment Clinical Encounter
- Hurdle
- Online
- Mode
- Oral
- Category
- Examination, Practical/ Demonstration, Role play/ Simulation
- Weight
- 25% Must Pass
- Due date
End of Semester Exam Period
7/06/2025 - 21/06/2025
- Other conditions
- Student specific.
Task description
Assessment task 3 will involve a 20 minute on-line oral discussion/clinical encounter with a clinical educator playing the role of your client's teacher. This discussion will be based around the intervention/strategy you developed in Assessment task 2 and how you plan to support your client's teacher to implement this activity within the school environment.
Deferred exams can be requested for this assessment item. Please apply for a deferred exam if there are exceptional or unavoidable circumstances, or as a one-off discretionary request. Deferred exam requests should be submitted as soon as possible, and no later than five calendar days after the date of the original exam. Further details, including how to apply, can be found at - Deferring an exam. Please also email the Course Coordinator to advise of the deferred exam request.
Hurdle requirements
The oral viva is a must pass piece of assessment. This means that students must receive a passing mark for this assessment to pass OCTY2104.Exam details
| Planning time | no planning time minutes |
|---|---|
| Duration | 20 minutes |
| Calculator options | No calculators permitted |
| Open/closed book | Open Book examination |
| Exam platform | Other |
| Invigilation | Invigilated by Zoom |
Submission guidelines
Deferral or extension
You may be able to defer this exam.
Course grading
Full criteria for each grade is available in the Assessment Procedure.
| Grade | Cut off Percent | Description |
|---|---|---|
| 1 (Low Fail) | 0 - 34 |
Absence of evidence of achievement of course learning outcomes. Course grade description: ﾠA cumulative percentage fromﾠ all assessment of ﾠ0 - 34% |
| 2 (Fail) | 35 - 44 |
Minimal evidence of achievement of course learning outcomes. Course grade description: ﾠA cumulative percentage fromﾠ all assessment of ﾠ35-44%. |
| 3 (Marginal Fail) | 45 - 54 |
Demonstrated evidence of developing achievement of course learning outcomes Course grade description: A cumulative percentage fromﾠ all assessment of ﾠ45 -ﾠ54%. A grade of 3 will ﾠbe awarded to a student ﾠwho achieves a final mark of 55% or higher ﾠbut who does not pass ﾠthe 'must pass' assessment items noted below. |
| 4 (Pass) | 55 - 64 |
Demonstrated evidence of functional achievement of course learning outcomes. Course grade description: ﾠA cumulative percentage fromﾠ all assessment of ﾠ55 -ﾠ64% ﾠand ﾠhas passed the 'must pass' assessment items as noted below. |
| 5 (Credit) | 65 - 74 |
Demonstrated evidence of proficient achievement of course learning outcomes. Course grade description: ﾠA cumulative percentage from ﾠall assessment of ﾠ65 -ﾠ74% ﾠandﾠhas passed the 'must pass' assessment items as noted below. |
| 6 (Distinction) | 75 - 84 |
Demonstrated evidence of advanced achievement of course learning outcomes. Course grade description: ﾠA cumulative percentage fromﾠ all assessment of ﾠ75 -ﾠ84% ﾠand ﾠhas passed the 'must pass' assessment items as noted below. |
| 7 (High Distinction) | 85 - 100 |
Demonstrated evidence of exceptional achievement of course learning outcomes. Course grade description: ﾠA cumulative percentage fromﾠ all assessment of 85 - 100% ﾠandﾠhas passed the 'must pass' assessment items as noted below. |
Additional course grading information
Final marks falling between whole percentages will be rounded to the nearest whole percentage. Tie-breaking will be conducted using the round half up method whereby half-way values are always rounded up, meaning, for example, that 89.5% and above will be rounded to 90% and 89.49% and below will be rounded down to 89%.
IMPORTANT NOTE: This course contains ‘must pass’ assessment items, as noted below. You must pass ALL assessment items to pass this course overall, i.e. even if your final percentage mark is 55% or higher the individual ‘must pass’ assessment items must have been passed.
Supplementary assessment
Supplementary assessment is available for this course.
Additional assessment information
Use of Generative AI in Assessments
Assessment tasks in this course evaluate students' abilities, skills, and knowledge without the aid of Artificial Intelligence (AI). Students are advised that the use of AI technologies to develop responses is strictly prohibited and may constitute student misconduct under the Student Code of Conduct.
Resubmission/Resit of assessment items
The School of Health & Rehabilitation Sciences supports the concept of resubmission or resitting of failed assessment items in specific and defined circumstances. In this course, Assessment task 1 - Summary Case Report is eligible for consideration of the resubmission option if the assessment item was submitted on time. Assessment task 2, and 3 are NOT eligible for resubmission. After resubmission, the maximum result is a pass mark for that assessment component. Students who are granted a resubmission for an assessment item and do not submit by the scheduled date will not be granted an extension.
Deferred exams
Students may be eligible for a deferred exam if there are exceptional or unavoidable circumstances, or as a one-off discretionary request. Deferred exam requests should be submitted as soon as possible, and no later than five calendar days after the date of the original exam. Further details, including how to apply, can be found at - https://my.uq.edu.au/node/189/0#0. Please also email the Course Coordinator to advise of the deferred exam request.
Submitting assessment in Blackboard and Turnitin
When an assessment is submitted through Blackboard you will receive a confirmation page as a digital receipt.ﾠThis information will also be sent to your student e-mail account. ﾠPlease ensure you keep this email. When assessment is submitted through Turnitin you will receive a confirmation page displaying “Submission Complete!” and can then proceed to download your digital receipt ﾠfrom you rﾠAssignment inbox. ﾠIt is suggested that you save a copy of the receipt for your personal records. Instructions on how to submit assignments through Blackboard and Turnitin are available at: https://web.library.uq.edu.au/library-services/it/learnuq-blackboard-help/learnuq-assessment. Please review this information so you understand how to successfully submit your assessment items.
Learning resources
You'll need the following resources to successfully complete the course. We've indicated below if you need a personal copy of the reading materials or your own item.
Library resources
Find the required and recommended resources for this course on the UQ Library website.
Additional learning resources information
Learn.UQ - Communityﾠand Course Sites
The School of Health and Rehabilitation Sciences uses the Learning Management System Learn.UQ (http://learn.uq.edu.au) for all courses in the BOccThy. You are expected to login to Learn.UQ daily as this system, along with email, will be the primary way the School communicates with you regarding the program.ﾠ The Learn.UQ course sites are used to provide course-specific announcements, lecture notes, lecture theatre recordings, timetables, manuals for practicals, tutorials and placements, sample exam papers, etc. In some courses, assessment is also required to be submitted electronically via the Learn.UQ course site and your grades/feedback will be provided online (see each ECP and course Learn.UQ site for specific guidance).
Statement Regarding Provision of Lecture Content
Lecture notes will be provided on Learn.UQ (Blackboard) prior to lectures and/or tutorials whenever possible. Additional material and information developed or conveyed during lectures and tutorials will not be supplied to students in electronic form after the class has finished. It is expected that students will take notes during classes to supplement the notes provided on Learn.UQ, as note taking enhances learning and recall of information. It is the responsibility of students who are not able to attend a lecture/tutorial to liaise with other students to obtain content from missed classes. Lectures will be recorded when supported by the facilities. Students should be aware that lecture recording software is not available in all lecture theatres, and allocation of lecture rooms is out of the control of the School of Health and Rehabilitation Sciences. ﾠ
Learning activities
The learning activities for this course are outlined below. Learn more about the learning outcomes that apply to this course.
Filter activity type by
Please select
| Learning period | Activity type | Topic |
|---|---|---|
Multiple weeks From Week 1 To Week 13 |
Lecture |
Lecture Series Each week lectures will address two areas of practice relevant to working with children, adolescents and families. These include: 1) Occupational therapy models of practice, frames of reference, interventions and contexts, and; 2) A range of developmental, attentional and learning conditions impacting on children's occupational performance and participation. Lectures will be delivered live online, however will also be recorded to support student learning. |
Tutorial |
Tutorials Tutorials provide additional learning materials and opportunities for practical application to support the lectures delivered each week. These are designed to develop skills required to meet professional competency standards. Tutorial content will be delivered face to face through both guided and self-directed activities. Please note that due to the practical nature, tutorials will not be recorded. |
Additional learning activity information
To maintain the confidentiality of sensitive information shared during tutorials, certain materials will not be available outside of class sessions. Additionally, recording of these materials during tutorials is strictly prohibited.
Policies and procedures
University policies and procedures apply to all aspects of student life. As a UQ student, you must comply with University-wide and program-specific requirements, including the:
- Student Code of Conduct Policy
- Student Integrity and Misconduct Policy and Procedure
- Assessment Procedure
- Examinations Procedure
- Reasonable Adjustments - Students Policy and Procedure
Learn more about UQ policies on my.UQ and the Policy and Procedure Library.
You'll also need to be aware of the following policies and procedures while completing this course:
School guidelines
Your school has additional guidelines you'll need to follow for this course: