Course Outline
OCC301 Enabling Occupation: The Child and Adolescent
Course Coordinator:Emily Bishop (ebishop@usc.edu.au) School:School of Health - Occupational Therapy
2026Trimester 1
UniSC Sunshine Coast |
Blended learning | Most of your course is on campus but you may be able to do some components of this course online. |
Please go to unisc.edu.au for up to date information on the
teaching sessions and campuses where this course is usually offered.
What is this course about?
Description
This course will develop your skills in working with children and adolescents to enhance occupational performance. It will explore the occupational development of the child and young person within the context of the home, school and wider community. You will be introduced to relevant theory and frames of references. You will select and apply various paediatric occupational therapy assessments and produce evidenced-based interventions.
How will this course be delivered?
| Activity | Hours | Beginning Week | Frequency |
| Blended learning | |||
| Learning materials – Complete weekly online, self-directed learning activities to prepare for Workshop 1. | 2hrs | Week 1 | 12 times |
| Tutorial/Workshop 1 – Online interactive workshops (recorded). | 2hrs | Week 1 | 12 times |
| Tutorial/Workshop 2 – Interactive small group tutorials on campus (not recorded). | 2hrs | Week 1 | 12 times |
Course Topics
The course integrates the following topics:
- Foundations of paediatric practice
- Family and client-centred practice
- Developmental milestones
- Occupations of children and adolescents
- Clinical reasoning
- Evidenced-based interventions
- Cultural responsiveness
What level is this course?
300 Level (Graduate)
What is the unit value of this course?
12 units
How does this course contribute to my learning?
| Course Learning Outcomes On successful completion of this course, you should be able to... | Graduate Qualities Mapping Completing these tasks successfully will contribute to you becoming... | Professional Standard Mapping * Occupational Therapy Council of Australia Ltd | |
| 1 | Demonstrate understanding of occupational development in childhood and adolescence. |
Knowledgeable Sustainability-focussed |
2.1
|
| 2 | Identify, describe and evaluate a range of paediatric assessments and interventions. |
Knowledgeable Sustainability-focussed |
3.2, 3.3, 4.2, 4.9 |
| 3 | Appraise and evaluate literature pertaining to the efficacy of paediatric occupational therapy interventions. |
Knowledgeable Ethical |
2.2, 2.3 |
| 4 | Create paediatric occupational therapy goals and intervention plans, that are informed by best practice principles and supported by clinical reasoning. |
Knowledgeable Sustainability-focussed |
1.1, 1.7, 2.2, 3.2, 3.5, 3.7, 4.9 |
* Competencies by Professional Body
| CODE | COMPETENCY |
| Occupational Therapy Council of Australia Ltd | |
| 1.1 | Complies with the OTBA standards, guidelines and code of conduct |
| 1.7 | Collaborates and consults ethically and responsibly for effective client-centred and interprofessional practice. |
| 2.1 | Applies current and evidence informed knowledge of occupational therapy and other appropriate and relevant theory in practice. |
| 2.2 | Applies theory and frameworks of occupation to professional practice and decision-making. |
| 2.3 | Identifies and applies best available evidence in professional practice and decision-making. |
| 3.2 | Performs appropriate information gathering and assessment while identifying a client’s status and functioning, strengths, occupational performance and goals. |
| 3.3 | Collaborates with the client and relevant others to determine the priorities and occupational therapy goals. |
| 3.5 | Selects and implements culturally responsive and safe practice strategies to suit occupational therapy goals and environment of the client. |
| 3.7 | Reflects on practice to inform and communicate professional reasoning and decision-making. |
| 4.2 | Adapts written, verbal and non-verbal communication appropriate to the client and practice context. |
| 4.9 | Uses effective communication skills to initiate and end relationships with clients and relevant others. |
Am I eligible to enrol in this course?
Refer to the UniSC Glossary of terms for definitions of “pre-requisites, co-requisites and anti-requisites”.
Pre-requisites
Pre: (OCC201 or OCC100) and OCC212 and OCC222 and OCC232 and enrolled in SC440
Co-requisites
Not applicable
Anti-requisites
Not applicable
Specific assumed prior knowledge and skills (where applicable)
You will have previous knowledge of occupational therapy theory and causes of occupational dysfunction.
Microcredential Information
Not applicable
How am I going to be assessed?
Grading Scale
Standard Grading (GRD)
| High Distinction (HD), Distinction (DN), Credit (CR), Pass (PS), Fail (FL). |
Details of early feedback on progress
Workshop activities and assessment task 1 (quiz) has been designed to provide you with early feedback about your learning progress.
Assessment tasks
| Delivery mode | Task No. | Assessment Product | Individual or Group | Weighting % | What is the duration / length? | When should I submit? | Where should I submit it? |
| All | 1 | Quiz/zes | Individual | 15% | 30 minutes |
Week 3 | Online Test (Quiz) |
| All | 2 | Oral | Individual | 35% | 10 minutes |
Week 6 | To be Negotiated |
| All | 3 | Report | Individual | 50% | 2500 (+/- 10%) words. |
Week 12 | Online Assignment Submission with plagiarism check |
| All - Assessment Task 1:Quiz | |||||||||||||
| Goal: | You will demonstrate your knowledge and application of early course content in an individual online quiz. |
||||||||||||
| Product: | Quiz/zes | ||||||||||||
| Authorship Statement: | |||||||||||||
| Format: | Online |
||||||||||||
| Criteria: |
|
||||||||||||
| Generic Skills: | Applying technologies, Information literacy |
||||||||||||
| All - Assessment Task 2:VIVA Case Analysis Interview | ||||||||||||||||
| Goal: | You will demonstrate the application of knowledge to a paediatric case study. |
|||||||||||||||
| Product: | Oral | |||||||||||||||
| Authorship Statement: | ||||||||||||||||
| Format: | Participation in VIVA as per schedule. |
|||||||||||||||
| Criteria: |
|
|||||||||||||||
| Generic Skills: | Communication, Problem solving, Organisation, Information literacy |
|||||||||||||||
| All - Assessment Task 3:Occupational therapy report and intervention plan | ||||||||||||||||
| Goal: | You will write an occupational therapy report and an evidence-based, feasible intervention plan in the context of a case study. |
|||||||||||||||
| Product: | Report | |||||||||||||||
| Authorship Statement: | ||||||||||||||||
| Format: | Report and plan, using the provided template and allocated case study. |
|||||||||||||||
| Criteria: |
|
|||||||||||||||
| Generic Skills: | Communication, Problem solving, Organisation, Applying technologies, Information literacy |
|||||||||||||||
Directed study hours
A 12-unit course will have total of 150 learning hours which will include directed study hours (including online if required), self-directed learning and completion of assessable tasks. Student workload is calculated at 12.5 learning hours per one unit.
What resources do I need to undertake this course?
Please note: Course information, including specific information of recommended readings, learning activities, resources, weekly readings, etc. are available on the course Canvas site– Please log in as soon as possible.
Prescribed text(s) or course reader
You need regular access to the resource(s) below. Many texts are available as ebooks through the Library at no additional cost.
| Required? | Author | Year | Title | Edition | Publisher |
| Required | Jane Clifford O'Brien,Heather Kuhaneck | 2019 | Case-Smith's Occupational Therapy for Children and Adolescents - E-Book | 8th Edition | Elsevier Health Sciences |
| Recommended | Sylvia Rodger,Ann Kennedy-Behr | 2017 | Occupation-Centred Practice with Children | (2nd edition) | John Wiley & Sons |
Specific requirements
Students should access Canvas for all course requirements. Students should access Canvas for information about course requirements. Queries regarding assessment will be addressed on Canvas discussion boards and not by email. Other issues can be discussed with your Course Coordinators via appointment during designed contact hours as specified on Canvas.
How are risks managed in this course?
What administrative information is relevant to this course?
Assessment: Academic Integrity
Academic integrity is the ethical standard of university participation. It ensures that students graduate as a result of proving they are competent in their discipline. This is integral in maintaining the value of academic qualifications. Each industry has expectations and standards of the skills and knowledge within that discipline and these are reflected in assessment.
Academic integrity means that you do not engage in any activity that is considered to be academic fraud; including plagiarism, collusion or outsourcing any part of any assessment item to any other person. You are expected to be honest and ethical by completing all work yourself and indicating in your work which ideas and information were developed by you and which were taken from others. You cannot provide your assessment work to others. You are also expected to provide evidence of wide and critical reading, usually by using appropriate academic references.
In order to minimise incidents of academic fraud, this course may require that some of its assessment tasks, when submitted to Canvas, are electronically checked through Turnitin. This software allows for text comparisons to be made between your submitted assessment item and all other work to which Turnitin has access.
Assessment: Additional Requirements
Eligibility for Supplementary Assessment
Your eligibility for supplementary assessment in a course is dependent of the following conditions applying:
(a) The final mark is in the percentage range 47% to 49.4%; and
(b) The course is graded using the Standard Grading scale
Assessment: Submission penalties
Late submissions may be penalised up to and including the following maximum percentage of the assessment task’s identified value, with weekdays and weekends included in the calculation of days late:
(a) One day: deduct 5%;
(b) Two days: deduct 10%;
(c) Three days: deduct 20%;
(d) Four days: deduct 40%;
(e) Five days: deduct 60%;
(f) Six days: deduct 80%;
(g) Seven days: A result of zero is awarded for the assessment task.
The following penalties will apply for a late submission for an online examination:
Less than 15 minutes: No penalty
From 15 minutes to 30 minutes: 20% penalty
More than 30 minutes: 100% penalty
Links to relevant University policy and procedures
For more information on Academic Learning & Teaching categories including:
- Assessment: Courses and Coursework Programs
- Review of Assessment and Final Grades
- Supplementary Assessment
- Central Examinations
- Deferred Examinations
- Student Conduct
- Students with a Disability
For more information, visit https://www.usc.edu.au/explore/policies-and-procedures#academic-learning-and-teaching
Student Charter
UniSC is committed to excellence in teaching, research and engagement in an environment that is inclusive, inspiring, safe and respectful. The Student Charter sets out what students can expect from the University, and what in turn is expected of students, to achieve these outcomes.
General Enquiries
For course-specific questions, contact your teaching staff or Course Coordinator.
For other enquiries or to access support, please contact Student Central: