OCCTH 2001 - Participation in Diverse Communities

North Terrace Campus - Semester 2 - 2022

In this course students will further develop foundational concepts related to occupation through academic learning and placement within a community agency. Students will participate in community service with a diverse population, while developing pre-professional knowledge of occupation, community diversity, social participation, experiential learning and the impact of socioeconomic and environmental factors on participation. Service in the community will enable students to build skills in engaging with community stakeholders, critical reflection and professional behaviour. These concepts and skills will provide a foundation for future professional practice in a diverse and changing local and global communities. Professional accreditation requires a minimum level of clinical exposure. Student attendance at professional placements will contribute to meeting this requirement for professional recognition as an Occupational Therapist.

  • General Course Information
    Course Details
    Course Code OCCTH 2001
    Course Participation in Diverse Communities
    Coordinating Unit Occupational Therapy
    Term Semester 2
    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 2000 AND OCCTH 2003
    Corequisites OCCTH 2000
    Restrictions Restricted to Occupational Therapy (Honours) students only
    Assessment Final examination, various assignments and continuous assessment tasks
    Course Staff

    Course Coordinator: Eliza Huppatz

    Course Coordinator: Eliza Huppatz
    Phone: +61 8 8313 3663
    Email: eliza.huppatz@adelaide.edu.au
    Location Level 4, Engineering & Maths Sciences Building
    Course Timetable

    The full timetable of all activities for this course can be accessed from Course Planner.

    Timetable information can be found in the MyUni website for this course.
  • Learning Outcomes
    Course Learning Outcomes
    1 Apply occupational science and primary health care principles to practice with diverse communities.
    2 Analyse different cultural understandings of occupation, health and well-being within the context of diverse community practice and scenarios, including working with Aboriginal and Torres Strait Islander communities.
    3 Apply professional skills in self-organisation, communication and teamwork on placement and explain the role of occupational therapists in professional settings.
    4 Critically reflect on personal assumptions in relation to equity, diversity, and social and occupational justice in a placement setting.
    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, 2

    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, 4

    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.


    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.

    2, 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.

    2, 3, 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.

    1, 2, 3, 4

    Attribute 7: Digital capabilities

    Graduates are well prepared for living, learning and working in a digital society.


    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.

    2, 4
  • Learning Resources
    Required Resources
    Taylor, J., O’Hara, L., Talbot, L., & Verrinder, G. (2021). Promoting health: the primary health care approach (7E. ed.). Elsevier Australia.
    Online Learning
    All notes, resource manuals and papers for lectures, practicals, tutorial sessions and assessment tasks are available on MyUni as well as lists of suitable readings, online quizzes and links to external websites.
  • Learning & Teaching Activities
    Learning & Teaching Modes

    Learning in this course is supported by a blended learning model that uses a mixture of delivery modes to ensure the course materials are aligned to and facilitate student achievement of learning outcomes. Learning activities will include weekly workshops and placement supervision from a university tutor. Students are required to complete 32 hours of placement. Through course content, placement experiences and assessments, students will apply key concepts to the practice setting. The university will host a final seminar for students to present on their placement experience and agency supervisors and community members are welcome to attend.


    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
    Tutorial: 10 x 2 hours = 20 hours
    Placement: 8 x 4 hours = 32 hours
    Examination: 1 x 2 hours = 2 hours
    Preparation for Workshop Sessions: 1 hour per session = 12 hours
    Preparation for Assessment Tasks = 25 hours
    Weekly reading: 1 hour per week = 12 hours
    Online modules: 1 hour per week = 12 hours
    TOTAL = 151 hours
    Learning Activities Summary

    No information currently available.

  • Assessment

    The University's policy on Assessment for Coursework Programs is based on the following four principles:

    1. Assessment must encourage and reinforce learning.
    2. Assessment must enable robust and fair judgements about student performance.
    3. Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
    4. Assessment must maintain academic standards.

    Assessment Summary
    Assessment Task Task Type Weighting Hurdle Requirement  Learning Outcome
    Examination Summative 30% No 1, 2, 3, 4
    Assignment Summative 30% No 1, 2, 3, 4
    Continuous Assessment Summative 40% No 1, 2, 3, 4
    Placement Hours Formative & Summative 0% Yes 1, 2, 3, 4
    Detailed information, including due dates, can be found in the MyUni wesbite for this course.
    Assessment Detail

    Examination (30%) : Seminar Presentation– 10 mins in pairs

    In placement pairs, students present on the placement experience, with reference to occupational science and primary health care principles including community development and the role of occupational therapy in diverse communities.

    Written Assignment
     (30%): Analysing Participation with Diverse Communities

    Students analyse an issue of equity or justice identified while on placement in a diverse community from an occupational justice perspective. The Participatory Occupational Justice Framework may be used to reframe the chosen issue and connect the issue to occupational rights.

    Continuous Assessment (40%): Competency on Placement 

    1. Midway Evaluation Presentation using the SPEF-R2 to identify 3 core competencies of strength and 3 core competencies in areas to be developed. Presentation given during supervision tutorial to a small group of peers and University supervisor (20%)
    2. Final Evaluation Presentation using the SPEF-R2 to consolidate 3 core competencies of strengths and review the 3 core competencies in areas to be developed at midway. Presentation given during supervision tutorial to a small group of peers and University supervisor (20%)

    Placement Hours (0%) Hurdle Requirement

    Students must complete 32 placement hours in pairs, which will contribute to their placement hour requirement for the program.

    Detailed information on assessment task submission can be found in the MyUni website for this course.
    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 Access Adelaide.

  • 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.

  • Student Support
  • Policies & Guidelines
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