OCCTH 2000 - Occupational Perspectives of Health A
North Terrace Campus - Semester 1 - 2024
General Course Information
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) Course Description In this course, students will explore the theoretical foundation of occupational therapy and the relationship between occupation, health and well-being. Perspectives of how to learn and teach new occupations will be explored using key concepts from the Canadian Model of Occupational Performance and Engagement. Students will be taught pre-professional knowledge of occupation, community diversity, social participation and the impact of socioeconomic and environmental factors on participation. Students will develop and apply intentional communication skills as an important feature of culturally safe practice. Students will explore research to further their understanding of occupation.
Course Coordinator: Ms Tina Caruso
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.
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.
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.
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.
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.
Recommended ResourcesTownsend, 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 LearningLectures 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.
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 hours
Learning Activities Summary
No information currently available.
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 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 DetailWritten 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 a written analysis of learning a new occupation, linking their experience to the CMOP-E.
Examination: Experience of learning and teaching a new occupation (30%)
Examination(s) covering the process and experience of learnign and teaching a new occupation, linked to theoretical concepts and models learnt in the course, with reflection on feedback received throughout the process.
No information currently available.
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.
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.
- Academic Integrity for Students
- Academic Support with Maths
- Academic Support with writing and study skills
- Careers Services
- International Student Support
- Library Services for Students
- LinkedIn Learning
- Student Life Counselling Support - Personal counselling for issues affecting study
- Students with a Disability - Alternative academic arrangements
- YouX Student Care - Advocacy, confidential counselling, welfare support and advice
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
- Elder Conservatorium of Music Noise Management Plan
- 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
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’s disciplinary procedures.
The University of Adelaide is committed to regular reviews of the courses and programs it offers to students. The University of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.