OCCTH 2002 - Occupational Perspectives of Health B

North Terrace Campus - Semester 2 - 2024

In this course, human occupation will be explored using scenarios from across the life-span, integrating key concepts from the Model of Human Occupation (Kielhofner, 2008) and the field of occupational science. Students will analyse an occupational narrative and develop skills in a variety of communication and presentation methods and critical reflection. Students will develop and apply pre-professional skills of self-management, team work, cultural safety and reflection within a scenario-based learning environment.

  • General Course Information
    Course Details
    Course Code OCCTH 2002
    Course Occupational Perspectives of Health B
    Coordinating Unit Occupational Therapy
    Term Semester 2
    Level Undergraduate
    Location/s North Terrace Campus
    Units 3
    Available for Study Abroad and Exchange N
    Prerequisites OCCTH 2000
    Restrictions Bachelor of Occupational Therapy (Hons)
    Assessment Final examination, various assignments and continuous assessment tasks
    Course Staff

    Course Coordinator: Daniel Costalonga

    Course Coordinator: Daniel Costalonga
    Phone: +61 8 8313 2497
    Email: daniel.costalonga@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 core occupational concepts and theories in diverse and changing health contexts and across the lifespan.
    2 Apply and articulate key concepts of the model of Human Occupation, including volition, habituation, performance capacity and environment.
    3 Utilise occupation-focused research to increase knowledge of occupational concepts.
    4 Demonstrate effective communication with peers and consumers using a variety of verbal, non-verbal and written skills including culturally safe practice.
    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, 3, 4

    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

    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, 4

    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, 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.

  • Learning Resources
    Required Resources
    Taylor, R. R. (2017). Kielhofner’s Model of Human Occupation, 5th Edition. Lippincott Williams & Wilkins.
    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 activities and links to external websites.
  • Learning & Teaching Activities
    Learning & Teaching Modes
    The course is designed with blended learning opportunities, allowing students to learn and apply their knowledge in a variety of platforms and settings, encouraging engagement both on and off campus. Students will be required to complete readings, and online activities available on My Uni prior to their weekly workshop. Workshops will provide students with content that they will be able to practice and apply to clinical case studies, health scenarios and occupational therapy practice. Scenario based learning tutorials will provide students with opportunities to extend their learning of MOHO into a range of health and lifespan contexts, and relate these to occupational therapy practice. Content will be delivered in an integrated manner, as topics overlap and build on each week.

    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
    Tutorials: 12 x 2 hours = 24 hours
    Workshops: 12 x 3 hours = 36 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: 2 hours per week = 24 hours
    Online modules: 2 hours per week = 24 hours
    TOTAL = 159 hours
    Learning Activities Summary
    This course covers all MOHO components (volition, habituation, performance capacity & environment), occupational narrative, volitional process and occupational identity, competence and adaptation. There is a specific focus on MOHO assessments, the processes of occupational change, development and engagement, therapeutic reasoning and enabling change.
  • 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 Learning Outcome
    Examination Summative 40% 1, 2, 3, 4
    Continuous Assessment Formative & Summative 40% 1, 2, 3, 4
    Assignment Summative 20% 2, 4
    Detailed information, including due dates, can be found in the MyUni wesbite for this course.
    Assessment Detail
    Assignment (20%): MOHO Assessment and Report
    Students will work in pairs and video themselves utilising an assessment from the Model of Human Occupation. Each student submits a video, along with an individual report summarising the assessment and clinical reasoning during the assessment, linking occupation, health and well-being. 

    Continuous Assessment (40%): Scenario Based Learning Assessment
    For every scenario, students are required to develop and complete a scenario-based task in small groups. Students will provide formative feedback to the class on the content and quality of learning issues for each scenario during tutorials. Tutors will assess each group scenario-based task.

    Written Examination (40%)
    Students will complete a written exam, during the University examination period, in which they will be required to complete questions in varying formats on all MOHO concepts covered across the semester.

    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 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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