General Information
Learning, playing and connecting are integral to building life skills, mental well-being and resilience. In this subject you will explore occupations associated with learning, playing and connecting. Specific approaches, such as behavioural, sensory and coaching approaches will be learnt, including their application to fields such as paediatrics, mental health, intellectual disability and ageing. This subject will include a practical experience project working alongside a child at a local school to promote occupation.
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Details
Academic unit: Faculty of Health Sciences and Medicine Subject code: OCTY71-109 Subject title: Occupational Therapy: Learn, Play, Connect Subject level: Postgraduate Semester/Year: September 2022 Credit points: 10.000 -
Delivery & attendance
Timetable: https://bond.edu.au/timetable Delivery mode: Standard Workload items: - Lecture: x12 (Total hours: 24) - Weekly Lecture
- Tutorial: x12 (Total hours: 24) - Weekly Tutorial
- Personal Study Hours: x12 (Total hours: 52) - Recommended Study Hours
- Work-based Training: x4 (Total hours: 20) - Work Placement: Learn, Play, Connect simulation
Attendance and learning activities: Attendance at all scheduled sessions is required as per the Occupational Therapy Student Charter. Application for special consideration for missed class sessions with supporting evidence must be submitted and approved by the subject coordinator. Missed practice education hours may impact on course progression and supplemental experience may be required to be completed to meet program accreditation requirements. -
Resources
Prescribed resources: Books
- O’Brien, J. C., & Kuhaneck, H. (2019). Case-Smith's Occupational Therapy for Children and Adolescents. 8th ed., Elsevier
iLearn@Bond & Email: iLearn@Bond is the online learning environment at Bond University and is used to provide access to subject materials, lecture recordings and detailed subject information regarding the subject curriculum, assessment and timing. Both iLearn and the Student Email facility are used to provide important subject notifications. Additionally, official correspondence from the University will be forwarded to students’ Bond email account and must be monitored by the student. To access these services, log on to the Student Portal from the Bond University website as www.bond.edu.au
| Academic unit: | Faculty of Health Sciences and Medicine |
|---|---|
| Subject code: | OCTY71-109 |
| Subject title: | Occupational Therapy: Learn, Play, Connect |
| Subject level: | Postgraduate |
| Semester/Year: | September 2022 |
| Credit points: | 10.000 |
| Timetable: | https://bond.edu.au/timetable |
|---|---|
| Delivery mode: | Standard |
| Workload items: |
|
| Attendance and learning activities: | Attendance at all scheduled sessions is required as per the Occupational Therapy Student Charter. Application for special consideration for missed class sessions with supporting evidence must be submitted and approved by the subject coordinator. Missed practice education hours may impact on course progression and supplemental experience may be required to be completed to meet program accreditation requirements. |
| Prescribed resources: | Books
|
|---|---|
| iLearn@Bond & Email: | iLearn@Bond is the online learning environment at Bond University and is used to provide access to subject materials, lecture recordings and detailed subject information regarding the subject curriculum, assessment and timing. Both iLearn and the Student Email facility are used to provide important subject notifications. Additionally, official correspondence from the University will be forwarded to students’ Bond email account and must be monitored by the student. To access these services, log on to the Student Portal from the Bond University website as www.bond.edu.au |
Enrolment requirements
| Requisites: |
Nil |
|---|---|
| Assumed knowledge: |
Assumed knowledge is the minimum level of knowledge of a subject area that students are assumed to have acquired through previous study. It is the responsibility of students to ensure they meet the assumed knowledge expectations of the subject. Students who do not possess this prior knowledge are strongly recommended against enrolling and do so at their own risk. No concessions will be made for students’ lack of prior knowledge.
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| Restrictions: |
Nil |
Assurance of learning
Assurance of Learning means that universities take responsibility for creating, monitoring and updating curriculum, teaching and assessment so that students graduate with the knowledge, skills and attributes they need for employability and/or further study.
At Bond University, we carefully develop subject and program outcomes to ensure that student learning in each subject contributes to the whole student experience. Students are encouraged to carefully read and consider subject and program outcomes as combined elements.
Program Learning Outcomes (PLOs)
Program Learning Outcomes provide a broad and measurable set of standards that incorporate a range of knowledge and skills that will be achieved on completion of the program. If you are undertaking this subject as part of a degree program, you should refer to the relevant degree program outcomes and graduate attributes as they relate to this subject.
Subject Learning Outcomes (SLOs)
On successful completion of this subject the learner will be able to:
- Critically analyse and synthesise the literature.
- Explain the health benefits of learning, playing and connecting.
- Apply therapeutic reasoning to the assessment and intervention planning in the context of paediatric practice.
- Apply skills in a range of therapeutic approaches.
Generative Artificial Intelligence in Assessment
The University acknowledges that Generative Artificial Intelligence (Gen-AI) tools are an important facet of contemporary life. Their use in assessment is considered in line with students’ development of the skills and knowledge which demonstrate learning outcomes and underpin study and career success. Instructions on the use of Gen-AI are given for each assessment task; it is your responsibility to adhere to these instructions.
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Assessment details
Type Task % Timing* Outcomes assessed Skills Test Performance test (7 min oral plus written component, individual). Students will demonstrate an effective play-based intervention, provide associated educational information for caregivers, and justify the intervention using evidence-based resources 30.00% Week 6 2,3,4 Portfolio^ Evaluation Portfolio - supervisor/educator placement evaluation plus placement documentation (workbook). Students will undertake 30 hours of embedded practice education focused on paediatric settings and will complete associated documentation. 30.00% Week 10 1,2,3,4 Learning Log^ Practice Education hours C Week 10 1,2,3,4 Written Report Case-Study (2000 words, individual). Students will write a professional assessment and intervention plan with justification using supporting literature of a paediatric case. 40.00% Week 12 1,2,3,4 - ^ Students must pass this assessment to pass the subject
- * Assessment timing is indicative of the week that the assessment is due or begins (where conducted over multiple weeks), and is based on the standard University academic calendar
- C = Students must reach a level of competency to successfully complete this assessment.
Pass requirement
All compliance requirements for practice education must be completed in order to pass this subject.
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Assessment criteria
Assessment criteria
High Distinction 85-100 Outstanding or exemplary performance in the following areas: interpretative ability; intellectual initiative in response to questions; mastery of the skills required by the subject, general levels of knowledge and analytic ability or clear thinking. Distinction 75-84 Usually awarded to students whose performance goes well beyond the minimum requirements set for tasks required in assessment, and who perform well in most of the above areas. Credit 65-74 Usually awarded to students whose performance is considered to go beyond the minimum requirements for work set for assessment. Assessable work is typically characterised by a strong performance in some of the capacities listed above. Pass 50-64 Usually awarded to students whose performance meets the requirements set for work provided for assessment. Fail 0-49 Usually awarded to students whose performance is not considered to meet the minimum requirements set for particular tasks. The fail grade may be a result of insufficient preparation, of inattention to assignment guidelines or lack of academic ability. A frequent cause of failure is lack of attention to subject or assignment guidelines. Quality assurance
For the purposes of quality assurance, Bond University conducts an evaluation process to measure and document student assessment as evidence of the extent to which program and subject learning outcomes are achieved. Some examples of student work will be retained for potential research and quality auditing purposes only. Any student work used will be treated confidentially and no student grades will be affected.
| Type | Task | % | Timing* | Outcomes assessed |
|---|---|---|---|---|
| Skills Test | Performance test (7 min oral plus written component, individual). Students will demonstrate an effective play-based intervention, provide associated educational information for caregivers, and justify the intervention using evidence-based resources | 30.00% | Week 6 | 2,3,4 |
| Portfolio^ | Evaluation Portfolio - supervisor/educator placement evaluation plus placement documentation (workbook). Students will undertake 30 hours of embedded practice education focused on paediatric settings and will complete associated documentation. | 30.00% | Week 10 | 1,2,3,4 |
| Learning Log^ | Practice Education hours | C | Week 10 | 1,2,3,4 |
| Written Report | Case-Study (2000 words, individual). Students will write a professional assessment and intervention plan with justification using supporting literature of a paediatric case. | 40.00% | Week 12 | 1,2,3,4 |
- ^ Students must pass this assessment to pass the subject
- * Assessment timing is indicative of the week that the assessment is due or begins (where conducted over multiple weeks), and is based on the standard University academic calendar
- C = Students must reach a level of competency to successfully complete this assessment.
Pass requirement
All compliance requirements for practice education must be completed in order to pass this subject.
Assessment criteria
| High Distinction | 85-100 | Outstanding or exemplary performance in the following areas: interpretative ability; intellectual initiative in response to questions; mastery of the skills required by the subject, general levels of knowledge and analytic ability or clear thinking. |
|---|---|---|
| Distinction | 75-84 | Usually awarded to students whose performance goes well beyond the minimum requirements set for tasks required in assessment, and who perform well in most of the above areas. |
| Credit | 65-74 | Usually awarded to students whose performance is considered to go beyond the minimum requirements for work set for assessment. Assessable work is typically characterised by a strong performance in some of the capacities listed above. |
| Pass | 50-64 | Usually awarded to students whose performance meets the requirements set for work provided for assessment. |
| Fail | 0-49 | Usually awarded to students whose performance is not considered to meet the minimum requirements set for particular tasks. The fail grade may be a result of insufficient preparation, of inattention to assignment guidelines or lack of academic ability. A frequent cause of failure is lack of attention to subject or assignment guidelines. |
Quality assurance
For the purposes of quality assurance, Bond University conducts an evaluation process to measure and document student assessment as evidence of the extent to which program and subject learning outcomes are achieved. Some examples of student work will be retained for potential research and quality auditing purposes only. Any student work used will be treated confidentially and no student grades will be affected.
Study Information
Submission procedures
Students must check the iLearn@Bond subject site for detailed assessment information and submission procedures.
Policy on late submission and extensions
A late penalty will be applied to all overdue assessment tasks unless an extension is granted by the subject coordinator. The standard penalty will be 10% of marks awarded to that assessment per day late with no assessment to be accepted seven days after the due date. Where a student is granted an extension, the penalty of 10% per day late starts from the new due date.
Academic Integrity
University’s Academic Integrity Policy defines plagiarism as the act of misrepresenting as one’s own original work: another’s ideas, interpretations, words, or creative works; and/or one’s own previous ideas, interpretations, words, or creative work without acknowledging that it was used previously (i.e., self-plagiarism). The University considers the act of plagiarising to be a breach of the Student Conduct Code and, therefore, subject to the Discipline Regulations which provide for a range of penalties including the reduction of marks or grades, fines and suspension from the University.
Bond University utilises Originality Reporting software to inform academic integrity.Feedback on assessment
Feedback on assessment will be provided to students within two weeks of the assessment submission due date, as per the Assessment Policy.
Accessibility and Inclusion Support
If you have a disability, illness, injury or health condition that impacts your capacity to complete studies, exams or assessment tasks, it is important you let us know your special requirements, early in the semester. Students will need to make an application for support and submit it with recent, comprehensive documentation at an appointment with a Disability Officer. Students with a disability are encouraged to contact the Disability Office at the earliest possible time, to meet staff and learn about the services available to meet your specific needs. Please note that late notification or failure to disclose your disability can be to your disadvantage as the University cannot guarantee support under such circumstances.
Additional subject information
Subject curriculum
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Overview and introduction
subject outline; local and global trends in occupational therapy with children, youth and families including occupational therapy history, philosophical base, theory, and sociopolitical climate and their importance in meeting society’s current and future occupational needs as well as how these factors influence and are influenced by practice.
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Families
working with families of clients; family system model; professional responsibility and occupational beings; culturally safe and responsive practice.
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Clinical Reasoning
applying evidence-informed theory, models and frames of reference to occupational therapy practice with children, youth and families.
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Social aspects of learn, play, connect
social development; social behaviour; types of relationships resilience; therapeutic use of sef factors and interventions including trauma-informed care; social determinants of health.
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Play
purpose of play; play as occupation development of play skills; performance components play theories and constraints.
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Intervention planning: formulation and implementation
Occupational therapy approaches to promoting occupational performance and participation through goal setting, documentation and development of intervention plans in early intervention, education, health and community contexts.
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Development
theories of development, learning and behaviour; development of learning, playing and connecting skills across the lifespan.
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Assessment
standardised and non-standardised screening and assessment practices; cultural, contextual and client factors to consider during assessment; interpretation of assessment results; reporting of findings and recommendations.
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Early intervention and school-based practice
Early intervention for infants and young children; occupation centred interventions in schools.
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Adaptive and assistive technology
assessment and prescription of adaptive and assistive devises to enhance occupational performance and participation for children and youth.
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Advocacy
advocacy strategies for service delivery models to promote inclusive communities and occupational engagement of children and youth.
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Practice education
Simulated practice education (fieldwork), developing placement readiness to apply knowledge to practice and develop an understanding of the needs of paediatric clients with complex conditions; practical application of information gathering, assessment, intervention planning, documentation, interprofessional collaboration and child and family-centred practice.