Outline

Overview

This unit of study critically examines the theoretical foundations and processes of working with communities in order to develop competencies for enabling occupation and promoting health and well being at a community level. Students will gain knowledge on theories of community development and health promotion. Students will learn and apply community development tools to each stage of the occupational performance practice process. Enablement skills required for intervention at the level of the community will be explored and students will gain knowledge of ethical frameworks to support professional decision making when working with communities. This unit of study develops the capacity of students to participate in the development of emerging roles for occupational therapy practice with communities and develops competence for working cross culturally. It includes a specific emphasis on working with Aboriginal and Torres Strait Islander Australians. WFOT Minimum Standards for the Education of Occupational Therapists require critical reflexivity to develop knowledge, confidence, and the ability to work within a human rights framework. Student will explore both of these skill sets. This unit also aims to support the Australian Occupational Therapy Competency Standards which require occupational therapist to specifically acknowledge the need to enhance their cultural responsiveness and capabilities for practice with Aboriginal and Torres Strait Islander Peoples.

Unit details and rules

Academic unit	Participation Sciences
Credit points	6
Prerequisites ?	OCCP5208 and OCCP5218 and (OCCP5255 or OCCP5219)
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Liesl Peters, liesl.peters@sydney.edu.au

Assessment

The census date for this unit availability is 1 May 2026

Details
Criteria

Type	Description	Weight	Due	Length	Use of AI
Practical skill	Critical reflection focused on identity work for cultural competence Students are required to construct a critical reflexive journal entry through which they will demonstrate their skills in critical self-reflection towards developing cultural competence.	35%	Week 04 Due date: 15 May 2026 at 23:59	1500 words	AI allowed
Outcomes assessed:
Written work	Poster proposal for a justice-oriented occupational therapy practice This is a group work assignment. Students will work in small groups of four to construct an academic poster that details their proposal for a justice-oriented occupational therapy practice. They will be provided with a PPT template to use.	30%	Week 06 Due date: 28 May 2026 at 23:59 Closing date: 28 May 2026	Poster template using Microsoft PPT.	AI allowed
Outcomes assessed:
Oral exam	Interactive oral examination This assessment will examine student's individual reasoning related to their group academic poster submission.	35%	Week 07	15 minutes (oral)	AI prohibited
Outcomes assessed:
= group assignment ?

Assessment summary

1) Critical reflection focused on identity work. This assignment involves constructing a critical reflexive journal entry in order to demonstrate consolidation of the learning and skills related to the identity work necessary in order to become a culturally competent occupational therapist, especially when working with Aboriginal and Torres Strait Islander communities.

2a) Proposal for a justice-oriented occupational therapy practice: Designing an academic poster. This assignment is a group assignment and involves using a poster template to prepare an academic poster to propose what听 a justice-focused practice might look like/consist of within a particular practice context.听听

2b) Interactive oral examination.听Students will be expected to participate in an individual interactive oral exam on their poster submission. Examiners will review each group's poster submission prior to the exam and generate pre-prepared questions. Students will complete this part of this assessment individually, but all group members will be posed the same questions related to the poster submission. Questions will focus on students being able to justify and discuss their context-specific reasoning processes that underscore their proposal for a justice-oriented practice.

Detailed information for each assessment can be found on the OCCP5228 Canvas site. (e.g. assessment rubrics and submission instructions). There will be allocated time during workshops to consult on and work through aspects of these assignments in class.听

Assessment criteria

The University awards common result grades, set out in the (Schedule 1).

As a general guide, a high distinction indicates work of an exceptional standard, a distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Result name	Mark range	Description
High distinction	85 - 100	Awarded when you demonstrate the learning outcomes for the assessment听at an exceptional standard, as defined by rubric descriptors for the particular assessment.
Distinction	75 - 84	Awarded when you demonstrate the learning outcomes for the assessment听at an exceptional standard, as defined by rubric descriptors for the particular assessment.
Credit	65 - 74	Awarded when you demonstrate the learning outcomes for the assessment听at a good standard, as defined by rubric descriptors for the particular assessment.听
Pass	50 - 64	Awarded when you demonstrate the learning outcomes for the assessment at an acceptable standard,听as defined by rubric descriptors for the particular assessment.听
Fail	0 - 49	When you don鈥檛 meet the learning outcomes of the assessment听to a satisfactory standard, as defined by rubric descriptors for the particular assessment.

For more information see .

For more information see guide to grades.

Use of generative artificial intelligence (AI)

You can use generative AI tools for open assessments. Restrictions on AI use apply to secure, supervised assessments used to confirm if students have met specific learning outcomes.

Refer to the assessment table above to see if AI is allowed, for assessments in this unit and check Canvas for full instructions on assessment tasks and AI use.

If you use AI, you must always acknowledge it. Misusing AI may lead to a breach of the听Academic Integrity Policy.

Visit the听Current Students website听for more information on AI in assessments, including听details on how to acknowledge its use.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

This unit has an exception to the standard University policy or supplementary information has been provided by the unit coordinator. This information is displayed below:

Late penalties applied as per The University of Sydney Assessment policy: - A penalty of 5% of the maximum awardable marks is applied for each calendar day that work is late. - Work submitted more than 10 calendar days late will receive a mark of zero.

Academic integrity

The University expects students to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

Our website听provides information on academic integrity and the resources available to all students. This includes advice on how to avoid common breaches of academic integrity. Ensure that you have completed the听Academic Honesty Education Module (AHEM)听which is mandatory for all commencing coursework students

Penalties for serious breaches can significantly impact your studies and your career after graduation. It is important that you speak with your unit coordinator if you need help with completing assessments.

Visit the听Current Students website听for more information on AI in assessments, including听details on how to acknowledge its use.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a听simple extension.鈥� The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can鈥檛 complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for听special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students,听听includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Support for students

The Support for Students Policy听reflects the University鈥檚 commitment to supporting students in their academic journey and making the University safe for students. It is important that you read and understand this policy so that you are familiar with the range of support services available to you and understand how to engage with them.

The University uses email as its primary source of communication with students who need support under the Support for Students Policy. Make sure you check your University email regularly and respond to any communications received from the University.

Learning resources and detailed information about weekly assessment and learning activities can be accessed via Canvas. It is essential that you visit your unit of study Canvas site to ensure you are up to date with all of your tasks.

If you are having difficulties completing your studies, or are feeling unsure about your progress, we are here to help. You can access the support services offered by the University at any time:

Support and Services (including health and wellbeing services, financial support and learning support)
Course planning and administration
Meet with an Academic Adviser

Weekly schedule

WK	Topic	Learning activity
Week 01	Orientations of practice when enabling occupation with communities Part 1	Workshop (3 hr)
Week 01	Orientations of practice when enabling occupation with communities Part 2	Workshop (3 hr)
Week 02	Competencies for practice - preparing for relational work Part 1	Workshop (3 hr)
Week 02	Competencies for practice - preparing for relational work Part 2	Workshop (3 hr)
Week 03	Exploring occupational (in)justice(s) Part 1	Workshop (3 hr)
Week 03	Exploring occupational (in)justice(s) Part 2	Workshop (3 hr)
Week 04	Competencies for practice - Processes of co-design and building a connected understanding with communities Part 1	Workshop (3 hr)
Week 04	Competencies for practice - Processes of co-design and building a connected understanding with communities Part 2	Workshop (3 hr)
Week 05	Competencies for practice - Participatory sense-making of occupational injustices and co-creating proposals for change Part 1	Workshop (3 hr)
Week 05	Competencies for practice - Participatory sense-making of occupational injustices and co-creating proposals for change Part 2	Workshop (3 hr)
Week 06	Imagining practice-in-action: Interactive assessment preparation workshop	Workshop (3 hr)
Week 06	Imagining practice-in-action: Interactive assessment preparation workshop	Workshop (3 hr)

Attendance and class requirements

Attendance:听Students are required to participate each week in class and will be required to check-in at the start of each workshop. Given the dialogical teaching orientation participation greatly enhances the opportunities for learning and prepares students to complete their assessments. The workshop-based format does not lend itself to lecture recordings.

高清福利片 commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

A full reading list stipulating required and recommended readings is provided under the reading list tab on the OCCP5228 Canvas site.

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

At the completion of this unit, you should be able to:

LO1. expand professional competence for occupational therapy practice with communities. A specific emphasis will be placed on three enablement skills that is to collaborate, educate (build capacity), and advocate.
LO2. demonstrate cultural awareness, sensitivity, and safety in becoming a culturally competent occupational therapist - particularly when working with Aboriginal and Torres Strait Islander people.
LO3. recognise and raise awareness of expressions of occupational (in)justice in diverse cultures, community, and organisational contexts and develop participatory responses that promote health and well-being of communities.

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one鈥檚 personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Alignment with Competency standards

Outcomes	Competency standards
	Australian occupational therapy competency standards 2018 - 1.5. Practises in a culturally responsive and culturally safe manner, with particular respect to culturally diverse client groups 1.7. Collaborates and consults ethically and responsibly for effective client-centred and interprofessional practice 1.9. Identifies and manages the influence of her/his values and culture on practice 2.5. Maintains current knowledge for cultural responsiveness to all groups in the practice setting 3.1. Addresses occupational performance and participation of clients, identifying the enablers and barriers to engagement 3.12. Uses effective collaborative, multidisciplinary and interprofessional approaches for decision-making and planning 3.7. Reflects on practice to inform and communicate professional reasoning and decision-making 4.1. Communicates openly, respectfully and effectively 4.4. Uses culturally responsive, safe and relevant communication tools and strategies
	Australian occupational therapy competency standards 2018 - 1.6. Incorporates and responds to historical, political, cultural, societal, environmental and economic factors influencing health, wellbeing and occupations of Aboriginal and Torres Strait Islander Peoples 2.4. Understands and responds to Aboriginal and Torres Strait Islander health philosophies, leadership, research and practices 3.6. Seeks to understand and incorporate Aboriginal and Torres Strait Islander Peoples鈥� experiences of health, wellbeing and occupations encompassing cultural connections 4.3. Works ethically with Aboriginal and Torres Strait Islander communities and organisations to understand and incorporate relevant cultural protocols and communication strategies, with the aim of working to support self-governance in communities
	Australian occupational therapy competency standards 2018 - 1.15. Addresses issues of occupational justice in practice 1.5. Practises in a culturally responsive and culturally safe manner, with particular respect to culturally diverse client groups 1.7. Collaborates and consults ethically and responsibly for effective client-centred and interprofessional practice 1.9. Identifies and manages the influence of her/his values and culture on practice 2.5. Maintains current knowledge for cultural responsiveness to all groups in the practice setting 3.1. Addresses occupational performance and participation of clients, identifying the enablers and barriers to engagement 3.12. Uses effective collaborative, multidisciplinary and interprofessional approaches for decision-making and planning 3.7. Reflects on practice to inform and communicate professional reasoning and decision-making 4.1. Communicates openly, respectfully and effectively 4.4. Uses culturally responsive, safe and relevant communication tools and strategies

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

In 2025 this unit was redesigned and implemented as an intensive in accordance with the curriculum re-design for the Masters in OT. In response to student feedback in 2025, following the first iteration of the intensive format the following changes have been made: We have focused the content on the critical skills and basic consolidated content required to practice well with communities. We have ensured that the teaching approach allows time to engage with complexities of practice and assessment in class. To do this we have integrated narrative and dialogical approaches in our teaching. The number of assessments remains at three, with the 2nd and 3rd tightly related. Assessment two therefore has part a) and part b) with no further preparation required to participate in part b). 鈥� 65% of assessment marks are directed at assessing students individual learning. 鈥� 35% of assessment marks are directed at assessing a group assessment. This group assessment (part a) is linked with part b and therefore feedback for learning will only be given once part b has been completed. However, ample time will be provided in class to consult on and get feedback on working drafts of the final submission. This unit is now positioned prior to the project placement unit OCCP5253 in which students work in small groups. OCCP5228 prepares students for the group work involved in this subsequent unit and builds the required basic skills for working in communities.

Additional information

Additional costs

Not applicable.

Site visit guidelines

Not applicable.

Work, health and safety

As per University of Sydney policies.

Disclaimer

Important: the University of Sydney regularly reviews units of study and reserves the right to change the units of study available annually. To stay up to date on available study options, including unit of study details and availability, refer to the relevant handbook.

To help you understand common terms that we use at the University, we offer an .

高清福利片

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI)

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

高清福利片 commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Additional costs

Site visit guidelines

Work, health and safety

Disclaimer

On this page

Useful links

OCCP5228: Enabling Occupation with Communities

Intensive April - May, 2026 [Block mode] - Camperdown/Darlington, Sydney

Overview

Unit details and rules

Teaching staff

Assessment

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI)

Late submission

Academic integrity

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Attendance and class requirements

高清福利片 commitment

Required readings

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Additional information

Additional costs

Site visit guidelines

Work, health and safety

Disclaimer

On this page

Useful links