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.
|Academic unit:||Faculty of Health Sciences and Medicine|
|Subject title:||Occupational Therapy: Learn, Play, Connect|
Delivery & attendance
|Attendance and learning activities:||10% of marks for this subject will be allocated for participation during sessions. Attendance at all sessions is required as each session is information heavy and a lot of practical participation is expected.|
|Prescribed resources:|| |
|[email protected] & Email:||[email protected] 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
This subject is not available as a general elective. To be eligible for enrolment, the subject must be specified in the students’ program structure.
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.
|*Class Participation||1% mark for attendance and active participation in each session up to a total of 10%||10%||Ongoing||2, 3, 4.|
|Essay||Assessment task 1: A 1500 word essay. The essay is a critical analysis and synthesis of the literature on a topic of the students choice, relating to the barriers and facilitators to, and psychosocial health benefits of, a chosen learning, play, leisure, or social activity||20%||Week 4||1, 2.|
|Essay||Assessment task 2: 1000 word report. Based on your observations and assessment of yournominated child across two visits at a local school, you will prepare a report outlining your interpretation of the child's function and skills||30%||Week 10||3.|
|Skills Assignment||Assessment task 3: Resource box and oral defence 15 minute presentation. You will prepare a resource box to promote occupational development for a school child that you have worked with over this semester. You will orally defend the clinical reasoning behind the inclusions of the objects in the box and the design of the box itself||40%||Week 13||2, 3, 4.|
- * 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.
|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.|
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.
Students must check the [email protected] 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.
Policy on plagiarism
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.
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.
subject outline; models of practice; play, learning and connecting across the lifespan; identifying barriers; facilitating
working with families of clients; family system model; professional responsibility and occupational beings
social development; social behaviour; types of relationships resilience factors and interventions
purpose of play; development of play skills; performance components play theories and constraints
theories of development; development of learning, playing and connecting skills across the lifespan
practice frameworks; purpose of evaluation; types of evaluation standardised testing
neurology of sensory processing; interventions using sensory processing models
challenging behaviours; behavioural management approaches
COOP; OPC; PRPP; home programs
occupation centred interventions in schools; task analysis; assistive technology; transitions
how acute settings affect learning, playing and connecting