This unit of study introduces the basic concepts in musculoskeletal anatomy prior to a more detailed study of the gross anatomical structure of the upper limb as it relates to functional activities. Students will also study the histological structure of musculoskeletal tissues and surface anatomy of the upper limb. Material will be presented in lectures, practical sessions and online. Students will also be expected to undertake some independent learning activities (e.g. online video tutorials and practice quizzes) to supplement the lectures and practicals. This unit includes laboratory classes in which human cadavers are studied; attendance at such classes is compulsory.

This unit of study introduces students to the profession of occupational therapy, including: values and beliefs, philosophical bases, foundational concepts, key constructs of occupational performance, and the scope of current occupational therapy practice. Learning opportunities address: humans as occupational beings including cultural and anthropological perspectives; relationship between occupations, health and occupational therapy practice; and the evolution of the occupational therapy profession in Australia and internationally. Through the use of case-based studies and input from consumers of occupational therapy, occupational therapy clinicians and occupational therapy academics, students learn how to use key constructs of occupational performance to begin the development of the professional reasoning capacity required to determine an existing problem of occupation and subsequent focus of therapy. Experiential learning focuses on the development of professional behaviours, communication, and reflection, with particular emphasis on core oral communication skills required for practice. Assessments are supported by learning opportunities which target expected procedures to be used in theoretical and case-based reporting and referencing used in scholarly written work.

The ability to analyse and teach people how to perform daily occupations is a fundamental occupational therapy competency, applicable to all areas of occupational therapy practice when providing direct or consultative services. This unit of study uses information from theories of learning as well as evidence based principles of systematic instruction to assist students to understand how people learn and change their behaviour. Students learn how to: conduct activity and task analysis of daily occupations and occupational performance of people with and without disability; identify factors which enable and hinder people's participation in daily occupations; and use information from analyses to set occupation-focussed goals. Students develop proficiency using a wide range of teaching/learning strategies which can be used during occupational therapy to facilitate change in performance of day to day activities.

In this unit of study, students will explore how physical capacity supports occupational performance and how difficulties arising from acute or chronic conditions reduce function. Students learn ways of working with individuals who experience challenges in relation to their physical capacity and how the impact of these challenges can be measured, minimised and overcome. Using case studies from across the continuum of care in various health settings and integrating knowledge from occupational therapy and biomedical science, students will: apply information from upper limb and body system anatomy and physiology to understand the impact of disorders of physical capacity on every day function; learn methods for measuring and assessing functional capacity within the context of occupational performance; apply evidence based interventions in order to build physical capacity to engage in everyday task performance; design and fabricate a range of upper limb orthoses for various needs and conditions. This unit includes learning activities that will contribute to practice education hours.

In this unit of study, students explore how interpersonal and intrapersonal (psychosocial) components of performance can influence occupational performance. In this unit of study, students will develop an appreciation of the diverse factors and experiences that contribute towards mental ill health or psychosocial challenges. Students will explore ways to develop a shared assessment or understanding of the needs of individuals who experience challenges in relation to their psychosocial capacity and how these impact on their occupational lives. Learning from lived experience educators (educators with their own lived experience of mental health challenges and recovery) as well as occupational therapy academics, students will develop basic communication skills, information gathering techniques and rapport building skills to set a foundation for culturally safe practice. Students also learn about group work theory and practice; concepts of mental health, mental illness and recovery; and strategies to support person-directed planning. This unit includes learning activities that will contribute to practice education hours.

As a 2000 level unit, students will be expected to engage in learning activities that require not only knowledge acquisition but also higherlevel analysis and synthesis of theory to practice. There is an emphasis on student capacity to develop and demonstrate professional competence in beginning therapeutic strategies. Attendance and participation in tutorials are therefore expected.

In this unit of study, "home" and "community" occupations and performance needs are described from different perspectives. The effects of reduced physical, cognitive and psychosocial and environmental constraints on occupational performance within the home and community are examined. Occupational therapy assessment of the accessibility of home and public environments, and the development of culturally appropriate interventions, including the use of appropriate assistive devices/technology are investigated. Specifically, students will examine: Instrumental Activities of Daily (IADL) (definitions, inclusions and assessment); community and home environments (how are they defined, use, impact on occupational performance); legislative and regulatory considerations which impact plans for modifying home and community environments; concepts of universal design; and access standards. Students will develop required competence in: assessment of and prescription for basic home modifications; professional reasoning and report writing skills required by funding and legal agencies associated with home modification and resource plans; assessment and related aspects of transport (public transport, assisted transport and driving); assistive technology and devices appropriate for home and community contexts; the role of carer associated with home and community occupations. This unit will include learning activities that will contribute to practice education hours.

This practice education unit provides students with the opportunity to build on prior practice learning opportunities in the first year of the course. This unit continues the focus on professional development, ensuring students have the foundational competencies required for Year 3 practice education units. The primary focus of this unit is to support students' capacity to actively engage in aspects of the occupational therapy process for an assigned caseload through participation in a simulated practice education placement. Students will apply professional reasoning, understanding how these metacognitive skills support their implementation of the occupational therapy process, and further develop their use of professional and therapeutic communication and ultimately teamwork. Throughout their simulated practice education placement students will develop their capacity to process and use feedback in their practical learning, which they will demonstrate through assessment.

This unit of study introduces fundamental concepts of nervous system organisation and function. Anatomy of the brain and spinal cord is studied using models to understand the cortical and subcortical pathways as well as integrating centres that control movements and posture. The physiology component introduces students to mechanisms of signal generation and transmission, basic mechanisms of spinal reflexes, the function of the sensory systems and autonomic nervous system and motor pathways. Case studies aimed at identifying simple neural problems associated with sensory and motor systems are
specifically designed for students following professional preparation degrees. This unit includes a few laboratory classes in which human cadavers are studied.

For children and young people who experience challenges participating in activities associated with school, occupational therapy can assist to enhance, restore, and maintain school performance. In this unit of study students learn how to provide collaborative occupational therapy services within inclusive education contexts with the goal of enhancing participation in all school activities. Specifically, students: obtain an understanding of human development in middle to late childhood; have opportunities to study the impact of motor, sensory, cognitive, and social challenges to children's school performance; and learn specific occupational therapy assessment, intervention, and evaluation methods which are relevant to the school context. This unit includes learning activities that will contribute to practice education hours.

In this unit of study students examine occupational performance limitations due to neurodevelopmental and neurological impairment which reduce neuro-motor capacity. Theory and practice of occupational therapy assessment and intervention for occupational performance limitations associated with neuro-motor impairments across the lifespan are presented. Students apply concepts selected from an overview of motor control and sensory motor processing theories to describe the sensory and motor disturbances of neurological origin in adults and children and their impact on occupational performance. With a focus on functional use, students learn to: position and adults and children for enhanced functional performance; apply an evidence based prompt hierarchy to enhance occupational performance; analyse movements which hinder performance of everyday tasks; and integrate the use of prompts and equipment to promote occupational performance of adults and children with neurological impairment.