Unit Synopsis
In this unit, you will be introduced to the evolving concept of occupational justice and explore situations where people are deprived of meaningful occupation. You will use an occupational justice lens to look from a local and global perspective at situations where people are experiencing challenges with occupational participation and engagement. The role of the occupational therapist as a facilitator of occupational justice will be examined, using both an occupational justice framework and also occupational therapy practice models. You will develop an understanding of how occupational justice sits with social justice concepts and considerations, including concepts such as social innovation.
Details
| Level | Undergraduate |
|---|---|
| Unit Level | 2 |
| Credit Points | 6 |
| Student Contribution Band | SCA Band 2 |
| Fraction of Full-Time Student Load | 0.125 |
| Pre-requisites or Co-requisites |
Successful completion of the following units as essential pre-requisites: OCCT11002 OCCT12006 Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework). |
| Class Timetable | View Unit Timetable |
| Residential School | No Residential School |
Unit Availabilities from Term 1 - 2026
Term 2 - 2026 Profile
Attendance Requirements
All on-campus students are expected to attend scheduled classes - in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).
Recommended Student Time Commitment
Each 6-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.
Assessment Tasks
| Assessment Task | Weighting |
|---|---|
| 1. Presentation | 20% |
| 2. Written Assessment | 35% |
| 3. Report | 45% |
This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%).
Past Exams
All University policies are available on the Policy web site, however you may wish to directly view the following policies below.
This list is not an exhaustive list of all University policies. The full list of policies are available on the Policy web site .
Term 2 - 2025 : The overall satisfaction for students in the last offering of this course was 84.62% (`Agree` and `Strongly Agree` responses), based on a 40.63% response rate.
Feedback, Recommendations and Responses
Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.
Source: SUTE feedback
Some students felt that assessment feedback was lacking detail.
It is recommended that experienced educator mentors provide support and peer review to sessional educators in the standards expected of assessment feedback.
Consistency with feedback on written document and marking rubric was maintained between UC and sessional educator in 2025.
Source: Student Unit Evaluation Dashboard
Student feedback via the SUTE evaluation dashboard indicates that students attending online enrolled at both campuses (Rockhampton and Bundaberg) were equally dissatisfied with the communication in-class of unit expectations.
It is recommended that the occupational therapy team factor in to workload allocations, the need to mentor, peer-teach and role-model to sessional staff and newer educators the effective communication of unit requirements to students.
A staff member with more familiarity with the unit returned as UC and video resources were provided on Moodle to provide students with additional detail on unit expectations.
Source: SUTE feedback
The use of both Microsoft TEAMS and Moodle made it challenging to know where to access unit updates or information.
It is recommended that the teaching team choose one communication platform and use it for consistent communication with students throughout the term.
In Progress
Source: SUTE feedback
The unit content was insightful and informative, however, care should be taken to ensure a safe learning environment is maintained when discussing topics such as inclusion, race, cultural diversity and trauma.
It is recommended that the teaching team continue to liase with experts such as the CQU Safer Communities and the Indigenous Engagement Division to foster safe and inclusive environments.
In Progress
Source: SUTE feedback
The online delivery method supported engagement and the lecture recordings supported further learning.
It is recommended that the unit continues to be offered in an online format and recordings made available to students.
In Progress
On successful completion of this unit, you will be able to:
- Articulate the concept of occupational justice at a local and global level.
- Identify and describe situations where people are deprived of meaningful occupation and explore the causes.
- Articulate the role of the occupational therapy in promoting occupational justice.
- Identify and describe occupational injustice occurring in a local community and the programs and measures being taken to address those injustice issues.
| Assessment Tasks | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Presentation | • | • | ||
| 2 - Written Assessment | • | • | ||
| 3 - Report | • | • | • | • |
| Graduate Attributes | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Communication | • | • | • | |
| 2 - Problem Solving | • | • | • | |
| 3 - Critical Thinking | • | • | • | • |
| 4 - Information Literacy | • | • | • | |
| 6 - Information Technology Competence | • | • | ||
| 7 - Cross Cultural Competence | • | • | • | |
| 8 - Ethical practice | • | • | • | |
| Assessment Tasks | Graduate Attributes | ||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 10 | |
| 1 - Presentation | • | • | • | • | • | ||||||
| 2 - Written Assessment | • | • | • | • | • | • | |||||
| 3 - Report | • | • | • | • | • | • | • | ||||