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The University of Southampton

OCCT2032 Design for Occupation 2

Module Overview

In this level 5 module, you will build on your understanding of design as an art and a science at level 4 and its effects on occupational performance. You will apply this to your understanding of OT practice, to support occupational engagement for health and well being. You will be introduced to assessments from Occupational Therapy and other appropriate disciplines to enable you to evaluate features of design and their potential impact on occupational performance and well being. You will also take part in workshops and receive presentations from external speakers to further your knowledge of design principles and processes. This level 5 module involves collaboration with outside agencies in designing systems, environments or artefacts to enhance occupational engagement/performance for service users.

Aims and Objectives

Learning Outcomes

Learning Outcomes

Having successfully completed this module you will be able to:

  • Demonstrate creative problem solving, ergonomic and occupational analyses to identify a design issue within an organisation, which impacts service user occupational engagement, health and/or wellbeing.
  • Work with peers and an external organisation (national or international) to create a system/environment/artefact which will enable or enhance occupational engagement by service users to improve health and wellbeing.
  • Demonstrate effective team working with peers and collaborative approaches with your external partner organisation to design a system, environment or artefact, ensuring a participative design process where possible.
  • Evaluate the design process and design product using relevant outcome measures where appropriate, to identify the impact of the design for the target service user group.
  • Analyse the design product to establish its sustainability and usability for the identified user group.
  • Utilise a reflection tool to analyse in depth your own contribution to the project, the effectiveness of the team process and the collaborative relationship with your chosen organisation, identifying personal and group strengths and areas for future development.
  • Use appropriate literature to support the design concept and identify potential risks and risk management strategies.


- Further development of the design concepts introduced in year 1 with specific application to a design project - Practice in searching, selecting and applying evidence to support design ideas and processes - Contact with specialists in a range of organisations in order to develop understanding of design principles within a therapeutic context - Opportunities to explore/use a range of tools to identify the ways in which design enables or inhibits occupational engagement for populations/groups, taking account of sustainability principles - Completion of specific tasks/activities in groups in order to develop collaborative team working skills - Group work to design an environment/artefact/system to enhance occupational engagement, health and well being for specified service user groups - Development of an information stand for a showcase event, illustrating your design concept

Learning and Teaching

Teaching and learning methods

Lectures/workshops to review, develop and apply design principles learnt at level four. Self-directed learning and research to develop understanding of wider principles of design in preparation for project work. Collaborative project work in teams and with outside agencies to complete selected projects and take part in reflection and peer review processes.

Practical classes and workshops9
Independent Study154.5
External visits10
Total study time187.5

Resources & Reading list

Jacobs K (2007). Ergonomics for Therapists. 

University of Cambridge Inclusive Design Toolkit University of Cambridge Engineering Design Centre.

Inclusive Design for Getting Outdoors (I’DGO) at:.

The Helen Hamlyn Centre for Design at:.

You may also need. Examples of relevant journals which might be accessed on line in university library: Architectural Design Wiley online library Journal of Urban Design Taylor Francis online journal Journal of Design History Oxford Journals online British Journal of Occupational Therapy Ergonomics Applied Ergonomics Access by Design: The Journal of the Centre for Accessible Environments

Farrelly L (2014). Designing for the Third Age: Architecture Redefined for a Generation of ‘Active Agers’. 


Assessment Strategy

Both components of the summative assessment must be passed.


Proposal and risk assessment


MethodPercentage contribution
Poster 60%
Written lay abstract 40%


MethodPercentage contribution
Individual Poster 60%
Written lay abstract 40%

Repeat Information

Repeat type: External


Costs associated with this module

Students are responsible for meeting the cost of essential textbooks, and of producing such essays, assignments, laboratory reports and dissertations as are required to fulfil the academic requirements for each programme of study.

In addition to this, students registered for this module typically also have to pay for:


Cost of travel to outside agencies and for field trips linked to chosen design project Cost of materials to complete/develop design resources for partner organisation Cost of any materials related to developing a presentation stand for the showcase event

Please also ensure you read the section on additional costs in the University’s Fees, Charges and Expenses Regulations in the University Calendar available at

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