Informing Sciences 1

The details
Health and Social Care (School of)
Colchester Campus
Autumn & Spring
Undergraduate: Level 4
Thursday 03 October 2019
Friday 20 March 2020
06 March 2020


Requisites for this module



Key module for

BSC B939 Occupational Therapy

Module description

This module is designed to introduce students to the basic sciences that inform professional practice, including anatomy, physiology, psychology and sociology.

This module runs 2 sessions per week in the autumn and summer term, alongside the modules, 'Occupational Being' and 'Interprofessional Working and Development' You will draw upon your past experiences and knowledge in order to build a sound knowledge and understanding of the informing sciences.
The workbook will form the basis of your learning and progression through this module. Therefore there is greater emphasis on your self-directed learning and engagement, which is supported by tutor-led and small study group activities.

Module aims

This module will introduce you to the basic sciences that inform professional practice, including anatomy, physiology, psychology and sociology.

Module learning outcomes

On successful completion of this module, the [learner] will be able to:

1. Use appropriate terminology to describe the structure and function of the human body systems
2. Draw upon key concepts, principles and theories of psychology to explain cognitive processes and behaviour
3. Draw upon key concepts and theories of sociology to discuss human behaviour within a social context

Module information

This module runs two mornings a week in the Autumn term. The module commences at the beginning of the academic year and before practice placement 1 - Explore, alongside modules, 'Occupational being' and 'Interprofessional working and development' in the Autumn term. After Christmas break the module continues alongside 'Engagement in Occupation' and 'concepts of Occupational Therapy'.

The workbooks will form the basis of your learning and progression through this module and in preparation for practice placement 1 - Explore. Therefore, there is greater emphasis on your self-directed learning and engagement supported by tutor-led and group work activities.

Learning and teaching methods

This module will provide you with opportunities to explore and develop foundation knowledge in a range of science subjects. The workbook will form the basis of your learning and progression through this module and will provide you with future reference material leading to the 'Informing sciences 2' module which will focus more on the applied nature of your knowledge. The use of electronic and other resources within small group work, tutorials, seminars and self-directed study will support the exploratory learning nature of this module. This module will require you to work in small groups which will include practical activities in which you may need to participate. Use is made of a range of biologically-based equipment in order to conduct practical sessions – e.g. Anatomy & Physiology Models


  • Richard D. Gross; Nancy Kinnison. (2014) Psychology for nurses and health professionals, Boca Raton: Taylor & Francis.
  • Garland, Eric L. (2012-9) 'Pain Processing in the Human Nervous System', in Primary Care: Clinics in Office Practice. vol. 39 (3) , pp.561-571
  • The musculoskeletal system review (article) | Khan Academy, https://www.khanacademy.org/science/high-school-biology/hs-human-body-systems/hs-the-musculoskeletal-system/a/hs-the-musculoskeletal-system-review
  • Green, Lorraine. (2017) Understanding the life course: sociological and psychological perspectives, Cambridge: Polity Press.
  • Case-Smith, Jane; O'Brien, Jane Clifford. (©2015) Occupational therapy for children and adolescents, St. Louis, Missouri: Elsevier.
  • Stagnitti, Karen. LaTrobe U, School of Occupational Therapy, Bundoora, VIC, AustraliaUnsworth, Carolyn. (2000) 'The importance of pretend play in child development: An occupational therapy perspective.', in The British Journal of Occupational Therapy,. vol. 63 (3) , pp.121-127
  • Giddens, Anthony; Sutton, Philip W. (2017) Essential concepts in sociology, Cambridge: Polity.
  • Lawson, Katie M.; Crouter, Ann C.; McHale, Susan M. (2015) 'Links between family gender socialization experiences in childhood and gendered occupational attainment in young adulthood', in Journal of Vocational Behavior. vol. 90, pp.26-35
  • Alder, Beth; Millar, Keith; Britton, Robert; Penwill, Roger; EBSCOhost ebook collection. (2009) Psychology and sociology applied to medicine: an illustrated colour text, Edinburgh: Churchill Livingstone.
  • Sharma, Ajay; Cockerill, Helen. (2014) Mary Sheridan's from birth to five years: children's developmental progress, Abingdon: Routledge.
  • Haralambos, Michael; Holborn, Martin; Chapman, Steve; Moore, Stephen. (2013) Sociology: themes and perspectives, London: Collins Educational.
  • Strangleman, Tim; Warren, Tracey. (c2008) Work and society: sociological approaches, themes and methods, Abingdon: Routledge.
  • Using Social Media To Promote Occupational Therapy - RCOT, https://www.rcot.co.uk/promoting-occupational-therapy/using-social-media
  • Ian R. McMillan; Barbara Tyldesley. (2012) Tyldesley & Grieve's muscles, nerves and movement in human occupation, Chichester: Wiley-Blackwell.
  • The lungs and pulmonary system (video) | Khan Academy, https://www.khanacademy.org/science/high-school-biology/hs-human-body-systems/hs-the-circulatory-and-respiratory-systems/v/the-lungs-and-pulmonary-system
  • Growing pains - NHS, https://www.nhs.uk/conditions/growing-pains/
  • Gross, Richard D. (2015) Psychology: the science of mind and behaviour, London: Hodder Education.
  • Self-management: what does it mean for occupational therapists? - RCOT, https://www.rcot.co.uk/news/self-management-what-does-it-mean-occupational-therapists
  • How to manage and reduce stress | Mental Health Foundation, https://www.mentalhealth.org.uk/publications/how-manage-and-reduce-stress
  • Lawler, Steph. (2014) Identity: sociological perspectives, Cambridge: Polity Press.
  • Healthy behaviours | The King's Fund, https://www.kingsfund.org.uk/projects/time-think-differently/trends-healthy-behaviours
  • Music, Graham. (2017) Nurturing natures: attachment and children's emotional, sociocultural and brain development, Abingdon: Routledge.
  • (no date) Agents of socialization | Behavior | MCAT | Khan Academy - YouTube.
  • Viner, Russell M; Ozer, Elizabeth M; Denny, Simon; Marmot, Michael; Resnick, Michael; Fatusi, Adesegun; Currie, Candace. (2012-04) 'Adolescence and the social determinants of health', in The Lancet. vol. 379 (9826) , pp.1641-1652
  • Elaine Nicpon Marieb; Suzanne M. Keller. (2018) Essentials of human anatomy & physiology, New York, NY: Pearson.
  • Kornienko, Olga. Department of Psychology, Arizona State University, Tempe, AZ, US, olga.kornienko@asu.edu Santos, Carlos E., ORCID 0000-0002-2426-5471 . Arizona State University, Tempe, AZ, USMartin, Carol Lynn. T. Denny Sanford School of Social and Family Dynamics, Arizona State University, Tempe, AZ, USGranger, Kristen L. T. Denny Sanford School of Social and Family Dynamics, Arizona State University, Tempe, AZ, US. (2016) 'Peer influence on gender identity development in adolescence.', in Developmental Psychology,. vol. 52 (10) , pp.1578-1592
  • The nervous system (video) | Khan Academy, https://www.khanacademy.org/science/biology/crash-course-bio-ecology/crash-course-biology-science/v/crash-course-biology-125
  • Shamley, Delva. (2005) Pathophysiology: an essential text for the allied health professions, Edinburgh: Elsevier Butterworth-Heinemann.
  • Israelashvili, Moshe. Department of Human Development and Education, School of Education, Tel Aviv University, Tel Aviv, Israel, Mosheil1@post.tau.ac.il Kim, Taejin. Department of Human Development and Education, School of Education, Tel Aviv University, Tel Aviv, Israel, kimdoron@gmail.com Bukobza, Gabriel. Department of Human Development and Education, School of Education, Tel Aviv University, Tel Aviv, Israel, bukobza@gmail.com. (2012) 'Adolescents’ over-use of the cyber world – Internet addiction or identity exploration?', in Journal of Adolescence,. vol. 35 (2) , pp.417-424
  • Kelly McGonigal: How to make stress your friend | TED Talk, https://www.ted.com/talks/kelly_mcgonigal_how_to_make_stress_your_friend?language=en
  • Fuller, Beth G.; Stewart Williams, Jennifer A.; Byles, Julie E. (2010-12) 'Active living—the perception of older people with chronic conditions', in Chronic Illness. vol. 6 (4) , pp.294-305
  • Circulatory system and the heart (video) | Khan Academy, https://www.khanacademy.org/science/high-school-biology/hs-human-body-systems/hs-the-circulatory-and-respiratory-systems/v/circulatory-system-and-the-heart
  • Susan Nolen-Hoeksema; Barbara Fredrickson; Geoffrey R. Loftus; Christel Lutz. (2014) Atkinson & Hilgard's: introduction to psychology, Andover: Cengage Learning.
  • Adolescents: health risks and solutions, https://www.who.int/news-room/fact-sheets/detail/adolescents-health-risks-and-solutions
  • What is pain? | British Pain Society, https://www.britishpainsociety.org/about/what-is-pain/
  • (©2017) Neuropsychology for occupational therapists: cognition in occupational performance, Hoboken, NJ: John Wiley & Sons Inc.
  • Guidance on the use of social media |, https://www.hcpc-uk.org/registration/meeting-our-standards/guidance-on-use-of-social-media/
  • Motivation article (article) | Behavior | Khan Academy, https://www.khanacademy.org/test-prep/mcat/behavior/physiological-and-sociocultural-concepts-of-motivation-and-attitudes/a/motivation-article-2
  • Self concept, self identity, and social identity (video) | Khan Academy, https://www.khanacademy.org/test-prep/mcat/individuals-and-society/attributing-behavior-to-persons-or-situations/v/self-concept-self-identity-social-identity
  • Atwal, Anita; McIntyre, Anne. (2013) Occupational therapy and older people, Chichester: Wiley-Blackwell.
  • Creek, Jennifer. (2014) Creek's occupational therapy and mental health, Oxford: Churchill Livingstone.
  • Haines, Christine; Smith, Theresa Marie; Baxter, Mary F. (2010) 'Participation in the risk-taking occupation of skateboarding', in Journal of Occupational Science. vol. 17 (4) , pp.239-245

The above list is indicative of the essential reading for the course. The library makes provision for all reading list items, with digital provision where possible, and these resources are shared between students. Further reading can be obtained from this module's reading list.

Assessment items, weightings and deadlines

Coursework / exam Description Deadline Weighting
Written Exam  Exam    100% 

Overall assessment

Coursework Exam
100% 0%


Coursework Exam
100% 0%
Module supervisor and teaching staff
Ms Susan Collins, email: smvcol@essex.ac.uk.
Susan Collins, Nisrin Alqatarneh, Erika Kerry, Ellen Adomako, Jullie Puttock, Vince Eade
Hannah Duncan/Jack Hickson E: ipladmin@essex.ac.uk



External examiner

No external examiner information available for this module.
Available via Moodle
Of 83 hours, 62 (74.7%) hours available to students:
21 hours not recorded due to service coverage or fault;
0 hours not recorded due to opt-out by lecturer(s).


Further information

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