Course Title: Support behaviour of children and young people

Part B: Course Detail

Teaching Period: Term2 2015

Course Code: HWSS6010C

Course Title: Support behaviour of children and young people

School: 360T Education

Campus: Brunswick Campus

Program: C4349 - Certificate IV in Education Support

Course Contact: Soosan Kian Robyn Blaikie

Course Contact Phone: 03 9925 9183 03 9925 4383

Course Contact Email:

Name and Contact Details of All Other Relevant Staff

Soosan Kian  9925 9183

Nominal Hours: 30

Regardless of the mode of delivery, represent a guide to the relative teaching time and student effort required to successfully achieve a particular competency/module. This may include not only scheduled classes or workplace visits but also the amount of effort required to undertake, evaluate and complete all assessment requirements, including any non-classroom activities.

Pre-requisites and Co-requisites

No specific pre-requisite and co-requisite.

Course Description

This unit focuses on the skills and knowledge to apply strategies to guide responsible behaviour of children and young people in a safe and supportive environment.

National Codes, Titles, Elements and Performance Criteria

National Element Code & Title:

CHCECE006 Support behaviour of children and young people


1. Contribute to a safe and supportive environment

Performance Criteria:

1.1 Use safe, supportive and equitable practices appropriate to the development stage and needs of the child and/or young person

1.2 Recognise any developmental challenges or mental health issues of child or young person that may have potential impacts on behaviour

1.3 Identify contributing environmental factors


2. Use positive support techniques

Performance Criteria:

2.1 Establish expectations for behaviour in consultation with supervisor and in line with work role

2.2 Provide instructions in a manner appropriate to the child or young person’s needs and context of the work environment and activity

2.3 Use positive reinforcement and clear verbal and non-verbal communication strategies to acknowledge responsible behaviour

2.4 Employ appropriate strategies to redirect behaviour and defuse situations


3. Observe and collect data to assist with development of appropriate strategies for support

Performance Criteria:

3.1 Collect data and record observations as a basis for gaining understanding of the child/young person’s behaviour

3.2 Use data to demonstrate the frequency, intensity and duration of behaviours requiring support


4. Implement strategies to support children or young people who require additional support

Performance Criteria:

4.1 Implement strategies to support child or young person with guidance from supervisor or as designed by a specialist

4.2 Identify areas of concern for discussion with supervisor

4.3 Contribute effectively to implementation of personalised support plan


5. Monitor and review strategies

Performance Criteria:

5.1 Monitor new strategies and record responses of child or young person in accordance with organisational policy and procedures

5.2 Adapt levels of support required and provided, based on need and response of child or young person, after consultation with supervisor

5.3 Document observations and offer feedback to supervisor as additional support

Learning Outcomes

This unit develops the skills and knowledge to apply strategies to guide responsible behaviour of children and young people in a safe and supportive environment.On successful completion of this unit, you will have developed and applied the skills and knowledge required to demonstrate your competency in the above elements.

Details of Learning Activities

This unit is part of Certificate IV in Education Support program. You will study this unit with several other units on the same day. Your program consists of face to face teaching, Directed Study and you are required to participate in compulsory work placement. The major learning experience involves participating in face to face classes. It is strongly advised that you attend all sessions in order to engage in the required learning activities, ensuring the maximum opportunity to gain the competency. You are not required to attend to complete Directed Study, however you are expected to complete all work given and will at times be required to show evidence that the work has been completed in this unit. Directed Study is a very important part of your program. An outline of your Directed Study will be given by your teacher and is published in the Weekly Program Delivery Plan.

The student learning experience will be facilitated through participation in a range of activities: 

  • Work Placement
  • Group discussion 

  • Research assignments

  • Guest speakers

  • Oral and/or written questions on "What if?" scenarios

  • Realistic simulations and role play
  • Practical demonstrations and direct observation of actual work and simulated work practice
  • Oral Presentations
  • Individual and group projects - Completing the projects will include negotiated independent study time and practical work relevant to the unit of competency. 

Teaching Schedule

 Program Dates: 13 July - 27 November 2015

Mid Semester Break: 21 September - 2 October 2015
Public Holidays: 3 November 2015 (Melbourne Cup day)

This unit will be delivered weekly. The times will be outlined in the program delivery plans which are updated each week.
Please note: While your teacher will cover all the material in this schedule, the weekly order is subject to change depending on class needs and availability of speakers and resources. Should the teaching schedule change students will be advised via blackboard.
Library Orientation & an RMIT Online Systems Information Session will be scheduled during the first two weeks of your program. Information about student services, rights and responsibilities is contained in your student diary.

This unit of competency is clustered with (HWSS6012c) and CHCEDS032 Support Learning and Implement Responsible Behaviour (TCHE5886C).


WeekCHCECE006 Support behaviour of children and young people






 Introduction to units


Getting to know you activities


Maslow’s Hierarchy Needs and wants

Teachers code of conduct






Development of the child an overview

School Well-being policies



In-class assessment - Research wellbeing policies


Development of the child

- Mental health



1 1




Development of the child


-Phonological awareness







 Data collection

Positive reinforcement





Collaborative/cooperative learning

Independent learning

Classroom management







8In-class preparation for assessment task





Presentation of Child Development Resource


 3 1Presentations of Child Development Resource

Assessment feedback


 1 3



11Active listening- providing effective regular feedback
 2 2



12Adolescent Self -esteem and issues impacting behaviour 1 2 
13Adolescent Self-esteem and issues impacting learning 1 2



14 Inclusivity 2 2 
15 In-class preparation for Self-Esteem report   
16 Presentation of Reports on Adolescent Self-Esteem  Report on Adolescent Self-Esteem issue

 Feedback on Reports


 1 31
18 Unit evaluations and reflection




**The teaching schedule maybe subject to change. Students will be advised via Blackboard and in class should changes occur.

Learning Resources

Prescribed Texts


Other Resources


There are no set texts in this course. RMIT will provide you with resources and tools for learning in this course through handouts, our online systems and access to facilities and relevant software. You will also have access to the library resources. It is recommended that you bring:

• Display folder with plastic sleeves
• Highlighter pens
• Notebook or loose leaf paper
• Headphones (use your own or they can be purchased from the Brunswick Library very cheaply)
• USB (Memory stick)

Overview of Assessment

This unit is part of an integrated program. You must demonstrate Performance and Knowledge Evidence of the unit in order to be deemed competent. Assessment methods have been designed to measure achievement of each competency in a flexible manner over a range of assessment tasks. You may be assessed by:
Oral or written questioning
• oral presentations
• Assignments and projects
• Direct observation of actual work practice
• Presentation of a portfolio of evidence which may comprise documents, and/or photographs and/or video and audio files
• Work-based activities
• Third-party feedback from a work supervisor/employer
Feedback will be provided throughout the semester in class and/or online discussions, through individual and group feedback on practical exercises and by individual consultation.

If you have a long term medical condition and/or disability it may be possible to negotiate to vary aspects of the learning or assessment methods. You can contact the program manager or the Equitable Learning Services if you would like to find out more.

The Student Charter summarises your responsibilities as an RMIT University student as well as the responsibilities of the university.

Your course assessment conforms to RMIT assessment principles, regulations, policies and procedures which can be found on the RMIT University website at:;ID=qwxbqbg739rl1

Assessment Tasks

Assessment in this unit will be clustered with  and CHCEDS032 Support Learning and Implement Responsible Behaviour

Assessment Task One

In-class research project on wellbeing policies (Due week 3)

Assessment Task Two

Child Development Resource (Due Week 9)

Assessment Task Three

Report on Adolescent Self-Esteem Issue (Due Week 16)

Assessment Task Four

Workplace Observation log. Observation of children in a classroom. (Due Weeks 6-16)


All Assessment tasks should be submitted by the deadline. If an extension is required you must ask your teacher for one before the due date.

Assessment Matrix

The assessment mapping demonstrates alignment of assessment tasks with the relevant Unit of Competency and with the critical aspects of assessment for each unit. The assessment mapping grids for units will be available on Blackboard for students to access.

CA - Competency achieved
NYC - Not Yet Competent

Other Information

You must complete a submission cover sheet for every piece of submitted work, including online submissions. This signed sheet acknowledges that you are aware of the plagiarism implications.

Attendance - The major learning experience involves participating in face to face classes. It is strongly advised that you attend all sessions in order to engage in the required learning activities, ensuring the maximum opportunity to gain the competency.

Feedback - Monitoring academic progress is an important enabling and proactive strategy to assist you to achieve your learning potential. Students will be asked to attend mid semester interviews with relevant teachers and Program Coordinator.

Special Consideration - All assessment tasks are required to be completed to a satisfactory level. If you are unable to complete any piece of assessment by the due date, you will need to apply for an extension. Please see the RMIT website for further information.

Academic Integrity and Plagiarism - RMIT University has a strict policy on plagarism and and academic integrity. Please refer to the website for more information on this policy.

Course Overview: Access Course Overview