Course Title: Support learning and implementation of responsible behaviour

Part B: Course Detail

Teaching Period: Term1 2016

Course Code: TCHE5886C

Course Title: Support learning and implementation of responsible behaviour

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: soosan.kian@rmit.edu.au robyn.blaikie@rmit.edu.au


Name and Contact Details of All Other Relevant Staff

Jacqueline Rumble Jacqueline.rumble@rmit.edu.au

Peta McGregor peta.mcgregor@rmit.edu.au

Lydia Burns Lydia.burns@rmit.edu.au

Nominal Hours: 55

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 required to assist the individual and education organisation to implement responsible behaviour plans.It develops an understanding of relevant legislation and organisation policies.
 


National Codes, Titles, Elements and Performance Criteria

National Element Code & Title:

CHCEDS032 Support learning and implementation of responsible behaviour

Element:

1. Research and document legislative and organisation policy requirements

Performance Criteria:

1.1 Access legislation and organisation policies in relation to behaviour support concerns
1.2 Identify and confirm essential requirements of relevant legislation and organisation policies
1.3 Conduct and review work practices in accordance with requirements of legislation and organisation policies
1.4 Identify organisation requirements for student and learning environment behaviour strategies

Element:

2. Create safe learning environments to socially support student learning

Performance Criteria:

2.1 Plan and implement learning experiences in consultation with the teacher
2.2 Establish constructive relationships with students based on mutual trust and respect
2.3 Engage in inclusive communication with students
2.4 Establish strategies for promoting collaborative relationships between students

Element:

3. Support implementation of strategies for student responsibility in behaviour management

Performance Criteria:

3.1 Work in consultation with the teacher to identify behaviour management strategies to support students in learning to take responsibility for their own behaviour
3.2 Establish learning environments that assist students to work collaboratively
3.3 Implement strategies for assisting students to monitor and review their own behaviour
3.4 Create learning experiences for students to develop effective communication skills and appropriate social and learning behaviours
3.5 Implement strategies for providing regular feedback and reinforcement to students
3.6 Examine classroom behaviour management practices for effectiveness
3.7 Follow support processes for students requiring specific skills in developing and maintaining behaviours
3.8 Evaluate and implement strategies for improving professional practice
3.9 Use collaborative problem-solving skills when working with colleagues and students
3.10 Take appropriate steps, if required, to maintain personal safety of self and others
 


Learning Outcomes


This unit develops the skills and knowledge required to assist the individual and education organisation to implement responsible behaviour plans.It develops an understanding of relevant legislation and organisation policies.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, Unsupervised Directed Study and you are required to participate in compulsory work placement. It is strongly advised 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 Unsupervised Directed Study, however you are expected to complete the work given and will at times be required to show evidence the work has been completed. Your Unsupervised Directed Study will be posted on Blackboard.
 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

This unit will be delivered weekly.
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 CHCECE006 Support behaviour of children and young people.

WeekCHCEDS032 Support Learning and Implementation of Responsible Behaviour

 CHCEDS032

Elements

CHCECE006 Elements       

 

1

 Introduction to units including assessments

Stages of Development

Nature vs. Nurture

The Brain

 1,2,3 1,2,3,4,5
2

Stages of Development

Nature Vs. Nurture

The Brain

             

2,3 1,2,5
3

The Brain

Piaget

Vygotsky

Blooms Taxonomy

             

2,3 1,2,5
4


Cognitive/Social/Learning                                                               Development

Disorders

Positive/Negative Behaviour

School Well being policies- National Safe Schools Framework

Promoting co-operation through learning activities
             

2,3 1,2,3
5

     

Cognitive/social/Language development

Gardiners multiple intelligences

Intrinsic/Extrinsic motivation

Re-directing behaviour

             

 2,3 1,2,3,4
6

Assessment One: Create Class Resource 
             

 

1,2,3

 

 1,2,4
7

Adolescent Issues and self-esteem

Bullying/Depression

Collaborative Learning
 

 2,3

 

 1,2,3,5

8Commence Assessment Task Two: Action Learning

 
1,2,3 1,2,3,4,5
9

Action Learning

 

 1,2,3 1,2,3,4,5
10Action Learning1,2,3 1,2,3,4,5
11Action Learning
 
1,2,3 1,2,3,4,5
12

 

Assessment Two: Action Learning 

 

 1,2,3 1,2,3,4,5
13Role of play in development2,3 1,2,3,4,5
14 Role of physical activity in behaviour modification 2,3 1,2,4
15 In-class preparation for physical activity (group work) 2,3 1,2,3,4,5
16 Assessment three: Develop physical activity 2,3 1,2,3,4,5
17

 Unit reflection/ evaluation

 1,2,3 


Learning Resources

Prescribed Texts


References


Other Resources

TEXTS AND EQUIPMENT

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
• 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 www.rmit.edu.au/about/our-education/supporting-learning-and-teaching/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: http://www1.rmit.edu.au/browse;ID=qwxbqbg739rl1


Assessment Tasks

Assessment Task One

Create Class resource Week 6
 

Assessment Task Two

Action Learning Week 12
 

Assessment Task Three

Develop Physical Activity Week 16


Assessment Task Four
Observation/Demonstration in workplacement  Week 11-17


Assessment tasks in this unit are assessed using the following competency based results:

CA - Competency achieved
NYC - Not Yet Competent
All Assessment tasks should be submitted by the due date. If an extension is required please contact your teacher and/or Coordinator before the due date.
You must complete a submission cover sheet for every piece of submitted work.
All assessment tasks including electronically recorded student work will be kept by the University for student feedback and to meet government requirements.
Resubmissions:
If you are found to be Not Yet Competent in a Course Assessment Task you may be allowed one resubmission only. Your teacher will provide feedback regarding what you need to do to improve and will set a new deadline for the resubmission.
 


Assessment Matrix

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

Other Information

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 may be asked to attend interviews with relevant teachers and Program Coordinator to discuss academic progress.
Assessment Academic Progress www.rmit.edu.au/policies/academicprogress
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. www.rmit.edu.au/students/assessment/extension
Academic Integrity and Plagiarism - RMIT University has a strict policy on plagiarism and academic integrity. Please refer to the website for more information on this policy. www.rmit.edu.au/students/academic-integrity

Course Overview: Access Course Overview