Course Title: Supervise students outside the classroom

Part B: Course Detail

Teaching Period: Term1 2012

Course Code: HWSS5636C

Course Title: Supervise students outside the classroom

School: 360T Education

Campus: City Campus

Program: C4282 - Certificate IV in Education Support

Course Contact : Robyn Blaikie

Course Contact Phone: +61 3 9925 4838

Course Contact Email:robyn.blaikie@rmit.edu.au


Name and Contact Details of All Other Relevant Staff

Fiona Dean: Teacher
Ph: 9925 4650
fiona.dean@rmit.edu.au

Nominal Hours: 40

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 course deals with the competency requirements for education support workers to supervise students in school grounds, community setting, and other non-classroom environments. It is intended to describe strategies for safe and supportive management of students in these environments. It applies to education support work with individual and groups of students in sporting, recreational and other activities outside the classroom environment.


National Codes, Titles, Elements and Performance Criteria

National Element Code & Title:

CHCEDS415A Supervise students outside the classroom

Element:

1. Identify potential risks associated with an activity in cooperation with relevant personnel

Performance Criteria:

1.1 Assess the environment for physical hazards and impediments to active supervision of students
1.2 Identify physical, psychological and logistical risks to be considered in the risk evaluation
1.3 Use planning strategies to address identified risks and hazards in activities
1.4 Access information about additional needs of students to inform the supervisory process

Element:

2. Use positive student management techniques

Performance Criteria:

2.1 Establish expectations for student behaviour in advance of the activity in accordance with the organisation’s positive behaviour support plan
2.2 Model positive interactions with students and other adults at all times
2.3 Use verbal and non-verbal techniques to acknowledge and influence student behaviour
2.4 Supervise and monitor area of responsibility and students in order to respond to situations in a timely manner
2.5 Use timely interventions to avert escalation of incidents

Element:

3. Maintain calm and confident demeanour

Performance Criteria:

3.1 Monitor and control personal stress levels
3.2 Articulate verbal directions in a clear and moderate tone and repeat this where necessary
3.3 Assess situations and determine suitable action
3.4 Defuse stressful situations before they escalate where ever possible using planned strategies
3.5 Summon assistance when necessary using the organisations planned methods of communication
3.6 Follow the organisation’s debriefing processes

Element:

4. Review and reflect on the effectiveness of strategies and performance

Performance Criteria:

4.1 Evaluate the effectiveness of strategies with other members of the education team
4.2 Revise strategies when necessary
4.3 Assess and communicate professional development needs to the supervisor
4.4 Access professional development opportunities and implement new skills in supervising students

Learning Outcomes


To learn the competency requirements for education support workers to supervise students in school grounds, community setting, and other non-classroom environments


Details of Learning Activities

The student learning experience will be facilitated through participation in a range of activities:
Group discussion
Guest speakers
Oral and/or written questions on "What if?" scenarios
Individual and group projects - Completion of Projects will include negotiated independent study time and practical work relevant to the unit of competency.
Realistic simulations and role play
Practical demonstrations and direct observation of actual work and simulated work practice
Oral Presentations


Teaching Schedule

Semester 1

Week 1-4
Theory – Supervising students in community settings, school grounds and other non classroom
environments
Valuing and responding appropriately to cultural difference
Diversity of activities, diversity of resources required
Appropriateness of activities considering student needs, eg. age, culture, special needs
Discussion, Q&A activities, Evidence Guide

Week 5-9
Theory – Knowledge of risk management policies and procedures of organisation
Identifying potential risks associated with an activity in cooperation with relevant personnel
Identifying potential hazards associated with an activity in cooperation with relevant personnel
Procedures and processes for reporting requirements for hazards/incidents
Discussion, Q&A activities,
Project 1 – Research,Q&A , Scenarios

Week 10-14
Theory– Procedures and processes for reporting requirements for hazards/incidents
Using effective communication, equipment and procedures for reporting
Issues related to reporting risks/hazards/incidents
Discussion, Q&A activities,

Week 15-18
Theory – Using positive student management techniques
Establishing expectations for behaviour
Responding appropriately to cultural difference in regards to behaviour
Modelling positive interactions
Discussion, Q&A activities

Progress interview – Evidence guide, Project 1, Evidence of practical experience working with children and young people; e.g Observation/Demonstration, Third party

Semester 2
Week 1-4
Theory – Verbal and non-verbal techniques acknowledging and influencing appropriate student
behaviour
Establishing expectations and limitations for student behaviour in accordance with the
organisation’s positive behaviour support plan
Supervising and monitoring students in order to respond appropriately to situations
Using timely interventions to avert escalation of incidents
Discussion, Q&A activities

Week 5-9
Theory – Dealing with stress
Maintaining and monitoring stressful situations
Monitoring own stress levels
Defusing techniques, following organisations behaviour processes
Discussion, Q&A activities

Project 2 – Research, Community/Cultural project

Week 10-14
Theory – Debriefing processes
Reviewing and reflecting on the effectiveness of strategies and performance
Evaluating effectiveness of strategies with relevant staff,
Reviewing and revising strategies, relevant professional development
Discussion, Q&A activities

Presentation (oral and/or written)

Week 15-18
Theory – Reviewing and reflecting on the effectiveness of strategies and performance
Reviewing the processes and procedures within organisations for evaluating and reviewing
effectiveness of strategies and performance,
Identifying relevant professional development support
Assessing and communicating professional development needs to the supervisor
Discussion, Q&A activities

Assessment interview – review folio of final assessments e.g :
Evidence Guide, Project 1 and 2, Evidence of practical experience working with children and young people, e.g Observation/Demonstration, Third party, Presentation (oral and/or written)
 


Learning Resources

Prescribed Texts


References


Other Resources


Overview of Assessment

You must demonstrate an understanding of all elements of the competencies 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:
• Direct observation of actual and simulated work practice
• Oral or written questioning
• Assignments and projects
• Presentation of a portfolio of evidence which may comprise documents, and/or photographs and/or video and audio files
• Review of products produced through work-based or course 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 coordinator or the Disability Liaison Unit if you would like to find out more.
An assessment charter (http://mams.rmit.edu.au/kh6a3ly2wi2h1.pdf) summarises your responsibilities as an RMIT student as well as those of your teachers.
Your courses assessment conforms to RMIT assessment principles, regulations, policies and procedures which are described and referenced in a single document: http://www.rmit.edu.au/browse;ID=ln1kd66y87rc


Assessment Tasks

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:
• Direct observation of actual and simulated work practice
• Oral or written questioning
• Assignments and projects
• Presentation of a portfolio of evidence which may comprise documents, and/or photographs and/or video and audio files
• Review of products produced through work-based or course 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.


Assessment Matrix

In Assessment matrix Booklet given to students at commencement of program

Course Overview: Access Course Overview