Course Title: Support the development and implementation of responsible behaviour

Part B: Course Detail

Teaching Period: Term1 2013

Course Code: HWSS5639C

Course Title: Support the development and implementation of responsible behaviour

School: 360T Education

Campus: City Campus

Program: C5290 - Diploma of Education Support

Course Contact : Robyn Blaikie

Course Contact Phone: +61 3 9925 4383

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

Name and Contact Details of All Other Relevant Staff

Fiona Dean: Teacher

fiona.dean@rmit.edu.au

99254650

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 course deals with the skills and knowledge required by education support workers to assist the individual and education organisation to implement responsible behaviour plans.
The course develops an understanding of relevant legislation and organisation policies.

National Codes, Titles, Elements and Performance Criteria

National Element Code & Title:	CHCEDS504A Support the development 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 and plans
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 learning environments encouraging student’s responsibility
Performance Criteria:	3.1 Examine and determine key aspects of philosophical approaches to behaviour management 3.2 Support students to identify and analyse their learning goals in consultation with teacher 3.3 Implement learning experiences that encourage students to direct and manage their own learning in consultation with the teacher 3.4 Implement learning experiences where students reflect on their own learning in consultation with the teacher
Element:	4. Support implementation of strategies for student responsibility in behaviour management
Performance Criteria:	4.1 Work in consultation with the teacher to identify behaviour management strategies to support students in learning to take responsibility for their own behaviour 4.2 Establish learning environments that assist students to work collaboratively 4.3 Implement strategies for assisting students to monitor and review their own behaviour 4.4 Implement learning experiences for students to develop effective communication skills and appropriate social and learning behaviours 4.5 Implement strategies for providing regular feedback and reinforcement to students 4.6 Examine classroom behaviour management practices for effectiveness 4.7 Implement support processes for students requiring specific skills in developing and maintaining behaviours 4.8 Evaluate and implement strategies for professional practice improvement 4.9 Use collaborative problem solving skills when working with colleagues and students

Learning Outcomes

Develops the skills and knowledge required by education support workers to assist the individual and education organisation to implement responsible behaviour plans. 
It also develops an understanding of relevant legislation and organisation policies.

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

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.

Semester 1

Week 1-4
Requirements of relevant legislation and organisation policies
Professional support services and resources
Philosophical approaches to behaviour support

Discussion, Q&A activities

Week 5-8
Child and adolescent development theories
Social and group dynamics
Origins of behaviours of concern and the impact on student learning
Typical (and atypical) behaviours encountered in the education environment

Discussion, Q&A activities,
Assignment/project1 – Research/Q&A

Week 9-12
Assessment strategies involving learner’s participation
Factors to promote or diminish students’ intrinsic motivation
Importance of the student’s self-esteem in the learning process
Practices and strategies for non-violent crisis prevention and intervention

Discussion, Q&A activities

Week 13-16
When and how to implement consequences for behaviours of concern
Effective communication skills
Whole of school and student approaches to behaviour support

Discussion, Q&A activities
Scenarios

Week 17-18
Universal precautions for risk management
Reflect on experiences of supporting learning and implementation of responsible behaviour

Discussion,Q&Aactivities
Progress interview – Q&A Activities, Project 1, Evidence of practical experience supporting learning and implementation of responsible behaviour; e.g Observation/Demonstration, Third party 

Semester 2
Week 1-4
Supportive and collaborative relationships with students
Demonstrate supportive and collaborative relationships with students
Behaviour management
Demonstrate use of a range of appropriate behaviour management strategies

Discussion, Q&A activities

Week 5-8
Behaviour management
Demonstrate use of a range of appropriate behaviour management strategies
Adhering to education organisation’s policies and procedures
Feedback from colleagues relating to policies and procedures
Self management strategies
Implement student self management strategies

Discussion, Q&A activities
Assignment/project 2 – Research/Scenarios

Week 9-12
Negotiation and conflict resolution strategies
Self management strategies
Implement student self management strategies

Discussion, Q&A activities
Scenarios/Q&A

Week 13-16
Reinforcement strategies within student behaviour support plans
Applying reinforcement strategies within student behaviour support plans
Collaborative problem solving skills
Encouraging student’s monitor and review of self

Discussion, Q&A activities
Oral presentation (oral and/or written)

Week 17-20
Negotiation and conflict resolution strategies
Implement negotiation and conflict resolution strategies
Proactive and reactive responses to irresponsible behaviour
Implementing proactive and reactive responses to irresponsible behaviour
Reflect on personal skills in behaviour management

Discussion, Q&A activities

Assessment interview – review folio of final assessments e.g : Assignment/Project1 and 2, Evidence of practical experience promoting and responding to workplace diversity; e.g. Observation/Demonstration, Third party, Folio – Presentation (oral and 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 of documents, and/or photographs and/or video and audio files 

• Review of work 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

The assessment matrix demonstrates alignment of assessment tasks with the relevant Unit of Competency. These are available from the course contact person (stated above).

Course Overview: Access Course Overview