Course Title: Identify and respond to student development needs
Part B: Course Detail
Teaching Period: Term2 2012
Course Code: TCHE5743C
Course Title: Identify and respond to student development needs
School: 360T Education
Campus: City Campus
Program: C5290 - Diploma of 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
fiona.dean@rmit.edu.au
99254650
Nominal Hours: 60
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 independently establish a learning environment for students.
National Codes, Titles, Elements and Performance Criteria
National Element Code & Title: |
CHCEDS501A Identify and respond to student development needs |
Element: |
5. Encourage and promote the acceptance of diversity by students and staff |
Performance Criteria: |
5.1 Encourage students to regard differences between people positively |
Element: |
6. Assist student in their cognitive development |
Performance Criteria: |
6.1 Provide opportunities and resources that are varied and challenging to the students stage of cognitive development and interests |
Element: |
7. Assist students in their language development |
Performance Criteria: |
7.1 Provide developmentally relevant opportunities for students to listen, use and experiment with language |
Element: |
3. Promote student's self-esteem |
Performance Criteria: |
3.1 Design activities that take into consideration the student needs, interests and capabilities |
Element: |
4. Develop and promote positive interaction with and between students and adults |
Performance Criteria: |
4.1 Encourage students to initiate and develop positive and appropriate forms of contact with others |
Element: |
1.Provide opportunities for developmentally appropriate physical activity |
Performance Criteria: |
1.1 Identify opportunities for physical development that are appropriate to student’s stage of development and capabilities |
Element: |
2. Promote the student's exploration and development of identiity |
Performance Criteria: |
2.1 In conjunction with teacher, choose learning materials and resources that provide positive and non-stereotypical images |
Learning Outcomes
Develop skills and knowledge required by education support workers to independently establish a learning environment for students.
Details of Learning Activities
The student learning experience will be facilitated through participation in a range of activities:
Group discussion
Research assignments
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 – Policy, procedure and legislative issues concerning performance as education support
personnel
Roles and responsibilities of education support
Culture and diversity
Discussion, Q&A activities, Evidence Guide
Week 5-9
Theory – Stages of development
Identifying and providing opportunities for developmentally appropriate activities
Promoting the student’s exploration and development of identity
Encouraging non-stereotyping
Encouraging pride in racial identity, gender identity and abilities
Discussion, Q&A activities,
Project 1 – Research/Q&A
Week 10-14
Theory– Promoting students confidence and self-esteem
Considering student needs, interests and capabilities
Encouraging students to take appropriate risks and accept challenges
Monitoring student confidence and self-esteem
Discussion, Q&A activities
Week 15-18
Theory – Strategies to support students who are experiencing negative views
Decision-making, positive and negative impacts on development
Developing and promoting positive interaction with and between young people and adults
Initiating and developing positive and appropriate forms of contact with others
Discussion, Q&A activities
Progress interview – Evidence guide, Q&A Activities, Project 1, Evidence of practical experience identifying and responding to student development needs; e.g Observation/Demonstration, Third party
Semester 2
Week 1-4
Theory – Identifying and addressing inappropriate and negative forms of contact according to
organisation policies and procedures
Promoting cooperation, mutual respect and resolution of conflict
Providing support for young people having difficulty interacting with others to establish and
maintain friendships and group membership
Discussion, Q&A activities
Week 5-9
Theory – Negotiating problem solving between students in conflict
Theories of cognitive development
Assisting students in their cognitive development
Developing students’ creativity, imagination and self expression
Discussion, Q&A activities
Project 2 – Research/Scenarios/Q&A Activities
Week 10-14
Theory– Assisting students in their language development
Resources used to stimulate physical, emotional, social, cognitive and language development
Experiences targeting specific areas of physical, emotional, social, cognitive and language
development
Interactions between different areas of development
Discussion, Q&A activities
Folio - Presentation of folio (oral and written)
Week 15-18
Theory – Effective communication strategies for use with students and teachers
Factors influencing the student’s emotional and psychological development
Challenges to young people’s emotional and psychological development
Enhancing the development of self-esteem and self identity
Discussion, Q&A activities
Assessment interview – review folio of final assessments e.g :
Evidence Guide, Q&A Activities, Project 1 and 2, Evidence of practical experience identifying and responding to student development needs; 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 policy 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 see http://www1.rmit.edu.au/students/assessment
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 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
In Assessment matrix Booklet given to students at commencement of program.
Course Overview: Access Course Overview