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
5.2 Assist students to understand that diversity is beneficial to the community and their future
5.3 Negotiate problem solving between students in conflict

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
6.2 Use theories of cognitive development to construct appropriate learning interactions and activities
6.3 Provide activities that reflect sequential acquisition of knowledge and skills
6.4 Encourage students to explore, understand and attempt to solve problems in their environment
6.5 Introduce new ideas/activities that may build on existing knowledge, skills and interests
6.6 Arrange the education environment to provide a variety of experiences to develop students’ creativity, imagination and self expression

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
7.2 Create opportunities for group discussions and exchange of views between students
7.3 Use learning materials that are developmentally appropriate
7.4 Speak to students in a language that is appropriate to the maturation and developmental level of the student
7.5 Take time to listen and respond to students
7.6 Encourage students to express their thoughts, feelings and ideas using open-ended questions
7.7 Model and encourage two-way communication with questioning and listening

Element:

3. Promote student's self-esteem

Performance Criteria:

3.1 Design activities that take into consideration the student needs, interests and capabilities
3.2 Encourage students to take appropriate risks and to view them as opportunities to learn
3.3 Monitor student confidence and self-esteem
3.4 Acknowledge and support students who are experiencing negative views of themselves, their world and learning
3.5 Share information in a variety of forms with other staff, specialist and management
3.6 Encourage students to be active in decision-making that affects their learning and development

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
4.2 Identify and address inappropriate and negative forms of contact according to organisation policies and procedures
4.3 Model and advocate respect and courtesy in all forms of communication
4.4 Structure learning activities to promote cooperation, mutual respect and resolution of conflict
4.6 Provide support to students who have difficulty interacting with others to establish and maintain friendships and group membership

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
1.2 Identify opportunities for students to learn and develop physical skills
1.3 Seek and follow guidance regarding opportunities for a particular student
1.4 Promote appropriate physical activities using available resources

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
2.2 Encourage students to take pride in their racial identity , gender identity and abilities
2.3 Under supervision of teacher, design activities that provide opportunities to explore issues of self-image and identity that are within the students level of development


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