Course Title: Identify and respond to student development needs

Part B: Course Detail

Teaching Period: Term2 2014

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:

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
 

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:

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

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

Your program consists of a combination of learning activities through a range of delivery methods including: face to face teaching, online activities and Directed Study and you are expected to participate in professional placement. You work independently to complete Directed Study, however you are expected to complete all work given and will at times be required to show evidence that the work has been completed in this unit.


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
Policy, procedure and legislative issues concerning performance as education support
personnel
Roles and responsibilities of education support workers
E1

Week 2
Culture and diversity
E1, E2, E5

Week 3
Stages of development
E1. E2

Week 4
Identifying and providing opportunities for developmentally appropriate physical activities
E1
Assessment Task 1: Evidence Guide

Week 5
Promoting the student’s exploration and development of identity
E2

Week 6
Diversity of identity
E2, E5

Week 7
Self-image and identity
E2. E5

Week 8
Stereotyping
E2, E3. E5

Assessment Task 2: Project 1 – Research/Q&A

Week 9
Encouraging non-stereotyping
E2, E3, E5

Week 10
Encouraging pride in racial identity, gender identity and abilities
E2, E3


Week 11
Promoting students confidence and self-esteem
E2, E3

Week 12
Considering student needs, interests and capabilities
E2, E3

Week 13
Encouraging students to take appropriate risks and accept challenges
E2, E3

Week 14
Monitoring student confidence and self-esteem
E2, E3

Week 15
Strategies to support students who are experiencing negative views
E2, E3, E4

Week 16
Decision-making, positive and negative impacts on development
E2, E3, E4

Week 17-18
Developing and promoting positive interaction with and between young people and adults
Initiating and developing positive and appropriate forms of contact with others
Progress interview – Evidence guide, Project 1, Evidence of practical experience identifying and responding to student development needs; e.g Observation/Demonstration, Third party

Semester 2

Week 1
Identifying and addressing inappropriate and negative forms of contact
E2, E3, E4

Week 2
Promoting cooperation and mutual respect
E2, E3, E4

Week 3
Conflict resolution
E2, E3, E4

Week 4
Strategies for conflict resolution
E2, E3, E4

Week 5
Support strategies for young people having difficulty interacting with others to establish and
maintain friendships and group membership
E4, E5

Week 6
Negotiating problem solving between students in conflict
E2, E3, E4
Assessment Task 3: Project 2 – Oral Presentation

Week 7
Theories of cognitive development
E6

Week 8
Developing students’ creativity, imagination and self expression
E6

Week 9
Assisting students in their cognitive development
E6

Week 10
Assisting students in their language development
E7

Week 11
Experiences targeting specific areas of physical, emotional, social, cognitive and language
development
E1, E6, E7

Week 12
Experiences targeting specific areas of physical, emotional, social, cognitive and language
development

E1, E6. E7
Week 13
Resources used to stimulate physical, emotional, social, cognitive and language development
E6. E7

Week 14
Interactions between different areas of development
E6, E7

Week 15
Factors influencing the student’s emotional and psychological development
Challenges to young people’s emotional and psychological development

E4. E5
Assessment Task 4: Project 3 Oral Presentation (oral and/or written)

Week 16
Effective communication strategies for use with students and teachers
E6, E7

Week 17-18
Reflecting on own experiences identifying and responding to student development needs
E3,
Assessment interview – review folio of final assessments e.g :Evidence Guide, Project 1, 2, 3, Evidence of practical experience identifying and responding to student development needs; e.g. Observation/Demonstration, Third party
 


Learning Resources

Prescribed Texts


References


Other Resources

TEXTS AND EQUIPMENT
There are no set texts in this unit. 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 (use your own or they can be purchased from the City/Brunswick Library)
• USB (Memory stick)


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.
Assessment task 1: Evidence Guide
Assessment Task 2: Project 1 – Research/Q&A
Assessment Task 3: Project 2 – Q&A/Oral Presentation - Identifying student development needs
Assessment Task 4: : Project 3 Oral Presentation – Responding to student development needs
Evidence of practical experience identifying and responding to student development needs; e.g. Observation/Demonstration, Third party

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 tasks in this course are either formative or summative.  Formative tasks provide the basis for ongoing feedback and can be considered essential building blocks for the more substantial summative assessment tasks.  Summative assessment tasks in this unit are assessed using the following competency based results:
CA – Competency achieved
NYC – Not Yet Competent


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).

Other Information

You must complete a submission cover sheet for every piece of submitted work, including online submissions. This signed sheet acknowledges that you are aware of the plagiarism implications.
 

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. www.rmit.edu.au/policies/academicprogress
 

Feedback - Monitoring academic progress is an important enabling and proactive strategy to assist you to achieve your learning potential. Students will be asked to attend mid semester interviews with relevant teachers and Program Coordinator.
 

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 plagarism and and academic integrity. Please refer to the website for more information on this policy.http://www.rmit.edu.au/students/academic-integrity

Course Overview: Access Course Overview