Course Title: Identify and respond to student development needs

Part B: Course Detail

Teaching Period: Term2 2014

Course Code: TCHE5811C

Course Title: Identify and respond to student development needs

School: 360T Education

Campus: Brunswick 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

Armen Dickranian, 9925 9494,  armen.dickranian@rmit.edu.au

Soosan Kian, 99259183, soosan.kian@rmit.edu.au

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

This unit is part of Diploma of Education Support program. You will study this unit with several other units on the same day. Your program consists of face to face teaching, Directed Study and you are expected to participate in professional placement. It is highly recommended that students attend at least 85% of class time as crucial learning activities, assessment task preparation some assessment tasks are completed in class. You are not required to attend 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. Directed Study is a very important part of your program. An outline of your Directed Study will be given by your teacher and is published in the Weekly Program Delivery Plan.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

  • Realistic simulations and role play
  • Practical demonstrations and direct observation of actual work and simulated work practice
  • Oral Presentations
  • Individual and group projects - Completing the projects will include negotiated independent study time and practical work relevant to the unit of competency. 

  • Professional placement 


Teaching Schedule

Program Dates: Monday 14th July – Friday 28th November 2014
Term Breaks: Mon 22nd September to Friday 3rd October 2014
Public holidays: Monday 3rd November and Tuesday 4th November (Melbourne Cup Holiday)
 

This unit will be delivered weekly. The times will be outlined in the program delivery plans which are updated each week.
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. Should the teaching schedule change students will be advised via blackboard.
Library Orientation & an RMIT Online Systems Information Session will be scheduled during the first two weeks of your program. Information about student services, rights and responsibilities is contained in your student diary.
Semester 1
 

Week 1-4
Policy, procedure and legislative issues concerning performance as education support personnel
Roles and responsibilities of education support workers
Culture and diversity
Stages of development

Discussion, Q&A activities

Week 2

Policy, procedure and legislative issues concerning performance as education support personnel
Roles and responsibilities of education support workers
Culture and diversity
Stages of development

Discussion, Q&A activities

Week 3

Policy, procedure and legislative issues concerning performance as education support personnel
Roles and responsibilities of education support workers
Culture and diversity
Stages of development

Discussion, Q&A activities

Week 4

Policy, procedure and legislative issues concerning performance as education support personnel
Roles and responsibilities of education support workers
Culture and diversity
Stages of development

Discussion, Q&A activities

 

Week 5-8
Stages of development
Identifying and providing opportunities for developmentally appropriate activities
Promoting the student’s exploration and development of identity
Code of ethics
Encouraging non-stereotyping
Encouraging pride in racial identity, gender identity and abilities

Discussion, Q&A activities,

Week 6

Stages of development
Identifying and providing opportunities for developmentally appropriate activities
Promoting the student’s exploration and development of identity
Code of ethics
Encouraging non-stereotyping
Encouraging pride in racial identity, gender identity and abilities

Discussion, Q&A activities,

Week 7

Stages of development
Identifying and providing opportunities for developmentally appropriate activities
Promoting the student’s exploration and development of identity
Code of ethics
Encouraging non-stereotyping
Encouraging pride in racial identity, gender identity and abilities

Discussion, Q&A activities,

Week 8

Stages of development
Identifying and providing opportunities for developmentally appropriate activities
Promoting the student’s exploration and development of identity
Code of ethics
Encouraging non-stereotyping
Encouraging pride in racial identity, gender identity and abilities

Discussion, Q&A activities,


Assignment 1– Research/Q&A/ instructional theories

Week 9-12
Considering student needs, interests and capabilities
Promoting students confidence and self-esteem
Encouraging students to take appropriate risks and accept challenges
Monitoring student confidence and self-esteem

Discussion, Q&A activities

Week 10

Considering student needs, interests and capabilities
Promoting students confidence and self-esteem
Encouraging students to take appropriate risks and accept challenges
Monitoring student confidence and self-esteem

Discussion, Q&A activities

Week 11

Considering student needs, interests and capabilities
Promoting students confidence and self-esteem
Encouraging students to take appropriate risks and accept challenges
Monitoring student confidence and self-esteem

Discussion, Q&A activities

Week 12

Considering student needs, interests and capabilities
Promoting students confidence and self-esteem
Encouraging students to take appropriate risks and accept challenges
Monitoring student confidence and self-esteem

Discussion, Q&A activities

 

Week 13-16
Child development theories
Strategies to support students who are experiencing negative views
Decision-making, positive and negative impacts on development

Discussion, Q&A activities
Progress Interview

Week 14

 Child development theories
Strategies to support students who are experiencing negative views
Decision-making, positive and negative impacts on development

Discussion, Q&A activities

Week 15

 Child development theories
Strategies to support students who are experiencing negative views
Decision-making, positive and negative impacts on development

Discussion, Q&A activities

Week 16

Child development theories
Strategies to support students who are experiencing negative views
Decision-making, positive and negative impacts on development

Discussion, Q&A activities

 

Week 17-18
Culture and communication
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 of assessments: 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
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 5-8
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 9-12
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 13-16
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
Progress interview

Week 17-18
Challenges to young people’s emotional and psychological development
Enhancing the development of self-esteem and self identity
Reflecting on own experiences identifying and responding to student development needs

Assessment interview – review folio of final assessments e.g :
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

Diploma of Education Support Resource $10


References


Other Resources

TEXTS AND EQUIPMENT

There are no set texts in this course. 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 Brunswick Library very cheaply)
• 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 task 1 Child Development Resource Week 12

 

Assessment 2 Report on adolescent development theory Week 18

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:
CC – Competency credit
CA – Competency achieved
NYC – Not Yet Competent
Please note:
Assessments tasks may include other Units of competency from the program.
All Assessment tasks should be submitted by the deadline. If an extension is required you must ask your teacher for one before the due date.


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