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 |
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 |
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: |
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 |
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