Course Title: Identify and respond to student development needs

Part B: Course Detail

Teaching Period: Term2 2015

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

Jacqui Rumble jacqueline.rumble@rmit.edu.au

Soosan Kian 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

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 all classes as crucial learning activities, assessment task preparation and 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

WeekCHCEDS501A Identify & respond to student developmentElement
1

Introduction including assessment tasks. Introduction to stages in child development.  Nature vs nature

Maslow’s Hierarchy

4

5

2 Stages in child development cont. Introduction to theories of child development 5
 3 Theories of physical development stages.  Gesell stages of physical development 1
 4

 Introduction to cognitive development. The brain: lobes & functions.

Minor in-class comprehension task due

 6
 5 Stages in cognitive development cont. Vygotsky/Piaget 6
 6 Introduction to language development. Chomsky & alternative theorists. Phonological awareness 7
 7 Reading & Writing in Primary school/NAPLAN requirements/VELS expectations

 6

7

 8

 Child Development Resource task due. Resource Expo presentations

 5

6

7

 9

 Introduction to Adolescent Self-Esteem & impact on Learning.

 2

3

 10 Bullying & Self-Esteem

 2

3

4

 11 Depression & Self-Esteem

 2

3

4

 12 Body Image & Self-Esteem

 2

3

4

 13 Revise structure & assessment requirements including APA referencing. Finalise report writing. Introduction to Task 2.  4
 14

Report on Adolescent Self-Esteem issue task due

 1

4

 15Finalise research for class resource task

 1

3

6

7

 16

  Preparation for group presentation of physical activities resource. Part A Class resource due

 1

3

6

7

 17 Group presentation of physical activities

 1

6

7

 18

 Feedback on Assessment tasks

Evaluation of unit

 2

4

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.


Learning Resources

Prescribed Texts

Recommended text: "Resource: Learning and Development" will be available to purchase from the Administration office or your teacher for $8.


References


Other Resources

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 Tasks:

Assessment One

Minor  in-class comprehension task  (Week 4)

Assessment Two

Child Development Resource Task (Week 8)

Assessment Three

Report on Adolescent Self-Esteem Issue (Week 14)

Assessment Four

Class resource of physical activities (Week 16/17)

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

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.

All assessment tasks including electronically recorded student work will be kept by the University for student feedback and to meet government requirements.

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.

Resubmissions:
If you are found to be Not Yet Competent in a Course Assessment Task you will be allowed one resubmission only. Your teacher will provide feedback regarding what you need to do to improve and will set a new deadline for the resubmission. The highest grade you will receive if your resubmission is successful is ‘CA’


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