Course Title: Support learning and implementation of responsible behaviour
Part B: Course Detail
Teaching Period: Term1 2014
Course Code: TCHE5819C
Course Title: Support learning and implementation of responsible behaviour
School: 360T Education
Campus: City Campus
Program: C5290 - Diploma of Education Support
Course Contact : Robyn Balikie
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 99254650
fiona.dean@rmit.edu.au
Nominal Hours: 55
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 wiorkers to assist the individual and education organisation to implement responsible behaviour plans. The course develops an understanding of relevant legislations and organisation policies
National Codes, Titles, Elements and Performance Criteria
National Element Code & Title: |
CHCEDS514B Support learning and implementation of responsible behaviour |
Element: |
1 Research and document legislative and organisation policy requirements |
Performance Criteria: |
1.1 Access legislation and organisation policies in relation to behaviour support concerns |
Element: |
2 Create safe learning environments to socially support student learning |
Performance Criteria: |
2.1 Plan and implement learning experiences in consultation with the teacher |
Element: |
3 Support learning environments encouraging student's responsibility |
Performance Criteria: |
3.1 Examine and determine key aspects of philosophical approaches to behaviour management |
Element: |
4 Support implementation of strategies for student responsiblity in behaviour management |
Performance Criteria: |
4.1 Work in consultation with the teacher to identify behaviour management strategies to support students in learning to take responsibility for their own behaviour 4.2 Establish learning environments that assist students to work collaboratively 4.3 Implement strategies for assisting students to monitor and review their own behaviour 4.4 Implement learning experiences for students to develop effective communication skills and appropriate social and learning behaviours |
Learning Outcomes
This unit applies to education support work in a variety of contexts and work is to be undertaken with appropriate guidance, support and supervision by a nominated teacher or other education professional. On successful completion of this course, you will have developed and applied the skills and knowledge required to demonstrate your competency in the above elements.
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

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. 

Work placement
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 1-4
Requirements of relevant legislation and organisation policies
Professional support services and resources
Philosophical approaches to behaviour support
reflections on learning
Discussion, Q&A activities
Week 5-8
Child and adolescent development theories
Social and group dynamics
Origins of behaviours of concern and the impact on student learning
Typical (and atypical) behaviours encountered in the education environment
assessment reflective writing or discussions
Week 9-12
Assessment strategies involving learner’s participation
Factors to promote or diminish students’ intrinsic motivation
Importance of the student’s self-esteem in the learning process
Practices and strategies for non-violent crisis prevention and intervention
Behaviour modification theories
Assessment research behaviour modifications and role play
Week 13-16
When and how to implement consequences for behaviours of concern
Effective communication skills
Whole of school and student approaches to behaviour support
’Action learning’ observations and deveopment on behaviour modification
Week 17-18
Mid-semester progress interviews
Universal precautions for risk management
Reflect on experiences of supporting learning and implementation of responsible behaviour
Discussion, Q&A activities
Observation/Demonstration, Third party
Semester 2
Week 1-4
Access and reference documented research information using relevant standards
Adhere to education organisation’s policies and procedures
Demonstrate supportive and collaborative relationships with students
Week 5-8
Demonstrate use of a range of appropriate behaviour management strategies
Implement student self management strategies
Interpret feedback from colleagues relating to policies and procedures
Assessment: groups discussions/presentations on independence after excursions
Week 9-12
Reflect on personal skills in behaviour management
Apply reinforcement strategies within student behaviour support plans
Discussion, Q&A activities
Week 13-16
Demonstrate collaborative problem solving skills
Encourage student’s monitor and review of self
Implement negotiation and conflict resolution strategies
Assessment: action learning project on assisting students with learning/ behaviour
Week 17-18
Implement proactive and reactive responses to irresponsible behaviour
Observe and reflect
Research and analyse case studies
Assessment: written or oral comprehension
Assessment interview – review folio of final assessments e.g : Assignment/Project1 and 2, Evidence of practical experience promoting and responding to workplace diversity; e.g. Observation/Demonstration, Third party, Folio – Presentation (oral and written)
Learning Resources
Prescribed Texts
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)
• 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
• Work-based 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 charter (http://mams.rmit.edu.au/kh6a3ly2wi2h1.pdf) 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 which are described and referenced in a single document: http://www.rmit.edu.au/browse;ID=ln1kd66y87rc
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 of 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
The assessment matrix demonstrates alignment of assessment tasks with the relevant Unit of Competency. These are available from the course contact person (stated above).
Course Overview: Access Course Overview