Course Title: Support learning and implementation of responsible behaviour

Part B: Course Detail

Teaching Period: Term2 2014

Course Code: TCHE5820C

Course Title: Support learning and implementation of responsible behaviour

School: 360T Education

Campus: Brunswick Campus

Program: C5290 - Diploma of Education Support

Course Contact : Robyn Balikie

Course Contact Phone: +61 3 9925 4838

Course Contact

Name and Contact Details of All Other Relevant Staff

Margaret Hanrahan  9925 9494

Soosan Kian  9925 9183

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


1 Research and document legislative and organisation policy requirements

Performance Criteria:

1.1 Access legislation and organisation policies in relation to behaviour support concerns
1.2 Identify and confirm essential requirements of relevant legislation and organisation policies
1.3 Conduct and review work practices in accordance with requirements of legislation and organisation policies
1.4 Identify organisation requirements for student and learning environment behaviour strategies and plans


2 Create safe learning environments to socially support student learning

Performance Criteria:

2.1 Plan and implement learning experiences in consultation with the teacher
2.2 Establish constructive relationships with students based on mutual trust and respect
2.3 Engage in inclusive communication with students
2.4 Establish strategies for promoting collaborative relationships between students


3 Support learning environments encouraging student's responsibility

Performance Criteria:

3.1 Examine and determine key aspects of philosophical approaches to behaviour management
3.2 Support students to identify and analyse their learning goals in consultation with teacher
3.3 Implement learning experiences that encourage students to direct and manage their own learning in consultation with the teacher
3.4 Implement learning experiences where students reflect on their own learning in consultation with the teacher


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
4.5 Implement strategies for providing regular feedback and reinforcement to students
4.6 Examine classroom behaviour management practices for effectiveness
4.7 Implement support processes for students requiring specific skills in developing and maintaining behaviours
4.8 Evaluate and implement strategies for professional practice improvement
4.9 Use collaborative problem solving skills when working with colleagues and students
4.10 Take appropriate steps, if required, to maintain personal safety of self and others

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

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. 

Work placement

Teaching Schedule

Program Dates: Mon 10 Feb – 28 Nov
Term Breaks: 21 April – 27 April; 23 June – 13 July: 22 Sept – 5 Oct.
Public holidays: 10 March, 18 April, 9 June, 4 Nov and Monday 3 Nov will be a 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
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

Diploma of Education Support Resource. Hard copy or soft copy


Other Resources


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
• 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 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

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:

Assessment 2. Research learning theory and demonstrations week 16

Assessment 3. Action learning on behaviour Week 18

5. Workplace visit Week 30

6. Roleplay of two models in response to inappropriate behaviour after research and analysis into models of behaviour modification Week 25

10. Inquiry project  Week 35

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

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

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

Course Overview: Access Course Overview