Course Title: Support learning and implementation of responsible behaviour

Part B: Course Detail

Teaching Period: Term1 2015

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 Email:robyn.blaikie@rmit.edu.au


Name and Contact Details of All Other Relevant Staff

Margaret Hanrahan margaret.hanrahan@rmit.edu.au  9925 9494

Soosan Kian soosan.kian@rmit.edu.au  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

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
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
 

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
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 studen

Element:

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
 

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
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. It is clustered with CHCEDS502B Foster and support an effective learning environment both in classes and assessment tasks. 
Your program consists of face to face teaching, Directed Study and you are expected to participate in work placement one day a week at an educational facility probably a school. 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. Directed Study will be given to you by your teacher.

Work placement will be required as most of the assessment tasks require you to be in a work placement.

The student learning experience will be facilitated through participation in a range of activities:
Work placement
Group discussion
Research assignments
Guest speakers
Oral and/or written questions on "What if?" scenarios
Action learning projects in work placement
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
Major inquiry project
 


Teaching Schedule

Program Dates: Mon 10 Feb – 28 Nov
Term Breaks: 21 April – 27 April; 23 June – 13 July: 22 Sept – 5 Oct.
Program Dates: Mon 9 Feb - 27 Nov 2015

Sememster 1

Program dates:
9 February - 19 June, 2015

Easter Break 2 April - 7 April, 2015
Mid semester break 7 April -10 April, 2015

Labour Day 9 March
Queen’s Birthday 8 June.

Semester 2

13 July- 27 November, 2015

Mid Semester break
21 September - 2 October, 2015

Melbourne Cup Weekend 2 & 3 November, 2015


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.

 

<thead> <th scope="col">Wk</th> <th scope="col">CHCEDS514B Support learning and implementation of responsible behaviour</th> <th scope="col">Elements CHCEDS514B</th> <th scope="col">Elements CHCEDS502B</th> <th scope="col">Assessment</th> </thead>
1Looking at issues for return to study
Introduction to units
Talking about a positive learning experience
Your learning needs

1

2

3

4

 

1

2

3

4

5

6

 
2Reflective writing genre
Group discussion on positive learning experience
What feels like to get feedback

2

6

3 
3Learning intention using reciprocal teaching
Physical learning environment effect on learning and behaviour
Time management

1

3

2

3

Assessment task 1. Reflection on learning. Week 3
4Introduce action learning
Doing work on assessing situations requiring intervention

1

3

4

4 
5Choosing issues and setting goals
Doing work on assessing situations requiring intervention
Own school policy and in action

4

5

3

4

 
6Action learning discussion groups

4

5

6

3

4

 
7Discussion 3 after second cycle
Reflective writing after reflective discussions

5

6

3

4

Assessment task 3: Work placement visits and professional conversations
8Presentations on action learning project
Feedback from work experience

 5

 

3

Assessment task 2. Action Learning on assisting behaviour change. Week 8

Assessment task 3: Work placement visits and professional conversations

9 Barrier to learning
Learning needs of your student
Case study from work placement

 1

3

4

1

2

Assessment task 3: Work placement visits and professional conversations
10 Multiple intelligences
At the excursion think about possible learning indentions for
an excursion and how to prepare students

 1

2

3

 
11 Creating project for students going to excursion
Feedback on work placement on excursions

 1

2

3

1

 
12

 VARK learning styles
Feedback from placement on learning styles/needs and when need to intervene.
looking at patience and what assist it
looking at patience

 2 
13 Blooms and asking question
Retention pyramid – refer back to your successful learning

2

 3 
14 Different learning theories
Giving feedback – flattery etc

3

 
15 Different learning theories
Group work methods

2

 
16 Group work in schools
Do research on learning theory/strategy
 2

3
 

 3

4

 
17 Planning/presenting lesson and presentation using your theory
Feedback on observations at work placement
2


 

 2 
18 Giving lesson and presentations
Asking questions and making comments on these
Mid-year interviews 2

1

2

4

2

 Assessment task 4. Learning theories/strategies research and demonstration Week 18/19

 

19 Examine DEECD site for policy guidelines for schools making welfare policy Assessment task 4. Learning theories/strategies research and demonstration Week 18/19

 

20  Looking at DEECD policy document
Looking at your school’s wellbeing policies
Assessment task 3: Work placement visits and professional conversations
21 Recounting situations re behaviour that you have seen that you
could find ‘challenging’
Different models of behaviour modification
Start research
Doing work on assessing situations requiring intervention

 4

5

3

Assessment task 3: Work placement visits and professional conversations
22 Researching models

 4

5

3

Assessment task 3: Work placement visits and professional conversations
23 Prepare role play and presentation
Feedback from work placement observation

 1

5

 3

4

Assessment task 3: Work placement visits and professional conversations
24 Finish off preparation if needed
Feedback on how you group went.

1

5
 

  3

4

Assessment task 3: Work placement visits and professional conversations
25 Role plays and presentations
Discussions to assist reflections on your own work in modifying behaviour
26 Visit secondary and observe ES

 5

6

3

Assessment task 3: Work placement visits and professional conversations

Assessment task 5. Research and role play on behaviour modification models
Part A. Research, role play and presentation Week 25
Part B. Reflection Week 26

 

26 Visit secondary schools

 2

3

6

3

Assessment task 3: Work placement visits and professional conversations

Assessment task 5. Research and role play on behaviour modification models

Part B. Reflection Week 26

27 Discussion on visits to secondary schools
Start inquiry
 

 2

3

6

 

3

4

Assessment task 3: Work placement visits and professional conversations
28

Finalizing inquiry question and timeline
Starting inquiry 

2

3

Assessment task 3: Work placement visits and professional conversations
29 Intrinsic motivation
Work on inquiry

 2

3

Assessment task 3: Work placement visits and professional conversations
30 Scaffolding

 2

3

 
31 Giving feedback especially flattery
Starting doing presentation of task
 6

4

 
32 Completing inquiry project
Assisting your students with inquiry learning

 2

3

6

2

 Assessment task 6. Inquiry project. Week 32

 

33 Oral presentation in class of inquiry

 2

3

6

2

 
34 How assess students requiring intervention and what progress
made this year
 4

3

 
35

 Completing work placement assessment tasks
Feedback on observations on students needing intervention
Feedback from your mentors

 4

3

Part C: Feedback from teacher/mentor at work placement at 3 different stages throughout the year. Week 35.
 
36 Finalizing and reviewing year 6

1

 

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.
 

This unit of competency is clustered with CHCEDS502B Foster and support an effective learning environment.


Learning Resources

Prescribed Texts

"Resource: Learning and Development" will be available to purchase from your teacher for $8. You will only need to buy one copy for this cluster of 2 units.


References


Other Resources

TEXTS AND EQUIPMENT

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 to be used with ipads etc
• 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 http://www1.rmit.edu.au/students/assessment


Assessment Tasks

Assessment methods have been designed to measure achievement of each competency in a flexible manner over a range of assessment tasks. You will be assessed by:
 
Assessment methods have been designed to measure achievement of each competency in a flexible manner over a range of assessment tasks.

Assessment task 1. Reflection on learning. Week 3.

Assessment task 2. Action Learning on assisting behaviour change. Week 8

Assessment task 3: Work placement visits and professional conversations
Part A: Work place visits. During weeks 7, 8, 9, 20 -29 and if needed between weeks 30 - 34.
Part B: Professional conversations. Week 17 or 18.
Part C: Feedback from teacher/mentor at work placement at 3 different stages throughout the year. Week 35.

Assessment task 4. Learning theories/strategies research and demonstration Week 18/19

Assessment task 5. Research and role play on behaviour modification models
Part A. Research, role play and presentation Week 25
Part B. Reflection Week 26

Assessment task 6. Inquiry project. Week 32

 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:
CC - Competency credit
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’

Please note that role plays and oral presentations may need to be videoed for auditing purposes. Notes and check lists will also be written down of these oral tasks as well as with the professional conversations.

Extensions. If you require an extension (maximum 1 week) you must complete an extension form and submit it to the unit manager one day before the due date.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.


Assessment Matrix

The assessment mapping demonstrates alignment of assessment tasks with the relevant Unit of Competency and with the critical aspects of assessment for each unit. The assessment mapping grids for units will be available on Blackboard for students to access.

 

Other Information

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.www.rmit.edu.au/students/assessment/extension
 

Course Overview: Access Course Overview