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 |
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 |
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.
| 1 | Looking 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 |
|
| 2 | Reflective writing genre Group discussion on positive learning experience What feels like to get feedback |
2 6 |
3 | |
| 3 | Learning 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 |
| 4 | Introduce action learning Doing work on assessing situations requiring intervention |
1 3 4 |
4 | |
| 5 | Choosing issues and setting goals Doing work on assessing situations requiring intervention Own school policy and in action |
4 5 |
3 4 |
|
| 6 | Action learning discussion groups |
4 5 6 |
3 4 |
|
| 7 | Discussion 3 after second cycle Reflective writing after reflective discussions |
5 6 |
3 4 |
Assessment task 3: Work placement visits and professional conversations |
| 8 | Presentations on action learning project Feedback from work experience |
5
|
3 4 |
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 3 |
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 |
3 | |
| 11 | Creating project for students going to excursion Feedback on work placement on excursions |
1 2 3 |
1 2 |
|
| 12 | VARK learning styles |
2 | 3 | |
| 13 | Blooms and asking question Retention pyramid – refer back to your successful learning |
2 3 |
3 | |
| 14 | Different learning theories Giving feedback – flattery etc |
2 3 |
3 | |
| 15 | Different learning theories Group work methods |
2 3 |
3 | |
| 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
3 |
2 | |
| 18 | Giving lesson and presentations Asking questions and making comments on these Mid-year interviews 2 |
1 2 4 6 |
2 3 |
Assessment task 4. Learning theories/strategies research and demonstration Week 18/19
|
| 19 | Examine DEECD site for policy guidelines for schools making welfare policy | 4 | 1 | 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 |
4 | 1 | 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 4 |
Assessment task 3: Work placement visits and professional conversations |
| 22 | Researching models |
4 5 |
3 4 |
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 4 |
Assessment task 3: Work placement visits and professional conversations Assessment task 5. Research and role play on behaviour modification models
|
| 26 | Visit secondary schools |
2 3 6 |
3 4 |
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 |
2 3 |
3 |
Assessment task 3: Work placement visits and professional conversations |
| 29 | Intrinsic motivation Work on inquiry |
2 3 |
3 | Assessment task 3: Work placement visits and professional conversations |
| 30 | Scaffolding |
2 3 |
3 | |
| 31 | Giving feedback especially flattery Starting doing presentation of task |
6 |
3 4 |
|
| 32 | Completing inquiry project Assisting your students with inquiry learning |
2 3 6 |
2 3 |
Assessment task 6. Inquiry project. Week 32
|
| 33 | Oral presentation in class of inquiry |
2 3 6 |
2 3 |
|
| 34 | How assess students requiring intervention and what progress made this year |
4 |
3 4 |
|
| 35 | Completing work placement assessment tasks |
4 |
3 4 |
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 2 |
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