Course Title: Work with students in need of additional support
Part B: Course Detail
Teaching Period: Term2 2014
Course Code: TCHE5880C
Course Title: Work with students in need of additional support
School: 360T Education
Campus: Brunswick Campus
Program: C4349 - Certificate IV in Education Support
Course Contact: Soosan Kian Robyn Blaikie
Course Contact Phone: 03 9925 9183 03 9925 4383
Course Contact Email: soosan.kian@rmit.edu.au robyn.blaikie@rmit.edu.au
Name and Contact Details of All Other Relevant Staff
Lorraine Rodrigues lorraine.rodrigues@rmit.edu.au 9925 9155
Soosan Kian soosan.kian@rmit.edu.au 9925 9183
Nominal Hours: 50
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 unit focuses on the skills and knowledge required for education support workers to provide support to students who have to face a range of challenges that may limit their access to, participation in or outcomes from the curriculum.It applies to education support work in a variety of contexts and the work is to be undertaken with appropriate guidance, support and supervision by a nominated teacher or other education professional.
National Codes, Titles, Elements and Performance Criteria
National Element Code & Title: |
CHCEDS022 Work with students in need of additional support |
Element: |
1. Identify problems experienced by students in need of additional support |
Performance Criteria: |
1.1 Identify, in collaboration with the teacher the specific learning needs of the individual student |
Element: |
2. Contribute to team planning for students in need of additional support |
Performance Criteria: |
2.1 Provide observations to the education team to inform the process of planning for students requiring additional support |
Element: |
3. Provide support to students in need of additional support |
Performance Criteria: |
3.1 Use assistive technologies where appropriate |
Element: |
4. Provide support to teachers of students in need of additional support |
Performance Criteria: |
4.1 Cooperate in the implementation of programs and strategies designed by teachers |
Learning Outcomes
This unit develops the skills and knowledge required for education support workers to provide support to students who have to face a range of challenges that may limit their access to, participation in or outcomes from the curriculum.It applies to education support work in a variety of contexts and the work is to be undertaken with appropriate guidance, support and supervision by a nominated teacher or other education professional. On successful completion of this unit, 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 Certificate IV in 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 required to participate in compulsory work placement. 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. 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:
Work Placement
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.
Teaching Schedule
Program Dates: Monday 14th July – Friday 28th November 2014
Term Breaks: Mon 22nd September to Friday 3rd October 2014
Public holidays: Monday 3rd November and Tuesday 4th November (Melbourne Cup 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.
Week 1
Identify problems experienced by students with learning difficulties and learning disabilities
Identify learning difficulties associated with literacy
Identify learning difficulties associated with numeracy
Week 2
Identify problems experienced by students with learning difficulties and learning disabilities
Identify learning difficulties associated with literacy
Identify learning difficulties associated with numeracy
Week 3
Identify problems experienced by students with learning difficulties and learning disabilities
Identify learning difficulties associated with literacy
Identify learning difficulties associated with numeracy
Week 4
Identify problems experienced by students with learning difficulties and learning disabilities
Identify learning difficulties associated with literacy
Identify learning difficulties associated with numeracy
Assessment Task 1: Research one specific Learning Disability
Week 5
Identify learning difficulties associated with attention deficit disorder with hyperactivity.
Identify learning difficulties associated with conditions affecting processing visual information.
Identify learning difficulties associated with learning how to learn - learning styles
Roles and responsibilities of the Education Support Worker
Week 6
Identify learning difficulties associated with attention deficit disorder with hyperactivity.
Identify learning difficulties associated with conditions affecting processing visual information.
Identify learning difficulties associated with learning how to learn - learning styles
Roles and responsibilities of the Education Support Worker
Week 7
Identify learning difficulties associated with attention deficit disorder with hyperactivity.
Identify learning difficulties associated with conditions affecting processing visual information.
Identify learning difficulties associated with learning how to learn - learning styles
Roles and responsibilities of the Education Support Worker
Week 8
Identify learning difficulties associated with attention deficit disorder with hyperactivity.
Identify learning difficulties associated with conditions affecting processing visual information.
Identify learning difficulties associated with learning how to learn - learning styles
Roles and responsibilities of the Education Support Worker
Assignment task: small group presentation
Week 9
Use of assistive technologies - Alternative and Augmentative communication strategies
Working in partnership, consultation and collaboration with the education team
Week 10
Use of assistive technologies - Alternative and Augmentative communication strategies
Working in partnership, consultation and collaboration with the education team
Week 11
Use of assistive technologies - Alternative and Augmentative communication strategies
Working in partnership, consultation and collaboration with the education team
Week 12
Use of assistive technologies - Alternative and Augmentative communication strategies
Working in partnership, consultation and collaboration with the education team
Assessment 2: Work with your team on an Education/Disability related, current media topic.
Week 13
Developing expectations for students with the education team.
Identifying appropriate resources to support the student in the classroom
Strategies when working with students with a Learning Difficulty and /or Learning Disability
Week 14
Developing expectations for students with the education team.
Identifying appropriate resources to support the student in the classroom
Strategies when working with students with a Learning Difficulty and /or Learning Disability
Week 15
Developing expectations for students with the education team.
Identifying appropriate resources to support the student in the classroom
Strategies when working with students with a Learning Difficulty and /or Learning Disability
Week 16
Developing expectations for students with the education team.
Identifying appropriate resources to support the student in the classroom
Strategies when working with students with a Learning Difficulty and /or Learning Disability
Week 17
Positive Behaviour Support Plan
Goal Planning & Implementing Individual Education Plans.
Assessment 3: Adaptations, Adjustments and Modifications for students with disabilities
Week 18
Positive Behaviour Support Plan
Goal Planning & Implementing Individual Education Plans.
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 very cheaply)
• USB (Memory stick)
Overview of Assessment
This unit is part of an integrated program. You must demonstrate Performance and Knowledge Evidence of the unit 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:
• Oral or written questioning
• oral presentations
• Assignments and projects
• Direct observation of actual work practice
• 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 manager or the Equitable Learning Services if you would like to find out more.
The Student Charter www.rmit.edu.au/about/our-education/supporting-learning-and-teaching/student-charter/ summarises your responsibilities as an RMIT University student as well as the responsibilities of the university.
Your course assessment conforms to RMIT assessment principles, regulations, policies and procedures which can be found on the RMIT University website at: http://www1.rmit.edu.au/browse;ID=qwxbqbg739rl1
Assessment Tasks
Assessment Task 1: Research one specific Learning Disability
Assignment task: small group presentation
Assessment 2: Work with your team on an Education/Disability related, current media topic.
Assessment 3: Adaptations, Adjustments and Modifications for students with disabilities
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 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.
CA - Competency achieved
NYC - Not Yet Competent
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.
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.
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.
Course Overview: Access Course Overview