Course Title: Identify and respond to student development needs

Part B: Course Detail

Teaching Period: Term2 2015

Course Code: TCHE5743C

Course Title: Identify and respond to student development needs

School: 360T Education

Campus: City Campus

Program: C5290 - Diploma of Education Support

Course Contact : Robyn Blaikie

Course Contact Phone: +61 3 9925 4838

Course Contact

Name and Contact Details of All Other Relevant Staff

Fiona Dean: Teacher

Nominal Hours: 60

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 workers to independently establish a learning environment for students.

National Codes, Titles, Elements and Performance Criteria

National Element Code & Title:

CHCEDS501A Identify and respond to student development needs


1.Provide opportunities for developmentally appropriate physical activity

Performance Criteria:

1.1 Identify opportunities for physical development that are appropriate to student's stage of development and capabilities
1.2 Identify opportunities for students to learn and develop physical skills
1.3 Seek and follow guidance regarding opportunities for a particular student
1.4 Promote appropriate physical activities using available resources


2. Promote the student's exploration and development of identiity

Performance Criteria:

2.1 In conjunction with teacher, choose learning materials and resources that provide positive and non -stereotypical images
2.2 Encourage students to take pride in their racial identity , gender identity and abilities
2.3 Under supervision of teacher, design activities that provide opportunities to explore issues of self -image and identity that are within the students level of development


3. Promote student's self-esteem

Performance Criteria:

3.1 Design activities that take into consideration the student needs , interests and capabilities
3.2 Encourage students to take appropriate risks and to view them as opportunities to learn
3.3 Monitor student confidence and self -esteem
3.4 Acknowledge and support students who are experiencing negative views of themselves, their world and learning
3.5 Share information in a variety of forms with other staff, specialist and management
3.6 Encourage students to be active in decision-making that affects their learning and development


4. Develop and promote positive interaction with and between students and adults

Performance Criteria:

4.1 Encourage students to initiate and develop positive and appropriate forms of contact with others
4.2 Identify and address inappropriate and negative forms of contact according to organisation policies and procedures
4.3 Model and advocate respect and courtesy in all forms of communication
4.4 Structure learning activities to promote cooperation, mutual respect and resolution of conflict
4.6 Provide support to students who have difficulty interacting with others to establish and maintain friendships and group membership


5. Encourage and promote the acceptance of diversity by students and staff

Performance Criteria:

5.1 Encourage students to regard differences between people positively
5.2 Assist students to understand that diversity is beneficial to the community and their future
5.3 Negotiate problem solving between students in conflict


6. Assist student in their cognitive development

Performance Criteria:

6.1 Provide opportunities and resources that are varied and challenging to the students stage of cognitive development and interests
6.2 Use theories of cognitive development to construct appropriate learning interactions and activities
6.3 Provide activities that reflect sequential acquisition of knowledge and skills
6.4 Encourage students to explore, understand and attempt to solve problems in their environment
6.5 Introduce new ideas/activities that may build on existing knowledge, skills and interests
6.6 Arrange the education environment to provide a variety of experiences to develop students' creativity, imagination and self expression


7. Assist students in their language development

Performance Criteria:

7.1 Provide developmentally relevant opportunities for students to listen, use and experiment with language
7.2 Create opportunities for group discussions and exchange of views between students
7.3 Use learning materials that are developmentally appropriate
7.4 Speak to students in a language that is appropriate to the maturation and developmental level of the student
7.5 Take time to listen and respond to students
7.6 Encourage students to express their thoughts, feelings and ideas using open-ended questions
7.7 Model and encourage two -way communication with questioning and listening

Learning Outcomes

Develop skills and knowledge required by education support workers to independently establish a learning environment for students.

Details of Learning Activities

The student learning experience will be facilitated through participation in a range of activities including  :
Group discussion
Research assignments
Guest speakers
Oral and/or written questions on "What if?" scenarios
Individual and group projects- Completion of Projects will include negotiated independent study time and practical work relevant to the unit of competency.
Realistic simulations and role play
Practical demonstrations and direct observation of actual work and simulated work practice
Oral Presentations

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.

Your experiences through relevant work and work placement during the program are a very important part of your learning and assessment. Your RMIT teacher will organise Professional conversations with you during the program where you have the opportunity to expand on your workplacement experiences as part of evidence for relevant assessment. You will also receive feedback from your mentor/supervisor and third party evidence. You are expected to attend workplacement regularly and the attendance schedule can be negotiated between you, your RMIT teacher and workplacement supervisor/mentor.

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

Week 1
Policy, procedure and legislative issues concerning performance as education support
Roles and responsibilities of education support workers
Culture and diversity

Week 2
Stages of development
Identifying and providing opportunities for developmentally appropriate physical activities
E1, E2, E5

Week 3
Promoting the student’s exploration and development of identity
Diversity of identity
E1. E2 E5

Week 4
Experiences targeting specific areas of physical, emotional, social, cognitive and language
Resources used to stimulate physical, emotional, social, cognitive and language development
E2 E3 E6 E7

Week 5
Theories of cognitive development
Assisting students in their cognitive development
Assisting students in their language development
E4 E5 E6 E7

Week 6
Interactions between different areas of development
E4 E6, E7

Week 7
Factors influencing the student’s emotional and psychological development
Challenges to young people’s emotional and psychological development
E4. E5

Week 8
Self-image and identity
Encouraging non-stereotyping
E2, E5

Week 9
Encouraging pride in racial identity, gender identity and abilities
E2. E5

Week 10
Promoting students confidence and self-esteem
Considering student needs, interests and capabilities
E2, E3. E5

Week 11
Encouraging students to take appropriate risks and accept challenges
Monitoring student confidence and self-esteem
E2, E3, E5

Week 12
Strategies to support students who are experiencing negative views
Decision-making, positive and negative impacts on development
E2, E3

Week 13
Identifying and addressing inappropriate and negative forms of contact
Promoting cooperation and mutual respect
E2, E3

Week 14
Conflict resolution
Strategies for conflict resolution
E2, E3 E4

Week 15
Negotiating problem solving between students in conflict
Support strategies for young people having difficulty interacting with others
E4 E5 E6


Learning Resources

Prescribed Texts


Other Resources

There are no set texts in this unit. 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 City/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
• Review of products 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.
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.

Assessment 1:Oral Presentation - Responding to student development needs - Week 7
Assessment 2:Research assignment and Oral - Week 11
Assessment 3:Observation and demonstration in the workplace - Week 2-15

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:
CA – Competency achieved
NYC – Not Yet CompetentAll 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.
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.

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 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