Course Title: Work with students in need of additional support
Part B: Course Detail
Teaching Period: Term1 2019
Course Code: TCHE5879C
Course Title: Work with students in need of additional support
School: 360T Education
Campus: City Campus
Program: C5383 - Diploma of Teacher Education Preparation
Course Contact: Soosan Kian
Course Contact Phone: +61 3 9925 9183
Course Contact Email: soosan.kian@rmit.edu.au
Name and Contact Details of All Other Relevant Staff
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 pre-requisites
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 1.2 Identify any real barriers or potential barriers to learning |
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 2.2 Develop expectations for students, with the education team 2.3 Discuss strategies to increase student access to learning, with the education team 2.4 Identify and assemble required resources |
Element: |
3 Provide support to students in need of additional support.
|
Performance Criteria: |
3.1 Use assistive technologies where appropriate 3.2 Implement planned strategies to meet the needs of individual students 3.3 Provide students with regular opportunities for practising new skills 3.4 Monitor student progress and inform teachers on a regular basis |
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 4.2 Monitor and arrange maintenance of any equipment used to support students |
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 the Diploma of Teacher Education Preparation. The learning and assessment in the program is delivered through face to face teaching, Unsupervised Directed Study and participation in work placement. It is strongly advised 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 Unsupervised Directed Study, however you are expected to complete the work given and will at times be required to show evidence the work has been completed. Your Unsupervised Directed Study will be posted on Canvas.
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
This unit will be delivered weekly.
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 Canvas.
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 portal https://www.rmit.edu.au/students
Week |
Topics & Activities |
1. |
Identify problems experienced by students in need of additional support Identify, in collaboration with the teacher the specific learning needs of the individual student
(E1) |
2. |
Identify, in collaboration with the teacher the specific learning needs of the individual student (E1)
|
3. |
Identify any real barriers or potential barriers to learning
What are the challenges students face with literacy and numeracy? (E1) |
4. |
Contribute to team planning for students in need of additional support Provide observations to the education team to inform the process of planning for students requiring additional support
E2 |
5. |
Provide observations to the education team to inform the process of planning for students requiring additional support (cont) -
E2 |
6. |
Develop expectations for students, with the education team
E2 |
7. |
Develop expectations for students, with the education team
E2 |
8. |
Managing challenging behaviours in the classroom
|
9. |
In-class assessment 1 – Supporting Inclusive Learning in the classroom (E1,2,3,4) |
10. |
Discuss strategies to increase student access to learning, with the education team (E2)
E2 |
11. |
Discuss strategies to increase student access to learning, with the education team (E2)
E2 |
12 |
Provide support to students in need of additional support Identify and assemble required resources
|
13. |
Use Assistive Technologies where appropriate
E2, E3, E4 |
14 |
Assessment 2 – Creating a tool to promote communication in the classroom (E2, E3, E4) |
15 |
Monitor student progress and inform teachers on a regular basis
E3 |
16 |
Provide support to teachers of students in need of additional support Cooperate in the implementation of programs and strategies designed by teachers |
17 |
Assessment task 3: Observation/Demonstration in work placement (Week 5-17) E1, E2, E3, E4 Overview - Reflecting on working with students in need of additional support |
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
• USB (Memory stick)
Overview of Assessment
You must demonstrate the Performance Evidence and Knowledge Evidence required for assessment in order to be deemed competent for the Unit. 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 and demonstration in 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 Tasks:
Assessment task 1: Supporting Inclusive learning in the classroom (Week 9)
Assessment task 2: Creating a tool to promote communication in the classroom (Week 14)
Assessment task 3: Observation/Demonstration in work placement (Week 5-17)
Assessment in this unit is assessed using the following overall competency based results:
CA - Competency achieved
NYC - Not Yet Competent
All Assessment tasks should be submitted by the due date. If an extension is required please contact your teacher and/or Coordinator before the due date.
You must complete a submission cover sheet for every piece of submitted work.
All assessment tasks including electronically recorded student work will be kept by the University for student feedback and to meet government requirements.
Resubmissions:
If you are found to be Not Yet Competent in a Course Assessment Task you may 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 and with the critical aspects of assessment for each unit. A copy of the assessment matrix is available for all students.
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.
Feedback - Monitoring academic progress is an important enabling and proactive strategy to assist you to achieve your learning potential. Students may be asked to attend interviews with relevant teachers and Program Coordinator to discuss academic progress.
Assessment Academic Progress https://www.rmit.edu.au/about/governance-and-management/governance/policies/assessment-policy
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 plagiarism and academic integrity. Please refer to the website for more information on this policy. www.rmit.edu.au/students/academic-integrity
Course Overview: Access Course Overview