Course Title: Support behaviour of children and young people
Part B: Course Detail
Teaching Period: Term2 2014
Course Code: HWSS5730C
Course Title: Support behaviour of children and young people
School: 360T Education
Campus: City Campus
Program: C4326 - Certificate IV in Education Support
Course Contact : Robyn Blaikie
Course Contact Phone: +61 3 99254 838
Course Contact Email:robyn.blaikie@rmit.edu.au
Name and Contact Details of All Other Relevant Staff
Fiona Dean: Teacher
Ph: 9925 4650
fiona.dean@rmit.edu.au
Nominal Hours: 30
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 describes the knowledge and skills for workers to apply strategies to guide responsible behaviour in a safe and supportive environment.
National Codes, Titles, Elements and Performance Criteria
National Element Code & Title: |
CHCCHILD301B Support behaviour of children and young people |
Element: |
1. Contribute to a safe, supportive environment |
Performance Criteria: |
1.1 Identify characteristics of a supportive environment |
Element: |
2. Use positive support techniques |
Performance Criteria: |
2.1 Establish expectations for behaviour in consultation with supervisor and in line with organisation expectations |
Element: |
3. Observe and collect data to assist with development of appropriate strategies for support |
Performance Criteria: |
3.1 Observe and collect data as a basis for functional analysis of when, where and what a child or young person is doing while involved in a task
|
Element: |
4. Implement strategies to support children or young people with additional needs |
Performance Criteria: |
4.1 Implement strategies to support child or young person with guidance from supervisor |
Element: |
5. Monitor and review strategies |
Performance Criteria: |
5.1 Closely monitor new strategies and record responses of child or young person in accordance with organisation's policy and procedures |
Learning Outcomes
This course applies to a range of community service contexts providing services to children and young people. 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
The student learning experience will be facilitated through participation in a range of activities:
Group discussion
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.
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
Semester 1
Week 1
Communication and Learning – What is learning?
E1, E5
Week 2
What is communication?
E1, E2
Week 3
How we learn
E1, E2
Week 4
Understanding of a safe, supportive environment
Responsibilities of work role
Assessment Task 1: Evidence Guide
E1, E2, E3
Week 5
The different ways we learn, develop and communicate
E1, E2, E3
Week 6
Communicative function of behaviour
E1, E2, E3, E4
Week 7
Understanding of a safe, supportive environment influencing behaviour
E1, E2, E3
Week 8
Ensuring a safe, supportive environment influencing behaviour
E1, E2, E3, E4
Week 9
Growing up- Development of children, adolescents
E4, E5
Week 10
Development and needs of the age group; culturally, spiritually
E1, E2, E4, E5
Assessment Task 2: Project1 – Research/Q&A
Week 11
Development and needs of the age group; socially, emotionally and physically
E1, E2, E4, E5
Week 12
Development and needs of the age group intellectually
E1, E2, E4, E5
Week 13
Factors that may affect behaviour of children and/or young people
E4, E5
Week 14
Impacts of environment and culture on behaviour of children and/or young people
E4, E5
Week 15
Potential impacts of disabilities, learning difficulties and mental health issues on behaviour of
children and/or young people
E2, E4, E5
Week 16
Potential impacts of disabilities, learning difficulties and mental health issues on behaviour of
children and/or young people
E1, E2, E4, E5
Week17-18
Progress interview – Evidence guide, Project 1, Q&A, Evidence of Practical experience supporting behaviour of children and young people; e.g Observation/Demonstration, Third party
E1, E2, E3, E4, E5
Semester 2
Week 1
Potential impacts of illness on behaviour of children and/or young people
E4, E5
Week 2
Definitions of and differences between disruptive and challenging behaviour
E4, E5
Week 3
Using appropriate supportive behaviour techniques, in cooperation with staff and others
E4, E5
Week 4
Establishing expectations for behaviour in line with organisation expectations
E4, E5
Week 5
Verbal and non-verbal communication strategies acknowledging responsible behaviour
E4, E5
Week 6
Redirecting behaviour and defusing situations
E4, E5
Week 7
Identifying issues of concern, working collaboratively with supervisor
E4, E5
Week 8
Strategies to alleviate issues of concern, working collaboratively with supervisor
E4, E5
Assessment Task 3: Project 2 – Q&A/Oral Presentation
Week 9
Organisation behaviour support plan
Observing and collecting data to assist with development of appropriate strategies for support of problem behaviours
E4, E5
Week 10
Methods of observing and collecting data
E3, E4
Week 11
Using data to demonstrate the frequency, intensity and duration of problem behaviours
E3, E4, E5
Week 12
Using evidence to implement strategies for positive behaviour
E3, E4 E5
Week 13
Adapting levels of support required and provided based on need
E4, E5
Week 14
Monitoring new strategies and recording responses
E3, E4, E5
Assessment Task 4 : Project 3: Interview- Practical experiences supporting behaviour
E1, E2, E3, E4, E5
Week 15
Adapting levels of support in consultation with team
E5
Week 16
Reviewing behaviour strategies with support team
E5
Week17-18
Potential issues monitoring and collecting data
E3, E5
Assessment interview – review folio of final assessments e.g : Evidence Guide, Project 1 and 2, Evidence of practical experience supporting behaviour of children and young people, e.g Observation/Demonstration, Third party
Learning Resources
Prescribed Texts
References
Other Resources
TEXTS AND EQUIPMENT
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
• 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 charter (http://mams.rmit.edu.au/kh6a3ly2wi2h1.pdf) 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 which are described and referenced in a single document: http://www.rmit.edu.au/browse;ID=ln1kd66y87rc
Assessment Tasks
Assessment methods have been designed to measure achievement of each competency in a flexible manner over a range of assessment tasks.
Assessment Task 1: Evidence Guide
Assessment Task 2: Project1 – Research/Q&A
Assessment Task 3: Project 2 - Q&A/Oral Presentation– Supporting behaviour of children and young people
Assessment Task 4 : Project 3: Interview- Practical experiences supporting behaviour
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. Summative assessment tasks in this unit are assessed using the following competency based results:
CA – Competency achieved
NYC – Not Yet Competent
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. 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.http://www.rmit.edu.au/students/academic-integrity
Course Overview: Access Course Overview