Course Title: Support behaviour of children and young people
Part B: Course Detail
Teaching Period: Term2 2013
Course Code: HWSS5731C
Course Title: Support behaviour of children and young people
School: 360T Education
Campus: Brunswick 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
Anna Remfry anna.remfry@rmit.edu.au 9925 9494
Soosan Kian soosan.kian@rmit.edu.au 9925 9183
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
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 and Directed Study. 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: 

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. 

Work placement
Teaching Schedule
Program Dates: Mon 15th July – Friday 13th December 2013
Term Breaks: Mon 23rd Sept – Fri 4th Oct 2013
Public holidays: Tues 5th November 2013 (Melbourne Cup)
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.
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 1-4
Contributing to a safe and supportive environment
Child development and needs of age groups
Asking non-invasive questions (open and closed)
Discussion, Q&A
Assignment – Research
Week 5-8
Safe schools strategy
Duty of Care and Negligence
Find questions to assist students understanding
Responding to disclosure
Scenarios
Discussion, Q&A
Open book assessment
Week 9-12
School agreements
Questioning and Reporting
Recording procedures
Accurate observations and recording of interactions of children/young people
Assessment task – research project
Mid semester Progress interviews
Week 13-16
Support plans
Positive Reinforcement
Impact of environment and culture on behaviour
Shallow and deep questioning
Assessment Task – Online module about Mandatory Reporting
Self and Peer assessment
Week 17-20
Behaviour management in small groups
Communication – clear directions, negotiations, body language
Review folio of final assessments
Evidence of practical experience e.g. Observation/Demonstration, Third party
Folio – Presentation (oral /written)
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
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. 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 of documents, and/or photographs and/or video and audio files 

• Review of work 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.
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 Competent
Please note:
Assessments tasks may include other Units of competency from the program.
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 matrix demonstrates alignment of assessment tasks with the relevant Unit of Competency.
These are available from the course contact person (stated above).
Course Overview: Access Course Overview