Course Title: Support the development and implementation of responsible behaviour

Part B: Course Detail

Teaching Period: Term1 2012

Course Code: HWSS5639C

Course Title: Support the development and implementation of responsible behaviour

School: 360T Education

Campus: City Campus

Program: C5290 - Diploma of Education Support

Course Contact : Robyn Blaikie

Course Contact Phone: +61 3 9925 4383

Course Contact Email:robyn.blaikie@rmit.edu.au


Name and Contact Details of All Other Relevant Staff

Fiona Dean: Teacher
fiona.dean@rmit.edu.au
99254650

Nominal Hours: 55

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 assist the individual and education organisation to implement responsible behaviour plans.
The course develops an understanding of relevant legislation and organisation policies.


National Codes, Titles, Elements and Performance Criteria

National Element Code & Title:

CHCEDS504A Support the development and implementation of responsible behaviour

Element:

1. Research and document legislative and organisation policy requirements

Performance Criteria:

1.1 Access legislation and organisation policies in relation to behaviour support concerns
1.2 Identify and confirm essential requirements of relevant legislation and organisation policies
1.3 Conduct and review work practices in accordance with requirements of legislation and organisation policies
1.4 Identify organisation requirements for student and learning environment behaviour strategies and plans

Element:

2. Create safe learning environments to socially support student learning

Performance Criteria:

2.1 Plan and implement learning experiences in consultation with the teacher
2.2 Establish constructive relationships with students based on mutual trust and respect
2.3 Engage in inclusive communication with students
2.4 Establish strategies for promoting collaborative relationships between students

Element:

3. Support learning environments encouraging student’s responsibility

Performance Criteria:

3.1 Examine and determine key aspects of philosophical approaches to behaviour management
3.2 Support students to identify and analyse their learning goals in consultation with teacher
3.3 Implement learning experiences that encourage students to direct and manage their own learning in consultation with the teacher
3.4 Implement learning experiences where students reflect on their own learning in consultation with the teacher

Element:

4. Support implementation of strategies for student responsibility in behaviour management

Performance Criteria:

4.1 Work in consultation with the teacher to identify behaviour management strategies to support students in learning to take responsibility for their own behaviour
4.2 Establish learning environments that assist students to work collaboratively
4.3 Implement strategies for assisting students to monitor and review their own behaviour
4.4 Implement learning experiences for students to develop effective communication skills and appropriate social and learning behaviours
4.5 Implement strategies for providing regular feedback and reinforcement to students
4.6 Examine classroom behaviour management practices for effectiveness


Learning Outcomes


Develops the skills and knowledge required by education support workers to assist the individual and education organisation to implement responsible behaviour plans. 
It also develops an understanding of relevant legislation and organisation policies.


Details of Learning Activities

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
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


Teaching Schedule

Semester 1

Week 1-4
Theory – Researching and documenting legislative and organisation policy requirements supporting
responsible behaviour
Universal precautions for risk management
Social and group dynamics
Child and adolescent development theories
Discussion, Q&A activities, Evidence Guide

Week 5-9
Theory – Creating safe learning environments to socially support young people’s learning
Philosophical approaches to behaviour support
Whole of school and student approaches to behaviour support
Factors to promote or diminish young peoples’ intrinsic motivation
Importance of the young people’s self-esteem in the learning process
Discussion, Q&A activities,
Assignment 1 – Research/Q&A

Week 10-14
Theory– Effective communication skills
Origins of inappropriate behaviour and the impact on young people’s learning
Typical (and atypical) behaviours encountered in the education environment
Implementing consequences for inappropriate behaviour
Discussion, Q&A activities

Week 15-18
Theory – Practices and strategies for non-violent crisis prevention and intervention
Engaging in inclusive communication with young people
Establishing constructive relationships with young people based on mutual trust and respect
Supporting learning environments encouraging young people’s responsibility
Discussion, Q&A activities
Progress interview – Evidence guide, Assignment 1, Evidence of practical experience supporting the development and implementation of responsible behaviour in young people; e.g Observation/Demonstration, Third party

Semester 2
Week 1-4
Theory – Developing young peoples self management strategies
Supporting students to identify and analyse their learning goals in consultation with staff
Implementing learning experiences where young people reflect on their own learning
Supporting implementation of strategies for young person’s responsibility in behaviour
management
Discussion, Q&A activities

Week 5-9
Theory – Demonstrating supportive and collaborative relationships with young people
Identifying behaviour management strategies to support young people in learning
Implementing strategies for providing regular feedback and reinforcement to young people
Implementing proactive and reactive responses to irresponsible behaviour
Discussion, Q&A activities

Assignment 2 – Research/Scenarios

Week 10-14
Theory– Collaborative problem solving skills
Adhering to education organisation’s policies and procedures when responding to young
people’s behaviour
Implementing support processes for young people requiring specific skills in developing and
maintaining behaviours
Interpreting feedback from colleagues relating to policies and procedures
Discussion, Q&A activities

Folio - Presentation of folio (oral and/or written)

Week 15-18
Theory – Professional support services and resources
Reflecting on personal skills in behaviour management
Evaluating and implementing strategies for professional practice improvement
Reflecting and reviewing behavioural management experiences working with young people
Discussion, Q&A activities

Assessment interview – review folio of final assessments e.g :
Evidence Guide, Assignment 1 and 2, Evidence of practical experience supporting the development and implementation of responsible behaviour in young people; e.g. Observation/Demonstration, Third party, Folio – Presentation (oral and written)


Learning Resources

Prescribed Texts


References


Other Resources


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 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 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 Matrix

In Assessment matrix Booklet given to students at commencement of program.

Course Overview: Access Course Overview