Course Title: Identify and respond to student development needs

Part B: Course Detail

Teaching Period: Term1 2016

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 Email:

Name and Contact Details of All Other Relevant Staff

Robyn Blaikie 99254838
Fiona Dean 99254838

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

Your program consists of face to face teaching, Unsupervised Directed Study and you are required to participate 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. 

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

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
Policy, procedure and legislative issues concerning performance as education support
Roles and responsibilities of education support workers

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
Culture and 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

E4 E5 E6 E7

Week 6
Assisting students in their language development
E4 E5 E6 E7

Week 7
Interactions between different areas of development
E4 E6, E7

Week 8
Factors influencing the student’s emotional and psychological development
Challenges to young people’s emotional and psychological development
E4. E5

Week 9
Self-image and identity

E2 E5

Week 10
Encouraging non-stereotyping
E2, E5

Week 11
Encouraging pride in racial identity, gender identity and abilities
E2. E5

Week 12
Promoting students confidence and self-esteem
Considering student needs, interests and capabilities
E2, E3. E5

Week 13
Encouraging students to take appropriate risks and accept challenges
Monitoring student confidence and self-esteem
E2, E3, E5

Week 14
Strategies to support students who are experiencing negative views
Decision-making, positive and negative impacts on development
E2, E3

Week 15
Identifying and addressing inappropriate and negative forms of contact
Promoting cooperation and mutual respect
E2, E3

Week 16
Conflict resolution
Strategies for conflict resolution
E2, E3 E4

Week 17
Negotiating problem solving between students in conflict
Support strategies for young people having difficulty interacting with others
E4 E5 E6

Week 18

Applying support strategies for young people having difficulty interacting with others
E4 E5 E6

Week 19

Reflecting on identifying and responding to student development needs



Learning Resources

Prescribed Texts


Other Resources


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 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 1:Development and identity assignment (Week 7)

Assessment 2: Oral presentation - Identifying and responding to student development needs (Week 11)

Assessment 3: Observation and Demonstration in the workplace – (Week 10-18)

Assessment tasks in this unit are assessed using the following 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.
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. The assessment matrix for units will be available from your teacher and on Blackboard for students to access.

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

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

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 

Course Overview: Access Course Overview