| Effective Term: | 2026/05 |
| Institute / School : | Institute of Education, Arts & Community |
| Unit Title: | Understanding and Supporting Young People |
| Unit ID: | EDMAS6025 |
| Credit Points: | 15.00 |
| Prerequisite(s): | Nil |
| Co-requisite(s): | Nil |
| Exclusion(s): | Nil |
| ASCED: | 070199 |
| Other Change: | |
| Brief description of the Unit |
(PSTs) will explore typical and atypical development with a focus on brain development, diverse needs and the full range of abilities. Utilising Multi-Tiered Systems of Support (MTSS) PSTs will explore Trauma-Aware Education to learn pro-active practices and develop approaches that develop skill in areas such as building routines and developing classroom expectations. PSTs examine research-informed approaches to inclusion, behaviour support processes, effective communication and building relationships to create positive learning environments in the classroom. Legislative obligations are explored to understand requirements and responsibilities for reasonable adjustments. A needs-based approach underpins approaches to catering for the needs and support approaches for all learners in the classroom. |
| Grade Scheme: | Graded (HD, D, C, P, MF, F, XF) |
| Work Experience Indicator: |
| No work experience |
| Placement Component: | |
| Supplementary Assessment:Yes |
| Where supplementary assessment is available a student must have failed overall in the Unit but gained a final mark of 45 per cent or above, has completed all major assessment tasks (including all sub-components where a task has multiple parts) as specified in the Unit Description and is not eligible for any other form of supplementary assessment |
| Course Level: |
| Level of Unit in Course | AQF Level(s) of Course | | 5 | 6 | 7 | 8 | 9 | 10 | | Introductory | | | | |  | | | Intermediate | | | | | | | | Advanced | | | | | | |
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| Learning Outcomes: |
| Knowledge: |
| K1. | Examine and explain the physical, social and intellectual development and characteristics of students, including brain development. |
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| K2. | Explore challenges in teaching such as student behaviour, unique learning requirements and neuro myths. |
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| K3. | Draws on Trauma Informed Practice (TIP) to examine issues related to mental, physical and emotional well being of young people and how schools can respond to build student well being and resilience. |
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| K4. | Understand classroom and behaviour management techniques to build desired behaviours, including the use of proactive practices and high quality instruction. |
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| K5. | Plan and implement practices that create a predictable and safe environment by reducing variance in classroom environments. |
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| K6. | Understand strategies for working effectively, sensitively and confidentially with parents/carers. |
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| K7. | Identify relevant legislative obligations to support the full range of abilities in the classroom, including implications for teaching students with disability including the UN Convention on Children's Rights, legal entitlements as defined by the Commonwealth Disability Discrimination Act and core educational policies such as the Disability Standards for Education. |
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| Skills: |
| S1. | Relate theoretical, philosophical and pedagogical perspectives to meeting the practical needs of diverse young people, including those with disability. |
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| S2. | Select a suite of strategies to proactively develop rules, routines and practices to create engaging learner environments. |
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| S3. | Use and apply MTSS tiers to develop resilience, classroom expectations and proactive practice. |
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| S4. | Use creativity to effectively, sensitively and confidently represent significant ideas about young people and their worlds. |
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| Application of knowledge and skills: |
| A1. | Describe learner experiences that can impact development and discuss misconceptions related to teaching and learning. |
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| A2. | Explain how learners process, retain and access knowledge they gain, from early childhood to young adult including the development of executive functions. |
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| A3. | Apply classroom and behaviour management techniques to pro-actively engage and support the full range of abilities, including the use of calm, consistent and proportional responses, behaviour modelling and feedback that focuses on the desired behaviour. |
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| A4. | Identify and apply teaching, learning and behaviour support strategies to promote challenging learning goals, along with participation and engagement, for all learners. |
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| A5. | Identify strategies and approaches for involving parents. |
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| Unit Content: |
- Understanding learner development through their socio-cultural experiences, developmental domains, psycho-social domains and disability.
- The underlying elements of brain development, similarities and differences in learners and links to expressions of behaviour.
- Application of TIP and Inclusive education to build safe and positive learning environment for engagement.
- Using MTSS to identify and strategize techniques for classroom and behaviour management with focus on universal classroom supports, pro-active measures, routines, expectations and rules, opportunities to respond and activity development and sequence.
- Identify strategies, approaches and opportunities to respectfully and sensitively engage parents/carers.
- Understand the legislative and policy obligations of teachers and schools including implications for teaching students with disability.
- Collaborative group work to develop research skills, knowledge, and engage with others.
- Strategies, programs and structures underpinned by TIP to support the wellbeing and resilience of young people.
- Understanding the speci?c learning needs of students to cater across the full range of abilities and strategies for di?erentiating teaching.
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| Graduate Attributes: |
| | Learning Outcomes Assessed | Assessment Tasks | Assessment Type | Weighting | | 1. | K1, K2, S1, S2, A1, A2 | Develop a creative response with referenced explanation to demonstrate and contrast ways of building memories for learning. This includes unique learning requirements and common misconceptions. | Creative Response with Explanation | 30-50% | | 2. | K3, K4, K5, K6, K7, S2, S3, S4, A2, A3, A4, A5 | Annotated teaching resource detailing classroom behaviour and planning techniques, Individual Education Plan and parent/carer communication organiser. | Teaching Resource | 50 - 70% |
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