| Effective Term: | 2026/05 |
| Institute / School : | Institute of Education, Arts & Community |
| Unit Title: | Building Positive Learning Environments |
| Unit ID: | EDMAS6065 |
| Credit Points: | 15.00 |
| Prerequisite(s): | Nil |
| Co-requisite(s): | Nil |
| Exclusion(s): | Nil |
| ASCED: | 070105 |
| Other Change: | |
| Brief description of the Unit |
This unit focuses on how to build positive learning environments where all students can learn effectively and flourish. Using an ecological model, PSTs examine the complex factors that influence student behaviours in classrooms. They examine research-informed approaches for creating calm and productive learning environments, for developing learning routines and growth mindsets, for establishing values and clarifying expectations, and for proactively preventing disruptive behaviours and enhancing student responsibility. PSTs learn about effective communication skills and ways to build positive relationships with students and parents/carers. They learn how to manage challenging behaviours, use restorative approaches, become trauma informed practitioners, and about whole-school approaches that foster positive action and consistency. PSTs also examine teacher resilience and reflect on strategies to enhance personal wellbeing. |
| 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 | | | | | | |
|
| Learning Outcomes: |
| Knowledge: |
| K1. | Examine an ecological approach to classroom management and the way diverse factors interact to create a healthy, productive learning environment for all. |
|
| K2. | Identify relational approaches that build growth mindsets, motivation, trust, respect, responsibility, self-belief and rigor. |
|
| K3. | Examine a range of routines and preventative strategies that enhance positive behaviours and establish a structured, safe and respectful learning environment. |
|
| K4. | Understand the complex reasons behind challenging behaviours exhibited by students and identify appropriate strategies for dealing with concerns. |
|
| K5. | Identify communication skills and strategies that build positive relationships with students and parents/carers. |
|
| K6. | Understand and appreciate the value of restorative practices and whole school approaches for managing behaviours. |
|
| K7. | Examine trauma informed practices. |
|
| K8. | Describe strategies that support a positive learning environment understanding the need for teacher wellbeing, safety and resilience. |
|
| Skills: |
| S1. | Use consistent and proportional verbal and non-verbal responses to student behaviour to reinforce expectations, maintain safety and model desired behaviour and values. |
|
| S2. | Apply complex problem-solving skills and strategic thinking. |
|
| S3. | Analyse challenging classroom situations and identify effective strategies for managing behaviours in context. |
|
| S4. | Conduct research and make purposeful, meaningful theory/practice connections relating to learning and teaching. |
|
| S5. | Plan approaches for building a positive learning environment for all and trial and evaluate approaches through feedback and reflective practice. |
|
| S6. | Build personal resilience and confidence to ensure a positive learning environment within the classroom. |
|
| Application of knowledge and skills: |
| A1. | Observe and interview an experienced teacher with a focus on their behaviour management approaches with links to research and personal practice. |
|
| A2. | Develop an action plan for creating a positive learning environment. |
|
| Unit Content: |
• Understanding classroom ecology: building relational schools and positive, dynamic learning environments.
• Understanding the complex factors that influence student behaviour.
• Preventing disruptive behaviour through strategic action, routines, and clear communication.
• Building growth mindsets and helping students to take responsibility for their behaviours.
• Understanding and managing challenging behaviours.
• Trauma informed teaching practices.
• Restorative practices and whole school approaches to managing behaviours.
• Strategies for supporting teacher wellbeing and resilience. |
| Graduate Attributes: |
| | Learning Outcomes Assessed | Assessment Tasks | Assessment Type | Weighting | | 1. | K1, K2, K3, K5, K6, S1, S2, S3, S4, A1 | Observe and interview an experienced teacher with a focus on their behaviour management approaches with links to research and personal practice. | Case Study | 40-50% | | 2. | K1, K2, K3, K4, K5, K6, K7, K8, S2, S3, S4, S5, S6, A2 | Develop an action plan for creating a positive learning environment including the features of a positive, inclusive classroom learning environment; an examination of factors that impact on behaviour including physical, social, emotional and intellectual development and characteristics; behaviour management strategies suitable for different types of behaviour; ways to build relationships with and between students; teaching strategies responsive to the learning strengths and needs of a range of students; and strategies for dealing with one’s own wellbeing and stress management. | Action Plan | 50-60% |
|