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| 1. | Analyse student wellbeing frameworks, illustrations and models of classroom management practices to investigate individual and systemic legislative requirements and policy responses to students with challenging behaviour, including access to multi-tiered systems of support. |
| 2. | Analyse classroom management, behavioural guidance and multi-tiered support system theories and educational research to identify evidenced-based practices that promote inclusion, student wellbeing, safety and positive relationships so that students can reach their full potential and minimise the need for further intervention. |
| 3. | Critically review literature on positive behaviour management, trauma and related areas of neurodiversity or special needs to develop knowledge regarding the identification and effective pedagogical responses to students with a range of behaviours and processes for access to other tiers of support. |
| 4. | Examine the role of relationships and communication between home, school, and community factors to consider practices that support students, and their families, in school and the wider community including links to allied health services for Tier 2 and 3 support. |
| 5. | Examine classroom and school wide strategies supporting positive behaviour including the use of building social skills and meaningful relationships in learning and teaching contexts. |
| 6. | Develop a range of communication strategies to support student engagement. |
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| | Assessment Task | Value (of total mark) | Related Learning Outcome/s |
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| 1. | Digital project (3-5 minute presentation) | 10% | |
| 2. | Review of literature (1,200 words) | 40% | |
| 3. | Behaviour support plan (2,000 words or equivalent) | 50% | |
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