1 x 135-hour independent study per semester
% = any matching topic, eg BIOL1% includes BIOL1101, BIOL1102 etc
1 Admission into BSE-Bachelor of Special Education
1a Admission into GCESE-Graduate Certificate in Education (Special Education)
1b Admission into MTSESC-Master of Teaching (Special Education) (Secondary)
1c Admission into GCGE-Graduate Certificate in Gifted Education
1d Admission into GCIED-Graduate Certificate in Inclusive Education
1e Admission into GCCPEP-Graduate Certificate in Cognitive Psychology and Educational Practice
1f Admission into GCLED-Graduate Certificate in Leadership in Education
1g Admission into GCWPMHE-Graduate Certificate in Wellbeing and Positive Mental Health in Education
1h Admission into GCHE-Graduate Certificate in Higher Education
1i Admission into GCIBE-Graduate Certificate in International Baccalaureate Education
1j Admission into GCECE-Graduate Certificate in Early Childhood Education
1k Admission into MCPEP-Master of Cognitive Psychology and Educational Practice
1l Admission into MWPMHE-Master of Wellbeing and Positive Mental Health in Education
1m Admission into MISE-Master of Inclusive and Specialised Education
1n Admission into MLE-Master of Leadership in Education
1o Admission into GCE-Graduate Certificate in Education
1p Admission into MED%
1q Admission into MCPEPA - Master of Cognitive Psychology and Educational Practice - 1.5 years
1r Admission into MISEA - Master of Inclusive and Specialised Education - 1.5 years
1s Admission into MEDUA - Master of Education - 1.5 years
1t Admission into MWPMHEA - Master of Wellbeing and Positive Mental Health in Education - 1.5 years
2 Admission into BAMTPR-Bachelor of Arts, Master of Teaching (Primary)
2a Admission into BAMTS-Bachelor of Arts, Master of Teaching (Secondary)
2b Admission into BGSCMTPR-Bachelor of General Science, Master of Teaching (Primary)
2c Admission into BSCMTS-Bachelor of Science, Master of Teaching (Secondary)
3 108 units of study
Must Satisfy: (((1 or 1a or 1b or 1c or 1d or 1e or 1f or 1g or 1h or 1i or 1j or 1k or 1l or 1m or 1n or 1o or 1p or 1q or 1r or 1s or 1t)) or ((2 or 2a or 2b or 2c) and 3))
Enrolment not permitted
EDSP9007 has been successfully completed
Assumed knowledge
Knowledge of teaching and learning in educational contexts.
Topic description

The topic examines the literature and practices in supporting positive student behaviour in school-wide contexts. It briefly examines the main theories of classroom and school discipline including the use of positive behaviour support, but concentrates on the ecology of the classroom and school settings as environments in which student behaviour issues occur. It addresses the relationship between learning, teaching and behaviour, the development of social and relationship skills in schools and ways in which schools support both positive student behaviour as well as managing behaviour change.

Educational aims

This topic aims to research and analyse:

  • Models of school and classroom management of student behaviour
  • The application of positive behaviour support in schools
  • The importance of relationship and social skills in maintaining and development positive student behaviours in school settings
Expected learning outcomes
On completion of this topic you will be expected to be able to:

  1. Analyse, critique, and evaluate whole school approaches to behaviour, including Positive Behaviour Interventions and Supports (PBIS)
  2. Critically reflect upon and describe the inclusiveness of whole school approaches through a synthesis of current research
  3. Communicate an understanding of the complex behavioural challenges facing schools and opportunities in the form of theories, dispositions, and interventions to support diverse learners