Outline

Overview

Teachers, parents, school authorities and the general community have become increasingly concerned with the support of student behaviour in our schools. In the past, school discipline has depended on a system of strong teacher control and expected student compliance. With the move towards inclusion of all students in general education classrooms, including those with behaviour disorders, there is a need for all teachers to gain skills in the effective support of behaviour. This unit is designed to investigate the techniques and procedures, developed from sound research and theory, teachers can use to be proactive in their support of student behaviour.

Unit details and rules

Academic unit	Education
Credit points	6
Prerequisites ?	36 credit points of 1000-level EDUP units
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Cathy Little, cathy.little@sydney.edu.au

Assessment

The census date for this unit availability is 31 March 2026

Details
Criteria

Type	Description	Weight	Due	Length	Use of AI
Out-of-class quiz	Online Quiz This EFT Quiz serves as a scaffold to writing the Behaviour Support Statement	0%	Week 02 Due date: 04 Mar 2026 at 23:59	-	AI allowed
Outcomes assessed:
Portfolio or journal	Behaviour Support Statement - in two parts Personal Statement on Behaviour Support	25%	Week 03 Due date: 12 Mar 2026 at 23:59	1000 words in total	AI allowed
Outcomes assessed:
Q&A following presentation, submission or placement	Group Presentation Q&A Immediately following the Group Presentation, you will be asked to respond to a series of questions from your tutor related to your presentation.	10%	Week 06	5 minutes (500 words equivalent)	AI prohibited
Outcomes assessed:
Presentation	Mental Health & Wellbeing Presentation Reflection on and implementation of resources to support mental health	25%	Week 08	10 minutes (1000 word equivalent)	AI allowed
Outcomes assessed:
Written work	Functional Assessment Plan Undertake and report on a functional assessment of behaviour	40%	Week 11 Due date: 14 May 2026 at 23:59	2000 words	AI allowed
Outcomes assessed:
= group assignment ? = early feedback task ?

Early feedback task

This unit includes an early feedback task, designed to give you feedback prior to the census date for this unit. Details are provided in the Canvas site and your result will be recorded in your Marks page. It is important that you actively engage with this task so that the University can support you to be successful in this unit.

Assessment summary

EFT Quiz: This short, online quiz will help you prepare your Behaviour Support Statement.

Behaviour Support Statements A & B: These are personal statements that explore your own understandings of Behaviour Support and learning frameworks based on the seminars, tutorial material, readings, and your own experiences. The aim of this assignment is to provide you with an opportunity to draft a personal statement about how you will respond to behaviour support issues as part of your professional role.

Part A: Part A is submitted early in the unit and is based on your current understandings and experiences. This first behaviour support statement should outline your understanding of behaviour support issues in relation to your professional role, detail your current understandings about student behaviour, and outline the main principles of your behaviour support philosophy. The length of this statement is 400 words, is to be written in the first person and, as such, may not include references. Dot points can be used to summarise key ideas.

Part B: Part B will draw upon unit material to reflect development in your personal behaviour support philosophy. The second behaviour support statement should discuss your developing understandings of behaviour based on the seminars, tutorial material and readings, and showcase your learning across this unit of study and the subsequent implications for your future teaching practice. You must reference MTSS principles, including tiered intervention and its effectiveness for addressing foundational literacy and numeracy gaps. Evidence of understanding the need for universal screening and diagnostic assessments is expected in the reflective narrative, supported by scholarly sources.

Your response should reflect on your first draft and detail changes to your thinking and practice. The length of this statement is 500 words. Again, this statement is to be written in the first person but should include references to readings and broader literature where appropriate. The final product should be a document that can be included in your professional portfolio.

Mental Health & Wellbeing Presentation and Q&A: In groups of 5-6 students from your tutorial group you will undertake a critical reflection of unit readings, experiences, assorted resources, and the guest speaker seminar as a basis for a professional in-class presentation.

The aim of this assignment is for you to understand the key characteristics of mental illness and define strategies and resources to support students identified as at risk. You will be allocated to groups of 5-6 students. In your groups you are required to research and report on a mental health challenge that a student in your class may present with. You are required to present your findings in a 10-minute presentation to the class. Within the presentation you should:

Identify a particular mental health challenge;
Highlight defining characteristics and aetiology;
Discuss the educational implications of these characteristics on a student’s learning behaviours;

Identify at least two activities or resources that would support the student’s active participation in the learning environment. This section must include the following:

Whole-school approaches: Explain how your support strategies align with whole-school approaches to mental health and wellbeing, including the evidence base for these approaches and how they reflect professional experience school practices

Safe and supportive environments: Demonstrate how your proposed strategies, based on shared language and understanding, create safe and supportive learning environments that promote student wellbeing

Collaborative implementation: Discuss how you would work with colleagues (teachers, support staff, wellbeing teams) to develop and implement practical approaches to support this student, including how you would assist colleagues in navigating challenging behaviours or mental health crises

Systemic supports and referrals: Identify key systemic policy documents, legislative requirements, resources, personnel, and referral agencies that assist teachers in supporting students with this mental health challenge, including how these supports create effective learning environments, build positive interpersonal relationships, and promote student wellbeing and mental healthProvide a practical demonstration to the class of one of these activities.

Provide a practical demonstration of one of these activities.

Functional Assessment Plan: In the Week 7 tutorial you will be introduced to a Cogniti Agent who will take on the role of a Year 5 student with a range of challenging behaviours. You will engage with this agent across several weeks to collect data, ascertain the “function” of the “student’s” behaviour, and draft a Behaviour Support Plan based on your collected evidence, together with supporting theoretical justification and evidence of broad reading.

The plan should include the general support procedures that are to be in place in the classroom for all the students in the class as well as a specific plan for the student in question and demonstrate positive behaviour support strategies, collaborative goal-setting, and environmental design considerations.

Your report should therefore include the following details:

Introduction: summary of the student chosen and the main theoretical framework for your behaviour support plan (the detailed case study should be included as an Appendix).
The school-wide support frameworks (e.g MTSS) currently in place and detail how such frameworks will support your individual student (e.g tiered level supports incorporating universal screening and progress monitoring for Tier 1, targeted small-group strategies for Tier 2 and intensive individualised supports for Tier 3).
The behaviour support procedures and plans that will be used generally in the classroom that the student will be in.
The full design of the specific plan that you propose, to respond to the behaviour that your chosen student exhibits, including data collection and observation documents that you plan to use to monitor the progress of the plan, and the anticipated changes to student behaviour (See note below for required information).
Your plan should include evidence of high quality teaching of replacement behaviours that draws from a range of evidence-based strategies such as reviewing prerequisite skills, modelling procedures, guided practice, feedback, and ongoing review within their Tier 1 classroom plan.

Your plan must include:

(1) Calm and proportional responses: Specific examples of how you used calm, consistent, and proportional responses (both verbal and non-verbal) during your interactions, with evidence showing how you paired de-escalating language with expected behaviours rather than focusing on undesired behaviours;

(2) Behaviour modeling: Detailed description of how you modelled desired behaviours (such as respectful interactions, organisation, or punctuality) and explicitly pointed to this modelling to set and reinforce positive expectations for the student;

(3) Early intervention protocol: A pre-planned response protocol that includes early intervention techniques (simple prompts, pre-corrections, and specific verbal feedback) you would use to reinforce high expectations and redirect the student toward expected behaviours, with opportunities to practice these in realistic scenarios;

(4) Collaborative goal-setting and reinforcement: Demonstrate how you worked with the student to establish one ambitious yet achievable behavioural goal, explain the collaborative process used, and design a consistent and persistent reinforcement schedule that is meaningful to the student, including how this process builds positive teacher-student relationships that impact behavioural and academic outcomes;

(5) Predictable and safe learning environment: Design three specific environmental supports (such as physical arrangement, consistent routines, visible rules, or consistent location of prompts/materials) that reduce variance in the classroom environment to help the student achieve their goal, explaining how each strategy creates predictability and safety.

Support your plan with at least two research sources citing evidence for the effectiveness of calm responses, behaviour modelling, early intervention strategies, collaborative goal-setting, environmental consistency, and/or positive teacher-student relationships in maintaining classroom safety and reinforcing expectations. Reference specific exchanges from your Cogniti agent interactions to demonstrate how you applied these techniques and justify your approach.

Suggested readings to support this assessment:

AERO. Evidence-based teaching strategies. Available from:file:///Users/clittle/Downloads/Evidence%20based%20teaching%20practices%20(AERO).pdf

CESE. Classroom management: Creating and maintaining positive learning environments. NSW Government Department of Education. Available from: chrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/https://education.nsw.gov.au/content/dam/main-education/about-us/educational-data/cese/2020-classroom-management-literature-review.pdf

Templates and resource materials will be provided on the Canvas website.

Detailed information for each assessment can be found on Canvas.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy (Schedule 1).

As a general guide, a high distinction indicates work of an exceptional standard, a distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

All assessment rubrics can be found on Canvas.

For more information see guide to grades.

Use of generative artificial intelligence (AI)

You can use generative AI tools for open assessments. Restrictions on AI use apply to secure, supervised assessments used to confirm if students have met specific learning outcomes.

Refer to the assessment table above to see if AI is allowed, for assessments in this unit and check Canvas for full instructions on assessment tasks and AI use.

If you use AI, you must always acknowledge it. Misusing AI may lead to a breach of the Academic Integrity Policy.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

Academic integrity

The University expects students to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

Our website provides information on academic integrity and the resources available to all students. This includes advice on how to avoid common breaches of academic integrity. Ensure that you have completed the Academic Honesty Education Module (AHEM) which is mandatory for all commencing coursework students

Penalties for serious breaches can significantly impact your studies and your career after graduation. It is important that you speak with your unit coordinator if you need help with completing assessments.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Support for students

The Support for Students Policy reflects the University’s commitment to supporting students in their academic journey and making the University safe for students. It is important that you read and understand this policy so that you are familiar with the range of support services available to you and understand how to engage with them.

The University uses email as its primary source of communication with students who need support under the Support for Students Policy. Make sure you check your University email regularly and respond to any communications received from the University.

Learning resources and detailed information about weekly assessment and learning activities can be accessed via Canvas. It is essential that you visit your unit of study Canvas site to ensure you are up to date with all of your tasks.

If you are having difficulties completing your studies, or are feeling unsure about your progress, we are here to help. You can access the support services offered by the University at any time:

Support and Services (including health and wellbeing services, financial support and learning support)
Course planning and administration
Meet with an Academic Adviser

Weekly schedule

WK	Topic	Learning activity
Week 01	What is behaviour and how do the characteristics of students affect their behaviour.	Lecture (1 hr)
Week 01	What is behaviour? Implications for student learning, models and theories of discipline, management and support. This tutorial engages pre-service teachers in critically examining the concept of behaviour and its implications for student learning, participation and engagement. Drawing on contemporary educational research and policy frameworks, students will explore how behaviour is shaped by developmental, relational, cultural and contextual factors.	Tutorial (2 hr)
Week 02	From “What’s Wrong?” to “What’s Happened?”: Foundations of Trauma-Aware Pedagogy	Lecture (1 hr)
Week 02	Building Predictable, Regulated and Relational Learning Spaces. Examining how trauma may present in learning and behaviour, and practical strategies that prioritise safety, predictability and relational connection.	Tutorial (2 hr)
Week 03	Multi-Tiered Systems of Support (MTSS): Prevention, Data and Tiered Intervention in Inclusive Classrooms. This lecture introduces the core principles of Multi-Tiered Systems of Support (MTSS) as a prevention-oriented, data-informed framework for meeting diverse learner needs. We will examine how universal (Tier 1), targeted (Tier 2) and intensive (Tier 3) supports operate within a whole-school system designed to promote equitable access, engagement and achievement.	Lecture (1 hr)
Week 03	Applying MTSS in Practice: Data-Informed Decision Making and Tiered Support Planning. In this tutorial, we apply MTSS principles to classroom scenarios using a structured problem-solving process. Working with sample data (e.g., attendance, formative assessment, behaviour indicators), you will identify learner needs, determine appropriate tiered supports, and consider how progress monitoring informs instructional adjustment.	Tutorial (2 hr)
Week 04	Environmental influences on behaviour and school climate transformation. Factors that contribute to school climate. The influence of the school environment on student behaviour. An ecological systems approach to mapping relationships across the learning environment. Creating effective rules, routines and cues to encourage student engagement and response.	Lecture (1 hr)
Week 04	Creating effective classroom environments: Research informed influences of the environment including effective engagement with families in supporting student learning and behaviour	Tutorial (2 hr)
Week 05	Mental Health and Wellbeing in Education: Prevention, Early Identification and Trauma-Informed Practice. This lecture introduces the foundational concepts in student mental health and wellbeing within contemporary educational contexts. It explores the role of educators in promoting psychologically safe, inclusive and supportive learning environments through prevention-oriented and evidence-informed practice.	Lecture (1 hr)
Week 05	Supporting Student Wellbeing in Practice: Recognising, Responding and Referring. This tutorial provides opportunities for applying mental health and trauma-informed principles to classroom scenarios. The tutorial reinforces the importance of predictable routines, inclusive communication, culturally responsive practice and collaborative engagement with families and support professionals.	Tutorial (2 hr)
Week 06	Ethical Responses to Behaviour: Professional Responsibility, Inclusive Practice and Student Rights. This lecture examines ethical approaches to behaviour support within contemporary educational policy and professional standards frameworks. PSTs will be introduced to their professional responsibilities in relation to duty of care, child protection, legislative requirements and codes of conduct, alongside the importance of culturally responsive and trauma-aware practice.	Lecture (1 hr)
Week 06	Professional Judgement in Action: Applying Ethical Frameworks to Behaviour Support. This tutorial provides opportunities for pre-service teachers to apply ethical principles to complex behaviour scenarios using structured analysis and discussion. Students will examine case examples to identify strategies that reinforce the importance of preventative classroom practices, transparent expectations, respectful communication and collaborative engagement with families and support professionals.	Tutorial (2 hr)
Week 07	Understanding Behaviour Through Functional Assessment: Data-Informed and Contextually Responsive Practice. This lecture introduces pre-service teachers to the principles and processes of Functional Behaviour Assessment (FBA) as an evidence-informed approach to understanding the purpose and context of student behaviour.	Lecture (1 hr)
Week 07	From Observation to Action: Conducting and Applying Functional Behaviour Assessment. In this tutorial, pre-service teachers apply functional assessment processes to case-based scenarios using structured data collection tools and problem-solving frameworks. PSTs will practise operationally defining behaviour, analysing antecedent–behaviour–consequence (ABC) patterns, identifying potential functions, and proposing aligned support strategies.	Tutorial (2 hr)
Week 08	Systemic and School-Based Approaches to Student Wellbeing: Policy, Prevention and Whole-School Practice. This lecture examines current systemic and school-based policies and practices that support student wellbeing within inclusive and prevention-focused educational frameworks. Drawing on national and jurisdictional policy contexts, PSTs will explore how wellbeing is embedded within legislative requirements, child safe standards, duty of care obligations and whole-school approaches.	Lecture (1 hr)
Week 08	Mental Health & Wellbeing Assessment presentations	Tutorial (2 hr)
Week 09	Identifying and Responding to Bullying: Prevention, Early Identification and Evidence-Informed Practice. This lecture examines the identification and response to bullying within contemporary systemic and school-based frameworks. The lecture emphasises prevention-oriented and inclusive practice, highlighting the role of predictable routines, positive school climate, culturally responsive approaches and relational trust in reducing risk factors.	Lecture (1 hr)
Week 09	Whole-School Approaches to Bullying: Coordinated Systems, Professional Roles and Collaborative Practice. In this tutorial PSTs will examine how policies, behaviour support plans, wellbeing procedures and child safe standards operate as integrated components of a coherent whole-school approach. Through case-based scenarios, students will map tiered and proportionate responses, identify appropriate documentation and referral processes, and clarify professional roles and responsibilities.	Tutorial (2 hr)
Week 10	Using Evidence-Based Teaching Strategies to Support the Teaching of Behaviour. This lecture examines how evidence-based teaching strategies can be used to explicitly teach and support positive behaviour within inclusive and prevention-focused educational frameworks. PSTs will explore proactive classroom design, clear expectations, explicit instruction of social and behavioural skills, structured routines and the use of formative data to inform instructional decision-making.	Lecture (1 hr)
Week 10	Designing and Evaluating Evidence-Informed Behaviour Instruction. In this tutorial, PSTs apply evidence-based strategies to plan and evaluate the teaching of behaviour. PSTs will practise defining observable behaviours, identifying instructional goals, and selecting explicit teaching strategies that align with developmental needs and classroom context. PSTs will consider how environmental adjustments, modelling, feedback, reinforcement and skill building approaches contribute to prevention.	Tutorial (2 hr)
Week 11	Teacher workforce sustainability. This lecture examines teacher workforce sustainability through the lens of trauma-aware, prevention-focused and systemically supported professional practice. Drawing on evidence-informed research, the lecture emphasises the importance of professional boundaries, role clarity, collaborative support structures and organisational responsibility in sustaining educator wellbeing.	Lecture (1 hr)
Week 11	Sustaining Practice: Professional Boundaries, Reflective Regulation and Collaborative Support. Through scenario-based discussion and structured reflection, students will analyse common workplace stressors, identify risk factors for burnout and secondary stress, and evaluate prevention-oriented strategies that promote work–life balance. The session emphasises the development of professional boundaries, ethical role clarity, collaborative problem-solving and appropriate referral practices.	Tutorial (2 hr)
Week 12	Interagency collaboration and networking to support health and wellbeing. This lecture examines interagency collaboration and professional networking as critical components of coordinated, prevention-oriented systems that support student health, wellbeing and engagement. The lecture emphasises role clarity, professional boundaries and shared responsibility within coordinated support systems.	Lecture (1 hr)
Week 12	Team-Based Practice: Collaborative Problem-Solving to Support Behaviour and Wellbeing. Through case-based scenarios, students will engage in structured problem-solving processes that reflect coordinated school-based and interagency approaches. The tutorial emphasises shared responsibility, role clarification, respectful communication and culturally responsive engagement with students, families and colleagues.	Tutorial (2 hr)

Attendance and class requirements

Attendance: According to Faculty Board Resolutions, students in the Faculty of Arts and Social Sciences are expected to attend 90% of their classes, including lectures. If you attend less than 50% of classes, regardless of the reasons, you may be referred to the Examiner’s Board. The Examiner’s Board will decide whether you should pass or fail the unit of study if your attendance falls below this threshold.
Preparation: Students should commit to spend approximately three hours’ preparation time (reading, studying, homework, essays, etc.) for every hour of scheduled instruction.

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

All readings for this unit can be accessed through the Library’s reading list system Leganto, available on Canvas.

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

At the completion of this unit, you should be able to:

LO1. Demonstrate awareness of seminal theories and recent research in preventing and supporting student behaviour
LO2. Explore a range of evidence-based strategies to plan for and teach behaviour within a multi-tiered school-wide support framework
LO3. Engage in the practices of collaboration and consultation in supporting students and teachers, recognising the diversity of backgrounds and experiences
LO4. Discuss the importance of school climate on behaviour and the role of teachers in transformational change
LO5. Reflect on the current evidence addressing mental health and social-emotional wellbeing in educational settings
LO6. Analyse the behaviour of students in a classroom environment using functional assessment
LO7. Identify and critique strategies to minimise physical and emotional bullying, including cyberbullying, and to support victims of bullying
LO8. Critically reflect on teacher and student wellbeing and workforce sustainability

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Alignment with Competency standards

Outcomes	Competency standards
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 1.1.1. (Graduate) Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning. 1.2.1. (Graduate) Demonstrate knowledge and understanding of research into how students learn and the implications for teaching. 4.1.1. (Graduate) Identify strategies to support inclusive student participation and engagement in classroom activities. 4.3.1. (Graduate) Demonstrate knowledge of practical approaches to manage challenging behaviour. 6.2.1. (Graduate) Understand the relevant and appropriate sources of professional learning for teachers.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 2.1.1. (Graduate) Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area. 2.2.1. (Graduate) Organise content into an effective learning and teaching sequence. 3.2.1. (Graduate) Plan lesson sequences using knowledge of student learning, content and effective teaching strategies. 4.2.1. (Graduate) Demonstrate the capacity to organise classroom activities and provide clear directions.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 1.3.1. (Graduate) Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socio-economic backgrounds. 1.6.1. (Graduate) Demonstrate broad knowledge and understanding of legislative requirements and teaching strategies that support participation and learning of students with disability. 3.7.1. (Graduate) Describe a broad range of strategies for involving parents/carers in the educative process. 7.3.1. (Graduate) Understand strategies for working effectively, sensitively and confidentially with parents/carers.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 4.1.1. (Graduate) Identify strategies to support inclusive student participation and engagement in classroom activities. 4.4.1. (Graduate) Describe strategies that support students’ wellbeing and safety working within school and/or system, curriculum and legislative requirements.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 1.1.1. (Graduate) Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning. 4.1.1. (Graduate) Identify strategies to support inclusive student participation and engagement in classroom activities. 7.4.1. (Graduate) Understand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 1.2.1. (Graduate) Demonstrate knowledge and understanding of research into how students learn and the implications for teaching. 1.6.1. (Graduate) Demonstrate broad knowledge and understanding of legislative requirements and teaching strategies that support participation and learning of students with disability. 2.2.1. (Graduate) Organise content into an effective learning and teaching sequence. 4.1.1. (Graduate) Identify strategies to support inclusive student participation and engagement in classroom activities. 5.1.1. (Graduate) Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 4.4.1. (Graduate) Describe strategies that support students’ wellbeing and safety working within school and/or system, curriculum and legislative requirements. 4.5.1. (Graduate) Demonstrate an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching. 7.1.1. (Graduate) Understand and apply the key principles described in codes of ethics and conduct for the teaching profession.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 7.1.1. (Graduate) Understand and apply the key principles described in codes of ethics and conduct for the teaching profession. 7.2.1. (Graduate) Understand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage.

Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) -

Competency code	Taught, Practiced or Assessed	Competency standard
1.1.1		(Graduate) Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning.
1.2.1		(Graduate) Demonstrate knowledge and understanding of research into how students learn and the implications for teaching.
1.3.1		(Graduate) Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socio-economic backgrounds.
1.6.1		(Graduate) Demonstrate broad knowledge and understanding of legislative requirements and teaching strategies that support participation and learning of students with disability.
4.1.1		(Graduate) Identify strategies to support inclusive student participation and engagement in classroom activities.
4.2.1		(Graduate) Demonstrate the capacity to organise classroom activities and provide clear directions.
4.3.1		(Graduate) Demonstrate knowledge of practical approaches to manage challenging behaviour.
4.4.1		(Graduate) Describe strategies that support students’ wellbeing and safety working within school and/or system, curriculum and legislative requirements.
4.5.1		(Graduate) Demonstrate an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching.
5.1.1		(Graduate) Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning.
7.4.1		(Graduate) Understand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice.

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

Based on student feedback, we have made updates to the assessments and provided more supportive materials on Canvas. The Early Feedback Task - Online Quiz, has been developed to support the writing of your Behaviour Support Statement. We have also updated the final assessment task to use student simulations rather than embedding the assessment into your PEX placement. The engagement with the simulations will be supported through your tutorials. We look forward to receiving your feedback regarding improvements or considerations for future delivery.

Additional information

All assessment tasks must be submitted.

Disclaimer

Important: the University of Sydney regularly reviews units of study and reserves the right to change the units of study available annually. To stay up to date on available study options, including unit of study details and availability, refer to the relevant handbook.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Early feedback task

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI)

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Disclaimer

On this page

Useful links

EDUP2033: Supporting Behaviour and Well-being

Semester 1, 2026 [Normal day] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Early feedback task

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI)

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Disclaimer

On this page

Useful links