UNIT SUPPORT CHILDREN AND YOUNG PEOPLE S …

1 UNIT 8: SUPPORT CHILDREN AND YOUNG PEOPLE S positive BEHAVIOUR BA025209 Specification Edexcel Level 2 Award/Certificate Specialist Qualifications in Supporting Teaching and Learning in Schools (QCF) Issue 1 January 2011 Edexcel Limited 2011 79 Unit 8: SUPPORT CHILDREN and YOUNG PEOPLE s positive Behaviour Unit code: T/601/7407 QCF Level 2 Specialist Credit value: 2 Guided learning hours: 15 Unit aim This unit provides the knowledge, understanding and skills required to SUPPORT CHILDREN and YOUNG PEOPLE s positive behaviour. It requires demonstration of competence in supporting positive behaviour and responding to inappropriate behaviour. Unit introduction All adults working with CHILDREN and YOUNG PEOPLE have an important role in promoting the positive behaviour of CHILDREN and YOUNG PEOPLE .

2 CHILDREN and YOUNG PEOPLE need an environment where they feel safe, valued and respected. This encourages the development of high quality relationships with adults, which has a positive impact on behaviour. In a school where positive aspects of behaviour are actively promoted, and adults apply clear, consistent boundaries supported by clear polices and procedures, CHILDREN and YOUNG PEOPLE feel safe and able to learn. Knowing how to respond to inappropriate behaviour is also essential for adults working with CHILDREN and YOUNG PEOPLE . This unit gives learners the opportunity to develop essential knowledge and skills in these areas. Learners will consider the policies and procedures of the setting for promoting the positive behaviour of CHILDREN and YOUNG PEOPLE .

3 Reasons for the consistent application of boundaries and rules by all staff are examined. Learners will find out about the benefits of rewarding and encouraging positive behaviour and the skills and techniques needed to do this. Learners apply their learning by demonstrating supportive, consistent responses to the behaviour of CHILDREN and YOUNG PEOPLE and by providing an effective role model. In this unit learners apply strategies to manage inappropriate behaviour and find out about behaviour problems that need referral. This unit applies to all SUPPORT staff roles in schools and is particularly suitable for learners preparing to work in schools and those new to working in schools, including parent-helpers and other volunteers.

4 UNIT 8: SUPPORT CHILDREN AND YOUNG PEOPLE S positive BEHAVIOUR BA025209 Specification Edexcel Level 2 Award/Certificate Specialist Qualifications in Supporting Teaching and Learning in Schools (QCF) Issue 1 January 2011 Edexcel Limited 2011 80 Learning outcomes and assessment criteria In order to pass this unit, the evidence that the learner presents for assessment needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment criteria determine the standard required to achieve the unit. On completion of this unit a learner should: Learning outcomes Assessment criteria 1 Know the policies and procedures of the setting for promoting CHILDREN and YOUNG PEOPLE s positive behaviour Describe the policies and procedures of the setting relevant to promoting CHILDREN and YOUNG PEOPLE s positive behaviour Describe, with examples.

5 The importance of all staff consistently and fairly applying boundaries and rules for CHILDREN and YOUNG PEOPLE s behaviour in accordance with the policies and procedures of the setting 2 Be able to SUPPORT positive behaviour Describe the benefits of encouraging and rewarding positive behaviour Apply skills and techniques for supporting and encouraging CHILDREN and YOUNG PEOPLE s positive behaviour Demonstrate realistic, consistent and supportive responses to CHILDREN and YOUNG PEOPLE s behaviour Provide an effective role model for the standards of behaviour expected of CHILDREN , YOUNG PEOPLE and adults within the setting 3 Be able to respond to inappropriate behaviour Select and apply agreed strategies for dealing with inappropriate behaviour Describe the sorts of behaviour problems that should be referred to others and to whom these should be referred UNIT 8.

6 SUPPORT CHILDREN AND YOUNG PEOPLE S positive BEHAVIOUR BA025209 Specification Edexcel Level 2 Award/Certificate Specialist Qualifications in Supporting Teaching and Learning in Schools (QCF) Issue 1 January 2011 Edexcel Limited 2011 81 Unit content 1 Know the policies and procedures of the setting for promoting CHILDREN and YOUNG PEOPLE s positive behaviour Policies and procedures of the setting: behaviour eg code of conduct, rewards and sanctions, dealing with conflict and inappropriate behaviour eg anti-bullying, attendance, reference to other policies and procedures eg health and safety, child protection Apply boundaries and rules: reasons eg boundaries, expectations, consistency in approach to avoid confusion, gives all adults in school the same status, encourages good behaviour management in school, supports a positive learning environment 2 Be able to SUPPORT positive behaviour Encouraging and rewarding positive behaviour: benefits eg CHILDREN and YOUNG PEOPLE more likely to repeat behaviour which is recognised/praised/rewarded.

7 Behaviourist theory of BF Skinner Supporting and encouraging positive behaviour: techniques eg build trusting relationships with CHILDREN and YOUNG PEOPLE , be consistent, recognise CHILDREN s positive behaviour/effort, give clear directions, use positive recognition, ensure CHILDREN and YOUNG PEOPLE know why they are being rewarded Supportive responses to behaviour: techniques eg have realistic expectations according to age/stage of development, sanctions realistic to age/stage of development, responses appropriate to individual needs of child eg Attention Deficit Hyperactivity Disorder (ADHD), Asperger s syndrome Role model: reasons eg CHILDREN and YOUNG PEOPLE copy adults, unrealistic to expect CHILDREN to behave positively if adults behave inappropriately 3 Be able to respond to inappropriate behaviour Dealing with inappropriate behaviour: strategies eg use agreed behaviour management strategies, agreed sanctions, intervene early, repeat directions calmly, send for additional help if needed, give eye contact to the pupil who is misbehaving, use proximity, relate negative comments to the behaviour, remove items that are being used inappropriately, use time out if agreed strategy Behaviour problems for referral.

8 Types eg pupils a danger to themselves and/or others, dealing with a difficult situation alone, dealing with an unpredictable situation/pupil, referral to SENCO, other teachers or members of SUPPORT staff, head teacher or deputy UNIT 8: SUPPORT CHILDREN AND YOUNG PEOPLE S positive BEHAVIOUR BA025209 Specification Edexcel Level 2 Award/Certificate Specialist Qualifications in Supporting Teaching and Learning in Schools (QCF) Issue 1 January 2011 Edexcel Limited 2011 82 Essential guidance for tutors Delivery This unit enables learners to develop essential knowledge and understanding to promote CHILDREN and YOUNG PEOPLE s positive behaviour. This includes learning the actions to take in response to inappropriate behaviour.

9 Knowledge of the policies and procedures for promoting positive behaviour, and the need for all staff working in the school to apply fair and consistent rules for behaviour are integral to this unit. The unit should be delivered using a combination of tutor input and active learning experiences. DVDs and case studies give learners opportunities to link theory to practice. Visits to schools to observe practice will provide an opportunity to consolidate knowledge. Discussions, peer observations and peer assessment SUPPORT learning and contribute to understanding the skills required for effective practice. Learners should be given the opportunity to look at a range of school policies and procedures relevant to promoting CHILDREN and YOUNG PEOPLE s positive behaviour and consider how these may impact on working practices.

10 The effects of inconsistent application of rules and boundaries could be explored through case studies. At this level learners need a brief introduction to the behaviourist theory underpinning the practice of encouraging and rewarding positive behaviour. The importance of establishing effective relationships with CHILDREN and YOUNG PEOPLE to SUPPORT and encourage positive behaviour, and the importance of adults as role models for behaviour, should be emphasised. Learners could share their experiences of working in schools employees, as a parent-helper or through work experience to compare different strategies schools use to reward positive behaviour. Strategies for dealing with inappropriate behaviour could be explored through role play to ensure learners have an opportunity to explore different strategies appropriate for a wide range of behaviours .