Unit rationale, description and aim
This unit provides a foundation in inclusive, evidence-informed approaches to understanding and supporting student behaviour. It recognises behaviour as influenced by individual needs, social relationships, and environmental contexts. The unit embeds Positive Behavioural Supports (PBS) within a multi-tiered system of support (MTSS), with a focus on universal strategies that promote engagement, equity, and positive classroom environments.
It introduces functional behaviour assessment as a method for identifying the purpose of behaviour and guiding ethical, non-aversive interventions. The unit emphasises proactive classroom management through the establishment of routines, clear expectations, and relationship-based practices that support safety, predictability, and learning. Legal and ethical responsibilities are examined, particularly in relation to students with disabilities, learning difficulties, and behavioural challenges. The unit draws on current legislation and inclusive education frameworks to ensure alignment with professional practice and policy expectations.
Through theoretical knowledge and practical application, the unit aims to support the design, implementation, and evaluation of behaviour support strategies that are sustainable, responsive, and rights-based. It promotes approaches that are preventative, relational, and reflective of inclusive educational values.
Campus offering
No unit offerings are currently available for this unit.Learning outcomes
To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.
Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.
Explore the graduate capabilities.
Analyse how social, environmental, and development...
Learning Outcome 01
Apply non-aversive, functional behaviour assessmen...
Learning Outcome 02
Design proactive classroom management practices, i...
Learning Outcome 03
Evaluate whole-school behaviour frameworks to supp...
Learning Outcome 04
Reflect critically on legal, ethical, and professi...
Learning Outcome 05
Content
Topics will include:
- Introduction to student behaviour, PBS and MTSS frameworks
- Understanding the influences on behaviour: developmental and environmental factors
- Functional behaviour assessment: tools and processes
- Designing non-aversive, inclusive support plans
- Proactive classroom management: routines and expectations
- Building positive teacher-student relationships
- Whole-school behaviour frameworks
- Legal and ethical responsibilities in behaviour support
- Inclusive and reflective practice
Assessment strategy and rationale
Assessment in this unit is designed to build preservice teachers’ capacity to critically analyse contemporary behaviour issues and apply inclusive, evidence‑informed interventions in authentic educational contexts. The assessment sequence provides opportunities for preservice teachers to demonstrate understanding of the social, environmental, and developmental influences on behaviour, and to apply Positive Behavioural Support and Functional Behaviour Assessment processes to classroom practice.
Task 1 develops foundational knowledge through critical examination of research and professional responsibilities in relation to a current behaviour‑related issue. Task 2 requires preservice teachers to design and justify a classroom‑based positive behaviour intervention and support plan, integrating pedagogical adjustments, ethical considerations, and the use of data to inform decision‑making.
The unit scaffolds the ethical and appropriate use of generative AI. Preservice teachers may use AI tools to support idea generation, planning, or refinement of academic writing; however, all AI‑assisted work must be transparently acknowledged and must not replace preservice teachers’ own analysis, decision‑making, or evaluative judgement. Guidance is provided to ensure academic integrity and to develop students’ capacity to engage critically with AI‑supported learning processes.
To pass this unit, preservice teachers will need to complete all assessment tasks and achieve a passing grade of at least 50% for Task 2 and the unit overall.
Overview of assessments
Assessment Task 1: Review of Literature Conduct ...
Assessment Task 1: Review of Literature
Conduct an in-depth investigation into a contemporary socio-cultural and/or educational issue and its impact on student behaviour. Critically evaluate the available research and discuss (1) legal, ethical, and professional responsibilities, and (2) efficacy of current approaches to the issue within the class and school community context.
50%
Assessment Task 2: Positive behaviour Interventio...
Assessment Task 2: Positive behaviour Intervention and Support Plan
Develop a classroom-based positive behaviour intervention and support plan (PBIS) using Positive Behaviour Support (PBS) and Functional Behaviour Assessment (FBA), including the implementation of pedagogical practices and curriculum adjustments. Critically reflect on the plan to evaluate legal, ethical, and professional responsibilities in managing and supporting student behaviour.
50%
Learning and teaching strategy and rationale
This unit employs a practice-integrated learning model that combines foundational theory, contemporary evidence, and practical application. Weekly learning modules include case-based activities, video analysis, readings, and guided reflections to deepen preservice teachers' understanding of the drivers of behaviour. Through scenario-based tasks and scaffolded discussion, preservice teachers will examine the interaction between student characteristics, environmental contexts, and teacher practice.
Learning activities are designed to build preservice teachers' capacity to apply positive, non-aversive strategies that support inclusion and student wellbeing. Preservice teachers engage with the multi-tiered system of support (MTSS) and apply Universal Design for Learning (UDL) principles to classroom behaviour planning. Key legislative and ethical frameworks are integrated into critical discussions about teacher responsibility and rights-based education.
The strategy prioritises relational and preventative approaches, aligned with Positive Behavioural Supports (PBS). Online and campus-based engagement supports diverse student needs. Learning is sequenced to move from conceptual understanding through to planning and professional judgement in alignment with professional standards and ethics.
Australian Professional Standards for Teachers - Graduate Level
In connection to the learning outcomes, on successful completion of this unit, pre-service teachers should have developed the following industry specific knowledge based on the Australian Professional Standards for Teachers - Graduate Level standards:
Relating toDemonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning.
Relevant Learning OutcomeLO1
Relating toDemonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities.
Relevant Learning OutcomeLO1, LO2, LO3
Relating toIdentify strategies to support inclusive student participation and engagement in classroom activities.
Relevant Learning OutcomeLO3
Relating toDemonstrate the capacity to organise classroom activities and provide clear directions.
Relevant Learning OutcomeLO3, LO4
Relating toDemonstrate knowledge of practical approaches to manage challenging behaviour.
Relevant Learning OutcomeLO2, LO3
Relating toUnderstand the relevant and appropriate sources of professional learning for teachers.
Relevant Learning OutcomeLO5
Relating toUnderstand and apply the key principles described in codes of ethics and conduct for the teaching profession.
Relevant Learning OutcomeLO5
Relating toUnderstand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage.
Relevant Learning OutcomeLO5
Australian Institute for Teaching and School Leadership (AITSL) Core Content
On successful completion of this unit, pre-service teachers should have developed the following industry specific knowledge based on the AITSL Core Content:
Relating toThe fundamental elements and underpinning theory of a multi-tiered system of support and why it is effective.
Relevant learningLO3
Relating toThe research evidence showing the positive impact of high-quality instruction delivered by the classroom teacher as a protective measure in reducing the need for further intervention.
Relevant learningLO3
Relating toHow to develop and use effective rules and routines, or cues that are focused on creating learning habits that encourage students to respond quickly to instructions to reduce wasted learning time.
Relevant learningLO3
Relating to
The research evidence that shows the impact of developing and reinforcing clear and well-defined rules and routines and why rules and routines need to be explicitly taught and reinforced to students to be effective.
Relevant learningLO3
Relating toThe research evidence that shows the relationship between effective pedagogical practices and increased positive behaviour including why specific practices are particularly effective in preventing undesired behaviour.
Relevant learningLO1, LO3
Relating toThe research evidence that shows why consistent and proportional responses to student behaviour to reinforce expectations and maintain safety is most effective when paired with verbal and non-verbal calm, expected, and escalating responses.
Relevant learningLO2, LO3
Relating toHow to effectively model desired behaviour (such as respectful interactions, being organised, and being on time) and how to explicitly point to this modelling to prompt positive behaviour by setting and reinforcing expectations.
Relevant learningLO2, LO3
Relating toHow to pre-plan and rehearse responses including the use of early intervention techniques such as simple prompts, precorrections and verbal feedback, which reinforce high expectations in the classroom and which focus on expected behaviour. Opportunities should also be provided to practise in a practicum setting.
Relevant learningLO2, LO3
Relating toExamples of common ‘whole school approaches’, processes or frameworks for positive behaviour and how a teacher engages effectively with these frameworks.
Relevant learningLO4
Relating toThe legislation, regulations, policies and obligations related to inclusion and support including international agreements (e.g. the UN Convention on Children’s Rights, 1989), and legal entitlements as defined by the Commonwealth Disability Discrimination Act 1992 and core educational policy such as the Disability Standards for Education, 2005, which state that students with disability should have the same opportunities and choices in their education as students without disability.
Relevant learningLO5