Skip to Main Content
Catalogue Link
<a href="/ords/r/curriculum/catalogue/home" class="t-Header-logo-link"><span class="apex-logo-text">Handbook</span></a>
Hidden Page Items
New
8
New
HE Unit Template
New
Building Positive Learning Environments
New
EDMAS6065 - Building Positive Learning Environments
New
20270200
New
New
New
New
Course
New
Unit
New
New
3.0
New
New
2026-09-10
New
2026-09-10
New
Education
New
New
New
New
Institute of Education, Arts & Community
New
Education
New
Postgraduate - Coursework
New
15
New
New
.125
New
070105
New
Teacher Education: Secondary
New
070105 - Teacher Education: Secondary
New
<a href="http://www.federation.edu.au/locate/unit/edmas6065">View unit fees</a>
New
Graded (e.g. HD, D, C, etc)
New
9
New
Masters Degree
New
Intermediate
New
New
New
New
1
New
New
New
New
New
false
New
New
New
<p>This unit focuses on how to build positive learning environments where all students can learn effectively and flourish. Using an ecological model, PSTs examine the complex factors that influence student behaviours in classrooms. They examine research-informed approaches for creating calm and productive learning environments, for developing learning routines and growth mindsets, for establishing values and clarifying expectations, and for proactively preventing disruptive behaviours and enhancing student responsibility. PSTs learn about effective communication skills and ways to build positive relationships with students and parents/carers. They learn how to manage challenging behaviours, use restorative approaches, become trauma informed practitioners, and about whole-school approaches that foster positive action and consistency. PSTs also examine teacher resilience and reflect on strategies to enhance personal wellbeing.</p>
New
New
<p>• Understanding classroom ecology: building relational schools and positive, dynamic learning environments.<br>
• Understanding the complex factors that influence student behaviour.<br>
• Preventing disruptive behaviour through strategic action, routines, and clear communication.<br>
• Building growth mindsets and helping students to take responsibility for their behaviours.<br>
• Understanding and managing challenging behaviours.<br>
• Trauma informed teaching practices.<br>
• Restorative practices and whole school approaches to managing behaviours.<br>
• Strategies for supporting teacher wellbeing and resilience.</p>
New
true
New
<p>Where supplementary assessment is available a student must have failed overall in the Unit but gained a final mark of 45 per cent or above, has completed all major assessment tasks (including all sub-components where a task has multiple parts) as specified in the Unit Description and is not eligible for any other form of supplementary assessment.</p>
New
true
Hidden Page Items
Semester
Semester
0200
Year
Year
2027
Current Year
2026
Breadcrumb Positioning
Handbook
EDMAS6065 - Building Positive Learning Environments
Pseudo Breadcrumb
EDMAS6065 - Building Positive Learning Environments
Breadcrumb Type
Unit
Catalogue Term and Year
Version Text
You are viewing a version for
Semester
Semester 1
Semester 2
Summer Semester
Year
2027
2026
Download PDF
RDS Holder
Overview
Key information
Requisites
Learning outcomes
Assessment
FedTASK
Parent Region
Overview
Unit description
<p>This unit focuses on how to build positive learning environments where all students can learn effectively and flourish. Using an ecological model, PSTs examine the complex factors that influence student behaviours in classrooms. They examine research-informed approaches for creating calm and productive learning environments, for developing learning routines and growth mindsets, for establishing values and clarifying expectations, and for proactively preventing disruptive behaviours and enhancing student responsibility. PSTs learn about effective communication skills and ways to build positive relationships with students and parents/carers. They learn how to manage challenging behaviours, use restorative approaches, become trauma informed practitioners, and about whole-school approaches that foster positive action and consistency. PSTs also examine teacher resilience and reflect on strategies to enhance personal wellbeing.</p>
Unit content
<p>• Understanding classroom ecology: building relational schools and positive, dynamic learning environments.<br> • Understanding the complex factors that influence student behaviour.<br> • Preventing disruptive behaviour through strategic action, routines, and clear communication.<br> • Building growth mindsets and helping students to take responsibility for their behaviours.<br> • Understanding and managing challenging behaviours.<br> • Trauma informed teaching practices.<br> • Restorative practices and whole school approaches to managing behaviours.<br> • Strategies for supporting teacher wellbeing and resilience.</p>
Key information
Institute / school:
Institute of Education, Arts & Community
Discipline:
Education
Study level:
Postgraduate - Coursework
Credit points:
15
EFTSL:
0.125
Field of education:
070105 - Teacher Education: Secondary
Offering:
<p><strong>Semester 1</strong><p>Flexible Delivery - Ballarat (Blended)</p><p>On-line Learning</p></p> <p><strong>Semester 2</strong><p>Flexible Delivery - Ballarat (Blended)</p><p>On-line Learning</p></p>
Grade scheme:
Graded (e.g. HD, D, C, etc)
Placement component:
No
Fee information:
<a href="http://www.federation.edu.au/locate/unit/edmas6065">View unit fees</a>
Requisites
Prerequisite
None
Corequisite
None
Exclusion
None
Learning outcomes
Learning outcomes
<p>On successful completion of this unit, students are expected to gain the following [K]nowledge, [S]kills and [A]pplication of knowledge & skills</p>
Learning Outcomes
Ref
Outcome
K1
<p>Examine an ecological approach to classroom management and the way diverse factors interact to create a healthy, productive learning environment for all.</p>
K2
<p>Identify relational approaches that build growth mindsets, motivation, trust, respect, responsibility, self-belief and rigor.</p>
K3
<p>Examine a range of routines and preventative strategies that enhance positive behaviours and establish a structured, safe and respectful learning environment.</p>
K4
<p>Understand the complex reasons behind challenging behaviours exhibited by students and identify appropriate strategies for dealing with concerns.</p>
K5
<p>Identify communication skills and strategies that build positive relationships with students and parents/carers.</p>
K6
<p>Understand and appreciate the value of restorative practices and whole school approaches for managing behaviours.</p>
K7
<p>Examine trauma informed practices.</p>
K8
<p>Describe strategies that support a positive learning environment understanding the need for teacher wellbeing, safety and resilience.</p>
S1
<p>Use consistent and proportional verbal and non-verbal responses to student behaviour to reinforce expectations, maintain safety and model desired behaviour and values.</p>
S2
<p>Apply complex problem-solving skills and strategic thinking.</p>
S3
<p>Analyse challenging classroom situations and identify effective strategies for managing behaviours in context.</p>
S4
<p>Conduct research and make purposeful, meaningful theory/practice connections relating to learning and teaching.</p>
S5
<p>Plan approaches for building a positive learning environment for all and trial and evaluate approaches through feedback and reflective practice.</p>
S6
<p>Build personal resilience and confidence to ensure a positive learning environment within the classroom.</p>
A1
<p>Observe and interview an experienced teacher with a focus on their behaviour management approaches with links to research and personal practice.</p>
A2
<p>Develop an action plan for creating a positive learning environment.</p>
Assessment
Learning Tasks and Assessment
Ref
Learning task
Assessment type
Weighting
Learning outcomes assessed
1
<p>Observe and interview an experienced teacher with a focus on their behaviour management approaches with links to research and personal practice.</p>
<p>Case Study</p>
<p>40-50%</p>
K1, K2, K3, K5, K6, S1, S2, S3, S4, A1
2
<p>Develop an action plan for creating a positive learning environment including the features of a positive, inclusive classroom learning environment; an examination of factors that impact on behaviour including physical, social, emotional and intellectual development and characteristics; behaviour management strategies suitable for different types of behaviour; ways to build relationships with and between students; teaching strategies responsive to the learning strengths and needs of a range of students; and strategies for dealing with one’s own wellbeing and stress management.</p>
<p>Action Plan</p>
<p>50-60%</p>
K1, K2, K3, K4, K5, K6, K7, K8, S2, S3, S4, S5, S6, A2
Supplementary assessment available:
Yes
Supplementary assessment information:
<p>Where supplementary assessment is available a student must have failed overall in the Unit but gained a final mark of 45 per cent or above, has completed all major assessment tasks (including all sub-components where a task has multiple parts) as specified in the Unit Description and is not eligible for any other form of supplementary assessment.</p>
FedTASK
FedTASK
<p>Federation University recognises that students require key transferable employability skills to prepare them for their future workplace and society. FedTASKs (<strong>T</strong>ransferable <strong>A</strong>ttributes <strong>S</strong>kills and <strong>K</strong>nowledge) provide a targeted focus on five key, transferable Attributes, Skills, and Knowledge that are embedded within curriculum, developed gradually towards successful measures and interlinked with cross-discipline and co-operative learning opportunities.</p>
FedTASK
Description of FedTASK outcome
FedTASK 1: Interpersonal
Students at this level will demonstrate an advanced ability in a range of contexts to effectively communicate, interact and work with others both individually and in groups. Students will be required to display high level skills in-person and/or online in: • Using and demonstrating a high level of verbal and non-verbal communication • Demonstrating a mastery of listening for meaning and influencing via active listening • Demonstrating and showing empathy for others • High order skills in negotiating and conflict resolution skills • Demonstrating mastery of working respectfully in cross-cultural and diverse teams
FedTASK 2: Leadership
Students at this level will demonstrate a mastery in professional skills and behaviours in leading others. • Creating and sustaining a collegial environment • Demonstrating a high level of self -awareness and the ability to self-reflect and justify decisions • Inspiring and initiating opportunities to lead others • Making informed professional decisions • Demonstrating initiative in new professional situations
FedTASK 3: Critical Thinking and Creativity
Students at this level will demonstrate high level skills in working in complexity and ambiguity using the imagination to create new ideas. Students will be required to display skills in: • Reflecting critically to generate and consider complex ideas and concepts at an abstract level • Analysing complex and abstract ideas, concepts and information • Communicate alternative perspectives to justify complex ideas • Demonstrate a mastery of challenging conventional thinking to clarify complex concepts • Forming creative solutions in problem solving to new situations for further learning
FedTASK4: Digital Literacy
Students at this level will demonstrate the ability to work competently across a wide range of tools, platforms and applications to achieve a range of tasks. Students will be required to display skills in: • Mastering, exploring, evaluating, managing, curating, organising and sharing digital information professionally • Collating, managing complex data, accessing and using digital data securely • Receiving and responding professionally to messages in a range of professional digital media • Contributing competently and professionally to digital teams and working groups • Participating at a high level in digital learning opportunities
FedTASK 5: Sustainable and Ethical Mindset
Students at this level will demonstrate a mastery of considering and assessing the consequences and impact of ideas and actions in enacting professional ethical and sustainable decisions. Students will be required to display skills in: • Demonstrate informed judgment making that considers the impact of devising complex solutions in ambiguous global economic environmental and societal contexts • Professionally committing to the promulgation of social responsibility • Demonstrate the ability to evaluate ethical, socially responsible and/or sustainable challenges and generating and articulating responses • Communicating lifelong, life-wide and life-deep learning to be open to the diverse professional others • Generating, leading and implementing required actions to foster sustainability in their professional and personal life
Key information
Institute / school:
Institute of Education, Arts & Community
Discipline:
Education
Study level:
Postgraduate - Coursework
Credit points:
15
EFTSL:
0.125
Field of education:
070105 - Teacher Education: Secondary
Offering:
<p><strong>Semester 1</strong><p>Flexible Delivery - Ballarat (Blended)</p><p>On-line Learning</p></p> <p><strong>Semester 2</strong><p>Flexible Delivery - Ballarat (Blended)</p><p>On-line Learning</p></p>
Grade scheme:
Graded (e.g. HD, D, C, etc)
Placement component:
No
Fee information:
<a href="http://www.federation.edu.au/locate/unit/edmas6065">View unit fees</a>
Additional information
Add Info Static Text
Internal reference: EDMAS6065 - U3.0