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HE Unit Template
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Building Positive Learning Environments
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EDMAS6065 - Building Positive Learning Environments
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20260200
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Course
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Unit
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2.1
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2026-06-16
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2026-06-16
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Education
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Institute of Education, Arts & Community
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Education
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Postgraduate - Coursework
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15
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.125
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070105
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Teacher Education: Secondary
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<a href="http://www.federation.edu.au/locate/unit/edmas6065">070105 - Teacher Education: Secondary</a>
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Graded (e.g. HD, D, C, etc)
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9
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Masters Degree
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Intermediate
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<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>
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<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>
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<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>
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2026
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2026
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EDMAS6065 - Building Positive Learning Environments
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EDMAS6065 - Building Positive Learning Environments
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Semester
Semester 1
Semester 2
Summer Semester
Year
2026
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Overview
Key information
Requisites
Learning outcomes
Assessment
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:
<a href="http://www.federation.edu.au/locate/unit/edmas6065">070105 - Teacher Education: Secondary</a>
Offering:
<p><strong>Semester 2</strong><p>Flexible Delivery - Ballarat (Blended)</p><p>On-line Learning (Online)</p></p>
Grade scheme:
Graded (e.g. HD, D, C, etc)
Placement component:
No
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
Supplimentary 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>
Key information
Institute / school:
Institute of Education, Arts & Community
Discipline:
Education
Study level:
Postgraduate - Coursework
Credit points:
15
EFTSL:
0.125
Field of education:
<a href="http://www.federation.edu.au/locate/unit/edmas6065">070105 - Teacher Education: Secondary</a>
Offering:
<p><strong>Semester 2</strong><p>Flexible Delivery - Ballarat (Blended)</p><p>On-line Learning (Online)</p></p>
Grade scheme:
Graded (e.g. HD, D, C, etc)
Placement component:
No
Disclaimer
<em>Information in the Federation Handbook is correct at the time of publication. The University reserves the right to alter any course, unit, procedure or fee.</em>
Additional information
Add Info Static Text
Internal reference: EDMAS6065 - U2.1