Positive Learning Environments in Primary Education G (11349.1)

Please note these are the 2026 details for this unit
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Positive Learning Environments in Primary Education G
Available teaching periods Delivery mode Location
View teaching periods Online self-paced
On-campus
 Bruce, Canberra
EFTSL Credit points Faculty
0.125 3 Faculty Of Education
Discipline Study level HECS Bands
School Of Teacher Education Graduate Level Band 1 2021 (Commenced After 1 Jan 2021)
Band 1 2021 (Commenced Before 1 Jan 2021)
The focus of the unit is to provide evidence based classroom management strategies and skills that will enable participants to create a safe and supportive learning environment. Participants will examine a range of factors influencing behaviour and the building and maintaining of professional relationships, including the role of student and teacher wellbeing, legislative requirements, catering for diversity in the classroom, and the role of peer and societal influences.

Learning outcomes

After successful completion of this unit, students will be able to:
1. Describe and plan for preventative behaviour management strategies;
2. Describe and plan for corrective behaviour management strategies; and
3. Explain contextual issues impacting on student behaviours and student and teacher wellbeing in educational settings.


Graduate attributes

1. UC graduates are professional - communicate effectively
1. UC graduates are professional - employ up-to-date and relevant knowledge and skills
1. UC graduates are professional - take pride in their professional and personal integrity
1. UC graduates are professional - use creativity, critical thinking, analysis and research skills to solve theoretical and real-world problems
1. UC graduates are professional - work collaboratively as part of a team, negotiate, and resolve conflict
2. UC graduates are global citizens - adopt an informed and balanced approach across professional and international boundaries
2. UC graduates are global citizens - behave ethically and sustainably in their professional and personal lives
2. UC graduates are global citizens - communicate effectively in diverse cultural and social settings
2. UC graduates are global citizens - think globally about issues in their profession
2. UC graduates are global citizens - understand issues in their profession from the perspective of other cultures
3. UC graduates are lifelong learners - adapt to complexity, ambiguity and change by being flexible and keen to engage with new ideas
3. UC graduates are lifelong learners - be self-aware
3. UC graduates are lifelong learners - reflect on their own practice, updating and adapting their knowledge and skills for continual professional and academic development


Skills development

 

 



Prerequisites

None.

Corequisites

This unit is only available to students in the Master of Primary Teaching course.

Students must also have passed or currently be enrolled in unit 11336 Curriculum Assessment in Primary Education G.

Incompatible units

None.

Equivalent units

None.

Assumed knowledge

None.
Year Location Teaching period Teaching start date Delivery mode Unit convener
2026 Bruce, Canberra Semester 1 16 February 2026 Online self-paced Dr Thomas Nielsen
2026 Bruce, Canberra Semester 1 16 February 2026 On-campus Dr Thomas Nielsen
2026 Bruce, Canberra Semester 2 10 August 2026 Online self-paced Dr Thomas Nielsen
2026 Bruce, Canberra Semester 2 10 August 2026 On-campus Dr Thomas Nielsen
The information provided should be used as a guide only. Timetables may not be finalised until week 2 of the teaching period and are subject to change. Search for the unit timetable.

Required texts

Students do not need to buy a specific textbook. The set readings are available via the Reading List on the Canvas online site.

Some examples of relevant readings are provided below:

Korest R, Carlson JS. A Meta-Analysis of the Current State of Evidence of the Incredible Years Teacher-Classroom Management Program. Children. 2022; 9(1):24. https://doi.org/10.3390/children9010024

Exploring the Complexity of Classroom Management: 8 Components of Managing a Highly Productive, Safe, and Respectful Urban Environment. Jones, Karrie A.; Jones, Jennifer L.; Vermette, Paul J. American Secondary Education, v41 n3 p21-33 Sum 2013.

Australian Education Research Organisation. (2021). Focused classrooms: Example of practice. AERO. https://www.edresearch.edu.au/guides-resources/practice-resources/focused-classrooms-example-practice

ACT Education Directorate. (2010). Positive Behaviour for Learning. https://www.education.act.gov.au

ACT Education Directorate. (2016). Safe and supportive schools policy. Retrieved September 7, 2025, from https://www.education.act.gov.au/__data/assets/pdf_file/0004/856254/Safe-and-Supportive-Schools-Policy.pdf

ACT Education Directorate. (2025). Positive behaviour for learning (PBL) [Fact sheet]. Retrieved September 7, 2025, from https://www.education.act.gov.au/__data/assets/pdf_file/0019/PBL-Fact-Sheet.pdf

Australian Institute for Teaching and School Leadership. (n.d.). Improving teacher professional development. https://www.aitsl.edu.au

Barr, K. (1992). Building Classroom Discipline. Melbourne: Longman.

Beale, A. V., & Hall, K. R. (2007). Cyberbullying: What school administrators (and parents) can do. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 81(1), 8–12. https://doi.org/10.3200/TCHS.81.1.8-12

Canter, L., & Canter, M. (1976). Assertive discipline: A take charge approach for today's educator. Los Angeles, CA: Canter and Associates.

Canter, L. & Canter, M. (2008). Building Classroom Discipline. Frenchs Forest, NSW: Pearson Education Australia.

Charles, C. M., & Barr, K. B. (1992). Frederic Jones. In C. M. Charles, Building classroom discipline (4th ed., pp. 56–69). Longman.

Charles, C. M., & Senter, G. W. (2007). Lee and Marlene Canter: Discipline through assertive tactics. In C. M. Charles, Building classroom discipline (9th ed., pp. 65–69). Pearson/Allyn & Bacon.

Charles, C. M., & Senter, G. W. (2008). Building classroom discipline (9th ed.). Boston, MA: Pearson/Allyn & Bacon.

Dolan, E. W. (2017, June 27). Just having your cell phone in your possession can impair your learning, study suggests. PsyPost. https://www.psypost.org/just-having-your-cell-phone-in-your-possession-can-impair-your-learning-study-suggests

Duchesne, S., & McMaugh, A. (2018). Educational psychology: For learning and teaching (6th ed.). Cengage Learning Australia.

Duchesne, S., & McMaugh, A. (2019). Creating a positive classroom. In Educational psychology: For learning and teaching (6th ed., pp. 622–671). Cengage Learning Australia.

Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students' social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82(1), 405–432. https://doi.org/10.1111/j.1467-8624.2010.01564.x

Graham, L. J. (2023). Inclusive education in the academy: The effectiveness of multi-tiered systems of support (MTSS). In L. J. Graham (Ed.), Inclusive education for the 21st century: Theory, policy, and practice (2nd ed., pp. 175-198). Routledge.

Howard, J. A. (2013). Distressed or deliberately defiant? Managing challenging student behaviour due to trauma and disorganised attachment. Australian Academic Press.

Kohn, A. (2013, October 18). Education and competition [Video]. YouTube. https://www.youtube.com/watch?v=some-link [check link]

Korpershoek, H., Harms, T., De Boer, H., Van Kuijk, M., & Doolaard, S. (2016). A meta-analysis of the effects of classroom management strategies and classroom management programs on students' academic, behavioural, emotional, and motivational outcomes. Review of Educational Research, 86(3), 643–680. https://doi.org/10.3102/0034654315626799

Lynch, M. (2017, September 12). How to manage cell phone use in your classroom. The EdAdvocate. https://www.theedadvocate.org/how-to-manage-cell-phone-use-in-your-classroom

Nielsen, T. W., & Ma, J. S. (2018). Connecting social and natural ecologies through a curriculum of giving for student wellbeing and engagement. Australian Journal of Environmental Education, 34(3), 215–227. https://doi.org/10.1017/aee.2018.41

NSW Department of Education. (2021). Physically intervening with students. Retrieved September 7, 2025, from https://education.nsw.gov.au/content/dam/main-education/policy-library/associated-documents/physically-intervening-with-students.pdf

Olsen, J., Nielsen, T. W., Trost, S., & Olsen, P. (2006). Teacher power. In J. Olsen, Holistic discipline: A total approach to classroom management (pp. 1–3). Pearson Education Australia.

Olsen, J., Nielsen, T. W., Trost, S., & Olsen, P. (2006). Networking. In J. Olsen, Holistic discipline: A total approach to classroom management (pp. 108–119). Pearson Education Australia.

Olsen, J., Nielsen, T. W., Trost, S., & Olsen, P. (2006). Gambits: The games that children play, and avoiding and managing gambits. In J. Olsen, Holistic discipline: A total approach to classroom management (Chs. 12–13). Pearson Education Australia.

Post, S. G., & Neimark, J. (2007). Find the fire. In S. G. Post, Why good things happen to good people (pp. 1–15). Broadway Books.

Rogers, B. (2015). Classroom behaviour: A practical guide to effective teaching, behaviour management and colleague support. SAGE Publishing.

Rogers, B. (2017, January 27). Bill Rogers on behaviour [Video]. TESS News. https://www.youtube.com/watch?v=some-link [check link]

Ronksley-Pavia, M. (2019). 10 essential skills lecture [Video]. YouTube. https://www.youtube.com/watch?v=uTeg4Kkx1EE

SA Department for Education. (2019). Protective practices for staff in their interactions with children and young people: Guidelines for staff working or volunteering in education or care settings. Retrieved September 7, 2025, from https://www.education.sa.gov.au/sites/default/files/protective-practices-guidelines.pdf

Seligman, M. E. P. (2002). Authentic happiness: Using the new positive psychology to realize your potential for lasting fulfillment. Free Press.

VIC Department of Education. (2023). Restraint and seclusion. Retrieved September 7, 2025, from https://www2.education.vic.gov.au/pal/restraint-and-seclusion/policy

WA Department of Education. (n.d.). Physical contact with students. Retrieved September 7, 2025, from https://www.education.wa.edu.au/dl/r6vyqsg

Weinstein, C., Curran, M., & Tomlinson-Clarke, S. (2003). Culturally responsive classroom management: Awareness into action. Theory Into Practice, 42(4), 269–276. https://doi.org/10.1207/s15430421tip4204_2

Submission of assessment items

Extensions & Late submissions

Approval of extenuating circumstances will be dependent upon the production of supporting documentation and at the discretion of the unit convener.

All assessment items required to be submitted online must be submitted via the appropriate Canvas drop box. It is the student's responsibility to upload the correct and corresponding draft or assessment item to the right submission section. Assignments must be submitted in a format accessible to the assessor(s), as stated on the relevant canvas site. If the unit convener and/or tutor are unable to access a submission, or if no submission has been made by the due date and time, a standard late penalty of 10% of the total marks possible for the task may be applied per day, for three days, after which the submission will receive a score of ‘0' in keeping with UC's Assessment Policy.

Special assessment requirements

Requirement percentage for passing unit

Normally an aggregate mark of 50% is required to pass the unit.

Information regarding use of AI

Students are not allowed to use generative artificial intelligence (GenAI) in assessments for this unit.

Students should be aware that the University of Canberra utilises GenAI detection software. Suspected instances of unauthorised GenAI use may lead to a ‘Learning Validation Conversation' designed to provide assurance that a student is able to demonstrate relevant knowledge and skills to meet required learning outcomes. Students who are suspected of having misused GenAI in assessment may be required to attend a summary inquiry for suspected misconduct. 

It is strongly recommended that students keep records of the development process for all works submitted for assessment, or drafts of work submitted for a work-in-progress review, in a learning portfolio of equivalent. Failure to provide evidence of the development process for assessment may influence a suspicion of GenAI misuse or other forms of academic misconduct. 

The GenAI for Students Library Guide provides further information, including how to reference GenAI.

Core Content Alignment

All assessment items have been designed to align with the core content listed under Education Accreditation in Section 2 of this Unit Outline.

Provision of valid documentation and use of text-matching software

1.Please note that the University takes student conduct very seriously. All documentation provided to University staff must be valid and the provision of fraudulent documentation carries with it potentially serious consequences, including suspension and/or exclusion from the University. Note that all allegations of student misconduct will be referred to the Associate Dean for Education (ADE) as a prescribed authority for investigation.

2. Note that the University supported text matching software is Turnitin, which is now available for this unit via Canvas. For further information, please see the description of how to use the Turnitin tool in the UCLearn (Canvas) Staff Support site.

3. The use of Turnitin is the default position of the University. Should a reason be put forward for deviation from this position, please discuss with ADE.

4. Students should be aware that submission of fraudulent documentation will have potential serious consequences including suspension and/or exclusion from the University and all allegations of student misconduct will be referred to the ADE for investigation as a prescribed authority.

5. Please also be aware that the text match percentage and associated 'traffic light' colour code that the checker produces is only indicative of whether academic misconduct (e.g. plagiarism) has occurred. Turnitin is not a 'plagiarism checker', but a means of matching the text in an assignment submission to other student assignments, journal articles and websites. A 'red' text-match score of 50% or above does not automatically mean that academic misconduct has occurred, as the matches may be correctly cited and referenced quotations that constitute a legitimate element of an assignment submission. Similarly, a 'green' text match of 10% or lower does not automatically mean that no academic misconduct has occured, only that a low percentage of an assignment submission has been matched to pre-existing sources. It is possible that, within a low or 'green' text match score, text has still been plagiarised and may constitute evidence of academic misconduct. Unit conveners may report a suspected case of academic misconduct to the Associate Dean Education, regardless of the text match score identified by Turnitin.

Students must apply academic integrity in their learning and research activities at UC. This includes submitting authentic and original work for assessments and properly acknowledging any sources used.

Academic integrity involves the ethical, honest and responsible use, creation and sharing of information. It is critical to the quality of higher education. Our academic integrity values are honesty, trust, fairness, respect, responsibility and courage.

UC students have to complete the Academic Integrity Module annually to learn about academic integrity and to understand the consequences of academic integrity breaches (or academic misconduct).

UC uses various strategies and systems, including detection software, to identify potential breaches of academic integrity. Suspected breaches may be investigated, and action can be taken when misconduct is found to have occurred.

Information is provided in the Academic Integrity Policy, Academic Integrity Procedure, and University of Canberra (Student Conduct) Rules 2023. For further advice, visit Study Skills.

Learner engagement

The workload requirements for this unit consist of a lecture (1 hour) and a workshop (2 hours) per week (equating to approximately 30 hours). The planning of the remaining 120 hours, making up the 150 hours for the semester, is the responsibility of each student, and should be divided between the reading of assigned papers and unit materials (e.g., approximately 30 hours), and working on assignment tasks (e.g., approximately 90 hours).

Participation requirements

Active engagement in all online modules emhances your learning and is strongly advised. Unless specifically stated in the unit outline, there is no mandatory attendance requirement. However, you may elect to attend timetabled activities as they allow you to ask 'real time' questions to develop your understanding for the relevant assessment tasks.

Successful engagement with all learning activities in this accredited Initial Teacher Education course is necessary to demonstrate that you have met the Graduate career stage of the Australian Professional Standards for Teachers (AITSL, 2011).

As a unit of study offered in self-paced mode, attendance at scheduled sessions is not a mandatory requirement of this unit. Students who enrol in the ‘self-paced study' option (in lieu of tutorials) effectively have no tutorials to attend, and students who are enrolled in on-campus or remote tutorials may wish to re-allocate to ‘self-paced study' as the semester progresses. There is, however, a strong correlation between participation and success in higher education. With this in mind, we encourage and expect students to actively participate in all module activities to enhance their learning opportunities.

Successful completion of the professional experience component is critical to success in the whole unit. Refer to assessment (5a) on the Canvas site for further details. Students must make themselves familiar with the processes and policies of professional experience.

Required IT skills

Basic IT skills required.

In-unit costs

None.

Work placement, internships or practicums

None.

Additional information

Communication on Canvas

Notifications through the Canvas Announcements Forum or the Canvas Discussion Forums are deemed to be made to the whole class.  It is the responsibility of the student to ensure that they check for announcements on the Unit's Canvas website (forum messages are also emailed to student email addresses only).  Students should ensure they check their student email regularly.  The Canvas discussion forums will be checked by staff regularly.

Use of student email account

The University Email policy states that "students wishing to contact the University via email regarding administrative or academic matters need to send the email from the University account for identity verification purposes". Therefore, all unit enquiries should be emailed using a student university email account. Students should contact servicedesk@canberra.edu.au if they have any issues accessing their university email account.

Theoretical and research-led foundations of the unit

This unit involves research-led education and work-integrated learning. There are active researchers delivering this unit who are able to engage students in deep and active learning and transmit to students their passion for the research they are carrying out. The unit is based on evidence-informed theory underpinning, in particular, positive psychology and classroom management.

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