In this assessment, you will develop a professional Classroom Management Plan that connects observed classroom practice with institutional expectations, designed for a specific group of students.

Assessment Brief 1

EDUC3032 Classroom Management

Task Overview

In this assessment, you will develop a professional Classroom Management Plan that connects observed classroom practice with institutional expectations, designed for a specific group of students.

You will begin by selecting one of two videos, one set in a primary school context, and one set in a secondary school context. Links to both videos are provided in Step 4 of this task brief. Select the video that best reflects your teaching context. You will then carefully observe your chosen video and critically analyse the teacher's strategies across seven focus areas, identifying what the teacher does, interpreting why, and considering its impact on students. Using this observational evidence alongside the supplied class scenario, you will design and evaluate a practical classroom management plan for your own teaching context.

For each focus area, you must decide whether to adopt the observed strategy, adapt it for your context, or change it, and justify your decision by integrating relevant classroom management theory, institutional policy, and the needs of the students in your scenario. Your plan must demonstrate knowledge of relevant institutional policies and classroom management theory and explain how these inform and shape your behaviour management decisions and classroom practices.

Your plan must demonstrate how observed practice, relevant classroom management theories, and institutional policy expectations, such as safety, inclusion, and wellbeing, inform a safe, predictable, and resilient learning environment.

Rationale

Developing the capacity to plan for effective classroom management is a critical professional skill for beginning teachers. This assessment provides an opportunity to analyse authentic classroom practice and apply key classroom management concepts to a realistic teaching scenario. By observing and interpreting strategies used in the classroom video, you will examine how teachers establish routines, communicate expectations, build positive relationships, and create safe and supportive learning environments that promote student engagement and wellbeing.

The task requires you to connect theory, institutional policy, and observed practice to design a practical Classroom Management Plan for a diverse class context. Through this process, you will demonstrate your understanding of proactive behaviour management, inclusive practice, and the use of structured routines and strategies that support positive learning behaviours, developing the knowledge and skills addressed in the Unit Learning Outcomes.

The scenario-based approach encourages you to consider how classroom management decisions must respond to the needs of all learners, including students requiring targeted or intensive support, and how proactive processes foster student engagement, self-regulation, and cooperation. The Classroom Management Plan you produce may also serve as a useful professional resource, supporting your development as a reflective practitioner and contributing to your future teaching portfolio.

Resources

To complete this task, you will need access to the following resources:

• Classroom video: Two classroom videos are provided in the links below. One set in a primary school context, and one set in a secondary school context. Select the video that best reflects your intended teaching context and watch it in full. Note timestamped examples for each focus area.

Primary classroom video: Task 1 Primary Literacy Review.mp4 (sign in with your SCU account to access)

Secondary classroom video: Task 1 Secondary Year 10 Geography.mp4 (sign in with your SCU account to access)

• Unit readings and lecture materials: These provide the classroom management theories and whole person approaches you will reference in your plan.
• Relevant education policy documents: For example, NSW Department of Education policies relating to behaviour, wellbeing, or inclusion.
• APA 7th edition referencing guide: Available through the SCU Library website.

Instructions for Writing Your Classroom Management Plan

Using the classroom video and the class scenario provided, write a professional Classroom Management Plan in continuous prose. Your plan must follow the seven focus area headings listed below. Do not use dot points or tables. Use academic writing conventions and APA 7th edition referencing throughout.

Your Classroom Management Plan must be 1500 words (±10%), including a brief introduction and conclusion and excluding the reference list. Each focus area should be approximately 200 words.

Step 1: Review the School and Class Context

Before you begin planning, carefully review the school and class context. Your Classroom Management Plan must be designed for the class and students described below. Generic strategies that could apply to any classroom will not meet the required standard. You must specifically refer to Marcus and Lily where relevant across your plan.

School Context

You are a classroom teacher at a government school in NSW that implements a Positive Behaviour for Learning (PBL) framework, with the three core expectations: Be Safe, Be Respectful, Be a Learner. The school community is culturally and linguistically diverse and follows the NSW Department of Education’s policies related to student behaviour, wellbeing, and inclusion.

Class Context – 25 Students

Your class includes students from a range of cultural and linguistic backgrounds, with approximately one-third speaking a language other than English at home. The school draws from a low-to-mid socioeconomic area and participates in the Nationally Consistent Collection of Data (NCCD). Most students are settled and responsive to consistent routines, though five students require varying levels of additional support.

Step 2: Review Focus Students and Multi-Tiered System of Support Levels

Student Context – Focus Students

For this assessment, you will focus on two students, Marcus and Lily, whose profiles are provided in the table below.

Multi-Tiered System of Supports (MTSS)

Your plan should demonstrate strategies at different levels of support.

Note: At the start of your plan, clearly state your chosen year level, subject area, and school context (early childhood, primary or secondary school setting).

Step 3: Understand the Seven Focus Areas

Before watching the classroom video, review the seven focus areas that will guide your observations, analysis, and planning. Each focus area should be addressed in approximately 200 words.

Step 4: Watch the Classroom Video

Two classroom videos are provided in the links below. One set in a primary school context, and one set in a secondary school context. Select that video that best reflects your intended teaching context and watch it in full.

• Primary classroom video: Task 1 Primary Literacy Review.mp4 (sign in with your SCU account to access)
• Secondary classroom video: Task 1 Secondary Year 10 Geography.mp4 (sign in with your SCU account to access)

As you watch the video:

1. For each focus area, identify a moment where the teacher demonstrates a relevant strategy.
2. Note the timestamp for each example (for example, 4:12 or 4:12–4:45).
3. Consider the impact of each strategy on student behaviour, engagement, and learning.

These timestamped observations will form the evidence base for your analysis and planning.

Step 5: Analyse and Apply Strategies

For each focus area:

1. Record your timestamped observation, describing what the teacher did and its impact on students.
2. Decide whether you will:

o Adopt: Use the same strategy because it suits your school and class context

o Adapt: Modify it to better suit your class, Marcus, or Lily

o Change: Use a different strategy because the observed approach is not suitable, explaining why

1. Outline your strategy, ensuring you:

o Justify it with at least one policy and one theory and/or whole-person approach

o Explain how it supports Marcus (Tier 2) and/or Lily (Tier 3) if relevant

Step 6: Write Your Plan Using the Seven Focus Areas

Each focus area should be addressed in continuous prose (approximately 200 words each). Include timestamps from the video where relevant. Connect your strategies to the students’ needs where appropriate. Maintain a professional academic style with APA 7th edition referencing.

Step 7: Conclusion

End your plan with a brief conclusion (3–5 sentences) that summarises how your Classroom Management Plan supports positive behaviour, student engagement, and maintains a safe and inclusive learning environment.

Presentation Requirements

• Written in continuous prose using the seven focus area headings
• Approximately 1500 words, including the introduction and conclusion (excluding references)
• APA 7th edition referencing throughout
• At least one policy document referenced across the plan
• At least one classroom management theory or whole-person approach referenced across the plan
• Timestamps from the video cited where relevant
• Professional academic writing style

Referencing

You are required to use APA 7. Refer to the SCU Library Guides for further guidance.

Generative Artificial Intelligence (GenAI) Guidelines

This assessment is classified as GenAI use Level 2: May be used for specific assessment tasks or purposes as identified and scaffolded by the Unit Assessor.

• ✅ You may use GenAI to research topics, generate ideas, and develop an outline. Acknowledge this use.
• ✅ You may use GenAI tools such as Copilot and Grammarly for grammar and readability checking. Acknowledge this use.
• ❌ You may not use GenAI to write your assessment or produce your submission.

For further information see Generative AI for Students.

GenAI Declaration

You must include one of the following statements with your assessment submission:

If you DID use GenAI, include this statement:

I acknowledge that I have used Generative AI tools to complete this assessment in accordance with the conditions outlined in the Assessment Brief. I used [insert name of GenAI tool(s)] to [briefly describe how the tool(s) were used, e.g., generate ideas, check grammar, develop an outline].

If you DID NOT use GenAI, include this statement:

I acknowledge that I have not knowingly used GenAI to complete this assessment.

Note: The Unit Assessor may ask you to explain or demonstrate how GenAI tools were used and how your use complied with the assessment guidelines. Please ensure you are prepared to discuss this if requested.

Submissions

You must submit the following item(s):

• Submit your assessment via the Assessment Tasks & Submission area on the Blackboard unit site. Follow the on-screen instructions to upload your file(s).
• 1500 Word Classroom Management Plan as a Word document to Turnitin via the Assessment portal. Include a Cover page at the start of your document, and a reference list at the end of your document.
• A penalty of 5% of the available marks will be deducted from the actual mark at one minute after the due date. A further 5% will be deducted for each subsequent calendar day until the mark reaches zero. Refer to the Assessment, Teaching and Learning Procedures, Section 4 for more information.

All submissions must be clearly labelled. Include the unit code, assessment number, full name, student ID. For example, EDUC3032_A1_FullName_ID123456.

If you are unsure how to submit an item, refer the following support resources: SCU How To Guide: How to Submit an Assignment in Turnitin in Blackboard Ultra for Students

Rules Relating to Assessment and Examination

For information regarding extensions, special consideration, late submissions, resubmissions, grades, appeals, and academic integrity, refer to:

• Rules Relating to Awards — Rule 3 — Coursework Awards — Student Assessment and Examinations
• How to apply for Special Consideration
• Final Grades

Academic Integrity Declaration

By submitting this assessment, I declare that:

I have read and understood SCU’s Academic Integrity policies and referencing guidelines. I am aware of the consequences of academic misconduct and confirm that this submission is my own original work, referenced appropriately, and has not been previously submitted. I authorize its reproduction for authentication purposes and understand the implications of a false declaration. I have adhered to guidelines regarding Generative AI.

Assessment Criteria