Course Title: Support the development of children
Part B: Course Detail
Teaching Period: Term2 2011
Course Code: TCHE5192C
Course Title: Support the development of children
School: 360T Education
Campus: City Campus
Program: C3258 - Certificate III in Education (Aboriginal and Torres Strait Islander)
Course Contact : Robyn Blaikie
Course Contact Phone: +61 3 9925 4838
Course Contact Email:robyn.blaikie@rmit.edu.au
Name and Contact Details of All Other Relevant Staff
Fiona Dean: Teacher
fiona.dean@rmit.edu.au
99254650
Nominal Hours: 45
Regardless of the mode of delivery, represent a guide to the relative teaching time and student effort required to successfully achieve a particular competency/module. This may include not only scheduled classes or workplace visits but also the amount of effort required to undertake, evaluate and complete all assessment requirements, including any non-classroom activities.
Pre-requisites and Co-requisites
No specific pre-requisite and co-requisite.
Course Description
This course describes the knowledge and skills required by workers who support the physical, social, emotional, psychological, language and creative development of children from 0-12 years of age
National Codes, Titles, Elements and Performance Criteria
National Element Code & Title: |
CHCFC301A Support the development of children |
Element: |
1. Support the development of children |
Performance Criteria: |
1.1 Provide encouragement for each child’s own level of performance |
Element: |
2 .Support the physical development of children |
Performance Criteria: |
2.1 Use daily routines as opportunities to acquire and practise skills |
Element: |
3. Support the social development of children |
Performance Criteria: |
3.1 Provide opportunities for one to one, small group and larger group interaction |
Element: |
4. Support the emotional and psychological development of children of the same age |
Performance Criteria: |
4.1 Involve children in decision-making where circumstances safely allow |
Element: |
5. Support the language development of children |
Performance Criteria: |
5.1 Encourage children to express themselves verbally |
Element: |
6. Support the creative development of children |
Performance Criteria: |
6.1 Provide experiences for children to utilise the range of their senses including vision, hearing and taste |
Element: |
7. Support the cognitive development of children |
Performance Criteria: |
7.1 Provide environments and experiences to stimulate cognitive development |
Learning Outcomes
Develop the knowledge and skills required by workers who support the physical, social, emotional, psychological, language and creative development of children from 0-12 years of age
Details of Learning Activities
The student learning experience will be facilitated through participation in a range of activities:
Group discussion
Guest speakers
Oral and/or written questions on "What if?" scenarios
Individual and group projects
Realistic simulations and role play
Practical demonstrations and direct observation of actual work and simulated work practice
Oral Presentations
Teaching Schedule
Semester 1
Week 1-4
Theory – Supporting the development of children
Developmental stages and milestones of children
Supporting children in their learning, interacting with children/teenagers, communication
methods, understanding children’s interests and needs
Understanding behaviour appropriate to age
Discussion, Q&A activities, Evidence Guide
Week 5-9
Theory – Supporting the physical development of children
Developing fine and gross motor skills and fundamental skills
Providing adequate nutrition for growth and development
Discussion, Q&A activities,
Assignment 1 – Q&A
Week 10-14
Theory– Supporting the social development of children
Supporting the emotional and psychological development of children of the same age
Respecting, valuing and acknowledging diversity
Developing interaction, communication skills, Modelling appropriate communication with
children
Identifying and responding appropriately to children’s social, emotional and psychological
experiences
Discussion, Q&A activities
Week 15-18
Theory – Supporting the language development of children
Encouraging verbal expression
Providing experiences to expose children to a range of language forms
Discussion, Q&A activities
Progress interview – Evidence guide, Assignment 1, Evidence of Practical experience working with children and young people; e.g Observation/Demonstration, Third party
Semester 2
Week 1-4
Theory – Supporting the creative development of children
Providing experiences for children to utilise their range of senses
Encouraging expression of imagination and creativity
Encouraging methods of self expression
Discussion, Q&A activities
Week 5-9
Theory – Supporting the cognitive development of children
Providing experiences and environments to stimulate cognitive development
Encouraging children to explore and problem solve
Discussion, Q&A activities
Assignment 2 – Scenarios
Week 10-14
Theory– Supporting the development of children
Encouraging the physical, social, emotional and psychological, language, creative, cognitive
development
Issues impacting on the physical, social, emotional and psychological, language, creative,
cognitive development
Discussion, Q&A activities
Project – Presentation (oral and/or written)
Week 15-18
Theory – Supporting the development of children
Issues impacting on healthy development, ways to relive impacts
Reflecting and reviewing experiences working to support development of children
Discussion, Q&A activities
Assessment interview – review folio of final assessments e.g : Evidence Guide, Assignment 1 and 2, Evidence of Practical experience working with children and young people, e.g Observation/Demonstration, Third party, Project – Presentation (oral and/or written)
Learning Resources
Prescribed Texts
References
Other Resources
Overview of Assessment
You must demonstrate an understanding of all elements of the competencies in order to be deemed competent. Assessment methods have been designed to measure achievement of each competency in a flexible manner over a range of assessment tasks. You may be assessed by:
• Direct observation of actual and simulated work practice
• Oral or written questioning
• Assignments and projects
• Presentation of a portfolio of evidence which may comprise documents, and/or photographs and/or video and audio files
• Review of products produced through work-based or course activities
• Third-party feedback from a work supervisor/employer
Feedback will be provided throughout the semester in class and/or online discussions, through individual and group feedback on practical exercises and by individual consultation.
If you have a long term medical condition and/or disability it may be possible to negotiate to vary aspects of the learning or assessment methods. You can contact the program coordinator or the Disability Liaison Unit if you would like to find out more.
An assessment charter (http://mams.rmit.edu.au/kh6a3ly2wi2h1.pdf) summarises your responsibilities as an RMIT student as well as those of your teachers.
Your courses assessment conforms to RMIT assessment principles, regulations, policies and procedures which are described and referenced in a single document: http://www.rmit.edu.au/browse;ID=ln1kd66y87rc
Assessment Tasks
Assessment methods have been designed to measure achievement of each competency in a flexible manner over a range of assessment tasks. You may be assessed by:
• Direct observation of actual and simulated work practice
• Oral or written questioning
• Assignments and projects
• Presentation of a portfolio of evidence which may comprise documents, and/or photographs and/or video and audio files
• Review of products produced through work-based or course activities
• Third-party feedback from a work supervisor/employer
Feedback will be provided throughout the semester in class and/or online discussions, through individual and group feedback on practical exercises and by individual consultation.
Assessment Matrix
In Assessment matrix Booklet given to students at commencement of program.
Course Overview: Access Course Overview