Course Title: Foster physical development in middle childhood
Part B: Course Detail
Teaching Period: Term2 2011
Course Code: TCHE5724C
Course Title: Foster physical development in middle childhood
School: 360T Education
Campus: City Campus
Program: C4282 - Certificate IV in Education Support
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
Ph: 9925 4650
fiona.dean@rmit.edu.au
Nominal Hours: 40
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 concerns the knowledge and skills required to plan and provide experiences to enhance children’s physical development during middle childhood.
National Codes, Titles, Elements and Performance Criteria
National Element Code & Title: |
CHCFC512A Foster physical development in middle childhood |
Element: |
1. Provide planned and spontaneous experiences to foster the physical development of children. |
Performance Criteria: |
1.1 Identify and monitor children’s physical skills and development |
Element: |
2. Create opportunities for children to develop a wide range of physical skills |
Performance Criteria: |
2.1 Develop opportunities for physical activity within the context of the service |
Element: |
3. Interact with the child to foster skill development |
Performance Criteria: |
3.1 Use a variety of strategies to encourage children’s physical skills and development |
Learning Outcomes
Develop skills and knwoledge applied to work roles involved in the care of children having responsibility for understanding and application of terminology, principles and influences governing physical development of children
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 – Planning and providing experiences to enhance children’s physical development during middle
childhood
Defining Physical development
Identifying the needs for physical development in humans
Definitions and principles of growth and general influences on physical development
Discussion, Q&A activities, Evidence Guide
Week 5-9
Theory – Identifying and monitoring children’s physical skills and development
Identifying varied developmental rates
Identifying organisation standards, policies and procedures related to physical
experiences provided in the workplace to encourage physical development in children
Discussion, Q&A activities,
Assignment 1 – Q&A
Week 10-14
Theory– Promoting a healthy lifestyle
The importance of promoting a healthy weight and relationship between nutrition intake and
physical activity
Knowledge and understanding of government recommendations for Physical Activity
recommendations for children and youth
Respecting and accepting each child’s rate of development, needs, interests and strengths
Discussion, Q&A activities,
Week 15-18
Theory – Responding to the different beliefs of individual students
Considering culture, community and family beliefs related to physical activity
Different beliefs about development
Discussion, Q&A activities
Progress interview – Evidence guide, Assignment 1, Evidence of practical experience working with children and young people to foster physical development; e.g Observation/Demonstration, Third party
Semester 2
Week 1-4
Theory – Planning, arranging and delivering a range of developmental opportunities matched to
developmental stages and needs of specific children
Planning and providing developmentally appropriate experiences and opportunities to foster
children’s fine and gross motor and fundamental movement skills
Providing experiences to challenge the physical endeavours of children
Selecting, providing and arranging equipment to encourage spontaneity and creativity in
physically active play
Discussion, Q&A activities
Week 5-9
Theory – Planning, arranging and delivering a range of developmental opportunities matched to
developmental stages and needs of specific children
Identifying and seeking advice when specialist assistance is required
Creating opportunities to support emerging skills of individual children
Discussion, Q&A activities
Assignment 2 – Scenarios
Week 10-14
Theory – Factors influencing or impacting on a child’s development and well being;
Issues impacting on a child’s physical development
Using a variety of strategies to encourage children’s physical skills and development
Strategies to encourage physical activity and active play
Discussion, Q&A activities
Project – Presentation (oral and/or written)
Week 15-18
Theory – Encouraging children’s confidence and safety awareness when participating in physically
active play
Providing opportunities for children to interact positively with other children
Reflecting and reviewing on current methods used to develop and enhance a child’s
physical development
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 to foster physical development, 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
• Project 1 - Oral and/or written question and answer assignment / Workbooks
• Project 2 – Individual or group project - Working with children project
• Scenarios (oral and/or written task)
• Presentation of a portfolio of evidence which may comprise documents, and/or photographs and/or video and audio files
• 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