Course Title: Foster physical development in early childhood

Part B: Course Detail

Teaching Period: Term1 2016

Course Code: TCHE5194C

Course Title: Foster physical development in early childhood

School: 360T Education

Campus: City Campus

Program: C5290 - Diploma of Education Support

Course Contact: Robyn Blaikie

Course Contact Phone: +61 3 9925 4838

Course Contact Email:

Name and Contact Details of All Other Relevant Staff

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 unit secribes the knowledge and skills required to plan and provide experiences to enhance children’s physical development

National Codes, Titles, Elements and Performance Criteria

National Element Code & Title:

CHCFC502A Foster physical development in early childhood


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 1.2 Plan and provide developmentally appropriate experiences and opportunities to foster children's fine and gross motor and fundamental movement skills 1.3 Plan and provide experiences which challenge the physical skills and abilities of children and promote physical fitness 1.4 Plan and provide experiences to challenge the physical endeavours of children, ensuring suitable clothing to promote outdoor play in all weather conditions 1.5 Provide opportunities for children to practice physical skills and expand/extend children's physical activities through active play and the use of outdoor space and the natural environment 1.6 Select and provide equipment to encourage spontaneity in physically active play 1.7 Arrange equipment to provide challenge and choice, to encourage independence and to facilitate physically active play 1.8 Support children and families to understand the relationship between physical activity and good health whilst still respecting family and cultural values 1.9 Plan experiences that extend children's physical activity through music and dance


2 Create opportunites 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 2.2 Select and provide a variety of toys, materials, equipment and spaces to encourage the development of a wide range of fine and gross motor and fundamental movement skills 2.3 Identify and seek advice when children require specialist assistance 2.4 Create opportunities to support emerging skills of individual children where necessary 2.5 Encourage children of both genders to participate in the full range of activities 2.6 Provide opportunities for children to develop and learn new physical skills 2.8 Provide opportunities for children to consolidate their physical skills towards independence


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 3.2 Provide positive acknowledgement of children's efforts to participate 3.3 Participate in relevant experiences with children 3.4 Demonstrate enthusiasm for physical activity 3.5 Encourage children to express ideas for physical experiences 3.6 Respect each child's level of participation in physical experiences and opportunities 3.7 Encourage children's confidence and safety awareness when participating in physically active play

Learning Outcomes

This competency applies to all work roles involved in the care of children having responsibility for understanding and application of terminology, principles and influences governing physical development of children.  On successful completion of this course, you will have developed and applied the skills and knowledge required to demonstrate your competency in the above elements.

Details of Learning Activities

Your program consists of face to face teaching, Unsupervised Directed Study and you are required to participate in work placement. It is strongly advised you attend all sessions in order to engage in the required learning activities, ensuring the maximum opportunity to gain the competency. You are not required to attend to complete Unsupervised Directed Study, however you are expected to complete the work given and will at times be required to show evidence the work has been completed.

The student learning experience will be facilitated through participation in a range of activities:
• Work Placement
• Group discussion
• Research assignments
• Guest speakers
• Oral and/or written questions on "What if?" scenarios
• Realistic simulations and role play
• Practical demonstrations and direct observation of actual work and simulated work practice
• Oral Presentations
• Individual and group projects - Completing the projects will include negotiated independent study time and practical work relevant to the unit of competency. 

Teaching Schedule


Please note: While your teacher will cover all the material in this schedule, the weekly order is subject to change depending on class needs and availability of speakers and resources.

Library Orientation & an RMIT Online Systems Information Session will be scheduled during the first two weeks of your program. Information about student services, rights and responsibilities is contained in your student diary.


Week 1

Importance of promoting a healthy lifestyle

Children's physical development and skill development


Week 2

The national child health and well being core competencies

Nutrition intake and physical activity

E1 E2 


Week 3

Australian Government Department of Health and Ageing 2004, National Physical Activity Recommendations for Children and Youth

Organisation standards policies and procedures related to physical education



Week 4

Individual rates of childhood development, needs, interests and strengths

Growth, maturation and readiness

E1 E2 


Week 5

Cultural and family values

Different beliefs about development due to culture, community, family beliefs

E2 E3


Week 6

Principles of growth and general influences on physical development

Experiences enhancing all areas of physical development

E1 E2 E3


Week 7

Gross motor skills, fine motor skills,


E2 E3


Week 8

Fundamental movement skill development

Kinaesthetic awareness

E2 E3


Week 9

Early perceptual development

Sensory motor development and sensory integration

E2 E3



Week 10

Interaction between physical development and other areas of development - especially social and psychological development

E1 E2 E3


Week 11

Equipment and resources used to stimulate physical development

Needs of children with a sensory/physical disability


E1 E2 E3


Week 12

Play extending physical activity involvement and ability

E1 E2 E3


Week 13

Planning and arranging a range of developmental opportunities which are

Matching developmental stage and specific needs of the children to enhance development

E1 E2 E3


Week 14

Facilitating physically active play

Setting up venue/environments and equipment/materials

E1 E2 E3


Week 15

Providing opportunities for children to interact positively with other children

Accept individual differences giving due regard to age, cultural, and development of children

E1 E2 E3


Week 16

Engaging with children to promote their participation in experiences

E1 E2 E3


Week 17

Reviewing and evaluating physical activities

Seeking feedback



Week 18

Engaging and working with parents/carers and families

Challenges fostering physical development in middle childhood

E1 E2 E3


Week 19

Reflecting on experiences fostering physical development in middle childhood

E1 E2 E3

Learning Resources

Prescribed Texts


Other Resources


There are no set texts in this course. RMIT will provide you with resources and tools for learning in this course through handouts, our online systems and access to facilities and relevant software. You will also have access to the library resources. It is recommended that you bring:

• Display folder with plastic sleeves
• Highlighter pens
• Notebook or loose leaf paper
• Headphones
• USB (Memory stick)

Overview of Assessment

You must demonstrate essential knowledge and skills and 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
• Work-based 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 ( 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:;ID=ln1kd66y87rc

Assessment Tasks


Assessment 1. Oral presentation – Physical development (Week 6)

Assessment 2. Fostering physical development assignment – (Week 13)
Assessment 3: Work placement observation/demonstration – (Week 10-18)

Assessment tasks in this unit are assessed using the following competency based results:

CA - Competency achieved
NYC - Not Yet Competent
All Assessment tasks should be submitted by the due date. If an extension is required please contact your teacher and/or Coordinator before the due date.
You must complete a submission cover sheet for every piece of submitted work.
All assessment tasks including electronically recorded student work will be kept by the University for student feedback and to meet government requirements.
If you are found to be Not Yet Competent in a Course Assessment Task you may be allowed one resubmission only. Your teacher will provide feedback regarding what you need to do to improve and will set a new deadline for the resubmission.

Assessment Matrix

The assessment matrix demonstrates alignment of assessment tasks with the relevant Unit of Competency and with the critical aspects of assessment for each unit. The assessment matrix for units will be available from your teacher and on Blackboard for students to access.

Other Information

Attendance - The major learning experience involves participating in face to face classes. It is strongly advised that you attend all sessions in order to engage in the required learning activities, ensuring the maximum opportunity to gain the competency.

Feedback - Monitoring academic progress is an important enabling and proactive strategy to assist you to achieve your learning potential. Students may be asked to attend interviews with relevant teachers and Program Coordinator to discuss academic progress.
Assessment Academic Progress
Special Consideration - All assessment tasks are required to be completed to a satisfactory level. If you are unable to complete any piece of assessment by the due date, you will need to apply for an extension. Please see the RMIT website for further information.
Academic Integrity and Plagiarism - RMIT University has a strict policy on plagiarism and academic integrity. Please refer to the website for more information on this policy.

Course Overview: Access Course Overview