Course Title: Foster physical development in middle childhood

Part B: Course Detail

Teaching Period: Term1 2013

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
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, including promotion of outdoor play, and check clothing is suitable to weather conditions
1.5 Provide opportunities for children to practice physical skills and expand/extend children's physical activities though 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
 

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
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
2.7 Provide opportunities for children to consolidate their physical skills towards independence
 

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


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- Completion of Projects will include negotiated independent study time and practical work relevant to the unit of competency.
Realistic simulations and role play
Practical demonstrations and direct observation of actual work and simulated work practice
Oral Presentations


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.

Semester 1

Week 1-4
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 5-8

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 9-12
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 13-16
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

Scenarios/Q&A

Week 17-20
Responding to the different beliefs of individual students
Considering culture, community and family beliefs related to physical activity
Different beliefs about development
Reflecting on fostering physical development in middle childhood
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
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 5-8
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 9-12
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 13-16
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

Week 17-20
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
Reflecting on fostering physical development in middle childhood

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

The assessment matrix demonstrates alignment of assessment tasks with the relevant Unit of Competency. These are available from the course contact person (stated above).
 

Course Overview: Access Course Overview