Modification History
Not Applicable
Unit Descriptor
This unit describes the performance outcomes, skills and knowledge required to use activities, toys and games to foster the motor, cognitive and personal development of infants and toddlers in an aquatic environment.
Application of the Unit
This unit applies to those conducting learn-to-swim and water safety classes in swimming pools and confined natural shallow water venues.
Licensing/Regulatory Information
No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.
Pre-Requisites
Nil
Employability Skills Information
This unit contains employability skills.
Elements and Performance Criteria Pre-Content
Elements and Performance Criteria
ELEMENT |
PERFORMANCE CRITERIA |
Elements describe the essential outcomes of a Unit of Competency. |
Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the Required Skills and Knowledge section and the Range Statement. Assessment of performance is to be consistent with the Evidence Guide. |
1. Create opportunities for infants and toddlers to develop a wide range of aquatic skills. |
1.1. Identify the characteristics of the participant group . 1.2. Determine appropriate activities or games for the participant group. 1.3. Allocate sufficient space and assemble resources for the activities or games according to relevant legislation , organisational policies and procedures , conditions and external influences . |
2. Promote motor development. |
2.1. Select aquatic experiences that encourage participant groups to practise fine and gross motor skills. 2.2. Provide aquatic experiences to foster motor development according to requirements of participant group. 2.3. Arrange aquatic equipment and toys to provide challenge, choice and encourage independence. |
3. Promote cognitive development. |
3.1. Select opportunities and resources which are varied and relevant to the participant's stage of cognitive development . 3.2. Provide challenges to the participants to extend their thinking. 3.3. Provide opportunities to make limited choices and see or experience the consequences of choices. 3.4. Provide participants with experiences to develop their attention span. 3.5. Introduce new ideas or activities that may build on existing knowledge, skills and interests. 3.6. Develop participants' abilities to observe what is happening around them through questioning and non-verbal communication. |
4. Facilitate participants' personal development. |
4.1. Identify participants' temperament and personality characteristics . 4.2. Encourage caregivers to become actively involved in introducing new aquatic experiences to participants according to organisational policies and procedures and relevant legislation. 4.3. Provide opportunities for infants and toddlers to separate from caregivers. 4.4. Provide positive guidance towards socially acceptable behaviour. |
5. Review the activities. |
5.1. Respond to participant and caregiver concerns, feedback and questions as required, according to best practice principles of aquatic activities . 5.2. Monitor time and complete activities and games according to organisational policies and procedures. 5.3. Identify aspects needing further emphasis, attention or intervention in future sessions. 5.4. Review own performance and identify areas needing improvement and appropriate strategies as required. |
Required Skills and Knowledge
This section describes the skills and knowledge required for this unit. |
Required skills |
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Required knowledge |
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Evidence Guide
The Evidence Guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, Range Statement and the Assessment Guidelines for the Training Package. |
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Overview of assessment |
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Critical aspects for assessment and evidence required to demonstrate competency in this unit |
Evidence of the following is essential:
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Context of and specific resources for assessment |
Assessment must ensure:
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Method of assessment |
A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit:
Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:
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Range Statement
The Range Statement relates to the Unit of Competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the Performance Criteria, is detailed below. Essential operating conditions that may be present with training and assessment (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) may also be included. |
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Characteristics of the participant group may include: |
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Resources may include: |
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Relevant legislation may include: |
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Organisational policies and procedures may include: |
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Conditions and external influences may include: |
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Motor development may include: |
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Cognitive development may include: |
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Temperament and personality characteristics include: |
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Best practice principles of aquatic activities may include: |
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Areas needing improvement may include: |
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Unit Sector(s)
Community Recreation
Competency Field
Aquatics