CQUniversity Unit Profile.

Part A - Individual
: You are to plan a program of physical activities suitable for developing the fundamental movement skills of young children. The program should be based on the physical and social developmental characteristics of children described in the Early Years Learning Framework (DEEWR, 2022) learning outcomes and the Foundation Year of the Australian curriculum and be designed to promote / enhance stability or balance, locomotor and object control skills e.g. walking, running, jumping, hopping, skipping, throwing, catching, kicking, etc. In addition, the program design must show how learners will be engaged in game-based social activities that promote positive attitudes to physical fitness and safe, fair play.


The plan should include a risk assessment of the physical environment for implementation of the program and planned use of equipment for the safety and stage of development of the group of learners.


A suggested format for recording planning ideas will be provided on the Moodle site for this course. It is suggested that you use the format we have suggested. However, you may also use any format of your own design that allows all task expectations to be demonstrated.
 You will find it helpful to follow the suggested template.

Part B - Small group or individual (Students attending face-to-face classes will implement an aspect of the larger program at a site organised/suggested by their campus tutor).
    This section of the task will be organised in a variety of ways depending on students’ mode of enrolment and local class arrangements. Where possible, students attending face-to-face tutorials for this course will implement an aspect of the larger program at a site organised/suggested/negotiated by/with their campus tutor. For example, if you  work with a prep class in a primary school, you might implement your activity with part of the class (perhaps 6 or 8 children).

It is not expected that the entire program would be delivered.

At a minimum, a 30 minute session would be all that is required to inform Part C.

Distance students may/will implement sections of the program individually in a range of possible settings including a child-care centre, school setting (prep) or other negotiated contexts (family/friends).
 Implementation is not assessed but will provide information that contributes to the completion of Part C.
 Therefore, it is very important that you organise to implement an aspect of the larger program. If you are going to implement your activities in an education setting, you MUST have your approved Working with Children check letter. You will receive information about how to apply for a Working with Children check. Please complete this process as quickly as possible. 

Part C - Individual component (no more that 500 words and this could be dot points).


Annotate the original plan clearly indicating your observations upon implementation and your own evaluation of the program and how it was designed or needed to be adapted to achieve the following:

• A strengths-based approach that encouraged the confidence, participation and competence of learners at different stages of physical development.

• Opportunities for practice of fundamental movement skills and appropriate levels of challenge for learners with a diverse range of ability levels.
• Strategies used to organise participation in the activities; monitor safety and environmental considerations; and meet the social and emotional needs of young children by encouraging appropriate levels of enjoyment, autonomy, risk-taking and creative application of movement skills for learners of both genders.

72-Hour Extension
The 72-Hour grace period applies to this assessment 
If you need longer than 72 hours, you'll still need to use the normal Assessment Extension System process.

NOTE: This assessment task builds professional knowledge and understanding of physical, motor and social development and strategies for supporting the acquisition of fundamental movement skills for young children based on current curriculum documents. Establishing learning goals based on knowledge of developmental stages and strategies for implementing safe, inclusive activities that develop children’s confidence and self-regulation are important expectations of the professional learning undertaken in completing this task which can be used as evidence for demonstrating aspects of the Australian Professional Standards for Teachers focus areas 1.1, 2.1, 2.2, 3.1, 3.6, 4.1, 4.2, and 4.4

As part of the assignment, you are required to show your understanding of the social construction of health and the factors that affect health and/ or levels of physical activity for children and families in contemporary Australian society.

You are required to research an aspect of social change or a social issue that affects the health of children and families. It is expected that you will use course readings as background for framing an inquiry question to guide your exploration of an aspect of social change or a social issue that affects the health of children and families.

You will need to select appropriate methods for collecting information on the issue (you must show that you have accessed scholarly sources). You will record your research in a space that is accessible to the tutor. This could be a Google Doc  or similar. Your research should show evidence of your  ability to apply “health literacy” at a “critical” level by “selecting and critically analysing health information in order to take action to promote personal and community health and wellbeing” (ACARA, 2012). Collate and analyse the data to draw conclusions that inform an audience of your peers about the causes, prevalence and/or attitudes to the issue you have researched and to justify the design of a multimedia health promotion package.

Use your research to design a multimedia health promotion package that focuses on the chosen issue and that can be used to inform and persuade a specific target group or community to adopt positive personal health practices. The multimedia package should include at least two resources aimed at health promotion and you are encouraged to explore multiple possibilities for the development of these resources e.g. posters, radio or television advertisements, brochures or activity packages for children, parents or communities, newsletters, community displays, etc. On campus students will present aspects/summary of their packages to their peers in week 12 of the term. Where possible, distance students will present aspects/summary of their packages using the online platform. This will occur in the online tutorial of week 12. If required, a number of sessions will be scheduled to ensure that sharing can occur.

You are required to submit a  reflection of 250-300 words. This has two parts. 

This can be completed in a table.

The impact of your inquiry and planning on your own personal attitudes to adopting lifelong healthy behaviours 

and

any new understandings you have gained about the role of education and care professionals in promoting healthy lifestyles.

72-Hour Extension
The 72-Hour grace period applies to this assessment 
If you need longer than 72 hours, you'll still need to use the normal Assessment Extension System process.

NOTE: This assessment task provides opportunities for demonstrating knowledge of the social dimensions of health and the impact contemporary social issues have on the learning of children from diverse backgrounds.
Practical strategies for engaging with communities and critical reflection on the role educational professionals play in promoting positive attitudes to health and personal development in communities are emphasised. The task can be used as evidence for demonstrating aspects of the Australian Professional Standards for Teachers
focus areas 1.3, 2.1, 3.4, 6.2, 7.3 and 7.4.

Research into and analysis of contemporary social issues affecting lifestyles, health and wellbeing of children and families from diverse backgrounds

Selection of resources and materials that promote positive attitudes to health

Use of communication strategies and resources that consider the information needs and diverse social, cultural and linguistic backgrounds of children and families

Ability to make connections to and critically reflect on the personal and professional roles of educators in health promotion

Use of authoritative sources to justify decision-making

Demonstration of professional levels of personal literacy and use of APA 7th referencing style