Unit of competency Outline
Date retreived
22/07/2026 7:35 PM AWST
22/07/2026 7:35 PM AWST
Whilst all efforts are made to provide accurate and timely information from the relevant source/documentation, please be aware that the information supplied may not be the most current version. The accuracy of the detail has not been confirmed by the Department and therefore should not be relied upon without first confirming the contents.
Foster physical development in middle childhood
Foster physical development in middle childhood
Unit of competency
National Code
CHCFC512A
CHCFC512A
State Code
D2518
D2518
TGA Status
Replaced
Replaced
DTWD Status
Replaced
Replaced
State Implementation and Classification
Approved Date
11/09/2009
Field of Education
070103 - Teacher Education: Primary
Original Release Date
11/09/2009
Nominal Hours
40
Description
DescriptorThis unit describes the knowledge and skills required to plan and provide experiences to enhance children's physical development during middle childhood
Notes
Elements and Performance Criteria
1. Provide planned and spontaneous experiences to foster the physical development of children
- 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
2. Create opportunities for children to develop a wide range of physical skills
- 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
- 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
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. Add any 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.
Opportunities to support children's development will vary according to a number of factors, such as:
Physical environment
Purpose of the service
The amount and type of support from parents and participation by parents
The level of support available to the service from external bodies e.g. specialist advice services, resource workers, inclusion support workers
The frequency and regularity of use of the service by the child
Age of the child
Physical skills may include:
Skills in motor areas - fine and gross motor
Dexterity
Eye - hand coordination
Balance
Locomotion
Coordination
Fundamental movement skills sets:
static balance
sprint run
vertical jump
catch
hop
side gallop
skip
over-arm throw
leap
kick
dodge
two hand strike
dance and physical response to music
Promote physical fitness skills may relate to experience such as:
Active games
Sports
Exercises
Fine motor skill areas
Setting up venue/environment
Range of environments and equipment
Socio dramatic play
Play with construction materials
Music and movement experiences
Opportunities to develop relevant physical skills will vary according to the age/ability of the child and must include:
For 6 to 12 years old:
Opportunities for development of balance, skilled climbing, riding, skating opportunities to develop skills in running, kicking, catching, skipping, throwing, writing, drawing, gluing etc.
Opportunities provided to develop skills may need to be adapted to accommodate factors such as:
Availability of indoor and outdoor facilities
Environment
Venue/location
Type of service
Workers own physical capabilities
The desire and ability for children to set up equipment themselves
Safety considerations
Peer group pressure
Interaction may be with a variety of people including:
Children of same age
Children of different ages
Adults
Diversity among children may include differences due to:
Gender
Race, culture and ethnicity
Age/maturity
Interests and preferences
Social context and lifestyle
Abilities
Socioeconomic factors
The acceptance of differences among children will be affected by:
Children's age/maturity
Capabilities
Children's family, school, peer group attitudes and beliefs
Life experiences
Prior learning experiences
Experiences that promote social interaction will vary according to the age of the children:
For 6 to 12 year old children:
Peer group interaction is very significant
Establish initiatives to link children with a wider range of children to encourage broader interaction
Development of trusting relationships with adults/workers
Allow children to establish and maintain friendships and groups
Opportunities for children to play without adult intervention are provided
Individual differences may include:
Age
Gender
Family background and lifestyle
Abilities and disabilities
Style of social interaction
Appearance
Cultural beliefs and practices
Temperament
Interests
Peer group acceptance, membership or isolation
Non stereotypical images could include:
Children and adults of both genders engaging in a range of experiences
Children of a range of races
Range of appearances
Range of abilities
Different family compositions
People from a variety of cultural backgrounds together
Range of additional needs of children
The Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Add any 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.
Opportunities to support children's development will vary according to a number of factors, such as:
Physical environment
Purpose of the service
The amount and type of support from parents and participation by parents
The level of support available to the service from external bodies e.g. specialist advice services, resource workers, inclusion support workers
The frequency and regularity of use of the service by the child
Age of the child
Physical skills may include:
Skills in motor areas - fine and gross motor
Dexterity
Eye - hand coordination
Balance
Locomotion
Coordination
Fundamental movement skills sets:
static balance
sprint run
vertical jump
catch
hop
side gallop
skip
over-arm throw
leap
kick
dodge
two hand strike
dance and physical response to music
Promote physical fitness skills may relate to experience such as:
Active games
Sports
Exercises
Fine motor skill areas
Setting up venue/environment
Range of environments and equipment
Socio dramatic play
Play with construction materials
Music and movement experiences
Opportunities to develop relevant physical skills will vary according to the age/ability of the child and must include:
For 6 to 12 years old:
Opportunities for development of balance, skilled climbing, riding, skating opportunities to develop skills in running, kicking, catching, skipping, throwing, writing, drawing, gluing etc.
Opportunities provided to develop skills may need to be adapted to accommodate factors such as:
Availability of indoor and outdoor facilities
Environment
Venue/location
Type of service
Workers own physical capabilities
The desire and ability for children to set up equipment themselves
Safety considerations
Peer group pressure
Interaction may be with a variety of people including:
Children of same age
Children of different ages
Adults
Diversity among children may include differences due to:
Gender
Race, culture and ethnicity
Age/maturity
Interests and preferences
Social context and lifestyle
Abilities
Socioeconomic factors
The acceptance of differences among children will be affected by:
Children's age/maturity
Capabilities
Children's family, school, peer group attitudes and beliefs
Life experiences
Prior learning experiences
Experiences that promote social interaction will vary according to the age of the children:
For 6 to 12 year old children:
Peer group interaction is very significant
Establish initiatives to link children with a wider range of children to encourage broader interaction
Development of trusting relationships with adults/workers
Allow children to establish and maintain friendships and groups
Opportunities for children to play without adult intervention are provided
Individual differences may include:
Age
Gender
Family background and lifestyle
Abilities and disabilities
Style of social interaction
Appearance
Cultural beliefs and practices
Temperament
Interests
Peer group acceptance, membership or isolation
Non stereotypical images could include:
Children and adults of both genders engaging in a range of experiences
Children of a range of races
Range of appearances
Range of abilities
Different family compositions
People from a variety of cultural backgrounds together
Range of additional needs of children
EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for this Training Package.
Critical aspects for assessment and evidence required to demonstrate this unit of competency:
The individual being assessed must provide evidence of specified essential knowledge as well as skills
This unit could be assessed either on the job or off the job for a range of age groups, a range of activities and a range of needs over a number of assessment conditions and situations
Access and equity considerations:
All workers in community services should be aware of access, equity and human rights issues in relation to their own area of work
All workers should develop their ability to work in a culturally diverse environment
In recognition of particular issues facing Aboriginal and Torres Strait Islander communities, workers should be aware of cultural, historical and current issues impacting on Aboriginal and Torres Strait Islander people
Assessors and trainers must take into account relevant access and equity issues, in particular relating to factors impacting on Aboriginal and/or Torres Strait Islander clients and communities
Context of and specific resources for assessment:
This unit can be assessed independently, however holistic assessment practice with other community services units of competency is encouraged
Resource requirements for assessment include access to a range of opportunities defined in the Range Statement
Method of assessment:
In cases where the learner does not have the opportunity to cover all relevant aspects in the work environment, the remainder should be assessed through realistic simulations, projects, previous relevant experience or oral questioning on 'What if?' scenarios
Assessment of this unit of competence will usually include observation of processes and procedures, oral and/or written questioning on Essential knowledge and skills and consideration of required attitudes
Where performance is not directly observed and/or is required to be demonstrated over a 'period of time' and/or in a 'number of locations', any evidence should be authenticated by colleagues, supervisors, clients or other appropriate persons
The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for this Training Package.
Critical aspects for assessment and evidence required to demonstrate this unit of competency:
The individual being assessed must provide evidence of specified essential knowledge as well as skills
This unit could be assessed either on the job or off the job for a range of age groups, a range of activities and a range of needs over a number of assessment conditions and situations
Access and equity considerations:
All workers in community services should be aware of access, equity and human rights issues in relation to their own area of work
All workers should develop their ability to work in a culturally diverse environment
In recognition of particular issues facing Aboriginal and Torres Strait Islander communities, workers should be aware of cultural, historical and current issues impacting on Aboriginal and Torres Strait Islander people
Assessors and trainers must take into account relevant access and equity issues, in particular relating to factors impacting on Aboriginal and/or Torres Strait Islander clients and communities
Context of and specific resources for assessment:
This unit can be assessed independently, however holistic assessment practice with other community services units of competency is encouraged
Resource requirements for assessment include access to a range of opportunities defined in the Range Statement
Method of assessment:
In cases where the learner does not have the opportunity to cover all relevant aspects in the work environment, the remainder should be assessed through realistic simulations, projects, previous relevant experience or oral questioning on 'What if?' scenarios
Assessment of this unit of competence will usually include observation of processes and procedures, oral and/or written questioning on Essential knowledge and skills and consideration of required attitudes
Where performance is not directly observed and/or is required to be demonstrated over a 'period of time' and/or in a 'number of locations', any evidence should be authenticated by colleagues, supervisors, clients or other appropriate persons
Replaces
| State Code | National Code | Title | Type |
|---|---|---|---|
| S3145 | CHCFC2C | Foster and enhance children's development | Unit of competency |
Replaced By
| State Code | National Code | Title | Type |
|---|---|---|---|
| WG825 | CHCSAC005 | Foster the holistic development and wellbeing of the child in school age care | Unit of competency |
| State Code | National Code | Title | Type |
|---|---|---|---|
| D314 | CHC51008 | Diploma of Children's Services (Outside school hours care) | Qualification |