Unit of competency Outline
Date retreived
23/07/2026 5:36 AM AWST
23/07/2026 5:36 AM 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 the development of infants and toddlers in an aquatic environment
Foster the development of infants and toddlers in an aquatic environment
Unit of competency
National Code
SISCAQU311A
SISCAQU311A
State Code
D6159
D6159
TGA Status
Replaced
Replaced
DTWD Status
Replaced
Replaced
State Implementation and Classification
Approved Date
14/02/2014
Field of Education
092101 - Sport And Recreation Activities
Original Release Date
14/02/2014
Nominal Hours
20
Description
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.
Notes
Elements and Performance Criteria
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 areasneeding improvement and appropriate strategies as required.
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.
Characteristics of the participant group may include:
0 - 6 months
infants 7 - 24 months
toddlers 25 - 42 months
pre-schoolers 43 - 60 months.
Resources may include:
aquatic equipment and toys
first aid facilities and equipment
pool safety equipment
ratio of instructors or equipment to participants.
Relevant legislation may include:
occupational health and safety
duty of care
working with children.
Organisational policies and procedures may include:
occupational health and safety
communication protocols
AUSTSWIM Limited Swimming Teachers Code of Conduct policy
swimwear and personal protective equipment
consideration of other facility users.
Conditions and external influences may include:
environmental conditions
other facility users
spectators
parents
other instructors.
Motor development may include:
reflexive movements
disorganised and unstable movements
control of breathing, coughing and swallowing
organised and voluntary movement
coordinated movements with buoyancy, head and breath control.
Cognitive development may include:
attention to details
classification of information
memory
imagination and conceptual development
problem-solving skills
language acquisition.
Temperament and personality characteristics include:
the easy child
the slow-to-warm-up child
the difficult child.
Best practice principles of aquatic activities may include:
accepted preventative practice adopted throughout the aquatic industry to minimise safety hazards or risks
AUSTSWIM Limited Swimming Teachers Code of Conduct policies
the culture of swimming and water safety.
Areas needing improvement may include:
knowledge
selection of appropriate aquatic experiences
group control techniques.
Characteristics of the participant group may include:
0 - 6 months
infants 7 - 24 months
toddlers 25 - 42 months
pre-schoolers 43 - 60 months.
Resources may include:
aquatic equipment and toys
first aid facilities and equipment
pool safety equipment
ratio of instructors or equipment to participants.
Relevant legislation may include:
occupational health and safety
duty of care
working with children.
Organisational policies and procedures may include:
occupational health and safety
communication protocols
AUSTSWIM Limited Swimming Teachers Code of Conduct policy
swimwear and personal protective equipment
consideration of other facility users.
Conditions and external influences may include:
environmental conditions
other facility users
spectators
parents
other instructors.
Motor development may include:
reflexive movements
disorganised and unstable movements
control of breathing, coughing and swallowing
organised and voluntary movement
coordinated movements with buoyancy, head and breath control.
Cognitive development may include:
attention to details
classification of information
memory
imagination and conceptual development
problem-solving skills
language acquisition.
Temperament and personality characteristics include:
the easy child
the slow-to-warm-up child
the difficult child.
Best practice principles of aquatic activities may include:
accepted preventative practice adopted throughout the aquatic industry to minimise safety hazards or risks
AUSTSWIM Limited Swimming Teachers Code of Conduct policies
the culture of swimming and water safety.
Areas needing improvement may include:
knowledge
selection of appropriate aquatic experiences
group control techniques.
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.
Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit
Evidence of the following is essential:
manages the involvement and participation of infants, toddlers and caregivers in activities that promote motor and cognitive development
encourages and responds to feedback to review own performance and develops strategies to address performance and modify practice as appropriate
applies organisational policies and procedures and relevant legislation to ensure safety of participants, caregivers and other facility users as appropriate.
Context of and specific resources for assessment
Assessment must ensure:
facilitation of multiple aquatic sessions according to the needs of infants and toddlers and the accepted best practice principles of aquatic activities
access to a swimming pool or confined natural shallow water venue
access to suitable resources for infant and toddler aquatic activities
access to appropriate clients and their care givers
access to safety equipment relevant to local regulatory and organisational requirements.
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:
observation of the candidate interacting with infants and toddlers and their caregivers to provide safe and appropriate aquatic activities
oral or written questioning to assess knowledge of the application of organisational and legislative requirements
third-party reports from a supervisor detailing performance.
Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:
SISCCRO302A Apply legal and ethical instructional skills.
Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit
Evidence of the following is essential:
manages the involvement and participation of infants, toddlers and caregivers in activities that promote motor and cognitive development
encourages and responds to feedback to review own performance and develops strategies to address performance and modify practice as appropriate
applies organisational policies and procedures and relevant legislation to ensure safety of participants, caregivers and other facility users as appropriate.
Context of and specific resources for assessment
Assessment must ensure:
facilitation of multiple aquatic sessions according to the needs of infants and toddlers and the accepted best practice principles of aquatic activities
access to a swimming pool or confined natural shallow water venue
access to suitable resources for infant and toddler aquatic activities
access to appropriate clients and their care givers
access to safety equipment relevant to local regulatory and organisational requirements.
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:
observation of the candidate interacting with infants and toddlers and their caregivers to provide safe and appropriate aquatic activities
oral or written questioning to assess knowledge of the application of organisational and legislative requirements
third-party reports from a supervisor detailing performance.
Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:
SISCCRO302A Apply legal and ethical instructional skills.
Replaces
| State Code | National Code | Title | Type |
|---|---|---|---|
| C7948 | SRCAQU012B | Foster the motor, cognitive and personal development of infants and toddlers in an aquatic environment | Unit of competency |
Replaced By
| State Code | National Code | Title | Type |
|---|---|---|---|
| AVD67 | SISCAQU011 | Promote development of infants and toddlers in an aquatic environment | Unit of competency |
| State Code | National Code | Title | Type |
|---|---|---|---|
| J088 | HLT42512 | Certificate IV in Allied Health Assistance | Qualification |
| J758 | SIS30113 | Certificate III in Aquatics | Qualification |
| J767 | SIS40113 | Certificate IV in Community Recreation | Qualification |