Planning, implementing and evaluating a movement program
Part A - Small group or 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 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. However, you may also use any format of your own design that allows all task expectations to be demonstrated.
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. Students attending face-to-face tutorials for this course will implement an aspect of the larger program at a site organised/suggested by their campus tutor. 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 implement sections of the program individually in a range of possible settings including a child-care centre, school setting or other negotiated context (family).
Implementation is not assessed but will provide information that contributes to the completion of Part C.
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.
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