Promote development of infants and toddlers in an aquatic environment

Formats and tools

Unit Description
Reconstruct the unit from the xml and display it as an HTML page.
Assessment Tool
an assessor resource that builds a framework for writing an assessment tool
Assessment Template
generate a spreadsheet for marking this unit in a classroom environment. Put student names in the top row and check them off as they demonstrate competenece for each of the unit's elements and performance criteria.
Assessment Matrix
a slightly different format than the assessment template. A spreadsheet with unit names, elements and performance criteria in separate columns. Put assessment names in column headings to track which performance criteria each one covers. Good for ensuring that you've covered every one of the performance criteria with your assessment instrument (all assessement tools together).
Wiki Markup
mark up the unit in a wiki markup codes, ready to copy and paste into a wiki page. The output will work in most wikis but is designed to work particularly well as a Wikiversity learning project.
Evidence Guide
create an evidence guide for workplace assessment and RPL applicants
Competency Mapping Template
Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners. A template for developing assessments for a unit, which will help you to create valid, fair and reliable assessments for the unit, ready to give to trainers and students
Observation Checklist
create an observation checklist for workplace assessment and RPL applicants. This is similar to the evidence guide above, but a little shorter and friendlier on your printer. You will also need to create a seperate Assessor Marking Guide for guidelines on gathering evidence and a list of key points for each activity observed using the unit's range statement, required skills and evidence required (see the unit's html page for details)

Self Assessment Survey
A form for students to assess thier current skill levels against each of the unit's performance criteria. Cut and paste into a web document or print and distribute in hard copy.
Moodle Outcomes
Create a csv file of the unit's performance criteria to import into a moodle course as outcomes, ready to associate with each of your assignments. Here's a quick 'how to' for importing these into moodle 2.x
Registered Training Organisations
Trying to find someone to train or assess you? This link lists all the RTOs that are currently registered to deliver SISCAQU011, 'Promote development of infants and toddlers in an aquatic environment'.
Google Links
links to google searches, with filtering in place to maximise the usefulness of the returned results
Reference books for 'Promote development of infants and toddlers in an aquatic environment' on This online store has a huge range of books, pretty reasonable prices, free delivery in Australia *and* they give a small commission to for every purchase, so go nuts :)

Elements and Performance Criteria



Elements describe the essential outcomes

Performance criteria describe the performance needed to demonstrate achievement of the element.

1. Develop activity plans.

1.1 Consider participant group characteristics and identify motor, cognitive and personal development skills to be developed.

1.2 Determine appropriate water-based activities that promote required skills.

1.3 Plan and structure activities for developmental progression with equipment and resources appropriate to age and stage of development.

1.4 Develop and document activity plans that incorporate key information.

2. Conduct activities.

2.1 Allocate sufficient space, assemble resources and check equipment for safety and maintenance requirements.

2.2 Provide clear information to participants and confirm understanding using age-appropriate communication techniques.

2.3 Facilitate experiences that encourage motor, cognitive and personal development.

2.4 Arrange aquatic resources and equipment to provide challenge, choice and encourage independence.

2.5 Provide opportunities to make limited choices and experience consequences of choices.

2.6 Introduce new ideas or activities that build on existing knowledge, skills and interests.

2.7 Encourage caregivers to become actively involved in introducing new aquatic experiences to participants.

2.8 Monitor time and complete activities within allocated time.

2.9 Complete activity documentation and progress notes.

3. Review and adapt instruction.

3.1 Provide clear information to caregivers.

3.2 Seek and respond constructively to feedback and questions.

3.3 Review own performance and identify areas needing improvement.

3.4 Implement modifications to future session in response to feedback and review of participant progress.