Elements and Performance Criteria

Range Statements
The Range Statements provide advice to interpret the scope and context of this unit of competence, allowing for differences between enterprises and workplaces. The Range Statements relate to the unit as a whole and helps facilitate holistic assessment. In addition, the following variables may be present for this particular unit of competency

RANGE STATEMENT
CATEGORIES
Aquatic equipment and toys
the choice of toys is limited only by the instructor's imagination and safety and may include
flotation aids
balls
flotation mats
noodles, ie, water logs
hand puppets
buckets
toys for pouring or splashing water
toys that float or sink
Cognitive development
may include
skills associated with thinking and learning
attention to details
classification of information
memory
imagination and conceptual development
problem solving skills
language acquisition
Factors affecting the provision of an appropriate learning environment
water temperature
sun protection
wind
water quality
aesthetics
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
Stage of development
newborn: birth - 6 months
baby: 7 - 24 months
toddler: 25 - 42 months
pre-schooler: 43 - 60 months

Temperament and personality characteristics
three main temperament types include
the easy child
the slow to warm up child
the difficult chil

The Evidence Guide identifies the critical aspects, knowledge and skills to be demonstrated to confirm competence for this unit. This is an integral part of the assessment of competence and should be read in conjunction with the Range Statements

Critical aspects of evidence to be considered
Assessment must confirm the ability integrated demonstration of all elements of competency and their performance criteria, in particular the ability to
evaluate whether conditions are suitable to commence the session
develop an appropriate aquatic environment to foster motor, cognitive and personal development
create aquatic experiences to foster motor, cognitive and personal development
observe participants and recognise when and how intervention should take place to improve individual skill performance
conduct activities and games to introduce water familiarisation, buoyancy and mobility skills
modify instructional methods and activities on an individualised and/or group basis to improve skill performanc
Interdependent assessment of units
This unit must be assessed after attainment of competency in the following unit(s)
SRCCRO007B Operate in accordance with accepted instructional practices, styles and legal and ethical responsibilities
This unit must be assessed in conjunction with the following unit(s)
Nil
For the purpose of integrated assessment, this unit may be assessed in conjunction with the following unit(s)
Nil
Required knowledge and skills
Required knowledge
Motor, cognitive and personal development of infants and toddlers and the implications for instructing and learning
Aquatic activities and games to facilitate motor, cognitive and personal development in infants and toddlers
Relevant equipment and safety requirements, including occupational health and safety and legislative requirements
Required skills
Skills used to instruct aquatic activities and games, eg, movement, voice, etc
Ability to provide explanations and demonstrations, ie, self, other participants as models, videos, etc
Monitoring/observation skills
Feedback and questioning skills
Ability to create a suitable aquatic environment to foster motor, cognitive and personal development
Activities and/or games are conducted in accordance with the accepted best practice principles of aquatic activities

Resource implications
Physical resources - assessment of this competency requires access to
a real or simulated work environment
appropriate documentation and resources normally used in the workplace
a swimming pool and other equipment
real infants and toddlers, ie, not the peers of the learner
rules, policies and regulations of relevant peak bodies and/or employer organisations
Human resources - assessment of this competency will require human resources consistent with those outlined in the Assessment Guidelines. That is, assessors (or persons within the assessment team) must
be competent in this unit
be current in their knowledge and understanding of the industry through provision of evidence of professional activity in the relevant area
have attained the mandatory competency requirements for assessors under the Australian Quality Training Framework (AQTF) as specified in Standard 7.3 of the Standards for Registered Training Organisations
Consistency in performance
Competence in this unit must be assessed over a period of time in order to ensure consistency of performance over the Range Statements and contexts applicable to the work environment
Context for assessment
This unit of competency must be assessed in the context of community recreation in Australia. For valid and reliable assessment the community recreation activity should closely replicate the work environment. The environment should be safe, with the hazards, circumstances and equipment likely to be encountered in a real workplace
This unit of competence should be assessed through the observation of processes and procedures, oral and/or written questioning on required 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

KEY COMPETENCIES
Collect, Analyse&Organise Information
Communicate Ideas&Information
Plan&Organise Activities
Work with Others&in Teams
Use Mathematical Ideas&Techniques
Solve Problems
Use Technology
2
2
2
2
-
2
-
These levels do not relate to the Australian Qualifications Framework. They relate to the seven areas of generic competency that underpin effective workplace practices.
The three levels of performance (1, 2 and 3) denote the level of competency required to perform the task:
Use routine approaches
Select from routine approaches
Establish new approaches
Collecting, analysing and organising information -
Communicating ideas and information -
Planning and organising activities -
Working with teams and others -
Using mathematical ideas and techniques - Not applicable
Solving problems -
Using technology - Not applicable
Please refer to the Assessment Guidelines for advice on how to use the Key Competencies.