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Early Years Physical Literacy Framework

Physical literacy can be described as the motivation, confidence, physical competence, knowledge and understanding that provide children with the movement foundation for lifelong participation in physical activity. Enabling them to be physically literate supports children’s physical, cognitive, social and emotional development and creates healthy, active movers.


PHE | Obesity Fact sheets | November 2015

This series of fact sheets (previously known as Key Data Briefings) compiles up-to-date key information and data about obesity and its determinants in an easily readable format. The data factsheets will be a useful resource for policy makers, practitioners and anyone with an interest in obesity. They will be updated regularly.



Guidance to your child’s learning and development in the early years foundation stage

4Children | What to expect, when? © 4Children, March 2015

The Early Years Foundation Stage Framework (EYFS) sets out the learning and development stages for children as they grow from birth to five years. For those working in the early years - whether in a nursery, pre-school, a childminder or in a reception class in school - the EYFS outlines what they need to do to support your child.

The purpose of this booklet is to help you as a parent/carer* find out more about how your child is learning and developing during their first five years, in relation to the EYFS. Children develop more rapidly during the first five years of their lives than at any other time. This booklet has been written to help you as a parent know what to expect during these vitally important years by focusing on the seven areas of learning and development which are covered in the EYFS.

In this guide, your child’s first five years have been divided up into six age bands which overlap. This is because every child is different and children do not grow and develop at the same rate. It highlights what you might notice your child doing at these points. 


Physical activity guidelines for Early years (UNDER 5s)

  1. Physical activity should be encouraged from birth, particularly through floor-based play and water-based activities in safe environments.
  2. All under 5s should minimise the amount of time spent being sedentary (being restrained or sitting) for extended periods (except time spent sleeping)


activity challenge powered by fit for sport

In 2014, Fit For Sport conducted a simple physical activity test to assess key indicators of health and physical literacy of primary age children in 80 schools across the UK. The Activity Challenge requires a combination of skill and aspects of physical fitness, including stamina, agility and coordination. 

The Activity Challenge developed by Fit For Sport tests children’s muscular strength, muscular endurance, cardiovascular fitness, flexibility and speed – components of health-related fitness that are vital to everyday tasks at school, at home and in the park. 


Foundation Years | New Resources

The Children's Partnership | Early Education | ISSUE NO. 21 - March 2015

Guidance on the six baseline assessment schemes is now available to download for free including a handy guide to the principles of assessment in the EYFS.

Our summer term training programme is now online, including courses in April on British Values and the Early Years from Vicky Hutchin and Self-Regulation to Support Early Thinking and Learning from Marion Dowling.

Find out more about Early Education here 


Developmental Stages | Baby B Well

BabyBWell is devoted to promoting the health, wellbeing and positive development of babies. We work with and for parents, helping them encourage their babies physical and intellectual growth.

Our unique and specialised focus has earned us global recognition as leaders in the field of infant car seat safety and positive baby development. With the help of recent research and experts, we build products and services that decrease the negative effects of prolonged infant car seat travel, and emphasise the benefits of better practice.

Mums are our best allies, partners and advocates. They are pro-active in their baby’s development and are key in establishing new routines and better practices. With their help we aim to encourage families as a whole to adopt our ‘90 Minutes Maximum Rule’, a standard of infant car seat safety that protects your baby’s health and furthers their development.


activematters | Safeguarding Policy

Learner will be safeguarded while attending any course with activematters

Learners will be informed at the start of a course that they are free to discuss anything that they feel is relevant but if a matter arises where the tutor feels that it should be reported to a higher authority then it will be without the consent of the learner(s) but with their knowledge

If a learner does disclose it will be reported to the local authority depending on where the course is taking place, to the appropriate social services duty officer

If learners demonstrate any anti-social behaviour including any kind of discrimination and bullying towards other learners and the tutor has attempted to get this behaviour to cease without success the learner in question will be asked to leave

The named safeguarding officer for activematters is Zoe Wilson

All staff in direct contact with learners hold a current DBS 


activematters | Plagiarism

A Definition

Plagiarism is defined in dictionaries as the "wrongful appropriation," "close imitation," or "purloining and publication" of another person’s “language, thoughts, ideas, or expressions," and the representation of them as one's own original work.

Many people think of plagiarism as copying another's work, or borrowing someone else's original ideas. But terms like "copying" and "borrowing" can disguise the seriousness of the offence.  To plagiarise means:

  • to steal and pass off (the ideas or words of another) as one's own
  • to use (another's production) without crediting the source
  • to commit literary theft
  • to present as new and original an idea or product derived from an existing source.

In other words, plagiarism is an act of fraud. It involves both stealing someone else's work and lying about it afterward.



Any candidate who is unhappy with any aspect of the assessment and /or the award process should firstly discuss any problem with their assessor / tutor to see if it can be clarified to an appropriate conclusion.

Any candidate who is unhappy with any aspect of the assessment and /or the award process should firstly discuss any problem with their assessor / tutor to see if it can be clarified to an appropriate conclusion.

If the candidate still feels they have a complaint, the next stage is to arrange to discuss the situation with the Centre Manager, when a formal appeal can be recorded.

The Centre Manager will make a record of the candidate’s complaint and evidence with dates and relevant information / circumstances

The Centre Manager will attempt to find a solution with the student, assessor / tutor.

If a satisfactory solution is not achieved the Centre Manager will arrange an appeals panel to judge the complaint. The panel will consist of the Centre Manager, a Course Tutor and an advocate for the learner.

The appeals panel would be held within 20 working days of receiving the complaint.

The result of the panel's decision must be made to the candidate within 10 working days.

The Centre Manager will notify the awarding bodies External Verifier of the complaint, appeals panel and the result also with 10 working days.

A full record of the minutes from the panel will be kept on file.

If the student is still not satisfied the Centre Manager must outline how the candidate can contact the awarding body with regards a full appeal.

* The Centre Manager can contact the awarding body at any time for advice / guidance. 


activematters | Unit Certification Policy

activematters recognise, under the policy of equal opportunities, that not every learner will achieve the full award at the same time, therefore the following policy applies:

activematters will ensure that all learners are certificated for units completed to the satisfaction of the Awarding Body at the point they exit training irrespective as to whether or not the learner completes their qualification framework.


activematters | Recognition of Prior Learning Policy

Any units previously obtained for the award entered will not need to be repeated and count towards the credits for the completion of the qualification.

Recognition of Prior Learning or RPL is a method of assessment whereby the learner can be assessed without having to go through teaching to assist development.


activematters | Internal Quality Assurance Policy

The Lead Internal Verifier (IQA) will be responsible for ensuring that the assessments carried out are sufficient, valid, reliable and fair. Maintain ongoing record of all learners, their progress and achievement throughout the period of learning. Give support and guidance to tutors and assessors as and when required.


Early years: guide to the 0 to 25 SEND code of practice

Department of Education | September 2014 | 

Advice for early years providers that are funded by the local authority

Our vision for children with special educational needs and disabilities is the same as for all children – that they achieve well in their early years, at school and college, make a good transition to adulthood and lead contented and fulfilled lives. 



A Hop, Skip and a Jump: Enhancing Physical Literacy Tool Kit

This tool kit is a collection of activities developed by students in the Early Learning & Child Care 1285 course at Mount Royal College. This tool kit is intended to enhance the physical literacy development of preschool children by providing child care centers in the Calgary area with feasible, structured physical activities, paying special attention to the space and equipment to which most centers have ready access. The objective is to offer activities that are straightforward, inexpensive, and easy to implement in any setting and focus on the development of basic gross motor skills important in child development.

Although the activities are the work of the Early Learning and Child Care students, it is important to note that some ideas may have been adapted from resource books referenced at the end of this book. Many of the resources listed at the end have inspired the collection of activities and will inspire a set of workshops that will accompany the tool kit.