Assignment For Inspire Education Child Care Course.

CHC30113 Certificate III

in Early Childhood

Education and Care

 

Children’s Health and Safety

Version 4.0 Produced 08 July 2020

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terms of the Copyright Act 1968 (Commonwealth), without the prior written permission of

Compliant Learning Resources A s

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Assessment Workbook 1 Version No. 4.0 Produced 08 July 2020 Page 2 © Compliant Learning Resources

Version control & document history

Date Summary of modifications made Version

9 December 2013 Version 1 final produced following

assessment validation. 1.0

16 April 2014

Changes to wording and clarification of

benchmarks in questions.

A1,A3a,b,A14,A25,B10,C10

1.1

24 October 2014

Minor clarifications in questions A14;

removed B8(a) question similar with

B7(d)

1.2

18 November 2014 Changes made throughout document 1.3

3 December 2014 Significant changes made to document

following validation 2.0

17 April 2015 Minor revisions on Questions B1 and B16 2.1

18 July 2016 Updates made throughout document 2.2

9 August 2016

Included CHCECE016 in the units of

competency of this workbook.

Added assessment items in the Project.

3.0

9 March 2017 Minor changes in formatting and wording

throughout document 3.1

14 March 2017 Updated links throughout the document 3.2

8 January 2018

Made minor revisions to task instructions

and email template in Case Studies – Part

B – Case Study 2

3.3

7 February 2018 Updated Part B Question 8d 3.4

 

 

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21 May 2018 NQS Updates 3.5

29 May 2018 Updated Meal Template 3.6

17 September 2018 Updated Knowledge Assessment Part A

Question 19f 3.7

08 July 2020

Re-wrote and removed case scenarios,

improved demonstration instructions,

provided volunteer and candidate task

guidance, revised marking guide for Case

Study Part B:

• Case Study 4

• Case Study 5

4.0

 

 

 

 

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TABLE OF CONTENTS

This is an interactive table of contents. If you are viewing this document in Acrobat,

clicking on a heading will transfer you to that page. If you have this document open

in Word, you will need to hold down the Control key while clicking for this to work.

TABLE OF CONTENTS …………………………………………………………. 4

INSTRUCTIONS ………………………………………………………………… 6

WHAT IS COMPETENCY BASED ASSESSMENT ……………………………… 7

THE BASIC PRINCIPLES OF ASSESSING NATIONALLY RECOGNISED TRAINING ………………………………………………………………………. 8

The principles of assessment ………………………………………………………………………….. 8

THE DIMENSIONS OF COMPETENCY ………………………………………… 9

REASONABLE ADJUSTMENT …………………………………………………10

CHEATING AND PLAGIARISM ………………………………………………. 12 What is Cheating? ……………………………………………………………………………………….. 12 What is Plagiarism? …………………………………………………………………………………….. 12 How do I avoid Plagiarism or Cheating? ………………………………………………………… 12

THE UNITS OF COMPETENCY ………………………………………………. 13 HLTWHS001 – Participate in workplace health and safety ………………………………. 13 CHCECE016 Establish and maintain a safe and healthy environment for children ………………………………………………………………………………………………………………….. 14 CHCECE002 – Ensure the health and safety of children ………………………………….. 15 CHCECE004 – Promote and provide healthy food and drinks ………………………….. 17

CONTEXT FOR ASSESSMENT ………………………………………………… 18

ASSESSMENT METHODS …………………………………………………….. 19

RESOURCES REQUIRED FOR ASSESSMENT ………………………………… 19

PRESENTATION ……………………………………………………………… 20 Things to Consider:……………………………………………………………………………………… 20 If submitting your assessments please ensure that …………………………………………. 20 Answering the Questions: …………………………………………………………………………….. 20

ASSESSMENT WORKBOOK COVERSHEET …………………………………. 21

KNOWLEDGE ASSESSMENT ………………………………………………… 22 Part A ………………………………………………………………………………………………………… 22 Part B ………………………………………………………………………………………………………… 56 Part C ………………………………………………………………………………………………………… 79

CASE STUDIES – PART A …………………………………………………… 96 Case Study One …………………………………………………………………………………………… 96 Case Study Two …………………………………………………………………………………………… 97 Case Study Three ………………………………………………………………………………………… 99

CASE STUDIES – PART B ………………………………………………….. 102

 

 

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PROJECT: ESTABLISH AND MAINTAIN A SAFE AND HEALTHY ENVIRONMENT FOR CHILDREN ………………………………………….. 122

WORKBOOK CHECKLIST ………………………………………………….. 133

REQUIRED DOCUMENTS …………………………………………………… 134

 

 

 

 

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INSTRUCTIONS

The questions in the Knowledge Assessment are all in a short answer format. They

address the underpinning knowledge and concepts relevant to the units of competency

in this subject.

Case Studies are longer questions requiring creative thought processes and application

of concepts to theoretical situations, while the Project sets out tasks to be delivered in

an actual workplace setting.

Where applicable, you must answer all questions using your own words.

However you may reference your learner guide, and other online or hard copy

resources to complete this assessment.

You must attempt all assessments satisfactorily to achieve an overall award of

competent.

Re-read the section on Plagiarism and Copying in your Welcome pack.

If you are currently working as part of an Early Childhood Education/Child Care team,

you may answer these questions based on your own workplace. Otherwise consider

what you should do if you were working as part of an Early Childhood Education/Child

Care team you may refer to Sparkling Stars as an example.

 

 

 

 

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WHAT IS COMPETENCY BASED ASSESSMENT

The features of a competency based assessment system are:

• It is focused on what learners can do and whether it meets the criteria

specified by industry as competency standards.

• Assessment should mirror the environment the learner will encounter in the

workplace.

• Assessment criteria should be clearly stated to the learner at the beginning

of the learning process.

• Assessment should be holistic. That is it aims to assess as many elements

and/or units of competency as is feasible at one time.

• In competency assessment a learner receives one of only two outcomes –

competent or not yet competent.

• The basis of assessment is in applying knowledge for some purpose. In a

competency system, knowledge for the sake of knowledge is seen to be

ineffectual unless it assists a person to perform a task to the level required

in the workplace.

• The emphasis in assessment is on assessable outcomes that are clearly

stated for the trainer and learner. Assessable outcomes are tied to the

relevant industry competency standards where these exist. Where such

competencies do not exist, the outcomes are based upon those identified in

a training needs analysis.

 

Definition of competency

Assessment in this context can be defined as:

• The fair, valid, reliable and flexible gathering and recording of evidence to

support judgement on whether competence has been achieved. Skills and

knowledge (developed either in a structured learning situation, at work, or

in some other context) are assessed against national standards of

competence required by industry, rather than compared with the skills and

knowledge of other learners.

 

 

 

 

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THE BASIC PRINCIPLES OF ASSESSING

NATIONALLY RECOGNISED TRAINING

Developing and conducting assessment, in an Australian vocational education and

training context, is founded on a number of basic conventions:

The principles of assessment

• Assessment must be valid

o Assessment must include the full range of skills and knowledge

needed to demonstrate competency.

o Assessment must include the combination of knowledge and skills

with their practical application.

o Assessment, where possible, must include judgements based on

evidence drawn from a number of occasions and across a number of

contexts.

• Assessment must be reliable

o Assessment must be reliable and must be regularly reviewed to

ensure that assessors are making decisions in a consistent manner.

o Assessors must be trained in national competency standards for

assessors to ensure reliability.

• Assessment must be flexible

o Assessment, where possible, must cover both the on and off-the-job

components of training within a course.

o Assessment must provide for the recognition of knowledge, skills and

attitudes regardless of how they have been acquired.

o Assessment must be made accessible to learners though a variety of

delivery modes, so they can proceed through modularised training

packages to gain competencies.

• Assessment must be fair and equitable

o Assessment must be equitable to all groups of learners.

o Assessment procedures and criteria must be made clear to all

learners before assessment.

o Assessment must be mutually developed and agreed upon between

assessor and the assessed.

o Assessment must be able to be challenged. Appropriate mechanisms

must be made for reassessment as a result of challenge.

 

 

 

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The rules of evidence (from Training in Australia by M Tovey, D Lawlor)

When collecting evidence there are certain rules that apply to that evidence. All

evidence must be valid, sufficient, authentic and current;

• Valid

o Evidence gathered should meet the requirements of the unit of

competency. This evidence should match, or at least reflect, the type

of performance that is to be assessed, whether it covers knowledge,

skills or attitudes.

• Sufficient

o This rule relates to the amount of evidence gathered. It is imperative

that enough evidence is gathered to satisfy the requirements that the

learner is competent across all aspects of the unit of competency.

• Authentic

o When evidence is gathered, the assessor must be satisfied that

evidence is the learner’s own work.

• Current

o This relates to the recency of the evidence and whether the evidence

relates to current abilities.

 

THE DIMENSIONS OF COMPETENCY

The national concept of competency includes all aspects of work performance, and not

only narrow task skills. The four dimensions of competency are:

• Task skills

• Task management skills

• Contingency management skills

• Job role and environment skills

 

 

 

 

 

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REASONABLE ADJUSTMENT

Adapted Reasonable Adjustment in teaching, learning and assessment for learners

with a disability – November 2010 – Prepared by – Queensland VET Development

Centre

Reasonable adjustment in VET is the term applied to modifying the learning

environment or making changes to the training delivered to assist a learner with a

disability. A reasonable adjustment can be as simple as changing classrooms to be

closer to amenities, or installing a particular type of software on a computer for a

person with vision impairment.

Why make a reasonable adjustment?

We make reasonable adjustments in VET to make sure that learners with a disability

have:

• the same learning opportunities as learners without a disability

• the same opportunity to perform and complete assessments as those

without a disability.

Reasonable adjustment applied to participation in teaching, learning and

assessment activities can include:

• customising resources and assessment activities within the training package or

accredited course

• modifying the presentation medium

• learner support

• use of assistive / adaptive technologies

• making information accessible both prior to enrolment and during the course

• monitoring the adjustments to ensure learner needs continue to be met.

Assistive / Adaptive Technologies

Assistive/adaptive technology means ‘software or hardware that has been specifically

designed to assist people with disabilities in carrying out daily activities’ (World Wide

Web Consortium – W3C). It includes screen readers, magnifiers, voice recognition

software, alternative keyboards, devices for grasping, visual alert systems, digital note

takers.

 

 

 

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IMPORTANT NOTE

Reasonable adjustment made for collecting candidate assessment evidence must not

impact on the standard expected by the workplace, as expressed by the relevant Unit(s)

of Competency. E.g. If the assessment was gathering evidence of the candidates

competency in writing, allowing the candidate to complete the assessment verbally

would not be a valid assessment method. The method of assessment used by any

reasonable adjustment must still meet the competency requirements.

 

 

 

 

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CHEATING AND PLAGIARISM

What is Cheating?

Cheating within the context of the study environment means to dishonestly present an

assessment task or assessment activity as genuinely representing your own

understanding of and/or ability in the subject concerned.

Some examples of cheating are:

1. Submitting someone else’s work as your own. Whether you have that persons

consent or not.

2. Submitting another author’s work as your own, without proper

acknowledgement of the author.

3. To allow someone else to submit your own work as theirs.

4. To use any part of someone else’s work without the proper acknowledgement

There are other forms of cheating not contained in this list. These are merely given as

some examples. If you are unsure about whether any particular behaviour would

constitute plagiarism or cheating, check with your trainer prior to submitting your

assessment work.

What is Plagiarism?

Plagiarism is a form of cheating and includes presenting another person or

organisation’s ideas or expressions as your own. This includes, however is not limited

to: copying written works such as books or journals, data or images, tables, diagrams,

designs, plans, photographs, film, music, formulae, web sites, and computer

programs.

How do I avoid Plagiarism or Cheating?

Students are advised to note the following advice to avoid claims of plagiarism or

cheating:

• Always reference other people’s work. You may quote from someone

else’s work (for example from websites, textbooks, journals or other published

materials) but you must always indicate the author and source of the material.

• Always reference your sources. You should name sources for any graphs,

tables or specific data, which you include in your assignment.

• You must not copy someone else’s work and present it as your own.

• You must not falsify assessment evidence.

 

 

 

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THE UNITS OF COMPETENCY

Each unit of competency can be unbundled to reveal two key assessment components:

• the performance criteria

o specifying the required level of performance

• the evidence guide

o Describing the underpinning knowledge and skills that must be

demonstrated to determine competence. It provides essential advice for

assessment of the unit of competency in the form of:

▪ critical aspects of evidence

▪ the essential skills

▪ the essential knowledge

 

An outline of the units of competency is included below. Note that some skills that are

not able to be observed in the workplace during your Vocational Placement will be

assessed utilising Case Studies and/or projects.

 

HLTWHS001 – Participate in workplace health and safety

This unit describes the skills and knowledge required for workers to participate in safe

work practices to ensure their own health and safety, and that of others.

• Follow safe work practices

• Implement safe work practices

• Contribute to safe work practices in the workplace

• Reflect on own safe work practices

Foundation Skills

• Reading – in order to accurately read and interpret workplace safety policies and procedures including safety signs, dangerous goods classifications and

safety instructions The remaining foundation skills essential to performance are explicit in the

performance criteria of this unit

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements

and performance criteria of this unit, manage tasks and manage contingencies in the

context of the job role.

There must be demonstrated evidence that the candidate has completed the following

tasks at least once in line with state/territory WHS regulations, relevant codes of

practice and workplace procedures:

• contributed to a WHS meeting or inspection in workplace

• conducted a workplace risk assessment and recorded the results

 

 

 

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• consistently applied workplace safety procedures in the day-to-day work

activities required by the job role

• followed workplace procedures for reporting hazards

• followed workplace procedures for a simulated emergency situation.

 

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively

complete tasks outlined in elements and performance criteria of this unit, manage

tasks and manage contingencies in the context of the work role. This includes

knowledge of:

• state/territory legislation and how it impacts on workplace regulations, codes

of practice and industry standards, including:

o state/territory WHS authorities

o rights and responsibilities of employers and workers, including duty of

care

o hazardous manual tasks

o infection control

• safety signs and their meanings, including signs for:

o dangerous goods classifications

o emergency equipment

o personal protective equipment (PPE)

o specific hazards such as sharps, radiation

• hazard identification, including:

o definition of a hazard

o common workplace hazards relevant to the industry setting

o workplace procedures for hazard identification

• workplace emergency procedures

• workplace policies and procedures for WHS

CHCECE016 Establish and maintain a safe and healthy environment for

children

The unit describes the skills and knowledge to establish and maintain a safe and

healthy environment for children.

This unit applies to educators working in a range of education and care services.

• Support each child’s health needs

• Provide for each child’s comfort

• Promote and implement effective hygiene practices

• Take steps to control the spread of infectious diseases

• Ensure adequate supervision of children

• Take precaution to protect children from harm

• Develop plans to effectively manage incidents and emergencies

 

 

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Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements

and performance criteria of this unit, manage tasks and manage contingencies in the

context of the job role. There must be demonstrated evidence that the candidate has

completed the following tasks:

• established and maintained an environment that is safe and healthy for

children in at least once service, including:

o communicating hazards and safety issues to appropriate persons within

the service

o coordinating emergency responses including evacuation plans

o planning and coordinating supervision of children

o promoting and monitoring safety practices, including administration of

medicines and safe handling of food

o coordinating appropriate procedures for handling infections and

illnesses, including communicating with families

o enacting strategies to support children to take increasing responsibility

for their own health and physical wellbeing.

 

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively

do the task outlined in elements and performance criteria of this unit, manage the task

and manage contingencies in the context of the work role. These include knowledge

of:

• how to access:

o the National Quality Framework

o the National Quality Standards

o the relevant approved learning framework

• how to navigate through framework and standards documents to find areas

relevant to this unit of competency

• common childhood illnesses and appropriate responses

• strategies for minimising risk

• notifiable diseases

• organisational standards, policies and procedures.

CHCECE002 – Ensure the health and safety of children

This unit describes the skills and knowledge to ensure the health and safety of children.

• Support each child’s health needs

• Provide opportunities to meet each child’s need for sleep, rest and relaxation

• Implement effective hygiene and health practices

• Supervise children to ensure safety

• Minimise risks

 

 

 

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• Contribute to the ongoing management of allergies

• Contribute to the ongoing management of asthma

Foundation Skills

• Reading – in order to accurately read and interpret medication packaging and

dosage instructions

• Numeracy – in order to correctly calculate medication dosages for common

measurements including milligrams (mg) and millilitres (ml)

The remaining foundation skills essential to performance are explicit in the

performance criteria of this unit.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements

and performance criteria of this unit, manage tasks and manage contingencies in the

context of the job role. There must be demonstrated evidence that the candidate has

completed the following tasks at least once:

• consistently supported the health needs of the children in the service, including

the following activities:

o contributing to the provision of a clean and safe environment

o recognising and responding to signs of illness of children, including

signs and symptoms of asthma and anaphylaxis

o reading and interpreting authorisation forms, medication labels,

medical management plans and other relevant medical information

o developing children’s awareness of safety

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively

do the task outlined in elements and performance criteria of this unit, manage the task

and manage contingencies in the context of the work role.

These include knowledge of:

• how to access:

o the National Quality Framework

o the National Quality Standards

o the relevant approved learning framework

• how to navigate through framework and standards documents to find areas

relevant to this unit of competency

• how to undertake a risk analysis of toys and equipment

• potential hazards to children, including medical conditions

• children’s requirements for sleep and rest

• environments that promote rest and sleep including light, noise, temperature

and ventilation requirements

• signs, symptoms and key characteristics of allergy/anaphylaxis

• signs, symptoms and key characteristics of asthma

• how to use an adrenalin auto injector for anaphylaxis

 

 

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• how children’s oral health impacts on their general health and well-being,

including signs of tooth decay

• safety issues and risk management strategies for children’s health and safety in

a variety of contexts

• basic home fire safety including high-risk groups, behaviour that contributes to

fire injury and fatalities, and smoke alarm placement, installation and

maintenance

• organisational standards, policies and procedures.

 

CHCECE004 – Promote and provide healthy food and drinks

This unit describes the skills and knowledge required to promote healthy eating and

ensure that food and drinks provided are nutritious, appropriate for each child and

prepared in a safe and hygienic manner.

• Promote healthy eating

• Plan food and drinks that are nutritious and appropriate for each child

• Maintain food safety while carrying out food-handling activities

Foundation Skills

• Reading – in order to accurately read and interpret food labels and dietary

requirements.

The remaining foundation skills essential to performance are explicit in the

performance criteria of this unit.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements

and performance criteria of this unit, manage tasks and manage contingencies in the

context of the job role. There must be demonstrated evidence that the candidate has

completed the following tasks:

• planned and provided food and drink for children on at least three occasions,

including:

o identifying and responding to requirements related to food allergies,

medical conditions and cultural and religious requirements

o role-modelling healthy eating habits for children

o ensuring safe handling, preparation and storage of food and drinks

o creating a positive, relaxed environment during mealtimes

• engaged children by involving them in menu planning and assisting in meal

preparation

• read and interpreted food labels to identify ingredients of concern and nutrition

content.

 

 

 

 

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Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively

do the task outlined in elements and performance criteria of this unit, manage the task

and manage contingencies in the context of the work role. These include knowledge

of:

• how to access:

o the National Quality Framework

o the National Quality Standards

o the relevant approved learning framework

• how to navigate through framework and standards documents to find areas

relevant to this unit of competency

• United Nations Convention on the Rights of the Child

• code of ethics

• food allergies, food intolerances, contamination and/or allergic reactions in

meal preparation and possible reactions, including anaphylaxis

• infant feeding requirements and guidelines

• recommendations for healthy eating – Dietary Guidelines for Children and

Adolescents in Australia and the Australian Guide to Healthy Eating, including

Get Up and Grow: Healthy Eating and Physical Activity for Early Childhood

resources

• implications of poor diet including tooth decay, deficiencies, poor

concentration, out of character behaviour

• food-handling requirements, preventing microorganism contamination and/or

allergic reactions

• importance of addressing individual dietary needs and preferences with

particular reference to specific cultural, religious or health requirements

• organisational standards, policies and procedures.

 

Assessment for these units will be assessed through completion of

Workbook One (1) and Workbook Seven (7).

 

CONTEXT FOR ASSESSMENT

To complete the assessment in this workbook, students need to have access to their

learning materials and the internet. The written questions and case studies may be

completed wholly at the student’s home, or chosen place of study.

The project may be completed in the student’s vocational work placement.

 

 

 

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ASSESSMENT METHODS

Assessment for this unit will be assessed through completion of

Assessment Workbook One (1) and the relevant section of Workbook

Seven (7) Skills Workbook.

 

Workbook One (1) will focus on three assessment methods:

1. Written Questions – based on the required knowledge component as

described in the Instructions for Assessment

2. Case Studies – utilising the Sparkling Stars virtual Education and Care

Service and activities set out in this workbook, provides detailed scenarios

designed to assist completion of relevant tasks addressing underpinning skills

and/or knowledge requirements

3. Project – A set of tasks designed to address underpinning skills and/or

knowledge requirements

 

Further Assessments:

4. Workbook Seven (7) Skills Workbook

Participant must attend Vocational Placement and maintain a log of tasks

completed and signed off by supervisor in the workplace.

 

RESOURCES REQUIRED FOR ASSESSMENT

To complete the assessments in this workbook, the candidates will need access to:

1. Computer with internet access, internet browser, MS Word, and Adobe

Acrobat Reader

2. One (1) piece of multimedia recording equipment such as:

1. Camcorder or camera

2. Voice recorder

3. Mobile phone or tablet

3. One (1) volunteer to assist in minor role-play

 

 

 

 

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PRESENTATION

Things to Consider:

Only submit your workbook once all activities inside are complete. Should you have

any questions regarding your assessments, or not understand what is required for you

to complete your assessment, please feel free to ask your trainer.

Keep your answers succinct and make sure you are answering the question. Re-read

the question after you have drafted up your response just to be sure you have covered

all that is needed.

Your final assessment result will either be competent or not yet competent.

 

If submitting your assessments please ensure that

1. All assessment tasks within the workbook have been completed

2. You have proof read your assessment

 

Answering the Questions:

1. If you are using Microsoft Word you will need to click in the grey area of the box to begin typing your answer.

 

 

 

Assessments may not be processed if the above guidelines are not

adhered to. To ensure your assessment is processed as quickly as

possible, please follow these instructions.

 

 

 

 

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ASSESSMENT WORKBOOK COVERSHEET

WORKBOOK: WORKBOOK 1

TITLE: Children’s Health and Safety

FIRST AND SURNAME:

PHONE:

EMAIL:

Please read the Candidate Declaration below and if you agree

to the terms of the declaration sign and date in the space

provided.

By submitting this work, I declare that:

• I have been advised of the assessment requirements, have been made aware of my rights and responsibilities as an assessment candidate, and choose to be assessed at this time.

• I am aware that there is a limit to the number of submissions that I can make for each assessment and I am submitting all documents required to complete this Assessment Workbook.

• I have organised and named the files I am submitting according to the instructions provided and I am aware that my assessor will not assess work that cannot be clearly identified and may request the work be resubmitted according to the correct process.

• This work is my own and contains no material written by another person except where due reference is made. I am aware that a false declaration may lead to the withdrawal of a qualification or statement of attainment.

• I am aware that there is a policy of checking the validity of qualifications that I submit as evidence as well as the qualifications/evidence of parties who verify my performance or observable skills. I give my consent to contact these parties for verification purposes.

Name : Signature: Date:

 

 

 

 

 

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KNOWLEDGE ASSESSMENT

Part A

1. You are required to demonstrate how to access the following in relevance to

ensuring the health and safety of children in the workplace:

• the National Quality Framework

• the National Quality Standards

• the relevant approved learning framework

Guidance: Fill out each section in the table below using relevant information

from the National Quality Framework, The National Quality Standards, and

the relevant approved learning framework.

 

a. Under the NQS there are a number of

standards that are relevant to the safety

of children in an Early Childhood

Education and Care service. What are

the 2 main Standards that support this?

i.

ii.

iii.

b. How is the health and safety of children

related to the EYLF?

 

Guidance: Outline which of the five

Outcomes addressed in the EYLF most

relates to the health and safety of

children and explain why.

 

 

 

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c. What practice does the Guide to the

EYLF recommend that educators use to

raise and debate issues relating to

curriculum quality, equity and children’s

wellbeing?

 

d. Review the practice section outlined in

the Framework for School Age Care in

Australia (FSAC).

This section outlines that “nutrition and

safety” are seen as important for

educators to consider in relation to

___________. (fill in the gap)

Which practice does this fall under?

 

 

 

e. In the FSAC, it states that educators can

facilitate “Children take increasing

responsibility for their own health and

physical wellbeing” by engaging children

in what activities that relate to safety?

 

 

 

 

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f. Which two National Regulations does

the following statement relate to?

“minimise risks to children, an

education and care service or a family

day care educator must implement:

• adequate health and hygiene

practices

• safe practices for handling,

preparing and storing food.”

Guidance: Refer to the National Quality

Framework website.

 

g. Which National Regulation does the

below statement relate to?

“While attending an approved service,

children must have access to safe

drinking water at all times, and have

food and drinks available throughout the

day”

Guidance: Refer to the National quality

framework website.

 

 

 

 

 

Assessment Workbook 1 Version No. 4.0 Produced 08 July 2020 © Compliant Learning Resources Page 25

2. In your role as an Early Childhood Education and Care worker, you will need to

check toys and equipment for potential risk and hazards that may cause harm to

children.

a) Explain in detail the steps involved in conducting a risk analysis on

toys and what you would be checking for at each step.

b) Explain what steps you would take if you identified a toy or piece of

equipment that presented a WHS hazard with an extreme risk.

c) Which policy, procedure would you refer to for advice on WHS issues?

Guidance: Include reporting procedures and the designated person that you

would report to according to organisational procedures.

Refer to the Hierarchy of Control.

 

a. Steps involved in conducting a risk analysis on toys

 

 

 

 

Assessment Workbook 1 Version No. 4.0 Produced 08 July 2020 Page 26 © Compliant Learning Resources

b. Steps you would take if you identified a toy or piece of equipment that

presented a WHS hazard with an extreme risk

 

c. Policies and/or procedures to reference for WHS issues

 

 

 

 

Assessment Workbook 1 Version No. 4.0 Produced 08 July 2020 © Compliant Learning Resources Page 27

3. In your role as an Early Childhood Education and Care worker, you will need to

implement effective hygiene and health practices in many aspects of practice.

 

a) Fill out the table below and explain the importance of maintaining a clean and

healthy environment and the risk associated with each of the following areas:

i. The centre (overall)

ii. Kitchen

iii. Outdoor Environment

iv. Indoor Environment

v. Toilets

Guidance: Make sure you discuss the risks associated with not maintaining

these environments and associated risks.

 

Area

Importance of maintaining

a clean and healthy

environment

Associated Risk

i. The Centre

(overall)

 

ii. Kitchen

 

 

 

 

Assessment Workbook 1 Version No. 4.0 Produced 08 July 2020 Page 28 © Compliant Learning Resources

iii. Outdoor

Environment

 

iv. Indoor

Environment

 

v. Toilets

 

 

 

 

 

Assessment Workbook 1 Version No. 4.0 Produced 08 July 2020 © Compliant Learning Resources Page 29

b) Identify which sections in the following frameworks provide information and/or

guidance on WHS and/or hazards and risks.

i. Education and Care Services National Regulations

ii. National Quality Standards (NQS)

iii. Early Years Learning Framework (EYLF)

iv. Framework for School Aged Care in Australia (FSAC)

Guidance: You need to review these frameworks and identify which section,

standard or outcomes, address WHS requirements, policies and procedures.

 

i. Education and Care

Services National

Regulations

 

ii. National Quality

Standards (NQS)

iii. Early Years Learning

Framework (EYLF)

iv. Framework for School

Aged Care in Australia

(FSAC)

 

 

 

 

Assessment Workbook 1 Version No. 4.0 Produced 08 July 2020 Page 30 © Compliant Learning Resources

4. Complete the table below explaining the cleaning procedures for each, and provide one reason for the importance of the

cleaning procedure.

 

Items Cleaning Procedure Reason Cleaning

Product

Storage of

Cleaning Product

Toys

 

 

 

Assessment Workbook 1 Version No. 4.0 Produced 08 July 2020 © Compliant Learning Resources Page 31

Items Cleaning Procedure Reason Cleaning

Product

Storage of

Cleaning Product

Floors

 

 

 

 

Assessment Workbook 1 Version No. 4.0 Produced 08 July 2020 Page 32 © Compliant Learning Resources

Items Cleaning Procedure Reason Cleaning

Product

Storage of

Cleaning Product

Toilets,

potties and

bathroom

area

 

 

 

 

Assessment Workbook 1 Version No. 4.0 Produced 08 July 2020 Page 33 © Compliant Learning Resources

5. List two (2) personal hygiene policies or procedures that you must follow to

limit cross-contamination when preparing food, and explain why they are

important in relation to Work Health and Safety.

 

Personal Hygiene

Procedure Explanation

 

 

 

 

 

 

 

Assessment Workbook 1 Version No. 4.0 Produced 08 July 2020 Page 34 © Compliant Learning Resources

6. As a child care worker, you will need to help provide suitable rest and sleep

environments for children. For each of the following points, describe why these

are important and what you would check to ensure the rest environment is set up

appropriately:

i. Ventilation

ii. Lighting

iii. Heating/cooling

iv. Hygiene

v. Safety

 

Importance Checks that need to be done

i. Ventilation

 

ii. Lighting

 

 

Assessment Workbook 1 Version No. 4.0 Produced 08 July 2020 © Compliant Learning Resources Page 35

iii. Heating /

cooling

 

 

 

 

iv. Hygiene

 

v. Safety

 

 

 

 

 

 

 

Assessment Workbook 1 Version No. 4.0 Produced 08 July 2020 Page 36 © Compliant Learning Resources

7. As an Early Childhood Education and Care worker, you are required to ensure

that sleep and rest opportunities are provided for, and that there are

appropriate opportunities to meet each child’s need for sleep, rest, and

relaxation.

a) Which standards in the NQS relate to sleep and rest?

b) What section of the National Regulation covers sleep and rest?

c) Outline the Six ways to promote safe sleep for babies and reduce the risk

of sudden Death Syndrome (SIDS).

Guidance: Refer to the SIDS and Kids Website.

 

a) Which standards in the NQS relate to sleep and rest?

 

b) What section of the National Regulation covers sleep and rest?

 

c) Ways to promote safe sleep for babies and reduce the risk of sudden Death

Syndrome (SIDS)

i.

ii.

iii.

iv.

v.

vi.

 

 

 

 

Assessment Workbook 1 Version No. 4.0 Produced 08 July 2020 © Compliant Learning Resources Page 37

8. Suppose you are an assistant educator at Sparkling Stars Childcare Centre.

Write a short email below, sharing information about a child’s rest and sleep.

Address the email to Mrs. Anna Parkinson, the mother of George, a four-year-old

student attending your class.

George is a new student who has been attending the centre for two weeks. His

mother would like a general update about your observations regarding her son’s

daily routines, including sleep and rest.

Guidance: You may write fictional but realistic information about George that

is relevant to the report you will send to his mother and within the typical scope

of an assistant educator, such as George’s behaviour (such as his difficulty or

ease in sleeping, attitude towards staff and other children, etc.)

You do not need to send an actual email to the address indicated below.

 

To Anna Parkinson <a.parkinson67@yourdomain.com>

From Your name and email

Subject Any appropriate subject

Message

 

 

 

 

 

Assessment Workbook 1 Version No. 4.0 Produced 08 July 2020 Page 38 © Compliant Learning Resources

9. It is a requirement that centres must provide appropriate quiet play activities

for children who do not want to sleep or rest. Describe five (5) alternative

activities.

 

i.

ii.

iii.

iv.

v.

 

 

10. In an Early Childhood Education and Care setting, you must respect children’s

needs for privacy during any toileting and dressing and undressing times.

Describe three (3) ways in which you would maintain this.

 

i.

ii.

iii.

 

 

 

 

Assessment Workbook 1 Version No. 4.0 Produced 08 July 2020 © Compliant Learning Resources Page 39

11. You are required to ensure children’s and families’ individual clothing needs

and preferences are met, to promote children’s comfort, safety and protection

within the scope of the service requirements for children’s health and safety.

a) List three (3) examples of instances where you would inform parents

of clothing that the centre considers to be inappropriate or unsuitable

for children to wear while attending the centre?

b) List two (2) examples of ways in which staff can ensure that

children are dressed appropriately for Indoor/Outdoor

Environmental conditions and temperatures.

 

a) Examples of instances where you would inform parents of clothing that

the centre considers to be inappropriate or unsuitable for children to wear

while attending the centre

i.

ii.

iii.

b) Examples of ways in which staff can ensure that children are dressed

appropriately for Indoor/Outdoor Environmental conditions and

temperatures

i.

ii.

 

 

 

 

 

Assessment Workbook 1 Version No. 4.0 Produced 08 July 2020 Page 40 © Compliant Learning Resources

12. When children are playing or travelling outdoors you must ensure they are safe

at all times.

a) Describe the sun protection/safety procedures that are in place at your

centre and explain what makes it sun safe for children.

Guidance: If you have not been to a child care centre yet, examine the

sun protection policy on the Sparkling Stars Childcare Centre intranet.

Sparkling Stars Childcare Centre Sun Care Policy

(Username: newusername Password: newpassword)

b) How would you explain sun safety to children using the most recent sun

safe promotional campaign resources?

Guidance: Refer to the Cancer Council Website.

 

a) Sun protection/ safety procedures

 

b) How to explain sun safety to children

 

 

 

 

http://compliantlearningresources.com.au/network/sparkling-stars/policies-procedures/suncare-policy/
http://compliantlearningresources.com.au/network/sparkling-stars/policies-procedures/suncare-policy/

 

Assessment Workbook 1 Version No. 4.0 Produced 08 July 2020 © Compliant Learning Resources Page 41

13. As a child care worker, you will be required to set up a variety of play

environments for children.

a) List five (5) checks you should perform when setting up a play

environment.

b) Describe the considerations when choosing equipment that is suitable for

the age group of children you’re working with.

 

a) Checks to perform when setting up a play environment

i.

ii.

iii.

iv.

v.

b) Considerations when choosing equipment

 

 

 

 

 

 

Assessment Workbook 1 Version No. 4.0 Produced 08 July 2020 Page 42 © Compliant Learning Resources

14. Children must be supervised by ensuring that they are in sight or hearing

distance at all times.

a) What are the ratios for supervising children in an Early Education and

Care setting across all age groups?

b) What process would you follow if you found that you have children with

additional needs in your care (i.e. skills, age mix, dynamics, and size of

the group of children), and as a result, the level of risk involved in

activities was high?

c) List four (4) ways that you can ensure there is adequate supervision at all

times.

Guidance: Describe how you would liaise with colleagues to ensure there

was adequate supervision at all times.

 

a) Ratios for supervising children in an Early Education and Care setting

 

b) Process you would follow if you found that you have children with additional

needs in your care

 

c) Ways that you can ensure there is adequate supervision at all times

i.

ii.

iii.

iv.

 

 

 

 

Assessment Workbook 1 Version No. 4.0 Produced 08 July 2020 © Compliant Learning Resources Page 43

15. Describe how you can explain hazards in the environment to children.

Guidance: Include in your answer how awareness of these hazards is very

important in relation to a child’s health and safety, hygiene, and general well-

being.

 

 

 

 

16. As a childcare worker, it is important to ensure that play environments are

clean and safe for children.

a) Briefly explain two strategies you can use to communicate the rules for

safe play to the children in the group.

b) Give an example of how you implement the rules for safe play.

Guidance: Include how you discuss health and hygiene issues in relation to

safe play.

 

a) Strategies you can use to communicate the rules for safe play to the children

in the group

i.

ii.

b) How you implement the rules for safe play

 

 

 

 

 

Assessment Workbook 1 Version No. 4.0 Produced 08 July 2020 Page 44 © Compliant Learning Resources

17. As a child care worker, you will sometimes have to deal with children who

are unwell.

a) Who is the first person you should inform if you suspect a child is sick?

b) Identify the documentation that needs to be completed when a child in

your care has been unwell.

c) What policies/procedures relate to who can see this documentation?

d) Does the parent need to sign the form?

 

a)

b)

c)

d)

 

 

18. You are required to consistently implement the service policies for the

exclusion of ill children.

a) Name five (5) infectious diseases that would cause the centre to exclude

an ill child.

b) List three (3) precautions you should take if you suspect the child is

infectious.

 

a) Infectious diseases that would cause the centre to exclude a child

i.

ii.

iii.

iv.

v.

 

 

Assessment Workbook 1 Version No. 4.0 Produced 08 July 2020 © Compliant Learning Resources Page 45

b)Precautions to take if a child is suspected to be infectious

i.

ii.

iii.

 

 

19. As a child care worker, you will often have to deal with children who have

allergies/anaphylaxis or asthma.

 

a) Write a brief description of what anaphylaxis.

 

a.

 

b) Write a brief description of what asthma is and describe the associated signs

and symptoms.

 

b.

 

c) Identify three (3) other common allergens that may affect children in a centre.

 

c1.

c2.

c3.

 

 

 

 

Assessment Workbook 1 Version No. 4.0 Produced 08 July 2020 Page 46 © Compliant Learning Resources

d) Describe what should happen when enrolling a child in a centre, who has

anaphylaxis/asthma or other allergies.

 

d.

 

e) List five (5) signs and symptoms that indicate a child is having an anaphylactic

reaction.

 

e1.

e2.

e3.

e4.

e5.

 

f) Describe how you would use an adrenalin auto injector for anaphylaxis.

 

f. Adrenalin Auto Injector

How to give EpiPen

 

g) What are the triggers for asthma? (Provide three (3) below.)

 

g1.

 

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