Assignment for Inspire Education Child Care course.
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CHC30113-Assignment-AWB-F-v4.0.pdf
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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or distributed in any form or by any means, or stored in a database or retrieval system other than pursuant to the
terms of the Copyright Act 1968 (Commonwealth), without the prior written permission of
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1
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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.
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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
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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
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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
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iii. Outdoor
Environment
iv. Indoor
Environment
v. Toilets
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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)
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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
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Items Cleaning Procedure Reason Cleaning
Product
Storage of
Cleaning Product
Floors
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Items Cleaning Procedure Reason Cleaning
Product
Storage of
Cleaning Product
Toilets,
potties and
bathroom
area
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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
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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
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iii. Heating /
cooling
iv. Hygiene
v. Safety
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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.
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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 <[email protected]>
From Your name and email
Subject Any appropriate subject
Message
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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.
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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.
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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
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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
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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.
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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
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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.
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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.
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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.
g2.
g3.
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20. As a child care worker, you will sometimes be required to assist in administering
medication to children.
a) List six (6) things you will need to check before you administer medication to a child.
a1.
a2.
a3.
a4.
a5.
a6.
b) How is medication stored safely at the centre?
b.
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c) Describe which documentation must be completed when you administer
medication.
c.
21. Fill out the table below and explain what action you would take to reduce the
risk associated with each of the hazards listed in the table below.
Hazard Action to be taken
A parent has left a bottle of
antibiotics on the teacher’s
desk
The rubbish bin in a room is
overflowing
A colleague is serving food to
children with bare hands
A child is playing in the
midday sun without a hat or
sunscreen
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You notice during one of the
meal times that a child with a
nut allergy has been given a
muesli bar that may contain
nuts.
You enter a room after lunch
and find there is food on the
floor
A cleaning product has been
left on the shelf in the
classroom
The collage trolley in a room
is partially blocking a fire exit
During lunchtime, you notice
that a child with coeliac
disease has been given
regular bread in their
sandwich, instead of gluten
free bread.
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22. The National Quality Standard (NQS) Quality Area 2.32 states that “each child
is protected” and Element 2.23.1 states that “Children are adequately supervised
at all timesAt all times, reasonable precautions and adequate supervision ensure
children are protected from harm and hazard”. It is critical that staff ensure
that all children are in sight or hearing distance at all times.
Guidance: Refer to the National Quality Standard (National Law and National
Regulations).
a) Explain how you would follow service procedures for the safe collection of each
child, ensuring they are released to authorised people.
a. How you would follow service procedures for the safe collection of each child
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b) What must occur if a child is missing or cannot be accounted for?
b. If a child is missing or cannot be accounted for
23. List three (3) ways in which you can safely manage the use, storage and labelling
of dangerous products.
i.
ii.
iii.
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24. Understanding your role in fire safety is an important factor in keeping children
safe in Early Childhood Education and Care.
Using the table below, explain in your own words the following aspects of basic
home fire safety:
Fire spread and
speed
Heat transfer
Radiation
Convection
Conduction
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Combustible fuels
Sources of heat
Open flames/sparks
Electrical equipment
Hot surfaces
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Smoking materials
Role of fire services
Identify high-risk
groups in basic
home for safety
Identify behaviour
that may contribute
to fire injury and
fatalities
(List three per
category.)
Older People
Children under 5 years of age
People who experience social and financial disadvantage
People who are afflicted by alcohol and other drugs
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Why smoke alarm is
important
Smoke alarm
placement
Installation
Maintenance
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Part B
1. Research and access the following legislation, in relevance to promoting and
providing healthy food and drinks:
• the National Quality Framework
• the National Quality Standards
• the relevant approved learning framework
Guidance: Once you have done the appropriate research, fill out the table below
in the spaces provided.
a. Under the NQS there are a
number of standards that are
relevant to promoting and
providing healthy food and
drinks in an Early Childhood
Education and Care service.
What are the main Standards
and regulations that support
this?
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b. Where can you access the “Get
up and Grow” resources for
promoting and providing healthy
food and drinks
c. Where can you access the
“Australian Dietary Guidelines”
2. Describe two (2) different activities you can do with children to help them learn
about healthy eating.
i.
ii.
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3. Describe how you can ensure children are provided with sufficient healthy
food and water in the below situations:
a) Meals are provided for the children by the centre
b) Families provide food for the children
Guidance: In your answers, discuss how you will ensure individual children’s
dietary and calorie intake needs are met.
a) How you can ensure meals are provided for the children by the centre
How will you ensure individual children’s dietary and calorie intake needs are met by these meals?
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a) How you can ensure families provide food for the children
How will you ensure individual children’s dietary and calorie intake needs are met by the food provided by the family?
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4. As a childcare worker, it is important to act as a role model in implementing
healthy eating and nutrition practices during meal times.
a) Explain why it is important to interact with children during mealtimes.
b) Describe four (4) ways you can ensure that furniture and utensils are
suitable to encourage children to be positively involved in, and enjoy
mealtimes.
a) Why is it important to interact with children during meal times?
b1)
b2)
b3)
b4)
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5. List three (3) strategies you could use to help educate families about healthy
eating.
Guidance: Provide an example of one of the strategies you suggested.
Strategies for educating families about healthy eating
i.
ii.
iii.
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6. In a child care service, you will need to cater for children’s individual
dietary needs.
a) Explain how the centre obtains information regarding children’s specific
dietary needs, food allergies or intolerances and who the information
comes from.
b) Once this information has been obtained, describe the process for
identifying children who have specific dietary needs, food allergies or
intolerances.
c) Explain why it is important that these children be identified.
d) Explain what you would do if there was no policy to identify, manage and
monitor children who have special dietary needs.
a)
b)
c)
d)
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7. Describe how children’s oral health, including signs of tooth decay impacts on
their general health and well-being.
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8. Answer the following questions:
a) Describe the recommended steps in preparing formula.
b) What are the ‘Standards of Infant formula’ in Australia?
c) What is the WHO code and how does it affect staff in an Early Childhood
Education and Care service?
d) What are the recommended sterilisation methods for preparing infant
feeding equipment? Describe the steps for each method.
e) What are the recommended formula requirements for feeding infants?
f) Allergies and food reactions in infants and children are common and may
be associated with a variety of foods including adapted cow’s milk formula.
Parents often consider using special infant formulas for preventing or
treating allergic disorders. What types of formula are available in these
circumstances and are they effective in reducing allergic reactions?
g) What are the recommendations for minimising the risk of allergy in infants
with a family history of allergies?
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a) Recommended steps in preparing formula
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b) Standards of Infant formula’ in Australia
c) What is the WHO code and how does it affect staff in an Early Childhood
Education and Care service?
d) Recommended sterilisation methods for preparing infant feeding
equipment
List the steps of the different methods.
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e)
Age of baby Approximate formula requirements for infants
Days 1-4
Day 5-3 months
3 to 6 months
6 to 12 months
f) Types of formula available for treating or preventing allergic reactions
Are they effective in treating allergic reactions?
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g) Recommendations for minimising the risk of allergy in infants with a family
history of allergies
9. Consider a mother who wants to continue breastfeeding her baby whilst
attending your child care service.
a) Suggest 3 ways you can support the mother breastfeeding her baby at your child care service.
a1.
a2.
a3.
b) Explain the benefits of breastfeeding.
b. Benefits of breastfeeding
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c) What are the recommended steps for storing breast milk under the Infant
Feeding Guidelines?
c. Recommended steps for storing breast milk under the Infant Feeding
Guidelines
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d) Complete the table below:
Breast milk
status
Storage at room temperature
(26°C or lower)
Storage in refrigerator
(5°C or lower) Storage in freezer
Freshly expressed
into sterile
container
Previously frozen
(thawed)
Thawed outside
refrigerator
in warm water
Infant has begun
feeding
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10. List the three (3) key points to consider when introducing solid foods to infants.
i.
ii.
iii.
11. Describe two (2) ways you, as an assistant educator, can contribute to the
healthy eating/nutrition policies and procedures at your child care service.
i.
ii.
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12. Safe food handling is paramount in Early Childhood education and care
services.
a) Describe the clothing/PPE that must be worn when preparing food.
Guidance: At least two (2) must be provided.
b) List three (3) personal health symptoms that would prevent you from
preparing food at a centre.
c) Provide a list of eight (8) procedures you need to follow to ensure you
prepare food safely.
d) Explain how you would respond if you saw a colleague not following safe
food handling practices.
a)
b1)
b2)
b3)
c1)
c2)
c3)
c4)
c5)
c6)
c7)
c8)
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d)
13. Below are dietary guides of two foods.
Write a paragraph to explain which food is the healthier choice.
Guidance: From the two options, pick the healthier choice in respect to:
i. Saturated Fat Content
ii. Salt Content
iii. Sugar Content
iv. Fibre Content
NUTRITIONAL
INFORMATION
NUTRITIONAL INFORMATION
KELLOGG’S NUTRI-GRAIN AVERAGE SERVINGS SIZE = 30g
RICE Cakes 150g AVERAGE SERVINGS PER PACKAGE = 12.5 SERVING SIZE (3 cakes) = 27g
Average
Quantity
per
Serving
Average
Quantity
per
Serving
ENERGY 480kJ ENERGY 578kJ
PROTEIN 6.6g PROTEIN 1.2g
CARBOHYDRATE 20.8g GLUTEN NIL
SUGARS 9.6g CARBOHYDRATE 26.5g
FAT 0.2g SUGARS 0.1g
SATURATED <0.1g FAT 0.4g
DIETARY FIBRE 0.8g SATURATED 0.1g
SODIUM 180mg TRANSFATS NIL POTASSIUM 44mg DIETARY FIBRE 3.6g SODIUM 27mg POTASSIUM 40mg
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14. List four (4) procedures that should be in place to protect children from
exposure to food allergens.
i.
ii.
iii.
iv.
15. What are the ‘Five Guidelines’ from the Australian Dietary Guidelines?
1.
2.
3.
4.
5.
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16. Label the different sections of the graph below indicating the recommended
portions of food groups we should eat each day.
Guidance: This graph was sourced from “The Australian Guide to Healthy
Eating”
1
2
3
4
5
1
5
2
3
4
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17. From the table below determine the minimum number of daily serves for
each of the selected children.
a) How many daily sample serves of Meat, Fish, and Poultry should be
provided to a five year old child?
b) How many daily sample serves of Bread should be provided to a ten year
old child?
c) How many daily sample serves of Fruit should a Breastfeeding Women
have?
a)
b)
c)
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18. The United Nations Convention on the Rights of the Child and the ECA
Code of Ethics relate to codes of practice that should be followed when
working with children.
a) Outline the section in the United Nations Convention on the Rights of the
Child that refers to ensuring children’s health and safety, in relation to
food and water.
b) Outline the section in the ECA Code of Ethics that relates to creating safe
and healthy environments for children.
Guidance: Refer to the United Nations Rights of the Child website and the ECA
Code of Ethics website.
a) United Nations Convention on the Rights of the Child
b) ECA Code of Ethics
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19. Give an example of each of the points below and describe in your own words
why it is important to address the individual dietary needs and preferences
of children in respect to:
a) specific cultural requirements
b) religious requirements
c) health requirements
a)
b)
c)
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Part C
1. In the following table, name the relevant legislations, regulations, codes and
standards and how they impact on WHS/OHS in the workplace:
a) The act
b) workplace regulations,
c) codes of practice
d) industry standards
e) State/territory WHS authorities
f) Rights and responsibilities of employers and workers
g) duty of care
h) Hazardous manual tasks
i) Infection control
j) Policies and procedures in Early Childhood Education and Care
Regulation, Law
or Code How it Impacts on WHS/OHS in the Workplace
a) The Act
b) Workplace
regulations
c) Codes of practice
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d) Industry
standards
Give 2 examples.
i.
ii.
e) State/ territory
WHS authorities
f) Rights and
responsibilities
of employers and
workers
Give 3 examples
each.
Employers
i.
ii.
iii.
Workers
i.
ii.
iii.
g) Duty of care
Give 3 examples.
i.
ii.
iii.
h) Hazardous
manual tasks
Give 3 examples.
i.
ii.
iii.
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i) Infection control
j) Policies/
Procedures
Give 3 examples.
i.
ii.
iii.
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2. It is important that you can identify hazards in an Early Childhood
Education and Care service.
a) What is the definition of a hazard?
b) What is hazard identification?
c) Name five (5) common workplace hazards relevant to Early Childhood
Education and Care.
d) Describe two (2) workplace procedures for hazard identification.
e) Give two (2) examples of hazardous manual handling tasks.
a)
b)
c1)
c2)
c3)
c4)
c5)
d1)
d2)
e1)
e2)
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3. Answer the following questions about risk.
a) Provide the definition of a risk.
b) Describe the risk involved with one of the hazard examples you provided in
question 2c above and how you would manage that risk.
a)
b)
4. It is every educator’s responsibility to help ensure the environment is safe
for themselves, their colleagues and the children, and visitors attending the
centre. Give three (3) examples of how you can fulfil this responsibility.
i.
ii.
iii.
5. Identify two (2) ways you can stay up-to-date with Workplace Health and
Safety information.
i.
ii.
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6. Review the environment in this picture. Complete the following table to identify
3 of the hazards present in this indoor environment:
Identified
hazard Associated risk
Severity of
risk
Control and
reporting
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7. Complete the following table in relation to three (3) of the hazards present in
the outdoor environment pictured:
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Identified hazard Associated risk Severity
of risk Control and reporting
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8. Complete the following table in relation to three (3) of the hazards present in
the storage environment pictured:
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Identified hazard Associated risk Severity
of risk Control and reporting
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9. Identify the following safety signage and their meanings:
a) Dangerous goods classifications.
b) Common first aid and safety signage.
a) Dangerous goods classifications
i. ii. iii.
iv. v. vi.
vii. viii. ix.
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b) Common first aid and safety signage
x. xi. xii.
xiii. xiv. xv.
xvi. xvii. xviii.
xix. xx. xxi.
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xxii. xxiii. xxiv.
xxv. xxvi. xxvii.
xxviii. xxix. xxx.
xxxi. xxxii. xxxiii.
xxxiv. xxxv. xxxvi.
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xxxvii. xxxviii. xxxix.
xl. xli. xlii.
xliii. xliv. xlv.
xlvi. xlvii. xlviii.
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xlix. l. li.
10. As a child care worker, you will need to participate in regular emergency
and evacuation drills.
a) List two (2) different types of emergencies that may occur at your centre
and describe what would need to occur to keep the children safe and
secure.
Guidance: If you are not currently working at a child care service, refer
to the Emergency Management Plan for Sparkling Stars Childcare
Centre.
Sparkling Stars Childcare Centre Templates
Download the “Emergency Management Plan (for Early Childhood Centres)”
(Username: newusername Password: newpassword)
b) Describe an evacuation procedure at the centre.
c) Provide a brief description of how you could discuss fire evacuations with
children.
a1)
a2)
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b) Evacuation procedure at the centre
c) Discussing fire evacuations with children
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11. There are a number of Workplace policies and procedures that will relate to
WHS. Fill out the table below, identifying the main policy that would be
observed in a centre and one (1) practice for each.
Area Policy Practice
Child Protection
Supervision of
Children
Provision of Food
Hygiene and
cleanliness
Children’s Medications
Ill Children
Preventing accidents
Asthma/Anaphalxsis
Fire Emergency
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CASE STUDIES – PART A
Case Study One
Develop a plan relating to safe workplace policies and procedures relevant to the
excursion.
You are the assistant educator in the Kindy room at Sparkling Stars Childcare
Centre. You can find out more about Sparkling Stars at their website:
Sparkling Stars Childcare Centre
(Username: learner Password: studyhard)
In the coming weeks, you will be taking the children on an excursion to see a play at a local
theatre, requiring travel by bus to a local mountain resort where the theatre is located, along
with some walking near busy roads at the entrance to the resort.
Your Group Leader has asked you to suggest some ideas of ways you could help the children
learn about travel and road safety before they go on the excursion.
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Case Study Two
You have been assigned the task of devising a menu at Sparkling Stars
Childcare Centre. You can find out more about Sparkling Stars at their website:
Sparkling Stars Childcare Centre
(Username: learner Password: studyhard)
Sparkling Stars Childcare Centre has a general menu designed for children over the age of
five. However it does not take into account younger children. You have been assigned the
task of developing a menu suitable for younger children.
Devise a 2 week menu (Monday to Friday), suitable for children aged 3-5 years that caters
for morning tea, lunch, afternoon tea, late afternoon snack and drinks. Your menu needs
to be suitable for use in a child care setting and include the following:
50-75% of the recommended number of serves for each food group each day
A variety of ingredients and textures
A range of foods from different cultures
One red meat-free day per week
Vegetarian options for each meal period
No repetition of menu items (excluding drinks)
Please view the scenario and required templates here:
Sparkling Stars Childcare Centre Brief for Two Week Menu
(Username: learner Password: studyhard)
You are required to:
a) Present your menu in an attractive, easy-to read format and submit it.
b) Choose an item from your menu that contains an ingredient that may trigger a
reaction from a child who has coeliac disease. Submit the recipe for that menu
item.
c) Alter the recipe for the menu item so that it would be suitable for a child with coeliac
disease.
d) Pick one lunch offering and explain how this meets the Australian Dietary
Guidelines.
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a) Filename:
b) Filename:
c) Filename:
You response for this task may be placed in the same file/ document as your
response in task (b) above. (In which case, simply write the same file name.)
d)
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Case Study Three
This scenario involves Sparkling Stars Childcare Centre. You can
find out more about Sparkling Stars at their website:
Sparkling Stars Childcare Centre
(Username: learner Password: studyhard)
Trang is working as an assistant educator in the Sparkling Stars Early Childhood
Education and Care Centre observing a group of children in the outdoor play area
and notices that four of the boys are running around screaming. She monitors
their behaviour for any unsafe activity but besides being very noisy their behaviour
is safe.
After a few minutes of doing this the boys start pushing each other. Trang quickly
tries to intervene but unfortunately Simon pushes Isaac too hard and he falls,
tripping over the step rail surrounding the sand pit. You rush over and notice
Isaac, holding his left arm and huffing and puffing strangely but appears to be
unhurt, the next thing Trang hears is Isaac screaming as he realises there is blood
on his fingers. Trang approaches Isaac to inspect his arm. She notices that he has
an abrasion that is approximately 2 centimetres and a cut that is about half a
centimetre.
You must answer the questions below explaining what actions Trang should take
in dealing with this situation.
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1. What is the immediate action Trang should take?
Guidance: Describe what actions should occur if Trang is following the policies
and procedures at Sparkling Stars.
2. What is the secondary action Trang should take?
Guidance: Describe in your own words what actions should occur if Trang
identifying the process as described in the policies and procedures at Sparkling
Stars.
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3. Complete the Incident/Accident Report Form located on the Sparkling Stars
website and submit it to your assessor.
Sparkling Stars Childcare Centre Forms
(Username: learner Password: studyhard)
Filename:
4. If Isaac’s injury had been more severe such as a broken arm or a heavy
laceration, what action should Trang take?
Guidance: Describe your response in detail
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CASE STUDIES – PART B
Case Study 1: Sleep and Rest
All children have individual sleep and rest requirements.
Children need a comfortable relaxing environment to
enable their bodies to rest. This environment must be
safe and well supervised to ensure children are safe,
healthy and secure in their environment.
Scenario 1:
You are working as an early childhood educator in Sparkling Stars Childcare
Centre. You are in charge of taking care of the following two children:
Tim:
Tim is 3 years old. He likes to sleep with his favourite blanket
that his mum packs for him when he goes to the centre. His
mum has informed you that Tim gets very agitated
throughout the day when he does not get his afternoon nap,
and prefers that the centre ensures he gets his nap before she
picks him up in the afternoon.
Tim does not like to eat vegetables. However, his mum is very
particular about his diet:
- A portion of vegetables in every meal (he is not allowed to have desert
unless he finishes all his vegetables)
- He can only have desert after lunch provided he finishes all his vegetables.
- He is not allowed to have sweets between 1PM to 2PM and past 5PM
- He is lactose intolerant and very sensitive with other milk-based products
He is a very active and playful kid. He loves playing physical games with other kids
such as tag, hide and seek, catch, etc. He gets easily bored with activities like
storytelling, craft making and any other activities that do not involve physical play.
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Kevin:
Kevin is 2 years old and is still used to sleeping in a cot. He
just started going to the centre and is still afraid to be left
in the centre without his mum. Hearing his mum’s voice
calms him down and helps him go to sleep. So his mum
provided the centre with a recording of herself reading
bedtime stories to play for Kevin when he is having
difficulty sleeping.
Aside from him being very shy around other kids and new people, Kevin is very
easy to take care of. He follows his diet without any problem and does not require
a lot of attention when he is awake. He likes to keep to himself watching
educational programs for children while holding his favourite stuffed toy. He is
still being potty trained, but he knows how to call an adult he is familiar with
when he needs to go to the toilet. When no one familiar is around when he needs
to go to the toilet, he soils himself and becomes very embarrassed and wouldn’t
let anyone but his mum clean him up.
Your task: Ensure sleep and rest practices are consistent with approved standards
and meet the children’s individual needs by creating a checklist that you can use for
the children described above. Use the safe sleep and rest time guidelines provided
in the link below as your reference:
Sleep and Rest Time Guidelines
Use the template provided in the link below to create your checklist:
Sleep and Rest Checklist
Filename:
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Scenario 2:
Tim would not go to sleep during nap time one afternoon and kept pestering the
other children in the centre to play with him. You explained to Tim not to bother the
other children because they are trying to take a nap. After talking to him and
explaining how taking a nap would help him feel stronger and better after he wakes
up, Tim still insists on not going to bed and playing instead.
Your Task: Provide three (3) options for appropriate quiet play activities for Tim
by creating a plan that outlines the steps you need to take as well as the resources
you will require to implement the plan. Fill out the table below to create your plan:
Quiet play activity
Description of the activity Resources required for the activity
1
2
3
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Case Study 2: Providing Children Supervision
Ensuring the children have adequate supervision at all times is one of your
responsibilities as an early childhood educator in the centre.
The Scenario:
You have been taking the lead in providing care for Tim and Kevin since they started
going to the centre. In two weeks you will be taking a 3-day vacation leave.
Your Task: You are required to provide detailed instructions to Jenny, the educator
who will be taking the lead while you are away. In your email, you must CC Michelle,
the assistant educator you have been working with, so that she can be reminded of
these instructions.
You have to make sure that your instructions contain all the essential information
needed to ensure the children have adequate supervision at all times. Use the
templates provided below to document the instructions you provide Jenny and
Michelle:
Your email to Jenny Liberman:
To: Jenny Liberman
Cc: Michelle Schiffer
Subject: Instructions regarding care for Kevin and Tim
Attachments:
Message:
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Case Study 3: Organisational WHS
The Occupational Health, Safety and Welfare Act, 1986, requires that anyone who
can affect health and safety must protect the well-being of themselves and others.
As an early childhood educator in a childcare centre, you have an important role to
play in this and should be aware that your actions at work directly influence the
safety of you, your work mates, the children and their families.
Scenario 1:
You are an early childhood educator working in Sparkling Stars Childcare Centre.
To ensure everyone’s safety, Sparkling Stars requires all its employees to undergo a
self-assessment exercise to help them understand their own levels of stress and
fatigue.
Your Task: Using your own experience as an early childhood educator in your vocational
workplace, answer the questionnaire below to reflect on your own levels of stress and fatigue
at work:
Job demands and working conditions: Yes,
regularly
No or
sometimes
Do you have enough time to get your job done properly?
Are you exposed to unfavourable physical conditions in your
work (for example unfavourable climate, noise, radiation,
chemicals, sharp or moving objects, slippery surfaces, constant
repetitive work, heavy lifting or strenuous work)
Participation and control: Yes,
regularly
No or
sometimes
Can you choose your own work methods, pace, and/or order?
Can you decide yourself when to take a break?
Are you involved in decision making?
Are there regular meetings to discuss work?
Can you improve any unfavourable physical loads in your work?
Interpersonal relationships: Yes,
regularly
No or
sometimes
Do you receive support from your supervisor and/or colleagues?
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Are you isolated from others during work?
Are you treated differently, for example, because you are your
race, gender, ethnic origin or disability?
Do you experience violence from customers, clients, patients or
members of the public?
Career development and job security: Yes,
regularly
No or
sometimes
Do you have good career prospects?
Are you able to develop your skills and intellect in your job?
Is your job security good?
Is it likely that during the next couple of years you will be in the
present job with your current employer?
Working hours: Yes,
regularly
No or
sometimes
Do you work long hours?
Do you work evenings, nights, and/or weekends (shift work)?
Do you have irregular working hours?
Role in the company and information: Yes,
regularly
No or
sometimes
Do you have conflicting tasks/roles?
Do you receive enough information to do your work properly?
Do you receive feedback on your performance?
Income: Yes,
regularly
No or
sometimes
Is your income sufficient to support yourself and your family?
Overall Reflection:
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Scenario 2:
Letting the designated person know your concerns relevant to work-related stress
and fatigue is an essential step in resolving potential safe work issues in the future.
Your Task: Review the relevant workplace procedures in the link provided below and
follow the outlined reporting process. Use the template below to document your completion
of this task:
WHS Handbook
(note: use the space provided below as if you are writing the email to the designated
personnel as per the WHS Handbook requirement)
To:
Subject:
Attachments:
Message:
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Scenario 3:
Maintaining currency of relevant safe work practices in the workplace is another
excellent way of ensuring your own safety. As such, Sparkling Stars makes sure that
all employees maintain their currency by conducting an annual safe work practice
currency check among all its employees.
Your Task: Identify ways to maintain currency of safe work practices by listing your
strategies according to the different categories and contexts outlined below: An example is
provided for your reference (in blue)
Safe work practice
relevant to:
Specific example relevant
to your centre:
How you maintain currency of
safe work practices relevant to
each category:
Equipment Baby bottle warmers and
sterilizers
I ensure that I have read and
understood the manual before
operating the equipment.
Systems Security System
Equipment Bottle Feeding Equipment
Processes Menu Planning
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Scenario 4:
As an early childhood educator, it is also your responsibility to raise the children’s
awareness of safety. The centre ensures that there are enough programs and
activities that promote safety awareness among the children in the centre.
Your Task: Create a poster to help promote safety awareness among the children in the
centre. You may choose any topic or theme relevant to child safety or promoting safety
awareness among children. Below are some examples of topics or themes you may use for
your poster:
• Stranger danger
• Safety in the kitchen
• Safety in the bathroom
• Safety in the park
• Safety in the beach
• Safety in crossing streets
• Handwashing
Filename:
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Case Study 4: Ensure the health and safety of children
You are working as an early childhood educator in Sparkling Stars Childcare Centre.
You are in charge of taking care of Sophie, a four and a half year old student with
severe asthma. She also has severe allergies to dust and pollen which trigger her
asthma attacks.
Review Sparkling Stars’ Allergy and Asthma Awareness Policy, found in the link
provided below, and use it as your guide as you complete the tasks that follow.
Allergy and Asthma Awareness Policy
Scenario 1: The children at the centre have had a morning play
activity. It finishes close to 8:30AM, and as the children prepare
for the next activity, you notice that Sophie is sneezing and
coughing.
An assistant educator also sees this and separates her from the
rest of the group. You join them and see that Sophie is holding
a stuffed toy that is not from the centre. Upon closer inspection,
you see that it is dusty, leading you to believe that this has triggered her allergies.
You check her records to review what kind of medication must be administered for
this situation. Provided below is a link to Sophie’s authorisation to administer
medication form.
Authorisation to Administer Medication – Sophie Lancaster
For this activity, assume that today’s date is 06 August 2014.
You have also been provided with a sample packaging box of Sophie’s medication
and an original packaging sticker. A link to a printable document is found below.
You must use these in completing the task.
Packaging Document
Original Packaging Sticker:
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Allegra Allergy Medicine Box
Close Up of Expiration Label
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Your Task: Record yourself administering the right medication to Sophie. The
demonstration must begin with you discussing Sophie’s situation with your co-educator.
Assume that you have already separated Sophie from the other children. She may be in the
same room while the discussion takes place.
To ensure successful completion of this assessment task, take note of the guidelines
provided below:
• Gather two (2) volunteers for your video recording. One will act as an assistant
educator at Sparkling Stars, and another will act as Sophie. It is not required that the
volunteer acting as the co-educator be an actual childcare professional. Ensure that
you brief your participants accordingly.
o The volunteer acting as the assistant educator must be informed
regarding the expected actions/behaviours and demonstrate them during the
recording. The volunteer must:
▪ Respond to the candidate’s question about whether he/she (the
assistant educator) observed Sophie coughing and sneezing during
their activity. The volunteer must say yes, then offer the following
information – that Sophie brought a toy from home and began
playing with it during the kids’ free time. She began sneezing and
coughing not long afterwards.
▪ Request for the candidate to assist with administering medicine.
▪ Reach out to Sophie’s emergency contact. You must go offscreen then
return with a phone (acting that the contact is on the line) or pretend
to make the phone call onscreen.
▪ Help the candidate remove hazardous materials from the room, if
necessary.
▪ Retrieve the necessary medicine/equipment for the candidate. For
this action, it is sufficient to go offscreen and then return with the
required medicine/equipment.
o The volunteer acting as Sophie must be informed regarding the expected
actions/behaviours and demonstrate them during the recording. The
volunteer must:
▪ Clutch the stuffed toy while waiting for the candidate to approach and
provide treatment.
▪ Display compliant behaviour throughout the activity – listening to
instructions, responding to questions accurately, and sitting patiently
while waiting for treatment.
▪ Demonstrate intermittent bouts of sneezing and coughing prior to
receiving medication. Once medication has been administered, the
volunteer must not show any signs of improvement.
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• Prepare your environment for the demonstration. Aside from selecting the location,
this includes preparing necessary medication, equipment, and resources.
o If you will use an actual workplace (i.e. a regulated education and care
service), ensure that your demonstration is conducted at a time and location
which doesn’t disrupt or inconvenience operations.
o If you will use a simulated environment, you must ensure that it reflects
an actual workplace. It must have the relevant equipment and resources of a
regulated education and care service.
o For this activity, it is required that the selected environment has:
▪ Relevant documentation (Allergy and Asthma Handbook,
Authorisation to Administer Medication for Sophie Lancaster)
▪ Landline phone/mobile phone
▪ Medication and tools/equipment necessary for Sophie’s treatment
▪ A clean (i.e. no nearby messes) and comfortable location for Sophie
(the volunteer) to wait
▪ Cleaning materials (e.g. broom, cleaning cloth)
▪ A stuffed toy for Sophie
▪ A change of clothes for Sophie (if necessary)
▪ A suitable location for storing medication
• Prepare the Authorisation to Administer Medication (Sophie Lancaster) required for
this task.
Demonstration Notes: Ensure that you behave respectfully and professionally
throughout the activity. You must speak in a calm tone, use non-discriminatory language,
and handle the child according to organisational and legal standards (e.g. maintaining
appropriate physical contact, using child-friendly language).
Your demonstration must show that you have performed the following actions/behaviours.
You must:
• Discuss Sophie’s situation and condition with the assistant educator
o Ask the assistant educator whether he/she noticed Sophie coughing and
sneezing while they were having the activity.
o Accept the assistant educator’s request for assistance. This must be done
verbally.
• Retrieve the Authorisation to Administer Medication
• Read aloud the two (2) kinds of medication that you are authorised to give Sophie
• Request that the assistant educator reach out to Sophie’s emergency contact
• Secure the room for Sophie and minimise the risk of her being exposed to health
hazards (i.e. her allergens). You are expected to remove hazardous materials
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(consider where the dust is coming from and things on her body that may
have collected dust) and to clean the room.
o You must ensure that hazardous materials are removed. The assistant
educator may assist you in performing this, but you are required to give the
instructions and must personally remove at least one (1) hazardous material.
o You must clean one (1) area in the room. You must verbally state your
intentions before cleaning. The intention must include an action (what you
are going to do) and how it will affect Sophie’s safety.
For example, before cleaning a certain area, you may say, “Let me clear this
box of old toys so that we avoid exposing Sophie to more dust.”
• Inform the assistant educator of the name of Sophie’s emergency contact and his/her
contact number
o Speak with Sophie’s emergency contact. You do not need to have another
person on the line, however, you must do the following during the simulated
phone call:
▪ Identify which medication must be given to Sophie and what signs led
you to this conclusion. For example, make a statement such as,
“Sophie needs to be given name of medication because sign 1 and
sign 2 show that she is experiencing…”
▪ Ask for required information from the emergency contact. This is
specified in the Allergy and Asthma Handbook. For the purposes of
this roleplay, assume that the contact has replied, “No, she hasn’t”
and has given consent to administer the medicine.
• Request politely for the assistant educator to retrieve the medication that you will
administer to Sophie. Once received, you must inspect it. The inspection requires for
you to do the following:
o State that you will inspect the medication – you must state that you
will check three (3) things – that the medication is in its original packaging,
that it has the child’s (Sophie’s) name, and that it hasn’t expired.
o Check that the medication is supplied in its original packaging –
this requires a verbal confirmation. You must state whether the medication
is still in its original packaging.
An example of a satisfactory statement is, “Okay, this is still in its original
packaging.”
o Check that the medication displays the child’s name – this requires
a verbal confirmation. The medication must already have the child’s name so
you only need to read the child’s name aloud.
o Check that medication hasn’t exceeded its use-by date – this
requires a verbal confirmation. You must make a statement that includes the
medication’s use-by date and your stance on whether it can still be used.
An example of a satisfactory statement is, “Great, we can use this because its
use-by date is (date).”
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• Follow the standard protocol for administering medicine. You must read aloud the
required information (dosage and special instructions) and the packaging’s
directions prior to carrying it out.
• Store medication after use. Ensure that you follow the storage procedure which is
indicated in the Allergy and Asthma Handbook and the medicine’s packaging.
• Fill out the Childcare Program of Medication Administration. This is found
at the end of the Authorisation to Administer Medication for Sophie Lancaster. Once
you have completed the form, end the recording.
o Use 8:30AM as your time for the Childcare Program Record of Medication
Administration.
o Ensure that you maintain this document, as this will be submitted along with
other workbook requirements.
Filename:
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Case Study 5: Anaphylaxis
You are working as an early childhood educator for Sparkling Stars Childcare
Centre. One of the students under your care is Billy. Billy is a 4 year old boy with
severe allergies with nuts and dairy-based foods. Review the anaphylaxis handbook
provided in the link below and use it as reference as you complete the tasks that
follow:
Anaphylaxis Handbook
Scenario 1: It is 2:00PM and the children at the centre
are enjoying a break before their next session. Some
kids are playing, while others are having snacks. Just as
the break is about to end, you see that Billy has left his
friends in the dining area and has gone to the play area.
After a few steps, Billy begins to wheeze and gasp for
air. You approach him immediately and see that he is
pale and his face is slightly swollen. You scan the area and see that he’s dropped a
granola bar on the floor. You check its label and find that it contains peanuts.
You administer the necessary medication at 2:05PM, ensuring that you follow
applicable policies and procedures. Billy’s condition improves, but he is still taken
to the hospital as a precaution. He is accompanied by an assistant educator, who
give you the following details afterwards:
• Billy’s emergency contact arrived at the hospital around five (5) minutes after
they did.
• He was attended to by Dr. Margaret Thornton. He was placed under
observation, then cleared for release within the same day.
• Billy said that he’d taken the granola bar from one of his friends’ snack trays
because it looked tasty. He hadn’t realised that it had nuts in it.
You have been tasked with filling out documentation regarding this incident. Use
the information found in the case scenario and in Billy’s Action Plan for Anaphylaxis
to complete this task. Assume that the date of the incident is 10 October 2014.
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Task 1: Complete the relevant forms to document the incident. Use the information
provided above to help you complete the required form. If certain information was not
provided by the scenario, you have the liberty to create details regarding the case. However,
ensure that they do not contradict provided information and are realistic to the situation.
Review the centre’s Incident, Accident and Trauma Policy to ensure you are compliant with
the centre’s relevant workplace policies and procedures:
Incident, Accident, and Trauma Policy
Filename:
Task 2: Apply the risk management plan for Billy by completing the checklist provided in
the link below. Complete the column “Detail how this will be implemented and any
additional strategies” by answering according to the organisational risk-management
strategies from your relevant work experience in childcare centres/vocational work
experience.
Anaphylaxis Risk Management Plan – Billy Johnson
(Guidance: you may use Allergy and Asthma Awareness Policy as reference)
Filename:
Supplementary Question:
The physician prescribed 6ml of dipenhydramine every hour for six hours. All
required authorisation are complete. The child’s parent supplied the medication in
its original packaging as well as the measuring cup for the medicine. However the
bottle only has 30ml left in it.
Will you have enough medicine to follow the doctor’s prescription?
Yes No
Explain your answer:
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Scenario 3: You are preparing snacks for Billy. Below are the food labels of the available snacks:
Snack Option A Snack Option B
3.1 Which of the two snack options is most appropriate for Billy? a. Snack option A b. Snack option B
3.1.1Explain your answer:
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3.2 Supplementary Questions: dietary requirements
3.2.1 Give an example of a common dietary restriction for children with type 1
Diabetes (Juvenile diabetes):
3.2.2 Give an example of a common dietary restriction for Jewish children:
3.2.3 Give an example of a common dietary restriction for Muslim children:
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Case Study 6: Meal Planning
Scenario: You are helping create a meal plan for two brothers who will start going
to the centre in the next week, Johnny, 5 years old, and Lucas, 11 months old.
Johnny has no special dietary restrictions. While Lucas has just started eating solid
foods. Lucas only drinks breast milk. Their mum, Kelly, expresses her breast milk in
the morning and packs it for Lucas to drink in the centre.
1.1 Your Task: Create a meal plan for Johnny outlining a cycle of menus,
detailing the food that will be provided to him for a week. The meal plan
should include breakfast, morning snack, lunch, afternoon snack and dinner
for five days.
Use the meal plan template provided in the link below:
Meal Plan Template
Guidance: review the Australian Dietary Guidelines and make sure to follow the
recommended serves for Johnny’s age for vegetables, fruits, grains, etc. in your plan.
Filename:
1.2 Your Task: Create a one-page guide for Lucas’ mother to assist her with
expressing breast milk by hand and it at home to ensure food safety
procedures are followed according to the relevant prescribed guidelines.
Guidance: Review the Infant Feeding Guidelines provided in the link below and use it as
reference as you create your hand-out
Infant Feeding Guidelines
Filename:
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PROJECT: ESTABLISH AND MAINTAIN A SAFE AND
HEALTHY ENVIRONMENT FOR CHILDREN
PART 1 : Review and evaluate performance in establishing and
maintaining a safe and healthy environment for children
If you have prior work experience in a childcare centre, you may complete this task
reflecting on your experience. If you do not have prior experience working in a
childcare centre, you may complete this task after you have been immersed in your
vocational work placement.
You are required to review/reflect and evaluate both your performance and the
service’s implementation of policies and procedures related to the establishment
and maintenance of a safe and healthy environment for children attending the
centre.
To document your evaluation, answer the questions below and provide the
information being asked.
In supporting each child’s health and safety needs:
1. WHS policies and procedures are set in the centre you are
having your vocational placement with. Yes No
Provide a brief description of the centre’s relevant policies and procedures regarding
safety assessments.
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2. Individual medical management plans for children with
specific heath care need are in place and readily available at
the service.
Yes No
Does the service have available individual medical management plan forms
for children with a specific health care need?
Submit a copy of the blank form and write the filename below.
Filename:
In providing for each child’s comfort:
3. The groupings of children are configured to provide for each
child’s comfort and to minimise the risk of overcrowding. Yes No
Does the service have a specific policy or procedure in organising the groupings of
children in the centre to minimise risk of overcrowding, to minimise the risk of
illness and/or to minimise the risk of injuries?
Submit a copy of the centre’s policy or procedure on configuring groupings and
write the filename.
Filename:
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In promoting and implementing effective hygiene practices:
4. The service accesses information on current hygiene
practices. Yes No
Where does the centre get current and up-to-date information on current hygiene
practices?
Give at least one (1) local council/health organisation/public health unit and one
(1) additional resource (website, journals, books, etc.) the centre accesses.
You may need to ask your supervisor or other educators for you to be able to
complete this question.
Local council/health
organisation/public health units:
Additional resource:
Provide one (1) example of the information the centre has currently researched on
current hygiene practice from the sources/resources that you have written in the
previous question.
Give a brief description of the information, for example: “There is new practice on
how centres can actively support children to learn hygiene practices using
modelling and role playing.”
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In taking steps to control the spread of infectious diseases:
5. Service procedures are followed, in relation to notifying
families of illness or injuries that affect children while in
education and care.
Yes No
Interview an educator or your supervisor in the service who has had experience with
notifying parents/primary caregiver/family of an illness or injury that affects one of
the children while attending education and care at the centre.
Describe the step-by-step procedure the educator/supervisor implemented.
Obtain a copy of the centre’s procedure in notifying families of illness or injuries that
affect children while in education and care. Did the educator/supervisor follow the
centre’s procedure? Was there some discrepancy (specify the discrepancy)?
Submit a copy of the centre’s procedure for your assessor to review.
Filename:
6. Current records of children’s immunisation status are up-to-
date and a procedure is in place to maintain the currency. Yes No
Find out how your vocational work placement keep current records of the status of
each child’s immunisations.
a) Does the service have a procedure in place to maintain the currency of immunisation
records? Submit a copy of the procedure and write the filename.
Filename:
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b) Does the service have a process for obtaining information from families about their
children’s current immunisation status? Describe the process in detail or submit a
copy of the service’s written process. Provide the filename below.
Filename:
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In ensuring adequate supervision of children:
7. New or relief educators are informed of supervision
arrangements and of what they are required to do in relation
to supervising children.
Yes No
Were you provided with details and responsibilities of
supervising children when you started in vocational work
placement?
Yes No
Briefly describe the details and responsibilities provided to you below.
Were you given an induction/welcome pack on your first day of
work? Yes No
Was the information regarding supervision arrangements and
responsibilities included in the induction/welcome pack? Yes No
Scan or take a picture of the page/section in your induction/welcome pack which
provides the information regarding supervision arrangements and
responsibilities. Submit the scanned document or photo and write the filename
below.
Filename:
Were you given a copy of the centre’s supervision policy? Yes No
Submit a copy of the centre’s supervision policy and write the filename below.
Filename:
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In ensuring adequate supervision of children:
8. Safety checks are consistently implemented and action is
taken as a result of the checks. Yes No
a) Find out when was the last time your vocational work placement implemented
safety checks and took action as a result of the checks. You need to coordinate
with your supervisor or with the staff in-charge of doing the safety checks for the
service.
b) Fill out the Safety Checks Log provided in Sparkling Stars intranet (Click here).
(Username: newusername Password: newpassword).
c) In completing the log, you may:
• Ask for a copy of the safety checks log, report or document the service has.
Copy the content needed to complete the log provided, or
• Consult with the person or staff in-charge of the service’s safety checks
and ask him/her about the following:
o Date of the last safety check
o Premises/sections/rooms in the service that was checks
o General remarks and results of the safety checks
o Areas of concern
o Actions taken and the date actions are done
o Date for the next safety checks
d) Once you have completed the log ask your supervisor or the staff you have
consulted to fill out the confirmation form at the end of the document.
e) Submit the document to your assessor and provide the filename.
Filename:
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9. Basic training and testing on how to move and fit car seats,
restraints and booster seats is available to all educators. Yes No
Find out how educators may avail of the basic training and testing on how to move
and fit car seats, restraints and booster seats. Write down how and where they can
avail of this training and testing in your vocational work placement.
You may need to consult your supervisor to be able to complete this task.
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PART 2 : Implement WHS procedures and work instructions
Following the centre’s policies on conducting safety assessments, survey the
children’s learning and play environments including all toys and equipment for safe
use, as well as the general environment in the centre as a safe workplace for you.
Once completed, write the relevant safety assessment report.
To ensure successful completion of this step, your report must include the following
information:
• Existing hazards identified
• Potential hazards identified
If the centre’s standard template for safety assessment reports do not include the
required information listed above, use the space provided below:
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Existing and potential hazards identified:
Safety assessment: Children’s learning and
play areas
The centre as a safe workplace
environment
Existing hazards identified
(list at least two)
Potential hazards identified
(list at least two)
Toys and equipment:
Are toys and equipment safe for children? Yes No
If answer is yes: Describe how toys and equipment are kept safe for children
If answer is no: Describe why the toys and equipment are not safe for children?
Are toys and equipment safe to use in their proposed areas? Yes No
If answer is yes: Describe how toys and equipment are kept safe to use in their proposed areas
If answer is no: Describe why the toys and equipment are not safe for use in their proposed areas
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PART 3 : Report safety assessment result to designated person
Create an email reporting your safety assessment findings to the designated
personnel indicated in the centre’s WHS policies. If there are no provisions in the
centre’s WHS policies on who to report your safety assessment findings to, address
the email to your vocational workplace supervisor.
To ensure successful completion of this step, your email must include:
• A summary of your safety assessment findings including:
o Safety assessment findings on the children’s learning and play areas
o Safety assessment findings on the centre as a safe workplace
• Recommendation to help improve safe workplace policies and procedures
Write your email in the space provided below:
You do not need to send an actual email to your supervisor.
To:
Subject:
Attachments:
Message:
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WORKBOOK CHECKLIST
When you have completed this assessment workbook, review the candidate’s
assessment against the checklist below:
The candidate has completed all the assessments in the
workbook:
Knowledge Assessment
Case Studies – Part A
Case Studies – Part B
Project
(See the following page for a complete list of documents to
be submitted with this assessment)
IMPORTANT REMINDER
Candidates must achieve a satisfactory result to ALL assessment tasks to be
awarded COMPETENT for the units relevant to this cluster.
To award the candidate competent in the units relevant to this subject, the candidate
must successfully complete all the requirements listed above according to the
prescribed benchmarks.
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REQUIRED DOCUMENTS
Case Studies – Part A
Case Study Two
i. Menu
ii. Recipe
iii. Alternate Recipe
Case Study Three
iv. Incident/Accident Report Form
Case Studies – Part B
Case Study 1
v. Sleep and Rest checklist
Case Study 3 Scenario 4
vi. Safety Awareness Poster
Case Study 4 Scenario 1
vii. Authorisation to administer medication (Sophie
Lancaster)
Case Study 4 Scenario 2
viii. Video Task: Sophie’s asthma management plan
Case Study 4 Scenario 3
ix. Video Task: Providing first aid to Sophie
Case Study 5 Scenario 1
x. Video Task: Responding to Billy’s anaphylactic
emergency
Case Study 5 Scenario 2
xi. Relevant forms following Billy’s emergency
xii. Anaphylaxis Risk Management Plan – Billy Johnson
Case Study 6
xiii. Meal plan for Johnny
xiv. Breastfeeding guide for Lucas’ mother
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Project
Part 1 Question 2
xv. Individual medical management plan
Part 1 Question 3
xvi. Centre’s policy or procedure on configuring
groupings
Part 1 Question 6
xvii. Centre’s procedure in notifying families of illness or
injuries
Part 1 Question 7
xviii. Centre’s procedure to maintain the currency of
immunisation records
xix. Centre’s process for obtaining information from
families about their children’s current
immunisation status
Part 1 Question 8
xx. Your welcome pack
xxi. Centre’s supervision policy
Part 1 Question 9
xxii. Safety Checks Log
End of Document
