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CHC30113
Certificate III in Early Childhood Education and Care

Subject 1
Children’s Health and Safety
This workbook belongs to

Version 5.2 | Produced 11 May 2021
Copyright © Compliant Learning Resources 2020. This document was developed by Compliant Learning Resources and has been edited and contextualised by Inspire Education RTO 32067 for its student cohorts under license. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means electronic, mechanical, photocopying, recording or otherwise without the prior written permission of Compliant Learning Resources.
Version control & document history

Date Summary of modifications made Version
9 December 2013
Produced Version 1 final following assessment validation. 1.0
16 April 2014 Changed wording and clarified benchmarks in questions A1,A3a,b,A14,A25,B10,C10 1.1
24 October 2014 Made minor clarifications in questions A14; removed B8(a) question similar with B7(d) 1.2
18 November 2014 Applied changes throughout document 1.3
3 December 2014 Applied significant changes to document following validation 2.0
17 April 2015 Made minor revisions on Questions B1 and B16 2.1
18 July 2016 Added updates throughout document 2.2
9 August 2016 Included CHCECE016 in the units of competency of this workbook.
Re-mapped assessment items.
Added assessment items in the Project. 3.0
9 March 2017 Added 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
21 May 2018 Updated benchmark answer for Part A Question 3B; NQS Updates 3.5
07 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
20 November 2020
Rebranded and contextualised for Inspire Education use 5.0

27 April 2021 Updated Sparkling Star login details 5.1
11 May 2021 Revised image in Knowledge Assessment Part 2, Question 16 5.2


TABLE OF CONTENTS
This is an interactive table of contents. If you are viewing this document in Acrobat, you will be directed to the page after clicking on a heading. If you have this document open in Word, you will need to hold down Ctrl (for Windows) or Command ⌘ (for Mac) as you click on the heading for the link to work.
INTRODUCTION TO THIS WORKBOOK 6
What is this workbook about? 6
Context for Assessment 8
ABOUT THE ASSESSMENTS 9
Assessment Methods 9
Resources Required for Assessment 9
INSTRUCTIONS TO STUDENT 10
Accessing Intranet Pages and External Links 10
KNOWLEDGE ASSESSMENT 11
Part 1 11
Part 2 37
Part 3 51
CASE STUDIES 63
Instructions to Assessor 63
Instructions to Student 63
Part 1 64
Case Study 1 64
Case Study 2 65
Case Study 3 67
Part 2 72
Case Study 1 72
Case Study 2 75
Case Study 3 76
Case Study 4 81
Case Study 5 88
Case Study 6 92
PRACTICAL ASSESSMENT 93
Instructions to Assessor 93
Instructions to Student 93
Task 1 94
Checkpoint 100
Task 2 101
Checkpoint 103
Task 3 104
Checkpoint 105
EVIDENCE TO SUBMIT 106
WORKBOOK CHECKLIST 108
OVERALL MARKING FORM 110
OVERALL MARKING RESULT FORM 111
WE WOULD LOVE YOUR FEEDBACK! 117


INTRODUCTION TO THIS WORKBOOK
What is this workbook about?
The units of competency specify the standards of performance required in the workplace. This assessment addresses the following unit of competency:

HLTWHS001 – Participate in workplace health and safety

Follow safe work practices
Implement safe work practices
Contribute to safe work practices in the workplace
Reflect on own safe work practices

CHCECE016 – Establish and maintain a safe and healthy environment for children

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

CHCECE002 – 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
Contribute to the ongoing management of allergies
Contribute to the ongoing management of asthma

CHCECE004 – Promote and provide healthy food and drinks

Promote healthy eating
Plan food and drinks that are nutritious and appropriate for each child
Maintain food safety while carrying out food-handling activities

For complete copies of the above units of competency,
download them from the TGA website
https://training.gov.au/training/details/HLTWHS001
https://training.gov.au/Training/Details/CHCECE016
https://training.gov.au/Training/Details/CHCECE002
https://training.gov.au/Training/Details/CHCECE004

Context for Assessment
To complete the assessments in this workbook, students need to have access to their learning materials and the Internet. The assessments may be completed wholly at the student’s home or chosen place of study.
The associated assessment method in this kit covers all of these components as detailed in the matrix to follow:

Units of Competency

Assessment Activities HLTWHS001
CHCECE016
CHCECE002
CHCECE004

Knowledge Assessment
   
Case Studies
   
Practical Assessment
   

ABOUT THE ASSESSMENTS
Assessment Methods

Knowledge Assessment – Written assessments to test students’ understanding of underpinning knowledge, concepts and/or theories relevant to the units of competency included in this subject.
Case Study – Detailed scenarios and simulated environments providing all necessary information required to complete relevant tasks and activities.
Practical Assessment – A task or activity completed according to set instructions and guidelines to meet the requirements of the relevant units.

Resources Required for Assessment
Assessor to provide:
• Templates needed for tasks such as survey forms and report template.
• Case studies and simulations
• Information about work activities

You will need access to:
• Office equipment and resources
• Computer with internet access
• Word processing computer program that can save and edit these file types:
 MS Office Word file formats (documents)
 PDF file format
• A video recording device
• Two (2) volunteers to assist in minor role-play


INSTRUCTIONS TO STUDENT
The questions in this workbook are divided into two (2) categories:
• Knowledge Assessment
• Case Study
• Practical Assessment
The questions under Knowledge Assessment are all in a short answer format. The longer questions requiring creative and analytical thought processes are covered in the Practical Assessment. You must answer all questions using your own words. However, you may refer to your learner guide and other relevant resources and learning materials to complete this assessment.
Some questions cover processes you would likely encounter in a workplace. Ideally, you should be able to answer these questions based on the processes that are currently in place at your workplace. However, if you do not currently have access to a workplace, then answer the questions based on processes that should be implemented in a typical workplace setting.
Accessing Intranet Pages and External Links
There are instructions in this workbook that will refer you to intranet pages and/or external links. These intranet pages and external links are formatted in Blue Underlined Text or sometimes, these may be indicated by pictures and icons. Hold the Ctrl key (for Windows) or the Command ⌘ key (for Mac) as you click on the text or icon to activate the link.

KNOWLEDGE ASSESSMENT
Part 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.

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?

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.

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?

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?

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?

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.

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.

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.
• Explain in detail the steps involved in coordinating a risk analysis on toys and what you would be checking for at each step.
• Explain what steps you would take if you identified a toy or piece of equipment that presented a WHS hazard with an extreme risk.
• 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 Controls.

Explain in detail the steps involved in coordinating a risk analysis on toys and what you would be checking for at each step.

Explain what steps you would take if you identified a toy or piece of equipment that presented a WHS hazard with an extreme risk.

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

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.
3.1. 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:
• The centre (overall)
• Kitchen
• Outdoor environment
• Indoor environment
• Toilets

Guidance: Make sure you discuss the risks associated with not maintaining these environments and associated risks.

3.2. Identify which sections in the following frameworks provide information and/or guidance on WHS and/or hazards and risks.
• Education and Care Services National Regulations
• National Quality Standards (NQS)
• Early Years Learning Framework (EYLF)
• 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.


Area Importance of maintaining a clean and healthy environment Associated Risk
The Centre
(overall)

Kitchen

Outdoor
Environment

Indoor Environment

Toilets

Education and Care Services National Regulations

National Quality Standards (NQS)

Early Years Learning Framework (EYLF)

Framework for School Aged Care in Australia (FSAC)

Complete the table below explaining the cleaning procedures for each, and provide one (1) reason for the importance of the cleaning procedure.

Items Cleaning Procedure Reason Cleaning Product Storage of Cleaning Product
Toys

Floors

Toilets, potties and bathroom area

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

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:
• Ventilation
• Lighting
• Heating/cooling
• Hygiene
• Safety Importance Checks that need to be done
Ventilation

Lighting

Heating/ cooling

Hygiene

Safety

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.
• Which standards in the NQS relate to sleep and rest?
• What section of the National Regulation covers sleep and rest?
• Outline the six (6) ways to promote safe sleep for babies and reduce the risk of Sudden Death Syndrome (SIDS).

Guidance: Refer to the SIDs and Kids Website.

Which standards in the NQS relate to sleep and rest?

What section of the National Regulation covers sleep and rest?

Outline the six (6) ways to promote safe sleep for babies and reduce the risk of Sudden Death Syndrome (SIDS).

Suppose you are an assistant educator at Sparkling Stars Childcare Centre:

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.

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.

Guidance: You may write fictional but realistic information about George that is relevant to the report you will send to his mother and within the typical scope of an assistant educator, such as George’s behaviour (such as his difficulty or ease in sleeping, attitude towards staff and other children, etc.)

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

To Anna Parkinson a.parkinson67@yourdomain.com
From

Subject

Message

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.
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.
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 health and safety.
11.1. 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?
11.2. List two (2) examples of ways in which staff can ensure that children are dressed appropriately for Indoor/Outdoor Environmental conditions and temperatures.

List three (3) examples of instances where you would inform parents of clothing that the centre considers to be inappropriate or unsuitable for children while attending the centre?

List two (2) examples of ways in which staff can ensure that children are dressed appropriately for Indoor/Outdoor Environmental conditions and temperatures.

When children are playing or traveling outdoors, you must ensure they are safe at all times.
12.1. Describe the sun protection/safety procedures that are in place at your centre and explain what makes it safe for children.

Guidance: If you have not been to a child centre yet, examine the sun protection policy on the Sparkling Stars Childcare Centre intranet.

Sparkling Stars Childcare Centre Sun Care Policy
(Username: learner Password: studyhard)

12.2. How would you explain sun safety to children using the most recent sun safe promotional campaign resources?

Describe the sun protection/safety procedures that are in place at your centre and explain what makes it safe for children.

How would you explain sun safety to children using the most recent sun safe promotional campaign resources?

As a child care worker, you will be required to set up a variety of play environments for children.
13.1. List five (5) checks you should perform when setting up a play environment.
13.2. Describe the considerations when choosing equipment that is suitable for the age group of children you’re working with.

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

Describe the considerations when choosing equipment that is suitable for the age group of children you’re working with.

Children must be supervised by ensuring that they are in sight or hearing distance at all times.
14.1. What are the ratios for supervising children in an Early Education and Care setting across all age groups?
14.2. 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)?
14.3. 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.

What are the ratios for supervising children in an Early Education and Care setting across all age groups?

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)?

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

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.

As a childcare worker, it is important to ensure that play environments are clean and safe for children.
16.1. Briefly explain two (2) strategies you can use to communicate the rules for safe play to the children in the group.
16.2. 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.

Briefly explain two (2) strategies you can use to communicate the rules for safe play to the children in the group.

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

As a childcare worker, you will sometimes have to deal with children who are unwell.
17.1. Who is the first person you should inform if you suspect a child is sick?
17.2. Identify the documentation that needs to be completed when a child in your care has been unwell.
17.3. What policies/procedures relate to who can see this documentation?
17.4. Does the parent need to sign the form?

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

Identify the documentation that needs to be completed when a child in your care has been unwell.

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

Does the parent need to sign the form?

You are required to consistently implement the service policies for the exclusion of ill children.
18.1. Name five (5) infectious diseases that would cause the centre to exclude an ill child.
18.2. List three (3) precautions you should take if you suspect the child is infectious.

Name five (5) infectious diseases that would cause the centre to exclude an ill child.

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

As a child care worker, you will often have to deal with children who have allergies/anaphylaxis or asthma.
19.1. Write a brief description of what anaphylaxis is.
19.2. Write a brief description of what asthma is and describe the associated signs and symptoms.
19.3. Identify three (3) other common allergens that may affect children in a centre.
19.4. Describe what should happen when enrolling a child in a centre, who was anaphylaxis/asthma or other allergies.
19.5. List five (5) signs and symptoms that indicate a child is having an anaphylactic reaction.
19.6. Describe how you would use adrenalin auto injector for anaphylaxis.
19.7. What are triggers for asthma? Provide three (3).

Write a brief description of what anaphylaxis is.

Write a brief description of what asthma is and describe the associated signs and symptoms.

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

Describe what should happen when enrolling a child in a centre, who has anaphylaxis/asthma or other allergies.

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

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

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

You are required to consistently implement the service policies for the exclusion of ill children.
20.1. List six (6) things you will need to check before you administer medication to a child.
20.2. How is medication stored safely at the centre?
20.3. Describe which documentation must be completed when you administer medication.

List six (6) things you will need to check before you administer medication to a child.

How is medication stored safely at the centre?

Describe which documentation must be completed when you administer medication.

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

You notice during one of the mealtimes 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.

The National Quality Standard (NQS) Quality Area 2.2 states that “each child is protected” and Element 2.2.1 states that “At 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 of hearing distance at all times.

Guidance: Refer to the National Quality Standard (National Law and National Regulations).

22.1. Explain how you would follow service procedures for the safe collection of each child, ensuring they are released to authorised people.
22.2. What must occur if a child is missing or cannot be accounted for?

Explain how you would follow service procedures for the safe collection of each child, ensuring they are released to authorised people.

What must occur if a child is missing or cannot be accounted for?

List three (3) ways in which you can safely manage the use, storage and labelling of dangerous products.
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

Combustible fuels

Sources of heat

Open flames/sparks

Electrical equipment

Hot surfaces

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.)

Why smoke alarm is important

Smoke alarm placement

Installation

Maintenance


Part 2

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.

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?

Where can you access the “Get up and Grow” resources for promoting and providing healthy food and drinks?

Where can you access the “Australian Dietary Guidelines”?

Describe two (2) different activities you can do with children to help them learn about healthy eating.
Describe how you can ensure children are provided with sufficiently healthy food and water in the below situations:
• Meals are provided for the children by the centre
• 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.

Meals are provided for the children by the centre

Families provide food for the children

As a childcare worker, it is important to act as a role model in implementing healthy easting and nutrition practices during mealtimes.
4.1. Explain why it is important to interact with children during mealtimes.
4.2. Describe four (4) ways you can ensure that furniture and utensils are suitable to encourage children to be positively involved in, and enjoy mealtimes.

Explain why it is important to interact with children during mealtimes.

Describe four (4) ways you can ensure that furniture and utensils are suitable to encourage children to be positively involved in, and enjoy mealtimes.

List three (3) strategies you could use to help educate families about healthy eating.
Guidance: Provide an example of one (1) of the strategies you suggested.
In a child care service, you will need to cater for children’s individual dietary needs.
6.1. Explain how the centre obtains information regarding children’s specific dietary needs, food allergies or intolerances and who the information comes from.
6.2. Once this information has been obtained, describe the process for identifying children who have specific dietary needs, food allergies or intolerances.
6.3. Explain why it is important that these children be identified.
6.4. Explain what you would do if there was no policy to identify, manage and monitor children who have special dietary needs.

Explain how the centre obtains information regarding the children’s specific dietary needs, food allergies or intolerances and who the information comes from.

Once this information has been obtained, describe the process for identifying children who have specific dietary needs, food allergies or intolerances.

Explain why it is important that these children be identified.

Explain what you would do if there was no policy to identify, manage and monitor children who have special dietary needs.

Describe how children’s oral health, including signs of tooth decay impacts on their general health and well-being.
Answer the following questions:
8.1. Describe the recommended steps in preparing formula.
8.2. What are the “Standards of Infant Formula” in Australia?
8.3. What is the WHO code and how does it affect staff in an Early Childhood Education Care service?
8.4. What are the recommended sterilisation methods for preparing infant feeding equipment? Describe the steps for each method.
8.5. What are the recommended formula requirements for feeding infants?
8.6. 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?
8.7. What are the recommendations for minimising the risk of allergy in infants with a family history of allergies?

Describe the recommended steps in preparing formula.

What are the “Standards of Infant Formula” in Australia?

What is the WHO code and how does it affect staff in an Early Childhood Education and Care service?

What are the recommended sterilisation methods for preparing infant feeding equipment? Describe the steps for each method.

What are the recommended formula requirements for feeding infants?
Age of baby Approximate formula requirements for infants
Days 1-4

Day 5-3 months

3 to 6 months

6 to 12 months

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?

What are the recommendations for minimising the risk of allergy in infants with a family history of allergies?

Consider a mother who wants to continue breastfeeding her baby whilst attending your child care service.
9.1. Suggest three (3) ways you can support the mother breastfeeding her baby at your child care service.
9.2. Explain the benefits of breastfeeding.
9.3. What are the recommended steps for storing breast milk under the Infant Feeding Guidelines?
9.4. Complete the table below.

Suggest three (3) ways you can support the mother breastfeeding her baby at your child care service.

Explain the benefits of breastfeeding.

What are the recommended steps for storing breast milk under the Infant Feeding Guidelines?

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

List three (3) key points to consider when introducing solid foods to infants.
Describe two (2) ways you, as an assistant educator, can contribute to the healthy eating/nutrition policies and procedures at your child care service.
Safe food handling is paramount in Early Childhood Education and Care services.
12.1. Describe the clothing/PPE that must be worn when preparing food.
Guidance: At least two (2) must be provided.
12.2. List three (3) personal health symptoms that would prevent you from preparing food at a centre.
12.3. Provide a list of eight (8) procedures you need to follow to ensure you prepare food safely.
12.4. Explain how you would respond if you saw a colleague not following safe food handling practices.

Describe the clothing/PPE that must be worn when preparing food.

List three (3) personal health symptoms that would prevent you from preparing food at a centre.

Provide a list of eight (8) procedures you need to follow to ensure you prepare food safely.

Explain how you would respond if you saw a colleague not following safe food handling practices.

Below are dietary guides of two (2) foods.
Write a paragraph to explain which food is the healthier choice.
Guidance: From the two (2) options, pick the healthier choice in respect to:
• Saturated Fat Content
• Salt Content
• Sugar Content
• 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 DIETARY FIBRE 0.8g SATURATED 0.1g
SODIUM 180mg TRANSFATS NIL
POTASSIUM 44mg DIETARY FIBRE 3.6g
SODIUM 27mg
POTASSIUM 40mg

List four (4) procedures that should be in place to protect children from exposure to food allergens.
What are the “Five Guidelines” from the Australian Dietary Guidelines?
Label the different sections of the graph indicating the recommend 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

From the table below determine the minimum number of daily serves for each of the selected children.

• How many daily sample serves of Meat, Fish, and Poultry should be provided to a five year old child?
• How many daily sample serves of Bread should be provided to a ten year old child?
• How many daily sample serves of Fruit should a Breastfeeding Women have?

How many daily sample serves of Meat, Fish, and Poultry should be provided to a five year old child?

How many daily sample serves of Bread should be provided to a ten year old child?

How many daily sample serves of Fruit should a Breastfeeding Woman have?

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.
18.1. 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.
18.2. 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.

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.

Outline the section in the ECA Code of Ethics that relates to creating safe and healthy environments for children.

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:
• Specific cultural requirements
• Religious requirements
• Health requirements

Specific cultural requirements

Religious requirements

Health requirements


Part 3

In the following table, name the relevant legislations, regulations, codes and standards and how they impact on WHS/OHS in the workplace:
• The act
• Workplace regulations
• Codes of practice
• Industry standards
• State/territory WHS authorities
• Rights and responsibilities of employers and workers
• Duty of care
• Hazardous manual tasks
• Infection control
• Policies and procedures in Early Childhood Education and Care

Regulation, Law or Code How it Impacts on WHS/OHS in the Workplace
The Act

Workplace regulations

Codes of practice

Industry standards

Give 2 examples.

State/ territory WHS authorities

Rights and responsibilities of employers and workers
Give 3 examples each. Employers

Workers

Duty of care

Give 3 examples.

Hazardous manual tasks

Give 3 examples.

Infection control

Policies/ Procedures

Give 3 examples.

It is important that you can identify hazards in an Early Childhood Education and Care service.
2.1. What is the definition of a hazard?
2.2. What is hazard identification?
2.3. Name five (5) common workplace hazards relevant to Early Childhood Education and care.
2.4. Describe two (2) workplace procedures for hazard identification.
2.5. Give two (2) examples of hazardous manual handling tasks.

What is the definition of a hazard?

What is hazard identification?

Name five (5) common workplace hazards relevant to Early Childhood Education and Care.

Describe two (2) workplace procedures for hazard identification.

Give two examples of hazardous manual handling tasks.

Answer the following questions about risk.
3.1. Provide the definition of a risk.
3.2. Describe the risk involved with one of the hazards examples you provided in the question 2.3 above and how you would manage that risk.

Provide the definition of a risk.

Describe the risk involved with one of the hazards examples you provided in the question 2.3 above and how you would manage that risk.

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.
Identify two (2) ways you can stay up-to-date with Workplace Health and Safety information.
Review the environment in this picture. Complete the following table to identify three (3) of the hazards present in this indoor environment:

Identified hazard Associated risk Severity of risk Control and reporting

Complete the following table in relation to three (3) of the hazards present in the outdoor environment pictured:

Identified hazard Associated risk Severity of risk Control and reporting

Complete the following table in relation to three (3) of the hazards present in the storage environment pictured:

Identified hazard Associated risk Severity of risk Control and reporting

Identify the following safety signage and their meanings:
9.1. Dangerous goods classifications
9.2. Common first aid and safety signage

Dangerous goods classifications

Common first aid and safety signage

As a child care worker, you will need to participate in regular emergency and evacuation drills.
10.1. 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: learner Password: studyhard)

10.2. Describe an evacuation procedure at the centre.
10.3. Provide a brief description of how you could discuss fire evacuations with children.

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.

Describe an evacuation procedure at the centre.

Provide a brief description of how you could discuss fire evacuations with children.

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/Anaphylaxis

Fire Emergency


CASE STUDIES
Instructions to Assessor
This assessment supports the industry requirement in participating in workplace health and safety, establishing and maintaining a safe and healthy environment for children, ensuring the health and safety of children, and promoting and providing healthy food and drinks. This assessment will help the candidate demonstrate skill requirements in such situations.

Instructions to Student
The case studies are hypothetical situations which will not require you to have access to a workplace, although, your past and present work experiences may help with the responses you provide.

When you are done with ALL the tasks, submit ALL required files in a *.zip file. Follow this filename format:

[last name]_[first name]_Case Study Files.zip


Part 1

Case Study 1

You are the assistant educator in the Kindy room at Sparkling Stars Childcare Centre. You can find more about Sparkling Stars at their website:

Sparkling Stars Childcare Centre
(Username: learner Password: studyhard)

In the coming weeks, you will be busy 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.

Develop a plan relating to safe workplace policies and procedures relevant to the excursion.

If you have access to a centre’s policy and procedures you could have a look through and see if you can find anymore policies and procedures that may relate to the excursion.Using the Excursion Risk Assessment Form, we must take into consideration the following :-
i. Any risk that the excursion may pose to the safety, health and wellbeing of any child and identify how these risks will be managed and minimised.
ii. Any water hazards.
iii. Any risks associated with water-based activities.
iv. Transportation (to and from). Buses – ensure that the seating capacity as displayed on the compliance plate is not exceeded. All children must sit on seats, preferably with, or close to, an adult. Seat belt guidelines must be followed depending on the bus. If the bus has seat belts, they must be worn at all times.
v. The ratio of adults and children which must comply with the ratios in the Staffing Arrangements Policy.
vi. Specialised skills required (such as life-saving skills).
vii. Proposed activities.
viii. Proposed duration.
ix. Any medical conditions that need to be considered and managed for each child with specific health needs.While on the Excursion

No changes to the excursion itinerary will be made unless it is in the best interest of the children’s safety and wellbeing.
All children will carry an identification badge/ stamp/ sticker indicating the service name, address and contact numbers. Under no circumstances should children have their names on badges/ stamps/ stickers.
Information and equipment to be taken on the excursion will include:
i. A list of all children on the excursion, with relevant personal details and parent contact numbers
ii. Emergency mobile phone
iii. A list of all relevant and emergency procedures and contact numbers, to be readily accessible to all staff at all times  
Case Study 2

You have been assigned the task of devising a menu at Sparkling Stars Childcare Centre. You can find out more about Sparking 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 (1) 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:
• Present your menu in an attractive, easy-to-read format and submit it.
• Choose an item from your menu that contains an ingredient that may trigger a reaction from a child who has coeliac diseases. Submit the recipe for that menu item.
• Alter the recipe for the menu item so that it would be suitable for a child with coeliac disease.
• Pick one (1) lunch offering and explain how this meets the Australian Dietary Guidelines.

Monday Tuesday Wednesday Thursday Friday

Morning tea

Lunch

Afternoon tea

Late afternoon

Drinks

Recipe for menu item containing wheat, rye or barley to be submitted

Alteration to be made to menu removing wheat product and substituting an alternative (i.e. Rice flour/gluten-free pasta etc.)


Case Study 3

This scenario involves Sparkling Stars Childcare Centre. You can find 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.

What immediate action should Trang take?
Guidance: Describe what actions should occur if Trang is following the policies and procedures at Sparkling Stars.
What is the secondary action Trang should take?
Guidance: Describe in your own words what actions should occur if Trang were identifying the process as described in the policies and procedures at Sparkling Stars.
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)
Centre details
Location:

Nominated Supervisor:
Contact phone:

Setting:

Incident details
Day:
Date:
Time:

Report completed by:

Type of incident (indicate which is applicable)
0 Personal injury
0 Staff
0 Customer
0 Child

Name of person injured:

Part of Body Injured (if relevant):

Nature of injury sustained:
0 Abrasions, scrapes
0 Bite
0 Broken bone/fracture
0 Bruise
0 Burn
0 Concussion
0 Cut
0 Rash
0 Sprain
0 Swelling
0 Other (please specify)

Approximate size/colour of injury:

0 Damage to goods (please specify):

0 Assault
0 Staff
0 Customer
0 Other
(please specify):

0 Vandalism

0 Robbery/break-in (also complete security incident report form)

0 Equipment failure/damage (please specify):

Response to incident (indicate which is applicable)
0 First aid treatment administered (please specify what/by whom etc.):

0 Medical treatment administered (please specify where/by whom etc.):

0 Assistance sought: (please specify type)

0 Ambulance
0 Police 0 Counsellor

0 Equipment shut down (please specify what/when etc.):

0 Centre closed (please specify exact time):

0 Repair person contacted (please specify whom):

Other information
Who witnessed the incident? (please use full name, details of staff’s job title where applicable, and telephone number/s):

NOTE: Be specific. Describe in detail what actually happened, stating the facts in a clear and precise manner. Include exact location of incident, factors involved and any other details that may be beneficial. A drawing of the centre layout, identifying where the incident occurred, would be useful.

Other information
This report was compiled by (full name, title and contact telephone):

On (date/time):

This report is a true and accurate summary of the incident that occurred (please sign):

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.  
Part 2

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.

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

Scenario 1:
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


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 template provided below to document the instructions you provide to Jenny:

Your email to Jenny Liberman:
To: Jenny Liberman
Cc: Michelle Schiffer
Subject: Instructions regarding care for Kevin and Tim
Attachments:

Message:


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 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: 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? 0
0

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) 0
0

Participation and control: Yes, regularly No or sometimes
Can you choose your own work methods, pace, and/or order? 0
0

Can you decide yourself when to take a break? 0
0

Are you involved in decision making? 0
0

Are there regular meetings to discuss work? 0
0

Can you improve any unfavourable physical loads in your work? 0
0

Interpersonal relationships: Yes, regularly No or sometimes
Do you receive support from your supervisor and/or colleagues? 0
0

Are you isolated from others during work? 0
0

Are you treated differently, for example, because you are your race, gender, ethnic origin or disability? 0
0

Do you experience violence from customers, clients, patients or members of the public? 0
0

Career development and job security: Yes, regularly No or sometimes
Do you have good career prospects? 0
0

Are you able to develop your skills and intellect in your job? 0
0

Is your job security good? 0
0

Is it likely that during the next couple of years you will be in the present job with your current employer? 0
0

Working hours: Yes, regularly No or sometimes
Do you work long hours? 0
0

Do you work evenings, nights, and/or weekends (shift work)? 0
0

Do you have irregular working hours? 0
0

Role in the company and information: Yes, regularly No or sometimes
Do you have conflicting tasks/roles? 0
0

Do you receive enough information to do your work properly? 0
0

Do you receive feedback on your performance? 0
0

Income: Yes, regularly No or sometimes
Is your income sufficient to support yourself and your family? 0
0

Overall Reflection:

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:

Cc:

Subject:

Attachments:

Message:

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

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

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 Handbook, found in the link provided below, and use it as your guide as you complete the tasks that follow.
Allergy and Asthma Awareness Handbook
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:

Allegra Allergy Medicine Box

Close Up of Expiration Label

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 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.
• 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.
o Read aloud the two (2) kinds of medication that you are authorised to give Sophie.
o 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 (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 you 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 the 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 satisfactorily 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 the 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).”
• 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 medication’s packaging.
o Similar to the previous task, you must read out the instructions prior to implementation.
• 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 of Medication Administration.
o Ensure that you maintain this document, as this will be submitted along with other workbook requirements.


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 Johnson. He is four (4) years old and is severely allergic to nuts and dairy-based foods (i.e. milk products). Review the Anaphylaxis Handbook provided below and use it as reference to complete the following tasks.

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 that 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 gives 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.


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

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

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?
0 Yes 0 No
Explain your answer:


Scenario 2: You are preparing snacks for Billy. Below are the food labels of the available snacks:
Snack Option A Snack Option B

Which of the two snack options is most appropriate for Billy?

Explain your answer.

Give an example of a common dietary restriction for children with Type 1 Diabetes (Juvenile Diabetes):

Give an example of a common dietary restriction for Jewish children:

Give an example of a common dietary restriction for Muslim children:


Case Study 6
Meal Planning
Scenario 1: 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.

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.

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


PRACTICAL ASSESSMENT
Instructions to Assessor
This assessment supports the industry requirement in participating in workplace health and safety, establishing and maintaining a safe and healthy environment for children, ensuring the health and safety of children, and promoting and providing healthy food and drinks. This assessment will help the candidate demonstrate skill requirements in such situations.

Instructions to Student
Throughout this assessment, you will encounter different instructions prompted by this symbol , other instructions and guidelines, particular to the tasks or steps are in blue boxes. Understand and follow each step carefully to ensure success in all tasks. A list of Evidence to Submit is provided for your guidance.
When you are done with ALL the tasks, submit ALL required files in a *.zip file. Follow this filename format:

[last name]_[first name]_Practical Assessment Files.zip

Task 1
INSTRUCTIONS TO STUDENT
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.

Resources to Complete this Assessment

I. Workplace Resources


WHS policies and procedures of your centre


Individual medical management plans for children with specific health care needs


Centre’s policy or procedure on configuring groupings


At least one (1) local council/health organisation/public health unit and one (1) additional resource (website, journals, books, etc.) the centre accesses


Service/centre’s procedure for maintaining the currency of immunisation records


Service/centre’s written process for obtaining information about children’s current immunisation status


Induction/welcome pack

II. People Resources


Workplace supervisor

III. Inspire Resources

Forms and templates

In supporting each child’s health and safety needs:

WHS policies and procedures are set in the centre you are having your vocational placement with. 0Yes
0 No

Guidance: Provide a brief description of the centre’s relevant policies and procedures regarding safety assessments.

Individual medical management plans for children with specific heath care needs are in place and readily available at the service. 0Yes
0 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.

In providing for each child’s comfort:

The groupings of children are configured to provide for each child’s comfort and to minimise the risk of overcrowding. 0Yes
0 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?
Guidance: Submit a copy of the centre’s policy or procedure on configuring groupings and write the filename.

In promoting and implementing effective hygiene practices:

The service accesses information on current hygiene practices. 0Yes
0 No

Where does the centre get current and up-to-date information on current hygiene practices?
Guidance: 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.
Guidance: 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.”

In taking steps to control the spread of infectious diseases:

Service procedures are followed, in relation to notifying families of illness or injuries that affect children while in education and care. 0Yes
0 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.
Guidance: 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.
Guidance: 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:

Current records of children’s immunisation status are up-to-date and a procedure is in place to maintain the currency. 0Yes
0 No

Find out how your vocational work placement keep current records of the status of each child’s immunisations.
• Does the service have a procedure in place to maintain the currency of immunisation records?
• Guidance: Submit a copy of the procedure and write the filename.
Filename:

• Does the service have a process for obtaining information from families about their children’s current immunisation status?
• Guidance: Describe the process in detail or submit a copy of the service’s written process. Provide the filename below.
Filename:

In ensuring adequate supervision of children:

New or relief educators are informed of supervision arrangements and of what they are required to do in relation to supervising children. 0Yes
0 No

Were you provided with details and responsibilities of supervising children when you started in vocational work placement? 0Yes
0 No

Guidance: Briefly describe the details and responsibilities provided to you below.

Were you given an induction/welcome pack on your first day of work? 0Yes
0 No

Was the information regarding supervision arrangements and responsibilities included in the induction/welcome pack? 0Yes
0 No

Guidance: 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.

Were you given a copy of the centre’s supervision policy? 0Yes
0 No

Guidance: Submit a copy of the centre’s supervision policy and write the filename below.

In ensuring adequate supervision of children:

Safety checks are consistently implemented and action is taken as a result of the checks. 0Yes
0 No

• 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.
• Fill out the Safety Checks Log provided in Sparkling Stars intranet (Click here). (Username: learner Password: studyhard).
• 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:
• Date of the last safety check
• Premises/sections/rooms in the service that was checks
• General remarks and results of the safety checks
• Areas of concern
• Actions taken and the date actions are done
• Date for the next safety checks
• 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.
• Submit the document to your assessor and provide the filename.
Filename:

Basic training and testing on how to move and fit car seats, restraints and booster seats is available to all educators. 0Yes
0 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.
Guidance: You may need to consult your supervisor to be able to complete this task.


Checkpoint

CHECKPOINT

You are done with Task 1!

EVIDENCE TO SUBMIT
0 Individual medical management plan
0 Centre’s policy or procedure on configuring groupings
0 Centre’s procedure in notifying families of illness or injuries
0 Centre’s procedure to maintain the currency of immunisation records
0 Centre’s process for obtaining from families about their children’s current immunisation status
0 Your welcome pack
0 Centre’s supervision policy
0 Completed Safety Checks Log

The next task will require you to implement WHS procedures and work instructions.


Task 2
INSTRUCTIONS TO STUDENT
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:

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 (2))

Potential hazards identified
(list at least two (2))

Toys and equipment:
Are toys and equipment safe for children? Yes 0
No 0

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 0
No 0

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


Checkpoint

CHECKPOINT

You are done with Task 2!

EVIDENCE TO SUBMIT
0 Filled out hazard identification form

The next task will require you to report safety assessment results to a designated person.


Task 3
INSTRUCTIONS TO STUDENT
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:
Guidance: You do not need to send an actual email to your supervisor.

To:

Subject:

Attachments:

Message:


Checkpoint

CHECKPOINT

You are done with Task 3!

EVIDENCE TO SUBMIT
0 Safety assessment email report

EVIDENCE TO SUBMIT
Make sure that you have everything listed below. You may use the tick boxes to help you mark files ready for submission.

Evidence Document Completed

1 Completed Workbook 0

2 Case Studies – Part 1
0

3 Case Studies – Part 1, Case Study 2
0

4 Case Studies – Part 1, Case Study 2: Menu
0

5 Case Studies – Part 1, Case Study 2: Recipe
0

6 Case Studies – Part 1, Case Study 2: Alternate Recipe
0

7 Case Studies – Part 1, Case Study 3: Incident/Accident Report Form
0

8 Case Studies – Part 2, Case Study 1: Sleep and Rest checklist
0

9 Case Studies – Part 2, Case Study 3 Scenario 4: Sleep and Rest checklist
0

10 Case Studies – Part 2, Case Study 4 Scenario 1: Video Task – Authorisation to administer medication (Sophie Lancaster)
0

11 Case Studies – Part 2, Case Study 4 Scenario 2: Video Task – Sophie’s asthma management plan
0

12 Case Studies – Part 2, Case Study 4 Scenario 2: Authorisation to Administer Medication (Sophie)
0

13 Case Studies – Part 2, Case Study 4 Scenario 3: Providing first aid to Sophie
0

14 Case Studies – Part 2, Case Study 5 Scenario 1: Video Task – Responding to Billy’s anaphylactic emergency
0

15 Case Studies – Part 2, Case Study 5 Scenario 2: Relevant forms following Billy’s emergency
0

16 Case Studies – Part 2, Case Study 5 Scenario 2: Anaphylaxis Management Risk Management Plan – Billy Johnson
0

17 Case Studies – Part 2, Case Study 6: Meal plan for Johnny
0

18 Case Studies – Part 2, Case Study 6: Breastfeeding guide for Lucas’ mother
0

19 Task 1, Question 2: Individual medical management plan
0

20 Task 1, Question 3: Centre’s policy or procedure on configuring groupings
0

21 Task 1, Question 6: Centre’s procedure in notifying families of illness or injuries
0

22 Task 1, Question 7: Centre’s procedure to maintain the currency of immunisation records
0

23 Task 1, Question 7: Centre’s process for obtaining information from families about their children’s current immunisation status
0

24 Task 1, Question 7: Centre’s process for obtaining information from families about their children’s current immunisation status
0

25 Task 1, Question 8: Your welcome pack
0

26 Task 1, Question 8: Centre’s supervision policy
0

27 Task 1, Question 9: Safety Checks Log
0

Reminder:
Submit all of the files in a compressed folder (.zip). Follow this filename format:

[last name][first name]_Case Study Files.zip [last name][first name]_Practical Assessment Files.zip

End of Assessment

WORKBOOK CHECKLIST
(For Assessor’s Use ONLY)
Review the candidate’s assessment against the checklist below:
0 The candidate has completed all the assessments in the workbook:
0 Knowledge Assessment
0 Case Studies
0 Practical Assessment
0 The candidate has submitted all of the following evidence:
0 Completed Workbook
0 Case Studies – Part 1
0 Case Studies – Part 1, Case Study 2
0 Case Studies – Part 1, Case Study 2: Menu
0 Case Studies – Part 1, Case Study 2: Recipe
0 Case Studies – Part 1, Case Study 2: Alternate Recipe
0 Case Studies – Part 1, Case Study 3: Incident/Accident Report Form
0 Case Studies – Part 2, Case Study 1: Sleep and Rest checklist
0 Case Studies – Part 2, Case Study 3 Scenario 4: Sleep and Rest checklist
0 Case Studies – Part 2, Case Study 4 Scenario 1: Video Task – Authorisation to administer medication (Sophie Lancaster)
0 Case Studies – Part 2, Case Study 4 Scenario 2: Video Task – Sophie’s asthma management plan
0 Case Studies – Part 2, Case Study 4 Scenario 2: Authorisation to Administer Medication (Sophie)
0 Case Studies – Part 2, Case Study 4 Scenario 3: Providing first aid to Sophie
0 Case Studies – Part 2, Case Study 5 Scenario 1: Video Task – Responding to Billy’s anaphylactic emergency
0 Case Studies – Part 2, Case Study 5 Scenario 2: Relevant forms following Billy’s emergency
0 Case Studies – Part 2, Case Study 5 Scenario 2: Anaphylaxis Management Risk Management Plan – Billy Johnson
0 Case Studies – Part 2, Case Study 6: Meal plan for Johnny
0 Case Studies – Part 2, Case Study 6: Breastfeeding guide for Lucas’ mother
0 Task 1, Question 2: Individual medical management plan
0 Task 1, Question 3: Centre’s policy or procedure on configuring groupings
0 Task 1, Question 6: Centre’s procedure in notifying families of illness or injuries
0 Task 1, Question 7: Centre’s procedure to maintain the currency of immunisation records
0 Task 1, Question 7: Centre’s process for obtaining information from families about their children’s current immunisation status
0 Task 1, Question 7: Centre’s process for obtaining information from families about their children’s current immunisation status
0 Task 1, Question 8: Your welcome pack
0 Task 1, Question 8: Centre’s supervision policy
0 Task 1, Question 9: Safety Checks Log

IMPORTANT REMINDER
Candidates must achieve a satisfactory result in 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.


OVERALL MARKING FORM
(For Assessor’s Use ONLY)
To the Assessor: Complete the Marking Form provided on the next page to record the assessment outcomes of the candidate. To complete the form:
• Provide all the required details in the Assessment Details Section
• For each unit of competency,
 Tick S (Satisfactory), if the candidate has completed the assessment item according to the marking guide and prescribed benchmark answers.
 Tick NYS (Not Yet Satisfactory), if the candidate has not completed the assessment item according to the marking guide and prescribed benchmark answers.
• Review and confirm that all evidence submissions from the candidate meet the Rules of Evidence. Tick S if satisfactory; otherwise, tick NYS if not yet satisfactory.
• Check all signatures provided by the candidate in their evidence submissions. Confirm if these match the signature the candidate provided to the Training Provided.
• Record all third-party personnel you contacted and provide the other required information.
• In the ‘Overall Result for this Workbook’ section of the form, tick S (Satisfactory), if the candidate has met all requirements in this form and all assessment items have been completed to a satisfactory level, otherwise, tick NYS (Not yet satisfactory).
• Provide other comments and feedback on the candidate’s performance, as necessary.
• Complete the Assessor’s Declaration by filling in your details, date signed, and affixing your signature.

Assessment Details
Candidate’s Name:

RTO Name

RTO Contact Number

RTO Email Address

Assessor’s Name:

Subject Click or tap here to enter text.

Unit(s) of Competency Click or tap here to enter text.

OVERALL MARKING RESULT FORM
(For Assessor’s Use ONLY)

Knowledge Assessment S NYS
Part 1, Question 1
• •
Part 1, Question 2
• •
Part 1, Question 3
• •
Part 1, Question 4
• •
Part 1, Question 5
• •
Part 1, Question 6
• •
Part 1, Question 7
• •
Part 1, Question 8
• •
Part 1, Question 9
• •
Part 1, Question 10
• •
Part 1, Question 11
• •
Part 1, Question 12
• •
Part 1, Question 13
• •
Part 1, Question 14
• •
Part 1, Question 15
• •
Part 1, Question 16
• •
Part 1, Question 17
• •
Part 1, Question 18
• •
Part 1, Question 19
• •
Part 1, Question 20
• •
Part 1, Question 21
• •
Part 1, Question 22
• •
Part 1, Question 23
• •
Part 1, Question 24
• •
Part 2, Question 1
• •
Part 2, Question 2
• •
Part 2, Question 3
• •
Part 2, Question 4
• •
Part 2, Question 5
• •
Part 2, Question 6
• •
Part 2, Question 7
• •
Part 2, Question 8
• •
Part 2, Question 9
• •
Part 2, Question 10
• •
Part 2, Question 11
• •
Part 2, Question 12
• •
Part 2, Question 13
• •
Part 2, Question 14
• •
Part 2, Question 15
• •
Part 2, Question 16
• •
Part 2, Question 17
• •
Part 2, Question 18
• •
Part 2, Question 19
• •
Part 3, Question 1
• •
Part 3, Question 2
• •
Part 3, Question 3
• •
Part 3, Question 4
• •
Part 3, Question 5
• •
Part 3, Question 6
• •
Part 3, Question 7
• •
Part 3, Question 8
• •
Part 3, Question 9
• •
Part 3, Question 10
• •
Part 3, Question 11
• •

Case Studies S NYS
Part 1, Case Study 1
• •
Part 1, Case Study 2
• •
Part 1, Case Study 3
• •
Part 2, Case Study 1
• •
Part 2, Case Study 2
• •
Part 2, Case Study 3
• •
Part 2, Case Study 4
• •
Part 2, Case Study 5
• •
Part 2, Case Study 6
• •

Practical Assessment S NYS
Task 1
• •
Task 2
• •
Task 3
• •

Rules of Evidence S NYS
All knowledge and skills evidence submissions are valid. • •
All knowledge and skills evidence submissions are authentic. • •
All knowledge and skills evidence submissions are sufficient. • •
All knowledge and skills evidence submissions are current. • •

Signature Authentication Checklist
This checklist will guide you in authenticating the signatures provided by the candidate in their assessment workbook and evidence submissions.
Read each checklist item and tick YES only if you confirm that the item is a true and accurate reflection of the signature authentication you have conducted.
Checklist Item Check if completed
I confirm ALL signatures provided by the candidate in their evidence submissions match with the signature they provided to the Training Provider •


Third Party Verification Log
Instructions for the Assessor:
You are required to contact all third-party personnel involved in the candidate’s assessment to verify the candidate’s performance and evidence submissions and to confirm with them whether the candidate’s evidence submissions are true and accurate.
Complete this Third-Party Verification Log to document your completion of this process. In completing this log, provide all of the following required information for each third-party personnel:
 Name of third-party personnel contacted
 Role in the candidate’s assessment (e.g. workplace supervisor, observer, or learner)
 Contact details (phone number or email address)
 Date contacted
You must also confirm that third-party personnel have verified the candidate’s evidence submissions are true and accurate.

Name of Third-party Contacted Role in the Candidate’s Assessment Contact Details (Phone number or email address) Date contacted Third-Party verifies evidence submissions of the candidate are true and accurate?

Yes ☐ No ☐
Assessor’s notes:

Yes ☐ No ☐
Assessor’s notes:

Yes ☐ No ☐
Assessor’s notes:

Overall Result for this Workbook S NYS
Overall Result ☐

Assessor’s Comments/Feedback

Assessor’s Declaration
I declare that the results recorded in this Assessment Cluster Final Result Record are a true and accurate record of the candidate’s results for each task.
Assessor’s Name
Assessor’s Signature

Date

End of Marking Form (For the Assessor’s Use Only)

WE WOULD LOVE YOUR FEEDBACK!
Inspire Education is committed to ensuring you get the most out of your student experience with us. Part of your Learning Journey is the use of our contextualised learning materials and assessment workbooks. We would love to get your feedback on how this material worked for you.

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