Assessment Workbook 7 for CHC50113 Diploma of Early Childhood Education and Care

This assessment workbook covers the skills and knowledge required to establish and maintain a safe and healthy environment for children. It includes knowledge assessment, case studies, and projects. The unit of competency is CHCECE016.

CHC50113 Diploma of
Early Childhood Education
and Care
Health and Safety
Management
V2.2 Produced 18 September 2018
Copyright © 2016 Compliant Learning Resources. All rights reserved. No part of this publication
may be reproduced or distributed in any form or by any means, or stored in a database or
retrieval system other than pursuant to the terms of the Copyright Act 1968 (Commonwealth),
without the prior written permission of
Compliant Learning Resources
Assessment Workbook 7

Version control & document history
Date Summary of modifications made Version
29 April 2014 Version 1 final produced following assessment
validation.
1.0
23 January 2015 Version 2 final produced following second
assessment validation
2.0
19 July 2016 Minor updates throughout document 2.1
18 September
2018
Changed question in Knowledge Assessment
Question 2
2.2
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TABLE OF CONTENTS
This is an interactive table of contents. If you are viewing this document in
Acrobat, clicking on a heading will transfer you to that page. If you have this
document open in Word, you will need to hold down the Control key while
clicking for this to work.
INSTRUCTIONS........................................................................................... 4
WHAT IS COMPETENCY BASED ASSESSMENT...................................................4
THE BASIC PRINCIPLES OF ASSESSING NATIONALLY RECOGNISED TRAINING.......5
THE DIMENSIONS OF COMPETENCY...............................................................6
REASONABLE ADJUSTMENT..........................................................................7
CHEATING AND PLAGIARISM........................................................................9
THE UNIT OF COMPETENCY........................................................................10
ASSESSMENT METHODS............................................................................14
CONTEXT FOR ASSESSMENT.......................................................................15
RESOURCES REQUIRED FOR ASSESSMENT....................................................15
PRESENTATION.........................................................................................16
ASSESSMENT WORKBOOK COVERSHEET......................................................17
KNOWLEDGE ASSESSMENT.........................................................................18
CASE STUDIES.......................................................................................... 47
PROJECT 1: ESTABLISH AND MAINTAIN A SAFE AND HEALTHY ENVIRONMENT
FOR CHILDREN......................................................................................... 55
PROJECT 2: CONDUCT A WORKPLACE RISK ASSESSMENT...............................69
PROJECT 3: CONDUCT A RISK ASSESSMENT FOR AN EXCURSION.....................76
ASSESSOR CHECKLIST...............................................................................83
FEEDBACK............................................................................................... 84
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INSTRUCTIONS
The questions in this workbook are divided into two categories.
The Knowledge Assessment contains questions that are all in a short answer
format. The Case Studies are longer questions requiring creative thought
processes are covered in the case studies assessment. You must answer all
questions using your own words. However you may reference your learner
guide, and other online or hard copy resources to complete this assessment.
You must attempt all assessments satisfactorily to achieve an overall award of
competent.
If you are currently working as part of an Early Childhood Education/Child
Care team, you may answer these questions based on your own workplace.
Otherwise consider what you should do if you were working as part of an Early
Childhood Education/Child Care team you may refer to Sparkling Stars as an
example.
WHAT IS COMPETENCY BASED ASSESSMENT
The features of a competency based assessment system are:
 It is focused on what learners can do and whether it meets the
criteria specified by industry as competency standards.
 Assessment should mirror the environment the learner will encounter
in the workplace.
 Assessment criteria should be clearly stated to the learner at the
beginning of the learning process.
 Assessment should be holistic. That is it aims to assess as many
elements and/or units of competency as is feasible at one time.
 In competency assessment a learner receives one of only two
outcomes – competent or not yet competent.
 The basis of assessment is in applying knowledge for some purpose.
In a competency system, knowledge for the sake of knowledge is seen
to be ineffectual unless it assists a person to perform a task to the
level required in the workplace.
 The emphasis in assessment is on assessable outcomes that are
clearly stated for the trainer and learner. Assessable outcomes are
tied to the relevant industry competency standards where these exist.
Where such competencies do not exist, the outcomes are based upon
those identified in a training needs analysis.
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Definition of competency
Assessment in this context can be defined as:
 The fair, valid, reliable and flexible gathering and recording of
evidence to support judgement on whether competence has been
achieved. Skills and knowledge (developed either in a structured
learning situation, at work, or in some other context) are assessed
against national standards of competence required by industry,
rather than compared with the skills and knowledge of other learners.
THE BASIC PRINCIPLES OF ASSESSING
NATIONALLY RECOGNISED TRAINING
Developing and conducing assessment, in an Australian vocational education
and training context, is founded on a number of basic conventions:
The principles of assessment
 Assessment must be valid
o Assessment must include the full range of skills and knowledge
needed to demonstrate competency.
o Assessment must include the combination of knowledge and
skills with their practical application.
o Assessment, where possible, must include judgements based on
evidence drawn from a number of occasions and across a
number of contexts.
 Assessment must be reliable
o Assessment must be reliable and must be regularly reviewed to
ensure that assessors are making decisions in a consistent
manner.
o Assessors must be trained in national competency standards for
assessors to ensure reliability.
 Assessment must be flexible
o Assessment, where possible, must cover both the on and off-the-
job components of training within a course.
o Assessment must provide for the recognition of knowledge,
skills and attitudes regardless of how they have been acquired.
o Assessment must be made accessible to learners though a
variety of delivery modes, so they can proceed through
modularised training packages to gain competencies.
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 Assessment must be fair and equitable
o Assessment must be equitable to all groups of learners.
o Assessment procedures and criteria must be made clear to all
learners before assessment.
o Assessment must be mutually developed and agreed upon
between assessor and the assessed.
o Assessment must be able to be challenged. Appropriate
mechanisms must be made for reassessment as a result of
challenge.
The rules of evidence (from Training in Australia by M Tovey, D Lawlor)
When collecting evidence there are certain rules that apply to that evidence.
All evidence must be valid, sufficient, authentic and current;
 Valid
o Evidence gathered should meet the requirements of the unit of
competency. This evidence should match or at least reflect the
type of performance that is to be assessed, whether it covers
knowledge, skills or attitudes.
 Sufficient
o This rule relates to the amount of evidence gathered It is
imperative that enough evidence is gathered to satisfy the
requirements that the learner is competent across all aspects of
the unit of competency.
 Authentic
o When evidence is gathered the assessor must be satisfied that
evidence is the learner’s own work.
 Current
o This relates to the recency of the evidence and whether the
evidence relates to current abilities.
THE DIMENSIONS OF COMPETENCY
The national concept of competency includes all aspects of work performance,
and not only narrow task skills. The four dimensions of competency are:
 Task skills
 Task management skills
 Contingency management skills
 Job role and environment skills
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REASONABLE ADJUSTMENT
Adapted Reasonable Adjustment in teaching, learning and assessment for
learners with a disability - November 2010 - Prepared by - Queensland VET
Development Centre
Reasonable adjustment in VET is the term applied to modifying the learning
environment or making changes to the training delivered to assist a learner
with a disability. A reasonable adjustment can be as simple as changing
classrooms to be closer to amenities, or installing a particular type of software
on a computer for a person with vision impairment.
Why make a reasonable adjustment?
We make reasonable adjustments in VET to make sure that learners with a
disability have:
 the same learning opportunities as learners without a disability
 the same opportunity to perform and complete assessments as those
without a disability.
Reasonable adjustment applied to participation in teaching, learning
and assessment activities can include:
 customising resources and assessment activities within the training
package or accredited course
 modifying the presentation medium learner support
 use of assistive / adaptive technologies
 making information accessible both prior to enrolment and during the
course
 monitoring the adjustments to ensure learner needs continue to be
met.
Assistive / Adaptive Technologies
Assistive/adaptive technology means ‘software or hardware that has been
specifically designed to assist people with disabilities in carrying out daily
activities’ (World Wide Web Consortium - W3C). It includes screen readers,
magnifiers, voice recognition software, alternative keyboards, devices for
grasping, visual alert systems, digital note takers.
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IMPORTANT NOTE
Reasonable adjustment made for collecting candidate assessment evidence
must not impact on the standard expected by the workplace, as expressed by
the relevant Unit(s) of Competency. E.g. If the assessment was gathering
evidence of the candidates competency in writing, allowing the candidate to
complete the assessment verbally would not be a valid assessment method.
The method of assessment used by any reasonable adjustment must still meet
the competency requirements.
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CHEATING AND PLAGIARISM
What is Cheating?
Cheating within the context of the study environment, means to dishonestly
present an assessment task or assessment activity as genuinely representing
your own understanding of and/or ability in the subject concerned.
Some examples of cheating are:
 Submitting someone else’s work as your own. Whether you have that
persons consent or not.
 Submitting another author’s work as your own, without proper
acknowledgement of the author.
 To allow someone else to submit your own work as theirs.
 To use any part of someone else’s work without the proper
acknowledgement
There are other forms of cheating not contained in this list. These are merely
given as some examples. If you are unsure about whether any particular
behaviour would constitute plagiarism or cheating, please check with your
trainer prior to submitting your assessment work.
What is Plagiarism?
Plagiarism is a form of cheating and includes presenting another person or
organisation’s ideas or expressions as your own. This includes, however is not
limited to: copying written works such as books or journals, data or images,
tables, diagrams, designs, plans, photographs, film, music, formulae, web sites
and computer programs.
How do I avoid Plagiarism or Cheating?
Students are advised to note the following advice to avoid claims of plagiarism
or cheating:
 Always reference other people’s work. You may quote from someone
else's work (for example from websites, textbooks, journals or other
published materials) but you must always indicate the author and source
of the material.
 Always Reference your sources. You should name sources for any
graphs, tables or specific data, which you include in your assignment.
 You must not copy someone else's work and present it as your
own.
 You must not falsify assessment evidence.
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THE UNIT OF COMPETENCY
For the purpose of delivering the Qualification CHC50113 Diploma in
Early Childhood Education and Care clustered assessment of units of
competency will occur.
When assessing each unit it is important to understand how they are
structured in order to meet assessment requirements.
Each unit of competency can be unbundled to reveal two key assessment
components:
1. the performance criteria
a. specifying the required level of performance
2. the Assessment Requirements
a. Performance Evidence
b. Knowledge Evidence
c. Assessment Conditions
CHCECE016 Establish and maintain a safe and healthy environment
for children
Application
The unit describes the skills and knowledge to establish and maintain a safe
and healthy environment for children.
This unit applies to educators working in a range of education and care
services.
Elements
 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
Foundation Skills
The foundation skills described those required skills (language, literacy
and numeracy) that are essential to performance.
Reading - in order to interpret and apply relevant legislative and
regulatory requirements, including National Quality Standards,
required for ensuring safety in a service.
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The remaining foundation skills essential to performance are explicit in
the performance criteria of this unit.
Performance Evidence
The candidate must show evidence of the ability to complete tasks outlined in
elements and performance criteria of this unit, manage tasks and manage
contingencies in the context of the job role. There must be demonstrated
evidence that the candidate has completed the following tasks:
 established and maintained an environment that is safe and healthy
for children in at least once service, including:
 communicating hazards and safety issues to appropriate persons
within the service
 coordinating emergency responses including evacuation plans
 planning and coordinating supervision of children
 promoting and monitoring safety practices, including administration
of medicines and safe handling of food
 coordinating appropriate procedures for handling infections and
illnesses, including communicating with families
 enacting strategies to support children to take increasing
responsibility for their own health and physical wellbeing.
Knowledge Evidence
The candidate must be able to demonstrate essential knowledge required to
effectively do the task outlined in elements and performance criteria of this
unit, manage the task and manage contingencies in the context of the work
role. This include knowledge of:
 how to access:
o the National Quality Framework
o the National Quality Standards
o the relevant approved learning framework
 how to navigate through framework and standards documents to find
areas relevant to this unit of competency
 common childhood illnesses and appropriate responses
 strategies for minimising risk
 notifiable diseases
 organisational standards, policies and procedures.
Assessment Conditions
Skills must be demonstrated in a regulated education and care service.
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In addition, simulations and scenarios must be used where the full range of
contexts and situations cannot be provided in the workplace or may occur only
rarely. These are situations relating to emergency or unplanned procedures
where assessment in these circumstances would be unsafe or is impractical.
Simulated assessment environments must simulate the real-life working
environment where these skills and knowledge would be performed, with all
the relevant equipment and resources of that working environment.
Assessment must ensure use of:
 National Quality Framework for Early Childhood Education and Care
 the relevant approved learning framework under the National Quality
Framework for Early Childhood Education and Care
 evacuation plans
 health and safety procedures and policies, including food-handling,
travel and medication administration.
Assessors must satisfy the NVR/AQTF mandatory competency requirements
for assessors.
HLTWHS003 Maintain work health and safety
Application
This unit describes the skills and knowledge required to implement and
monitor work health and safety (WHS) policies, procedures and work practices
as part of a small work team.
This unit applies to workers who have a key role in maintaining WHS in an
organisation, including duty of care for other workers.
Elements
 Contribute to workplace procedures for identifying hazards and
controlling risks
 Implement policies and procedures into work team processes
 Support consultation, cooperation and communication
Foundation Skills
The foundation skills described those required skills (language, literacy
and numeracy) that are essential to performance.
 Written communication – in order to complete a workplace risk
assessment and complete a workplace incident report in line with
regulatory guidelines and organisational policies
 Oral communication – in order to accurately present information
to a small group of at least two participants
Foundation skills essential to performance are explicit in the
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performance criteria of this unit of competency.
Performance Evidence
The candidate must show evidence of the ability to complete tasks outlined in
elements and performance criteria of this unit, manage tasks and manage
contingencies in the context of the job role.
There must be demonstrated evidence that the candidate has completed the
following tasks at least once in line with state/territory WHS regulations,
relevant codes of practice and workplace procedures:
 conducted a workplace risk assessment and recorded the results,
including:
o identification of hazards and potential hazards
o risk assessment
o strategies for minimising risk, and
o analysis of residual risk
 provided WHS information to at least two workers, including:
o explanation of WHS policies and procedures
o demonstration of safe housekeeping practices
o correct use of personal protective equipment (PPE)
 consistently monitored safety procedures in the day-to-day work
activities required by the job role
 completed a workplace incident report
 followed workplace procedures for a simulated emergency situation
Knowledge Evidence
The candidate must be able to demonstrate essential knowledge required to
effectively complete tasks outlined in elements and performance criteria of
this unit, manage tasks and manage contingencies in the context of the work
role. This includes knowledge of:
 State/territory legislation and how it impacts on workplace
regulations, codes of practice and industry standards, including:
o state/territory WHS authorities
o rights and responsibilities of persons conducting a business or
undertaking (PCBUs), officers and workers, including duty of
care
o legislative requirements for record-keeping and reporting
o regulatory requirements relevant to the particular industry/type
of work site
o hazardous manual tasks
o infection control
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 Hazards common to the work environment and how they cause harm
 Principles of hazards and risk assessment, including:
o hazard identification procedures
o risk assessment process
o residual risk
o risk controls
o hierarchy of control
 Workplace emergency procedures
 Workplace policies and procedures for WHS.
ASSESSMENT METHODS
Assessment for this unit will be assessed through completion of
Assessment Workbook Seven (7) and the relevant section of Workbook
Eleven (11).
Workbook Seven (7) will focus on two assessment methods:
1. Written Questions – based on the required knowledge component as
described in the Instructions for Assessment
2. Case Studies – utilising the Sparkling Stars virtual Education and
Care Service and activities set out in this workbook.
3. Projects – provide tasks designed to be completed in a practical setting,
to assist completion of relevant tasks addressing underpinning skills
and/or knowledge requirements.
Further Assessments:
4. Workbook Eleven (11) Skills Journal
 participant must attend Vocational Placement and maintain a log of
tasks completed and signed off by supervisor in the workplace.
a.
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CONTEXT FOR ASSESSMENT
To complete the assessment in this workbook, students need only to have
access to their learning materials and the internet. This may be completed
wholly at the student’s home, or chosen place of study.
RESOURCES REQUIRED FOR ASSESSMENT
To complete the assessments in this workbook, the candidates will need
access to:
 Computer with internet access, MS Word, Adobe Acrobat Reader
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PRESENTATION
Things to Consider:
Only submit your workbook once all activities inside are complete. Should you
have any questions regarding your assessments, or not understand what is
required for you to complete your assessment, please feel free to ask your
trainer.
Keep your answers succinct and make sure you are answering the question.
Re-read the question after you have drafted up your response just to be sure
you have covered all that is needed.
Your final assessment result will either be competent or not yet competent.
If submitting your assessments please ensure that
1. All assessment tasks within the workbook have been completed
2. You have proof read your assessment
Answering the Questions:
1. If you are using Microsoft Word you will need to click in the grey
area of the box to begin typing your answer.
Assessments may not be processed if the above guidelines are not
adhered to. To ensure your assessment is processed as quickly as
possible, please follow these instructions.
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ASSESSMENT WORKBOOK COVERSHEET
WORKBOOK: WORKBOOK 7
TITLE: Health and Safety Management
FIRST AND SURNAME:
PHONE:
EMAIL:
Please read the Candidate Declaration below and if you
agree to the terms of the declaration sign and date in
the space provided.
By submitting this work, I declare that:
 I have been advised of the assessment requirements, have been
made aware of my rights and responsibilities as an assessment
candidate, and choose to be assessed at this time.
 I am aware that there is a limit to the number of submissions
that I can make for each assessment and I am submitting all
documents required to complete this Assessment Workbook.
 I have organised and named the files I am submitting according
to the instructions provided and I am aware that my assessor
will not assess work that cannot be clearly identified and may
request the work be resubmitted according to the correct
process.
 This work is my own and contains no material written by
another person except where due reference is made. I am aware
that a false declaration may lead to the withdrawal of a
qualification or statement of attainment.
 I am aware that there is a policy of checking the validity of
qualifications that I submit as evidence as well as the
qualifications/evidence of parties who verify my performance or
observable skills. I give my consent to contact these parties for
verification purposes.
Name : Signature: Date:

KNOWLEDGE ASSESSMENT
1. Identify four (4) relevant sections of the NQS that relate to
establishing and maintaining a safe and healthy environment for
children.
Guidance: Use the element numbers of standards only.
i. Health and well-being safety of the children..
ii. The focus must be on achieving the best possible outcomes for the children.
iii. Providing the children with high quality safety care and education.
iv. Families must understand what is quality education and how does it differs from
others (Mitka, 2007).
2. Identify the relevant sections of the EYLF that relate to establishing
and maintaining a safe and healthy environment for children. List
three (3). Explain the outcomes of each section to the children.
1. Children must have the string sense of ability and must be connected and contribute to
world.
2. Children must develop the wellbeing sense
3. Children must be involved learners and effective communicators.
The childhood years describes the principles and practices which will enhance and
support the learning processes of kids till five years and transition to school shall also
take place.
The early years learning architecture enables child care professionals and early teachers with
setting to extend and enrich the learning of children. Providing opportunities for children and
develop the foundation for learning (Holding et al., 2017).
.
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Give five (5) examples of how an educator can promote learning health
and safety to children.
Guidance: Refer to the EYLF.
To support the children and achieve the learning outcomes through EYLF framework, and
promotion of each child throughout the early childhood setting is necessary.
Educator can promote learning through-
1. By acknowledging and responding sensitively to the signals and cues of children.
2. By supporting the secured attachment of children through warm and consistent
relationships.
3. By responding to children attempts and initiating conversations and interactions and
creating the cultural value.
4. Creating a culture of creativity and different approaches towards learning.
5. Providing support to children during changing times and bridge the gap which exist
between familiar and unfamiliar.
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As an educator you will be responsible for preparing and serving food
and promoting healthy eating to babies, toddlers and children.
4. Which sections of the National Law and National Regulations is a
Child Care Centre obligated to implement into practice? List three (3).
Guidance: You will need to research this information in the National
Law and National Regulations.
The education and Health care services of the National Regulation provides a detail range of
operational requirements for care and education service including-
1. The application processes for service and provider approval and maintenance of
national quality standards.
2. Setting the rating scale and process for rating as well as assessment t of services
against the quality standard.
3. Minimum requirements which are related with administration of care and education
and fees for the different transactions and jurisdiction particular provisions.
Staffing qualification and arrangements are also required to be done.
Legislation and regulation of nursery and early care and childcare including the track of
present consultations and legislation must be in process along with policy guidelines that
affects the sector.
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5. Fill out the table below in relation to common childhood illnesses that you need to be aware of in the centre
and appropriate responses.
Common Childhood
Illness How is this transmitted? What should be your response?
Whooping cough (Pertussis) By direct contact with nasal discharges.
Sneezing and coughing are two forms of
transmission
Whooping cough will last for 5 days and appropriate
medicines must be taken. The patient will be required to take
the antibiotics for 3 to 5 days.
Influenza Droplets came through with flu cough.
A person sneezing in front of you can
cause influenza
The patient diagnosed with influenza must stay at home for 7
days in a week.
Rubella or measles Direct contact with throat or nasal
secretions.
German measles are regarded as rubella.
If a patient is suffering from Rubella or measles, the person
needs to take 1 week rest.

Hepatitis A By consumption of contaminated food
or water.
An individual must avoid the risky behavior.
Worms Worms are caused by abdominal pain,
diarrhea or weight loss
Washing your hands before and after eating and taking other
healthy precautions.
Viral gastroenteritis This is caused by individual to
individual contact, by touching the
contaminated hands.
Using hand sanitizer is the best option.
Chicken pox Chicken pox is caused through zoster
virus
Vaccination and rest for a period of two weeks.
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Cold sores (Herpes simplex) These are fever blisters and caused
through simplex virus
Antiviral medications can be helpful.
Ringworm By skin to skin contact and can linger on
towels, brushes etc.
Wash bedding and use antifungal shampoo.
Glandular fever (Mononucleosis) Damage to the spleen and heart
inflammation
A complete bed rest for a period of 2 months to 3 months.
Cytomegalovirus (CMV) Infection in saliva or urine Antiviral and oral medications for the treatment.
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Hepatitis B Through blood, semen and other fluids. Antiviral medicines can help fight the fever.
Hepatitis C Contact with infectious fluids and
secretions from someone who is
infected with Hepatitis C.
Antiviral medications are intended to clean the virus from
body.
HIV Sexually transmitted infections and
frequent nausea and diarrhea.
Combination of HIV medicines can make people live longer.
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6. List the eleven (11) notifiable diseases.
1. Mumps
2. Tetanus
3. Poliomyelitis
4. Measles
5. Pertussis ("whooping cough")
6. Meningococcal disease
7. Haemophilus influenzae Type b (Hib)
8. Rubella ("German measles")
9. Diphtheria
10. HIV
11. Hepatitis C
7. Infection control is extremely important within a centre. What should
staff do when a notifiable disease is recognised in the centre?
The staff requires medical conditions must be notified to public authorities. The control over
infectious conditions and diseases which includes elevated blood levels. This must be notified
to the NSW public health center. The various medical conditions must be required to notify
under the public health act. There are various requirements for the persistent infectious
diseases and notification must be done to the medical practitioners and pathology laboratories
and child care centers.
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8. Childcare centres in your state/territory are required to follow which
WHS/OHs legislation?
Guidance: Name your state and the legislation.
State/Territory: Victoria
Legislation: Department of Health and Human Services
9. Provide the contact details of the WHS/OHS authorities in your
state/territory that you would report to in the case of an accident?
State/Territory: Victoria
Organisation: Department of Health and Human Services
Contact Details:
163 Welsford
St, Shepparton
VIC 3630,
Australia
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Read through the learner resources and then fill out the table below.
10. How do the WHS/OHS regulations impact on the service at your centre?
Section of Regulations Summary of Section Impact on Child Care Centre
Chapter 1 – Preliminary
To consult the management of a given workplace
and protecting safety and health care of the child.
Reasonably consistent with the child care activities
and must wear the personal equipment to help the
child with infectious diseases.
Chapter 2 – Representation and
participation
The medical practitioners and doctors are
responsible for the participation and day to day child
care activities.
Encouraging the employees to help the children with
care and injury related diseases.

Chapter 3 – General risk and
workplace management
Providing training and necessary equipment for
protecting the child with health care emergencies.
Due to the prolonged illness, the child must be able to
recover from routine check-up and rest.
Chapter 7 – Hazardous
chemicals
Providing information on how to effectively deal
with the hazardous chemicals and providing
necessary equipment.
Cooperation with the management risks and providing
health and safety activities to the child.
Chapter 8 - Asbestos
Compulsory compliances and necessary asbestos
have been defined in the given workplace.
Using, installation and replacement of asbestos must
be made in secured conditions.
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Chapter 11 - General
Health care occupation requires consulting the
managers associated in the workplace and get
prepared for safe work.
Safety laws of child must be met with the compliance
of the authoritative bodies.
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11. In a child care centre, what are the rights and responsibilities (including duty of care) of the following:
a) persons conducting a business or undertaking (PCBUs)
b) officers
c) workers
Guidance: Identify which staff in the centre fill each of these roles and describe their duty of care, rights and
responsibilities.
Duty of Care Rights and Responsibilities
PCBU: To protect the child during injury or mishap. 1. Reasonable care must be provided for the health and
care of children.
2. Compliance with policies, actions and plans is must.
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Officers: Work reasonably for the safety of others. Take duty of care to own the health and safety and people
can be affected die to lack of security.
Helping the child and medical practitioners to get the best
results.
Workers: To comply with all the applicable rules and wearing
of protective equipment while working.
Read the workplace safety and health rules and regulations
and provide the better care to the child.
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12. Indicate the legal requirements for record-keeping and reporting in your state by filling out the table
below.
Record What must be recorded? Retention
General records Written communication of health care management. For the period of 1 year or more.
Child enrolment information Written communication of child diseases. Retention period will be of 6 months or more.
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Child health information Written communication of any recorded diseases. Retention for the period of 12 months or more.
Special needs Written and vocal communication about the special
care diseases diagnosed by the doctor.
Retention in a separate register for the life time.
Language Written communication for any language disorders
must be recorded.
The clients chart must be maintained.
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Parenting orders Parenting records must be maintained in the
permanent written records.
Clinical data must be stored for a life time period.
Child’s doctor/hospital The written assessment of medications prescribed. The written report of health care management must be
maintained for life time.
Medical information The written communication of diagnosis statement. Assuming responsibility for the patient care and
maintaining the records for life time.
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Illness/injury Written communication for any illness/injury must
be recorded.
The clients chart must be maintained.
Death of child Written assessment and evaluation of causes of
child’s death.
The child expiry certificate to be produced and records
maintained in hospital.
Staff records The written communication of staff records. A separate register to maintain or a computer data file
to be maintained for a life time period.
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Excursions The written communication of excursions to be
maintained.
A computer data file to be maintained for a life time
period.
Escorting a child The escorting of a child-written record to be
maintained in database management.
A complete review of child and parents record must be
visible in the computer system.
Emergency care of a child A written record must be maintained for the
emergency help of a child.
This must be given preference and maintained in
computer database.
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13. It is a legal requirement that the centre, educators, and staff
ensure the confidentiality of personal information and records
pertaining to a child.
a) Who is authorised to view the records?
b) What information is protected?
a) Authorised persons:
1. Doctors
2. Nurses
3. Medical Practitioners
4. Administrative staff
b) Protected information
1. Health care information
2. Emergency diseases
3. Insurance information
4. Any legal or illegal cases ongoing

14. Is it a requirement in childcare centres that educators and staff
ensure that infection controls are in place to minimise the risk of
spreading infection.
a) What is infection control?
b) What infection control guideline is relevant to service and the
source of best practice for childcare centres?
c) What practices do you need to follow to minimise the risk of
spreading infection?
a) Infection control is the discipline which causes under supported and under recognized,
framework of health care. Any standard precaution taken by the doctors or medical
practitioners or a senior to control the infectious disease.
b) Personal protective equipment and health hygiene is relevant to the service and waste
disposal must be taken actively for child’s care.
c) Respiratory Hygiene, cleaning and dysfunction and hand hygiene and safe infection
practices are necessary for the future care.
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15. Fill out the table below and identify the risks the following hazardous manual tasks pose in a workplace,
the level of risk, who may be harmed and the control that should be implemented to reduce/minimize its
occurrence.
Guidance: Use the Risk Rating Matrix below, when filling out the table.

Common Hazard Risk and how
they cause harm Level of risk Who is at risk Control
a) Lifting and moving
babies/toddlers/children
Likely to happen and
leg cramps to toddlers
and children
Moderate Children and parents Need of a supervisor
b) Properly stored but improper
labelling of chemicals
Almost certain and
infectious diseases
Major Servicemen Computer Database
control
c) Moving play equipment and
furniture
Likely and injurious
diseases
Major Service men Regular maintenance
d) Inadequate cluttered storage areas
without walk through space
Unlikely and infectious
diseases
Minor Peons, specialists,
doctors and medical
practitioners and
patients
Regular maintenance
e) Office workstations are often in
cramped spaces and poorly
equipped.
Possible and infectious
diseases
Moderate Employees Regular maintenance
f) Poor housekeeping or maintenance
of indoor and outdoor areas
Possible and infectious
diseases
Severe Family members Regular maintenance
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16. Explain in your own words the following principles of hazards and
risk assessment:
a) hazard identification
b) risk assessment process
c) residual risk
d) risk controls
e) hierarchy of control
a) Hazard identification refers to assessing any particular situation or a cramp. Finding out
the potential factors which can cause later harm.
b) Analysis and evaluation of risk associated with hazard is referred to as the risk assessment
process. Control the risk when it is impossible to eliminate the complete hazard.
c) Amount of danger associated with an action or inherent risks which can be reduced
through controls.
d) The evaluation of potential losses by firms and particular action taken to reduce the loss
is referred to as risk control.
e) Complete elimination or minimization of risk to hazard. It is one of the standard practices
adopted by the industry practitioners. This is referred to as hierarchy of controls.
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17.18. Identify the process of managing the following emergency in the
workplace.
Refer to the Sparkling Stars: Emergency Management Plan for Early
Childhood
(Username: learner Password: studyhard)
Emergency Outcome Procedure
Fire
Injury or death Cover by blanket and see a specialist
Flood
Drowning or death Rubbing the back portion and must see a
doctor
Storm
Land falling and 90 percent
deaths
Running to the doctor or sitting a
comfortable place.
Lurker Alert
Minor injury Administration through a moderated forum
Child accident-
minor harm
Leg cramps od injury Immediately rush to a doctor
Child accident-
major harm
Injurious disease Immediately rush to a specialist
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18. Access information about the National Quality Framework (NQF)
via https://education.gov.au/ and answer the following questions about
the key legislation and standards under NQF.
a) What are the two (2) systems that constitute the national legislative
framework under NQF?
b) Identify the seven (7) quality areas under the National Quality
Standard.
c) What is the purpose of a national quality rating and assessment
process?
a) Two systems that constitute the national legislative framework under NQF:
a1) The Australian Education and Care quality
a2) Australian National Legislative Framework
b) The seven quality areas under the National Quality Standard:
b1) Educational Practice and Program
b2) Children safety and health
b3) Relationship with children
b4) Physical Environment
b5) Staffing arrangements
b6) Leadership and Governance
b7) Collaborative partnership with communities and families
c) Purpose of a national quality rating and assessment process:
To have a quality environment for children and families. To establish shared values
for service and clear vision and mission for continuous improvement.
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CASE STUDIES
Case Study One:
Tuesday at the Sparkling Stars Childcare Centre.
Tamara, aged 5 was dropped off at childcare today and you noticed she
was clinging to her mother, Sarah a little more than usual. Sarah
mentioned to you when signing in that Tamara had a runny nose and a
sore throat last night, but this morning she was fine, although she was
‘off her food’ a little this morning and left you some extra snacks for her
just in case she got hungry.
At 9.30am you notice Tamara trying to get cuddles off one of the carers
and one of the carers informs you later, that Tamara’s faeces was a little
runny and that she had been complaining about a ‘hurt tummy’.
At 1.00pm Tamara is playing outside when she stops, grabs her stomach
and suddenly vomits.
1. Describe in detail the process you would follow to manage Tamara’s
condition including what steps you would take immediately afterwards
The process is as follows-
1. Plenty of liquids must be given like chicken soup
2. To relieve the sore throat, gargle with warm water can be done
3. Trying the saltwater nasal rinse.
4. Use petroleum jelly on the nose
5. Rush to the doctor in case of vomiting, immediately.
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Later that day, two other children at the centre are reported as having
watery diarrhoea and showing symptoms of runny nose, sore throat and a
slight fever. The supervisor informs you that it is most likely an outbreak
of Gastroenteritis.
2. Describe what organisational standards, policies, and procedures you
would follow in this circumstance and what affect this may have on
the operation of the centre.
The procedures adopted are as follows-
1. A detox bath must be followed to cure the symptoms
2. Children must be provided with ginger tea or turmeric tea to get rid of the problems.
3. Supplement with Vitamin D which can act as the killer defence.
4. A doctor must be consulted for all the nasal diseases.
5. Proper flooring and maintenance must be taken care of.
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Case Study Two:
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.
Your rush over and notice Isaac, holding his 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.
Answer the questions below and explain what actions Trang should take
in dealing with this situation.
Submit – accident incident form
1. What is the immediate action Trang should take?
Guidance: Describe what immediate action should occur if Trang is
following the organisational standards, policies and procedures at
Sparkling Stars. Refer to the Workplace Health and Safety Policy on
Sparkling Stars.
(Username: learner Password: studyhard)
Trang needs to have an understanding of informal disapproval of complaining loudly
Trang needs to understand boys are annoyed and something can happen without doing
anything wrong.
Issac may be screaming loudly and can see the boys in action against each other. The first
opportunity with Trang is to resolve the issue and provide Issac with first aid. It is the initial
process of assessing the needs of some patient or providing antibiotics or any other
emergencies, if required.
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2. What is the secondary action Trang should take?
Guidance: Describe what secondary action should occur if Trang is
following the organisational standards, policies and procedures at
Sparkling Stars. Refer to the Workplace Health and Safety Policy on
Sparkling Stars.
(Username: learner Password: studyhard)
Trang should assist in stabilizing the conditions of other boys and ensure that everything is at
right place with up to date. Trang must have the ability to help those in need. Trang must be
prepared to be helpful in emergency situations.
The aim must be-
1. To preserve life
2. To provide timely first aid
3. To promote the unconsciousness
4. To promote recovery
5. To prevent injury or illness.
3. Complete the Accident Incident Form below for this incident.
Accident/Incident Reporting Form
1. Centre details
Location: Sparkling stars early childhood
Nominated Supervisor: Trang Contact phone:
Setting: Outdoor play area
2. Incident details
Day: Tuesday Date: 15.10.2019 Time: 2:00 pm
Report completed by: Trang
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3. Type of incident (indicate which is applicable)
Personal injury Staff Customer  Child
Name of person
injured:
Part of Body Injured (if relevant):
Nature of injury sustained:
Abrasions, scrapes
Bite
Broken bone/fracture
Bruise
Burn
Concussion
Cut
Rash
 Sprain
Swelling
Other (please specify)
Approximate size/colour of injury:
Damage to goods (please specify): NO
Assault Staff Customer Other
(please specify):
Vandalism
Robbery/break-in (also complete security incident report form)
Equipment failure/damage (please specify):
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4. Response to incident (indicate which is applicable)
First aid treatment administered (please specify what/by whom
etc.):
Trang-Assistant educator at Sparkling Stars and early childhood care
centre.
Medical treatment administered (please specify where/by whom
etc):
Yes, Through Trang
Assistance sought: (please specify
type)
No
Ambulance
Police Counsellor
Equipment shut down (please specify what/when etc.):no
Centre closed (please specify exact time): Yes, 5 pm.
Who witnessed the incident? (please use full name, details of staff’s job
title where applicable, and telephone number/s):
Trang-Assistant educator at Sparkling Stars and early childhood and education care centre.
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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.
1. Issac and other boys were playing at the playground area.
2. Simon had pushed the Issac to fall on sandy area.
3. The whole situation was noticed through Trang who was Assistant educator at
Sparkling Stars and early childhood and education care centre.
4. Trang controlled the boys and provides first aid to Issac and help recover rapidly.
5. Other information
This report was compiled by (full name, title and contact
telephone):
Trang-Assistant educator at Sparkling Stars and early
childhood and education care centre.
On
(date/time):
This report is a true and accurate summary of the incident that
occurred (please sign):
Yes
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4. If Isaac’s injury had been more severe such as a broken arm or a
heavy laceration, what action should Trang take to report health and
safety issues in line with workplace policies and procedures and
legislative requirements?
Describe your response in detail.
1. Trang need to, before providing care to an injured person, check the environment and
person and need to create an initial impression.
2. If the person is unresponsive, shout for the person attention
3. Always checking for the danger plan
4. Assistance of a doctor must be provided immediately to prevent the condition from
getting worst and promoting the recovery of Issac.
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References
Holding, E., Relton, C., Roberts, K. and Oliver, E. (2017). First aid intervention in the adult
population: Yorkshire Health Study and its implications for first aid education. International
Journal of First Aid Education, 1(2).
Mitka, M. (2007). First Aid for First Aid. JAMA, 297(18), p.1970.
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