Children’s Health and Safety Assessment Workbook 1 for CHC50113

The CHC50113 Children’s Health and Safety Assessment Workbook 1 is for the Diploma of Early Childhood Education and Care course. It covers the principles of assessing nationally recognised training, the dimensions of competency, reasonable adjustment, and cheating and plagiarism. The workbook includes written questions and case studies. The assessment methods, resources required, and presentation are also discussed. The units of competency covered are CHCECE002 and CHCECE004.

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CHC50113
Diploma of Early Childhood
Education and Care
Children’s Health and Safety
V4.0 Produced 08 July 2020
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
Subject 1 – Children’s Health and Safety – Assessor Guide V1.0 Produced 16 April 2014
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Version control & document history
Date Summary of modifications made Version
9 December
2013
Version 1 final produced following assessment
validation.
v1.0
16 April 2014 Changes to wording and clarification of
benchmarks in questions. A1,A3a,b,A14,A25,B10,C10 v1.1
24 October 2014 Minor clarifications in questions A14; removed
B8(a) question similar with B7(d) v1.2
18 November
2014 Changes made throughout document v1.3
3 December
2014
Significant changes made to document following
validation
v2.0
17 April 2015 Minor revisions on Questions B1 and B16 v2.1
18 July 2016 Updates made throughout document v2.2
08 August 2017 Updated intranet links v2.3
24 August 2017 Added url to hyperlink v2.4
7 February 2017 Updated Question 8 d v2.5
16 March 2018 Corrected KA Part 1 Question 1g v2.6
10 April 2018 Removed questions referencing HLTWHS001 v3.0
7 June 2018 NQS Updates v3.1
17 September
2018
Updated meal planning hyperlink in Case Studies
Part B
v3.2
08 July 2020 Re-wrote and removed case scenarios, improved
demonstration instructions, provided volunteer
and candidate task guidance, revised marking
guide for Case Study Part B:
 Case Study 4
 Case Study 5
v4.0
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TABLE OF CONTENTS
This is an interactive table of contents. If you are viewing this document
in Acrobat, clicking on a heading will transfer you to that page. If you have this
document open in Word, you will need to hold down the Control key while clicking for this
to work.
TABLE OF CONTENTS...........................................................3
INSTRUCTIONS.....................................................................4
WHAT IS COMPETENCY BASED ASSESSMENT?..........................4
THE BASIC PRINCIPLES OF ASSESSING NATIONALLY
RECOGNISED TRAINING........................................................5
The Principles of Assessment..................................................................5
THE DIMENSIONS OF COMPETENCY.......................................6
REASONABLE ADJUSTMENT...................................................7
CHEATING AND PLAGIARISM.................................................9
What is Cheating?....................................................................................9
What is Plagiarism?.................................................................................9
How do I avoid Plagiarism or Cheating?.................................................9
THE UNITS OF COMPETENCY...............................................10
CHCECE002 - Ensure the health and safety of children.......................10
CHCECE004 - Promote and provide healthy food and drinks...............11
CONTEXT FOR ASSESSMENT................................................13
ASSESSMENT METHODS......................................................14
RESOURCES REQUIRED FOR ASSESSMENT..............................14
PRESENTATION..................................................................15
Things to Consider:................................................................................15
If submitting your assessments please ensure that..............................15
Answering the Questions:......................................................................15
ASSESSMENT WORKBOOK COVERSHEET...............................16
KNOWLEDGE ASSESSMENT..................................................17
Part A.....................................................................................................17
Part B.....................................................................................................55
Part C.....................................................................................................83
CASE STUDIES – PART A.....................................................90
CASE STUDIES – PART B.....................................................92
WORKBOOK CHECKLIST....................................................107
Feedback..............................................................................108
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INSTRUCTIONS
The questions in this workbook are divided into two categories.
Written Questions: These questions are all in a short answer format.
Case Studies: These 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.
Re-read the section on Plagiarism and Copying in your Welcome
pack.
If you are currently working as part of an Early Childhood
Education/Child Care team, you may answer these questions based on
your own workplace. Otherwise consider what you should do if you were
working as part of an Early Childhood Education/Child Care team you
may refer to Sparkling Stars as an example.
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.
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 The emphasis in assessment is on assessable outcomes that are
clearly stated for the trainer and learner. Assessable outcomes are
tied to the relevant industry competency standards where these
exist. Where such competencies do not exist, the outcomes are
based upon those identified in a training needs analysis.
Definition of competency
Assessment in this context can be defined as:
 The fair, valid, reliable and flexible gathering and recording of
evidence to support judgement on whether competence has been
achieved. Skills and knowledge (developed either in a structured
learning situation, at work, or in some other context) are assessed
against national standards of competence required by industry,
rather than compared with the skills and knowledge of other
learners.
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
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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
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 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, and 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. For example, if the
assessment was gathering evidence of the candidate’s 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, 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.
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 Always reference your sources. You should name sources for any
graphs, tables or specific data, which you include in your
assignment.
 You must not copy someone else's work and present it as
your own.
 You must not falsify assessment evidence.
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THE UNITS OF COMPETENCY
Each unit of competency can be unbundled to reveal two key assessment
components:
1. the performance criteria
 specifying the required level of performance
2. the evidence guide
 Describing the underpinning knowledge and skills that must
be demonstrated to determine competence. It provides
essential advice for assessment of the unit of competency in
the form of:
 critical aspects of evidence
 the essential skills
 the essential knowledge
An outline of the units of competency is included below. Note that some
skills that are not able to be observed in the workplace during your
Vocational Placement will be assessed utilising Case Studies and/or
projects.
CHCECE002 - Ensure the health and safety of children
This unit describes the skills and knowledge to ensure the health and
safety of children.
 Support each child’s health needs
 Provide opportunities to meet each child’s need for sleep, rest and
relaxation
 Implement effective hygiene and health practices
 Supervise children to ensure safety
 Minimise risks
 Contribute to the ongoing management of allergies
 Contribute to the ongoing management of asthma
Foundation Skills
 Reading – in order to accurately read and interpret medication
packaging and dosage instructions
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 Numeracy – in order to correctly calculate medication dosages for
common measurements including milligrams (mg) and millilitres
(ml)
The remaining foundation skills essential to performance are explicit in
the performance criteria of this unit.
Performance Evidence
The candidate must show evidence of the ability to complete tasks
outlined in elements and performance criteria of this unit, manage tasks
and manage contingencies in the context of the job role. There must be
demonstrated evidence that the candidate has completed the following
tasks at least once:
 consistently supported the health needs of the children in the
service, including the following activities:
o contributing to the provision of a clean and safe environment
o recognising and responding to signs of illness of children,
including signs and symptoms of asthma and anaphylaxis
o reading and interpreting authorisation forms, medication
labels, medical management plans and other relevant medical
information
o developing children’s awareness of safety
Knowledge Evidence
The candidate must be able to demonstrate essential knowledge required
to effectively do the task outlined in elements and performance criteria of
this unit, manage the task and manage contingencies in the context of
the work role.
These include knowledge of:
 how to access:
o the National Quality Framework
o the National Quality Standards
o the relevant approved learning framework
 how to navigate through framework and standards documents to
find areas relevant to this unit of competency
 how to undertake a risk analysis of toys and equipment
 potential hazards to children, including medical conditions
 children’s requirements for sleep and rest
 environments that promote rest and sleep including light, noise,
temperature and ventilation requirements
 signs, symptoms and key characteristics of allergy/anaphylaxis
 signs, symptoms and key characteristics of asthma
 how to use an adrenalin auto injector for anaphylaxis
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 how children’s oral health impacts on their general health and well-
being, including signs of tooth decay
 safety issues and risk management strategies for children’s health
and safety in a variety of contexts
 basic home fire safety including high-risk groups, behaviour that
contributes to fire injury and fatalities, and smoke alarm
placement, installation and maintenance
 organisational standards, policies and procedures.
CHCECE004 - Promote and provide healthy food and drinks
This unit describes the skills and knowledge required to promote healthy
eating and ensure that food and drinks provided are nutritious,
appropriate for each child and prepared in a safe and hygienic manner.
 Promote healthy eating
 Plan food and drinks that are nutritious and appropriate for each
child
 Maintain food safety while carrying out food-handling activities
Foundation Skills
 Reading – in order to accurately read and interpret food labels and
dietary requirements.
The remaining foundation skills essential to performance are explicit in
the performance criteria of this unit.
Performance Evidence
The candidate must show evidence of the ability to complete tasks
outlined in elements and performance criteria of this unit, manage tasks
and manage contingencies in the context of the job role. There must be
demonstrated evidence that the candidate has completed the following
tasks:
 planned and provided food and drink for children on at least three
occasions, including:
o identifying and responding to requirements related to food
allergies, medical conditions and cultural and religious
requirements
o role-modelling healthy eating habits for children
o ensuring safe handling, preparation and storage of food and
drinks
o creating a positive, relaxed environment during mealtimes
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 engaged children by involving them in menu planning and assisting
in meal preparation
 read and interpreted food labels to identify ingredients of concern
and nutrition content.
Knowledge Evidence
The candidate must be able to demonstrate essential knowledge required
to effectively do the task outlined in elements and performance criteria of
this unit, manage the task and manage contingencies in the context of
the work role. These include knowledge of:
 how to access:
o the National Quality Framework
o the National Quality Standards
o the relevant approved learning framework
 how to navigate through framework and standards documents to
find areas relevant to this unit of competency
 United Nations Convention on the Rights of the Child
 code of ethics
 food allergies, food intolerances, contamination and/or allergic
reactions in meal preparation and possible reactions, including
anaphylaxis
 infant feeding requirements and guidelines
 recommendations for healthy eating – Dietary Guidelines for
Children and Adolescents in Australia and the Australian Guide to
Healthy Eating, including Get Up and Grow: Healthy Eating and
Physical Activity for Early Childhood resources
 implications of poor diet including tooth decay, deficiencies, poor
concentration, out of character behaviour
 food-handling requirements, preventing microorganism
contamination and/or allergic reactions
 importance of addressing individual dietary needs and preferences
with particular reference to specific cultural, religious or health
requirements
 organisational standards, policies and procedures.
Assessment for these units will be assessed through completion of
Workbook One (1) and Workbook Eleven (11).
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CONTEXT FOR ASSESSMENT
To complete the assessment in this workbook, students need to have
access to their learning materials and the internet. The written questions
and case studies may be completed wholly at the student’s home, or
chosen place of study.
The project may be completed in the student’s vocational work placement.
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ASSESSMENT METHODS
Assessment for this unit will be assessed through completion of
Assessment Workbook One (1) and the relevant section of
Workbook Eleven (11) Skills Journal.
Workbook One (1) will focus on three assessment methods:
1. Written Questions – based on the required knowledge component
as described in the Instructions for Assessment
2. Case Studies – utilising the Sparkling Stars virtual Education
and Care Service and activities set out in this workbook, provides
detailed scenarios designed to assist completion of relevant tasks
addressing underpinning skills and/or knowledge requirements
3. Projects – A set of tasks designed to address 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.
RESOURCES REQUIRED FOR ASSESSMENT
To complete the assessments in this workbook, the candidates will need
access to:
 Computer with internet access, internet browser, MS Word, and
Adobe Acrobat Reader
 One (1) piece of multimedia recording equipment such as:
o Camcorder
o Camera
o Voice recorder
o Mobile phone or tablet
 One (1) volunteer to assist in minor role-play
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PRESENTATION
Things to Consider:
Only submit your workbook once all activities inside are complete.
Should you have any questions regarding your assessments, or not
understand what is required for you to complete your assessment, please
feel free to ask your trainer.
Keep your answers succinct and make sure you are answering the
question. Re-read the question after you have drafted up your response
just to be sure you have covered all that is needed.
Your final assessment result will either be competent or not yet
competent.
If submitting your assessments please ensure that
1. All assessment tasks within the workbook have been completed
2. You have proof read your assessment
Answering the Questions:
1. If you are using Microsoft Word you will need to click in the
grey area of the box to begin typing your answer.
Assessments may not be processed if the above guidelines are not
adhered to. To ensure your assessment is processed as quickly as
possible, please follow these instructions.
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ASSESSMENT WORKBOOK COVERSHEET
WORKBOOK: WORKBOOK 1
TITLE: Children’s Health and Safety
FIRST AND SURNAME:
PHONE:
EMAIL:
Please read the Candidate Declaration below and if you
agree to the terms of the declaration sign and date in
the space provided.
By submitting this work, I declare that:
 I have been advised of the assessment requirements, have
been made aware of my rights and responsibilities as an
assessment candidate, and choose to be assessed at this time.
 I am aware that there is a limit to the number of submissions
that I can make for each assessment and I am submitting all
documents required to complete this Assessment Workbook.
 I have organised and named the files I am submitting
according to the instructions provided and I am aware that my
assessor will not assess work that cannot be clearly identified
and may request the work be resubmitted according to the
correct process.
 This work is my own and contains no material written by
another person except where due reference is made. I am
aware that a false declaration may lead to the withdrawal of a
qualification or statement of attainment.
 I am aware that there is a policy of checking the validity of
qualifications that I submit as evidence as well as the
qualifications/evidence of parties who verify my performance
or observable skills. I give my consent to contact these parties
for verification purposes.
Name : Signature: Date:
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KNOWLEDGE ASSESSMENT
Part A
1. You are required to demonstrate how to access the following in
relevance to ensuring the health and safety of children in the
workplace:
 the National Quality Framework
 the National Quality Standards
 the relevant approved learning framework
Guidance: Fill out each section in the table below using relevant
information from the National Quality Framework, The National
Quality Standards and the relevant approved learning framework.
a. Under the NQS there are a
number of standards that are
relevant to the safety of children
in an Early Childhood Education
and Care service. What are the
23 main Standards that support
this?
In this, there are two main standrad
that support early education is quality
area 3 and quality area 2. As per this,
the quality area 3 indicate physical
factor which is associated with the
children and quality area 2 state about
health and safety of children.
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b. How is the health and safety of
children related to the EYLF?
Guidance: Outline which of the five
Outcomes addressed in the EYLF most
relates to the health and safety of
children and explain why.
a strong sense of wellbeing which help
to provide the children with confidence
and the optimism which is maximise
their leaning potential. In this, there is
a right way which include child
healthy, safe and protected.
c. What practice does the Guide to
the EYLF recommend that
educators use to raise and
debate issues relating to
curriculum quality, equity and
children’s wellbeing?
Both the framework and the guide is
completely help to improve the
professional judgemnet and the
practice, that provide the aspect of
curricul in the decision maing by
motivating and encourging the cycle of
the questioning, planning, acting and
the reflecting towards the developmnet
of knowledge and confidence.
d. Review the practice section
outlined in the Framework for
School Age Care in Australia
(FSAC).
This section outlines that “nutrition
and safety” are seen as important for
educators to consider in relation to _ _
_ _ _ _ _ _ _ _ _ _ _. (fill in the gap)
Which practice does this fall under?
the cultural identity are usually comes
from the some access which include:
the culture such as institution, land,
language, knowledge, social resources
and economic resources.
the instution require of community and
the lifestyle which is based on social
and enviornment inlcude nutrition,
safety, protection of the physical,
spiritual and emotional intergrity.
the cultural expression and the
cultural endorsement.
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e. In the FSAC it states that
educators can facilitate
“Children take increasing
responsibility for their own
health and physical wellbeing”
by engaging children in what
activities that relate to safety?
by creating the interest of children in
collabrating with children which
negotiate their right and relation to the
right of others. provide time and the
space for the children which may
create challenge and practice for the
physical factors. as per this, it help to
provide the care and respect towards
the children.
f. Which two National Regulations
does the following statement
relate to?
“minimise risks to children, an
education and care service or a family
day care educator must implement:
• adequate health and hygiene
practices
• safe practices for handling,
preparing and storing food.”
Guidance: Refer to the National quality
framework website
the guide which is based on the
national law and national regulation
show that they can describe the centre
which help to minimise the risk of
children and education and the care
service that is fully impemented:
Adequate practice which is related
with health and hygiene.
Safe practice for the handling,
preparing and storage of foods.
The natioonal regulation 77 health
hygien and safe practice for the food
and 168 education and the care
services which must have policies and
procedure.
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g. Which National Regulations do
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
While taking the service which is
approved in practice require an access
towards the children for the safe
drinking water which is require all
time that have food and drink which is
needed throughout the day.
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2. In your role as an Early Childhood Education and Care worker, you
will need to check toys and equipment for potential risk and hazards
that may cause harm to children.
a) Explain in detail the steps involved in conducting a risk
analysis on toys and what you would be checking for at
each step.
b) Explain what steps you would take if you identified a toy or
piece of equipment that presented a WHS hazard with an
extreme risk.
c) Which policy, procedure would you refer to for advice on WHS
issues?
Guidance: Include reporting procedures and the designated person
that you would report to according to organizational procedures.
Refer to the Hierarchy of Control.
a) Hazards idenitification, the risk assessment, control risk and the evaluation
b) The dangerous toy should be repaired in order to take the immediate
reaction or the thrown away. As per this, the Sharp and splintered edge is
being taken in order to analyse the wooden toy which is should be sanded
smooth.
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c) This is majorly include the reporting process and procedure and the
designated person which is require the according to the organisational
process and operation.
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3. In your role as an Early Childhood Education and Care worker, you
will need to implement effective hygiene and health practices in many
aspects of practice.
a) Fill out the table below and explain the importance of maintaining a
clean and healthy environment and the risk associated with each of
the following areas:
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.
Area
Importance of maintaining
a clean and healthy
environment
Associated Risk
The Centre
(overall)
For the smooth functioning
and used to make the centre
more appropriate and looks
clean.
contamination and risk of
bacteria.
Kitchen to reduce the food practice
safe and accurate for the
individal.
risk of contamination for
food
Outdoor
Environmen
t
must be clean and hygenic to
reduec the complication of
microbial contamination
reduce risk of microbial
growth
Indoor
Environmen
t
clean and hygiene for children
that reduce risk of indoor
injuries and fall
reduce the risk of injuries
which is minor in nature
and helful to provide clean
zone for children to play.
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Toilets must be clean to reduce the
microbial growth
growth of microbes.
b) 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.
a. Education and Care
Services National
Regulations
conduct a risk assessment for the process of
excursion
b. National Quality
Standards (NQS)
quality area 2: children health and safety
quality area 3: physical enviornment.
quality area 4: staffing arrangement.
quality area 5: relationship with children.
quality area 6: collaborative parternship with the
families and communities.
c. Early Years
Learning
Framework (EYLF)
children become strong in their emotional and
scocial resilence and well being.
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d. Framework for
School Aged Care in
Australia (FSAC)
children have strong sense of identity.
children have strong sense of wellness.
they have confident and involve with the learning
attitude.
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4. Complete the table below explaining the cleaning procedures for each, and provide one reason for the
importance of the cleaning procedure.
Items Cleaning Procedure Reason Cleaning
Product
Storage of
Cleaning
Product
Toys Entire day, they are partciulary used during the nap or
the end of day with the warm water and by using
disinfectant
toddler usually
used toy and
taking the toy
in mouth which
create the risk
of infection.
disinfectant
and warm
water
away from the
reach of children
and place in
stoarge room.
Floors use disinfectant to clean the floor by using cloth which is
made for the cleaning of floor and then dry with air.
toddler usually
play in the
contact with
floors.
disinfectant away from the
reach of children
and stored in safe
place.
Toilets,
potties
and
bathroom
area
wash by using toilet cleaner or with acid which make the
toilet more clean and reduce the risk of infection
they act as
major cause of
having
infection. due
to unhygeinic
impacts
acid and toilet
cleaner
away from the
reach of children
and place outside
the home.
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5. List two (2) personal hygiene policies or procedures that you must
follow to limit cross-contamination when preparing food, and explain
why they are important in relation to Work Health and Safety.
Personal Hygiene
Procedure Explanation
cleaning the body
every day
majorly reduce the process of contamination and
microbial growth.
hand hygiene While touch food and other may be chance of infection
which is minimise due to hand hygiene.
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6. As a child care worker, you will need to help provide suitable rest and
sleep environments for children. For each of the following points,
describe why these are important and what you would check to ensure
the rest environment is set up appropriately:
a) Ventilation
b) Lighting
c) Heating/cooling
d) Hygiene
e) Safety
Importance Checks that need to be
done
a) Ventilation in order to create open and
exit for air that reduce
suffocation
when the air is passed and
fresh air is enter
b) Lighting Proper lightening help to
reduce the complication of
children while reading,
playing and gaming
With making reading of
people that the thing appear
clear.
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c) Heating /
cooling
Enhance cooling in the room
during summer and enhance
heating during the winters
by proper checking of
temperature in both the factor
include heating and cooling.
d) Hygiene reduce complication of
infection
by using and analsying the
floor and surface.
e) Safety by producing guidelines and
safety rules and regulation
which balance safe practice
and generate safety
by taking feedback form the
service user.
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7. As an Early Childhood Education and Care worker, you are required to
ensure that sleep and rest opportunities are provided for, and that
there are appropriate opportunities to meet each child’s need for
sleep, rest and relaxation.
a) Which standards in the NQS relate to sleep and rest?
b) What section of the National Regulation covers sleep and rest
c) Outline the Six ways to promote safe sleep for babies and
reduce the risk of sudden Death Syndrome (SIDS)
Guidance: Refer to the SIDS and Kids Website.
a) National regulation quality area 2 and the regulation 81 provide for the
individual children health, sleep, rest and relaxation.
b) national quality standard area 2 each children have their comfort which help
to provide appropriate opportunities for the health, sleep and relaxation.
c) regulation 81 of the education and care service national regulation 2011
d) keey child on back
e) keey baby head and face uncovered
f) keey baby smoke free
g) keep child in safe environment.
h) sleep baby in safe room.
i) breastfeed baby.
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8. Describe in your own words the type of information you would share
with the children’s family about individual children’s rest and sleep.
How long the child slept?
How long it will take the child to settle and fall sleep
How child behaviour during the afternoon?
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9. It is a requirement that centres must provide appropriate quiet play
activities for children who do not want to sleep or rest. Describe five
(5) alternative activities.
Teddy bear picnic
threading
puzzeles
stickers
collage
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10. In an Early Childhood Education and Care setting, you must
respect children’s needs for privacy during any toileting and dressing
and undressing times. Describe three (3) ways in which you would
maintain this.
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help child to change cloth.
seal the soild cloth
remind child that not wearing diaper.
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11. You are required to ensure children’s and families’ individual
clothing needs and preferences are met, to promote children’s
comfort, safety and protection within the scope of the service
requirements for children’s health and safety.
a) List three (3) examples of instances where you would inform
parents of clothing that the centre considers to be inappropriate
or unsuitable for children to wear while attending the centre?
b) List two (2) examples of ways in which staff can ensure
that children are dressed appropriately for Indoor/Outdoor
Environmental conditions and temperatures.
a) show the respect for the people
share all vital information about the setting an children with parents
make eye contact
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b) wear full sleaves in summer and take sweater in winters.
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12. When children are playing or travelling outdoors you must ensure
they are safe at all times.
a) Describe the sun protection/safety procedures that are in place
at your centre and explain what makes it sun safe for children.
Guidance: If you have not been to a child care centre yet,
examine the sun protection policy on the Sparkling Stars
Childcare Centre intranet.
sparkling-stars-childcare/policies-procedures/suncare-policy/
(Username: learner - Password: studyhard)
b) How would you explain sun safety to children using the most
recent sun safe promotional campaign resources?
Guidance: Refer to the Cancer Council Website.
a) slip on the sun protection clothing using the most recent sun safe cloths.
slop of sunsscreen
slap on hat.
b) reduce time of outdoor activity to prevent the UV exposure.
use shade and use rights hats.
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13. As a child care worker, you will be required to set up a variety of
play environments for children.
a) List five (5) checks you should perform when setting up a play
environment.
b) Describe the considerations when choosing equipment that is
suitable for the age group of children you’re working with.
a) with the contrast of ease of enviornment there are some equipment which is
used to selected as a equipment is sinks, toilets and drinking foundation which
is focused on the clean daily and table tops which is used by those children.
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b) according to the national quality standard, the indoor environments which is
charaterised by the open spaces which is based on the children opportunities to
the work factor which is based on self chosen and the negotiated with the
activities.
14. Children must be supervised by ensuring that they are in sight
or hearing distance at all times.
a) What are the ratios for supervising children in an Early
Education and Care setting across all age groups?
b) What process would you follow if you found that you have
children with additional needs in your care i.e. skills, age mix,
dynamics and size of the group of children, and as a result, the
level of risk involved in activities was high?
c) List four (4) ways that you can ensure there is adequate
supervision at all times?
Guidance: Describe how you would liaise with colleagues to ensure
there was adequate supervision at all times.
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a) 1 staff member to the 7 children with the maximum of four children which is
based yet attending school.
b) if there was some of the additional need then they require genuine desire and
the ability to work with the child based on family and other assocuated
professional support.
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c) by organising group with children.
observing and reducing the risk of enviornment.
managing injuries.
promoting children physical activity.
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15. Describe how you can explain hazards in the environment to
children.
Guidance: Include in your answer how awareness of these hazards is
very important in relation to a child’s health and safety, hygiene and
general well- being.
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hazards majorly include cleaning supplies and play structure which is based on
medication for the children, art supplies and many other useful and neccsary
items.
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16. As a childcare worker, it is important to ensure that play
environments are clean and safe for children.
a) Briefly explain two strategies you can use to communicate the
rules for safe play to the children in the group.
b) Give an example of how you implement the rules for safe play.
Guidance: include how you discuss health and hygiene issues in
relation to safe play.
a) choose the right game for the right place which may include planned area
will be active and open for the quit areas, in this, they used to encoruga ethe
children for the used to proper and respect the needs of others.
rough games are not allowed.
ball needs more space.
b) by communicatiing with children by providing the information that based on
injuries and fall and other risk.
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17. As a child care worker, you will sometimes have to deal with
children who are unwell.
a) Who is the first person you should inform if you suspect a child
is sick?
b) Identify the documentation that needs to be completed when a
child in your care has been unwell.
c) What policies/procedures relate to who can see this
documentation?
d) Does the parent need to sign the form?
a) supervisior
b) the register should be maintain with name and age.
c) work place and safety regulations
d) yes, when they arrive and before that the treatment is started.
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18. You are required to consistently implement the service
policies for the exclusion of ill children.
a) Name five (5) infectious diseases that would cause the centre to
exclude an ill child.
b) List three (3) precautions you should take if you suspect the
child is infectious.
a) chickenpox
impetigo
measles
handfoot and mouth
influenza
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b) good hygiene practice.
isolate the child from other children.
wash hands.
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19. As a child care worker, you will often have to deal with children
who have allergies/anaphylaxis or asthma.
a) Write a brief description of what anaphylaxis is.
a) analphylaxis is defined as severe and potential life threatening allergic
reaction.
b) Write a brief description of what asthma is and describe the
associated signs and symptoms.
b) asthma is a condition which include the narrowing of passage and
swelling which may produce extra mucus.
c) shortness of breath
d) breathe out
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c) Identify three (3) other common allergies that may affect children in a
centre.
e) pollen
f) dust mites
g) mold
h) animal dander
i) insect stings
j) latex
d) Describe what should happen when enrolling a child in a centre, who
has anaphylaxis/asthma or other allergies.
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k) Inject the autoinjector and call the ambulance immediatley.
l) second injector is sometime need while waiting for an ambulance.
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e) List five (5) signs and symptoms that indicate a child is having an
anaphylactic reaction.
m) skin reaction
n) hypotension
o) constriction of airways
p) nausea
q) weak and rapid pulse
f) Describe how you would use an adrenalin auto injector for
anaphylaxis.
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r) Take epinephrine auto injector out of package
s) remove the blue safety cap
t) hold autoinjcetor
u) psuh the end with the needle agisnat the side of child
v) give the injcetion through the cloth to the child.
g) What are the triggers for asthma? (Provide three (3) below)
w) smoke
x) dust miles
y) pets.
z) mold
aa)cleaning and disinfectants.
20. As a child care worker, you will sometimes be required to assist in
administering medication to children.
a) List six (6) things you will need to check before you administer
medication to a child.
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a) patient indentification
medication
dosage form
time
route
information to patient.
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b) How is medication stored safely at the centre?
b) stored in the container in the cool place.
c) Describe which documentation must be completed when you
administer medication.
c) child name
name of medication
dose given
date and times of given
name and the signature of the person providing the information.
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21. Fill out the table below and explain what action you would take to
reduce the risk associated with each of the hazards listed in the table
below.
Hazard Action to be taken
A parent has left a
bottle of antibiotics
on the teacher’s desk
need to be taken and place in such location which is
away from children
The rubbish bin in a
room is overflowing
make them clear and place on corner.
A colleague is
serving food to
children with bare
hands
used to provide information regarding the hand wash.
A child is playing in
the midday sun
without a hat or
sunscreen
provide him sunsscreen and hat to avoid excessive UV.
You notice during used to remove the nuts and provide him non allergic
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one of the meal times
that a child with a
nut allergy has been
given a muesli bar
that may contain
nuts.
food which may helpful for the eating.
You enter a room
after lunch and find
there is food on the
floor
used to make it side and provide information regards
with food importance.
A cleaning product
has been left on the
shelf in the
classroom
used to put on side and provode information to the
cleaning department for it.
The collage trolley in
a room is partially
blocking a fire exit
make it side from the fire door.
During lunchtime,
you notice that a
child with coeliac
disease has been
given regular bread
in their sandwich,
instead of gluten free
bread.
inform the mess staff
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22. 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 or hearing distance at all times.2.3 states that
“each child is protected” and Element 2.3.1 states that “Children are
adequately supervised at all times”. It is critical that staff ensure that
all children are in sight or hearing distance at all times.
Guidance: Refer to the National Quality Standard (National Law and
National Regulations)
a) Explain how you would follow service procedures for the safe
collection of each child, ensuring they are released to authorised
people.
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a) children should be the realeased from the childcare service which is
based in parents and authorised person.
b) What must occur if a child is missing or cannot be accounted for?
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b) the regulatory authority within the 24 hours if the child is disapper and
reproted missing.
23. List three (3) ways in which you can safely manage the use, storage
and labelling of dangerous products.
Guidance: Refer to your Learning Resource
store the product in a high cupboard with the child resistant lock, leave the
chemical in their original conatiner and do not use such type of bottle for the
drinking. in this, store the food separately from the cleaning of product and
chemicals.
24. Understanding your role in fire safety is an important factor in
keeping children safe in Early Childhood Education and Care.
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Using the table below, explain in your own words the following
aspects of basic home fire safety:
Fire spread and
speed
use alarm and water spraying technique
Heat transfer use insulator
Radiation use shades and gloves based on hands.
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Convection used proper insulator device
Conduction used high based of insulator
Combustible fuels use fire existinguishers.
Sources of heat applied and have powercut factors
Open flames/sparks must be down by using soil and used insulate tape to
cover.
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Electrical
equipment
use high insulated electrical device.
Hot surfaces must be use cold water to resist
Smoking materials place in outside area.
Role of fire services provide instant support to those who facing issue with
fire.
Identify high-risk
groups in basic
home for safety
the standard device is used which help to alarm the
situation when fire is taken place.
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Identify behaviour
that may
contribute to fire
injury and
fatalities,
rapid hazards and electrical factor may cause issue.
Why smoke alarm
is important
to provide indication towards the fire.
Smoke alarm
placement
in kitchen and other place which have higher risk.
Installation require support and for the proper installation in kitchen
and other place.
Maintenance take place for the proper regulation of devices.
Part B
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1. Research and access the following legislation, in relevance to
promoting and providing healthy food and drinks:
a) the National Quality Framework
b) the National Quality Standards
c) the relevant approved learning framework
Guidance: Once you have done the appropriate research, fill out the table
below in the spaces provided.
a) Under the NQS there are
a number of standards
that are relevant to
promoting and providing
healthy food and drinks
in an Early Childhood
Education and Care
service. What are the
main Standards and
regulations that support
this?
quality area 5 and quality area 2
b) Where can you access the “Get
up and Grow” resources for
promoting and providing
healthy food and drinks
NSW health multicultural health
communication website.
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c) Where can you access
the “Australian Dietary
Guidelines”
this is access from the department of health
and human service and also from NSW health
multicultural health communition website.
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2. Describe two (2) different activities you can do with children to help
them learn about healthy eating.
food labelling activity
vegetable name activity.
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3. Describe how you can ensure children are provided with sufficient
healthy food and water in the below situations:
a) Meals are provided for the children by the centre
b) Families provide food for the children
Guidance: In your answers, discuss how you will ensure individual
children’s dietary and calorie intake needs are met.
a) childcare need are used to provide regular healthy diet which include meals,
snacks and drinks.
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b) whilist children are in care, educator which help to motivate and support
families for the healthy diet and meals.
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4. As a childcare worker, it is important to act as a role model in
implementing healthy eating and nutrition practices during meal
times.
a) Explain why it is important to interact with children during
mealtimes.
b) Describe four (4) ways you can ensure that furniture and
utensils are suitable to encourage children to be positively
involved in, and enjoy mealtimes.
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a) it provide an assurance that they are eating their own food and not share
their foods.
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b) Have table and chairs which needed by children
plastci plates.
plastic knives and forks.
plastic cups.
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5. List three (3) strategies you could use to help educate families about
healthy eating.
Guidance: Provide an example of one of the strategies you suggested.
Use bulletin board which have healthy diet plan.
In this, regular healthy eating news letters.
share recipes and foods blogs.
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6. In a child care service, you will need to cater for children’s individual
dietary needs.
a) Explain how the centre obtains information regarding children’s
specific dietary needs, food allergies or intolerances and who
the information comes from.
b) Once this information has been obtained, describe the process
for identifying children who have specific dietary needs, food
allergies or intolerances.
c) Explain why it is important that these children be identified.
d) Explain what you would do if there was no policy to identify,
manage and monitor children who have special dietary needs.
a) enrolment form, parent handbooks
b) National regulation: Regulation 78-80 - 168
c) Some children have issue with the specific food because of allergy, food
intolerance, cultural background or their lifestyle preferences.
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d) this group may be gather information from the legal requirement such as
state and territory regulations.
7. Describe how children’s oral health, including signs of tooth decay
impacts on their general health and well-being.
pain and discomfort and higher risk of tooth decay
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8.
a) Describe the recommended steps in preparing formula.
b) What are the ‘Standards of Infant formula’ in Australia?
c) What is the WHO code and how does it affect staff in an Early
Childhood Education and Care service?
d) What are the recommended sterilisation methods for preparing
infant feeding equipment? Describe the steps for each method.
e) What are the recommended formula requirements for feeding
infants?
f) Allergies and food reactions in infants and children are common
and may be associated with a variety of foods including adapted
cow’s milk formula. Parents often consider using special infant
formulas for preventing or treating allergic disorders. What
types of formula are available in these circumstances and are
they effective in reducing allergic reactions?
g) What are the recommendations for minimising the risk of allergy
in infants with a family history of allergies?
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a) check expiray date
wash hand
prepare bottle
add water to liquid concentrate
measure the formula
warm the formula
store formula
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b) infants formula product regulated under standard 2.9.1
c) code for marketing breastmilk susbsitute
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d) bioling
steam sterliation
microwave sterlisation
e) 120 ml of infants formula pr kg of body weight
Age of baby Approximate formula requirements for infants
Days 1-4 1-2 ounce per 3 hours
Day 5-3 months 5-8 ounce
3 to 6 months 10 ounce
6 to 12 months 15-18 ounce
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f) eczema
g) peanuts and cooked eggs
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9. Consider a mother who wants to continue breastfeeding her baby
whilst attending your child care service.
a) Suggest 3 ways you can support the mother breastfeeding her baby at
your child care service.
a) develop polices to motivate breastfeeding
b) ask breastfeeding time of enrolment
b) Explain the benefits of breastfeeding.
c) reduce the risk of disease mainly asthma and allergies due to
antibodies present in mother milks.
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c) What are the recommended steps for storing breast milk under the
Infant Feeding Guidelines.
d) at room temperature
e) refrigerator up to 4 days.
10. 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
lower higher no
Previously
frozen (thawed)
22 no no
Thawed outside
refrigerator
in warm water
yes no no
Infant has
begun feeding
25 no no
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11. List the three (3) key points to consider when introducing solid
foods to infants.
sitting position
hold their steady
coordinate their hand. eye, and mouth
12. Describe two (2) ways you, as an assistant educator, can contribute
to the healthy eating/nutrition policies and procedures at your child
care service.
information regards with healthy diet.
prepare healthy charts of diet.
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13. Safe food handling is paramount in Early Childhood education and
care services.
a) Describe the clothing/PPE that must be worn when preparing
food.
Guidance: At least two must be provided.
b) List three (3) personal health symptoms that would prevent you
from preparing food at a centre.
c) Provide a list of eight (8) procedures you need to follow to
ensure you prepare food safely.
d) Explain how you would respond if you saw a colleague not
following safe food handling practices.
a) hair net and apron
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b) nausea
vommiting
stomach pain
c) prcatice safe
keep it clean
change towels
wash fresh before eating
take food temperature when cooking
stay from danger zone
keep hot food hot
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d) stop the worker in order to perform task
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14. Below are dietary guides of two foods.
Write a paragraph to explain which food is the healthier choice.
Guidance: From the two options, pick the healthier choice in respect
to:
• 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 <0.1g FAT 0.4g
DIETARY FIBRE 0.8g SATURATED 0.1g
SODIUM 180mg TRANSFATS NIL
POTASSIUM 44mg DIETARY FIBRE 3.6g
SODIUM 27mg
POTASSIUM 40mg
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in this, the right one is more healteir because energy is evaluated 578 kJ
and sodium, potassiu have enough for the body.
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15. List four (4) procedures that should be in place to protect children
from exposure to food allergens.
sharing food not allowed.
utensil sharing is not allowed
bottle and lunch provided by parents
information is regulated to centre staff
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16. What are the ‘Five Guidelines’ from the Australian Dietary
Guidelines.
eat vegtable, fruits, meats, grains and dairy.
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17. Label the different sections of the graph below indicating the
recommended portions of food groups we should eat each day.
Guidance: This graph was sourced from “The Australian Guide to
Healthy Eating”
1 vegetbles and beans
2 leans meats and poultry
3 milk an yoghurts
4 fruits
5 grain food, mostly
wholegrains and high cereals.
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1
5
2
3
4

18. From the table below determine the minimum number of daily
serves for each of the selected children.
a) How many daily sample serves of Meat, Fish, and Poultry should be
provided to a five year old child?
b) How many daily sample serves of Bread should be provided to a ten
year old child?
c) How many daily sample serves of Fruit should a Breastfeeding
Women have?
a) 0.5
b) 3
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c) 5
19. The United Nations Convention on the Rights of the Child and the
ECA Code of Ethics relate to codes of practice that should be followed
when working with children.
a) Outline the section in the United Nations Convention on the
Rights of the Child that refers to ensuring children’s health and
safety, in relation to food and water.
b) Outline the section in the ECA Code of Ethics that relates to
creating safe and healthy environments for children.
Guidance: Refer to the United Nations Rights of the Child website
and the ECA Code of Ethics website.
a) legally bound with the international agreements setting out civil, political and
cultural right of the every child.
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b) create and maintain safe, healthy enviornment, space and places.
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20. Give an example of each of the points below and describe in your
own words why it is important to address the individual dietary needs
and preferences of children in respect to:
a) specific cultural requirements
b) religious requirements
c) health requirements
a) because every cultural have their own food style and restriction
b) restriction in some food. example in Muslim the food is restricted which is
made of animals fats.
c) depends on the people age and their group and according to this the diet plan
is formulated.
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Part C
1. This question is intentionally left blank.
2. This question is intentionally left blank.
3.
a) Provide the definition of a risk.
b) Describe the risk involved with one of the hazard examples you
provided in question 2c above and how you would manage that
risk.
a) risk is defined as any hazards or cause which may create issue with people
life.
b) physical hazards which manage by inspection and proper monitoring.
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4. It is every educator’s responsibility to help ensure the
environment is safe for themselves, their colleagues and the
children and visitors attending the centre. Give three (3)
examples of how you can fulfil this responsibility.
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maintaining learning environment
provide space for activities
regular cleaning schedule
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5. This question is intentionally left blank.
6. This question is intentionally left blank.
7. This question is intentionally left blank.
8. This question is intentionally left blank.
9. This question is intentionally left blank.
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10. As a child care worker, you will need to participate in regular
emergency and evacuation drills.
a) List two 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/
(Username: learner - Password: studyhard)
b) Describe an evacuation procedure at the centre.
c) Provide a brief description of how you could discuss fire
evacuations with children.
a) serious injuries
explosion
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b) activate the fire alarm
call 911
assist injuries with person help
exist the building with maps
c) calm and do not create panic enviornment
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11. There are a number of Workplace policies and procedures that will
relate to WHS. Fill out the table below, identifying the main policy
that would be observed in a centre and one (1) practice for each.
Area Policy Practice
Child Protection child protection act workplace child care center
Supervision of
Children
child protection act in child care center
Provision of Food food regulation policy
and dietary plan
food departments
Hygiene and
cleanliness
workplace and safety act in workplace
Area Policy Practice
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Children’s
Medications
children safety policy childcare center
Ill Children children safety childcare center
Preventing accidents WHS workplace
Asthma/Anaphalxsis risk assessment childcare centre
Fire Emergency workplace and health
safety
workplace
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CASE STUDIES – PART A
a) morning- snacks contain fibre
lunch- grains and vegetable
evening snacks- tea or coffee
dinner- meats and grains
b) dairy product and meats together
c) take fruits and juice
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You have been assigned the task of devising a menu at
Sparkling Stars Childcare Centre. You can find out more about Sparkling
Stars at their website:
sparkling-stars-childcare/
(Note: If the link is not working, copy and paste the url to your browser:
http://compliantlearningresources.com.au/network/sparkling-stars-childcare/)
(Username: learner - Password: studyhard)
Sparkling Stars Childcare Centre has a general menu designed for children
over the age of five. However it does not take into account younger children.
You have been assigned the task of developing a menu suitable for younger
children.
Devise a 2 week menu (Monday to Friday), suitable for children aged 3-5
years that caters for morning tea, lunch, afternoon tea, late afternoon snack
and drinks. Your menu needs to be suitable for use in a child care setting
and include the following:
50-75% of the recommended number of serves for each food group each
day
A variety of ingredients and textures
A range of foods from different cultures
One red meat-free day per week
Vegetarian options for each meal period
No repetition of menu items (excluding drinks)
Please view the scenario and required templates here:
http://compliantlearningresources.com.au/network/sparkling-stars/
scenarios/brief-for-two-week-menu/
(Username: learner - Password: studyhard)
You are required to:
a) Present your menu in an attractive, easy-to read format and submit it.
b) Choose an item from your menu that contains an ingredient that may
trigger a reaction from a child who has coeliac disease. Submit the
recipe for that menu item.
c) Alter the recipe for the menu item so that it would be suitable for a

d) vegetable and grains contain legumes
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CASE STUDIES – PART B
Case Study 1: Sleep and Rest
All children have individual sleep and rest
requirements. Children need a comfortable
relaxing environment to enable their bodies to
rest. This environment must be safe and well
supervised to ensure children are safe, healthy
and secure in their environment.
Scenario 1:
You are working as an early childhood educator in Sparkling Stars
Childcare Centre. You are in charge of taking care of the following
two children:
Tim:
Tim is 3 years old. He likes to sleep with his
favourite blanket that his mum packs for him when
he goes to the centre. His mum has informed you
that Tim gets very agitated throughout the day
when he does not get his afternoon nap, and prefers
that the centre ensures he gets his nap before she picks him up in the
afternoon.
Tim does not like to eat vegetables. However, his mum is very
particular about his diet:
 A portion of vegetables in every meal (he is not allowed to have
desert unless he finishes all his vegetables)
 He can only have desert after lunch provided he finishes all his
vegetables.
 He is not allowed to have sweets between 1PM to 2PM and past
5PM
 He is lactose intolerant and very sensitive with other milk-based
products
He is a very active and playful kid. He loves playing physical games
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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.
1.1 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
(Note: If the link is not working, copy and paste the url to your browser:
http://compliantlearningresources.com.au/network/sparkling-stars/files/2014/12/safe-
sleep-and-rest-times.pdf)
Use the template provided in the link below to create your checklist:
Sleep and Rest Checklist
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(Note: If the link is not working, copy and paste the url to your browser:
http://compliantlearningresources.com.au/network/sparkling-stars/files/2014/12/Sleep-
and-Rest-checklist1.docx)
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Scenario 2:
Tim would not go to sleep during nap time one afternoon and kept
pestering the other children in the centre to play with him. You explained
to Tim not to bother the other children because they are trying to take a
nap. After talking to him and explaining how taking a nap would help him
feel stronger and better after he wakes up, Tim still insists on not going
to bed and playing instead.
1.2 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 puzzeles cubes
2 coloring pen and sheet
3 collage making paper and picture
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.
2. Your Task: You are required to provide detailed instructions to
Jenny, the educator who will be taking the lead while you are away,
and Michelle, the assistant educator you have been working with.
You have to make sure that your instructions contain all the
essential information needed to ensure the children have adequate
supervision at all times. Use the templates provided below to
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document the instructions you provide Jenny and Michelle:
2.1 Your email to Jenny Liberman:
To: Jenny Liberman
Cc: Michelle Schiffer
Subject: Instructions regarding care for Kevin and Tim
Attachments:
Message: in this, the kevin is 2 year old and worried when her mom
is not here Tim is 3 year old and get agigated when the
afternoon is not completed.
2.2 Your email to Jenny Liberman:
To: Michelle Schiffer
Cc: Jenny Liberman
Subject: Instructions regarding care for Kevin and Tim
Attachments:
Message: kevin require mom to feel relax and tim needed afternoon
naps to reduce irritation
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Case Study 3: Awareness of Safety
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
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Case Study 4: Ensure the health and safety of children
You are working as an early childhood educator in Sparkling Stars
Childcare Centre. You are in charge of taking care of Sophie, a four and a
half year old student with severe asthma. She also has severe allergies to
dust and pollen which trigger her asthma attacks.
Review Sparkling Stars’ Allergy and Asthma Awareness Policy, found in
the link provided below, and use it as your guide as you complete the
tasks that follow.
Allergy and Asthma Awareness Policy
Scenario 1: The children at the centre
have had a morning play activity. It
finishes close to 8:30AM, and as the
children prepare for the next activity, you
notice that Sophie is sneezing and
coughing.
An assistant educator also sees this and separates her from the rest of
the group. You join them and see that Sophie is holding a stuffed toy that
is not from the centre. Upon closer inspection, you see that it is dusty,
leading you to believe that this has triggered her allergies.
You check her records to review what kind of medication must be
administered for this situation. Provided below is a link to Sophie’s
authorisation to administer medication form.
Authorisation to Administer Medication – Sophie Lancaster
For this activity, assume that today’s date is 06 August 2014.
You have also been provided with a sample packaging box of Sophie’s
medication and an original packaging sticker. A link to a printable
document is found below. You must use these in completing the task.
Packaging Document
Original Packaging Sticker:
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Allegra Allergy Medicine Box
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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 assessment task, take note of the
guidelines provided below:
 Gather two (2) volunteers for your video recording. One will act as an
assistant educator at Sparkling Stars, and another will act as Sophie. It
is not required that the volunteer acting as the co-educator be an actual
childcare professional. Ensure that you brief your participants
accordingly.
o The volunteer acting as the assistant educator must be
informed regarding the expected actions/behaviours and
demonstrate them during the recording. The volunteer must:
 Respond to the candidate’s question about whether he/she
(the assistant educator) observed Sophie coughing and
sneezing during their activity. The volunteer must say yes,
then offer the following information – that Sophie brought a
toy from home and began playing with it during the kids’
free time. She began sneezing and coughing not long
afterwards.
 Request for the candidate to assist with administering
medicine.
 Reach out to Sophie’s emergency contact. You must go
offscreen then return with a phone (acting that the contact
is on the line) or pretend to make the phone call onscreen.
 Help the candidate remove hazardous materials from the
room, if necessary.
 Retrieve the necessary medicine/equipment for the
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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
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 Prepare the Authorisation to Administer Medication (Sophie Lancaster)
required for this task.
Demonstration Notes: Ensure that you behave respectfully and professionally
throughout the activity. You must speak in a calm tone, use non-discriminatory
language, and handle the child according to organisational and legal standards
(e.g. maintaining appropriate physical contact, using child-friendly language).
Your demonstration must show that you have performed the following
actions/behaviours. You must:
 Discuss Sophie’s situation and condition with the assistant educator
o Ask the assistant educator whether he/she noticed Sophie
coughing and sneezing while they were having the activity.
o Accept the assistant educator’s request for assistance. This must
be done verbally.
 Retrieve the Authorisation to Administer Medication.
 Read aloud the two (2) kinds of medication that you are authorised to
give Sophie
 Request that the assistant educator reach out to Sophie’s emergency
contact
 Secure the room for Sophie and minimise the risk of her being exposed to
health hazards (i.e. her allergens). You are expected to remove hazardous
materials (consider where the dust is coming from and things on
her body that may have collected dust) and to clean the room.
o You must ensure that hazardous materials are removed. The
assistant educator may assist you in performing this, but you are
required to give the instructions and must personally remove at
least one (1) hazardous material.
o You must clean one (1) area in the room. You must verbally state
your intentions before cleaning. The intention must include an
action (what you are going to do) and how it will affect Sophie’s
Safety.
For example, before cleaning a certain area, you may say, “Let me
clear this box of old toys so that we avoid exposing Sophie to more
dust.”
 Inform the assistant educator of the name of Sophie’s emergency contact
and his/her contact number
o Speak with Sophie’s emergency contact. You do not need to have
another person on the line, however, you must do the following
during the simulated phone call:
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o 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…”
o Ask for required information from the emergency contact. This is
specified in the Allergy and Asthma Handbook. For the purposes of
this roleplay, assume that the contact has replied, “No, she hasn’t”
and has given consent to administer the medicine.
 Request politely for the assistant educator to retrieve the medication that
you will administer to Sophie. Once received, you must inspect it. The
inspection requires for you to do the following:
o State that you will inspect the medication – you must state that
you will check three (3) things – that the medication is in its
original packaging, that it has the child’s (Sophie’s) name, and that
it hasn’t expired
o Check that the medication is supplied in its original
packaging – this requires verbal confirmation. You must state
whether the medication is still in its original packaging.
An example of a satisfactory statement is, “Okay, this is still in its
original packaging.”
o Check that the medication displays the child’s name – this
requires a verbal confirmation. The medication must already have
the child’s name so you only need to read the child’s name aloud.
o Check that medication hasn’t exceeded its use-by date – this
requires a verbal confirmation. You must make a statement that
includes the medication’s use-by date and your stance on whether
it can still be used.
An example of a satisfactory statement is, “Great we can use this
because its use-by date is (date).”
 Follow the standard protocol for administering medicine. You must read
aloud the required information (dosage and special instructions) and the
packaging’s directions prior to carrying it out.
 Store medication after use. Ensure that you follow the storage procedure
which is indicated in the Allergy and Asthma Handbook and the
medicine’s packaging.
 Fill out the Childcare Program of Medication Administration. This is
found at the end of the Authorisation to Administer Medication for Sophie
Lancaster. Once you have completed the form, end the recording.
o Use 8:30AM as your time for the Childcare Program Record of
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Medication Administration.
o Ensure that you maintain this document, as this will be submitted
along with other workbook requirements.
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Case Study 5: Anaphylaxis
You are working as an early childhood educator for Sparkling Stars
Childcare Centre. Once 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 in the link 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 his face is
slightly swollen. You scan the area and see that he’s dropped a granola
bar on the floor. You check its label and find that it contains peanuts.
You administer the necessary medication at 2:05PM, ensuring that you
follow applicable policies and procedures. Billy’s condition improves,
but he is still taken to the hospital as a precaution. He is accompanied
by an assistant educator, who give you the following details afterwards:
 Billy’s emergency contact arrived at the hospital around five (5)
minutes after they did.
 He was attended to by Dr. Margaret Thornton. He was placed
under observation, then cleared for release within the same day.
 Billy said that he’d taken the granola bar from one of his friends’
snack trays because it looked tasty. He hadn’t realised that it had
nuts in it.
You have been tasked with filling out documentation regarding this
incident. Use the information found in the case scenario and in Billy’s
Action Plan for Anaphylaxis to complete this task. Assume that the date
of the incident is 10 October 2014.
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
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provided information and are realistic to the situation.
Review the centre’s Incident, Accident, and Trauma Policy to ensure that you
are compliant with the centre’s relevant workplace policies and procedures:
Incident, Accident and Trauma Policy
(Note: If the link is not working, copy and paste the url to your browser:
http://compliantlearningresources.com.au/network/sparkling-stars/files/
2014/12/Accident-Incident-Trauma-Policy1.pdf)
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
(Note: If the link is not working, copy and paste the url to your browser:
http://compliantlearningresources.com.au/network/sparkling-stars/files/
2014/12/Anaphylaxis-Risk-Management-Plan-Billy-Johnson.docx)
(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?
Yes No
Explain your answer: yes, before that the dose of the medicine may
change.
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Scenario 3: You are preparing snacks for Billy. Below are the food
labels of the available snacks:
Snack Option A Snack Option B
5.1 Which of the two snack options is most appropriate for Billy? snacks
option A
a. Snack option A
b. Snack option B
 Explain your answer: the snacks have saturated fat, sodium and
carbohydrate which is needed by Billy.
5.2 Supplementary Questions: dietary requirements
 Give an example of a common dietary restriction for children
with type 1 Diabetes (Juvenile diabetes):
diary product
 Give an example of a common dietary restriction for Jewish
children:
nuts
 Give an example of a common dietary restriction for Muslim
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children:
meat which is available or food that have animals fats.
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Case Study 6: Meal Planning
Scenario: You are helping create a meal plan for two brothers who will
start going to the centre in the next week, Johnny, 5 years old, and
Lucas, 11 months old.
Johnny has no special dietary restrictions. While Lucas has just started
eating solid foods. Lucas only drinks breast milk. Their mum, Kelly,
expresses her breast milk in the morning and packs it for Lucas to drink
in the centre.
1.1 Your Task: Create a meal plan for Johnny outlining a cycle of
menus, detailing the food that will be provided to him for a week.
The meal plan should include breakfast, morning snack, lunch,
afternoon snack and dinner for five days.
Use the meal plan template provided in the link below:
Meal Plan Template
(Note: If the link is not working, copy and paste the url to your browser:
http://compliantlearningresources.com.au/network/sparkling-stars/files/2018/01/Meal-
Plan-Johnny-v1.2.docx)
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.
1.2 Your Task: Create a one-page guide for Lucas’ mother to assist her
with expressing breast milk by hand and it at home to ensure food
safety procedures are followed according to the relevant
prescribed guidelines.
Guidance: Review the Infant Feeding Guidelines provided in the link below and
use it as reference as you create your hand-out
Infant Feeding Guidelines
(Note: If the link is not working, copy and paste the url to your browser:
http://compliantlearningresources.com.au/network/sparkling-stars/files/2014/12/
infant_feeding_guidelines.pdf)
*http://compliantlearningresources.com.au/network/sparkling-stars/files/2013/12/
n55_australian_dietary_guidelines_130530.pdf
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WORKBOOK CHECKLIST
When you have completed this assessment workbook, review the
candidate’s assessment against the checklist below:
The candidate has completed all the assessments in the
workbook:
Knowledge Assessment
Case Studies – Part A
Case Studies – Part B
Project
IMPORTANT REMINDER
Candidates must achieve a satisfactory result to ALL assessment tasks
to be awarded COMPETENT for the units relevant to this cluster.
To award the candidate competent in the units relevant to this subject,
the candidate must successfully complete all the requirements listed
above according to the prescribed benchmarks.
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