CHC50113 Diploma of Early Childhood Education and Care Assessment Workbook 7

This assessment workbook covers the skills and knowledge required to establish and maintain a safe and healthy environment for children. It is applicable to educators working in a range of education and care services. The workbook includes a knowledge assessment, case studies, and projects. The principles of competency-based assessment, the dimensions of competency, and reasonable adjustment are also covered. The unit of competency CHCECE016 is discussed in detail.

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

Version control & document history
Date Summary of modifications made Version
29 April 2014 Version 1 final produced following assessment
validation.
1.0
23 January 2015 Version 2 final produced following second
assessment validation
2.0
19 July 2016 Minor updates throughout document 2.1
18 September
2018
Changed question in Knowledge Assessment
Question 2
2.2
Assessment Workbook 7Version No.2.2 Produced 18 September 2018
Page 2 © Compliant Learning Resources

TABLE OF CONTENTS
This is an interactive table of contents. If you are viewing this document in
Acrobat, clicking on a heading will transfer you to that page. If you have this
document open in Word, you will need to hold down the Control key while
clicking for this to work.
INSTRUCTIONS........................................................................................... 4
WHAT IS COMPETENCY BASED ASSESSMENT...................................................4
THE BASIC PRINCIPLES OF ASSESSING NATIONALLY RECOGNISED TRAINING.......5
THE DIMENSIONS OF COMPETENCY...............................................................6
REASONABLE ADJUSTMENT..........................................................................7
CHEATING AND PLAGIARISM........................................................................9
THE UNIT OF COMPETENCY........................................................................10
ASSESSMENT METHODS............................................................................14
CONTEXT FOR ASSESSMENT.......................................................................15
RESOURCES REQUIRED FOR ASSESSMENT....................................................15
PRESENTATION.........................................................................................16
ASSESSMENT WORKBOOK COVERSHEET......................................................17
KNOWLEDGE ASSESSMENT.........................................................................18
CASE STUDIES.......................................................................................... 47
PROJECT 1: ESTABLISH AND MAINTAIN A SAFE AND HEALTHY ENVIRONMENT
FOR CHILDREN......................................................................................... 55
PROJECT 2: CONDUCT A WORKPLACE RISK ASSESSMENT...............................69
PROJECT 3: CONDUCT A RISK ASSESSMENT FOR AN EXCURSION.....................76
ASSESSOR CHECKLIST...............................................................................83
FEEDBACK............................................................................................... 84
Assessment Workbook 7 Version No.2.2 Produced 18 September 2018
© Compliant Learning Resources Page 3

INSTRUCTIONS
The questions in this workbook are divided into two categories.
The Knowledge Assessment contains questions that are all in a short answer
format. The Case Studies are longer questions requiring creative thought
processes are covered in the case studies assessment. You must answer all
questions using your own words. However you may reference your learner
guide, and other online or hard copy resources to complete this assessment.
You must attempt all assessments satisfactorily to achieve an overall award of
competent.
If you are currently working as part of an Early Childhood Education/Child
Care team, you may answer these questions based on your own workplace.
Otherwise consider what you should do if you were working as part of an Early
Childhood Education/Child Care team you may refer to Sparkling Stars as an
example.
WHAT IS COMPETENCY BASED ASSESSMENT
The features of a competency based assessment system are:
 It is focused on what learners can do and whether it meets the
criteria specified by industry as competency standards.
 Assessment should mirror the environment the learner will encounter
in the workplace.
 Assessment criteria should be clearly stated to the learner at the
beginning of the learning process.
 Assessment should be holistic. That is it aims to assess as many
elements and/or units of competency as is feasible at one time.
 In competency assessment a learner receives one of only two
outcomes – competent or not yet competent.
 The basis of assessment is in applying knowledge for some purpose.
In a competency system, knowledge for the sake of knowledge is seen
to be ineffectual unless it assists a person to perform a task to the
level required in the workplace.
 The emphasis in assessment is on assessable outcomes that are
clearly stated for the trainer and learner. Assessable outcomes are
tied to the relevant industry competency standards where these exist.
Where such competencies do not exist, the outcomes are based upon
those identified in a training needs analysis.
Assessment Workbook 7Version No.2.2 Produced 18 September 2018
Page 4 © Compliant Learning Resources

Definition of competency
Assessment in this context can be defined as:
 The fair, valid, reliable and flexible gathering and recording of
evidence to support judgement on whether competence has been
achieved. Skills and knowledge (developed either in a structured
learning situation, at work, or in some other context) are assessed
against national standards of competence required by industry,
rather than compared with the skills and knowledge of other learners.
THE BASIC PRINCIPLES OF ASSESSING
NATIONALLY RECOGNISED TRAINING
Developing and conducing assessment, in an Australian vocational education
and training context, is founded on a number of basic conventions:
The principles of assessment
 Assessment must be valid
o Assessment must include the full range of skills and knowledge
needed to demonstrate competency.
o Assessment must include the combination of knowledge and
skills with their practical application.
o Assessment, where possible, must include judgements based on
evidence drawn from a number of occasions and across a
number of contexts.
 Assessment must be reliable
o Assessment must be reliable and must be regularly reviewed to
ensure that assessors are making decisions in a consistent
manner.
o Assessors must be trained in national competency standards for
assessors to ensure reliability.
 Assessment must be flexible
o Assessment, where possible, must cover both the on and off-the-
job components of training within a course.
o Assessment must provide for the recognition of knowledge,
skills and attitudes regardless of how they have been acquired.
o Assessment must be made accessible to learners though a
variety of delivery modes, so they can proceed through
modularised training packages to gain competencies.
Assessment Workbook 7 Version No.2.2 Produced 18 September 2018
© Compliant Learning Resources Page 5

 Assessment must be fair and equitable
o Assessment must be equitable to all groups of learners.
o Assessment procedures and criteria must be made clear to all
learners before assessment.
o Assessment must be mutually developed and agreed upon
between assessor and the assessed.
o Assessment must be able to be challenged. Appropriate
mechanisms must be made for reassessment as a result of
challenge.
The rules of evidence (from Training in Australia by M Tovey, D Lawlor)
When collecting evidence there are certain rules that apply to that evidence.
All evidence must be valid, sufficient, authentic and current;
 Valid
o Evidence gathered should meet the requirements of the unit of
competency. This evidence should match or at least reflect the
type of performance that is to be assessed, whether it covers
knowledge, skills or attitudes.
 Sufficient
o This rule relates to the amount of evidence gathered It is
imperative that enough evidence is gathered to satisfy the
requirements that the learner is competent across all aspects of
the unit of competency.
 Authentic
o When evidence is gathered the assessor must be satisfied that
evidence is the learner’s own work.
 Current
o This relates to the recency of the evidence and whether the
evidence relates to current abilities.
THE DIMENSIONS OF COMPETENCY
The national concept of competency includes all aspects of work performance,
and not only narrow task skills. The four dimensions of competency are:
 Task skills
 Task management skills
 Contingency management skills
 Job role and environment skills
Assessment Workbook 7Version No.2.2 Produced 18 September 2018
Page 6 © Compliant Learning Resources

REASONABLE ADJUSTMENT
Adapted Reasonable Adjustment in teaching, learning and assessment for
learners with a disability - November 2010 - Prepared by - Queensland VET
Development Centre
Reasonable adjustment in VET is the term applied to modifying the learning
environment or making changes to the training delivered to assist a learner
with a disability. A reasonable adjustment can be as simple as changing
classrooms to be closer to amenities, or installing a particular type of software
on a computer for a person with vision impairment.
Why make a reasonable adjustment?
We make reasonable adjustments in VET to make sure that learners with a
disability have:
 the same learning opportunities as learners without a disability
 the same opportunity to perform and complete assessments as those
without a disability.
Reasonable adjustment applied to participation in teaching, learning
and assessment activities can include:
 customising resources and assessment activities within the training
package or accredited course
 modifying the presentation medium learner support
 use of assistive / adaptive technologies
 making information accessible both prior to enrolment and during the
course
 monitoring the adjustments to ensure learner needs continue to be
met.
Assistive / Adaptive Technologies
Assistive/adaptive technology means ‘software or hardware that has been
specifically designed to assist people with disabilities in carrying out daily
activities’ (World Wide Web Consortium - W3C). It includes screen readers,
magnifiers, voice recognition software, alternative keyboards, devices for
grasping, visual alert systems, digital note takers.
Assessment Workbook 7 Version No.2.2 Produced 18 September 2018
© Compliant Learning Resources Page 7

IMPORTANT NOTE
Reasonable adjustment made for collecting candidate assessment evidence
must not impact on the standard expected by the workplace, as expressed by
the relevant Unit(s) of Competency. E.g. If the assessment was gathering
evidence of the candidates competency in writing, allowing the candidate to
complete the assessment verbally would not be a valid assessment method.
The method of assessment used by any reasonable adjustment must still meet
the competency requirements.
Assessment Workbook 7Version No.2.2 Produced 18 September 2018
Page 8 © Compliant Learning Resources

CHEATING AND PLAGIARISM
What is Cheating?
Cheating within the context of the study environment, means to dishonestly
present an assessment task or assessment activity as genuinely representing
your own understanding of and/or ability in the subject concerned.
Some examples of cheating are:
 Submitting someone else’s work as your own. Whether you have that
persons consent or not.
 Submitting another author’s work as your own, without proper
acknowledgement of the author.
 To allow someone else to submit your own work as theirs.
 To use any part of someone else’s work without the proper
acknowledgement
There are other forms of cheating not contained in this list. These are merely
given as some examples. If you are unsure about whether any particular
behaviour would constitute plagiarism or cheating, please check with your
trainer prior to submitting your assessment work.
What is Plagiarism?
Plagiarism is a form of cheating and includes presenting another person or
organisation’s ideas or expressions as your own. This includes, however is not
limited to: copying written works such as books or journals, data or images,
tables, diagrams, designs, plans, photographs, film, music, formulae, web sites
and computer programs.
How do I avoid Plagiarism or Cheating?
Students are advised to note the following advice to avoid claims of plagiarism
or cheating:
 Always reference other people’s work. You may quote from someone
else's work (for example from websites, textbooks, journals or other
published materials) but you must always indicate the author and source
of the material.
 Always Reference your sources. You should name sources for any
graphs, tables or specific data, which you include in your assignment.
 You must not copy someone else's work and present it as your
own.
 You must not falsify assessment evidence.
Assessment Workbook 7 Version No.2.2 Produced 18 September 2018
© Compliant Learning Resources Page 9

THE UNIT OF COMPETENCY
For the purpose of delivering the Qualification CHC50113 Diploma in
Early Childhood Education and Care clustered assessment of units of
competency will occur.
When assessing each unit it is important to understand how they are
structured in order to meet assessment requirements.
Each unit of competency can be unbundled to reveal two key assessment
components:
1. the performance criteria
a. specifying the required level of performance
2. the Assessment Requirements
a. Performance Evidence
b. Knowledge Evidence
c. Assessment Conditions
CHCECE016 Establish and maintain a safe and healthy environment
for children
Application
The unit describes the skills and knowledge to establish and maintain a safe
and healthy environment for children.
This unit applies to educators working in a range of education and care
services.
Elements
 Support each child’s health needs
 Provide for each child’s comfort
 Promote and implement effective hygiene practices
 Take steps to control the spread of infectious diseases
 Ensure adequate supervision of children
 Take precaution to protect children from harm
 Develop plans to effectively manage incidents and emergencies
Foundation Skills
The foundation skills described those required skills (language, literacy
and numeracy) that are essential to performance.
Reading - in order to interpret and apply relevant legislative and
regulatory requirements, including National Quality Standards,
required for ensuring safety in a service.
Assessment Workbook 7Version No.2.2 Produced 18 September 2018
Page 10 © Compliant Learning Resources

The remaining foundation skills essential to performance are explicit in
the performance criteria of this unit.
Performance Evidence
The candidate must show evidence of the ability to complete tasks outlined in
elements and performance criteria of this unit, manage tasks and manage
contingencies in the context of the job role. There must be demonstrated
evidence that the candidate has completed the following tasks:
 established and maintained an environment that is safe and healthy
for children in at least once service, including:
 communicating hazards and safety issues to appropriate persons
within the service
 coordinating emergency responses including evacuation plans
 planning and coordinating supervision of children
 promoting and monitoring safety practices, including administration
of medicines and safe handling of food
 coordinating appropriate procedures for handling infections and
illnesses, including communicating with families
 enacting strategies to support children to take increasing
responsibility for their own health and physical wellbeing.
Knowledge Evidence
The candidate must be able to demonstrate essential knowledge required to
effectively do the task outlined in elements and performance criteria of this
unit, manage the task and manage contingencies in the context of the work
role. This include knowledge of:
 how to access:
o the National Quality Framework
o the National Quality Standards
o the relevant approved learning framework
 how to navigate through framework and standards documents to find
areas relevant to this unit of competency
 common childhood illnesses and appropriate responses
 strategies for minimising risk
 notifiable diseases
 organisational standards, policies and procedures.
Assessment Conditions
Skills must be demonstrated in a regulated education and care service.
Assessment Workbook 7 Version No.2.2 Produced 18 September 2018
© Compliant Learning Resources Page 11

In addition, simulations and scenarios must be used where the full range of
contexts and situations cannot be provided in the workplace or may occur
only rarely. These are situations relating to emergency or unplanned
procedures where assessment in these circumstances would be unsafe or is
impractical.
Simulated assessment environments must simulate the real-life working
environment where these skills and knowledge would be performed, with all
the relevant equipment and resources of that working environment.
Assessment must ensure use of:
 National Quality Framework for Early Childhood Education and Care
 the relevant approved learning framework under the National
Quality Framework for Early Childhood Education and Care
 evacuation plans
 health and safety procedures and policies, including food-handling,
travel and medication administration.
Assessors must satisfy the NVR/AQTF mandatory competency requirements
for assessors.
HLTWHS003 Maintain work health and safety
Application
This unit describes the skills and knowledge required to implement and
monitor work health and safety (WHS) policies, procedures and work practices
as part of a small work team.
This unit applies to workers who have a key role in maintaining WHS in an
organisation, including duty of care for other workers.
Elements
 Contribute to workplace procedures for identifying hazards and
controlling risks
 Implement policies and procedures into work team processes
 Support consultation, cooperation and communication
Foundation Skills
The foundation skills described those required skills (language, literacy
and numeracy) that are essential to performance.
 Written communication – in order to complete a workplace risk
assessment and complete a workplace incident report in line with
regulatory guidelines and organisational policies
 Oral communication – in order to accurately present information
to a small group of at least two participants
Assessment Workbook 7Version No.2.2 Produced 18 September 2018
Page 12 © Compliant Learning Resources

Foundation skills essential to performance are explicit in the
performance criteria of this unit of competency.
Performance Evidence
The candidate must show evidence of the ability to complete tasks outlined in
elements and performance criteria of this unit, manage tasks and manage
contingencies in the context of the job role.
There must be demonstrated evidence that the candidate has completed the
following tasks at least once in line with state/territory WHS regulations,
relevant codes of practice and workplace procedures:
 conducted a workplace risk assessment and recorded the results,
including:
o identification of hazards and potential hazards
o risk assessment
o strategies for minimising risk, and
o analysis of residual risk
 provided WHS information to at least two workers, including:
o explanation of WHS policies and procedures
o demonstration of safe housekeeping practices
o correct use of personal protective equipment (PPE)
 consistently monitored safety procedures in the day-to-day work
activities required by the job role
 completed a workplace incident report
 followed workplace procedures for a simulated emergency situation
Knowledge Evidence
The candidate must be able to demonstrate essential knowledge required to
effectively complete tasks outlined in elements and performance criteria of
this unit, manage tasks and manage contingencies in the context of the work
role. This includes knowledge of:
 State/territory legislation and how it impacts on workplace
regulations, codes of practice and industry standards, including:
o state/territory WHS authorities
o rights and responsibilities of persons conducting a business or
undertaking (PCBUs), officers and workers, including duty of
care
o legislative requirements for record-keeping and reporting
o regulatory requirements relevant to the particular
industry/type of work site
o hazardous manual tasks
Assessment Workbook 7 Version No.2.2 Produced 18 September 2018
© Compliant Learning Resources Page 13

o infection control
 Hazards common to the work environment and how they cause harm
 Principles of hazards and risk assessment, including:
o hazard identification procedures
o risk assessment process
o residual risk
o risk controls
o hierarchy of control
 Workplace emergency procedures
 Workplace policies and procedures for WHS.
ASSESSMENT METHODS
Assessment for this unit will be assessed through completion of
Assessment Workbook Seven (7) and the relevant section of Workbook
Eleven (11).
Workbook Seven (7) will focus on two assessment methods:
1. Written Questions – based on the required knowledge component as
described in the Instructions for Assessment
2. Case Studies – utilising the Sparkling Stars virtual Education and
Care Service and activities set out in this workbook.
3. Projects – provide tasks designed to be completed in a practical setting,
to assist completion of relevant tasks addressing underpinning skills
and/or knowledge requirements.
Further Assessments:
4. Workbook Eleven (11) Skills Journal
 participant must attend Vocational Placement and maintain a log of
tasks completed and signed off by supervisor in the workplace.
a.
Assessment Workbook 7Version No.2.2 Produced 18 September 2018
Page 14 © Compliant Learning Resources

CONTEXT FOR ASSESSMENT
To complete the assessment in this workbook, students need only to have
access to their learning materials and the internet. This may be completed
wholly at the student’s home, or chosen place of study.
RESOURCES REQUIRED FOR ASSESSMENT
To complete the assessments in this workbook, the candidates will need
access to:
 Computer with internet access, MS Word, Adobe Acrobat Reader
Assessment Workbook 7 Version No.2.2 Produced 18 September 2018
© Compliant Learning Resources Page 15

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.
Assessment Workbook 7Version No.2.2 Produced 18 September 2018
Page 16 © Compliant Learning Resources

ASSESSMENT WORKBOOK COVERSHEET
WORKBOOK: WORKBOOK 7
TITLE: Health and Safety Management
FIRST AND SURNAME:
PHONE:
EMAIL:
Please read the Candidate Declaration below and if you
agree to the terms of the declaration sign and date in
the space provided.
By submitting this work, I declare that:
 I have been advised of the assessment requirements, have
been made aware of my rights and responsibilities as an
assessment candidate, and choose to be assessed at this time.
 I am aware that there is a limit to the number of submissions
that I can make for each assessment and I am submitting all
documents required to complete this Assessment Workbook.
 I have organised and named the files I am submitting
according to the instructions provided and I am aware that
my assessor will not assess work that cannot be clearly
identified and may request the work be resubmitted according
to the correct process.
 This work is my own and contains no material written by
another person except where due reference is made. I am
aware that a false declaration may lead to the withdrawal of a
qualification or statement of attainment.
 I am aware that there is a policy of checking the validity of
qualifications that I submit as evidence as well as the
qualifications/evidence of parties who verify my performance
or observable skills. I give my consent to contact these parties
for verification purposes.
Name : Signature: Date:

KNOWLEDGE ASSESSMENT
1. Identify four (4) relevant sections of the NQS that relate to
establishing and maintaining a safe and healthy environment for
children.
Guidance: Use the element numbers of standards only.
i. Educational program and practice
ii. children's health ans safety
iii. physical environment
iv. staffing arrangements
2. Identify the relevant sections of the EYLF that relate to establishing
and maintaining a safe and healthy environment for children. List
three (3). Explain the outcomes of each section to the children.
i. children must have strong sense of identity
ii. Must have strong sense of well-being
iii. effective communicators
Assessment Workbook 7 Version No. 2.1 Produced 19 July 2016
Page 18 © Compliant Learning Resources

3. Give five (5) examples of how an educator can promote learning
health and safety to children.
Guidance: Refer to the EYLF.
i. Respond sensitively to children’s cues and signals
ii. Acknowledge their uniqueness in positive ways
iii. Spend time interacting with each child
iv. Maintain high expectations of each child’s capabilities
v. Encourage children to make choices and decisions
Assessment Workbook 7 Version No. 2.1 Produced 19 July 2016
© Compliant Learning Resources Page 19

As an educator you will be responsible for preparing and serving food
and promoting healthy eating to babies, toddlers and children.
4. Which sections of the National Law and National Regulations is a
Child Care Centre obligated to implement into practice? List three
(3).
Guidance: You will need to research this information in the National
Law and National Regulations.
i. Education and care service national law act 2011
ii. Children Act 2010
iii. Education and earlt childhood services act 2011
Assessment Workbook 7 Version No. 2.1 Produced 19 July 2016
Page 20 © Compliant Learning Resources

5. Fill out the table below in relation to common childhood illnesses that you need to be aware of in the centre
and appropriate responses.
Common Childhood
Illness How is this transmitted? What should be your response?
Whooping cough (Pertussis) This can be transmitted to other
people through tiny droplets
generated when that person coughs
or sneezes
wear mask and maintain distance
Influenza People with flu can spread it to others
up to about 6 feet away
by cleaning hands and avoiding close contact
Rubella or measles when an infected person coughs and
sneezes
by avoiding contact with infected person

Hepatitis A Hepatitis A can be spread from close,
personal contact with an infected
person, such as through certain types
of sexual contact or caring for
someone who is ill.
people need to take vaccine of hepatitis A.
Worms Worms are mainly spread in small bits
of poo from people with a worm
infection.
washing hands before eating or preparing food.
Viral gastroenteritis Viral gastroenteritis is highly
infectious and is spread by the vomit
or faeces of an infected person
through: person-to-person contact, for
example shaking hands with someone
who has been sick and has the virus
on their hands.
Don't share kitchen utensils, plates, or towels if someone
in your household is sick.
Chicken pox Chickenpox is transmitted from
person to person by directly touching
the blisters, saliva or mucus of an
infected person.
to get vaccine of chicken pox.
Assessment Workbook 7 Version No. 2.1 Produced 19 July 2016
Page 22 © Compliant Learning Resources

Cold sores (Herpes simplex) Cold sores spread from person to
person by close contact, such as
kissing.
Use sunscreen at all times on your lips.
Ringworm Ringworm often spreads by direct,
skin-to-skin contact with an infected
person.
by keeping skin dry and clean.
Glandular fever
(Mononucleosis)
it can be transmitted by saliva. by making sure the proper use of hygiene including
handwashing.
Cytomegalovirus (CMV) ot can be transmitted through saliva
or urine.
by protecting from CMV through semen and son on.
Assessment Workbook 7 Version No. 2.1 Produced 19 July 2016
© Compliant Learning Resources Page 23

Hepatitis B Hepatitis B is spread when blood,
semen, or other body fluids from a
person infected with the virus enters
the body of someone who is not
infected.
by getting vaccine og Hapatitis B.
Hepatitis C spread when someone comes into
contact with blood from an infected
person.
by avoiding behaviors that can spread the disease,
especially injecting drugs.
HIV It can be transmitted through sharing
needles, syrings or intimacy
Get vaccinated and avoid physicxal interactionṣ
Assessment Workbook 7 Version No. 2.1 Produced 19 July 2016
Page 24 © Compliant Learning Resources

6. List the eleven (11) notifiable diseases.
i. AIDS
ii. Anthrax
iii. Cholera
iv. Malaria
v. Plague
vi. Typhoid
vii. Yellow fever
viii. Tuberculosis
ix. Rabies
x. Mumps
xi. Hepatitis A
7. Infection control is extremely important within a centre. What should
staff do when a notifiable disease is recognised in the centre?
If staff suspect there is an infectious disease outbreak at your centre,
you should contact your Public Health Unit as soon as possible
Assessment Workbook 7 Version No. 2.1 Produced 19 July 2016
© Compliant Learning Resources Page 25

8. Childcare centres in your state/territory are required to follow which
WHS/OHs legislation?
Guidance: Name your state and the legislation.
State/Territory: Sydeny
Legislation: duty of care
9. Provide the contact details of the WHS/OHS authorities in your
state/territory that you would report to in the case of an accident?
State/Territory: Sydeny
Organisation: SESA OHS Management Consultants
Contact Details: 02 9822 8406
Assessment Workbook 7 Version No. 2.1 Produced 19 July 2016
Page 26 © Compliant Learning Resources

Read through the learner resources and then fill out the table below.
10. How do the WHS/OHS regulations impact on the service at your centre?
Section of Regulations Summary of Section Impact on Child Care Centre
Chapter 1 – Preliminary
taking care of children and divert their mindset taking them and keeping them for their better
future
Chapter 2 –
Representation and
participation
these regulations have proper participation
within the child care services and their take care
section.
child care centres provide their proper effort
and contribution towards their participation.

Chapter 3 – General risk
and workplace
management
this regulation is bit risky at the workplace as it
is bit risky to take child at the workplace.
for this, child care centres are opened and
people need to drop their child over their for
their care.
Chapter 7 – Hazardous
chemicals
keep these chemical away from child and their
touch.
put restiriction over people in terms of using
these chemicals.
Chapter 8 - Asbestos
Asbestos is a naturally occurring fibrous silicate
mineral. There are six types, all of which are
composed of long and thin fibrous crystals, each
fibre being composed of many microscopic
"fibrils" that can be released into the atmosphere
by abrasion and other processes.
take of occuring issue in future.
Assessment Workbook 7 Version No. 2.1 Produced 19 July 2016
Page 28 © Compliant Learning Resources

Chapter 11 - General
the child care centre tends to put emphasis over
the overall protection of child in regard of their
overall development.
by having proper care of child.
Assessment Workbook 7 Version No. 2.1 Produced 19 July 2016
© Compliant Learning Resources Page 29

11. In a child care centre, what are the rights and responsibilities (including duty of care) of the following:
a) persons conducting a business or undertaking (PCBUs)
b) officers
c) workers
Guidance: Identify which staff in the centre fill each of these roles and describe their duty of care, rights and
responsibilities.
Duty of Care Rights and Responsibilities
PCBU: PCBU has a primary duty of care to ensure the
health and safety of workers.
provision and maintenance of a safe work environment.
Assessment Workbook 7 Version No. 2.1 Produced 19 July 2016
Page 30 © Compliant Learning Resources

Officers: manages, all aspects related to Child Protection
programs
The Committee has the authority to dispose of cases for
the care, protection, treatment, development and
rehabilitation of children in need of care and protection.
Workers: Take proper care of the child and ensure his
welfare. Provide each child upon his reception
with all the necessary supplies like clothing,
toiletries etc.
ensures the safety of the children
Assessment Workbook 7 Version No. 2.1 Produced 19 July 2016
© Compliant Learning Resources Page 31

12. Indicate the legal requirements for record-keeping and reporting in your state by filling out the table
below.
Record What must be recorded? Retention
General records the recording keeps in mind the needs and
dignity of person.
no longer than three years
Child enrolment
information
The Design of Records and Forms Must be
Approved
should be kept for 7 years after your organisation's
last contact with the child and their family.
Assessment Workbook 7 Version No. 2.1 Produced 19 July 2016
Page 32 © Compliant Learning Resources

Child health information Name, address and phone number of medical,
dental or mental health care providers.
Be updated as soon as possible after any
recordable event
Special needs The federal General Education Provisions Act
requires retention of records for three years
after the completion of an activity for which
federal funds are used.
to retain them for seven years.
Language should be normal and easy to understand. in written
Assessment Workbook 7 Version No. 2.1 Produced 19 July 2016
© Compliant Learning Resources Page 33

Parenting orders to keep their child safe. longer period of time.
Child’s doctor/hospital in computers and system long time
Medical information keep it confidential hand over to patient
Assessment Workbook 7 Version No. 2.1 Produced 19 July 2016
Page 34 © Compliant Learning Resources

Illness/injury maintain it and keep their wound away from
bacteria.
limited period of time.
Death of child death certificate keep it confidential
Staff records maintain it in confidentail manner in system and computer
Assessment Workbook 7 Version No. 2.1 Produced 19 July 2016
© Compliant Learning Resources Page 35

Excursions good rule to thumb is to add a year to the
statute of limitations period.
it may be more prudent to retain them for seven
years.
Escorting a child children and their Families Must be Informed
about their Records
All Relevant Information about Children and their
Families must be Recorded.
Emergency care of a
child
by protecting their disease and wound on urgent
basis.
through effective care.
Assessment Workbook 7 Version No. 2.1 Produced 19 July 2016
Page 36 © Compliant Learning Resources

Assessment Workbook 7 Version No. 2.1 Produced 19 July 2016
© Compliant Learning Resources Page 37

13. It is a legal requirement that the centre, educators, and staff
ensure the confidentiality of personal information and records
pertaining to a child.
a) Who is authorised to view the records?
b) What information is protected?
a) Authorised persons:
Early childhood education and care services require personal
information from families to provide appropriate and responsive care.
The centre will maintain private and confidential files for educators,
children and their families. These records will be securely stored and
maintained.
b) Protected information
It is a legal requirement for the nursery to hold relevant information for
each child and their families, which remains confidential at all times.

14. Is it a requirement in childcare centres that educators and staff
ensure that infection controls are in place to minimise the risk of
spreading infection.
a) What is infection control?
b) What infection control guideline is relevant to service and the
source of best practice for childcare centres?
c) What practices do you need to follow to minimise the risk of
spreading infection?
a) nfection control prevents or stops the spread of infections in
healthcare settings. This site includes an overview of how infections
spread.
b) Standard precautions are basic infection prevention and control
strategies that apply to everyone, regardless of their perceived or
confirmed infectious status.
c) Hand hygiene is the most important measure to prevent the spread
of infections among patients and DHCP.
Assessment Workbook 7 Version No. 2.1 Produced 19 July 2016
© Compliant Learning Resources Page 39

15. Fill out the table below and identify the risks the following hazardous manual tasks pose in a workplace,
the level of risk, who may be harmed and the control that should be implemented to reduce/minimize its
occurrence.
Guidance: Use the Risk Rating Matrix below, when filling out the table.

Common Hazard Risk and how
they cause harm Level of risk Who is at risk Control
a) Lifting and moving
babies/toddlers/children
high medium baby high
b) Properly stored but
improper labelling of
chemicals
very high high general people medium
c) Moving play equipment and
furniture
low medium who is playing with it high
d) Inadequate cluttered
storage areas without walk
through space
low high individual low
e) Office workstations are
often in cramped spaces
and poorly equipped.
medium low employee medium
f) Poor housekeeping or
maintenance of indoor and
outdoor areas
medium high living people high
Assessment Workbook 7 Version No. 2.1 Produced 19 July 2016
© Compliant Learning Resources Page 41

16. Explain in your own words the following principles of hazards and
risk assessment:
a) hazard identification
b) risk assessment process
c) residual risk
d) risk controls
e) hierarchy of control
a) Identify hazards and risk factors that have the potential to cause
harm.
b) analyze and evaluate the risk associated with that hazard
c) Determine appropriate ways to eliminate the hazard, or control the
risk when the hazard cannot be eliminated.
d) 1. Identify the hazards.
e) 2. Consider who could be harmed and how.
f) 3. Evaluate the risks and decide on actions to mitigate them.
g) 4. Record the significant findings and implement them.
h) 5. Review the assessment and update where necessary.
i) reduce it
j) avoid it
k) accept it
l) transfer it
m) Ensure risks are identified early.
n) Factor in organisational goals and objectives.
o) Manage risk within context.
p) Involve stakeholders
q) hierarchy
r) span of control
s) unity of command

17.18. Identify the process of managing the following emergency in the
workplace.
Refer to the Sparkling Stars: Emergency Management Plan for Early
Childhood
(Username: learner Password: studyhard)
Emergency Outcome Procedure
Fire
any short circuit electricity or carelessness of individual
Flood
excessive amount of
water
climate change
Storm
disaster climate change
Lurker Alert
animal disease catastrophic
Child
accident-
minor harm
scratches any accident
Child
accident-
major harm
loss of blood any accident
Assessment Workbook 7 Version No. 2.1 Produced 19 July 2016
© Compliant Learning Resources Page 43

18. Access information about the National Quality Framework (NQF)
via https://education.gov.au/ and answer the following questions
about the key legislation and standards under NQF.
a) What are the two (2) systems that constitute the national
legislative framework under NQF?
b) Identify the seven (7) quality areas under the National Quality
Standard.
c) What is the purpose of a national quality rating and assessment
process?
a) Two systems that constitute the national legislative framework under NQF:
a1) The Education and Care Services National Law and the
Education
a2) Care Services National Regulations
b) The seven quality areas under the National Quality Standard:
b1) Educational program and practice
b2) Children's health and safety
b3) Physical environment
b4) Staffing arrangements
b5) Relationships with children
b6) Collaborative partnerships with families and communities
b7) Leadership and service management
c) Purpose of a national quality rating and assessment process:
The purpose of the assessment and rating process is to determine
whether and at what rating level services meet the National
Quality Standard and the requirements of the National
Regulations (section 133(1) of the National Law).
Assessment Workbook 7 Version No. 2.1 Produced 19 July 2016
Page 44 © Compliant Learning Resources

CASE STUDIES
Case Study One:
Tuesday at the Sparkling Stars Childcare Centre.
Tamara, aged 5 was dropped off at childcare today and you noticed she
was clinging to her mother, Sarah a little more than usual. Sarah
mentioned to you when signing in that Tamara had a runny nose and a
sore throat last night, but this morning she was fine, although she was
‘off her food’ a little this morning and left you some extra snacks for her
just in case she got hungry.
At 9.30am you notice Tamara trying to get cuddles off one of the carers
and one of the carers informs you later, that Tamara’s faeces was a
little runny and that she had been complaining about a ‘hurt tummy’.
At 1.00pm Tamara is playing outside when she stops, grabs her
stomach and suddenly vomits.
1. Describe in detail the process you would follow to manage Tamara’s
condition including what steps you would take immediately
afterwards
Assessment Workbook 7 Version No. 2.1 Produced 19 July 2016
© Compliant Learning Resources Page 45

Try an expectorant
Take a cough suppressant
Sip green tea
Stay hydrated
Suck on lozenges
Later that day, two other children at the centre are reported as having
watery diarrhoea and showing symptoms of runny nose, sore throat and
a slight fever. The supervisor informs you that it is most likely an
outbreak of Gastroenteritis.
2. Describe what organisational standards, policies, and procedures
you would follow in this circumstance and what affect this may have
on the operation of the centre.
Washing vegetables, fruits, and salads thoroughly before eating them.
avoiding close contact with people who have gastroenteritis. drinking
bottled water when traveling, especially in developing countries.
avoiding eating raw meat and fish.
Assessment Workbook 7 Version No. 2.1 Produced 19 July 2016
Page 46 © Compliant Learning Resources

Assessment Workbook 7 Version No. 2.1 Produced 19 July 2016
© Compliant Learning Resources Page 47

Case Study Two:
Trang is working as an assistant educator in the Sparkling Stars Early
Childhood Education and Care Centre observing a group of children in
the outdoor play area and notices that four of the boys are running
around screaming. She monitors their behaviour for any unsafe activity
but besides being very noisy, their behaviour is safe.
After a few minutes of doing this the boys start pushing each other.
Trang quickly tries to intervene but unfortunately Simon pushes Isaac
too hard and he falls, tripping over the step rail surrounding the sand
pit. Your rush over and notice Isaac, holding his arm and huffing and
puffing strangely but appears to be unhurt, the next thing Trang hears
is Isaac screaming as he realises there is blood on his fingers. Trang
approaches Isaac to inspect his arm.
Answer the questions below and explain what actions Trang should
take in dealing with this situation.
Submit – accident incident form
1. What is the immediate action Trang should take?
Guidance: Describe what immediate action should occur if Trang is
following the organisational standards, policies and procedures at
Sparkling Stars. Refer to the Workplace Health and Safety Policy on
Sparkling Stars.
(Username: learner Password: studyhard)
• Lack of adequate supervision
• Staff is under-trained
• Medication administered improperly
• Sudden Infant Death Syndrome (SIDS)
• Presence of poisons and toxic substances
• Unsafe and recalled nursery products and equipment
• Illness transmission
• Lack of food safety
Assessment Workbook 7 Version No. 2.1 Produced 19 July 2016
Page 48 © Compliant Learning Resources

Assessment Workbook 7 Version No. 2.1 Produced 19 July 2016
© Compliant Learning Resources Page 49

2. What is the secondary action Trang should take?
Guidance: Describe what secondary action should occur if Trang is
following the organisational standards, policies and procedures at
Sparkling Stars. Refer to the Workplace Health and Safety Policy on
Sparkling Stars.
(Username: learner Password: studyhard)
Refresh your first aid credentials
Replenish your facility or institution’s emergency kits
Keep your environment free from clutter
Keep hands, utensils, and surfaces sanitised
Supervise children properly when they are outside
Pass on age-appropriate safety responsibilities to children
3. Complete the Accident Incident Form below for this incident.
Accident/Incident Reporting Form
1. Centre details
Location: Sydeny
Nominated Supervisor: pqr Contact phone: [phone]
Setting:
2. Incident details
Day: Tuesady Date: 24 Time: 08:45
Report completed by: xyz
Assessment Workbook 7 Version No. 2.1 Produced 19 July 2016
Page 50 © Compliant Learning Resources

3. Type of incident (indicate which is applicable)
Personal injury Staff Customer Child
Name of person
injured:
Part of Body Injured (if relevant):
Nature of injury sustained:
Abrasions, scrapes
Bite
Broken bone/fracture
Bruise
Burn
Concussion
Cut
Rash
Sprain
Swelling
Other (please specify)
Approximate size/colour of injury:
Damage to goods (please specify):
Assault Staff Customer Other
(please specify):
Vandalism
Robbery/break-in (also complete security incident report form)
Equipment failure/damage (please specify):
Assessment Workbook 7 Version No. 2.1 Produced 19 July 2016
© Compliant Learning Resources Page 51

4. Response to incident (indicate which is applicable)
First aid treatment administered (please specify what/by whom
etc.):
Medical treatment administered (please specify where/by whom
etc):
MR. grahm
Assistance sought: (please specify
type)
Ambulance
Police Counsellor
Equipment shut down (please specify what/when etc.):
Centre closed (please specify exact time):
Repair person contacted (please specify whom): ytgvg
5. Other information
Who witnessed the incident? (please use full name, details of staff’s job
title where applicable, and telephone number/s):
Mr. rehmana
1419813987
Assessment Workbook 7 Version No. 2.1 Produced 19 July 2016
Page 52 © Compliant Learning Resources

NOTE: Be specific. Describe in detail what actually happened, stating
the facts in a clear and precise manner. Include exact location of
incident, factors involved and any other details that may be beneficial.
A drawing of the centre layout, identifying where the incident occurred,
would be useful.
6. Other information
This report was compiled by (full name, title and contact
telephone):
JK joseph
On
(date/time):
This report is a true and accurate summary of the incident that
occurred (please sign):
yes
Assessment Workbook 7 Version No. 2.1 Produced 19 July 2016
© Compliant Learning Resources Page 53

4. If Isaac’s injury had been more severe such as a broken arm or a
heavy laceration, what action should Trang take to report health and
safety issues in line with workplace policies and procedures and
legislative requirements?
Describe your response in detail.
Risk assessments.
Consultation with employees.
Maintaining plant and equipment.
Safe handling and use of substances.
Information, instruction and supervision.
Responsibility and delegation of authority.
Worker/staff training
Assessment Workbook 7 Version No. 2.1 Produced 19 July 2016
Page 54 © Compliant Learning Resources

Assessment Workbook 7 Version No. 2.1 Produced 19 July 2016
© Compliant Learning Resources Page 55

PROJECT 1: ESTABLISH AND MAINTAIN A SAFE
AND HEALTHY ENVIRONMENT FOR CHILDREN
Task: Review and evaluate performance in establishing and maintaining
a safe and healthy environment for children
Complete this task when you have been fully immersed in your
vocational work placement. You are required to review and evaluate
both your performance and the service’s implementation of policies and
procedures related to the establishment and maintenance of a safe and
healthy environment for children attending the centre.
To document your evaluation, answer the questions below and provide
the information being asked.
In supporting each child’s health needs:
1. Individual medical management plans for children
with specific heath care need are in place and
readily available at the service.
Yes No
Does the service have available individual medical management
plan forms for children with a specific health care need? Submit a copy
of the blank form and write the filename below.
Filename:
In providing for each child’s comfort:
2. The groupings of children are configured to provide
for each child’s comfort and to minimise the risk of
overcrowding.
Yes No
Does the service have a specific policy or procedure in organising the
groupings of children in the centre to minimise risk of overcrowding, to
minimise the risk of illness and/or to minimise the risk of injuries?
Submit a copy of the centre’s policy or procedure on configuring
groupings and write the filename.
Filename:
Assessment Workbook 7 Version No. 2.1 Produced 19 July 2016
Page 56 © Compliant Learning Resources

In promoting and implementing effective hygiene practices:
3. The service accesses information on current
hygiene practices. Yes No
Where does the centre get current and up-to-date information on
current hygiene practices? Give at least one (1) local council/health
organisation/public health unit and one (1) additional resource
(website, journals, books, etc.) the centre accesses.
Guidance: You may need to ask your supervisor or other educators for
you to be able to complete this question.
Local council/health
organisation/public health
units:
Additional resource:
Provide one (1) example of the information the centre has currently
researched on current hygiene practice from the sources/resources that
you have written in the previous question. Give a brief description of
the information, for example: “There is new practice on how centres
can actively support children to learn hygiene practices using
modelling and role playing.”
Assessment Workbook 7 Version No. 2.1 Produced 19 July 2016
© Compliant Learning Resources Page 57

4. Information about correct hand washing
procedures is displayed in relevant areas of the
service.
Yes No
Take photos of hand washing procedures that are displayed in relevant
areas of the service. Make sure that:
1. You secure permission from your supervisor to take pictures.
2. The hand washing procedure and the relevant area is captured in
whole in your photos.
Submit two (2) photos of two (2) different areas where the
procedures are displayed. Indicate what area in the service is
being shown.
Photo 1
Area in the service:
Assessment Workbook 7 Version No. 2.1 Produced 19 July 2016
Page 58 © Compliant Learning Resources

Photo 2
Area in the service:
Assessment Workbook 7 Version No. 2.1 Produced 19 July 2016
© Compliant Learning Resources Page 59

In taking steps to control the spread of infectious diseases:
5. Service procedures are followed, in relation to
notifying families of illness or injuries that affect
children while in education and care.
Yes No
Mapping CHCECE016 PC4.3
Interview an educator or your supervisor in the service who has had
experience with notifying parents/primary caregiver/family of an illness
or injury that affects one of the children while attending education and
care at the centre.
Describe the step-by-step procedure the educator/supervisor
implemented.
Obtain a copy of the centre’s procedure in notifying families of illness
or injuries that affect children while in education and care. Did the
educator/supervisor follow the centre’s procedure? Was there some
discrepancy (specify the discrepancy)?
Submit a copy of the centre’s procedure for your assessor to review.
Filename:
Assessment Workbook 7 Version No. 2.1 Produced 19 July 2016
Page 60 © Compliant Learning Resources

6. Current records of children’s immunisation status
are up-to-date and a procedure is in place to
maintain the currency.
Yes No
Mapping CHCECE016 PC4.5
Find out how your vocational work placement keep current records of
the status of each child’s immunisations.
a) Does the service have a procedure in place to maintain the
currency of immunisation records? Submit a copy of the procedure
and write the filename.
Filename:
b) Does the service have a process for obtaining information from
families about their children’s current immunisation status?
Describe the process in detail or submit a copy of the service’s
written process. Provide the filename below.
Filename:
Assessment Workbook 7 Version No. 2.1 Produced 19 July 2016
© Compliant Learning Resources Page 61

In ensuring adequate supervision of children:
7. New or relief educators are informed of supervision
arrangements and of what they are required to do
in relation to supervising children.
Yes No
Were you provided with details and responsibilities of
supervising children when you started in vocational
work placement?
Yes No
Briefly describe the details and responsibilities provided to you below.
Were you given an induction/welcome pack on your
first day of work? Yes No
Was the information regarding supervision
arrangements and responsibilities included in the
induction/welcome pack?
Yes No
Scan or take a picture of the page/section in your induction/welcome
pack which provides the information regarding supervision
arrangements and responsibilities. Submit the scanned document or
photo and write the filename below.
Filename:
Were you given a copy of the centre’s supervision
policy? Yes No
Submit a copy of the centre’s supervision policy and write the filename
below.
Filename:
Assessment Workbook 7 Version No. 2.1 Produced 19 July 2016
Page 62 © Compliant Learning Resources

In ensuring adequate supervision of children:
8. Safety checks are consistently implemented and
action is taken as a result of the checks. Yes No
a) Find out when was the last time your vocational work placement
implemented safety checks and took action as a result of the checks.
You need to coordinate with your supervisor or with the staff in-
charge of doing the safety checks for the service.
b) Fill out the Safety Checks Log provided in Sparkling Stars intranet
(Click here). (Username: learner Password: studyhard).
c) In completing the log, you may:
 Ask for a copy of the safety checks log, report or document the
service has. Copy the content needed to complete the log
provided, or
 Consult with the person or staff in-charge of the service’s
safety checks and ask him/her about the following:
o Date of the last safety check
o Premises/sections/rooms in the service that was checks
o General remarks and results of the safety checks
o Areas of concern
o Actions taken and the date actions are done
o Date for the next safety checks
d) Once you have completed the log, ask your supervisor or the staff
you have consulted to fill out the confirmation form at the end of the
document.
e) Submit the document to your assessor and provide the filename.
Filename:
Assessment Workbook 7 Version No. 2.1 Produced 19 July 2016
© Compliant Learning Resources Page 63

9. Simple warning signs are located where potentially
dangerous products are stored. Yes No
Take photos of simple warning signs that are located where potentially
dangerous products are stored. Make sure that:
1. You secure permission from your supervisor to take pictures.
2. The simple warning signs, storage area and the potentially
dangerous products are captured in whole in your photos.
Submit two (2) photos of:
o Different warning signs in the same area OR
o Same warning signs in different areas OR
o Different warning signs in different areas
Photo 1:
Assessment Workbook 7 Version No. 2.1 Produced 19 July 2016
Page 64 © Compliant Learning Resources

Photo 2:
10. Basic training and testing on how to move and fit
car seats, restraints and booster seats is available
to all educators.
Yes No
Find out how educators may avail of the basic training and testing on
how to move and fit car seats, restraints and booster seats. Write down
how and where they can avail of this training and testing in your
vocational work placement. You may need to consult your supervisor to
be able to complete this task.
Assessment Workbook 7 Version No. 2.1 Produced 19 July 2016
© Compliant Learning Resources Page 65

In developing plans to effectively manage incidents and
emergencies:
11. Emergency procedures are displayed
prominently throughout the premises. Yes No
Take photos of emergency procedures that are displayed in noticeable
areas of your vocational work placement. Make sure that:
1. You secure permission from your supervisor to take pictures.
2. You take photos of two (2) different areas in the service/centre.
Submit two (2) photos showing emergency procedures displayed
prominently throughout the premises. The areas must be
noticeable and the procedures should be readable.
Photo 1:
Assessment Workbook 7 Version No. 2.1 Produced 19 July 2016
Page 66 © Compliant Learning Resources

Photo 2:
Assessment Workbook 7 Version No. 2.1 Produced 19 July 2016
© Compliant Learning Resources Page 67

12. Emergency numbers are located near
telephones. Yes No
Take a photo showing emergency numbers located near telephones and
are readily accessible. Make sure that:
1. You secure permission from your supervisor to take pictures.
2. Your photo captures the area where the emergency numbers are
located, including a nearby telephone.
Submit one (1) photo illustrating what is asked and attach it
below.
Photo 1:
Assessment Workbook 7 Version No. 2.1 Produced 19 July 2016
Page 68 © Compliant Learning Resources

13. Emergency equipment is available and tested
and staff members are trained in the use of it. Yes No
Fill out the Emergency Equipment Log provided in the Sparkling Stars
intranet (Click here). (Username: learner Password: studyhard).
a) Consult your vocational work placement supervisor regarding the
available emergency equipment in the service, date it was last
tested and the result of the testing—whether the equipment is
functional, needs maintenance or needs replacement.
b) Inquire whether the staff are trained to use the emergency
equipment listed. Also ask about the date, venue and trainer who
provided the training.
c) Once you have completed the log ask your supervisor o to fill out
the confirmation form at the end of the document.
d) Submit the document to your assessor and provide the filename.
Filename:
Assessment Workbook 7 Version No. 2.1 Produced 19 July 2016
© Compliant Learning Resources Page 69

PROJECT 2: CONDUCT A WORKPLACE RISK
ASSESSMENT
Risk assessment is undertaken by early childhood education centres to
ensure the wellbeing of children and to protect them from harm. In
creating safe environments for children, risk assessment means
identifying, assessing and taking steps to minimise the risks of harm to
children. Centres generally undertake this task:
 Upon commencement each day and before children arrive in the
centre;
 Throughout the day for various activities (e.g., activity to be set
up in the outdoor play area); and,
 Prior to closing the service at night.
For this project, you are to conduct a workplace risk assessment of
your vocational work placement, and the following are the tasks that
you should accomplish:
1. Identify and record existing and potential hazards
2. Conduct a risk assessment
3. Develop and implement control measures
4. Conduct a residual risk assessment and report issues
Before commencing with this project, make sure that you have
thoroughly read the instructions provided and that you have informed
your supervisor of this undertaking. You also have to secure permission
from your supervisor to access certain documents,
areas/rooms/premises, and/or to consult staff/people of the centre for
you to be able to complete this project.
Assessment Workbook 7 Version No. 2.1 Produced 19 July 2016
Page 70 © Compliant Learning Resources

Task 1: Identify and record existing and potential hazards
This task may be done either:
 Before your day at the centre starts and before children arrive
OR
 Prior to closing the service at night
You have the option to choose when you will do this task. Make
sure that you have informed your supervisor of your chosen
schedule.
Before commencing this task:
1. Find out how the centre does their daily hazard identification.
The centre may have a procedure on how this should be done,
which could be a part of their risk assessment policy and/or
procedure.
2. Coordinate with the staff in-charge of such task or your
supervisor to know more about the centre’s procedure.
3. Follow the centre’s procedure for area inspection and
existing/potential hazard identification.
4. Download the Risk Assessment Tool from Sparkling Stars
intranet site (Click here to download).
(Username: learner Password: studyhard)
Assessment Workbook 7 Version No. 2.1 Produced 19 July 2016
© Compliant Learning Resources Page 71

Step 1: Inspect all areas of the centre where foreseeable hazards may
have arisen overnight or where safety may have been affected since the
last check.
Step 2: Use the Hazard Identification Checklist part of the Risk
Assessment Tool to assist you in the inspection. Record the existing and
potential hazards which you have identified. During your inspection,
you have to watch out of the following hazards:
Existing Hazards Potential Hazards
Obvious hazards or those that are
evident or noticeable to the senses
(e.g., broken chairs, open latches,
etc.)
Developing hazards or those that
cannot be recognised immediately
and will develop overtime (e.g.,
storage cupboard not closing
properly, cracked toys, etc.)
Concealed hazards or those that
are not easily noticeable (e.g.,
presence of toxic vapours, animal
waste in the sandpit, etc.)
Transient hazards or those that are
just temporary (e.g., wet floors,
visitors in the service, etc.
You must be able to provide at least three (3) existing and three (3)
potential hazards identified during your inspection.
*An example is provided below
Assessment Workbook 7 Version No. 2.1 Produced 19 July 2016
Page 72 © Compliant Learning Resources

Task 2: Conduct a risk assessment
Step 1: Choose two (2) from the hazards you have identified in Task 1
in the Risk Assessment section of the tool.
Step 2: Identify specific persons in the centre/service who are at risk
of the hazards identified.
Step 3: Assess the likelihood that a harmful consequence or a risk will
occur when people are exposed to the hazards that you have identified.
Determine the overall importance of managing the hazards that you
have identified by giving each a risk rating. The following are the
questions you need to decide on when giving each hazard/risk a rating:
4.1 How likely will the hazard/risk occur?
o Decide on the Likelihood of the occurrence of each
hazard/risk.
Likelihoo
d
Almost certain Is expected to occur in most
circumstances
Likely Will probably occur in most
circumstances
Possible Could occur at some time
Unlikely Not likely to occur in normal
circumstances
Rare May occur only in exceptional
circumstances
4.2 What will be the impact of the hazard/risk on individuals
involved?
o Decide on the Impact (consequence) that the hazard will
have on individuals involved.
Impact
(Consequenc
e)
Insignificant Injuries not requiring first aid
Minor First aid required
Moderate Medical treatment required
Major Hospital admission required
Severe Death or permanent disability
Step 6: Determine the Risk Rating by finding out where the
Likelihood intersects with the Impact Column.
(Zoom in the document, if the font in the matrix above appears small.)
Step 7: Accomplish the Risk Assessment section of the tool. Fill out
Assessment Workbook 7 Version No. 2.1 Produced 19 July 2016
© Compliant Learning Resources Page 73

the columns for hazard, risks and risk rating.
*An example is provided below
Assessment Workbook 7 Version No. 2.1 Produced 19 July 2016
Page 74 © Compliant Learning Resources

Task 3: Develop and implement control measures
Present the result of your risk assessment to two (2) of your team mates in
your vocational work placement. Consult and work with them in
accomplishing this task.
Step 1: Identify control measures that are reasonably practical to eliminate
or minimise the risk of each of the hazard identified with the potential to
cause harm.
Use the ‘hierarchy of control’ in identifying the types of control measures
for each hazard. Take note of that one or more control may be used in
combination to minimise risk.
Take note that the preferred level of controls to be implemented is the higher
level control. If low level controls, such as Administration or PPE, are to be
implemented without higher level controls, it is important that the reasons for
using that level are explained.
Hierarchy of Controls
Most effective
(High level)
Elimination: remove the hazard completely from the
workplace or activity
Substitution: replace a hazard with a less dangerous
one
Redesign: changing a machine or work process to make
it safer
Isolation: separate people from the source of the
hazard
Administration: putting rules, signage or training in
place to make a workplace safer
Least
effective
(Low level)
Personal Protective Equipment (PPE): protective
clothing and equipment
Step 3: Encourage and assist your team mates to contribute in the
identification of appropriate control measures to be implemented.
Step 4: Document the control measures that you and your team mates have
identified in the ‘Control Measure’ column of the Risk Assessment section of
the tool.
Step 5: After accomplishing the steps, have your team mates sign off the Risk
Assessment section of the tool.
Step 6: Implement the control measures that you have developed. Ensure
that you follow the hierarchy of controls and that you observed the
requirements of your vocational work placements while implementing the
strategies.
Step 7: Monitor the control measures that you have implemented as an
Assessment Workbook 7 Version No. 2.1 Produced 19 July 2016
© Compliant Learning Resources Page 75

activity is being conducted and after an activity is completed in one of the
areas/sections in the service/centre where the hazards are found.
*An example is provided below
Task 4: Conduct a residual risk assessment
Step 1: Assess the effectiveness of the control measures that you have
developed and implemented in Task 2. Review these control measures by
asking yourself the following questions:
 Did it work? Did the risk control address the identified hazard and the
likelihood of it occurring?
 Did it create another hazard? The risk control may have addressed the
initial hazard but did it create another one?
If you answer ‘Yes’ to the first set of questions and ‘Yes’ to the second set,
then there is a residual risk, a type of risk that remains after a control
measure has been implemented.
Step 2: Assess the residual risks by identifying the following:
2.1 Likelihood of the occurrence of each residual risk.
Likelihood
Almost
certain
Is expected to occur in most
circumstances
Likely Will probably occur in most
circumstances
Possible Could occur at some time
Unlikely Not likely to occur in normal
circumstances
Rare May occur only in exceptional
circumstances
2.2 Impact (consequence) of the each residual risk to the
individuals involved
Impact
(Consequenc
e)
Insignificant Injuries not requiring first aid
Minor First aid required
Moderate Medical treatment required
Major Hospital admission required
Severe Death or permanent disability
Step 3: Determine the Residual Risk Rating by finding out where the
Likelihood intersects with the Impact Column. Use the matrix below:
Assessment Workbook 7 Version No. 2.1 Produced 19 July 2016
Page 76 © Compliant Learning Resources

(Zoom in the document, if the font in the matrix above appears small.)
Assessment Workbook 7 Version No. 2.1 Produced 19 July 2016
© Compliant Learning Resources Page 77

Step 4: Detail the further control measures that should be implemented
based on the residual risk rating. For example, if your risk rating falls under
“medium’ residual risk, your actions should be focused “specifying new
responsibility and treatment”.
Step 5: Complete Residual Risk Assessment section of the tool.
Step 6: Submit the completed tool as your finished report to your supervisor.
Request him/her to review and sign off your report.
Step 7: Once you have your supervisor’s feedback and signature, submit the
Risk Assessment Tool to your assessor.
*An example is provided above
Assessment Workbook 7 Version No. 2.1 Produced 19 July 2016
Page 78 © Compliant Learning Resources

PROJECT 3: CONDUCT A RISK ASSESSMENT
FOR AN EXCURSION
In project 2, you were required to conduct a risk assessment of the entire
work place. In this project, you are to conduct a risk assessment specific for
an excursion/outing. Before starting the project:
 Coordinate with your supervisor to know the schedule of excursions or
outings in the centre/service. Choose one (1) scheduled
excursion/outing which you will participate and assess.
 Know the service or the centre’s policy and procedure on
excursions/outings. Be particular about how staff undertakes risk
assessment prior to conducting an excursion.
 Download the Risk Assessment Template for Excursions from
Sparkling Stars intranet site (Click here to download). (Username:
learner Password: studyhard)
Note: If centre/service does not have a scheduled excursion/outing in which
you could readily participate, you may conduct a risk assessment for an
outdoor play or activity.
Step 1: Identify the activity/excursion/outing, the date(s), location and the
people joining who may be at risk.
Step 2: Divide the excursion/outing/activity into tasks.
Step 3: Identify the existing and potential hazards, and the associated risks
for each task.
Step 4: Determine the risk rating for each identified risk using the Risk
Rating Matrix (see Project 2, Task 2 for the matrix).
Step 5: Detail the control measures you will implement to eliminate or
minimise each of the identified risk. Use the hierarchy of controls in
identifying the types of control measures for each hazard/risk (see Project 2,
Task 3 for the hierarchy). You must also include in your control measures how
educators and other staff should supervise children in each of the task.
Step 6: Complete the Risk Assessment Template for excursion.
Step 7: Have the staff-in-charge of the excursion/outing/activity or your
supervisor to approve your risk assessment.
Step 8: Request your supervisor to sign off your risk assessment. Once you
have you supervisor’s feedback and signature, submit the Risk Assessment
Template to your assessor.
Assessment Workbook 7 Version No. 2.1 Produced 19 July 2016
© Compliant Learning Resources Page 79

*An example is provided Error: Reference source not found
Assessment Workbook 7 Version No. 2.1 Produced 19 July 2016
Page 80 © Compliant Learning Resources

Risk Assessment Tool: Hazard Identification Checklist (Sample)
SECTION 1: HAZARD IDENTIFICATION CHECKLIST
Tick ‘Safe’ if the item meets that requirement, ‘Needs Attention’ if the item does not meet the requirement and could be
a source of potential harm.
OUTDOORS Safe
Needs
Attentio
n
HAZARDS
Existing Potential
Outdoor area is free of hazards, e.g., broken
equipment, rubbish, water collections, garden
tools, trip hazards, etc.
☒ ☐
Gates are locked/closed as applicable and
latches are working ☒ ☐
There is nothing near any fence/gate that
would assist children to climb over. ☒ ☐
The effective height of all fences/gates is
maintained. ☒ ☐
Sandpit is clear of rubbish (raked as
appropriate). ☒ ☐
Softfall is clear of rubbish (e.g., syringes,
broken glass, rocks, etc.) and other objects
that may be a hazard if children fell.
☒ ☐
The softfall under/around equipment is the
required depth (raked as appropriate). ☒ ☐
Rubbish bins for children’s use are clean and
empty. ☒ ☐
Rubbish awaiting collection is inaccessible to
children and is stored appropriately until
collection.
☒ ☐
INDOORS Safe
Needs
Attentio
n
HAZARDS
Existing Potential
Toys and children’s equipment
Toys and equipment are in good condition. ☐ ☐
All accessible toys are suitable for age group. ☒ ☐
Broken/unsafe toys and equipment are stored ☒ ☐
Assessment Workbook 7 Version No. 2.1 Produced 19 July 2016
© Compliant Learning Resources Page 81

out of children’s reach.
Toys are stored safely. ☒ ☐
Safety harnesses in high chairs are clean and
in good working order. ☒ ☐
Cots/Beds and Bedding
Cots are free of transfers and any string,
ribbons, ties, beadings and cot bumpers. ☒ ☐
Cots are safely positioned. ☒ ☐
Cots are in good condition. ☒ ☐
There are no entrapment hazards or the cot
or because of the way the cot is positioned. ☒ ☐
Bedding is stored appropriately. ☒ ☐
Storage
Cleaning materials, detergents, etc. are
stored out of children’s reach, in secured and
labelled cupboards.
☐ ☒ Cupboards are unlabeled Cupboards are not closing
properly.
All chemicals are stored separately from food. ☒ ☐
Medicines* are stored out of children’s reach
and are stored in appropriate container, at
the temperature stated on the container.
*Excludes emergency medication, which is to be
stored according to CBC Standards.
☒ ☐
First aid kit is labelled. ☒ ☐
In an under school age care setting, first aid
kits are locked and/or inaccessible to
children.
☒ ☐
Items such as knives, plastic bags, matches,
etc. are kept out of children’s reach. ☒ ☐
Safety latches on cupboards are in good
working order. ☐ ☒ Rust is visible on some of
the safety latches
General
Entries and exists are clear and exit doors are
easily opened by adults. ☐ ☒ Boxes stacked near the
entrance door
Rubbish bins are empty and clean. ☒ ☐
Floors are clean and maintained so likelihood
of accidents is reduced. ☐ ☒
Floor is wet near the
entrance door due to water
from the rain last night
Assessment Workbook 7 Version No. 2.1 Produced 19 July 2016
Page 82 © Compliant Learning Resources

There are no cords within children’s reach
e.g., curtain/blind cords. ☒ ☐
Windows are not damaged. ☐ ☒ Windows in the pantry are
not opening properly
Windows, when open, do not create a hazard. ☒ ☐
Assessment Workbook 7 Version No. 2.1 Produced 19 July 2016
© Compliant Learning Resources Page 83

Risk Assessment Tool: Risk Assessment (Sample)
Who may be at risk? Children, staff, visitors in the centre
Hazard # 1 Risks Risk Rating Control Measures
Likelihood Impact Risk Rating
Floor is wet near
the entrance door
due to water from
the rain last night
Anyone entering
may slip and
injure themselves
Likely Severe Very High Remove the water
immediately by dry
mopping
Assessment Workbook 7 Version No. 2.1 Produced 19 July 2016
Page 84 © Compliant Learning Resources

Risk Assessment Tool: Residual Risk Assessment (Sample)
Who may be at
risk? Children, staff, visitors in the centre
Risk#1 Existing Controls in Place
Residual Risk Assessment
Outcome Action
Likelihood Impact Risk Rating
Anyone entering
may slip and injure
themselves due to
the wet and
slippery floor
caused by water
from the rain
Remove the water quickly
by dry mopping
Almost
certain
Major Very High *Inform Senior Management
immediately of residual risk
Strategies:
Review cleaning system,
consider introducing
heaters/underfloor heating
to speed up drying time
Prevent water from
spreading – fit large and
absorbent mats to dry shoes
Improve grip – consider
fitting slip-resistant flooring
Stop water from entering
the building – construct
canopies over entrances,
improve external drainage,
keep doors closed when you
can
Assessment Workbook 7 Version No. 2.1 Produced 19 July 2016
© Compliant Learning Resources Page 85

Risk Assessment Template: Excursion/Outing/Activity (Sample)
Name of Childcare
Service/Centre: Sparkling Stars
Identify the
activity/excursion/outing: Walking to the local library
Date(s): 9 February 2015
Location: 123 Adventure Street, Tinsletown
Who may be at risk? Children, educators and assistant educators
Tasks Hazards Risks
Risk Rating
Control Measures
Likelihoo
d
Impact
Risk
Rating
1
Gather children in
the service foyer
Power points in
foyer
Electrical shock
from power
points
Rare Major Medium
Safety plugs in
each power point
– supervision of
children
2
Walk children to
the pedestrian
crossing
Front door opening
into foyer
Children being
hurt by opening
door
Rare Minor/
moderate
Low/
medium
Assemble children
away from door
area – supervise
children
3
Cross the road Crossing roads Child or adult hit
by a car or bikers Unlikely Moderate/
major Medium
Correct child-staff
rations for the
activity – active
supervision while
crossing the roads
Use pedestrian
crossing
Assessment Workbook 7 Version No. 2.1 Produced 19 July 2016
Page 86 © Compliant Learning Resources

4
Walk 2 blocks to
the library
Busy
street/footpath
Child or adult hit
by car or bikers
Unlikel
y
Moderate
/ major
Mediu
m
Correct child-staff
rations for the
activity – active
supervision while
crossing the roads
5
Return to the
service via the
same route
Busy
street/footpath
Child or adult hit
by car or bikers Unlikely Moderate/
major Medium
Correct child-staff
rations for the
activity – active
supervision while
crossing the roads
Use pedestrian
crossing
Who conducted the Risk Assessment? Who approved the Risk Assessment?
Completed by: Lisa Rowe Approved by: Grace Peters
Designation/Position: Assistant Educator Designation/Position: Educator in-charge of the activity
Signature: Lisa Rowe Signature: Grace Peters
Date: 9 February 2015 Date: 9 February 2015
Assessment Workbook 7 Version No. 2.1 Produced 19 July 2016
© Compliant Learning Resources Page 87

ASSESSOR CHECKLIST
When you have completed this assessing the 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
Project 1
Project 2
Project 3
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.
Assessment Workbook 7 Version No. 2.1 Produced 19 July 2016
Page 88 © Compliant Learning Resources

FEEDBACK
Well done for completing the delivery of this workbook. We hope
that your training and assessment experience using our resources
has been a seamless and fruitful journey. At Compliant Learning
Resources, we continually strive to improve our training and
assessment resources and heighten the training and assessment
experience for you. One way we do this is by seeking feedback.
Your experience is important to us and we are very keen to hear
any suggestions or complaints you may have. Click on the button
below to let us know what you think of us and our learning
resources.
End of Document
Assessment Workbook 7 Version No. 2.1 Produced 19 July 2016
© Compliant Learning Resources Page 89
CLICK HERE