Children’s Health and Safety in Early Childhood Education and Care

This document is an assessment workbook for CHC30113 Certificate III in Early Childhood Education and Care. It covers the basic principles of assessing nationally recognised training, the dimensions of competency, reasonable adjustment, and cheating and plagiarism. The workbook includes a knowledge assessment, case studies, and a project on establishing and maintaining a safe and healthy environment for children. The subject is relevant to those pursuing a career in early childhood education and care.

CHC30113 Certificate III
in Early Childhood
Education and Care
Children’s Health and Safety
Version 3.7 Produced 17 September 2018
Copyright © 2018 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
Assessment Workbook 1 Version No. 3.4 Produced 7 February 2018
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Assessment Workbook 1

written permission of
Compliant Learning Resources
Version control & document history
Date Summary of modifications made Version
9 December
2013
Version 1 final produced following
assessment validation. 1.0
16 April 2014
Changes to wording and
clarification of benchmarks in
questions.
A1,A3a,b,A14,A25,B10,C10
1.1
24 October 2014
Minor clarifications in questions
A14; removed B8(a) question similar
with B7(d)
1.2
18 November
2014
Changes made throughout
document 1.3
3 December
2014
Significant changes made to
document following validation 2.0
17 April 2015 Minor revisions on Questions B1
and B16 2.1
18 July 2016 Updates made throughout
document 2.2
9 August 2016
Included CHCECE016 in the units
of competency of this workbook.
Added assessment items in the
Project.
3.0
9 March 2017 Minor changes in formatting and
wording throughout document 3.1
14 March 2017 Updated links throughout the
document 3.2
8 January 2018
Made minor revisions to task
instructions and email template in
Case Studies – Part B – Case Study
2
3.3
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7 February 2018 Updated Part B Question 8d 3.4
21 May 2018 NQS Updates 3.5
29 May 2018 Updated Meal Template 3.6
17 September
2018
updated Knowledge Assessment
Part A Question 19f 3.7

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...........................................5
THE BASIC PRINCIPLES OF ASSESSING NATIONALLY RECOGNISED TRAINING6
THE DIMENSIONS OF COMPETENCY........................................................7
REASONABLE ADJUSTMENT..................................................................8
CHEATING AND PLAGIARISM...............................................................10
THE UNITS OF COMPETENCY..............................................................11
CONTEXT FOR ASSESSMENT...............................................................16
ASSESSMENT METHODS.....................................................................17
RESOURCES REQUIRED FOR ASSESSMENT.............................................17
PRESENTATION.................................................................................18
ASSESSMENT WORKBOOK COVERSHEET...............................................19
KNOWLEDGE ASSESSMENT.................................................................20
CASE STUDIES – PART A....................................................................94
CASE STUDIES – PART B..................................................................100
PROJECT: ESTABLISH AND MAINTAIN A SAFE AND HEALTHY ENVIRONMENT
FOR CHILDREN................................................................................117
WORKBOOK CHECKLIST...................................................................128
REQUIRED DOCUMENTS....................................................................129
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INSTRUCTIONS
The questions in the Knowledge Assessment are all in a short answer
format. They address the underpinning knowledge and concepts relevant
to the units of competency in this subject.
Case Studies are longer questions requiring creative thought processes
and application of concepts to theoretical situations, while the Project
sets out tasks to be delivered in an actual workplace setting.
Where applicable, you must answer all questions using your own
words. However you may reference your learner guide, and other online
or hard copy resources to complete this assessment.
You must attempt all assessments satisfactorily to achieve an overall
award of competent.
Re-read the section on Plagiarism and Copying in your Welcome
pack.
If you are currently working as part of an Early Childhood
Education/Child Care team, you may answer these questions based on
your own workplace. Otherwise consider what you should do if you were
working as part of an Early Childhood Education/Child Care team you
may refer to Sparkling Stars as an example.

WHAT IS COMPETENCY BASED ASSESSMENT
The features of a competency based assessment system are:
 It is focused on what learners can do and whether it meets the
criteria specified by industry as competency standards.
 Assessment should mirror the environment the learner will
encounter in the workplace.
 Assessment criteria should be clearly stated to the learner at the
beginning of the learning process.
 Assessment should be holistic. That is it aims to assess as many
elements and/or units of competency as is feasible at one time.
 In competency assessment a learner receives one of only two
outcomes – competent or not yet competent.
 The basis of assessment is in applying knowledge for some
purpose. In a competency system, knowledge for the sake of
knowledge is seen to be ineffectual unless it assists a person to
perform a task to the level required in the workplace.
 The emphasis in assessment is on assessable outcomes that are
clearly stated for the trainer and learner. Assessable outcomes
are tied to the relevant industry competency standards where
these exist. Where such competencies do not exist, the
outcomes are based upon those identified in a training needs
analysis.
Definition of competency
Assessment in this context can be defined as:
 The fair, valid, reliable and flexible gathering and recording of
evidence to support judgement on whether competence has
been achieved. Skills and knowledge (developed either in a
structured learning situation, at work, or in some other context)
are assessed against national standards of competence required
by industry, rather than compared with the skills and knowledge
of other learners.
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THE BASIC PRINCIPLES OF ASSESSING
NATIONALLY RECOGNISED TRAINING
Developing and conducting assessment, in an Australian vocational
education and training context, is founded on a number of basic
conventions:
The principles of assessment
 Assessment must be valid
o Assessment must include the full range of skills and
knowledge needed to demonstrate competency.
o Assessment must include the combination of knowledge
and skills with their practical application.
o Assessment, where possible, must include judgements
based on evidence drawn from a number of occasions and
across a number of contexts.
 Assessment must be reliable
o Assessment must be reliable and must be regularly
reviewed to ensure that assessors are making decisions in
a consistent manner.
o Assessors must be trained in national competency
standards for assessors to ensure reliability.
 Assessment must be flexible
o Assessment, where possible, must cover both the on and
off-the-job components of training within a course.
o Assessment must provide for the recognition of
knowledge, skills and attitudes regardless of how they
have been acquired.
o Assessment must be made accessible to learners though a
variety of delivery modes, so they can proceed through
modularised training packages to gain competencies.
 Assessment must be fair and equitable
o Assessment must be equitable to all groups of learners.
o Assessment procedures and criteria must be made clear to
all learners before assessment.
o Assessment must be mutually developed and agreed upon
between assessor and the assessed.

o Assessment must be able to be challenged. Appropriate
mechanisms must be made for reassessment as a result of
challenge.
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The rules of evidence (from Training in Australia by M Tovey, D
Lawlor)
When collecting evidence there are certain rules that apply to that
evidence. All evidence must be valid, sufficient, authentic and current;
 Valid
o Evidence gathered should meet the requirements of the
unit of competency. This evidence should match, or at
least reflect, the type of performance that is to be
assessed, whether it covers knowledge, skills or attitudes.
 Sufficient
o This rule relates to the amount of evidence gathered. It is
imperative that enough evidence is gathered to satisfy the
requirements that the learner is competent across all
aspects of the unit of competency.
 Authentic
o When evidence is gathered, the assessor must be satisfied
that evidence is the learner’s own work.
 Current
o This relates to the recency of the evidence and whether
the evidence relates to current abilities.
THE DIMENSIONS OF COMPETENCY
The national concept of competency includes all aspects of work
performance, and not only narrow task skills. The four dimensions of
competency are:
 Task skills
 Task management skills
 Contingency management skills
 Job role and environment skills

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
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readers, magnifiers, voice recognition software, alternative keyboards,
devices for grasping, visual alert systems, digital note takers.

IMPORTANT NOTE
Reasonable adjustment made for collecting candidate assessment
evidence must not impact on the standard expected by the workplace, as
expressed by the relevant Unit(s) of Competency. E.g. If the assessment
was gathering evidence of the candidates competency in writing,
allowing the candidate to complete the assessment verbally would not be
a valid assessment method. The method of assessment used by any
reasonable adjustment must still meet the competency requirements.
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CHEATING AND PLAGIARISM
What is Cheating?
Cheating within the context of the study environment means to
dishonestly present an assessment task or assessment activity as
genuinely representing your own understanding of and/or ability in the
subject concerned.
Some examples of cheating are:
1. Submitting someone else’s work as your own. Whether you have
that persons consent or not.
2. Submitting another author’s work as your own, without proper
acknowledgement of the author.
3. To allow someone else to submit your own work as theirs.
4. To use any part of someone else’s work without the proper
acknowledgement
There are other forms of cheating not contained in this list. These are
merely given as some examples. If you are unsure about whether any
particular behaviour would constitute plagiarism or cheating, check with
your trainer prior to submitting your assessment work.
What is Plagiarism?
Plagiarism is a form of cheating and includes presenting another person
or organisation’s ideas or expressions as your own. This includes,
however is not limited to: copying written works such as books or
journals, data or images, tables, diagrams, designs, plans, photographs,
film, music, formulae, web sites, and computer programs.
How do I avoid Plagiarism or Cheating?
Students are advised to note the following advice to avoid claims of
plagiarism or cheating:
 Always reference other people’s work. You may quote from
someone else's work (for example from websites, textbooks,
journals or other published materials) but you must always indicate
the author and source of the material.
 Always reference your sources. You should name sources for any
graphs, tables or specific data, which you include in your
assignment.

 You must not copy someone else's work and present it as
your own.
 You must not falsify assessment evidence.
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THE UNITS OF COMPETENCY
Each unit of competency can be unbundled to reveal two key assessment
components:
• the performance criteria
o specifying the required level of performance
• the evidence guide
o Describing the underpinning knowledge and skills that must
be demonstrated to determine competence. It provides
essential advice for assessment of the unit of competency in
the form of:
 critical aspects of evidence
 the essential skills
 the essential knowledge
An outline of the units of competency is included below. Note that some
skills that are not able to be observed in the workplace during your
Vocational Placement will be assessed utilising Case Studies and/or
projects.
HLTWHS001 - Participate in workplace health and safety
This unit describes the skills and knowledge required for workers to
participate in safe work practices to ensure their own health and safety,
and that of others.
• Follow safe work practices
• Implement safe work practices
• Contribute to safe work practices in the workplace
• Reflect on own safe work practices
Foundation Skills
 Reading – in order to accurately read and interpret workplace
safety policies and procedures including safety signs, dangerous
goods classifications and safety instructions
The remaining foundation skills essential to performance are explicit in
the performance criteria of this unit
Performance Evidence
The candidate must show evidence of the ability to complete tasks
outlined in elements and performance criteria of this unit, manage tasks
and manage contingencies in the context of the job role.

There must be demonstrated evidence that the candidate has completed
the following tasks at least once in line with state/territory WHS
regulations, relevant codes of practice and workplace procedures:
 contributed to a WHS meeting or inspection in workplace
conducted a workplace risk assessment and recorded the results
 consistently applied workplace safety procedures in the day-to-day
work activities required by the job role
 followed workplace procedures for reporting hazards
 followed workplace procedures for a simulated emergency
situation.
Knowledge Evidence
The candidate must be able to demonstrate essential knowledge required
to effectively complete tasks outlined in elements and performance
criteria of this unit, manage tasks and manage contingencies in the
context of the work role. This includes knowledge of:
 state/territory legislation and how it impacts on workplace
regulations, codes of practice and industry standards, including:
o state/territory WHS authorities
o rights and responsibilities of employers and workers,
including duty of care
o hazardous manual tasks
o infection control
 safety signs and their meanings, including signs for:
o dangerous goods classifications
o emergency equipment
o personal protective equipment (PPE)
o specific hazards such as sharps, radiation
 hazard identification, including:
o definition of a hazard
o common workplace hazards relevant to the industry setting
o workplace procedures for hazard identification
 workplace emergency procedures
 workplace policies and procedures for WHS
CHCECE016 Establish and maintain a safe and healthy
environment for children
The unit describes the skills and knowledge to establish and maintain a
safe and healthy environment for children.
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This unit applies to educators working in a range of education and care
services.
 Support each child’s health needs
 Provide for each child’s comfort
 Promote and implement effective hygiene practices
 Take steps to control the spread of infectious diseases
 Ensure adequate supervision of children
 Take precaution to protect children from harm
Develop plans to effectively manage incidents and emergencies
Performance Evidence
The candidate must show evidence of the ability to complete tasks
outlined in elements and performance criteria of this unit, manage tasks
and manage contingencies in the context of the job role. There must be
demonstrated evidence that the candidate has completed the following
tasks:
 established and maintained an environment that is safe and healthy
for children in at least once service, including:
o communicating hazards and safety issues to appropriate
persons within the service
o coordinating emergency responses including evacuation
plans
o planning and coordinating supervision of children
o promoting and monitoring safety practices, including
administration of medicines and safe handling of food
o coordinating appropriate procedures for handling infections
and illnesses, including communicating with families
o enacting strategies to support children to take increasing
responsibility for their own health and physical wellbeing.
Knowledge Evidence
The candidate must be able to demonstrate essential knowledge required
to effectively do the task outlined in elements and performance criteria of
this unit, manage the task and manage contingencies in the context of
the work role. These include knowledge of:
 how to access:
o the National Quality Framework
o the National Quality Standards
o the relevant approved learning framework
 how to navigate through framework and standards documents to
find areas relevant to this unit of competency

 common childhood illnesses and appropriate responses
 strategies for minimising risk
 notifiable diseases
 organisational standards, policies and procedures.
CHCECE002 - Ensure the health and safety of children
This unit describes the skills and knowledge to ensure the health and
safety of children.
 Support each child’s health needs
 Provide opportunities to meet each child’s need for sleep, rest and
relaxation
 Implement effective hygiene and health practices
 Supervise children to ensure safety
 Minimise risks
 Contribute to the ongoing management of allergies
 Contribute to the ongoing management of asthma
Foundation Skills
 Reading – in order to accurately read and interpret medication
packaging and dosage instructions
 Numeracy – in order to correctly calculate medication dosages for
common measurements including milligrams (mg) and millilitres
(ml)
The remaining foundation skills essential to performance are explicit in
the performance criteria of this unit.
Performance Evidence
The candidate must show evidence of the ability to complete tasks
outlined in elements and performance criteria of this unit, manage tasks
and manage contingencies in the context of the job role. There must be
demonstrated evidence that the candidate has completed the following
tasks at least once:
 consistently supported the health needs of the children in the
service, including the following activities:
o contributing to the provision of a clean and safe environment
o recognising and responding to signs of illness of children,
including signs and symptoms of asthma and anaphylaxis
o reading and interpreting authorisation forms, medication
labels, medical management plans and other relevant medical
information
o developing children’s awareness of safety
Knowledge Evidence
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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
 how children’s oral health impacts on their general health and well-
being, including signs of tooth decay
 safety issues and risk management strategies for children’s health
and safety in a variety of contexts
 basic home fire safety including high-risk groups, behaviour that
contributes to fire injury and fatalities, and smoke alarm
placement, installation and maintenance
 organisational standards, policies and procedures.
CHCECE004 - Promote and provide healthy food and drinks
This unit describes the skills and knowledge required to promote healthy
eating and ensure that food and drinks provided are nutritious,
appropriate for each child and prepared in a safe and hygienic manner.
 Promote healthy eating
 Plan food and drinks that are nutritious and appropriate for each
child
 Maintain food safety while carrying out food-handling activities
Foundation Skills
 Reading – in order to accurately read and interpret food labels and
dietary requirements.

The remaining foundation skills essential to performance are explicit in
the performance criteria of this unit.
Performance Evidence
The candidate must show evidence of the ability to complete tasks
outlined in elements and performance criteria of this unit, manage tasks
and manage contingencies in the context of the job role. There must be
demonstrated evidence that the candidate has completed the following
tasks:
 planned and provided food and drink for children on at least three
occasions, including:
o identifying and responding to requirements related to food
allergies, medical conditions and cultural and religious
requirements
o role-modelling healthy eating habits for children
o ensuring safe handling, preparation and storage of food and
drinks
o creating a positive, relaxed environment during mealtimes
 engaged children by involving them in menu planning and assisting
in meal preparation
 read and interpreted food labels to identify ingredients of concern
and nutrition content.
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Knowledge Evidence
The candidate must be able to demonstrate essential knowledge required
to effectively do the task outlined in elements and performance criteria of
this unit, manage the task and manage contingencies in the context of
the work role. These include knowledge of:
 how to access:
o the National Quality Framework
o the National Quality Standards
o the relevant approved learning framework
 how to navigate through framework and standards documents to
find areas relevant to this unit of competency
 United Nations Convention on the Rights of the Child
 code of ethics
 food allergies, food intolerances, contamination and/or allergic
reactions in meal preparation and possible reactions, including
anaphylaxis
 infant feeding requirements and guidelines
 recommendations for healthy eating – Dietary Guidelines for
Children and Adolescents in Australia and the Australian Guide to
Healthy Eating, including Get Up and Grow: Healthy Eating and
Physical Activity for Early Childhood resources
 implications of poor diet including tooth decay, deficiencies, poor
concentration, out of character behaviour
 food-handling requirements, preventing microorganism
contamination and/or allergic reactions
 importance of addressing individual dietary needs and preferences
with particular reference to specific cultural, religious or health
requirements
 organisational standards, policies and procedures.
Assessment for these units will be assessed through completion of
Workbook One (1) and Workbook Seven (7).
CONTEXT FOR ASSESSMENT
To complete the assessment in this workbook, students need to have
access to their learning materials and the internet. The written questions
and case studies may be completed wholly at the student’s home, or
chosen place of study.

The project may be completed in the student’s vocational work
placement.
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ASSESSMENT METHODS
Assessment for this unit will be assessed through completion of
Assessment Workbook One (1) and the relevant section of
Workbook Seven (7) Skills Workbook.
Workbook One (1) will focus on three assessment methods:
1. Written Questions – based on the required knowledge component
as described in the Instructions for Assessment
2. Case Studies – utilising the Sparkling Stars virtual Education
and Care Service and activities set out in this workbook, provides
detailed scenarios designed to assist completion of relevant tasks
addressing underpinning skills and/or knowledge requirements
3. Project – A set of tasks designed to address underpinning skills
and/or knowledge requirements
Further Assessments:
4. Workbook Seven (7) Skills Workbook
Participant must attend Vocational Placement and maintain a log of
tasks completed and signed off by supervisor in the workplace.
RESOURCES REQUIRED FOR ASSESSMENT
To complete the assessments in this workbook, the candidates will need
access to:
1. Computer with internet access, internet browser, MS Word, and
Adobe Acrobat Reader
2. One (1) piece of multimedia recording equipment such as:
1. Camcorder or camera
2. Voice recorder
3. Mobile phone or tablet
3. One (1) volunteer to assist in minor role-play

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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AESSMENT WORKBOOK COVERSHEET
WORKBOOK: WORKBOOK 1
TITLE: Children’s Health and Safety
FIRST AND SURNAME:
PHONE:
EMAIL:
Please read the Candidate Declaration below and if you
agree to the terms of the declaration sign and date in
the space provided.
By submitting this work, I declare that:
 I have been advised of the assessment requirements, have
been made aware of my rights and responsibilities as an
assessment candidate, and choose to be assessed at this time.
 I am aware that there is a limit to the number of submissions
that I can make for each assessment and I am submitting all
documents required to complete this Assessment Workbook.
 I have organised and named the files I am submitting
according to the instructions provided and I am aware that my
assessor will not assess work that cannot be clearly identified
and may request the work be resubmitted according to the
correct process.
 This work is my own and contains no material written by
another person except where due reference is made. I am
aware that a false declaration may lead to the withdrawal of a
qualification or statement of attainment.
 I am aware that there is a policy of checking the validity of
qualifications that I submit as evidence as well as the
qualifications/evidence of parties who verify my performance
or observable skills. I give my consent to contact these parties
for verification purposes.
Name : Signature: Date:

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KNOWLEDGE ASSESSMENT
Part A
1. You are required to demonstrate how to access the following in
relevance to ensuring the health and safety of children in the
workplace:
 the National Quality Framework
 the National Quality Standards
 the relevant approved learning framework
Guidance: Fill out each section in the table below using relevant
information from the National Quality Framework, The National
Quality Standards, and the relevant approved learning framework.
a. Under the NQS there are a number
of standards that are relevant to
the safety of children in an Early
Childhood Education and Care
service. What are the 2 main
Standards that support this?
i. Element 2.1.1 Each child’s
health needs are supported.
ii. Element 2.2.1 Healthy eating is
promoted with nutirotus food
and drinks
iii. Element 2.3.1 Children are
effectively supervised at all
times.
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.
predictable and safe environments
warm and trusting relationships
learn about health and safety
happy, healthy, safe and connected
to others
approach new safe situations with
confidence

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?
Literacy and numeracy capabilities
are significant aspects of
communication and essential for
successful learning across the
curriculum. The environment and
curriculum should be designed to
encourage children’s learning and
development.
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?
Nutrition and safety” are seen as
important for educators to
consider in relation to the
foundations for growing
independence, satisfaction,
wellbeing and self-confidence, which are a
core feature of the learning.
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?
Children can collaborate with
other with other children to
negotiate their rights. They
should be given time and spaces
in relation to developing their
physical prowess as well as
show and respect for others.
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f. Which two National Regulations
does the following statement relate
to?
“minimise risks to children, an
education and care service or a
family day care educator must
implement:
• adequate health and hygiene
practices
• safe practices for handling,
preparing and storing food.”
Guidance: Refer to the National
Quality Framework website.
National regulations 77 Health,
hygiene and safe food practices
168 Education and care service
must have policies and procedures
g. Which National Regulation does
the below statement relate to?
“While attending an approved
service, children must have access
to safe drinking water at all times,
and have food and drinks available
throughout the day”
Guidance: Refer to the National
quality framework website.
Adequate health and hygiene
practices and safe practices for
handling, preparing and storing
food.
2. In your role as an Early Childhood Education and Care worker, you
will need to check toys and equipment for potential risk and hazards
that may cause harm to children.
a) Explain in detail the steps involved in conducting a risk
analysis on toys and what you would be checking for at
each step.
b) Explain what steps you would take if you identified a toy
or piece of equipment that presented a WHS hazard with
an extreme risk.
c) Which policy, procedure would you refer to for advice on WHS
issues?
Guidance: Include reporting procedures and the designated person

that you would report to according to organisational procedures.
Refer to the Hierarchy of Control.
a. Steps involved in conducting a risk analysis on toys
Check the toys or any play equipment for the quality of material used,
presence of any sharp edges, points or splintery surfaces, check for
moving or crushable parts or for any defects or damage or if it contains
toxic material.
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Steps you would take if you identified a toy or piece of
equipment that presented a WHS hazard with an extreme risk
The best action would be to remove the toy that carries an extreme risk
and replace it with another toy that is completely safe and useful for the
child.
c. Policies and/or procedures to reference for WHS issues
The policies and procedures include emergency planning, emergency
equipment, first aid, workplace inspections, hazard identification,
environmental issues, and effective consultation on matters related to
health, safety, and welfare of the children.

3. In your role as an Early Childhood Education and Care worker, you
will need to implement effective hygiene and health practices in
many aspects of practice.
a) Fill out the table below and explain the importance of maintaining a
clean and healthy environment and the risk associated with each of
the following areas:
i. The centre (overall)
ii. Kitchen
iii. Outdoor Environment
iv. Indoor Environment
v. Toilets
Guidance: Make sure you discuss the risks associated with not
maintaining these environments and associated risks.
Area
Importance of
maintaining a clean and
healthy environment
Associated Risk
i. The Centre
(overall)
Maintain a hygienic
environment over all for
the whole premises
Spread of infections
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ii. Kitchen
For clean, healthy and
safe cooking environment
Risk of food infections
and contaminated
surfaces
iii. Outdoor
Environmen
t
Safe and protected
environment for play and
outdoor activities
Risks of infections from
outdoor equipment
iv. Indoor
Environmen
t
Safe and protected
environment for indoor
activities
Risks of infections from
surfaces and shelves

v. Toilets
Clean and hygienic
environment
Risk of high micro-
organism activity
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b) Identify which sections in the following frameworks provide
information and/or guidance on WHS and/or hazards and risks.
i. Education and Care Services National Regulations
ii. National Quality Standards (NQS)
iii. Early Years Learning Framework (EYLF)
iv. Framework for School Aged Care in Australia (FSAC)
Guidance: You need to review these frameworks and identify which
section, standard or outcomes, address WHS requirements, policies
and procedures.
i. Education and Care
Services National
Regulations
Reg 101: Conduct a risk assessment for
excursion
ii. National Quality
Standards (NQS)
Quality Area 2: Children's health and
safety
Quality Area 3: Physical environment
Quality Area 4: Staffing arrangements?
iii. Early Years Learning
Framework (EYLF)
Outcome 3: Children become strong in their
social and emotional wellbeing.
iv. Framework for
School Aged Care in
Australia (FSAC)
Outcome 1: Children have a strong sense
of identity
Outcome 3: Children have a strong sense
of wellbeing
Outcome 4: Children are confident and
involved learners

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 warm soapy water toys mouthed
and touched
usually by the
toddlers
detergent Safe and
childproof
storage facility
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Items Cleaning Procedure Reason Cleaning
Product
Storage of
Cleaning
Product
Floors swept and mopped or vaccumed frequently
used surfaces
that trap dirt
and germs
Warm water
and
detergent,
vaccum
cleaner
childproof
storage
facility

Items Cleaning Procedure Reason Cleaning
Product
Storage of
Cleaning
Product
Toilets,
potties
and
bathroom
area
Hygienic and strong cleaning procedures high
contamination
areas
Gloves, and
disinfectants
childproof
storage
facility
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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
Wear clean clothing
that is changed
daily
contribute to food safety in the kitchen for hygienic
and functional food
Short and clean
fingernails and
frequent washing of
hands
Prevent food contamination
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6. As a child care worker, you will need to help provide suitable rest and
sleep environments for children. For each of the following points,
describe why these are important and what you would check to ensure
the rest environment is set up appropriately:
i. Ventilation
ii. Lighting
iii. Heating/cooling
iv. Hygiene
v. Safety
Importance Checks that need to be
done
i. Ventilation Well ventilated indoor
spaces with effective
control of the circulation
of unpleasant odours
and provide a
comfortable
environment.
Ensure windows are open
or air vent from air
conditioning is open.
ii. Lighting provide physical and
physiological comfort to
students and teachers with
unifrom illuminance
Effective balance of
artificial and natural in
schools with energy
efficient lighting.
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iii. Heating /
cooling
Good indoor air quality
wiht adequate ventilation
and thermal comfort.
Appropriately designed and
operated heating and
cooling system.
iv. Hygiene effective hygiene practices
to control the spread of
infectious diseases
Maintain personal hygiene
based on health and
hygiene policy and
procedures
v. Safety Safety of nutrition, food
and ietary requirements
recognise health and safety
guidelines to minimise risk
to safety

7. As an Early Childhood Education and Care worker, you are required
to ensure that sleep and rest opportunities are provided for, and that
there are appropriate opportunities to meet each child’s need for
sleep, rest, and relaxation.
a) Which standards in the NQS relate to sleep and rest?
b) What section of the National Regulation covers sleep and rest?
c) Outline the Six ways to promote safe sleep for babies and
reduce the risk of sudden Death Syndrome (SIDS).
Guidance: Refer to the SIDS and Kids Website.
a) Which standards in the NQS relate to sleep and rest?
Standard 3.1 and Standard 2.3 in the NQS relate to sleep and rest.
b) What section of the National Regulation covers sleep and rest?
Quality Area 2.1.2 of the National Regulation covers sleep and rest
c) Ways to promote safe sleep for babies and reduce the risk of sudden
Death Syndrome (SIDS)
i. Put the baby on its back to sleep
ii. Don't let the baby get too hot or cold.
iii. Keep the head of the baby uncovered.
iv. Keep the baby in a smoke-free zone
v. Provide a safe and secure sleeping environment
vi. Put your baby in the 'feet to foot' position
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8. Suppose you are an assistant educator at Sparkling Stars Childcare
Centre.
Write a short email below, sharing information about a child’s rest
and sleep. Address the email to Mrs. Anna Parkinson, the mother of
George, a four-year-old student attending your class.
George is a new student who has been attending the centre for two
weeks. His mother would like a general update about your
observations regarding her son’s daily routines, including sleep and
rest.
Guidance: You may write fictional but realistic information about
George that is relevant to the report you will send to his mother and
within the typical scope of an assistant educator, such as George’s
behaviour (such as his difficulty or ease in sleeping, attitude towards
staff and other children, etc.)
You do not need to send an actual email to the address indicated
below.
To Anna Parkinson <[e-mail]>
From Your name and email
Subject Any appropriate subject
Message

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9. It is a requirement that centres must provide appropriate quiet play
activities for children who do not want to sleep or rest. Describe five
(5) alternative activities.
i. playing with soft toys
ii. Playing with puzzles
iii. playdough activity
iv. collage making
v. coloring and painting
10. In an Early Childhood Education and Care setting, you must
respect children’s needs for privacy during any toileting and
dressing and undressing times. Describe three (3) ways in which you
would maintain this.
i. Allocate only that staff who is familiar to the child and child care
center to undertake the close care of children.
ii. The child care center must ensure that all staff understands
intimate care policy and guidelines regarding children’s needs for
privacy.
iii. Intimate care arrangements must be acknowledged and signed by
the parents and child.

11. You are required to ensure children’s and families’ individual
clothing needs and preferences are met, to promote children’s
comfort, safety and protection within the scope of the service
requirements for children’s health and safety.
a) List three (3) examples of instances where you would inform
parents of clothing that the centre considers to be
inappropriate or unsuitable for children to wear while
attending the centre?
b) List two (2) examples of ways in which staff can ensure
that children are dressed appropriately for
Indoor/Outdoor Environmental conditions and
temperatures.
a) Examples of instances where you would inform parents of clothing
that the centre considers to be inappropriate or unsuitable for
children to wear while attending the centre
i. Clothing that carries potential health and safety risk.
ii. Clothing that restricts movements and hinders the child’s
ability to play or restricts his self-development
iii. Avoid too revealing and uncomfortable clothing that may place
a child at risk.
b) Examples of ways in which staff can ensure that children are
dressed appropriately for Indoor/Outdoor Environmental
conditions and temperatures
i. Loose cotton clothing and wide-brimmed sun hats for outside in
summer
ii. Warm clothing and jackets for outside in winter
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12. When children are playing or travelling outdoors you must ensure
they are safe at all times.
a) Describe the sun protection/safety procedures that are in place
at your centre and explain what makes it sun safe for children.
Guidance: If you have not been to a child care centre yet,
examine the sun protection policy on the Sparkling Stars
Childcare Centre intranet.
Sparkling Stars Childcare Centre Sun Care Policy
(Username: newusername Password: newpassword)
b) How would you explain sun safety to children using the most
recent sun safe promotional campaign resources?
Guidance: Refer to the Cancer Council Website.
a) Sun protection/ safety procedures
• Children will be required to wear protective clothing against the
sun and cover their face, neck, and ears for safety.
• Children can wear hats and strong sunscreen for added
protection
• Shaded areas would be looked for when playing outside to
minimize the impact of the hot sun
b) How to explain sun safety to children
Sun safety can be explained to the children by showing them
videos, slides, pictures on the subjects and reading stories related
to sun safety.

13. As a child care worker, you will be required to set up a variety of
play environments for children.
a) List five (5) checks you should perform when setting up a play
environment.
b) Describe the considerations when choosing equipment that is
suitable for the age group of children you’re working with.
a) Checks to perform when setting up a play environment
i. Set up large open indoor play areas to discourage rough and
tumble play and avoid the use of shelving and dividers
ii. Keep areas open and free of any clutter to minimize collisions,
falls and trips
iii. Restrict the number of children using the play area at one time
iv. Create large and open spaces for the play environment
v. Cover the floor area with a cushioned surface like rugs or
carpets or mattresses to minimize injuries.
b) Considerations when choosing equipment
When choosing equipment and furnishing for both indoors and
outdoors, one must meet the Australian Safety standards to lower
any risk of incidents and accidents. All equipment must be used as
per instructions from the manufacturer regarding its use and
storage. The equipment must be selected keeping in mind the age
groups and needs of the children.
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14. Children must be supervised by ensuring that they are in
sight or hearing distance at all times.
a) What are the ratios for supervising children in an Early
Education and Care setting across all age groups?
b) What process would you follow if you found that you have
children with additional needs in your care (i.e. skills, age mix,
dynamics, and size of the group of children), and as a result,
the level of risk involved in activities was high?
c) List four (4) ways that you can ensure there is adequate
supervision at all times.
Guidance: Describe how you would liaise with colleagues to
ensure there was adequate supervision at all times.
a) Ratios for supervising children in an Early Education and Care
setting
Staff to Child Ratio / care center
Birth to 24 months : 1:4
25 to 35 Months : 1:5
35 months to School Age : 1:10
b) Process you would follow if you found that you have children with
additional needs in your care
If there is a child with additional care needs, it is essential to
discuss the issue with the family and associated professionals
and look for support services. The daily lives and strategies
used by the parents at home should be followed at the care
center. Visual cues like picture and words signs and labels can
help the child.
c) Ways that you can ensure there is adequate supervision at all times
i. Direct and constant monitoring by carers in close proximity
ii. Careful positioning of carers and in adequate numbers
iii. Scanning the area for effective observation of all the children
iv. paying close attention to the needs of the children can help to
supervise

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.
Children can be made aware of the hazards in the environment by
showing them pictures of the hazardous elements and the risk involved.
The hazardous areas and elements can be marked with red to keep the
children aware.
16. As a childcare worker, it is important to ensure that play
environments are clean and safe for children.
a) Briefly explain two strategies you can use to communicate the
rules for safe play to the children in the group.
b) Give an example of how you implement the rules for safe play.
Guidance: Include how you discuss health and hygiene issues in
relation to safe play.
a) Strategies you can use to communicate the rules for safe play to the
children in the group
• Wash hands after playing
• do not push or get aggressive when playing in a group
b) How you implement the rules for safe play
1. Set up pictures with rules around the room to help children
2. Have group discussions on safety expectations before play
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17. As a child care worker, you will sometimes have to deal with
children who are unwell.
a) Who is the first person you should inform if you suspect a child
is sick?
b) Identify the documentation that needs to be completed when a
child in your care has been unwell.
c) What policies/procedures relate to who can see this
documentation?
d) Does the parent need to sign the form?
a) The parents
b) Documentation if the child needs an ambulance in case of any
incident, injury or trauma and Hospital Transfer Form
c) QA2 Children’s health and safety
d) yes
18. You are required to consistently implement the service
policies for the exclusion of ill children.
a) Name five (5) infectious diseases that would cause the centre
to exclude an ill child.
b) List three (3) precautions you should take if you suspect the
child is infectious.
a) Infectious diseases that would cause the centre to exclude a
child
i. Chickenpox
ii. Measles
iii. Influenza
iv. Impetigo
v. Hand foot and mouth

b)Precautions to take if a child is suspected to be infectious
i. Isolate the child from the rest of the children and keep him safe and
protected.
ii. Ensure good hygiene practices and wash hands or change clothing
before and after touching of the child.
iii. Change the bedding used by the child to prevent the spread of
infection.
19. As a child care worker, you will often have to deal with children
who have allergies/anaphylaxis or asthma.
a) Write a brief description of what anaphylaxis.
a. Aanaphylaxis is an acute allergic reaction to an antigen, and the
severe form of allergic reaction can be potentially life-threatening
and thus requires immediate attention and treatment.
b) Write a brief description of what asthma is and describe the
associated signs and symptoms.
b. Asthma is a chronic inflammatory disease that is characterized by
symtoms of breathlessness, wheezing and continuing cough.
c) Identify three (3) other common allergens that may affect children in
a centre.
c1. Food allergy
c2. House dust mites
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c3. Pollens

d) Describe what should happen when enrolling a child in a centre, who
has anaphylaxis/asthma or other allergies.
d. When a child who has been enrolled at the centre is known to have
anaphylaxis/asthma or other allergies, it is essential to document all
information and communicated to the educator's volunteers and the
centre's chef. A brief staff meeting with the parents on the child and
his allergy and treatment plan should be, and a care plan must be
put in place. An Emergency Action plan involving the child’s parents
and the doctor should be documented.
e) List five (5) signs and symptoms that indicate a child is having an
anaphylactic reaction.
e1. Facial swelling
e2. Swelling of lips
e3. Abdominal pain and vomiting
e4. A tingling feeling around the mouth
e5. Hives or rash
f) Describe how you would use an adrenalin auto injector for
anaphylaxis.
f. Adrenalin Auto Injector
How to give EpiPen
Remove the anapen device from its protective storage and check the
batch number and expiry date. Detach the black boot and look for
the grey needle sheath and now remove the black safety cap from
the top of the device. Place the device gently on the upper thigh and
press the red button. You will hear a “click” that signals the injection
of the dose of adrenaline. Count to ten before removing the device
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and massage the injection site gently.
g) What are the triggers for asthma? (Provide three (3) below.)
g1.Bee stings
g2. Pollution
g3. Latex and seafood
20. As a child care worker, you will sometimes be required to assist in
administering medication to children.
a) List six (6) things you will need to check before you administer
medication to a child.
a1. Check the child’s name , date of birth on the medication label
a2. Read the label to enure that correct medication is given to the child
a3. Check the medication for expiration date.
a4. Give the right medication and in the right dose to the right child. It
is always a good idea to check with another educator about the
dose
a5. The medication should be given at the right time and right time
intervals.
a6. Ensure that the medication is given in the right manner, orally or
inhaled
b) How is medication stored safely at the centre?
b. Medication needs to be stored safely at the center. It should be
labelled carefully and kept away from children and in
childproof containers. Detailed policies and procedures should
be followed by the centre staff regarding storage of
medications.

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c) Describe which documentation must be completed when you
administer medication.
c. The parent should complete and sign an authority to administer
medication and give medication form, that should carry all details
like Parent name, child name, Name of medication, prescribed,
dosage, time to be given and how to given.
21. Fill out the table below and explain what action you would take to
reduce the risk associated with each of the hazards listed in the table
below.
Hazard Action to be taken
A parent has left a bottle
of antibiotics on the
teacher’s desk
The bottle of antibiotics should be removed
and the supervisor should be told about it. The
parent should be contacted right away
regarding medication which should be stored
safely.
The rubbish bin in a room
is overflowing
The dustbin content should be removed, and
the staff members should hold a meeting to
discuss the issues and follow Health and
Safety Policy. They should be aware that an
overflowing rubbish bin is a hazard to the
environment.
A colleague is serving
food to children with bare
hands
The colleague should be asked to wash his
hands before and after serving food to the
children to prevent from cross-infection. All
educators should; be made aware of a Policy in

place regarding food safety for children.
A child is playing in the
midday sun without a hat
or sunscreen
The child should be brought inside and given a
hat and applies sunscreen on his bare skin
areas, legs, and face to keep him protected
from the sun.
You notice during one of
the meal times that a
child with a nut allergy
has been given a muesli
bar that may contain
nuts.
The muesli bar should be taken from the child
and replaced with an adequate food item.
You enter a room after
lunch and find there is
food on the floor
The floors should be vacuumed and cleaned
right away before children enter the room. The
educators should be reminded about the
health and safety policies within the
classroom.
A cleaning product has
been left on the shelf in
the classroom
The cleaning product should be removed right
away and stored safely and away from eh
reach of the children. The staff should fill in a
Risk Assessment form to get aware of the
potential risks.
The collage trolley in a
room is partially blocking
a fire exit
The fire exit needs to be completely free of
any obstruction, and therefore the collage
trolley should be placed in some other
location. There should be a clear sign on the
fire exit door so that its door should not be
obstructed.
During lunchtime, you
notice that a child with
coeliac disease has been
given regular bread in
The child should be given a gluten-free bread
right away, and the regular bread should be
removed. The educators should be made
aware of the risks involved and educated
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their sandwich, instead of
gluten free bread. about the child condition.

22. The National Quality Standard (NQS) Quality Area 2.32 states
that “each child is protected” and Element 2.23.1 states that
“Children are adequately supervised at all timesAt all times,
reasonable precautions and adequate supervision ensure children
are protected from harm and hazard”. It is critical that staff ensure
that all children are in sight or hearing distance at all times.
Guidance: Refer to the National Quality Standard (National Law and
National Regulations).
a) Explain how you would follow service procedures for the safe
collection of each child, ensuring they are released to authorised
people.
a. How you would follow service procedures for the safe collection of
each child
All childcare service providers must have a clear policy on the safe
collection of children based on the National Quality Standards under
the National Quality Framework.
Childcare service enrolment forms should carry detailed written
information about each person authorised to collect a child, the
person’s full name, residential address, telephone number and
relationship to the child. Children should not be released to anyone who
does not have have the authorisation to collect the child.
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b) What must occur if a child is missing or cannot be accounted for?
b. If a child is missing or cannot be accounted for
It is critical to respond quickly and appropriately when a child is
missing and initiate an action to work on the safe and timely return of
the child. If the missing child is still not traceable despite reasonable
attempts, the matter should be reported to the police.
23. List three (3) ways in which you can safely manage the use,
storage and labelling of dangerous products.
i. Store on high shelves out of children’s reach in clearly labelled areas
and containers.
ii. All hazardous products must be kept out of children’s reach at all
times
iii. develop awareness of dangerous products and objects among
children.
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24. Understanding your role in fire safety is an important factor in
keeping children safe in Early Childhood Education and Care.
Using the table below, explain in your own words the following
aspects of basic home fire safety:
Fire spread and
speed
As fire can spread very quickly andl takes
minutes to develop to large area, it is essential to
act fast.
Heat transfer Alogn with the fire, the rapid transfer of heat is
another cause of concern
Radiation Radiation is e transferred by rays and transmits
heat energy.
Convection Convection transfers heat due to the circulation
of the medaium through a liquid or gas
Conduction Conduction is the transfer of heat through a solid
material from higher temperature to lower
temperature.

Combustible fuels Combustible fuels can easily catch fire and
include fuels such as wood, leaves, rubber and
paper and flammable liquids such as diesel,
petrol, kerosene and also some gases like
petroleum gas and hydrogen gases.
Sources of heat The source of heat can result in the fire due to
sufficient heat.
Open
flames/sparks
Open flames can ignite common combustibles
and include fireplaces, candles and lamps.
Electrical
equipment
Electrical equipment such as generators, and
poorly maintained electrical equipment can start
fire.
Hot surfaces Hot surfaces in home areas are commonly
identified as Oven, heaters and gas or
electricaland appliances
Smoking materials Smoking materials include cigarettes and
matchesand are a common cause of ignition.
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Role of fire
services
Prevention, preparation , response, recovery
Identify high-risk
groups in basic
home for safety
Seniors and children
Terminally ill patients
Weak and sick patients
Identify behaviour
that may
contribute to fire
injury and
fatalities
(List three per
category.)
Older People
Memory loss or poor cognition
Poorer sense of smell and impaired hearing
difficulties to install and maintain smoke alarm
systems
Children under 5 years of age
Unsupervised activities near heating sources
Access to sources of ignition like cigarette
lighters, matches and candles.
No awarenss on fire safety information
People who experience social and financial
disadvantage
Consider fire safety to be a low priority.
Use unsafe old appliances
Participate in activities that raise their fire risk
People who are afflicted by alcohol and other
drugs
Fail to to identify if a fire has started
Do not use fire sources efficienlty
Are unable to evacuate safely in a fire

Why smoke alarm
is important
Smoke alarm is important as it can savee lives
and protect property from the fire with timely
alerts.
Smoke alarm
placement
A smoke alarm should be installed on the ceiling
away from a wall and near the bedroom area or
where it can be heard easily.
Installation Get an expert installation done and follow
instructions carefully for regular maintenance
and ensure that the alarm sounder is operating.
The manufacturer’s instructions should be read
and followed.
Maintenance The Smoke alarms should be maintained with
regular testing and replacement of batteries.
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Part B
1. Research and access the following legislation, in relevance to
promoting and providing healthy food and drinks:
• the National Quality Framework
• the National Quality Standards
• the relevant approved learning framework
Guidance: Once you have done the appropriate research, fill out the
table below in the spaces provided.
a. Under the NQS there are a
number of standards that
are relevant to promoting
and providing healthy food
and drinks in an Early
Childhood Education and
Care service. What are the
main Standards and
regulations that support
this?
2.1. Each child’s health is promoted
2.1.1. Each Child’s health needs are
supported
2.2 Healthy eating and physical activity
are embedded I the program for children.
2.2.1. Healthy eating is promoted and food
and drinks provided by the service are
nutritious and appropriate for each child
b. Where can you access the Get up and Grow resources can be

“Get up and Grow”
resources for promoting and
providing healthy food and
drinks
accessed online.
c. Where can you access the
“Australian Dietary
Guidelines”
The Australian Dietary Guidelines can be
accessed online at
http://www.eatforhealth.gov.au/guidelin ...
guidelines
2. Describe two (2) different activities you can do with children to help
them learn about healthy eating.
i. Food game – Allow children to pick the healthiest food options from
different meal options and snacks.
ii. Create a vegetable and fruits salad - Let each child bring fruit and
vegetable and let them speak about the fruit and then chop it and,mix
everything together to make a declious salad, under the supervision of
the teacher.
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3. Describe how you can ensure children are provided with
sufficient healthy food and water in the below situations:
a) Meals are provided for the children by the centre
b) Families provide food for the children
Guidance: In your answers, discuss how you will ensure individual
children’s dietary and calorie intake needs are met.
a) How you can ensure meals are provided for the children by the
centre
How will you ensure individual children’s dietary and calorie intake needs are
met by these meals?
Child care can ensure healthy eating policies by creating healthy
menu plans based on the developmental stages of different age
Groups. Children with special dietary needs should have a special
menu for them. Healthy meals, snacks, and drinks should be
provided at the child care canter.

a) How you can ensure families provide food for the children
How will you ensure individual children’s dietary and calorie intake needs are
met by the food provided by the family?
Families can be encouraged to provide healthy food by making
them aware of the Australian government guidelines on Healthy
Eating during Early Childhood and making them understand the
value of healthy growth and development right from early
childhood.
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4. As a childcare worker, it is important to act as a role model in
implementing healthy eating and nutrition practices during
meal times.
a) Explain why it is important to interact with children during
mealtimes.
b) Describe four (4) ways you can ensure that furniture and
utensils are suitable to encourage children to be positively
involved in, and enjoy mealtimes.
a) Why is it important to interact with children during meal
times?
It is essential to interact with children during meal times so that
they are made aware of making healthier choices when eating and
develop good eating behaviors. Moreover, this is an essential time
for social interaction and discuss about nutrition and food variety
in a relaxed way.
b1) Have low table and chairs that suit the height of children
b2) Use disposable plates, knive and forks
b3) encourage children to use napkins
b4) Use disposable glasses

5. List three (3) strategies you could use to help educate families about
healthy eating.
Guidance: Provide an example of one of the strategies you
suggested.
Strategies for educating families about healthy eating
i To set targets for maintaining a healthy weight and be physically
active
ii. Include a wide variety of nutritious foods, and fruits every day
iii. Limit intake of junk foods and high-calorie foods with saturated
fat added salt and sugar
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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) Centre can obtain information on a "food considerations" form that
carries the child's photo,m his name and essential information
regarding food allergies or intolerances.
b) The updated form should single out children with specific dietary needs, food allergies
or intolerances and the information given to the cooks and the educators.
c) It is essential to identify these children so that they do not face any complications
due to food allergies or intolerances at the center.
d) If there was no policy to identify and monitor children who have
special dietary needs, it is essential to get in touch with the parents
and hold a discussion with them and note down any special
nutritional needs for the child.

7. Describe how children’s oral health, including signs of tooth decay
impacts on their general health and well-being.
Poor oral health can lead to serious consequences, and apart from the
pain in cavity-stricken teeth, the child can face trouble chewing and
eating the food. Improper chewing can lead to poor nutrition as
children tend to gulp down the food. Children may become withdrawn
and suffer low self-esteem due to poor oral health.
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8. Answer the following questions:
a) Describe the recommended steps in preparing formula.
b) What are the ‘Standards of Infant formula’ in Australia?
c) What is the WHO code and how does it affect staff in an Early
Childhood Education and Care service?
d) What are the recommended sterilisation methods for preparing
infant feeding equipment? Describe the steps for each method.
e) What are the recommended formula requirements for feeding
infants?
f) Allergies and food reactions in infants and children are common
and may be associated with a variety of foods including adapted
cow’s milk formula. Parents often consider using special infant
formulas for preventing or treating allergic disorders. What
types of formula are available in these circumstances and are
they effective in reducing allergic reactions?
g) What are the recommendations for minimising the risk of allergy
in infants with a family history of allergies?

a) Recommended steps in preparing formula
1. Wash baby bottles in hot, soapy water and rinse thoroughly before
every us
2. The bottles and teats should be adequately sterilised.
3. Right proportions should be followed when making the formula
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b) Standards of Infant formula’ in Australia
Australia New Zealand Food Standards Code - Standard 2.9.1 - Infant
Formula Products
This Standard applies to all infant formula whether in powder, liquid
or ‘ready to drink’ forms and provides for the compositional, and
labelling requirements for infant formula products’.
c) What is the WHO code and how does it affect staff in an Early
Childhood Education and Care service?
The WHO Code is the International Code of Marketing Breastmilk
Substitutes developed by the General Assembly of the World Health
Organization. The staff in an Early Childhood Education and Care
service follow the WHO code to ensure that mothers are given the
chance to feed their child the way they want and are given a special,
private room to feed their babies.
d) Recommended sterilisation methods for preparing infant feeding
equipment
List the steps of the different methods.
• Place the bottles, teats, and utensils in a large saucepan on the
burner of the stove.
• Add enough water to cover all the equipment and cover the
pan.
• Bring water to the boil, and boil rapidly for 5 minutes.
• Turn off the stove and allow the water to cool down.
e)
Age of baby Approximate formula requirements for infants
Days 1-4 Start with 30–60 mL/kg/day and gradually
increase over the next few days

Day 5-3 months 150 mL/kg/day to 180–200 mL/kg/day
3 to 6 months 120 mL/kg/day
6 to 12 months Reduce to 90 mL/kg/day as some infants of this
agealso take solid foods
f) Types of formula available for treating or preventing allergic
reactions
Are they effective in treating allergic reactions?
Soy-based formula - Hypoallergenic formulas
Lactose-free formulas - Special formulas prescribed by doctor
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g) Recommendations for minimising the risk of allergy in infants with
a family history of allergies
If the infant has a family history of allergies, it's suggested that the
mother breastfeeds the baby for the first six months. One can consult
their doctor for advice on what kind of formula to be given to the baby.
9. Consider a mother who wants to continue breastfeeding her baby
whilst attending your child care service.
a) Suggest 3 ways you can support the mother breastfeeding her
baby at your child care service.
a1. Let the family know how the centre is supportive of breastfeeding
a2. Provide the mother a comfortable and private place to either feed
her baby
a3. Make sure that the centre has all the facialites to support
breastfeeding, handling breast milk and steriliaign the bottles.
b) Explain the benefits of breastfeeding.
b. Benefits of breastfeeding
Breast milk contains antibodies that help baby fight off viruses and
bacteria. Breastfeeding helps to lower the baby's risk of having
asthma or allergies.
Babies who are breastfed for the first six months develop fewer
infections or respiratory illnesses.

c) What are the recommended steps for storing breast milk under
the Infant Feeding Guidelines?
c. Recommended steps for storing breast milk under the Infant
Feeding Guidelines
Wash hands thoroughly and with a clean towel or hand dryer.
Refrigerate or freeze milk after expressing
Label the container with the date and the time of collection
Use the oldest milk first
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d) Complete the table below:
Breast milk
status
Storage at room
temperature
(26°C or lower)
Storage in
refrigerator
(5°C or lower)
Storage in freezer
Freshly
expressed into
sterile container
6–8 hrs No more than 72
hours 2 weeks in freezer
Previously
frozen (thawed)
4 hours or less About 24 hours Do not refreeze
Thawed outside
refrigerator
in warm water
For feeding Hold for 4 hours Do not refreeze
Infant has begun
feeding
Only for feeding
and then
discard
Discard Discard

10. List the three (3) key points to consider when introducing solid
foods to infants.
i. soft purees
ii. small lumps
iii. Finger foods
11. Describe two (2) ways you, as an assistant educator, can
contribute to the healthy eating/nutrition policies and procedures at
your child care service.
i. Educate the child care educators to dicusss the importance of
healthy eating with children during meal times.
ii. Set good examples by eatign healthy and avoid eating unhealthy
snacks and be a role model for the children
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12. Safe food handling is paramount in Early Childhood
education and care services.
a) Describe the clothing/PPE that must be worn when preparing
food.
Guidance: At least two (2) must be provided.
b) List three (3) personal health symptoms that would prevent
you from preparing food at a centre.
c) Provide a list of eight (8) procedures you need to follow to
ensure you prepare food safely.
d) Explain how you would respond if you saw a colleague not
following safe food handling practices.
a) Personal protective equipment that must be worn when preparing
food include apron and gloves
b1) sore throat with a fever
b2) diarrhoea
b3) vomiting
c1) Design appropriate kitchens and food preparation facilities
c2) Use quality equipment for food preparation within the centre
c3) Implement policies and procedures concerning food handling
and practices.
c4) maintain the cleanliness of all areas for food handling,
preparation, and storage
c5) follow personal hygiene standards and use personal protective
equipment
c6) Use only freshly sourced ingredients for preparing food
c7) identify and report any indicators of poor hygiene and pest
presence

c8) dispose of food safely, according to food safety program
requirements
d) If a colleague not following safe food handling practices., the matter
should be reported to the senior, and he should be given fresh
instructions regarding the importance of following the right handling
and practices for serving food.
13. Below are dietary guides of two foods.
Write a paragraph to explain which food is the healthier choice.
Guidance: From the two options, pick the healthier choice in respect
to:
i. Saturated Fat Content
ii. Salt Content
iii. Sugar Content
iv. Fibre Content
NUTRITIONAL
INFORMATION NUTRITIONAL INFORMATION
KELLOGG’S NUTRI-GRAIN
AVERAGE SERVINGS SIZE =
30g
RICE Cakes 150g
AVERAGE SERVINGS PER
PACKAGE = 12.5
SERVING SIZE (3 cakes) = 27g
Average
Quantity
per
Serving
Average
Quantity
per
Serving
ENERGY 480kJ ENERGY 578kJ
PROTEIN 6.6g PROTEIN 1.2g
CARBOHYDRATE 20.8g GLUTEN NIL
SUGARS 9.6g CARBOHYDRATE 26.5g
FAT 0.2g SUGARS 0.1g
SATURATED <0.1g FAT 0.4g
DIETARY FIBRE 0.8g SATURATED 0.1g
SODIUM 180mg TRANSFATS NIL
POTASSIUM 44mg DIETARY FIBRE 3.6g
SODIUM 27mg
POTASSIUM 40mg
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14. List four (4) procedures that should be in place to protect
children from exposure to food allergens.
i. Support the child with allergies and motivate him to only eat
food prepared and
or checked by their parents
ii. Show him pictures of the foods he is llergic to
iii. Ensuring that both adults and children wash their hands before
and after eating
iv. Educating all children about food allergy
15. What are the ‘Five Guidelines’ from the Australian Dietary
Guidelines?
1. To maintain a healthy weight, and remain physically active by
choosing right amount of nutritious food and drinks to.
2. Enjoy a wide-ranging nutritious foods from these five food groups
every day.
3. Limit intake of saturated fat, added salt, added sugars and
alcohol.
4. Encourage and support breastfeeding.
5. Care for your food and store it safely.

16. Label the different sections of the graph below indicating the
recommended portions of food groups we should eat each day.
Guidance: This graph was sourced from “The Australian Guide to
Healthy Eating”
1 Vegetables and
legumes/beans
2 Fruits
3 Milk, yoghurt, cheese
4
Lean meats and poultry,
fish, tofu, nuts and seeds,
egg and legumes
5
Grainfoods, mostly
wholegrain and high cereal
plus fibre
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1
5
2
3
4

17. From the table below determine the minimum number of
daily serves for each of the selected children.
a) How many daily sample serves of Meat, Fish, and Poultry
should be provided to a five year old child?
b) How many daily sample serves of Bread should be provided to
a ten year old child?
c) How many daily sample serves of Fruit should a Breastfeeding
Women have?
a) 0.5 Serves
b) 3 Serves
c) 5 Serves

18. The United Nations Convention on the Rights of the Child
and the ECA Code of Ethics relate to codes of practice that
should be followed when working with children.
a) Outline the section in the United Nations Convention on the
Rights of the Child that refers to ensuring children’s health
and safety, in relation to food and water.
b) Outline the section in the ECA Code of Ethics that relates to
creating safe and healthy environments for children.
Guidance: Refer to the United Nations Rights of the Child website
and the ECA Code of Ethics website.
a) United Nations Convention on the Rights of the Child
Article 6 (Survival and development): Children have the right to
live. Governments should ensure that children survive and
develop healthily.
b) ECA Code of Ethics
Article 24 (Health and health services): Children have the right to
good quality health care – the best health care possible – to safe
drinking water, nutritious food, a clean and safe environment, and
information to help them stay healthy. Rich countries should help
poorer countries achieve this.
Article 27 (Adequate standard of living): Children have the right
to a standard of living that is good enough to meet their physical
and mental needs. Governments should help families and
guardians who cannot afford to provide this, particularly with
regard to food, clothing and housing
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19. Give an example of each of the points below and describe in
your own words why it is important to address the individual
dietary needs and preferences of children in respect to:
a) specific cultural requirements
b) religious requirements
c) health requirements
a) As children from different cultural backgrounds have different
eating habits, it is essential to prepare food keeping in mind the
different preferences of children and their choices of food.
b) One must chow acceptance of religious requirement and beliefs to
give the children a sense of belonging and follow parent’s requests
for certain kind of foods.
c) It is very important to keep any spcial diet need of the child due
to health requirements and follow up strictly regarding the foods
that are to be avoided.

Part C
1. In the following table, name the relevant legislations, regulations,
codes and standards and how they impact on WHS/OHS in the
workplace:
a) The act
b) workplace regulations,
c) codes of practice
d) industry standards
e) State/territory WHS authorities
f) Rights and responsibilities of employers and workers
g) duty of care
h) Hazardous manual tasks
i) Infection control
j) Policies and procedures in Early Childhood Education and
Care
Regulation, Law
or Code How it Impacts on WHS/OHS in the Workplace
a) The Act The Act provides a balanced and consistent
framework to secure the health and safety of
workers and protect workers
b) Workplace
regulations
Workplace Regulations are specific rules and
standards regarding hazards or risks and any
non-compliance can result in prosecution or
improvement notice.
c) Codes of
practice
A Code of Practice is a practical guide to realise
the standards
of health and safety required and provide
guidance on effective ways
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to manage work health and safety risks.
d) Industry
standards
Give 2 examples.
i. Australia standards system is made up of
national organisations observed by legal
authorities and it accreditates and
certificaties bodies for management system.
Examples can be
- Scheme System for Child Care Centres
- Accreditation of Child Care education providers.
e) State/ territory
WHS
authorities
State/ territory WHS authorities develop and
evaluate national policy and strategies for WHS
legislative framework, undertake research, and
co0lleect reports
f) Rights and
responsibilities
of employers
and workers
Give 3 examples
each.
Employers
Employers - Rights
Determine the pewrformance capability of a
person
Classify any adjustments
Create entitlements such as sick leave and other
insurances.
Employers – Responsibilities
i. Offer equal opportunities
ii. Create safe work place
iii. Protect employees
Workers – Rights
i. Rights for safe work place.
ii. Rights for privacy
iii. Rights to anti-discrimination
Workers – Responsibilities
i. Carry out the job responsibly.

i. Inform work relates incidents
iii. Ccooperate with employes
g) Duty of care
Give 3 examples.
i. anticipate risks
ii. think is the right course of action
iii. Carry out a balancing acxt
h) Hazardous
manual tasks
Give 3 examples.
i. sustained force
ii. sudden high force
iii. repetitive stressful movement
i) Infection
control
Infection Control in a health care prevents the spread
of infection from:
• Patient to patient
• Patient to Staff member
• Staff member to patient
j) Policies/
Procedures
Give 3 examples.
i. national quality rating
ii. streamlined regulations
iii. national body to oversee the system.
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2. It is important that you can identify hazards in an Early
Childhood Education and Care service.
a) What is the definition of a hazard?
b) What is hazard identification?
c) Name five (5) common workplace hazards relevant to Early
Childhood Education and Care.
d) Describe two (2) workplace procedures for hazard
identification.
e) Give two (2) examples of hazardous manual handling tasks.
a) A hazard is a risk or danger that could hurt someone else and is a
source of potential damage at workplace.
.
b) During work experience, a hazard is udentified as anything that
may be dangerous and one should be careful and alert when
identifying a hazard.
c1) Broken toys can cut or hurt a child
c2) Sliding door can be risk to hand and fingers
c3) Chemicals agents can be a hazard for the children

c4) Heater can be a risk as a a child can get burnt
c5) Dirty surfaces and unclean equipment
d1) Consult employees to find out what they consider are safety issues
and risks
d2) ) Information about equipment safety and risks
e1) Hazardous manual tasks include liftignheavy weights and loads
e2) Carrying out repetitive or sustained force movements
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3. Answer the following questions about risk.
a) Provide the definition of a risk.
b) Describe the risk involved with one of the hazard examples you
provided in question 2c above and how you would manage that
risk.
a) a situation that exposes one to danger
b) Chemicals agents can be a hazard for the children and it is
essential to keep them out of reach of the children and store
them in higher shelves and in well labelled areas.
4. It is every educator’s responsibility to help ensure the
environment is safe for themselves, their colleagues and the
children, and visitors attending the centre. Give three (3)
examples of how you can fulfil this responsibility.
i. Keep the floors clean and get rid of any clutter and spills.
ii. Keep the electrical sockets covered
iii. Keep the cleaning agents out of reach for the children
5. Identify two (2) ways you can stay up-to-date with Workplace
Health and Safety information.
i. Regularly run free events and work safe week events.
ii. Hold meetigns and send newsletters regarding Workplace
Health and Safety information.

6. Review the environment in this picture. Complete the following table
to identify 3 of the hazards present in this indoor environment:
Identified
hazard Associated risk Severity of
risk
Control and
reporting
Scissors scissor left on
table
children
could injure
themelves or
each other
Remove the
scissor and store
in correct place
Dustbin Dustbin without lid
Infection
could spread
uncovered
Dustbin
place a Dustbin
with lid
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Toys Toys in pathway trip hazard
Remove the toys
from pathway and
keep the place
free of any clutter
7. Complete the following table in relation to three (3) of the hazards
present in the outdoor environment pictured:

Identified
hazard Associated risk Severity of
risk Control and reporting
Sun Exposure to
harsh sun rays
overexposu
re to
ultraviolet
radiation
Use hats and
sunscreen
stairs Children can trip injuries Monitor the children
gate Children can go
outside Trip hazard Close the gate every
time
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8. Complete the following table in relation to three (3) of the hazards
present in the storage environment pictured:

Identified
hazard Associated risk
Severit
y of
risk
Control and reporting
Higher shelves Falls and trips
Injurie
s and
cuts
Remove highger shelves
and lower them
Electricity plugs Electric shocks
Injurie
s and
burns
Keep the electric sockets
covered
Furniture Cluttered
furniture
Trips
and
falls
Use suitable furniture
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9. Identify the following safety signage and their meanings:
a) Dangerous goods classifications.
b) Common first aid and safety signage.
a) Dangerous goods classifications
i. ii. iii.
Explosive Flammable Oxidising
iv. v. vi.
Gases under pressure Acute toxicity Health hazards
vii. viii. ix.
Corrosive Chronic health hazards Environmental

b) Common first aid and safety signage
x. xi. xii.
Automated External
Defibrillator
Emergency Breathing
Apparatus Emergency Eye washer
xiii. xiv. xv.
Emergency Shower Emergency Stretcher Emergency Phone
xvi. xvii. xviii.
First Aid Electrical Hazard Biochemical Hazard
xix. xx. xxi.
Beware of lifting Beware of
Vehicles/Traffic Radiation
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xxii. xxiii. xxiv.
Poisonous Materials Slip Hazard Trip Fall Hazard
xxv. xxvi. xxvii.
Beware steps Beware Pedestrians Beware Wet Paint
xxviii. xxix. xxx.
Fire Blankat Fire Telephone Fire Hose Reel
xxxi. xxxii. xxxiii.
Fire Hose Reel Fire Equipment Fire Stairs
xxxiv. xxxv. xxxvi.
Earmuffs must be Worn
Protective Eye wear
must be Worn all the
times
Face Masks must be
worn

xxxvii. xxxviii. xxxix.
Child Supervision
required Gloves must be worn Must remain locked at
all times
xl. xli. xlii.
Safety Clothing must be
worn Safety vest required No Alcoholic Beverages
xliii. xliv. xlv.
No unauthorised Access No Cameras No smoking
xlvi. xlvii. xlviii.
Drinkable water Non Drinkable water Fire Extiguisher
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xlix. l. li.
Fire Exit direction Wheelchair access No sharp needles
10. As a child care worker, you will need to participate in
regular emergency and evacuation drills.
a) List two (2) different types of emergencies that may occur at
your centre and describe what would need to occur to keep the
children safe and secure.
Guidance: If you are not currently working at a child care
service, refer to the Emergency Management Plan for
Sparkling Stars Childcare Centre.
Sparkling Stars Childcare Centre Templates
Download the “Emergency Management Plan (for Early Childhood
Centres)”
(Username: newusername Password: newpassword)
b) Describe an evacuation procedure at the centre.
c) Provide a brief description of how you could discuss fire
evacuations with children.
a1) Bush fire in the area
a2) Flood water begins to enter the building

b) Evacuation procedure at the centre
In case of a bush fire in the area:
Move all children and educators inside the safer areas of the
building. Turn off air conditioning units and close all doors and windows
and cntact Fire Control team. Ensure that children are calm and have
plenty of drinking water available.
Dress children in protective long clothing and make them wear a
wet face washer and cover their mouth and nose if possible during
the evacuation.
In case of flooding
Move all children and staff to ‘Dry Zone’ within the building and
close all doors and windows. Place towels in plastic bags and pack
around doors and windows.
Contact ‘Local Emergency Management Plan’ for help and listen
to radio broadcasts for latest news.
c) Discussing fire evacuations with children
It is helpful when children are aware of the evacuation plan and
what to expect. They should be given easy to follow instructions
and if possible videos should be shown to them on fire evacuation
plans, so that they know what exactly is happening.
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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
policy
Discuss any possible risk of
abuse or neglect at school or at
home with the supervisor
immediately
Supervision of
Children
Responsibility to
protect the health
and safety of each
child
Supervise children at all times
and support active supervision
to lower safety risks and
identify high risk zones for the
children
Provision of Food
Ensure foods and
beverages do not
carry any risk of
choking
Inform families about their
child's food and beverage
intake and ensure nutritious
quality and adequate quantity
Hygiene and
cleanliness
Create a healthy and
safe environment for
the children to play
and work and inform
all educators and
staff about their
responsibilities
Keep the toys, equipment,
floors and clothes clean and
hygienic to protect the infants
and children from the spread of
infection. Educators will ensure
that children wash their hands.
Children’s
Medications
Effective health
management of
children taking
medications and
handle acute
episodes of illness or
medical
emergencies by the
safe administration
Medications should be
administered at home and if at
the cneter, then only when
accompanied by a medical
consent form completed by
parent or legal guardian.

of medication and
compliance with the
regulations.
Ill Children
Educators should
be alert about if any
child is ill and act
quickly to take care
of the symptoms of
illness in children.
Take the child's temperature
and inform
Parents/Guardians/Emergency
Contacts of the child's health
status in case of high
temperature.
Preventing
accidents
increase
parent/guardian
family awareness of
accident prevention.
Staff will record all details of
any injuries or illness in the
centre’s with details on date,
time, place of incident, injury
or rief of description of events
Asthma/Anaphalxsis
Minimise the risk of
an anaphylactic
reaction happening
at the child care
service.
Asthma medication to be given
depending on doctor’s
instruction and through
nebulizer or spacer
Fire Emergency
Staff are to be
aware of the
centre evacuation
procedure in case of
a fire emergency
Follow the fire evacuation plan
and contact the Fire Control
team and take the right steps.
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Case Studies – Part A
Case Study One
Develop a plan relating to safe workplace policies and procedures
relevant to the excursion.
The Group Leader can educate the children about basic road safety
tips through storytelling, role play, games, etc.
Excursion Risk Assessment Form should be filled in with
considerations to the safety, health and wellbeing of the child, water
hazards, seating capacity of the transportation, ratio of adults and
children. Carefulll consideration must be paid to any specialised skills
required and medical conditions that need to be considered.
You are the assistant educator in the Kindy room at Sparkling
Stars Childcare Centre. You can find out more about Sparkling Stars at their
website:
Sparkling Stars Childcare Centre
(Username: learner Password: studyhard)
In the coming weeks, you will be taking the children on an excursion to see a
play at a local theatre, requiring travel by bus to a local mountain resort where
the theatre is located, along with some walking near busy roads at the
entrance to the resort.
Your Group Leader has asked you to suggest some ideas of ways you could

Case Study Two
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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 Centre
(Username: learner Password: studyhard)
Sparkling Stars Childcare Centre has a general menu designed for children
over the age of five. However it does not take into account younger children.
You have been assigned the task of developing a menu suitable for younger
children.
Devise a 2 week menu (Monday to Friday), suitable for children aged 3-5
years that caters for morning tea, lunch, afternoon tea, late afternoon snack
and drinks. Your menu needs to be suitable for use in a child care setting
and include the following:
50-75% of the recommended number of serves for each food group each
day
A variety of ingredients and textures
A range of foods from different cultures
One red meat-free day per week
Vegetarian options for each meal period
No repetition of menu items (excluding drinks)
Please view the scenario and required templates here:
Sparkling Stars Childcare Centre Brief for Two Week Menu
(Username: learner Password: studyhard)
You are required to:
a) Present your menu in an attractive, easy-to read format and submit it.
b) Choose an item from your menu that contains an ingredient that may
trigger a reaction from a child who has coeliac disease. Submit the
recipe for that menu item.
c) Alter the recipe for the menu item so that it would be suitable for a
child with coeliac disease.

a) Filename:
b) Filename:
c) Filename:
You response for this task may be placed in the same file/ document
as your response in task (b) above. (In which case, simply write the
same file name.)
d) Two week menu for younger children. aged 3-5 years
First week
Morning - Egg sandwich
Lunch- Rice and bean soup with crackers
Snacks and drinks- fruit yogurt and soay milk
Second week
Morning - wheat cereal with milk and furits
Lunch- Whole wheat pasta with tomato
Snacks and drinks - hummus with carrot sticks and furit juice

Case Study Three
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This scenario involves Sparkling Stars Childcare Centre.
You can find out more about Sparkling Stars at their website:
Sparkling Stars Childcare Centre
(Username: learner Password: studyhard)
Trang is working as an assistant educator in the Sparkling Stars Early
Childhood Education and Care Centre observing a group of children in
the outdoor play area and notices that four of the boys are running
around screaming. She monitors their behaviour for any unsafe activity
but besides being very noisy their behaviour is safe.
After a few minutes of doing this the boys start pushing each other.
Trang quickly tries to intervene but unfortunately Simon pushes Isaac
too hard and he falls, tripping over the step rail surrounding the sand
pit. You rush over and notice Isaac, holding his left arm and huffing and
puffing strangely but appears to be unhurt, the next thing Trang hears
is Isaac screaming as he realises there is blood on his fingers. Trang
approaches Isaac to inspect his arm. She notices that he has an
abrasion that is approximately 2 centimetres and a cut that is about
half a centimetre.
You must answer the questions below explaining what actions Trang
should take in dealing with this situation.

1. What is the immediate action Trang should take?
Guidance: Describe what actions should occur if Trang is following
the policies and procedures at Sparkling Stars.
Trang should inform the supervisor immediately as there is a cut on
Isaac’s arm. She should take the child to the medical facility within the
center and get the required medical help to dress the wound.
2. What is the secondary action Trang should take?
Guidance: Describe in your own words what actions should occur if
Trang identifying the process as described in the policies and
procedures at Sparkling Stars.
Trang should keep the child calm and comfortable and do not let panic
take over. She should speak to the child in a soothing and comforting
tone.

3. Complete the Incident/Accident Report Form located on the
Sparkling Stars website and submit it to your assessor.
Sparkling Stars Childcare Centre Forms
(Username: learner Password: studyhard)
Filename:
4. If Isaac’s injury had been more severe such as a broken arm or a
heavy laceration, what action should Trang take?
Guidance: Describe your response in detail
Trang should inform the supervisor immediately as there seems to be a
severe injury to the arm of the child. She should call for a medical
assistant, and till the doctor arrives, she should follow first aid and keep
Isaac’s arm safe and secure with the help of a plank. Once the
treatment is over, she should inform the parents about the incident.
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CASE STUDIES – PART B
Case Study 1: Sleep and Rest
All children have individual sleep and rest
requirements. Children need a comfortable
relaxing environment to enable their bodies to
rest. This environment must be safe and well
supervised to ensure children are safe, healthy
and secure in their environment.
Scenario 1:
You are working as an early childhood educator in Sparkling Stars
Childcare Centre. You are in charge of taking care of the following
two children:
Tim:
Tim is 3 years old. He likes to sleep with his
favourite blanket that his mum packs for him
when he goes to the centre. His mum has
informed you that Tim gets very agitated
throughout the day when he does not get his
afternoon nap, and prefers that the centre ensures he gets his nap
before she picks him up in the afternoon.
Tim does not like to eat vegetables. However, his mum is very
particular about his diet:
- A portion of vegetables in every meal (he is not allowed to
have desert unless he finishes all his vegetables)
- He can only have desert after lunch provided he finishes all his
vegetables.
- He is not allowed to have sweets between 1PM to 2PM and
past 5PM
- He is lactose intolerant and very sensitive with other milk-
based products
He is a very active and playful kid. He loves playing physical games
with other kids such as tag, hide and seek, catch, etc. He gets easily

bored with activities like storytelling, craft making and any other
activities that do not involve physical play.
Kevin:
Kevin is 2 years old and is still used to sleeping in a cot. He just
started going to the centre and is still afraid to be left in the centre
without his mum. Hearing his mum’s voice calms him down and
helps him go to sleep. So his mum provided the centre with a
recording of herself reading bedtime stories to play for Kevin when
he is having difficulty sleeping.
Aside from him being very shy around other kids and new people,
Kevin is very easy to take care of. He follows his diet without any
problem and does not require a lot of attention when he is awake.
He likes to keep to himself watching educational programs for
children while holding his favourite stuffed toy. He is still being
potty trained, but he knows how to call an adult he is familiar with
when he needs to go to the toilet. When no one familiar is around
when he needs to go to the toilet, he soils himself and becomes very
embarrassed and wouldn’t let anyone but his mum clean him up.
Your task: Ensure sleep and rest practices are consistent with
approved standards and meet the children’s individual needs by
creating a checklist that you can use for the children described above.
Use the safe sleep and rest time guidelines provided in the link below
as your reference:
Sleep and Rest Time Guidelines
Use the template provided in the link below to create your checklist:
Sleep and Rest Checklist
Filename:
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Scenario 2:
Tim would not go to sleep during nap time one afternoon and kept
pestering the other children in the centre to play with him. You
explained to Tim not to bother the other children because they are
trying to take a nap. After talking to him and explaining how taking a
nap would help him feel stronger and better after he wakes up, Tim still
insists on not going to bed and playing instead.
Your Task: Provide three (3) options for appropriate quiet play
activities for Tim by creating a plan that outlines the steps you need to
take as well as the resources you will require to implement the plan.
Fill out the table below to create your plan:
Quiet
play
activity
Description of the activity Resources required for the
activity
1 Play with blocks Plastic blocks
2 Teddy Bears Picnic picnic rug, soft toy , tea set,
3 Play with playdough Playdough, rolling pins and
moulds
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Case Study 2: Providing Children Supervision
Ensuring the children have adequate supervision at all times is one of
your responsibilities as an early childhood educator in the centre.
The Scenario:
You have been taking the lead in providing care for Tim and Kevin since
they started going to the centre. In two weeks you will be taking a 3-
day vacation leave.
Your Task: You are required to provide detailed instructions to Jenny,
the educator who will be taking the lead while you are away. In your
email, you must CC Michelle, the assistant educator you have been
working with, so that she can be reminded of these instructions.
You have to make sure that your instructions contain all the essential
information needed to ensure the children have adequate supervision
at all times. Use the templates provided below to document the
instructions you provide Jenny and Michelle:
Your email to Jenny Liberman:
To: Jenny Liberman
Cc: Michelle Schiffer
Subject: Instructions regarding care for Kevin and Tim
Attachments: Tim is three years old who loves to play with v blocks
and sleep with his blanket. However, he takes time to to
get ready for his afternoon nap. He does not like to eat
vegetables but likes apples and strawberries. He is
lactose intolerant and very sensitive with other milk-
based productsHe is an energetic boy who loves to jump
around and often gets agitated throughout the day. He is
an active kid who enjoys playing games such as tag, hide
and seek, catch, etc. However, he gets easily bored
Kevin is two years old and is still sleeps in a cot. He is
not used to being without his mum and is afraid to be
left alone. His teddy bear is his favorite toy, and he loves
to sleep with it.He is shy with other people but easy to
handle. He is still being potty trained but is able to
convey his needs. Although he follows his diet without
any problem, he needs constant attention when he is

awake. He likes to watch cartoons on TV.
Message: jenny
I’m sending you the essetnial details about Tim and Kevin and theiro
sleep and rest routine. If you have any further questions regarding to
Tim and Kevin routine plz text me any time
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Case Study 3: Organisational WHS
The Occupational Health, Safety and Welfare Act, 1986, requires that
anyone who can affect health and safety must protect the well-being of
themselves and others.
As an early childhood educator in a childcare centre, you have an
important role to play in this and should be aware that your actions at
work directly influence the safety of you, your work mates, the children
and their families.
Scenario 1:
You are an early childhood educator working in Sparkling Stars
Childcare Centre. To ensure everyone’s safety, Sparkling Stars requires
all its employees to undergo a self-assessment exercise to help them
understand their own levels of stress and fatigue.
Your Task: Using your own experience as an early childhood educator in
your vocational workplace, answer the questionnaire below to reflect on your
own levels of stress and fatigue at work:
Job demands and working conditions: Yes,
regularly
No or
sometimes
Do you have enough time to get your job done
properly?
Are you exposed to unfavourable physical conditions in
your work (for example unfavourable climate, noise,
radiation, chemicals, sharp or moving objects, slippery
surfaces, constant repetitive work, heavy lifting or
strenuous work)
Participation and control: Yes,
regularly
No or
sometimes
Can you choose your own work methods, pace, and/or
order?
Can you decide yourself when to take a break?
Are you involved in decision making?
Are there regular meetings to discuss work?
Can you improve any unfavourable physical loads in

your work?
Interpersonal relationships: Yes,
regularly
No or
sometimes
Do you receive support from your supervisor and/or
colleagues?
Are you isolated from others during work?
Are you treated differently, for example, because you
are your race, gender, ethnic origin or disability?
Do you experience violence from customers, clients,
patients or members of the public?
Career development and job security: Yes,
regularly
No or
sometimes
Do you have good career prospects?
Are you able to develop your skills and intellect in your
job?
Is your job security good?
Is it likely that during the next couple of years you will
be in the present job with your current employer?
Working hours: Yes,
regularly
No or
sometimes
Do you work long hours?
Do you work evenings, nights, and/or weekends (shift
work)?
Do you have irregular working hours?
Role in the company and information: Yes,
regularly
No or
sometimes
Do you have conflicting tasks/roles?
Do you receive enough information to do your work
properly?
Do you receive feedback on your performance?
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Income: Yes,
regularly
No or
sometimes
Is your income sufficient to support yourself and your
family?
Overall Reflection:
I am very satisfied to work with this profession and expecting to continue working
hard passion to develop my future career under same job field. Health and safety is
the most important subjects which we need to make maximum attention while
working under early childhood care centres, so workers must be worked to develop
their skills accordingly Currently I am in beginner level with professional study
stage and keeping hopes to follow-up relevant studies and practical experiences
following this course.
Scenario 2:
Letting the designated person know your concerns relevant to work-
related stress and fatigue is an essential step in resolving potential safe
work issues in the future.
Your Task: Review the relevant workplace procedures in the link provided
below and follow the outlined reporting process. Use the template below to
document your completion of this task:
WHS Handbook
(note: use the space provided below as if you are writing the email to the
designated personnel as per the WHS Handbook requirement)
To:
Subject:
Attachments:

Message:
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Scenario 3:
Maintaining currency of relevant safe work practices in the workplace
is another excellent way of ensuring your own safety. As such,
Sparkling Stars makes sure that all employees maintain their currency
by conducting an annual safe work practice currency check among all
its employees.
Your Task: Identify ways to maintain currency of safe work practices by
listing your strategies according to the different categories and contexts
outlined below: An example is provided for your reference (in blue)
Safe work
practice relevant
to:
Specific example
relevant to your centre:
How you maintain currency of
safe work practices relevant to
each category:
Equipment Baby bottle warmers and
sterilizers
I ensure that I have read and
understood the manual before
operating the equipment.
Systems Security System
I will get operational
training to enahcne my skill
to work with them or
working alone and in
remote locations.
Equipment Bottle Feeding
Equipment
I will maintain individual
feeding bottles for each
child and study suitable
methods to maintain
maximum hygeine for each
feeding bottle.
Processes Menu Planning
I will get relevant
information and details
from child centre and study
the detail records to find
the best menu plan based
on individual, religious and
cultural requirements of
each child.

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Scenario 4:
As an early childhood educator, it is also your responsibility to raise the
children’s awareness of safety. The centre ensures that there are
enough programs and activities that promote safety awareness among
the children in the centre.
Your Task: Create a poster to help promote safety awareness among the
children in the centre. You may choose any topic or theme relevant to child
safety or promoting safety awareness among children. Below are some
examples of topics or themes you may use for your poster:
 Stranger danger
 Safety in the kitchen
 Safety in the bathroom
 Safety in the park
 Safety in the beach
 Safety in crossing streets
 Handwashing
Filename:

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 Star’s 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: After an outdoor activity around 8:30 in
the morning you noticed that Sophie started sneezing
and coughing. You suspect that the dust from running
around in the playground may have triggered her
allergies. You checked her records to review if she
has any prescription medications for this kind of situation. Provided in
the link below is Sophie’s authorisation to administer medication form:
Authorisation to administer medication – Sophie Lancaster
Your Task: You know that Sophie takes Allegra for acute allergic episodes.
However, you also know that she is due for her Advair treatment in the next
30mins. Make a video recording of yourself administering the right
medication to Sophie. To ensure your successful completion of this task,
please see the guidelines provided below:
 have a volunteer act as Sophie in your video recording
 you must include in your demonstration the following:
 following the standard protocol for medication administration
(Guidance: a checklist is provided in the Allergy and Asthma Awareness
Policy)
 administration of the correct medication
(Guidance: the assessor will know which medication you administered by the
administration procedure you will demonstrate in the video)
 the correct administration procedure
(Guidance: you must follow the prescribed administration procedure for your
chosen medication to administer to Sophie)
 correct storage of the medication
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(Guidance: your video should also show how you store the medication after
administration, including proper labelling of the medication, keeping it in a
storage that is inaccessible to children, and other relevant considerations )
Print the Authorisation to administer medication for Sophie Lancaster, and fill
out the relevant section at the end of the form (Child Care Program Record of
Medication Administration) accordingly after your recorded demonstration.
You will be required to submit this form after all tasks relevant to the case
study have been completed.
Filename:
Scenario 2: An hour later, Sophie is still sneezing and coughing
uncontrollably. This time she started wheezing and showing signs of
difficulty in breathing. You suspect that Sophie is having an asthma
attack and decided to quickly review her asthma management plan to
respond appropriately. See Sophie’s asthma management plan in the
link provided below:
Asthma Management Plan – Sophie Lancaster
Your Task: Make a video recording of yourself following Sophie’s asthma
management plan for acute asthma attacks. To ensure successful completion
of this assessment task, take note of the guidelines provided below:
Administer Sophie’s asthma medication
 Follow proper administration procedure (i.e., check medication
name, check medication expiry date, etc. Guidance: complete
guidelines provided in the Allergy and Asthma Awareness Policy)
 Follow proper storage procedure
 Fill out relevant fields in the authorisation to administer
medication form
Filename:

Scenario 3: Sophie fell asleep soon after her
asthma symptoms have calmed down. However,
half an hour into her nap, Sophie woke up
coughing and wheezing uncontrollably. You rushed
to her bedside and knew she required first aid for
her severe asthma attack.
After administering asthma first aid to Sophie, her condition still
continued to worsen. You decided to call emergency assistance. You
then asked the assistant educator on duty to keep an eye on Sophie and
keep giving her first aid medication according to the prescribed
procedure while you contact the ambulance.
Your Task: Make a video recording of yourself demonstrating the successful
completion of the following tasks:
3.1 providing first aid to Sophie as prescribed in her asthma care
plan
3.2 provide instructions to the assistant educator on how to
administer the first aid medication while you contact the
ambulance
Filename:
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Case Study 5: Anaphylaxis
You are working as an early childhood educator for Sparkling Stars
Childcare Centre. One of the students under your care is Billy. Billy is a
4 year old boy with severe allergies with nuts and dairy-based foods.
Review the anaphylaxis handbook provided in the link below and use it
as reference as you complete the tasks that follow:
Anaphylaxis Handbook
Scenario 1: One afternoon while Billy was
playing with the other kids in the playground,
you noticed that he started to look pale and
started to wheeze as he grasped for air. His
face is slightly swollen too. Upon surveying the
scenario you noticed that he has chocolate
stains in his hands and shirt and appears to
have dropped a chocolate bar on the ground. Upon checking the
chocolate you found that it contains peanuts.
Your task: Make a video recording of yourself responding to Billy’s
anaphylactic emergency. Follow the prescribed in Billy’s action plan for
anaphylaxis provided in the link below:
Action Plan For Anaphylaxis – Billy Johnson
To ensure successful completion of this task, take note of the following
guidelines:
1. Have a volunteer act as Billy in the recording
2. Demonstrate how you survey the area and remove the hazard/s
immediately
3. Provide first aid intervention for anaphylaxis as prescribed in the
anaphylaxis handbook:
a. Lay Billy flat. Do not allow him to stand or walk. If breathing is
difficult in this position, allow him to sit
b. Give EpiPen® (use a makeshift EpiPen®)
c. Phone ambulance
d. Phone family/emergency contact
Filename:

Scenario 2: Billy’s mum arrived immediately and the ambulance soon
after. Billy’s condition improved after you administered the EpiPen®,
but to make sure that Billy is out of danger, his mum had the
ambulance take Billy to the hospital anyway.
Task 1: Complete the relevant forms to document the incident. Review
the centre’s Incident, Accident and Trauma Policy to ensure you are
compliant with the centre’s relevant workplace policies and
procedures:
Incident, Accident, and Trauma Policy
Filename:
Task 2: Apply the risk management plan for Billy by completing the
checklist provided in the link below. Complete the column “Detail how
this will be implemented and any additional strategies” by
answering according to the organisational risk-management strategies
from your relevant work experience in childcare centres/vocational
work experience.
Anaphylaxis Risk Management Plan – Billy Johnson
(Guidance: you may use Allergy and Asthma Awareness Policy as
reference)
Filename:
Supplementary Question:
The physician prescribed 6ml of dipenhydramine every hour for
six hours. All required authorisation are complete. The child’s
parent supplied the medication in its original packaging as well
as the measuring cup for the medicine. However the bottle only
has 30ml left in it.
Will you have enough medicine to follow the doctor’s
prescription?
Yes No
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Explain your answer:

Scenario 3: You are preparing snacks for Billy. Below are the food
labels of the available snacks:
Snack Option A Snack Option B
3.1 Which of the two snack options is most appropriate for Billy?
a. Snack option A
b. Snack option B
3.1.1Explain your answer:
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3.2 Supplementary Questions: dietary requirements
3.2.1 Give an example of a common dietary restriction for children with
type 1 Diabetes (Juvenile diabetes):
3.2.2 Give an example of a common dietary restriction for Jewish
children:
3.2.3 Give an example of a common dietary restriction for Muslim
children:

Case Study 6: Meal Planning
Scenario: You are helping create a meal plan for two brothers who will
start going to the centre in the next week, Johnny, 5 years old, and
Lucas, 11 months old.
Johnny has no special dietary restrictions. While Lucas has just started
eating solid foods. Lucas only drinks breast milk. Their mum, Kelly,
expresses her breast milk in the morning and packs it for Lucas to
drink in the centre.
1.1 Your Task: Create a meal plan for Johnny outlining a cycle of
menus, detailing the food that will be provided to him for a week.
The meal plan should include breakfast, morning snack, lunch,
afternoon snack and dinner for five days.
Use the meal plan template provided in the link below:
Meal Plan Template
Guidance: review the Australian Dietary Guidelines and make sure to follow
the recommended serves for Johnny’s age for vegetables, fruits, grains, etc. in
your plan.
Filename:
1.2 Your Task: Create a one-page guide for Lucas’ mother to assist
her with expressing breast milk by hand and it at home to ensure
food safety procedures are followed according to the relevant
prescribed guidelines.
Guidance: Review the Infant Feeding Guidelines provided in the link below
and use it as reference as you create your hand-out
Infant Feeding Guidelines
Filename:
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PROJECT: ESTABLISH AND MAINTAIN A SAFE
AND HEALTHY ENVIRONMENT FOR CHILDREN
PART 1 : Review and evaluate performance in establishing and
maintaining a safe and healthy environment for children
If you have prior work experience in a childcare centre, you may
complete this task reflecting on your experience. If you do not have
prior experience working in a childcare centre, you may complete this
task after you have been immersed in your vocational work placement.
You are required to review/reflect and evaluate both your performance
and the service’s implementation of policies and procedures related to
the establishment and maintenance of a safe and healthy environment
for children attending the centre.
To document your evaluation, answer the questions below and provide
the information being asked.
In supporting each child’s health and safety needs:
1. WHS policies and procedures are set in the centre
you are having your vocational placement with. Yes No
Provide a brief description of the centre’s relevant policies and
procedures regarding safety assessments.
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2. Individual medical management plans for children
with specific heath care need are in place and
readily available at the service.
Yes No
Does the service have available individual medical management
plan forms for children with a specific health care need?
Submit a copy of the blank form and write the filename below.
Filename:
In providing for each child’s comfort:
3. The groupings of children are configured to provide
for each child’s comfort and to minimise the risk of
overcrowding.
Yes No
Does the service have a specific policy or procedure in organising the
groupings of children in the centre to minimise risk of overcrowding, to
minimise the risk of illness and/or to minimise the risk of injuries?
Submit a copy of the centre’s policy or procedure on configuring
groupings and write the filename.
Filename:

In promoting and implementing effective hygiene practices:
4. The service accesses information on current
hygiene practices. Yes No
Where does the centre get current and up-to-date information on
current hygiene practices?
Give at least one (1) local council/health organisation/public health unit
and one (1) additional resource (website, journals, books, etc.) the
centre accesses.
You may need to ask your supervisor or other educators for you to be
able to complete this question.
Local council/health
organisation/public health
units:
Local public health council
Additional resource: National Quality Standard
Provide one (1) example of the information the centre has currently
researched on current hygiene practice from the sources/resources that
you have written in the previous question.
Give a brief description of the information, for example: “There is new
practice on how centres can actively support children to learn hygiene
practices using modelling and role playing.”
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In taking steps to control the spread of infectious diseases:
5. Service procedures are followed, in relation to
notifying families of illness or injuries that affect
children while in education and care.
Yes No
Interview an educator or your supervisor in the service who has had
experience with notifying parents/primary caregiver/family of an illness
or injury that affects one of the children while attending education and
care at the centre.
Describe the step-by-step procedure the educator/supervisor
implemented.
Obtain a copy of the centre’s procedure in notifying families of illness
or injuries that affect children while in education and care. Did the
educator/supervisor follow the centre’s procedure? Was there some
discrepancy (specify the discrepancy)?
Submit a copy of the centre’s procedure for your assessor to review.
Filename:
6. Current records of children’s immunisation status
are up-to-date and a procedure is in place to
maintain the currency.
Yes No
Find out how your vocational work placement keep current records of
the status of each child’s immunisations.
a) Does the service have a procedure in place to maintain the currency of
immunisation records? Submit a copy of the procedure and write the
filename.

Filename:
b) Does the service have a process for obtaining information from families
about their children’s current immunisation status? Describe the process
in detail or submit a copy of the service’s written process. Provide the
filename below.
Filename:
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In ensuring adequate supervision of children:
7. New or relief educators are informed of supervision
arrangements and of what they are required to do
in relation to supervising children.
Yes No
Were you provided with details and responsibilities of
supervising children when you started in vocational
work placement?
Yes No
Briefly describe the details and responsibilities provided to you below.
Were you given an induction/welcome pack on your
first day of work? Yes No
Was the information regarding supervision
arrangements and responsibilities included in the
induction/welcome pack?
Yes No
Scan or take a picture of the page/section in your induction/welcome
pack which provides the information regarding supervision
arrangements and responsibilities. Submit the scanned document or
photo and write the filename below.
Filename:
Were you given a copy of the centre’s supervision
policy? Yes No
Submit a copy of the centre’s supervision policy and write the filename
below.
Filename:

In ensuring adequate supervision of children:
8. Safety checks are consistently implemented and
action is taken as a result of the checks. Yes No
a) Find out when was the last time your vocational work placement
implemented safety checks and took action as a result of the checks.
You need to coordinate with your supervisor or with the staff in-
charge of doing the safety checks for the service.
b) Fill out the Safety Checks Log provided in Sparkling Stars intranet
(Click here). (Username: newusername Password:
newpassword).
c) In completing the log, you may:
 Ask for a copy of the safety checks log, report or document the
service has. Copy the content needed to complete the log
provided, or
 Consult with the person or staff in-charge of the service’s
safety checks and ask him/her about the following:
o Date of the last safety check
o Premises/sections/rooms in the service that was checks
o General remarks and results of the safety checks
o Areas of concern
o Actions taken and the date actions are done
o Date for the next safety checks
d) Once you have completed the log ask your supervisor or the staff
you have consulted to fill out the confirmation form at the end of the
document.
e) Submit the document to your assessor and provide the filename.
Filename:
Assessment Workbook 1 Version No. 3.7 Produced 17 September 2018
Page 144 © Compliant Learning Resources

9. Basic training and testing on how to move and fit
car seats, restraints and booster seats is available
to all educators.
Yes No
Find out how educators may avail of the basic training and testing on
how to move and fit car seats, restraints and booster seats. Write down
how and where they can avail of this training and testing in your
vocational work placement.
You may need to consult your supervisor to be able to complete this
task.

PART 2 : Implement WHS procedures and work instructions
Following the centre’s policies on conducting safety assessments,
survey the children’s learning and play environments including all toys
and equipment for safe use, as well as the general environment in the
centre as a safe workplace for you. Once completed, write the relevant
safety assessment report.
To ensure successful completion of this step, your report must include
the following information:
 Existing hazards identified
 Potential hazards identified
If the centre’s standard template for safety assessment reports do not
include the required information listed above, use the space provided
below:
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Existing and potential hazards identified:
Safety assessment: Children’s learning
and play areas
The centre as a safe
workplace
environment
Existing hazards identified
(list at least two)
Potential hazards
identified
(list at least two)
Toys and equipment:
Are toys and equipment safe for children? Yes No
If answer is yes: Describe how toys and
equipment are kept safe for children
If answer is no: Describe why the toys
and equipment are not safe for children?
Are toys and equipment safe to use in their proposed
areas? Yes No
If answer is yes: Describe how toys and
equipment are kept safe to use in their
proposed areas
If answer is no: Describe why the toys
and equipment are not safe for use in
their proposed areas

PART 3 : Report safety assessment result to designated person
Create an email reporting your safety assessment findings to the
designated personnel indicated in the centre’s WHS policies. If there
are no provisions in the centre’s WHS policies on who to report your
safety assessment findings to, address the email to your vocational
workplace supervisor.
To ensure successful completion of this step, your email must include:
 A summary of your safety assessment findings including:
o Safety assessment findings on the children’s learning and
play areas
o Safety assessment findings on the centre as a safe workplace
 Recommendation to help improve safe workplace policies and
procedures
Write your email in the space provided below:
You do not need to send an actual email to your supervisor.
To:
Subject:
Attachments:
Message:
Assessment Workbook 1 Version No. 3.7 Produced 17 September 2018
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WORKBOOK CHECKLIST
When you have completed this assessment workbook, review the
candidate’s assessment against the checklist below:
The candidate has completed all the assessments in the
workbook:
Knowledge Assessment
Case Studies – Part A
Case Studies – Part B
Project
(See the following page for a complete list of
documents to be submitted with this assessment)
IMPORTANT REMINDER
Candidates must achieve a satisfactory result to ALL assessment tasks
to be awarded COMPETENT for the units relevant to this cluster.
To award the candidate competent in the units relevant to this subject,
the candidate must successfully complete all the requirements listed
above according to the prescribed benchmarks.

REQUIRED DOCUMENTS
Case Studies – Part A
Case Study Two
i. Menu
ii. Recipe
iii. Alternate Recipe
Case Study Three
iv. Incident/Accident Report Form
Case Studies – Part B
Case Study 1
v. Sleep and Rest checklist
Case Study 3 Scenario 4
vi. Safety Awareness Poster
Case Study 4 Scenario 1
vii. Authorisation to administer medication (Sophie
Lancaster)
Case Study 4 Scenario 2
viii. Video Task: Sophie’s asthma management plan
Case Study 4 Scenario 3
ix. Video Task: Providing first aid to Sophie
Case Study 5 Scenario 1
x. Video Task: Responding to Billy’s anaphylactic
emergency
Case Study 5 Scenario 2
xi. Relevant forms following Billy’s emergency
xii. Anaphylaxis Risk Management Plan – Billy
Johnson
Case Study 6
xiii. Meal plan for Johnny
xiv. Breastfeeding guide for Lucas’ mother
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Project
Part 1 Question 2
xv. Individual medical management plan
Part 1 Question 3
xvi. Centre’s policy or procedure on configuring
groupings
Part 1 Question 6
xvii. Centre’s procedure in notifying families of
illness or injuries
Part 1 Question 7
xviii. Centre’s procedure to maintain the currency
of immunisation records
xix. Centre’s process for obtaining information
from families about their children’s current
immunisation status
Part 1 Question 8
xx. Your welcome pack
xxi. Centre’s supervision policy
Part 1 Question 9
xxii. Safety Checks Log
End of Document