Assessment Workbook for CHC30113 Certificate III in Early Childhood

This document is a comprehensive assessment workbook designed for students pursuing the CHC30113 Certificate III in Early Childhood Education and Care. It encompasses various assessment methods, including knowledge assessments with short-answer questions, case studies requiring critical thinking and application of concepts, and projects designed for practical workplace settings. The workbook covers multiple subjects related to early childhood education and care, such as workplace effectiveness, culture and community, play and development, and physical and emotional wellbeing. It also includes essential information on competency-based assessment, reasonable adjustments for learners with disabilities, and guidelines on academic integrity, including definitions of cheating and plagiarism. The workbook aims to assess students' skills and knowledge against national standards, ensuring they can apply their learning in real-world scenarios within the early childhood education sector. This resource is designed to support students in demonstrating their competence across various units of competency, providing a valuable tool for their educational journey.

CHC30113 Certificate III in
Early Childhood Education
and Care
Children’s Health and
Safety
V3.0 Produced 9 August 2016
Copyright © 2016 Compliant Learning Resources. All rights reserved. No part of this publication
may be reproduced or distributed in any form or by any means, or stored in a database or retrieval
system other than pursuant to the terms of the Copyright Act 1968 (Commonwealth), without the
Assessment Workbook 1

prior written permission of
Compliant Learning Resources
Subject 1 – Children’s Health and Safety – Assessor Guide V1.0 Produced 16 April 2014
Page 2 © Compliant Learning Resources

Version control & document history
Date Summary of modifications made Versio
n
9 December
2013
Version 1 final produced following
assessment validation.
v1.0
16 April 2014 Changes to wording and clarification of
benchmarks in questions.
A1,A3a,b,A14,A25,B10,C10
v1.1
24 October
2014
Minor clarifications in questions A14;
removed B8(a) question similar with B7(d)
v1.2
18 November
2014 Changes made throughout document V1.3
3 December
2014
Significant changes made to document
following validation
V2.0
17 April 2015 Minor revisions on Questions B1 and B16 V2.1
18 July 2016 Updates made throughout document V2.2
9 August 2016
Included CHCECE016 in the units of
competency of this workbook.
Added assessment items in the Project.
V3.0
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TABLE OF CONTENTS
This is an interactive table of contents. If you are viewing this document
in Acrobat, clicking on a heading will transfer you to that page. If you
have this document open in Word, you will need to hold down the Control
key while clicking for this to work.
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................................................................................118
WORKBOOK CHECKLIST...................................................................129
REQUIRED DOCUMENTS....................................................................130
FEEDBACK......................................................................................132
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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.
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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 conducing assessment, in an Australian vocational
education and training context, is founded on a number of basic
conventions:
The principles of assessment
 Assessment must be valid
o Assessment must include the full range of skills and
knowledge needed to demonstrate competency.
o Assessment must include the combination of knowledge
and skills with their practical application.
o Assessment, where possible, must include judgements
based on evidence drawn from a number of occasions and
across a number of contexts.
 Assessment must be reliable
o Assessment must be reliable and must be regularly
reviewed to ensure that assessors are making decisions in
a consistent manner.
o Assessors must be trained in national competency
standards for assessors to ensure reliability.
 Assessment must be flexible
o Assessment, where possible, must cover both the on and
off-the-job components of training within a course.
o Assessment must provide for the recognition of
knowledge, skills and attitudes regardless of how they
have been acquired.
o Assessment must be made accessible to learners though a
variety of delivery modes, so they can proceed through
modularised training packages to gain competencies.
 Assessment 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.
o
THE DIMENSIONS OF COMPETENCY
The national concept of competency includes all aspects of work
performance, and not only narrow task skills. The four dimensions of
competency are:
 Task skills
 Task management skills
 Contingency management skills
 Job role and environment skills
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REASONABLE ADJUSTMENT
Adapted Reasonable Adjustment in teaching, learning and assessment for
learners with a disability - November 2010 - Prepared by - Queensland
VET Development Centre
Reasonable adjustment in VET is the term applied to modifying the
learning environment or making changes to the training delivered to
assist a learner with a disability. A reasonable adjustment can be as
simple as changing classrooms to be closer to amenities, or installing a
particular type of software on a computer for a person with vision
impairment.
Why make a reasonable adjustment?
We make reasonable adjustments in VET to make sure that learners with
a disability have:
 the same learning opportunities as learners without a
disability
 the same opportunity to perform and complete assessments
as those without a disability.
Reasonable adjustment applied to participation in teaching,
learning and assessment activities can include:
 customising resources and assessment activities within the training
package or accredited course
 modifying the presentation medium learner support
 use of assistive / adaptive technologies
 making information accessible both prior to enrolment and during
the course
 monitoring the adjustments to ensure learner needs continue to be
met.
Assistive / Adaptive Technologies
Assistive/adaptive technology means ‘software or hardware that has been
specifically designed to assist people with disabilities in carrying out
daily activities’ (World Wide Web Consortium - W3C). It includes screen
readers, magnifiers, voice recognition software, alternative keyboards,
devices for grasping, visual alert systems, digital note takers.
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IMPORTANT NOTE
Reasonable adjustment made for collecting candidate assessment
evidence must not impact on the standard expected by the workplace, as
expressed by the relevant Unit(s) of Competency. E.g. If the assessment
was gathering evidence of the candidates competency in writing,
allowing the candidate to complete the assessment verbally would not be
a valid assessment method. The method of assessment used by any
reasonable adjustment must still meet the competency requirements.
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CHEATING AND PLAGIARISM
What is Cheating?
Cheating within the context of the study environment means to
dishonestly present an assessment task or assessment activity as
genuinely representing your own understanding of and/or ability in the
subject concerned.
Some examples of cheating are:
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.
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 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.
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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.
This unit applies to educators working in a range of education and care
services.
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 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
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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
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 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
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
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 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:
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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.
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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 Journal.
Workbook One (1) will focus on three assessment methods:
1. Written Questions – based on the required knowledge component
as described in the Instructions for Assessment
2. Case Studies – utilising the Sparkling Stars virtual Education
and Care Service and activities set out in this workbook, provides
detailed scenarios designed to assist completion of relevant tasks
addressing underpinning skills and/or knowledge requirements
3. Project – A set of tasks designed to address underpinning skills
and/or knowledge requirements
Further Assessments:
4. Workbook Seven (7) Skills Journal
Participant must attend Vocational Placement and maintain a log of
tasks completed and signed off by supervisor in the workplace.
RESOURCES REQUIRED FOR ASSESSMENT
To complete the assessments in this workbook, the candidates will need
access to:
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
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PRESENTATION
Things to Consider:
Only submit your workbook once all activities inside are complete.
Should you have any questions regarding your assessments, or not
understand what is required for you to complete your assessment, please
feel free to ask your trainer.
Keep your answers succinct and make sure you are answering the
question. Re-read the question after you have drafted up your response
just to be sure you have covered all that is needed.
Your final assessment result will either be competent or not yet
competent.
If submitting your assessments please ensure that
1. All assessment tasks within the workbook have been completed
2. You have proof read your assessment
Answering the Questions:
1. If you are using Microsoft Word you will need to click in the
grey area of the box to begin typing your answer.
Assessments may not be processed if the above guidelines are not
adhered to. To ensure your assessment is processed as quickly as
possible, please follow these instructions.
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ASSESSMENT WORKBOOK COVERSHEET
WORKBOOK: WORKBOOK 1
TITLE: Children’s Health and Safety
FIRST AND SURNAME:
PHONE:
EMAIL:
Please read the Candidate Declaration below and if you
agree to the terms of the declaration sign and date in
the space provided.
By submitting this work, I declare that:
 I have been advised of the assessment requirements, have been made
aware of my rights and responsibilities as an assessment candidate, and
choose to be assessed at this time.
 I am aware that there is a limit to the number of submissions that I can
make for each assessment and I am submitting all documents required to
complete this Assessment Workbook.
 I have organised and named the files I am submitting according to the
instructions provided and I am aware that my assessor will not assess work
that cannot be clearly identified and may request the work be resubmitted
according to the correct process.
 This work is my own and contains no material written by another person
except where due reference is made. I am aware that a false declaration
may lead to the withdrawal of a qualification or statement of attainment.
 I am aware that there is a policy of checking the validity of qualifications
that I submit as evidence as well as the qualifications/evidence of parties
who verify my performance or observable skills. I give my consent to
contact these parties for verification purposes.
Name : Signature: Date:
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KNOWLEDGE ASSESSMENT
Part A
1. You are required to demonstrate how to access the following in
relevance to ensuring the health and safety of children in the
workplace:
 the National Quality Framework
 the National Quality Standards
 the relevant approved learning framework
Guidance: Fill out each section in the table below using relevant
information from the National Quality Framework, The National
Quality Standards, and the relevant approved learning framework.
a. Under the NQS there are a number
of standards that are relevant to the
safety of children in an Early
Childhood Education and Care
service. What are the 3 main
Standards that support this?
i. Standard 2.1 Each child’s health
needs to be promoted
ii. Standard 2.2 Healthy eating and
physical activity are embedded in
the program for the children
iii. Standard 2.3 Each Child is
protected
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.
According to EYLF children are taking
the responsibility of their own health
and physical and well-being that
signifies children are happy and
healthy. It shows the increasing
awareness of healthy life style
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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?
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?
e. In the FSAC, it states that
educators can facilitate “Children
take increasing responsibility for
their own health and physical
wellbeing” by engaging children in
what activities that relate to safety?
By engaging children in collaboration
with children to negotiate their
relation with other.
Providing scope to the children to
enhance their physical power.
By providing care and respect for all e
kids
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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.
Regulation 77 health, hygiene and safe
food practices.
Regulation 168 education and car
service
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.
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2. In your role as an Early Childhood Education and Care worker, you will need
to check toys and equipment for potential risk and hazards that may cause
harm to children.
a) Explain in detail the steps involved in conducting a risk
analysis on toys and what you would be checking for at
each step.
b) Explain what steps you would take if you identified a toy or
piece of equipment that presented a WHS hazard with an
extreme risk.
c) Which policy, procedure would you refer to for advice on WHS issues?
Guidance: Include reporting procedures and the designated person that you
would report to according to organizational procedures.
Refer to the Hierarchy of Control.
a. Steps involved in conducting a risk analysis on toys
1. Avoid any toys or equipments that contain sharp edges, hooks or
any heavy part.
2. Ensure the items that do not have any lids that can hurt kids.
3. Make sure that toys do not contain toxic material that can be
harmful for kid’s health.
4. Make sure that toys do not contain any harmful chemical
5. Make sure that toys do not have any loud music or sound that can
put harmful impact on kid’s health.
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b. Steps you would take if you identified a toy or piece of
equipment that presented a WHS hazard with an extreme risk
After identification of the hazard, the next step that needs to be
taken is to evaluate the risk, whether the risk is high low or medium.
Then one needs to identify the method of controlling the risk.
Therefore, he needs to evaluate whether the strategy will work
properly or not.
c. Policies and/or procedures to reference for WHS issues
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3. In your role as an Early Childhood Education and Care worker, you will need to
implement effective hygiene and health practices in many aspects of practice.
a) Fill out the table below and explain the importance of maintaining a clean and
healthy environment and the risk associated with each of the following areas:
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)
It will help to maintain
hygiene within the
organization
Health hazards
ii. Kitchen
Kitchen needs to be clean
every day to maintain
hygiene and provide healthy
foods to the kids
Health hazards
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iii. Outdoor
Environmen
t
To provide healthy
environment to kids
Health hazards, several
diseases
iv. Indoor
Environmen
t
To provide healthy and germ
free environment to the kids Health hazards
v. Toilets
To maintain hygiene Health hazards
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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
Regulation 101 Conduct Risk Assessment for
Excursion
ii. National Quality
Standards (NQS)
Quality area 3: Physical Environment
iii. Early Years Learning
Framework (EYLF)
Outcome 3: Children become strong in social
and emotional wellbeing
iv. Framework for
School Aged Care in
Australia (FSAC)
Outcome 3: Children have a strong sense of
wellbeing
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4. Complete the table below explaining the cleaning procedures for each, and provide one reason for the
importance of the cleaning procedure.
Items Cleaning Procedure Reason Cleaning
Product
Storage of
Cleaning
Product
Toys Appropriately clean toys with the cleaning kit and package
properly
Toy is very
sensitive. It
needs to handle
with care
Dettol,
toothbrush
In a cold place
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Items Cleaning Procedure Reason Cleaning
Product
Storage of
Cleaning
Product
Floors Mop with phenyl, dettol and Mop To maintain
hygiene
Dettol, doctors
phenyl, wiper,
mop
Cool place
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Items Cleaning Procedure Reason Cleaning
Product
Storage of
Cleaning
Product
Toilets,
potties
and
bathroom
area
Sprinkle toilet cleaning powder in the toilet, rub it by using
mop and then wash it with clean water and wiper.
To maintain
hygiene
Mop, wiper,
dettol, toilet
cleaning
powder,
Cool place
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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
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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 To maintain healthy environment
and remover germs.
Ventilator, windows
ii. Lighting To maintain healthy environment
and remover germs.
Ventilator and windows
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iii. Heating /
cooling
To maintain the temperature of
the room
Ventilator, windows, doors
iv. Hygiene To provide a healthy and
hygienic environment
cleaning
v. Safety To provide safe environment Basic safety level
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7. As an Early Childhood Education and Care worker, you are required to
ensure that sleep and rest opportunities are provided for, and that
there are appropriate opportunities to meet each child’s need for
sleep, rest, and relaxation.
a) Which standards in the NQS relate to sleep and rest?
b) What section of the National Regulation covers sleep and rest?
c) Outline the Six ways to promote safe sleep for babies and
reduce the risk of sudden Death Syndrome (SIDS).
Guidance: Refer to the SIDS and Kids Website.
a) Which standards in the NQS relate to sleep and rest?
b) What section 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.
ii.
iii.
iv.
v.
vi.
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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. Jigsaw puzzles
ii. Storytelling baskets
iii. Origami
iv. Sticky easel
v. Shape threading
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. Should not make comment on child’s body
ii. Do not stare at children during they are toileting
iii. Do not say hurry u while they are in toilet
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11. You are required to ensure children’s and families’ individual
clothing needs and preferences are met, to promote children’s
comfort, safety and protection within the scope of the service
requirements for children’s health and safety.
a) List three (3) examples of instances where you would inform
parents of clothing that the centre considers to be
inappropriate or unsuitable for children to wear while
attending the centre?
b) List two (2) examples of ways in which staff can ensure that
children are dressed appropriately for Indoor/Outdoor
Environmental conditions and temperatures.
a) 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 restricts movement
ii. Clothing that possess health and safety risk
iii. Clothing that contravenes sun protection method
b) Examples of ways in which staff can ensure that children are
dressed appropriately for Indoor/Outdoor Environmental
conditions and temperatures
i.
ii.
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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: learner Password: studyhard)
b) How would you explain sun safety to children using the most
recent sun safe promotional campaign resources?
Guidance: Refer to the Cancer Council Website.
a) Sun protection/ safety procedures
b) How to explain sun safety to children
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13. As a child care worker, you will be required to set up a variety of
play environments for children.
a) List five (5) checks you should perform when setting up a play
environment.
b) Describe the considerations when choosing equipment that is
suitable for the age group of children you’re working with.
a) Checks to perform when setting up a play environment
i.
ii.
iii.
iv.
v.
b) Considerations when choosing equipment
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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
b) Process you would follow if you found that you have children
with additional needs in your care
c) Ways that you can ensure there is adequate supervision at all
times
i.
ii.
iii.
iv.
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15. Describe how you can explain hazards in the environment to
children.
Guidance: Include in your answer how awareness of these hazards is
very important in relation to a child’s health and safety, hygiene, and
general well- being.
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
i.
ii.
b) How you implement the rules for safe 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)
b)
c)
d)
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.
ii.
iii.
iv.
v.
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b)Precautions to take if a child is suspected to be infectious
i.
ii.
iii.
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.
b) Write a brief description of what asthma is and describe the associated signs and
symptoms.
b.
c) Identify three (3) other common allergens that may affect children in a centre.
c1.
c2.
c3.
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d) Describe what should happen when enrolling a child in a centre, who has
anaphylaxis/asthma or other allergies.
d.
e) List five (5) signs and symptoms that indicate a child is having an anaphylactic
reaction.
e1.
e2.
e3.
e4.
e5.
f) Describe how you would use an adrenalin auto injector for anaphylaxis.
f. Adrenalin Auto Injector
How to give Anapen
How to give EpiPen
g) What are the triggers for asthma? (Provide three (3) below.)
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g1.
g2.
g3.
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.
a2.
a3.
a4.
a5.
a6.
b) How is medication stored safely at the centre?
b.
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c) Describe which documentation must be completed when you administer medication.
c.
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 rubbish bin in a room
is overflowing
A colleague is serving
food to children with bare
hands
A child is playing in the
midday sun without a hat
or sunscreen
You notice during one of
the meal times that a
child with a nut allergy
has been given a muesli
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bar that may contain nuts.
You enter a room after
lunch and find there is
food on the floor
A cleaning product has
been left on the shelf in
the classroom
The collage trolley in a
room is partially blocking
a fire exit
During lunchtime, you
notice that a child with
coeliac disease has been
given regular bread in
their sandwich, instead of
gluten free bread.
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22. The National Quality Standard (NQS) Quality Area 2.3 states that “each child is
protected” and Element 2.3.1 states that “Children are adequately supervised at all
times”. It is critical that staff ensure that all children are in sight or hearing
distance at all times.
Guidance: Refer to the National Quality Standard (National Law and National
Regulations).
a) Explain how you would follow service procedures for the safe collection of each
child, ensuring they are released to authorised people.
a. How you would follow service procedures for the safe collection of
each 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
23. List three (3) ways in which you can safely manage the use, storage
and labelling of dangerous products.
i.
ii.
iii.
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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
Heat transfer
Radiation
Convection
Conduction
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Combustible fuels
Sources of heat
Open flames/sparks
Electrical
equipment
Hot surfaces
Smoking materials
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Role of fire services
Identify high-risk
groups in basic
home for safety
Identify behaviour
that may
contribute to fire
injury and fatalities
(List three per
category.)
Older People
Children under 5 years of age
People who experience social and financial
disadvantage
People who are afflicted by alcohol and other drugs
Why smoke alarm
is important
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Smoke alarm
placement
Installation
Maintenance
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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?
b. Where can you access the
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“Get up and Grow”
resources for promoting and
providing healthy food and
drinks
c. Where can you access the
“Australian Dietary
Guidelines”
2. Describe two (2) different activities you can do with children to help
them learn about healthy eating.
i.
ii.
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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?
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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?
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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?
b1)
b2)
b3)
b4)
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5. List three (3) strategies you could use to help educate families about
healthy eating.
Guidance: Provide an example of one of the strategies you suggested.
Strategies for educating families about healthy eating
i.
ii.
iii.
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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)
b)
c)
d)
7. Describe how children’s oral health, including signs of tooth decay
impacts on their general health and well-being.
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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?
e) What are the recommended formula requirements for feeding infants?
f) Allergies and food reactions in infants and children are common and
may be associated with a variety of foods including adapted cow’s milk
formula. Parents often consider using special infant formulas for
preventing or treating allergic disorders. What types of formula are
available in these circumstances and are they effective in reducing
allergic reactions?
g) What are the recommendations for minimising the risk of allergy
in infants with a family history of allergies?
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a) Recommended steps in preparing formula
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b) 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) Recommended sterilisation methods for preparing infant feeding
equipment
List the steps of the different methods.
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e)
Age of baby Approximate formula requirements for infants
Days 1-4
Day 5-3 months
3 to 6 months
6 to 12 months
f) Types of formula available for treating or preventing allergic
reactions
Are they effective in treating allergic reactions?
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g) Recommendations for minimising the risk of allergy in infants
with a family history of allergies
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.
a2.
a3.
b) Explain the benefits of breastfeeding.
b. Benefits of breastfeeding
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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
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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
Previously frozen
(thawed)
Thawed outside
refrigerator
in warm water
Infant has begun
feeding
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10. List the three (3) key points to consider when introducing solid
foods to infants.
i.
ii.
iii.
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.
ii.
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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)
b1)
b2)
b3)
c1)
c2)
c3)
c4)
c5)
c6)
c7)
c8)
d)
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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
14.List four (4) procedures that should be in place to protect children
from exposure to food allergens.
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i.
ii.
iii.
iv.
15.What are the ‘Five Guidelines’ from the Australian Dietary Guidelines.
1.
2.
3.
4.
5.
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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
2
3
4
5
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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)
b)
c)
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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
b) ECA Code of Ethics
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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)
b)
c)
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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
b) Workplace
regulations
c) Codes of
practice
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d) Industry
standards
Give 2 examples.
i.
ii.
e) State/ territory
WHS
authorities
f) Rights and
responsibilities
of employers
and workers
Give 3 examples
each.
Employers
i.
ii.
iii.
Workers
i.
ii.
iii.
g) Duty of care
Give 3 examples.
i.
ii.
iii.
h) Hazardous
manual tasks
Give 3 examples.
i.
ii.
iii.
i) Infection
control
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j) Policies/
Procedures
Give 3 examples.
i.
ii.
iii.
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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)
b)
c1)
c2)
c3)
c4)
c5)
d1)
d2)
e1)
e2)
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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)
b)
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.
ii.
iii.
5. Identify two (2) ways you can stay up-to-date with Workplace Health
and Safety information.
i.
ii.
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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
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7. Complete the following table in relation to three (3) of the hazards
present in the outdoor environment pictured:
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Identified
hazard Associated risk
Severit
y of
risk
Control and reporting
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8. Complete the following table in relation to three (3) of the hazards
present in the storage environment pictured:
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Identified
hazard Associated risk
Severit
y of
risk
Control and reporting
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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.
iv. v. vi.
vii. viii. ix.
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b) Common first aid and safety signage
x. xi. xii.
xiii. xiv. xv.
xvi. xvii. xviii.
xix. xx. xxi.
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xxii. xxiii. xxiv.
xxv. xxvi. xxvii.
xxviii. xxix. xxx.
xxxi. xxxii. xxxiii.
xxxiv. xxxv. xxxvi.
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xxxvii. xxxviii. xxxix.
xl. xli. xlii.
xliii. xliv. xlv.
xlvi. xlvii. xlviii.
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xlix. l. li.
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
(Username: learner Password: studyhard)
b) Describe an evacuation procedure at the centre.
c) Provide a brief description of how you could discuss fire
evacuations with children.
a1)
a2)
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b) Evacuation procedure at the centre
c) Discussing fire evacuations with children
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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
Supervision of
Children
Provision of Food
Hygiene and
cleanliness
Children’s
Medications
Ill Children
Preventing
accidents
Asthma/Anaphalxsis
Fire Emergency
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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.
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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

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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)
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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

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.
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.
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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
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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
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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
2
3
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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, and
Michelle, the assistant educator you have been working with.
You have to make sure that your instructions contain all the essential
information needed to ensure the children have adequate supervision at
all times. Use the templates provided below to document the instructions
you provide Jenny and Michelle:
1.1 Your email to Jenny Liberman:
To: Jenny Liberman
Cc: Michelle Schiffer
Subject: Instructions regarding care for Kevin and Tim
Attachments:
Message:
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1.2 Your email to Michelle Schiffer:
To: Michelle Schiffer
Cc: Jenny Liberman
Subject: Instructions regarding care for Kevin and Tim
Attachments:
Message:
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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
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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:
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:
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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
Equipment Bottle Feeding Equipment
Processes Menu Planning
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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:
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Case Study 4: Ensure the health and safety of children
You are working as an early childhood educator in Sparkling Stars
Childcare Centre. You are in charge of taking care of Sophie, a four and a
half year old student with severe asthma. She also has severe allergies to
dust and pollen which trigger her asthma attacks.
Review Sparkling Star’s Allergy 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:
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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:
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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:
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Scenario 3: You are preparing snacks for Billy. Below are the food labels of
the available snacks:
Snack Option A Snack Option B
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:
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Case Study 6: Meal Planning
Scenario: You are helping create a meal plan for two brothers who will
start going to the centre in the next week, Johnny, 5 years old, and
Lucas, 11 months old.
Johnny has no special dietary restrictions. While Lucas has just started
eating solid foods. Lucas only drinks breast milk. Their mum, Kelly,
expresses her breast milk in the morning and packs it for Lucas to drink
in the centre.
1.1 Your Task: Create a meal plan for Johnny outlining a cycle of
menus, detailing the food that will be provided to him for a week.
The meal plan should include breakfast, morning snack, lunch,
afternoon snack and dinner for five days.
Use the meal plan template provided in the link below:
Meal Plan Template
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:
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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:
Additional resource:
Provide one (1) example of the information the centre has currently
researched on current hygiene practice from the sources/resources that
you have written in the previous question.
Give a brief description of the information, for example: “There is new
practice on how centres can actively support children to learn hygiene
practices using modelling and role playing.”
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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.
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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:
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In ensuring adequate supervision of children:
8. Safety checks are consistently implemented and
action is taken as a result of the checks. Yes No
a) Find out when was the last time your vocational work placement
implemented safety checks and took action as a result of the checks.
You need to coordinate with your supervisor or with the staff in-
charge of doing the safety checks for the service.
b) Fill out the Safety Checks Log provided in Sparkling Stars intranet
(Click here). (Username: learner Password: studyhard).
c) In completing the log, you may:
 Ask for a copy of the safety checks log, report or document the
service has. Copy the content needed to complete the log
provided, or
 Consult with the person or staff in-charge of the service’s
safety checks and ask him/her about the following:
o Date of the last safety check
o Premises/sections/rooms in the service that was checks
o General remarks and results of the safety checks
o Areas of concern
o Actions taken and the date actions are done
o Date for the next safety checks
d) Once you have completed the log ask your supervisor or the staff
you have consulted to fill out the confirmation form at the end of the
document.
e) Submit the document to your assessor and provide the filename.
Filename:
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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.
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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
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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:
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