CHC50113 Diploma: Health and Safety Management in Childcare

This assignment workbook focuses on the CHC50113 Diploma of Early Childhood Education and Care, specifically addressing the unit of competency related to establishing and maintaining a safe and healthy environment for children. It includes a knowledge assessment with short answer questions, case studies requiring creative thought processes, and three projects: establishing and maintaining a safe environment, conducting a workplace risk assessment, and conducting a risk assessment for an excursion. The workbook emphasizes competency-based assessment principles, reasonable adjustments for learners with disabilities, and the importance of avoiding cheating and plagiarism. It covers key aspects such as supporting children's health needs, promoting hygiene, controlling infectious diseases, ensuring adequate supervision, and taking precautions to protect children from hazards.

CHC50113 Diploma of
Early Childhood Education
and Care
Health and Safety
Management
V2.2 Produced 18 September 2018
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without the prior written permission of
Compliant Learning Resources
Assessment Workbook 7

Version control & document history
Date Summary of modifications made Version
29 April 2014 Version 1 final produced following assessment
validation.
1.0
23 January 2015 Version 2 final produced following second
assessment validation
2.0
19 July 2016 Minor updates throughout document 2.1
18 September
2018
Changed question in Knowledge Assessment
Question 2
2.2
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TABLE OF CONTENTS
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INSTRUCTIONS........................................................................................... 4
WHAT IS COMPETENCY BASED ASSESSMENT...................................................4
THE BASIC PRINCIPLES OF ASSESSING NATIONALLY RECOGNISED TRAINING.......5
THE DIMENSIONS OF COMPETENCY...............................................................6
REASONABLE ADJUSTMENT..........................................................................7
CHEATING AND PLAGIARISM........................................................................9
THE UNIT OF COMPETENCY........................................................................10
ASSESSMENT METHODS............................................................................14
CONTEXT FOR ASSESSMENT.......................................................................15
RESOURCES REQUIRED FOR ASSESSMENT....................................................15
PRESENTATION.........................................................................................16
ASSESSMENT WORKBOOK COVERSHEET......................................................17
KNOWLEDGE ASSESSMENT.........................................................................18
CASE STUDIES.......................................................................................... 47
PROJECT 1: ESTABLISH AND MAINTAIN A SAFE AND HEALTHY ENVIRONMENT
FOR CHILDREN......................................................................................... 55
PROJECT 2: CONDUCT A WORKPLACE RISK ASSESSMENT...............................69
PROJECT 3: CONDUCT A RISK ASSESSMENT FOR AN EXCURSION.....................76
ASSESSOR CHECKLIST...............................................................................83
FEEDBACK............................................................................................... 84
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INSTRUCTIONS
The questions in this workbook are divided into two categories.
The Knowledge Assessment contains questions that are all in a short answer
format. The Case Studies are longer questions requiring creative thought
processes are covered in the case studies assessment. You must answer all
questions using your own words. However you may reference your learner
guide, and other online or hard copy resources to complete this assessment.
You must attempt all assessments satisfactorily to achieve an overall award of
competent.
If you are currently working as part of an Early Childhood Education/Child
Care team, you may answer these questions based on your own workplace.
Otherwise consider what you should do if you were working as part of an Early
Childhood Education/Child Care team you may refer to Sparkling Stars as an
example.
WHAT IS COMPETENCY BASED ASSESSMENT
The features of a competency based assessment system are:
 It is focused on what learners can do and whether it meets the
criteria specified by industry as competency standards.
 Assessment should mirror the environment the learner will encounter
in the workplace.
 Assessment criteria should be clearly stated to the learner at the
beginning of the learning process.
 Assessment should be holistic. That is it aims to assess as many
elements and/or units of competency as is feasible at one time.
 In competency assessment a learner receives one of only two
outcomes – competent or not yet competent.
 The basis of assessment is in applying knowledge for some purpose.
In a competency system, knowledge for the sake of knowledge is seen
to be ineffectual unless it assists a person to perform a task to the
level required in the workplace.
 The emphasis in assessment is on assessable outcomes that are
clearly stated for the trainer and learner. Assessable outcomes are
tied to the relevant industry competency standards where these exist.
Where such competencies do not exist, the outcomes are based upon
those identified in a training needs analysis.
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Definition of competency
Assessment in this context can be defined as:
 The fair, valid, reliable and flexible gathering and recording of
evidence to support judgement on whether competence has been
achieved. Skills and knowledge (developed either in a structured
learning situation, at work, or in some other context) are assessed
against national standards of competence required by industry,
rather than compared with the skills and knowledge of other learners.
THE BASIC PRINCIPLES OF ASSESSING
NATIONALLY RECOGNISED TRAINING
Developing and conducing assessment, in an Australian vocational education
and training context, is founded on a number of basic conventions:
The principles of assessment
 Assessment must be valid
o Assessment must include the full range of skills and knowledge
needed to demonstrate competency.
o Assessment must include the combination of knowledge and
skills with their practical application.
o Assessment, where possible, must include judgements based on
evidence drawn from a number of occasions and across a
number of contexts.
 Assessment must be reliable
o Assessment must be reliable and must be regularly reviewed to
ensure that assessors are making decisions in a consistent
manner.
o Assessors must be trained in national competency standards for
assessors to ensure reliability.
 Assessment must be flexible
o Assessment, where possible, must cover both the on and off-the-
job components of training within a course.
o Assessment must provide for the recognition of knowledge,
skills and attitudes regardless of how they have been acquired.
o Assessment must be made accessible to learners though a
variety of delivery modes, so they can proceed through
modularised training packages to gain competencies.
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 Assessment must be fair and equitable
o Assessment must be equitable to all groups of learners.
o Assessment procedures and criteria must be made clear to all
learners before assessment.
o Assessment must be mutually developed and agreed upon
between assessor and the assessed.
o Assessment must be able to be challenged. Appropriate
mechanisms must be made for reassessment as a result of
challenge.
The rules of evidence (from Training in Australia by M Tovey, D Lawlor)
When collecting evidence there are certain rules that apply to that evidence.
All evidence must be valid, sufficient, authentic and current;
 Valid
o Evidence gathered should meet the requirements of the unit of
competency. This evidence should match or at least reflect the
type of performance that is to be assessed, whether it covers
knowledge, skills or attitudes.
 Sufficient
o This rule relates to the amount of evidence gathered It is
imperative that enough evidence is gathered to satisfy the
requirements that the learner is competent across all aspects of
the unit of competency.
 Authentic
o When evidence is gathered the assessor must be satisfied that
evidence is the learner’s own work.
 Current
o This relates to the recency of the evidence and whether the
evidence relates to current abilities.
THE DIMENSIONS OF COMPETENCY
The national concept of competency includes all aspects of work performance,
and not only narrow task skills. The four dimensions of competency are:
 Task skills
 Task management skills
 Contingency management skills
 Job role and environment skills
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REASONABLE ADJUSTMENT
Adapted Reasonable Adjustment in teaching, learning and assessment for
learners with a disability - November 2010 - Prepared by - Queensland VET
Development Centre
Reasonable adjustment in VET is the term applied to modifying the learning
environment or making changes to the training delivered to assist a learner
with a disability. A reasonable adjustment can be as simple as changing
classrooms to be closer to amenities, or installing a particular type of software
on a computer for a person with vision impairment.
Why make a reasonable adjustment?
We make reasonable adjustments in VET to make sure that learners with a
disability have:
 the same learning opportunities as learners without a disability
 the same opportunity to perform and complete assessments as those
without a disability.
Reasonable adjustment applied to participation in teaching, learning
and assessment activities can include:
 customising resources and assessment activities within the training
package or accredited course
 modifying the presentation medium learner support
 use of assistive / adaptive technologies
 making information accessible both prior to enrolment and during the
course
 monitoring the adjustments to ensure learner needs continue to be
met.
Assistive / Adaptive Technologies
Assistive/adaptive technology means ‘software or hardware that has been
specifically designed to assist people with disabilities in carrying out daily
activities’ (World Wide Web Consortium - W3C). It includes screen readers,
magnifiers, voice recognition software, alternative keyboards, devices for
grasping, visual alert systems, digital note takers.
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IMPORTANT NOTE
Reasonable adjustment made for collecting candidate assessment evidence
must not impact on the standard expected by the workplace, as expressed by
the relevant Unit(s) of Competency. E.g. If the assessment was gathering
evidence of the candidates competency in writing, allowing the candidate to
complete the assessment verbally would not be a valid assessment method.
The method of assessment used by any reasonable adjustment must still meet
the competency requirements.
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CHEATING AND PLAGIARISM
What is Cheating?
Cheating within the context of the study environment, means to dishonestly
present an assessment task or assessment activity as genuinely representing
your own understanding of and/or ability in the subject concerned.
Some examples of cheating are:
 Submitting someone else’s work as your own. Whether you have that
persons consent or not.
 Submitting another author’s work as your own, without proper
acknowledgement of the author.
 To allow someone else to submit your own work as theirs.
 To use any part of someone else’s work without the proper
acknowledgement
There are other forms of cheating not contained in this list. These are merely
given as some examples. If you are unsure about whether any particular
behaviour would constitute plagiarism or cheating, please check with your
trainer prior to submitting your assessment work.
What is Plagiarism?
Plagiarism is a form of cheating and includes presenting another person or
organisation’s ideas or expressions as your own. This includes, however is not
limited to: copying written works such as books or journals, data or images,
tables, diagrams, designs, plans, photographs, film, music, formulae, web sites
and computer programs.
How do I avoid Plagiarism or Cheating?
Students are advised to note the following advice to avoid claims of plagiarism
or cheating:
 Always reference other people’s work. You may quote from someone
else's work (for example from websites, textbooks, journals or other
published materials) but you must always indicate the author and source
of the material.
 Always Reference your sources. You should name sources for any
graphs, tables or specific data, which you include in your assignment.
 You must not copy someone else's work and present it as your
own.
 You must not falsify assessment evidence.
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THE UNIT OF COMPETENCY
For the purpose of delivering the Qualification CHC50113 Diploma in
Early Childhood Education and Care clustered assessment of units of
competency will occur.
When assessing each unit it is important to understand how they are
structured in order to meet assessment requirements.
Each unit of competency can be unbundled to reveal two key assessment
components:
1. the performance criteria
a. specifying the required level of performance
2. the Assessment Requirements
a. Performance Evidence
b. Knowledge Evidence
c. Assessment Conditions
CHCECE016 Establish and maintain a safe and healthy environment
for children
Application
The unit describes the skills and knowledge to establish and maintain a safe
and healthy environment for children.
This unit applies to educators working in a range of education and care
services.
Elements
 Support each child’s health needs
 Provide for each child’s comfort
 Promote and implement effective hygiene practices
 Take steps to control the spread of infectious diseases
 Ensure adequate supervision of children
 Take precaution to protect children from harm
 Develop plans to effectively manage incidents and emergencies
Foundation Skills
The foundation skills described those required skills (language, literacy
and numeracy) that are essential to performance.
Reading - in order to interpret and apply relevant legislative and
regulatory requirements, including National Quality Standards,
required for ensuring safety in a service.
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The remaining foundation skills essential to performance are explicit in
the performance criteria of this unit.
Performance Evidence
The candidate must show evidence of the ability to complete tasks outlined in
elements and performance criteria of this unit, manage tasks and manage
contingencies in the context of the job role. There must be demonstrated
evidence that the candidate has completed the following tasks:
 established and maintained an environment that is safe and healthy
for children in at least once service, including:
 communicating hazards and safety issues to appropriate persons
within the service
 coordinating emergency responses including evacuation plans
 planning and coordinating supervision of children
 promoting and monitoring safety practices, including administration
of medicines and safe handling of food
 coordinating appropriate procedures for handling infections and
illnesses, including communicating with families
 enacting strategies to support children to take increasing
responsibility for their own health and physical wellbeing.
Knowledge Evidence
The candidate must be able to demonstrate essential knowledge required to
effectively do the task outlined in elements and performance criteria of this
unit, manage the task and manage contingencies in the context of the work
role. This include knowledge of:
 how to access:
o the National Quality Framework
o the National Quality Standards
o the relevant approved learning framework
 how to navigate through framework and standards documents to find
areas relevant to this unit of competency
 common childhood illnesses and appropriate responses
 strategies for minimising risk
 notifiable diseases
 organisational standards, policies and procedures.
Assessment Conditions
Skills must be demonstrated in a regulated education and care service.
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In addition, simulations and scenarios must be used where the full range of
contexts and situations cannot be provided in the workplace or may occur
only rarely. These are situations relating to emergency or unplanned
procedures where assessment in these circumstances would be unsafe or is
impractical.
Simulated assessment environments must simulate the real-life working
environment where these skills and knowledge would be performed, with all
the relevant equipment and resources of that working environment.
Assessment must ensure use of:
 National Quality Framework for Early Childhood Education and Care
 the relevant approved learning framework under the National
Quality Framework for Early Childhood Education and Care
 evacuation plans
 health and safety procedures and policies, including food-handling,
travel and medication administration.
Assessors must satisfy the NVR/AQTF mandatory competency requirements
for assessors.
HLTWHS003 Maintain work health and safety
Application
This unit describes the skills and knowledge required to implement and
monitor work health and safety (WHS) policies, procedures and work practices
as part of a small work team.
This unit applies to workers who have a key role in maintaining WHS in an
organisation, including duty of care for other workers.
Elements
 Contribute to workplace procedures for identifying hazards and
controlling risks
 Implement policies and procedures into work team processes
 Support consultation, cooperation and communication
Foundation Skills
The foundation skills described those required skills (language, literacy
and numeracy) that are essential to performance.
 Written communication – in order to complete a workplace risk
assessment and complete a workplace incident report in line with
regulatory guidelines and organisational policies
 Oral communication – in order to accurately present information
to a small group of at least two participants
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