Cert 4 Education Support: Assessment 1B on Workplace Health and Safety

This assignment is a written submission for the Certificate IV in Education Support, focusing on workplace health and safety. It addresses legislative provisions, duty of care, hazard identification, and risk management within a school environment. The assignment includes responses to questions about the Work Health and Safety Act, roles in responding to illness, hazard identification methods, and a risk assessment based on a case study. The hierarchy of control is applied to manage identified risks, ensuring a safe working environment. This document is available on Desklib, a platform providing study tools and resources for students.

Cert 4 in Education Support
Written Assessment 1B
MILLER Children’s Education and Care
Qualification Code CHC40213
Qualification
Name and Release
Number
Certificate 4in Education Support
(Release 3 - 06082015)
Assessment 1B
Unit code
Unit name and
release number
HLTWHS001 R3 Participate in workplace health and safety
CHCPRP003 R1 Reflect on and improve own professional practice
CHCEDS023 R2 Supervise students outside the classroom
Please note that TAFE NSW is required to retain copies of all completed assessments, where practical, for a minimum period of
three (3) years (or in accordance with regulatory/licencing requirements) after the completion of a learner’s studies.
Assessment Instructions
Assessment
overview
Requirements to successfully complete these units of competency:
Task 1 /3: Assessment 1
Task 2 /3: Workplace Written Tasks: Assessment 6
Task 3 /3: TAFE Assessor’s Workplace Report
Instructions for
Written
Assessment
Presentation of your submissions:
* typed, using 12 pt font, 1 ½ spaced as a minimum
* header with assessment number and facilitator’s name
* footer with your student name/number, the date and page numbers
* correct English grammar
* correct spelling
* plagiarism is NOT acceptable - any type of plagiarism will result in a fail grade
* references and sources need to be included in a Bibliography – refer to the TAFE
referencing guide.
Submission
instructions * Your assignment MUST include a Submission Cover Sheet and the Marking
Guide.
* Please staple your pages; don’t submit your tasks inside a plastic sleeve.
* Ensure you keep a copy of the assignment.
* Due Date - is the beginning of class on the due date.
* If you believe that you will have difficulty submitting your assessment on time, contact
your teacher in writing prior to the due date to discuss an extension.
* Absence from class on the due date without valid reasons WILL NOT excuse you from
being late. Equipment failure is not a valid reason for a late submission.
* Reasons for lateness must be supported by documented evidence, such as a doctor’s
certificate or letter from your employer.
Achieving a
satisfactory result All criteria must be addressed to successfully complete this assessment event.
Due date Due date : Sem 1 2019
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Cert 4 in Education Support
Written Assessment 1B
Assessment Instructions
Assessment
feedback, review
or appeals
Feedback will be provided to the you no later than 10 days after all assessment activities have
been conducted.
If you want a review of your results or if you have any concerns about your results, you can
contact the teacher/assessor or your Head Teacher.
You have three weeks from the date you receive your results in which to make an appeal and/or
request a review.
You should receive a response within ten days of the receipt of the request.
Teachers and their Head Teacher will address any appeal in accordance with Assessment
Guidelines for TAFE NSW.
Contact
Details
Teacher
Head Teacher Janice Livesey
Campus Miller Section Children’s Education and Care
Phone [phone] Email
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Cert 4 in Education Support
Written Assessment 1B
SUBMISSION COVER SHEET
Learner number Learner name
Learner’s Mobile Delivery Group
Assessment 1B
Unit code and
name
HLTWHS001 R3 Participate in workplace health and safety
CHCPRP003 R1 Reflect on and improve own professional practice
CHCEDS023 R2 Supervise students outside the classroom
Assessment event
number Task 1 Assessment title Assessment 1B
Learner declaration
This assignment is my original work and no part of it has been copied from any other source except where due
acknowledgement is made.
No part of this assignment has been written for me by any other person except where such collaboration has been
authorised by the assessor concerned.
I understand that plagiarism in the presentation of the work, idea or creation of another person as though it is your
own. Plagiarism occurs when the origin of the material used is not appropriately cited. No part of this assignment is
plagiarised.
I understand that TAFE NSW is required to retain copies of all my completed assessments, where practical, for a
period of 3 years (or in accordance with regulatory/licencing requirements) after the completion of my studies
Learner
Signature: Date:
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Cert 4 in Education Support
Written Assessment 1B
Assessment 1B Task 1: Written Submission
Question Feedback Result
Question 1:
Legislative
provisions
 Yes
 No
Question 2:
Care and
supervision of
children - good
practice.
 Yes
 No
Question 3:
Case study
 Yes
 No
Question 4:
Evacuation/Lock
Down
 Yes
 No
Question 5:
Reflective Practice
 Yes
 No
Question 6:
WHS
6.3 Class demonstration (lifting):
Signed:
Date:
 Yes
 No
Assessment Results – Must pass all task events
Result Achieved Satisfactory
Not Yet Satisfactory
I confirm I have
provided the
above feedback
to the learner
Assessor’s Name
Assessor’s Signature
Date
I confirm I have
received the
above feedback
from the assessor
Learner’s Name
Learner’s Signature
Date
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Cert 4 in Education Support
Written Assessment 1B
TASK 1: WRITTEN SUBMISSION
QUESTION 1: LEGISLATIVE PROVISIONS
Work Health and Safety Act 2011, Work Health and Safety Regulation 2011, Workplace Injury Management
and Workers’ Compensation Act 1998, Workplace Injury Management and Workers’ Compensation
Regulation 2002.
1.1 The Work Health and Safety Act 2011 sets out basic requirements that employers, employees and are
legislated to follow. What is your Duty of Care when working in a school?
The duty of care while working in a school would comprise of the following:
 The fostering and maintenance of an academic and work environment free from health and safety
related risks
 The fostering and maintenance of safe work systems
 The fostering and maintenance of safe plant as well as structures
 Ensuring the safe handling of structure and substances
 The reinforcement of substantial facilities for the employees working in the school and ensuring their
access to the facilities
1.2 What is your role as a Teaching Assistant to respond to signs of potential illness in a child in your class?
As a Teaching Assistant I would need to recognise the signs and symptoms of children with chronic illness.
Further, I would need to keep a track of the medical reports of the students so as to contact medical help as
well as the care providers of the children in case of an emergency. In addition to this, as a Teaching Assistant
I would need to make sure that a child with chronic illness is comfortable within the learning environment
and is able to participate equally in the curriculum.
A hazard is anything (including work practices or procedures) that has the potential to harm the health or
safety of a person and they can be grouped into five broad areas:
 physical eg. noise, radiation, light, vibration
 chemical eg. poisons, dusts
 biological eg. viruses, plants, parasites
 mechanical/electrical eg. slips, trips and falls, tools, electrical equipment
 psychological eg. fatigue, violence, bullying.
A hazard is anything (including work practices or procedures) that has the potential to harm the health or
safety of a person and they can be grouped into five broad areas:
 physicaleg. noise, radiation, light, vibration
 chemicaleg. poisons, dusts
 biologicaleg. viruses, plants, parasites
 mechanical/electricaleg. slips, trips and falls, tools, electrical equipment
 psychologicaleg. fatigue, violence, bullying.
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Cert 4 in Education Support
Written Assessment 1B
1.3 How might school staff identify hazards in schools?
The school staff can identify hazards in the following manners:
 Promoting hazard awareness
 By maintaining hazard records
 Maintaining a safe environment
 Enforcing effective principles for safety education
 By disseminating awareness about hazards among the school employees
Risk is the probability that harm might come to a person and is a measure of how likely an injury or illness is
when a hazard exists. Risk Management is a process to making schools safe and involves:
1. identifying the hazards (anything that could cause harm)
2. assessing the risks (the harm that a hazard could cause)
3. removing the hazards or controlling the risks.
If you notice a hazard, report it to your supervisor or safety representative or Principal straight away. As a
worker at the school site you are often well placed to suggest ways to control risks. If you think of a solution
to a health or safety risk at work, tell someone.
In order for you to be employed in a DE school you will be required complete safety training and follow any
safe work procedures that are in place.
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Cert 4 in Education Support
Written Assessment 1B
Case Study 1
In a small rural school with only two small classrooms, a small staffroom with a kitchen, an office at the front
of the building, and an entrance way and ramp, there are 24 children attending the school K-6. There are
two teachers and Julia – an office/administrator who is doubles up as the school’s only SLSO.
The light in the office is from three fluorescent tubes that can sometimes flicker all day. The classrooms are
warm and they smell a little damp when they open up every morning. Two small windows and a door
provide ventilation for each of the classrooms. Quite often, at the end of the day, Julia has a headache and
her asthma is a problem on some days. Sometimes the children play outside on the playground
unsupervised.
The playground has one shade cloth over the sandpit and one small tree. The storage area for outdoor
equipment is a metal-gated area open and exposed. It does have a pool gate lock. The equipment is often
dumped in the storage area, as there are no shelves or baskets to store equipment. Large equipment is left
balancing dangerously on top of one another.
1.4 In the above Case Study list the work health and safety issues at the school.
Select one of the hazards that you identified in the scenario and fill in the risk assessment below.
Ask yourself ‘how severe is the risk?’Identify the column that best supports this response.
From this column that you have chosen, ask yourself ‘what is the likelihood that the harm will occur?’
The number remaining identifies the level of risk. Complete this table for your risk.
1.5 Identify the risk you have nominated: ____________________________
Consequence
Likelihood
Insignificant Minor Moderate Major Catastrophic
Almost-certain M H H E E
Likely M M H E E
Possibly L M M H E
Unlikely L L M H H
Rare L L M M H
L Low Risk : Flag at next WHS meeting; implement control measures through normal business processes.
M Moderate Risk: Implement and monitor new control measures as soon as possible.
H High Risk: Monitor closely and implement new control measures as a matter of high priority
E Extreme Risk: Stop normal duties and implement new control measures before recommencing.
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Cert 4 in Education Support
Written Assessment 1B
1.6 Identify the level of risk using the above table: Referring to
The Hierarchy of Control of Risks, outline what can be done to ensure the risk is appropriately managed.
Hierarchy of
Control
Strategies to address identified risks and hazards in school activities.
Eliminating By enhancing the capacity of the control workforce to identify and address
inequality or disparities within the school environment
Substituting By changing the work structure and seeking a permanent solution at the earliest
Engineering By placing high fences around areas containing hazardous material
Isolating By putting up danger signs around areas that are risk prone
Administrative
procedures
By setting strict infection and hazard control guidelines mandatory for compliance
Personal
Protective
Equipment (PPE)
Make use of safety equipment such as safety goggles, gloves and proper clothing for
handling hazardous substances.
For the following scenarios answer each of these questions:
i) What workplace procedure would you follow for reporting the hazards?
ii) What could be done in each case to deal with the hazard and control the risk?
iii) Who would be involved in managing each scenario?
1.7 A Teaching Assistant in the classroom ‘next-door’ was
washing out a glass vase. As he applied pressure, the vase
broke and cut his wrist. While it had not cut any major
blood vessels, it was quite serious. He said he would wrap it
in a bandage and wait for the lunchbreak to get it sorted
properly.
As a teaching assistant, I would immediately head towards
the infirmary and report about the accident. The next step
would involve sending for the housekeeper to clean the
shattered pieces of glasses to avoid further accident. The
care provider at the infirmary would be involved to care for
the teaching assistant.
1.8 One of the chairs in reception had a broken leg. The
School Administration Manager put a pile of magazines on
it so no one would sit on it and possibly hurt themselves.
The information would be verbally reported to the facility
management department of the school. The Chair must be
immediately removed from the reception to the store room.
The facility manager would be involved in the process of
reporting.
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Cert 4 in Education Support
Written Assessment 1B
1.9 Your school decides to change over to a digital recording system for attendance rolls. One of the more
mature staff members gets quite upset and emotional about it as she does ‘not even understand how to
use her mobile phone properly’.
The teacher training department would be verbally reported about the inconvenience of the employees. A
short training workshop on the use of technology could help the teacher in taking the attendance. The
training department supervisor would be involved in the process.
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Cert 4 in Education Support
Written Assessment 1B
QUESTION 2: CARE AND SUPERVISION OF CHILDREN - GOOD PRACTICE.
As a Teacher Assistant you would:
 actively supervise students by:
o Observing the environment in which children are playing
o Monitoring their actions and behaviours
o Giving clear guidelines for safe play/involvement in experiences.
o Identifying possible risks and taking actions to eliminate the risks.
o Knowing of any student’s medical or care needs prior to supervising them either inside or
outside the classroom.
 give clear instructions;
 provide feedback on student work in a constructive way;
 recognise all students, so they all feel fairly treated;
 be alert to cues from students about how comfortable they are in my proximity;
 be aware of cultural norms that may influence interpretation of my behaviour.
2.1 In relation to your job role as a Teaching Assistant when you areassisting teaching staff with
playground supervision – what information would you need to obtain prior to undertaking playground
supervision?
The knowledge about the topography of the playground where the children are playing would be required.
Also a risk assessment knowledge about the playground would be required so as to assist the children in a
safe manner.
2.2 How could an employed Teaching Assistantcontribute to the school’s WHS meeting?
An employed Teaching Assistant could offer valuable input in the form of the challenges experienced by
special and gifted students within the academic environment. In addition to this, information about the
possible hazards and threats that trigger the fostering of a safe environment can be brought to attention.
Also, the training and quality assurance requisites can be highlighted that could help in improving policies.
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Cert 4 in Education Support
Written Assessment 1B
QUESTION 3:
Case Study 2 - Ellen
Ellen has been appointed as a Teaching Assistant in an independent school. She will be working with a composite Year
2/3 class until lunchtime each day. In the afternoons, she will assist the administrative officer in a range of general
duties.
The classroom teacher, Matt, is in his second year as a teacher and has had no experience working with
Teaching Assistants. Matt meets with Ellen on the pupil-free day prior to the students returning. Ellen has
had previous experience as a Teaching Assistant and is looking forward to extending her skills. Matt is very
nervous about the meeting. He is unsure exactly what role Ellen will play in the classroom. He is feeling
anxious and a little stressed about having someone else in the classroom. Matt doesn’t want Ellen to think
that he is inexperienced and unfortunately he comes across as being very authoritarian and rather abrupt.
At the meeting, he allocated Ellen a range of ‘helping’ tasks such as setting up, tidying shelves, and
maintaining supplies. Ellen tells Matt that she is quite experienced at working with students with additional
needs and is looking forward to working with the students. In response, Matt makes it clear that he is the
teacher and Ellen is the SLSO.
Ellen comes away from the meeting feeling rather awkward and disappointed. She wonders if she should
arrange to have a chat with the assistant principal, whom she has known professionally for several years.
Ellen then goes to meet with the SAM, Trish, who has been employed at the school for 13 years. Ellen feels
that she will learn a great deal from Trish.
Ellen and Trish talk about her role and identify a range of tasks that Ellen will take responsibility for as part of
her role. Trish suggests they go to the staffroom for coffee. Trish had noticed that Ellen seemed a little tense
and asked if there was a problem. Ellen debates with herself whether she should confide in Trish about her
concerns with Matt.
1.6 List the issues that Ellen needs to address.
Ellen needs to make Matt realize her job role as a TA. She also needs to make Matt understand that as a TA
she would not interfere with his job role but would only serve as a helping hand to make the learning
environment a safe and enjoyable one for the children.
1.7 What are the potential ethical issues related to this situation?
The ethical issues in this situation include the self-advocacy and equal treatment.
1.8 Suggest what, if anything, Ellen might do.
Ellen might confide in Trish to seek a second opinion about talking to the assistant principle
Ellen might directly talk to Matt and make him understand her job role as a TA
Ellen might report against Matt to the assistant principle for showing disrespect
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Cert 4 in Education Support
Written Assessment 1B
1.9 Suggest what, if anything, Matt could do to initiate a professional relationship.
Matt must directly talk to Ellen in order to ensure a professional understanding prior to
managing the class together.
Case Study3 - Daniel
Daniel is a Teaching Assistant and has been employed at the school for approximately eight months. Today,
a TAFE learner, who is completing her Certificate III in Education Support with TAFENSW is commencing a
two-week workplace program. The teacher has asked Daniel to explain the classroom timetable and the role
of the Teaching Assistant in setting up, assisting students and packing away.
1.10 What information/instructions could Daniel provide to theprac student from TAFE?
Daniel should tell the Prac Student about giving clear instructions to the students while preparing them for
the next class. Also, Daniel must tell the student to confirm the time table from the teacher and prior to the
teacher’s arrival must keep the class ready for the convenience of the teacher and the children.
QUESTION 4 – SIMULATED EVACUATION OR LOCKDOWN
I took part in a simulated evacuation or lock down at TAFENSW
Location:
Date:
Time:
Occasion:
Verification Signature of TAFENSW representative:
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Cert 4 in Education Support
Written Assessment 1B
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Cert 4 in Education Support
Written Assessment 1B
QUESTION 5: REFLECTIVE PRACTICE
Write a paragraph (approximately 100 words) on each of the following questions:
5.1 What role does feedback play in developing skills in reflective practice?
Feedback helps in introspecting upon the experience in order to critically identify the strengths and
weaknesses and accordingly improve strategies to support better learning.
Include your considerations on five (5) of the following reflective practice strategies:
- Collaborating with peers and others in the workplace
- Keeping a reflective journal
- Regular team meetings focused on practice
- Using mentors or critical friends
- Participating in professional learning and development experiences
- Conducting research
5.2 Describe how you think these five strategies you nominated could assist Teaching Assistants gathering
information for self-evaluation and setting personal goals.
Collaborating with peers and others in the workplace would help in the maintenance of smooth
communication flow that would substantially reduce risks pertaining to communication gap. The
maintenance of a reflective journal would help in keeping a record of the experiences that would help in
improving on practice strategies. The use of mentors and critical friends would help in seeking expert advice
at time of dilemma. Also, participation in professional learning and development exercises would help in
improving skills of teaching practice. Finally, conducting research would help in scanning the evidence base
to acquire knowledge about the improved methods of academic teaching and creation of a safe academic
environment.
5.3 What skills are needed by a Teaching Assistant to effectively give and receive constructive feedback to
colleagues and others?
The skills needed by a Teaching Assistant to effective provide constructive feedback to colleagues and other
teachers include the following:
 Ability to listen to feedback
 Be aware while responding to feedback
 Be open
 Be able to understand the message
 Be able to conduct follow-up to evaluate the validity of the feedback
 Should be able to concentrate on the behaviour
 Should be able to balance the content
 Be extremely specific while commenting
 Be realistic and offer support
 Be able to communicate effectively and in a timely manner
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Cert 4 in Education Support
Written Assessment 1B
CASE STUDY 4 - Cecelia
Cecelia Muir is the School Learning Support Officer in the 5/6 class. In addition to her normal duties the
teacher, Wendy McDowell has asked her to tidy the storeroom which has become quite a mess. Ms
McDowell suggested she could do this over several weeks “as time permits”.
Cecelia, eager to please, decides she will get the job done as quickly as possible. All week she has been going
into the storeroom as soon as she finishes a task. At the end of the week, Ms McDowell pulls her aside.
“Cecelia, I can see that you’ve been very diligent in tackling the storeroom, but I did say to do it only as time
permits. You’ve hardly spent any time with the students this week.”
Cecelia walks away feeling confused, after all she did get her other jobs done before going into the
storeroom.
Ms McDowell reflects to herself that Cecelia, although keen, has no idea how to manage her workload and
priorities.
5.4 How could Cecelia have communicated more effectively?
Cecelia could have drafted a work plan and communicated it to Ms Mc Dowell. It would have helped her
understand about the entire weeks plan of Cecelia.
5.5 How could Ms McDowell have communicated more effectively?
Ms McDowell could have allotted a specific time for the store room cleaning. This would have prevented the
communication gap and confusion between both the professionals.
QUESTION 6 - WHS
Schools are common sites for transmission of infections and diseases and so understanding how to prevent
or minimise the spread of infection, illness and disease is essential.
'Standard precautions' assumes that all blood and bodily substances are potentially infectious and should be
treated accordingly and include procedures around good hygiene and hand washing, use of personal
protective equipment, appropriate waste disposal, vaccination, cleaning and sanitisation.
6.1 Identify the steps involved in thorough hand washing by printing the poster on “How to wash hands”
from the NHMRC website.
A useful website: https://www.nhmrc.gov.au/guidelines-publications/ch55(viewed 20.6.16)
6.2 Identify three occasions in a school setting where a Teaching Assistant needs to wash their hands.
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Cert 4 in Education Support
Written Assessment 1B
6.3 Below is recorded a procedure/checklist when using safe lifting techniques:
Demonstrate to your assessor that you can follow this safe lifting procedure:
Assess the situation: Before lifting or carrying ask
 Can I lift this load safely or is it a two person load?
 How far do I have to carry this object?
 Is my pathway clear? (Think: clutter, slippery floors, door, uneven surfaces)
 Do I have a good grip? Are my hands protected?
Size up the load:(Test the weight by lifting a corner)
 If there is doubt: break the load into smaller bits, call a colleague to assist; use a mechanical lift.
 Get close to the load, centring yourself over the load, standing with feet apart.
 Bend your knees and squat, keeping back in its natural arch.
 Use abdominal muscles and a good handhold and pull the load close.
 Use your legs to lift using a smooth motion, lift and straighten up (do not twist or turn).
Carrying the load
 To change direction, turn your feet not your back (nose and toes in the same direction)
 Rest when fatigued.
Setting the object down
 Plan your release.
 Bend your knees, squatting
Using a trolley (use a tie-down to secure the load)
 Push rather than pull.
 Keep the load close, straight back and locked arms
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Cert 4 in Education Support
Written Assessment 1B
Hazardous manual tasks
A hazardous manual task, as defined in the WHS Regulations, means a task that requires a person to lift, lower, push,
pull, carry or otherwise move, hold or restrain any person or thing involving one or more of the following:
• repetitive or sustained force
• high or sudden force
• repetitive movements
• strained or awkward posture
• exposure to vibration.
These factors directly stress the body and can lead to injury.
The construction for the second junior wing had just started. The workers at the construction site had been working
rigorously on the project. It should be typically noted that the workers experience high or sudden force and strained or
awkward posture while carrying heavy load of cementing material and bricks. In order to ensure safety, the workers
must comply with the WHS safety checklist and observe the following routine:
The first step includes assessing the situation where the workers must assess the load and evaluate whether the load
is a single person load or would require two people. The workers must also assess the distance that has to be covered
with the load
The second step includes sizing the load, where the workers must bend their knees and squat, maintaining
the back in its natural arch and use abdominal muscles and a good handhold and pull the load close. Finally, the
workers must use smooth leg muscles to lift the load.
The third step is critical and workers must use the feet to change direction and not the back. Also, the workers
must rest while fatigued.
Also, while using a trolley, workers should use push rather than pull and keep the load close with locked arms so
as to avoid injuries due to high force.
It can hence be stated that on complying with the above procedure, workers would be able to be safe from
injuries and accidents.
6.4 Name five manual handling risks commonly found in schools.
Useful website: www.is.vic.edu.au/managing-a-school/compliance-framework/ohs/manual-handling (viewed 20.6.16)
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Cert 4 in Education Support
Written Assessment 1B
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