AIBT Global CHCECE016: Safe and Healthy Environment Workbook

This student workbook, designed for the CHCECE016 unit, provides a comprehensive guide for establishing and maintaining safe and healthy environments for children. It includes instructions, assessment tasks, and requirements, covering various activities and scenarios to test the student's knowledge and skills. The workbook details the assessment process, including competency outcomes, appeals, and special needs considerations. It also addresses academic misconduct and confidentiality. The document comprises multiple activities, checklists, and summative assessments, including knowledge and performance activities. The workbook emphasizes the importance of adhering to assessment policies and procedures, with detailed instructions for students, including guidelines on simulation, observation, and demonstration. It also provides information on student declarations, group work guidelines, and the overall assessment framework, ensuring a structured approach to learning and evaluation within the childcare context. This is a student assignment available on Desklib, a platform offering AI-based study tools.

CHCECE016
Establish and maintain a safe
and healthy environment for
children
Learner Workbook

Table of Contents
Table of Contents.............................................................................................................................1
Instructions to students:...................................................................................................................3
Assessment instructions...............................................................................................................3
Assessment Task...........................................................................................................................3
Assessment requirements............................................................................................................3
Competency outcome...................................................................................................................4
Assessment appeals process.........................................................................................................5
Special needs.................................................................................................................................5
Additional evidence......................................................................................................................5
Confidentiality...............................................................................................................................5
Academic misconduct...................................................................................................................5
Activities...........................................................................................................................................9
Activity 1A......................................................................................................................................9
Activity 1B....................................................................................................................................10
Activity 1C....................................................................................................................................11
Activity 1D...................................................................................................................................12
Activity 2A....................................................................................................................................13
Activity 2B....................................................................................................................................14
Activity 3A....................................................................................................................................15
Activity 4A....................................................................................................................................16
Activity 4B....................................................................................................................................17
Activity 4C....................................................................................................................................18
Activity 4D...................................................................................................................................19
Activity 1A to 4D checklist – for assessor.....................................................................................20
Activity 5A....................................................................................................................................21
Activity 5B....................................................................................................................................22
Activity 5C....................................................................................................................................24
Activity 6A......................................................................................................................................0
Activity 6B......................................................................................................................................2
Activity 6C......................................................................................................................................3
Activity 6D.....................................................................................................................................4

Activity 6E......................................................................................................................................5
Activity 6F......................................................................................................................................6
Activity 6G.....................................................................................................................................7
Activity 6H.....................................................................................................................................8
Activity 7A......................................................................................................................................9
Activity 7B....................................................................................................................................11
Activity 7C....................................................................................................................................12
Activity 7D...................................................................................................................................13
Activity 7E....................................................................................................................................14
Activity 7E checklist – for assessor...............................................................................................15
Summative Assessments................................................................................................................15
Summative Assessments: Section A checklist..............................................................................17
Section B: Knowledge Activity (Q & A).........................................................................................18
Summative Assessments: Section B checklist..............................................................................19
Section C: Performance Activity...................................................................................................20
Summative Assessments: Section C checklist..............................................................................21
Supplementary Oral Questions (optional) – for assessor................................................................22

Instructions to students:
Assessment instructions
Overview
The purpose of this learner workbook, assessment workbook, simulation diary or logbook is to provide a guide
of instruction and information in relation to the relevant assessment tasks. As a learner, you will be provided
with information relating to your assessment, including how they are to be completed and submitted.
Therefore, it is important that you fully understand the assessment instructions given by your trainer to avoid
issues such as academic misconduct, submitting past the due date and providing incomplete assessments,
which you will be required to resubmit. If you fail to understand or need more clarification on the assessments,
you are required to contact your trainer/assessor for further information.
Assessment Task
The aim of assessments is to test your knowledge, skills and understanding in relation to the topics being
taught within a given course. This will be done by using an assessment criterion which shows what you need to
do to achieve the appropriate level of competency. For the purpose of completing a written assessment, you
are required to:
 Complete each question, including any sub-questions;
 Provide in-depth research on the topic, using appropriate primary and secondary sources;
 Respond using a clear structure (e.g. Introduction, points of argument or fact, conclusion), including
references to the sources used.
All assessments required to be completed are compulsory as it is a required condition of your enrolment.
Assessment requirements
The assessments within this document can be completed through several approaches such as:
 Observation of real, indisputable actions as they occur;
 Written or oral task such as reports, role play, work samples etc;
 Portfolios;
 Questions, or third-party evidence, in which the relevant document (observation document is to be
completed by the agreed third party.

All documents relating the third-party observation is to be provided to your trainer/assessor as this will be
used in determining your level of competency. Third-party evidence can be obtained from supervisors (e.g.,
from the workplace), or clients/customers.
Please be informed that all assessments are to be typed up. Any handwritten assessments will not be
permitted unless approved by the trainer/assessor. You must also comply with assessment policy and
procedures at https://aibtglobal.edu.au/support/student-forms/policies/.
Simulation diary (if required): You will do the simulation tasks as a part of your course in the designated
simulated environment.
During the simulation session, the student is required to meet the following requirements:
 Follow the dress standards -enclosed shoes, appropriate clothing (no shorts or skirts)
 Be aware of relevant procedures in case of accident, emergencies, evacuation
 Follow the start and finish times, breaks, work routines, etc.
 Follow the policies on personal phone calls and personal emails.
 The attendance for simulation sessions will be monitored as per ‘AIBTGlobal’s Monitoring Student
Attendance and Academic Progression policy and procedure.’
 Students should follow the standards of behaviour and comply with ‘AIBTGlobal’s Student Conduct
Rules’.
 Students should come prepared for the planned activities for simulation.
Observation/demonstration/simulation (if required):
You may be required to perform tasks/works/assessments through observations, simulation, or
demonstrations. Your trainer/assessor will provide you with a list of demonstrations, logbooks, simulation
diary or any other related documents for tasks/works/assessments. The observation, simulation or
demonstration can occur in the workplace, or the training environment such as workshop, or simulation labs.
During observation, demonstration or simulation, you will be provided with necessary information (e.g.,
timeframe) and equipment and/or materials to complete the task. You are required to perform the work, task
or assessment in accordance with the required instructions.
Competency outcome
Upon completing the following assessments, your trainer will either mark the assessment indicating S for
satisfactory or NS for not satisfactory (requires more training). If you, as a learner/trainee, receive satisfactory
marks for all assessments within this module, you will be graded a “C” for ‘Competent’. In vice versa, “NYC” for
‘Not yet Competent’, in which your trainer will provide adequate feedback and give you a chance to resubmit.

If your second submission of assessments is still NS, you may be required to (i) resubmit assessments on the
third attempt or (ii) redo the course unit again, which requires re-enrolment. Please be aware that the third
attempt of resubmission or re-enrolment to the course can result in additional costs/fees.
Assessment appeals process
As a learner, you have a right to appeal a decision or outcome of an assessment if you feel like it was made
unfairly. However, this complaint must first be resolved with the trainer/assessor before lodging an appeal. If
you are still dissatisfied with the outcome, then a written application of the appeal can be made to the course
coordinator, outlining the grounds for the appeal in accordance with the complaints and appeals policy and
procedures at https://aibtglobal.edu.au/support/student-forms/policies/.
Special needs
Learning adjustments can be made for any candidate who has special needs (e.g., a student with a disability).
However, the trainer/assessor must be well informed about this so they can immediately implement the
necessary adjustments and have it ready before commencement.
Additional evidence
If at any event during or after the assessment process, the trainer/assessor requests you to provide additional
information or an alternative submission to establish your level of competency, then you are required to do so.
However, you must do so in a way that avoids any issues of privacy or confidentiality.
Confidentiality
All information provided to us regarding your job, workplace and employer will be kept confidential in
accordance with the relevant law. However, it is your responsibility to check that all information provided to us
does not involve details unrelated or not agreed upon for disclosure. For example, information about your
employer, colleagues and other related third parties who might be involved. Although we may require
information about these other parties, it is your responsibility to check that valid consent has been given from
these individuals before providing us with the requested information. This process of obtaining information
from the relevant parties must also be done in accordance with the relevant law.
Recognised prior learning
Any candidate may apply for credit transfer which they wish to count towards their course credit following the
application and assessment process of the credit transfer policy and procedure.
Academic misconduct
Academic Misconduct includes plagiarism, cheating and/or collusion, or any act or omission by a student which
attempts to circumvent or defeat the integrity of the College’s assessment process. Without limiting the scope
of the definition of academic misconduct, examples of plagiarism, cheating and collusion are provided below:

Plagiarism is defined as taking someone else’s work or ideas and submitting it as their own. This may include
acts such as, but not limited to:
 Copying the direct words of a sentence or paragraph presented in a source, without referencing it or
giving it proper acknowledgement. This also extends to any structure used in completing the
assignment; and
 Submitting the same assignment as another learner who either is currently or has previously
completed it and presenting it as their own work.
Cheating occurs when you behave dishonestly in an attempt to obtain an unfair advantage in any form of
assessment. Examples of cheating include:
 Failing to adhere to examination conditions, for example, speaking or communicating with other
candidates in an examination, bringing unauthorised material into the examination room, reading or
attempting to read other students' answers, leaving the examination or test answer papers exposed
to another student’s view;
 Impersonating another student or arranging for someone to impersonate a student in any assessment
task;
 Purchasing assessment items from a contract cheating or ghost-writing service and presenting them
as the student’s own work;
 Allowing others to complete any assessment task and/or submit an assessment task which is not the
student’s own work;
 Fraudulent representation of any required documentation, for example, prior qualifications, or
medical certificates.
Collusion is defined where a learner collaborates with another learner currently enrolled or graduated to
produce an assessment which is submitted as their own. This may involve two or more learners working
together to produce the content of an assessment before submission.
Plagiarism, cheating and/or collusion is a behaviour that is strictly prohibited, therefore, prior to completing
your assessment it is advised that you refer to our Academic Misconduct policy and procedure at
https://aibtglobal.edu.au/support/student-forms/policies/ to ensure relevant compliance. If you are found
committing any of these acts, you will be investigated in which the appropriate disciplinary action will be
taken. As a result, it is important that you raise any questions regarding plagiarism, cheating and collusion with
your trainer before submitting the final assessment.

Student Details
Student ID: _____________________________________________________________
Name: _____________________________________________________________
Phone: _____________________________________________________________
Email: _____________________________________________________________
Declaration
I declare that
 The content in this document is my own work, based on my own study and research and no part of it
has been copied from any other source, except where acknowledgement/reference has been made.
 The content in this document is my own work and no part of the work has been copied from any
other student who is currently studying or was graduated from the college.
 I have read and understood all instructions and requirements for the work, task, or assessment that is
assessed by my trainers and/or assessors. The understanding includes the submission date and time.
 I will keep a copy of my submitted work (e.g., logbook, or assessment).
I have read and understood the assessment policy and procedures, and academic misconduct policy and
procedures:
 I will perform my work to the best of my ability.
 I will not commit academic misconduct stated in academic misconduct policy and procedures.
Academic misconduct behaviour may result in ‘not competent’ result of the unit of competency.
 I understand if I receive not satisfactory for my work/assessment/task, it will result in not competent
result for the unit of competency. This can result in work/assessment/task resubmission and re-
enrolment of the unit of competency which can incur additional costs/fees to me.
 I understand that any assessment/task/work deemed unsatisfactory will require me to undergo
reassessment which may be different to the one originally submitted.
 I give permission for my assessment/task/work to be reproduced, communicated, compared, and
archived for the purposes of detecting academic misconduct and to fulfil any related College’s policy
and procedures
 I am aware that if I disagree with the assessment/task/work result, I have the right to appeal the
result. I will follow the complaints and appeals policy and procedures at
https://aibtglobal.edu.au/support/student-forms/policies/.
 I take full responsibility for the correct submission of this assessment/task/work in the required
place/channel with the correct cover sheet.

Student Signature: ____________________________________________________________
Date: _____________________________________________________________
ONLY If assessment/task/work is required to be completed as part of a group or in pairs, details of the
learners involved should be provided below:
If you are NOT instructed to complete the assessment, work, or task in a group or in pairs, you or any other
student will NOT fill or sign this section below and MUST NOT work in a group or in pairs. Failure to comply
will result in not satisfactory result of required work, assessment, or task.
The content of this work/task/assessment is completed by the students named below. All students
acknowledge that the assessment, work, or task must be completed by everyone’s equal contribution and in
accordance with the requirements. All students declare that no part of this assessment, task, or work is taken
from or completed by any other student. If the assessment, work, or task cites or paraphrases information
from other sources, reference and acknowledgement of those sources must be provided.
Student 1:
Student ID: ____________________________________________________________
Student Name: ____________________________________________________________
Student Signature: ____________________________________________________________
Student 2:
Student ID: ____________________________________________________________
Student Name: ____________________________________________________________
Student Signature: ____________________________________________________________
Student 3:
Student ID: ____________________________________________________________
Student Name: ____________________________________________________________
Student Signature: ____________________________________________________________
Student 4:
Student ID: ____________________________________________________________
Student Name: ____________________________________________________________
Student Signature: ____________________________________________________________

Activities
1. Activities
Activity 1A
Estimated Time 30 Minutes
Objective To provide you with an opportunity to identify how to discuss individual
children’s health requirements and routines with families at enrolment and
then on a regular basis.

Activity Role-play with a partner.
One of you is playing the role of a child care worker and the other is the parent
of a child.
Go through the process of enrolling a child, identifying any health requirements
and routines of the child.
Use the template included in the Learner Guide, if necessary.
Afterwards, swap roles with your partner.
Health requirements form
Name of child: Bruno D.O.B: 08/06/2013
Name of guardian: Steve Contact number: xxxxxxxxxx
Address: ABC road, EXO street Emergency contact number:
XXXXXXXXXX
Details of special health requirements:
Pneumonia
Details of special health related routines (include time, where
necessary):
he is required to increased intake of fluids, do physical activity and
exercise, take healthy diet which consists of lots of vegetables and
avoid avoid food that create any kind of allergies, soft drinks, items
having artificial food colouring, etc. Ginger drinks is good for Bruno
in order to relieve him from pneumonia.
Additional information:
Recommended strongly to stay at home till get relieve in fever and
eat plenty of fresh vegetables especially lettuce, carrots, beets,
onions, cucumber, radish, veggie soups, etc.
Signature of guardian: Steve Date: 24/05/2022
Signature of career: Date: 24/05/2022

Adam
He is required to take certain and prescribed antibiotics, cough medicines, fever
reducer and other kinds of pain relievers to reduce any kind of discomfort.

Activity 1B
Estimated Time 20 Minutes
Objective To provide you with an opportunity to identify how to ensure that any concerns
or questions about a child’s health needs are conveyed to their family.
Activity You have a child in your care that is refusing to eat the provided food, and the
child appears abnormally small and gaunt for their age.
Suggest one way to deal with this situation and convey this information to the
child’s family?
Ans- The care provider needs to ensure before raising any such type of concern in
front of child's parent because it is highly sensitive matter for them to handle. It
might be possible that the family is completely unaware about the situation and
take it as a serious issue if one questions about their child's health. If the concern
has been raised directly in front of them which illustrates that their child is having
lack of nutrition problem, it might have chances that the parents take it in other
way and feel insulted and hence requires conversation in sensitive manner.
In such kind of cases, the care provider should be empathetic towards the child
parents along with an active listener as well. This helps them to find appropriate
and suitable information about the child's daily health requirements and routines.
Once the information have been obtained from the child's family, then the care
giver have the chance to check it with relevant authorities to make sure about the
credibility of the collected information. This ensures that the child's health is
promoting.

Activity 1C
Estimated Time 15 Minutes
Objective To provide you with an opportunity to identify how to consult with relevant
authorities to ensure that health information is current.
Activity 1. What types of information can you confirm with the Department of
Health, regarding children in your care?
Ans-
 Nutrition
 Immunisation
 Diabetes
 Pneumonia
 Asthma
 Mental health status
 Food allergies
 Injury prevention
2. What are the six elements of Standard Two of the National Quality
Standards?
Ans-
 Health practices
 Well being and comfort level
 Supervision
 Healthy lifestyle
 Incident and emergency management
 Child protection
Activity 1D
Estimated Time 45 Minutes
Objective To provide you with an opportunity to identify how to ensure that individual
medical management plans for children with a specific health care need are in
place and readily available at the service.

Activity Research a medical management plan for one of the following:
 Anaphylaxis
 Asthma
 Diabetes
 Epilepsy.
You may use an existing template to complete this task; however, you must
contextualise the plan to the organisation or school you work for.
Activity 2A
Estimated Time 15 Minutes
Objective To provide you with an opportunity to identify how to ensure that groupings of
children are configured to provide for each child’s comfort and to minimise the
risk of overcrowding and to make sure physical spaces are available for children
to engage in rest and quiet activities.
Activity 1. How many children should you group together, relative to one adult?

Ans- Two to five year old- Five children per adult
One year or below one year old: Two children per adult.
This specific guide allows me to deal with any kind of diseases which includes
infections and clean up after children appropriately wherever any kind of spills
happen. This creates an environment which is free from infections as much as
possible. It also allows the care providers to identify any kind of developing
dangers and remove them efficiently before children are even uncovered to them.
2. List five qualities a rest area should possess.
Ans-
 The rest area should be away from playing area and must be quite
enough so that no children can get disturbed at the time of taking rest.
 Children's must be equipped with an adequate place to take rest as they
cannot be active all the times and thus requires certain physical spaces
with bedding available along with soft blankets for additional comfort
level.
 The care providers must make sure that all kind of hazardous things are
away from the children and should be covered with proper covers. It
includes covering of specially the electrical outlets with childproof covers.
 The adequate amount of sunlight and air are coming within the premises.
Dangerous areas should be fenced and the children are not at all exposed
to pollution, excessive noise and external environment. This ensures their
safety and security.
 They highly ensure that the spaces are completely safe and having fire
exit areas for the time if requires to evacuate children from the facility in
any emergency situation.
3.
Activity 2B
Estimated Time 30 Minutes
Objective To provide you with an opportunity to identify how to offer a range of active
and restful experiences to children and support them to make appropriate
decisions regarding participation.

Activity 1. Design an active activity from the following list:
 Group games
 Sharing activities
 Dramatic play
 Water table
 Sandbox
 Building blocks/Legos
 Outdoor play
 Arts and crafts
 Songs
 Learning activities.
Outline what the rules/limitations of the activity are, how long it will take
and any equipment you’ll need.
Ans- Activity- Building blocks and Legos
Material required: Blocks or Legos, soft mat to sit over
Procedure: Setting up the whole activity requires 5-7 minutes and children might
require to wait for few minutes till the blocks have been distributed among them.
They have been given 20 minutes to create their own creature with the help of
building blocks as per their age group. This activity enables them to enhance their
mind and body engagement and requires them to be creative and innovative
enough to create their own organism with the help of Legos or building blocks.
This also requires high level of energy to get this activity done in primary manner.
It can be group or might be an individual activity based upon the nature of the
children. Although the activity requires close supervision to minimise the risk of
any hazards occurring which might includes swallowing of any Lego by any
children along with management to reduce conflicts among children those are
playing together. Hence, the children are advised to not to get into mouth any
building block or Lego at the time of doing the activity. Moreover, if any child are
not getting interest into this specific activity, them alternative solutions have been
prepared in advance to make them engaged and looking for underlying reasons
behind this which includes that the child might get feel sleepy, tired, ill or even

hungry.
2. Design a restful activity from the following list:
 Napping
 Story time
 Drawing
 Colouring
 Puzzles
 Eating.
Outline what the rules/limitations of the activity are, how long it will take
and any equipment you’ll need.
Ans- Story Time
The story time is an activity which has been set to be done just before the
sleeping activity as this promotes the engagement of children and care taker at
the time of taking naps. This enhances the child mental ability along with
engagement from the child and make the child exhaust which promotes good
sleep. Moreover, while telling the stories to the children, one should make sure
that the stories are highly able to provide any kind of morals to the children so
that they can get something productive information and knowledge from them.
However, the activity should be restricted to only 10 to 15 minutes or might also
based upon the number of stories. This story telling activity promotes their
creative and innovative level of thinking and at the end, the children also
supposed and present their own creative story which shows their alertness and
creativity while originating the story.
Activity 3A
Estimated Time 60 Minutes
Objective To provide you with an opportunity to identify how to promote and implement
effective hygiene practices.
Activity Create a hygiene guide for your workplace. It should include:
 Schedules

 Hand washing procedures
 Washing of equipment and toys
 Communication policies on hygiene
 Methods to encourage children to practice good hygiene.
Ans- Schedule related to hand washing activity should be followed before below
mentioned situations:
 After using the toilet
 After touching any dirty things or even pets
 Before eating
Hand washing process:
 Hands should be wet with running water.
 Spreading of anti bacterial soap preferred to be in liquid format over
hands.
 Rub hands all over.
 Wash hands all across including palms, wrists, under fingernails, back of
hands and between fingers.
 Rinse hands appropriately with running water all over to remove the suds
from soap.
 Turn off tap with the help of disposable paper towel.
 Pat hands dry with the help of using new disposable paper.
Washing of toys and any other equipment includes the following procedure:
 Create a soapy water and put all the toys within the solution.
 Scrub the toys with the help of brush in order to reach more difficult
places of toys.
 Rinse toys into clean water having antiseptic solution within it which is
highly recommended as children take few toys into their mouth.
 Again leave toy for 10 minutes to remove further dirt and dust.
 Rinse the toys in cool and clean water and leave again to air dry.
Communication of hygiene related policies which can be done in following
manner:
 Written content
 Verbal connection

 Digital application
Methods through which children are getting encouraged to practice good level of
hygiene:
 Children and adults both should be encouraged enough through various
ways to follow practices which promotes hygiene.
 Such actions must be encouraged at varied levels and events which
includes before taking meals, go for toilet and even after changing
nappies. This enables them to become self sustainable towards hygiene
practices.
 The care taker provides positive feedback to children in order to promote
hygiene practices as well as in order to reinforce good habits.
 The information also has been provided to the family of the child so that
this specific practice have also been maintained within home premises.
 The information must be communicated through message, email, leaflet
or even face to face interactions. Face to face interaction is the best way
as it also welcome further question and answers as well.
 If parents requires any further assistance, this should be addressed by
taking help of any professionals as well.

Activity 4A
Estimated Time 20 Minutes
Objective To provide you with an opportunity to identify how to configure groupings of
children to minimise the risk of illness and injuries.
Activity 1. What are appropriate group sizes for children?
Ans- The group size has been highly ensured by distributing and combining them
into similar age groups as it generates less amount of chances of being injured by
other old age children. Elder children might unintentionally harm other small
babies over or tread over their fingers at the time of playing with them.
Thus, an appropriate and good size of grouping for children includes:
 Two to five year old: 5 children per adult
 One or below one year of age: 2 children per adult
This guide highly able to promote and control over infections along with cleaning
up the environment after any kind of spillage from children. This makes sure that
the chances of illness reduces with reduced chances of infections. It also allows
them to identify any kind of hazards as well as remove them even before children
are exposed to them.
2. How can age-appropriate toys minimise the risk of injuries? Suggest
three suitable toys suitable for under threes.
Ans- Age appropriate toys are highly able to minimise the risk of injuries as
educational toys are enabled to develop problem solving skills, teach about the
conflicts or problem resolution and the cause and effect work. It also teaches
children about sharing, enables them to develop their fine and motor skills along
with nurturing the creativity and innovativeness among them with adequate level
of imagination.
Three suitable toys for under three year children in context of age appropriate
ways:
 Board books
 Building blocks

 Child sized furniture

Activity 4B
Estimated Time 60 Minutes
Objective To provide you with an opportunity to identify how to source information about
recognised health and safety guidelines.
Activity Research one of the following:
 Infection control
 Infectious diseases
 Immunisation
 Administering medications and procedures
 Managing children with conditions, including:
o asthma
o diabetes
o epilepsy
o food allergies
o anaphylaxis
 Dealing with other medical conditions
 Managing emergencies
 Indoor safety
 Outdoor safety
 Environmental hazards
 Travel/excursions
 Child protection
 Staff health and safety
 Pregnant child care health and safety.
Write a summary of your research and outline the main guidelines that you
need to follow in your workplace, applicable to your choice.
Ans- Infection control includes carrying over risk analysis along with putting
appropriate measures at place to control over any kind of risks that are associated
with for instance the body fluid and blood spills, contaminated equipment, the
external atmosphere, waste, children and staff who might have infections, etc.
Infection control over the work space aims in order to prevent microorganism
that are being passed from one person to another. The relation of the good
infection control is over the assumption that everybody is potentially infectious.
General infection control measures involves hand washing and keeping the
workspace neat and clean in all ways.
Major guidelines that required to be followed within the workplace premises
includes:
 The National quality standard

 National law and regulations
 Assessment and ratings
 Introduction of National quality structure
 Key changes
 NQF library
 NQF snapshots which includes information sheets
 National quality framework video resources
 Excellent rated services

Activity 4C
Estimated Time 15 Minutes
Objective To provide you with an opportunity to identify how to ensure that service
procedures are followed, in relation to notifying families of illness or injuries
that affect children while in education and care, and to advise families and
public health authorities where necessary of cases of infectious diseases at the
service and provide them with relevant information.
Activity List five types of information you need to communicate to families and public
health authorities in the event of an infection.
Ans-
 When any case happens
 The place of mishappening
 Who was most affected person
 Date of diagnosis
 The type of infection occurred
 The intensity of the infection happens
Activity 4D
Estimated Time 20 Minutes
Objective To provide you with an opportunity to identify how to ensure current records of
children’s immunisation status are up-to-date and a procedure is in place to
maintain the currency, and to provide information to families and educators
about child and adult immunisation recommendations.
Activity List what diseases children need to be vaccinated against at each of the
following stages:
 Birth
 Two months
 Four months
 Six months
 Twelve months
 Eighteen months
 Four years.
Age Disease vaccine required for
At birth
Hepatitis B
Two months

 Tetanus
 Pertussis
 Polio
 Hepatitis B
 Pneumococcal
 Rota virus
 Diphtheria
 Hib
Four months
 Pertussis
 Tetanus
 Diphtheria
 Hepatitis B
 Pneumococcal
 Rota virus
 Polio
 Hib
Six months
 Pertussis
 Tetanus
 Diphtheria
 Hepatitis B
 Pneumococcal
 Rotavirus
 Polio
 Hib
Twelve months
 Mumps
 Measles
 Rubella

 Hib
 Meningococcal C
Eighteen months
 Vericella
 Rubella
 Measles
 Mumps
Four years
 Tetanus
 Diphtheria
 Polio
 Measles (MMR vaccine)
 Rubella (MMR vaccine part)
 Mumps (MMR vaccine)
Activity 1A to 4D checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and
performance as relevant to the unit activity. Indicate in the table below if the learner is deemed
satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
CHCECE016- Establish and
maintain a safe and healthy
environment for children
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the
competency of the learner? Y
e
s
N
o
(

P
l
e
a
s
e
c
i
r
c
l
e
)
Has sufficient evidence and information been provided by the learner for the
activity? Y
e
s
N
o
(
P
l
e
a
s
e
c
i
r
c
l
e
)
The learner’s
performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:

Learner’s signature
Assessor’s signature
Activity 5A
Estimated Time 30 Minutes
Objective To provide you with an opportunity to identify how to arrange equipment,
furniture and activities to ensure effective supervision while also allowing
children to access private and quiet spaces.
Activity Create a room plan for a room intended for pre-school children to complete
activities in.

Activity 5B
Estimated Time 30 Minutes
Objective To provide you with an opportunity to identify how to ensure new or relief
educators are informed of supervision arrangements and of what they are
required to do in relation to supervising children.
Activity Role-play with a partner. One of you is the child’s regular teacher and the other
a relief educator.
The teacher must inform the relief educator of the arrangement for supervising
a child with attention deficit disorder.
Include any applicable items from the following list:
 Normal rest times
 Health and safety guidelines
 Allergies
 Medication
 High-risk activities
 Location of activities
 Location of toilet facilities
 Emergency contact numbers
 Play schedules
 Any disabilities of children (if applicable)
 Amount of adults required to supervise children
 Areas that are off-limits to children
 Children must be within sight or hearing of educators at all times
 Children must be supervised while eating
 Children must be supervised during toileting
 Children must be supervised during nappy change
 Emergency and evacuation procedures
 The abilities and needs of individual children
 Removal of hazards from the environment.
Afterwards, swap roles a repeat. This time, the child in the role play is epileptic.
Ans-
Hi I am the relief teacher for replacement, my name is Advert.
Hi, I am Bruno, how are you?
I am good, thank you and how are you.
I am also fine. Here is some information I would like to share with you before I
left. There are 3 children under my care and here is the form that consists of all
the details about the children. I wrote their names, age and habits within this
form. During the lunch break time, there is a child who requires additional
attention and his name is Hery. He is suffering from attention deficit disorder and

due to which if he refused to sleep, then you have to encourage him for some
exercise into the room and try to reduce distractions and tries to break tasks into
manageable portions.
In addition to this, please also remember that the Hery is allergic to gluten food
products and if any emergency happens you have to contact me over
XXXXXXXXXX which is also already written over the form.
Ok, I am leaving, you enjoy your lunch.
Bye, take care
Activity 5C
Estimated Time 30 Minutes
Objective To provide you with an opportunity to identify how to undertake a risk
assessment for each excursion including implications for supervision.
Activity Fill out the risk assessment template on the following page for an excursion of
your choice, applicable to your workplace.

Excursion name
Stay active- park excursion
Location
School site park, exterior
Persons at risk
Kids among the kindergarten and school staff
members
Tasks for
excursion
Play balls
Create a
picture of
favourite item
in the park
Long walking
for around 1
to 2 km
around the
park
Hazards
Physical injury
Falling over
the road
Tripping over
wire
Bring in the
sunlight
Risks
The presence
of strangers
Presence of
animals
Presence of
sharp edges
Safety from
playing
equipment’s
and swing
Risk rating Control measures
The inspection has been occurred at the site
before taking children out for any activity in
order to remove hazards spotted within the
garden which includes the sharp edges and
other hazards from equipment’s. For the
hazards that are beyond control the controlling
measures will be set and might require extra
human resources which include colleagues, to
help and supervise children
Likelihood
Likely
Possible
Possible
Unlikely
Impact
Medium
Minor
Major
Severe
Risk rating
Insignificant
Medium
High
High

Risk assessment completed by: Advent
Signature: Advent
Date: 25/05/2022
Risk assessment approved by: Bruno
Signature: Bruno
Date: 25/05/2022

Activity 6A
Estimated Time 20 Minutes
Objective To provide you with an opportunity to identify how to ensure safety checks
are consistently implemented and action is taken as a result of the checks.
Activity Perform a safety check of your current environment, with corrective actions.
Imagine the area is to be used for small children.
Check Yes/no Corrective action (if
applicable)
Are there any slippery surfaces? Yes Putting supply signs
Are there exposed electrical
outlets?
No
Are there loose wires?
No
Are there any tripping hazards? No
Are there any sharp edges
exposed?
No
Are there any sharp objects
within children’s reach?
No
Are there any hazardous
chemicals within children’s
reach?
No
Is there any splintered wood?
No
Is there a fully-stocked First Aid
kit on-site?
Yes
Are hygiene standards clearly
displayed on the premises?
Yes
Are hygiene facilities clean?
Yes
Are hygiene products adequately
stocked?
Yes
Are hazardous areas accessible
to children?
No
Are fire exits clearly signed and
accessible?
Yes
Are there smoke and carbon
monoxide detectors on-site?
Yes
Are children in care tracked for
entering and leaving the facility?
No
Do you have contact and
emergency contact numbers for
all children in care?
Yes
Are details of allergies recorded? Yes
Are details of required
medications recorded?
Yes
Is required medication well- Yes

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stocked on-site?
Are low windows shut or
guarded?
Yes
Are heating systems well
ventilated?
Yes
Is sunlight and fresh air
accessible in designated area?
Yes
Are there any choking hazards
within reach of children?
No
Are open bodies of water
accessible to children?
No
Are stairs or climbable objects
accessible to children?
No
Is designated area obstructed
from view?
No

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Activity 6B
Estimated Time 30 Minutes
Objective To provide you with an opportunity to identify how to check risk minimisation
plans are in place for children enrolled at the service who have a specific
health care need, allergy or relevant medical condition.
Activity Complete the following template for a child who is diabetic (type 2).
Student’s name: Joe Bloggs
Date of birth: 1/01/2010 School level/year: 1
Triggers of condition:
Lack of insulin, causing high blood sugar
Risk: Control strategy: Person responsible
for strategy:
Might cause hazard
and damage of eyes,
nerves, kidney, blood
vessels and even heart
With the help of role play
activity, the students are
able to experience realistic
scenarios that may
encourage children at
school and even at the
time of socializing with
their friends. Provide them
appropriate suggestions if
their peers offer them
something and discuss
how these snacks will
make them feel if they eat
them.
Win them: Create an
image with the children as
well as with their parents.
Elimination of fear: Create
a level of understanding
about how diabetes
impact the body often
reduces anxiety, fear as
well as confusion among
parents and children.
Keep in touch: Email
parents over routine
manner as well as sent
texts to their teenage
clients about new food
items that are discovered
into the grocery store
along with promote them
School tutors
Family members
Parents and relatives
Third party people
which includes doctors
and care providers.

P a g e | 4
with certain motivational
articles.
Include family members:
In order to make them
follow strict diet, the
involvement of family
members is highly
significant because it
cannot be done by
children on their own.
Move that body: Regular
exercise enables them to
control diabetes and
reduces risk associated
with development of long
term complications.
Head back to school: Kick
off the school year by
meeting with the child’s
teacher, parents and
school care providers.
Encourage text pals:
Introduce children with
their peers and colleagues
who are also facing the
similar issues of diabetes.

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Activity 6C
Estimated Time 20 Minutes
Objective To provide you with an opportunity to identify how to ensure simple warning
signs are located where potentially dangerous products are stored.
Activity Imagine your current environment was being used for small children.
What warning signs would need to be displayed, and where?
Ans- It is highly significant to have appropriate hazard signs over the paces that
are extremely dangerous in nature along with the hazardous products that are
being stored.
The signs are the representing:
 Toxic sign or symbol
 flammable materials
 Explosive items
 Corrosive sign and symbol
 Overhead crane sign
 general warning signs
 High voltage sign
 laser radiation sign
 Oxidising sign
 Hot surface sign
 wet surface sign
 Irritant sign or symbol
 Slippery floor symbol
 watch your step sign
 cutting risk sign
 high temperature sign
 glass hazard
 Suffocation sign
 Cutter symbol
 Electricity sign

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 battery hazard
 rotating parts
 magnetic field
 environmental hazards
 crushing hazard
 Fork lift sign

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Activity 6D
Estimated Time 30 Minutes
Objective To provide you with an opportunity to identify how to confirm safety of any
drinks, food and cooking utensils and appliances used as part of the program.
Activity List at least five concerns you should keep in mind when thinking about safety
of any drinks, food and cooking utensils and appliances used as part of the
program.
 One should make sure that all the utensils used within the kitchen
premises are clean as they can be at excellent places for harmful
bacteria to multiply in more number and create great level of issues.
 Ensure that all the electric appliances are well tested and also out of
reach from children.
 also make sure that all the fire alarms are fitted nearby all hazardous
places which can be used at the time of adverse conditions in most
rapid manner.
 For food and drinks, utensils must do not have any kind of sharp edges
for small children and that they are highly cleaned.
 also ensure that the food and drinks have been created on the basis of
children requirements so that they do not have to face any difficulty.
Moreover, the allergic child food has been prepared in separate
manner or even in separate area as well.

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Activity 6E
Estimated Time 30 Minutes
Objective To provide you with an opportunity to identify how to ensure that basic
training and testing on how to move and fit car seats, restraints and booster
seats (applicable to the age of relevant child) is available to all educators.
Activity Create your own guide for fitting a child seat. Include any checks you need to
make, and sequence the steps as appropriate.
Ans- Moving and fitting car seats, booster seats and restraints
Make sure that the tutor is highly able to provide training regarding how to
move and fit car seats along with booster seats and restraints. Hence, it
requires access to basic training and testing both. This has been occurred by
organizing an activity by containing local training sessions from experts and
acquiring funds from the company. It is also significant to identify the types and
extend of training requirements.
It must be ensured that:
 The seatbelt is highly secure.
 The child seat is sitting squarely over the car seat.
 Rearward facing seats have appropriate handle bars facing towards
correct direction.
 The headrest into the correct position.
 The buckle of the seatbelt at the correct place.
 The seatbelt follows the correct route guide.
 Isofix seat visual indicators shows that seat is correctly fitted in the car.
 Isofix top tether is firmly attached.
 Thick clothes should be strictly removed from child in seat.
 Shoulder pads are level with the younger children shoulder
 harness must not be excessively tight or loose.
 Seatbelt is across shoulder and hips for older children.
The place to fit child seats:
Child seats should be fit over the back seat in a rear facing position. The middle
seat is considered as the best one for the same but if the fittings allows.

P a g e | 9
Types of child seats that could be used:
 Child has enlarged a seat at the time when their eye line is at level with
the top of the seat. At such point, the parents require to upgrade it to
the larger ones.
 children must stay into rear facing child seat until they are six months
old. On the other hand, it can be used as much time as possible as this
is the safest option.
 A forward facing seat is highly suitable for the children who are able to
hold their heads up on their own for minimum of 15 minutes.

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Activity 6F
Estimated Time 20 Minutes
Objective To provide you with an opportunity to identify how to keep records of
pest/vermin inspections and/or eradications.
Activity 1. What types of pests and vermin might you need to check for in the
workplace?
Ans- The kind of information’s that are being required:
 Inspected area
 Pests and vermin that are discovered
 date of inspection
 Site location
 Methods related to abolition
 Methods of pest and insect’s disposal
 usage of any kind of pesticides.
2. What information might you need to document for pest/vermin
inspections and/or eradications?
Ans- it has been ensured that all the food items are being removed along with
food wastes each day along with check that the premises are highly protected
from all kind of pests and insects on regular basis.
Thorough cleaning of floors are extremely ensured along with the places where
the food has been prepared as well as cooked throughout the whole working
day. checking regarding the spillage of food stuffs inside and outside doors,
store areas and fridge must be cleaned to avoid any kind of pests and insects
within the premises. It is highly determined that majority number of insects are
attracted towards the smell of food items.
Sings that represents that the pest or insects are present are discussed as
below:
 Chewing of food packaging as well as other equipment’s.
 Animal droppings from the packets.

P a g e | 11
 Visible sighting of pests and vermin.
 Noise of pest activity.
 Holes within the work space or premises.
If the staff members notice any activity which illustrates the presence of pests
and insects within the food items, then it should be reported to the supervisor
on urgent and immediate manner. The supervisor will able to assess the risks
and identify the best way to control over the place of work. It might be
possible and hence pest problems can be sorted directly and on an urgent
manner without having any kind of difficulty to the office or work space. On an
alternative manner, if the pests and insects are unable to eliminate from the
food items or even difficult to further control, then it shows and highlight the
requirements of pest control at workplace or company in order to eradicate the
challenges and problems faced by the staff members as well as the company.

P a g e | 12

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Activity 6G
Estimate
d
Time
15 Minutes
Objective To provide you with an opportunity to identify how to develop and maintain a
written process for monitoring who enters and leaves the premises at all times.
Activity 1. Fill in this example sign-in/out template for three children.
2. Where would you position this form?
Ans- The sign in sheet has been placed at the entrance of the premises along with a
pen to help. The data that is being collected through it enables the staff members to
tally the attendance specifically at the time of any negative or hazardous condition. It
is highly significant at the time of evacuation due to fire or any other emergency
condition.
Nam
e of
child
Name of
guardian/paren
t
Date Arriva
l time
Signatur
e
Departur
e time
Signatur
e
Alice
Hanna
26/05/202
2
8:55
AM
Hanna 5:58 PM Hanna
Rio George
26/05/202
2
9:02
AM
George 6:05 PM George
Dory
Anna
26/05/202
2
9:05
AM
Anna 6:10 PM Anna

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Activity 6H
Estimated Time 15 Minutes
Objective To provide you with an opportunity to identify how to provide detailed
information to families regarding any excursion being undertaken.
Activity List eight pieces of information might you need to inform families of for
excursions with their children.
Ans-
 Place where intend to go
 Method of transportation
 Date of going
 return date
 Reason for excursion
 Total amount of children over excursion
 Any potential risks and hazards that might have happen
 Clothes and equipment’s children will require to bring them

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Activity 7A
Estimated Time 15 Minutes
Objective To provide you with an opportunity to identify how to ensure emergency
procedures are displayed prominently throughout the premises.
Activity Explain in detail what should you do in the event of a fire.
Ans- At the time of facing any condition related to fire I will do below
mentioned activities in order to avoid any kind of mishappening:
 Sound the fire alarm
 Collect all the children from overall premises and move further towards
the nearest fire alarm which should be highly far from the building as
much as possible.
 It must be make sure that authorised person checks out the whole
building along with closes all the doors those are having any kind of
specific threat.
 Call for emergency services.
 Take register for all children and staff members in order to cross check
the availability of the persons.
 the authorised person will finally decide that whether the building is
safe to enter again or not after consulting with the emergency service
providers.
 Record all the details into the fire log book.

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Activity 7B
Estimated Time 15 Minutes
Objective To provide you with an opportunity to identify how to make certain that all
educators have ready access to a phone or similar means of communication,
and to ensure emergency numbers are located near telephones.
Activity 1. What emergency numbers may you need?
Ans- Emergency numbers are the ones those are highly important at the time
of facing any adverse condition. Such numbers should be placed near by the
telephone all the times. The basic and highly significant numbers include the
numbers belong to Fire, ambulance and police services. Moreover, as the firm
is providing service to children hence, the numbers of parents as well as
guardians for all of the children also considered and known for effective and
better care.
2. Where should you store them?
Ans- Keeping a book having all the emergency numbers written down is a great
idea to provide assistance in any kind of adverse conditions. Thus, it should be
keep side by the phone as this promotes easy accessibility as and when it is
required.

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Activity 7C
Estimated Time 15 Minutes
Objective To provide you with an opportunity to identify how to communicate
information to families about the service’s emergency procedures and
incident management plans
Activity What information might you need to communicate to families about
emergency procedures? How would you communicate this information?
Ans- It is highly significant that families of the children must be highly aware
about the services provided by the care provider specially at the time of having
any emergency situation. This requires creation and preparation of incident
management plans in order to deal with the overall perspective related to risks.
This information can be written down into a letter or email format and send to
all the parents and families along with displaying it over the company website
as well. However, keeping it updated by time to time is most important thing
before opt for this.
In context of types of information that I required to communicate includes:
 What are the processes
 What is the time at which they are required to use.
 What are the plans related to incident management.
Incident management plans are basically illustrating the analysis, identification
and correction of hazards so theta the future reoccurrences can be minimises.

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Activity 7D
Estimated Time 15 Minutes
Objective To provide you with an opportunity to identify how to discuss and practise
emergency drills with children, educators and any other people on the
premises, and to ensure that emergency equipment is available and tested
and staff are trained in the use of it.
Activity Role play with the group. You are to conduct a fire drill, from beginning to
end.
Ans-

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Activity 7E
Estimated Time 10 Minutes
Objective To provide you with an opportunity to identify how to maintain a portable
record of children’s emergency contacts in case of emergencies
Activity Where could emergency contacts be kept?
Ans- It has been explained in well-organized format that emergency contacts of
all the children are kept beside the phone and must be presented all the time
within the premises. Keeping a portable record for the same is the ultimate
idea of all the information’s collected as these are helpful while going for any
outing and can be utilised at any point of time of emergency conditions.
The portable records of the phone numbers can be kept inside the phone book,
some form of digital device which can be phone or laptop, a sheet of paper, etc.
it is all dependent upon the number of children’s that are available within the
care centre.
The information that has been required about the family and parents of
children includes name, relationship, phone number and address at which one
can contact in any emergency manner. On the other hand, it is also highly
required that it should be in updated version along with provide parents and
guardians regular prompts as well as opportunities to update them, specifically
before short outings and among high risk activities.

P a g e | 21
Activity 7E checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and
performance as relevant to the unit activity. Indicate in the table below if the learner is deemed
satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title) CHCECE016- Establish and maintain a safe and healthy environment
for children
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the
competency of the learner?
Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner for the
activity?
Yes No
(Please circle)
The learner’s
performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature

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Summative Assessments
Section A: Skills Activity
Objective: To provide you with an opportunity to show you have the required skills for this unit.
This activity will enable you to demonstrate the following skills:
 Reading –
o In order to interpret and apply relevant legislative and regulatory requirements,
including National Quality Standards, required for ensuring safety in a service
Answer the activity in as much detail as possible, considering your organisational requirements.
1. Read the National Quality Standards, outlined at the beginning of this Learner Guide.
Summarise the main points in 200 words.
From the above report, it has been included that the project is completely based upon establishing
and maintaining a safe and healthy environment for children will enable the staff members of care
providers to deal with the children in most suitable and appropriate manner. There are various
activities that were involved within the study which include all of them that are related to create a
safe and structured environment which provide high level of assistance to children. It included
various actions to deal with children along with inform their parents regarding the situation that are
happening among the care centre. According to the National Quality Standards, they provide all the
safeguard measures to promote health and safety measures along with minimise risks and protect
children from any kind of harm, injury as well as infections.
Moreover, it also illustrates that all children have the right to experience great quality of education
as well as care into the environment that has been provided for the betterment of their
psychological as well as physical well beings along with provides them support for each and every
child’s growing confidence, competence and independence.

P a g e | 23
Summative Assessments: Section A checklist
This should be used by the trainer/assessor to document the learner’s skills, knowledge and
performance as relevant to the summative assessment. Indicate in the table below if the learner is
deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title) CHCECE016- Establish and maintain a safe and healthy environment
for children
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the
competency of the learner?
Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner for the
activity?
Yes No
(Please circle)
The learner’s
performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature

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Section B: Knowledge Activity (Q & A)
Objective: To provide you with an opportunity to show you have the required knowledge for this
unit.
The answers to the following questions will enable you to demonstrate your 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.
Answer each question in as much detail as possible, considering your organisational requirements
for each one.
1. List four ways to improve navigation of framework or standards documents.
Ans-
 Use content and index for relevant topics
 Using search functions over the website
 Perform internet searches to find appropriate passages
 Skim reading until one can see keywords
2. List six common childhood illnesses and the appropriate responses.
Ans-
 Common cold- It is the most common childhood illness which can be caused by viruses that
spread easily within the environment where people have close contacts with one another.
there is no cure but can be treated with certain medications which includes ibuprofen and
acetaminophen in order to manage symptoms.
 Ear infections: It is also among the most common childhood issue which can be caused by
bacterial or viral infections. Certain medications can reduce the pain, irritability, fever,
tugging, etc. among the patient.
 Influenza: It is also known as flu and spreads easily when infected person sneeze or cough.
The risk can be reduced by adopting flu vaccine along with reduce the severity of disease.

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 ESV: Respiratory syncytial virus is common among children and affects respiratory system. It
can cause pneumonia as well among young children and requires urgent and proper
medication.
 Hand, foot and mouth disease: It is contagious in nature but not generally very serious. It
includes skin rashes, mouth sores, fever, etc. and requires suitable medication to cure them.
 Gastroenteritis: It is basically stomach flu caused by viruses that can spread quickly. This
includes nausea, vomiting and diarrhoeas symptoms and requires plenty of fluids intake as
medication to reduce their serious effects.
3. What strategies can you use to minimise risk when caring for children?
Ans-
 Adopting child safety code of conduct.
 Clear child safety reporting processes.
 Child safe environment and information awareness for staff, visitors, contractors and
volunteers.
 Assessment of new and changes environment for child safety risks.
4. List all of the notifiable diseases in Australia.
Ans-
 Hepatitis B
 Hepatitis C
 Hepatitis D
 Legionella
 Listeriosis
 Chlamydia
 Measles
 Malaria
5. Does your organisation have any standards, policies and procedures for the following that are
not covered in the Learner Guide? If so, outline them briefly.
 Supporting each child’s health needs
 Providing for each child’s comfort

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 Promoting and implement effective hygiene practices
 Taking steps to control the spread of infectious diseases
 Ensuring adequate supervision of children
 Taking precaution to protect children from harm
 Developing plans to effectively manage incidents and emergencies.
Ans-
 Supporting each child’s health needs: This has been done by providing and creating
appropriate policies that are highly helpful in fulfilling the requirements related to
medication, handle disabilities, fulfil developmental needs, dietary needs, provides Medicare
numbers along with enhance abilities and level of independence.
 Providing for each child’s comfort: Institution is highly able to provide and offer various
range of activities and restful experiences that enables the children to more easily make
decision regarding participation.
 Promoting and implement effective hygiene practices: This has been done by providing
relevant information regarding the hygiene practices along with ways to wash hands on
regular basis along with explaining the procedure in successful manner over regular basis.
 Taking steps to control the spread of infectious diseases: Provide appropriate directions
towards hand hygiene, prevention from any kind of injuries and give them lessons towards
regular cleaning.
 Ensuring adequate supervision of children: The institute appropriately provides suitable
environment to minimise accessibility, and flow space around furniture, anticipate
behaviour of children in prior manner along with engage and redirect them time by time.
 Taking precaution to protect children from harm: safety checks and measures are checked
on regular basis and implemented along with consistent follow up actions which manages
risks through primal identification.
 Developing plans to effectively manage incidents and emergencies: The centre prepares
services to manage emergency when it occurs along with plan in a way which automatically
reduces the risk of incidents. It furthermore put control over the place to appropriately
manage an emergency.

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Summative Assessments: Section B checklist
This should be used by the trainer/assessor to document the learner’s skills, knowledge and
performance as relevant to the summative assessment. Indicate in the table below if the learner is
deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title) CHCECE016- Establish and maintain a safe and healthy environment
for children
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the
competency of the learner?
Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner for the
activity?
Yes No
(Please circle)
The learner’s
performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature

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Section C: Performance Activity
Objective: To provide you with an opportunity to demonstrate the required performance
elements for this unit.
A signed observation by either an approved third party or the assessor will need to be included in
this activity as proof of completion.
This activity will enable you to demonstrate the following performance evidence:
 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.
Answer the activity in as much detail as possible, considering your organisational requirements.
In a workplace environment, establish and maintain an environment that is safe and healthy for
children in at least once service.
You must provide valid and reliable evidence of the following tasks:
 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.
Present your evidence as a portfolio of work, which has been observed by an assessor or third
party (approved by the assessor).
The tasks can be completed in either the workplace or a simulated environment.
Ans- Evidences for the coordinating with appropriate procedures for handling
infections and illness which includes communicating with families are described in
below links:

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National guidelines for infection prevention and control in healthcare facilities, 2022.
[Online]. Available Through:< https://www.mohfw.gov.in/pdf/National
%20Guidelines%20for%20IPC%20in%20HCF%20-%20final%281%29.pdf>.
Australians children education and care quality authority, 2021. [Online]. Available
Through:<
https://www.acecqa.gov.au/sites/default/files/2021-08/DealingInfectiousDise
asesGuidelines.pdf>.
Centres for diseases control and prevention, 2020. [Online]. Available Through:<
https://www.cdc.gov/oralhealth/infectioncontrol/summary-infection-
prevention-practices/standard-precautions.html>.

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Summative Assessments: Section C checklist
This should be used by the trainer/assessor to document the learner’s skills, knowledge and
performance as relevant to the summative assessment. Indicate in the table below if the learner is
deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title) CHCECE016- Establish and maintain a safe and healthy environment
for children
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the
competency of the learner?
Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner for the
activity?
Yes No
(Please circle)
The learner’s
performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature

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Supplementary Oral Questions (optional) – for assessor
The below table is for you to document any supplementary verbal questions you have asked the
learner to determine their competency. For example, if you are unsure of their answer to a question
in the Learner Workbook, you may choose to ask them a supplementary question to clarify their
understanding of the relevant criteria.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date of assessment
Question:
Learner answer:
Assessor judgement: Satisfactory Not Satisfactory
Question:
Learner answer:
Assessor judgement: Satisfactory Not Satisfactory

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Question:
Learner answer:
Assessor judgement: Satisfactory Not Satisfactory
Question:
Learner answer:
Assessor judgement: Satisfactory Not Satisfactory
Question:
Learner answer:
Assessor judgement: Satisfactory Not Satisfactory