Health & Safety ClusterCHC30113 – Certificate 3 in Early Childhood Education & Care (4) |
Unit code, name and release number
CHCECE002 – Ensure the health and safety of children (2)
CHCECE004 – Promote and provide healthy food and drinks (2)
HLTWHS001 – Participate in workplace health and safety (3)
Clustered Knowledge Assessment 1 of 2
Student details
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Student number
Course / Group
Teacher’s name
Assessment Declaration
- This assessment 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 assessment has been written for me by any other person except where such collaboration has been authorised by the assessor concerned.
- I understand that plagiarism is 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 assessment is plagiarised.
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Version: 1.0
For queries, please contact:
Health Wellbeing and Community Services SkillsPoint
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Queanbeyan NSW 2620
© 2019 TAFE NSW, Sydney
RTO Provider Number 90003 | CRICOS Provider Code: 00591E
This assessment can be found in the: Learning Bank
The contents in this document are copyright © TAFE NSW 2019, and should not be reproduced without the permission of the TAFE NSW. Information contained in this document is correct at time of printing: 2 June 2020. For current information please refer to our website or your teacher as appropriate.
Assessment instructions
Table 1 Assessment instructions
| Assessment details | Instructions |
| Assessment overview | The objective of this clustered assessment is to assess your knowledge of:
· Facilitating the health and safety of children. · Healthy eating and ensure that food and drinks provided are nutritious, appropriate for each child and prepared in a safe and hygienic manner. · Facilitating working safely in the workplace |
| Assessment Event number | 1 of 2 |
| Instructions for this assessment | This is a clustered written assessment and it will be assessing you on your knowledge of all the units listed in this assessment.
This assessment is in 5 parts, containing short answers, multiple-choice and True-False Questions. 1. Provide opportunities to meet each child’s need for sleep, rest and relaxation 2. Mealtimes and Nutrition 3. Promoting healthy eating 4. Contribute to the ongoing management of allergies and asthma 5. Knowledge Questions This is assessment also contains an Evidence Guide and an Assessment Feedback sheet. |
| Submission instructions | On completion of this assessment, you are required to submit it to your tutor teacher or class teacher for marking.
Ensure you have written your name at the bottom of each page of this assessment. It is important that you keep a copy of all electronic and hardcopy assessments submitted to TAFE and complete the assessment declaration when submitting the assessment. |
| What do I need to do to achieve a satisfactory result? | To achieve a satisfactory result for this assessment all questions must be answered correctly. |
| What do I need to provide? | Pens, computer if typing assessment, Internet access |
| Assessor must provide | Nil |
| Due date/time allowed/location | Due Date: As per class outline or arranged by tutor teacher
Time: Untimed but allow 2 hours Location: Assessment can be completed in the classroom, home or online environment. |
| Supervision | This assessment may take place in the classroom or as a ‘take-home’ task.
You may access your learning notes and other resources. |
| Assessment feedback, review or appeals | In accordance with the TAFE NSW policy Manage Assessment Appeals, all students have the right to appeal an assessment decision in relation to how the assessment was conducted and the outcome of the assessment. Appeals must be lodged within 14 working days of the formal notification of the result of the assessment.
If you would like to request a review of your results or if you have any concerns about your results, contact your Teacher or Head Teacher. If they are unavailable, contact the Student Administration Officer. Contact your Head Teacher for the assessment appeals procedures at your college/campus. |
Part 1: Provide opportunities to meet each child’s need for sleep, rest and relaxation
- List three sleep and rest practices that you could use with children that are consistent with approved standards and meet individualised needs. Access ACECQA Safe sleep practices to assist with your response. At the end of your response, from the National Quality Standard component of the National Quality Framework, identify which quality area, standard and element relate to meeting children’s needs for sleep, rest and relaxation. (30-50 words)
| 1. | |
| 2. | |
| 3. | |
| Quality area: | |
| Standard: | |
| Element: |
- Rohan is a 2-year-old child who no longer naps during the day. He gets tired and a bit grumpy towards the end of the day, but his parents have specifically requested that he not be allowed to fall asleep as it greatly disrupts his night time sleeping and leads to him being overtired the following day.
Describe how you can support Rohan to include rest and relaxation in his day whilst respecting his parents’ wishes and the needs of other children in your room? At the end of your response, from the Early Years Learning Framework (EYLF) component of the National Quality Framework, identify which principle relates to this scenario.
(25-50 words)
| EYLF Principle: |
- Describe two reasons why it is important to have regular written and/or verbal communication with children’s families about their sleep, rest and relaxation whilst in care. In your response, identify the quality area of the National Quality Standard (NQS) and the Early Years Learning Framework (EYLF) practice this relates to.
(10-25 words)
| 1. | |
| 2. | |
| NQS Quality area: | |
| EYLF Practice: |
- Describe three strategies you can use to ensure a quality sleep environment for children. (25 -50 words)
| 1. | |
| 2. | |
| 3. |
Part 2: Meal Times and Nutrition
- The National Quality Standard (NQS) and Early Years Learning Framework (EYLF) are components of the National Quality Framework (NQF).
- Access the NQS and identify the Quality area, Standard and Element numbers relevant to promoting healthy eating and ensure that food and drinks provided are nutritious, appropriate for each child and prepared in a safe and hygienic manner. Put the link reference for the document at the end of your answer.
- Access the EYLF and identify the Outcome and its components that are relevant to promoting healthy eating and ensure that food and drinks provided are nutritious, appropriate for each child and prepared in a safe and hygienic manner. (200 – 250 words). Put the link reference for the document at the end of your answer.
| 1. NQS | |
| Quality area: | |
| Standard: | |
| Element: | |
| Reference Link: | |
| 2. EYLF | |
| Outcome: | |
| Components: | |
| Reference Link: |
- To complete this question, refer to the documents (in the Resources section online)
- In your own words explain how Article 24 of the UN Rights of the Child relates to providing food in a Children’s Education and Care Service (15-25 words)
- The Code of Ethics states we should “Create and maintain safe, healthy, inclusive environments that support children’s agency and enhance their learning”.
In your own words explain how this relates to providing safe, healthy food in a Children’s Education and Care Service (25-50 words):
- To complete this question, refer to Get Up and Grow: Healthy Eating and Physical Activity for Early Childhood – Staff/Carer Book.
| Required Readings |
In your own words
- Describe two examples of when solids should be introduced to babies (25-50 words)
- Describe two examples of how solids should be introduced to babies (25-50 words)
| 1. | |
| 2. |
- For each age group below identify two examples of age-appropriate types of foods. Use the link below as a guide. https://www1.health.gov.au/internet/publications/publishing.nsf/Content/gug-director-toc~gug-solids
| Age | Two examples of foods that can be consumed |
| Birth to 6 months | 1. |
| 2. | |
| 6 – 7 months | 1. |
| 2. | |
| 8-12 months | 1. |
| 2. | |
| 9-12 months | 1. |
| 2. | |
| 12 months + | 1. |
| 2. |
- To complete this question, refer to : Eat for Health – Educators Guide
- What are the Five Food Groups? Name the food group for each of the descriptions below.
| Food Group Name | Food Group Description |
| Provides vitamins including C and folate. | |
| Provides calcium, protein, riboflavin and vitamin B12. | |
| Provides protein, iron, zinc, niacin, and vitamin B12. | |
| Provides carbohydrates, protein, fibre and a wide range of vitamins and minerals like folate, thiamin, riboflavin, niacin, and iron. | |
| Provides vitamins, minerals, dietary fibre and carbohydrate. |
- In the table below indicate the suggested servings per day for children 4 – 7 years of age for each food group.
| Recommended Servings Per Day | |
| Food group | 4 – 7years |
| Breads and cereals | |
| Vegetables | |
| Fruit | |
| Milk and dairy products | |
| Lean meats, fish, poultry, nuts and legumes | |
- In the table below give one example of a type of food for the food group and the quantity of that food that makes up a serving for children 4 – 7 years of age.
| Food Group | Food Example of Serving Size |
| Breads and cereals | |
| Starchy vegetables | |
| Dark green leafy vegetable | |
| Fruit | |
| Milk and dairy products | |
| Lean meats, fish, poultry, nuts and legumes |
Part 3: Promoting healthy eating
- To complete this question refer to the following documents (in the resources section online):
- Nutrition Checklist for Menu Planning
- Caring for Children – Birth to 5 years Section 2: 2 – 5-year-olds
- Plan a complete menu for preschool-age children for a one-day period of 8 hours while in care:
- One menu item example for the day, for each of the five foods groups.
- The time the item will be served: Morning Tea, Lunch or Afternoon Tea.
- The recommended servings for each food group for children 4 – 7yrs.
| Food Group | Day Menu | Recommended servings per day while in care for 8 hrs | |
| Wholegrain cereals (includes bread, rice, pasta and noodles) | Served at:
o Morning Tea √ Lunch Steamed rice √ Afternoon Tea Wholemeal Bread Sandwiches |
2 servings |
| Food Group | Day Menu | Recommended servings per day while in care for 8 hrs |
| Vegetables and legumes | Served at:
☐ Morning Tea: ☐ Lunch: ☐ Afternoon Tea: |
|
| Fruit | Served at:
☐ Morning Tea: ☐ Lunch: ☐ Afternoon Tea: |
|
| Milk and dairy products | Served at:
☐ Morning Tea: ☐ Lunch: ☐ Afternoon Tea: |
|
| Red meats, fish, poultry, eggs, nuts and legumes | Served at:
☐ Morning Tea: ☐ Lunch: ☐ Afternoon Tea: |
- Access the Early Childhood Education and Care Regulations (Link in the resources section) and use this document to answer the question below.
- In an Early Childhood Education and Care Service where would you display the menu and what must the menu include?
- To complete this question refer to your reading:
- Get Up and Grow: Healthy Eating and Physical Activity for Early Childhood – Staff/Carer Book, Section One.
- Explain why water is an important daily requirement for children (15-25 words).
- Identify the recommended water intake per day for toddlers?
- Identify the recommended water intake per day for pre-schoolers?
- Access the Early Childhood Education and Care Regulations and use this document to answer the question below.
Describe what the regulations state regarding the provision of water to children?
- To complete this question refer to your readings (in the resources section):
- Identify ten effects of poor nutrition in children from your reading The Risks of Poor Nutrition.
| 1. | |
| 2. | |
| 3. | |
| 4. | |
| 5. | |
| 6. | |
| 7. | |
| 8. | |
| 9. | |
| 10. |
- Using the reading The Association of UK Dietitians. (2017). Diet, behaviour and learning in children.
List the nutrients where deficiencies can have an impact on children’s behaviour, anxiety, attention and concentration.
Part 4: Contribute to the ongoing management of allergies and asthma
| SCENARIO
Sally is highly allergic to peanuts and has been hospitalised with life-threatening allergic reactions in the past. Sally’s parents have provided an Anaphylaxis Action Plan to display at the centre, so everyone is aware of how to respond if they witness signs of an anaphylactic reaction. Refer to this action plan to assist answering the questions below. |
Appendix A
- List all the symptoms or signs of a severe allergic reaction to look for when supervising Sally? (10-30 words)
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- List three strategies to use when supervising children at mealtimes to reduce the risk of Sally having an allergic reaction.
| 1. | |
| 2. | |
| 3. |
- Explain the procedure of using the adrenalin auto-injector for anaphylaxis for Sally? (25-50 words)
- Organisations have risk management strategies that include action plans for anaphylaxis (Appendix A). In addition, the services practices must be in line the Early Childhood Education and Care Regulations. Based on this, Respond to the following:
- State the staffing qualifications that are required to assist in the management of children with anaphylaxis (20 words)
- According to the plan, in (Appendix A) describe the steps would you take to manage an anaphylactic reaction in Sally; (30 words)
- Record what the Regulations state regarding reporting an anaphylaxis emergency (20 words)
- Describe the signs/symptoms and key characteristics of two other types of allergies children may present within a service (50-100 words):
| Allergy name | Signs & Symptoms | Characteristic of the allergy |
- List the identifiable signs and symptoms of an Asthma attack?
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|
- List three common asthma triggers. Use the following site to assist you. https://www.nationalasthma.org.au/understanding-asthma/what-are-asthma-triggers
| 1. | |
| 2. | |
| 3. |
Part 5: Knowledge Questions
- To complete this task, refer to (links in resources section as well):
Food allergy and Food intolerance
- List five foods that commonly cause allergic reactions.
| 1. | |
| 2. | |
| 3. | |
| 4. | |
| 5. |
- Describe what food intolerance is and list three symptoms
| A food intolerance is: | |
| 3 Symptoms: | |
| 1. | |
| 2. | |
| 3. | |
- You are working in a service and need to care for the dietary needs of each of the following children:
- Alex is allergic to peanuts
- Tijen has been diagnosed with coeliac disease
- Ebru and her family are Muslim and do not eat pork or pork products.
Include one example of how you would cater for each special dietary requirement in the service.
Include one reason it is important to address this dietary need
(100-200 words)
How would you cater for Alex?
Why is it important to do this?
How would you cater for Tijen?
Why is it important to do this?
How would you cater for Ebru?
Why is it important to do this?
- The cook has gone home for the day and you find a bowl of rice and chicken prepared for tomorrow’s lunch has been left out on the bench for at least four hours.
- What will have happened with the microorganisms in the food during this time?
- Following safe food handling guidelines, what should you do with the chicken and rice?
- Read the questions below and then write True or False in the space provided.
| Question | Write True or False |
| a. Rinsing your mouth after eating does not help prevent tooth decay | |
| b. Poor oral health can affect language and social interactions | |
| c. Taking a bottle of mild to bed will help prevent tooth decay because of the calcium | |
| d. children with decayed teeth typically experience pain and difficulty with eating and sleeping |
- List three effects of poor oral health on someone’s overall health wellbeing and quality of life.
| 1 | |
| 2 | |
| 3 |
- In the table below list the signs of minor, moderate and advanced tooth decay
| Stage of decay | Signs of decay |
| Minor | |
| Moderate | |
| Advanced |
- Using the Fire and Rescue NSW Government site as a reference (Resources online), Respond to the following:
- Name three behaviours that contribute to fire injuries and fatalities.
| 1 | |
| 2 | |
| 3 |
- Describe where you should avoid installing fire alarms and the ideal location for fire alarms. (15-25 words)
- Describe four steps to maintaining your smoke alarms
| 1 | |
| 2 | |
| 3 | |
| 4 |
- Name three high-risk groups of people who are more vulnerable to injury or death as a result of fires. Refer to the following site to assist you https://evaculife.com.au/blog/home-fire-safety-tips-for-high-risk-groups/
| 1 | |
| 2 | |
| 3 |
- Complete the table below by listing two key requirements found in legislations, regulations, policies and/or procedures relevant to education and care services.
| Context | Key requirements in relevant legislation, regulations, policies and/or procedures |
| a. Duty of care | |
| b. Hazardous manual tasks | |
| c. Infection control | |
| d. Work health and safety/occupational health and safety | |
- What is the role of Safe Work Australia?
- In Australia, ‘regulation’ is the process by which the model WHS laws are enforced. State-based WHS agencies – often called ‘regulators’ – enforce the model WHS laws in their jurisdiction.
- Name four state/territory-based WHS regulators.
| 1 | |
| 2 | |
| 3 | |
| 4 |
- For the state or territory you reside in what is the role of the WHS regulator
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- Read each of the following statements then indicate whether it is true or false in the space provided.
| Statement | Write True or False |
| a. My employer has a responsibility to ensure that I am aware of the workplace procedures for safe work practice | |
| b. My employer is solely responsible for workplace safety, including my behaviour | |
| c. My employer is responsible for providing appropriate PPE in my workplace | |
| d. Fire drills and other emergency procedures should be regularly rehearsed | |
| e. All employees should know who the fire wardens and first aid personnel in the organisation are | |
| f. Emergency procedures should be posted on walls and noticeboards so they can be seen by employees | |
| g. Employees can stay up to date with current knowledge of safe work practices (e.g. workplace systems, equipment and processes) by attending meetings and reading the latest updates of service policies and procedures. | |
| h. Employees should be consulted and actively involved in risk audits. | |
| i. Worker concerns regarding hazards, risks or other associated issues should be promptly communicated to the health and safety committee and/or health and safety representative; or, where there is no representation, to a supervisor or manager | |
| j. It is not important to report broken or damaged equipment; it will be repaired sooner or later. | |
| k. A safety warning should be placed on the broken or damaged equipment or it should be withdrawn to a maintenance bay until repairs are carried out | |
| l. Housekeeping refers to keeping the surrounding areas in the workplace clean, clear and tidy | |
| m. Employee awareness can be maintained by posters, providing incentives, ongoing training and regular information updates | |
| n. Suggestion boxes, meetings, health and safety focus groups etc. can all be used to encourage contribution | |
| o. Health and safety representatives and committees act as the liaison between workers and management; they provide information to employees and aid in issue resolution |
- Write the meaning below each of the signs shown below.
- List two strategies you would implement to ensure that dangerous products are labelled and stored correctly according to service policies and procedures.
| 1 | |
| 2 |
Read the question and each answer carefully. Put an X in the table next to your chosen answer.
- According to the ‘6 Steps to Risk Management,’ what is a hazard?
| Answer choices | Put X next to your answer |
| a) A hazard is what causes an accident | |
| b) A hazard is the damage or an injury sustained | |
| c) A hazard is something that has the potential to cause damage to person or equipment |
- For the five toys and resources below identify one risk you would check for to ensure it is safe.
| Equipment or Toy and what to check | Potential Hazard |
| Cars and trucks | |
| Glue | |
| Beads | |
| Outdoor Climbing equipment | |
| Furniture |
| Evidence guide – Knowledge Assessment | |||||||||||
| Course | CHC30113 – Certificate III in Early Childhood Education and Care | Units | CHCECE002 – Ensure the health and safety of children
CHCECE004 – Promote and provide healthy food and drinks HLTWHS001 – Participate in workplace health and safety |
Task | Knowledge Assessment | ||||||
| Student Name | Student Number | ||||||||||
| PART 1 | |||||||||||
| Q | Essential skills & knowledge | S | NS | Assessor comments | |||||||
| 1 | Listed three sleep and rest practices | ☐ | ☐ | ||||||||
| 2 | Meet individual sleep, rest needs | ☐ | ☐ | ||||||||
| 3 | Described two reasons why it is important to have regular communication with families | ☐ | ☐ | ||||||||
| 4 | Described three strategies you can use to ensure a quality sleep environment for children. | ☐ | ☐ | ||||||||
| PART 2 | |||||
| 5 | Accessed the NQS and EYLF and identify the Quality area, Standard and Element numbers relevant to promoting healthy eating | ☐ | ☐ | ||
| 6a | Explained how Article 24 of the UN Rights of the Child relates to providing food in a Children’s Education and Care Service | ☐ | ☐ | ||
| 6b | Explained how EYLF relates to providing safe, healthy food in a Children’s Education and Care Service | ☐ | ☐ | ||
| 7 | Described two examples of when and how (4 examples in total) solids should be introduced to babies
Identified two examples age-appropriate types of food |
☐ | ☐ | ||
| 8 | Named the food group for each of the descriptions
Identified serving suggestions for each food group Gave one example and quantity of food for each group |
☐ | ☐ | ||
| PART 3 | ||||
| 9 | Planned one complete menu for preschool-age child for one day period and identified where the menu must be displayed | ☐ | ☐ | |
| 10 | Explained why water is an important daily requirement and identified the recommended water intake for toddlers and pre-schoolers. Identified regulations requirement | ☐ | ☐ | |
| 11a | Identified ten effects of poor nutrition in children | ☐ | ☐ | |
| 11b c | Defined tooth decay and consequences for children | ☐ | ☐ | |
| 11d | Listed the nutrients where deficiencies can have an impact on children’s behaviour | ☐ | ☐ | |
| PART 4 | ||||
| 12a, b
13 |
Based on Appendix A listed:
· Symptoms or signs of an allergic reaction · Three strategies to use during mealtime The procedure of using adrenalin injector |
☐ | ☐ | |
| 14 | Stated the staffing qualifications regulations and steps according to Appendix A | ☐ | ☐ | |
| 15 | Described the signs/symptoms and key characteristics of two other types of allergies | ☐ | ☐ | |
| 16 17 | Listed the identifiable signs and symptoms and triggers of an Asthma attack | ☐ | ☐ | |
| PART 5 | |||||||||
| 18a | Listed five foods that commonly cause allergic reactions. | ☐ | ☐ | ||||||
| 18b | Described food intolerance and listed three symptoms | ☐ | ☐ | ||||||
| 19 | Included one example and reason for each child | ☐ | ☐ | ||||||
| 20 | Identified what will happen to food and what should be done based on food safe handling guidelines | ☐ | ☐ | ||||||
| 21 | Answered the true false questions correctly related to oral health | ☐ | ☐ | ||||||
| 22 | Listed three effects of poor oral health | ☐ | ☐ | ||||||
| 23 | Listed the signs of minor, moderate and advanced tooth decay | ☐ | ☐ | ||||||
| 24a | Named three behaviours that contribute to fire injuries and fatalities | ☐ | ☐ | ||||||
| 24b | Described where you should avoid installing fire alarms and the ideal location for fire alarms | ☐ | ☐ | ||||||
| 24c | Described four steps to maintaining smoke alarms | ☐ | ☐ | ||||||
| 25 | Named three high-risk groups of people who are more vulnerable to injury or death as a result of fires | ☐ | ☐ | ||||||
| 26 | Listed key requirements found in legislations, regulations, policies and/or procedures relevant to education and care services | ☐ | ☐ | ||||||
| 27 | Identified the role of Safe Work Australia | ☐ | ☐ | ||||||
| 28a, b | Identified four state/territory-based WHS regulators and their role | ☐ | ☐ | ||||||
| 29 | Answered the true false questions correctly related to workplace procedures | ☐ | ☐ | ||||||
| 30 | Labelled safety signs correctly | ☐ | ☐ | ||||||
| 31 32 | Identified what is a hazard and identified potential risk in five toys | ☐ | ☐ | ||||||
| Assessor Name | Signature | Comments | |||||||
| I acknowledge that I have received and understood the feedback provided by my Assessor on this assessment item: | |||||||||
| Student Name | Signature | Comments | |||||||
Assessment Feedback
NOTE: This section must have the assessor signature and student signature to complete the feedback, unless submitted online..
Initial Assessment outcome
☐ Satisfactory ☐ Resubmit (Date:_____________)
Final Assessment outcome
☐ Satisfactory ☐ Unsatisfactory
Assessor Feedback
Was the assessment event successfully completed? ☐ YES ☐ NO
If no, was the resubmission successfully completed? ☐ YES ☐ NO
Was a reasonable adjustment in place for this assessment event? ☐ YES ☐ NO
If yes, ensure it is detailed on the assessment document.
Comments:
Assessor name, signature and date:
Student acknowledgement of the assessment outcome
Would you like to make any comments about this assessment?
Student name, signature and date
NOTE: Make sure you have added your name in the footer of your submission before submitting to your assessor for marking.
