Version control & document history

Date	Summary of modifications made	Version
	Version 1 final produced following assessment validation.	1.0
	Version 2 final produced following second assessment validation	2.0
	Minor updates throughout document	2.1
	Changed question in Knowledge Assessment Question 2	2.2
	·         Removed the Sparkling Stars templates and forms links and transferred the materials in the Assessment Files folder ·  Changed instructions to accommodate the changes	2.3

INSTRUCTIONS

The questions in this workbook are divided into two categories.

The Knowledge Assessment contains questions that are all in a short answer format. The Case Studies are longer questions requiring creative thought processes are covered in the case studies assessment. You must answer all questions using your own words. However you may reference your learner guide, and other online or hard copy resources to complete this assessment.

You must attempt all assessments satisfactorily to achieve an overall award of competent.

If you are currently working as part of an Early Childhood Education/Child Care team, you may answer these questions based on your own workplace. Otherwise consider what you should do if you were working as part of an Early Childhood Education/Child Care team you may refer to Sparkling Stars as an example.

WHAT IS COMPETENCY BASED ASSESSMENT

The features of a competency based assessment system are:

• It is focused on what learners can do and whether it meets the criteria specified by industry as competency standards.
• Assessment should mirror the environment the learner will encounter in the
• Assessment criteria should be clearly stated to the learner at the beginning of the learning
• Assessment should be holistic. That is it aims to assess as many elements and/or units of competency as is feasible at one
• In competency assessment a learner receives one of only two outcomes –

competent or not yet competent.

• The basis of assessment is in applying knowledge for some In a competency system, knowledge for the sake of knowledge is seen to be ineffectual unless it assists a person to perform a task to the level required in the workplace.
• The emphasis in assessment is on assessable outcomes that are clearly stated for the trainer and learner. Assessable outcomes are tied to the relevant industry competency standards where these exist. Where such competencies do not exist, the outcomes are based upon those identified in a training needs analysis.

Definition of competency

Assessment in this context can be defined as:

• The fair, valid, reliable and flexible gathering and recording of evidence to support judgement on whether competence has been Skills and knowledge (developed either in a structured learning situation, at work, or in some other context) are assessed against national standards of competence required by industry, rather than compared with the skills and knowledge of other learners.

Developing and conducing assessment, in an Australian vocational education and training context, is founded on a number of basic conventions:

The principles of assessment

• Assessment must be valid
  • Assessment must include the full range of skills and knowledge needed to demonstrate
  • Assessment must include the combination of knowledge and skills with their practical application.
  • Assessment, where possible, must include judgements based on evidence drawn from a number of occasions and across a number of
• Assessment must be reliable
  • Assessment must be reliable and must be regularly reviewed to ensure that assessors are making decisions in a consistent
  • Assessors must be trained in national competency standards for assessors to ensure
• Assessment must be flexible
  • Assessment, where possible, must cover both the on and off-the-job components of training within a
  • Assessment must provide for the recognition of knowledge, skills and attitudes regardless of how they have been acquired.
  • Assessment must be made accessible to learners though a variety of delivery modes, so they can proceed through modularised training packages to gain competencies.

• Assessment must be fair and equitable
  • Assessment must be equitable to all groups of
  • Assessment procedures and criteria must be made clear to all learners before
  • Assessment must be mutually developed and agreed upon between assessor and the
  • Assessment must be able to be challenged. Appropriate mechanisms must be made for reassessment as a result of challenge.

The rules of evidence (from Training in Australia by M Tovey, D Lawlor)

When collecting evidence there are certain rules that apply to that evidence. All evidence must be valid, sufficient, authentic and current;

• Valid
  • Evidence gathered should meet the requirements of the unit of This evidence should match or at least reflect the type of performance that is to be assessed, whether it covers knowledge, skills or attitudes.
• Sufficient
  • This rule relates to the amount of evidence gathered It is imperative that enough evidence is gathered to satisfy the requirements that the learner is competent across all aspects of the unit of competency.
• Authentic
  • When evidence is gathered the assessor must be satisfied that evidence is

the learner’s own work.

• Current
  • This relates to the recency of the evidence and whether the evidence relates to current abilities.

  THE DIMENSIONS OF COMPETENCY

The national concept of competency includes all aspects of work performance, and not only narrow task skills. The four dimensions of competency are:

• Task skills
• Task management skills
• Contingency management skills
• Job role and environment skills

REASONABLE ADJUSTMENT

Adapted Reasonable Adjustment in teaching, learning and assessment for learners with a disability – November 2010 – Prepared by – Queensland VET Development Centre

Reasonable adjustment in VET is the term applied to modifying the learning environment or making changes to the training delivered to assist a learner with a disability. A reasonable adjustment can be as simple as changing classrooms to be closer to amenities, or installing a particular type of software on a computer for a person with vision impairment.

Why make a reasonable adjustment?

We make reasonable adjustments in VET to make sure that learners with a disability have:

• the same learning opportunities as learners without a disability
• the same opportunity to perform and complete assessments as those without a

Reasonable adjustment applied to participation in teaching, learning and assessment activities can include:

• customising resources and assessment activities within the training package or accredited course
• modifying the presentation medium learner support
• use of assistive / adaptive technologies
• making information accessible both prior to enrolment and during the course
• monitoring the adjustments to ensure learner needs continue to be

Assistive / Adaptive Technologies

Assistive/adaptive technology means ‘software or hardware that has been specifically designed to assist people with disabilities in carrying out daily activities’ (World Wide Web Consortium – W3C). It includes screen readers, magnifiers, voice recognition software, alternative keyboards, devices for grasping, visual alert systems, digital note takers.

IMPORTANT NOTE

Reasonable adjustment made for collecting candidate assessment evidence must not impact on the standard expected by the workplace, as expressed by the relevant Unit(s) of Competency. E.g. If the assessment was gathering evidence of the candidates competency in writing, allowing the candidate to complete the assessment verbally would not be a valid assessment method. The method of assessment used by any reasonable adjustment must still meet the competency requirements.

CHEATING AND PLAGIARISM

What is Cheating?

Cheating within the context of the study environment, means to dishonestly present an assessment task or assessment activity as genuinely representing your own understanding of and/or ability in the subject concerned.

Some examples of cheating are:

• Submitting someone else’s work as your Whether you have that persons

consent or not.

• Submitting another author’s work as your own, without proper acknowledgement of

the author.

• To allow someone else to submit your own work as
• To use any part of someone else’s work without the proper acknowledgement

There are other forms of cheating not contained in this list. These are merely given as some examples. If you are unsure about whether any particular behaviour would constitute plagiarism or cheating, please check with your trainer prior to submitting your assessment work.

What is Plagiarism?

Plagiarism is a form of cheating and includes presenting another person or organisation’s ideas or expressions as your own. This includes, however is not limited to: copying written works such as books or journals, data or images, tables, diagrams, designs, plans, photographs, film, music, formulae, web sites and computer programs.

How do I avoid Plagiarism or Cheating?

Students are advised to note the following advice to avoid claims of plagiarism or cheating:

• Always reference other people’s work. You may quote from someone else’s work (for example from websites, textbooks, journals or other published materials) but you must always indicate the author and source of the
• Always Reference your You should name sources for any graphs, tables or specific data, which you include in your assignment.

   · You must not copy someone else’s work and present it as your own.

• You must not falsify assessment

THE UNIT OF COMPETENCY

For the purpose of delivering the Qualification CHC50113 Diploma in Early Childhood Education and Care clustered assessment of units of competency will occur.

When assessing each unit it is important to understand how they are structured in order to meet assessment requirements.

Each unit of competency can be unbundled to reveal two key assessment components:

1. the performance criteria
   1. specifying the required level of performance
2. the Assessment Requirements
   1. Performance Evidence
   2. Knowledge Evidence
   3. Assessment Conditions

CHCECE016 Establish and maintain a safe and healthy environment for children

Application

The unit describes the skills and knowledge to establish and maintain a safe and healthy environment for children.

This unit applies to educators working in a range of education and care services.

Elements

• Support each child’s health needs
• Provide for each child’s comfort
• Promote and implement effective hygiene practices
• Take steps to control the spread of infectious diseases
• Ensure adequate supervision of children
• Take precaution to protect children from harm
• Develop plans to effectively manage incidents and emergencies

Foundation Skills

The foundation skills described those required skills (language, literacy and numeracy) that are essential to performance.

Reading – in order to interpret and apply relevant legislative and regulatory requirements, including National Quality Standards, required for ensuring safety in a service.   The remaining foundation skills essential to performance are explicit in the performance criteria of this unit.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has completed the following tasks:

• established and maintained an environment that is safe and healthy for children in at least once service, including:
• communicating hazards and safety issues to appropriate persons within the service
• coordinating emergency responses including evacuation plans
• planning and coordinating supervision of children
• promoting and monitoring safety practices, including administration of medicines and safe handling of food
• coordinating appropriate procedures for handling infections and illnesses, including communicating with families
• enacting strategies to support children to take increasing responsibility for their own health and physical wellbeing.

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. This include knowledge of:

• how to access:
  • the National Quality Framework
  • the National Quality Standards
  • 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

Assessment Conditions

Skills must be demonstrated in a regulated education and care service.

In addition, simulations and scenarios must be used where the full range of contexts and situations cannot be provided in the workplace or may occur only rarely. These are situations relating to emergency or unplanned procedures where assessment in these circumstances would be unsafe or is impractical.

Simulated assessment environments must simulate the real-life working environment where these skills and knowledge would be performed, with all the relevant equipment and resources of that working environment.

Assessment must ensure use of:

• National Quality Framework for Early Childhood Education and Care
• the relevant approved learning framework under the National Quality Framework for Early Childhood Education and Care
• evacuation plans
• health and safety procedures and policies, including food-handling, travel and medication

Assessors must satisfy the NVR/AQTF mandatory competency requirements for assessors.

HLTWHS003 Maintain work health and safety Application

This unit describes the skills and knowledge required to implement and monitor work health and safety (WHS) policies, procedures and work practices as part of a small work team.

This unit applies to workers who have a key role in maintaining WHS in an organisation, including duty of care for other workers.

Elements

• Contribute to workplace procedures for identifying hazards and controlling risks
• Implement policies and procedures into work team processes
• Support consultation, cooperation and communication

Foundation Skills

The foundation skills described those required skills (language, literacy and numeracy) that are essential to performance. ·         Written communication – in order to complete a workplace risk assessment and complete a workplace incident report in line with regulatory guidelines and organisational policies ·         Oral communication – in order to accurately present information to a small group of at least two participants

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

 

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role.

There must be demonstrated evidence that the candidate has completed the following tasks at least once in line with state/territory WHS regulations, relevant codes of practice and workplace procedures:

• conducted a workplace risk assessment and recorded the results, including:
  • identification of hazards and potential hazards
  • risk assessment
  • strategies for minimising risk, and
  • analysis of residual risk
• provided WHS information to at least two workers, including:
  • explanation of WHS policies and procedures
  • demonstration of safe housekeeping practices
  • correct use of personal protective equipment (PPE)
• consistently monitored safety procedures in the day-to-day work activities required by the job role
• completed a workplace incident report
• followed workplace procedures for a simulated emergency situation

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

• State/territory legislation and how it impacts on workplace regulations, codes of practice and industry standards, including:
  • state/territory WHS authorities
  • rights and   responsibilities   of   persons   conducting   a    business   or undertaking (PCBUs), officers and workers, including duty of care
  • legislative requirements for record-keeping and reporting
  • regulatory requirements relevant to the particular industry/type of work site
  • hazardous manual tasks
  • infection control
• Hazards common to the work environment and how they cause harm
• Principles of hazards and risk assessment, including:
  • hazard identification procedures
  • risk assessment process
  • residual risk
  • risk controls
  • hierarchy of control
• Workplace emergency procedures
• Workplace policies and procedures for

 ASSESSMENT METHODS

Assessment for this unit will be assessed through completion of Assessment Workbook Seven (7) and the relevant section of Workbook Eleven (11).

Workbook Seven (7) will focus on two assessment methods:

1. Written Questions – based on the required knowledge component as described in the Instructions for Assessment
2. Case Studies – utilising the Sparkling Stars virtual Education and Care Service and activities set out in this
3. Projects – provide tasks designed to be completed in a practical setting, to assist completion of relevant tasks addressing underpinning skills and/or knowledge

Further Assessments:

4.    Workbook Eleven (11) Skills Journal

• participant must attend Vocational Placement and maintain a log of tasks completed and signed off by supervisor in the

CONTEXT FOR ASSESSMENT

 To complete the assessment in this workbook, students need only to have access to their learning materials and the internet. This may be completed wholly at the student’s home, or chosen place of study.

RESOURCES REQUIRED FOR ASSESSMENT

 To complete the assessments in this workbook, the candidates will need access to:

• Computer with internet access, MS Word, Adobe Acrobat Reader

PRESENTATION

Things to Consider:

Only submit your workbook once all activities inside are complete. Should you have any questions regarding your assessments, or not understand what is required for you to complete your assessment, please feel free to ask your trainer. Keep your answers succinct and make sure you are answering the question. Re-read the question after you have drafted up your response just to be sure you have covered all that is needed. Your final assessment result will either be competent or not yet competent.

If submitting your assessments please ensure that

1. All assessment tasks within the workbook have been completed

2. You have proof read your assessment

Answering the Questions:

1. If you are using Microsoft Word you will need to click in the grey area of the box to begin typing your answer.

Assessments may not be processed if the above guidelines are not adhered to. To ensure your assessment is processed as quickly as possible, please follow these instructions.

 ASSESSMENT WORKBOOK COVERSHEET

WORKBOOK:	WORKBOOK 7
TITLE:	Health and Safety Management
FIRST AND SURNAME:
PHONE:
EMAIL:
Please read the Candidate Declaration below and if you agree to the terms of the declaration sign and date in the space provided.
By submitting this work, I declare that: ·         I have been advised of the assessment requirements, have been made aware of my rights and responsibilities as an assessment candidate, and choose to be assessed at this time. ·         I am aware that there is a limit to the number of submissions that I can make for each assessment and I am submitting all documents required to complete this Assessment Workbook. ·         I have organised and named the files I am submitting according to the instructions provided and I am aware that my assessor will not assess work that cannot be clearly identified and may request the work be resubmitted according to the correct process. ·         This work is my own and contains no material written by another person except where due reference is made. I am aware that a false declaration may lead to the withdrawal of a qualification or statement of attainment. ·         I am aware that there is a policy of checking the validity of qualifications that I submit as evidence as well as the qualifications/evidence of parties who verify my performance or observable skills. I give my consent to contact these parties for verification purposes.
Name :	Signature:	Date:

KNOWLEDGE ASSESSMENT

1. Identify four (4) relevant sections of the NQS that relate to establishing and maintaining a safe and healthy environment for children. Guidance: Use the element numbers of standards only.

i.        Educational program and practice.

ii.  physical environment.

iii. relationship with children.

iv. children health and safety.

2. Identify the relevant sections of the EYLF that relate to establishing and maintaining a safe and healthy environment for children. List three (3). Explain the outcomes of each section to the children.

i.        Children must take responsibility for their own wellbeing and health care. It is increasing.

ii. children must be strong form the emotional well-being and the social well-being this will helps the children to maintain their

iii. make sure the supervision of the children.

3. Give five (5) examples of how an educator can promote learning health and safety to children. Guidance: Refer to the EYLF.

i.        They participate in energetic physical activity with the children, such as games which can be indoor or outdoor, dance, drama, and movement.

ii.  By encouraging safe play behaviors.

iii. By maintaining relationships with the children (World Bank 2020). .

iv. By taking or giving regular breaks and talking to them.

v. BY  managing the risk environment of the children and try not to control it.

As an educator you will be responsible for preparing and serving food and promoting healthy eating to babies, toddlers and children. 4. Which sections of the National Law and National Regulations is a Child Care Centre obligated to implement into practice? List three (3). Guidance: You will need to research this information in the National Law and National Regulations.

i.        Section 77

ii. Section 78(World Health Organization2018)

iii. section 79

 

5. Fill out the table below in relation to common childhood illnesses that you need to be aware of in the centre and appropriate responses.
Common Childhood Illness	How is this transmitted?	What should be your response?
Whooping cough (Pertussis)	From airborne droplets	Eliminate child till five days after preliminary fitting antibiotic action or for 21 days from the beginning of coughing.
Influenza	From airborne droplets (Paintal,& Aguayo, 2016).	Eliminate till the child as well.
Rubella or measles	From airborne droplets	Eliminate till completely improved or for at smallest four days after start of rash.

Hepatitis A	Faecal-oral adulteration	till the medical certificate of recovery is received.
Worms	Faecal-oral adulteration	Prohibiting not essential if treatment has happened.
Viral gastroenteritis	Faecal-oral Adulteration	Barriers till diarrhea has stopped for at least 24 hours.

Chicken pox	come into contact with lubricated	Barriers till the pox has dries.
Cold sores (Herpes simplex)	come into contact with broken skin	Barriers is not needed.
Ringworm (Gera, et al., 2016)	come into contact with broken skin	Re-admit the day afterward suitable treatment has began.

Glandular fever (Mononucleosis)	Contact with saliva	Barriers is not needed.
Cytomegalovirus (CMV)	From urine	Barriers is not needed.
Hepatitis B	With others	Barriers is not needed.

Hepatitis C	Contact with others	Barriers is not needed.
HIV	Contact with others	Barriers is not needed.

6. List the eleven (11) notifiable diseases.

1.       Cryptosporidiosis. 2.      Giardiasis. 3.      Cholera. 4.       Cyclosporiasis 5.      Hepatitis A. 6.      Salmonellosis. 7.      Malaria 8.     Salmonellosis 9.      Legionellosis 10.     Chicken pox 11.     Rashes (Reckziegel, et al., 2015).

 

If a child is suffering from any disease and it is noticeable by the staff then they have to take some immediate action to protect the child. They have to visit to a doctor with children as soon as possible center care have to provide special care to the children and take care of it in an effective way and take care of him. They have to keep away other children form him and take accurate precautions like wear gloves, give focus on cleanness, change the bedsheet regular and change child clothes etc.

8. Childcare centres in your state/territory are required to follow which WHS/OHs legislation? Guidance: Name your state and the legislation.

State/Territory:Victoria Legislation: Health and Safety Act 2004 (OHS Act)

9. Provide the contact details of the WHS/OHS authorities in your state/territory that you would report to in the case of an accident?

State/Territory: Victoria Organisation: safework NSW Contact Details: 131050 @safework.nsw.gov.au

Read through the learner resources and then fill out the table below. 10. How do the WHS/OHS regulations impact on the service at your centre?
Section of Regulations	Summary of Section	Impact on Child Care Centre
Chapter 1 – Preliminary	Chapter 1 circles out preliminary substances counting beginning dates, approving provisions and definitions.	Groups date of request of legislation and guidelines and upcoming dates of exact regulations
Chapter 2 – Representation and participation	Chapter 2 cliques out rights and duties of PCBUs, labors, employees’ amalgamations and other workers, governments about the resolve of work groups and the election, elimination and training of health and safety	maintain out human rights and responsibilities of PCBUs, worker amalgamations and other labors, health and safety legislatures duties and everyday jobs.

Chapter 3 – General risk and workplace management	Part 3.1 – Handling dangers to health and safety Part 3.2 – Overall work management Division 1 – Data, training and education Division 2 – Overall working environment Division 3 – First aid	Part 3.1 – Handling dangers to health and safety Part 3.2 – Overall work management Division 1 – Data, training and education Division 2 – Overall working environment Division 3 – First aid
Chapter 7 – Hazardous chemicals	It executes duties upon PCBUs at a office about the use, treatment and storing of dangerous chemicals.	It executes duties upon PCBUs at a office about the use, treatment and storing of dangerous chemicals.

Chapter 8 – Asbestos	This Chapter forbids a PCBU from resounding out, guiding, or allowing a employee to carry out, work connecting asbestos, additional than in the conditions allowable under the Regulations.	This Chapter forbids a PCBU from resounding out, guiding, or allowing a employee to carry out, work connecting asbestos, additional than in the conditions allowable under the Regulations.
Chapter 11 – General	Chapter 11 make out the supplies for the procedures of internal appraisal and outside review of reviewable choices. It plans how the controller may exempted a person or a class of peoples from obeying with a establishment of the Rules.	Make the particulars of notifiable events and what is categorized as grave illness or injury.

 

11.   In a child care centre, what are the rights and responsibilities (including duty of care) of the following: a)     persons conducting a business or undertaking (PCBUs) b)     officers c)      workers Guidance: Identify which staff in the centre fill each of these roles and describe their duty of care, rights and responsibilities.
	Duty of Care	Rights and Responsibilities
PCBU:	The primary duty of care is to make sure the health and safety of all the workers while they are employees of business or others who are affect  by the work like guest.	He has many duties and responsibilities like he has to make a safe workplace environment. Maintain safe structures and plant. Safe handling and use of plants, structures and substance, It is his responsibility to checked the eppuiments which are use by the workers.

Officers:	Officer has a duty of care towards their employees and all the workers who working for him or in the organization because they are working for im so he have to check all the health and safety measures regularly for the care.	Check all the equipment’s of working regularly. Inspect the workplace on the daily basis  He has many duties and responsibilities like he has to make a safe workplace environment. Maintain safe structures and plants. Safe handling and use of plants, structures and substances, It is his responsibility to check the equipment which are used by the workers.
Workers:	All the workers have duty of care to themselves without anyone support first they own support or care for themselves. And if they found any wrong they should immediately call or let know their superior or managers.	They should have to protect themselves. And do not place other at the risks. And also treat other with respect, and if they find any suspect they should immediately tell the manager or report the things and reported to issues related to safety concerns. All the workers have duty of care to themselves without anyone support first they own support or care for themselves. And if they found any wrong they should immediately call or let know their superior or managers.

12. Indicate the legal requirements for record-keeping and reporting in your state by filling out the table below.
Record	What must be recorded?	Retention
General records	Clients name number parents name program details and every important thing is recorded. Accounts finance all.	Clients name number parents name program details and every important thing is recorded. Accounts finance all.
Child enrolment information	Parents name, child name, city, parents occupations phone number.	Parents name, child name, city, parents occupations phone number.

Child health information	Any health problem, emergency medicine, an all must be recorded.	Any health problem, emergency medicine, an all must be recorded.
Special needs	Special need like any finance or any new activity or polices and information must be recorded. Record according to money.	Special need like any finance or any new activity or polices and information must be recorded. Record according to money.

Language	Language is understanding recording are should be maintain in the national language not in any other language.	Language is understanding recording are should be maintain in the national language not in any other language.
Parenting orders	Any special need of parents or parents dealing wants etc.	Any special need of parents or parents dealing wants etc

Child’s doctor/hospital	Record about child health form doctor any special dieses or allergy by some food or any thing and emergency medicine and body problems.	Record about child health form doctor any special dieses or allergy by some food or anything and emergency medicine and body problems
Medical information	Any medical information related to child health is recorded.	Any medical information related to child health is recorded.

Illness/injury	Record about child health form doctor any special dieses or allergy by some food or anything and emergency medicine and body problems. Any injury and illness.	Record about child health form doctor any special dieses or allergy by some food or anything and emergency medicine and body problems. Any injury and illness.
Death of child	Date of death, reason of death, doctor name, name of child and age. Parents name.	Date of death, reason of death, doctor name, name of child and age. Parents name.

Staff records	Name of employees, address, joining date, salary and work. And age	Name of employees, address, joining date, salary and work and age.
Excursions	Any child needs related to anything and their want. If it is very important.	Any child needs related to anything and their want. If it is very important.

Escorting a child	Values term, class of child education and many more.	Values term, class of child education and many more.
Emergency care of a child	Any emergency issue medicine name hospital of doctor name parents number.	Any emergency issue medicine name hospital of doctor name parents number.

13.  It is a legal requirement that the centre, educators, and staff ensure the confidentiality of personal information and records pertaining to a child. a)  Who is authorised to view the records? b)  What information is protected?

a)     Authorised persons: Any company authorized person who is legally allowed to maintain or check the records like stakeholders, CEO, manager, director officer, etc.

b)     Protected information Every information should be protected which contains privacy methods. Related to the workplace details or the child information.

14.  Is it a requirement in childcare centres that educators and staff ensure that infection controls are in place to minimise the risk of spreading infection. a)     What is infection control? b)     What infection control guideline is relevant to service and the source of best practice for childcare centres? c)      What practices do you need to follow to minimise the risk of spreading infection?

a)      Infection control helps to prevent or to minimize the spreading of infection in the health care settings. It is a way to prevent or reduces the spread of infections. We can control the infection by some methods like personal protective equipment, like masks, gloves, eyewear.

b)     The infection control guidelines which are infection control in the personnel healthcare, vaccines for the healthcare of humans, HIV occupational management.

c)      There are some practices to reduce or slow the spreading of infections by following some practices which are like to get a vaccine or injections, washing the hands frequently as much as needed, by keeping distance from the patient and by wear gloves, mask, using hand sanitizers and keeping other  keep away other children form him and take accurate precautions like wear gloves, give focus on cleanness, change the bedsheet regular and change child clothes etc.

Common Hazard	Risk and how they cause harm	Level of risk	Who is at risk	Control
a)    Lifting and moving babies/toddlers/children	It is a very high risk it directly causes or affect their sprains, muscles, ligaments, and tendons.	High	Baby, toddlers, or children	We should be very careful while holding or lifting the baby.
b)    Properly stored but improper labelling of chemicals	If a chemical is labeling in an improper way it causes a big issue maybe it add in some food or anything maybe if have high chemical which cause the life.	High	Any life whether it is human or animals or anything.	Everything is must be accurately or correctly labelled.
c)    Moving play equipment and furniture	It can include the risk of fall asleep and may damage the spinal.	low	It may happen the human injuries.	Furniture and equipment we sit or it should be careful or in good way.
d)    Inadequate cluttered storage areas without walk through space	It may create confusions.	low	It create the confusions and may affect the profitability. Organization.	There should be a good space where we put all the cluttered storage and it should maintain in a nice way.
e)    Office workstations are often in cramped spaces and poorly equipped.	It can create problem due to lack of space customer can face the problem and may affect the profitability.	Medium	It create the confusions and may affect the profitability. Organization.	Office or workplace area should be good or it should contains lots of space for well managing and for their own comfort.
f)     Poor housekeeping or maintenance of indoor and outdoor areas	May create the hygiene issues or affect the human health	high	Humans	House should be always clean and nice.

16.  Explain in your own words the following principles of hazards and risk assessment: a)     hazard identification b)     risk assessment process c)      residual risk d)     risk controls e)     control

a)      it is a process that is used to evaluate any particular situation a thing, or item, etc. which may harm it is a process of full risk assessment.  It involves the identification of both internal or existing at workplace hazards.

b)     It involves the process of hazards identification, assessment of risk, control the risk in effective way, or finding must be recorded in a effective way, or review the controls in an effective way.

c)      It is a amount of risk or a danger associated which contains the actions or a event which is remaining after natural or essential risks which helps to reduces by control risks.

d)     It is a strategy related to the business which allows business to evaluate the potential losses of the organization and to take the action to reduce or minimize  the risk and eliminate it.

e)     There are hierarchy of control the risk which are it will helps to risk to reduced the level of risk and It is a most effective method or measure which are considered first and the least the last effective. There are 5 hierarchy of risk which are elimination, substitution, engineering control, personal protective equipment’s and administrative controls.

17. Identify the process of managing the following emergency in the workplace. Refer to the Sparkling Stars: Emergency Management Plan for Early Childhood in the Assessment Files folder in the Hub
Emergency	Outcome	Procedure
Fire	It is producing lots of smoke this cause lots of breathing it can danger the children and the staff lives as well as can make a big cause.	There is the proper methods to solve the fire and are should be a proper tool to extinguish fire.
Flood	It can make a large huge damage to human life and the entire property. May loss of much human life, destruction to crops, etc.	There must be a proper drainage system, and clean blockage area, unplug all the electrical gadgets and machinery and we should keep away from the reach of the water.
Storm	It can make large huge damage to human life and the entire property. May loss of many human life, destruction to crops etc. and very dangerous.	There must be a proper drainage system, and clean blockage area, unplug all the electrical gadgets and machinery and we should keep away from the reach of the water. Take safe shelter and do not stand near any building. Or away from the windows.
Lurker Alert	It can lead to many problems like confusion and don’t able to listen to what the other person is trying to say and it can the big cause at the time of emergency.	There must be a good mic for the announcement or effective communication between the employees.
Child accident- minor harm	A minor harm can cause the big effect on the child health.  It includes fall sleep.	We have to take care of children and go to the doctor if it is not seeming to the big harm.
Child accident- major harm	It can affect the life of the human or child and make a big issue. Related to baby life.	we have to take care of child and some major incident occurs we refer to the baby in the hospital and take care of him/her till his recovery.

18.  Access information about the National Quality Framework (NQF) via the following links below: National Quality Framework Guide to NQF Answer the following questions about the key legislation and standards under NQF. a)     What are the two (2) systems that constitute the national legislative framework under NQF? b)     Identify the seven (7) quality areas under the National Quality Standard. c)      What is the purpose of a national quality rating and assessment process?

a)  Two systems that constitute the national legislative framework under NQF: a1) Care and educational services of national law. a2) Care and services national regulations.

b) The seven quality areas under the National Quality Standard: b1) children’s health care and services. b2) Educational practices and programs. b3) Physical environment. b4) Relationship with children. b5) Collaboration with families and partnerships. b6) Governance and leadership. b7) Staffing arrangement.

d)     Purpose of a national quality rating and assessment process: The aim of the assessment and the rating process is to identify and determine whether and what the rating services meet the national quality of standards and the needs of the national regulations.

CASE STUDIES

I will need to give extra attention to her because she is not feeling well first of all I talk to her that what exactly she currently feels and then provide her light breakfast and healthy food then I give a homemade remedy to her then wait for her recovery by taking rest if she still not feeling well then go for the doctor checkup.

 

I have to follow the proper circumstances according to the workplace or for the illness we have to follow to protect the children and provide them best medical facilities. And provide them best care method under the doctor consultant.

The immediate action Trang should follow first he check the condition of Isaac and check entire body if some injury has occurs  then if some injury is occur Trang provide immediate first aid to him and if the injury is too much then he immediately take him to the hospital for the treatment and call both boys parents and call the center staff members.

 

Trang should informed the entire case to center members and call the both boy parents and after the doctor concern or treatment on Isaac know the entire process.

 

3. Complete the Accident Incident Form below for this incident

Accident/Incident Reporting Form
1. Centre details
Location: health care center
Nominated Supervisor: tommy lomb	Contact phone:
Setting: Trang
2. Incident details
Day: Wednesday	Date:	Time:  5pm
Report completed by: Trang tom

3. Type of incident (indicate which is applicable)
Personal injury	Staff	Customer	Child
Name of person injured: Isaac
Part of Body Injured (if relevant): Nature of injury sustained:  Abrasions, scrapes Bite Broken bone/fracture Bruise Burn Concussion Cut Rash Sprain Swelling Other (please specify) Approximate size/colour of injury: medium injury
Damage to goods (please specify): there is no good damage only child is little injures
Assault	Staff	Customer	Other (please specify):
Vandalism
Robbery/break-in (also complete security incident report form)
Equipment failure/damage (please specify): child is fall on staris.

4. Response to incident (indicate which is applicable)
First aid treatment administered        (please specify what/by whom etc.): the first aid is done by the doctor.
Medical treatment administered (please specify where/by whom etc): the first aid is done by the doctor. In a city Victoria hospital.
Assistance sought: (please specify type)	Ambulance	Police	Counsellor
Equipment shut down(please specify what/when etc.): at six pm
Centre closed (please specify exact time): 8 pm
Repair person contacted           (please specify whom): by Trang brown
5. Other information
Who witnessed the incident? (please use full name, details of staff’s job title where applicable, and telephone number/s): Trang BROWN  he is a teacher in the health care center contact number 684939859.

NOTE: Be specific. Describe in detail what actually happened, stating the facts in a clear and precise manner. Include exact location of incident, factors involved and any other details that may be beneficial. A drawing of the centre layout, identifying where the incident occurred, would be useful.   4 students are fighting with each other and two of them were starting hurting each other in badly way and then Simon pushes Isaac and he falls on stairs and he is badly injured the reason of fighting is not specific yet but soon the interview has be taken form both boys. Simon tell is a fight because Isaac abuse on him due to some reason.
6. Other information
This report was compiled by (full name, title and contact  telephone): Compiled by issac parents on 6/08/2022	On (date/time):
This report is a true and accurate summary of the incident that occurred (please sign):

workplace policies and procedures and legislative requirements is the children accident and fighting the child has to suffer much because of the fighting.

Task: Review and evaluate performance in establishing and maintaining a safe and healthy environment for children

Complete this task when you have been fully immersed in your vocational work placement. You are required to review and evaluate both your performance and the service’s implementation of policies and procedures related to the establishment and maintenance of a safe and healthy environment for children attending the centre. To document your evaluation, answer the questions below and provide the information being asked.

In supporting each child’s health needs:
1. Individual medical management plans for children with specific heath care need are in place and readily available at the service.	Yes	No
Does the service have available individual medical management plan forms for children with a specific health care need? Submit a copy of the blank form and write the filename below. Filename: individual medical management plan

In providing for each child’s comfort:
2. The groupings of children are configured to provide for each child’s comfort and to minimise the risk of overcrowding.	Yes	No
Does the service have a specific policy or procedure in organising the groupings of children in the centre to minimise risk of overcrowding, to minimise the risk of illness and/or to minimise the risk of injuries? Submit a copy of the centre’s policy or procedure on configuring groupings and write the filename. Filename: individual medical management plan

In promoting and implementing effective hygiene practices:
3. The   service   accesses   information   on   current   hygiene practices.	Yes	No
Where does the centre get current and up-to-date information on current hygiene practices? Give at least one (1) local council/health organisation/public health unit and one (1) additional resource (website, journals, books, etc.) the centre accesses. Guidance: You may need to ask your supervisor or other educators for you to be able to complete this question.
Provide one (1) example of the information the centre has currently researched on current hygiene practice from the sources/resources that you have written in the previous question. Give a brief description of the information, for example: “There is new practice on how centres can actively support children to learn hygiene practices using modelling and role playing.” There is a new practice that how children can keep take care og them and how parents focus on their everything in the time of playing or going to anywhere to keep them safe.

Local council/health organisation/public health units: From other health care centres, health care unit, hospital. Additional resource: Internet, books and newspaper.

4. Information about correct hand washing procedures is displayed in relevant areas of the service.	Yes	No
Take photos of hand washing procedures that are displayed in relevant areas of the service. Make sure that: 1.       You secure permission from your supervisor to take pictures. 2.      The hand washing procedure and the relevant area is captured in whole in your photos.   Submit two (2) photos of two (2) different areas where the procedures are displayed. Indicate what area in the service is being shown.
Photo 1 Area in the service:

Photo 2 Area in the service:

In taking steps to control the spread of infectious diseases:
5. Service procedures are followed, in relation to notifying families of illness or injuries that affect children while in education and care.	Yes	No
Mapping CHCECE016 PC4.3
Interview an educator or your supervisor in the service who has had experience with notifying parents/primary caregiver/family of an illness or injury that affects one of the children while attending education and care at the centre. Describe the step-by-step procedure the educator/supervisor implemented. Me – good morning sir! Educator – good morning dear! Me – how are you? Educator – im good how are how sir? Me- I’m also good sir I would like you ask you in your entire experience do you have any experiences related to injuries that affect children while in education and care. Educator – yes I face this time one of the child is injured by falling on thw stairs and he is badly injured. Me – how to inform his parents? Educator – I inform his parents on call can call them in the hospital and let them understand clamly. Me – okay sir thank for the information. Educator – welcome.
Obtain a copy of the centre’s procedure in notifying families of illness or injuries that affect children while in education and care. Did the educator/supervisor follow the centre’s procedure? Was there some discrepancy (specify the discrepancy)? Yes according to me the educator follow the policies and procedure of the centre  i9n effective way to save the children and provide information to parents. Yes there is one of the discrepancy over there which was names govt. discrepancy.
Submit a copy of the centre’s procedure for your assessor to review. Filename: centre’s procedure

6. Current records of children’s immunisation status are up-to- date and a procedure is in place to maintain the currency.	Yes	No
Mapping CHCECE016 PC4.5
Find out how your vocational work placement keep current records of the status of each child’s immunisations. yes
a) Does the service have a procedure in place to maintain the currency of immunisation records? Submit a copy of the procedure and write the filename. Filename: immunisation records
b) Does the service have a process for obtaining information from families about their children’s current immunisation status? Describe the process in detail or submit a copy of the service’s written process. Provide the filename below. Filename: To maintain records it is very important to record name of children age, parents name and age and their parents age and occupation and every thing is recorded in effective way.

In ensuring adequate supervision of children:
7. New or relief educators are informed of supervision arrangements and of what they are required to do in relation to supervising children.	Yes		No
Were you provided with details and responsibilities of supervising children when you started in vocational work placement?	Yes		No
Briefly describe the details and responsibilities provided to you below. My responsibility is to take care of children in effective way and supervise them and take care of them it is my duty.
Were you given an induction/welcome pack on your first day of work?		Yes	No
Was the information regarding supervision arrangements and responsibilities included in the induction/welcome pack?		Yes	No
Scan or take a picture of the page/section in your induction/welcome pack which provides the information regarding supervision arrangements and responsibilities. Submit the scanned document or photo and write the filename below. Filename: induction
Were you given a copy of the centre’s supervision policy?		Yes	No
Submit a copy of the centre’s supervision policy and write the filename below. Filename: induction

In ensuring adequate supervision of children:
8. Safety checks are consistently implemented and action is taken as a result of the checks.	Yes	No
a)     Find out when was the last time your vocational work placement implemented safety checks and took action as a result of the checks. You need to coordinate with your supervisor or with the staff in-charge of doing the safety checks for the service. b)     Download and fill out the Safety Checks Log provided in the Assessment Files folder. c)      In completing the log, you may: ·         Ask for a copy of the safety checks log, report or document the service has. Copy the content needed to complete the log provided, or ·         Consult with the person or staff in-charge of the service’s safety checks and ask him/her about the following: o   Date of the last safety check o   Premises/sections/rooms in the service that was checks o   General remarks and results of the safety checks o   Areas of concern o   Actions taken and the date actions are done o   Date for the next safety checks d)     Once you have completed the log, ask your supervisor or the staff you have consulted to fill out the confirmation form at the end of the document. e)     Submit the document to your assessor and provide the filename. Filename: safety check

Name of Childcare Service/Centre:	sparking care center
Address of the Service/Centre:	124, valley street, Victoria

Date safety checks was last done:
Safety checks done by:	manager of the centre James brown		Signature:	James brown
Premises/sections/rooms checked:	List all the premises/sections/rooms that were checked. centre room, kitchen, halls, playing gardens, toys and safety equipment’s
General Remarks and Results of the Safety Checks
There are some things which want replacement and something needs repurchasing and other thing are in good condition which is functioning.
Areas of Concern		Actions Taken	Date Actions are Done
emergency tools		Repurchasing or repairing	20/08/2022
dirtness		Cleanness should be there	10/08/2022
well maintain furniture		Repairing are should be done	12/08/2022

*Add rows as necessary

Date for the next safety check:

I confirm that _________james brown  __________ have consulted me about the safety checks implemented in ___sparking care center_________________________. Full name of candidate Name of centre/service I further confirm that I am the: ☐person/staff in-charge of doing the safety checks in _______sparking care centre___________________ Name of centre/service ☐supervisor during his/her vocational work placement of _______james brown _______________ in __________educator________________. Full name of candidate Name of centre/service     Signature: __james brown__________________________ Date: _____________21/08/2022_______________ Name: ________james brown ____________________ Contact details: ____67556939765________________________

9. Simple    warning   signs    are    located    where   potentially dangerous products are stored.	Yes	No
Take photos of simple warning signs that are located where potentially dangerous products are stored. Make sure that: 1.       You secure permission from your supervisor to take pictures. 2.      The simple warning signs, storage area and the potentially dangerous products are captured in whole in your photos. Submit two (2) photos of: o   Different warning signs in the same area OR o   Same warning signs in different areas OR o   Different warning signs in different areas
Photo 1:

Photo 2;
10. Basic training and testing on how to move and fit car seats, restraints and booster seats is available to all educators.	Yes	No
Find out how educators may avail of the basic training and testing on how to move and fit car seats, restraints and booster seats. Write down how and where they can avail of this training and testing in your vocational work placement. You may need to consult your supervisor to be able to complete this task.

In developing plans to effectively manage incidents and emergencies:
11. Emergency     procedures     are      displayed      prominently throughout the premises.	Yes	No
Take photos of emergency procedures that are displayed in noticeable areas of your vocational work placement. Make sure that: 1.       You secure permission from your supervisor to take pictures. 2.      You take photos of two (2) different areas in the service/centre.   Submit two (2) photos showing emergency procedures displayed prominently throughout the premises. The areas must be noticeable and the procedures should be readable.
Photo 1:

Photo 2:

12. Emergency numbers are located near telephones.	Yes	No
Take a photo showing emergency numbers located near telephones and are readily accessible. Make sure that: 1.       You secure permission from your supervisor to take pictures. 2.      Your photo captures the area where the emergency numbers are located, including a nearby telephone.   Submit one (1) photo illustrating what is asked and attach it below.
Photo 1:

13. Emergency equipment is available and tested and staff members are trained in the use of it.	Yes	No
Download and fill out the Emergency Equipment Log provided in the Assessment Files folder. a)     Consult your vocational work placement supervisor regarding the available emergency equipment in the service, date it was last tested and the result of the testing—whether the equipment is functional, needs maintenance or needs replacement. b)     Inquire whether the staff are trained to use the emergency equipment listed. Also ask about the date, venue and trainer who provided the training. c)      Once you have completed the log ask your supervisor o to fill out the confirmation form at the end of the document. d)     Submit the document to your assessor and provide the filename. Filename: Emergency Equipment Log

Name of Childcare Service/Centre:	sparking care center
Address of the Service/Centre:	124, valley street, Victoria

Date safety checks was last done:	25/06/2022
Safety checks done by:	manager of the centre James brown		Signature:	James brown
Premises/sections/rooms checked:	List all the premises/sections/rooms that were checked. centre room, kitchen, halls, playing gardens, toys and safety equipment’s
General Remarks and Results of the Safety Checks
There are some things which want replacement and something needs repurchasing and other thing are in good condition which is functioning.
Areas of Concern		Actions Taken	Date Actions are Done
emergency tools		Repurchasing or repairing	20/08/2022
dirtness		Cleanness should be there	10/08/2022
well maintain furniture		Repairing are should be done	12/08/2022

*Add rows as necessary

Date for the next safety check:

I confirm that _________james brown  __________ have consulted me about the safety checks implemented in ___sparking care center_________________________. Full name of candidate Name of centre/service I further confirm that I am the: ☐person/staff in-charge of doing the safety checks in _______sparking care centre___________________ Name of centre/service ☐supervisor during his/her vocational work placement of _______james brown _______________ in __________educator________________. Full name of candidate Name of centre/service     Signature: __james brown__________________________ Date: _____________21/08/2022_______________ Name: ________james brown ____________________ Contact details: ____67556939765________________________

Risk assessment is undertaken by early childhood education centres to ensure the wellbeing of children and to protect them from harm. In creating safe environments for children, risk assessment means identifying, assessing and taking steps to minimise the risks of harm to children. Centres generally undertake this task: ·         Upon commencement each day and before children arrive in the centre; ·         Throughout the day for various activities (e.g., activity to be set up in the outdoor play area); and, ·         Prior to closing the service at night. For this project, you are to conduct a workplace risk assessment of your vocational work placement, and the following are the tasks that you should accomplish: 1.       Identify and record existing and potential hazards 2.      Conduct a risk assessment 3.      Develop and implement control measures 4.      Conduct a residual risk assessment and report issues Before commencing with this project, make sure that you have thoroughly read the instructions provided and that you have informed your supervisor of this undertaking. You also have to secure permission from your supervisor to access certain documents, areas/rooms/premises, and/or to consult staff/people of the centre for you to be able to complete this project.

Task 1: Identify and record existing and potential hazards

This task may be done either: ·         Before your day at the centre starts and before children arrive OR ·         Prior to closing the service at night You have the option to choose when you will do this task. Make sure that you have informed your supervisor of your chosen schedule.

Before commencing this task: 1.       Find out how the centre does their daily hazard identification. The centre may have a procedure on how this should be done, which could be a part of their risk assessment policy and/or procedure. 2.      Coordinate with the staff in-charge of such task or your supervisor to know more about the centre’s procedure. 3.      Follow the centre’s procedure for area inspection and existing/potential hazard identification. 4.      Download the Risk Assessment Tool in the Assessment Files folder.

Step 1: Inspect all areas of the centre where foreseeable hazards may have arisen overnight or where safety may have been affected since the last check. Step 2: Use the Hazard Identification Checklist part of the Risk Assessment Tool to assist you in the inspection. Record the existing and potential hazards which you have identified. During your inspection, you have to watch out of the following hazards: You must be able to provide at least three (3) existing and three (3) potential hazards identified during your inspection. *An example is provided on page 78

Existing Hazards Potential Hazards Obvious hazards or those that are evident or noticeable to the senses (e.g., broken chairs, open latches, etc.)         Developing hazards or those that cannot be recognised immediately and will develop overtime (e.g., storage cupboard not closing properly, cracked toys, etc.) Concealed hazards or those that are not easily noticeable (e.g., presence of toxic vapours, animal waste in the sandpit, etc.) Transient hazards or those that are just temporary (e.g., wet floors, visitors in the service, etc.

Task 2: Conduct a risk assessment

Step 1: Choose two (2) from the hazards you have identified in Task 1 in the Risk Assessment section of the tool.

Step 2: Identify specific persons in the centre/service who are at risk of the hazards identified.

Step 3: Assess the likelihood that a harmful consequence or a risk will occur when people are exposed to the hazards that you have identified.

Determine the overall importance of managing the hazards that you have identified by giving each a risk rating. The following are the questions you need to decide on when giving each hazard/risk a rating:

• How likely will the hazard/risk occur?

o Decide on the Likelihood of the occurrence of each hazard/risk.

Likelihood	Almost certain	Is expected to occur in most circumstances
	Likely	Will probably occur in most circumstances
	Possible	Could occur at some time
	Unlikely	Not likely to occur in normal circumstances
	Rare	May occur only in exceptional circumstances

• What will be the impact of the hazard/risk on individuals involved?

o Decide on the Impact (consequence) that the hazard will have on individuals involved.

Impact (Consequence)	Insignificant	Injuries not requiring first aid
	Minor	First aid required
	Moderate	Medical treatment required
	Major	Hospital admission required
	Severe	Death or permanent disability

Step 6: Determine the Risk Rating by finding out where the Likelihood

intersects with the Impact Column.

(Zoom in the document, if the font in the matrix above appears small.)

Step 7: Accomplish the Risk Assessment section of the tool. Fill out the columns for hazard, risks and risk rating.

*An example is provided on page 80

Task 3: Develop and implement control measures

Present the result of your risk assessment to two (2) of your team mates in your vocational work placement. Consult and work with them in accomplishing this task.

Step 1: Identify control measures that are reasonably practical to eliminate or minimise the risk of each of the hazard identified with the potential to cause harm.

Use the ‘hierarchy of control’ in identifying the types of control measures for each hazard. Take note of that one or more control may be used in combination to minimise risk.

Take note that the preferred level of controls to be implemented is the higher-level control. If low level controls, such as Administration or PPE, are to be implemented without higher level controls, it is important that the reasons for using that level are explained.

Hierarchy of Controls
Most effective (High level) Least effective (Low level)	Elimination: remove the hazard completely from the workplace or activity
	Substitution: replace a hazard with a less dangerous one
	Redesign: changing a machine or work process to make it safer
	Isolation: separate people from the source of the hazard
	Administration: putting rules, signage or training in place to make a workplace safer
	Personal Protective Equipment (PPE): protective clothing and equipment

Step 3: Encourage and assist your team mates to contribute in the identification of appropriate control measures to be implemented.

Step 4: Document the control measures that you and your team mates have identified in

the ‘Control Measure’ column of the Risk Assessment section of the tool.

Step 5: After accomplishing the steps, have your team mates sign off the Risk Assessment section of the tool.

Step 6: Implement the control measures that you have developed. Ensure that you follow the hierarchy of controls and that you observed the requirements of your vocational work placements while implementing the strategies.

Step 7: Monitor the control measures that you have implemented as an activity is being conducted and after an activity is completed in one of the areas/sections in the service/centre where the hazards are found.

*An example is provided on page 80

Task 4: Conduct a residual risk assessment

Step 1: Assess the effectiveness of the control measures that you have developed and implemented in Task 2. Review these control measures by asking yourself the following questions:

• Did it work? Did the risk control address the identified hazard and the likelihood of it occurring?
• Did it create another hazard? The risk control may have addressed the initial hazard but did it create another one?

If you answer ‘Yes’ to the first set of questions and ‘Yes’ to the second set, then there is a

residual risk, a type of risk that remains after a control measure has been implemented.

Step 2: Assess the residual risks by identifying the following:

• Likelihood of the occurrence of each residual

Likelihood	Almost certain	Is expected to occur in most circumstances
	Likely	Will probably occur in most circumstances
	Possible	Could occur at some time
	Unlikely	Not likely to occur in normal circumstances
	Rare	May occur only in exceptional circumstances

• Impact (consequence) of the each residual risk to the individuals involved

Impact (Consequence)	Insignificant	Injuries not requiring first aid
	Minor	First aid required
	Moderate	Medical treatment required
	Major	Hospital admission required
	Severe	Death or permanent disability

Step 3: Determine the Residual Risk Rating by finding out where the Likelihood

intersects with the Impact Column. Use the matrix below:

(Zoom in the document, if the font in the matrix above appears small.

Step 4: Detail the further control measures that should be implemented based on the residual risk rating. For example, if your risk rating falls under “medium’ residual risk, your actions should be focused “specifying new responsibility and treatment”. Step 5: Complete Residual Risk Assessment section of the tool. Step 6: Submit the completed tool as your finished report to your supervisor. Request him/her to review and sign off your report. Step 7: Once you have your supervisor’s feedback and signature, submit the Risk Assessment Tool to your assessor. *An example is provided on page 74

In project 2, you were required to conduct a risk assessment of the entire work place. In this project, you are to conduct a risk assessment specific for an excursion/outing. Before starting the project: ·         Coordinate with your supervisor to know the schedule of excursions or outings in the centre/service. Choose one (1) scheduled excursion/outing which you will participate and assess. ·         Know the service or the centre’s policy and procedure on excursions/outings. Be particular about how staff undertakes risk assessment prior to conducting an excursion. ·         Download the Risk Assessment Template for Excursions in the Assessment Files folder Note: If centre/service does not have a scheduled excursion/outing in which you could readily participate, you may conduct a risk assessment for an outdoor play or activity.

Step 1: Identify the activity/excursion/outing, the date(s), location and the people joining who may be at risk. Step 2: Divide the excursion/outing/activity into tasks. Step 3: Identify the existing and potential hazards, and the associated risks for each task. Step 4: Determine the risk rating for each identified risk using the Risk Rating Matrix (see Project 2, Task 2 for the matrix). Step 5: Detail the control measures you will implement to eliminate or minimise each of the identified risk. Use the hierarchy of controls in identifying the types of control measures for each hazard/risk (see Project 2, Task 3 for the hierarchy). You must also include in your control measures how educators and other staff should supervise children in each of the task. Step 6: Complete the Risk Assessment Template for excursion. Step 7: Have the staff-in-charge of the excursion/outing/activity or your supervisor to approve your risk assessment. Step 8: Request your supervisor to sign off your risk assessment. Once you have you supervisor’s feedback and signature, submit the Risk Assessment Template to your assessor. *An example is provided on page 82

Risk Assessment Tool: Hazard Identification Checklist (Sample) 

SECTION 1: HAZARD IDENTIFICATION CHECKLIST
Tick ‘Safe’ if the item meets that requirement, ‘Needs Attention’ if the item does not meet the requirement and could be a source of potential harm.
OUTDOORS	Safe	Needs Attention	HAZARDS
			Existing	Potential
Outdoor area is free of hazards, e.g., broken equipment, rubbish, water collections, garden tools, trip hazards, etc.	☒	☐
Gates are locked/closed as applicable and latches are working	☒	☐
There is nothing near any fence/gate that would assist children to climb over.	☒	☐
The effective height of all fences/gates is maintained.	☒	☐
Sandpit is clear of rubbish (raked as appropriate).	☒	☐
Softfall is clear of rubbish (e.g., syringes, broken glass, rocks, etc.) and other objects that may be a hazard if children fell.	☒	☐
The softfall under/around equipment is the required depth (raked as appropriate).	☒	☐
Rubbish bins for children’s use are clean and empty.	☒	☐
Rubbish awaiting collection is inaccessible to children and is stored appropriately until collection.	☒	☐
INDOORS	Safe	Needs Attention	HAZARDS
			Existing	Potential
Toys and children’s equipment
Toys and equipment are in good condition.	☐	☐
All accessible toys are suitable for age group.	☒	☐
Broken/unsafe toys and equipment are stored out of children’s reach.	☒	☐
Toys are stored safely.	☒	☐
Safety harnesses in high chairs are clean and in good working order.	☒	☐
Cots/Beds and Bedding

Cots are free of transfers and any string, ribbons, ties, beadings and cot bumpers.	☒	☐
Cots are safely positioned.	☒	☐
Cots are in good condition.	☒	☐
There are no entrapment hazards or the cot or because of the way the cot is positioned.	☒	☐
Bedding is stored appropriately.	☒	☐
Storage
Cleaning materials, detergents, etc. are stored out of children’s reach, in secured and labelled cupboards.	☐	☒	Cupboards are unlabeled	Cupboards are not closing properly.
All chemicals are stored separately from food.	☒	☐
Medicines* are stored out of children’s reach and are stored in appropriate container, at the temperature stated on the container. *Excludes emergency medication, which is to be stored according to CBC Standards.	☒	☐
First aid kit is labelled.	☒	☐
In an under school age care setting, first aid kits are locked and/or inaccessible to children.	☒	☐
Items such as knives, plastic bags, matches, etc. are kept out of children’s reach.	☒	☐
Safety latches on cupboards are in good working order.	☐	☒		Rust is visible on some of the safety latches
General
Entries and exists are clear and exit doors are easily opened by adults.	☐	☒	Boxes stacked near the entrance door
Rubbish bins are empty and clean.	☒	☐
Floors are clean and maintained so likelihood of accidents is reduced.	☐	☒	Floor is wet near the entrance door due to water from the rain last night
There are no cords within children’s reach e.g., curtain/blind cords.	☒	☐
Windows are not damaged.	☐	☒		Windows in the pantry are not opening properly
Windows, when open, do not create a hazard.	☒	☐

Risk Assessment Tool: Risk Assessment (Sample) 

Who may be at risk?		Children, staff, visitors in the centre
Hazard # 1	Risks		Risk Rating			Control Measures
			Likelihood	Impact	Risk Rating
Floor is wet near	Anyone entering		Likely	Severe	Very High	Remove the water
the entrance door	may slip and injure					immediately by dry
due to water from the rain last night	themselves					mopping

Name of Childcare Service/Centre:	Sparking care centre
Date of Inspection:	5/08/2022
Areas inspected:	Entire child care centre

SECTION 1: HAZARD IDENTIFICATION CHECKLIST
Tick ‘Safe’ if the item meets that requirement, ‘Needs Attention’ if the item does not meet the requirement and could be a source of potential harm.
OUTDOORS	Safe	Needs Attention	HAZARDS
			Existing	Potential
Outdoor area is free of hazards, e.g., broken equipment, rubbish, water collections, garden tools, trip hazards, etc.	☐	☐
Gates are locked/closed as applicable and latches are working	☐	☐
There is nothing near any fence/gate that would assist children to climb over.	☐	☐
The effective height of all fences/gates is maintained.	☐	☐
Sandpit is clear of rubbish (raked as appropriate).	☐	☐
Softfall is clear of rubbish (e.g., syringes, broken glass, rocks, etc.) and other objects that may be a hazard if children fell.	☐	☐
The softfall under/around equipment is the required depth (raked as appropriate).	☐	☐
Rubbish bins for children’s use are clean and empty.	☐	☐
Rubbish awaiting collection is inaccessible to children and is stored appropriately until collection.	☐	☐
INDOORS	Safe	Needs Attention	HAZARDS
			Existing	Potential
Toys and children’s equipment
Toys and equipment are in good condition.	☐	☐
All accessible toys are suitable for age group.	☐	☐
Broken/unsafe toys and equipment are stored out of children’s reach.	☐	☐
Toys are stored safely.	☐	☐
Safety harnesses in high chairs are clean and in good working order.	☐	☐
Cots/Beds and Bedding
Cots are free of transfers and any string, ribbons, ties, beadings and cot bumpers.	☐	☐
Cots are safely positioned.	☐	☐
Cots are in good condition.	☐	☐
There are no entrapment hazards or the cot or because of the way the cot is positioned.	☐	☐
Bedding is stored appropriately.	☐	☐
Storage
Cleaning materials, detergents, etc. are stored out of children’s reach, in secured and labelled cupboards.	☐	☐
All chemicals are stored separately from food.	☐	☐
Medicines* are stored out of children’s reach and are stored in appropriate container, at the temperature stated on the container. *Excludes emergency medication, which is to be stored according to CBC Standards.	☐	☐
First aid kit is labelled.	☐	☐
In an under school age care setting, first aid kits are locked and/or inaccessible to children.	☐	☐
Items such as knives, plastic bags, matches, etc. are kept out of children’s reach.	☐	☐
Safety latches on cupboards are in good working order.	☐	☐
General
Entries and exists are clear and exit doors are easily opened by adults.	☐	☐
Rubbish bins are empty and clean.	☐	☐
Floors are clean and maintained so likelihood of accidents is reduced.	☐	☐
There are no cords within children’s reach e.g., curtain/blind cords.	☐	☐
Windows are not damaged.	☐	☐
Windows, when open, do not create a hazard.	☐	☐
Others (Include other areas which are not part of the checklist)
	☐	☐
	☐	☐
	☐	☐

*Add rows as necessary

SECTION 2: RISK ASSESSMENT
1.       Identify who, in the centre/service, may be at risk. 2.      List the hazards identified and the associated risks for each. 3.      Determine the risk rating using the matrices. 4.      Detail the control measures you will implement to eliminate or minimise the risk.
Likelihood Almost certain Is expected to occur in most circumstances Likely Will probably occur in most circumstances Possible Could occur at some time Unlikely Not likely to occur in normal circumstances Rare May occur only in exceptional circumstances	Impact (Consequence) Insignificant Injuries not requiring first aid Minor First aid required Moderate Medical treatment required Major Hospital admission required Severe Death or permanent disability
Impact (Consequence) Likelihood Insignificant Minor Moderate Major Severe Almost Certain Medium High High Very High Very High Likely Medium Medium High High Very High Possible Low Medium High High Very High Unlikely Low Low Medium Medium High Rare Low Low Medium Medium Medium

Who may be at risk?
Hazard # 1	Risks		Risk Rating			Control Measures
			Likelihood	Impact	Risk Rating
Floor is wet because of the rain	If Anyone entering		Likely	Severe	Very High	Remove the water time to itme by mop

*Add rows as necessary

Who may be at risk?
Hazard # 2	Risks		Risk Rating			Control Measures
			Likelihood	Impact	Risk Rating
Someone toward the inside may slip and hurt themselves due to the wet and greasy floor caused by water from the rain	Remove water dry mopping		Almost certain	Major	Very High	*inform senior manager to check   Strategies:   Review cleaning system   Prevent water from spreading   Improve grip

Accomplished in consultation with:
Name	Position/Designation	Signature	Date
Rose brown	Educator	Rose brown	7/08/2022

SECTION 3: RESIDUAL RISK ASSESSMENT
1.       Identify who, in the centre/service, may be at risk. 2.      List the risks identified and the existing controls already in place. 3.      Determine the residual risk rating using the matrices below. 4.      Detail the outcome actions or further control measures that should be implemented.
Likelihood Almost certain Is expected to occur in most circumstances Likely Will probably occur in most circumstances Possible Could occur at some time Unlikely Not likely to occur in normal circumstances Rare May occur only in exceptional circumstances	Impact (Consequence) Insignificant Injuries not requiring first aid Minor First aid required Moderate Medical treatment required Major Hospital admission required Severe Death or permanent disability

Impact (Consequence) Likelihood Insignificant Minor Moderate Major Severe Almost Certain Medium – Specify new responsibility and treatment High – Inform Senior Management  of need to review control measure High – Inform Senior Management  of need to review control measure Very High – Inform Senior Management Immediately of residual risk Very High – Inform Senior Management Immediately of residual risk Likely Medium – Specify new responsibility and treatment Medium – Specify new responsibility and treatment High – Inform Senior Management  of need to review control measure High – Inform Senior Management  of need to review control measure Very High – Inform Senior Management Immediately of residual risk Possible Low – Routine Management (accept the risk) Medium – Specify new responsibility and treatment High – Inform Senior Management  of need to review control measure High – Inform Senior Management  of need to review control measure Very High – Inform Senior Management Immediately of residual risk Unlikely Low – Routine Management (accept the risk) Low – Routine Management (accept the risk) Medium – Specify new responsibility and treatment Medium – Specify new responsibility and treatment High – Inform Senior Management  of need to review control measure Rare Low – Routine Management (accept the risk) Low – Routine Management (accept the risk) Medium – Specify new responsibility and treatment Medium – Specify new responsibility and treatment Medium – Specify new responsibility and treatment

Who may be at risk?
Risk#1	Existing Controls in Place	Residual Risk Assessment			Outcome Action
		Likelihood	Impact	Risk Rating
Floor is wet because of the rain	If Anyone entering	Likely	Severe	Very High	Remove the water time to itme by mop

Who may be at risk?
Risk#2	Existing Controls in Place	Residual Risk Assessment			Outcome Action
		Likelihood	Impact	Risk Rating
Someone toward the inside may slip and hurt themselves due to the wet and greasy floor caused by water from the rain	Remove water dry mopping	Almost certain	Major	Very High	*inform senior manager to check Strategies: Review cleaning system Prevent water from spreading Improve grip

Report submitted by:	Rose brown
Position/designation:	Educator
Signature	Rose brown	Date report submitted to supervisor:	10/08/2022

Supervisor Declaration

I confirm that ___rose brown_________________________ have implemented risk controls in line with the hierarchy of control and Full name of student identify and report issues with work risk controls, including residual risks according to workplace and legislative requirements in _______sparking care centre _________________________. Name of centre/service I further confirm that I am the supervisor of __rose brown _______________________________  Full name of student in ______________sparking care centre________________. Name of centre/service 10/08/2022 Signature: _______rose brown _____________________ Date: ____________________________ Name: _______rose brown _____________________ Contact details: _____79496435633_______________________

Supervisor Comments (optional feedback to student): It is a duty of the staff member to take care of the children and their health and safety.

Risk Assessment Tool: Residual Risk Assessment (Sample)

Who may be at risk?	Children, staff, visitors in the centre
Risk#1	Existing Controls in Place	Residual Risk Assessment			Outcome Action
		Likelihood	Impact	Risk Rating
Anyone entering may slip and injure themselves due to the wet and slippery floor caused by water from the rain	Remove the water quickly by dry mopping	Almost certain	Major	Very High	*Inform Senior Management immediately of residual risk Strategies: Review cleaning system, consider introducing heaters/underfloor heating to speed up drying time Prevent water from spreading – fit large and absorbent mats to dry shoes Improve grip – consider fitting slip-resistant flooring Stop water from entering the building – construct canopies over entrances, improve external drainage, keep doors closed when you can

Risk Assessment Template: Excursion/Outing/Activity (Sample) 

Name of Childcare Service/Centre:			Sparkling Stars
Identify the activity/excursion/outing:			Walking to the local library
Date(s):			9 February 2015
Location:			123 Adventure Street, Tinsletown
Who may be at risk?			Children, educators and assistant educators
Tasks		Hazards		Risks	Risk Rating			Control Measures
					Likelihoo d	Impact	Risk Rating
1	Gather children in the service foyer	Power points in foyer		Electrical shock from power points	Rare	Major	Medium	Safety plugs in each power point – supervision of children
2	Walk children to the pedestrian crossing	Front door opening into foyer		Children being hurt by opening door	Rare	Minor/ moderate	Low/ medium	Assemble children away from door area – supervise children
3	Cross the road	Crossing roads		Child or adult hit by a car or bikers	Unlikely	Moderate/ major	Medium	Correct child-staff rations for the activity – active supervision while crossing the roads   Use pedestrian crossing

4	Walk 2 blocks to the library	Busy street/footpath	Child or adult hit by car or bikers	Unlikely	Moderate/ major	Medium	Correct child-staff rations for the activity – active supervision while crossing the roads
5	Return to the service via the same route	Busy street/footpath	Child or adult hit by car or bikers	Unlikely	Moderate/ major	Medium	Correct child-staff rations for the activity – active supervision while crossing the roads   Use pedestrian crossing

 

Who conducted the Risk Assessment?	Who approved the Risk Assessment?
Completed by: Lisa Rowe	Approved by: Grace Peters
Designation/Position: Assistant Educator	Designation/Position: Educator in-charge of the activity
Signature: Lisa Rowe	Signature: Grace Peters
Date: 9 February 2015	Date: 9 February 2015

Name of Childcare Service/Centre:	Sparking Care Centre
Identify the activity/excursion/outing:	Walking to the local museum
Date(s):
Location:	122, cannot valley street.
Who may be at risk?	Children, supervisors, educators.
Identify hazards, risk and rate the risks: 1.       Divide the activity into tasks 2.      Identify the hazards and associated risks for each task 3.      Determine a risk rating using the Risk Rating Matrix below 4.      Detail the control measures you will implement to eliminate or minimise risk

Likelihood Almost certain Is expected to occur in most circumstances Likely Will probably occur in most circumstances Possible Could occur at some time Unlikely Not likely to occur in normal circumstances Rare May occur only in exceptional circumstances	Impact (Consequence) Insignificant Injuries not requiring first aid Minor First aid required Moderate Medical treatment required Major Hospital admission required Severe Death or permanent disability
Impact (Consequence) Likelihood Insignificant Minor Moderate Major Severe Almost Certain Medium High High Very High Very High Likely Medium Medium High High Very High Possible Low Medium High High Very High Unlikely Low Low Medium Medium High Rare Low Low Medium Medium Medium

Tasks		Hazards	Risks	Risk Rating			Control Measures
				Likelihood	Impact	Risk Rating
1	Pucker children in the service lobby	Power points in lobby	Electrical shock from power points	Rare	Major	Medium	Safety masses in each power point – regulation of children
2	Gait children to the ordinary adventure	Obverse door maiden into lobby	Children being hurt by opening door	Rare	Minor/ moderate	Low/ medium	Collect children away from door area – manage children
3	Road cross	roads Crossing	Youngster or adult knockout     by a car or bikers	Unlikely	Moderate/ major	Medium	Correct child-staff rations for the action – active management while crossing the roads   Use ordinary crossing

*Add rows as necessary

Who conducted the Risk Assessment?	Who approved the Risk Assessment?
Completed by:  lilly brown	Approved by: Charles brown
Designation/Position: manager	Designation/Position: gen. manager
Signature:c lilly brown	Signature: Charles brown
Date: 5/07/22	Date: 8/7/2022

*Do not proceed with activity/excursion/outing unless the results of the Risk Assessment determine the level of risk is minimal, and/or there are adequate control measures in place

Supervisor Declaration

I confirm that ___________lilly brown _________________ have undertaken a risk assessment for the activity/excursion/outing including Full name of student implications for supervision in __________sparking care centre______________________. I further confirm that I am the supervisor of                                                                                Name of centre/service ____________________________lilly brown ________________ in _____sparking care center_________________________. Full name of student Name of centre/service Signature: ____________lilly brown ________________ Date: __5/07/2022__________________________ Name: _________lilly brown ___________________ Contact details: _______5838433455_____________________

Supervisor Comments (optional feedback to student):every measures is  very important to save the children.

ASSESSOR CHECKLIST

When you have completed this assessing the assessment workbook, review the candidate’s assessment against the checklist below: The candidate has completed all the assessments in the workbook: Knowledge Assessment Case Studies Project 1 Project 2 Project 3 IMPORTANT REMINDER Candidates must achieve a satisfactory result to ALL assessment tasks to be awarded COMPETENT for the units relevant to this cluster. To award the candidate competent in the units relevant to this subject, the candidate must successfully complete all the requirements listed above according to the prescribed benchmarks.

FEEDBACK

Inspire Education is committed to ensuring you get the most out of your student experience with us. Part of your Learning Journey is the use of our contextualised learning materials and assessment workbooks. We would love to get your feedback on how this material worked for you.

End of Document

References

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Paintal, K., & Aguayo, V. M. (2016). Feeding practices for infants and young children during and after

common illness. Evidence from South Asia. Maternal & child nutrition, 12, 39-71.

Reckziegel, G. C., Dourado, F. S., Garrone Neto, D., & Haddad Junior, V. (2015). Injuries caused by aquatic animals in Brazil: an analysis of the data present in the information system for notifiable diseases. Revista da Sociedade Brasileira de Medicina Tropical, 48, 460-467.

World Bank. (2020). The COVID-19 pandemic: Shocks to education and policy responses. World Bank.

World Health Organization. (2018). WHO global consultative meeting on the safe shipment of infectious substances: WHO headquarters, Geneva, Switzerland, 15–16 March 2018: report (No. WHO/WHE/CPI/2018.46). World Health Organization.