Clustered Knowledge Assessment: Resubmission Feedback

Clustered Knowledge Assessment
Resubmission Feedback
Assessment outcome
☐ Satisfactory
☐ Unsatisfactory
Assessor feedback
☐ Was a reasonable adjustment in place for this assessment event?
If yes, ensure it is detailed on the assessment document.
Comment:
Hi Selika,
Thank you for resubmitting this assessment. You reviewed the feedback well, updated your
answers with more specific details, which made fantastic progress. However, this assessment
needs further attention to detail. Please find my feedback in purple in the assessment, and
resubmit these tasks highlighted in blue in the assessment.
Part 1 Q5c), Q7c) and Part 2 Q1a)ii)
If you need any clarification, please don't hesitate to reach us on 1300 122 205 or
[email protected] Onsite teachers are available 8.30 am-5 pm on
weekdays and until 9 pm on Wednesdays.
You are so close to complete, Selika.
Regards,
Kana Nishimuta 2.7.2021
Off-site Teacher TAFE Digital
Document title: Cl_HealthSafety&WHS_Kn_1of2 Page 1 of 65

Resource ID: HCS_Cl_Health_Safety&WHS_Kn_1of2
Assessment outcome
☐ Satisfactory
☐ Unsatisfactory
Assessor feedback
Comments:
Hi Selika
My name is Kana, an off-site teacher at TAFE Digital. Thank you for submitting this assessment.
It is a lengthy assessment, and I can see that you put significant time and effort into
completing this. You demonstrated your health and safety knowledge in your responses and
planned a delicious menu for the task. Please find my feedback in blue in the assessment and
resubmit the task highlighted in yellow to complete this assessment. My feedback includes
guidance with relevant links for you to complete the tasks. If you need any clarification, please
don't hesitate to reach us on 1300 122 205 or [email protected]
Onsite teachers are available 8.30 am-5 pm on weekdays and until 9 pm on Wednesdays.
With some more research, I am sure you can achieve a satisfactory result, Selika. We are here
to support you.
Regards,
Criteria
Name of the cluster
Health, Safety and WHS Cluster

Resource ID: HCS_Cl_HealthSafety&WHS_Kn_1of2
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)
Qualification/Course code, name and release number

CHC30113 Certificate III in Early Childhood Education and Care (4)
Student details
Student numbe
802641036
Student name
SELIKA THAPA

Version: 1.0
For queries, please contact:
Health, Wellbeing and Community Services SkillsPoint
Crn Buttle &Macquoid Streets
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 is 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: 20 July 2021.
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 assessment is to assess your knowledge of and
ability to facilitate:
 The health and safety of children;
 Promote and prepare healthy food and drink for children;
and

 Participate in workplace health and safety.
Assessment Event 1 of 2
number
Instructions for this This is a written assessment and will be assessing you on your
assessment knowledge of the 3 units in the cluster.
This assessment is in 3 parts and includes an Evidence Guide
(marking tool).
1. Scenario 1 – Health, Safety & WHS (14 questions)
2. Scenario 2 – Healthy Food and Drinks (8 questions)
3. Evidence Guide
Detailed instruction for the assessment part is contained at the
beginning of the assessment and includes:
Assessment task introduction
When the assessment task must take place
Where the assessment task will take place
Resources and equipment required to complete the assessment
task
Specific assessment conditions (where required)
You must read the entire document before commencing your
assessment so you are aware of all requirements.
Submission On completion of this assessment, you are required to upload it as

instructions per the instructions on your Online Learning Support (OLS).
It is important that you keep a copy of all electronic and hardcopy
assessments submitted to TAFE.
Conditions of Assessment conditions will require you to:

Assessment
 Read the learning resources on the Online Learning Support
(OLS)
 Complete and submit your written assessment onto the
Online Learning Support (OLS)
Assessment must ensure the 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.
Assessors must satisfy the Standards for Registered Training
Organisations (RTOs) 2015/AQTF mandatory competency
requirements for assessors.
What do I need to do To achieve a satisfactory result for this assessment,all questions

to achieve a must be answered correctly.
satisfactory result? You must ensure your assessment responses are written in your
own words (unless otherwise specified), include APA referencing
where required
You must adhere to the word count requirements where specified.
What do I need to Computer and internet access

provide?
Due date and time Due Date: Refer to your individual training plan on the OLS
allowed Venue: To be completed online.
Note: This assessment may be completed and submitted prior to
the commencement of work placement.
Supervision The marking teacher may ask for additional evidence to verify the
authenticity of your submission and confirm that the assessment
task was completed by you.
Assessment feedback, In accordance with the TAFE NSW policy Manage Assessment
review or appeals 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: Health, Safety and WHS

Introduction:To complete this assessment part the student must read the sleep, rest and
relaxation scenario and respond to four short answer questions that relate to the scenario,
and a further ten short answer questions that relate to :
 communication with families,
 medication authorisations and
 work, health and safety risks
Sleep, rest and relaxation scenario

Max is a 3-year-old boy who attends your education and care service.
He is in the preschool room (3-5-year-old children) and attends four days per week.
Max has a sister, Bella(12.5 months) who also attends the service in the 0-2’s room on
Wednesday and Thursday.
Max is an out-going child.
Max is severely allergic to peanuts. The education and care service is a nut-free service and has
policies and procedures in place to implement this, including an Anaphylaxis Action Plan for
Max.
Max’s mumhas told educators that he has stopped having a sleep during the day and to not
allow him to fall asleep as it greatly disrupts his night-time sleeping and leads to him being
overtired the following day.
Max typically gets tired towards the end of the day. Max says to the educators “I don’t have a
sleep in the day anymore” and asks, “Do I have to lie down?”
Sleep, rest & relaxation

1. a. Based on Max’s mother’s recent discussions of his sleep & rest preferences:
i. Describe how you can support Max to include rest and relaxation in his day whilst
respecting his parents’ wishes and the needs of the other children in the room.
ii. Include how you would respond to Max’s question “Do I have to lie down?”
(50 -75 words)
Hi Selika, your response i) is wonderful. Please review my feedback for ii) and
resubmit.
Satisfactory 2.7.2021
i. The educators can give him variety of resources that he can manipulate quietly
without affecting the needs of other children. Max can be engaged in reading
books, drawing, solving puzzles, sensory play or using playdough and placed in
the quiet activities area. He can also participate in focused or intentional planned
small group activities, or guided relaxation with educators on the shaded
veranda.
ii. I would reply “No, Max it is not compulsory that you lie down if you don’t want
to rest or sleep. But you should not disturb others who are sleeping and you
should quietly do some activities away from the sleeping area.’
√ Brilliant. Instead of “compulsory”, you could simply say “you don’t need to lie down” It is
more child friendly.
Your response for ii) is appropriate if it is after answering Max's question, but you
must answer his question first. How would you respond to his question before
you say the above?
b. Access the Early Years Learning Framework (EYLF) and identify onelearning outcome and
sub-element that supports your response to question 1a.
Learning Outcome Sub element

Outcome 3: Children Have A Strong Children take increasing responsibility for their
Sense Of Wellbeing own health and physical wellbeing.
c. Access the EYLF and identify one principle that related to this scenario
Partnership
Principle
d. Identify two United Nations Convention of the Rights of the Child articles that detail
children’s rights around play, rest and education.
United Nations Conventions on the Rights of the Child
http://www.unicef.org.au/Upload/UNICEF/Media/Our%20work/childfriendlycrc.pdf
1. Article 31: Children have the right to relax, play and to join in a wide range of leisure
activities.
2. Article 28: Children have the right to an education. Discipline in schools should
respect children’s human dignity. Primary education should be free. Wealthier
countries should help poorer countries achieve this.
2. Describe how you would set up the sleep and rest environment for the Max and the
children who sleep and rest in the 3-5 room?
In your response discuss how you would address the following:
a. Lighting
b. Noise
c. Temperature
d. Ventilation
(50.100 words)

a. The space should have lighting that is dimmed for the ones sleep, but should also have
adequate lighting for Max and other children who are participating in quiet activities and
to move around safely in the room.
b. The noise should be minimum. Quiet activities for the non-sleepers and soft background
music for children who are resting and sleeping.
c. The temperature of the room should be around 20-25⁰C.
d. The room should be well ventilated with a good flow of air.
3. Identify three quiet play experiences to offer Max during the 3-5 room’s sleep and rest
routine and explain your choices (20-40 words for each experience)
Quiet play experience 1: Guided relaxation with educators on the shaded veranda
Reason for choice: This would help Max to relax and rest since he is mostly tired at the end
of the day. This would also help to relax his mind.
Quiet play experience 2: Sensory play activities within a small group

Reason for choice: This would help Max to divert and calm his mind. This would also enable
him to learn and experience some new things.
Quiet play experience 3: Reading books or drawing

Reason for choice: These activities would provide Max relaxation as well as promote some
learning and creativity in him. Also, he can quietly do these activities without disturbing
other children’s sleep.
4. Detail how the educators in the 0-2’s room would meet Max’s sister, Bella’s needs for
sleep and rest. Include how this meets safe sleeping approved standards. (100-150 words)
Babies like Bella spend a lot of time sleeping and resting. The room where children sleep
should have cots and beds which meet the Australian Safety Standards (AS/NZS 2172). She

should be provided with a safe sleeping environment and a safe sleeping place in the same
room as of the educator. This would also reduce the risk of Sudden Unexpected Death in
Infancy (SUDI). Bella should be dressed lightly, slept on the back and her feet should touch
the bottom of the cot. The room should be well-ventilated and cool. The educator should
check on the baby every ten minutes. In addition, it should be ensured that all educators are
aware of the current and evidence-based Red Nose Safe Sleeping
recommendations to reduce the risk of SIDS and fatal sleeping accidents. The educators
must follow their policies and procedures in regards to sharing information and feedback
about children’s sleep and rest to families.
5. Open, honest communication between educators and families is an essential part of

quality education and care practices.
a. 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. (30-50 words)
1. This would help the educators to know about the preferences of the children’s sleep
and rest routine. Also the preferences for individual children’s comfort, clothing
needs, nappy changing and toileting routines can be known. This is particularly
important because the routine and preference change frequently.
2. This would enable a collaborative partnership between the educator and the family
for the well-being, comfort, learning and development of the children.
b. Identify three strategies to share information with children’s families about rest.
(10-20 words for each strategy)
1. Organizing online programs where the information can be shared. Yes, you can

use the online app to share the information of the rest.
2. Using communication books or diaries
3. Using whiteboards or charts
c. Identify the National Quality Area, Standard and Element and the Early Years
Learning Framework Practice this relates to.
Please resubmit EYLF Practice only.
National
Quality
Area: Quality Area 2: Children’s health and safety
National Standard 2.1: Health (Each child’s health and physical activity is supported and
Quality
promoted)
Standard
: Element 2.1.1: Well-being and comfort (Each child’s wellbeing and comfort is
provided for, including appropriate opportunities to meet each child’s need for
sleep, rest and relaxation)
Element:
Early Creating physical and social learning environments that have a positive
Years impact on children’s learning
Learning You must provide the exact name of EYLF practice from P.16-21 There are
Framewo eight of them.
rk
https://www.acecqa.gov.au/sites/default/files/2018-
Practice:
02/belonging_being_and_becoming_the_early_years_learning_framework_f
or_australia.pdf
Please resubmit

d. Identify points from the Early Childhood Australia Code of Ethics that detail values
around safety for children and sharing information with families. (10-20 words for
each)
ECA Code of ethics http://www.earlychildhoodaustralia.org.au/wp-
content/uploads/2016/07/ECA-COE-Brochure-2016.pdf
Safety for children:

Create and maintain safe, healthy, inclusive environments that support children’s agency
and enhance their learning.
Sharing information with families:

Listen to and learn with families and engage in shared decision making, planning and
assessment practices in relation to children’s learning, development and wellbeing.
6. You are one of the three educators supervising 25 children, aged 3-5 years, in the outdoor
environment. See below for outdoor environment plan. Based on the outdoor
environment plan:
a. Identify where staff must be positioned to ensure effective supervision and that all
children are in sight and hearing
b. Identify level of supervision (high, medium, low) and explain why you have chosen these
positions (10-20 words for each area)

Position in outdoor area: Explanation: To avoid any potential
accidents or infections among the
Educator 1 Sandpit
children due to feaces or dangerous
objects in the sand.
Level of supervision:High
Position in outdoor area: Soft
fall, near climibing and play
Explanation: To ensure that the children
equipment. donot fall on the concrete and to avoid
Educator 2
any injuries.
Level of supervision: High

Position in outdoor area: Explanation: To ensure that children
Main entrance escape out of the gate and to prevent
Educator 3 limbs being trapped between thebars of
Level of supervision: High the gate.
7. a. During the morning you decide to include water play as an experience. Identify what you
will you need to consider with regards to supervision and why? (30-50 words)
 The water play need to supervised at all times without any distraction to avoid any
potential risks of harm.
 Make sure that the children are not assessing the water for drinking. Educate children
water is only for play or irrigation and not for consumption.
 Educate children to safe in and around the water to avoid any accidents or injuries.
b. List three active supervision strategies for a group of children engaged in free play
indoors(10-20 words for each strategy)
1. The educators should locate themselves at such a point where all angle of vision
are used to watch the children.
2. Constant surveying and supervision will help to see the children that are outside
you vision as well.
3. Always listen for children’s laughter, crying, yelling and inappropriate talking. If
there is silence, always check what the children are doing.

c. During the afternoon departure routine, 15 toddlers and pre-schoolers are indoors in the
one room as numbers have decreased as children are being collected at the end of the day.
This afternoon, there is a bead threading activity on a table which will require careful
supervision. One toddler is known to eat the beads and put them into their ear. This
creates a dynamic change amongst children in the group who wish to follow his lead.
Describe how you will adjust your levels of supervisions within this indoor area for the
differing skill level, dynamics and age differences between the toddlers and pre-schoolers
(50-100 words)
I would first divide the children in the group of two, one with the older ones (pre-schoolers)
and one with the young ones (toddlers). For the pre-schoolers, I would first demonstrate the
proper or safe method of use of the bead threading activity. I would interact with them
constantly and monitor the children during their activity to see how they are performing it.
On the other hand, for toddlers, stricter supervision is needed. If they are putting the beads
in their mouth or ears, I would intervene and stop the unsafe behaviour through physical
actions. I will learn how each youngster behaves and who needs less physical monitoring
and who requires more or closer attention. I will know what's going on at all times, even if I
am not looking. Constant surveying or scanning of the play space will ensure that I observe
any children who are not directly in my line of view. If I am unable to see everyone, move
until I am able to.
Good effort. Dividing the children into 2 groups is acceptable, and you understand that
toddlers need closer supervision compare to preschoolers. However, unnecessary physical
intervention and “holding hands to teach the right way” are not acceptable practices. You
must consider effective supervision techniques to prevent these accidents from happening.
You must describe how educators should be located and supervising younger children.
Please refer to OLS Learning resource CHCECE002 Topic 3 P.2-4-Supervising effectively to

help you with this task
https://ols.oten.tafensw.edu.au/ols/resource/127/subject/CHCECE002_10/200004/CHCECE
002_LG_Topic_3.pdf

Please resubmit
Selika, Your strategies are more effective for preschool-aged children, but you will need to
adapt to the environment if you have mixed age groups to ensure all children's safety. You
could divide the group into 2 in the same room, older ones and young ones. Considering the
toddler's development level, please explain how you adjust supervision strategies that
achieve closer supervision for toddlers cared for in the mixed-age group.
8. During outdoor play the front doorbell rings. You go to answer the door. A lady is there and
states she is here to pick up Max. You have never seen her before. She says her name is
Pam, Max’s grandmother, who has just arrived from Adelaide for a long weekend.
a. Describe how you will communicate with the other educators in the outdoor area before
you leave the area to ensure adequate supervision of the children, include what you will
need to discuss. (25-50 words)
Before leaving the area, I would ensure to inform other educators that I am leaving. I would
place someone else at my position so that the children don’t remain unsupervised. I would
also inform the educator about the things that need to supervised and level of supervision
before leaving.
b. Describe your response to Pam’s request to pick up Max and detail the steps you will take
to ensure Max is collected from the service safely. (25-50 words)
Since I am unsure about her identification as an authorized person, I would check the
enrolment form to check if Pam is authorized to collect Max. If she is authorized, I would ask
for her photo ID and match it the details on the enrolment form to ensure that she is the
person. But if she is not authorized, I would deny her request pick up Max and inform Pam

that if she wants to pick up Max she should have a signed permission from her parents. √
Or ask Max’s parent to send one to you.
Great start here. You are doing the right thing. However, you also should check the
enrolment form to see if Pam is on the list already. If she is not, your action is correct, and
you need to contact the parent to provide you written information to authorise Pam to pick
up Max before allowing her to take Max.
If you find Pam already on the list, how would you confirm that this lady is Pam.
Please refer to OLS Learning resource CHCECE002 Topic 3 P.23-24 to help you with this task.
https://ols.oten.tafensw.edu.au/ols/resource/127/subject/CHCECE002_10/200004/CHCECE
002_LG_Topic_3.pdf
9. Max is sitting quietly inside, and you go over to him. You notice that he is breathing
heavily, his face looks swollen and he has a rash on his neck. Many children have arrived at
the service in the last ½ hour and you notice an opened muesli bar in front of the lockers.
a. Identify what these symptoms are most likely indicating
These symptoms are most likely indicating an allergic reaction. The muesli bar contains
peanuts and the allergic reaction is probably due to the peanuts as he is severely allergic to
it. This severe allergic reaction is leading to the onset of anaphylaxis as seen by his
symptoms. There may also be inflammation of the lungs and blood vessels as he has
difficulty breathing.
b. Identify the staffing qualifications listed in the Education and Care Services National
Regulations* that are required to assist in the management of children with anaphylaxis

The staffing qualifications are:
 At least one educator should hold a first aid qualification.
 At least one educator should have undertaken the anaphylaxis management training.
 At least one educator should have undertaken emergency asthma management training.
c. Detail what the Education and Care Services Regulations require regarding reporting of
an allergic reaction (20 – 50 words)
The educator should ensure that the parent of the child is notified as soon as possible, not
later than 24 hours after the occurrence. The report of the incident must also be completed
as soon as practicable. The regulatory authority must be notified within 24 hours about the
serious incident that have occurred.
d. Identify all of the steps that need to be taken to respond to Max? (50-75 words)
The steps that need to be taken are:

 The educator should reassure Max and place him in a comfortable position.
 Call for assistance from another educator.
 Medication can be administered to Max by a qualified educator without an authorization
in case of anaphylaxis emergency. Since he has known allergy, his adrenaline auto
injector (EpiPen) should be injected to him as soon as possible.
 After the administration, the parents and emergency services should be notified as soon
as practicable.
 Calm and reassure the child. Continue to monitor him until help arrives.

e. Max’s required medication as stated on his allergy management action plan is
adrenaline auto injector (EpiPen). Detail the steps required to administer this
medication to Max.
The steps required are:

 Remove the auto-injector from its clear carrier tube.
 Grip the barrel of auto-injector in dominant hand so that orange tip points
downwards.
 Use other hand to remove the blue safety release.
 Firmly inject the orange tip of the auto injector in the middle part of the upper
thigh and push until it makes a clicking noise.
 Hold the injector in place for at least three seconds and slowly remove it from the
thigh.
 Gently massage the area of injection for about 10 seconds.
f. Identify three strategies to minimise the risk of future anaphylactic reactions, include
minimising the risk at:
i. arrival time and
ii. mealtimes
(50 -100 words)
 Avoid serving food that contains nuts and avoid using boxes for craft that originally
contained nuts during meal times. Remember to wash hands before and after food and
wipe down tables.
 The sharing of food, containers and utensils should be avoided between the children. If
the child is severely allergic, parents can provide meals that are prepared at home.
 Ensure that the child has his/her Epi-pen during the arrival time if they have any allergic

reactions.
g. Describe the signs/symptoms and key characteristics of two other types of allergies
children may present within a service (30-50 words for each sign/ symptom and
characteristic)
With this task, please refer to CHCECE002, Topic 2 P.22 and provide 2 other types with
the signs and symptoms.
https://ols.oten.tafensw.edu.au/ols/resource/127/subject/CHCECE002_9/214588/CHCE
CE002_LG_Topic_2.pdf
Allergy name Signs, symptoms and characteristics of the allergy
Hay fever (allergic It is characterised by a runny nose, itchy eyes, congestion, sneezing
rhinitis/conjunctivitis) and sinus pressure. It shows symptoms that are very common to
√ cough and cold. Hay fever is caused due to outdoor or indoor
allergens, such as pollen, dust mites, or tiny flecks etc. √

It is characterized as an inflammation of the skin and a skin lesion
that is related to allergens. The signs and symptoms include itching,
Eczema or hives √ scaling, redness, oozing, crusting, elevated red skin. This allergy is
long standing and is also kind of recurrent condition. √
10. During outdoor play you notice a friend of Max’s, Pia, sitting quietly. When you go over to
her Pia appears to be short of breath and you can hear a whistling sound as she is
breathing. You ask her what is wrong, and she says she can’t breathe properly, and her
chest is sore.
a. Identify what these symptoms are most likely indicating.
These symptoms are likely indicating towards an asthma attack. In asthma, you will have a
hard time breathing and the chest is sore due to chest tightness.

b. If you believed Pia was having an asthma attack, describe how you will immediately
respond to Pia:
i. listing all steps you would carry out
ii. identifying the document, you would refer to
iii. who you would communicate with
(50 – 100 words)
All the educators should also be alerted about the asthma attack. Her asthma
action/management plan should be consulted for the details to administer the
medications. Pia should be given the medication through inhaler with a spacer as soon
as possible following her breathing difficulties and chest soreness. It is important to
inform the parents as soon as possible about the incident and the use of medications. If
the condition doesn’t get normal after providing medication the doctor and parents
should be consulted as soon as possible and emergency services should be contacted.
Continue to monitor Pia and clam her down until ambulance arrives.
c. Pia has been prescribed Ventolin (as detailed in her asthma management plan) that
can be provided during an asthma attack. Based on Asthma Management
Guidelines explain the steps you would take to safely administer Ventolin to Pia
asthma management guidelines including the use of a spacer.
(50 – 100 words)
The steps are:
 Put Pia in comfortable upright position.
 Assemble the spacer.
 Remove the puffer cap and shake well.
 The puffer should be inserted upright into the spacer.
 Place the mouthpiece between the teeth and seal the lips around it.

 Press once firmly on the puffer to fire a puff into the spacer.
 Let her take 4 breaths in and out of the spacer
 Then slip the spacer out of the mouth.
 Repeat 1 puff at a time until 4 puffs are taken. Shake the puffer before each use.
 Wait for 4 minutes. If Pia still can breathe, giver her four more puffs.
 If there is still a problem, call the emergency services. Give 4 puffs every 4
minutes until the ambulance arrives.
d. List three common asthma triggers. (25-50 words)
The common asthma triggers are:
 Colds and flu. This occurs due to the respiratory viruses.
 Exposure to cigarette smoke. It is also called passive smoking.
 Inhalation of allergens such as pollens, dust mites or animal dander.
e. According to the Education and Care Services National Regulations*, if a child is

enrolled in an education and care service with an allergy or medical condition:
i. what policy must the service provides families with and
ii. what document/plan must a family provide to the service
The service must provide policy regarding medical conditions that includes
management of the medical condition, requirements of parents to provide medical
management plan for the child, risk minimization plan and communication plan.
The policy should also explicitly address asthma, diabetes and risk of anaphylaxis.
The family must provide an asthma management/action plan to the service that
includes medication to take every day, how to tell that asthma is getting worse, what

to do if symptoms get worse and what to do if a child has an asthma attack.
11. Max is in the bathroom. He needs to go to the toilet but still needs assistance to be able to
complete all of the steps. He is wearing jeans and a belt todayand he is not able to undo
the belt on his own. Max is not able to undress quickly enough, and he wets his pants.
a. Provide a short transcript of a conversation you might have with Max about health and
hygiene, that includes (or focuses on) handwashing and using the toilet (75-125 words)
Educator: Hello, Max. I saw that you had some problems while using the bathroom today.
Could you tell me about the problem?
Max: I was in such as hurry to use the toilet. But I could not undo the belt of my pants.
So, I could not stop myself and wet my pants. It felt yucky but I could not control myself.
Educator: It is okay, Max. It happens and you don’t need to worry. So, if you have any
problems with your clothes when you are in a hurry, you should always ask for help from
the teacher. Did you wash your hand after using the bathroom?
Max: No, I didn’t.
Educator: It is not hygienic Max. You should always wash your hands with soap and water
after you use the toilet. Always wash your hands slowly while counting from 1 to 10 and
dry it with paper towel. Also, you should always flush the toilet.
Nurturing interactions. Well done. Also, check and remind him to flush the toilet.
b. Describe how you would respect his privacy? (50 – 100 words)
We need to be particularly sensitive and respectful to children’s preferences during their

toileting and dressing and undressing times. We should quietly and discreetly assist the
child to get privacy in the bathroom. If the child wants change, encourage the child to
choose from the change options. Only assist the child in dressing and undressing as much
as they request you to do. If they don’t want assistance, stand on the door and support if
they ask. Reassure them that accidents happen and not to worry. The wet cloth should

be sealed in plastic bag and stored in laundry to take home. Excellent.
c. Detail two suggestions you could make to Max’s mum about suitable clothing needs for
Max as he learns to comfortably and safely use the toilet. (20 – 30 words)
1. Max should be given stretchable pants or even pyjamas that he can easily take off
while using the bathroom.
2. Belts should not be used in his clothing as he may find it difficult to open them.
12. a. Identify what equipment and resources you would need to clean up the area after Max
has left the bathroom and to control infection according to the services policies and
procedures? (30-60 words)
After Max has finished using the bathroom, the educator should wear gloves and masks. The
toilet bowl need to cleaned with some bleach or disinfectant. The toilet brush should be
used to clean the bowl. The toilet seats and outside of the toilet (flush handle, underside,
flared base) should also be cleaned by a cloth soaked in disinfectant. In addition, the wet
pants should be sealed in a plastic bag and stored away from areas that can lead to cross
contamination. The plastic bag should be sent home with parents. √

Well explained so far, Selika. Please add what you would with the wet pants to minimise
cross-contamination.
b. According to National WHS Authority, Safe Work Australia what is the definition of a
‘hazard’? (20-30 words)

According to National WHS Authority, Safe Work Australia, hazard is any situation or thing
that has a potential to harm a person or causes a likely damage.
c. Discuss your duty of care and rights and responsibilities as a worker regarding work
health and safety (25-50 words)
As a worker, you have the duty of care and right and responsibilities to take reasonable care
of your own health and safety and the care for the health and safety of others. A worker
must comply with reasonable instructions, policies and procedure given by the employer at
the workplace.
d. Identify your state/ territory WHS authority and provide their website URL and contact
details below
State/ Territory WHS Authority

Safe Work NSW
http://www.safework.nsw.gov.au/
Website URL and contact details Email: [email protected]
Phone: 13 10 50
e. Identify two common hazardous manual tasks you would undertake as an educator in
an early childhood education and care service and one step you can take as an
employee for each hazard to minimise the risk (20-30 words for each risk)
Hazardous manual task Minimise the risk
1. Lifting, carrying and moving If they are very heavy, then you could ask some
assistance from the other educator. Asking for

children and objects.
help is better than doing it alone.
Rather than putting it up on the high levels, put

2. Standing on chairs and tables to it up on your own level. It would reduce the risk
put up artwork. of falling from the chairs and tables.
f. For the five items listed below complete a risk analysis to identify potential hazards for
children, how to minimise the risk and the workplace procedures for reporting hazards,
including who to report to (20-30 words for each risk and reporting procedure)
Minimise risk and reporting

Equipment or Toy Potential hazard
procedure
Cars and trucks Trip or fall while playing with The children should be
cars and trucks. They may constantly supervised while
come in the way while they play with cars and trucks.
moving.
The hazards should be reported
to the manager and necessary
precautions should be taken.
Glue Swallowing the glue and The children should be

spreading in the hair of constantly supervised while
yourself and others. they are using glue.
Beads Swallowing the beads or The children should be

putting it into the ears constantly supervised while
playing with beads.

Outdoor climbing Trip, falls or injuries while The equipment should be

equipment climbing. inspected daily for wear, tear,
damage and cleanliness.
to the supervisor/manager and
the maintenance should be
done when required.
Sand pit Infection from the animal The sandpits should be covered
faeces and sharp objects when unattended and be raked
present in the sandpit. before each use.
to the supervisor/manager and
the cleaner has the
responsibility to clean it.
g. In the event of an incident or injury to an educator whilst working in an education and

care service detail:
a. the immediate steps you would take to manage this incident or injury
b. the workplace procedure for identifying and reporting the incident or injury,
including who you would report to
c. the documentation you would complete
(50-100 words)
In case of incident or injury, medical assistance should be sought as soon as possible. First
aid should be provided to the educator and if necessary ambulance should be requested.
The rescue should be within incident area and make sure children and other educators are
safe. The incident should be reported internally, immediately after they occur. The
supervisor/manager and the health and safety regulator should be informed as soon as

possible. The register of incidents should be used to record the injury or incident. The
supervisor or the first aid provider should fill this information in the register.
13. a. Signage is important in services to maintain a safe environment. Explain what the
following nine signs below mean.
(20 words for each explanation)
Sign Explanation
If a hazard or dangerous situation is likely to be life
threatening, CHEMICAL STORAGE danger signs are used
to warn citizens.
Fire Extinguisher Signs are used to indicate where a single

or multiple fire extinguishers are located. For visibility,
they are normally placed 2 meters above the floor level
or next to the fire extinguisher.
Image result for fire blanket sign that means Fire Blanket
Location Sign – look for this sign to find the nearest fire
blanket to put out small fires.
Gloves are required signs that remind workers that they

must wear personal protective equipment (PPE) in
designated areas. Gloves are required signs that inform
workers about protocol and remind them to wear the
proper gear.
When the UV level is 3 or higher, we must use all

precautions to protect our skin, including SPF30+
sunscreen, a sun-safe hat and clothing, cover, and, if
possible, sunglasses.

The Biohazard Warning the Sharps Receptacle sign is
used to signify danger or a potentially dangerous
situation. While not life-threatening, it can result in
injuries. Purchase more and save!
This image signs result explosives with a mass explosion

hazard. 1.1 is made up of explosives that can trigger a
massive explosion. Black powder, nitroglycerine
(desensitized), dynamite, most torpedoes, and mercury
fulminate are all examples.
This sign indicates class 2 Flammable Gases are stored or

found inside a facility, vehicle, or container, for example
On a poster, the appearance of this symbol (a magenta or

black propeller on a yellow background) suggests the
need for caution in order to prevent contamination with
or undue exposure to atomic radiation
b. Education and care services are able to provide educational information to families of young
children related to safety in the home environment.
i. label the pictures below
ii. explain the likely location of these items in a home
iii. explain how to maintain these to minimise fire injury and prevent fatality.
(30-40 words for location and how to maintain)
Smoke alarm
OLS Learning resource HLTWHS001 Topic 1 P.29
https://ols.oten.tafensw.edu.au/ols/resource/127/subject/HLTWHS001_14/214566/HL
TWHS001_LR_Topic_1.pdf
Location
Equipment Label picture How to

maintain
Visual inspection
Should be located of whether it
in a conspicuous has been used
and readily or damaged or if
Fire blanket accessible position anything is
mounted on a wall missing. and
with correct also, routine
signage. service every 6
months.
Smoke detectors Smoke alarm should Always clean the

be installed on the dust and dirt in
ceiling, preferably and avoid
away from wall and clogging the
fittings. Smoke sensors. All
alarms are more smoke detectors
need to be
effective if placed
checked on a
away from corners. regular basis
(monthly basis).
Avoid placing
They should be
smoke alarms near
replaced every
air conditioning and
heating units or 10 years. √
fans. √ Great
adjustment .
Please refer to the Also, change the
above link on OLS batteries every
and update the year.
location of a smoke Good start.
alarm. Please review
Please resubmit P.29 of the OLS
learning
resource link
above and add
your answer
explaining how

it should be
maintained.
Please resubmit
Always ensure
that there is
adequate
Should be placed in ventilation in
such a location the room while
which maintains using the
uniform heater. Make
Heater
temperature across sure to plug it
the room. Yes, but out when not in
out of children's
reach. use. Also,
regular check for
discolouration
or soot deposits
14. Using theFire and Rescue NSW Government site as a reference,

(http://www.fire.nsw.gov.au/page.php?id=879) https://www.fire.nsw.gov.au/page.php?
id=443
a. Identify three behaviours that contribute to fire injuries and fatalities. (20-30 words
total)
1.Installing and maintaining inoperative smoke and carbon monoxide detectors
2.Leaving children alone in the house, particularly in the kitchen or the bathroom
3. Misuse of inflammables near naked flame, as well as throwing burning or hot items into
the trash
b. Identify threehigh-risk groups of people who are more vulnerable to injury or death as a
result of fires.
1. Children( toddlers) and very young under 5

2.Older adults over 65
3. And those impaired by alcohol and drugs
*The Education and Care Services National Regulations are a component of the National
Quality Framework

Part 2- Healthy food and drinks
Introduction: To complete this assessment part, using the nutrition and meal planning
scenario, respond to eight short answer questions related to:
 promoting healthy eating,
 planning food and drinks that are nutritious and appropriate for each child and
 maintaining food safety during food handling
Nutrition and menu planning scenario
As an educator at Happy Days Early Learning Centre you have an important role in
promoting healthy eating, food safety and food hygiene habits.
Your service provides care for seventy children at present, including ten infants aged
between six to twelve months and sixty children aged between twelve months to five years.
The cook has developed a two-week cycle menu, week one has been approved and
accepted although week two is only a draft. The cook has asked you to assist in developing
the week two menu according to the Australian Guide to Healthy Eating and Get up and
Grow: Healthy Eating and Physical Activity Early Childhood resources ensure the menu
provides a nutritious and balanced diet for all of the infants and children at the service.
The cook has also identified cultural and dietary requirements for some children which
needs to be added to the menu. Alex attends Wednesday and is vegetarian but is able to eat
eggs and dairy, Martha attends Wednesday and Friday and is lactose intolerant and
Muhammad attends Thursday and Friday and is Muslim and does not eat pork or pork
products.
This two-week cycle menu will then be displayed on the notice board at the service. All cycle
menus are also displayed in the service’s monthly newsletter for parents/guardians to view
and provide additional advice about their child’s dietary requirements, likes, dislikes and any
cultural or other requirements families have regarding their child’s nutrition.

Menu planning and healthy eating
1. Below is a two-week cycle menu.
Week 1 has been completed by the cook.
a. Use your understanding of the Australian Guide to Healthy Eating to complete
Week 2 of the menu plan. In the Week 2 table below, complete the menu by:
i. Filling in the blank spaces
ii. Completing the daily food servings section
iii. Listing the cultural and dietary requirements for the children listed in the
menu plan
[Completed by Cook] Week 1 - Happy Days Long Day Care Centre Cycle Menu
Monday Tuesday Wednesday Thursday Friday
Morning Tea
Pureed fruit/ or Infant (rice)

Pureed/mashed Rice cereal Mashed fruit
Infants raisin toast cereal/Mashed
fruit
banana
Toddlers & Pre- Homemade banana Date scone with Pikelets with
Raisin toast Fruit platter
schoolers & pear muffin butter toppings
Drink Milk/water Milk/water Milk/water Milk/water Milk/water
Lunch – main
meal
Pasta with Pureed/ Pureed/mashed

pureed/mashed Roast lamb and Steamed mashed
Infants mashed vegetables tuna pasta bake and
vegetables and vegetables pureed vegetables with rice
and chicken vegetables
cheese
Spaghetti Roast lamb, roast Tuna pasta bake Beef and vegetable
Toddlers & Pre- Vegetarian mini
Bolognaise with side vegetables with with steamed stir fry with
schoolers pizzas
salad steamed beans broccoli and carrot steamed rice
Bread and butter

Fresh fruit & Fresh fruit and Apple crumble with Watermelon ice
Dessert pudding (with
yoghurt custard ice cream pops
sultanas)
Drink Water Water Water Water Water
Afternoon Tea
Cheese cubes Yoghurt Custard Mashed fruit Yoghurt

Infants
Toddlers & Pre- Cheese and crackers English muffin with Hummus with Water crackers with Avocado dip with
schoolers Lebanese bread, avocado, cheese rice crackers, carrot

carrot and celery
tomato & cheese and tomato and celery sticks
sticks
Fruit
Drink Milk/water Milk/water Milk/water Milk/water
smoothie/water
Fruit 2 Fruit 2 Fruit 2 Fruit 1 Fruit 4
Veg 2 Veg 3 Veg 2 Veg 2 Veg 4
Daily food
Grain Grain Grain Grain Grain
group serves 3 4 4 2 3
(Cereal)- (Cereal) (Cereal) (Cereal) (Cereal)
(count total
average food
Dairy- 4 Dairy 2 Dairy 3 Dairy 5 Dairy 3
serve for each
group,
Meat, Meat, Meat, Meat, Meat,
NOT poultry, poultry, poultry, poultry, poultry,
INCLUDING fish, eggs, fish, eggs, fish, eggs, fish, eggs, fish, eggs,
INFANT tofu, 1 tofu, 1 tofu, 1 tofu, 2 tofu, 1
CHOICES)
legumes & legumes & legumes & legumes & legumes &
beans beans beans beans beans
Water 3 Water 3 Water 3 Water 3 Water 3
Martha - Lactose
Special dietary
free milk. No butter.
needs e.g. Alex: all vegetarian Martha - Lactose
Religious / Muhammad-no Lactose free ice
meals Muhammad - No free milk. No butter.
cultural pork cream. Lactose free
Martha: Lactose cheese on pizza. pork Muhammad - No
/dietary/ food Martha- no dairy
allergy and free milk pork
intolerances Alex - Vegetarian
option for all meals

[To be completed] Week 2 - Happy Days Long Day Care Centre Cycle Menu
Monday Tuesday Wednesday Thursday Friday
Morning Tea
Soft fruit platter e.g. Infant (rice)

cereal/Mashed Pureed/mashed
banana, Mashed fruit/ Raisin
Infants potatoes with salt Mashed banana
watermelon, soft toast
fruit
pear
Homemade banana Wholegrain toasted Raisin toast

Toddlers & Pre- Fruit faces (fresh &
crumpet with
schoolers Fruit platter dried fruit)
banana/honey
Drink Milk/water Milk/water Milk/water Milk/water Milk/water
Lunch – main
meal
Roast lamb and Steamed mashed

vegetables pureed/ Steamed Pasta with
Pureed savoury vegetables with
Infants mashed black beans vegetables/cheese vegetables and
mince and rice kidney beans and
with pasta cheese
rice
Hummus with
Beef Pattie on Lebanese bread,
Toddlers & Pre- Zucchini slice with Beef Tacos with Beef lasagne with
wholemeal roll and carrot and celery
schoolers rice salsa steamed vegetables
salad/cheese
sticks
Fresh fruit and Greek yoghurt and Fresh ripe mangoes

Yoghurt with fresh
Dessert Watermelon slices
fruit jelly
custard fresh berries slices
Drink Water Water Water Water Water
Afternoon Tea
Pureed/
Mashed vegetables mashed vegetables(
and cheese Yoghurt and
Infants steamed broccoli Mashed fruit Yoghurt
mashed fruit and carrot)and
boiled egg
scrambled egg with

toast, chapatti or
pitta bread served Salmon & cream
Lebanese bread, Ribbon wholemeal
Toddlers & Pre- Wholegrain crackers with vegetable cheese dip with pita
cottage cheese & sandwiches with
schoolers and hummus dip bread & carrot
grated carrot tomato & cucumber
finger foods sticks
Fruit
Drink Milk/water Milk/water Milk/water Milk/water
smoothie/water
Daily food Fruit 2 Fruit 2 Fruit 2 Fruit 4 Fruit 2

Veg 3 Veg 3 Veg 3 Veg 3 Veg 3
group serves Grain Grain Grain Grain Grain

(count total 13 1 1 1 1
(Cereal) (Cereal) (Cereal) (Cereal) (Cereal)
average food
serve for each Dairy 1 Dairy- 1 Dairy- 1 Dairy- 1 Dairy- 1
group,
NOT Meat, Meat, Meat, Meat, Meat,

INCLUDING poultry, poultry, poultry, poultry, poultry,
INFANT fish, eggs, fish, eggs, fish, eggs, fish, eggs, fish, eggs,
tofu, 3 tofu, 1 tofu, 1 tofu, 2 tofu, 2
CHOICES)
legumes & legumes & legumes & legumes & legumes &
beans beans beans beans beans
Water 3 Water 3 Water 3 Water 3 Water 3
Special dietary Martha - Lactose Martha - Lactose

needs e.g. free milk. No butter.
Alex: all vegetarian free milk. No butter.
Religious / Muhammad-no Lactose free ice
meals Muhammad- No
cultural pork cream. Lactose free Muhammad - No
Martha: Lactose cheese on pizza. pork
/dietary/ food Martha- no dairy pork
allergy and free milk
Alex - Vegetarian
intolerances option for all meals
It is looking delicious. I recommend you swap lunch and afternoon tea for infant on
Monday. Also, watch your count for grain each day. The menu has more than 2 serves of
grain each day, including your suggestions inserted.
Selika, Australian Guide to Healthy Eating circle recommends at least 2 servings of grain
each day. Please review the menu and re-count the servings of grain. For example, I
highlighted the grain on Monday. There are 3 servings of grain. Please amend the
number of grain on Tue, Wed, Thu and Fri.
Please resubmit
b. Access the National Quality Standard and the EYLF and identify:
i. one National Quality Area

ii. one Standard
iii. one Element
iv. one EYLF learning outcome and
v. one sub element

That are relevant to your menu and promoting healthy eating and ensuring that food
and drinks provided are nutritious, appropriate for each child and prepared in a safe
and hygienic manner.
i. National Quality Area Quality area 2: Children’s health and safety
Standard 2.1 Health: Each child’s health and physical

ii. Standard
activity is supported and promoted.
Element 2.1.3 Healthy lifestyle: Healthy eating and

iii. Element physical activity are promoted and appropriate for each
child
Learning outcome 3: Children have a strong sense of

iv. EYLF Learning outcome
well-being.
3.2 Children take increasing responsibility for their own

v. Sub element
health and physical well-being.
2. a. Discuss why it is necessary to have a separate menu for infants (0-12months). Include
how this meets the Australian Guide to Healthy Eating dietary guidelines.(30-60 words)
They need nutrition that is sufficient for their developmental stages. For infants' oral
motor development (e.g., learning skills needed for feeding, such as chewing), as well as
to help them tolerate various food textures, growing and varying food texture is
important.
b. For each age group below identify twoexamples of age-appropriate types of foods.
Birth to 6 1.Well-cooked and pureed meat, poultry or beans, cooked and pureed

months vegetables
2.Ground, cooked, single-grain cereal or infant cereal with breast milk or
formula.

1.30-45 mL (2-3 tbsp.) cooked vegetables, grains, meats or meat
alternatives
6 - 12
2. Healthy snack, like mashed fruit 45-75 mL (3 -5 tbsp.) soft fruit
months
1.Include iron-rich foods such as meat, chicken, fish, tofu and legumes
every day
2. Move on from smooth mashed and pureed foods, to minced and
12 months + chopped foods example carrot sticks and sliced and diced watermelon and
mangoes.
3. a. Explain how Article 24 of the UN Rights of the Child relates to providing food in a
Children’s Education and Care Service (20 – 40 words)
Article24 explain children have a right to good health care, clean water, nutritious food,
and a safe environment in which to grow up. Every child at the Children’s Education and
Care Service has right to nutritious food and the food according to their needs and
requirements. The service should provide the children safe and nutritious food. √
With your understanding of Article 24 outlined above, please explain how it relates to
providing food in a service.
b. The Code of Ethics states we should “Create and maintain safe, healthy, inclusive
environments that support children’s agency and enhance their learning”.
Explain how this relates to providing safe, healthy food in a Children’s Education and
Care Service. (20 – 40 words)
Children's Education and Care Provider, as an institution, should build and maintain a secure
environment and enhance their learning. It states that supporting and celebrating diversity and
inclusion in the classroom is important because it offers all students the opportunity to excel and
provides an atmosphere in which make sure the food and beverages are nutritious, suitable for

each child, and prepared in a safe and hygienic manner
c. Identify three ways to provide education and support to families around healthy
eating. (30-60 words)
1. Consistently consuming nutritious foods Publish in the newsletter Post the following
on the bulletin board and/or via email:
• Healthy eating policy
• Weekly menus on the bulletin board
• Sample list of healthy snacks
• Recipe of the Week
2. Invite families to join in food related activities and eating times
3.Ask families to share culturally relevant snacks and families in healthy food menu
planning, field trip ideas etc.
d. Explain why water is an important daily requirement for children (20-40 words)
Water is needed for the metabolism of fuel, the control of body temperature, and the digestion
of food. Water helps children's bodies to perform all of their tasks during the day; it passes
around and is lost in urine, sweat, tears, blood, and the air we breathe.
e. Identify what the Early Childhood Education and Care Regulations* state regarding
the provision or water for children. (20-40 words)
Water protection, including safety during all water-based activities and the provision of safe
drinking water to children, is specified in the Chapter 4 (operational requirements), Part 4.2
(children’s health and safety), division 1 (health, safety and wellbeing of children), section 78
(Food and Beverages) of Early Childhood Education and Care Regulations. √

Please provide the number and the content of the Regulation, which covers the
accessibility of drinking water.
f. Identify how to ensure that children have ready access to water between
mealtimes? (20-40 words)
Have water on the table at mealtime, have chilled and room temperature water, show
encouraging posters, educators should drink water to model water consumption, and
serve plain water in decorative jugs to ensure that children have ready access to water
during mealtimes.
4. a. List five foods that commonly cause allergic reactions.
Food allergyhttps://allergy.org.au/patients/food-allergy/food-allergy
Food intolerancehttps://allergy.org.au/patients/food-other-adverse-reactions/food-
intolerance
1. Cow’s milk
2. Eggs
3. Tree nuts, peanuts
4. Shellfish
5. Wheat
b. Food intolerance is different to food allergies.

i. Describe what food intolerance is and
ii. list three symptoms
(20-40 words)
Food intolerance refers to the inability to digest certain foods as well as an uncomfortable
physical reaction to them. In another word food intolerance is a general term that applies
to a number of adverse food reactions that result in symptoms after consuming certain
foods.
Three symptoms of food intolerance are
1.Stomach pain, diarrhoea
2.Bloating, gas/flatulence
3.Irritable bowel syndrome (IBS), rashes, hives (urticarial)
c. Describe two strategies educators can use to reduce the risk of children being
exposed to foods they are allergic to (20 – 40 words)
Please provide strategies focusing on the prevention of allergic reaction, not
management.
For example, Implement nut-free centre and regularly remind parents not to bring
nut products to the service.
Please provide 2 other strategies.
OLS Learning resource CHCECE004 Topic 2 P.26-27 is also helpful with this task.
https://ols.oten.tafensw.edu.au/ols/resource/127/subject/CHCECE002_9/214588/C
HCECE002_LG_Topic_2.pdf
1. Sharing of food, containers and utensils should not be allowed in the child care services.
This should be especially taken care when there are children in history of severe allergies.
√
2. There should be signage on the front door of the services which indicates that the service
is ‘nut aware’ and there are children in attendance who are anaphylactic.

√
5. 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.
a. Identify what will have happened with the microorganisms in the food during this
time (20-40 words)
Rice is a source of carbohydrate that contains carbon which is a sole source of nutrient
to microbes. Likewise, protein also serves a good medium for the survival of microbes.
The bowl was left out for 4 hours. Thus, the food left out in the bowl will be certainly
contaminated by the microbes.
5. Following safe food handling guidelines, what should you do with the chicken and rice?
(20-40 words)
The food has been left for 4 hours already, unfortunately. Hence, it is potentially
hazardous food. Please explain what you would with this food.
Since the food has been contaminated, before discarding, it should be heated to kill maximum
organisms and after it cools down, it should be placed in a sealed plastic bag and thrown in the
garbage as soon as possible to avoid cross contamination. This disposal should be made by using
proper gloves and paper towels. The used towels and paper gloves after use should be discarded
as well. √
6. Detail food safety procedures a service would develop and maintain for when working in
the kitchen and preparing the menu for children at the service. In your response, include the
procedures for:
i. hygiene,
ii. temperature control,
iii. equipment usage,
iv. food storage to prevent microorganism cross contamination and
v. minimising allergic reactions
(20-40 words for each)
Satisfactory with feedback 2.7.2021

i. Wash and dry hands thoroughly prior to dealing with food, and wash and dry them
again oftentimes during work. Keep raw and high risk foods separate. Ensure that the use
of utensils is safe and clean.
iii. Always store foods in the covered container in the refrigerator and
keep the temperature of the refrigerator between 32- 40degree F.
Foods that can cause cross contamination should be stored separately.
Store the leftovers immediately after the meal. Hot foods should never
be kept in refrigerator. They should be cooled down before
refrigeration. Place food in an airtight container or wrap it tightly in
freezer bags or similar before placing in the freezer otherwise the cold
air will dry it out. Reheat foods to 165 F for 15 seconds for
serving. Food that is reheated must reach a minimum internal
temperature of at least 165 F for 15 seconds. Reheating by reaching
165 F or 70 C and keep it for at least 2 minutes.
https://www.foodstandards.gov.au/consumer/safety/faqsafety/docum
ents/cool%20_and_reheat_food.pdf
Considering the danger zone, please explain how the food should be stored and reheated
for serving.
Please resubmit
iii. The equipment need to be cleaned regularly. Oxidizing equipment should be avoided.
Sharp equipment such as knives should have separate place to keep.
iv. Most peril food should be placed separately. They should be foil wrapped. Cooked and
raw food also needs to be kept separately. The raw meat should be stored at the bottom
shelf of the refrigerator so that they don’t drip on the cooked or other food items and
cause cross contamination. √

Yes, but which part of the fridge should raw meat be stored to avoid cross-
contamination. Please resubmit
v. Keep an assigned allergen-free meal arrangement area set in a safe spot; clean and
disinfect the region after each utilization to eliminate allergen deposits. Possibly utilize
spotless and cleaned utensils while storing, planning or serving an allergen-free meal.
Yes, separating utensils is a good idea. Also, use labelling and communication among

educators about the food prepared for children with dietary requirements.
7. Nutrition can affect health, mood and behaviour. List five effects of poor nutrition in
children (30 – 60 words)
1. Osteoporosis in later life.
2. Cardiovascular infections. Growing up eating foods high in fat, sugar, and salt can
increase the danger for elevated cholesterol, hypertension, and atherosclerosis.
3. Malnutrition can bring about long term neural issues in the brain, which can affect
children's emotional reactions, responses to tension, learning inabilities, and other
unexpected issues
4. Breathing issues, like asthma
5. Early adolescence
8. a. Define tooth decay (20-40 words)
Tooth decay is harm to a tooth's surface, or enamel. It happens when microbes in mouth make
acids that assault the enamel. Tooth decay can prompt cavities (dental caries), which are holes in
teeth.
b. Describe the consequences of tooth decay for children’s oral health (20-40
words)
Pain, infection and tooth loss are the most well-known outcomes of oral disease in children,
causing troubles with chewing, swallowing, speaking, and can disrupt sleep and productivity.
c. Explain why ‘swish and swallow’ is an important dental hygiene routine and
describe how you would discuss this routine with children (20-40 words)

It helps to clear the mouth of any foodstuffs thus reducing the damage from leftover acid and
sugars to the teeth.
Children will be urged to have a drink of water and to 'swish and swallow' before rest time (after
their lunch) to promote great oral.
*The Education and Care Service Regulations are a component of the National Quality
Framework

This Evidence Guide will be completed by the assessor when marking your assessment.
Evidence Guide
Part 1 –Health and Safety Scenario
Course CHC30113 Unit CHCECE002 Task Knowledge
Assessment 1 of 2
CHCECE004
HLTWHS001
Student Name Student Number
Essential skills & knowledge S U Assessor comments
Student described how to support Max
to include rest and relaxation in his day
whilst respecting his parents’ wishes
and the needs of the other children in
the room and responded to Max’s
question “Do I have to lie down?”
[Part 1: Q1a, i, ii]
Student accessed the Early Years
Learning Framework (EYLF) and
identified onelearning outcome and
sub-element that supports response to
question 1a.

Student identified oneprinciple from
the Early Years Learning Framework
that related to this scenario
[Part 1: Q1b, c]
Student identified two United Nations
Convention of the Rights of the Child
articles that detail children’s rights
around play, rest and education.
[Part 1: Q1d]
Student described set up of the sleep
and rest environment for the Max and
the children who sleep and rest in the
3-5 room? Response discussed lighting,
noise, temperature and ventilation.
[Part 1: Q2]
Student identified three quiet play
experiences to offer to Max during the
3-5 room’s sleep and rest routine and
explained choices
[Part 1: Q3]
Student detailed how the educators in
the 0-2’s room would meet Max’s
sister, Bella’s needs for sleep and rest.

Included how this meets safe sleeping
approved standards.
[Part 1: Q4]
Student described 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.
[Part 1: Q5a]
Student identified three strategies to
share information with children’s
families about rest.
[Part 1: Q5b]
Student identified the National Quality
Area, Standard and Element and the
Early Years Learning Framework
Practice this relates to.
[Part 1: Q5c]
Student Identified points from the Early
Childhood Australia Code of Ethics that
detail values around safety for children
and sharing information with families.

[Part 1: Q5d]
Student used outdoor environment
plan and identified where staff must be
positioned to ensure effective
supervision and that all children are in
sight and hearing
Student identified level of supervision
and explained chosen positions
[Part 1: Q6a, b]
Student identified water play
supervision considerations
[Part 1: Q7a]
Student listed three strategies for
active supervision of a group of
children engaged in free play indoors
[Part 1: Q7b]
Student described supervision level
adjustment required in indoor area to
adjust to differing skills level, dynamic
and ages difference between toddlers
and pre-schoolers
[Part 1: Q7c]

Student described safe collection of
children including communication with
the other educators in the outdoor
area before you leave the area to
ensure adequate supervision of the
children in this area
Student described response to Max’s
grandmother
Student described steps to ensure Max
is collected from the service safely
[Part 1: Q8a,8b]
Student identified what Max’s
symptoms are most likely indicating
Student identified the staffing
qualifications that are required to assist
in the management of children with
anaphylaxis
Student detailed what the Education
and Care regulations require regarding
reporting of an allergic reaction
Student identified what steps need to
be taken to respond to Max?

Student details how the required
medication would be administered to
Max.
Student identified three strategies to
minimise the risk of future anaphylactic
reactions, include minimising the risk at
arrival time and mealtimes.
Student described the signs/symptoms
and key characteristics of two other
types of allergies children may present
within a service
[Part 1:Q9a-g]
Student identified what Pia’s symptoms
are most likely indicating
Student identified how to respond
immediately to Pia including steps to
carry out, document to refer to and
who to communicate with
Student detailed how to administer the
(Ventolin) to Pia, according to asthma
management guidelines, explained
steps taken including the use of a
spacer.

Student listed three common asthma
triggers
Student identified, according to the
Education and Care Services National
Regulations, for a child enrolled with an
allergy or medical condition
i. the policy the service must
provide the family and
ii. the document/ plan that the
family must provide to the
service.
[Part1: Q10a-e]
Student described how to support Max
to learn the hygiene steps of
handwashing and using the toilet?
Provided a transcript of a conversation
with Max to discuss health and hygiene
that focusses on handwashing and
using the toilet
Student described how to respect

Max’s privacy
Student detailed two suggestions you

could make to Max’s mum about more
suitable clothing for Max as he learns

to use comfortably and safely use the
toilet.
[Part 1: Q11a-c]
Student Identify what equipment and
resources needed to clean up the area
after Max has left the bathroom and to
control infection
[Part 1: Q12a]
Student defined a ‘hazard’ according to

National WHS Authority, Safe Work
Australia
[Part 1: Q12b]
Student discussed duty of care and

rights and responsibilities as a worker
regarding work health and safety
[Part 1: Q12c]
Student identified their state/ territory

WHS authority and provide their
website URL and contact details
[Part 1: Q12d]

Student Identified two common
hazardous manual tasks as an educator
in an early childhood education and
care service and onestep to take as an
employee for each hazard to minimise
the risk
Student completed a risk analysis of

five items identify potential hazards for
children and how to minimise the risk
[Part 1: Q12e, Q12f]
Student identified workplace procedure

for incident or injury including
a. Immediate steps to manage

incident or injury
b. Procedure for identifying and
reporting incident or injury to
designated person
c. documentation that needs to be
completed
[Part 1: Q12g]
Student explained meaning of nine

signs

Student labelled pictures and explained
location of these in a home and how to
maintain these to minimise fire injury
and prevent fatality.
[Part 1: Q13a, b]
Student identified three behaviour’s

that contribute to fire injuries and
fatalities
Student identifies threehigh-risk groups

of people who are more vulnerable to
injury or death as a result of fires.
[Part 1: Q14a-b]
Evidence Guide
Part 2 –Healthy Food and Drinks Scenario
Course CHC30113 Unit CHCECE002 Task Knowledge
Assessment 1 of 2
CHCECE004
HLTWHS001
Student Name Student Number
Essential skills & knowledge S U Assessor comments

Student used understanding of the
Australian Guide to Healthy Eating to
complete Week 2 menu
Student identified
I. One National Quality Area
II. one Standard
III. one Element
IV. one EYLF learning outcome and
V. one sub element
relevant to promoting healthy eating
and ensuring that food and drinks
provided are nutritious, appropriate for
each child and prepared in a safe and
hygienic manner.
[Part 2: Q1a, b]
Student discussed why it is necessary
to have a separate menu for infants (0 -
12months). Include how this meets the
Australian Guide to Healthy Eating
dietary guidelines.
Student identified two examples of
age-appropriate types of foods for each
age group.

[Part 1: Q2a, b]
Student explained how Article 24 of the
UN Rights of the Child relates to
providing food in a Children’s Education
and Care Service
Student explained how Code of Ethics
“Create and maintain safe, healthy,
inclusive environments that support
children’s agency and enhance their
learning”relates to providing safe,
healthy food in a Children’s Education
and Care Service.
[Part 2: Q3a, 3b]
Student identified three ways to

provide education and support to
families around healthy eating between
meals
[Part 2: Q3c]
Student explained why water is an
important daily requirement for
children
[Part 2: Q3d]

Student identified what the early
childhood education and care
regulations stated regarding the
provision of water for children
[Part 2: Q3e]
Student identified how to ensure that
children have ready access to water
between mealtimes
[Part 2: Q3f]
Student listed five foods that
commonly cause allergic reactions
Student described food intolerance and
listed three symptoms
Student described two strategies
educators can use to reduce the risk of
children being exposed to foods they
are allergic to
[Part 2: Q4a-c]
Student identified what happens to
food that has been left out on the
bench for at least four hours
Student identified safe food guidelines

for handling chicken and rice
[Part 1: Q5a, b]
Student detailed food safety
procedures to develop and maintain
when working in the kitchen and
preparing the menu for children at the
service. Included information about
I. hygiene,
II. temperature control,
III. equipment usage,
IV. food storage to prevent
microorganism cross
contamination and
V. minimising allergic reactions.
[Part 2: Q6]
Student listed five effects of poor
nutrition in children
[Part 2: Q7]
Student defined tooth decay
Student described consequence of
tooth decay for children’s oral health
Student explained why ‘swish and

swallow’ is an important dental hygiene
routine and described how to discuss
this routine with children
[Part 2: Q8a-c]

Assessment Feedback
Assessment outcome
☐ Satisfactory
☐ Unsatisfactory
Assessor feedback
Comments:
Hi Selika
My name is Kana, an off-site teacher at TAFE Digital. Thank you for submitting this
assessment. It is a lengthy assessment, and I can see that you put significant time and effort
into completing this. You demonstrated your health and safety knowledge in your responses
and planned a delicious menu for the task. Please find my feedback in blue in the
assessment and resubmit the task highlighted in yellow to complete this assessment. My
feedback includes guidance with relevant links for you to complete the tasks. If you need
any clarification, please don't hesitate to reach us on 1300 122 205 or
With some more research, I am sure you can achieve a satisfactory result, Selika. We are
here to support you.
Regards,
Assessor name and date:


Resubmission Feedback (if required)
Assessment outcome
☐ Satisfactory
☐ Unsatisfactory
Assessor feedback
Comment:
Hi Selika,
Thank you for resubmitting this assessment. You reviewed the feedback well, updated your
answers with more specific details, which made fantastic progress. However, this
assessment needs further attention to detail. Please find my feedback in purple in the
assessment, and resubmit these tasks highlighted in blue in the assessment.
Part 1 Q5c), Q7c) and Part 2 Q1a)ii)
If you need any clarification, please don't hesitate to reach us on 1300 122 205 or
You are so close to complete, Selika.
Regards,
Assessor name and date:



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Part 1 Q5c), Q7c) and Part 2 Q1a)ii)

You are so close to complete, Selika.

Kana Nishimuta 2.7.2021

Off-site Teacher TAFE Digital

Document title: Cl_HealthSafety&WHS_Kn_1of2 Page 1 of 65

Kana Nishimuta 26.3.2021

Off-site Teacher TAFE Digital

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Qualification/Course code, name and release number

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For queries, please contact:

Health, Wellbeing and Community Services SkillsPoint

Crn Buttle &Macquoid Streets

Queanbeyan NSW 2620

© 2019 TAFE NSW, Sydney

This assessment can be found in the: Learning Bank

Assessment details Instructions

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 Participate in workplace health and safety.

Submission On completion of this assessment, you are required to upload it as

Conditions of Assessment conditions will require you to:

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What do I need to do To achieve a satisfactory result for this assessment,all questions

What do I need to Computer and internet access

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Part 1: Health, Safety and WHS

Sleep, rest and relaxation scenario

Sleep, rest & relaxation

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Learning Outcome Sub element

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c. The temperature of the room should be around 20-25⁰C.

d. The room should be well ventilated with a good flow of air.

Quiet play experience 2: Sensory play activities within a small group

Quiet play experience 3: Reading books or drawing

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5. Open, honest communication between educators and families is an essential part of

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2. Using communication books or diaries

3. Using whiteboards or charts

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Safety for children:

Sharing information with families:

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are used to watch the children.

you vision as well.

there is silence, always check what the children are doing.

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Please refer to OLS Learning resource CHCECE002 Topic 3 P.2-4-Supervising effectively to

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The steps that need to be taken are:

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The steps required are:

wipe down tables.