[CHC30121] - CHCECE031 HLTWHS001 Workplace Task - Student v1 0-2 - Carlos D

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CHCEC031
Support children’s health, safety and wellbeing
HLTWHS001
Participate in workplace health and safety
Workplace Assessment Task
Student
Introduction
This is an assessment activity linked to two individual units of competency and contributes to the overall assessor judgement of competence.
HLTWHS001 Participate in workplace health and safety
Unit Purpose
The assessment tasks within this unit provide you with the opportunity to demonstrate evidence of the knowledge and skills required to participate in safe work practices to ensure own health and safety, and that of others.
Elements
1. 	Follow safe work practices
2. 	Implement safe work practices
3. 	Contribute to safe work practices in the workplace
4. 	Reflect on own safe work practices
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 student has completed the following tasks at least once in line with state/territory WHS regulations, relevant codes of practice and workplace procedures:
· contributed to a WHS meeting or inspection in workplace
· conducted a workplace risk assessment and recorded the results
· consistently applied workplace safety procedures in the day-to-day work activities required by the job role
· followed workplace procedures for reporting hazards
· followed workplace procedures for a simulated emergency situation.
CHCECE031 Support children’s health, safety and wellbeing
Unit Purpose
The assessment tasks within this unit provide you with the opportunity to demonstrate evidence of the knowledge and skills required to support and promote children’s health, safety and wellbeing in relation to physical activity, healthy eating, sleep, rest and relaxation and individual medical requirements.
Elements
1. 	Implement hygiene and health procedures.
2. 	Support each child’s health needs
3. 	Promote physical activity
4. 	Promote healthy and safe eating
5. 	Provide opportunities for sleep, rest and relaxation
6. 	Supervise children
7. 	Minimise risks in the environment
8. 	Support children to respond to risks
9. 	Provide a safe and healthy environment
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 and: 
· follow all hygiene, health and safety procedures on three different occasions for each of the following:
· support a child to wash their hands
· support one or more children during mealtimes
· support a child with toileting
· support a child with dressing or undressing
· support a child to have their individual sleep needs met
· demonstrate the principles of active supervision to supervise one group of children for a complete activity or play period, according to service procedures
· respond appropriately to three situations where health or safety of children may be compromised
· perform the activities outlined in the performance criteria of this unit during a period of at least 160 hours of work in a regulated children’s education and care service
How students participate in assessment
You are required read and follow the instructions below. Additional instructions may be provided in your Student Handbook and supporting documentation. 
Assessment Requirements
Workplace Task 1	 	Supporting health and safety
Workplace Task 2	 	Daily duties – Children’s care routines
Workplace Task 3		Cleaning 
Workplace Task 4		Actively supervise children
Workplace Task 5		Minimising hazards and risks to children
Workplace Task 6		Safe arrivals and departures
Workplace Task 7		Short and long-term medication policy and procedures
Workplace Task 8		Promoting physical activity
Workplace Task 9		Emergency evacuation
Assessment conditions
Assessment responses must demonstrate a capable understanding and consistent application of knowledge and skills in a workplace setting. 
1.	You MUST provide responses to tasks and questions to a Satisfactory level
2.	Assessment responses MUST demonstrate consistent performance in a real-world setting
3.	You should rely on the information gained through implementation of tasks and the referenced learning materials to guide responses
Assessment instructions
You are required to discuss, plan, coordinate and implement a range of tasks and respond to questions to demonstrate understanding and skill application. To facilitate the appropriate learning and developing skills, practical tasks MUST be completed within a regulated Early Childhood Education and Care setting or an approved simulated workplace setting. 
Attempting assessment tasks
You are required to respond to each task and question in the space provided. You can answer each question by typing responses directly into the spaces provided, or by printing and handwriting responses.
Assessment outcomes
The Early Childhood Education and Care training packages are vocational qualifications that are competency based. For each assessment undertaken you will be assessed as Satisfactory or Not Yet Satisfactory. Where you are assessed as ‘Not Yet Satisfactory’, the assessor will provide you with feedback regarding what needs to be re-attempted and the resubmission process. 
Reasonable adjustment
You may apply for reasonable adjustment to this assessment activity. You should refer to the Student Handbook for further information.
Submitting tasks 
Once you have provided responses to ALL tasks and questions, submit your assessment for assessor marking. Refer to the Student Handbook for information on how to submit assessment activities.
Student appeals
Students have the right to appeal an unfavourable decision or finding during assessment. Students should refer to the RTO Student Handbook for further information.
Authenticity declaration 
It is important that you sign and date the Authenticity Declaration on the next page to confirm that the responses to tasks and questions presented for assessment are your own work. 
	ATTENTION
You must include your name and SIGNATURE on this page
Your signature is required to verify authenticity of your work.
	Student declaration
By making this declaration:
	☐
	I understand the assessment conditions and how to effectively participate
	☐
	I understand my responsibility to provide assessment responses that are my own.
	☐
	I understand that, at any time, if it is shown that in this assessment task, I have plagiarised or misrepresented assessment responses, the assessment outcome may be revoked.
	☐
	I understand I must gain the approval of the assessor and/or Workplace Supervisor before and/or after implementation of these tasks.
	Name:
	Signature:
	Date:
Learning materials and required readings
Students will require access to the following textbooks, readings and websites to provide responses to the questions in this assessment.
		Textbook reference
Kearns, K. (2020) The Big Picture, 5th ed., Cengage Learning Australia, Melbourne.
Chapters 1, 6, 7
		Readings
Australian Government Department of Education, Employment and Workplace Relations for the Council of Australian Governments. (2009). Belonging, Being & Becoming. The Early Years Learning Framework for Australia.
https://www.acecqa.gov.au/sites/default/files/2020-05/belonging_being_and_becoming_the_early_years_learning_framework_for_australia.pdf
Australian Government Department of Health (2013 update). Get up and Grow: Healthy eating and physical activity for early childhood. Staff/Carers Book. 
https://www.health.gov.au/sites/default/files/documents/2021/04/staff-and-carer-book-get-up-and-grow-staff-and-carer-book.pdf 
Blue Bay Early Learning Centre Policies:
· Privacy and Confidentiality Policy
· Cleaning Policy
· Supervision Policy
· Arrivals and Departure Policy
· Medications Policy
· Meal time Policy
NSW Government. Education and Care Services National Regulations.https://www.legislation.nsw.gov.au/#/view/regulation/2011/653/full
NSW Government (2020). Munch & Move Resources.
https://healthykids.nsw.gov.au/munch-move-resources/
Task 1: 	Supporting health and safety 
The purpose of this task is for you to demonstrate that you can follow health and hygiene regulatory requirements and service procedures.
Preparation
Before you commence this task, you will need to access to your service’s policies and procedures.
Instructions
In the table below you will find four situations where the child’s health or safety has been put at risk (compromised). List the actions you would take and the policies and procedures that would guide your practice.
An example has been provided for the first situation.
	Task 1: Supporting health and safety 
	Situation
	What action would you take?
	List the policy/procedure that applies to this situation
	Example:
A child wakes from sleep with wet clothing
	Example Response
Comfort the child 
Be aware of privacy 
Gather change of clothing, gloves, bag, wipes 
Invite child to go to private area/bathroom 
Put on gloves, clean and change child, offering reassurance 
Dress child, support to wash their hands and transition to next experience 
Store wet clothing 
Remove wet bedding and clean area
Remove gloves and wash hands 
	Example Response
Sleep policy 
Toileting procedures 
Cleaning policy and procedures 
Interactions with children policy 
	A child becomes unwell while they are in care
	· Isolate the child from others, but ensure they are supervised and comforted.
· Observe the child's symptoms and seek medical attention if required.
· Contact the child's parents or emergency contact and inform them of the situation.
· Document the incident and any actions taken in the child's record.
	· Illness and infectious diseases policy
· Notification of incidents, injuries, illnesses and trauma policy
· Supervision and duty of care policy
· Communication with families policy
	A child falls from the climbing frame and has an injury
	Assess the child's injuries and provide appropriate first aid.
Isolate the area to prevent further accidents or injuries.
Contact emergency services if required or seek medical attention for the child.
Notify the child's parents or emergency contact and inform them of the situation.
Document the incident and any actions taken in the child's record.
	First aid policy and procedures
Supervision and duty of care policy
Notification of incidents, injuries, illnesses and trauma policy
Documentation and reporting policy
	An educator has asked some children to sit down at the table for lunch, but you know they have not washed their hands.
	Remind the educator of the importance of hand hygiene before meals.
Assist the children in washing their hands before they sit down to eat.
Reinforce the importance of handwashing with the children and educator.
Document the incident and any actions taken in the child's record.
	Hand hygiene policy and procedures
Supervision and duty of care policy
Documentation and reporting policy
Task 2: 	Daily duties – Children’s care routines 
The purpose of this task is for you to demonstrate that you can:
· follow health and hygiene regulatory requirements and service procedures
· support children to learn personal health and hygiene practices through discussion, modelling and repeated experience
· provide opportunities for children to engage in experiences, conversations and routines that promote relaxed and enjoyable mealtimes, healthy lifestyles, and good nutrition
· encourage and support healthy eating and nutrition practices with children during mealtimes
· check that children have ready access to water and are offered healthy food and drinks regularly 
· implement service food safety policies and procedures when assisting with practical mealtime tasks
Preparation
Before you commence this task you must:
discuss the task with your Workplace Supervisor
access your service’s hygiene, health and safety policies and procedures. 
Instructions
You are required to carry out each of the routine tasks set out in the table on three separate occasions. Tasks maybe completed on the same day or across several days. Write the corresponding completion dates for each task.
For each task you must access and follow the service’s relevant procedures and maintain the dignity and rights of the child at all times. 
Ensure that your Workplace Supervisor confirm that you have completed each task on three separate occasions.
Your Assessor must observe at least one occasion where you have completed each of the following tasks:
· Support a child to wash their hands
· Support one or more children during mealtimes
· Support a child with toileting
· Support a child with dressing/undressing
· Answer the relevant questions for each task.
Note: Where there is documented evidence that the service does not permit assistance with toileting or dressing/undressing by individuals who are not staff members, these skills may be demonstrated through simulated activities and scenarios without involvement of a real child. However, all aspects of the process must be clearly demonstrated for assessment. Please contact your assessor if this occurs. 
	Task 2: Daily duties – Children’s care routines
	Daily duties
	1
	Date
	2
	Date
	3
	Date
	Support a child with hand washing
Support a child to wash their hands
	☐	
	☐	
	☐	
	What is the handwashing procedure you asked the children to do?
	The handwashing procedure that I asked children to do includes the following steps:
1. Wet hands with warm water.
2. Apply soap to hands.
3. Rub hands together to create a lather, ensuring that all surfaces of the hands, including the fingers, nails, and wrists, are covered.
4. Scrub hands for at least 20 seconds.
5. Rinse hands thoroughly with warm water.
6. Dry hands with a clean towel or air dry.
	How did you support the children to wash their hands? (e.g. role-modelling, making it fun by singing a song, making it a game)
	Role-modelling: I would model the handwashing procedure for children, demonstrating each step and explaining the importance of handwashing for good hygiene and health.
Singing a song: I would teach children a handwashing song to make the experience fun and engaging, helping them remember the steps and the duration of handwashing.
Making it a game: I would turn handwashing into a game, for example, by using stickers to reward children who wash their hands well or by challenging them to see who can create the most bubbles with the soap.
	When should the children wash their hands?
	Children should wash their hands in the following situations:
· Before eating or handling food
· After using the toilet or changing a diaper
· After blowing their nose, coughing, or sneezing
· After playing with pets or animals
· After playing outdoors or touching dirty or contaminated objects
· When hands are visibly dirty or soiled.
	Daily duties
	1
	Date
	2
	Date
	3
	Date
	Support a child with toileting 
Support a child with toileting and respect their need for privacy
	☐	
	
☐	
	
☐	
	What are some supportive strategies that you used to assist a child with toileting? (e.g. explaining the steps to be followed by the child, being sensitive to individual toileting needs) 
	To support a child with toileting, some strategies that I would use include:
· Explaining the steps: I would explain to the child what they need to do, using age-appropriate language and visual aids if necessary. I would also ask the child to try doing it themselves with my guidance and support.
· Being sensitive to individual needs: I would be aware of each child's individual needs, such as their toileting routines, any toileting difficulties they may have, and their need for privacy. I would respect their dignity and autonomy by giving them choices, such as which toilet to use, what clothing to wear, or how to clean themselves.
· Providing appropriate equipment: I would ensure that the child has access to appropriate equipment, such as a potty, toilet seat, stepstool, wipes, and hand sanitizer. I would also ensure that the equipment is clean and sanitized before and after use.
· Providing emotional support: I would offer emotional support to the child, such as reassuring them if they feel nervous or uncomfortable, praising them for their efforts, and celebrating their successes.
Overall, the goal is to support the child with toileting while promoting their independence, dignity, and privacy, and creating a safe and positive toileting experience for them.
	Daily duties
	1
	Date
	2
	Date
	3
	Date
	Support a child with dressing/undressing
Support a child with dressing or undressing while respecting their need for privacy and individual clothing preferences
	☐	
	☐	
	☐	
	How did you support a child with dressing/undressing?
	
	
	
	
	
	
	To support a child with dressing or undressing, some strategies that I would use include:
· Providing privacy: I would ensure that the child has a private space to dress or undress, such as a designated change area or a bathroom stall. I would also ensure that the child is comfortable with the level of privacy and that any concerns or requests for privacy are respected.
· Encouraging independence: I would encourage the child to do as much as possible for themselves, such as choosing their clothing, putting on or taking off their socks or shoes, or zipping up their jacket. I would offer guidance and support as needed, but also allow the child to practice and develop their skills.
· Being sensitive to individual preferences: I would be aware of each child's individual preferences for clothing, such as favorite colors, fabrics, or styles, and respect their choices. I would also be aware of any cultural or religious considerations that may influence their clothing preferences.
· Using positive language: I would use positive language when supporting the child with dressing or undressing, such as praising their efforts, offering encouragement, and celebrating their successes.
· Ensuring safety: I would ensure that the child is safe while dressing or undressing, such as ensuring that any buttons or zippers are not a choking hazard, ensuring that the child's shoes are tied properly, and ensuring that the child is not in danger of tripping or falling.
	Daily duties
	1
	Date
	2
	Date
	3
	Date
	Support a child with individual sleep needs
Support with meeting individual sleeping needs
Provide children with restful play activities who do not sleep or rest 
Record rest information for communication with families 
	☐	
	☐	
	☐	
	Provide an example of how you assisted a child who has difficulty in settling down for rest or sleep.
	Supporting a child who has difficulty in settling down for rest or sleep can be a challenging task. To assist such a child, I would try different strategies that can help the child feel more comfortable and relaxed. Here are some examples:
· Providing a cozy environment: I would ensure that the child's sleep area is comfortable and cozy, with a soft mattress, a warm blanket, and a pillow. I would also ensure that the room is dimly lit and quiet, and that any distractions or noises are minimized.
· Establishing a routine: I would establish a consistent routine that the child can follow before settling down for rest or sleep. For example, I would suggest that the child reads a story or listens to soft music before bed or has a warm bath or a massage to help them relax.
· Providing sensory support: I would provide sensory support to help the child feel calm and relaxed, such as a weighted blanket, a stuffed animal, or a soft toy to hold onto.
· Using positive reinforcement: I would use positive reinforcement to encourage the child to settle down for rest or sleep. For example, I would offer praise and rewards for positive behavior, such as staying in bed or falling asleep quickly.
· Being patient and supportive: I would be patient and supportive with the child, recognizing that settling down for rest or sleep can be challenging for some children. I would offer reassurance, comfort, and support as needed, and would try to create a positive and supportive sleep environment for the child.
	Daily duties
	1
	Date
	2
	Date
	3
	Date
	Support one or more children during mealtimes
Support a child with healthy eating, drinking and nutrition practices. 
Promote relaxed and enjoyable mealtimes.
	☐	
	☐	
	☐
	
	What did you do to engage and support children’s healthy eating, drinking and nutrition practices?
	To engage and support children's healthy eating, drinking, and nutrition practices, I:
· Encouraged children to try new foods and talked about the importance of having a balanced diet
· Provided a variety of healthy food options at mealtimes and snacks
· Modeled healthy eating behaviors by eating with the children and showing enjoyment in eating healthy foods
· Encouraged children to drink water regularly throughout the day
· Talked to children about the benefits of drinking water for their health and well-being
	What did you do to encouraged an enjoyable and relaxed mealtime?
	To encourage an enjoyable and relaxed mealtime, I:
· Created a positive and comfortable atmosphere during mealtimes by engaging in conversations with children and providing them with positive feedback.
· Encouraged children to take their time while eating and not to rush through their meal.
· Supported children in feeding themselves and encouraged self-help skills.
· Created a routine around mealtimes to establish a sense of predictability and routine for the children.
· Ensured that mealtime was a social experience by having meals together as a group and providing opportunities for children to interact with each other.
	How did you ensure that children have ready access to water and drinks regularly?
	To ensure that children have ready access to water and drinks regularly, I:
· Provided children with access to water bottles and cups throughout the day.
· Encouraged children to drink water regularly and provided reminders for them to do so.
· Modelled healthy drinking behaviours by drinking water in front of the children and showing enjoyment in staying hydrated.
· Ensured that water was always readily available and easily accessible for children.
	How did you assist in the implementation of service food safety policies and procedures?
	To assist in the implementation of service food safety policies and procedures, I:
· Always followed food safety policies and procedures to ensure the safety of the children in my care.
· Ensured that all food was prepared and stored properly to prevent contamination and spoilage.
· Monitored food temperatures regularly to ensure that food was kept at safe temperatures.
· Practiced proper hand hygiene and food handling procedures to prevent the spread of germs and bacteria.
· Followed food allergy and dietary requirement policies to ensure that all children's needs were met. 
Task 3:	 Cleaning 
The purpose of this task is to demonstrate that you can follow service policies and procedures to ensure that equipment, furnishings and resources are maintained in a hygienic manner. 
		Textbook reference
The Big Picture (5th edition) by Karen Kearns
Chapter 6 (page 217)
Preparation
Before you commence this task, you must:
access your service’s cleaning policies/procedures.
Instructions
Fill in the table below and:
identify the name of the policy/procedure for each surface/area
identify the cleaning product/chemical used and PPE required
indicate whether the surface/area requires washing daily or weekly.
	Task 3: Cleaning
	Surface/area
	Name of policy and/or procedure
	Cleaning product/chemical used/ PPE required
	Wash daily plus when visibly dirty
	Wash weekly plus when visibly dirty
	Change mats and change tables
	· Nappy changing procedure
· Cleaning policy and procedures
	· Disposable gloves should be worn during each nappy change and should be disposed of after each use.
· A disposable absorbent paper liner or other appropriate barrier should be used on the change mat for each child.· A detergent solution or alternative recommended by the manufacturer should be used to clean the change mat and table after each use.
· A disinfectant solution, which meets the requirements of Australian Standards, should be used to sanitise the change mat and table after each use.
	☒	☐
	Prams or strollers
	Cleaning Policy and Procedure
	· Use a detergent or disinfectant solution that is appropriate for use on prams or strollers.
· Wear gloves and a disposable apron when cleaning prams or strollers.
	☒	☐
	Utensils and crockery
	Cleaning and Sanitising Policy and Procedure
	Dishwashing liquid or detergent, hot water, and sanitising solution (e.g. chlorine-based solution). PPE required can vary depending on the specific product/chemical used and should be in line with the Safety Data Sheet (SDS) provided by the manufacturer.
	☒	☐
	Toileting areas
	Toileting procedures and Cleaning Policy and Procedures
	Clean with a neutral detergent and warm water, then disinfect with a chlorine-based solution or other appropriate disinfectant.
PPE: gloves, apron, eye protection and mask (if applicable)
	☒	☐
	Soft bedding
	Bedding and Soft Furnishings Policy
	For daily cleaning: mild detergent, water, and disinfectant solution (such as bleach) for sanitizing
For weekly deep cleaning: hot water and detergent, followed by disinfectant solution.
PPE required: gloves, apron.
Daily cleaning is required for soft bedding that comes into direct contact with children, such as sheets, blankets, and comforters.
Weekly deep cleaning is required for soft furnishings that do not come into direct contact with children, such as pillows and cushions.
	☒	☒
	Cushions	
	Cleaning and Sanitising Procedure for Cushions
	· Use detergent and warm water solution to clean cushions
· Disinfect with a solution of one-part disinfectant to ten-parts water
· Wear gloves when handling soiled cushions
	☒	☐
	Cots	
	Cleaning Policy and Procedure
	· Warm soapy water or commercial cleaning product, specifically designed for cleaning cots, which is safe and non-toxic.
· Gloves and aprons should be worn when cleaning cots.
	☒	☐
	Tables, chairs and highchairs
	Cleaning and Sanitising Procedure for Furniture and Equipment
	Mild detergent and warm water for daily cleaning, disinfectant solution for weekly sanitising. Disposable gloves and aprons are required for sanitising.
Daily cleaning is required for all surfaces that come into contact with children's food and drink or bodily fluids. Weekly sanitising is required for high-touch surfaces like tabletops and chairs.
	☒	☒
	Other hard surfaces (e.g., benchtops)
	Cleaning and Sanitising Policy
	A detergent solution, followed by a sanitising solution with a bleach concentration of 1,000 ppm (parts per million) or a commercial grade disinfectant. Personal protective equipment (PPE) may include gloves, apron, and eye protection, depending on the cleaning product being used and the risk of exposure.
	☒	☐
	Toys
	Cleaning and Sanitising of Toys Policy and Procedure
	The policy and procedure may specify the use of a variety of cleaning products/chemicals, including detergent, disinfectant, and sanitiser. The type of product/chemical used may depend on the material of the toy, level of contamination, and frequency of cleaning. PPE required may include gloves and aprons.
	☐	☒
	Art and craft supplies 
	Cleaning and Disinfecting Policy/Procedure.
	Use of appropriate cleaning agents, disinfectants and sanitisers. Personal Protective Equipment (PPE) like gloves, aprons, and masks should be worn when handling and cleaning the supplies.
	☒	☐
Task 4: Actively Supervise Children
The purpose of this task is to demonstrate that you can:
· follow regulations and implement service policies and procedures for active supervision of children
· use positive developmentally appropriate communication when informing children of safety requirements
· adjust levels of supervision depending upon the area of the service and the skill, age mix, dynamics and size of the group of children, and the level of risk involved in activities and play
· exchange information about supervision with colleagues to ensure adequate supervision at all times.
· promote sun safety
		Textbook reference
The Big Picture (5th edition) by Karen Kearns
Chapter 7 (page 259) Figure 7.19 ‘Key principles of active supervision’
Preparation
Before you commence this task:
Review the different levels of supervision using the key principles of active supervision found in Figure 7.19 of your textbook.
Access your service’s supervision policy and sun safety policy
With your Supervisor, choose an outdoor play area (e.g. construction area, sandpit, climbing equipment) for you to be responsible for supervising
Instructions
Supervise the chosen area following the service’s policy and procedures for active supervision of children.
Fill in the following table.
	Task 4: Actively Supervise Children
	Date: 
	Time: 10:00 AM - 11:00 AM
	Number of 
children: 8
	Age of 
children: 3-4 years old
	Outdoor Area you supervised:
	Playground
	Describe how you supported a child or children with sun safety before going outdoors. 
	Before going outdoors, I gathered all the children and reminded them about the importance of sun safety. I explained to them that they need to wear a hat and sunscreen, and that they should try to stay in the shade whenever possible. I also reminded them that they should drink water regularly to stay hydrated.
	Identify one example of how you demonstrated each of the seven key principles of supervision.
	Principle of supervision
	How I demonstrated this principle:
	Knowing
	I knew that sun safety is an important aspect of outdoor play and made sure that all the children were adequately protected from the sun.
	Positioning
	I positioned myself in a central location where I could observe all the children and the play areas.
	Scanning
	I continuously scanned the play areas to ensure that all the children were safe and engaged in appropriate play.
	Listening
	I listened for any signs of distress or conflict among the children and intervened when necessary.
	Anticipating
	I anticipated potential hazards or conflicts and took steps to prevent them from occurring.
	Engaging and redirecting
	I engaged with the children and redirected their play if I noticed any unsafe behavior or if they needed help with a particular task.
	Communicating
	I communicated with the children and provided clear instructions about safe play and behavior, as well as reminders about sun safety throughout the play session.
	Answer the questions below based on your supervised outdoor area of play:
	What behaviours did you see in the children?
	Some children were running and climbing on equipment while others were engaged in quieter play activities such as drawing with chalk or playing with sand.
A few children were not wearing hats or sunscreen, despite reminders.
	How did your supervision change as a result of the children’s behaviour? 
	Increased focus on monitoring children who were running and climbing to ensure their safety.
Reminders given to all children about the importance of wearing hats and sunscreen.
Encouraged quieter play activities for those who were not wearing hats or sunscreen.
	What are the potential hazards in this area?
	Tripping hazards such as uneven surfaces and toys left on the ground.
Climbing equipment with potential for falls.
Exposed areas without shade, increasing risk of sunburn.
	How would you minimise the hazards you’ve identified?
	Conduct regular safety checks of the area to remove any potential hazards.
Provide shaded areas for children to play in.
Encourage children to put toys away when finished with them.
	How did you communicate positively and developmentally appropriately with the children and helped them identify potential hazards in the area? e.g., instructions they understand.
	
Used simple language and visual aids to help children understand potential hazards (e.g. pointing out tripping hazards or showing pictures of sunburn).
Encouragedchildren to help identify and report any hazards they see.
	What information did you communicate to other educators while supervising?
	Notified other educators of any hazards identified and steps taken to minimise them.
Provided updates on children's behaviors and any interventions taken.
Task 5: 	Minimising hazards and risks to children
The purpose of this task is to demonstrate that you can:
Check the safety of buildings, equipment and the general environment according to scope of own role and service policies and procedures
Check toys and equipment are safe for children and safe to use in their proposed area
Identify potential hazards and remove immediately or secure the area to prevent children accessing the hazard
follow workplace policies, procedures and instructions for safe work practice
identify and report workplace hazards and associated risks
maintain safe house keeping practices.
Preparation
Before Commencing this Task, you must:
access the procedure and forms (if any) that are used to check the safety of the outdoor play area/s 
ask your Supervisor to assign you a time to undertake an Outdoor Area Safety Check (you may have to do this task with an experienced educator).
		Student tip
For the purposes of assessment, if your service does not have an accessible Outdoor Safety Checklist, you may use the one provided below. 
Instructions
1. Part A: 
Complete the safety check procedure used by your service for an outdoor play area. You may use the service’s Checklist, or use the template provided. 
2. Part B: 
Fill in the Risk Assessment Tool below.
3. Part C:
Answer the questions in the Table below.
	Task 5 Part A: Outdoor Safety Checklist
	Item
	Yes/No
(Circle)
	Hazards identified
	Action required?
	Pathways
Are pathways clear of slip/trip/fall hazards?
	Yes/No
	
	Yes/No
	Entrance/Exits
Are doorways free from any obstructions?
	Yes/No
	
	Yes/No
	Play Areas
Are play areas fenced in with appropriate gates and locks?
	Yes/No
	Missing lock, broken fence.
	Yes/No
	Are play areas clean, well-drained, free from trash and poisonous vegetation?
	Yes/No
	
	Yes/No
	Are soft ground covers in place and free from materials that may be a hazard if children fall
	Yes/No
	
	Yes/No
	There is nothing near any fence/gate that would assist children to climb over
	Yes/No
	
	Yes/No
	Rubbish bins for children’s use are clean and empty
	Yes/No
	
	Yes/No
	Rubbish awaiting collection is inaccessible to children and is stored appropriately until collected
	Yes/No
	
	Yes/No
	Area is clear of animal droppings, nests, hives and webs 
	Yes/No
	
	Yes/No
	Toys and Play Equipment 
Are toys and play equipment in good working condition and stable?
	Yes/No
	
	Yes/No
	All accessible toys are suitable for that age group
	Yes/No
	
	Yes/No
	Broken/unsafe toys and equipment are stored out of children’s reach
	Yes/No
	
	Yes/No
	Toys and play equipment have no gaps or holes where a child could trap their fingers, head, neck, hair, toes, arms or legs
	Yes/No
	
	Yes/No
	Toys and play equipment have no chipped paint, peeling stickers, splinters, or loose nuts and bolts
	Yes/No
	
	Yes/No
	Toys and play equipment have no sharp edges or points
	Yes/No
	
	Yes/No
	Toys do not present a choking/swallowing hazard
	Yes/No
	
	Yes/No
	Storage
Is there adequate storage, and is storage tidy and well organized?
	Yes/No
	
	Yes/No
	Heavy items
Are heavy items stored on the ground to facilitate access by two people without reaching or twisting?
	Yes/No
	
	Yes/No
	Chemicals
Are chemicals:
Clearly labelled
Inaccessible for children
Stored in the dangerous products storage areas?
	Yes/No
	
	Yes/No
	
	Task 5 Part B: Risk Assessment Tool
	Refer to your service’s policy/procedure. For one of the hazards you identified, complete the Risk Assessment Tool below and answer the questions that follow.
If you did not find any hazards, fill in the Risk Assessment Tool based on the following scenario:
A tricycle’s rubber handle has been torn, exposing the metal tube below it.
	Briefly describe the hazard
	In a childcare setting, a missing lock on a gate or a broken fence can pose serious safety hazards for young children. Without proper security measures, children may be able to wander out of the childcare center and into potentially dangerous areas, such as a busy street or parking lot. A missing lock on a gate could also allow unauthorized individuals to enter the childcare facility, putting the safety and wellbeing of children at risk. In addition, a broken fence could create an opening that allows children to escape from the play area and access areas that may not be safe or appropriate for them, such as an adjacent construction site or a body of water. It is essential to ensure that all gates and fences at a childcare center are properly secured and maintained to prevent such hazards from occurring.
	Location of hazard e.g., Room or area of the service
	Room
	Risk/s the hazard presents 
	Security risks: A missing lock can compromise the security of the room, allowing unauthorized access to the room and potentially valuable or sensitive items within it. This can lead to theft, tampering, or other security breaches.
Safety risks: Depending on the nature of the room, a missing lock can pose safety risks to occupants or others nearby. For example, if the room contains hazardous materials or equipment, a missing lock can allow unauthorized access that could result in accidents, injuries, or even fatalities.
Privacy risks: If the room is used for private or confidential activities, a missing lock can compromise the privacy and confidentiality of occupants. This can lead to breaches of privacy or confidentiality, which may have legal or ethical implications.
	Who may be at risk?
	
The child
	Risk rating
	Likelihood
	☒ Likely
	☐ Possible
	
	☐ Unlikely
	☐ Rare
	Consequence
	☐ Catastrophic
	☒ Major
	
	☐ Moderate
	☐ Minor
	
	☐ Insignificant
	
	Risk rating
	☐ Catastrophic
	☒ High
	
	☐ Moderate
	☐ Low
	Control measures
	☒ Eliminate
	☐ Engineering controls
	
	☐ Substitute
	☐ Administrative controls
	
	☐ Isolate
	☐ Personal Protective Equipment (PPE)
	Describe control measures (what would you do to reduce the risk?)
	Hire a professional locksmith to ensure that the new lock is installed correctly and that it meets any relevant standards or regulations.
	Who conducted the risk assessment?
Completed by: 
	Signature:
	Date: 26/4/23
	Task 5 Part C: Safety Check
	With reference to the policy and procedures used by your service to undertake a safety check of the outdoor play area, answer the following questions.
	a. 	How often is an outdoor safety inspection carried out?
	
 
	b. What is the service procedure if a hazard is identified? (e.g., what immediate steps are taken to minimise the hazard, what paperwork needs to be completed)
	
Task 6: 	Safe arrivals and departures
The purpose of this task is to demonstrate that you can:
implement service procedures and regulations for the safe collection of each child, ensuring they are released to authorised people only
assist in the supervision of every person who enters the service premises through observation and reporting
		Textbook reference
The Big Picture (5th edition) by Karen Kearns
Chapter 7 (pp. 245-246) 
		Reading
Belonging, Being & Becoming. The Early Years Learning Framework for Australia. ACECQA. 
https://www.acecqa.gov.au/sites/default/files/2020-05/belonging_being_and_becoming_the_early_years_learning_framework_for_australia.pdf
Regulation 99 Children leaving the education and care service premises
Regulation 168 Education and care service must have policies and procedures
Education and Care Services National Regulations. NSW Government.
https://www.legislation.nsw.gov.au/#/view/regulation/2011/653/fulll
Regulation 168 (2) (f) requires the service to have in place a policy for the delivery of children to, and collection of children from, the service. Regulation 99 sets out the procedures that must be followed forthe collection of children from the premises. 
Preparation
Before commencing this task, you must:
discuss the task with your Workplace Supervisor
access your service’s Arrivals and Departure Policy. 
		Student tip
Discuss this section with your Workplace Supervisor or director to ensure that the service’s security systems are not disclosed. 
Instructions
This task requires you to investigate and document the procedures used to minimise the risk of unauthorised persons/intruders entering the premises. With reference to the Policy, use the template provided to document your role in this task.
	Task 6: Assist in supervising arrivals and departures
	a. List two policies/procedures that are in place in relation to the security of children and employees while at the service?
	Visitor sign-in/sign-out policy: This policy outlines the procedures for visitors to sign in and out of the service, including providing identification and the reason for their visit. This helps to ensure that only authorized visitors are present in the service.
Code of conduct policy: This policy outlines the expected behaviour of all employees, parents, and visitors while on the service premises, including expectations around safety and security.
	b. With reference to your service’s arrivals/departures policy, describe what steps you followed to safely manage the collection of children from the service by an authorized person.
	Checking the person's identification and confirming that they are authorized to collect the child.
Ensuring that the person is not under the influence of drugs or alcohol and is in a fit state to care for the child.
Checking that the person has appropriate car restraints for the child's age and size and ensuring that the child is securely fastened in the car.
Recording the time and date that the child was collected, and the name and relationship of the person who collected the child.
	c. What procedures must you follow if a person a parent has not authorized arrives to collect a child? 
	Contacting the parent to confirm if they have authorized the person to collect the child.
If the parent confirms that they have not authorized the person to collect the child, ensuring that the person does not take the child and contacting the police if necessary.
Informing the service director or supervisor and documenting the incident.
	d. What is the procedure you need to follow if a visitor arrives at the service e.g., a speech therapist, family interested in enrolling their child
	Asking the visitor to sign in and provide identification, as per the visitor sign-in/sign-out policy.
Confirming the purpose of the visit and directing the visitor to the appropriate staff member or area of the service.
Ensuring that the visitor follows the code of conduct policy while on the premises, including any safety and security procedures.
Documenting the visit, including the time and date, name of the visitor, and purpose of the visit.
Task 7: 	Short and long-term medication policy and procedures 
The purpose of this task is to demonstrate that you can implement service risk-management strategies for children with a long-term medical condition and identify service and legislative requirements and procedures for short and long-term medication administration.
Preparation
Before you commence this task, access your service’s policy and procedures for medication and confidentiality.
Instructions
With reference to your service’s policy and procedures for medication administration and confidentiality, complete the template provided.
You may also like to talk to Workplace Supervisor to assist you with this task.
	Task 7: Short and long-term medication policy and procedures
	a. What are your service’s procedures for children who require long-term medication?
	The service's procedures for children who require long-term medication include obtaining written permission from parents, keeping the medication in its original packaging with a pharmacy label, and ensuring that the medication is stored in a secure location. The service also requires parents to provide a completed medication management plan signed by a medical practitioner.
	b. What information must parents provide the service about their child’s long-term medication?
	Parents are required to provide the service with details of the medication, including the name of the medication, the dosage, the time it is to be administered, and any possible side effects. They also need to provide a completed medication management plan signed by a medical practitioner.
	c. How does your service ensure privacy and confidentiality to children’s health needs?
	The service ensures privacy and confidentiality for children's health needs by storing all medical information and medication in a secure location, accessible only to authorised staff members. Staff members are required to maintain confidentiality and not disclose any information about a child's medical needs or medication to anyone outside the service, except where required by law.
	d. What is the service procedure for a child who arrives at the service and requires medication for the day (short-term medication)?
	If a child arrives at the service and requires medication for the day, the service's procedure is to obtain written permission from the parent, administer the medication as per the medication management plan, and record the details of the administration in the child's record.
	e. How does your service communicate to families that children have received their short-term medication for the day? (e.g., antibiotics for a chest infection)
	The service communicates to families that children have received their short-term medication for the day by informing the parent/guardian when they collect their child. The service also records the administration of the medication in the child's record, which is available for the parent/guardian to view.
	f. How does your service communicate amongst educators when a child requires medication or has a medication plan in place?
	The service communicates amongst educators when a child requires medication or has a medication plan in place by ensuring that all staff members have access to the child's record, including the medication management plan, and by holding regular staff meetings to discuss any updates or changes to the child's medical needs.
	g. What risk strategies does the service have in place with regards to long-term medical conditions for ensuring: 
· medical plans are up-to-date
· medication stored at the service is in date/has not expired
	The risk strategies the service has in place with regards to long-term medical conditions for ensuring medical plans are up-to-date and medication stored at the service is in date/has not expired include regular reviews of the child's medication management plan, checking the expiry date of medication on a regular basis, and ensuring that medication is stored in a secure location that is easily accessible to authorised staff members. The service also ensures that staff members are trained in medication administration and management, and that all medication is administered in accordance with the child's medication management plan.
Task 8:	 Promoting physical activity
The purpose of this task is for you to demonstrate that you can:
organise and encourage regular movement and participation in physical experiences as part of the program for all children 
participate with children in their physical activity
promote physical activity through providing planned and spontaneous opportunities appropriate for each child
		Resources
Get up and grow: Healthy eating and physical activity for early childhood. (2009) Commonwealth of Australia (Pp. 53- 79) Section 2: Physical activity.
https://www.health.gov.au/sites/default/files/documents/2021/04/staff-and-carer-book-get-up-and-grow-staff-and-carer-book.pdf 
[or visit Google www.google.com.au and type ‘Get up and grow staff and carer’ into the search bar]
Munch nmove resources (2020), NSW Government. Select Resources > Physical Activity.
https://healthykids.nsw.gov.au/munch-move-resources/
		Pinterest
Visit the Kearns Pinterest page for more ideas to help you with this task.
Preparation 
Before you commence this task:
discuss the task with your Workplace Supervisor and allocate time for you to prepare and implement each experience.
in consultation with the Workplace Supervisor, choose an age group of the child or children you want to provide this physical activity for.
explore the readings and the Pinterest page for some physical activity ideas for the individual child or small group of children
The activity should be easy to implement and require a minimum amount of equipment. 
Instructions
There are two parts to this task:
Part A
Using the template provided, briefly identify and describe the physical activity you have chosen for the child or children. An example has been provided to assist you with this task. 
Part B
Implement your physical activity with the individual child or a small group of children. Engage and participate with the children. Use the template provided to briefly evaluate your activity. 
	
(Example response)
Task 8 Part A: Promoting physical activity 
	Age group
	Activity 
	What children may do
	3 years +
	Hoola hoop play
	Roll the hoop and run alongside
Throw and chase hoop
Place hoops on ground and jump into each hoop
	Task 8 Part A: Promoting physical activity
	Age group
	Activity 
	What children may do (describe the physical activities involved for children)
	
	
	
	Task 10 Part B: My physical activity
	Activity:									Age group:
	Briefly describe what the children did:
	
	Briefly describe how you participated with the children: 
	
	Briefly describe at least two occasions where you have become involved in spontaneous physical activity with children. For example, assisting a child when climbing, throwing or rolling a ball back-and-forth with a child etc.
	
Task 9:	 Emergency evacuation
The purpose of this task is to demonstrate that you can follow service’s emergency evacuation procedures.
		Textbook reference
The Big Picture (5th edition) by Karen Kearns
Chapter 5 (page 164)
Preparation
Before commencing this task you must ask your supervisor to:
allocate a date when you can participate in an evacuation drill at the service. (Keep in mind, you may need to plan ahead, so talk to your supervisor as soon as possible)
show you the emergency evacuation policy and discuss the procedures
if possible, assign you a role in the drill by buddying with an experienced educator– (e.g. assist in gathering the children and accompanying the children to the assembly point). 
All services will have an emergency evacuation plan displayed in prominent places around the service. You must examine this plan and be familiar with all emergency exits and assembly points prior to participating in the evacuation drill.
Instructions
This task requires you to:
1. access the emergency evacuation plan and procedures for your workplace
2. locate where the emergency evacuation floor plans are displayed in your workplace
3. participate in an emergency evacuation drill
4. complete the questions listed below based on the emergency evacuation drill and procedure
5. you will be required to show your workplace Assessor a copy of the completed workplace drill paperwork for confirmation of your participation. 
	Task 9: Emergency evacuation
	a. Listed below are key steps that must be followed as part of an emergency evacuation procedure when educators and children are indoors. 
 Describe how these steps are carried out in your service.
	Key step
	How this is carried out in your service:
	Alarm is sounded.
(What is used to sound the alarm, who sounds the alarm?)
	
	Gather and escort children from the building to the designated assembly point. 
(How are children gathered – what are children asked to do; how do educators keep children calm; which exit did you use; which assembly point did you use?)	
	
	Check all areas of the room, including cot rooms and bathrooms. 
(Who is responsible for this task? Is a checklist used?)	
	
	Close windows and doors (if possible) on exiting. 
(Who is responsible for this task?)	
	
	Collect first aid kit, children’s rolls and phone. 
(Who is responsible for this task?)	
	
	Conduct head count and take the roll 
(Who is responsible for this task?)	
	
	Call emergency services.
(Who is responsible for this task?)
	
	Participate in a team meeting to evaluate the evacuation procedure.
(This could be a debrief with your supervisor.)	
	
	Please note – the steps above are an example of what typically happens in a service.
If your service has additional steps, please include them below.
	
	
	
	
	b.	List the location/s of the emergency evacuation floor plans in your workplace.
	 
	c.	In the room to which you are currently assigned where is the nearest exit (according to the emergency evacuation plans floor plan)?
	
	d.	List the location of fire-fighting equipment (hose reel, extinguishers, and fire blankets) in your service.
	
	e.	Once you have participated in the evacuation drill (e.g. supervised the children, marked the roll or collected the first aid kit), fill in the table below.
	Name: 
	Date of Evacuation:
	How I assisted in the drill:
	
	Workplace Assessment Task
HLTWHS001, CHCECE031
RECORD OF ASSESSMENT
(Assessor to complete)
	Student Name
	
	Course Code/Title
	
	Assessor declaration
	☐
☐
☐
	Assessment tasks are authentic and supported by a student declaration
Assessment tasks are supported by an authenticated Third Party Report
Assessment tasks requirements have been observed and/or verified as demonstrated in the workplace.
	☐
	Assessors satisfy the Standards for RTOs’ requirements for assessors
	First Attempt
	This assessment activity has been assessed as:
☐ Satisfactory ☐ Not Yet Satisfactory 
For work deemed “Not Yet Satisfactory”, the student has been provided with written feedback below. The assessment may be re-submitted for reassessment. 
	Assessor Name:
	Signature:
	Date Received:
	Date Marked:
	Assessor comment/feedback:
	Resubmit instructions: (for Not Yet Satisfactory assessment outcome only)
	Second Attempt
	This assessment activity has been assessed as:
☐ Satisfactory ☐ Not Yet Satisfactory 
For work deemed “Not Yet Satisfactory”, the student has been provided with written feedback below. The assessment may be re-submitted for reassessment. 
	Assessor Name:
	Signature:
	Date Received:
	Date Marked:
	Assessor comment/feedback:
	Resubmit instructions: (for Not Yet Satisfactory assessment outcome only)
	Third Attempt
	This assessment activity has been assessed as:
☐ Satisfactory ☐ Not Yet Satisfactory 
For work deemed “Not Yet Satisfactory”, the student has been provided with written feedback below. The assessment may be re-submitted for reassessment. 
	Assessor Name:
	Signature:
	Date Received:
	Date Marked:
	Assessor comment/feedback:
	Resubmit instructions: (for Not Yet Satisfactory assessment outcome only)
CHCECE031 Support children’s health, safety and wellbeing
HLTWHS001 Participate in workplace health and safety 
Workplace Tasks - Student
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