CHC50113
Diploma of Early Childhood Education and Care
Children’s Health and Safety
V4.2 Produced 15 December 2021
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Compliant Learning Resources
Version control & document history
| Date | Summary of modifications made | Version |
| 9 December 2013 | Version 1 final produced following assessment validation. | v1.0 |
| 16 April 2014 | Changes to wording and clarification of benchmarks in questions. A1,A3a,b,A14,A25,B10,C10 | v1.1 |
| 24 October 2014 | Minor clarifications in questions A14; removed B8(a) question similar with B7(d) | v1.2 |
| 18 November 2014 | Changes made throughout document | v1.3 |
| 3 December 2014 | Significant changes made to document following validation | v2.0 |
| 17 April 2015 | Minor revisions on Questions B1 and B16 | v2.1 |
| 18 July 2016 | Updates made throughout document | v2.2 |
| 08 August 2017 | Updated intranet links | v2.3 |
| 24 August 2017 | Added url to hyperlink | v2.4 |
| 7 February 2017 | Updated Question 8 d | v2.5 |
| 16 March 2018 | Corrected KA Part 1 Question 1g | v2.6 |
| 10 April 2018 | Removed questions referencing HLTWHS001 | v3.0 |
| 7 June 2018 | NQS Updates | v3.1 |
| 17 September 2018 | Updated meal planning hyperlink in Case Studies Part B | v3.2 |
| 08 July 2020 | Re-wrote and removed case scenarios, improved demonstration instructions, provided volunteer and candidate task guidance, revised marking guide for Case Study Part B:
· Case Study 4 · Case Study 5 |
v4.0 |
| 18 June 2021 | Changed column label from ‘policy’ to ‘policy maker’ (KA Part C, Question 11). Also reworded some question statement in p18, p22, p48, p55, and p83 | v4.1 |
| 15 December 2021 | · Removed Sparkling Stars templates and forms links and transferred the materials in the Assessment Files folder
· Changed instructions to accommodate the changes |
V4.2 |
Table of Contents
This is an interactive table of contents. If you are viewing this document in Acrobat, clicking on a heading will transfer you to that page. If you have this document open in Word, you will need to hold down the Control key while clicking for this to work.
What is competency based assessment?. 4
The Basic Principles of Assessing Nationally Recognised Training. 5
The Principles of Assessment. 5
The Dimensions of Competency. 6
How do I avoid Plagiarism or Cheating?. 9
CHCECE002 – Ensure the health and safety of children.. 10
CHCECE004 – Promote and provide healthy food and drinks. 11
Resources required for assessment. 14
If submitting your assessments please ensure that. 15
Assessment Workbook Coversheet. 16
Instructions
The questions in this workbook are divided into two categories.
Written Questions: These questions are all in a short answer format.
Case Studies: These are longer questions requiring creative thought processes are covered in the case studies assessment. You must answer all questions using your own words. However you may reference your learner guide, and other online or hard copy resources to complete this assessment.
You must attempt all assessments satisfactorily to achieve an overall award of competent.
Re-read the section on Plagiarism and Copying in your Welcome pack.
If you are currently working as part of an Early Childhood Education/Child Care team, you may answer these questions based on your own workplace. Otherwise consider what you should do if you were working as part of an Early Childhood Education/Child Care team you may refer to Sparkling Stars as an example.
What is competency based assessment?
The features of a competency based assessment system are:
- It is focused on what learners can do and whether it meets the criteria specified by industry as competency standards.
- Assessment should mirror the environment the learner will encounter in the workplace.
- Assessment criteria should be clearly stated to the learner at the beginning of the learning process.
- Assessment should be holistic. That is it aims to assess as many elements and/or units of competency as is feasible at one time.
- In competency assessment a learner receives one of only two outcomes – competent or not yet competent.
- The basis of assessment is in applying knowledge for some purpose. In a competency system, knowledge for the sake of knowledge is seen to be ineffectual unless it assists a person to perform a task to the level required in the workplace.
- The emphasis in assessment is on assessable outcomes that are clearly stated for the trainer and learner. Assessable outcomes are tied to the relevant industry competency standards where these exist. Where such competencies do not exist, the outcomes are based upon those identified in a training needs analysis.
Definition of competency
Assessment in this context can be defined as:
- The fair, valid, reliable and flexible gathering and recording of evidence to support judgement on whether competence has been achieved. Skills and knowledge (developed either in a structured learning situation, at work, or in some other context) are assessed against national standards of competence required by industry, rather than compared with the skills and knowledge of other learners.
The Basic Principles of Assessing Nationally Recognised Training
Developing and conducing assessment, in an Australian vocational education and training context, is founded on a number of basic conventions:
- Assessment must be valid
- Assessment must include the full range of skills and knowledge needed to demonstrate competency.
- Assessment must include the combination of knowledge and skills with their practical application.
- Assessment, where possible, must include judgements based on evidence drawn from a number of occasions and across a number of contexts.
- Assessment must be reliable
- Assessment must be reliable and must be regularly reviewed to ensure that assessors are making decisions in a consistent manner.
- Assessors must be trained in national competency standards for assessors to ensure reliability.
- Assessment must be flexible
- Assessment, where possible, must cover both the on and off-the-job components of training within a course.
- Assessment must provide for the recognition of knowledge, skills, and attitudes regardless of how they have been acquired.
- Assessment must be made accessible to learners though a variety of delivery modes, so they can proceed through modularised training packages to gain competencies.
- Assessment must be fair and equitable
- Assessment must be equitable to all groups of learners.
- Assessment procedures and criteria must be made clear to all learners before assessment.
- Assessment must be mutually developed and agreed upon between assessor and the assessed.
- Assessment must be able to be challenged. Appropriate mechanisms must be made for reassessment as a result of challenge.
The rules of evidence (from Training in Australia by M Tovey, D Lawlor)
When collecting evidence there are certain rules that apply to that evidence. All evidence must be valid, sufficient, authentic and current;
- Valid
- Evidence gathered should meet the requirements of the unit of competency. This evidence should match or at least reflect the type of performance that is to be assessed, whether it covers knowledge, skills or attitudes.
- Sufficient
- This rule relates to the amount of evidence gathered It is imperative that enough evidence is gathered to satisfy the requirements that the learner is competent across all aspects of the unit of competency.
- Authentic
- When evidence is gathered the assessor must be satisfied that evidence is the learner’s own work.
- Current
- This relates to the recency of the evidence and whether the evidence relates to current abilities.
The Dimensions of Competency
The national concept of competency includes all aspects of work performance, and not only narrow task skills. The four dimensions of competency are:
- Task skills
- Task management skills
- Contingency management skills
- Job role and environment skills
Reasonable Adjustment
Adapted Reasonable Adjustment in teaching, learning, and assessment for learners with a disability – November 2010 – Prepared by – Queensland VET Development Centre
Reasonable adjustment in VET is the term applied to modifying the learning environment or making changes to the training delivered to assist a learner with a disability. A reasonable adjustment can be as simple as changing classrooms to be closer to amenities, or installing a particular type of software on a computer for a person with vision impairment.
Why make a reasonable adjustment?
We make reasonable adjustments in VET to make sure that learners with a disability have:
- the same learning opportunities as learners without a disability
- the same opportunity to perform and complete assessments as those without a disability.
Reasonable adjustment applied to participation in teaching, learning and assessment activities can include:
- customising resources and assessment activities within the training package or accredited course
- modifying the presentation medium learner support
- use of assistive / adaptive technologies
- making information accessible both prior to enrolment and during the course
- monitoring the adjustments to ensure learner needs continue to be met.
Assistive / Adaptive Technologies
Assistive/adaptive technology means ‘software or hardware that has been specifically designed to assist people with disabilities in carrying out daily activities’ (World Wide Web Consortium – W3C). It includes screen readers, magnifiers, voice recognition software, alternative keyboards, devices for grasping, visual alert systems, and digital note takers.
IMPORTANT NOTE
Reasonable adjustment made for collecting candidate assessment evidence must not impact on the standard expected by the workplace, as expressed by the relevant Unit(s) of Competency. For example, if the assessment was gathering evidence of the candidate’s competency in writing, allowing the candidate to complete the assessment verbally would not be a valid assessment method. The method of assessment used by any reasonable adjustment must still meet the competency requirements.
Cheating and Plagiarism
Cheating within the context of the study environment means to dishonestly present an assessment task or assessment activity as genuinely representing your own understanding of and/or ability in the subject concerned.
Some examples of cheating are:
- Submitting someone else’s work as your own. Whether you have that persons consent or not.
- Submitting another author’s work as your own, without proper acknowledgement of the author.
- To allow someone else to submit your own work as theirs.
- To use any part of someone else’s work without the proper acknowledgement
There are other forms of cheating not contained in this list. These are merely given as some examples. If you are unsure about whether any particular behaviour would constitute plagiarism or cheating, check with your trainer prior to submitting your assessment work.
Plagiarism is a form of cheating and includes presenting another person or organisation’s ideas or expressions as your own. This includes, however is not limited to: copying written works such as books or journals, data or images, tables, diagrams, designs, plans, photographs, film, music, formulae, web sites, and computer programs.
How do I avoid Plagiarism or Cheating?
Students are advised to note the following advice to avoid claims of plagiarism or cheating:
- Always reference other people’s work. You may quote from someone else’s work (for example from websites, textbooks, journals or other published materials) but you must always indicate the author and source of the material.
- Always reference your sources. You should name sources for any graphs, tables or specific data, which you include in your assignment.
- You must not copy someone else’s work and present it as your own.
- You must not falsify assessment evidence.
The Units of Competency
Each unit of competency can be unbundled to reveal two key assessment components:
- the performance criteria
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- specifying the required level of performance
- the evidence guide
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- Describing the underpinning knowledge and skills that must be demonstrated to determine competence. It provides essential advice for assessment of the unit of competency in the form of:
- critical aspects of evidence
- the essential skills
- the essential knowledge
- Describing the underpinning knowledge and skills that must be demonstrated to determine competence. It provides essential advice for assessment of the unit of competency in the form of:
An outline of the units of competency is included below. Note that some skills that are not able to be observed in the workplace during your Vocational Placement will be assessed utilising Case Studies and/or projects.
CHCECE002 – Ensure the health and safety of children
This unit describes the skills and knowledge to ensure the health and safety of children.
- Support each child’s health needs
- Provide opportunities to meet each child’s need for sleep, rest and relaxation
- Implement effective hygiene and health practices
- Supervise children to ensure safety
- Minimise risks
- Contribute to the ongoing management of allergies
- Contribute to the ongoing management of asthma
Foundation Skills
- Reading – in order to accurately read and interpret medication packaging and dosage instructions
- Numeracy – in order to correctly calculate medication dosages for common measurements including milligrams (mg) and millilitres (ml)
The remaining foundation skills essential to performance are explicit in the performance criteria of this unit.
Performance Evidence
The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has completed the following tasks at least once:
- consistently supported the health needs of the children in the service, including the following activities:
- contributing to the provision of a clean and safe environment
- recognising and responding to signs of illness of children, including signs and symptoms of asthma and anaphylaxis
- reading and interpreting authorisation forms, medication labels, medical management plans and other relevant medical information
- developing children’s awareness of safety
Knowledge Evidence
The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role.
These include knowledge of:
- how to access:
- the National Quality Framework
- the National Quality Standards
- the relevant approved learning framework
- how to navigate through framework and standards documents to find areas relevant to this unit of competency
- how to undertake a risk analysis of toys and equipment
- potential hazards to children, including medical conditions
- children’s requirements for sleep and rest
- environments that promote rest and sleep including light, noise, temperature and ventilation requirements
- signs, symptoms and key characteristics of allergy/anaphylaxis
- signs, symptoms and key characteristics of asthma
- how to use an adrenalin auto injector for anaphylaxis
- how children’s oral health impacts on their general health and well-being, including signs of tooth decay
- safety issues and risk management strategies for children’s health and safety in a variety of contexts
- basic home fire safety including high-risk groups, behaviour that contributes to fire injury and fatalities, and smoke alarm placement, installation and maintenance
- organisational standards, policies and procedures.
CHCECE004 – Promote and provide healthy food and drinks
This unit describes the skills and knowledge required to promote healthy eating and ensure that food and drinks provided are nutritious, appropriate for each child and prepared in a safe and hygienic manner.
- Promote healthy eating
- Plan food and drinks that are nutritious and appropriate for each child
- Maintain food safety while carrying out food-handling activities
Foundation Skills
- Reading – in order to accurately read and interpret food labels and dietary requirements.
The remaining foundation skills essential to performance are explicit in the performance criteria of this unit.
Performance Evidence
The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has completed the following tasks:
- planned and provided food and drink for children on at least three occasions, including:
- identifying and responding to requirements related to food allergies, medical conditions and cultural and religious requirements
- role-modelling healthy eating habits for children
- ensuring safe handling, preparation and storage of food and drinks
- creating a positive, relaxed environment during mealtimes
- engaged children by involving them in menu planning and assisting in meal preparation
- read and interpreted food labels to identify ingredients of concern and nutrition content.
Knowledge Evidence
The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. These include knowledge of:
- how to access:
- the National Quality Framework
- the National Quality Standards
- the relevant approved learning framework
- how to navigate through framework and standards documents to find areas relevant to this unit of competency
- United Nations Convention on the Rights of the Child
- code of ethics
- food allergies, food intolerances, contamination and/or allergic reactions in meal preparation and possible reactions, including anaphylaxis
- infant feeding requirements and guidelines
- recommendations for healthy eating – Dietary Guidelines for Children and Adolescents in Australia and the Australian Guide to Healthy Eating, including Get Up and Grow: Healthy Eating and Physical Activity for Early Childhood resources
- implications of poor diet including tooth decay, deficiencies, poor concentration, out of character behaviour
- food-handling requirements, preventing microorganism contamination and/or allergic reactions
- importance of addressing individual dietary needs and preferences with particular reference to specific cultural, religious or health requirements
- organisational standards, policies and procedures.
Assessment for these units will be assessed through completion of Workbook One (1) and Workbook Eleven (11).
Context for Assessment
To complete the assessment in this workbook, students need to have access to their learning materials and the internet. The written questions and case studies may be completed wholly at the student’s home, or chosen place of study.
The project may be completed in the student’s vocational work placement.
Assessment Methods
Assessment for this unit will be assessed through completion of Assessment Workbook One (1) and the relevant section of Workbook Eleven (11) Skills Journal.
Workbook One (1) will focus on three assessment methods:
- Written Questions – based on the required knowledge component as described in the Instructions for Assessment
- Case Studies – utilising the Sparkling Stars virtual Education and Care Service and activities set out in this workbook, provides detailed scenarios designed to assist completion of relevant tasks addressing underpinning skills and/or knowledge requirements
- Projects – A set of tasks designed to address underpinning skills and/or knowledge requirements
Further Assessments:
- Workbook Eleven (11) Skills Journal
participant must attend Vocational Placement and maintain a log of tasks completed and signed off by supervisor in the workplace.
Resources required for assessment
To complete the assessments in this workbook, the candidates will need access to:
- Computer with internet access, internet browser, MS Word, and Adobe Acrobat Reader
- One (1) piece of multimedia recording equipment such as:
- Camcorder
- Camera
- Voice recorder
- Mobile phone or tablet
- One (1) volunteer to assist in minor role-play
Presentation
Only submit your workbook once all activities inside are complete. Should you have any questions regarding your assessments, or not understand what is required for you to complete your assessment, please feel free to ask your trainer.
Keep your answers succinct and make sure you are answering the question. Re-read the question after you have drafted up your response just to be sure you have covered all that is needed.
Your final assessment result will either be competent or not yet competent.
If submitting your assessments please ensure that
- All assessment tasks within the workbook have been completed
- You have proof read your assessment
Assessment Workbook Coversheet
| WORKBOOK: | WORKBOOK 1 | ||
| TITLE: | Children’s Health and Safety | ||
| FIRST AND SURNAME: | |||
| PHONE: | |||
| EMAIL: | |||
| Please read the Candidate Declaration below and if you agree to the terms of the declaration sign and date in the space provided. | |||
| By submitting this work, I declare that:
· I have been advised of the assessment requirements, have been made aware of my rights and responsibilities as an assessment candidate, and choose to be assessed at this time. · I am aware that there is a limit to the number of submissions that I can make for each assessment and I am submitting all documents required to complete this Assessment Workbook. · I have organised and named the files I am submitting according to the instructions provided and I am aware that my assessor will not assess work that cannot be clearly identified and may request the work be resubmitted according to the correct process. · This work is my own and contains no material written by another person except where due reference is made. I am aware that a false declaration may lead to the withdrawal of a qualification or statement of attainment. · I am aware that there is a policy of checking the validity of qualifications that I submit as evidence as well as the qualifications/evidence of parties who verify my performance or observable skills. I give my consent to contact these parties for verification purposes. |
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| Name : | Signature: | Date: | |
Knowledge Assessment
| 1. You are required to demonstrate how to access the following in relevance to ensuring the health and safety of children in the workplace:
· the National Quality Framework · the National Quality Standards · the relevant approved learning framework Guidance: Fill out each section in the table below using relevant information from the National Quality Framework, The National Quality Standards and the relevant approved learning framework. |
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| a. Under the NQS there are a number of standards that are relevant to the safety of children in an Early Childhood Education and Care service. What are the 2 main Standards that support this? | |
| b. How is the health and safety of children related to the EYLF?
Guidance: Outline which of the five Outcomes addressed in the EYLF most relates to the health and safety of children and explain why. |
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| c. What principle does the Guide to the EYLF recommend that educators use to raise and debate issues relating to curriculum quality, equity and children’s wellbeing? | |
| d. Review the practice section outlined in the Framework for School Age Care in Australia (FSAC).
This section outlines that “nutrition and safety” are seen as important for educators to consider in relation to _ _ _ _ _ _ _ _ _ _ _ _ _. (fill in the gap) Which practice does this fall under? |
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| e. In the FSAC it states that educators can facilitate “Children take increasing responsibility for their own health and physical wellbeing” by engaging children in what activities that relate to safety? | |
| f. Which two National Regulations does the following statement relate to?
“minimise risks to children, an education and care service or a family day care educator must implement: • adequate health and hygiene practices • safe practices for handling, preparing and storing food.” Guidance: Refer to the National quality framework website |
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| g. Which National Regulations do the below statement relate to?
“While attending an approved service, children must have access to safe drinking water at all times, and have food and drinks available throughout the day” Guidance: Refer to the National quality framework website |
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| 2. In your role as an Early Childhood Education and Care worker, you will need to check toys and equipment for potential risk and hazards that may cause harm to children.
a) Explain in detail the steps involved in conducting a risk analysis on toys and what you would be checking for at each step. b) Explain what steps you would take if you identified a toy or piece of equipment that presented a WHS hazard with an extreme risk. c) Which policy, procedure would you refer to for advice on WHS issues? Guidance: Include reporting procedures and the designated person that you would report to according to organizational procedures. Refer to the Hierarchy of Control. |
| a) |
| b) |
| c) |
| 3. In your role as an Early Childhood Education and Care worker, you will need to implement effective hygiene and health practices in many aspects of practice. |
| a) Fill out the table below and explain the importance of maintaining a clean and healthy environment and the risk associated with each of the following areas:
The centre (overall) Kitchen Outdoor Environment Indoor Environment Toilets Guidance: Make sure you discuss the risks associated with not maintaining these environments and associated risks. |
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| Area | Importance of maintaining a clean and healthy environment | Associated Risk |
| The Centre (overall) | ||
| Kitchen | ||
| Outdoor Environment | ||
| Indoor Environment | ||
| Toilets | ||
| b) Identify which sections in the following frameworks provide information and/or guidance on WHS and/or health and hygiene.
Education and Care Services National Regulations National Quality Standards (NQS) Early Years Learning Framework (EYLF) Framework for School Aged Care in Australia (FSAC) Guidance: You need to review these frameworks and identify which section, standard or outcomes, address WHS requirements, policies and procedures. |
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| a. Education and Care Services National Regulations | |
| b. National Quality Standards (NQS) | |
| c. Early Years Learning Framework (EYLF) | |
| d. Framework for School Aged Care in Australia (FSAC) | |
| 4. Complete the table below explaining the cleaning procedures for each and provide one reason for the importance of the cleaning procedure. | ||||
| Items | Cleaning Procedure | Reason | Cleaning Product | Storage of Cleaning Product |
| Toys | ||||
| Floors | ||||
| Toilets, potties and bathroom area | ||||
| 5. List two (2) personal hygiene policies or procedures that you must follow to limit cross-contamination when preparing food and explain why they are important in relation to Work Health and Safety. | |
| Personal Hygiene Procedure | Explanation |
| 6. As a child care worker, you will need to help provide suitable rest and sleep environments for children. For each of the following points, describe why these are important and what you would check to ensure the rest environment is set up appropriately:
a) Ventilation b) Lighting c) Heating/cooling d) Hygiene e) Safety |
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| Importance | Checks that need to be done | |
| a) Ventilation | ||
| b) Lighting | ||
| c) Heating / cooling | ||
| d) Hygiene | ||
| e) Safety | ||
| 7. As an Early Childhood Education and Care worker, you are required to ensure that sleep and rest opportunities are provided for, and that there are appropriate opportunities to meet each child’s need for sleep, rest and relaxation.
a) Which standards in the NQS relate to sleep and rest? b) What section of the National Regulation covers sleep and rest c) Outline the Six ways to promote safe sleep for babies and reduce the risk of sudden Death Syndrome (SIDS) Guidance: Refer to the SIDS and Kids Website. |
| a) |
| b) |
| c) |
| 8. Describe in your own words the type of information you would share with the children’s family about individual children’s rest and sleep. |
| 9. It is a requirement that centres must provide appropriate quiet play activities for children who do not want to sleep or rest. Describe five (5) alternative activities. |
| 10. In an Early Childhood Education and Care setting, you must respect children’s needs for privacy during any toileting and dressing and undressing times. Describe three (3) ways in which you would maintain this. |
| 11. You are required to ensure children’s and families’ individual clothing needs and preferences are met, to promote children’s comfort, safety and protection within the scope of the service requirements for children’s health and safety.
a) List three (3) examples of instances where you would inform parents of clothing that the centre considers to be inappropriate or unsuitable for children to wear while attending the centre? b) List two (2) examples of ways in which staff can ensure that children are dressed appropriately for Indoor/Outdoor Environmental conditions and temperatures. |
| a) |
| b) |
| 12. When children are playing or travelling outdoors you must ensure they are safe at all times.
a) Describe the sun protection/safety procedures that are in place at your centre and explain what makes it sun safe for children. Guidance: If you have not been to a child care centre yet, examine the sun protection policy on the Sparkling Stars Childcare Centre intranet. sparkling-stars-childcare/policies-procedures/suncare-policy/ (Username: learner | Password: studyhard) b) How would you explain sun safety to children using the most recent sun safe promotional campaign resources? Guidance: Refer to the Cancer Council Website. |
| a)
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| b)
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| 13. As a child care worker, you will be required to set up a variety of play environments for children.
a) List five (5) checks you should perform when setting up a play environment. b) Describe the considerations when choosing equipment that is suitable for the age group of children you’re working with. |
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| b)
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| 14. Children must be supervised by ensuring that they are in sight or hearing distance at all times.
a) What are the ratios for supervising children in an Early Education and Care setting across all age groups? b) What process would you follow if you found that you have children with additional needs in your care i.e. skills, age mix, dynamics and size of the group of children, and as a result, the level of risk involved in activities was high? c) List four (4) ways that you can ensure there is adequate supervision at all times? Guidance: Describe how you would liaise with colleagues to ensure there was adequate supervision at all times. |
| a) |
| b) |
| c) |
| 15. Describe how you can explain hazards in the environment to children.
Guidance: Include in your answer how awareness of these hazards is very important in relation to a child’s health and safety, hygiene and general well- being. |
| 16. As a childcare worker, it is important to ensure that play environments are clean and safe for children.
a) Briefly explain two strategies you can use to communicate the rules for safe play to the children in the group. b) Give an example of how you implement the rules for safe play. Guidance: include how you discuss health and hygiene issues in relation to safe play. |
| a)
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| b)
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| 17. As a child care worker, you will sometimes have to deal with children who are unwell.
a) Who is the first person you should inform if you suspect a child is sick? b) Identify the documentation that needs to be completed when a child in your care has been unwell. c) What policies/procedures relate to who can see this documentation? d) Does the parent need to sign the form? |
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| b)
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| 18. You are required to consistently implement the service policies for the exclusion of ill children.
a) Name five (5) infectious diseases that would cause the centre to exclude an ill child. b) List three (3) precautions you should take if you suspect the child is infectious. |
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| b) |
| 19. As a childcare worker, you will often have to deal with children who have allergies/anaphylaxis or asthma. |
| a) Write a brief description of what anaphylaxis is. |
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| b) Write a brief description of what asthma is and describe the associated signs and symptoms. |
| b) |
| c) Identify three (3) other common allergies that may affect children in a centre. |
| c) |
| d) Describe what should happen when enrolling a child in a centre, who has anaphylaxis/asthma or other allergies. |
| d) |
| e) List five (5) signs and symptoms that indicate a child is having an anaphylactic reaction. |
| e) |
| f) Describe how you would use an adrenalin auto injector for anaphylaxis. |
| f) |
| g) What are the triggers for asthma? (Provide three (3) below) |
| g) |
| 20. As a child care worker, you will sometimes be required to assist in administering medication to children. |
| a) List six (6) things you will need to check before you administer medication to a child. |
| a) |
| b) How is medication stored safely at the centre? |
| b) |
| c) Describe which documentation must be completed when you administer medication. |
| c) |
| 21. Fill out the table below and explain what action you would take to reduce the risk associated with each of the hazards listed in the table below. | |
| Hazard | Action to be taken |
| A parent has left a bottle of antibiotics on the teacher’s desk | |
| The rubbish bin in a room is overflowing
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| A colleague is serving food to children with bare hands | |
| A child is playing in the midday sun without a hat or sunscreen | |
| You notice during one of the meal times that a child with a nut allergy has been given a muesli bar that may contain nuts. | |
| You enter a room after lunch and find there is food on the floor | |
| A cleaning product has been left on the shelf in the classroom | |
| The collage trolley in a room is partially blocking a fire exit | |
| During lunchtime, you notice that a child with coeliac disease has been given regular bread in their sandwich, instead of gluten free bread. | |
| 22. The National Quality Standard (NQS) Quality Area 2.2 states that “each child is protected” and Element 2.2.1 states that “At all times, reasonable precautions and adequate supervision ensure children are protected from harm and hazard”. It is critical that staff ensure that all children are in sight or hearing distance at all times.
Guidance: Refer to the National Quality Standard (National Law and National Regulations) |
| a) Explain how you would follow service procedures for the safe collection of each child, ensuring they are released to authorised people. |
| a) |
| b) What must occur if a child is missing or cannot be accounted for? |
| b)
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| 23. List three (3) ways in which you can safely manage the use, storage and labelling of dangerous products.
Guidance: Refer to your Learning Resource |
| 24. Understanding your role in fire safety is an important factor in keeping children safe in Early Childhood Education and Care.
Using the table below, explain in your own words the following aspects of basic home fire safety: |
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| Fire spread and speed | |
| Heat transfer | |
| Radiation | |
| Convection | |
| Conduction | |
| Combustible fuels | |
| Sources of heat | |
| Open flames/sparks | |
| Electrical equipment | |
| Hot surfaces | |
| Smoking materials | |
| Role of fire services | |
| Identify high-risk groups in basic home for safety | |
| Identify behaviour that may contribute to fire injury and fatalities, | |
| Why smoke alarm is important | |
| Smoke alarm placement | |
| Installation | |
| Maintenance | |
| 1. Research and access the following legislation, in relevance to promoting and providing healthy food and drinks:
a) the National Quality Framework b) the National Quality Standards c) the relevant approved learning framework Guidance: Once you have done the appropriate research, fill out the table below in the spaces provided. |
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| a) Under the NQS and National Regulations there are a number of sections that are relevant to promoting and providing healthy food and drinks in an Early Childhood Education and Care service. What are the main Standards and regulations that support this?
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| b) Where can you access the “Get up and Grow” resources for promoting and providing healthy food and drinks |
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| c) Where can you access the “Australian Dietary Guidelines” |
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| 2. Describe two (2) different activities you can do with children to help them learn about healthy eating. |
| 3. Describe how you can ensure children are provided with sufficient healthy food and water in the below situations:
a) Meals are provided for the children by the centre b) Families provide food for the children Guidance: In your answers, discuss how you will ensure individual children’s dietary and calorie intake needs are met. |
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| 4. As a childcare worker, it is important to act as a role model in implementing healthy eating and nutrition practices during meal times.
a) Explain why it is important to interact with children during mealtimes. b) Describe four (4) ways you can ensure that furniture and utensils are suitable to encourage children to be positively involved in and enjoy mealtimes. |
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| 5. List three (3) strategies you could use to help educate families about healthy eating.
Guidance: Provide an example of one of the strategies you suggested. |
| 6. In a child care service, you will need to cater for children’s individual dietary needs.
a) Explain how the centre obtains information regarding children’s specific dietary needs, food allergies or intolerances and who the information comes from. b) Once this information has been obtained, describe the process for identifying children who have specific dietary needs, food allergies or intolerances. c) Explain why it is important that these children be identified. d) Explain what you would do if there was no policy to identify, manage and monitor children who have special dietary needs. |
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| 7. Describe how children’s oral health, including signs of tooth decay impacts on their general health and well-being. |
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a) Describe the recommended steps in preparing formula. b) What are the ‘Standards of Infant formula’ in Australia? c) What is the WHO code and how does it affect staff in an Early Childhood Education and Care service? d) What are the recommended sterilisation methods for preparing infant feeding equipment? Describe the steps for each method. e) What are the recommended formula requirements for feeding infants? f) Allergies and food reactions in infants and children are common and may be associated with a variety of foods including adapted cow’s milk formula. Parents often consider using special infant formulas for preventing or treating allergic disorders. What types of formula are available in these circumstances and are they effective in reducing allergic reactions? g) What are the recommendations for minimising the risk of allergy in infants with a family history of allergies? |
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| 9. Consider a mother who wants to continue breastfeeding her baby whilst attending your child care service. |
| a) Suggest 3 ways you can support the mother breastfeeding her baby at your child care service. |
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| b) Explain the benefits of breastfeeding. |
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| c) What are the recommended steps for storing breast milk under the Infant Feeding Guidelines. |
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| 10. Complete the table below: | |||
| Breast milk status | Storage at room
temperature (26°C or lower) |
Storage in
refrigerator (5°C or lower) |
Storage in freezer |
| Freshly expressed into
sterile container |
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| Previously frozen (thawed) | |||
| Thawed outside refrigerator
in warm water |
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| Infant has begun feeding
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| 11. List the three (3) key points to consider when introducing solid foods to infants. |
| 12. Describe two (2) ways you, as an assistant educator, can contribute to the healthy eating/nutrition policies and procedures at your child care service. |
| 13. Safe food handling is paramount in Early Childhood education and care services.
a) Describe the clothing/PPE that must be worn when preparing food. Guidance: At least two must be provided. b) List three (3) personal health symptoms that would prevent you from preparing food at a centre. c) Provide a list of eight (8) procedures you need to follow to ensure you prepare food safely. d) Explain how you would respond if you saw a colleague not following safe food handling practices. |
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| 14. Below are dietary guides of two foods.
Write a paragraph to explain which food is the healthier choice. Guidance: From the two options, pick the healthier choice in respect to: • Saturated Fat Content • Salt Content • Sugar Content • Fibre Content |
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| 15. List four (4) procedures that should be in place to protect children from exposure to food allergens. |
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| 16. What are the ‘Five Guidelines’ from the Australian Dietary Guidelines. |
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| 17. Label the different sections of the graph below indicating the recommended portions of food groups we should eat each day.
Guidance: This graph was sourced from “The Australian Guide to Healthy Eating” |
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| 18. From the table below determine the minimum number of daily serves for each of the selected children.
a) How many daily sample serves of Meat, Fish, and Poultry should be provided to a five year old child? b) How many daily sample serves of Bread should be provided to a ten year old child? c) How many daily sample serves of Fruit should a Breastfeeding Women have? |
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| 19. The United Nations Convention on the Rights of the Child and the ECA Code of Ethics relate to codes of practice that should be followed when working with children.
a) Outline the section in the United Nations Convention on the Rights of the Child that refers to ensuring children’s health and safety, in relation to food and water. b) Outline the section in the ECA Code of Ethics that relates to creating safe and healthy environments for children. Guidance: Refer to the United Nations Rights of the Child website and the ECA Code of Ethics website. |
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| 20. Give an example of each of the points below and describe in your own words why it is important to address the individual dietary needs and preferences of children in respect to:
a) specific cultural requirements b) religious requirements c) health requirements |
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a) Provide the definition of a risk. b) Describe a risk that would be involved with a common hazard in a childcare environment. |
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| 4. It is every educator’s responsibility to help ensure the environment is safe for themselves, their colleagues and the children and visitors attending the centre. Give three (3) examples of how you can fulfil this responsibility. |
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| 10. As a child care worker, you will need to participate in regular emergency and evacuation drills.
a) List two different types of emergencies that may occur at your centre and describe what would need to occur to keep the children safe and secure. (Guidance – If you are not currently working at a child care service, refer to the Sparkling Stars Emergency Management Plan Early Childhood in the Assessment Files folder in the Hub.) b) Describe an evacuation procedure at the centre. c) Provide a brief description of how you could discuss fire evacuations with children. |
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| 11. There are a number of Workplace policies and procedures that will relate to WHS. Fill out the table below, identifying the main policy that would be observed in a centre and one (1) practice for each. | ||
| Area | Policy Name | Practice |
| Child Protection | ||
| Supervision of Children | ||
| Provision of Food | ||
| Hygiene and cleanliness | ||
| Area | Policy Name | Practice |
| Children’s Medications | ||
| Ill Children | ||
| Preventing accidents | ||
| Asthma/Anaphalxsis | ||
| Fire Emergency | ||
| You have been assigned the task of devising a menu at Sparkling Stars Childcare Centre. You can find out more about Sparkling Stars at their website:
(Username: learner | Password: studyhard) Sparkling Stars Childcare Centre has a general menu designed for children over the age of five. However, it does not take into account younger children. You have been assigned the task of developing a menu suitable for younger children. Devise a 2-week menu (Monday to Friday), suitable for children aged 3-5 years that caters for morning tea, lunch, afternoon tea, late afternoon snack and drinks. Your menu needs to be suitable for use in a child care setting and include the following: 50-75% of the recommended number of serves for each food group each day A variety of ingredients and textures A range of foods from different cultures One red meat-free day per week Vegetarian options for each meal period No repetition of menu items (excluding drinks)
Please view the scenario in this link: You may also access the templates below in the Assessment Files folder in the Hub: · Sparkling Stars Sample Menu · Menu Template
You are required to: a) Present your menu in an attractive, easy-to read format and submit it. b) Choose an item from your menu that contains an ingredient that may trigger a reaction from a child who has coeliac disease. Submit the recipe for that menu item. c) Alter the recipe for the menu item so that it would be suitable for a child with coeliac disease. d) Pick one lunch offering and explain how this meets the Australian Dietary Guidelines. |
Case Studies – Part A
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Case Studies – Part B
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Case Study 1: Sleep and Rest All children have individual sleep and rest requirements. Children need a comfortable relaxing environment to enable their bodies to rest. This environment must be safe and well supervised to ensure children are safe, healthy and secure in their environment.
Scenario 1: You are working as an early childhood educator in Sparkling Stars Childcare Centre. You are in charge of taking care of the following two children:
Tim: Tim is 3 years old. He likes to sleep with his favourite blanket that his mum packs for him when he goes to the centre. His mum has informed you that Tim gets very agitated throughout the day when he does not get his afternoon nap and prefers that the centre ensures he gets his nap before she picks him up in the afternoon. Tim does not like to eat vegetables. However, his mum is very particular about his diet: · A portion of vegetables in every meal (he is not allowed to have desert unless he finishes all his vegetables) · He can only have desert after lunch provided, he finishes all his vegetables. · He is not allowed to have sweets between 1PM to 2PM and past 5PM · He is lactose intolerant and very sensitive with other milk-based products He is a very active and playful kid. He loves playing physical games with other kids such as tag, hide and seek, catch, etc. He gets easily bored with activities like storytelling, craft making and any other activities that do not involve physical play.
Kevin: Kevin is 2 years old and is still used to sleeping in a cot. He just started going to the centre and is still afraid to be left in the centre without his mum. Hearing his mum’s voice calms him down and helps him go to sleep. So, his mum provided the centre with a recording of herself reading bedtime stories to play for Kevin when he is having difficulty sleeping. Aside from him being very shy around other kids and new people, Kevin is very easy to take care of. He follows his diet without any problem and does not require a lot of attention when he is awake. He likes to keep to himself watching educational programs for children while holding his favourite stuffed toy. He is still being potty trained, but he knows how to call an adult he is familiar with when he needs to go to the toilet. When no one familiar is around when he needs to go to the toilet, he soils himself and becomes very embarrassed and wouldn’t let anyone but his mum clean him up. |
| 1.1 Your task: Ensure sleep and rest practices are consistent with approved standards and meet the children’s individual needs by creating a checklist that you can use for the children described above. Use the Sleep and Rest Times Guidelines provided in the Assessment Files folder in the Hub:
Use the Sleep and Rest Checklist template provided in the Assessment Files folder in the Hub to create your checklist. |
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Scenario 2: Tim would not go to sleep during nap time one afternoon and kept pestering the other children in the centre to play with him. You explained to Tim not to bother the other children because they are trying to take a nap. After talking to him and explaining how taking a nap would help him feel stronger and better after he wakes up, Tim still insists on not going to bed and playing instead. |
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1.2 Your Task: Provide three (3) options for appropriate quiet play activities for Tim by creating a plan that outlines the steps you need to take as well as the resources you will require to implement the plan. Fill out the table below to create your plan:
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Case Study 2: Providing Children Supervision Ensuring the children have adequate supervision at all times is one of your responsibilities as an early childhood educator in the centre. The Scenario: You have been taking the lead in providing care for Tim and Kevin since they started going to the centre. In two weeks, you will be taking a 3-day vacation leave. |
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| 2. Your Task: You are required to provide detailed instructions to Jenny, the educator who will be taking the lead while you are away, and Michelle, the assistant educator you have been working with.
You have to make sure that your instructions contain all the essential information needed to ensure the children have adequate supervision at all times. Use the templates provided below to document the instructions you provide Jenny and Michelle:
2.1 Your email to Jenny Liberman:
2.2 Your email to Jenny Liberman:
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Case Study 3: Awareness of Safety As an early childhood educator, it is also your responsibility to raise the children’s awareness of safety. The centre ensures that there are enough programs and activities that promote safety awareness among the children in the centre. |
| Your Task: Create a poster to help promote safety awareness among the children in the centre. You may choose any topic or theme relevant to child safety or promoting safety awareness among children. Below are some examples of topics or themes you may use for your poster:
§ Stranger danger § Safety in the kitchen § Safety in the bathroom § Safety in the park § Safety in the beach § Safety in crossing streets § Handwashing |
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Case Study 4: Ensure the health and safety of children You are working as an early childhood educator in Sparkling Stars Childcare Centre. You are in charge of taking care of Sophie, a four-and-a-half-year-old student with severe asthma. She also has severe allergies to dust and pollen which trigger her asthma attacks. Review Sparkling Stars’ Allergy and Asthma Awareness Policy, found in the Assessment Files folder in the Hub, and use it as your guide as you complete the tasks that follow. Scenario 1: The children at the centre have had a morning play activity. It finishes close to 8:30AM, and as the children prepare for the next activity, you notice that Sophie is sneezing and coughing. An assistant educator also sees this and separates her from the rest of the group. You join them and see that Sophie is holding a stuffed toy that is not from the centre. Upon closer inspection, you see that it is dusty, leading you to believe that this has triggered her allergies. You check her records to review what kind of medication must be administered for this situation. Use the Authorisation to Administer Medication – Sophie Lancaster document found in the Assessment Files folder in the Hub. For this activity, assume that today’s date is 06 August 2014. You have also been provided with a sample packaging box of Sophie’s medication and an original packaging sticker. A printable document is found in the Assessment Files folder in the Hub. Access the following file below and use these in completing the task: Packaging Document
Original Packaging Sticker:
Allegra Allergy Medicine Box
Close Up of Expiration Label |
| Your Task: Record yourself administering the right medication to Sophie. The demonstration must begin with you discussing Sophie’s situation with your co-educator. Assume that you have already separated Sophie from the other children. She may be in the same room while the discussion takes place.
To ensure successful completion of this assessment task, take note of the guidelines provided below: · Gather two (2) volunteers for your video recording. One will act as an assistant educator at Sparkling Stars, and another will act as Sophie. It is not required that the volunteer acting as the co-educator be an actual childcare professional. Ensure that you brief your participants accordingly. o The volunteer acting as the assistant educator must be informed regarding the expected actions/behaviours and demonstrate them during the recording. The volunteer must: § Respond to the candidate’s question about whether he/she (the assistant educator) observed Sophie coughing and sneezing during their activity. The volunteer must say yes, then offer the following information – that Sophie brought a toy from home and began playing with it during the kids’ free time. She began sneezing and coughing not long afterwards. § Request for the candidate to assist with administering medicine. § Reach out to Sophie’s emergency contact. You must go offscreen then return with a phone (acting that the contact is on the line) or pretend to make the phone call onscreen. § Help the candidate remove hazardous materials from the room, if necessary. § Retrieve the necessary medicine/equipment for the candidate. For this action, it is sufficient to go offscreen and then return with the required medicine/equipment. o The volunteer acting as Sophie must be informed regarding the expected actions/behaviours and demonstrate them during the recording. The volunteer must: § Clutch the stuffed toy while waiting for the candidate to approach and provide treatment. § Display compliant behaviour throughout the activity – listening to instructions, responding to questions accurately, and sitting patiently while waiting for treatment. § Demonstrate intermittent bouts of sneezing and coughing prior to receiving medication. Once medication has been administered, the volunteer must not show any signs of improvement. · Prepare your environment for the demonstration. Aside from selecting the location, this includes preparing necessary medication, equipment, and resources. o If you will use an actual workplace (i.e. a regulated education and care service), ensure that your demonstration is conducted at a time and location which doesn’t disrupt or inconvenience operations. o If you will use a simulated environment, you must ensure that it reflects an actual workplace. It must have the relevant equipment and resources of a regulated education and care service. o For this activity, it is required that the selected environment has: § Relevant documentation (Allergy and Asthma Handbook, Authorisation to Administer Medication for Sophie Lancaster) § Landline phone/mobile phone § Medication and tools/equipment necessary for Sophie’s treatment § A clean (i.e. no nearby messes) and comfortable location for Sophie (the volunteer) to wait § Cleaning materials (e.g. broom, cleaning cloth) § A stuffed toy for Sophie § A change of clothes for Sophie (if necessary) § A suitable location for storing medication · Prepare the Authorisation to Administer Medication (Sophie Lancaster) required for this task. Demonstration Notes: Ensure that you behave respectfully and professionally throughout the activity. You must speak in a calm tone, use non-discriminatory language, and handle the child according to organisational and legal standards (e.g. maintaining appropriate physical contact, using child-friendly language). Your demonstration must show that you have performed the following actions/behaviours. You must: · Discuss Sophie’s situation and condition with the assistant educator o Ask the assistant educator whether he/she noticed Sophie coughing and sneezing while they were having the activity. o Accept the assistant educator’s request for assistance. This must be done verbally. · Retrieve the Authorisation to Administer Medication. · Read aloud the two (2) kinds of medication that you are authorised to give Sophie · Request that the assistant educator reach out to Sophie’s emergency contact · Secure the room for Sophie and minimise the risk of her being exposed to health hazards (i.e. her allergens). You are expected to remove hazardous materials (consider where the dust is coming from and things on her body that may have collected dust) and to clean the room. o You must ensure that hazardous materials are removed. The assistant educator may assist you in performing this, but you are required to give the instructions and must personally remove at least one (1) hazardous material. o You must clean one (1) area in the room. You must verbally state your intentions before cleaning. The intention must include an action (what you are going to do) and how it will affect Sophie’s Safety. For example, before cleaning a certain area, you may say, “Let me clear this box of old toys so that we avoid exposing Sophie to more dust.” · Inform the assistant educator of the name of Sophie’s emergency contact and his/her contact number o Speak with Sophie’s emergency contact. You do not need to have another person on the line, however, you must do the following during the simulated phone call: o Identify which medication must be given to Sophie and what signs led you to this conclusion. For example, make a statement such as, “Sophie needs to be given name of medication because sign 1 and sign 2 show that she is experiencing…” o Ask for required information from the emergency contact. This is specified in the Allergy and Asthma Handbook. For the purposes of this roleplay, assume that the contact has replied, “No, she hasn’t” and has given consent to administer the medicine. · Request politely for the assistant educator to retrieve the medication that you will administer to Sophie. Once received, you must inspect it. The inspection requires for you to do the following: o State that you will inspect the medication – you must state that you will check three (3) things – that the medication is in its original packaging, that it has the child’s (Sophie’s) name, and that it hasn’t expired o Check that the medication is supplied in its original packaging – this requires verbal confirmation. You must state whether the medication is still in its original packaging. An example of a satisfactory statement is, “Okay, this is still in its original packaging.” o Check that the medication displays the child’s name – this requires a verbal confirmation. The medication must already have the child’s name so you only need to read the child’s name aloud. o Check that medication hasn’t exceeded its use-by date – this requires a verbal confirmation. You must make a statement that includes the medication’s use-by date and your stance on whether it can still be used. An example of a satisfactory statement is, “Great we can use this because its use-by date is (date).” · Follow the standard protocol for administering medicine. You must read aloud the required information (dosage and special instructions) and the packaging’s directions prior to carrying it out. · Store medication after use. Ensure that you follow the storage procedure which is indicated in the Allergy and Asthma Handbook and the medicine’s packaging. · Fill out the Childcare Program of Medication Administration. This is found at the end of the Authorisation to Administer Medication for Sophie Lancaster. Once you have completed the form, end the recording. o Use 8:30AM as your time for the Childcare Program Record of Medication Administration. o Ensure that you maintain this document, as this will be submitted along with other workbook requirements. |
| Case Study 5: Anaphylaxis
You are working as an early childhood educator for Sparkling Stars Childcare Centre. Once of the students under your care is Billy Johnson. He is four (4) years old and is severely allergic to nuts and dairy-based foods (i.e. milk products). Review the Anaphylaxis Handbook found in the Assessment Files folder in the Hub and use it as reference to complete the following tasks:
Scenario 1: It is 2:00PM and the children at the centre are enjoying a break before their next session. Some kids are playing, while others are having snacks. Just as the break is about to end, you see that Billy has left his friends in the dining area and has gone to the play area. After a few steps, Billy begins to wheeze and gasp for air. You approach him immediately and see that his face is slightly swollen. You scan the area and see that he’s dropped a granola bar on the floor. You check its label and find that it contains peanuts. You administer the necessary medication at 2:05PM, ensuring that you follow applicable policies and procedures. Billy’s condition improves, but he is still taken to the hospital as a precaution. He is accompanied by an assistant educator, who give you the following details afterwards: · Billy’s emergency contact arrived at the hospital around five (5) minutes after they did. · He was attended to by Dr. Margaret Thornton. He was placed under observation, then cleared for release within the same day. · Billy said that he’d taken the granola bar from one of his friends’ snack trays because it looked tasty. He hadn’t realised that it had nuts in it. You have been tasked with filling out documentation regarding this incident. Use the information found in the case scenario and in Billy’s Action Plan for Anaphylaxis in the Assessment Files folder in the Hub to complete this task. Assume that the date of the incident is 10 October 2014. |
| Task 1: Complete the relevant forms to document the incident. Use the information provided above to help you complete the required form. If certain information was not provided by the scenario, you have the liberty to create details regarding the case. However, ensure that they do not contradict provided information and are realistic to the situation.
Review the centre’s Incident, Accident, and Trauma Policy to ensure that you are compliant with the centre’s relevant workplace policies and procedures. This can be accessed in the Assessment Files folder. Task 2: Apply the risk management plan for Billy by completing the checklist provided in the Anaphylaxis Risk Management Plan – Billy Johnson document. You may access this in the Assessment Files folder. Complete the column “Detail how this will be implemented and any additional strategies” by answering according to the organisational risk-management strategies from your relevant work experience in childcare centres/vocational work experience. (Guidance: You may use the document Allergy and Asthma Awareness Policy as reference)
Supplementary Question: The physician prescribed 6ml of dipenhydramine every hour for six hours. All required authorisation are complete. The child’s parent supplied the medication in its original packaging as well as the measuring cup for the medicine. However, the bottle only has 30ml left in it. Will you have enough medicine to follow the doctor’s prescription? Yes No Explain your answer: |
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Scenario 3: You are preparing snacks for Billy. Below are the food labels of the available snacks:
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| 5.1 Which of the two snack options is most appropriate for Billy?
a. Snack option A b. Snack option B
§ Explain your answer:
5.2 Supplementary Questions: dietary requirements · Give an example of a common dietary restriction for children with type 1 Diabetes (Juvenile diabetes):
· Give an example of a common dietary restriction for Jewish children:
· Give an example of a common dietary restriction for Muslim children:
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Case Study 6: Meal Planning Scenario: You are helping create a meal plan for two brothers who will start going to the centre in the next week, Johnny, 5 years old, and Lucas, 11 months old. Johnny has no special dietary restrictions. While Lucas has just started eating solid foods. Lucas only drinks breast milk. Their mum, Kelly, expresses her breast milk in the morning and packs it for Lucas to drink in the centre. |
| 1.1 Your Task: Create a meal plan for Johnny outlining a cycle of menus, detailing the food that will be provided to him for a week. The meal plan should include breakfast, morning snack, lunch, afternoon snack and dinner for five days.
Use the Meal Plan Template provided in the Assessment Files folder. Guidance: Review the Australian Dietary Guidelines and make sure to follow the recommended serves for Johnny’s age for vegetables, fruits, grains, etc. in your plan. 1.2 Your Task: Create a one-page guide for Lucas’ mother to assist her with expressing breast milk by hand and it at home to ensure food safety procedures are followed according to the relevant prescribed guidelines. Guidance: Review the Infant Feeding Guidelines provided in the link below and also in the Assessment Files folder in the Hub. Use it as reference as you create your hand-out. |
| When you have completed this assessment workbook, review the candidate’s assessment against the checklist below:
The candidate has completed all the assessments in the workbook: Knowledge Assessment Case Studies – Part A Case Studies – Part B Project
IMPORTANT REMINDER Candidates must achieve a satisfactory result to ALL assessment tasks to be awarded COMPETENT for the units relevant to this cluster.
To award the candidate competent in the units relevant to this subject, the candidate must successfully complete all the requirements listed above according to the prescribed benchmarks. |
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