CHCECE002 Ensure the health and safety of children

CHCECE002 Ensure the health and safety of children

[ad_1]

Document title: Cl_Health_Cluster_Kn_1of2
Resource ID: HCS_ Cl_Health_Cluster_Kn_1of2 Page 1 of 44
Clustered Knowledge Assessment
Criteria
Name of the cluster
Health Cluster
Unit code, name and release number
CHCECE002 Ensure the health and safety of children (2)
CHCECE004 Promote and provide healthy food and drinks (2)
Qualification/Course code, name and release number
CHC50113 Diploma of Early Childhood Education and Care (4)
Student details
Student number
Student name
Document title: Cl_Health_Cluster_Kn_1of2
Resource ID: HCS_ Cl_Health_Cluster_Kn_1of2 Page 2 of 44
Version: 1.0
For queries, please contact:
Health, Wellbeing and Community Services SkillsPoint
Crn Buttle & Macquoid Streets
Queanbeyan NSW 2620
© 2019 TAFE NSW, Sydney
RTO Provider Number 90003 | CRICOS Provider Code: 00591E
This assessment can be found in the: Learning Bank
The contents in this document is copyright © TAFE NSW 2019, and should not be reproduced without the
permission of the TAFE NSW. Information contained in this document is correct at time of printing: 14
February 2020. For current information please refer to our website or your teacher as appropriate.
Document title: Cl_Health_Cluster_Kn_1of2
Resource ID: HCS_ Cl_Health_Cluster_Kn_1of2 Page 3 of 44
Assessment instructions

Assessment details Instructions
Assessment overview The objective of this assessment is to assess your knowledge of
and ability to facilitate:
• The health and safety of children;
• Promote and prepare healthy food and drink for children.
Assessment Event
number
1 of 2
Instructions for this
assessment
This is a written assessment and will be assessing you on your
knowledge of the 2 units in the cluster.
This assessment is in 3 parts and includes an Evidence Guide
(marking tool).
1. Scenario 1 – Health & Safety (14 questions)
2. Scenario 2 – Healthy Food and Drinks (8 questions)
3. Evidence Guide
Detailed instruction for the assessment part is contained at the
beginning of the assessment and includes:
• Assessment task introduction
• When the assessment task must take place
• Where the assessment task will take place
• Resources and equipment required to complete the
assessment task
• Specific assessment conditions (where required)
You must read the entire document before commencing your
assessment so you are aware of all requirements.
Submission
instructions
On completion of this assessment, you are required to upload it
as per the instructions on your Online Learning Support (OLS).
It is important that you keep a copy of all electronic and
hardcopy assessments submitted to TAFE.
Conditions of
Assessment
Assessment conditions will require you to:

Document title: Cl_Health_Cluster_Kn_1of2
Resource ID: HCS_ Cl_Health_Cluster_Kn_1of2 Page 4 of 44

Assessment details Instructions
• Read the learning resources on the Online Learning
support (OLS)
• Complete and submit your written assessment onto the
Online Learning Support (OLS)
Assessment must ensure the use of:
• National Quality Framework for Early Childhood
Education and Care
• The relevant approved learning framework under the
National Quality Framework for Early Childhood
Education and Care.
Assessors must satisfy the Standards for Registered Training
Organisations (RTOs) 2015/AQTF mandatory competency
requirements for assessors.
What do I need to do
to achieve a
satisfactory result?
To achieve a satisfactory result for this assessment, all questions
must be answered correctly.
You must ensure your assessment responses are written in your
own words (unless otherwise specified), include APA referencing
where required
You must adhere to the word count requirements where
specified.
What do I need to
provide?
Computer and internet access
Due date and time
allowed
Due Date: Refer to your individual training plan on the OLS
Venue: To be completed online.
Note: This assessment may be completed and submitted prior to
the commencement of work placement.
Supervision The marking teacher may ask for additional evidence to verify the
authenticity of your submission and confirm that the assessment
task was completed by you.

Document title: Cl_Health_Cluster_Kn_1of2
Resource ID: HCS_ Cl_Health_Cluster_Kn_1of2 Page 5 of 44

Assessment details Instructions
Assessment
feedback, review or
appeals
In accordance with the TAFE NSW policy Manage Assessment
Appeals, all students have the right to appeal an assessment
decision in relation to how the assessment was conducted and
the outcome of the assessment. Appeals must be lodged within
14 working days of the formal notification of the result of the
assessment.
If you would like to request a review of your results or if you have
any concerns about your results, contact your Teacher or Head
Teacher. If they are unavailable, contact the Student
Administration Officer.
Contact your Head Teacher for the assessment appeals
procedures at your college/campus.

Part 1: Health and Safety
Introduction: To complete this assessment part the student must read the sleep, rest and
relaxation scenario and respond to four short answer questions that relate to the scenario,
and a further ten short answer questions that relate to:
• communication with families and
• medication authorisations
Sleep, rest and relaxation scenario
Max is a 3-year-old boy who attends your education and care service.
He is in the preschool room (3-5-year-old children) and attends four days per week.
Max has a sister, Bella (12.5 months) who also attends the service in the 0-2’s room on
Wednesday and Thursday.
Max is an out-going child.
Max is severely allergic to peanuts. The education and care service is a nut-free service and
has policies and procedures in place to implement this, including an Anaphylaxis Action Plan
for Max.
Document title: Cl_Health_Cluster_Kn_1of2
Resource ID: HCS_ Cl_Health_Cluster_Kn_1of2 Page 6 of 44
Max’s mum has told educators that he has stopped having a sleep during the day and to not
allow him to fall asleep as it greatly disrupts his night-time sleeping and leads to him being
overtired the following day.
Max typically gets tired towards the end of the day. Max says to the educators “I don’t have
a sleep in the day anymore” and asks, “Do I have to lie down?”
1. a. Based on Max’s mother’s recent discussions of his sleep & rest preferences:

i. Describe how you can support Max to include rest and relaxation in his day
whilst respecting his parents’ wishes and the needs of the other children in the
room.
Include how you would respond to Max’s question “Do I have to lie down?”
ii.

(50 -75 words)
b. Access the Early Years Learning Framework (EYLF) and identify one learning outcome
and sub-element that supports your response to question 1a.

Learning Outcome Sub element

c. Access the EYLF and identify one principle that related to this scenario

Principle

Document title: Cl_Health_Cluster_Kn_1of2
Resource ID: HCS_ Cl_Health_Cluster_Kn_1of2 Page 7 of 44
d. Identify two United Nations Convention of the Rights of the Child articles that detail
children’s rights around play, rest and education.
United Nations Conventions on the Rights of the Child
http://www.unicef.org.au/Upload/UNICEF/Media/Our%20work/childfriendlycrc.pdf
2. Describe how you would set up the sleep and rest environment for the Max and the
children who sleep and rest in the 3-5 room?
In your response discuss how you would address the following:
a. Lighting
b. Noise
c. Temperature
d. Ventilation
(50-100 words)
3. Identify three quiet play experiences to offer Max during the 3-5 room’s sleep and rest
routine and explain your choices (20-40 words for each experience)

Quiet play experience 1:
Reason for choice:
Quiet play experience 2:
Reason for choice:
Quiet play experience 3:
Reason for choice:

4. Detail how the educators in the 0-2’s room would meet Max’s sister, Bella’s needs for
sleep and rest. Include how this meets the safe sleeping approved standards. (100-150
words)
Document title: Cl_Health_Cluster_Kn_1of2
Resource ID: HCS_ Cl_Health_Cluster_Kn_1of2 Page 8 of 44
5. Open, honest communication between educators and families is an essential part of
quality education and care practices. (30-50 words)
a. Describe two reasons why it is important to have regular written and/or verbal
communication with children’s families about their sleep, rest and relaxation
whilst in care. (30-50 words)

1.
2.

b. Identify three strategies to share information with children’s families about rest.
(10-20 words for each strategy)

1.
2.
3.

c. Identify the National Quality Area, Standard and Element and the Early Years
Learning Framework Practice this relates to.
Document title: Cl_Health_Cluster_Kn_1of2
Resource ID: HCS_ Cl_Health_Cluster_Kn_1of2 Page 9 of 44

National Quality Area:
National Quality Standard:
Element:
Early Years Learning
Framework Practice:

d. Identify points from the Early Childhood Australia Code of Ethics that detail
values around safety for children and sharing information with families.
ECA Code of ethics http://www.earlychildhoodaustralia.org.au/wpcontent/uploads/2016/07/ECA-COE-Brochure-2016.pdf
6. You are one of the three educators supervising 25 children, aged 3-5 years, in the
outdoor environment. See below for outdoor environment plan. Based on the outdoor
environment plan:
a. Identify where staff must be positioned to ensure effective supervision and that all
children are in sight.
b. Identify level of supervision (high, medium, low) and explain why you have chosen
these positions (10-20 words for each area)
Document title: Cl_Health_Cluster_Kn_1of2
Resource ID: HCS_ Cl_Health_Cluster_Kn_1of2 Page 10 of 44

Educator 1 Position in outdoor area:
Level of supervision:
Explanation:
Educator 2 Position in outdoor area:
Level of supervision:
Explanation:
Educator 3 Position in outdoor area:
Level of supervision:
Explanation:

Document title: Cl_Health_Cluster_Kn_1of2
Resource ID: HCS_ Cl_Health_Cluster_Kn_1of2 Page 11 of 44
7. a. During the morning you decide to include water play as an experience. Identify what
you will you need to consider with regards to supervision and why? (30-50 words)
b. List three strategies to achieve active supervision of a group of children engaged in
free play outdoors? (10-20 words for each strategy)

1.
2.
3.

c. During the afternoon departure routine, 15 toddlers and pre-schoolers are indoors in
the one room as numbers have decreased as children are being collected at the end
of the day.
This afternoon, there is a bead threading activity on a table which will require careful
supervision. One toddler is known to eat the beads and put them into their ear. This
creates a dynamic change amongst children in the group who wish to follow his lead.
Describe how you will adjust your levels of supervisions within this indoor area for
the differing skill level, dynamics and age differences between the toddlers and preschoolers
(50-100 words)
Document title: Cl_Health_Cluster_Kn_1of2
Resource ID: HCS_ Cl_Health_Cluster_Kn_1of2 Page 12 of 44
8. During outdoor play the front doorbell rings. You go to answer the door. A lady is there
and states she is here to pick up Max. You have never seen her before. She says her
name is Pam, Max’s grandmother, who has just arrived from Adelaide for a long
weekend.
a. Describe how you will communicate with the other educators in the outdoor area
before you leave the area to ensure adequate supervision of the children in this area.
(25-50 words)
b. Describe your response to Pam’s request to pick up Max and detail the steps you will
take to ensure Max is collected from the service safely. (25-50 words)
9. Max is sitting quietly inside, and you go over to him. You notice that he is breathing
heavily, his face looks swollen and he has a rash on his neck. Many children have arrived
at the service in the last ½ hour and you notice an opened muesli bar in front of the
lockers.
a. Identify what these symptoms are most likely indicating
Document title: Cl_Health_Cluster_Kn_1of2
Resource ID: HCS_ Cl_Health_Cluster_Kn_1of2 Page 13 of 44
b. Identify the staffing qualifications listed in the Education and Care Regulations*that
are required to assist in the management of children with anaphylaxis
c. Detail what the Education and Care Services Regulations* require regarding reporting
of an allergic reaction (20 – 50 words)
d. Consult Max’s Action Plan (see below) and identify what steps need to be taken to
respond to Max? (50-75 words)
Document title: Cl_Health_Cluster_Kn_1of2
Resource ID: HCS_ Cl_Health_Cluster_Kn_1of2 Page 14 of 44
e. Max’s required medication as stated on his allergy management action plan is
adrenaline autoinjector (EpiPen). Detail the four steps required to administer this
medication to Max.
Document title: Cl_Health_Cluster_Kn_1of2
Resource ID: HCS_ Cl_Health_Cluster_Kn_1of2 Page 15 of 44
f. Identify three strategies to minimise the risk of future anaphylactic reactions, include
minimising the risk at:
i. arrival time and
ii. mealtimes
(50 -100 words)
g. Describe the signs/symptoms and key characteristics of two other types of allergies
children may present within a service (30-50 words for each sign/ symptom and
characteristic)

Allergy name Signs and symptoms Characteristic of the allergy

10. During outdoor play you notice a friend of Max’s, Pia, sitting quietly. When you go over
to her Pia appears to be short of breath and you can hear a whistling sound as she is
breathing. You ask her what is wrong, and she says she can’t breathe properly, and her
chest is sore.
a. Identify what these symptoms are most likely indicating.
Document title: Cl_Health_Cluster_Kn_1of2
Resource ID: HCS_ Cl_Health_Cluster_Kn_1of2 Page 16 of 44
b. If you believed Pia was having an asthma attack, describe how you will
immediately respond to Pia:

i.
ii.
iii.
(50 – 100 words)
listing all steps you would carry out
identifying the document you would refer to
who you would communicate with

c. Pia has been prescribed Ventolin (as detailed in her asthma management plan)
that can be provided during an asthma attack. Based on Asthma Management
Guidelines explain the steps you would take to safely administer Ventolin to Pia
asthma management guidelines including the use of a spacer.
(50 – 100 words)
d. List three common asthma triggers. (25-50 words)
e. According to the Education and Care Services National Regulations*, if a child is
enrolled in an education and care service with an allergy or medical condition:

i.
ii.
what policy must the service provide families with and
what document/plan must a family provide to the service

Document title: Cl_Health_Cluster_Kn_1of2
Resource ID: HCS_ Cl_Health_Cluster_Kn_1of2 Page 17 of 44

Policy:
Document/ Plan:

11. Max is in the bathroom. He needs to go to the toilet but still needs assistance to be able
to complete all of the steps. He is wearing jeans and a belt today and he is not able to
undo the belt on his own. Max is not able to undress quickly enough, and he wets his
pants.
a. Provide a short transcript of a conversation you might have with Max about health
and hygiene, that includes (or focuses on) handwashing and using the toilet (75-125
words)
b. Describe how you would respect his privacy? (50 – 100 words)
c. Detail two suggestions you could make to Max’s mum about suitable clothing needs
for Max as he learns to comfortably and safely use the toilet. (20 – 30 words)

1.
2.

Document title: Cl_Health_Cluster_Kn_1of2
Resource ID: HCS_ Cl_Health_Cluster_Kn_1of2 Page 18 of 44
12. For the five items listed below complete a risk analysis to identify potential hazards for
children and how to minimise the risk (20-30 words for each risk and reporting
procedure)

Equipment or Toy Potential hazard Minimise risk
Cars and trucks
Glue
Beads
Outdoor climbing
equipment
Sand pit

13.Education and care services are able to provide educational information to families of
young children related to safety in the home environment.

I.
II.
III.
label the pictures below
explain the likely location of these items in a home
explain how to maintain these to minimise fire injury and prevent fatality.
(30-40 words for location and how to maintain)
Equipment Label picture Location How to maintain

Document title: Cl_Health_Cluster_Kn_1of2
Resource ID: HCS_ Cl_Health_Cluster_Kn_1of2 Page 19 of 44
13. Using the Fire and Rescue NSW Government site as a reference,
https://www.fire.nsw.gov.au/page.php?id=879
https://www.fire.nsw.gov.au/page.php?id=443
a. Identify three behaviours that contribute to fire injuries and fatalities. (20-30
words total)

1.
2.
3.

b. Identify three high-risk groups of people who are more vulnerable to injury or death
as a result of fires.

1.
2.
3.

*The Education and Care Services National Regulations are a component of the National
Quality Framework
Document title: Cl_Health_Cluster_Kn_1of2
Resource ID: HCS_ Cl_Health_Cluster_Kn_1of2 Page 20 of 44
Part 2- Healthy food and drinks
Introduction: To complete this assessment part, using the nutrition and meal planning
scenario, respond to eight short answer questions related to:
• promoting healthy eating,
• planning food and drinks that are nutritious and appropriate for each child and
• maintaining food safety during food handling
Nutrition and Menu Planning Scenario
As an educator at Happy Days Early Learning Centre you have an important role in
promoting healthy eating, food safety and food hygiene habits.
Your service provides care for seventy children at present, including ten infants aged between
six to twelve months and sixty children aged between twelve months to five years.
The cook has developed a two-week cycle menu, week one has been approved and accepted
although week two is only a draft. The cook has asked you to assist in developing the week
two menu according to the Australian Guide to Healthy Eating and Get up and Grow: Healthy
Eating and Physical Activity Early Childhood resources ensure the menu provides a nutritious
and balanced diet for all of the infants and children at the service.
The cook has also identified cultural and dietary requirements for some children which needs
to be added to the menu. Alex attends Wednesday and is vegetarian but is able to eat eggs
and dairy, Martha attends Wednesday and Friday and is lactose intolerant and Muhammad
attends Thursday and Friday and is Muslim and does not eat pork or pork products.
This two-week cycle menu will then be displayed on the notice board at the service. All cycle
menus are also displayed in the service’s monthly newsletter for parents/guardians to view
and provide additional advice about their child’s dietary requirements, likes, dislikes and any
cultural or other requirements families have regarding their child’s nutrition.
Document title: Cl_Health_Cluster_Kn_1of2
Resource ID: HCS_ Cl_Health_Cluster_Kn_1of2 Page 21 of 44
1. Below is a two-week cycle menu.
Week 1 has been completed by the cook.
a. Use your understanding of the Australian Guide to Healthy Eating to complete
Week 2 of the menu plan. In the Week 2 table below, complete the menu by:

i.
ii.
iii.
Filling in the blank spaces
Completing the daily food servings section
Listing the cultural and dietary requirements for the children listed in the
menu plan

[Completed by Cook] Week 1 – Happy Days Long Day Care Centre Cycle Menu

Monday Tuesday Wednesday Thursday Friday
Morning Tea
Infants Pureed fruit/ or
raisin toast
Infant (rice)
cereal/Mashed
banana
Pureed/mashed
fruit
Rice cereal Mashed fruit
Toddlers & Pre
schoolers
Raisin toast Homemade banana
& pear muffin
Date scone with
butter
Pikelets with
toppings
Fruit platter
Drink Milk/water Milk/water Milk/water Milk/water Milk/water
Lunch – main
meal
Infants Pasta with
pureed/mashed
vegetables and
cheese
Roast lamb and
vegetables pureed
Pureed/
mashed vegetables
and chicken
Pureed/mashed
tuna pasta bake and
vegetables
Steamed mashed
vegetables with rice
Toddlers & Pre
schoolers
Spaghetti
Bolognaise with side
salad
Roast lamb, roast
vegetables with
steamed beans
Vegetarian mini
pizzas
Tuna pasta bake
with steamed
broccoli and carrot
Beef and vegetable
stir fry with
steamed rice
Dessert Fresh fruit &
yoghurt
Fresh fruit and
custard
Apple crumble with
ice cream
Watermelon ice
pops
Bread and butter
pudding (with
sultanas)
Drink Water Water Water Water Water
Afternoon Tea
Infants Cheese cubes Yoghurt Custard Mashed fruit Yoghurt

Document title: Cl_Health_Cluster_Kn_1of2
Resource ID: HCS_ Cl_Health_Cluster_Kn_1of2 Page 22 of 44

Toddlers & Pre
schoolers
Cheese and crackers English muffin with
tomato & cheese
Hummus with
Lebanese bread,
carrot and celery
sticks
Water crackers with
avocado, cheese
and tomato
Avocado dip with
rice crackers, carrot
and celery sticks
Drink Fruit
smoothie/water
Milk/water Milk/water Milk/water Milk/water
Daily food
group serves
(count total
average food
serve for each
group,
NOT
INCLUDING
INFANT
CHOICES)
Fruit 2 Fruit 4 Fruit 2 Fruit 3 Fruit 4
Veg 2 Veg 5 Veg 2 Veg 2 Veg 4
Grain
(Cereal)-
3 Grain
(Cereal)
4 Grain
(Cereal)
4 Grain
(Cereal)
2 Grain
(Cereal)
3
Dairy- 4 Dairy 2 Dairy 3 Dairy 5 Dairy 3
Meat,
poultry,
fish, eggs,
tofu,
legumes &
beans
1 Meat,
poultry,
fish, eggs,
tofu,
legumes &
beans
1 Meat,
poultry,
fish, eggs,
tofu,
legumes &
beans
1 Meat,
poultry,
fish, eggs,
tofu,
legumes &
beans
2 Meat,
poultry,
fish, eggs,
tofu,
legumes &
beans
1
Water 3 Water 3 Water 3 Water 3 Water 3
Special dietary
needs e.g.
Religious /
cultural
/dietary/ food
allergy and
intolerances
Martha – Lactose
free milk. No butter.
Lactose free ice
cream. Lactose free
cheese on pizza.
Alex – Vegetarian
option for all meals
Muhammad – No
pork
Martha – Lactose
free milk. No butter.
Muhammad – No
pork

Document title: Cl_Health_Cluster_Kn_1of2
Resource ID: HCS_ Cl_Health_Cluster_Kn_1of2 Page 23 of 44
[To be completed] Week 2 – Happy Days Long Day Care Centre Cycle Menu

Monday Tuesday Wednesday Thursday Friday
Morning Tea
Infants Soft fruit platter e.g.
banana,
watermelon, soft
pear
Mashed banana Mashed fruit/ Raisin
toast
Toddlers & Pre
schoolers
Wholegrain toasted
crumpet with
banana/honey
Fruit faces (fresh &
dried fruit)
Raisin toast
Drink Milk/water Milk/water Milk/water Milk/water Milk/water
Lunch – main
meal
Infants Steamed
vegetables/cheese
with pasta
Pureed savoury
mince and rice
Pasta with
vegetables and
cheese
Steamed mashed
vegetables with
kidney beans and
rice
Toddlers & Pre
schoolers
Zucchini slice with
rice
Beef pattie on
wholemeal roll and
salad/cheese
Beef Tacos with
salsa
Beef lasagne with
steamed vegetables
Dessert Watermelon slices Yoghurt with fresh
fruit jelly
Drink Water Water Water Water Water
Afternoon Tea
Infants Yoghurt and
mashed fruit
Mashed fruit Yoghurt
Toddlers & Pre
schoolers
Wholegrain crackers
and hummus dip
Lebanese bread,
cottage cheese &
grated carrot
Ribbon wholemeal
sandwiches with
tomato & cucumber
Salmon & cream
cheese dip with pita
bread & carrot
sticks
Drink Fruit
smoothie/water
Milk/water Milk/water Milk/water Milk/water
Daily food
group serves
(count total
average food
serve for each
group,
NOT
INCLUDING
Fruit Fruit Fruit Fruit Fruit
Veg Veg Veg Veg Veg
Grain
(Cereal)
Grain
(Cereal)
Grain
(Cereal)
Grain
(Cereal)
Grain
(Cereal)
Dairy Dairy- Dairy- Dairy- Dairy

Document title: Cl_Health_Cluster_Kn_1of2
Resource ID: HCS_ Cl_Health_Cluster_Kn_1of2 Page 24 of 44

INFANT
CHOICES)
Meat,
poultry,
fish, eggs,
tofu,
legumes &
beans
Meat,
poultry,
fish, eggs,
tofu,
legumes &
beans
Meat,
poultry,
fish, eggs,
tofu,
legumes &
beans
Meat,
poultry,
fish, eggs,
tofu,
legumes &
beans
Meat,
poultry,
fish, eggs,
tofu,
legumes &
beans
Water Water Water Water Water
Special dietary
needs e.g.
Religious /
cultural
/dietary/ food
allergy and
intolerances
Martha
Alex
Muhammad Martha
Muhammad

b. Access the National Quality Standard and the EYLF and identify:
i. one National Quality Area
ii. one Standard

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

That are relevant to your menu and promoting healthy eating and ensuring that food
and drinks provided are nutritious, appropriate for each child and prepared in a safe
and hygienic manner.

i. National Quality Area
ii. Standard
iii. Element
iv. EYLF Learning outcome
v. Sub element

Document title: Cl_Health_Cluster_Kn_1of2
Resource ID: HCS_ Cl_Health_Cluster_Kn_1of2 Page 25 of 44
2. a. Discuss why it is necessary to have a separate menu for infants (0 – 12months). Include
how this meets the Australian Guide to Healthy Eating dietary guidelines. (30-60 words)
b. For each age group below identify two examples of age-appropriate types of foods.

Birth –
around 6
months
1.
2.
6 – 12
months
1.
2.
12 months + 1.
2.

3. a. Explain how Article 24 of the UN Rights of the Child relates to providing food in a
Children’s Education and Care Service (20 – 40 words)
b. The Code of Ethics states we should “Create and maintain safe, healthy, inclusive
environments that support children’s agency and enhance their learning”.
Explain how this relates to providing safe, healthy food in a Children’s Education and
Care Service. (20 – 40 words)
Document title: Cl_Health_Cluster_Kn_1of2
Resource ID: HCS_ Cl_Health_Cluster_Kn_1of2 Page 26 of 44
c. Identify three ways to provide education and support to families around healthy
eating. (30-60 words)

1.
2.
3.

d. Explain why water is an important daily requirement for children (20-40 words)
e. Identify what the Early Childhood Education and Care Regulations* state regarding
the provision or water for children. (20-40 words)
f. Identify how to ensure that children have ready access to water between mealtimes?
(20-40 words)
Document title: Cl_Health_Cluster_Kn_1of2
Resource ID: HCS_ Cl_Health_Cluster_Kn_1of2 Page 27 of 44
4. a. List five foods that commonly cause allergic reactions.
Food allergy https://allergy.org.au/patients/food-allergy/food-allergy
Food intolerance https://allergy.org.au/patients/food-other-adverse-reactions/foodintolerance

1.
2.
3.
4.
5.

b. Food intolerance is different to food allergies.

i.
ii.
(20-40 words)
Describe what food intolerance is and
list three symptoms
Food intolerance is
1.
2.
3.

Document title: Cl_Health_Cluster_Kn_1of2
Resource ID: HCS_ Cl_Health_Cluster_Kn_1of2 Page 28 of 44
c. Describe two strategies educators can use to reduce the risk of children being
exposed to foods they are allergic to (20 – 40 words)

1.
2.

5. The cook has gone home for the day and you find a bowl of rice and chicken prepared for
tomorrow’s lunch has been left out on the bench for at least four hours.
a. Identify what will have happened with the microorganisms in the food during this
time? (20-40 words)
b. Following safe food handling guidelines, what should you do with the chicken
and rice? (20-40 words)
6. Detail food safety procedures a service would develop and maintain for when working in
the kitchen and preparing the menu for children at the service. In your response, include the
procedures for:

i.
ii.
iii.
iv.
hygiene,
temperature control,
equipment usage,
food storage to prevent microorganism cross contamination and

v. minimising allergic reactions
(20-40 words for each)
Document title: Cl_Health_Cluster_Kn_1of2
Resource ID: HCS_ Cl_Health_Cluster_Kn_1of2 Page 29 of 44

i.
ii.
iii.
iv
v

7. Nutrition can affect mood and behaviour. List five effects of poor nutrition in children (30
– 60 words)

1.
2.
3.
4.
5.

8. a. Define tooth decay (20-40 words)
Document title: Cl_Health_Cluster_Kn_1of2
Resource ID: HCS_ Cl_Health_Cluster_Kn_1of2 Page 30 of 44
b. Describe what the consequences of tooth decay are for children’s oral health
(20-40 words)
c. Explain why ‘swish and swallow’ is an important dental hygiene routine and
describe how you would discuss this routine with children (20-40 words)
*The Early Childhood Education and Care Regulations are a component of the National
Quality Framework
Document title: Cl_Health_Cluster_Kn_1of2
Resource ID: HCS_ Cl_Health_Cluster_Kn_1of2 Page 31 of 44
This Evidence Guide will be completed by the assessor when marking your assessment.

Evidence Guide
Part 1 – Health and Safety Scenario
Course CHC50113 Unit CHCECE002
CHCECE004
Task Knowledge
Assessment 1 of 2
Student Name Student Number
Essential skills & knowledge S U Assessor comments
Student described how to support Max
to include rest and relaxation in his day
whilst respecting his parents’ wishes
and the needs of the other children in
the room and responded to Max’s
question “Do I have to lie down?”
[Part 1: Q1a i, ii]
Student identified one (1) learning
outcome and sub-element from the
Early Years Learning Framework that
supported response to question 1a

Document title: Cl_Health_Cluster_Kn_1of2
Resource ID: HCS_ Cl_Health_Cluster_Kn_1of2 Page 32 of 44

Student identified one (1) principle
from the Early Years Learning
Framework that related to this scenario
[Part 1: Q1b, c]
Student identified two United Nations
Convention of the Rights of the Child
articles that detail children’s rights
around play, rest and education.
[Part 1: Q1d]
Student described set up of the sleep
and rest environment for the Max and
the children who sleep and rest in the
3-5 room? Considered lighting, noise,
temperature and ventilation.
[Part 1: Q2]
Student identified three quiet play
experiences to offer to Max during the
3-5 room’s sleep and rest routine and
explained choices
[Part 1: Q3]

Document title: Cl_Health_Cluster_Kn_1of2
Resource ID: HCS_ Cl_Health_Cluster_Kn_1of2 Page 33 of 44

Student detailed how the educators in
the 0-2’s room would meet Max’s
sister, Bella’s needs for sleep and rest.
Included how this meets the safe
sleeping approved standards.
[Part 1: Q4]
Student described two reasons why it is
important to have regular written
and/or verbal communication with
children’s families about their sleep,
rest and relaxation whilst in care.
Identified three strategies to share
information with children’s families
about rest.
Identified the National Quality Area,
Standard and Element and the Early
Years Learning Framework Practice this
relates to.
Student Identified points from the Early
Childhood Australia Code of Ethics that
detail values around safety for children
and sharing information with families.

Document title: Cl_Health_Cluster_Kn_1of2
Resource ID: HCS_ Cl_Health_Cluster_Kn_1of2 Page 34 of 44

[Part1: Q5, a-d]
Student used outdoor environment
plan and identified where staff must be
positioned to ensure effective
supervision and that all children are in
sight and explained chosen positions
[Part 1: Q6a, b]
Student identified water play
supervision considerations
Student listed three strategies for
active supervision of a group of
children engaged in fee play outdoors
Student described supervision level
adjustment required in indoor area to
adjust to differing skills level, dynamic
and ages difference between toddlers
and pre-schoolers
[Part 1: Q7a-c]
Student described safe collection of
children including communication with
the other educators in the outdoor

Document title: Cl_Health_Cluster_Kn_1of2
Resource ID: HCS_ Cl_Health_Cluster_Kn_1of2 Page 35 of 44

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

Document title: Cl_Health_Cluster_Kn_1of2
Resource ID: HCS_ Cl_Health_Cluster_Kn_1of2 Page 36 of 44

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

Document title: Cl_Health_Cluster_Kn_1of2
Resource ID: HCS_ Cl_Health_Cluster_Kn_1of2 Page 37 of 44

Student listed three common asthma
triggers
Student identified, according to the
Education and Care Services National
Regulations, for a child enrolled with an
allergy or medical condition
i. the policy the service must
provide the family and
ii. the document/ plan that the
family must provide to the
service.
[Part1: Q10a-e]
Student described how to support Max
to learn the hygiene steps of
handwashing and using the toilet?
Included a conversation with Max to
discuss health and hygiene.
Student described how to respect
Max’s privacy
Student detailed two suggestions you
could make to Max’s mum about more

Document title: Cl_Health_Cluster_Kn_1of2
Resource ID: HCS_ Cl_Health_Cluster_Kn_1of2 Page 38 of 44

suitable clothing for Max as he learns
to use the toilet.
[Part 1: Q12a-c]
Student completed a risk analysis of
five items identify potential hazards for
children and how to minimise the risk
[Part 1: Q12]
Student labelled pictures and explained
location of these in a home and how to
maintain these to minimise fire injury
and prevent fatality.
[Part 1: Q13]
Student identified three behaviours
that contribute to dire injuries and
fatalities.
Student identified three high risk
groups of people who are more
vulnerable to injury or death as a result
to fires
[Part 1: Q14a, b]

Document title: Cl_Health_Cluster_Kn_1of2
Resource ID: HCS_ Cl_Health_Cluster_Kn_1of2 Page 39 of 44

Evidence Guide
Part 2 – Healthy Food and Drinks Scenario
Course CHC50113 Unit CHCECE002
CHCECE004
Task Knowledge
Assessment 1 of 2
Student Name Student Number
Essential skills & knowledge S U Assessor comments
Student used understanding of the
Australian Dietary Guidelines, Infant
Feeding Guidelines, the five food
groups, Get up and Grow -Healthy
eating and physical activity for early
childhood and the Australian Guide to
Healthy Eating circle to complete Week
2 menu
Student identified
I. One National Quality Area
II. one Standard
III. one Element
IV. one EYLF learning outcome and

Document title: Cl_Health_Cluster_Kn_1of2
Resource ID: HCS_ Cl_Health_Cluster_Kn_1of2 Page 40 of 44

V. one sub element
relevant to promoting healthy eating
and ensuring that food and drinks
provided are nutritious, appropriate for
each child and prepared in a safe and
hygienic manner.
[Part 2: Q1a, b]
Student discussed why it is necessary to
have a separate menu for infants (0 –
12months). Include how this meets the
Australian Guide to Healthy Eating
dietary guidelines.
Student identified two examples of
age-appropriate types of foods.
[Part 1: Q2a, b]
Student explained how Article 24 of the
UN Rights of the Child relates to
providing food in a Children’s Education
and Care Service
Student explained how Code of Ethics
“Create and maintain safe, healthy,

Document title: Cl_Health_Cluster_Kn_1of2
Resource ID: HCS_ Cl_Health_Cluster_Kn_1of2 Page 41 of 44

inclusive environments that support
children’s agency and enhance their
learning” relates to providing safe,
healthy food in a Children’s Education
and Care Service.
Student identified three ways to
provide education and support to
families around healthy eating.
Student explained why water is an
important daily requirement for
children
Student Identified what the Early
Childhood Education and Care
Regulations state regarding the
provision or water for children.
Student identified how to ensure
children have ready access to water
between meals
[Part 2: Q3a-f]
Student listed five foods that
commonly cause allergic reactions

Document title: Cl_Health_Cluster_Kn_1of2
Resource ID: HCS_ Cl_Health_Cluster_Kn_1of2 Page 42 of 44

Student described food intolerance and
listed three symptoms
Student described two strategies
educators can use to reduce the risk of
children being exposed to foods they
are allergic to
[Part 2: Q4a-c]
Student identified what happens to
food that has been left out on the
bench for at least four hours
Student identified safe food guidelines
for handling chicken and rice
[Part 1: Q5a, b]
Student detailed food safety
procedures to develop and maintain
when working in the kitchen and
preparing the menu for children at the
service. Included information about
I. hygiene,
II. temperature control,
III. equipment usage,

Document title: Cl_Health_Cluster_Kn_1of2
Resource ID: HCS_ Cl_Health_Cluster_Kn_1of2 Page 43 of 44

IV. food storage to prevent
microorganism cross
contamination and
V. minimising allergic reactions.
[Part2: Q6]
Student explained five effects of poor
nutrition in children
[Part 2: Q7]
Student defined tooth decay
Student descried consequence of tooth
decay for children’s oral health
Student detailed the importance of
using water to ‘swish and swallow’ as a
dental hygiene routine and how you
would discuss this with children
[Part 2: Q8a-c]

Document title: Cl_Health_Cluster_Kn_1of2
Resource ID: HCS_ Cl_Health_Cluster_Kn_1of2 Page 44 of 44
Assessment Feedback
Assessment outcome
☐ Satisfactory
☐ Unsatisfactory
Assessor feedback
☐ Was a reasonable adjustment in place for this assessment event?
If yes, ensure it is detailed on the assessment document.
Comments:
Assessor name and date:
Resubmission Feedback (if required)
Assessment outcome
☐ Satisfactory
☐ Unsatisfactory
Assessor feedback
☐ Was a reasonable adjustment in place for this assessment event?
If yes, ensure it is detailed on the assessment document.
Comments:
Assessor name and date:

[Button id=”1″]

[ad_2]

Source link

"96% of our customers have reported a 90% and above score. You might want to place an order with us."

Essay Writing Service
Affordable prices

You might be focused on looking for a cheap essay writing service instead of searching for the perfect combination of quality and affordable rates. You need to be aware that a cheap essay does not mean a good essay, as qualified authors estimate their knowledge realistically. At the same time, it is all about balance. We are proud to offer rates among the best on the market and believe every student must have access to effective writing assistance for a cost that he or she finds affordable.

Caring support 24/7

If you need a cheap paper writing service, note that we combine affordable rates with excellent customer support. Our experienced support managers professionally resolve issues that might appear during your collaboration with our service. Apply to them with questions about orders, rates, payments, and more. Contact our managers via our website or email.

Non-plagiarized papers

“Please, write my paper, making it 100% unique.” We understand how vital it is for students to be sure their paper is original and written from scratch. To us, the reputation of a reliable service that offers non-plagiarized texts is vital. We stop collaborating with authors who get caught in plagiarism to avoid confusion. Besides, our customers’ satisfaction rate says it all.

© 2022 Homeworkcrew.com provides writing and research services for limited use only. All the materials from our website should be used with proper references and in accordance with Terms & Conditions.

Scroll to Top