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CHCECE016 Assessment Answers

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CHCECE016 Establish and maintain a safe and healthy environment for children

Student Name 
Qualification 
Course Dates 

Assessment Instructions for the Learner

Assessment by completing questions within this book:

This booklet contains assessment questions and tasks which will allow you to provide evidence toward gaining this qualification. If you have been able to demonstrate competence through recognition for any unit(s) then your Trainer will advise of which questions for that particular unit(s) that you will not need to complete.

Assessment Strategy

Assessment Tasks to establish competency in this unit may include: workplace scenarios; workplace tasks; short answer questions (explanation); short answer questions (analysis); short answer questions (description); case study; self performance analysis; self reflection/observation with checklists; reports; diary/journal; research projects; scenarios -problem solving ; plans; and multiple choice.

Approach to assessment decisions in relation to assessment

Evidence of competency will be collected on a continuous basis throughout the unit. Assessments will be planned as per prescribed schedule. Students are required to be present at the scheduled time of training and assessment. Students who do not have the knowledge and skills will not be ready for assessment,

In order to achieve competency in a unit, a student must satisfactorily meet the requirements of each assessment task. ACET uses the following assessment outcomes to make judgement for individual assessment tasks:

  • Satisfactory (S) or
  • Not yet Satisfactory (NYS)

and:

  • Competent (C) or,
  • Not Yet Competent (NYC)

to make an overall judgement about the entire unit.

Re-Submission

Student will be eligible for re-submission if:

  • further evidence of an assessment is required when the student has partially completed the assessments and some of the works can be completed and/or corrected, and,
  • when the student has participated in the learning and classroom activities and undertook the given assessment tasks.

Re-submission of any part (question/s) of a re-assessment may be in writing and evidence must be included with the original or completed submission. Your assessor may choose to verbally question you to gain more evidence of your understanding for a question which you do not answer successfully on the first attempt. The answers you provide verbally will then be added in the assessment and a record of this verbal questioning will be added by your trainer in the comments section on the assessment. For full details of this you should speak to your assessor.

Prior to any resubmission, students will be given feedback on the evidence they have already provided and/ guided as to the additional requirements to deem them competent in the unit. They may resubmit as often as/required to gain competence providing that resubmission can occur in a timely manner that is practical and reasonable for the Assessor to complete all the documentation required prior to completion.

Reassessment

If the student doesn’t qualify for a re-submission or still deemed Not Yet Competent (NYC) after a re submission, he/she will need to go through a re-assessment process. Refer to Student Handbook and the ACET’s Assessment Policy and Procedure for further information about Re-assessment.

Demonstrating Competency

To demonstrate competence you must complete all assessment tasks. Each task is linked to specific competency element/s or critical aspects of assessment.

Customising Assessments

Learners may negotiate to customise assessment tasks to meet their individual needs in relation to workplace setting, interests, learning style, literacy or cultural background. The original integrity of the assessment must be maintained.

Assessment Task Length

Where space/lines have been provided for addressing an assessment task, the learner should be guided as to the length of their answer by the space provided. If more space/lines are required, the learner should attach a separate page containing their name and with the assessment task number clearly indicated. Where no space/lines have been provided, the learner should complete the answer on a separate page and attach it to the assessment containing their name and with the assessment task number clearly indicated.

Assessment

When you have completed all assessment tasks, your trainer will provide you with feedback and you will be assessed as Competent or Not Yet Competent in this unit. If you are assessed as Not Yet Competent you will have an opportunity to be reassessed.

Workplace Observation Assessment

As part of your assessment for this course, there may be a need for your Trainer to come and observe you demonstrating skills in the workplace that reflect elements and criteria of this course. If this is the case, your Trainer will advise you of this requirement and organise a time with you to conduct this observation.

Third Party Supervisor Skills Observation

As part of your assessment for this course, there may be a need for your supervisor to document their observations of the skills that you have demonstrated in the workplace relevant to your qualification. If this is the case, there will be a copy of this document contained in your Learner Assessment Booklet. It is your responsibility during work placement or at other times at your workplace to ensure that your supervisor completes the Third Party Supervisor Skills Observation checklist prior to submission to your Trainer.

Cheating:

To act dishonestly or unfairly in connection to an assessment conducted by the ACET. In accordance with ACET’s policies this is classified as an Academic Misconduct. The penalties for academic misconduct include:

  • assigning Not Satisfactorily Completed to an assessment task
  • awarding of Not Yet Competent for a unit of competency
  • suspension from the course/qualification
  • cancellation of enrolment

Plagiarism

Plagiarism is a form of cheating.  It is taking and using someone else’s thoughts, writings or inventions and representing them as your own.  Plagiarism is a serious act and may result in a participant’s exclusion from a module or a course.  When you have any doubts about including the work of other authors in your assessments, please consult with your facilitator.  The following list outlines some of the activities for which a participant can be accused of plagiarism:

  • Presenting any work by another individual as one’s own unintentionally
  • Handing in assessments markedly similar to or copied from another student
  • Presenting the work of another individual or group as their own work.
  • Handing up assessments without the adequate acknowledgement of sources used, including assessments taken totally or in part from the internet.

Note: same penalties as with cheating will apply for any plagiarism.

What about Copyright?

You must be careful when copying the work of others.  The owner of the material may take legal action against you if the owner’s copyright has been infringed.

You are allowed to do a certain amount of copying for research or study purposes.  Generally, 10% or one chapter of a book is acceptable, where the participant is studying with or employed by an educational institution.

 Unit Result Record Sheet – CHCECE016Establish and maintain a safe and healthy environment for children
Student Name:BLOCK Print
Student Number:BLOCK Print
Assessment Completed(Specific name of assessment task must be used)(Evidence must be in students file)ResultDate AssessedRe-assessment Completed(If required)(Specific name of assessment task must be used)(Evidence must be in students file))ResultDate Re-assessed
SatisfactoryNot Yet SatisfactorySatisfactoryNot Yet Satisfactory
Report   Report   
Activities   Activities   
Written Questions   Written Questions   
Workplace record book   Workplace record book   
Result for unitCompetent/Not Yet Competent
Assessor Name:BLOCK Print
Assessor Signature:
Date result reached:
Comments:
Declaration:I declare that: ·         I was made aware of all assessment requirements for this/these unit/s·         I have received feedback from my assessor on the results of each individual assessment tasks and my overall result for this/these unit/s·         I have been made aware of the reassessment policy for any assessment tasks and/or units that I have not yet satisfactorily completed
Student Signature:
         

Assessment  1 – Student Information

 Information

This information is to be handed to each student to outline the assessment requirements

Project

Complete these exercises:

  1. Identify 10 hazards that might be found in child service environments. At least five of these hazards must be ones that are not identified in Section 1 of this unit. Identify measures that could be introduced that could be used to eliminate or reduce the risk that these hazards will cause harm to children.
Hazards Measurements that can be taken to eliminate/ reduce risk
    
    
    
    
    
    
    
    
    
    
    
  1. Create a set of procedures that lay out for staff what they should do in the event of a gas leak.
  2. Create a set of procedures that tell staff what they should do in the case of a broken arm that has pierced the skin.
  3. Create a set of procedures that tell staff what they should do to meet the emotional needs of children after a traumatic event.
  4. Create a list of 10 rules that could be implemented to keep children safe. You cannot use rules already noted in the text.
  5. Develop a supervision policy or supervision plan that outlines how the organisation will meet the needs for supervising children with conduct disorder. Consider the activities they will be involved in during the day and how you will ensure that they and their peers will be kept safe.
  6. Create a form that could be used to gather a child’s health profile.
  7. Create a set of procedures that advises staff how to clean food preparation areas.
  8. Create a picture that visually teaches and reminds children how to handle food.
  9. Create a fact sheet that could be used to teach parents about meningococcal disease.
  10. Choose a venue that would be appropriate for an excursion for children. Conduct a brief risk assessment of the venue. You need to identify three risks at the venue and how you would manage or eliminate those risks.
  11. Create a set of procedures that tells educators how to handle disclosures of abuse.
  ASSESSMENT 2Activities
CHCECE016 Establish and maintain a safe and healthy environment for children
SECTIONNUMBER OF QUESTIONSMARK ALLOCATION/RESULT
TOTAL15/15
Assessor’s NameBLOCK Print
Assessor’s Signature
Date Assessed
ResultSatisfactory/Not Yet Satisfactory
Date Re-assessed 
ResultSatisfactory/Not Yet Satisfactory
Comments

INSTRUCTIONS TO STUDENT

  1. Use black or blue ink pens only.
  2. Read and complete the required information below.
  3. You must answer all questions correctly for satisfactory completion of this assessment task.
  4. If you do not understand some or all of the questions, please ask your trainer / assessor for clarification.
  5. This is an open book assessment, you are required to complete these activities progressively in the allocated time for the class.  
  • This assessment is intended to be equitable, fair and flexible. If you feel that we should change any aspect of this assessment immediately contact your assessor.
  • If you are deemed Not Yet Satisfactory you will have the opportunity to undertake a supplementary assessment at a later date or appeal the result. For full details of this you should speak to your assessor and refer to your student handbook.

Please clearly record your name and sign below stating you understand the assessment instructions and    requirements and consent to being assessed according to the assessment requirements.

Student NameBLOCK Print 
Student Number 
Student Signature 
Date 

Activity1.

  1. Describe the type of information that should be shared with families at enrolment and on a regular basis.
  2. If a child is injured or has had an accident whilst in care, what is the best method informing the parent/carer?
  3. List the relevant authorities in your state/ territory that you can source up-to-date health information.

Activity 2.

Choose the correct answer in the following multiple choice questions:

  1. Children with chronic medical conditions:
    1. Might need to take medication every day.
    2. Cannot attend child service settings.
    3. Might need to take medication several times a day.
    4. a and c only
    5. All of the above.
  2. When it comes to over-the-counter medication you:
  3. Can freely administer it to children.
  4. Should not administer it without written instructions from parents and medical practitioners.
  5. Should only be administered if the child is in severe pain.
  6. b and c only
  7. All of the above
  8. Health profiles should:
  9. Contain information about any previous health conditions.
  10. Contain information about any current health issues.
  11. Contain information about any medical condition that requires ongoing treatment.
  12. a and b only.
  13. All of the above.
  1. Prescription medication should be given:
  2. According to documented medical instructions.
  3. At your discretion.
  4. According to parents instructions.
  5. a and b only
  6. All of the above.
  7. Medication forms:
  8. Must be completed each time a dose of medication is given.
  9. Should be signed by a witness who has watched the administration of a dose of medication.
  10. Are important legal documents.
  11. a and b only.
  12. All of the above.
  13. Medication should be:
  14. Carried by children and handed over when administration is required.
  15. Carried by staff and administered as required.
  16. Kept in a locked cupboard/refrigerator out of reach of children.
  17. b and c only.
  18. All of the above.
  19. Prescription medication should be labelled with:
  20. The name of the child and the prescribing doctor.
  21. The dosage rates and methods of administration.
  22. Use-by-dates.
  23. a and b only.
  24. All of the above.
  25. When giving liquid medication you should:
  26. Shake the bottle before pouring it.
  27. Hold the glass at eye level to ensure you pour the right dosage.
  28. Force children to swallow it.
  29. a and b only.
  30. All of the above.
  31. The five rules for the safe administration of medicine include:
  32. Giving medication by the right person.
  33. Giving the right medication to the right person.
  34. Giving the right dosage at the right time.
  35. b and c only.
  36. All of the above.
  37. If children are old enough to self-administer medication:
  38. They do not need supervision when administering it.
  39. The medication should not be left in the child’s care.
  40. Staff do not need to be informed about it.
  41. a and b only.
  42. All of the above.

Activity 3.

  1. Why should rest/sleep areas be provided for the children who attend a service provider?
  2. Describe the rest areas and sleeping equipment that should be made available for babies and older children.
  3. Describe a routine that you could follow to ensure that all cots, beds, mattresses and other sleep equipment are maintained in a clean and hygienic state.
  4. Describe what a quiet area/s (as opposed to rest areas) should include including why it is necessary for quiet areas.

Activity 4.

  1. Write a song or a poem that could be used to teach children how to properly wash their hands.
  2. Develop a procedure for a facility on how to wash toys and other equipment.
  3. How can families help to promote a facilities hygiene practices?

Activity 5.

Indicate with a tick (Ö) whether or not children should be excluded when suffering from the disease, illness, infection or condition in the table.

ExcludeDo not exclude
 1.    Diarrhoea      
 
2.    Whooping cough
      
 
3.    Tuberculosis
      
 
4.    HIV
      
 
5.    Warts
      
 
6.    Conjunctivitis
      
 
7.    Scabies
      
 
8.    Hepatitis A
      
 
9.    Rubella
      
 
10.  Chickenpox
      
 
11.  Slapped cheek syndrome
      
 
12.  Head lice
      
 
13.  Mumps
      
 
14.  Hepatitis B
      
 
15.  Glandular fever
      

Activity 6.

  1. Mumps is common childhood illness. Undertake your own research and complete the table with regards to mumps. You need to provide an explanation of what mumps is and details about how it is spread.
 Illness Symptoms: Suggested treatment:
                                         
  1. Create a written notification that could be given to parents after a case of meningococcal disease.
  1. Undertake your own research to answer these questions:
  2. What should children be immunised against at age four?
  1. What is immunisation?
  1. How does immunisation work?
  1. What is in vaccines?
  1. Why should children be immunised?
  1. The organisation you work for has experienced a real emergency. The premises caught fire as a result of an oil spill in the kitchen. What would you tell parents and how would you tell them?

Activity 7.

  1. Rewrite these guidelines using positive language.
Negative guidelinesPositive guidelines
 Do not play in out of bounds areas   
 Do not throw rocks.   
 Do not hit other people.   
 Do not run on concrete arears.   
 Do not climb on the fort ladder if someone else is already on it.  
 Do not leave your toys in areas where someone might trip over.  
 Do not swing on your chairs.   
 Do not slide down the slippery dip backwards.   
 Do not jump off a swing while it is still moving.   
 Do not use scissors without supervision.   
  1. Give an example of a program you can think of that help children feel safe.
  2. Why is it important to provide appropriate levels of supervision of children?.
  3. What details about the children do educators need to know for effective supervision?
  4. Create a list of do’s and don’ts for an educator tasked with supervising the playground.
  5. What factors should be considered when creating a supervision plan?
  6. The example of the supervision plan in the text was designed for the supervision of primary school students. Outline how the plan could be adjusted to meet the needs of preschool children.

Activity 8.

  1. A written record of the risk assessment should be created when planning an excursion. What should the risk assessment document include?
  2. Organisations will need to decide upon staff-to-children ratios for excursions. How do they do this?

Activity 9.

  1. What would you do if you were conducting a yard check and you discovered a hazard such as broken glass near the play area?
  2. There are a number of hazards in a school playground. How might children sustain injuries in a playground and what type of injuries might they receive?.
  3. List the steps in the hierarchy of control and outline how they can assist in dealing with hazards.
  4. Give an example of a representative’s role when assessing for risks and hazardous situations.
  5. Outline a method to provide guidance to children on the safe use of equipment.

Activity 10.

  1. What factors can relate to hazards?
  2. Create a sign/poster for a medications cupboard

 Activity 11.

  1. Explain the difference between cleaning and sanitisation and identify ways in which food, food storage and food preparation areas can be sanitised.
  2. Provide a brief explanation of the significance of practising high standards of food safety during the handling and preparation of food for young children

Activity 12.

Write a policy and procedure for an education and care service provider on moving and fitting car seats including necessary training and testing required of the educators.

Activity 13.

  1. Describe the type of information that needs to be recorded in regards to pest/vermin inspections and/or eradications.
  2. Describe what pests and vermin can be defined as.

Activity 14.

  1. Describe the information required to advise families of an excursion being undertaken.
  2. How can this information be best distributed to families?

Activity 15.

  1. Locate an example of an emergency evacuation procedure used by a children’s service provider (searching the internet) and provide a copy of it. Evaluate the strengths or weaknesses of the policy. For instance, identify the aspects of the procedures that ensure the safety of children and staff members and identify improvements that could be made to better ensure the safety of staff members and children.
  2. Write a set of procedures that identify the actions employees should take if a child was choking while waiting for emergency assistance (ie until paramedics or a doctor arrives).
  3. Write a set of procedures that identify the actions employees should take if a child was burnt while waiting for emergency assistance (ie until paramedics or a doctor arrives).
  4. Undertake your own research and identify the phone number for the poisons hotline.
  5. Undertake your own research and identify what you should do if a child in your care has ingested a poisonous substance.
  6. The organisation you work for recently experienced a serious fire caused by an electrical fault. The fire occurred when children were there and they had to be evacuated. Parents have expressed concern that their children might not cope with such a traumatic event. What should you advise parents to be on the lookout for?
  7. Write a task list for these employees to be used in the case of an emergency:
  8. Stairway monitor.
  9. Elevator monitor.
  10. Assembly area monitor.
  11. Aide for people with a disability.
  12. Why should staff have training for emergencies? What do they need to know?
  13. Give an example of an evacuation procedure that should be followed in an emergency.
  14. What is meant by stop, drop, roll and why is it beneficial for children to learn this procedure?
  15. What are some of the things you might need to consider when making assessments of a potential emergency?
COMMENTS
 
Satisfactory/Not Yet Satisfactory
Assessor’s NameStudent’s Name
Assessor’s SignatureStudent’s Signature
Date
  ASSESSMENT 3Written Test
CHCECE016 Establish and maintain a safe and healthy environment
SECTIONNUMBER OF QUESTIONSMARK ALLOCATION/RESULT
TOTAL7/7
Assessor’s Name
Assessor’s Signature
Date Assessed
ResultSatisfactory/Not Yet Satisfactory
Date Re-assessed 
ResultSatisfactory/Not Yet Satisfactory
Comments

INSTRUCTIONS TO STUDENT

  1. Print clearly, use a pen. Assessments written in pencil will not be accepted.
  2. This is a closed book assessment. Ask your assessor if you do not understand a question.
  3. Do not talk to your classmates. If you are caught talking, you will be asked to leave and your assessment will not be marked. Do not cheat or plagiarise the work of others.  Anyone caught cheating will automatically be marked Not Yet Competent for this unit.  There are NO EXCEPTIONS to this rule.
  4. You must answer all questions correctly for satisfactory completion of this assessment task.
  5. Please read all the information given to you before you start the assessment task. If you do not understand some or all of the questions, please ask your trainer / assessor for clarification.
  6. Time Allowed: 1 Hour

Note: This assessment is intended to be equitable, fair and flexible.  If you feel that we should change any aspect of this assessment immediately contact your assessor. If you are deemed Not Yet Satisfactory you will have the opportunity to undertake a supplementary assessment at a later date or appeal the result. For full details of this you should speak to your assessor and refer to your student handbook. Please clearly record your name and sign below stating you understand the assessment instructions and    requirements and consent to being assessed according to the assessment requirements.

Student Name 
Student Number 
Student Signature 
Date 

Question 1.

Where can you access copies of the National Quality Framework (NQF), National Quality Standards (NQS) and the Early Years Learning Framework (EYLF)? Where can more advice, support and information about the NQS, NQF and EYLF be found? When navigating the EYLF what are the five outcomes that you will find information about?

Question 2.

Under the National Food Safety Standards, what must a person who handles food do when they might be suffering from an infectious condition or is a carrier of a food-borne disease?

Question 3.

Explain and provide examples of how an infectious disease can be spread from person to object to person?

Question 4.

What considerations do you need o take into account when choosing and keeping toys for young children?

Question 5.

What are the new quality standards with regards to minimum staff-to-child ratios?

Question 6.

What are the symptoms of chickenpox? What should you do if a child you are caring for shows signs of chickenpox?

Question 7.

If a child is injured your organisation will have policies and procedures that must be followed. These will include writing an incident report. What should you do when creating an incident report?        

COMMENTS
 
Satisfactory/Not Yet Satisfactory
Assessor’s NameStudent’s Name
Assessor’s SignatureStudent’s Signature
Date