Unit CHCCN301C

Ensure the health and safety of children

Certificate III Children’s Services – classroom and placement

Trainer Instruction BookTrainer Use Only not for

Student Access

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CHCCN301C Ensure the health and safety of children

Instructions for Trainer and Assessors:Delivery of this unit may take place in:

a classroom environment (simulated workplace)

Assessment of this unit mat take place in either:

a classroom environment (simulated workplace); or during work placement

An overview of delivery is included below for classroom delivery:

3 days delivery is allocated on the timetable “T.T.C.S” Learner Guides are provided for this unit (for each student) and for yourself. PowerPoint’s are provided to the trainer for course content delivery for this unit Supportive resources for trainers and students include: Assessment Booklets provided for each student Classes are run from 9.30-4.30pm, with a morning tea break (15 mins) lunch break (1 hr) and afternoon break if

required. Students are required to participate in all activities and attend all sessions of the class.

Critical Aspects of evidence include:It is essential that competence is demonstrated in the knowledge and skills defined in this unit. These may include the ability to:

Administer medication to children according to organisation policies and legislative requirements, including responding to allergic reactions

Demonstrate provision of a clean and safe environment for children, in particular: observing personal hygiene to prevent cross infection e.g. hand washing modelling safe behaviours and hygiene practices

Ensure children are transported safely Implement legal requirements in work practices Demonstrate safe use of equipment and materials Develop children's road safety awareness Ensure children are seated and supervised during meal and snack time Ensure safe and hygienic food preparation, storage, handling and serving areas in line with the recognised

state/ territory food safety and handling requirements Implement risk minimisation strategies and risk reduction strategies Implement strategies for developing responsible behaviour by children in cars and buses Implement strategies to minimise the spread of infectious conditions Maintain required documentation in accordance with organisation guidelines Take into account and use opportunities to address waste minimisation, environmental responsibility and

sustainable practice issues

Consistent performance should be demonstrated. For example, look to see that:

work is routinely to procedures the minimum of resources is used consistent with the job requirements, good practice and the procedures

And will be achieved by:

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CHCCN301C Ensure the health and safety of children

using appropriate communication techniques within the class time, including verbal, written, non-verbal communication, electronic etc

completing all activities in a legible, easy-to-understand manner, All activities to be completed in a timely manner, group-work and classwork to be completed within specific

timeframes, And observations in the simulated or actual workplace to be completed during set timeframes.

The following document forms the basis of specific evidence that trainers and assessors need to collect from students for assessment in this unit. The task and assessment requirements that are given to students are also outlined.

Also included in this document are examples of the Unit Outcome Report for reporting of student progress with each assessment task. Ensure all outlined conditions of assessment requirements are met.

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CHCCN301C Ensure the health and safety of childrenHow to Conduct the AssessmentsIt is important that prior to conducting this assessment, the assessor undertakes the following:

Prior to conducting the assessment Read the assessment task as detailed throughout this document Read the assessor instructions and checklist prior to commencing the assessment Ensure the workplace is suitable for the parameters of the task, to ensure the students will have an

appropriate opportunity to demonstrates their skills Make suitable modifications to the workplace if required to allow all tasks to be observed Ensure the student is allocated the appropriate time and resources for the task Advise the student prior to conducting the assessment of:

o what will occur throughout the assessment processo when the assessment will occuro the level of competency expectedo NB: You should not tell the student how to undertake the task, as it would lead the student and

render the assessment process invalid. The student should have been taught "How" to perform each task during the training stage, and is expected to know this prior to commencing the assessment

Conducting the assessment

Establish and oversee the evidence gathering process to ensure remains valid, reliable, fair and flexible Advise the student when to commence the assessment Observe the student undertake the tasks as outlined Record your observations in the observation checklist Where a checklist point is not observed due to an inappropriate environment, or for a reason outside the

students control, modify the scenario to allow the student an opportunity to perform the associated task Where a checklist point is not appropriate, do NOT write "N/A" in the space provided. Finalise the

assessment observation on that occasion and ensure that prior to the next observation the checklist point has been addressed and task can be observed. If you cannot access a particular task speak to your Training Coordinator immediately before commencing 2nd observation.

Gather supporting documentation where available and appropriate (as evidence) Incorporate allowable adjustments to the assessment procedure without compromising the integrity of

the assessment Do not interfere with the assessment unless the students actions impose a risk to themselves or anyone

else If a student performs an action incorrectly, mark it as such. Record what you see, not what you want to

see. Once the assessment is complete, advise the student that the assessment has ceased, and record your

comments in the sections provided

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CHCCN301C Ensure the health and safety of childrenMaking the decision

The student needs to be deemed satisfactory in the full unit to gain competency. If you are in doubt, gather further evidence to help guide your decision. If you have any concerns about the validity of the student’s answers (e.g. you suspect copying or

plagiarism) please refer to the _______ Policy on Academic Misconduct and refer to the Student Guide. Assess the students on what you see during the assessment period, not on actions before or after the

assessment. Use both the checklist and your professional competency to determine the final outcome for the

student. If you are marking the student Not Yet Competent, tick the box “Not Yet Competent” and be sure you

outline why you have made this decision, and provide advice on how the student can improve their skills / knowledge prior to reassessment (use Resubmission Feedback section on the bottom of the Unit Outcome Report)

If you are marking the student Competent, tick the box “Competent” and give feedback to the student in the Comments section.

Students can request a copy of their Assessment Activities but the original MUST be retained on file for contractual and evidential purposes.

After the assessment

Provide constructive feedback to the student on their performance during the assessment period. Do not make any comments on actions undertaken prior or after the assessment period.

Provide the student with:o Clear and constructive feedback based on the assessment decisiono Information on ways of overcoming any identified gaps in competency revealed by the

assessment, the opportunity to discuss the assessment process, and outcome information on reassessment and the appeals processes.

o An opportunity for reassessment if appropriate or requested by the candidateo Information on appeal process as applicable

Where the students’ performance is deemed not-satisfactory - provide a copy of the comments / feedback, but not the checklist. This is to ensure the assessment remains valid on re-assessment.

Record and report the assessment outcome on the Unit Outcome Report.

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CHCCN301C Ensure the health and safety of childrenGENERAL INSTRUCTIONS:ASSESSMENT TASK 1 & 2 – ASSESSOR GENERAL INSTRUCTIONS FOR WRITTEN QUESTIONS AND PROJECTS

Classroom:

1. Set a date for this written assessment.

2. Advise students of the topic and how the assessment will be conducted / marked

3. Set up room with a gap between each student (staggered formation recommended) unless the project is a group

activity or presentation.

4. Student may have access to their Learner Guide to complete the assessments

5. Set ground rules including no phones, talking, books, etc.

6. Allow time for reading and questions before commencing assessment.

7. Students can use their Learner Guide during the assessment

8. Once assessment has commenced, no communication between students is allowed, unless specifically mentioned

(e.g. group activities / projects / presentations).

9. If students repeatedly talk when asked not to, or are caught cheating, they are to be removed from the classroom,

and reported to student administration. Mark the assessment tasks as “incomplete”

10. Remember – assessments are a participatory process, so you can help re-word questions, but be careful NOT TO

LEAD. We are assessing the students, not you!

11. Once completed, mark the assessment accordingly. Refer to the sample answers as direction on expected student

responses

12. In the event that a question is not answered correctly, discuss the response with the candidate to determine if the

student did not know the answer, or did not understand the question.

13. In order to achieve competency, all questions that are mapped in the associated mapping document MUST be

answered correctly.

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CHCCN301C Ensure the health and safety of childrenASSESSMENT TASK 3 – ASSESSOR INSTRUCTIONS FOR OBSERVATION These instructions must be followed when assessing the employee who is currently working in the child services industry, in this unit. The checklist in the Observations Booklet is to be completed for each student.

This assessment may be undertaken in the following formats:

On the job. These assessments must:

o using a registered and operating workplaceo ensure access to customers relevant to the work role and unit requirementso ensure access to staff members / colleagues o ensure candidate is working in a suitable role to the unit (i.e. - candidates undertaking units requiring staff

supervision must have staff to supervise, and authority to do so etc.)o relate the observation to the students current employment situationo substitute the provided data / task with relevant data from the students work-placeo Note: Speak to the supervisor and ensure that the actual work environment is available for assessment

purposes at the proposed time and date for assessment.o If due to equipment breakdown and/or unavailability of equipment try to reschedule the assessment.o If the assessment cannot be rescheduled; check with your Training Coordinator.o Your Training coordinator will check the individual unit of competency to ensure that a simulated work

environment is an acceptable environment for assessment of the particular unit; and will advise you of the outcome.

For each assessment, you are to act as a supervisor and not interfere with the assessment. In the event that the assessment is activities will impact on the safety of an employee or bystander, the assessment must be stopped immediately

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CHCCN301C Ensure the health and safety of childrenAssessment Task 1 – Written Questions – SUGGESTED ANSWERS – NOT TO BE GIVEN TO STUDENTS.

Questions

Assessment Task 1 – End of Chapter Activities

Chapter 1: Tasks are to be completed in your placement book

Chapter 2: Part A

Imagine that you have a child with a fever in your care. Use the information from your service about what to do in this situation, and write down answers to the following questions:

1 List some signs and symptoms that a child with a fever may display:

Fever is a normal response that shows the body is working to fight an infection. One way the body fights infection is to raise its temperature over 37.6 °C. Fever is common in children and most children have an average of four to six fevers in the first two years of their lives. These fevers are usually not dangerous. The body responds to fever by increasing the heart rate, breathing rate and blood circulation to the skin. This is how the body tries to reduce the heat caused by fever. A child with fever will feel hot and look flushed.

2 What actions would you take to respond to and lower a child’s temperature?

First attempt to bring a child’s temperature down by removing the child’s clothing, sponge bathing the child with lukewarm water and fanning the child. Do not allow the child to become cold. If the child becomes too cold, dress the child again. To prevent dehydration, encourage the child to drink small amounts of cool water frequently.

3 What are the instructions for using a thermometer at your service?

Answers will vary - A typical procedure for using a thermometer resembles:

‘To take a child’s temperature, use only digital thermometers. Take the temperature by putting the thermometer under the child’s arm. Do not take oral or rectal temperatures. Place the thermometer under the child’s arm for at least three minutes. A reading taken under the arm will always be a little lower than the oral temperature (the temperature taken in the mouth). A normal temperature is a little less than 37 °C. A normal temperature taken under the arm is little over 36 °C.’

4 How would you support the child’s emotional needs when taking their temperature?

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CHCCN301C Ensure the health and safety of children

The learner should indicate that they would explain what they are doing, comfort and reassure the child.

5 Who would you report the child’s fever to?

Along with your supervisor, you would need to contact the parent, guardian or nominated person in any case of a child being acutely ill or developing a sudden fever while in care, manage the situation as an emergency, and ask the parent or nominated person to collect the child as soon as possible. Advise them to take the child to their doctor, in accordance with workplace policies and procedures. At the time the parent, guardian or nominated person is contacted, obtain specific consent by telephone, fax or email regarding whether a dose of paracetamol should be given. This is in addition to any general prior agreement made by the parent, such as an Authority for Administering paracetamol. Ensure the child is well hydrated by offering the child small amounts of cool water to drink frequently until the child is collected by their parent, guardian or nominated person. Ensure an injury or acute illness incident report form is completed for any situation where a child develops an acute illness or fever or requires emergency.

Chapter 2: Part B

1 Use an illness report form found at your service or one you may have developed yourself, to complete the following tasks:

aChoose an infectious illness and fill in the illness report to reflect the signs and symptoms that a child may display if they had contracted this illness:

Individual responses will vary to reflect the infectious illness that the learner has used as the basis for their investigations and report. Their form should resemble the example form in Chapter 2.

b

What actions would you take once you have recorded this information? Consider:• Would you contact the parents?• Would you separate the child from other children? Why/ why not?• If you separate the child from others, where would the child be?• How would you ensure the child is comforted and settled?

In most cases the educator would contact the child’s parents and separate the child from others in an appropriate part of the service where they can be supervised and made comfortable.

2Collect a copy of an exclusion table. What does this table say about the exclusion of a child with the infectious disease you are referring to?

Chapter 3: Part C

Write down your answers to the following questions:Page 9

CHCCN301C Ensure the health and safety of children

1

Complete the table below, suggesting a toy that is appropriate to each age group:

Age group Appropriate Toy

Infant

Toddler

Pre-School

School-aged

The learner must submit the complete table that identifies a toy that is appropriate for each age. Answers will vary, but should demonstrate their knowledge of age-appropriate toys; for example, not providing infants and toddlers toys that have small removable pieces.

2How would you check and maintain the condition of wooden climbing frames that are in the outdoor area of your service?

Answers may vary - Learners may have made reference to the following: Check all nuts and bolts twice monthly during the usage season and tighten as required.

(But not so tight that you crack the wood or plastic). Check the swing beam and hardware every two weeks due to wood expansion and contraction.

Oil all metallic moving parts monthly. Check all coverings for bolts and sharp edges twice monthly to be certain they are in

place. Replace when necessary. Check swing seats, ropes, cables and chains monthly for evidence of deterioration.

Replace any swing seat that has developed cracks in the plastic seats or has exposed metal in the edges of the swing seat. If there are already exposed metal inserts on the edge of the seat, immediately remove the seats and chains to prevent serious injury. Ropes, cables and chains should be removed and replaced if excessive wear is found.

Inspect wood parts monthly. Light sanding may be necessary to maintain a safe playing environment.

Once or twice a year, depending on climate conditions, apply some type of protection (sealant) to the wood of your unit.

Make sure the frame is level and true once each year.

Chapter 5: Part A: Page 12

CHCCN301C Ensure the health and safety of children

1Provide information that shows the appropriate Australian standard approved restraints in cars for children aged 0-12 years:

Learners must summarise the revised Australian Standard for child restraints, AS/NZS 1754 Child restraints for use in motor vehicles.

2

Find out where the closest restraint fitting station is to your service. Record the:

Name of the business Address and phone number

The learner must submit the name, address and telephone number of a service that fits restraints in cars in their local area.

3List at leave five things that should be considered when planning an excursion, to ensure children’s safety:

Factors that should be considered when planning an excursion include:

modes of transport children who may require medication staff–child ratios methods to identify children; for example, name tags information to be distributed beforehand suitability of venue\ limits.

4Why do children of different ages and abilities require different levels and types of supervision?

The age of a child plays a major role in determining their physical, cognitive, psychological and emotional developmental stage. Their stage of development will impact significantly on their ability to communicate and follow instructions.

5What strategies can you suggest to ensure all children are accounted for during an excursion?

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CHCCN301C Ensure the health and safety of children

Workplace procedures for staff–child ratios on excursions should be followed. Parents may assist on the day. Frequent name checks. Children should be easily identifiable.

Chapter 5: Part B

1

a) When travelling with children, what are the regulations or standard ratio’s of staff to children in your service type?

b) How does this ratio compare with the normal ratio of the number of staff required for the number of children in your service?

a) and b) Individual responses will reflect workplace policies and procedures. Many centres will have ratio of at least one staff member per every four children on an excursion but this will vary depending on the age of the children and the qualifications of the educator. The learner’s responses in regard to the comparison with normal staff–child ratios will also vary depending on the age of the children. They should make some reference to relevant legislation. A typical staff–child ratio, for example, could be children aged 0–24 months are required to be cared for at a ratio of one caregiver to every four enrolled children or part thereof (1:4). This means that 10 children in this age range would require three caregivers. Schedule 1 specifies that there must be at least one qualified caregiver; therefore, the other two caregivers may be staff who do not hold a recognised qualification.

2a If travelling in a bus what hazards and risk should be prepared for?

Hazards include road vehicle accidents; slips, trips and falls or children not wearing seatbelts.

2bWhat two activities might you provide or implement to ensure that children are occupied appropriately, meeting safety guidelines and at a reduce risk?

Follow policies and procedures; for example, account for all children and ensure they are safely seated and restrained on the bus.

3aHow would you explain to a toddler that they must wear a helmet when riding a tricycle outside?

5List at least three things about medications you must check before administering it: Does your service have a procedure for gaining permission to administer medication for a

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CHCCN301C Ensure the health and safety of childrenEducators should check the following before administering medication:

the name on the medication and that it matches the child that you understand any instructions for administering it – if not ask your manager that the medication is within the use-by date that the medicine is stored according to instructions.

6 Who is required to complete documentation relating to medication administration?

The person administering the medication should complete documentation and it should be signed by the parent.

Chapter 7:

Not required – students complete 22099VIC Course in first aid management of anaphylaxis as part of their Certificate III Children’s Services

Assessment Task 2 – Required Knowledge Questions

Read the case study on page 103 of your workbook and answer the following questions:

1a

What would you tell Shelly about the cleaning tasks completed each day? In your response, make sure you include information about:

Regulations and requirements Cleaning agents used Infection control Ventilation, lighting and cooling Personal health procedures and expectations Care of beds and bedding Food preparation, handling and storage

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CHCCN301C Ensure the health and safety of children

The learner should explain to Shelly that there are workplace policies and procedures that she should follow to undertake cleaning tasks. These should address the use of colour-coded sponges, explanations of cleaning products and their uses, chemical storage strategies to ensure the safety of those using these materials and when to wear gloves

A range of cleaning products could be used including: disinfectant, sterilising and sanitising products, laundry detergent, dishwasher liquids, oven cleaners, furniture polish and methylated spirits.

Toys that come into contact with children’s mouths are particularly in need of care and, if possible, you should clean and disinfect any toy seen being mouthed before another child places it in their own mouth.

Between each nappy change, the bench and/or change mat should be cleaned with soap or detergent and water. Bleach should also be used regularly throughout the day to disinfect the area. If an area is directly soiled, the cleaning process should occur and disinfection with bleach should immediately follow. Toilet areas require the same level of care as nappy change benches. Potties must be emptied into the toilet and cleaned and disinfected as soon as possible after use. They should never be cleaned in a hand-washing sink, as this is a sure way to spread micro-organisms.

Mattresses and bedding are ideal locations for contact-spread infections to harbour. To reduce infection risks:

use waterproof coverings on mattresses clean mattresses after use and disinfect them at least once a week separate mattresses and bedding for storage set up mattresses and bedding with adequate space between them.

Personal health requires educator to use good hand-washing techniques, showering or bathing daily, using underarm deodorant, washing your hair regularly, cleaning your teeth and wearing clean clothes and shoes.

Food preparation areas and utensils should be cleaned and sanitised regularly.

1bWhat would you tell Shelly about any children with allergies and/or medical food conditions that are cared for in the room? In your response, explain how they are identified, managed and monitored:

Shelly should be made aware of any children with allergies and/or medical food conditions that are cared for in the room. The children’s details in regard to their allergy and a photo are displayed in appropriate areas. Shelly must be aware of the signs that a child is experiencing an allergic reaction or anaphylaxis and know how to respond. She should know how to use an adrenalin auto injector. She must have access to action plans.

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Unit Outcome ReportOnce you have completed all assessments, the unit outcome report must be completed and signed by both yourself and your student. Either “Satisfactory” or “Unsatisfactory” must be ticked for each task (see example below). If any task is “unsatisfactory” the student must re-submit or re-attempt the work depending on the assessment task and scenario. If a copy of the work is required, provide to the student. If a copy cannot be provided, organise a re-assessment time and sit with the student whilst they re-attempt (after feedback given).The below form must be filled out correctly, examples are given in red.

Unit CHCCN301C Ensure the health and safety of children

To achieve competency the student must have satisfactorily completed the following assessment tasks for this unit:Assessment Task: Satisfactory Unsatisfactory

Assessment Activity 1 – Question 1 √ Assessment Activity 1 – Question 2 √

Ass

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ent

Out

com

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it

The assessment outcome for this unit of competency is:

√ Competent Not Yet CompetentComments:Student *** completed all tasks and advised of Competent outcome.

Resubmission Required Yes/NoFeedback to Student:** If a resubmission is required, give a copy of this page to the student listing exact comments and instructions for resubmission. Set a new time for assessment and provide the student with details and due date.

Agreement that competency was achieved / not achieved

Student Name: Student to write name

Student Signature: Student to sign Date: Date

Assessor Name: Assessor to write name

Assessor Signature: Assessor to sign Date: Date

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