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Subject Code : CHCEDS017
Country : Australia
Assignment Task:

Task:

  • Part A: CHCEDS017 – you need to complete two (2) tasks:
  • Task 1 – two (2) questions
  • Task 2 – three (3) questions
  • Part B: HLTWHS001 – you need to complete two (2) tasks:
  • Task 1 – three (3) questions
  • Task 2 – three (3) questions
  • Part C: CHCEDS008 – you need to complete two (2) tasks:
  • Task 1 – three (3) questions
  • Task 2 – three (3) questions
  • How you will be assessed
  • These units are competency based.  In order to be deemed competent in these units you must satisfy all elements specific to the units and the essential knowledge and critical aspects of assessment in a range of situations.  The assignment has been developed to cover these criteria and your TAFE Digital teacher will review all assignments and assess your overall result to deem you competent in each unit.
  • Please reference your work. Referencing guides are available in the Guidelines and information area on the OLS
  • Part A – CHCEDS017
  • Task 1
  • Consider how you would respond to the following emergency situations:
  • Student appearing to have an anaphylactic reaction.
  • An unknown adult enters the playground and approaches students during recess.
  • A student has fallen in the playground and is bleeding from the head.
  • Smoke is observed coming from the photocopy room.
  • List five (5) examples of safe and hygienic practices that you may have performed or observed during your visit.
  • Task 2
  • Outline the requirements, as per school policy, for documenting an incident where a student has been injured. Who needs to be informed about the injury? How, and in what timeframe, should they be notified? How is this information stored after the incident?You may be able to use a specific example that was observed during your school visit, or you could discuss the requirements with the classroom teacher or education support worker.Provide an example of a completed injury form.
  • Locate a protection program that the school has in place – e.g. a road safety, pool safety or stranger danger program. Provide information on the program - how is it incorporated into students learning? What are the benefits of the program?
  • Based on the protection program you selected in Question 2, create or research (online or within school resources) one (1) activity suitable to implement with the students. For example, this could be a road safety activity or water safety activity.
  • Outline:
  • The age group.
  • The group size (number of students).
  • The topic to explore with the students from this program – e.g. wearing a helmet, or only swimming when an adult is supervising.
  • Resources required to implement this activity.
  • Information about how you may assist or provide modifications to the activity to ensure all students are involved in this activity.
  • Brief plan of how the activity will be implemented.
  • Part B – HLTWHS001
  • Task 1
  • Locate the school’s WHS policy/procedure.
  • Describe your responsibilities, as an employee, in relation to this policy.
  • List the relevant legislation for your State/Territory.
  • Provide the name and contact details of the relevant WHS authority for your State/Territory?
  • Hazard identification and reporting:
  • Using the WHS checklist attached at the end of this assignment, inspect a classroom for potential hazards.
  •  
  • Identify two (2) potential hazards within the classroom or school and outline workplace procedures you may need to follow for reporting the hazard/s according to school policy.
  • For each of the following scenarios:
  • Identify the hazard
  • Identify the potential consequence
  • Indicate the required action/s.
  • Scenario 1:
  • During recess, you notice a child lose balance and almost fall from a long bench-seat in the play area. Upon investigation, you can see that several bolts are missing from the bench seat that is causing the seat to tilt when someone sits on it.
  • Scenario 2:
  • It is the end of the day and students are leaving school grounds. Suddenly, strong winds cause a large tree branch to fall and knock down power lines across the sports field located at the back of the school.
  • Scenario 3:
  • You and another education support worker have been assigned the task of tidying and reorganising the storeroom. You decide to begin by removing everything from the shelves and sorting the items into things to keep and things to throw away or recycle. As you are working, you come across a number of old glass bottles containing an unidentified liquid. Some of the liquid has leaked out of the top of the bottles, corroding the metal lids. You suggest that the bottles be left where they are until the substance can be identified. Your partner argues that this will take too much time. Your partner argues that the principal might want to call the fire brigade to remove the bottles and it would be simpler to just put them in a box and deal with them later.
  • Task 2
  • Complete the following table:
  • Moving furniture:
  •  
  • Identify the potential risk
  •  
  • Describe how the risk is being minimised
  • Reaching above shoulder height:
  • Identify the potential risk
  •  
  • Describe how the risk is being minimised
  •  
  • Clearing rubbish from floor:
  • Identify the potential risk
  •  
  • Describe how the risk is being minimised
  • Cleaning spills such as blood or chemicals:
  • Identify the potential risk
  •  
  • Describe how the risk is being minimised
  •  
  • Working at a computer for extended periods of time:
  • Identify the potential risk
  •  
  • Describe how the risk is being minimised
  • Match the category to the correct safety sign:
  • Category Safety Signage
  • First Aid Station
  • Fire Extinguisher Personal Protective Equipment(PPE) required Sharps Caution: Slippery Floor a) b) c) d) e)
  • As an Education Support worker, what are the requirements of your position in relation to safety whilst performing day-to-day work activities? Short-answer required with reference to school policy/legislation.
  • Part C – CHCEDS008
  • Task 1
  • Using the Guide to Documentation provided below, re-write the following ‘shaded’ document. This document is designed to be read by parents.
  • Healthy eating
  • Childhood obesity is becoming a major epidemic among children and obesity in childhood can lead to later health risks such as diabetes, cardiovascular diseases such as Heart Disease and stroke); musculoskeletal disorders and certain types of Cancer. To keep your kids healthy you should provide a healthy breakfast and a healthy lunch. Avoid giving kids high sugar, high-salt snack foods and switch to fresh fruit. Limit TV and get your kids moving outdoors. Encourage sports, ball games and walking and cycling.
  • If you want to find out more information come along to our Healthy Eating Made Easy Workshop.
  • Guide to Documentation
  • Identify the audience and the purpose of the document – is it a formal document or an informal document? Will it be read by the teacher, students, parents, specialist support professionals?
  • Be clear about what you wish to communicate – this can be achieved by using headings and subheadings.
  • Be clear and concise – keep sentences short. A number of short sentences are more effective than long sentences containing a number of points.
  • Avoid the use of slang or jargon – use words that will be commonly understood. For example, instead of ‘Jake is adept at using avoidance strategies which results in poor work completion rates’; simply say ‘Jake avoids completing his work’. If using a word that may be unfamiliar to the reader, give a short explanation. For example, ‘Jake has poor on-task behaviour, that is, he is unable to focus on and complete set tasks’.
  • Avoid the word ‘kids’; instead say ‘children’ or ‘students’.
  • If acronyms are used, identify what they mean. For example, ‘IEP (Individual Education Plan)’.
  • Where possible be gender-specific – if gender is not specific, use him/her or he/she.
  • Where reporting on a sequence of events or steps in a process, use bullet points so that the sequence is clear.
  • Avoid value judgements and assumptions – for example, ‘Jake is spoilt by his parents’.
  • Proofread for correct spelling and grammar.
  •  
  • The Year 4 teacher has asked you to learn how to use the new camera that has been purchased for the classroom. For this task, locate the camera/device that is used within the school you are visiting/working in. You will need to:
  • Write a procedure on how it is to be used and cared for.
  • Describe how you will demonstrate the use of this new piece of technology to staff and students who may be using this item.
  • Outline any safety considerations for the item.
  • Note: You should be able to access information for this task by searching online.
  • Preparing Documents:
  • List the necessary information you need to note when taking a telephone message.
  • A person phones the school with a complaint. He is abusive to you but refuses to give his name. What would you do?
  • You have been asked to prepare a note to go home to parents of the Kindergarten class. The teacher wants the students to bring in ‘junk materials’ for a collage the students are going to make on under sea creatures.
  • What further information do you need?
  • What household items should be excluded for health and safety reasons?
  • Prepare the note referred to above (question 3. c) using MS Word and attach to your assignment. You may use Clip Art or similar.
  • Task 2
  • A Smartboard has just been installed in the Year 10 classroom. As the education support worker, you have been provided with training on its use and care. The teacher asks you to create a poster for students to ensure that the students use the Smartboard in a safe and careful manner.
  • Explain how you would go about this task. Where you would go to access the required information and what you would need to consider when creating your poster?
  • Note: you are not required to create a poster – simply outline the steps involved.
  • Read the Case Study below and, in reference to this incident, complete the following items on the Corrective Action Response form provided below.
  • Description of problem
  • Report on follow-up
  • Recommended action
  • Case Study
  • Tom goes to the storeroom to retrieve resources for the Year 5 class project. He is looking for the resources related to recycling. Tom locates a large cardboard box with the words ‘Recycling Project Resources’ printed on the box. The box is on an upper shelf and as Tom pulls it off the shelf the bottom of the box gives way and the contents scatter across the floor.
  • Tom spends the next 10 minutes gathering everything up and placing it in a plastic crate, which he takes back to the classroom.
  • He then spends 30 minutes trying to sort out the contents of the box – cards, posters, games, brochures and worksheets are jumbled together. Tom can’t find a list of contents, which makes it even more difficult to sort the resources.
  • Corrective Action Response
  • Problem identified by: C.A.R No:
  • Issue Date:
  • Response Due:
  • Description of problem:
  • Name of person to follow-up:
  • Report on follow-up:
  • Recommended action:
  • Follow-up action completed by:
  • Date:
  • All action completed:
  • Signature:
  • Date:
  • Ellen is a newly employed Education Support Worker. Listed in the table below are the tasks that Ellen would like to complete in the next two weeks. Ellen has also been given several tasks by the classroom teacher.
  • Rate each task on Ellen’s ‘To Do’ list and give a reason (rationale) for your choice of priorities.
  • High: Do today Medium: Do in the next few days Low: Do next week
  • Task Priority
  • High Medium Low
  • Get to know the students in the class Read background and assessment information on special needs student Spend time locating and reviewing the various classroom and school resources Working with the classroom teacher to draw up a daily/weekly schedule of tasks Meet other Teaching Assistants and teaching staff Read Code of Conduct document Read behaviour management policy and procedures document Talk to classroom teacher about required documentation and record-keeping Ask about the tea/coffee fund and where to pay Read the WHS policies and procedures documents Find out about outdoor play rules/supervision Rationale for priorities:
  •  
  • Workplace Inspection Checklist (Task 1, Q. 3a) (Office Environment)
  • Carrying out regular workplace inspections is one way to identify workplace hazards.
  • Area inspected:
  • Inspected by:
  • Date:
  • 1. General work environment
  • Inspection item Yes No N/A Notes
  • Floor surfaces are flat, even and dry Floor coverings are in good condition Walkways are clear of obstructions and trip hazards e.g. boxes, electrical cords Stairs, steps and handrails are in good condition All areas are adequately lit Ventilation feels adequate e.g. not stuffy Temperature is within acceptable limits e.g. 20-260C Area is clean, tidy and uncluttered Toilet/kitchen facilities are accessible and clean
  • 2. Office equipment
  • Inspection item Yes No N/A Notes
  • Furniture is in good repair e.g. not damaged of faulty All cords and wires are kept out of the way Heavy materials are stored in the lower draws of filing cabinets Tall bookcases are secured in place e.g. to the wall The distance between high volume photocopiers and workstations is maximised
  • 3. Ergonomics/workstation setup (http://sydney.edu.au/whs/guidelines/workstation/index.shtml)
  • Inspection item Yes No N/A Notes
  • Staff have completed individual workstation self-assessment checklists
  • 4. Manual handling
  • Inspection item Yes No N/A Notes
  • The majority of storage is at or below shoulder height Heavy items are delivered directly to the storage location by suppliers Heavy items are stored at waist height Manual handling equipment is readily available for moving heavy equipment e.g. trolleys
  • 5. Electrical safety
  • Inspection item Yes No N/A Notes
  • Power outlets (GPOs) and light switches are operational and in good condition Power boards are used in preference to double adapters, and not overloaded Power leads are in good condition e.g. not frayed or damaged Electrical appliances are kept clear of wet areas Portable plug-in electrical office and kitchen equipment (e.g. power cords, projectors, toasters, kettles) have been tested and tagged. 6. Emergency preparation
  • Inspection item Yes No N/A Notes
  • Exit signage is illuminated Exit pathways are clear of obstructions Fire doors are operational, e.g. open and close easily, and not chocked open Fire stairs are well lit Local emergency contacts are displayed e.g. chief warden, local emergency wardens, nominated first aid officers Emergency evacuation signage is displayed in common areas of the building e.g. lift lobby, main corridors

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  • Posted on : October 14th, 2019

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