CHC30113
Certificate III in Early Childhood Education & Care

 

 

Physical and Emotional Wellbeing

V2.3 Produced 17 September 2018

 

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Compliant Learning Resources

 

Version control & document history

Date	Summary of modifications made	Version
18 December 2013	Version 1 final produced following assessment validation.	1.0
16 April 2014	Rewording of questions to clarify understanding. Q1`,9,15, Case Study One, Case Study Two	1.1
23 January 2015	Significant changes made to document following validation	2.0
18 July 2016	Minor changes in formatting and wording throughout document	2.1
23 August 2017	Added url to hyperlink	2.2
17 September 2018	updated hyperlink for question 9	2.3

 

Table of Contents

This is an interactive table of contents. If you are viewing this document in Acrobat, clicking on a heading will transfer you to that page. If you have this document open in Word, you will need to hold down the Control key while clicking for this to work.

Introduction 4

What is competency based assessment 4

The basic principles of assessing nationally recognised training 5

The dimensions of competency 6

Reasonable Adjustment 7

Cheating and Plagiarism 8

The unit of competency 9

Context for assessment 13

Assessment Methods 14

Resources required for assessment 14

Instructions to Assessor 15

Instructions to Student 16

Assessment Workbook Cover sheet 17

Knowledge Assessment 18

Case Study One 41

Case Study Two 49

Assessor Checklist 52

Feedback 53

 

Introduction

Assessment is a difficult process – we understand this and have developed a range of assessment kits, such as this, to facilitate a painless process for both the assessor and the learner being assessed.

There are a number of characteristics of assessment, ranging from subjective assessment (which is based on opinions and feelings), to objective assessment (which is based clearly on defined processes and specific standards).  Nearly all assessment involves a mixture of both types of assessment because it is almost impossible to eradicate the subjectivity humans carry into the process of assessing.  The goal in developing and implementing these assessment kits is to work towards the objective end as far as possible and to reduce the degree of opinions and feelings present.

What is competency based assessment

The features of a competency based assessment system are:

• It is focused on what learners can do and whether it meets the criteria specified by industry as competency standards.
• Assessment should mirror the environment the learner will encounter in the workplace.
• Assessment criteria should be clearly stated to the learner at the beginning of the learning process.
• Assessment should be holistic. That is it aims to assess as many elements and/or units of competency as is feasible at one time.
• In competency assessment a learner receives one of only two outcomes – competent or not yet competent.
• The basis of assessment is in applying knowledge for some purpose. In a competency system, knowledge for the sake of knowledge is seen to be ineffectual unless it assists a person to perform a task to the level required in the workplace.
• The emphasis in assessment is on assessable outcomes that are clearly stated for the trainer and learner. Assessable outcomes are tied to the relevant industry competency standards where these exist.  Where such competencies do not exist, the outcomes are based upon those identified in a training needs analysis.

 

Definition of competency

Assessment in this context can be defined as:

• The fair, valid, reliable and flexible gathering and recording of evidence to support judgement on whether competence has been achieved. Skills and knowledge (developed either in a structured learning situation, at work, or in some other context) are assessed against national standards of competence required by industry, rather than compared with the skills and knowledge of other learners.

The basic principles of assessing nationally recognised training

Developing and conducing assessment, in an Australian vocational education and training context, is founded on a number of basic conventions:

The principles of assessment

• Assessment must be valid
  • Assessment must include the full range of skills and knowledge needed to demonstrate competency.
  • Assessment must include the combination of knowledge and skills with their practical application.
  • Assessment, where possible, must include judgements based on evidence drawn from a number of occasions and across a number of contexts.
• Assessment must be reliable
  • Assessment must be reliable and must be regularly reviewed to ensure that assessors are making decisions in a consistent manner.
  • Assessors must be trained in national competency standards for assessors to ensure reliability.
• Assessment must be flexible
  • Assessment, where possible, must cover both the on and off-the-job components of training within a course.
  • Assessment must provide for the recognition of knowledge, skills and attitudes regardless of how they have been acquired.
  • Assessment must be made accessible to learners though a variety of delivery modes, so they can proceed through modularised training packages to gain competencies.

 

• Assessment must be fair and equitable
  • Assessment must be equitable to all groups of learners.
  • Assessment procedures and criteria must be made clear to all learners before assessment.
  • Assessment must be mutually developed and agreed upon between assessor and the assessed.
  • Assessment must be able to be challenged. Appropriate mechanisms must be made for reassessment as a result of challenge.

The rules of evidence (from Training in Australia by M Tovey, D Lawlor)

When collecting evidence there are certain rules that apply to that evidence. All evidence must be valid, sufficient, authentic and current;

• Valid
  • Evidence gathered should meet the requirements of the unit of competency. This evidence should match or at least reflect the type of performance that is to be assessed, whether it covers knowledge, skills or attitudes.
• Sufficient
  • This rule relates to the amount of evidence gathered It is imperative that enough evidence is gathered to satisfy the requirements that the learner is competent across all aspects of the unit of competency.
• Authentic
  • When evidence is gathered the assessor must be satisfied that evidence is the learner’s own work.
• Current
  • This relates to the recency of the evidence and whether the evidence relates to current abilities.

The dimensions of competency

The national concept of competency includes all aspects of work performance, and not only narrow task skills. The four dimensions of competency are:

• Task skills
• Task management skills
• Contingency management skills
• Job role and environment skills

Reasonable Adjustment

Adapted Reasonable Adjustment in teaching, learning and assessment for learners with a disability – November 2010 – Prepared by – Queensland VET Development Centre

Reasonable adjustment in VET is the term applied to modifying the learning environment or making changes to the training delivered to assist a learner with a disability. A reasonable adjustment can be as simple as changing classrooms to be closer to amenities, or installing a particular type of software on a computer for a person with vision impairment.

Why make a reasonable adjustment?

We make reasonable adjustments in VET to make sure that learners with a disability have:

• the same learning opportunities as learners without a disability
• the same opportunity to perform and complete assessments as those without a disability.

Reasonable adjustment applied to participation in teaching, learning and assessment activities can include:

• customising resources and assessment activities within the training package or accredited course
• modifying the presentation medium learner support
• use of assistive / adaptive technologies
• making information accessible both prior to enrolment and during the course
• monitoring the adjustments to ensure learner needs continue to be met.

Assistive / Adaptive Technologies

Assistive/adaptive technology means ‘software or hardware that has been specifically designed to assist people with disabilities in carrying out daily activities’ (World Wide Web Consortium – W3C). It includes screen readers, magnifiers, voice recognition software, alternative keyboards, devices for grasping, visual alert systems, digital note takers.

IMPORTANT NOTE

Reasonable adjustment made for collecting candidate assessment evidence must not impact on the standard expected by the workplace, as expressed by the relevant Unit(s) of Competency. E.g. If the assessment was gathering evidence of the candidates competency in writing, allowing the candidate to complete the assessment verbally would not be a valid assessment method. The method of assessment used by any reasonable adjustment must still meet the competency requirements.

Cheating and Plagiarism

What is Cheating?

Cheating within the context of the study environment, means to dishonestly present an assessment task or assessment activity as genuinely representing your own understanding of and/or ability in the subject concerned.

Some examples of cheating are:

• Submitting someone else’s work as your own. Whether you have that persons consent or not.
• Submitting another author’s work as your own, without proper acknowledgement of the author.
• To allow someone else to submit your own work as theirs.
• To use any part of someone else’s work without the proper acknowledgement

There are other forms of cheating not contained in this list. These are merely given as some examples. If you are unsure about whether any particular behaviour would constitute plagiarism or cheating, please check with your trainer prior to submitting your assessment work.

What is Plagiarism?

Plagiarism is a form of cheating and includes presenting another person or organisation’s ideas or expressions as your own. This includes, however is not limited to: copying written works such as books or journals, data or images, tables, diagrams, designs, plans, photographs, film, music, formulae, web sites and computer programs.

How do I avoid Plagiarism or Cheating?

Students are advised to note the following advice to avoid claims of plagiarism or cheating:

• Always reference other people’s work. You may quote from someone else’s work (for example from websites, textbooks, journals or other published materials) but you must always indicate the author and source of the material.
• Always reference your sources. You should name sources for any graphs, tables or specific data, which you include in your assignment.
• You must not copy someone else’s work and present it as your own.
• You must not falsify assessment evidence.

 

The unit of competency

Each unit of competency can be unbundled to reveal two key assessment components:

1. the performance criteria

• specifying the required level of performance

2. the evidence guide

• Describing the underpinning knowledge and skills that must be demonstrated to determine competence. It provides essential advice for assessment of the unit of competency in the form of:
  • critical aspects of evidence
  • the essential skills
  • the essential knowledge

 

The associated assessment tool in this kit covers all of these components as detailed in the matrix to follow.

For the purpose of delivering the Qualification CHC50113 Diploma of Early Childhood Education and Care clustered assessment of units of competency will occur.

When assessing each unit it is important to understand how they are structured in order to meet assessment requirements.

An outline of the units of competency is included below. Please note that some skills that are not able to be observed in the workplace during your Vocational Placement will be assessed utilising Case Studies and/or projects.

CHCECE003 Provide care for children

This unit describes the skills and knowledge required to ensure children’s physical and emotional wellbeing is maintained and their self-sufficiency is nurtured.

This unit applies to people who work with children in a range of early education and care services.

Elements

1. Provide physical care
2. Promote physical activity
3. Adapt facilities to ensure access and participation
4. Help children with change
5. Settle new arrivals

Foundation Skills

The foundation skills described those required skills (language, literacy and numeracy) that are essential to performance.

• Oral communication – in order to interact calmly and positively with families and children

The remaining foundation skills essential to performance are explicit in the performance criteria of this unit.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role.  There must be demonstrated evidence that the candidate has completed the following tasks at least once:

• provided care and responded appropriately to at least three children of varying ages, including:
  • promoting physical activity and encouraging participation
  • engaging children in discussions around physical health and wellbeing
  • adapting the physical environment to ensure challenge and appropriate risk-taking
  • ensuring the smooth transition of new arrivals
  • supporting children through transition and change
• performed the activities outlined in the performance criteria of this unit during a period of at least 120 hours of work in at least one regulated education and care service.

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. This includes knowledge of:

• how to access:
  • the National Quality Framework
  • the National Quality Standards
  • the relevant approved learning framework
• how to navigate through framework and standards documents to find areas relevant to this unit of competency
• basic principles of child physical and emotional development
• United Nations Convention on the Rights of the Child
• recommendations for physical activity for birth to 5-year-olds and 5- to 12-year-olds in the National Physical Activity Guidelines for Australians
• impact of changes of routines and environments for children
• sun safety
• relevance of hand hygiene for minimising infectious diseases
• code of ethics
• routines and strategies to minimise distress at separation of parent and child
• organisational standards, policies and procedures.

CHCECE005 Provide care for babies and toddlers

This unit describes the skills and knowledge required by educators working with babies and toddlers to ensure that the children’s physical and emotional wellbeing is maintained.

This unit applies to work with babies and toddlers from birth to 24 months in a range of early education and care contexts.

Elements

1. Promote safe sleep
2. Provide positive nappy-changing and toileting experiences
3. Promote quality mealtime environments
4. Create a healthy and safe supporting environment
5. Develop relationships with babies and toddlers
6. Develop relationships with families

Foundation Skills

The foundation skills described those required skills (language, literacy and numeracy) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has completed the following tasks:

• provided care to at least different three babies and toddlers of varying ages using safe and hygienic practices, including:
  • assessing and responding appropriately to babies’ needs, including hunger, distress, tiredness and pain
  • setting up a safe environment conducive to rest
  • changing nappies
  • heating breast milk and formula, preparing bottles and preparing and heating food
  • cleaning equipment and utensils
  • feeding babies
• developed a nurturing and securely attached relationship with at least three different babies and toddlers of varying ages, including:
  • settling new babies and toddlers through observing, monitoring and appropriately interacting with them and their caregivers
  • engaging in one-to-one interactions with babies and toddlers during daily routines
• supported the learning of at least three different babies and toddlers of varying ages, including:
  • responding appropriately to babies’ and toddlers’ cues and language
  • initiating and modelling language with babies and toddlers
  • providing stimulating environments that support skill development
  • modifying the environment and interactions to support babies/toddlers changing requirements
  • encouraging their attempts to gain new skills
  • providing opportunities to develop self- knowledge and awareness
  • contributing to their emotional and psychological well-being
• performed the activities outlined in the performance criteria of this unit during a period of at least 120 hours of work in at least one regulated education and care service

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. These include knowledge of:

• how to access:
  • the National Quality Framework
  • the National Quality Standards
  • the relevant approved learning framework
• how to navigate through framework and standards documents to find areas relevant to this unit of competency
• individual patterns and routines of babies and toddlers
  • appropriate interactions with babies and toddlers, including:
  • individual differences of babies’ and toddlers’ needs for rest, and sleep/rest patterns
  • signs of stress, distress or pain in babies and toddlers
  • social development of babies and toddlers
• dietary requirements and nutritional needs of babies and toddlers
• food safety guidelines
• recommendations for oral health, including restricting bottles meal times only
• guidelines for infection control
• safe and unsafe practices for working with babies
• different practices and routines used by various families and their underlying cultural or personal rationale
• emotional, physical and language development of babies and toddlers
• attachment theory
• Sudden Infant Death Syndrome
• United Nations Convention on the Rights of the Child
• brain development in babies and toddlers
• organisational standards, policies and procedures.

Context for assessment

Skills must be demonstrated in a regulated education and care service.

In addition, simulations and scenarios must be used where the full range of contexts and situations cannot be provided in the workplace or may occur only rarely. These are situations relating to emergency or unplanned procedures where assessment in these circumstances would be unsafe or is impractical.

Simulated assessment environments must simulate the real-life working environment where these skills and knowledge would be performed, with all the relevant equipment and resources of that working environment.

Assessment must ensure 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.

Assessment must involve:

• interactions with actual babies and toddlers under the age of 24 months under the supervision of an early childhood educator.

Assessors must satisfy the NVR/AQTF mandatory competency requirements for assessors

 

Assessment Methods

Assessment for this unit will be assessed through completion of Assessment Workbook Five (5) and the relevant section of Workbook Seven (7) Skills Journal – Physical and Emotional Wellbeing

 

Workbook Five (5) will focus on two assessment methods:

1. Written Questions – based on the required knowledge component as described in the Instructions for Assessment
2. Case Studies – utilising the Sparkling Stars virtual Education and Care Service and activities set out in this workbook.

Further Assessments:

• Workbook Seven (7) Skills Journal

1. Participant must attend Vocational Placement and maintain a log of tasks completed and signed off by a supervisor in the workplace.
2. A series of 3rd Party reports also make up part of this assessment where assessment must involve interactions with actual babies and toddlers under the age of 24 months under the supervision of an early childhood educator.

Resources required for assessment

To complete the assessments in this workbook, the candidates will need access to:

• Computer with internet access, MS Word, Adobe Acrobat Reader
• Video recording equipment such as:
  • Camcorder
  • Camera
  • Mobile phone
• Friend or family member to assist in minor role-play

 

Instructions to Assessor

This is a compulsory assessment to be completed by all students. This assessment tests the student’s ability to understand apply the content and concepts related to this unit of competency.

The assessor guide provides model answers to all the questions, setting out which key responses must be included as well as indicating where flexibility is acceptable. For example  if a question requires the student to list three options, then their response must include three of the items listed in the model answer. Where a response can be more flexible, instructions to the assessor are included.

Note to assessors: contact details are requested from observers in the feedback forms in case you will have to call them to verify content of the feedback forms.

 

IMPORTANT REMINDER

Candidates must achieve a satisfactory result to ALL assessment tasks to be awarded COMPETENT for the units relevant to this cluster.

 

Instructions to Student

The questions in this workbook are divided into two categories.

The questions in the knowledge assessment are all in a short answer format. Case Studies are longer questions requiring creative thought processes are covered in the case studies assessment. You must answer all questions using your own words. However you may reference your learner guide, and other online or hard copy resources to complete this assessment.

You must attempt all assessments satisfactorily to achieve an overall award of competent.

Re-read the section on Plagiarism and Copying in the front of your Assessment Workbooks

If you are currently working as part of an Early Childhood Education/Child Care team, you may answer these questions based on your own workplace. Otherwise consider what you should do if you were working as part of an Early Childhood Education/Child Care team you may refer to Sparkling Stars as an example.

 

Assessment Workbook Cover sheet

WORKBOOK:	WORKBOOK 5
TITLE:	Physical and Emotional Wellbeing
FIRST AND SURNAME:
PHONE:
EMAIL:
Please read the Candidate Declaration below and if you agree to the terms of the declaration sign and date in the space provided.
By submitting this work, I declare that: ·         I have been advised of the assessment requirements, have been made aware of my rights and responsibilities as an assessment candidate, and choose to be assessed at this time. ·         I am aware that there is a limit to the number of submissions that I can make for each assessment and I am submitting all documents required to complete this Assessment Workbook. ·         I have organised and named the files I am submitting according to the instructions provided and I am aware that my assessor will not assess work that cannot be clearly identified and may request the work be resubmitted according to the correct process. ·         This work is my own and contains no material written by another person except where due reference is made. I am aware that a false declaration may lead to the withdrawal of a qualification or statement of attainment. ·         I am aware that there is a policy of checking the validity of qualifications that I submit as evidence as well as the qualifications/evidence of parties who verify my performance or observable skills. I give my consent to contact these parties for verification purposes.
Name :		Signature:	Date:

 

Knowledge Assessment

1.      Access the Australian Children’s Education & Care Quality Authority (ACECQA) website (http://www.acecqa.gov.au/) and answer the questions below.

a)     Browse the Guide to the National Quality Framework document and search for the objectives of the NQF. List the six (6) objectives of the NQF.

·         Caring children participating in education and care services. ·         Enriching the developmental and educational sides of children participating in education and care services. ·         Improvement in quality education and care services. ·         To establish a national integration and shared responsibility between participating jurisdictions and the Commonwealth, involved in NQF administration. ·         Improvement of public knowledge about education quality and care services. ·         Reduction in administrative burden for education and care services.

 

b)     List the NQS quality areas relevant to the provision of care for babies, toddlers and children. Use the Guide to the National Quality Standard document as a reference. Your answers must include each quality areas’ focus.

·         QA1 – EDUCATIONAL PROGRAM AND PRACTICE FOCUS- enhancing children’s learning and development skills. ·          QA2-  CHILDREN’S HEALTH AND SAFETY FOCUS- education should not be compromised with the wellbeing of the child. ·         QA3- PHYSICAL ENVIRONMENT FOCUS- physical environment should be suitable for encouraging education. ·         QA4- STAFFING ARRANGEMENTS FOCUS- experienced and trained educators should be recruited for encouraging education. ·         QA5- RELATIONSHIP WITH CHILDREN FOCUS- relationship with children should be respectful. ·         QA6- COLLABORATIVE PARTNERSHIP WITH FAMILIES AND COMMUNITIES. FOCUS- communication between child and family and outside community is essential. ·         QA7- LEADERSHIP AND SERVICE MANAGEMENT FOCUS- child care practices need regular governance for appropriate results.

 

 

2.      Access the Belonging, Being & Becoming – The Early Years Learning Framework (EYLF) for Australia document in ACECQA’s website (http://www.acecqa.gov.au/). Answer the questions below using the EYLF document as reference.

a)     What is the aim of the EYLF document?

EYLF document aims to expand and improve children’s learning from birth to five years up to attending school.

b)     Which EYLF outcome best guides early childhood educators in the provision of care for babies, toddlers, and children?

The Outcome “children have a strong sense of wellbeing” provides the best guidance (Lewis and West, 2017)

c)      Early Years Learning Framework (EYLF) provides guidance to early childhood educators in reinforcing in their daily practice the principles laid out in the United Nations Convention on the Rights of the Child. List the two (2) principles being reinforced by the EYLF.

i)  Secure, respectful, and reciprocal relationships. ii)  High expectations and equity.

 

 

3.      What is the fundamental professional responsibility of early childhood professionals according to the Early Childhood Australia’s Code of Ethics? Guidance: The fundamental professional responsibility of early childhood professionals is mentioned in the Preamble of the Code of Ethics.

This Code of Ethics provides a structure of the ethical responsibilities of early childhood professionals. The Code is intended for use by all early childhood professionals who aim to maintain the dignity of the children by working on behalf of children and families in early childhood settings (Manning et al. 2017)

 

 

4.      Being aware of babies’ and toddlers’ sleeping patterns and routines will help you recognise sleep/rest cues and respond to these cues appropriately. Fill out the table below to show the different sleeping patterns and needed hours of sleep of babies and toddlers. The first row is completed to serve as a guide.
Age	Sleep Pattern/s	Needed Hours of Sleep
Newborn	·      Don’t have regular sleep patterns ·      May sleep between 12 and 20 hours a day	16 to 20 hours per day
3 months	·         Sleep time range is 16-20 hours per day.  ·         Wakes to feed between every 3-5 hours.	15 hours per day
6 months	·          40-minute sleep cycle. ·         Inability to differentiate between day and night.	14 hours per day
12 months	Possess three different sleep states amidst which they will suck, grimace, smile, and occasionally twitch their fingers and feet. (REM) (Megalonidou, 2020)	14 hours per day
12 to 24 months	·          Day nap time range is 1.5- 2.5 hours. As age increases, day nap disappears.  ·         Undisturbed sleep for 12 hours of the day. ·         Dream sleep (REM) decreases while other sleep forms strengthen.	10-13 hours per day

 

 

5.      Complete the table below by providing the possible meaning and appropriate response to the given infant/toddler signs/cues.
Sign/Cue	Possible meaning	Appropriate response
8-month Noah has woken from his nap and is crying.	May have pain or not seeing his or her mother	Rub in his or her belly and breast milk provision
12-month Briony is sitting at the lunch table, rubbing her eyes and yawning.	No proper sleep	Provide better situation for sleep
India, a 6-week infant, suddenly arches her back, throws her head back and spread her arms out and, started crying loudly.	Ingestion of unhygienic foods	Contact with doctors
20-month old Kyle walks to you crying and pulling his nappy.	Exception	Remove nappy and wash her

 

 

6.      In the table below, list one (1) appropriate interaction for babies and toddlers, which you can use to foster the social development of babies and toddlers.
Babies – birth to 12 months	Regular talking and interaction with infants to improve their communication skills.
Toddlers – 12 to 36 months	Encouraging of comments while reading out something.

 

7.      In your role as an Early Childhood Education and Care worker, you need to understand the dietary requirements and nutritional needs of babies and toddlers.

a.       What is the perfect food and best source of nutrients for babies 0 to 6 months?

Infants can consume liquid-consistent foods like breast milk or infant formula (Lastikka and Lipponen, 2016).

b.      What are the approximated formula requirements for bottle-fed infants? Fill out the table to show the approximate formula requirements for bottled-fed infants:

Days 1 to 4   2 to 3 ounce (60-90ml/kg/day) Days 5 to 3 months   75 ml – 150 ml/kg/day 3 to 6 months   120 ml/kg/day 6 to 12 months   100 ml/kg/day. They may also take solid foods.

 

c.       When is the best time to introduce solid foods to babies?

The best time to introduce solid foods to babies is from around 6 months.

d.      To meet the nutrition and dietary needs of babies 6 months onward, different types and consistency of food should be provided. Identify the type and consistency of food that should be given to the following age groups and give two (2) examples of each food type/consistency.

Age Type & Consistency Examples 6 to 7 months   Finely mashed food without salt, sugar, fat or other flavours added. ·           Smooth cooked apple ·         Infant cereals with enriched iron.   8 to 12 months     Mashed or chopped foods and finger foods without salt, sugar, fat or other flavours added. ·         Mashed and cooked fruit. ·         Well-cooked and minced fish.   12 months       Mashed or chopped foods and finger foods without salt, sugar, fat or other flavours added. ·         Well cooked and minced meat or fish. ·         Cheese, custards and yoghurt.

e.       Which foods should be provided to toddlers and which foods should be given in limited amounts? Guidance: Use the following resource to answer the questions below, §  Healthy eating for children

Five food groups that should be provided to toddlers are- vegetables, fruit, grain foods, dairy and protein. Foods that should be given in limited amounts are – foods high in salt, foods low in fibre and nutrients, saturated fat and sugar, and drinks with caffeine and lots of sugar (Campbell-Barr, 2018).

 

f.       Fill out the table to show the general dietary patterns for toddlers aged 1 to years. Guidance: Use the following resource to answer the questions below, §  Eat for Health – Educator Guide
Food	Serve size	Serves a day
Vegetables and legumes/beans	2-3	2½
Fruit	½	1
Grain (cereal) foods	4	4
Lean meats, poultry, fish, tofu, eggs, legumes	1	1
Milk, yoghurt, cheese and/or alternatives	1- ½	1-1.5

 

 

8.      List five (5) food safety guidelines to implement when feeding: a.       Babies b.      Toddlers

a.       Food safety guidelines to implement when feeding babies:

i.    Directly feeding food stored in jar should be avoided (Boyd et al. 2020). ii.     Unpasteurized   food should not be feed. iii.       Honey should be avoided till 1year age. iv.        Slippery foods should be avoided. v.           Raw or undercooked foods should not be fed.

b.      Food safety guidelines to implement when feeding toddlers:

i.             High choking risk foods should be checked. ii.        Watch children during feeding iii.        Allow children to chew well iv.         Offer finger foods v.           Thorough washing of eating utensils.

 

 

 

9.      Carers are also tasked to promote good oral health care of babies and toddlers by implementing oral hygiene practices and healthy eating choices. The Australian Dental Association (ADA) developed the following guidelines and tips to assist in the care and promotion of good oral health: o   Oral hygiene for babies and toddlers o   Healthy eating equals healthy teeth Answer the succeeding questions using the above guidelines as references.

a.       How should you brush a baby’s primary teeth that have just started to appear?

A soft infant toothbrush can be used, or clean gauze can be used to wipe the front and back of each tooth (Blewitt et al. 2018)

b.      What is the proper way of flossing for kids about 2 ½ years old? List the steps.

Steps- i. cut off approximately 18 inches of floss. ii. cover the floss around the index or middle finger. iii. Gently curve the floss under the gum line.

c.       How would you promote babies’ and toddlers’ oral health through diet and nutrition? List two (2) ways.

i.                    sticky and chewy foods should be avoided. ii.                  Sugary foods should not be served with snacks but meals.

 

d.      What is the rationale behind restricting (feeding) bottles during meal times only?

Feeding from bottles allows the sugar in foods to pass slowly and thus gets tucked in the mouth. Bacteria break down the sugar and turn it into acid. Over time, the acid can start eating away at the enamel on a child’s teeth causing baby bottle tooth decay (Barrett et al. 2019).

 

 

10.  List the two (2) guidelines that can be used by educators as a basis for implementing infection control in education and care service. Guidance: Use Staying Healthy, 5th edition as reference.

i.  Monitoring illness in children. ii.  Fact sheets on diseases for care services (Vandenbroeck et al. 2016)

 

 

11.  What are the most common procedures that can help prevent and control the spread of infections in the childcare service setting? Guidance: Use Staying Healthy, 5th edition as reference.

1. Hand hygiene. 2. Immunisation. 3. Effective cleaning. 4. Exclusion of ill people.

 

 

12.  Briefly explain why hand hygiene is one of the best ways to minimise the spread of infectious diseases.

Hand contains a lot of germs which can infect when the hand is put on eyes and nose. So hand hygiene is important (Tonge et al. 2016).

 

 

13.  Identify whether the following practices for caring babies are safe or unsafe. Write “S” for safe and “U” for unsafe on the space provided.
a)            Putting baby on his or her side or on his or her tummy when sleeping.	U
b)            Giving the baby nacho cheese corn chips for afternoon snacks.	U
c)            Tucking the baby securely using lightweight blankets for his nap.	S
d)           Reading the instructions carefully when preparing to use a stroller.	S
e)            When changing nappy, ensure that the safety catches of nappy with pins are on and pointing away from the baby’s body.	S
f)             Practicing hand washing before and after feeding.	S
g)            Letting the toddler walk around as he or she eats.	U

 

14.  In order to provide appropriate activities and routines  that adequately address babies’ and toddlers’ developmental needs, you must first be aware of their emotional, physical and language development. Fill out the table with the appropriate milestones that you may observe at a certain age range. List three (3) expectations for each area. Guidance: Use the Developmental milestones and EYLF-MTOP as a reference. http://compliantlearningresources.com.au/network/sparkling-stars/resource-links/ (Username: learner   Password: studyhard)
Age Range	Emotional Development	Physical Development	Language Development
Birth to 4 months	·              Distinct cry for different needs. ·         Surprise at loud noise ·         Tries to smile at gestures.	·           Grasps object ·         Opens and closes hands ·         Explores	·          Attends to sounds ·         Expresses needs ·         Enjoys music

 

4 to 8 months	·          Actively interacts. ·         Observes toys. ·         Babbles	·           Starts waving ·         Plays with feet ·         Reaches for objects	·              Copies sounds ·         Responds to own name ·         Recognizes familiar voices
8 to 12 months	·          Becomes interested with people. ·         Reacts in their own ways. ·         Tries imitating.	·             Picks up ·         Transfers objects ·         Grasps spoon	·              Waves goodbye ·         Listens attentively ·         Screams if annoyed

 

1 to 2 years	·          Better listener ·         Communicates effectively. ·         Less cries.	·            Likes throwing ·         Makes shapes ·         Turns pages.	·            Uses two-word sentences ·         Can follow instructions ·         Accurately identifies objects.
2 to 3 years	·              Full of intensified feelings. ·         More sensitive. ·         Understand people’s gestures.	·          Able to draw ·         Unfasten buttons ·         Self-feeds (Rönkäet al. 2019)	·           Labels own gender. ·         Asks lots of questions. ·         Sings music

 

 

15.  Explain the attachment theory. Provide the reference you used in answering this item.

It is a psychological, evolutionary, ethological theory about the relationship between humans. In this theory the behaviour of an infant is to the seeking of proximity in stressful situations. They are too close of them who are sensitive and responsive to them. They attached of them who give them care for some times. It happens in between 6 months to 2 years of age (Rapson et al. 2020). After this time they get attached with them where they feel safe.

 

16.  What is SIDS (Sudden Infant Death Syndrome)? Provide a brief description and give three (3) risk factors.

Suddenly a death of a baby who is younger than 1 year is called Sudden Infant Death Syndrome. In this case the death happens which is unexplained. The diagnosis only happens if the baby’s death remain unexplained even after investigation, autopsy and the review of the clinical history. The three risk factors of SIDS are – ● The babies who sleep over their stomach or sleep by a side than their back. ● the mother who are below 20 year, at time of their first pregnancy SIDS may happens (Qi and Melhuish, 2017). ● the babies who are premature or take birth with a low weight have that risk.

 

17.  Below are descriptions of the brain development of babies from birth to 18 months. Write ‘True’, if the statement about brain development is correct and ‘False’ if the statement is incorrect.
a)      Vision is the most mature of the senses at birth to 2 months of age.	False
b)      The first sense to develop in newborns is the sense of touch.	True
c)      Infants, 2 to 6 months, are already starting to hold their head and chest up when lying on their stomach at this stage.	True
d)     2- to 6-month old babies are now able to scan, track and focus on objects, see in colour and perceive distances.	False
e)      6 to 12 month old babies require repetition of experiences for their reasoning to be developed.	True
f)       At 6 to 12 months, social interaction is the least importance form of stimulation babies at this age can receive.	False
g)      ‘Deferred imitation’ where a child can recall and imitate an action performed by another person can occur from 12 to 18 months.	True
h)      At 12 to 18 months of age, toddlers can already recall actions and events that have occurred in the past few hours or even possible a day earlier.	False

 

 

 

18.  As carers, it is important that you are aware of and able to include familiar routines that are practiced by an infant or a toddler’s family. In the table below, give two (2) examples of practices and routines used by families that you are aware of or have learned about during your vocational placement. On the next column, give the underlying cultural or personal rationale of each practice/routine. An example is provided as your guide.
Family routine/practice	Cultural or personal rationale behind the practice/routine
Feeding the toddler rather than promoting independent eating	Sign of good parenting for some culture
Make food and eat food with all the family members together in one table.	Family meal that brings all closer, exposure of the conversation and also give teaching the children about the culture and food.
Discussing about family issues for better decision-making	This culture is good and it can help an individual to be more respectable within a group (Perlman et al. 2016)

 

 

 

19.  According to the National Physical Activity Guidelines for Australia, what are the recommendations for physical activity for children: a.       Birth to one year b.      Toddlers (1 to 3 years) and pre-schoolers (3 to 5 years) c.       5 – 12 years Guidance: Click here to know more about the National Physical Activity Recommendations for Children.

a.       The activity for the birth children is to floor based play under the supervision on a safe environment. Crawling in the surface throughout the day and the eating time.

b.      The toddlers and the pre-schoolers should spend 180 minutes of the whole day in an energetic play like running, jumping etc (Megalonidou, 2020).

c.       The 5-12 years children should bare 60 minutes of whole day in an aerobic activities, several hours in light physical activities and some vigorous activities which make strength in muscles and bones in 3 days per week.

 

20.  List five (5) impacts of changes in changes in routines and environment that children may experience.

i.        The time of get up in the morning. ii.      Bath times, meal times, bed times. iii.    Spending time with family and paly (Manning et al. 2017). iv.    The location of the child like the home, park. v.      The play equipment, books and toys.

 

 

 

21.  All child care centres are required to follow strict sun safety guidelines and have a policy stating the procedures for their centre. List five (5) ways carers must implement to reduce the risk of sunburn and future skin cancer when children are out exposed in the sun.

i.        Children have to wear the protective clothes which covers the whole area of legs and arms.

ii.      They can wear hats which give the proper shade of the head, face and neck.

iii.    They should stand under the shade to avoid the sunshine where ever possible.

iv.    The UV rays is strongest and very harmful during midday. At that time outdoor activities must be avoided (Lewis and West, 2017)

v.      Applying sunscreen is a very good option to protect the children from harmful rays. It protects the skin.

 

 

 

22.  List five (5) strategies and routines that you could implement to minimise distress relating to the separation of parent and child.

i.       Give them a good child care experience. Understand them to spent time with other than parents like friends and others. Handel them with care.

ii.      Give them the assurance that their parents will always being for their in their back. Whenever they need them they will always there for them.

iii.    Whenever the child is crying, screaming it is important understand the reason of their behaviour and showing them sympathy and handle with care (Lastikka and Lipponen, 2016).

iv.    Parents must have a positive behaviour to their children. They should feel safe and relax to their parents.

v.      Parents should have a good communication to their child. They should be a comfort zone of their child as they can share their whole and every things to their parents.

 

 

 

23.  Answer the following questions about the basic principles of child physical and emotional development.
a)      What is a child’s normal direction of growth?	The direction of growth depends on many steps that children faces in different ages. It includes – ● Cognitive Development ● Social and Emotional Development ● Speech and Language Development (Campbell-Barr, 2018) ● Fine Motor skill Development ● Gross Motor skill Development.
b)      What is a child’s normal pattern of growth?	The weight should be double to their birth weight at a child’s 4 to 6 months. It is not rapid at the last 6 months of first year. A toddler only gain 5 pounds in the age between 1 and 2. It will remain same at the age between 2 to 5. A normal child between the age of 2 to 10 will grow at a steady pace.
c)      What is the normal directional pattern of physical development of children?	Development always follows the top down pattern. They first learn to holds their heads up then learn crawling. The large muscle of their body grows before the small muscle. The major patter is – ● They can sit, crawl and hold their head up by nine months. ● Between the age of 2 and 4 they learn how to walk, run, jump, climb stairs with help. ● Between the age of 4 to 6 they learn climb stairs without help, write.
d)     What is the core relationship supporting a child’s emotional development?	It is all about to help them to grows their understanding on their own emotion being sympathetic for the feelings of other. It all includes warm, responsive and trusting relationships between children and educators (Boyd et al. 2020).
e)      What other key relationships contribute to the child’s emotional development? Give two (2).	●Educators help the children to develops their communication, identify, manage their motion and build the relationships with other (Blewitt et al. 2018). ● With the interaction with the associate the infants get interested in other matters. They feel sympathy for others and build relation with adults.

 

 

 

24.  Fill out the table below with examples of common organisational standards, policies and procedures related to the care of infant, toddlers and children and are relevant to Early Childhood Education and Care. List two (2) of each. Guidance: Visit Sparkling Stars Childcare Centre and go to the Resources and Policies & Procedures tabs to see examples of relevant standards, policies and procedures.
Relevant standards	i.            The National Standard
	ii.          National Law and National regulations
Relevant policies	i.            Child protection policy – Offence relating to protection of children from harm and hazards.
	ii.          Health Hygiene and safe food policy (Barrett et al. 2019).
Relevant procedures	i.            I Move We Move program
	ii.          Get up & Grow – Healthy Eating and Physical Activity for Early Childhood.

 

 

 

Case Study One

1.      Geri is an experienced family day care educator. Starting next Monday, Lachie (6 months) will be in care with Geri and 2 other children (aged 3 and 4) 3 days a week. Geri has already collected details about Lachie’s needs, preferences and daily routine from his mother, Sue, and is now thinking about the finishing touches she needs to make in preparation for his arrival. Once Geri has set up the physical environment to make it welcoming, safe, and secure, she starts thinking about how she will help Sue deal with dropping Lachie off for the first time. Sue and Lachie have come to visit a few times, but this will be the first time she leaves him in Geri’s care. Sue is a young, independent, single mum who is commencing study on a part-time basis. Lachie is her only child.

a.       List five (5) ways Geri could assist and support Sue and Lachie to manage their first separation. b.      Describe a suitable separation routine that Geri could suggest to Sue to manage her and Lachie’s separation.

a.       Five ways Geri could support Sue and Lachie:   I.            At the time of separation, it is high chance that Lachie become more anxious, so Lachie should get proper care and love.   II.            Lachie should not fell alone or left out, he should get that much of attention what his mother give him.   III.            Lachie should be pampered by Geri in the day care.   IV.            Geri could help other two children in bonded up with Lachie, that’s how Lachie could play.   V.            Geri could provide few toys to distract Lachie.

b.      Suitable separation routine: Geri could suggest sue to bring Lachie, when he is sleeping. By this he could not see the the separation of his mom. After waking up it will be little bit easy for Geri to calm Lachie Down.

 

 

2.      Lachie’s first day has arrived and he has successfully settled into care. It is mid-morning and Geri notices that Lachie is rubbing his eyes and is a little unsettled.  Knowing that Lachie is almost due for his morning nap, Geri decides it is probably best to change his nappy in preparation for the nap.

a.       Write a suitable nappy procedure that could be displayed in the changing room for Geri to follow and to ensure that she practices proper hygiene. b.      Describe how Geri should interact with Lachie to help build a positive relationship with him while changing his nappy.

 

 

a.       Suitable nappy procedure: ·         every time clean the hands and dry. ·         Lie Lachie into the change mat ·         Distract him by talking with him and put off his dress. ·         Geri should put a glove then slowly change the nappy. ·         After that clean Lachie’s bottom part with warm soapy water and apply baby lotion on that part. ·         Dispose the nappy and the gloves, put a new fresh nappy and then wash your hand.

b.      How Geri should interact with Lachie: Garie should keep a smiling face throughout the process. She should talk continuously with him, tickling him, whistling, play with him so that he could be distracted.

 

 

3.      Geri has organised the environment and is now ready to put Lachie into his cot. He has his comfort item with him, a dummy, and is sucking contentedly.

a.       What are the steps that Geri must consider when putting Lachie to sleep safely? b.      What are the things that Geri should check in order to know that the cot Lachie sleeps on complies with the Australian Standard AS/NZS 2172-2003?

a.       Steps that Geri must consider when putting Lachie to sleep safely: ·         Lachie should sleep on his back ·         Lachie’s face should not be covered with any cloths or sheets. ·         Use the cot which made up of Australian AS/NZS 2172-2003 ·         Make sure there is no gap in between mattress and edge of the cot.

 

 

b.      Things that Geri should check in order to know that the cot Lachie sleeps on complies with the Australian Standard AS/NZS 2172-2003: There should be label on the cost of Australian Standard AS/NZS 2172-2003. At the same time there should be no supports or bars in the cot by which baby could climb for safety measures.

 

4.      Lachie sleeps for almost 2 hours but wakes up crying. Geri promptly responds to Lachie’s cries, reassuring him that she is there and that she will give him his lunch after his nappy is changed. Lachie has recently started on solids which Geri will feed to him at this time.

a.       List four (4) foods that are suitable to feed babies of Lachie’s age. b.      Describe how Geri should safely prepare Lachie’s food. c.       List the four (4) safety features of a high chair that make it suitable for Geri to use when feeding Lachie his solids.

a.       Four foods that are suitable to feed babies of Lachie’s age: i.            Infant cereals ii.            Smooth, mashed pumpkin iii.            Smooth cooked zucchini iv.            Smooth, cooked apple

 

 

b.      How Geri should prepare Lachie’s food: Wash the veggies and peel off. Steam the vegetables properly, slice well or grated them finely. Mashed the veggies smoothly, there should be no lumps. It should keep in mind that salt, sugar or flavor could not be added.

c.       Four safety features of a high chair: i.            Make sure that the high chair cannot be fall or flipped easily. ii.            Make sure that straps are tied. iii.            The legs of the chair have to be strong and secured with lock system iv.            There should not be any sharp edges in the high chair that could causes a accident.

 

5.      Lachie is still hungry after eating his solids so Geri prepares him a bottle of infant formula.

a.       Write a suitable formula preparation procedure for Geri to follow. You must include the procedure before preparing and the actual procedure of preparing the formula. b.      Write a suitable Expressed Breast Milk (EBM) preparation and storage procedure for Geri to follow in case she needs to prepare an EMB for Lachie. c.       Describe how Geri should safely store and re-heat bottles that parents have already prepared for their child.

 

 

a.       Formula preparation procedure: ·         Firstly, check the manufacturing and expiry date of the product. ·         Clean care giver’s hand and sterilize the bottle in all means. ·         Now add water to the powdered formula as per measurement mentioned in the packaging. ·         Then warm the formula (this is optional).

b.      Expressed Breast Milk (EBM) preparation and storage procedure ·         Wash the hands before expressing the breast milk. ·         Expressing is followed by the help of clean electric pump kit or by hand. ·         EBM can be stored in clean and labelled storage bag or food container. ·         Then store the container in the refrigerator at 40°F (4°C). ·         Before feeding it, warm the milk but not in microwave.

c.       How Geri should safely store and re-heat bottles Geri should store the food in the refrigerator at the required temperature. Then after put out of the refrigerator, that food need to be settled down in the room temperature after that re-heat the food. Constantly stirring the food and after few minutes switch off the oven. Serve the food after the temperature of food is bearable for Lachie.

 

Case Study Two

6.      Matthew Young is almost 4 and has just started attending care in your centre. During his transition to care, you have found him to be quite an emotional child—particularly when separating from his mother, Linda, who also seems to be experiencing difficulty with the process.

a.       What strategies would you implement during the orientation process to be able to build trusting relationships with Matthew and his mother, Linda? List five (5) strategies. b.      As Matthew’s carer in the centre, you must adopt strategies to support his successful settling in. List three (3) settling in strategies that you can use.

a.       Five strategies to build trusting relationships

i.        Show Matthew that his care giver is really concerned about him and cared for him.

ii.      Make him feel that he is as much important as for his mother.

iii.    Make him feel comfortable and encourage in the actions what he has done.

iv.    Understand his emotions and reciprocate like he wants.

v.      Constantly interact with him and try to know about his emotions and what’s going on his mind then reply in his method.

 

 

b.      Three strategies to support Matthew’s successful settling in:

i.        Let Matthew do what he loves to do like playing, painting, dancing ect.

ii.      Involve him in activities with the other kids in the day care.

iii.    Let him keeping busy in various fun and attractive activities what Matthew enjoys.

 

7.      Matthew comes to the centre in a superhero suit he received as a birthday gift. He clearly loves his suit and wears it all day. He comes to care the following day wearing the same suit. Linda says he refuses to take it off. Because it is becoming quite hot during mid-day, the need to change Matthew’s suit to a more safe and comfortable clothing becomes immediate. Describe how you would encourage Matthew to take off his superhero suit with minimal emotional upset on his part.

We have to convenience Matthew with love and affection. Firstly, we have to make him understand the fact that why the dress should be put off his own way. Ensure him that before leaving the day care he will again put the suit on. At the same distracting Matthew with few playing stuffs and encourage him by saying that he will love the new dress when it will feel comfortable during play time

 

 

8.      Matthew, together with a group of 4-year olds, is scheduled to have their outdoor play the following day at 8am. Before they go out in the outdoor play area, you are to explain to them the importance of sun safety and protection. Create a poster suitable for 4-year olds promoting sun safety and protection. In creating the poster: ·         Follow the recommendations from the Cancer Council regarding sun safety and protection ·         Ensure that the language and images that you use is suitable for 4-year-old children ·         You may use any media available (e.g., magazine cut outs, PowerPoint, etc.) ·         Size of the poster should be that of an A4 paper (8.27 in x 11.02 in) ·         You may create a poster with multiple pages but limit it to 3 pages only ·         Submit the poster to your assessor as part of your assessment o   If you created an actual poster, scan it and submit it with this answered workbook   Here is an example of a sun protection poster from the Cancer Council to give you an idea on how to create your poster. (Note: If link is not working, copy and paste this url to your browser: http://www.cancersa.org.au/assets/images/2014%20ECH%20poster.jpg)

Filename: n/a

 

 

 

References

Barrett, M.S., Flynn, L.M., Brown, J.E. and Welch, G.F., 2019. Beliefs and values about music in early childhood education and care: Perspectives from practitioners. Frontiers in psychology, 10, p.724.

Blewitt, C., Fuller-Tyszkiewicz, M., Nolan, A., Bergmeier, H., Vicary, D., Huang, T., McCabe, P., McKay, T. and Skouteris, H., 2018. Social and emotional learning associated with universal curriculum-based interventions in early childhood education and care centers: A systematic review and meta-analysis. JAMA network open, 1(8), pp.e185727-e185727.

Boyd, W., Wong, S., Fenech, M., Mahony, L., Warren, J., Lee, I.F. and Cheeseman, S., 2020. Employers’ perspectives of how well prepared early childhood teacher graduates are to work in early childhood education and care services. Australasian Journal of Early Childhood, p.1836939120935997.

Campbell-Barr, V., 2018. The silencing of the knowledge-base in early childhood education and care professionalism. International Journal of Early Years Education, 26(1), pp.75-89.

Lastikka, A.L. and Lipponen, L., 2016. Immigrant Parents’ Perspectives on Early Childhood Education and Care Practices in the Finnish Multicultural Context. International Journal of Multicultural Education, 18(3), pp.75-94.

Lewis, J. and West, A., 2017. Early childhood education and care in England under austerity: continuity or change in political ideas, policy goals, availability, affordability and quality in a childcare market?. Journal of Social Policy, 46(2), pp.331-348.

Manning, M., Garvis, S., Fleming, C. and Wong, G.T., 2017. The relationship between teacher qualification and the quality of the early childhood education and care environment. Campbell Systematic Reviews, 13(1), pp.1-82.

Megalonidou, C., 2020. The quality of early childhood education and care services in Greece. International Journal of Child Care and Education Policy, 14(1), pp.1-12.

Perlman, M., Falenchuk, O., Fletcher, B., McMullen, E., Beyene, J. and Shah, P.S., 2016. A systematic review and meta-analysis of a measure of staff/child interaction quality (the classroom assessment scoring system) in early childhood education and care settings and child outcomes. PloS one, 11(12), p.e0167660.

Qi, X. and Melhuish, E.C., 2017. Early childhood education and care in China: History, current trends and challenges. Early Years, 37(3), pp.268-284.

Rapson, J., Conlon, C. and Ali, A., 2020. Nutrition Knowledge and Perspectives of Physical Activity for Pre-Schoolers amongst Early Childhood Education and Care Teachers. Nutrients, 12(7), p.1984.

Rönkä, A., Turja, L., Malinen, K., Tammelin, M. and Kekkonen, M., 2019. Flexibly scheduled early childhood education and care: experiences of Finnish parents and educators. Early Years, 39(4), pp.376-391.

Tonge, K.L., Jones, R.A. and Okely, A.D., 2016. Correlates of children’s objectively measured physical activity and sedentary behavior in early childhood education and care services: a systematic review. Preventive medicine, 89, pp.129-139.

Vandenbroeck, M., Urban, M. and Peeters, J. eds., 2016. Pathways to professionalism in early childhood education and care. Routledge.

 

 

Assessor Checklist

When you have completed this assessing the assessment workbook, review the candidate’s assessment against the checklist below: The candidate has completed all the assessments in the workbook: Knowledge Assessment Case Studies Case Study 1 Case Study 2   IMPORTANT REMINDER Candidates must achieve a satisfactory result to ALL assessment tasks to be awarded COMPETENT for the units relevant to this cluster.   To award the candidate competent in the units relevant to this subject, the candidate must successfully complete all the requirements listed above according to the prescribed benchmarks.

 

 

 

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