Indoor Supervision
1. Describe how you assist in ensuring all children are adequately supervised in the following locations and time of the day.
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In your response include the following:
- any necessary information about exchange of information
- levels (high, medium or low) of supervision required,
- supervision and authorisation of persons entering the premises,
- supervision at ‘busy’ times when children are entering and leaving the premises
Although it is vital to provide safe products and a secure atmosphere, the most powerful weapon you have to keep children safe is your supervision. This course focuses on how to offer adequate interior and outdoor supervision. It also discusses how to retain accountability for the safety of children.
Because families have entrusted you with their children, you must ensure their safety from the moment they enter the building until they are signed out by an authorized parent or family member. Children move at a breakneck pace, and it’s not uncommon for them to join another group, slip through an open door, or hide during a transition. According to caring for our children: A handbook, there are several critical ways for ensuring that all children are accounted for at all times through higher supervisions.
Count the children by matching their names to their faces.
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Count on a regular basis, at every transition, and when moving from one place to another. you should count the children every 15 minutes or so. Make sure you can always state the number of children in your care. Fill out an attendance sheet or a pocket card with the totals. Any youngsters who leave the group should be noted. (ex: those who go with another adult to get the breakfast cart , those who are picked up early).
There are five key educator in this room, they have small group. One educator has five or six children.
Outdoor play is more vigorous than indoor play, children will likely require extra supervision. At all times, adult- to – child ratios must be adhered to. If necessary, you should be able to contact another adult for assistance without having to leave the children. In such a case, a walkie – talkie or an allowed cell phone (use only in emergencies) is a wonderful tool. The design of the playground is an important aspect of supervision. The playground equipment should be set up in such a way that adults can see all of the kids at all times. Blind places, such as tunnels around corners, huge stones that childern might hide behind, or enclosed constructions, should be avoided. Playground equipment is frequently difficult to replace. Educator still have access to a useful tool location. Teams should collaborate to identify “hot areas” where children frequently require assistance or educator have difficulty noticing them. Educator should take up positions that allow them to monitor all areas. Educator will not stand or sit together on the playground as a result of this. Educator should be dispersed, watching, listening, and pleasantly interacting with children . While overseeing a zone, be mindful of having long discussions or intensive play with a child or small group of children. It’s difficult to keep track of all the kids while they’re playing in group. Consider putting some adult in chare of supervision and others in charge of play and conversation.
Outdoor Supervision
And also the centre have five key educator. They have allocated the different area.
They have high-level supervisor all the time.
Mealtimes are a crucial time for any children as it helps them get the nutrition required for proper growth, and helps these children form a routine revolving around the same. One educator needs to ascertain that each child is properly seated in their chair and trucked under the table. Encourage children to use utensils correctly by action as an example. To avoid being knocked over keep cups above bowls/plates.one educator serve the food. Educator and volunteers assist children in eating properly. Educators always reassure the children that they are eating properly. Before they will be patient. Before leaving the table, children should finish eating and drinking. Some children need to help for eating. Educator help them to eat.
The children should be supervised when they are eating in order to ensure that they chew their food properly, and do not choke on the same. In case a child does choke, immediate attention is provided to them. Another aspect of the mealtime is sharing food. Students are often encouraged to do this, as it helps build social relationships, like friends. The educator might even sit down for lunch with the children so as to ensure that they are following the different eating rules. The level for this is Level 3 in childcare.
During the rest time, the ratio must be maintained at all times. During the nap time, all children is going to the bed. In this room, all the children take a nap. But some children take a nap lately and some children get up early. Babies take a nap two times during the day. But toddler take a nap one time. Educator arrange the room for sleep, babies sleep in the cot. Toddler sleep in the mat. During the rest time, children who are not sleep. Educators are not forced to remain on their mats and quite activities that allow for meaningful involvement. Educator ensure active supervision of both sleeping and non- sleeping.
The young children who are under the care of any educator are to be supervised or monitored at all times. After the children have completed their meals, they should be asked to lay down and take a nap in their designed spots. This plays an important role in meeting the sleeping time requirements that they need. During this time, their educator should view in clear view of the sleeping children, in order to notice any issues or problems. In case a child can not sleep or has a bad dream, they should comfort the child, and ask them regarding the same. Such issues are to be addressed and resolved by the educator. The level required for this is classroom practitioners level 3.
Mealtime Supervision
When the child arrives or departs from a particular place or location plays are very important role in determining their daily routine and whether or not they are following the same. In this centre, educators are involving arrives or departs. The parent or caregiver need to sign each child arrives and departs. The nominated supervisor and educators bring children their room safely.
It is the responsibility of the educator to note the entry and exit time of the children who they have to work with. Children who show up late and often are the last to be picked up by their parents are to be supervised at all times. More importantly maintaining discipline within the classroom is to be upheld, and therefore, it is the responsibility of the educator to communicate this issue with the child’s carer, and explain to them the importance of teaching these children about being punctual and properly managing time.
- Arrange to have a conversation with the cook or educator in the service who is responsible for the menu planning cycle and meal preparation to assist you with the following:
- Detail how the process of menu planning happens at the service, how the nutritional guidelines are metand where the menu cycle is displayed at the service. (60 – 100 words)
The menu is shown in the room and kitchen, and the nutritional requirement of all kids are met. The menu is decided by a nutritionist, and a proper menu cycle was prepared. The same has been mailed to all parents, and is also hanging in the lunch space itself.
For children between the ages of 2 to 3 years in age, the menu should comprise of a seasonal fruit, some fibre from vegetables like spinach and cabbage. Grains or pulses are also given to them in order to meet their protein requirements per day. For children between the ages of 4 to 6 years of age, the diet is slightly changed in order to keep up with the nutritional needs for their growing body. They are now entitled to 1 and half servings of fruit, 4 and a half servings of vegetables, 4 servings of grain as well as 1 and half servings of meat. At this age, children are taken off of breastfeeding, and therefore, dairy products are also to be included as a part of the die.
1. Identify (confidentially) the children at the service with food allergies, medical conditions and cultural, religious or other requirements and your response to these requirements? (60 – 100 words)
Any such requirements should be included in the baby’s record. The cooking crew and the servers should also be informed if a child has any such problems. The same is also to be handled with utmost confidentiality among their peers.
Rest Time Supervision
The centre is to be attention children food allergies, medical conditions and cultural, religious or other requirements. In this room, some children have a dietary requirement. Some children do not eat halal food and some children do not eat meat. In this room, there are no children with food allergies and medical conditions.
Use the table below and in your response detail:
- their likes and dislikes.
- what the children decided they wanted
- how you modelled, reinforced, and implemented healthy eating and nutrition practices
Discuss the outcomes of the meal planning discussion with your third party supervisor and the service cook, ensuring you seek their approval for the proposed changes. Make these changes to the menu displayed at the service.
Note: Where possible the planned meal may be a simple modification of the existing menu and does not need to be an entirely different meal – for example, children could choose which fruit or vegetables are served as part of the meal or choose three fillings for the mixed sandwiches.
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Child’s feedback regarding likes and dislikes:
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Children like food that colourful, simple taste but delicious, easy to chew and swallow. They do not like food that has peculiar taste and odour.
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Name of meal:
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Chicken and vegetable fried rice
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Time of day:
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11.30 am
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Meal type e.g. morning tea:
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Lunch
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The number of children involved:
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20
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Location:
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Goodstart Early Learning, 2 McNab Way, Greenvale, VIC, 3059
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Equipment and food and drink needed:
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For meal preparation:
Equipment: stock pot/casserole, ladle. Burner, spoon, fork, bowl, glass
Food: chicken diced, mixed vegetables and onion
Drink: water
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Explain how you assisted to set up a suitable positive and relaxed mealtime environment that promoted healthy habits include furniture, utensils, interaction strategies and healthy food topics discussed
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Before we presented the food, we find suitable area where we can set up their food. Since the long day care centre has small area, we set up a tent outside the premises so that children can move freely. Chair and tables were suitable to the height of the children. We use a simple food utensils or cutlery for children without any flamboyant design so that they will not be distracted when they had a food. Prior to serving the food. We have discussed the importance of healthy food and we have introduced to them the chicken and vegetable fried rice and its component. We told them a story about fried rice and it contains good nutritional and caloric value that will improve their healthy and will help them grow and glow. The children were very excited to eat after hearing the story. As the educator of these children, I also have an important role in developing a relaxed environment. I started using fancy cutlery in order to make the students more eager for mealtime. I also encourage my students to interact with each other during this time. This helps them form social bonds and start making friends.
The lunch is served in a well- lit room, and the children are encouraged to interact with each other.
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Detail two strategies used to encourage and support children to be involved in the food preparation of the meal
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1. The first strategy is to introduce them to the different ingredients in the preparation of the meal and discussed with them the nutritional benefits that they can get from those ingredients. The discussion must be at a level that is easy to understand. Based on the learning level of the students, the usefulness of different products is to be discussed in an engaging manner. Food items that have a negative impact on their health, like junk food, are also to be talked about.
2. The second strategy is by involving them in measuring the ingredients, through this their mathematical skills can be enhanced. It will also excite these children to measure out the different ingredients. Their interest in the field of cooking is also boosted.
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Discuss how you provided children with access to water, offered healthy foods, supported and guided children to eat healthy food consistent with guidelines for healthy eating
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To instil to children the importance of safe and healthy food, we prepared an information education communication for children. It looks like a comics book and we use cartoons to effectively communicate with the children and to raise awareness on healthy eating and safe access to water.
During the mealtimes of the children, it becomes my responsibility to ensure that they are being able to access water and different foods properly. So, I ensured that these items were placed on a low table so that they could reach it. Healthy eating practices are also encouraged by me.
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1, Detail one situation where you supported a child who required a meal/ food modification based on medical or allergy requirements. Describe how you identified any dietary requirements families have communicated regarding their child.
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Child’s dietary requirements, likes, dislikes related to food allergies and medical requirements:
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Allergic to peanut butter
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Name of meal:
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Chicken Sandwich, orange juice and a side of vegetable salad.
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Time of day:
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morning
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Meal type e.g morning tea:
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Breakfast
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The number of children involved:
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20
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Location:
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Goodstart Early Learning, 2 McNab Way, Greenvale, VIC, 3059
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Equipment and food and drink needed:
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Equipment: spoon, fork, bowl, glass and plate
Food: chicken, cheese, bread, lettuce and mayonnaise
Drink: water, orange juice and milk
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Read and interpret two food labels of products used at the service.
Identify ingredients of concern and nutrition content and provide details of ingredients and nutritional content consistent with guidelines for healthy eating which could impact on the child with medical or food allergies requirements and how you managed this within the service Please include
Attach an image of the two labels you have read and interpreted
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1.
The total calorie from this product is 216. The protein content of this product is significantly. However, in comparison to other products, the protein content of the same is significantly higher. This might have a negative impact on young children. However, apart from this, the nutritional values associated with the different ingredients were aligned with the healthy eating guidelines.
In this picture, it can be seen that the total calories per serving is equal to 190 calories. However, the fat content is significantly higher. This might have a negative impact on the health of the children.
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Explain how you assisted to set up a suitable positive and relaxed mealtime environment that promoted healthy habits include furniture, utensils, interaction strategies and healthy food topics discussed
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As an educator it is my responsibility to ensure that a suitable environment is created during the mealtimes of the children. I choose a well- lit room. and arranged the different things necessary during the meal time.
Cutting boards, bowls, and other utensils should be thoroughly washed with warm soapy water. After washing the utensils should look clean and invisible to food and other things. Effective cleaning removes most of the dangerous bacteria that are present.
Bright coloured tables, chairs and table covers are often used to increase the engagement and excitement of the students during mealtime. As a result, a number of different students are excited for mealtime.
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Detail two strategies used to encourage and support children to be involved in the food preparation of the meal.
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Reward charts that encourage simple, clear, positive behaviour and allow you to track your child diet. Also. Gentle encouragement. Children don’t necessary eat food just because you put it in front of you. You may need to make some tweaks. You also touch it while eating. With your child’s desire not to miss anything, you can some important.
· They are allowed to take part in some aspects of the cooking process. They can measure out different condiments necessary for the cooking process. Allowing them to make their own meal sandwiches is also very advantageous in the process of encouraging them to engage in healthy eating habits.
· Competitions were often held among the students regarding the preparing healthy meals. The children are divided into wo groups, and are asked to prepare a healthy sandwich. The group with the more healthy sandwich will win.
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Describe three process and procedures you used to ensure the safe handling, preparation and storage of drinks
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Preparation and storage of drinks are wash hands before the drink preparation, following the hand washing procedure, always wearing clean gloves when handling food, cleaning and sanitizing the drink preparation area before, during and after use.
Always covering food and drinks.
Serving with clean spatulas.
Using disposable plates.
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Discuss how you provided children with access to water, offered healthy foods, supported and guided children to eat healthy food consistent with guidelines for healthy eating
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I provided them through modelling the proper ways in using it because children are observant and they always follow adults’ motion. Also, always encouraging them through kind talks and demonstrating that enable them to follow the proper ways.
The different food items outlined in the guidelines was provided to the children, and was made accessible to them. All food items were properly washed, and put on clean plates on a low table for the children.
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10. Plan and provide one healthy eating and mealtime experience for a group of children under the observation of Third Party Supervisor and Assessor
Join a mealtime event in your work placement service and engage in a conversation with the children about healthy eating. Negotiate an agreed time with the Third Party Supervisor to review the plan prior to its implementation
Develop a mealtime experience plan (use the template provided) in consultation with your Third party Supervisor.
Arrange a time to implement the mealtime experience in consultation with your Third party Supervisor and Assessor. Implementation of the plan must take place at a scheduled mealtime according to the services routine and may be one of the following: breakfast, morning tea, lunch, afternoon tea, and late afternoon tea.
Implement the experience. The timing of the implementation must also be negotiated as appropriate with both the Third party supervisor and the assessor who will need to observe the implementation.
Discuss the observation of the implementation of your plan with your assessor and complete the evaluation of the plan
Based on experience and with the approval of your supervisor, access one printable Munch & Move healthy eating resource and display in the service’s foyer to assist in providing education and support to families around healthy eating.
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Plan Details: A plan for the changing the lunch program at Good start Early Learning
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Student Name: Menuka Herath Mudiyanselage
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Service/workplace name: Goodstart Early Learning
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Age Group: 0 -2 years
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Date: 03/12/2021
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Mealtime: Lunch
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Time of Day: 10.30 -11.00 O’clock noontime
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Rationale: (Based on a conversation you had with children during a mealtime event about healthy eating, provide a short rationale for the mealtime experience detailed below. Include the children’s feedback in this record and explain how you can use the outcomes of this conversation to further develop the children’s understanding of healthy eating in this experience
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By teaching the children healthy eating habits, and modeling these behaviors in yourself, I can help your children maintain a healthy weight and normal growth. Also, the eating habit of the children pick up when they are young will help them maintain a healthy when they are adults.
Children’s feedback in this record:
· The children were encouraged to try as vegetables are colorful. It can also be prepared in different ways in order to make its flavor even more attractive for them.
· The cucumber juice taste different but can be easily made interesting by presenting the same in different innovative ways.
· I am learning the proper way to hold the fork.
· I should ask mom to prepare heathy meals too.
Explain how you can use the outcomes of this conversation to further develop the children’s understanding of healthy eating in this experience.
· Children are becoming more and more aware of the importance of eating healthy food, and are staring to love them.
· Advice the kids to eat a variety of grains, especially whole grains. This will help the children meet their calorific and nutritional requirements.
· Encourage a variety of fruits and vegetables and include the same within different meals.
· Explain the harm of excessive consume of sweets and soft drinks to our body. Doing so in moderation however, should not be stopped.
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Teaching children about healthy eating is essential for every child’s good health, growth, and development. Healthy eating in childhood means they will have less chance of developing chronic diseases like heart disease, type 2 diabetes, obesity, and some cancers. It will also mean they feel better, look better, and enjoy life more.
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Provide links to the Early Years Learning Framework (EYLF) outcome/s this experience relates to
(The learning outcome must be relevant to the Australian Health Guidelines. It should be observable and measurable and demonstrate an extension of previous observed skill or interest)
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BELONGING, BEING & BECOMING (acecqa.gov.au)
educators_guide_to_the_early_years_learning_framework_for_australia_2.pdf (acecqa.gov.au)
The learning outcome that has been chosen for this assignment is that of making the young children aware of the importance of healthy eating habits, and helping them follow the same.
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Name the meal event and the ingredients/foods being presented: Lunch
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Foods chosen must meet healthy eating guidelines
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1. Sweet and chicken with rice
2. Chicken and vegetable fried rice
3. Vegetable pasta bake
4. Spaghetti Bolognese with vegetables
5. Salad sandwiches
Chicken and vegetable fried rice is an extremely popular meal choice among young children. This meal, if prepared properly, it has many of the necessary nutrients, and is therefore, healthy. This dish consists of chicken has been cooked with a number of different vegetables. He vegetable fried rice itself, also contains more vegetables.
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Modifications required for this meal event:
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You will need to:
a. Include food in your meal event that has been modified to meet the cultural and religious requirements of a child.
b. Discuss how you gained that information from the child’s family (e.g. child’s records, center lists of food requirements, conversation with a family or asking staff)
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I have include the Spaghetti Bolognese with Vegetable for menu plan. I have learned from my supervisor that One of the child name domini is a native Italy who has been transferred recently in this child care. And since Spaghetti are identified as an Italian food, I have included it in the menu to celebrate the Italian culture.ü
I have gained the information through my supervisor. And when I reviewed his records, he is truly a native Italian
The nutritional requirement of all children is informed by their parents.
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Mealtime environment: (How will you set up the environment to ensure a safe, positive and relaxed atmosphere?)
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List one strategy for each of the following in your answer;
a. Hygiene
b. Safe food handling
c. Service workplace health and safety policies and procedures
d. Supervision
e. Age appropriateness of equipment
f. How will you make it positive?
g. How will you make it relaxed?
h. How will you make it aesthetically pleasing?
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Proper Handwashing
Here are easy steps to clean hands
Get wet and soapy.
· Get your hands wet in clean water. Put soap on your hands and make suds.
· Rub, rub, rub your hands together long enough to sing “happy Birthday” in your head twice. Clean your palms, the back of your hands, and between your fingers. Don’t forget to clean under the nails can trap dirt and germs.
· Rinse. Hold your hand under the clean, running water. Rub them to rinse them fully.
· Shake and dry. Shake your hands a few times , then dry them with a clean towel or hand dryer. Done.
· Clean the place.
Food preparation
· Always wash hands before handling any food.
· Use separate cutting boards for raw meat and fish , cooked items such as meat and vegetables , and fruit and sandwiches.
· Wash knives after use with uncooked meat and fish , and before use with any food that are ready to be eaten.
· Ensuring everyone is wearing gloves.
In childcare, training is provided to educators so as to ensure that all the service workplace health and safety policies and procedures.
· All vegetables, fruits and utensils that are to be used during the process of preparing the meal are to be washed properly.
· All food products are to be stored at the correct temperatures.
· No food should be left overnight, and used the next day.
All procedures being undertaken is under the supervision of the supervisor or facilitator. The children should at no time be left unattended
From 0 – 2 years old
Make it engaging and interesting to the children by incorporating songs about fruits or vegetables. All children should be included
Create a child – friendly ambulance. Put some colorful decors like pictures of fruits or vegetables. Everyone should be allowed to interact with each other.
Proper strategies are required to make mealtime aesthetically pleasing for the students. In order to do this, the portions of food should be reduced in quantity and more colors should be added. Crockery and tableware that are relevant to eating healthy are to be used here. Engaging close- up pictures of different healthy meals are also hanged on the wall.
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Description of Experience: (You must describe in detail all the steps you will undertake during the meal event.)
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In your answer include one strategy for each of the following
a. Gather and settle children
b. Introduce the experience
c. Children will be involved in meal preparation
d. Utensil children will use
e. Social interactions
f. Promoting healthy food
g. g. Smooth transition
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Read stories to the children and ask them to sit down as I was going to tell them a secret.
Identifying the vegetables and fruits through pictures. And take at their level.
Cooking also helps children learn about washing vegetables and fruit, as well as some measuring and counting basics. They might learn some new words too, like ‘grate’, ‘mash’. Start a competition.
Plastic cups, colourful plates and cutleries for children.
Asking the children what are their favourite fruits, vegetables, desserts. Encouraging them to share with each other.
Let them identify the fruits and vegetable in the menu. All food should be both tasty and high in calorific and nutritional values.
In order to transition smoothly from unhealthy to healthy eating habits, children and the things that interest them. The games that they like playing as well as he appearance of different food products that they like are taken into consideration and using the same, this transition is completed smoothly.
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Educator’s Role: List three teaching strategies that specifically describe how you will assist the child/ren to meet the learning outcomes.
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How will you model healthy eating for children?
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When providing or serving food to the children, one should have an upbeat attitude, and smile. During the transition, students do not respond right away, and this leads to stress for the educator. They should be provided with some time to adopt to the change. Negative comments regarding different food items are to be avoided by the educator at all costs. Unhealthy food items are to be avoided during this process.
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Write a description of what occurred during the mealtime event. Your answer will need to include one comment for each of the following:
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a. How well the children performed against the learning outcomes
b. How well you implemented your teaching strategies
c. How well the setup of the environment worked
d. Any unexpected events or outcomes and how you managed these
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The children are enjoying the experience. Most of them like the desserts – Strawberry sundae Bites. The children responded well to the change and understood the differences between healthy and unhealthy food products. Their performance was good.
I believe that I utilized the different the different teaching strategies that I learnt as a part of my training process to the best of my ability. I believe I have given my best to deliver the activity in a very engaging way and the best part of it is I was able to give valuable learning to the children on the importance of eating healthy foods.
The setup was perfectly done the way I have planned it. The environment was both safe and exciting from the children. The food that I prepared for the students are to be made colorful and easy to eat. This is lucrative for the students. Aesthetically pleasing dishes and cutlery was used as well.
One of the unexpected outcomes was one of the children has difficulty in using the fork. But I was able to manage it and teach the child on the proper way of holding it so it won’t slip in his hand.
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Future Planning: How will you use the learning from this experience to inform your future meal planning practice? Your answer should:
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a. Identify a follow-up activity
b. Clearly explain how this new activity will further extend children’s learning about healthy eating
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Whether or not the concerned child’s daily food habits have changed to include more healthier food items will help understand their development in this area. This can be done by talking to the parents of the concerned child.
Children will be able to develop a healthy lifestyle as they grow up. It will make them aware of their diet habits, and ensure that they prioritizing their own needs and well- being. As a result, the physical well- being of these children are boosted.
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Information for families: Based on this experience and with the approval of your supervisor, access one printable Munch & Move healthy eating resource and display in the service’s foyer. Ensure you take a picture of the displayed resource and attach to your assessment.
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- WHS policies and procedure task
- Conduct a safety check of the service or part of the service, including any toys and equipment
Use your service’s safety checklist template and include with this assessment
- Using two existing or potential hazards you found from completing the safety check, complete a risk assessment of these two identified or potential hazards.
- Prioritise and list hazards you have identified.
- Describe the risks associated with each hazard.
- Suggest ways that the risks associated with the hazard may be controlled.
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Hazard identified (problem)
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Risk (harm)
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Elimination or control measures
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Who did/will manage the hazard?
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When will hazard be managed?
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A car has loose wheel
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Loose part is choking hazard
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Just be removing the toy and make sure no other parts
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Notifying the room leader in that situation the hazard was managed immediately
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Straight away
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Spilled water on the floor
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Trip and slip hazard
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Put the paper towel on it and put children away in this area. And mop the area when it dry. The wet floor sign should also be used.
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I clean the area as soon as possible and I informed room leader.
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Straight away
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Prepared by: Menuka Herath Prepared in consultation with: Supervisor
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Reported hazards to: Room leader WP Supervisor signature: RB
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Date: 09/12/2021
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You may need to print several copies of this format in order to document all identified hazards
Participate in a consultation meeting with one other educator about your safety check and risk assessment and detail the following:
- the hazard reporting procedure, who you report to, howand why
- how your involvement in implementing safety checks and risk assessments at the service contributes to the development and implementation of safe workplace policies and procedures.
- the current consultative activities in place to manage workplace safety and contribute to the development and implementation of safe workplace policies and procedures
In a hazard reporting procedure, the head of the organization as well as the management should be informed immediately. In case a hazardous product or activity is seen within the workplace, the same should be reported to the relevant departments. This might be done with the help of memos, emails or even phone calls. They will analyse the problem and take according steps.
In order to maintain a safe space for the children, the entire place is baby- proofed. The toys that are used are also not harmful to a baby in many ways. It should be mentioned that the environment created for these children should be kept safe at all times. Proper safety strategies are to be implemented for the same.
Activities like ensuring that no child was allergic to any product, or assisting certain children who need the same help implement safety within the workplace.
If an incident or injury occurred at the service as a result of a hazard detail how to identify and report the incident or injury to the designated person according to workplace procedures (50 – 80- words)
If any accident is seen within any workplace, the same is to be immediately addressed and the extent of the injury is identified. Such an injury or accident needs to be recorded properly. The reason behind the accident itself also needs to be identified and reported. The injury needs to be assessed by a medical professional and a proper report is to be prepared. Next, the management and leadership should be informed regarding the same. The human resources department should also be involved.
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The student arranged a meeting with the cook or educator in the service who is responsible for the menu planning cycle and meal preparation and detailed how the process of menu planning happens at the service, how the nutritional guidelines where the menu cycle is displayed at the service
[Q9a]
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A brief summary of your conversation with the cook. Please add more about how the cook ensures the menu reflects nutritional guidelines.
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The student identified (confidentially) the children at the service with food allergies, medical conditions and cultural, religious or other requirements and detailed response to these requirements?
[Q9b]
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Good, you have described some dietary needs of the children and how these are met.
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The student detailed one situation where the children were included in planning the menu based on their likes and dislikes. Detail what the children decided they wanted and make these changes to the menu displayed at the service. Student used the table provided. The student discussed the outcomes of the meal planning discussion with the Third party supervisor and the service cook, ensuring they seek their approval for the proposed changes
[Q9c]
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You described a meal that reflected the preferences of the group of children. You now need to go through and state what you did in each section, rather than what the service may do.
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The student detailed one (1) situation where they supported a child who required a meal/ food modification based on medical or allergy requirements. Described how they identified any dietary requirements families have communicated regarding their child. Student used the table provided.
[Q9d]
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I am unsure of this answer, You identified an allergy but did not state throughout the answer how you managed it. I am very surprised that the service allows peanut butter. You have included but not interpreted the food labels.
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The student planned and provided one healthy eating and mealtime experience for a group of children under the observation of Third Party Supervisor and Assessor. Student completed the following steps in order:
a. Joined a mealtime event in the service and engaged in a conversation with the children about healthy eating. Negotiated an agreed time with the Third Party Supervisor to review the plan prior to its implementation
b. Used the template and developed a mealtime experience plan in consultation with the Third party Supervisor.
c. Arranged a time to implement the mealtime experience in consultation with the Third party Supervisor and Assessor. Implemented the plan at a scheduled mealtime according to the services routine and may be one of the following: breakfast, morning tea, lunch, afternoon tea, and late afternoon tea.
d. Implement the experience. Negotiated the timing of the implementation as appropriate with both the Third party supervisor and the assessor who will need to observe the implementation.
e. Discussed the observation of the implementation of your plan with the assessor and completed the evaluation of the plan
f. Based on experience and with the approval of your supervisor, accessed one printable Munch & Move healthy eating resource and display in the service’s foyer to assist in providing education and support to families around healthy eating
[Q10a-f]
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you have recorded a plan to encourage healthy choices. You do need to go through and check you have read and are answering the wuesitons. This is one mealtime, so you should not have a list of meals, just one. Make sure you describe what you did using your own words.
You overlooked including a photo of your displayed munch and Move poster.
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The student read the services WHS policy and conducted a safety check of the service or part of the service, including toys and equipment and included the completed safety checklist in the assessment
Used two existing or potential hazards from the form to complete a risk assessment, used the risk assessment template and included the completed risk assessment in the assessment
Participated in a consultation meeting with one other educator about the safety check and risk assessment and identified from the policy and procedure who you report hazards to and why? Provided details of this reporting procedure and detail other meetings or consultative practices to manage workplace safety and contribute to the development and implementation of safe workplace policies and procedures in all work areas. [Q11a-c]
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Please submit the completed safety checklist,
The risk assessment highlighted two hazards and measures to control the risks to children.
You are aware of the who to consult, please add more detail and make sure you answer each part of this question, Please outlined how WHS consultation and communication regarding safety in the service is implemented
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The student identified if an injury occurred at the service as a result of a hazard how to identify and report the incident or injury to the designated person according to workplace procedures. [Q11d]
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please outline the procedure you would follow.
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The student identified the actions taken as an educator to maintain safe housekeeping practices in all work areas. Include indoor and outdoor environments and toileting and nappy change areas.
[Q12]
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, you have identified many important safe practices and checks to ensure a safe working environment.
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The student negotiated with the workplace supervisor to take part in an evacuation drill (if possible)
Described what happened as part of this evacuation drill, including how the service ensures the safe evacuation of children and adults.
Described the role of all the educators present for the evacuation drill, their role during the evacuation drill and an evaluation of how the evacuation drill went
Detailed when the next drill should occur according to the Education and Care Services National Regulations.
[Q13a-c]
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Please include a detailed description of the evacuation procedure.
You also need to identify the roles of each educator within the service and room and evaluate the effectiveness of the drill.
You have explained the frequency of drills, please add the date of the next one.
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