Written Assessment

Part A – CHCPRT001

Task 1

1. Locate the child protection information relating to the state you will be working in as an education support worker and answer the following:

a) The name and date of the current state legislation for child protection.

Child Protection and Young Persons (Care and Protection) Act 1998.

b) Who is a mandatory reporter in the state in which you work? Or, who is required to make a report of suspected child abuse/risk of harm, in the state in which you work?

The mandatory reporter in NSW is a person who holds a management position within the organisation.

Within a school environment, the mandatory reporter would be the teacher, counsellor or principle.

c) To whom would you make a report of suspected child abuse/risk of harm in the State/Territory in which you work? How would you make this report?

In NSW you would make a report by calling 132111, the Child Protection Helpline. The helpline is open 7 days a week, 24 hours a day.

2. What are the areas of abuse? List four (4) indicators of risk of harm for each of these.

The areas of abuse are;

• Neglect

1. Inadequate hygiene

2. Child being left unsupervised for periods of time

3. Malnourished

4. Theft/rummaging for survival

• Sexual Abuse

1. Self-abuse

2. UTI or STD

3. Unexplained bruising/lacerations

4. Young pregnancy

• Physical Abuse

1. Neurological damage

2. Broken bones, bite marks, bruising and burns

3. Drinking alcohol or taking damaging drugs before maturity

4. Body mutilation

• Emotional Abuse

1. Running away

2. Behaviour problems

3. Inability to trust

4. Feeling lonely, worthless or distant.

Task 2

1. For each scenario below, list the indicators of abuse.

Scenario 1

10 year-old girl, Claire, is receiving learning support – she has a mild, intellectual disability, speech delay and a hand tremor. Claire attends school one morning in an agitated state. When unpacking, the Education Support Worker notices her index finger on her left hand is bleeding – when asked what happened, the student states “I cut a tomato for my lunch and slipped with the knife”. It was clear no first aid had been provided. The Education Support Worker provided first aid and discussed concerns with the classroom teacher about age appropriateness of Claire using a knife to prepare her lunch and concerns that the mother has not provided first aid to the cut.

The indicators of abuse in Claires

Scenario 2

7 year-old boy, Adam, has a speech and language delay. He has time with an Education Support Worker to assist in work completion. Adam attends school in a dishevelled state; his uniform has holes, his school bag is dirty and has old food in it. Adam constantly falls asleep in class, his engagement with peers is aggressive and he requires alternative play options. His mother is hard to contact and is dismissive of the school’s concerns.

Adam

Scenario 3

9 year-old boy, Amon, presents with a red outline of an adult hand on his left leg and appears to be limping. When asked, he talks about ‘the man from England’ who lives with them slapping him because he wants peanuts. Amon stated it is not a game and it hurt. Amon would ask for a peanut and the man would say “if I can slap your leg” – after the slap he got a nut. This was repeated until the leg hurt too much, and then Amon got one slap on the other leg for a peanut then he went to bed. Amon said he was hungry and it happened the night before.

?

Scenario 4

14 year-old girl, Suzie, attends school reporting that she has issues at home – no details are given. She has previously been described as a nice, hardworking student but currently has a poor quality of work, appears tired, has poor concentration and changes in friendship groups. Teachers have commented on her change in behaviour and presentation. Suzie comes from an intact middle class family, has one older sister, who is completing year 12, and has had an unremarkable experience of school – described as a nice, hardworking student.

2. Select one (1) scenario from Question 1 above and discuss the impact of risk of harm for the student. How could this child be affected by the abuse they have had to deal with?

Part B – HLTWHS001

Task

1. In relation to the following scenarios, identify the hazard and the potential consequence and then indicate the required action/s.

Scenario 1

During recess, you notice a child lose balance and almost fall from a long bench-seat in the play area. Upon investigation, you can see that several bolts are missing from the bench seat that is causing the seat to tilt when someone sits on it.

a) Identify the hazard. The hazard is the missing bolts on a long bench-seat

b) Identify the potential consequence The potential consequences is that the children who sit on this bench could lose balance and fall off. The child could obtain injuries.

c) Indicate the required action Required action is to clear all students away from the bench. Display a sign or hang a barrier which informs children that it is unsafe to sit on or play near and you would fill out a hazard report form.

Scenario 2

It is the end of the day and students are leaving school grounds. Suddenly, strong winds cause a large tree branch to fall and knock down power lines across the sports field located at the back of the school.

a) Identify the hazard The hazard is the fallen power line across the sport field.

b) Identify the potential consequence The potential consequence of the fallen power line is electrocution

c) Indicate the required action The action required is to keep all children away from the fallen power line. Make sure there is always someone of an authority roll present until the hazard is under control. Call the local outage reporting number and fill out a hazard report form.

Scenario 3

You and another teaching assistant have been assigned the task of tidying and reorganising the storeroom. You decide to begin by removing everything from the shelves and sorting the items into things to keep and things to throw away or recycle. As you are working, you come across a number of old glass bottles containing an unidentified liquid. Some of the liquid has leaked out of the top of the bottles, corroding the metal lids. You suggest that the bottles be left where they are until the substance can be identified. Your partner argues that this will take too much time and that the principal might want to call the fire brigade to remove the bottles and it would be simpler to just put them in a box and deal with them later.

a) Identify the hazard The hazard is the unknown liquid within the glass bottles

b) Identify the potential consequence The potential consequence could be corrosion, burns to the skin or poising if ingested.

c) Indicate the required action The required action is to clear the surrounding area, notify the principle or acting principle. Display a sign to inform other teachers who may visit the storeroom. Fill out a hazard report form.

2. Complete the following table:

Moving furniture:

a) Identify the potential risk

The potential risk while moving furniture is not bending properly and injuring your back.

b) Describe how the risk is being minimised

The risk is being minimised by using correct manual handling procedures and bending with there knees.

Reaching above shoulder height:

a) Identify the potential risk

The potential risk is the item falling on you

b) Describe how the risk is being minimised

The risk is being minimised by using a ladder and getting to the ideal height to be able to reach the item.

Clearing rubbish from floor:

a) Identify the potential risk

The potential risk is a unknown substance on the rubbish or a sharp object hiding

b) Describe how the risk is being minimised

The risk is being minimised by using a broom and dustpan to clear the rubbish and not touching the rubbish.

Cleaning spills such as blood or chemicals:

a) Identify the potential risk

The potential risk of cleaning spills such as blood or chemicals is getting infected and obtaining a disease or getting burnt by the chemicals.

b) Describe how the risk is being minimised

The risk is being minimised by wearing the correct PPE.

Working at a computer for extended periods of time:

a) Identify the potential risk

The potential risk of using a computer for extended periods of time is gaining a posture associated injury.

b) Describe how the risk is being minimised

The risk is being minimised by using a pillow to sit on and having correct posture.

3. Carrying out regular workplace inspections is one way to identify workplace hazards. Using the checklist on the following pages, carry out an inspection of your home-work space:

Workplace Inspection Checklist – Office Environment

Area inspected: Dining room of my house

Inspected by: Kate Micallef Date: 09.09.2019

1. General work environment

Inspection item Yes No N/A If you ticked ‘No’, provide details. What is the level of risk (low, moderate or high)? What action was taken?

Floor surfaces are flat, even and dry ?

Floor coverings are in good condition ?

Walkways are clear of obstructions and trip hazards e.g. boxes, electrical cords ? Low risk, No immediate action, the baby gate needs to stay there. Being cautious while entering through the gate.

Stairs, steps and handrails are in good condition ?

All areas are adequately lit ?

Ventilation feels adequate e.g. not stuffy ?

Temperature is within acceptable limits e.g. 20-260C ?

Area is clean, tidy and uncluttered ?

Toilet/kitchen facilities are accessible and clean ?

?

2. Office equipment

Inspection item Yes No N/A If you ticked ‘No’, provide details. What is the level of risk (low, moderate or high)? What action was taken?

Furniture is in good repair e.g. not damaged of faulty ?

All cords and wires are kept out of the way ?

Heavy materials are stored in the lower draws of filing cabinets ?

Tall bookcases are secured in place e.g. to the wall ?

The distance between high volume photocopiers and workstations is maximised ?

3. Ergonomics/workstation setup:

Key Features

1. Feet flat on floor

2. Backrest supporting lumbar area

3. Sufficient leg room under desk

4. Thighs parallel to the floor

5. Upper arm at right angle to lower arm

6. Neutral wrist position

7. Top of monitor at or slightly below eye level

8. Monitor at arm’s length distance

Inspection item Yes No N/A If you ticked ‘No’, provide details. What is the level of risk (low, moderate or high)? What action was taken?

Staff have completed individual workstation self-assessment checklists ? Not in a home environment

4. Manual handling

Inspection item Yes No N/A If you ticked ‘No’, provide details. What is the level of risk (low, moderate or high)? What action was taken?

The majority of storage is at or below shoulder height ?

Heavy items are delivered directly to the storage location by suppliers ? Not in a home environment

Heavy items are stored at waist height ?

Manual handling equipment is readily available for moving heavy equipment e.g. trolleys ? Not in a home environment

5. Electrical safety

Inspection item Yes No N/A If you ticked ‘No’, provide details. What is the level of risk (low, moderate or high)? What action was taken?

Power outlets (GPOs) and light switches are operational and in good condition ?

Power boards are used in preference to double adapters, and not overloaded ?

Power leads are in good condition e.g. not frayed or damaged ?

Electrical appliances are kept clear of wet areas ?

Portable plug-in electrical office and kitchen equipment (e.g. power cords, projectors, toasters, kettles) have been tested and tagged. ? Not in a home environment

?

6. Emergency preparation

Inspection item Yes No N/A If you ticked ‘No’, provide details. What is the level of risk (low, moderate or high)? What action was taken?

Exit signage is illuminated ? Not in a home environment

Exit pathways are clear of obstructions ?

Fire doors are operational, e.g. open and close easily, and not chocked open ? Not in a home environment

Fire stairs are well lit ? Not in a home environment

Local emergency contacts are displayed e.g. chief warden, local emergency wardens, nominated first aid officers ? Not in a home environment

Emergency evacuation signage is displayed in common areas of the building e.g. lift lobby, main corridors ? Not in a home environment

Part C – CHCEDS001

Task 1

1. Outline the principles for equal opportunity, equity and diversity within the workplace.

The principles for equal opportunity, equity and diversity within the workplace, is having all resource and benefits easily obtainable to any relevant person. Example, in job interview environment, the choice will be between who is most suitable from every candidate. There will be no discrimination on age, sex, faith, race or political group.

Task 2

1. Refer to the role description (PDF) below, for a teacher’s aide position advertised in Queensland.

a) Will you have a responsibility in this role to lead activities? If so, list four (4) key tasks that will be required of you.

The role description does not mention leading activities, although I would be assisting the teacher in leading activities.

Four key tasks that I will be required to do are;

• Assisting teachers and students with sporting activities and with school excursions

• Assisting teaching staff with playground/bus supervision

• Displaying confidentiality, tact, reliability and sensitively to students and their families

• Displaying respect and empathy for students with high level needs

b) What are the attributes the ideal applicant will possess?

The attributes of the ideal applicant;

• Ability to learn quickly

• Willing to undertake specific training

• Basic understanding of occupational health and safety

• Knowledge, skills and ability to work as a teacher aide

• Reliable

• Able to work with others individually or in a team

c) What other additional information is required of the applicant?

Additional information required from the applicant are;

• Have a working with children check

• Senior First Aide Certificate

• Criminal history check by Queensland Police check

• Discipline history check

• Access to a range of flexible work options

2. List the five (5) key requirements of industrial awards.

• Hours of work

• Allowances

• Penalty rates

• Overtime

• Rosters