CHCECE002 - Ensure the Health and Safety of Children - Promote and Provide Healthy Food and Drinks - Management Assignment Help

Assignment Task:

Task:

• Observation during on-the-job or role play/simulation (OS)
• Questioning may include self-assessment, verbal answers, written questionnaires, activity modules or interview (Q)
• Review of Products including work samples or products (RP)
• Portfolio may include documents, products with supporting documentation, historical evidence (P)
• Third party (TP)
• Structured Activities may include Projects, Case studies, presentations, role play, demonstration, progressive tasks (SA)
• Others: Credit Transfer
• Others: Click here to enter text.
• Industry Feedback
• Is our proposed training and assessment program aligned to current methods, technology, products and performance expectations for workplace tasks? 
• Will our proposed training program, including the training resources, provide learners sufficient learning opportunities to acquire the knowledge and skills essential to the industry? 
• Will our proposed training program, including the assessment resources, correctly assess for the knowledge and skills competencies required to perform in the industry?
•  
• Are the proposed elective units reflective of the current job requirements within the workplace?
• Do the trainer’s professional qualifications and experience provide them with sufficient understanding of the industry to provide learners current and relevant learning experience?
•  
• What specific activities would you recommend our trainers and assessors undertake so as to remain up-to-date with their industry skills and knowledge?
• PART B Diploma of Early Childhood Education & Care
• COURSE INFORMATION
• Subjects / Clusters Unit Codes Unit of Competency Names
• Subject 1: Children’s Health and Safety CHCECE002 Ensure the health and safety of children
• CHCECE004 Promote and provide healthy food and drinks
• Subject 2: First Aid HLTAID004 Provide an emergency first aid response in an education and care setting*
• The HLTAID004 Provide an emergency first aid response in an education and care setting is NOT delivered by HSTEA. Students must organise the completion of this unit via an external provider. 
• Subject 3: Workplace Effectiveness CHCLEG001 Work legally and ethically
• CHCECE009 Use an approved learning framework to guide practice 
• CHCPRT001 Identify and respond to children and young people at risk 
• Subject 4: Play and Development CHCECE006 Support behaviour of children and young people
• CHCECE007 Develop positive and respectful relationships with children 
• CHCECE010 Support the holistic development of children in Early Childhood
• CHCECE013 Use information about children to inform practice 
• Subject 5: Physical and Emotional Wellbeing CHCECE003 Provide care for children 
• CHCECE005 Provide care for babies and toddlers
• Subject 6: Culture and Community CHCDIV001 Work with diverse people 
• CHCDIV002 Promote Aboriginal and/or Torres Strait Islander cultural safety
• CHCECE001 Develop cultural competence 
• Subject 7: Health and Safety Management CHCECE016 Establish and maintain a safe and healthy environment for children
• HLTWHS003 Maintain work health and safety 
• Subject 8: Leadership and Service Management CHCECE019 Facilitate compliance in an education and care service 
• CHCECE025 Embed sustainable practices in service operations 
• CHCMGT003 Lead the work team 
• Subject 9: Program Design and Implementation  CHCECE017 Foster the holistic development and wellbeing of the child in early childhood
• CHCECE018 Nurture creativity in children 
• CHCECE022 Promote children’s agency 
• CHCECE023 Analyse information to inform learning 
• CHCECE024 Design and implement the curriculum to foster children’s learning and development 
• Subject 10: Children’s Behaviour and Inclusion  CHCECE020 Establish and implement plans for developing cooperative behaviour 
• CHCECE021 Implement strategies for the inclusion of all children 
• CHCECE026 Work in partnership with families to provide appropriate education and care for children 
• Subject 11: Skills Workbook Vocational Placement Pack and Skills Workbook
• Training and Assessment Delivery
• Delivery period (duration of the course): 
• 104 weeks (including holidays) 
• 96 weeks (excluding 8 weeks of holidays)
• Vocational Placement: minimum 240 hours 
• Overall Course Duration Breakdown:
• APPROXIMATE AMOUNT OF TRAINING PER COHORT (IN HOURS) 1574
• APPROXIMATE ASSESSMENT TIME PER COHORT (IN HOURS) 294
• APPROXIMATE LEARNING TIME PER COHORT (IN HOURS) 526
• OVERALL VOLUME OF LEARNING PER COHORT (IN HOURS)** 2394
• COURSE DURATION IN WEEKS* 96 weeks
• *not including breaks and holidays; averaging 25 hours per week
• **Depending on learner’s existing knowledge, skills and experience
• Please see more detailed breakdown of tasks in the Sample Training and Assessment Schedule.
• For learners with no or little relevant vocational experience and/or who do not possess sound theoretical skills and knowledge, the amount of training required would closely match the timeframe indicated above. This training program is designed to align with and meet AQF Volume of Learning Indicators, learner and industry needs.
• Context of Training and Assessment: This course will be delivered via face to face classrooms sessions. Learners are also required to meet the vocational placement requirements.
• Assessment is delivered via HSTEA’s Assessment Suite, which includes a combination of:
• Written knowledge assessments
• Projects
• Actual workplace practical activities
• Case Studies
• Observation via demonstration 
• This course is scheduled to be completed in 96 weeks, depending on the learner’s relevant skills, knowledge and experience. 
• Training:
• Learners are provided with learner guides, assessment workbooks and other relevant reference documents, comprising all the materials required to complete each unit of competency.
• Face-to-face training sessions are conducted by a qualified trainer according to the course schedule/blocks (see timetables for more details).  The training sessions include, but are not limited to:
• Discussions covering relevant theories, concepts, and/or underpinning knowledge 
• Practical demonstrations and practice sessions covering the practical/skills requirements of each subject
• Instructions/guidance in completing the assessments
• Group activities, quizzes, exercises, etc.
•  
• Training sessions will be done 5 days a week, 4 hours per session (total of 20 hours per week).
• Assessment:
• Assessments are divided into three components:
• Knowledge assessments (done at home)
• Skills assessments completed outside of the vocational workplace (done in the classroom), e.g., projects, case studies, etc.
• Skills assessments completed within the vocational workplace
• Assessment will depend on the specific pathway learners take to complete the course. Students eligible for RPL are only required to complete the knowledge assessments, provided that they successfully complete the corresponding RPL assessments to demonstrate relevant skills competency. 
• Knowledge assessments and other skills assessments completed outside of the vocational workplace are included in subjects 1 to 10. These assessments are completed according to the block schedule.
• Skills assessments completed in the vocational placement are facilitated through the Skills Workbook. Although HSTEA trainers conduct vocational workplace visits, some assessments that are conducted and observed over a period of time will also rely on supervisor feedback/third-party reports. As such, additional third-party or supplementary evidence may be required. Additional evidence may include:
• Video recording
• Portfolio of evidence collected in the workplace
• Interview with the workplace supervisor
• There are further assessment requirements that certain tasks be completed a number of times or must be completed involving the care of different ages of children. Additionally, the course will require access to Aboriginal and/or Torres Strait Islander community representatives.
• Pre-requisites for Vocational Placement: First Aid Unit and Police Check, Blue Card or Working With Children Check
• First Aid Unit
• HSTEA does not deliver the first aid unit included in this qualification. 
• International students will be assisted by HSTEA to enrol to a CRICOS approved RTO offering this unit. HSTEA does not have any third-party arrangements with any RTO’s delivering this course. However, as due diligence, HSTEA will ensure that any recommendations provided by HSTEA to its students are checked for quality and all relevant compliance requirements. The First Aid unit is typically delivered as a 1-day program. This will be accommodated in the students’ schedules accordingly without disrupting the block calendar.
•  
• Police Check, Blue Card or Working With Children Check 
• This is a requirement prior to students starting vocational placement. Costs associated with completing required Police Check, Blue Card or Working With Children Check will be shouldered by the student.
• Virtual Workplace Resources
• The CHC50113 Certificate III in Early Childhood Education and Care training and assessment tools are supported by a ‘Virtual Workplace’ intranet site to help prepare students for the workplace, and to provide students with simulated assessment pathways for many tasks. 
• The virtual Early Childhood Education Service site, Sparkling Stars, provides students with access to a huge range of common workplace materials they require to complete their studies. This may include forms, templates, policies, procedures, case studies, scenarios, client files, client records and other common workplace documents that students need to access or complete as part of the CHC50113 course.
• Assessment Methods
• Unit of Competence A B C D E F G H
• CHCDIV002 Promote Aboriginal and/or Torres Strait Islander cultural safety ? ? ? ? ? ? ? ?
• CHCECE001 Develop cultural competence ? ? ? ? ? ? ? ?
• CHCECE002 Ensure the health and safety of children ? ? ? ? ? ? ? ?
• CHCECE003 Provide care for children ? ? ? ? ? ? ? ?
• CHCECE004 Promote and provide healthy food and drinks ? ? ? ? ? ? ? ?
• CHCECE005 Provide care for babies and toddlers  ? ? ? ? ? ? ? ?
• CHCECE007 Develop positive and respectful relationships with children ? ? ? ? ? ? ? ?
• CHCECE009 Use an approved learning framework to guide practice ? ? ? ? ? ? ? ?
• CHCECE016 Establish and maintain a safe and healthy environment for children  ? ? ? ? ? ? ? ?
• CHCECE017 Foster the holistic development and wellbeing of the child in early childhood  ? ? ? ? ? ? ? ?
• CHCECE018 Nurture creativity in children  ? ? ? ? ? ? ? ?
• CHCECE019 Facilitate compliance in an education and care services  ? ? ? ? ? ? ? ?
• CHCECE020 Establish and implement plans for developing cooperative behaviour ? ? ? ? ? ? ? ?
• CHCECE021 Implement strategies for the inclusion of all children ? ? ? ? ? ? ? ?
• CHCECE022 Promote children’s agency  ? ? ? ? ? ? ? ?
• CHCECE023 Analyse information to inform learning ? ? ? ? ? ? ? ?
• CHCECE024 Design and implement the curriculum to foster children’s learning and development  ? ? ? ? ? ? ? ?
• CHCECE025 Embed sustainable practices in service operations ? ? ? ? ? ? ? ?
• CHCECE026 Work in partnership with families to provide appropriate education and care for children ? ? ? ? ? ? ? ?
• CHCLEG001 Work legally and ethically ? ? ? ? ? ? ? ?
• CHCPRT001 Identify and respond to children and young people at risk  ? ? ? ? ? ? ? ?
• HLTAID004 Provide an emergency first aid response in an education and care setting  ? ? ? ? ? ? ? ?
• HLTWHS003 Maintain work health and safety  ? ? ? ? ? ? ? ?
• CHCECE006 Support behaviour of children and young people ? ? ? ? ? ? ? ?
• CHCECE010 Support the holistic development of children in Early Childhood  ? ? ? ? ? ? ? ?
• CHCECE013 Use information about children to inform practice  ? ? ? ? ? ? ? ?
• CHCDIV001 Work with diverse people  ? ? ? ? ? ? ? ?
• CHCMGT003 Lead the work teams  ? ? ? ? ? ? ? ?
• Key
• Observation during on-the-job or role play/simulation (OS)
• Questioning may include self-assessment, verbal answers, written questionnaires, activity modules or interview (Q)
• Review of Products including work samples or products (RP)
• Portfolio may include documents, products with supporting documentation, historical evidence (P)
• Third party (TP)
• Structured Activities may include Projects, Case studies, presentations, role play, demonstration, progressive tasks (SA)
• Others: Credit Transfer
• Others: Click here to enter text.
• Feedback
• Is our proposed training and assessment program aligned to current methods, technology, products and performance expectations for workplace tasks? 
• Will our proposed training program, including the training resources, provide learners sufficient learning opportunities to acquire the knowledge and skills essential to the industry? 
• Will our proposed training program, including the assessment resources, correctly assess for the knowledge and skills competencies required to perform in the industry?
•  
• Are the proposed elective units reflective of the current job requirements within the workplace?
• Do the trainer’s professional qualifications and experience provide them with sufficient understanding of the industry to provide learners current and relevant learning experience?
•  
• What specific activities would you recommend our trainers and assessors undertake so as to remain up-to-date with their industry skills and knowledge?

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