The unit describes the skills and knowledge to establish and maintain a safe and healthy environment for children.  This unit applies to educators working in a range of education and care services.

Unit details

Study level:
Vocational and further education (TAFE)
Unit code:
CHCECE016

Assessment

Assessment tasks will be designed to reinforce and extend knowledge and skill competence within set and controlled parameters in accordance with each unit's learning outcomes and performance criteria requirements, including the setting of work based practical application tasks designed to provide evidence of competence outcomes, within periodic and scheduled timelines. Students will be expected to demonstrate the following required skills: - established and maintained an environment that is safe and healthy for children in at least once service, including: communicating hazards and safety issues to appropriate persons within the service; coordinating emergency responses including evacuation plans; planning and coordinating supervision of children; promoting and monitoring safety practices, including administration of medicines and safe handling of food; coordinating appropriate procedures for handling infections and illnesses, including communicating with families, and; enacting strategies to support children to take increasing responsibility for their own health and physical wellbeing.Students will also be expected to demonstrate the following knowledge: - how to access: the National Quality Framework; the National Quality Standards, and; the relevant approved learning framework; - how to navigate through framework and standards documents to find areas relevant to this unit of competency; - common childhood illnesses and appropriate responses; - strategies for minimising risk; - notifiable diseases, and; - organisational standards, policies and procedures.

Where to next?

As part of a course

This unit is studied as part of the following courses. Refer to the course page for information on how to apply for the course.

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